K6035

5
N U M E R I C S
A Coursebook of Mathematics
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K6035
Acknowledgements
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ISBN 978-93-89151-75-6
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Math Book 5_prelims.indd 3 12-11-2019 12:02:57 PM

PREFACE
Numerics is a series of eight books from Classes 1 to 8. This series is based on syllabi prescribed by
NCERT. It fully conforms to the vision of the National Curriculum Framework (NCF) 2005. We have
tried to integrate the NCF vision in this series that suggests significant strategies to make education
more relevant to the present day and future needs. We have tried to soften subject boundaries so that
students get a taste of integrated knowledge and experience the joy of understanding.
Mathematics is a fascinating subject that connects to our everyday life. We understand that students
have different ways of learning and they use different intelligences to understand concepts in their
daily lives. Some can learn very well by reading and writing, others can
understand better by mathematical logic-based learning, while some learn
by doing activities with hands. We have taken care to attend to all
intelligences for effective teaching and learning. Each concept is well-
explained and supported with solved examples. Enough exercises
are given for thorough practice of each concept. Moreover, features
such as Everyday Maths, Think Cap, Mental Maths, Projects
and Activities, Subject Link, Create and Solve and Let’s Explore
have been included to make learning interesting and fun.
We have also tried to integrate six levels of the Bloom’s taxonomy: Remember, Understand, Apply,
Analyze, Evaluate and Create through different features. This will provide a smooth transition from
easier to difficult questions. The series provides tools for learning, assessment and evaluation. The
basic idea behind the series is to connect the knowledge to the life outside school and ensure that
learning shifts away from rote methods. The series will enable students to think and reason, visualize
and handle abstractions, and to formulate and solve problems.
Social and Emotional Learning (SEL) has been thoughtfully integrated with various features to help
students to communicate and express emotions. Students who receive social emotional interventions
early and throughout their learning careers show impressive and measurable benefits later in life.
This series has been developed and reviewed by experts who are actively engaged in the field of
education. Their inputs have been helpful to visualize and develop the series at different stages. Hope
the students become more receptive, productive and more willing to engage in the learning process
through this series.
We are sure that Numerics will prove to be of immense use for the teachers, students and parents.
Special care has been taken to make the books error-free. We look forward to feedback and
constructive criticism from our users. This would definitely help us to improve further.
The Publisher
IN THE SERIES
N U M E R I C S 1-5
comprehensively provides all the tools and techniques required for learning,
assessment and evaluation as per the latest guidelines laid down by the CBSE.
Different features help to develop learning skills such as remembering, understanding,
analyzing, applying, evaluating and creating. It also integrates the knowledge of
mathematics to social and emotional learning.
MATHS
Warm up LAB ACTIVITY
Recap of concepts learnt Includes activities to
earlier reinforce concepts
using common objects
subject
Mental maths lInk
Includes questions to be Includes activities that encourage
solved mentally cross-curricular integration
For Teachers
Suggestions for
teachers that help
For Parents EVERYDAY MATHS
to explain the Suggestions for parents Includes questions based on real-life
concepts better to reinforce learning situations
at home
3 In the Series Page (3-5).indd 2 24-10-2019 11:49:32

NEW
W oRD S! Exercise
Includes various pen-paper activities for
continuous evaluation
Includes new
mathematical
CREATE AND SOLVE ThInk cap
terms related
Includes questions that help students Includes
to the concepts
formulate and solve problems application-based
learnt
questions
Let's
expl RE Encourages the students to attempt questions of advance level
get It
PROJECTS
AND ACTIVITIES RIGHT
Includes individual and Highlights common errors
group activities and misconceptions
WORKSHEET TEST PAPERS

Includes questions for Includes questions for
comprehensive evaluation half-yearly and annual
of the concepts learnt assessment
Teacher’s resource provides additional material and guidance in the form of comprehensive
lesson plan, period-wise teaching methodology for each chapter, selected answers to the
coursebook questions, worksheets for each chapter and extra test papers for each book.
Digital resources provide integrated support to the coursebook. It includes animations,
interactive exercises, quizzes, games, worksheets and so on.
– Test generator is a part of the online digital resource. It is an innovative, easy-to-use
assessment tool designed to aid teachers in creating a variety of test papers from an
extensive pool of questions for effective evaluation.
*For questions where writing space is not provided, please use a notebook.
3 In the Series Page (3-5).indd 3 24-10-2019 11:49:34

TABLE OF CONTENTS
1: Large Numbers................................................................................................................ 9
• Reading and writing large numbers
• Systems of numeration
• Place, place value and face value
• Expanded form of a number
• Comparing large numbers
• Ordering large numbers
• Forming numbers using the given digits
• Predecessor and successor of a number
• Rounding off numbers
• Roman numerals
WORKSHEET
2: Addition and Subtraction of Large Numbers............................................................32
• Addition without regrouping; Addition with regrouping
• Properties of addition
• Subtraction without regrouping; Subtraction with regrouping
• Properties of subtraction
• Relation between addition and subtraction
• Finding the missing digits; Simplification
WORKSHEET
3: Multiplication and Division of Large Numbers..........................................................55
• Multiplication of large numbers by up to 4 digits
• Division of large numbers by up to 4 digits
• Relation between multiplication and division
• Simplification; Average
WORKSHEET
4: Factors and Multiples..................................................................................................74
• Factors and multiples
• Finding factors and multiples
• Divisibility tests
• Even and odd numbers; Prime and composite numbers
• Highest common factor and lowest common multiple
• Relation between HCF and LCM
WORKSHEET
5: Fractions......................................................................................................................90
• Equivalent fractions
• Fractions in lowest form
• Comparing and ordering fractions
• Addition and subtraction of fractions; Multiplication and division of fractions
WORKSHEET
6: Decimals...................................................................................................................... 109
• Decimal fractions
• Place values of the digits of decimals
• Expanded forms of the decimals
• Converting fractions into decimals
• Converting decimals into fractions
• Relation between decimals and measurements
• Relation between decimals and money
• Equivalent decimal numbers; Like and unlike decimal numbers
• Comparing decimal numbers; Ordering decimal numbers
• Addition and subtraction of decimal numbers
• Multiplication and division of decimal numbers
• Rounding off decimal numbers
WORKSHEET
7: Percentage.................................................................................................................. 126
• Conversion of fraction into per cent
• Conversion of per cent into fraction
Math Book 5_prelims.indd 4 12-11-2019 05:51:43 PM

• Conversion of per cent into decimal
• Conversion of decimal into per cent
• Percentage of a quantity
• Percentage in money and measures
WORKSHEET
8: Measurement............................................................................................................... 138
• Measurement of length, weight and capacity
• Conversion of units of length, weight and capacity
• Estimating measures
• Addition and subtraction of metric measures
• Multiplication and division of metric measures
• Temperature
WORKSHEET
TEST PAPER 1...................................................................................................................... 151
9: Money......................................................................................................................... 153
• Addition and subtraction of money
• Multiplication and division of money by unitary method
• Profit and loss
WORKSHEET
10: Time.............................................................................................................................. 163
• Units of time and their conversion
• Addition and subtraction of time
• Multiplication and division of time
• Calculating the duration
• Calculating dates using calendar
WORKSHEET
11: Geometry......................................................................................................................175
• Basic geometrical concepts
• Angles; Triangles; Quadrilaterals; Circles
WORKSHEET
12: Symmetry, Patterns and SolID Shapes....................................................................... 191
• Symmetry
• Flips, turns and slides
• Patterns
• Solid shapes
WORKSHEET
13: Perimeter, Area and Volume..................................................................................... 204
• Perimeter; Area; Volume
WORKSHEET
14: Mapping Skills............................................................................................................. 221
• Maps; Scales on a map
• Direction on a map; Symbols on maps
WORKSHEET
15: DATA HANDLING........................................................................................................... 230
• Bar graph
• Circle graph
• Tally chart
• Line graph
WORKSHEET
An Introduction to Algebra..........................................................................................242
TEST PAPER 2.....................................................................................................................246
WOW FACTS.........................................................................................................................248
Self check......................................................................................................................... 249
InternatIonal Maths OlympIad sample paper............................................................... 250
Selected answers.............................................................................................................252
Math Book 5_prelims.indd 5 12-11-2019 02:52:04 AM

NUMERICS and Social and Emotional Learning (SEL)
Navneet Education Limited has always striven to keep learning relevant to the needs of the
21st century learner, and make the process of learning a joyful one. We consider it our duty
to not just support students’ academic needs, but also to nurture their innate curiosity and
compassion, nourish their awareness of themselves and the world, and enhance their ability
to make ethical choices.
In this endeavour, learners will find in Numerics, an emphasis on Social and Emotional
Learning (SEL). Social and Emotional Learning is the process of understanding and managing
emotions, setting and working towards positive goals, behaving with empathy, establishing and
sustaining positive relationships, and making responsible decisions.
Application of SEL
There are many ways teachers can integrate SEL into their instructional practices.
The following are some indicators of an SEL-integrated classroom:
● A friendly, fear-free and inclusive learning environment for all learners.
● Engaged, active and participative learners.
● Instruction that is both accessible and rigorous for every learner.
● Encouragement for learners to think, discuss, inquire and create knowledge.
● Lessons and activities that help learners reflect on both academic learning and SEL.
In the series, Numerics, one can find the integration of SEL competencies in the questions
included in different features. Through SEL integration in mathematical questions, we invite the
learner to explore behavioural skills other than mathematical skills. SEL is also the backbone of
the 21st century skills. SEL competencies are integrated into our lessons and in the lesson plans
in the Teacher’s Manual.
We encourage teachers, caregivers, guardians and parents to help in building these

competencies in the learner. This will make their growing understanding of the subject more
meaningful for their future.
THE 5 SEL COMPETENCIES

Self-awareness: Know your strengths and limitations with a well-grounded sense of confidence,
optimism and a ‘growth mindset.’
Self-management: Effectively manage stress, control impulses and motivate yourself to set
and achieve goals.
Social awareness: Understand the perspectives of others and empathize with them,
including those from diverse backgrounds and cultures.
Responsible decision-making: Make constructive choices about personal behaviour and

social interactions based on ethical standards, safety and social norms.
Relationship skills: Communicate clearly, listen well, cooperate with others, resist
inappropriate social pressure, negotiate conflict constructively and seek and offer help when needed.
CHAPTER 1
Large Numbers
Warm up
House A House B House C
₹6,75,890 ₹3,40,623 ₹4,20,568
Ms Chopra decides to buy her own house. She has shortlisted three houses. Look at
the prices of each house and answer the following.
1. Arrange the prices of these houses in
a. ascending order: .............................................................., .............................................................., ..............................................................
b. descending order: .............................................................., .............................................................., ..............................................................
2. Which of the houses has the highest price? ..............................................................
3. Which of the houses has the lowest price? ..............................................................
4. Write the price of these houses in Indian system of numeration.
a. The costliest house: .................................................................................
b. The cheapest house: .................................................................................
5. Write the price of these houses in International system of numeration.
a. The costliest house: .................................................................................
b. The cheapest house: .................................................................................
6. What is the estimated price of the cheapest house? .................................................................................
For Teachers: You may start the chapter by asking the students to write any 6-digit number of their choice along with their number
names. Draw the place value chart to help them call out the number names.
Maths Book 5 (Book).indb 9 12-11-2019 02:38:38 AM

