Math's Around Us VI Standard Higher Level Math - Practice

Contents
Preface....................................................................................................... 2
Acknowledgements.................................................................................... 4
Theme 1: Playing with Numbers............................................................... 6
Theme 2: Understanding Elementary Shapes.......................................... 14
Theme 3: Integers..................................................................................... 27
Theme 4: Decimals................................................................................... 35
Theme 5: Algebra...................................................................................... 43
Theme 6: Ratio and Proportion................................................................. 54
Theme 7: Mensuration.............................................................................. 63
Answer keys.............................................................................................. 74
Maths Around Us - VI (Mathematics) 5

Theme 1: Playing with Numbers
Prior Knowledge
It is recommended that you revise the following topics before you start working on this unit.
Factors and multiples
Prime and composite numbers
Tests for divisibility of numbers
Common factors and common multiples
Prime factorisation
Highest common factor
Lowest common multiple
Origin of Numbers
Have you ever imagined a world without numbers? What do you think could be used
instead of numbers to count? How would you buy things? How do you think humans in the
Stone Age survived 2.6 million years ago without numbers?
Interestingly, even before numbers were 'invented' or widely used, humans did manage to
do things as we do with numbers, using symbols, drawings, etc. Early humans used tally
marks to count, but this method was not convenient when counting numbers above four
digits. They usually drew the tally marks on the cave walls, wood, stone, etc.
Fig. 1.1, Tally marks on a cave wall; Image via nigerianscholars.com

With the evolution of mankind, new number systems also evolved. The Egyptians used
symbols and are believed to have developed the base ten system as early as 3000 BCE,
where they used their fingers for counting/calculating in multiples of ten. The decimal
system is believed to have existed in the Early Vedic period in India in the form of chants,
prayers, hymns, curses, charms and other religious rituals. Different mathematical
concepts such as operations on numbers (addition, subtraction, multiplication, division),
finding factors, multiples, number theory, etc., came into existence to simplify calculations.
One of the methods of finding factors, i.e., HCF (highest common factor) is used when
arranging, classifying or distributing things in large groups. LCM, or the least common
multiple, is used when a smaller or minimum common value has to be determined. When
we divide something equally or compare prices, we are actually using multiples, without
our knowledge.
Such widespread use of numbers across the globe over several centuries make it simply
impossible to imagine a life without them. We use numbers every day in one form or the
other without our knowledge. Wouldn’t it be interesting to know when, where and how we
use the numbers in our daily life?
Case Study A - Trees for the Future
On 5th June, i.e., World Environment Day, the Citizens Welfare Association of Jayanagar
organised a plantation drive in the community. They decided to plant 2100 plants in the
nearby area. 'Tree for Life’, an NGO working towards the environment, gave a required
number of plants, including medicinal, flowering and other plants to the members of the
association. They divided all the attendees into groups of 10 members each and
considered each group as one team for the smooth operation of the plantation drive.
Fig. 1.2, Plantation drive; Image by Ishita01 via Wikimedia Commons

Question 1
To know the possible equal distribution, the association decided to find the factors of 2100,
which was the total number of available plants.
i. Represent the factors of 2100 as a factor tree.
Answer
ii. Is 6 a factor of 2100?

a. Yes, because 2100 is divisible by 4.
b. Yes, because both 2 and 3 are factors of 2100. Answer
c. No, because 6 does not appear in the factor tree of 2100.
d. No, because 2100 has zeroes in both tens and ones place.
iii. Which of the observations below is invalid based on the answer to part (i)? Select all that
apply.
a. Each factor in the factor tree is less than or equal to the given
number.
Answer
b. Every factor is an exact divisor of the given number, 2100.
c. The lowest factor is nothing but the only even prime number.
d. 2, 3, 5, 7 and 11 are the prime factors of 2100.
Question 2
i. The members of each team would carry the plants in a cloth bag, which cannot carry
more than 9 plants. What is the maximum number of plants that can be distributed
equally among the members of each team?

a. 3
b. 7 Answer
c. 8
d. 9
ii. What is the maximum number of plants each team will get if the plants are equally
divided among them?
Answer
Question 3
As the event was nearing its end, one volunteer counted the number of people as 400, and
she quickly calculated the number of plants that could be given to each team so that they
get an equal number of plants. Also, 100 plants were kept aside for the society's own use.
Validate the given assertion and reason statement based on this information.
Assertion (A): Each one can be given a maximum of 5 plants from the remaining total of
2000 plants.
Reason (R): Even numbers ending with zero are always divisible by 2, 5 and 10.
Choose the correct option.
a. A is true, but R is false.
b. A is false, but R is true. Answer
c. Both A and R are true, but R is not the correct explanation of A.
d. Both A and R are true, and R is the correct explanation of A.
Case Study B - Community Service
I. Events for the Community
The Residents Welfare Association, Vaishali Nagar, Jaipur has its registered office and a
community hall that can accommodate around 200 people. They organise different events
on pre-decided dates for the benefit of their members. Table 1.1 lists the details of the
events organised by this association.

Event Name Guests invited Dates
Health camp Doctors On the 15th of every month
Advisory camp Chartered accountant / Finance 1st, 10th, 20th, 30th

people
Flea market** Any individual (to encourage Every Sunday (once in 7 days)
self-employment)
Yoga class Any individual (to encourage Once in 3 days (If one class
self-employment) happens on Wed, the next will
be on Sat, the subsequent one
on Tue and so on)
Table 1.1, List of events and their dates
** Flea market is where anyone can put a stall and sell their products.
Question 4
The organisation inaugurated this community hall on a Sunday. Being a Sunday, Anju
attended the yoga class and could shop at the flea market. She enjoyed the experience
and wanted to repeat the same.
Since Anju wants to do both on the same day, which of the following options will help her
know the next time both events will happen on the same day?
a. Common factors of 3 and 7

b. Common multiples of 3 and 7 Answer
c. Divisibility rule for 3 and 7
d. Prime numbers between 3 and 7
Question 5
Anju and her friend Fatima planned to bake cookies and set up a stall in the flea market.
Depending on the size of the oven and the cookies, they can cook different numbers of
cookies in one batch. Anju baked dry fruit cookies in batches of 15, and Fatima baked
choco chip cookies in batches of 12. Since they wanted to sell a combo of the two types of
cookies, they needed an equal number of both. What is the minimum number of cookies
each will have to bake to get an equal number?

Answer
II. Self Employment
Geeta Ben is a professional jewellery designer. She plans to hold a jewellery making
workshop at the same flea market. She takes 2400 semi-precious beads, 1600 wooden
beads, and 4800 glass beads for the workshop. She makes pouches, each containing 40
semi-precious beads, 20 wooden beads and 80 glass beads for the participants. Each type
of bead is first made into a packet before putting it in the pouch.
Question 6
What is the method she may use to find out the maximum number of pouches that can be
made without any bead being left over?
a. Least common multiples of 2400, 1600 and 4800
b. Highest common multiple of 2400, 1600 and 4800 Answer
c. Highest common factor of 2400, 1600 and 4800
d. Smallest common factor of 2400, 1600 and 4800
Question 7
i. If she makes pouches using the combination of beads (40 semi-precious beads, 20
wooden beads and 80 glass beads), what is the maximum number of pouches that she
can make?
Answer

ii. How many beads of any kind may be left over after making the maximum number of
pouches?
Answer
Question 8
Which of the following combos will ensure that all the beads get used and make the
maximum number of packets?
a. {30 semi-precious, 50 wooden and 40 glass beads} .
b. {40 semi-precious, 40 wooden and 60 glass beads} Answer

c. {30 semi-precious, 20 wooden and 50 glass beads}
d. {30 semi-precious, 40 wooden and 40 glass beads}
Case Study C - Amrit Mahotsav
I. Events for the Community
On the occasion of the 75th Independence Day of India (Azadi Ka Amrit Mahotsav), the
Rasehi Women’s association organised various competitions. They received multiple
submissions. The total number of submissions in each category is listed in Table 1.2.
Category Number of submissions
Juniors - Drawing 156
Seniors - Drawing / Pencil shading / 117

Sketching
Seniors - Essays/Articles/Poems 78
Table 1.2, Submissions received in various categories of the competition
The programme committee decided to have different judges for each category. However,
they wanted to pay everyone the same and hence they decided to assign the same number
of submissions to all the judges.

