MathSight Grade 5

MathSight
Rev
MathSight
MathSight
Riesveid
s
Revied
MathSight
MathSight
sed
A Course in Mathematics
55
5
Book 5
Book 5
Indiannica
Indiannica
S Lata
Indiannica Learning Private Limited,
a subsidiary of Navneet Education Limited
New Delhi, India
02-09-2021 16:24:02
02-09-2021 16:24:02
Title: MathSight 6
Author: Jharna De
Published in India by
Indiannica Learning Private Limited,
a subsidiary of Navneet Education Limited.
2nd Floor, A-36, Mohan Cooperative Industrial Area, Mathura Road, New Delhi 110044
© Indiannica Learning Private Limited 2022
The moral rights of the author/s have been asserted.
First Published in 2011

Second Edition 2014
Revised Edition 2019
Revised Edition 2022
All rights reserved. No part of this work may be reproduced or utilized in any form or by any means, electronic or
mechanical, including photocopy, recording, or by any information storage and retrieval system without permission
in writing from the publisher. Enquiries concerning reproduction outside the scope of the above should be sent to
the address above. You must not circulate this book in any other binding or cover and you must impose this same
condition on any acquirer.
ISBN: 978-93-91148-60-7
Printed in India by ........................................................................

Preface
‘The essence of mathematics is not to make simple things complicated but to make complicated things simple.’
—Stan Gudder
Mathematics has always been an integral part of human lives. Everyone uses mathematics in their daily
lives in various ways irrespective of their knowledge of mathematical concepts. The study of mathematics
in the school curriculum has to be essentially focused on the application of mathematical concepts in real
life because mathematics helps cultivate thinking and reasoning skills and build up precise and analytical
verbalisation in learners.
The National Education Policy (NEP) 2020 recognises the importance of mathematics and mathematical
thinking for India’s future and India’s leadership role in the numerous upcoming fields and professions that
will involve artificial intelligence, machine learning, and data science.
The revised edition of MathSight, an Indiannica Learning series of eight textbooks for classes 1 to 8,
conforms to the vision of NEP 2020. Designed based on in-depth feedback from teachers across India, the
series moves smoothly from concrete to abstract and exposes learners to mathematical concepts through
activities and real-life situations.
New to the Revised Edition
• Emphasises art-, technology-, and sport-integrated learning
• Connects mathematics with different subjects
• Encompasses reasoning worksheets to develop interest in competitive assessments such as Olympiads
• Focuses on activity-based learning
• Comprises board games in grades 1 and 2 to learn important skills while having fun
• Incorporates subject enrichment activities for concept clarity
• Summarises the important topics in a nutshell as Concept Map in grades 3 to 8
• Includes critical thinking, life skills, subject integration, coding-decoding, analyse error, assertion–
reason, and comprehension based questions
• Has worksheets based on Bloom’s taxonomy in Practice Section in grades 3 to 8
• Starts each chapter with engaging opener to connect mathematics with different aspects of life
Comprehensive teacher support material with teaching aids facilitates classroom transactions. An easy-to-
use learning app provides student digital support material. It gives instant access to learning and assessment
resources. Each grade has exhaustive teacher’s manuals to guide teachers through each chapter along with
Vedic Maths tricks.
Ample care and thought has been invested in designing the revised edition of MathSight. We hope the series
will surely help learners hone their mathematical skills and abilities as well as a love and passion for the
subject. Suggestions regarding the improvement of this series are always accepted.
—S Lata
8 PERIMETER, AREA, AND VOLUME
Salient Features
11 The difference of the sum of the 245762
digits at odd and even places of 4. Find the LCM and HCF of the following pairs of numbers, and verify that LCM × HCF =
a number should be either 0 or a 2 + 5 + 6 = 13
product of two numbers.
multiple of 11. 4 + 7 + 2 = 13
(a) 75 and 275 (b) 26 and 117
13 – 13 = 0 So it is divisible by 11. 5. Find the greatest number which is a factor of 180 and 336.
6. Find the greatest number that can divide 392 and 462 exactly.
7. What is the smallest number that is divisible by 20, 48, and 72?
Each chapter begins with
Reflection Box provides learners an
Hey, smart boy! What is Hey, tell me your secret. 8. Three baskets of fruit contain 42, 98, and 70 pieces respectively. What is the highest
35,67,24,398 divisible by? How do you know the answer
engaging real-life35,67,24,398
35, 67, 24, 398 example. 2 every time?
common number (factor) of fruit that can be taken from all three baskets at one given time?
opportunity to gauge their understanding
9. Rubeena has two ribbons, one is red and other is green. The lengths of these ribbons are
448 cm and 528 cm respectively. These have been cut into pieces of the same lengths
of the concepts taught.
without any wastage. Find the largest possible length of each piece.
The Stepped Tank, also known as Pushkarani, is a water tank attached to the
temples of archaeological site of Hampi. The tank was built using blocks of black
stone. The primary purpose is unknown, but it was used for religious ceremonies
REFLECTION BOX
EXERCISE 3.1 The structure has 5 steps going down towards the tank. The lengths
by the royals.
of the five steps on all sides are approximately 20.7 m, 16.10 m, 12.65 m, 9.2 m, Make a smiley () in front of all you can do.
1. Find
andthe
6.9factors of the following
m, respectively. numbers
Each side by drawing
of the steps furtherall
haspossible rectangles.steps
pyramid-shaped • I can identify the prime and composite numbers.
(a)to go
30 down the next level.
(b) 48 • I can check the divisibility of any number by using the divisibility test.
• I can list factors using the prime factorisation, factor tree, and division method.
2. Which of the following numbers are divisible by 2? What kind of numbers are they?
Essential Question • I can find the HCF of 2 or more numbers using the prime factorization and division methods.
Long-answer
(a) 2,204 questions (b) 1,444 (c) 5,631 (d) 7,932 (e) 8,657
• I can list the multiples of different numbers.
If a square is formed using the edges of each step, what will be the perimeter for each such
3. Find
9. Constructthe numbers
square?
an angle divisible
of 80°. Nameby 3andin the following—
classify it. • I can find the LCM of 2 more numbers thorough multiples, prime factorisation, and common
10. Priya
(a) The spreads
9,903 outofher
perimeter fingers
(b)squares
the 4,750 and observes
formed can(c) her
3,146hand.using
be calculated Shethe
is
(d)wondering
4,123
formula how many
'perimeter (e) different
8,103
of a square division methods.
4. angles
= 4 ×can
sidebe
offormed.
9 is a Find
factortheofanswer.
the square'. • I can solve problems using the relationship of HCF and LCM.
Check whether the given numbers.
For example, the perimeter of the largest square will be:
11. The teacher asks the students to name the angle shown on the right.
(a) 1,079 (4 x 20.7) m(b) 7,835
= 82.8 m (c) 3,402 (d) 7,763 C(e) 3,321
3. Rakhi writes angleforACB. Is she fractions.
correct? If not, what is the
5. Fill
Checkin the
theboxes equivalent
divisibility. A B
correct answer?
7 3 12 6 4
12. (a)
Ruchi plans= a game with(b)her friends
= (c) She =
using angles. Divisibility (d)
draws =
10Number
20 Divisibility 5 Divisibility Divisibility 7 28 Divisibility
9 A 45 Divisibility
an angle on the ground.
10 minutes
4. Compare byand
Critical Thinking questions enhance
by She
thosethe
finding who
2 says that
LCMmoveof out
by 3all of them
the to
bywill
5 dance for
the exterior of the angle
denominators.
by 9
Perimeter, Area,by
Ruchi
and10
Volume
Naman
by1 11
(a) 3,258 Rohan