Reading and Writing Large Numbers
Do you know the largest 6-digit number? It is 9,99,999 or nine lakh ninety-nine thousand nine
hundred ninety-nine. If you add 1 to the largest 6-digit number, you will get the smallest 7-digit
number, 10,00,000.
If you replace all the digits of this smallest 7-digit number with 9, you get 99,99,999. This is the
largest 7-digit number. This is read as ninety-nine lakh ninety-nine thousand nine hundred
ninety-nine. Now, add 1 to this number. You will get the smallest 8-digit number, 1,00,00,000.
Replace all the digits of this number by 9, you get 9,99,99,999, the largest 8-digit number. This
is read as nine crore ninety-nine lakh ninety-nine thousand nine hundred ninety-nine. To get
the smallest 9-digit number, 10,00,00,000, add 1 to the largest 8-digit number.
You can also write 99,99,999; 9,99,99,999 and 99,99,99,999 in International system of
numeration. Let us learn more about the systems of numeration.
Systems of Numeration
A place value chart helps you understand the systems of numeration. This place value chart is
divided into different groups called periods. Commas are inserted to separate periods.
Indian system of numeration
1. There are four periods – Ones, Thousands, Lakhs and Crores.
2. Each period has two place values except the ones period that has three place values.
We use commas first after three digits (starting from the right) and then subsequently after every
two digits (towards the left) to separate each period in a number.
Periods Crores Lakhs Thousands Ones
Places TC C TL L TTh Th H T O
1,00,000 (one lakh) 1 0 0 0 0 0
10,00,000 (ten lakhs) 1 0 0 0 0 0 0
1,00,00,000 (one crore) 1 0 0 0 0 0 0 0
10,00,00,000 (ten crores) 1 0 0 0 0 0 0 0 0
International system of numeration

NEW w o rd s!
1. There are three periods – Ones, Thousands and Millions.
2. Each period has three place values.
3. We use commas after every three digits (starting from right to left) to • Period
separate each period in a number. See the table given in the next page. Period is a group of
digits. Periods are
marked with comma.
10

Periods Millions Thousands Ones
Places HM TM M HTh TTh Th H T O
100,000 (hundred thousands) 1 0 0 0 0 0
1,000,000 (one million) 1 0 0 0 0 0 0
10,000,000 (ten millions) 1 0 0 0 0 0 0 0
100,000,000 (hundred millions) 1 0 0 0 0 0 0 0 0
The table shown below helps you to understand the difference in the names of period in both the
systems.
get It RIGHT
Indian system of International system
numeration of numeration Never write number names in plural form.
5,21,48,210
1 lakh 100 thousands
Five crore twenty-one lakh forty-eight
10 lakhs 1 million thousand two hundred ten 
1 crore 10 millions Five crores twenty-one lakhs forty-eight
thousands two hundred ten 
10 crores 100 millions
Example: Place commas according to the period in Indian system of numeration and write the
following numbers in words.
1. 161804 2. 687000080
Answer:
1. 1,61,804 – One lakh sixty-one thousand eight hundred four
2. 68,70,00,080 – Sixty-eight crore seventy lakh eighty
Example: Place commas according to the period in International system of numeration and write
the following numbers in words.
1. 161804 2. 687000080 NEW w o rd s!
Answer:
1. 161,804 – One hundred sixty-one thousand eight hundred four
2. 687,000,080 – Six hundred eighty-seven million eighty • Place value chart
A chart that shows
Example: Write the numbers for the following.
place values of different
1. Thirty thousand five digits of a number
2. Seven million eight hundred nine thousand one hundred nine
For Teachers: You may explain in the class that each period is separated by a comma when we write the numbers. Also, you may
show that using comma while writing those numbers in words is incorrect. For example, it is incorrect to write one lakh, sixty-one
thousand, eight hundred, four.
11

Answer:
Periods Millions Thousands Ones
Places Hundred Ten Hundred Ten

Millions Thousands Hundred Tens Ones
(International Millions Millions Thousands Thousands
(M) (Th) (H) (T) (O)
system) (HM) (TM) (HTh) (TTh)
Example 1. – – – – 3 0 0 0 5
Example 2. – – 7 8 0 9 1 0 9
Ten Ten
Places Crores Ten Lakhs Lakhs Thousands Hundreds Tens Ones
Crores Thousands
(Indian system) (C) (TL) (L) (Th) (H) (T) (O)
(TC) (TTh)
Periods Crores Lakhs Thousands Ones
Mental maths
These are the greatest 7-digit, 8-digit and 9-digit numbers. Read them in International system of
numeration. Write the missing periods.
1. 9,999,999: Nine ............................................................ nine ............................................................ ninety-nine ............................................................ nine hundred
ninety-nine
2. 99,999,999: Ninety-nine ............................................................ nine hundred ninety-nine thousand ............................................................
hundred ninety-nine
3. 999,999,999: Nine ............................................................ ninety-nine ............................................................ nine hundred ninety-nine
............................................................ nine hundred ninety-nine
Place, Place Value and Face Value

Each digit in a number has a fixed position called its Place value of a
Place. Each digit has a value depending on its place. digit Face value of
the digit x value of
This is called its Place Value. The Face Value of a the place
digit for any place in a number is the value of the

digit itself.
get It RIGHT
The place value of 6 in 241,189,680 is 600 or

Face value of 5: 5 6 hundred. 
7,85,64,382
Place value of 5: 500000
The place value of 6 in 241,189,680 is 100 or
hundred. 
12

You can write the face value and the place value for a number 32140623 as given below.
Face Value 3 2 1 4 0 6 2 3
Number 3 2 1 4 0 6 2 3
C/TM TL/M L/HTh TTh Th H T O

Places
10000000 1000000 100000 10000 1000 100 10 1
Face Value ×
3 × 10000000 2 × 1000000 1 × 100000 4 × 10000 0 × 1000 6 × 100 2 × 10 3×1
Place = Place
= 30000000 = 2000000 = 100000 = 40000 =0 = 600 = 20 =3
Value
Example: Write the place value of each of the digits.

1. 6000815 2. 891072345
The place
value of 0 is
Answer: always 0.
1. 2.
6000815 891072345
5×1=5 5×1=5
1 × 10 = 10 4 × 10 = 40
8 × 100 = 800 3 × 100 = 300
0 × 1000 = 0 2 × 1000 = 2000
0 × 10000 = 0 7 × 10000 = 70000
0 × 100000 = 0 0 × 100000 = 0
6 × 1000000 = 6000000 1 × 1000000 = 1000000
9 × 10000000 = 90000000
8 × 100000000 = 800000000
Example: Write the place value and face value of the coloured digits.
1. 46695382 2. 372571028
Answer:
1. The face value of coloured digit 6 is 6 and the place value of 6 is 6 × 100000 = 600000.
2. The face value of coloured digit 7 is 7 and the place value of 7 is 7 × 10000000 = 70000000.
Expanded form of a number

The expanded form is the sum of the place values of the digits of a number. So, the expanded
form depends on the place values of the digits of the given number. For example, consider the
number 352640923.
13

Number 3 5 2 6 4 0 9 2 3
TC/HM C/TM TL/M L/HTh TTh Th H T O

Places
100000000 10000000 1000000 100000 10000 1000 100 10 1
Place Value 300000000 50000000 2000000 600000 40000 0 900 20 3
By adding the place values of each digit of the given number, we get
300000000 + 50000000 + 2000000 + 600000 + 40000 + 0 + 900 + 20 + 3 = 352640923
Expanded form Number
Example: Write the expanded form.
1. 3680079 2. 50800651
Answer: get It RIGHT
1. 3680079 = 3000000 + 600000 + 80000 + 70 + 9

4000000 + 500 + 70 + 2 is the
2. 50800651 = 50000000 + 800000 + 600 + 50 + 1 expanded form of the number
Example: Write the numbers. 4000572. 
1. 7000000 + 4000 + 300 + 90 + 9 4000000 + 500 + 70 + 2 is the
2. 200000000 + 10000000 + 90000 + 4000 + 300 + 20 + 5 expanded form of the number
4572. 
Answer:
1. 7004399 2. 210094325
Mental maths
Observe the pattern given below and write the next three numbers.
1. 534827, 534727, 534627, ..................................................., ..................................................., ...................................................
2. 4312563, 4313563, 4314563, ..................................................., ..................................................., ...................................................
3. 86234567, 87234567, 88234567, ..................................................., ..................................................., ...................................................
4. 700000, 600000, 500000, ..................................................., ..................................................., ...................................................
5. 34312452, 34322452, 34332452, ..................................................., ..................................................., ...................................................
Comparing Large Numbers

John was fond of cars. His mother promised him that as soon as he turned 18, she would buy
him a car of his choice. Can you help him in selecting the cheapest car based on the following
information?
14

Car A Car B Car C Car D
₹25,25,375 ₹12,78,575 ₹12,75,250 ₹5,50,250
To help John in selecting the cheapest car, we need to compare the prices of the given cars. We
can compare the numbers by following the rules of comparison given below.
Rule 1: The number with lesser digits is always smaller.

The price of Car D has 6 digits and the prices of all the remaining cars have 7 digits. So,
Car D is the cheapest.
Rule 2: If the numbers are consisting of the same number of digits, then the number with
biggest digit (counting from the extreme left) is bigger.
For example, the prices of Car A, Car B and Car C have the same number of digits, that is,
7 digits, but of all the prices, Car A has the bigger digit (towards the extreme left), that is, 2
(as 2 > 1). So, Car A is the costliest.
Rule 3: If the numbers have the same number of digits and all the first digits (towards the
extreme left) are same, then move to the next digits and compare them. Continue this until we
get different digits. For example, the prices of Car C and Car B have the same number of digits,
that is, 7 and the leftmost three digits are also same, that is, 127. So, we compare its fourth digit
from the left. As 8 > 5, we can conclude that the price of Car B is more than Car C.
Example: Which is greater?

1. 67,40,089 or 87,90,046 2. 57,36,02,419 or 4,02,40,683
Answer:
1. The number of digits in 67,40,089 = 7
The number of digits in 87,90,046 = 7
Here, both have equal number of digits and ten lakhs get It RIGHT
is its highest place.