Question 9
What is the maximum number of submissions to be examined if they are to be equally
divided amongst all the judges?
Answer
Question 10
i. How many judges are required for the Juniors - Drawing category?
Answer
ii. How many of them are required in total?
Answer
Exploration Pathway
To explore this theme in an experiential manner you may work on the following hands-on
activities:
Pick any number smaller than 50 and make rectangles using coloured tiles such that the area of the
rectangle is equal to the number you have selected. Repeat this exercise for 5 numbers and record the
length of the sides of the rectangles you made. Identify the numbers for which you can't make more than
one size of rectangles.
Prime
Factorisation

Theme 2: Understanding Elementary Shapes
Prior Knowledge
Comparing lengths using a ruler and a divider

Measuring angles using a protractor
2-dimensional and 3-dimensional shapes
Types of triangles and polygons
Types of angles
Perpendicular lines and perpendicular bisectors
Visual Perception of Shapes
Pizzas, tables, pens, books, French fries, waffles, sandwiches, parathas, pooris, jamoon!!!!
What happens in your mind as you read through these words? The mention of these words
transports you to a world of imagination, perhaps unawares, visualising a picture of each
item with its corresponding shape (and some of their delectable tastes)! You would recall a
large, round pizza; rectangle, round or square table; cylinder-shaped pens;
rectangle-shaped books; long, slender French fries; circular waffles with square
indentations; triangular sandwiches; round parathas, pooris, jamoon, etc. If you notice, our
mind associates a shape such as a circle, square, rectangle or triangle for each item, which
is brought to the forefront of our minds. According to psychologists, humans mentally break
down the object they view into simple geometric shapes such as circles, rectangles,
spheres, cuboids, etc., called geons. The learning of different shapes starts as early as
toddlers when we introduce different shapes to them at home and preschool.
There are different things with different shapes surrounding us in one form or the other. All
objects have shapes, be it vegetables/fruits, grocery items, the things in our house like the
chair, table, TV, refrigerator, mirror, vessels, pillows, cushions, bedsheets, cutlery, etc.; the
list goes on. Shapes such as squares, rectangles, triangles, etc., have two dimensions -
length and breadth - and are known as 2-dimensional or 2D shapes. You can draw them
on paper, but you cannot hold them. Shapes such as cubes, pyramids, prisms, cylinders,
cuboids, etc., have three dimensions - length, breadth and height - and are called
3-dimensional or 3D shapes. You can hold 3D-shaped objects as they are solids, and most
things around us are 3D objects. 3D objects have sides (faces), edges and vertices
(corners). For example, a cube is a 3D shape with six square faces, 12 edges and eight
vertices.
Did you know that the most challenging 3D shape to sculpt and pronounce is the
rhombicosidodecahedron? It has 20 triangular faces, 30 square faces, 12 pentagonal
faces (a total of 62 faces), 120 edges and 20 vertices.
Fig. 2.1, Rhombicosidodecahedron; Image via polyhedr.com
Look around and observe if you can find objects of different shapes other than circular,
square or rectangular shapes. How many objects were you able to identify? Name the
shapes of the identified objects.
Case Study A - Traffic Signs
I. Use of Different Shapes

During summer vacations, Swati visited her cousin in Delhi. She was keen to learn how to
drive, so she carefully observed her cousin manoeuvring the steering, looking for traffic
behind in the mirrors and reading road signs. The signs fixed by the roadsides or hanging
between pillars caught her attention. She would often say out loud what was written on
them, feeling happy that she had helped her cousin know which way to go or how far ahead
Delhi yet was. Fig 2.2 shows some of the signs that Swati noticed during her trip and their
meanings that her cousin had taught her.
a) Pedestrian crossing: On seeing this sign, drivers slow down or b) Distance signboard: This sign indicates the distance to various
stop the vehicle so that pedestrians can safely cross the road; destinations along a particular road. It also assures the driver that
Image via maxpixel.net she is on the right path; Image by TeshTesh via Wiki Commons

c) Stop sign: This sign indicates that the driver should stop before d) No right turn sign: This sign directs the driver not to turn towards
proceeding. It is used at check posts, on railway crossing the right side in any circumstance. She can either travel straight
barricading, etc.; Image by Fry1989 via Wiki Commons through the intersection or turn left; Image by UploadWizard via Wiki
Commonss
Fig. 2.2
Question 1
Observe the signs in the table carefully and then try to match each type of sign mentioned
in Column 1 with the shape used to represent them. Choose from triangle, rectangle,
octagon or circle shapes.
Column I Column II
Regulatory or Mandatory Signs - compulsory to be

followed. Disobeying can lead to punishment.
Cautionary or Warning Signs - alert commuters to

be careful and avoid possible dangers ahead.
Informatory or Guiding Signs - give information like

location and direction for easy navigation.
Table. 2.1, Types of traffic signs and the two-dimensional shapes used to make them
Question 2
Swati remembered the small, old railway crossing on her way to school. Often people
would pass from under the bars instead of waiting for the train to cross first, hence risking
their lives. She thought of making a STOP sign herself with cardboard and putting it on the
railway crossing bars.
i. To make her signboard, how many triangles similar to triangle ABC in Fig. 2.3 should she
stick together (including ∆ACB) such that one vertex of each triangle lies at the centre A
of the final shape? Also, state the name of the polygon she would obtain.

Fig. 2.3, Joining triangles to make a Stop sign
Answer
i. From the pictures Swati downloaded via the internet, she measured that any two edges
of the signboard were always meeting at 135O. This angle is divided in half by a line
drawn from a vertex of the polygon to the centre. Which type of triangle should Swati
use?
a. Isosceles
b. Scalene Answer
c. Equilateral
d. Right-angle
II. Intercardinal Directions

While explaining different traffic boards, Swati's cousin explained the importance of
directions, especially while driving, by drawing them on a sheet of paper similar to Fig. 2.4.
Nowadays, most of us use maps on our smart devices to navigate, and we hear things like
"head south", "keep left", etc.
Direction gives a clear measure of the position of one thing with respect to another. The
four cardinal directions are East (the direction in which the Sun rises), West, North and
South. We have 4 more directions marked between each of these adjacent pairs of
cardinal directions, known as intercardinal directions, as shown in Fig. 2.4.

Fig. 2.4, Intercardinal directions; Image by Brosen~commonswiki via Wikimedia Commons
Question 3
Swati took the directions drawn by her cousin and measured the angle between different
directions. Choose the correct angle for each of the options below from 0°, acute angle,
right angle, obtuse angle, straight angle and reflex angle. Write your answer in the space
provided.
A. Angle between two adjacent cardinal directions = ___________
B. Angle between two adjacent intercardinal directions = ___________
C. Angle between any cardinal direction and its adjacent intercardinal direction =
____________
D. Angle between S and NE while moving in the clockwise direction = ___________

E. Angle between E and SW while moving in the clockwise direction = ____________
Answer
A. __________
B. __________
C. __________
D. __________
E. __________

Question 4
After noting the actual angles between the different directions, Swati visualises the angles
made by turning from one direction to the other. In which of the statement/s below, will she
pass more than or equal to 3 right angles by facing the given direction and making the
corresponding turns?
a. Facing north and turning such that she faces the north at the end
b. Facing southeast and turning clockwise to face the southwest Answer
c. Facing south and turning anticlockwise to face the west

d. Facing west and turning clockwise to face the east
Question 5
i. Swati drew a big drawing of cardinal and intercardinal directions and tried arranging
pens and pencils on those lines to form different triangles. All the pens are of the same
size and are smaller than the size of pencils (all the pencils are of the same size).
Identify the type of triangle formed in each case. Choose the most appropriate answer
from {Isosceles triangle, Right-angled triangle, Equilateral triangle, Right-angled
isosceles triangle, Obtuse angled triangle}. Write your answer in the space provided.
A. 2 pens, 1 pencil: one pen along N, one pen along W and one pencil for the third side.
B. 2 pencils, 1 pen: one pencil along S, one pencil along SE and one pen for the third
side.
Answer
A. __________
B. __________
ii. She also tried making triangles by using various sized sticks and noted the type of
triangle formed. Identify the ones which are wrongly noted and impossible to form.
Justify your answer.
a. An obtuse angled equilateral triangle
b. A scalene acute angled triangle Answer
c. An obtuse angled isosceles triangle
d. A right angled isosceles triangle
e. A right angled equilateral triangle
f. A triangle with two right angles
g. A scalene right angled triangle

Answer
Case Study B - Angles in Photography

Look at the pictures in Fig. 2.5 and Fig. 2.6. In the first picture, you see a tree as would a
worm climbing up the bark. Looking at the second picture, you would feel as if you were a
bird flying above the forest canopy searching for a tasty worm meal.
Fig. 2.5, Low angle view of a tree; Image Fig. 2.6, Aerial shot of a forest road; Image via
by ipekmorel via depositphotos piqsels.com
This is an example of how the height and angle of camera placement creates different
visual experiences in photography.
Note: According to snapshot.canon-asia.com, the camera angle refers to the degree at
which the camera points towards the object being captured. Holding the camera at a
horizontal level to the object is referred to as an ‘eye-level angle’, and this represents 0°.
Holding the camera upwards gives a ‘low-angle’ and is represented with a positive sign.
Holding the camera downwards gives a ‘high-angle’ and is represented with a negative
sign.
Fig. 2.7 will help us understand how angles are defined for camera orientation. Note that
the camera can be positioned anywhere along the vertical line XY; it is the tilt that defines
the angle. All angles are measured with respect to the ground. When we look straight, our
line of sight is at zero degrees from the horizontal ground. When we look up, the line of
sight makes a positive angle and when we look down, the line of sight makes a negative
angle.