drawn2 will be
(a)
find
(b) who
creativity and reinforce problem solving
4 declared out. Look
all5got out. (b) 8
3 at3the figure on the right and
(c) 3
7 6
(d) Siya 4Meetu
37,236 4
and analytical attitude among learners.
13. Find the value of x shown in the figure below.
5 10 O 10 5
Keshav B Revision Exercise is provided for
5. Write
(c) the fractions in ascending order.
10,005 Noor
(d) 17,23,850
(a) , 2, 3 (b) 1 , 2 , 1
120° 4 9 7
(c) , , (d)
7 2 8
, ,
chapter-end assessment.
4 5 8 3 9 5x° 5 10 15 10 5 15
6. CRITICAL THINKING Answer the following48° statements with suitable reasons.
6. Write the fractions in descending order.
(a)minister
14. A If a number
shows is thedivisible by 3,inwill
victory sign it also beRoshini
a campaign. divisible by 9? what type of angle is
1, 2, 3 2 1 wonders
5 1 2 3
(a)
(b) If (b) 2by 3, 3
,measuring, find(c) , , by (d) , , REVISION EXERCISE
2 a3number is divisible3 510,4will it also be divisible 5? formed.
formed by his fingers. Without the type
3 5of the6 angle 8 6 4
4
15. Divya
7. CRITICALobserves her ChineseIffan.
THINKING She draws
a number an outline
is divisible byof4,her
is itfan as divisible
also shown onby the8? What about Short-answer questions
7. CRITICAL
right. Now she
the converse THINKING What
counts the total
statement? fraction
numbers of of the whole
angles formedsquare
by theislines.
each piece? Order the
1. Express the following fractions as per cent.
fractions
Work outfromand findthe greatest to the
the answer Divyasmallest.
must have got. 16 Factors
1 and Multiples 1 1 1
16. The diameter of a semicircular slice of watermelon is 18 cm. What will be the radius of the (a) (b) (c) (d)
4 5 10 50
slice of6watermelon?
Example Convert 10% into a fraction. 4
Factors and Multiples 5 2. Express the following decimals as per cent.
1 2
17. Gaurav draws three points on a sheet. All three 3 points 5 do not lie on a straight line. If Gaurav
Solution 10% = 10 = 1 (a) 12.5 (b) 2.8 (c) 0.75 (d) 9.2
joins the three points,
100 what10 type of figure will he obtain? 3. Find the resulting (increased or decreased) quantity due to—
Example 7 Convert 2 2 % into fraction.
18. Count and write the number of triangles
6
in the figure
11 given on the right. (a) 15% increase in 38 kg 1
8
19. Reema joins two points 25A and B by drawing a line between 12 them. Reema (b) 12 % increase in `450 kg
1 2
2 2has 52 %a ray from A 10 (c) 7 % decrease in 36
says that she
Solution %= drawn 7 to B. Is she correct? What type of line
9
(d) 20% increase in 200
25 25 3
has she drawn?
4. Express the following as fractions.
20. CRITICAL52 THINKING52 Write an English letter or letters that satisfies the following
=
conditions: 25
÷ 100 = × 1 = 13 (a) 5% (b) 15% (c) 45% (d) 150%
25 100 625
ADDITION AND SUBTRACTION OF FRACTIONS
• The letter does not have any angles that measure 90°.
5. Express the following per cent as decimal numbers.
CONCEPT (a) 45% (b) 20% (c) 125% (d) 8%
Addition
• ThreeandofHSubtraction
I Gangles
the H L I of H of
G the SUnlike
Tletter measure Fractions
60° and two angles measure 120°.
6. How much is—
WeRitu
We21.
can draws
know how
represent
totwo
a per cent
addangles
as aafraction,
using
and subtract common thevertex
like fractions
denominator
O. She
(with
of which is 100.
names
a common denominator).
B To add or Analysing, Evaluating, and Creating
(a) 25% of 100 (b) 15% of a metre (c) 50% of 2 km (d) 75% of `200
them
subtract ∠AOB
unlike and ∠COD.
fractions, After drawing
we convert the angles,
the fractions intoshe
equivalent fractions with a common D
7.8. How
Fill inmuch
the missing numbers.
per cent is each of the following—
realizes that there are many other
CONVERTING PER CENT INTO DECIMAL NUMBER
denominator. angles formed. Can you help (a) 1, 4, ___, 64, 256
Ritu name all the (a) 40 of 80 (b) 75 p of `10(b) 1, 5, 9, ___, 17,(c)
21
600 m of 3 km
Example 4 aAdd 2 angles?
and 5 . A (c) 9, ___, 27, 36, 45 (d) 450, 400, ___, 300, 250
To convert per cent Long-answer questions
9 into6a decimal number, divide the per cent by 100 and write it in
O
9. How many squares are needed to add in the following figures to make them symmetric?
decimal form.
Maths Activities and Enrichment Activities reinforce the concepts
Solution The two fractions can be shown on number line as:
C 8. Prateek’s monthly salary is `39,450 of which he spends `32,151.75 in a particular month.
What per cent(a) (b)
of salary he saves that month? (c) (d)
Example 8 2 Convert 52% into decimal. Example 9 Convert 275% into decimal.
5
20 Geometry9 learnt by allowing learning by doing. 6
9. A total of 100 people visited the Doll’s Museum on Friday. If 20 of them were children,
Geometry PB
Solution 52% = 52 ÷ 100 = 0.52 Solution 275% = 275 = 2.75 what percentage of the visitors were children?
0 1 0 100 1 10. There are 60 kg of rice in a sack. If 20 kg of the rice is sold, what percentage of the sack of
To Now
add the
it isabove
time tofractions wethe
strengthen follow these
concept ofsteps:
the relationship between fraction, decimal, or 10. rice
Drawis asold?
tessellation with octagon and square.
per cent. 11. There are 200 children in the Dance Club activity in a Primary School. If 60% of them are
boys, how many boys are there?
12. Critical Thinking The population of a town increases
ENRICHMENT ACTIVITY10% annually. If its present
Mat h s Ac t i v i t y Fractions 7 population is 40,000, find its population after 2 years.
13. Leaf
Critical
ArtThinking In a garden of apples, 20% of the apples are green, and the remaining
Aim To strengthen the concept of the relationship between fraction, decimal, or per cent are yellow and
Objective Tored apples.symmetry
discover What percentage of the total
in the objects apples
around youare yellow if green apples are
You will need Cut outs (three triangles, two rectangles, and thrice as much as the red apples?
Material required Leaves, pencils, pencil colours or crayons, scissors, sellotape, A4
two circles), a pair of scissors, crayons sheets of paper, and a notebook
Steps Procedure
1. Divide the class into groups of three. 1. Collect some leaves of different variety in shapes and size from your nearby area.
2. Ask the students to create their logo using the following shapes:
2. Form groups of 4 learners.
three triangles, two rectangles, and two circles
3. Lay out the collected leaves a table.
3. The shape of your logo can resemble an image of a person,
an animal, or a thing. 4. Cut down the leaves in the middle (top to bottom) and tape one side of the leaf to
4. You can cut any of the six shapes, into halves or quarters 12 the paper in the middle.
Percentage
(50% or 25%) of the original shape, if required. 5. Trace the outline of the other half of the leaf on the paper using a pencil and colour it.
5. Students are required to use all the shapes of triangles, rectangles, 6. Make a table and write the name of leaves that can be divided into two mirror halves.
and circles or their parts in your logo.
7. Also write if any of these leaves looks the same after 1 and 1 turns.
2 4
8. Share your work and discuss it with the other teams also.
4 Percentage 9. Can you find 5 objects around you that are symmetrical?
13. Sam buys a car. He pays only one-fourth of the whole amount at the time of booking. If he
paid `70,000 at the time of booking, determine the cost of the car.
14. On Diwali, Sunil lights up diyas all around the veranda. In 1 hour, he lights up 3 of the
4
total number of diyas. Can you find the total number of diyas Sunil had if he lit 27 diyas
in an hour?
15. Sudha has cards numbered from 1 to 10. She counts the prime numbers and the composite
numbers. She writes the number of prime numbers as the numerator and the number of
composite numbers as the denominator. Write the fraction written by Sudha.
16. A class has 50 students. The number of boys is 10 more than the number of girls in the
class. What fraction of the students are girls?
17. CRITICAL THINKING Observe the picture given on the
5
right. Answer the following questions:
Objective Type Questions facilitate Technology Integration helps learners
DECIMALS (a) Which part of the whole (Consider rectangular coloured
strips) does each colour occupy? This is what part of the
quick assessment of the concepts taught. whole rectangle? connect maths with latest trends of
1
technology.
(b) How many one-eighths will make a half?
1
(c) How many are there in ?
8 4
Objective Type Questions TECHNOLOGY INTEGRATION

Choose the correct option for each question.
Shutter speed of DSLR cameras is generally measured in
1. Which number is equivalent to 2.157 − 1.39?
1 1 1 1
(a) 1.767 (b) 0.767 (c) 0.667 (d) 1.667 fractions of seconds (that is, , , , ). On DSLR
30 60 125 250
2. Which of the following numbers lies between 2.35 and 3.06? cameras, typically only the denominator of the fraction is
(a) 3.01 (b) 2.34 (c) 3.07 (d) 3.08 marked.
3. What is the correct decreasing order of the following decimal numbers? For example, in the given image, the 50 in the upper left
A. 9.75 B. 9.00 C. 9.44 D. 9.04 corner indicates a shutter speed of 1 of a second. The
50
(a) A, C, D, B (b) A, B, D, C (c) B, D, C, A (d) D, B, C, A larger the denominator, the faster the shutter.
4. Between which two whole numbers does 0.56 lie on a number line?
(a) 1 and 2 (b) 2 and 3 (c) 0 and 1 (d) 3 and 4
5. What is 4.89 + 5.24? REFLECTION BOX
(a) 1013 (b) 11.12 (c) 10.13 (d) 9.89 Make a smiley () in front of all you can do.
Match the following. • I can compare and order fractions.
6. Match the following decimals. • I can add and subtract fractions.
• I can multiply and divide fractions.
(a) 0.8 (i) zero point one two five
(b) 0.09 (ii) zero point zero nine Concept Map as a visual tool helps
• I can solve word problems based on fractions.
(c) 0.125
(d) 0.39
(iii) zero point six seven five
Reasoning questions develop logical
(iv) zero point eight learners remember important information
with ease.
21
thinking and enable a more meaningful
Fractions
(e) 0.675 (v) zero point three nine
Fill in the blanks.
understanding
7. 0.4 written as a fraction is _________. of Maths.
8. The place value of 4 in 0.469 is _________.
Concept Map
9. 97.98 _________ 97.89 (>, <, or =)
10. 4.34 × _________ = 434 Symmetry in Plane Shapes
Reasoning Worksheet 1 A plane shape is said to be symmetrical about a line if
the line divides the shape into two equal halves.
Symmetry
1. In a certain language, ‘Ne Pit’ means ‘Come Here’; ‘Ne Ta Ja’ means ‘Come And When a figure is divided in two parts of equal shapes
Some shapes have one line of symmetry, some have
two, and some have even more.