The smallest 8-digit
At ten lakhs place, 67,40,089 has 6, whereas
number formed using
87,90,046 has 8. 4,0,1,6,3,7,9,5 is
Since 8 > 6, 87,90,046 > 67,40,089 10345679 
2. The number of digits in 57,36,02,419 = 9 01345679 
The number of digits in 4,02,40,683 = 8
57,36,02,419 has a greater number of digits.
Therefore, 57,36,02,419 > 4,02,40,683.
15

Ordering Large Numbers
We can arrange the prices of the cars in ascending and descending order.
Increasing order: 5,50,250 < 12,75,250 < 12,78,575 < 25,25,375 (smallest to the biggest)
Decreasing order: 25,25,375 > 12,78,575 > 12,75,250 > 5,50,250 (biggest to the smallest)
When the numbers are arranged from the smallest to the biggest, they are said to be in ascending
(increasing) order.
Similarly, if we arrange the numbers from the biggest to the smallest, we say that the numbers
are arranged in descending (decreasing) order.
Example: Arrange the following numbers in ascending order.

39257344, 35082901, 35077172, 358172901, 358137344
Answer: There are three 8-digit numbers and two 9-digit numbers.
So, first we compare 8-digit numbers as follows.
C/TM TL/M L/HTh TTh Th H T O
3 5 0 7 7 1 7 2
3 5 0 8 2 9 0 1
3 9 2 5
7 3 4 4
Same 5<9 7<8
We know that 7 < 8. Therefore, 35077172 < 35082901.

Also, 5 < 9; therefore, 35082901 < 39257344.
Hence, we get 35077172 < 35082901 < 39257344.
Now, we compare two 9-digit numbers.
3 5 8 1 7 2 9 0 1
3 5 8 1 3
7 3 4 4
Same Same Same Same 3<7
We know that 3 < 7. Therefore, 358137344 < 358172901.

Again, an 8-digit number is smaller than a 9-digit number. So, we can arrange the given numbers
in ascending order:
35077172 < 35082901 < 39257344 < 358137344 < 358172901.
16

MATHS
LAB ACTIVITY
Aim: To recapitulate the concept of formation of numbers up to 6 digits
You will need: flashcards from 0 to 9
Steps:
1. Work in groups of six.
2. Each student picks one flashcard.
3. Stand in a line holding your flashcard up.
4. Arrange the cards to form the biggest number and all the six students arrange themselves
in that sequence.
5. Again, arrange the cards to form the smallest number and all the students arrange themselves
in that sequence. The group that does this activity in least time wins.
Forming Numbers Using the Given Digits

Without repetition
Four friends of Rahim decided to play Bingo on his birthday party. His mother asked all the
four friends to pick a number chit twice from the bowl. Whoever could form the biggest and the
smallest 8-digit numbers from these numbers first would win. So, they picked up the chits one-
by-one and obtained the following numbers.
Friend 1: 4, 7; Friend 2: 5, 2; Friend 3: 1, 8; Friend 4: 3, 0
Example: Can you help them to form the biggest and the smallest 8-digit numbers?
Answer: To form the smallest and the biggest 8-digit numbers, arrange the digits in increasing
order and decreasing order, respectively. So, the smallest 8-digit number would be 10234578 and
the biggest 8-digit number would be 87543210.
While forming the smallest 8-digit number, we placed the digit 0 after the smallest digit because
‘a number never starts with the digit 0’. Therefore, the digit ‘0’ is always placed at the second
position from the left while forming the smallest number and at the last position from the right
while forming the biggest number.
Example: Rearrange the digits in each group of numbers to form the biggest numbers and the
smallest numbers.
1. 7, 9, 3 2. 1, 4, 6 3. 5, 0, 2 4. 7, 2, 8
Answer:
1 2 3 4
Biggest 973 641 520 872
Smallest 379 146 205 278
17

With repetition
At Rahim’s birthday party, his mother asked his four friends to pick a chit only once from a bowl
and asked them to form the smallest and the biggest 8-digit numbers. They picked up the chits
one-by-one and obtained the following digits.
Friend 1: 4; Friend 2: 2; Friend 3: 8; Friend 4: 0
Example: Can you now help them form the biggest and the smallest 8-digit numbers by
repeating the smallest and the biggest digits?
Answer:
Firstly, arrange the digits in ascending and descending orders, respectively. So, the numbers
would be 2048 and 8420. Now, to form the smallest and the biggest 8-digit numbers, repeat the
smallest and the biggest digits as many times as required to form 8-digit numbers. The smallest
digit is 0 and the biggest digit is 8. The smallest and the biggest 8-digit numbers are 20000048
and 88888420.
Example: Write the biggest and the smallest 7-digit numbers (without repeating the digits) using
all the digits 7, 2, 0, 1, 8, 3, 4.
Answer:
To form the biggest and the smallest 7-digit numbers, we arrange the digits in descending and
ascending orders, respectively. Thus, the biggest 7-digit number is 8743210 and the smallest
7-digit number is 1023478.
Example: Write the biggest and the smallest 8-digit numbers using all the digits 2, 4, 0, 3, 9, 7, 6.
You may repeat the digits.
Answer:
To form the biggest and the smallest 8-digit numbers, we arrange the digits in descending and
ascending orders, respectively. Thus, the biggest 8-digit number is 99764320 and the smallest
8-digit number is 20034679.
Predecessor and Successor of a Number

When we add 1 to the largest 7-digit number, that is, 9999999, we get the smallest 8-digit
number, that is, 10000000. So, 10000000 is the successor of 9999999 and 9999999 is the
predecessor of 10000000.
Example: Write the predecessor of 9231067 and successor of 65092817.
Answer:
9231067 – 1 = 9231066
Successor of a number
Hence, the predecessor of 9231067 is 9231066. appears just after it
and the predecessor of
As, 65092817 + 1 = 65092818, a number appears just
the successor of 65092817 is 65092818. before it.
18

Mental maths
1. Which is greater?
EVERYDAY MATHS
a. 53172008 or 52177050
b. 897155234 or 897619735 During summer vacation, you plan to visit Goa. You
got the following information.
2. Write the predecessor.
Find out on which day minimum number of
a. 65092817 tickets were sold. Find the predecessor and
successor of that number.
b. 70241623
Train tickets sold
c. 92456104
Sunday 20,40,980
3. Write the successor.
Tuesday 20,60,223
a. 65092817 Friday 20,83,236
b. 70241623
c. 92456104
4. Arrange these numbers in ascending order and descending order.
56133529, 36135529, 65133529, 56135329, 51633592, 56133925
NUMBER STORIES
1. Anamika deposited ₹ 50,14,53,879 in her bank account and Myra deposited ₹50,14,60,752 in her
bank account. Who deposited less amount of money in the bank account?
Answer:
The number of digits in 501453879 = 9
The number of digits in 501460752 = 9
Now, from the above table, it is clear that in the given two numbers, starting from the left till the
fourth place, we have the same digits. But at the fifth place, we have two different digits, that is, 5 in
501453879 and 6 in 501460752.
Also 5 < 6; therefore, 501453879 < 501460752.
Anamika deposited less amount of money in the bank account.
2. The population of Malta is 4,29,362, whereas the population of Maldives is 4,27,756. Which country
is more populated?
3. Two families, each having two children, paid the school fees of their children. The first family paid
₹1,45,650 and ₹2,10, 350. The second family paid ₹2,35,210 and ₹1,56,050. Arrange the fees
paid by two families in ascending order. Who paid the maximum fee?
19

MATHS
LAB ACTIVITY
Aim: To find the place value and expanded forms of large numbers
You will need: thermocol cups and sketch pens
Steps:
1. Take 7 or 8 thermocol cups. Each cup acts as a place value such as ones, tens,
hundreds, thousands and so on starting from the right.
7 6 4 2 7 6 4 8
7 5 3 9 8 7 1 9
2. Write numbers 0 to 9 on the top edge of each
9 8 2 0 9 8 2 0
thermocol cup. See Figure a. 2 9 3 1 2 9 3 1
Figure a
3. Now, leaving the ones cup, add one zero, two zeros, three zeros, four zeros and so on with each
digit written on the edge of the cup as per the respective places of the cups. For example, for
tens cup add one zero; for hundreds cup, add two zeros; for thousands cup, add three zeros
and so on.
8
4 0
6 00 9
7 000 1 0
2 0000 7 00 0
4 00000 8 000 2 0
6 000000 9 0000 8 00 1
7 0000000 3 00000 9 000
5 000000 3 0
7 0000000 0 0000 9 00
2 00000 2 000
8 000000 1 0000
9 0000000 3 00000
9 000000
2 0000000
Figure b
4. S tack all the cups together. The teacher will write a 7- or 8-digit number on the board. Shuffle
the rims of the glasses to form the given number in a line.
You can find out the expanded form by moving the glasses slowly to the right as in Figure b.
You can play this game with your friends.
5. Each time you get a number from your teacher or friend, answer the following questions.
a. Find the place value of each digit in the number and write its expanded form.
b. Write the number name for the number thus obtained in both the systems of numeration.
c. Arrange the numbers in ascending and descending orders.
d. Write its successor and predecessor.
e. Round off the numbers thus obtained to the nearest thousands.
For Teachers: You may help students practise reading and writing more than 6-digit numbers in both the systems of numeration.
Encourage students to play cup game mentioned above in pairs and attempt all the questions related to the given number.
20

Exercise 1.1
A. Tick () the correct answer.
1. Ten million five thousand eighty-eight is
a. 10,500, 088 b. 10,005,088 c. 10,050,880 d. 100,50,880
2. Two million four hundred ninety thousand three hundred sixty-one is
a. 2,490,361 b. 2,4090,361 c. 2,4900,361 d. 2,490,30061
3. Seven million eight hundred ninety-four thousand one hundred twenty-five is
a. 7,80094,125 b. 7,894,125 c. 7,8940,125 d. 70,894,125
4. Six million five hundred eighteen thousand four hundred twenty-three is
a. 6,50018,423 b. 6,5180,423 c. 6,518,40023 d. 6,518,423
B. Find the biggest and the smallest numbers.

1. 2578310, 5279301, 6198251, 16985210
2. 60241630, 250613, 2051663, 5160413
3. 45689900, 45721341, 45210678, 45691800
C. Place commas in the following numbers according to the Indian and International numeral
systems and write them in words.
1. 84565921 2. 21091065 3. 16702598
4. 8000001 5. 68807658
D. Write the numbers.

1. Four lakh twelve thousand one hundred sixty-three .....................................................................
2. Nine lakh fifty-two thousand four hundred ninety-seven .....................................................................
3. Two hundred thirty-nine thousand four hundred eight .....................................................................
4. Seven hundred five thousand six hundred thirteen .....................................................................
5. Nine hundred ninety million ten thousand two hundred .....................................................................
E. Write the place value and face value of the following numbers.
1. 3 in 83178005 2. 6 in 63955121 3. 5 in 74379567
4. 4 in 21345023 5. 9 in 210094325
21

F. Write the expanded form.
1. 34281096 2. 84135638 3. 43581390
4. 94165451 5. 250394315
G. Which is the biggest 7-digit number formed using the digits 1, 0, 3 and 4?
1. 44,43,301 2. 44,33,301 3. 44,33,103 4. 44,44,310
H. Arrange the following in ascending order.