Fig. 2.7, Positive and negative tilt angle of a camera
Question 6
Mohini is learning photography. She goes out to photograph tall buildings in her
neighbourhood using her mobile phone. Let us help her get a basic idea of angles and
orientations before she begins.
i. Complete the following sentences by using the words parallel or perpendicular for the
case when Mohini is looking straight ahead without tilting her head in any direction.
a. Line of sight is a line starting from the eye or camera and extending forward, which is
_________ to the ground.
b. The plane of the mobile phone is ______ to the line of sight.
ii. Mohini stands on the ground at a distance of 1 metre from the front of a multistorey
building and tilts her phone to capture the top of the building.
Fig. 2.8, Capturing the picture of the top of the building using a phone
The angles made with the horizontal ground by the line of sight and the phone’s plane,
respectively, are:
a. Acute angle, Obtuse angle

b. Obtuse angle, Obtuse angle Answer
c. Obtuse angle, Acute angle

d. Acute angle, Acute angle

Question 7
Fig. 2.9 to Fig 2.11 show a few pictures taken at different heights and angles:
Fig. 2.9, Eye level shot; Image by Fig. 2.10, Worm view shot; Image via
Andy Morffew via Wiki Commons piqsels.com Fig. 2.11, High-angle shot;
Image by Biel Morro
via Wiki Commons
This is an eye-level or a neutral shot. The A worm's-eye shot of an object is taken from This is a high-angle shot. The camera,
subject looks similar to what it would if the directly below the object. It can be used to placed higher than the subject, is
viewer stood directly in front and looked make an object look tall and mighty, as it looking down. The high-angle shot is
straight at it. would look to a worm often used to make the subject look
small or weak.
Select the correct order of the possible angles of the line-of-sight for taking each of these
shots.
a. 0, -20, 70
b. 30, -20, 90 Answer
c. 90, 0, -30
d. 0, 90, -70
Question 8
Can you see the world behind you and in front of you all together without turning any part
of your body? Yes, you can! A panoramic photograph can give a complete 360° view
around an observer in one frame.
Fig. 2.12, Panoramic view; Image by François Reincke via Wiki Commons

Think about the horizontal angular extent of vision in each of the following cases and state
whether the sentences are true or false.
1. In a panoramic view, we can see the world extending up to two straight angles around
us in one picture
2. When we rotate our head keeping the rest of the body stationary to see up to the
maximum angular limit around us, the extreme limits of the line of sight make a reflex
angle at the centre of the eyes.
3. If the head is kept stationary and the eyes are rotated horizontally from the left
extreme to the right, the line of sight rotates at a right angle.
Answer
1.
2.
3.
Case Study C - 2D to 3D
For different purposes, cones of different sizes are used. For example, at petrol pumps, you
will find broad cones that function as funnels whereas at ice cream shops you will find
narrow cones that are easy to hold in the hand. In this activity, we will use an A4 sheet to
make a three-dimensional cone.
Step 1: Cut a 12 cm long and 2 cm wide strip from an A4 Step 2: Make holes at 1 cm and 10 cm along the length of
sheet of paper. the strip, using the tip of a pencil.

Step 3: Insert a pen at the 1 cm hole and a pencil at the 10
cm hole. Hold the pen and pull the pencil to move along a Step 4: Join the centre O to A and B and cut the paper
circular path.. along OA, OB and the arc.
Step 6: Fold the extra paper so that you get a flat base of
Step 5: Roll the cut paper to make a cone. the cone.
Question 9
Ramesh followed the first step to obtain a paper strip of the given size. However, the width
(shorter side) of the cutout piece was unequal at the two opposite sides, measuring 2.0 cm
and 2.1 cm.
i. Which of the following could be a possible reason for this difference?
A. Wrong eye position while measuring
B. Measurement done using only ruler
C. Measurement done using a ruler and a divider.
a. Only A
b. Only C Answer
c. Both A and B

ii. If the 2.0 cm and 2.1 cm sides are parallel to each other, what is the shape of the strip
Ramesh got?
a. Rectangle
b. Square Answer
c. Trapezium
d. Parallelogram
Question 10
i. In Step 3, the pencil revolves around the pen at the centre. How much of a complete
revolution does it complete as it moves from Point A to Point B (see Step 4)?
1
a.
2 Answer
1
b.
4
3
c.
4
d. Full
ii. How much is the < AOB?
Fig. 2.13, AOB from Step 4
a. Right angle
b. Straight angle Answer
c. Complete angle
d. Bigger than a straight angle but smaller than a complete angle
iii. How should Ramesh change < AOB if he wants a cone with a bigger base?
a. Make it smaller
b. Make it bigger Answer
c. Cannot change the size of the base by changing <AOB

Exploration Pathway
activities:
In this TACtivity we make 3D shapes using paper sheets.
2D to 3D

Theme 3: Integers
Prior Knowledge
Integers
Representation of integers on a number line
Ordering of integers
Addition of integers
Addition and subtraction of integers on a number line
Introduction to Integers
Though India is known for its warm climate, the temperature can dip significantly in some
places in Northern India during winter. Drass, a hill station in Jammu & Kashmir, is believed
to be the coldest inhabited place in India. The temperature had dipped to -48 degrees
Celsius during the winter of 1995. During summer, the highest temperature in India often
exceeds 50 degrees Celsius in places like Rajasthan, Haryana, Maharashtra, MP, Orissa
and Gujarat. Why do you think the coldest temperature has a minus sign before the
number and the highest temperature doesn’t?
When the temperature goes below ‘0’, a negative or minus sign is assigned to the number
indicating the coldness of the place. The higher the number with a negative symbol, the
less the temperature and colder the place. When the temperature increases above ‘0’, a
positive sign is associated with the temperature, though not written explicitly. ‘0’ does not
have a positive or negative value but is a whole number. A whole number (not a fraction)
that is positive, negative or 0 is called an integer. The term ‘integer’ is a Latin word meaning
‘whole’. Integers are best explained with a number line where ‘0’ is at the centre with
negative numbers on the left of ‘0’ and positive numbers on its right.
Hence, we can conclude that as the number goes farther from ‘0’ on its left, the value
decreases and as the number goes farther from ‘0’ on its right, the value increases. With
this as the baseline, we can explore more examples that occur in our daily life.

Case Study A - Counting Calories
Balancing the calories and a healthy diet plan go hand in hand. Calories get added through
eating and drinking and calories get burned through body processes, daily activity,
exercise, etc. Let us consider the one which adds calories as a positive number and the
one which burns calories as a negative number. One day, Anya attended a cookery club
demonstration in the school’s Home Science Lab, where she saw the chart given in Table
3.1.
# Action Calories added/burnt
1 Eating apple 125
2 Lunch/dinner 640
3 Cycling (30 min) 225
4 Playing tennis (1 hour) 350
5 Drinking fruit juice (per cup) 130
6 Gym workout (1 hour) 225
7 Yoga (30 min) 150
Table 3.1, Calories chart
Question 1
Coming back from school, Anya prepared a chart for herself based on the sign convention
given in the case study. Complete Table 3.2 by filling the sign convention for each of the
given actions. The first and the last ones are filled as an example.
Sign convention
(+/-)
1 Eating apple + 125
2 Lunch/dinner 640
3 Cycling (30 min) 225
4 Playing tennis (1 hour) 350

Sign convention
(+/-)
5 Drinking fruit juice (per cup) 130
6 Gym workout (1 hour) 225
7 Yoga (30 min) - 150
Table 3.2, Calorie chart with sign convention
Question 2
i. What is the overall change in Calories if she takes 2 apples and goes for cycling for 30
minutes?
Answer
ii. If the data in part (i) is represented on an integer number line then _________. (Choose
all that apply).
a. Both the data will lie at the same point to the right of zero.
b. Both the data will lie at the left of zero.
Answer
c. The data representing eating 2 apples lies farther from zero than the
data representing cycling.
d. The data representing eating 2 apples will lie to the right of the data
representing cycling.
Question 3
Validate the given set of assertion and reason statements and select the correct option.
Assertion (A): If we represent the data analysed in Question 1 on the number line, then
we will have the numbers falling to the right and also to the left of zero.
Reason (R): Numbers less than zero are represented to the right of zero and the numbers
greater than zero are represented to the left of zero in the integers number line.
a. A is true, but R is false.
b. A is false, but R is true. Answer
c. Both A and R are true, and R is the correct explanation of A.
d. Both A and R are true, but R is not the correct explanation of A.
Case Study B - Dart Game
Sushanth’s dart board was damaged but the darts were in good condition. He designed a
new colourful dart board (Fig. 3.1) with scores to play with his friends. He even listed the
rules to play using his dart board.
Fig 3.1, Dart board and darts
Each player gets to use three darts and the final score is the sum of three trials. The one
with a negative final score is disqualified for the second round, and the one with a zero
score will get one more chance in which he has to get a positive score, either +2 or +5, to
play in the second round. Among the qualified ones, the one who gets the highest score in
the three trials of the second round is the winner.
Question 4
i. The colour ring that is hit by the darts in the three trials is listed in Table 3.3. Find the total
score of all the players in round one. Write your answer in the space provided.
# Name Trial 1 Trial 2 Trial 3 Total Score
1 Vinaya Orange Green Yellow -1+0+2=+1
2 Kulsum Blue Red Yellow
3 Sushanth Green Yellow Blue
4 Tanvir Yellow Orange Orange
Table 3.3, Dart game score

ii. Identify the correct arrangement of the names in the increasing order of their total score.
a. Vinaya, Kulsum, Sushanth, Tanvir
b. Sushanth, Tanvir, Vinaya, Kulsum Answer
c. Sushanth, Vinaya, Tanvir, Kulsum
d. Kulsum, Vinaya, Tanvir, Sushanth
iii. Identify the wrong inference based on the total score from part (i).
a. Sushanth gets disqualified because his total score is negative
b. Vinaya’s score is the additive inverse of Sushanth’s score Answer
c. Tanvir may or may not get to play in the second round
d. Sushanth’s score is more than that of Tanvir but less than that of
Kulsum
Question 5
Which of the number lines below shows the appropriate marking of the highest score from
Table 3.3?
Question 6
i. What is the possible total least score in the three trials?