Go’ and ‘Ja Ta Ve’ means ‘Go And Sleep’. Then in that code language, what is the and sizes, the figure is said to be symmetrical.
The line which divides a figure into two identical halves
meaning of ‘Ta’? 
is called the axis of symmetry.
(a) And (b) Come (c) Go (d) Sleep

2. Five boys, P, Q, R, S, and T, are sitting in a row. P is adjacent to T, T is in the middle of
the row. P is not adjacent to Q or R. Then S is adjacent to ____________. Axis of symmetry
Decimals 1
(a) Q (b) P (c) R (d) S
3. Which of the following Venn diagrams best represent the relationship amongst
‘Honesty, Intelligence and Aptitude’? Tessellation
Reflection
(a) (b) (c) (d) A tessellation is a collection of plane
figures that fill the plane to form a A mirror shows the reflection of an
pattern without leaving any space or object. In reflection the image is flipped
overlaps in between. and faces the opposite direction..
Symmetry and
Patterns
4. If two is subtracted from each odd digit and three is added to each even digit in the
number 3675249, how many digits will appear twice in the new number formed?
(a) 2 (b) 4 (c) 1 (d) 3
5. Which of the following words CANNOT be formed from the letters of the word Slides, Flips, and Turns Patterns
‘POPULARITY’? Unit Test Papers and Term Papers Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, 21, …
Triangular numbers Square numbers
(a) ORALITY (b) POULTRY (c) TRULY
assess(d)learners’
TROUPE
level of preparation and
6. How many beads will be required to make 60 pattern? th Slide Flip
(a) 300 (b) 330

help them manageIII
time.
II 1 3 6 1 2×2 3×3 4×4
(c) 356 (d) 360 I 1 turn 1 turn 3 turn
Original position
4 2 4
7. Complete the given pattern (A) by choosing the most suitable figure.
Turn Term Paper 2
(a) (b) (c) (d) Duration: 3 Hours Maximum Marks: 80
Unit Test Paper 4 Section A (10 × 2 = 20 marks)
?
(Based on Chapters 10 to 13) 1. Write numbers in words. 2. Solve.
pattern (A) (a) 3,12,34,783 (a) 712 km 450 m × 15
Duration: 40 minutes Maximum Marks: 25
(b) 43,437,667 (b) 750 m 108 cm ÷ 3
8. If
1. sheet A has the
Complete to be folded
number along the dotted line, which one of the given options
tower. would
(2 marks)
represent the pattern on the folded sheet? 3. A square cut-out of thick coloured paper of 2 cm has been used to
measure the perimeter and area of the given rectangle. Find the perimeter
Symmetry and Patterns 11
and area of the given rectangle.
4. What has a greater area, a square of side 15 m or a rectangle of length 5 m
and breadth 3 m?
Sheet (A)
5. Find—
(a) the cost of 19 pencils if 1 pencil costs `9.
(b) the cost of 1 watermelon if 12 watermelons cost `1,068.
10 16 9 Reasoning Worksheet1 1
6. Convert.
2 8 7 9 4 5 In 12-hour clock: (a) 2330 hours (b) 1030 hours
In 24-hour clock: (c) 9.22 a.m. (d) 8.33 p.m.
7. Draw the mirror image of the following— 8. Find the volume of the following if the
2. Fill in the blanks with a.m. or p.m. (2 marks) (a) (b) volume of 1 cube is 1 cubic cm.
(a) Rinki goes to the park for an evening walk at 5.00 _______. (a) (b)
(b) Rishabh eats breakfast at 7.30 _______.
3. Write the exact time for the following— (2 marks) 9. Answer Yes or No. Give reasons in support of your answers.
(a) Is 75 a multiple of 5?
(a) 5 hours after midnight _______. (b) 2 hours before 10.20 p.m. _______. (b) Is 9 a factor of 585? Day Pictograph Number of children
4. Express the following— (2 marks) 10. The following table shows the different modes of Car
(a) 11.05 a.m. (as 24-hour clock) ______ (b) 1950 hours (as 12-hour clock) ______ transport used by children to reach school. Complete Bus
the table. Scale: 1 = 10 children Cycle
5. The below table shows the number of people using computers in a cybercafe in a week. Walk
Make aDays
bar graph with the help
Mon of theWed
Tues given Thurs
data. Fri Sat Sun (4 marks) Section B (5 × 3 = 15 marks)
Number of people 45 50 40 30 35 45 55 11. Solve.
(a) 33,39,458 + 21,37,244 (b) 23,450 × 125
6. Convert the following as directed— (3 marks) 12. Convert as directed.
(a) 4 days into hours (b) 12 hours into minutes (c) 49 minutes into seconds (a) 7 km 105 m =______ m (b) 6 kg 12 g =_______ g (c) 7 L 225 mL =_____ mL
13. Solve.
7. Find the cost of— (4 marks) (a) Add 5 hours 25 minutes 40 seconds and 4 hours 32 minutes 43 seconds.
Acknowledgements
Photos and illustrations: p. 1 (polling booth): © Sanjoy Karmakar/Shutterstock.com; p. 2 (library): © Vectorgoods studio/
Shutterstock.com; p. 10 (data): © SVshot/Shutterstock.com; p. 23 (guineness book): © Rose-Mel/Shutterstock.com; p. 24
(people in mask): © blvdone/Shutterstock.com; p. 26 (flood): © AJP/Shutterstock.com; p. 27 (clean yamuna): © Naveen
Macro/Shutterstock.com; p. 42 (calculator): © Duda Vasilii/Shutterstock.com; p. 43 (green fields): © lmeleca (Leonid
Meleca)/Shutterstock.com; p. 48 (Radio show): © Dean Drobot/Shutterstock.com; p. 57 (children in circle): © Rawpixel.
com/Shutterstock.com; p. 66 (saturn and its moons): © Diana Kot/Shutterstock.com; p. 68 (genrmany flag): © Masha_88/
Shutterstock.com, (austria flag): © a_b_t/Shutterstock.com, (canada flag): © Filip Bjorkman/Shutterstock.com, (indian
flag): © T. Lesia/Shutterstock.com, (world flags): © AVN Photo Lab/Shutterstock.com; p. 85 (cake): © Magicleaf/
Shutterstock.com; p. 88 (DSLR camera): © Stock Republique/Shutterstock.com; p. 89 (boardgame): © brgfx/Shutterstock.
com; p. 90 (nutrition information): © Pixsooz/Shutterstock.com; p. 98 (girl jogging): © GraphicsRF.com/Shutterstock.
com; p. 99 (kids running): © Vips_s/Shutterstock.com; p. 100 (street crossing): © GraphicsRF.com/Shutterstock.com;
p. 104 (sales woman): © Iakov Filimonov/Shutterstock.comp. 105 (handful coins): © greenaperture/Shutterstock.com,
(olympic medals): © kovop58/Shutterstock.com; p. 108 (cloth store sale): © Tada Images/Shutterstock.com; p. 114 (save
earth water): © PhotoAdventure Studio/Shutterstock.com; p. 116 (file downloading): © selinofoto/Shutterstock.com; p.
119 (mahabalipuram temple): © Vyas Abhishek/Shutterstock.com; p. 119 (mahatma gandhi statue): © Vyas Abhishek/
Shutterstock.com, (roundabout park): © NareshSharma/Shutterstock.com; p. 120 (screws): © White Space Illustrations/
Shutterstock.com, (thumbnail): © White Space Illustrations/Shutterstock.com, (straight road): © Piotr Zajda/Shutterstock.
com; p. 121 (Bulb): © Vasif Maharov/Shutterstock.com; pp. 124, 125, & 127 (protractor): © Faizan qadeeri/Shutterstock.
com; p. 128 (pizza): © White Space Illustrations/Shutterstock.com; p. 129 (railtracks): © Zonda/Shutterstock.com; p.
134 (compass): © Emil Timplaru/Shutterstock.com; p. 136 (surya namaskar): © Yana Alisovna/Shutterstock.com; p.
139 (stepped tank): © Amritraj Laishram/Shutterstock.com; p. 140 (table): © NokHoOkNoi/Shutterstock.com; p. 141
(Chalkboard): © Omeris/Shutterstock.com; p. 154 (girl holding rabbit): © A3pfamily/Shutterstock.com; p. 156 (cube
houses): © Harry Beugelink/Shutterstock.com; p. 157 (departmental store): © Kakoli Dey/Shutterstock.com; p. 160
(giant bamboo): © John_Silver/Shutterstock.com; p. 165 (golf player): © Alex Kravtsov/Shutterstock.com; p. 168 (plant
sapling): © MEE KO DONG/Shutterstock.com; p. 168 (honeycomb): © BigBlueStudio/Shutterstock.com, (odometer):
© makuromi/Shutterstock.com; p. 171 (Relay race): © Denis Kuvaev/Shutterstock.com; p. 173 (exercise): © Akimov
Igor/Shutterstock.com; p. 182 (date and time displayed on two phones): © N.Z.Photography/Shutterstock.com; p. 184
(honeybee): © Maria T Hoffman/Shutterstock.com; p. 186 (indian currency notes): © shameer pk/Shutterstock.com;
p. 187 (pencil case): © GraphicsRF.com/Shutterstock.com, (candy): © GraphicsRF.com/Shutterstock.com; p. 188 (credit
card): © Shift Drive/Shutterstock.com, (sugar packet): © BlueRingMedia/Shutterstock.com; p. 190 (pair of shoes): ©
lady-luck/Shutterstock.com; p. 191 (red lentil): © CKP1001/Shutterstock.com; p. 192 (a kid saving money): © Ann in
the uk/Shutterstock.com; p. 193 (ancient coin 1): © TD_myTravelDiaries/Shutterstock.com, (anceint coins 2): © MTD_
myTravelDiaries/Shutterstock.com, (ancient coin 3): © MTD_myTravelDiaries/Shutterstock.com; p. 195 (sand castle):
© Laboko/Shutterstock.com; p. 196 (human face): © iconogenic/Shutterstock.com, (wasp): © Estragon/Shutterstock.
com, (crab): © Pixfiction/Shutterstock.com; pp. 197, 201, & 232 (golden star): © Leigh Prather/Shutterstock.com;
p. 199 (floor tile): © Slanapotam/Shutterstock.com, (triangle tessellation): © SeamlessPatterns/Shutterstock.com,
(Arrow tessellation): © elfinadesign/Shutterstock.com, (octagon tessellation): © Hi-Point/Shutterstock.com, (shoes): ©
CharacterFamily70/Shutterstock.com, (gloves): © Oleksandr Rybitskiy/Shutterstock.com; p. 201 (calla lilies): © lesart/
Shutterstock.com, (euphorbia milii): © Sandiwild/Shutterstock.com, (trillium): © Paul Reeves Photography/Shutterstock.
com, (buttercup): © LifeCollectionPhotography/Shutterstock.com, (bloodroot): © Dan4Earth/Shutterstock.com, (black
eyed susan): © Jason Champaigne/Shutterstock.com, (recording studio): © Nejron Photo/Shutterstock.com, (okra
pieces): © Mahesh S. Shrigani/Shutterstock.com, (tulip): © JasminkaM/Shutterstock.com; pp. 205, 233 (butterfly): ©
Mari Muzz/Shutterstock.com; p. 207 (raised hands): © hxdbzxy/Shutterstock.com.
Contents
Large Numbers 1
 7- and 8-digit Numbers  Different Ways of Expressing a
1
 9-digit Numbers Number
 Indian Place Value System  Predecessor and Successor
 Understanding Face Value and  Comparing Numbers
Place Value  Forming Numbers
 International System of Numeration  Rounding Off Numbers
 Roman Numerals
2
The Four Fundamental Operations 24
 Addition of Large Numbers  Problem Solving with
 Subtraction of Large Numbers Fundamental Operations
 Multiplication of Large Numbers  Estimation In Operations On
 Division of Large Numbers Numbers
Factors and Multiples 48
3  Factors  Multiples
 Tests of Divisibility  Lowest Common Multiple
 Prime and Composite Numbers (LCM)
 Prime Factorisation  Relationship of HCF and LCM
 Highest Common Factor (HCF)
Unit Test Paper 1 67