1. 136782, 50000367, 821460, 9312820
2. 9256890, 3681910, 469210350, 82600031
I. Arrange the following in descending order.

1. 82634510, 92345, 67081256, 345000921 2. 456789, 820450, 9211108, 6782000
J. Insert < , > and = in the boxes.
1. 3572123 3578123 2. 6345789 6345789
3. 62458110 62459211 4. 8260154 8912620
K. Write the biggest 5-digit number and the smallest 5-digit number using all the digits only once.
1. 2, 7, 1, 0, 8 2. 8, 3, 9, 4, 7 3. 7, 5, 2, 0, 4 4. 3, 0, 1, 8, 9
L. Write the biggest 8-digit number and the smallest 7-digit number using:
1. two different digits 2. five different digits 3. four different digits
M. Write the successor and the predecessor of the following numbers in the space provided.
1. ................................................. 9218768 ................................................. 2. ................................................. 56082000 .................................................
3. ................................................. 821200031 ................................................. 4. ................................................. 67832081 .................................................
THINK CAP
1. Can you tell which of the following digits has the place value same as its face value?
a. 0 b. 1 c. 2 d. 3
2. I am an odd number between 5000 and 5999. The digit in the hundreds place is the greatest 1-digit
number and the digit in the ones place is 2 less than the hundreds digit. The digit in the thousands
place is half of the smallest 2-digit number and the digit in the tens place is twice of 4. Find the
number.
22

PROJECTS
AND ACTIVITIES
1. Number games with dice
Name of The numbers

TL L TTh Th H T O
the players formed
Nilima 2
Swati
Babul 5
Vedika 3
John 4
Game 1: The first player throws the dice and writes the number that appears on the dice in any one

of the boxes in front of his or her name. The player can write only one number in each box. They
cannot change the place of the number once it is written. Now, other players throw the dice and
write that number. They repeat the same till all the boxes are filled. At the end of the game, all of
them have one seven-digit number. The player with the largest number wins the game.
Game 2: Do the same as Game 1. Now, the player with the smallest number wins
the game.
2. Be a number reporter!
Look through the newspaper and underline all items related to 6- and 7-digit
numbers. Make a list of one-liner news using these digits.
Rounding off Numbers

In our real-life situations, it is very difficult to calculate, memorise or tell the exact answers. In
such situations, we always express the numbers in terms of about how many or approximately
how much.
For example, to find the number of candies in the bottle, we would say the number of candies
would be about 500 in the bottle. Again, to find the cost of all the groceries we want to buy
before checking out, we would say the estimated cost of all the groceries would be ₹3,000.
23

Rounding off numbers to the nearest 10
Follow these rules to find the estimated numbers.
The digit in ones place becomes zero
The digit is less than 5
The digit in tens place remains same
Look at the digit The digit in ones place becomes zero

The digit is equal to 5
in ones place Add 1 to the digit in tens place
The digit in ones place becomes zero

The digit is more than 5
Add 1 to the digit in tens place
For example, to round off 8,56,347 to nearest 10, look at the place value chart given below. The
digit in the ones place is 7 and 7 > 5. So, the digit in ones place becomes 0 and we have to add 1
to the digit in tens place.
L TTh Th H T O
8 5 6 3 4 7
Replace 7 in ones place with 0. Add 1 to 4 in tens place. So, 8,56,347 is rounded off to 8,56,350.
Example: Round off the following numbers to the nearest tens.

1. 37645248 2. 72354555
Answer:
1. In 37645248, 8 is in ones place which is more than 5; this digit becomes 0 and 4 in tens place
increases to 5. Thus, 37645248 is rounded off to 37645250.
2. In 72354555, 5 is in ones place which becomes 0 and 5 in tens place increases to 6. Thus,
72354555 is rounded off to 72354560.

To round off a number, say 3,71,882 to the nearest 100, look at the place value chart given below.
Here, we have to look at the digit in the tens place.
L TTh Th H T O
3 7 1 8 8 2
Here, 8 in tens place is more than 5. Replace this 8 with 0. Replace 2 in ones place with 0. Add
1 to 8 in the hundreds place. So, 3,71,882 is rounded off to 3,71,900.
24

Example: Round off the number 87349543 to the nearest hundreds.
Answer:
In 87349543, 4 is in tens place which is less than 5. Therefore, 43 becomes 00 and 5 in hundreds
place remains the same. Thus, 87349543 is rounded off to 87349500.

To round off a number, say 4,56,382 to the nearest 1000, look at the place value chart given
below.
Here, 3 < 5. So, replace 3, 8,
L TTh Th H T O
and 2 by 0. So, 4,56,382 is
4 5 6 3 8 2 rounded off to 4,56,000.
Example: Round off the following numbers to the nearest thousands.

1. 37645243 2. 72354651
Answer:
1. In 37645243, 2 is in hundreds place and it is less than 5. Therefore, 243 becomes 000 and 5 in
thousands place remains the same. Thus, 37645243 is rounded off to 37645000.
2. In 72354651, 6 is in hundreds place and it is greater than 5. Therefore, 651 becomes 000 and
4 in thousands place becomes 5. Thus, 72354651 is rounded off to 72355000.
Rounding off numbers to the nearest ten thousands, lakhs, ten lakhs and crores
Do you know how to round off a number to the nearest ten thousands, lakhs, ten lakhs and
crores? Follow the same rules you had applied before.
Example: Round off the following numbers to the nearest ten thousands, lakhs, ten lakhs and
crores.
1. 57268788 2. 72629925 3. 263527213
Answer: To round off all the above numbers, let us first place them in the place value chart as
given here.
From this chart, we can see that
1. In 57268788, 8 (> 5) is in
thousands place; 6 (> 5) 5
7 2 6 8
7 8 8
is in ten thousands place; > 5 < 5 > 5 > 5
2 (< 5) is in lakhs place and 2 6 2 9
7 9 2 5
7 (> 5) is in ten lakhs place. <5 >5 <5 >5
Therefore, on rounding off
3 5 2 7
to the nearest ten thousands, 2 6 2 1 3
<5 =5 <5 >5
lakhs, ten lakhs and crores,
57268788 is rounded off to 57270000; 57300000; 57000000 and 60000000.
25

2. In 72629925, 9 (> 5) is in thousands place; 2 (< 5) is in ten thousands place; 6 (> 5) is in lakhs
place and 2 (< 5) is in ten lakhs place. Therefore, on rounding off to the nearest ten thousands,
lakhs, ten lakhs and crores, 72629925 is rounded off to 72630000; 72600000; 73000000 and
70000000.
3. In 263527213, 7 (> 5) is in thousands place; 2 (< 5) is in ten thousands place; 5 (= 5) is in
lakhs place and 3 (< 5) is in ten lakhs place. Therefore, on rounding off to the nearest ten
thousands, lakhs, ten lakhs and crores, 263527213 is rounded off to 263530000, 263500000,
264000000 and 260000000.
Mental maths
Circle the correct answer.
1. 77 is rounded off to the nearest tens as 2. 624 is rounded off to the nearest hundreds as
a. 70 b. 76 c. 80 d. 10 a. 600 b. 610 c. 500 d. 715
3. Which of the following numbers is closer to 340? Which number is closer to 350?
341 342 343 344 345 346 347 348 349
Roman Numerals
You must have seen the numbers on the face of clocks, name plates in classrooms, dates
inscribed on the statues of famous people, on historical monuments, public buildings and so on.
They all comprise of Roman numerals.
The Roman numeral system consists of seven symbols – I, V, X, L, C, D, M. The Hindu-Arabic
number system consists of numbers from 0 to 9. In Roman number system, there is no place value
system. The numbers from 1 to 39 are formed using just three Roman numerals – I, V and X.
Each of the seven Roman numerals stands for a Hindu-Arabic numeral.
There is no
Roman number
Roman numerals I V X L C D M for ‘zero’ (0).
Hindu-Arabic numerals 1 5 10 50 100 500 1000
Apart from the Roman numerals given in the above table, all the other Roman numerals are
formed using the following rules.
Rule 1: If a letter is repeated, its value is

XXX = 10 + 10 + 10 = 30
added as many times as it is repeated.
26

Rule 2: A letter of a smaller value, when 50 10
written to the right of the letter of a bigger L X
Letter of Letter of
value, the smaller value is added to the bigger value smaller value
bigger value.
L + X = 50 + 10 = 60
Rule 3: A letter of a smaller value, when 10 100

written to the left of the letter of a bigger X C
Letter of Letter of
value, the smaller value is subtracted from smaller value bigger value
the bigger value.
C – X = 100 – 10 = 90
Rule 4: If a letter of a smaller value is placed Letters of

between two letters of a bigger value, then bigger value
X I V
it is always subtracted from the letter of a
bigger value on its right. Letter of
smaller value
X + V – I = 10 + 5 – 1 = 14
Example: Write the Hindu-Arabic numerals.

1. LXIX 2. CXLII 3. CCCLVI 4. CDXXXIX
Answer:
1. LXIX = L + X + IX = 50 + 10 + (10 – 1) 2. CXLII = C + XL + I + I
= 50 + 10 + 9 = 69 = 100 + (50 – 10) + 1 + 1
= 100 + 40 + 1 + 1 = 142
3. CCCLVI = C + C+ C + L + V + I 4. CDXXXIX = CD + X + X + X + IX
= 100 + 100 + 100 + 50 + 5 + 1 = ( 500 – 100) + 10 + 10 + 10
= 356 + (10 – 1)
= 400 + 10 + 10 + 10 + 9
= 439
Example: Write the following Hindu-Arabic numerals as Roman numerals.

1. 97 2. 108 3. 215
Answer:
1. 97 = 90 + 7 = (100 – 10) + 7 = XC + VII = XCVII
2. 108 = 100 + 8 = C + VIII = CVIII
3. 215 = 200 + 15 = 100 + 100 + 10 + 5 = C + C + X + V = CCXV
27

Mental maths V, L and D are never
repeated and subtracted
and I can be subtracted
Tick (✓) the correct answer. from V and X only. X can
be subtracted from L
1. The Roman numeral for 145 is and C only.
a. CXLV b. CLXV c. IXLV d. IIVV

2. The Roman numeral for 218 is
a. CCXVII b. CCXVIII c. CCXV d. CXVII
NUMBER STORIES
1. 82134851 students appeared for Mathematics Olympiad. Estimate the number to the nearest 100.
Answer: In 82134851, 5 is in tens place. Therefore, 51 becomes 00 and 8 in hundreds place
becomes 9. Thus, 82134851 is rounded off to 82134900.
2. 429 people visited a nearby fair. Write the number in Roman numerals.
Answer: 429 = (500 – 100) + 10 + 10 + 9 = CD + X + X + IX = CDXXIX
3. 1752 tickets were sold in the first week of International Trade Fair held in Delhi. Estimate the
number of tickets sold to the nearest 10 and 100. Also, write the number of tickets sold and the
estimated results in Roman numerals.
4. Reena received ₹1473 as her tuition fee. Write the number in Roman numbers.
5. 11528 teachers filled the registration form of an examination. Estimate the number to the
nearest 100.
Exercise 1.2
A. Fill in the blanks.
1. CXLII = ...................................
2. The estimation of 67,891 to the nearest 10 is ....................................
3. 80000000 + 9000000 + 300000 + 50000 + 400 + 60 + 2 = ...................................
4. 124,589,361 = One ................................... twenty-four ................................... five ................................... eighty-nine ................................... three
hundred ....................................
For Parents: You can explain the concept of Roman numerals using the clock with Roman numerals on its
face. You may show them various places where Roman numerals are used. There are some buildings where the
year of construction is written in Roman numerals. You can also tell them that these numbers were also used
with names of Kings.
28

B. Round off the following numbers to the nearest tens.
1. 6888 2. 54066 3. 34555 4. 709321 5. 54130982
C. Round off the following numbers to the nearest hundreds.