a. 0
b. − 6 Answer
c. − 9
d. − 1
ii. If all three darts have landed in different coloured circles in each trial, then which one of
the options below is not a possible score?

a. + 7
b. 0 Answer
c. − 4
d. + 2
Question 7
When we consider the total score, we add all the scores from the three trials. Suppose in
one of the trials the score is zero, in which of the cases below can we surely know the sign
of the final score?
I. Score 2 is positive and score 3 is negative
II. Both scores 2 and 3 are negative
III. Both scores 2 and 3 are positive
Choose the correct option.
a. Only I
b. I and III Answer
c. II and III
d. Only III
Case Study C - Multistorey Building

A building with more than one floor (also called a storey) is called a multistorey building.
Consider one such building with 18 floors above the ground floor and 2 floors below. The
floors below are often called the basement. Since we have two basement floors here, they
are named as Basement 1 and Basement 2, respectively.
Fig. 3.2, Floor numbering in the building Fig. 3.3, Floor numbers mentioned on a lift panel;
Image via pxhere.com

Alia and Abdul live in this multistorey apartment, and they both play together in the evening.
They meet on level -1 (Basement 1), where they park their bicycles.
Question 8
i. Instead of taking the lift from his floor, Abdul climbs down 4 floors to meet Alia, who is
waiting at Basement 1. Which floor does Abdul live on?
a. 4th floor
b. 2nd floor Answer
c. 3rd floor
d. 5th floor
ii. Considering Abdul lives on floor 'x', which of the following equations correctly represents
the situation given in the previous question? (Note that climbing down is considered with
a negative sign, and climbing up with a positive sign.)
a. x − 4 = − 1
b. x − 4 = 0 Answer
c. x + 4 = 1
d. x − 4 − 1 = 1
Question 9
After cycling, Abdul and Alia park their bicycles in Basement 2 and go to their friend’s
home. Abdul chose to take the lift this time while Alia climbed 6 floors up. Which number
would Abdul have pressed on the lift panel?
a. 6
b. 5 Answer
c. 4
d. 0
Question 10
Represent the scenario of climbing up 3 floors from floor -1 using the integer number line
that represents the floor number. Mark the starting floor and the floor reached after climb-
ing 3 floors in your answer.

Question 11
One day, the lift was not operational for almost half a day, which forced people to use the
stairs. Which of the four people climbed the maximum number of steps? Count climbing up
and climbing down as separate steps.
A. Adi goes to the ground floor from his house on the 11th floor to take a taxi.
B. Victor goes to Basement 1 from his house on the 5th floor to pick up his forgotten
bag kept inside his two-wheeler and comes back to his house.
C. Ayan went to his friend's house from the 9th floor to the 5th floor to collect a book and
he came back.
D. Jeni comes from work, parks her car in Basement 2 and goes to her house on the
8th floor.
a. Adi
b. Victor Answer
c. Ayan
d. Jeni

Theme 4: Decimals
Prior Knowledge
Comparing decimals
Addition and subtraction of decimals
Evolution of Rupee
The Indian currency – rupee – dates back to between the 6th and 4th centuries BCE, when
renowned Sanskrit scholar, Panini, used the term ‘rupya’ to refer to coins. ‘Rupya’ in
Sanskrit means ‘wrought silver’ and is derived from the word ‘rupa’, meaning shape,
image, etc. Sher Shah Suri, a Mughal-era ruler, introduced the term ‘Rupiya’ when he
issued silver coins during his rule. The silver coins continued to be in circulation during the
Mughal era, Maratha era and the British era. From 1850 to 1957, 1 rupee was divided into
16 annas or 64 pice. After gaining independence from the British in 1947, India officially
adopted a new decimal currency system in 1957. According to this currency system, 1
rupee consisted of 100 paisas and annas and pice were discontinued.
Fig. 4.1, Rupiya issued by Sher Shah Suri; Image by Drnsreedhar via Wikimedia Commons
In 1935, the Reserve Bank of India (RBI) was formed and entrusted with issuing
Government of India notes. The highest denomination of the rupee to be printed was the
Rs. 10,000 note, which was in circulation for some time and was demonetised in 1946.
Post-independence, RBI printed the first one-rupee note bearing the image of the National
Emblem of India - the Lion Capital of Ashoka.

Fig. 4.2, First banknote of independent India, one rupee, 1947; Image via Public Domain
Case Study A - Coin Collection
I. Piggy Bank
A piggy bank (money box) is the traditional name of a coin container normally used by
children. Lobsang’s parents got him a piggy bank to encourage money saving, and he was
given some coins for his good deeds like helping with household chores and on special
occasions like festivals. After a month, Lobsang opened his piggy bank to know the amount
collected.
Fig. 4.3, Piggy bank; Image via flickr.com
Question 1
Fig. 4.4 shows coins that Lobsang had in his piggy bank.
Fig. 4.4, Different coins in the piggy bank

The number of some coins are not shown in Fig 4.4, but their equivalent amount is given in
Table 4.1. Fill in the missing values in Table 4.1. The first one is done for your reference.
Coin Number of Coins Equivalent Amount
25 Paise Seven Seven 25 paise = 1 rupee and 75 paise
50 Paise ____ ₹3
₹1 Five ____ paise
₹2 ____ 800 paise
₹5 One 100 paise + ____ ₹2 coins
Table 4.1, Coins and their equivalent amount
Question 2
Lobsang wanted to have a currency note along with the coins in his piggy bank. His mother
agreed to give him a ₹10 note in exchange for coins of the same value. Select the correct
option to exchange the coins for the ₹10 note.
a. Six ‘25 paise’ coins and one ‘₹5’ coin

b. ‘50 paise’, ‘₹1’, ‘₹2’, four coins each Answer
c. ‘25 paise’, and ‘₹2’, four coins each

d. Two ‘50 paise’ coins, two ‘₹2’ coins and one ‘₹5’ coin
Question 3
Lobsang wanted to make a key chain with his name for his bicycle. He knew how to make
one by arranging the beads with letters (see Fig. 4.5). The shopkeeper said one dozen (1
dozen = 12) beads costs ₹5 or he could buy individual beads for 50 paise each.
Fig. 4.5, Sample key chain
i. How much money does he require to buy the beads for his name?
a. ₹2.50
b. ₹3.50 Answer
c. ₹3.05
d. ₹0.35
ii. Select the correct option that represents the amount he receives from the shopkeeper by
giving ‘two coins of ₹2’.
a. ₹0.50
b. ₹0.05 Answer
c. 500 paise
d. 5 paise
II. Numismatics
Have you heard of Numismatics before? It is the hobby of collecting coins. Lobsang has
been interested in numismatics since his childhood. Now, he wants to introduce it to his
daughter, Laima. To start with, he gifted some coins to Laima along with a coin collection
album. Those were the coins used in the olden days, i.e., six ‘1 paise’ coins, four ‘2 paise’
coins, two ‘10 paise’ coins and three ‘20 paise’ coins.
Fig. 4.6, Coin album and some coins (sample image)
Question 4
Laima was curious to know how much money she has in total in her coin album. She
counted and found that it was ___________.

a. Less than ₹1
b. More than ₹1 Answer
c. Equal to ₹1
Question 5
Laima’s grandfather was happy to know about her coin collection hobby. He gave five more
coins: 25 paise, 50 paise, ₹5, ₹10 and ₹20, one each.
i. How much money did her grandfather give?
ii. What is the total amount she has now in her coin album?
For both questions, express the money in rupees.
Answer
Case Study B - Decimal Addition using Blocks

Akshay and Rachel are working on a school assignment on decimal addition. They are
supposed to demonstrate adding the following numbers (any two) using a set of sheets,
strips and squares. Given numbers are: 1.41, 0.13, 3.44, 1.03.
Let us first study their model.
They made paper squares, each representing 0.01, a strip representing 0.1 and a sheet
representing 1, as shown in Fig. 4.7.
1 Sheet = 1 (100 squares) 1 Strip = 0.1 (10 squares) 1 Square = 0.01
Fig. 4.7, Model to represent decimals using paper square
E.g., 0.26 can be represented by having ‘2 strips’ and ‘6 squares’.

Question 6
They both were trying to separate the number of sheets, strips and squares required to
represent the numbers given by the teacher. Match each of the numbers with the
corresponding decimal model.
Given number Model
A. 1.41 1. One sheet & three strips
B. 0.13 2. Three sheets, four strips & four squares
C. 3.44 3. One sheet, four strips & one square
D 1.03 4. One strip & three squares
5. One sheet & three squares
Write your answer in the space provided.