Fractions 68
4  Facts About Fractions

 Comparing and Ordering Fractions
 Addition and Subtraction of
Fractions
 Multiplication of Fractions
 Division of Fractions
 Word Problems on Fractions
Decimals 90
5
 Introduction to Decimals  Comparing Decimals
 Reading and Writing Decimals  Addition of Decimals
 Conversion of Decimals  Subtraction of Decimals
 Place Values and Decimals  Multiplication of Decimals
 Expanded Form of Decimals  Division of Decimals
 Like and Unlike Decimals
Percentage 108
6
 Introduction to Percentage  Converting Per Cent into Decimal
 Converting a Fraction or a Number
Decimal into a Per Cent  Finding Per Cent of a Number
 Converting Per Cent into Fraction  What Per Cent is One Number of
Another?

Geometry 119
7
 Points and Lines  Constructing Angles with a
 Relationship between Points and Protractor
Lines  Types of Lines
 Plane  Polygons
 Angle  Triangle
 Protractor  Circles
8
Perimeter, Area, and Volume 139
 Perimeter by using a Formula  Estimation of Area of Irregular
 Area Shapes
 Area of a Triangle  Volume
Measurements 156
9  Metric Measures
 Conversion of Metric Measures
 Operations on Metric Measures
 Average
 Temperature
Time 171
10
 Converting Bigger Units of Time  Converting 24-hour Clock Time
into Smaller Units into 12-hour Clock Time
 Converting Smaller Units of Time  Addition and Subtraction of Time
into Bigger Units  Remembering Days by the Calendar
 The 24-hour Clock  Using a Calendar
11
Money 185
 Unitary Method  Profit and Loss
12
 Symmetry  Reflection
 Symmetry in Plane Shapes  Slides, Flips, and Turns
 Tessellation  Patterns
13
Data Handling 207
 Collection of Data  Organisation of Data

Term Paper 1 219
Term Paper 2 221
Answers
Practice Section
1 LARGE NUMBERS
West Bengal concluded its Legislative Assembly elections in May 2021. The elections
were held in 8 phases. About 7 million people voted in phase 1 and 8 million voted in
phase 8. The maximum number of people voted in phase 4, their number was about
12 million. In total, about 73 million people voted in all 8 phases.
Essential Questions
1. Do you know how much is a million?
One million is the same as ten lakh. Million is used in the international number system.
2. What are the numbers 7 million, 8 million, and 73 million called in the Indian number system?
1 million = 10 lakh
7 million = 7 × 10,00,000 = 70,00,000 = 70 lakh
8 million = 8 × 10,00,000 = 80,00,000 = 80 lakh
73 million = 73 × 10,00,000 = 7,30,00,000 = 7 crore 30 lakh
We will be learning about large numbers in both Indian and international number
systems in this chapter.
Large Numbers 1
RECAP EXERCISE
1 Write the expanded form of the given numbers.
(a) 2,03,595 (b) 4,99,725 (c) 5,46,254 (d) 7,26,462
2. Write the following numbers in standard form.
(a) Six lakh twenty-three thousand and forty (b) 30,000 + 7,000 + 600 + 9
(c) 80,000 + 7 (d) Eighty thousand sixteen
(e) Nine lakh forty-two thousand nine (f) Two lakh fifty-three thousand five
hundred and twenty hundred and one
3. Write the following numbers in words.
(a) 658157 (b) 79246 (c) 86954 (d) 88888
4. Compare the following numbers using ‘>’, ‘<’, or ‘=’.
(a) 12,096 _____ 12,906 (b) 21,989 ____ 21,899
(c) 25,490 _____25,940 (d) 14,825 + 5 ____ 14,830 – 5
(e) 21,099 – 9 ____ 21,090 (f) 43,247 + 13 ____43,237 – 13
5. Arrange the following numbers in ascending order.
(a) 672345, 4025, 3187, 914520 (b) 723965, 16593, 39356, 45396
6. Arrange the following numbers in descending order.
(a) 2085, 5802, 8250, 2805 (b) 728076, 36087, 47068, 18067
7. Write true or false.
(a) The place value of 7 in 7,63,451 is 600.
(b) The predecessor of the smallest 6-digit number is 99,999.
(c) The number 89,621 has 9 hundreds, 8 ten thousands, 2 tens, 6 thousands, and 1 one.
(d) The face value of 0 in 560322 is 0.
(e) The smallest 6-digit number using 2, 5, 8, 0, 1, and 4 is 012458.
7- AND 8-DIGIT NUMBERS