1. 834 2. 95345 3. 2368 4. 753891 5. 90176742
D. Round off the following numbers to the nearest thousands.

1. 2810 2. 5319 3. 8201 4. 9929 5. 6653480
E. Round off the following numbers to the nearest ten thousands, lakhs, ten lakhs and crores.
1. 7257872 2. 42638648 3. 525369160 4. 3701380362
F. Complete the following Roman numerals.

1. C__L__III = 258 2. D__X__II = 567 3. D___C___XXX = 880
G. Write the predecessor and successor of the following Roman numerals.

1. CDXCI 2. DC 3. CXCIX 4. CDLVI
H. Write Roman numerals for the following Hindu-Arabic numerals.

1. 184 2. 285 3. 410 4. 678
I. Write Hindu-Arabic numerals for the following Roman numerals.

1. CDLXVI 2. XCVIII 3. CXV 4. CCCLXV
J. Compare the following pairs of Roman numerals using < or >.

1. CLXXXVII .......................................... CXLVII 2. LXIX .......................................... LXXII
3. CXCVII .......................................... CLXXV 4. DCXLVI .......................................... DCXXIV
[Hint: Find the value and then compare the numbers.]
THINK CAP
In the table given below, each given number is written in Indian numerals and then again in Roman
numerals. If it is written correctly in Roman numerals, put a tick (✓) in the box under it. If not, put a
cross (✗) and correct it.
Indian numerals 77 63 99 188 491
Roman numerals LXVII LXIII XCIIX CLXXXXVIII CCDXCI
Right/Wrong
(If wrong, correct the numeral.)
29

subject SocIal StudIes
lInk
1. The table shows estimated population of a few states. Answer the following questions.
State Uttar Pradesh Maharashtra Bihar West Bengal Madhya Pradesh
Population 22895959 12083734 11946101 9769496 8234279
a. Which is the most populated state?

b. Which is the second most populated state?
c. Round off the population of Bihar to the nearest thousands .......................................................................
d. Arrange the states as per the population.
i. Ascending order ............................................................................................................................................
ii. Descending order ............................................................................................................................................
Write two disadvantages of increasing population.

2. See the picture and answer the questions.
a. Whose statue is this?
b. Where is this statue located?
c. What is the height of this statue? Write its height in Roman numeral.
CREATE AND SOLVE

Take some matchsticks and arrange as shown.
Ask your friend to rearrange only one matchstick in each of the
relations to correct them.
Let's
expl RE
Devanagari numerals are very similar to the Hindu-Arabic numerals.

1 2 3 4 5 6 7 8 9 ®
1 2 3 4 5 6 7 8 9 0
Write these numbers in Devanagari numerals.
1. 6,123,245 2. 1,526,301 3. 7,904,238 4. 5,813,294
30

WORKSHEET Skills assessed: Understanding • Remembering
A. The number of foreign tourists in India from different countries is given below. Write them
in International system of numeration.
Australia Germany France Japan

263101 248314 230854 207415
How can you help foreign tourists when they visit our country?
B. Read the following headlines and round off the numbers to the nearest 100.
1. The Government declared budget of ₹17,26,954 for education all over India.
2. A famous singer donated ₹50,89,127 to an NGO.
C. Arrange the heights of the buildings in ascending order.

DCXXII DVIII DCCCXXVIII
D. Correct the errors in the following Roman numerals. Which is greater?

1. CDIIX 2. DCXIIIV
E. Build the largest and the smallest 7-digit numbers using the digits in the
flowers. Make sure the digits are not repeated.
7 3
6 5 5 0
0 4
9 1 1 7
2 8
1. Find the successor of the smallest number. Round off this number.
2. Find the predecessor of the largest number. Round off this number.
3. Write these numbers using commas in Indian and International systems of
numeration.
31
Mathematics 5_Ch 1.indd 31 12-11-2019 06:13:19 PM

CHAPTER 2
Addition and
Subtraction of
Large Numbers
Warm up
Rashmi got her first salary and went for a shopping. She bought the following things.
₹23,000 ₹1,02,000 ₹1,32,000 ₹1800 ₹3499 ₹999
Read the questions and solve.

1. How much did she spend on jewellery?
....................................................................................................................................................................................................................................................................................................................................................................................
2. How much did she spend on items other than jewellery?

....................................................................................................................................................................................................................................................................................................................................................................................
3. Find out the total cost of all the items.

....................................................................................................................................................................................................................................................................................................................................................................................
4. She returned the gold rings. Find out how much money she got back.
....................................................................................................................................................................................................................................................................................................................................................................................
For Teachers: You may explain addition and subtraction of large numbers by using a place value chart. It will help them to practice
addition and subtraction of more than 6-digit numbers.
32

Addition without Regrouping
Anita purchased a car worth ₹2,22,37,000 and she got the car insured for ₹7,50,000. Can you
help her to find out the total amount?
Let us first arrange both the amounts in a place value chart and then add. In Table a, we use
numbers to add. In Table b, we use colour counters to add.
Step 1: Table a Table b
C TL L TTh Th H T O C TL L TTh Th H T O
2 2 2 3 7 0 0 0
+ 7 5 0 0 0 0
0 0 0 +
0 0 0
In both the tables above, we have ‘0’ in ones, tens and hundreds places.
2 2 2 3 7 0 0 0
+ 7 5 0 0 0 0
7 0 0 0 +
7 0 0 0
In Table a, add the digits in the thousands place. In Table b, add the counters in the thousands
place.
2 2 2 3 7 0 0 0
+ 7 5 0 0 0 0
8 7 0 0 0 +
8 7 0 0 0
In Table a, add the digits in the ten thousand place. In Table b, add the counters in the
ten thousand place. 33

2 2 2 3 7 0 0 0
+ 7 5 0 0 0 0
9 8 7 0 0 0 +
9 8 7 0 0 0
In Table a, add the digits in the lakhs place. In Table b, add the counters in the lakhs place.
2 2 2 3 7 0 0 0
+ 7 5 0 0 0 0
2 9 8 7 0 0 0 +
2 9 8 7 0 0 0
In Table a, add the digits in the ten lakhs place. In Table b, add the counters in the ten lakhs
place.
2 2 2 3 7 0 0 0
+ 7 5 0 0 0 0
2 2 9 8 7 0 0 0 +
2 2 9 8 7 0 0 0
In Table a, add the digits in the crores place. In Table b, add the NEW w o rd s!
counters in the crores place.

Thus, Anita has to pay ₹2,29,87,000 at the billing counter.
• Addend
Each number to be added
34

Addition with Regrouping
The sales of a furniture company has increased by ₹2,45,000. Can you calculate the sales of this
company for the current year if the last year’s sales of the company was ₹38,79,000?
First arrange both the numbers in a place value chart and then add both the numbers. In Table a,
we use numbers. In Table b, we use colour counters to add.
TL L TTh Th H T O TL L TTh Th H T O
3 8 7 9 0 0 0
+ 2 4 5 0 0 0
0 0 0 +
0 0 0
In Table a and Table b, we have ‘0’ in ones, tens and hundreds places. So, the sum in each of the
tables in these places is zero.
1
3 8 7 9 0 0 0
+ 2 4 5 0 0 0
+
4 0 0 0
4 0 0 0
In Table a, add the digits in the thousands place. In Table b, add the counters in the thousands
place.
In Table a, we get 9 thousands + 5 thousands = 14 thousands
= 10 thousands + 4 thousands
= 1 ten thousand + 4 thousands.
Place 1 ten thousand as carryover in the ten thousands place and 4 in thousands place.
In Table b, in thousands place, we have regrouped 14 thousand counters as 1 ten thousand
counter and 4 thousand counters by combining 10 thousands counters. Place 1 ten thousand
counter as the carry over in ten thousand place and 4 in thousands place.
35

1 1
3 8 7 9 0 0 0
+ 2 4 5 0 0 0 +
2 4 0 0 0
2 4 0 0 0
In Table a, add the digits in the ten thousands place. In Table b, add the counters in the ten
thousands place.
In Table a, we get 7 ten thousands + 4 ten thousands + 1 ten thousand (carry over)
= 12 ten thousands
= 10 ten thousands + 2 ten thousands
= 1 lakh + 2 ten thousands.
Place 1 lakh as carry over in the lakhs place and 2 in ten thousands place.
In Table b, in ten thousands place, we have regrouped 12 ten thousands counters as 1 lakh
counter and 2 ten thousand counters by combining 10 ten thousand counters. Place 1 lakh
counter as the carry over in lakhs place and 2 in ten thousands place.
1 1 1
3 8 7 9 0 0 0
+
+ 2 4 5 0 0 0
1 2 4 0 0 0
1 2 4 0 0 0
In Table a, add the digits in the lakhs place. In Table b, add the counters in the lakhs place.
In Table a, we get 8 lakhs + 2 lakhs + 1 lakh (carry over)
= 11 lakhs = 10 lakhs + 1 lakh
= 1 ten lakh + 1 lakh.
Place 1 ten lakh as carry over in the ten lakhs place and 1 in the lakhs place.
In Table b, in lakhs place, we have 11 lakhs counters which is regrouped as 1 ten lakh counter
and 1 lakh counters by combining 10 lakh counters. Place 1 ten lakh counter as the carry over in
ten lakhs place and 1 in lakhs place.
36

1 1 1
3 8 7 9 0 0 0
+
+ 2 4 5 0 0 0
4 1 2 4 0 0 0
4 1 2 4 0 0 0
In Table a, add the digits in the ten lakhs place. In Table b, add the counters in the ten lakhs
place.
The sales of the company for the current year is ₹41,24,000.
Example: Arrange in columns and find the sum.