Answer
A. __________
B. __________
C. __________
D. __________
Question 7
i. As additional learning, they decided first to compare the given set of numbers. Identify
the incorrect step/s from the given options that should not be referred to, by Akshay and
Rachel.
a. Always compare the number of sheets (whole part) first
b. If the number of squares (hundredth parts) are equal, then only Answer
compare the number of strips (tenth parts)
c. While comparing the decimals, always start from the number of
strips (tenth parts)
d. If the number of sheets (whole parts) are equal, then only compare
the number of strips (tenth parts)

ii. They chose to add the first two numbers, 1.41 and 0.13, for their school assignment.
How many sheets, strips and squares do they need in total for this?
Answer
Case Study C - Running Challenge

Inspired by the “Fit India Movement”, Sitamarhi town in Bihar organised a fitness challenge
in which a person is supposed to run a minimum of 2 km everyday for 21 consecutive days.
Karuna and Saimaa enrolled themselves for the above challenge. All the information about
the distance covered, the speed at which they ran and the time taken will be recorded by a
device that is given by the organisers. They both wanted to develop routine jogging habits
to keep themselves fit. On Day 1 of starting the challenge, the organisers noted the
participants’ weight, using a digital weighing scale. Karuna was 58.6 kg and Saimaa was
63.4 kg.
Question 8
i. The distance run by Karuna on the first day is 2.5 km and she could run 3.25 km on the
second day. She finds that she has covered ___________ km more on the second day
when compared to the first day.
a. 1.20
b. 0.75 Answer
c. 5.75
d. 5.30
e. 1.00
ii. Here, the distance covered on the second day, 3.25 km, can also be written as
_________.
a. 3 km 0.25 m
b. 3 m 0.25 km Answer
c. 3 km 25 m
d. 3 km 250 m
Question 9
At the end of the 21-day running challenge, they again measured their weight. Now, Karu-
na’s weight was 55.7 kg and Saimaa’s weight was 60.4 kg. Both friends were happy to
know that they had lost some weight. Who do you think has lost more weight? Show the
working to justify your answer.
Answer
Question 10
Inspired by the 21-day running challenge, they both enrolled for a 5K run, in which the
participant will cover a 5 km distance. Karuna took 32.33 minutes to complete the race, and
Saimaa took 35.5 minutes. During the prize distribution, they learned that the winner had
completed the race in 16.2 minutes. Identify the wrong statement.
a. Karuna took almost double the time taken by the winner to

complete the race. Answer
b. Saimaa took 3.17 minutes more than Karuna to complete the race.
c. Saimaa took more than 20 minutes extra to complete the race
when compared to the winner.
Exploration Pathway
To explore this theme in an experiential manner, you may work on the following hands-on
activities:
Decimals are numbers, with two parts - a whole and a fractional part, with a point (called a decimal
point) between them. These numbers exist between integers on the number line and are another
way of representing fractions. The numbers to the left of the decimal point are whole numbers, while
those on the right are fractions.
In this TACtivity, we use paper sheets, paper strips and unit squares to represent decimals. Then,
Decimals - Operations we compare the results by exploring mathematical operations such as addition and subtraction on
the decimals.

Theme 5: Algebra
Prior Knowledge
Patterns
Variables and their use
Common rules related to variables
Expressions with variables
Equations
Algebra in Daily Life
Reena had invited twelve of her friends to her house for lunch. She decided to cook her
signature dish of pulav. However, the recipe she had served four people when twelve
people were expected to attend the lunch. What do you think Reena would do? She would
increase the quantity of the ingredients by three times. So, she went to the market to buy
the ingredients. Her recipe stated that 2 cups (1 cup ~ 200 grams) of rice would serve four
people. After deciding the quantity of rice (in kilograms) to purchase, she headed to the
grocery section to buy it. There were different varieties of rice, but she chose to buy
basmati rice, which cost Rs.80 per kilogram. Now that Reena had purchased all she
needed, she was ready to cook the dish. Did you know that all the calculations running in
Reena’s mind were based on algebra? Without our knowledge, we do use algebra in our
daily life to do various activities. So, what is algebra?
Fig. 5.1, Muhammad ibn Mūsā al-Khwārizmī; Image by ms via Wikimedia Commons

Muhammad ibn Mūsā al-Khwārizmī, a Persian mathematician, introduced algebra in
the year 830AD and is known as the ‘Father of Algebra’. The word ‘algebra’ is derived
from the Arabic word, ‘al-jabr’, meaning ‘reunion of broken parts’.
Algebra is a branch of mathematics that uses letters and symbols instead of numbers and
is calculated using the rules of arithmetic (addition, subtraction, multiplication and division).
We use algebra when we do not know the values or the values can be changed. The
unknown values are known as variables and are represented by letters. The numbers or
values that do not change and remain the same are known as constants. An algebraic
expression is formed using the variables and constants with an arithmetic operation
between them.
Case Study A - Beam Balance

A beam balance is an age-old instrument to measure mass, used by our vegetable sellers.
We often hear people using mass and weight interchangeably, i.e., the mass of an object
is referred to as its weight though mass and weight technically refer to different quantities.
On the Earth, effectively, both can be used interchangeably.
A beam balance consists of a horizontal beam with a support at its centre. Usually, a known
weight is kept on one pan of the balance and the object whose weight is to be measured is
kept on another pan. If the weight kept on both the pans is equal, then the beam is said to
be balanced and it stays horizontal without tilting towards any pan.
Anandi had a small beam balance at her home in which she kept different objects on each
side of the pan to observe the balancing of the beam.
Fig. 5.2, Beam balance, a sample image

Table 5.1 lists the weight of different objects used by Anandi.
Object Weight
Eraser x
Candy y
Empty matchbox z
Each matchstick
m
Toothpick
n
Table 5.1, Objects used along with their weight
Question 1
If she keeps 2 erasers and one candy on the right-hand side pan, how can you express
this total weight using an algebraic expression?
a. x + y
b. x + 2y Answer
c. 2x + y
d. 2xy
Question 2
Anandi kept a few matchsticks and toothpicks on top of the empty matchbox on the
right-hand side pan and noted the algebraic expression z + 8 (2m + n). Can you interpret
this algebraic expression to know what is kept on the right-hand side of the beam balance?
a. One empty matchbox and 17 matchsticks
b. One empty matchbox, 16 matchsticks and 1 toothpick Answer
c. One empty matchbox, 8 matchsticks and 1 toothpick
d. One empty matchbox, 16 matchsticks and 8 toothpicks

Question 3
Validate the given assertion and reason statement and choose the correct option.
Assertion (A): If she replaces the eraser with a different brand/sized eraser having a
different weight, then she cannot use the algebraic expression framed in Question 1 to
know the weight of 2 erasers and one candy.
Reason (R): A variable does not have a fixed value; it can take various values.
a. Both A and R are true, and R is the correct explanation of A.
b. Both A and R are true, but R is not the correct explanation of A. Answer
c. A is false, but R is true.
d. A is true, but R is false.
Case Study B - Matchstick Patterns
I. Pyramid Pattern
Pranay is exploring different patterns by arranging matchsticks. One such pattern he liked
the most is the pyramid pattern, which starts with one triangle in Row 1, and then continues
with 2 triangles in Row 2, 3 triangles in Row 3 and so on, as shown in Fig. 5.3. [Note: the
triangles here refer to the upright (pointing upward) triangles only]
Fig. 5.3, Pyramid pattern using matchsticks

(Note that triangles in each row are shown with the same colour sticks for easy counting).
He is trying to get a relation between the number of matchsticks used in the corresponding
row.

Question 4
Identify the pattern by analysing the entries left blank in Table 5.2 and answer the
questions below:
Row 1 2 3 4 ……. n
(any natural
number)
Number of 1 2 3 4 ……. ?
upright
triangles in
this row
No. of 3 6 9 12 ……. ?
matchsticks
used only in
this row
Total no. of 3 3+6 =9 3+6+9=18 30 ……. ?

matchsticks
used till this
row
Table 5.2, Number of matchsticks used in the pyramid pattern
i. Number of upright triangles formed in the nth row is __________.

a. 1 .
b. n Answer
c. n + 1
d. 2n
ii. Number of matchsticks used in the nth row is ___________.

Answer
iii. The total number of matchsticks used till the nth row can be expressed as________.
(Recall that when referring to the number of triangles, we are referring to upright
triangles.)
a. 3 x sum of number of triangles formed till nth row .
b. 3 x number of triangles formed in nth row Answer

c. 3 x number of matchsticks used in n row
th
d. n x number of sides of one triangle
Food for thought: The total number of matchsticks used in the nth row can be expressed as
the sum of consecutive numbers.
9= 2+3+4=4+ 5
18 = 3 + 4 + 5 + 6 = 5 + 6 + 7
30 = 4 + 5 + 6 + 7 + 8 = 6 + 7 + 8 + 9
Question 5
Pranay has extended the pattern till Row 6 and he is left with 28 matchsticks. Can he
complete one more row (Row 7) using these matchsticks? If yes, will there be any
matchsticks left after completing Row 7. If not, how many more matchsticks does he
require to complete Row 7.
Answer
II. Cylinder using Straw Pieces
Samira used straw pieces and binding wires instead of matchsticks to create stable
patterns. She made a cylinder shaped model by joining a series of squares to get a circular
ring and joined them using matchsticks, as shown from Step 1 to Step 4.
Step 1: Straw pieces of equal length are Step 2: Joining the squares to get a ring of
joined using binding wire to get a series of squares
squares.