Leena and her grandfather went to a community library.
They were told that there are 9,99,999 books in the library.
Grandfather asked Leena, ‘What will happen if one more
book is added?’
Leena quickly added the numbers and got the answer.
However she did not know what to call that number.
TL L TTh Th H T O
1 1 1 1 1
9 9 9 9 9 9 Largest 6-digit number
+ 1
1 0 0 0 0 0 0 Smallest 7-digit number
2 Large Numbers
Leena’s grandfather told her that it is read as ten lakh.
If we start from 10,00,000 and proceed further, we will reach 99,99,999.
If we add 1 to 99,99,999, we will get 1,00,00,000. It is read as one crore.
C TL L TTh Th H T O
1 1 1 1 1
9 9 9 9 9 9 9 Largest 7-digit number
+ 1
1 0 0 0 0 0 0 0 Smallest 8-digit number
9-DIGIT NUMBERS
Leena wondered if there were numbers beyond 8 digits. Her grandfather told her to write
the largest 8-digit number and add 1 to it.
Largest number of 8-digits = 9 9 9 9 9 9 9 9
+ 1
1 0 0 0 0 0 0 0 0 = Smallest 9-digit number
The number 10,00,00,000 is the smallest 9-digit number. It is read as ten crore. Likewise,
we can make so many numbers with so many digits.
SUBJECT INTEGRATION Evolution of Hindu-Arabic numerals

Brahmi, 1st century
The digits, 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9,
that we use today are called ‘Hindu-
Arabic numerals’. But these digits Indian (Gwalior), 9th century
were not like as we use them today.

They originated in India in the 6th or West Arabic (Gobar), 11th century East Arabic, 11th century Sanskrit Devanagari, Indian,
7th century and were later introduced 11th century
to Europe through Middle Eastern 15th century

mathematicians. The chart given
alongside shows the evolution of these
digits. 16th century
INDIAN PLACE VALUE SYSTEM

Look at the place value chart given below. This is the place value chart for Indian place
value system. The chart has been divided into four groups. Each group is called a period.
So there are four periods in this place value chart—ones, thousands, lakhs, and crores—
from right to left.
Crores Lakhs Thousands Ones
Ten
Ten crores Crores Ten lakhs Lakhs thousands Thousands Hundreds Tens Ones
(TC) (C) (TL) (L) (TTh) (Th) (H) (T) (O)
10,00,00,000 1,00,00,000 10,00,000 1,00,000 10,000 1000 100 10 1
Large Numbers 3
Marking the Periods in Indian Place Value System
• The first period (3 digits)—ones period—has places for ones (O), tens (T), and hundreds (H).
• The second period (2 digits)—thousands period—has places for thousands (Th) and ten
thousands (TTh).
• The third period (2 digits)—lakhs period—has places for lakhs (L) and ten lakhs (TL).
• The fourth period—crores period—has places for crores (C), ten crores (TC), and so on.
Essential Question
Why do we need to mark the periods in a number?
1. It helps in reading and writing large numbers.
2. Finding place value of a digit in a number is easier.
3. The numbers with marked periods are easy to compare.
CONCEPT H I G H L I G H T S
It is important to always mark the periods with a comma when dealing with numbers in banks and
cheques.
We use a place value chart to read and write large numbers. Let us learn to read and write
7- and 8-digit numbers.
Reading 7- and 8-Digit Numbers

Numbers are read from left to right. While reading a number, all the digits under the same
period are read together along with the name of the period (except the ones period).
Example 1 Look at the following chart and write the numbers in words.
C TL L TTh Th H T O
(a) 5 4 3 2 5 6 7
(b) 9 5 2 3 7 2 1 2
Solution (a) Crores Lakhs Thousands Ones

C TL L TTh Th H T O
5 4 3 2 5 6 7
Fifty-four lakh thirty-two thousand five hundred and sixty-seven
Thus the number 54,32,567 will be written in words as fifty-four lakh thirty-two thousand
five hundred and sixty-seven.
(b) The number 9,52,37,212 will be written in words as nine crore fifty-two lakh thirty-
seven thousand two hundred and twelve.
4 Large Numbers
Writing 7- and 8-Digit Numbers
Let us take number forty-six lakh twenty-seven thousand three hundred and fifty-two. To
write this number, we proceed as follows—
Step 1 Form the three periods. Lakhs Thousands Ones
Step 2 Write all the entries of lakhs in the first Lakhs Thousands Ones
period from the left. 4 6
Step 3 Write all the entries of thousands in the Lakhs Thousands Ones
second period from the left. 4 6 2 7
Step 4 Write the hundreds, tens, and ones. Lakhs Thousands Ones
4 6 2 7 3 5 2
Step 5 Insert commas to separate the periods. Therefore the number is 46,27,352.
• Reading a number is the same as writing it in words.
• Writing a number is the same as writing it in figures or numerals.
• For writing an 8-digit number, we form four periods.
Example 2 Write the numerals and separate the periods.

(a) Forty-two lakh seventy-two thousand three hundred and forty-five
(b) Seven crore thirty-four lakh ten thousand five hundred and sixty-eight
(c) Nine crore fifty-two lakh thirty-seven thousand two hundred and ninety-two
Solution Crores Lakhs Thousands Ones Numerals using
TC C TL L TTh Th H T O Commas
(a) 4 2 7 2 3 4 5 42,72,345
(b) 7 3 4 1 0 5 6 8 7,34,10,568
(c) 9 5 2 3 7 2 9 2 9,52,37,292
Teacher’s Tip
You may write commonly known 7- and 8- digit numbers, for example, population of a city and ask
the students to read those numbers for practice in class.
Large Numbers 5
EXERCISE 1.1
1. Separate the periods of the following using commas—

(a) 6875834 (b) 8935514 (c) 31215081 (d) 52578974
2. Write the numbers in an Indian place value chart.
(a) 9,45,098 (b) 35,00,056 (c) 1,49,33,254 (d) 5,65,54,454
3. Write in words.
(a) 45,890 (b) 3,56,900 (c) 6,74,008 (d) 5,34,90,099
4. Write in numerals.
(a) Sixty-two lakh seventy-five thousand four hundred and nineteen
(b) Thirty-four lakh twenty-six thousand nine hundred and nine
(c) Seventy-five lakh two thousand four hundred and sixteen
(d) Seven crore ninety-one lakh twenty thousand five hundred and sixty-nine
5. Counting by hundreds, write ten numbers starting from 4,30,550.
Reading 9-Digit Numbers

Reading a 9-digit number is the same as reading 7- or 8-digit numbers. We read all the
digits under the same period together along with the name of the period.
Example 3 Write the numbers in words.
TC C TL L TTh Th H T O
(a) 1 2 3 6 7 8 9 5 4
(b) 3 8 1 6 5 4 7 2 9
Solution
(a) Twelve crore thirty-six lakh seventy-eight thousand nine hundred and fifty-four
(b) Thirty-eight crore sixteen lakh fifty-four thousand seven hundred and twenty-nine
Writing 9-Digit Numbers

For writing 9-digit numbers, we proceed as follows—
Step 1 Form the four periods in a place value chart.
Step 2 Write all the entries of crores in the first period from the left.
Step 3 Write all the entries of lakhs in the second period from the left and so on.
Step 4 Insert commas to separate the periods.
6 Large Numbers
Let us understand this by the following example.
Example 4 rite the digits of number 865543210 under the correct places in the place
W
value chart. Also, separate the periods using commas.
Solution
Crores Lakhs Thousands Ones Numeral using
TC C TL L TTh Th H T O Commas
8 6 5 5 4 3 2 1 0 86,55,43,210
UNDERSTANDING FACE VALUE AND PLACE VALUE

Let us consider a number 3,40,526. In this number, the face value of 3 is 3, 4 is 4, 0 is 0, 5
is 5, 2 is 2, and 6 is 6. Hence we can say the face value of a digit in a number is the value of
the digit itself, regardless of its position in the number.
Suppose we have a number 55,55,55,555. Let us arrange this number in the place value chart.