1. 3,48,61,998 and 73,64,890 2. 524,387,991 and 213,511,004
Answer:
1. 2.
C TL L TTh Th H T O HM TM M HTh TTh Th H T O
1 1 1 1 1 5 2 4 3 8 7 9 9 1
3 4 8 6 1 9 9 8
+ 2 1 3 5 1 1 0 0 4
+ 7 3 6 4 8 9 0
7 3 7 8 9 8 9 9 5
4 2 2 2 6 8 8 8
Properties of Addition
There are four basic properties of addition.
1.
Ordering property: For two numbers, if the order of addends is changed, the sum does not
change.
52651589 + 76157466 = 76157466 + 52651589 = 128809055
rouping property: For three or more numbers, if the grouping of addends (using brackets)
2. G
is changed, the sum does not change.
(252651589 + 623458715) + 176157466
= 252651589 + (623458715 + 176157466) = 1052267770
dding 0 to a number: If we add 0 to any number, we get the same number. For example,
3. A
7618701 + 0 = 7618701.
4.
Adding 1 to a number: If we add 1 to any number, the sum is the successor of this number.
7618701 + 1 = 7618702. 7618702 is the successor of 7618701.
37

MATHS
LAB ACTIVITY
Aim: To understand order property of addition
You will need: graph sheets, sketch pens and a ruler
Steps:
1. Consider two numbers, say 3 and 4.
2. Shade 3 boxes of the graph sheet as shown in the figure given below.
3. Using any other colour, shade 4 boxes next to the 3 coloured boxes.
4. Write the numbers just below the shaded boxes (Figure a).
3 4
Figure a
5. On the same graph sheet but at a distance from Figure a, leave 3 boxes from the last coloured
box. Shade 4 boxes of the graph using any one colour.
6. Using any other colour, shade 3 boxes next to the coloured 4 boxes.
7. Write the numbers just below the shaded boxes (Figure b).
4 3
Figure b
8. Measure the lengths of the coloured boxes in Figures a and b. Are they equal?
9. Repeat the activity for different pair of numbers and write your observations.
Your observation: This shows that when two numbers are added, their sum remains the same even
if their places are exchanged.
Here, 3 + 4 = 4 + 3 = 7
The same rule holds for numbers more than one digit.
For example, 431052 + 124637 = 124637 + 431052 = 555689
Solve.
1. 3420042 + 2154637 = 2154637 + ................................................................ = 5574679
2. ................................................................ + 71246352 = 71246352 + 91256341 = ................................................................
38

Mental maths EVERYDAY MATHS
1. Tick (✓) the correct answer. family purchased a house for ₹1,45,78,910 and
A
The sum of 2634578 and 1000000 is spent ₹56,78,310 on its renovation and purchasing
a. 5634578 b. 4634578 new furniture. Find the total amount paid by the
family.
c. 3634578 d. 36659309
2. Find the sum of the following.

a. 37000 + 279 = ................................................................................
b. 670000 + 5700 + 47 = ................................................................................
c. 100000 + 11000 + 111 = ................................................................................
d. 900000 + 70000 + 4000 + 300 + 20 + 8 = ................................................................................
3. Fill in the blanks with properties of addition. One is done for you.
a. 7463598 + 634578673 = 634578673 + 7463598 Ordering property
...............................................................................
b. 326548273 + 0 = 326548273 ................................................................................
c. 417283478 + 1 = 417283479 ................................................................................
d. (62345878 + 7326859) + 7568983 = 62345878 + (7326859 + 7568983) ................................................................................
NUMBER STORIES
1. A company spent ₹8,56,32,981 on salaries of its
C TL L TTh Th H T O
employees and ₹2,72,810 on employee engagement
activities in a year. What is the total expenditure of the 8 5 6 3 2 9 8 1
company in a year?
+ 2 7 2 8 1 0
Answer: Salary: ₹8,56,32,981
Other expenditure: ₹2,72,810 8 5 9 0 5 7 9 1
Total expenditure: ₹8,59,05,791.
2. Jyoti travelled 7,795 km by plane. Then she took a train and travelled 3,460 km to visit another
place. After that, she took another train and travelled 1,665 km to reach her native place. How many
kilometres did she travel in all?
3. A wheat manufacturing company purchased two trucks for transportation purposes. One truck costs
₹67,89,910 and the other costs ₹78,90,450. Find the total cost of the trucks.
4. In 2012, in an exhibition, 2,45,67,230 students showcased their exhibits from all over the world.
In 2014, 4,56,78,910 students showcased their exhibits. Find the total number of students who
showcased their exhibits in both the years.
39

Exercise 2.1
A. Add.
1. 2.
L TTh Th H T O L TTh Th H T O
8 0 2 0 0 0 1 0 2 0 0 0
3 3 2 4 0 1 2 3 1 5 6 0
2 3 2 0 2 0 1 3 2 0 0 0
+ 2 3 0 0 0 2 3 2 4 8 0
+ 3 2 0 0 0
3. 4.
L TTh Th H T O L TTh Th H T O
6 2 1 6 0 0 4 0 2 0 0 9
4 3 5 3 0 1 2 0 3 0 0 1
3 1 5 0 2 3 3 2 0 2 0
+ 1 6 0 8 0 3 4 5 2 2 1
+ 2 3 0 0 0
B. Arrange in columns and find the sum.

1. 672354285 + 272651490 2. 82748664 + 32875826
3. 735258267 + 62547245 4. 235748185 + 32765897
5. 983756907 + 20473599 6. 35487291 + 263587891
7. 45201243 + 50302121 + 718104
8. 52651589 + 76057466 + 76157466 + 52051589
9. 9893894 + 9809099 + 8490989 + 9054850 + 9888999
THINK CAP
1. The sum of the smallest 9-digit number and the biggest 8-digit number is
a. 100000000 b. 199999999 c. 99999999 d. 999999999
2. Add 372538254, 73458839 and 27548452 by grouping the first two numbers. Do you get the same
answer if you add these numbers by grouping the last two numbers?
3. Add 735437809 and 53744858. Do you get the same answer if you add these numbers in the
reverse order?
40

Subtraction without Regrouping
A family decided to buy a house worth ₹1,84,56,800. They paid ₹52,24,500 as the first
instalment. Calculate the remaining amount they need to pay.
Arrange both the numbers in a place value chart and then subtract the amounts. In Table a, we
use numbers. In Table b, we use counters to subtract.
Step 1: In Table a and Table b, we have ‘0’ in ones and tens places. So, the difference in each of
the tables in these places is zero.
Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
0 0 0 0
Step 2: In Table a, subtract the digits in the hundreds place. In Table b, remove 5 counters in the
hundreds place.
Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
3 0 0 3 0 0
Step 3: In Table a, subtract the digits in the thousands place. In Table b, remove 4 counters in
the thousands place.
Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
2 3 0 0 2 3 0 0
Step 4: In Table a, subtract the digits in the ten thousands place. In Table b, remove 2 counters
in the ten thousands place.
41

Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
3 2 3 0 0 3 2 3 0 0
Step 5: In Table a, subtract the digits in the lakhs place. In Table b, remove two counters in the
lakhs place.
Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
2 3 2 3 0 0 2 3 2 3 0 0
Step 6: In Table a, subtract the digits in the ten lakhs place. In Table b, remove 5 counters in the
ten lakhs place.
Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
3 2 3 2 3 0 0 3 2 3 2 3 0 0
Step 7: In Table a, write the digits in the crores place. In Table b, count the counters in the crores
place and write the number of counters as it is.
Table a Table b
1 8 4 5 6 8 0 0
–
– 5 2 2 4 5 0 0
1 3 2 3 2 3 0 0 1 3 2 3 2 3 0 0
The family need to pay ₹1,32,32,300 as the last instalment.

42

Mental maths
Look at the table of counters. What will you get if you subtract 1,20,12,500 from these number of
counters?
C TL L TTh Th H T O
Subtraction with Regrouping NEW w o rd s!
A factory manufactured 30,45,560 bulbs.

While putting the bulbs in the boxes, 5,23,879 got broken. Can you tell
the number of bulbs that were left? • Minuend
The number from which
Arrange both the amounts in a place value chart and then subtract the another number is to be
amounts. In Table a, we use numbers. In Table b, we use counters to subtracted
subtract.
Table a Table b
5 10
3 0 4 5 5 6 0
–
– 5 2 3 8 7 9
1
1
Step 1: In Table a, in ones place, we regroup 0 to 10 ones by borrowing NEW w o rd s!

1 ten (= 10 ones) from the tens place. Therefore, in ones column, we get,
10 ones (= 1 ten) − 9 ones = 1 one. In tens column, we get 5 tens above 6.
In Table b, we have to subtract 9 counters from 0 in the ones place. It is not • Subtrahend
possible as 0 < 9. So, we borrow 10 ones (= 1 ten) counters from the tens The number that
is to be subtracted
place to subtract 9 ones counters from 10 ones counters.
Step 2: In Table a, we regroup 5 tens to 15 tens by borrowing 1 hundred (= 10 tens) from the
hundreds place. Therefore, in tens column we get, 15 tens − 7 tens = 8 tens.
In Table b, in the tens place, we have to subtract 7 tens counters from 5 tens counters. It is not
possible as 5 < 7. So, we borrow 10 tens (= 1 hundred) counters from the hundreds place to
subtract 7 tens counters from 15 tens counters. 43

Table a Table b
15
4 5 10
3 0 4 5 5 6 0
–
– 5 2 3 8 7 9
8 1
8 1
Step 3: In Table a, we regroup 4 hundreds to 14 hundreds by borrowing 1 thousand

(= 10 hundreds) from the thousands place. Therefore, in hundreds column, we get 14 hundreds
− 8 hundreds = 6 hundreds.
In Table b, in the hundreds place, we have to subtract 8 hundred counters from 4 hundred
counters. It is not possible as 4 < 8. So, we borrow 10 hundred (= 1 thousand) counters from the
thousands place to subtract 8 hundred counters from 14 hundred counters.
Table a Table b
14 15
4 4 5 10
3 0 4 5 5 6 0
–
– 5 2 3 8 7 9
6 8 1 6 8 1
Step 4: In Table a, in thousands place we subtract 3 thousands from 4 thousands. So, 4 thousands
− 3 thousands = 1 thousand.
In Table b, in the thousands place, we subtract 3 thousand counters from 4 thousand counters to
get 1 thousand counter.
Table a Table b
14 15
4 4 5 10
–
3 0 4 5 5 6 0
1 6 8 1
– 5 2 3 8 7 9
1 6 8 1
44

Step 5: In Table a, in ten thousands place, we subtract 2 thousands from 4 thousands. So,
4 thousands − 2 thousands = 2 thousands.
In Table b, in the ten thousands place, we subtract 2 ten thousand counters from 4 thousand
counters to get 2 thousand counters.
Table a Table b
14 15
4 4 5 10
–
3 0 4 5 5 6 0
2 1 6 8 1
– 5 2 3 8 7 9
2 1 6 8 1
Step 6: In Table a, we regroup 0 to 10 lakhs by borrowing 1 ten lakh (= 10 lakhs) from the
ten lakhs place. Therefore, in lakhs column, we get, 10 lakhs − 5 lakhs = 5 lakhs.
In Table b, in the lakhs place, we have to subtract 5 lakh counters from 0. It is not possible as
0 < 5. So, we borrow 10 lakhs (= 1 ten lakh) counters from the ten lakhs place to subtract 5 lakh
counters from 10 lakh counters.
Table a Table b
14 15
2 10 4 4 5 10
3 0 4 5 5 6 0 –
– 5 2 3 8 7 9 5 2 1 6 8 1
5 2 1 6 8 1
Step 7: In Table a, write the digits in the ten lakhs place. In Table b, count the counters in the
ten lakhs place and write the number as it is.
Table a Table b
14 15
2 10 4 4 5 10
–
3 0 4 5 5 6 0
2 5 2 1 6 8 1
– 5 2 3 8 7 9
2 5 2 1 6 8 1
The number of bulbs that were actually delivered to the client were 25,21,681. 45

get It RIGHT
Arrange the numbers at their correct places on the place value chart and then subtract.
Example: Arrange in columns and find the differences.