Step 3: Partially completed square patterns Step 4: Partially completed pattern is made
are made to extend the ring to the next level. into a ring
Step 5: Partially completed rings are attached Step 6: Final cylindrical model
to the base ring, which is made out of a series
of complete squares, using matchsticks.
Question 6
i. Observe the partially completed pattern in the shape of the ring as given in Step 4 and
the full completed square pattern ring in Step 2.
Step Number of squares Number of straws
m
Step 2 n
(complete squares)
m
Step 4
(partially completed squares) ?
Table 5.3, Number of straws used in different steps

Using the data given in Table 5.3, can you express the number of straws used in the
pattern in Step 4, in terms of m and n?
a. n + m .
b. n - m Answer
c. n m
d. n
m
ii. What is the total number of straws required to make r such rings?
Answer
Question 7
It turns out that Samira has used 40 straw pieces in making the square pattern (refer to
Step 1) with p squares. (Hint: observe the number of straws required to make one square
and the overlapping side while forming a series of squares)
i. The algebraic equation to find p is given by ____________.
a. 40 = 3p + 1 .
b. 40 = 4p Answer
c. 40 = 3
p
d. p = 40
ii. Value of p in this case is __________.

a. 14 .
b. 12 Answer
c. 13
d. 10

Case Study C - The Mule and the Donkey
A washerman had a mule and a donkey. One day, while walking side-by-side carrying
goods in gunny bags, the mule complained about the heavy load. The mule said, “If one
bag is removed from me and added to you, then we both will have an equal load”. The
donkey replied, “Yes, you are right, together we are carrying 10 bags”. Can we make use
of algebraic equations here to know the number of bags by considering the number of bags
that were loaded on the mule as x and that on the donkey as y? Let us answer the following
questions to connect the given scenario with the algebraic equation.
Question 8
Frame the algebraic expressions, in terms of x and/or y, that describe the given case study.
i. After removing one bag from the mule, the number of bags carried by the mule =
____________.
ii. After adding the removed bag onto the donkey, the number of bags carried by the
donkey =_______________.
iii. The equation corresponding to the donkey's statement is ____________.
Question 9
The washerman knows about the load-carrying capabilities of both his animals. He always
loads 2 more bags on the mule than that on the donkey.
i. Identify the correct algebraic expression to find the load that is carried by the donkey.
Recall that x is the number of bags carried by the mule.
a. x+ 2 .
b. x - 2 Answer
c. 2x
d. 2x + 2
ii. Complete Table 5.4 satisfying this given constraint and also calculate the total load in
each case.

The load x 3 4 5 6 7 8
carried by the
mule
The load
carried by
the donkey
Total load
Table 5.4, Number of bags carried by the mule and the donkey
Question 10
Knowing that the mule is always loaded with 2 extra bags, compared to the donkey,
identify the wrong statement/s related to the given case study. Consider that the mule
always carries at least a minimum of 2 bags.
a. If the mule is loaded with an odd number of bags, then the donkey
will also be carrying an odd number of bags.
b. If the mule is loaded with an even number of bags, then the donkey
will be carrying an odd number of bags and vice versa. Answer
c. The mule carries a minimum of 3 bags and correspondingly the
donkey carries a minimum of 1 bag to satisfy the given constraint.
d. By knowing one of the variables, i.e., either the number of bags
carried by the mule or the number of bags carried by the donkey, we
can find the other one.
Exploration Pathway
activities:
In this TACtivity, we use matchsticks to make various patterns and identify the algebraic expression to
represent the pattern.
Matchstick Patterns

Beam balance is an apparatus used to measure the mass of different objects by comparing it with
a known mass. It consists of a horizontal beam with a support at its centre and depends on the
gravitational pull on it. In this TACtivity, we will learn to make a beam balance to measure and
compare the mass of different objects, using the given weights.
Beam Balance Model

Theme 6: Ratio and Proportion
Prior Knowledge
Comparison of two quantities by ratio
Equivalence of ratios
Four quantities in proportion
Unitary method
Comparison and Estimation
Out of the eight planets in the Solar System, the Earth is the only planet where life exists.
Scientists have been doing extensive research on whether life exists on other planets.
What makes Earth habitable? The distance from the Sun, protection from harmful solar
radiation by the Earth’s magnetic field and most importantly, the presence of liquid water
makes the Earth habitable. About 70% of the Earth’s surface is covered by water and the
rest is covered by land. Here, we are comparing the components of the Earth’s surface and
hence we can express them as a ratio.
Comparing the quantities, sizes, amounts, people, objects, or measurements of lengths,

weights, time, etc., between two or more things of the same type is known as a ratio. We
use the symbol ‘:’ to denote the ratio. We can say, the ratio of land to water on the Earth’s
surface is 3:7. Ratios help us measure and determine quantities, making them easier to
understand. If we have to express the same in terms of proportion, we would say that 30%
of the Earth’s surface consists of land and 70% of water.
When we compare two ratios, it is called a proportion. Also, the quantity or the proportion
of ingredients plays an important role in making a dish tasty. To make the dish edible and
delicious, there is a fixed quantity of ingredients for any dish prepared by home cooks or
chefs. There is a relationship between each ingredient as they are compared with each
other to determine their proportion. According to statistics, it has been estimated that the
ratio of bicycles to cars in China is 10:1, i.e., for every ten bicycles, there is one car. About
10% of the people in the world are left-handed while the rest are right-handed. How would
you express it in a ratio?
Case Study A - Fuel Consumption and Fuel Economy
Automobiles like cars, scooters and trucks all run on fuel. Petrol is the most commonly
known fuel we depend on for transportation. It is, however, present in limited quantities
inside the Earth and will be exhausted very soon unless used responsibly. Since many
countries like India purchase fuel from other countries, the depletion of these natural
resources also increases prices, as we have witnessed for many years. Besides increasing
expenses, burning fossil fuels also emit harmful greenhouse gases like carbon dioxide,
which are responsible for the ongoing global climate crisis. In other words, the amount of
fuel consumed is proportional to the pollution caused.
Due to these reasons, automobile companies have constantly been trying to improve
vehicle performance so that more distance is travelled using less fuel. Two quantities, fuel
consumption (FC) and fuel economy (FE), are tracked to see how effectively a vehicle is
using fuel. Fuel consumption indicates the amount of fuel required to travel a specific
distance, say 1 km. Fuel economy indicates the distance travelled by the vehicle after
using a specific amount of fuel, say 1 litre.
Question 1
A car covered 80 km using 4 litres of petrol when it was bought. When it was measured
after five years, it consumed 5 litres to run 100 km.
i. Which of the following ratios represents the FE after 5 years?
a. 1 : 20
b. 4 : 5 Answer
c. 80 : 5
d. 20 : 1
ii. What is the correct way of stating that the ratio of distance travelled is in proportion to the
ratio of fuel consumed, at the beginning and the end of five years?
a. 80 : 100 :: 4 : 5
b. 100 : 80 :: 4 : 5 Answer
c. 80 : 100 :: 5 : 4
d. 80 : 4 :: 100 : 5
iii. Which of the following statements about the variation in fuel consumption (FC) and fuel
economy (FE) over five years are correct?

a. FC and FE changed
b. FC changed and FE remained the same Answer
c. FC remained the same but FE changed
d. FC and FE both remained the same
Question 2
Anjana and her friends planned a road trip from Delhi to Mumbai. They took two cars and
filled the fuel tank to the maximum capacity of 45 litres in each car. For a certain section of
the journey, when the road was empty and straight, Anjana drove at 60 km per hour, and
her friend Shreya drove at the speed of 70 km per hour. Analyse the dependence of fuel
economy on the speed of vehicles in Fig. 6.1 and answer the questions that follow.
E.g., from the graph, the fuel economy when someone is driving at 40 km per hour is 13
km/litre.
Fig. 6.1, Variation of fuel economy with speed
Which of the following is the incorrect ratio of fuel economy of Anjana’s car to Shreya’s
car?
a. 12 : 13
b. 24 : 26 Answer
c. 96 : 117
d. 60 : 65

Question 3
i. From the data given in Question 2, the ratio of the speed of Shreya’s car to Anjana’s car
is _____________.
a. 6:7
b. 7:6 Answer
c. 3:4
d. 14:9
ii. Complete Table 6.1 by assuming the distance covered by them in each hour is in the
same ratio as that of their speed.
Distance covered by Distance (km)
Shreya 70 ? 350 490
Anjana 60 180 ? ?
Table 6.1, Distance covered by Shreya and Anjana
Question 4
The next year, Anjana and Shreya bought new cars and planned a trip again. Anjana's car
had an FC of 0.05 l/km (litre per kilometre) and Shreya's had an FC of 0.04 l/km. Calculate
the FE of both Anjana and Shreya's cars. Is the FC of the two cars in proportion to their FE?
Answer