5 5 5 5 5 5 5 5 5
5 ten 5 5 ten 5 lakhs 5 ten 5 thousands 5 hundreds 5 tens 5

crores crores lakhs = 5,00,000 thousands = 5,000 = 500 = 50 ones
= 50,00,00,000 = 5,00,00,000 = 50,00,000 = 50,000 =5
Hence, the face value of each 5 is 5, but the place value of each 5 is different.
The place value of a digit in a number depends upon the place it occupies in a place value chart.
I am 10 times I am 100 I am 1000

greater than times greater times greater
you. than you. than you.
5 hundreds
5 on nds
es es 5 thousa 5 ones
s 5 on
5 ten
• The face value and place value of 0 is 0.
• Place value of a digit = face value × place of the digit in a place value chart.
• The value of each place in the place value chart is ten times the value of the place on its
immediate right.
Large Numbers 7
Let us take the place values of the digits in 69,12,456 to understand.
Place value of 6 = 6 × 1 = 6
Place value of 5 = 5 × 10 = 50
Place value of 4 = 4 × 100 = 400
Place value of 2 = 2 × 1,000 = 2,000
Place value of 1 = 1 × 10,000 = 10,000
Place value of 9 = 9 × 1,00,000 = 9,00,000
Place value of 6 = 6 × 10,00,000 = 60,00,000
Example 5 Write the face values and place values of given digits.
(a) 7 in 70,23,785 (b) 3 in 4,34,37,667
Solution
(a) The face value of all 7s in 70,23,785 is 7.
Place value of 7 at the hundreds place = 7 × 100 = 700
Place value of 7 at the ten lakhs place = 7 × 10,00,000 = 70,00,000
(b) The face value of all 3s in 4,34,37,667 is 3.
Place value of 3 at the ten thousands place = 3 × 10,000 = 30,000
Place value of 3 at the ten lakhs place = 3 × 10,00,000 = 30,00,000
Example 6 Write the place values of the coloured digits and find their sums and
differences.
(a) 32,05,724 (b) 6,53,96,320
Solution
Infobit
(a) The place value of 3 = 3 × 10,00,000 = 30,00,000
The place value of 2 = 2 × 10 = 20 A googol is a number represented
by 1 followed by 100 zeros.
The sum of the place values
= 30,00,000 + 20 = 30,00,020
The difference of the place values
= 30,00,000 – 20 = 29,99,980
(b) The place value of 5 = 5 × 10,00,000 = 50,00,000

Around 1930, American
The place value of 3 = 3 × 100 = 300 mathematician, Edward Kasner found
The sum of the place values himself working with numbers as large
as 1 followed by 100 zeros. Edward
= 50,00,000 + 300 = 50,00,300
Kasner asked his 9-year-old nephew
The difference of the place values Milton Sirotta to pick a name for the
= 50,00,000 – 300 = 49,99,700 number. Then Milton made up the
word googol.
8 Large Numbers
EXERCISE 1.2
1. Find the face values and the place values of the coloured digits.
(a) 3 6 8 5 7 4
(b) 2 9 0 8 7 2 1
(c) 6 4 6 9 5 4 0 2
(d) 2 1 6 5 8 7 6 4 9
2. Find the place value of each digit in each of the following—

(a) 30,21,091 (b) 6,60,89,645 (c) 86,26,91,487 (d) 27,90,86,234
3. Find the sum of the place values of the coloured digits in each of the following—
(a) 685438 (b) 384619 (c) 202487 (d) 453635089
4. Find the difference of the place values of the coloured digits in each of the following—
(a) 6225478 (b) 26284912 (c) 543976258 (d) 135826750
INTERNATIONAL SYSTEM OF NUMERATION

The system of numeration that we commonly use in India is called the Indian system of
numeration. However, there is another system of numeration called the international
system of numeration. It is followed in most of other countries. The business and finance
sectors commonly follow this system.
The place value charts for the Indian and the international systems of numeration are given below.
Indian system of numeration International system of numeration
Crores Lakhs Thousands Ones Millions Thousands Ones
TC C TL L TTh Th H T O HM TM M HTh TTh Th H T O
2 5 6 2 8 5 2 7 4 2 5 6 2 8 5 2 7 4
25, 62, 85, 274 256, 285, 274

2 digits 2 digits 2 digits 3 digits 3 digits 3 digits 3 digits
Twenty-five crore sixty-two lakh Two hundred fifty-six million two hundred
eighty-five thousand two-hundred and eighty-five thousand two hundred and
seventy-four seventy-four
Large Numbers 9
Infobit
We can use this trick to remember the M I L L I O N
number of zeros in a million.
1 0 0 0 0 0 0
Difference Between the Indian and International Systems of Numeration

Indian system International system
1. The ones period has 3 places. The
1. All periods have 3 places.
thousands and lakhs have 2 each.
2. The names of the places are ones, tens, 2. The names of the places are ones, tens,
hundreds, thousands, ten thousands, hundreds, thousands, ten thousands,
lakhs, and so on. hundred thousands, millions, and so on.
In both the systems, the first five places remain the same (that is, up to ten thousands).
The rules for writing the names in the international system of numeration are the same as
those for the Indian system of numeration except the difference of places and periods.
Example 7 eparate the number using commas and write 86241944 in words in both the
S
Indian and international systems of numeration.
Solution
Eight crore sixty-two lakh forty-
Indian system 8,62,41,944 one thousand nine hundred and
forty-four
Eighty-six million two hundred
International system 86,241,944 forty-one thousand nine
hundred and forty-four
TECHNOLOGY INTEGRATION
All electronic machines only understand two instructions—

‘ON’ and ‘OFF’. Computer is also an electronic machine. But
it processes much complex instructions. Do you know how?
It uses a special number system called ‘Binary System’
which has only two digits—‘0’ and ‘1’. In computer
programming, digit 0 stands for ‘OFF’ and 1 stands for ‘ON’.
All complex instructions are translated into strings of 0 and
1 in the background. Computer processes these instructions
of 0s and 1s and then result is again translated into a
human language.
10 Large Numbers
EXERCISE 1.3
1. In the following numbers, mark the periods with commas and write them in words both in
Indian and international systems of numeration.
(a) 508965 (b) 3490862 (c) 7000000 (d) 826005854
2. Write the numerals for the following numbers—
(a) Seven crore twenty-eight lakh fifty-four thousand two hundred and fifty-four
(b) Ninety-five million seventy-nine thousand and one hundred and forty
(c) One hundred and ninety million two hundred and twenty thousand and two hundred
(d) Forty-two crore twelve lakh fifty-three thousand six hundred and ninety-nine
3. Write the largest number of given digits in the Indian and international place value charts.
(a) 7 digits (b) 8 digits (c) 9 digits
DIFFERENT WAYS OF EXPRESSING A NUMBER

Sheena wants to know why a cheque has the amount written in both words and figures.
Her father explains that it is done to make sure that the number is understood correctly, and
no changes can be made in the amount written in numbers.
In fact, not only words and figures, a number can
be expressed in several other ways too. C TL L TTh Th H T O
Look at the number 7,35,24,608 written in the 7 3 5 2 4 6 0 8
place value chart.
From the place value chart we can express the number in—
Seven crore thirty-five lakh twenty-four thousand
1. Words
six hundred and eight
2. Standard form 7,35,24,608
3. Expanded form in figures 7,00,00,000 + 30,00,000 + 5,00,000 + 20,000 + 4,000 + 600 + 8
7 crores + 3 ten lakhs + 5 lakhs + 2 ten thousands + 4 thousands
4. Expanded form in words
+ 6 hundreds + 8 ones
Example 8 Separate the number using commas and write 7315814 in expanded form.
Solution 73,15,814 = 70,00,000 + 3,00,000 + 10,000 + 5,000 + 800 + 10 + 4
Example 9 Write the following in words. Also expand in words.
(a) 5,23,14,952
(b) 952,314,963
Solution (a) 5,23,14,952 = Five crore Teacher’s note
twenty-three lakh fourteen Explain to students that unless otherwise
thousand nine hundred and specified, problems will involve the Indian
fifty-two place value system.
Large Numbers 11
Expanded form 5,23,14,952 = 5 crores + 2 ten lakhs + 3 lakhs + 1 ten thousands +
4 thousands + 9 hundreds + 5 tens + 2 ones
(b) 952,314,963 = Nine hundred fifty-two million three hundred fourteen thousand nine
hundred and sixty-three
Expanded form 952,314,963 = 9 hundred million + 5 ten millions + 2 millions +
3 hundred thousands + 1 ten thousands + 4 thousands + 9 hundreds + 6 tens + 3 ones
Example 10 Express 3,00,00,000 + 70,00,000 + 3,00,000 + 20,000 + 4,000 + 800 + 10
+ 4 in short form (standard form).
Solution
Step 1 Observe the term with highest place value, that is—3,00,00,000. So draw a place
value chart with 4 periods.
Step 2 Write each digit in its appropriate place in the place value chart.
C TL L TTh Th H T O
3 7 3 2 4 8 1 4
Step 3 Separate the periods using commas.