1. 3,59,61,605 and 73,64,890 2. 52,36,11,006 and 2,53,81,033
Answer:
1. 2.
C TL L TTh Th H T O TC C TL L TTh Th H T O
15 10 15 11 10 10
2 15 8 5 0 5 10 4 1 13 5 0 0 9 10
3 5 9 6 1 6 0 5 5 2 3 6 1 1 0 0 6
– 7 3 6 4 8 9 0 – 2 5 3 8 1 0 3 3
2 8 5 9 6 7 1 5 4 9 8 2 2 9 9 7 3
Properties of Subtraction
There are four basic properties of subtraction.
1. Ordering property: If the order of minuend and the subtrahend is changed, the difference is
changed.
For example,
76157466 − 52651589 ≠ 52651589 − 76157466.
So, the order of numbers cannot be changed in subtraction.
2. Subtracting same number: If a number is subtracted from the same number, we get ‘0’.
76157466 − 76157466 = 0
3. Subtracting 0 from a number: If we subtract 0 from a number, we get the same number.
76157466 − 0 = 76157466
4. Subtracting 1 from a number: If 1 is subtracted from a number, we get the predecessor of
the number.
For example, consider the number 76157466.
76157466 − 1 = 76157465. 76157465 is the predecessor of 76157466.
For Parents: You may explain the concept of addition and subtraction to children by taking them to the market, malls or grocery
stores. Ask them to calculate the shopping bills. Take them to banks and explain how to calculate deposit and withdrawal amounts.
46

Mental maths EVERYDAY MATHS
Write Yes or No.

The price of a car in 2017 was ₹21,45,670. The
1. 87543698 − 87543698 = 0 ............................................. price of the same car in 2018 was double of what
it was in 2017. Find the price of the car in 2018.
2. 587245378 − 100 = 587245278 .............................................
NUMBER STORIES
1. By how much is 8,56,32,981 more than 2,72,810?
C TL L TTh Th H T O
Answer: We will get the difference between these
numbers by subtracting 2,72,810 from 8,56,32,981. 8 5 6 3 2 9 8 1
8,56,32,981 is more than 2,72,810 by 8,53,60,171. – 2 7 2 8 1 0
2. What must be added to 5,87,83,523 to get 4,78,29,110?
8 5 3 6 0 1 7 1
3. The sum of two numbers is 23,07,65,426. If the smaller
number is 3,45,67,110, find the larger number.
4. A publishing house prints 58,92,180 books in a year. Out of these, 1,78,090 books were defective.
How many good books were printed?
5. In 2016, 28,58,825 students appeared for an examination. Out of which, 4,72,310 students failed.
How many students passed in the examination?
6. A printing machine is able to print 67,89,720 visiting cards of different employees of a company
each year. Due to some technical faults, the machine is able to print only 45,67,810 visiting cards in
the current year. How many less visiting cards did the machine print in the current year?
7. In two wooden cupboards of a library, 45,23,450 books were kept. Out of these, 12,37,210 books
were destroyed by termites. How many books were safe in the cupboards?
Exercise 2.2
A. Subtract.
1. 2.
8 2 3 6 8 0 0 9 4 5 7 6 2 0
– 2 2 4 5 0 0 – 4 3 4 5 0 0
47

3. 4.
6 8 3 5 6 4 0 0 2 8 4 5 6 8 0 0
– 1 5 2 2 4 2 0 0 – 6 2 2 4 5 0 0
5. 6.
5 3 1 4 2 7 3 1 9 3 9 4 2 7 3 1
– 2 2 1 5 1 0 – 3 6 2 1 5 1 0
B. Arrange in columns and subtract.

1. 287648269 − 265478201 2. 36845982 − 4268597
3. 254852898 − 102846897 4. 538712646 − 453477576
5. 456635467 − 2387237 6. 972494790 − 927836491
THINK CAP
1. How much is 1000 more than 2345657?
2. How much is 300 less than 5476745?
3. Find the number which when added to 75473790 gives 75493790.
4. Subtract 432634286 from 734583460. Can you subtract these numbers in the reverse order? Give
reason.
PROJECTS
AND ACTIVITIES
Magic triangles
Draw similar magic triangle as shown. 250000
Ask your friends to write two addition facts and two subtraction facts based
on your magic triangle.
For example, 100000 + 150000 = 250000;
150000 + 100000 = 250000;
250000 – 150000 = 100000; 250000 – 100000 = 150000. 100000 150000
For Teachers: You may explain addition and subtraction using coloured strips, dice and counters.

48

Relation between Addition and Subtraction
Addition and subtraction are interrelated. We can use addition to cross-check any subtraction
sum. Similarly, to cross-check addition sum we can use subtraction.
Example: Reena purchased a house worth ₹59,99,900 and a car worth ₹3,05,911. Find the total
amount she spent.
Answer:
TL L TTh Th H T O
1 1 1 1
5 9 9 9 9 0 0
+ 3 0 5 9 1 1
6 3 0 5 8 1 1
She spent ₹63,05,811 in all. She wants to cross-check the answer.
Total amount − price of car Total amount − price of house

= price of house = price of car
12 14 12 14
5 2 9 4 18 5 2 9 4 18
6 3 0 5 8 1 1 6 3 0 5 8 1 1
– 3 0 5 9 1 1 – 5 9 9 9 9 0 0
5 9 9 9 9 0 0 0 3 0 5 9 1 1
Example: Subtract the following and check your answer.

816063104 − 423591860
Answer: Check:
TC C TL L TTh Th H T O TC C TL L TTh Th H T O
10 1 1 1 1 1
7 11 5 9 16 2 0 10 3 9 2 4 7 1 2 4 4
8 1 6 0 6 3 1 0 4
+ 4 2 3 5 9 1 8 6 0
– 4 2 3 5 9 1 8 6 0
8 1 6 0 6 3 1 0 4
3 9 2 4 7 1 2 4 4
49

Finding the Missing Digits
Look at the table given here. Some digits are missing. Can you find out the missing digits?
Follow the steps to understand the concept.
Step 1: In ones place, 3 < 8.
TC C TL L TTh Th H T O
So, subtract 8 from 3 using regrouping,
that is, 13 − 8 = 5 or we can say 8 ones 2 9 4 2 8
+ 5 ones = 13 ones = 1 ten 3 ones. 3 is + 4 3 5 3 6 9
in the ones place, so carry over 1 in the 7 6 8 9 8 2 3
tens place.
In tens place, add the given digits.
Step 2:
So, 2 tens + 9 tens + 1 ten (carry
1 1 1 1
over) = 12 tens = 1 hundred 2 tens.
Write 2 in the tens place and carry over 2 9 3 3 4 4 5 2 8
1 in the hundreds place. + 4 4 3 5 5 3 6 9 5
Step 3: In hundreds place, 2 < (6 + 1). 7 3 6 8 9 8 2 2 3

So, subtract 7 from 2 using regrouping,
that is, 12 − 7 = 5. Write 5 in the hundreds place.
In thousands place, 8 > (3 + 1). So, subtract 4 from 8 without using regrouping, that is,
Step 4:
8 − 4 = 4. Write 4 in the thousands place.
In ten thousands place, 9 > 4. So, subtract 4 from 9 without using regrouping, that is,
Step 5:
9 − 4 = 5. Write 5 in the ten thousands place.
In lakhs place, 8 > 5. So, subtract 5 from 8 without using regrouping, that is, 8 − 5 = 3.
Step 6:
Write 3 in the lakhs place.
In ten lakhs place, 6 > 3. So, subtract 3 from 6 without using regrouping, that is,
Step 7:
6 − 3 = 3. Write 3 in the ten lakhs place.
In crores place, add the given digits.
Step 8:
Therefore, 9 crores + 4 crores = 13 crores = 1 ten crores +
3 crores. Write 3 in the crores place and carry over 1 in the
ten crores place.
In ten crores place, 7 > (2 + 1). So, subtract 3 from 7 without
Step 9:
using regrouping, that is,
7 − 3 = 4. Write 4 in the ten crores place.
50

Simplification
To simplify sums involving both addition and subtraction, first add and then subtract.
Example: Simplify the following.
1. 92384482 − 67345783 + 36258428 2. 378258109 + 53247717 − 17630919
Answer:
1. 92384482 + 36258428 − 67345783 = 61297127
2. 431505826 − 17630919 = 413874907
NUMBER STORIES
1. On every Monday, 24,78,670 people travel by metro and
12,56,780 people travel by bus.
a. How many people in all travel by bus and metro on every
Monday?
b. Due to some technical issues in metro on one Monday, the
number of people who travelled decreased by 4,56,285.
How many people travelled by metro on that Monday?
c. Out of the total people travelling on every Monday, if 5,34,568 are children and 10,45,769
are women, then how many men are travelling on every Monday?
Answer:
TL L TTh Th H T O
1. a. Number of people travel by metro = 24,78,670
1 1 1 1
Number of people travelled by bus = 12,56,780
Total number of people travel using both the modes 2 4 7 8 6 7 0
of transport on every Monday + 1 2 5 6 7 8 0
= 24,78,670 + 12,56,780 = 37,35,450 3 7 3 5 4 5 0
Thus, 37,35,450 people travel on every Monday
using both the modes of transport. TL L TTh Th H T O
b. Total number of people travel by metro on every 16
Monday = 24,78,670 5 6 10
Difference in the number of people travelled on that 2 4 7 8 6 7 0
Monday = 4,56,285
– 4 5 6 2 8 5
Number of people travelled by metro = 24,78,670 −
4,56,285 = 20,22,385 2 0 2 2 3 8 5
Thus, 20,22,385 people travelled on that Monday.
TL L TTh Th H T O
c. Total number of people travelling on every
1 1 1 1
Monday = 37,35,450
Number of children travelling on every 1 0 4 5 7 6 9
Monday = 5,34,568 + 5 3 4 5 6 8
Number of women travelling on every 1 5 8 0 3 3 7
Monday = 10,45,769
51

Total number of children and women travelling
TL L TTh Th H T O
on every Monday
6 13 4 10
= 10,45,769 + 5,34,568 = 15,80,337
Therefore, 15,80,337 children and women are 3 7 3 5 4 5 0
travelling on every Monday. – 1 5 8 0 3 3 7
Number of men travelling on every Monday
2 1 5 5 1 1 3
= 37,35,450 − 15,80,337 = 21,55,113.
Thus, 21,55,113 men are travelling on every Monday.