Case Study B - Reduce Reuse Recycle
An NGO (a non-profit, voluntary group of individuals) had requested the schools in its
locality to collect notebooks with unused pages from willing students at the end of the
academic year. The volunteers gathered the unused pages and sorted them into long and
small categories. They made 3 different types of notebooks in both categories using these
pages, as shown in Table 6.2. They donated these notebooks to all the needy students in
the locality. Some notebooks remained even after the donations were made and were sold
to the public. The money collected by selling books was utilised to buy pens, pencils and
other stationery items for needy students.
Size (length x width) Type of notebook No. of pages Cost (₹)
Royal 220 60
Long
(31 cm x 20 cm) Regular 160 30
Mini 80 15
Royal 180 30
Small
(24 cm x 18 cm) Regular 100 20
Mini 40 ?
Table 6.2, Cost of different types of notebooks
Question 5
Look at the number of pages and the price of the Regular and Mini type of notebooks in the
Long size category. Check if they are in proportion or not. Show your calculations.
Answer

Question 6
i. For the Small size category, the NGO wanted to keep the cost of Regular and Mini
notebooks in proportion. What will be the cost of a 40-page Small notebook?
Answer
ii. Write the middle terms and the extreme terms for the proportion mentioned in part (i) of
this question.
Answer
Question 7
One of the volunteers wanted to check if the costs of Royal notebooks in the two different
size categories are in proportion. So he decides to check whether the quantities 220, 180,
60 and 30 are in proportion or not.
i. Has he chosen the right numbers to check?
ii. According to you, are they in proportion?
Answer

Question 8
i. Sumi purchased two dozen (1 dozen = 12) notebooks of the same size and type by
paying ₹720. Can you identify the type and size of the notebook purchased by Sumi?
Select the correct option.
a. It must be Long Royal notebooks
b. It must be Small Mini notebooks Answer
c. It is either Long Regular or Small Regular notebooks
d. It is either Long Regular or Small Royal notebooks
ii. How many dozens of Long Mini notebooks would Sumi have gotten by spending the
same amount, ₹720?
a. 3
b. 2 Answer
c. 4
d. 1
Case Study C - Explore Pi
The number π (read as pi) is a mathematical constant. It is defined as the ratio of a circle's
circumference to its diameter. Let us make a simple activity to understand the value of Pi
using matchsticks.
Step 1: Arrange seven small matchsticks in a row Step 2: Draw a circle of diameter equal to the
adjacent to one another, and measure the length of length of the matchsticks, using a compass.
the matchsticks.

Step 3: Take the seven matchsticks and place them Step 4: Divide the number of matchsticks along the
along the diameter line. Take a few more match- circumference of the circle with the number of
sticks and place them along the circumference of matchsticks along the diameter. The number thus
the circle, as shown. obtained is called pi (written as π) ≈ 22.
7
Question 9
Sadia performed the activity, Explore Pi, by taking a different number of matchsticks to get
a different sized circle. She placed a thread along the circumference of the circle and
measured the thread length in each case to obtain the circumference value, and also she
noted the diameter of the circle, using a ruler. This data is tabulated by her, as shown in
Table 6.3.
Trial Number Circumference (cm) Diameter (cm)
1 88 28
2 22 7
3 44 14
Table 6.3, The circumference and the diameter of the circle formed in different trials
This observation helped her to conclude the circumference to diameter ratio of any two
circles are in proportion.
Choose the correct representation that describes this proportion.
a. 88 : 22 = 28 : 14
b. 88 : 44 = 14 : 28 Answer
c. 44 : 22 = 14 : 7
d. 22 : 7 = 14 : 44

Question 10
Sadia takes some rice grains and arranges them around her bangles and makes a guess
of the circumference to be 15 cm by approximately considering the diameter of the circle
to be 5 cm. Using the data given for any one of the trials in Table 6.3, can you check if
Sadia’s guess is a good estimate of the actual circumference, if the diameter of the bangle
is 5 cm?
Answer
Question 11
Based on this case study and its related questions, select the incorrect statement.
a. The circle with a bigger diameter will have a bigger circumference.
b. Increasing the diameter by 10 cm increases the circumference also
by 10 cm.
Answer
c. Reducing the diameter to half of its length reduces the
circumference also by half.
d. Since the radius is half of the diameter, the circumference to radius
ratio of any two circles will also be in proportion.
Exploration Pathway
activities:
The number π is a mathematical constant. It is defined as the ratio of a circle's circumference to its
diameter. In this TACtivity, we make a simple activity to understand the value of Pi using matchsticks.
Explore Pi

Theme 7: Mensuration
Prior Knowledge
Perimeter
Perimeter of a rectangle
Perimeter of regular shapes
Area
Area of a rectangle
Area of a square
Measurement – a Regular Chore
Raman went to a gift store to buy a gift for his best friend, Sukhwinder, whose parents had
organised an evening party. He selected a board game and a nice blue-coloured
gift-wrapping sheet, which he gave the shopkeeper for billing and the board game to be
gift-wrapped. What did the shopkeeper do? Also, have you ever noticed how you/your
parents cover your school notebooks or textbooks with brown sheets (or transparent
sheets in some cases) before you stick your favourite labels on them? Meera wanted to
buy a new carpet that would fit her house’s living room, but she wasn’t sure about the size.
What do you think she would do to get the appropriate size? In all the scenarios - the
shopkeeper, your parents and Meera - did one thing in common. Are you able to guess
what it is?
Yes, they all measured the items they had for their specific needs. Based on these
examples, we realise that we measure different things in our daily life, such as the length,
volume, area, height, width, temperature, time, shape, surface area, etc. Can you note
down a few examples that you / your parents measure in daily life? For example, try
measuring the quantity of milk that you drink in a day. So, why do we measure things? We
measure things to get accurate and efficient results, which help in making decisions. We
also use a set of measuring units, which are widely used all over the world for uniformity
and are called the International System of Units. Let’s try the following simple activity.

Take an A4 sheet of paper. Trace the outline of an object from your school bag that can fit
on the paper. Try to measure the outline without using a ruler or geometrical apparatuses.
What is the shape of the outline that you have drawn? What object did you use for this
activity? Were you able to measure the outline without a ruler? If yes, what did you use to
measure it?
Case Study A - Floor Plan

In the construction of a building, a floor plan is a drawing to scale showing the position and
dimensions of different structures. In simple words, it is the layout of a home or property. It
depicts the location of doors, windows, stairs, walls, etc. It gives the visual of room size,
wall length, kitchen cabinetry, furniture positioning, etc. It is an essential part of interior
design and even real estate marketing.
Fig. 7.1 shows the floor plan of Kabeer’s house. Note that all the dimensions are in feet (ft)
and inches. E.g., 16' 5'' is read as 16 feet and 5 inches.
Fig. 7.1, Floor plan of a house

Question 1
Kabeer’s son, Zaheer, wanted to have a bigger room to accommodate his musical
instruments. Kabeer agreed and he looked at the floor plan (Fig. 7.1). Which room do you
think he gave to his son?
a. Room 2, since its area is 2 square feet more than that of Room 1
b. Room 2, since its area is 20 square feet more than that of Room 1 Answer
c. Either room, since both have equal area

d. Either room, since both are 10 feet long
Question 2
Kabeer is thinking of getting wooden flooring or carpeting done to the drawing room. The
cost of carpeting per sq. unit is ₹280 and that of wooden flooring is ₹600 per square feet.
How much more does he have to pay if he goes for the wooden flooring?
Answer
Question 3
Skirting is the border of tile or wood that runs between the wall and the floor. It covers the
unevenness in the wall edges and mainly protects moisture climbing up the wall from the
floor when the floor is mopped or water spills over. The skirting tiles used in Room 2 were
defective and Kabeer decided to go with new skirting tiles.
Fig. 7.2, Skirting tiles
What will be the total length of skirting required, excluding the door region? Consider the
door to be 3 ft wide and 7 ft high.
a. 41 ft
b. 44 ft Answer
c. 45 ft
d. 47 ft
Question 4
Looking at the tiles used by Kabeer, his neighbour, Maya, decided to replace her house’s
flooring and skirting tiles with the same ones that Kabeer used. Her house has two square
rooms, each of size 11 feet x 11 feet. Consider only Room 1 and Room 2 dimensions of
Kabeer’s house from Fig. 7.1 while answering this question. Also, in both the houses,
doors are of standard dimensions: 3 ft wide and 7 ft high.
i. Compare the cost of skirting tiles for Maya and Kabeer. Maya will spend
a. more, since her total room area is more
b. less, since her total room area is less Answer
c. more, since the total perimeter (two rooms added) is more

d. less, since the total perimeter is less
ii. What about flooring tiles? Maya will spend

a. more, since her total room area is more
b. less, since her total room area is less Answer
c. more, since the total perimeter (two rooms added) is more

d. less, since the total perimeter is less
Question 5
After shifting to the new house, Kabeer arranged a cot and a bedside table in Room 2. He
makes a sketch of the room, as shown in Fig. 7.4, to know the remaining free area in sq.
inches.
Fig. 7.3, Room 2 with a cot and a table Fig. 7.4, Sketch of Room 2 to know the free area (not to scale)
i. Write the two adjacent sides of each of these parts in Table 7.1. (Refer to Fig. 7.4).
Part Shorter length (inches) Longer length (inches)
Part 1
Part 2
Part 3
Part 4
Table 7.1, Dimensions of each part
ii. If A is the total area of Room 2, B is the area of the cot and T is the area of the table, then
the required free area is given by ________.
a. A + B + T
Answer
b. A - (B + T)
c. A - B + T
d. B + T - A
Case Study B - Measure Leaf Area