Thus 3,73,24,814 is the required standard form.
EXERCISE 1.4
1. Insert commas according to the Indian place value system. Also expand the following numbers.
(a) 820888 (b) 2345671 (c) 42732018 (d) 743012952
2. Write each of the following numbers in expanded form.
(a) 32,95,726 (b) 54,40,069 (c) 3,75,82,492 (d) 2,80,76,924
3. Express the following in standard form.
(a) 60,000 + 600 + 50 + 4 (b) 90,00,000 + 6,00,000 + 900 + 3
(c) 70,00,000 + 8,00,000 + 7,000 + 50 (d) 40,00,00,000 + 6,00,000 + 4,000 + 700 + 9
4. Write the following numbers in the international system of numeration and expand them.
(a) 4312354 (b) 76457998 (c) 9520618 (d) 267260831
PREDECESSOR AND SUCCESSOR

The number that comes just before a given number is called its predecessor. To find the
predecessor of a given number, we subtract 1 from it.
Predecessor = Number – 1
The number that comes just after a given number is called its successor. To find the
successor of a given number, we add 1 to it.
Successor = Number + 1
Let us enrich the concept of predecessors and successors for large numbers using an activity.
12 Large Numbers
Mat h s Ac t i v i t y
Aim To strengthen the concept of predecessor and successor for large numbers
You will need Two sets of number cards from 0 to 9 and three flash cards—one with ‘Successor’,
one with ‘Predecessor’, and the last with ‘Number in Words’ written on them
Steps
1. Divide the class into three teams, say, A, B, and C.
2. Ask team A to come forward and form a 7-digit number using the first set of number cards.
3. Ask a member of team B to come forward and pick up a flash card—‘Successor’,
‘Predecessor’, or ‘Number in Words’—and show it to team C.
4. Now ask team C to come forward and use the second set of number cards.
• If the flash card picked up by team B is ‘Successor’ or ‘Predecessor’, team C will form
the successor or predecessor of the number formed by team A.
• If the flash card picked up by team B is ‘Number in Words’, team C will write the number
in words on the board in the Indian number system.
For example—
• Team A forms the number 74,45,999 using the first set of number cards.
• Team B shows the flash card ‘Successor’ to team C.
• Team C forms the number 74,46,000 (successor of 74,45,999) using the second set of
number cards.
5. Repeat the same activity by changing the roles of the teams.
6. Similarly repeat the activity with 8- and 9-digit numbers.
7. Play 6–7 rounds of the activity or till the time allows.
Example 11
(a) Find the predecessor of 42,60,831.
(b) Write the numbers that lie between 53,21,234 and 53,21,230.
Solution
(a) The predecessor of 42,60,831 = 4260831 − 1 = 42,60,830
(b) Predecessor of 53,21,234 = 53,21,233
Predecessor of 53,21,233 = 53,21,232
Predecessor of 53,21,232 = 53,21,231
So 53,21,233; 53,21,232; and 53,21,231 lie between 53,21,234 and 53,21,230.
Example 12
(a) Find the successor of 3,56,45,078.
(b) Write the numbers that lie between 45,45,935 and 45,45,938.
Solution
(a) The successor of 3,56,45,078 = 3,56,45,078 + 1 = 3,56,45,079
(b) Successor of 45,45,935 = 45,45,936
Successor of 45,45,936 =45,45,937
So 45,45,936 and 45,45,937 are two numbers that lie between 45,45,935 and 45,45,938.
Large Numbers 13
EXERCISE 1.5
1. Write the predecessor for each of the following—

(a) 5,22,32,490 (b) 89,70,000 (c) 52,08,300 (d) 4,23,88,777
2. Write the successor for each of the following—
(a) 6,26,979 (b) 27,63,599 (c) 45,89,888 (d) 27,68,88,999
3. Fill in the blanks by counting forward or backward.
(a) _______; ________; 87,28,604; 87,28,605
(b) 9,41,43,243; 9,41,43,244; _________; _________
COMPARING NUMBERS
In previous classes, we have learnt to compare smaller numbers. We shall follow the same
rules for the comparison of bigger numbers.
Rule 1 The number with more digits is greater than the number with fewer digits. For
example, 857347 > 65781.
Rule 2 If two numbers have the same number of digits, we compare the digits from
the extreme left and continue till two different digits are found. These digits are
compared to decide the greater and smaller numbers.
Example 13 Insert commas at the appropriate places in the given numbers and find the
greater number in each of the following—
(a) 33307188 or 9454342 (b) 443055026 or 43055357
Solution (a) 3,33,07,188 and 94,54,342
number of digits = 8 number of digits = 7
Therefore 3,33,07,188 > 94,54,342.
(b) 44,30,55,026 and 4,30,55,357

number of digits = 9 number of digits = 8
Therefore 44,30,55,026 > 4,30,55,357.
Example 14 Find which one is greater—2,34,52,926 or 2,34,62,926?

Solution
As the number of digits is the same in both the numbers, we start comparing the
digits from the left.
14 Large Numbers
C TL L TTh Th H T O
2 3 4 5 2 9 2 6
2 3 4 6 2 9 2 6
same same same different

At the ten thousands place we have 5 < 6; therefore 2,34,52,926 < 2,34,62,926.
FORMING NUMBERS
To form the greatest Forming the smallest For the smallest number,
number with given digits, number with given digits is we can’t put 0 at the
arrange the digits in also easy. Just arrange the extreme left. It comes in the
descending order. digits in ascending order. second place from the left.
We have already learnt to form the smallest and greatest numbers with the given digits. Let
us now extend the same to large numbers.
Example 15 Form the greatest and the smallest numbers using the digits 4, 1, 3, 0, 7, 2,
and 5 only once.
Solution To get the greatest number using the given digits, arrange the digits in
descending order. The descending order of the digits is 7 < 5 < 4 < 3 < 2 < 1 < 0.
Thus the greatest number is 75,43,210. The number 0123457
Similarly to form the smallest number using the given is 1,23,457, it leaves
digits, arrange digits in ascending order. The ascending digit 0 unused. So we
order of the digits is 0 < 1 < 2 < 3 < 4 < 5 < 7. interchange the places
Thus the smallest number is 10,23,457. of the digits 0 and 1 to
get 10,23,457.
To form the smallest number, put 0 in the second place after arranging the digits in ascending order.
Large Numbers 15
EXERCISE 1.6
1. Choose the correct symbol (‘>’, ‘<’, or ‘=’ ) and fill in the boxes.
(a) 23,345 22,435 (b) 3,45,236 3,45,236
(c) 41,30,725 61,30,720 (d) 2,39,63,733 3,39,17,054

2. Insert commas and compare using ‘>’, ‘<’, or ‘=’.
(a) 628765 682675 (b) 2704897 1708940
(c) 36234515 36235415 (d) 4829704 4704892
3. Insert commas and arrange the following numbers in ascending order.
(a) 29654, 40865, 39572, 109754 (b) 795826, 792856, 798526, 792586
(c) 1297456, 352094, 102943, 492301 (d) 76095421, 45784572, 16873976, 62340899
(a) 30,572; 80,569; 26,491; and 3,96,320
(b) 4,43,376; 7,60,152; 35,12,960; and 70,23,785
(c) 2,31,14,735; 1,52,15,844; 3,12,30,045; and 5,25,50,550
5. Form the greatest and smallest numbers by using the given digits only once.
(a) 2, 8, 6, 0, 9, and 5 (b) 7, 3, 4, 1, 0, and 9 (c) 2, 0, 1, 6, 8, 9, and 5
6. Write the greatest and smallest 7-digit numbers using the digits 8, 6, 7, 5, 2, and 3. (One
of the digits can be repeated.)
7. CRITICAL THINKING Use the digits from 0 to 9. Use each digit only once.
(a) Make a 7-digit number as close to 10,00,000 as possible.
(b) Make a 7-digit number as close to 50,00,000 as possible.
ROUNDING OFF NUMBERS

Tina’s school is 12 km from her home. She says that her school is about 10 km from her
home. The distance between Rohit’s school and home is 17 km. He says that his school is
about 20 km from his home. In both the cases, the numbers have been rounded.
When we round a number, we give the approximate number, rather than the exact number.
Rounding gives a value of the number which is very close to its actual value.
Numbers can be rounded to the nearest 10, nearest 100, nearest 1,000, and so on.
Rounding Off to the Nearest 10

To round a number to the nearest 10, we first find the two tens between which the given
number lies. Next find the ten which is closer to the number and round off the number to
that ten. When the number lies midway between two tens, round to the larger ten.
16 Large Numbers
Example 16 Round the following numbers to the nearest 10 on a number line.
(a) 23 (b) 225
Solution (a) Mark the number on a number line.
20 21 22 23 24 25 26 27 28 29 30
Close Far
From the number line, it is clear that 23 is closer to 20 than 30, therefore 23 rounds to 20.
(b) Mark the number on a number line.
220 221 222 223 224 225 226 227 228 229 230
Same Same
Here 225 lies in the middle of 220 and 230. So it will be rounded to the larger tens.
Therefore 225 rounds to 230.
Rounding Off to the Nearest 100

To round a number to the nearest 100, we first find between which two hundreds the given
number lies. Next find the hundred which is closer to the number and round off the number
to that hundred.
Example 17 Round 604 to the nearest hundred.
Solution Here 604 lies between 600 and 700 and 604 is closer to 600 than 700.
600 604 700
Therefore 604 rounds to 600.
Rounding Off to the Nearest 1,000

To round a number to the nearest 1,000, we first find between which two thousands the
given number lies. Next find the thousand which is closer to the number and round the
number to that thousand.
Example 18 Round 2,165 to the nearest 1,000.
Solution Here 2,165 lies between 2,000 and 3,000.
2,000 2,165 3,000
2,165 is closer to 2,000 than 3,000. Therefore 2,165 rounds to 2,000.
Large Numbers 17
A number at the midway point is always rounded to the next larger number.
Shortcut Method for Rounding Off Numbers 5

• To round off a number to the nearest 10, observe its 4 or less 5 or more
ones digit. If
Ones digit < 5 Replace ones digit by 0.
Ones digit > or = 5 Increase tens digit by 1.
If a ball is placed
Replace ones digit by 0. 0 10
on the left side it
will roll to 0. If it is
placed on the right
• To round off a number to the nearest 100, observe the side it will roll to 10.
numbers formed by the tens and ones digits. If
Formed number < 50 Replace tens and 50
ones digit by 0. 49 or less 50 or more
Formed number > or = 50 Increase hundreds
digit by 1. Replace
tens and ones digits
by 0.
0 If a ball is placed 100
on the left side it
will roll to 0. If it is
• To round off a number to the nearest 1,000, observe the placed on the right
numbers formed by the hundreds, tens, and ones digits. side it will roll
If to 100.
Formed number < 50 0 Replace hundreds, tens, and ones digit by 0.