2. The population of a country is 2,45,67,910 in 2015. It increases by 56,78,560 in 2016 and 4,85,925
in 2017. Find the population of the country in 2017.
3. The annual school fees of student A of Class 8 is ₹25,670 and that of student B of Class 5 is ₹15,580.
What is the total annual school fees paid by both the students? How much more annual school fees
does student A pay than student B?
4. There was a stock of 14,56,780 bulbs in the warehouse of a factory. Out of these, 3,46,580 bulbs
were sent to Delhi and, 2,15,670 bulbs were sent to Punjab. How many bulbs were left in the stock?
5. Company A invested ₹34,560,720 and company B invested ₹56,870,910. Which company invested
more and by how much? Find the total investment by both the companies.
6. Neetu had ₹34,78,910 in her bank account. She received a cheque of ₹95,670 for writing two books
for the publisher. She deposited this amount in her bank account. Due to a medical emergency, she
withdrew ₹15,54,780 from her bank account. What amount is she left in her bank account?
Exercise 2.3
A. Find the missing digits in the following.
1. 2.
TC C TL L TTh Th H T O TC C TL L TTh Th H T O
6 2 3 9 8 0 5 3 7 9 6 2
+ 0 5 8 2 5 4 – 4 0 5 8 9
6 3 4 8 9 5 4 0 4 7 2 9 5
3. 4.
HM TM M HTh TTh Th H T O TC C TL L TTh Th H T O
4 8 6 2 7 6 8 0 1 7
+ 0 1 7 5 2 8 – 0 1 8 6 3 4 5
4 0 2 7 3 8 5 6 5 6 3 3 9
52

B. Simplify.
1. 6523478 + 53654879 − 57248254 2. 45281581 − 288581 − 81451
3. 56328747 − 46354687 − 23543689 + 32876548 4. 6328747 − 54687 − 689 + 3287654
5. 67314578 − 38625498 + 387236907 – 18735987 6. 863287 + 46687 − 2359 − 876
PROJECTS
AND ACTIVITIES
LIFE SKILL
Help your mother to prepare a monthly budget. Observe the monthly expenses. Draw up an
approximate total. This is your budget. Make a record of the items your mother purchases for grocery
and find their sum. Check your answer by subtraction. Also, find whether the amount exceeds your
monthly budget or not. If yes, what measures will you take to save money? Write in your notebook.
subject socIal STudIes

lInk
Rainforest A covers 5,500,000 sq. km of the Earth, whereas
Rainforest B covers 1,780,000 sq. km of the Earth. Which forest
covers the larger part of the Earth and by how much?
Do you know why rainforests are called the lungs of the Earth?
Who do you think are affected the most if the coverage of
rainforests reduces day by day?
CREATE AND SOLVE

Date Particulars Withdrawals Deposits Balance
(₹) (₹) (₹)
Jan 1 Balance B/F 2,000.00 Read the bank passbook

Jan 7 By cash 4,000.00 6,000.00
given here.
Jan 21 To cheque 2,000.00 4,000.00
Create one addition
Feb 27 By cheque 7,500.00 11,500.00
question and one
March 13 To cheque 8,500.00 3,000.00
March 24 By cash 4,000.00 7,000.00

subtraction question.
May 24 By cheque 2,500.00
Check your answer.
Sep 8 To cash 1,500.00
Sep 20 To cash 500.00
53

WORKSHEET Skills assessed: Understanding • Personal Management
A. Every year many people visit the Delhi Book Fair.

Answer the following questions.
1. On the first day of the book fair, 37,65,287
people visited. On the second day, 4,52,81,581
people visited. Find the total number of people
visited on the first two days.
2. The organizers of the fair expected
the number of visitors on the first
two days to be 9,81,97,823. Did they expect more? By how much?
3. Verify your answers.
B. Seema got married in November Items Cost (₹)

2018. After all the wedding rituals and Banquet hall 7,16,726
ceremonies, she decided to calculate Clothes 5,53,540
her actual expenses, which earlier she Jewellery 6,56,000
expected to be ₹25,56,780. She prepared a
Miscellaneous 6,36,839
list of items purchased as shown.
Did her actual expenses exceed her expected expenses? By how much?
How can you reduce your daily expenses? Write in your notebook.
C. In a book reading contest, among the boys, Avi read 244 books, Anjan read
337, Mani read 221 and Nil read 112 books. Among the girls, Papia read 101
books, Nutan read 200, Lily read 77 and Mousam read 33.
1. How many books did the boys read?
2. How many books did the girls read?
3. Who read more books, the girls or the boys? How many more?
D. Find the missing digits in the table.
4 0 9 8 6 0
– 2 7 1 2 5
6 1 8 5 0 8 2
54

NUMERICS 1•8 is a set of eight books from Classes 1 to 8.
•
This series is based on syllabi prescribed by N CERT. The books fully conform to the vision of the
National Curriculwn Framework (2005). This course has been desig11ed for schools teaching a basic course
in mathematics at the prima1y and middle levels, and provides various tools for learning, assessment and
evaluation. Social and Emotional Learning (SEL) has been thoughtfully integTated with text and various •
features to connect the concepts of mathematics to the life outside school. •
Learning and teaching tools help students quickly gTasp and retain the concepts.
• Maths lab activity: Includes activities to reinforce concepts using common objects
• Get it right: Highlights common errors and misconceptions
• New words: Includes new mathematical terms related to the concepts learnt
• For teachers: Suggestions for teachers that help to explain the concepts better
• For parents: Suggestions for parents to reinforce learning at home
• Wow facts: Interesting facts in mathematics
Assessment tools help develop and reinforce mathematical skills.
• Warm up: Helps to recap the concepts learnt earlier
• Mental maths: Includes questions to be solved mentally
• Everyday maths: Includes questions based on real-life situations
• Think cap: Includes application-based questions
• Projects and activities: Includes individual and grnup activities
• Subject link: Includes activities that encourage cross-cmTicular integTation
• Create and solve: Includes questions that help students fonnulate and solve problems
• Let's explore: Encourages students to attempt questions of advance level
Evaluation tools help evaluate the depth of knowledge acquired by the learner.
• Exercises: Includes various pen-and-paper activities for continuous evaluation
• Worksheet: Includes questions at the end of each chapter for comprehensive evaluation
• Test papers: Includes questions for half-yearly and annual assessment
• Self check: Helps students assess their understanding of the concepts learnt
• International Mathematics Olympiad sample paper: Helps students to practise Olympiad paper
Resources for teachers will aid in the process of teaching-learning. These comprise:
• Period-wise lesson plan for each chapter
• Additional worksheets and test papers with answers
• Answers to the coursebook
The online digital resource provides integnted support to the coursebook. It includes animations, interactive
exercises and games, quizzes, worksheets, test generator tool and n1ore.
NAVNEET EoucATION LIMITED
ISBN 978-93-89151-75-6
S':11 Like uson

a II /navneet.india I www.navneet.com I K6035 I 9 789389 151756

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5

Shruti Materials developer and Mathematics resource person

Math Book 5_prelims.indd 3 12-11-2019 12:02:57 PM

3 In the Series Page (3-5).indd 2 24-10-2019 11:49:32

WORKSHEET TEST PAPERS

3 In the Series Page (3-5).indd 3 24-10-2019 11:49:34

Math Book 5_prelims.indd 4 12-11-2019 05:51:43 PM

Math Book 5_prelims.indd 5 12-11-2019 02:52:04 AM

We encourage teachers, caregivers, guardians and parents to help in building these

THE 5 SEL COMPETENCIES

Responsible decision-making: Make constructive choices about personal behaviour and

House A House B House C

₹6,75,890 ₹3,40,623 ₹4,20,568

Maths Book 5 (Book).indb 9 12-11-2019 02:38:38 AM

Periods Crores Lakhs Thousands Ones

1,00,000 (one lakh) 1 0 0 0 0 0

10,00,000 (ten lakhs) 1 0 0 0 0 0 0

1,00,00,000 (one crore) 1 0 0 0 0 0 0 0

10,00,00,000 (ten crores) 1 0 0 0 0 0 0 0 0

International system of numeration

Maths Book 5 (Book).indb 10 12-11-2019 02:38:38 AM

Places HM TM M HTh TTh Th H T O

100,000 (hundred thousands) 1 0 0 0 0 0

1,000,000 (one million) 1 0 0 0 0 0 0

10,000,000 (ten millions) 1 0 0 0 0 0 0 0

100,000,000 (hundred millions) 1 0 0 0 0 0 0 0 0

Maths Book 5 (Book).indb 11 12-11-2019 02:38:38 AM

Periods Millions Thousands Ones

Places Hundred Ten Hundred Ten

Periods Crores Lakhs Thousands Ones

Place, Place Value and Face Value

digit for any place in a number is the value of the

The place value of 6 in 241,189,680 is 600 or

Maths Book 5 (Book).indb 12 12-11-2019 02:38:39 AM

C/TM TL/M L/HTh TTh Th H T O

Example: Write the place value of each of the digits.

Expanded form of a number

Maths Book 5 (Book).indb 13 12-11-2019 02:38:40 AM

TC/HM C/TM TL/M L/HTh TTh Th H T O

Place Value 300000000 50000000 2000000 600000 40000 0 900 20 3

1. 3680079 = 3000000 + 600000 + 80000 + 70 + 9

Comparing Large Numbers

Maths Book 5 (Book).indb 14 12-11-2019 02:38:41 AM

Rule 1: The number with lesser digits is always smaller.

Example: Which is greater?

is its highest place.

Maths Book 5 (Book).indb 15 12-11-2019 02:38:42 AM

Example: Arrange the following numbers in ascending order.

C/TM TL/M L/HTh TTh Th H T O

We know that 7 < 8. Therefore, 35077172 < 35082901.

TC/HM C/TM TL/M L/HTh TTh Th H T O

We know that 3 < 7. Therefore, 358137344 < 358172901.

Maths Book 5 (Book).indb 16 12-11-2019 02:38:42 AM

Forming Numbers Using the Given Digits

Maths Book 5 (Book).indb 17 12-11-2019 02:38:43 AM

Predecessor and Successor of a Number

Maths Book 5 (Book).indb 18 12-11-2019 02:38:44 AM

Maths Book 5 (Book).indb 19 12-11-2019 02:38:47 AM

Maths Book 5 (Book).indb 20 12-11-2019 02:38:52 AM

a. 10,500, 088 b. 10,005,088 c. 10,050,880 d. 100,50,880

2. Two million four hundred ninety thousand three hundred sixty-one is

a. 2,490,361 b. 2,4090,361 c. 2,4900,361 d. 2,490,30061

3. Seven million eight hundred ninety-four thousand one hundred twenty-five is

a. 7,80094,125 b. 7,894,125 c. 7,8940,125 d. 70,894,125