The area of an irregular surface cannot be found by dividing it into regular geometric
shapes all the time. Since a direct formula cannot be applied to find such areas, Sasmita
is trying to find the area of a leaf by tracing out its shape on a graph paper as given in steps
1 to 3.
Step 1: Place the leaf on the graph sheet Step 2: Use a different colour pen/pencil Step 3: Repeat the steps for different
and trace the outline (no need to trace the and number the full squares and partial shaped leaves.
stem). squares inside the leaf trace.
Sasmita’s observations are given in Table 7.2. She calculates the area using the formula
Leaf Area = (Number of full squares within the leaf drawing x 1) +
(Number of partial squares within the leaf drawing ÷ 2)
E.g., for Leaf 1, shown in Table 7.2,
Leaf area = 64 x 1+ (39 ÷ 2) = 64 + 19.5 = 83.5 cm2

Area covered on No. of full No. of partial
# Leaf the graph squares squares Area (cm2)
1 64 39 83.5
2 58 33 ?
3 27 25 ?
4 40 48 ?
Table 7.2, Area calculation for different leaves
Question 6
What is the area of Leaf 4?
Answer
Question 7
i. Abhay and Raaja measure the area of a leaf using graph paper. Abhay uses the graph
with the smaller grids, and Raaja uses the one with the larger grids.
Fig. 7.5, Graph paper with smaller grids and larger grids

Whose answer will be more accurate?
a. Abhay’s
Answer
b. Raaja’s
c. Both will get the same answer
ii. Another way to count the total area is to separately consider the partially filled squares.
That is, count the number of half-filled squares (approximately, use your intuition!), less
than half-filled squares and more than half-filled squares, separately.
Divide the number of exactly half-filled squares by 2. (This gives the area of exactly
half-filled squares.)
Ignore the ones that are less than half a square.
Count the ones that are more than half a square as one square.
Finally, add all the values with the area of of the other completely filled squares.
Fig. 7.6, Sample image to calculate the area: here the area occupied by #1 is
ignored, #4 is considered as 0.5 sq. unit and others are counted as 1 sq. unit
Which one will give you the area nearest to the actual area?
a. The method that is given in the case study.
Answer
b. The method that is given in this question.
c. The area counted in both the methods will remain the same since
we have not changed the leaf.

Question 8
Plants lose water through the surface of their leaves and this process is called
transpiration. This process helps plants in various ways. The more the area of the leaf, the
faster will be the rate at which the plant loses water. In dry regions, plants adapt by
reducing the area of their leaves.
i. Which out of the 4 plants will lose water the fastest? The plant with _______.
a. Leaf 1
b. Leaf 2 Answer
c. Leaf 3
d. Leaf 4
ii. Which one will be the slowest? The plant with _______
a. Leaf 1
b. Leaf 2 Answer
c. Leaf 3
d. Leaf 4
Question 9
i. One can easily measure the perimeter of a leaf by using a thread along the traced
boundary of the leaf and measuring it with a ruler. Sasmita took different shaped leaves
and measured their perimeter and area. Help her to identify the wrong statement/s.
Fig. 7.7, Leaves of various shapes
a. The one with the longest perimeter occupies the most area.
b. Leaves with the same perimeter may or may not have the same area. Answer
c. Two leaves with the same area will always have an equal perimeter.

ii. Sasmita places the leaves next to each other to form a variety of patterns using the
variety of leaves. She avoids overlaps so that each leaf is visible. She plans to paste
them on chart paper and display them. As she plans the space required on the chart
paper and the size of the chart paper, she observes and draws a few conclusions about
the effects of the changes in the arrangement of leaves on the perimeter and the area
of the pattern created. Identify the conclusion that is incorrect and explain it in the space
provided.
Conclusion 1: We can increase the perimeter by reducing the contact between the
leaves.
Conclusion 2: The total leaf area will remain the same irrespective of the arrangement.
Conclusion 3: To get the total perimeter in any arrangement we can just add the
perimeter of individual leaves.
Answer
Case Study C - Rectangle using Matchsticks

To understand more about the change in the perimeter and area, Sasmita tried rectangular
patterns with matchsticks. Each matchstick is 3 cm long. She made various arrangements
to get different sized rectangles. A sample is shown in Fig. 7.8.
Fig. 7.8, Rectangle pattern made using matchsticks
Help her to arrive at the correct conclusions by answering the questions below.

Question 10
Observe the 3 rectangles made by Sasmita (Fig. 7.9) and complete the given statement.
Fig. 7.9, Rectangles made using matchsticks
Sasmita is using the same number of matchsticks to make these rectangles, hence they
will have___________.
a. equal area
b. equal perimeter Answer
c. equal area but unequal perimeter
Question 11
Sasmita also made a star shape, as shown in Fig. 7.10. It consists of a hexagon (inside
pattern) and 6 equilateral triangles. The perimeter of this star shape is equal to
______________.
Fig. 7.10, Star shape using matchsticks
a. the perimeter of 6 equilateral triangles

b. the sum of the perimeter of the hexagon inside and 6 equilateral Answer
triangles
c. the length of 18 matchsticks
d. the length of 12 matchsticks

Exploration Pathway
activities:
In this TACtivity we explore a simple, effective and enjoyable way to measure the area of irregular
shapes, such as leaves, by tracing out the shape on a graph paper.
Measure - Leaf Area
In this TACtivity we find the perimeter of rectangles with the different area.
Rectangle - Area
In this TACtivity we find the perimeter of rectangles with the same area.
Rectangle - Perimeter
In geometry, an equilateral triangle is a triangle in which all three sides have the same length. In this
TACtivity, we make an equilateral triangle by folding an A4 paper without using a
ruler/protractor/pencil/pen.
Equilateral Triangle
Length is one of the fundamental units of measurement. It is often the first thing we are taught how to
measure. In this enjoyable TACtivity, using matchsticks, beads and a piece of string, we measure the
length/perimeter of regular objects followed by any oddly shaped track/object.
Measure - Length

Math&#39;s Around Us VI Standard Higher Level Math - Practice

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Contents

Maths Around Us - VI (Mathematics) 5

Fig. 1.1, Tally marks on a cave wall; Image via nigerianscholars.com

Maths Around Us - VI (Mathematics) 6

Case Study A - Trees for the Future

Fig. 1.2, Plantation drive; Image by Ishita01 via Wikimedia Commons

Maths Around Us - VI (Mathematics) 7

ii. Is 6 a factor of 2100?

Maths Around Us - VI (Mathematics) 8

Case Study B - Community Service

I. Events for the Community

Maths Around Us - VI (Mathematics) 9

Health camp Doctors On the 15th of every month

Advisory camp Chartered accountant / Finance 1st, 10th, 20th, 30th

Table 1.1, List of events and their dates

a. Common factors of 3 and 7

Maths Around Us - VI (Mathematics) 10

II. Self Employment

Maths Around Us - VI (Mathematics) 11

b. {40 semi-precious, 40 wooden and 60 glass beads} Answer

Case Study C - Amrit Mahotsav

I. Events for the Community

Category Number of submissions

Juniors - Drawing 156

Seniors - Drawing / Pencil shading / 117

Table 1.2, Submissions received in various categories of the competition

Maths Around Us - VI (Mathematics) 12

ii. How many of them are required in total?

Maths Around Us - VI (Mathematics) 13

Comparing lengths using a ruler and a divider

Visual Perception of Shapes

Fig. 2.1, Rhombicosidodecahedron; Image via polyhedr.com

Case Study A - Traffic Signs

I. Use of Different Shapes

Maths Around Us - VI (Mathematics) 15

Regulatory or Mandatory Signs - compulsory to be

Cautionary or Warning Signs - alert commuters to

Informatory or Guiding Signs - give information like

Maths Around Us - VI (Mathematics) 16

II. Intercardinal Directions

Maths Around Us - VI (Mathematics) 17

B. Angle between two adjacent intercardinal directions = ___________

D. Angle between S and NE while moving in the clockwise direction = ___________

Maths Around Us - VI (Mathematics) 18

c. Facing south and turning anticlockwise to face the west

Maths Around Us - VI (Mathematics) 19

Case Study B - Angles in Photography

Maths Around Us - VI (Mathematics) 20

b. The plane of the mobile phone is ______ to the line of sight.

a. Acute angle, Obtuse angle

c. Obtuse angle, Acute angle

Maths Around Us - VI (Mathematics) 21

Maths Around Us - VI (Mathematics) 22

Maths Around Us - VI (Mathematics) 23

Maths Around Us - VI (Mathematics) 24

ii. How much is the < AOB?

Fig. 2.13, AOB from Step 4

c. Cannot change the size of the base by changing <AOB

Maths Around Us - VI (Mathematics) 25

In this TACtivity we make 3D shapes using paper sheets.

Maths Around Us - VI (Mathematics) 26

Maths Around Us - VI (Mathematics) 27

# Action Calories added/burnt

1 Eating apple 125

Math's Around Us VI Standard Higher Level Math - Practice

Math's Around Us VI Standard Higher Level Math - Practice