Formed number > or = 500 Increase thousands digit by 1.
Replace hundreds, tens, and ones digits by 0.
The digits other than above remain as is.
EXERCISE 1.7
1. Round the following numbers to the nearest 10.

(a) 5,486 (b) 17,092 (c) 63,547 (d) 70,965 (e) 70,293
2. Round the following numbers to the nearest 100 and 1,000.
(a) 64,560 (b) 4,80,561 (c) 96,500 (d) 7,86,500 (e) 23,50,500
3. The population of city A is 6,07,688 and that of city B is 68,64,602. Round the population
of both the cities to the nearest 1,000.
18 Large Numbers
4. CRITICAL THINKING Answer the following questions in ‘Yes’ or ‘No’.
Give reasons for your answers.
(a) The bus leaves at 3.48 p.m. from the bus stop. Can we reach at bus stop at the rounded
time 4.00 p.m. and still catch the bus? _______
(b) On a particular day, 292 tickets of a movie are sold. Can you round off the number of
tickets sold to 300? _______
(c) If your school fee is `4,800, can you say your fee is around `5,000? ______
(d) Can you say there are about 400 days in a year? _______
5. CRITICAL THINKING Three cards have different whole numbers on them. Each
number equals 3000 when rounded off to the nearest thousand.
(a) What are the smallest and greatest possible numbers?
(b) Write three more possible numbers.
6. CRITICAL THINKING Without adding the 99s together, use a quicker way to find the
value of:
(a) 99 + 99 + 99 + 99 (b) 99 + 99 + 99 + 99 + 99 + 99 + 99 + 99
ROMAN NUMERALS
The Roman numeral system is the numeral system of ancient Rome. It is based on the
letters of the English alphabet which are combined to signify their values.
Roman numerals are mainly used because of their historical importance.
The ancient Romans used the letters arranged from the greatest value to the least value
starting from the left.
The basic symbols used by the Romans to write their numerals were 7 letters of the English
alphabet. They are given in the table with their values in Hindu-Arabic numerals.
Symbol I V X L C D M
Value (Hindu-Arabic numbers) 1 5 10 50 100 500 1000
The first ten Roman numerals are—I, II, III, IV, V, VI, VII, VIII, IX, X.
Rules for Reading and Writing Roman Numerals

Rule 1 A symbol can be repeated a maximum of three times.
Rule 2 Only I, X, C, and M can be repeated.
Rule 3 If one or more symbols are placed after the symbol of greater value, the values are
added.
Large Numbers 19
Examples 1. XI = 10 + 1 = 11 2. CLXV = 100 + 50 + 10 + 5 = 165
3. MCC = 1000 + 100 + 100 = 1200
Rule 4 I f a symbol is placed before the symbol of greater value, the symbol of lesser value
is subtracted.
Example 19 Find the value of the following—
(a) XL (b) XXXIV
Solution (a) XL = (50 – 10) = 40 (b) XXXIV = 10 + 10 + 10 + (5 – 1) = 30 + 4 = 34
Now it is time to do an activity to strengthen the concept of conversion of Hindu-Arabic
numerals to Roman numerals.
• Subtract only I, X, or C; symbols V, L, or D cannot be subtracted.
• Subtract one number at a time from another.
Aim To strengthen the concept of conversion of the Hindu-Arabic numerals to the Roman numerals
You will need Flash cards containing digits from 0 to 9 and a bowl
Steps
1. Divide the class into pairs.
2. Now call a student randomly and tell her/him to pick two or more cards from the bowl.
3. Ask the student to place the cards in any order and then show that
number formed to the other students. For example,
1 5
4. Ask the students to write the Roman numerals for the
numbers shown.
1 5 = XV
5. Similarly pose a few more different questions such as:
• Round off the number.
• Form the greatest and smallest number.
Students will give the answers to the questions in Roman numerals only.
6. Allow the pairs to answer quickly. The pair who answers first will get five points..
7. Continue the activity by repeating the steps from 2 to 6.
Teacher’s Tip
You may perform the above activity with conversion of the Roman numeral to Hindu-Arabic
number.
20 Large Numbers
EXERCISE 1.8
1. Write the following Roman numerals in Hindu-Arabic numbers.

(a) LXXX (b) CCLX (c) DCXII (d) MCLIV
(e) CXLIX (f) DCCX (g) XCVII (h) DCCIX
2. Write each of the following Hindu-Arabic numbers in the Roman numerals.
(a) 250 (b) 1550 (c) 526 (d) 1720
(e) 2600 (f) 585 (g) 1140 (h) 2009
3. Fill in the blanks using the Roman numerals.
(a) I was born in the year _______. (b) The year in progress is _______.
(c) India got independence in the year _______.
(d) Mahatma Gandhi died in the year _______.
4. Arrange XXVI, XIV, XXXIV, XXXVI, XXIX, XII in ascending order.
5. A king lived for 120 years. He had 35 members in his family and 76 states under his
kingdom. Write all Hindu-Arabic numbers in the Roman numerals.
6. CRITICAL THINKING In a 200 m race, Sourabh crossed the finish line in XXVI
seconds. Sahil crossed the finish line in XXIX seconds while Sagar crossed it in XVIII
seconds. Who won the race?
REFLECTION BOX
Make a smiley () in front of all you can do.
• I can express numbers with 7-, 8-, and 9-digits in numerals, words, and expanded form.
• I can write the place and face value of the numbers.
• I can mark the periods and write numbers in both the Indian and international systems
of numeration.
• I can form numbers using the given digits with given conditions.
• I can round off the numbers to the nearest 10, 100, and 1,000.
• I can form Roman numerals from Hindu-Arabic numbers and vice-versa.
LIFE SKILLS
Gurpreet’s mother has
bought a piece of land for
`13,21,13,500 for building
a factory that will create
decorative items from
recycled plastic.
1. Complete the cheque
for Gurpreet’s mother
by writing the number
in words and figures at
appropriate places.
2. What are the place values and face values of 3 in the given number?
Large Numbers 21
Concept Map
Large Numbers
7-, 8-, and 9-digit numbers

ü We use four periods—crores, lakhs,
thousands, and ones—for reading Crores Lakhs Thousands Ones
and writing 8- and 9-digit numbers.
The 7-, 8-, and 9-digit numbers oc-
ü
cupy ten lakh, crore, and ten crores
places respectively.
Millions Thousands Ones
HM TM M HTh TTh Th H T O
Crores Lakhs Thousands Ones Comparing Numbers

ü T he number with more digits is greater
than the number with fewer digits.
ü F or numbers with same number of dig-
its, compare the digits starting from the
extreme left. The number with a greater
digit is greater.
Predecessor and Successor
Rounding Numbers
Forming numbers
ü A rrange the given digits in increasing
order to form the smallest number.
ü A rrange the given digits in decreasing
order to form the largest number.
Increasing order
1 3 4 6 8
Smallest number
Decreasing order
Symbol
8 6 4 3 1
Value (Hindu-Arabic numbers)
Largest number
22 Large Numbers
REVISION EXERCISE
Short-answer questions
1. Write the following numbers in words as directed.
(a) 273224019 in the Indian system. (b) 834271038 in the international system.
2. In the number 44,44,444, how many times is the place value of—
(a) 4 in the ten lakhs place more than the 4 in the hundreds place?
(b) the digit on the extreme left more than the digit on the extreme right?
3. Write the following numbers in expanded form.
(a) 31,35,676 (b) 65,48,520 (c) 68,91,44,298
4. Write the following numbers in standard form.
(a) 60,00,000 + 7,00,000 + 2,000 + 400 + 20 + 5
(b) 9,00,00,000 + 80,00,000 + 2,00,000 + 8,000 + 20
5. Write the numbers in standard form using commas.
(a) Fifteen crore forty-five lakh two hundred and ten
(b) Forty-four million three hundred and thirty-five thousand
(c) Five lakh seventy-five thousand and three
6. CRITICAL THINKING A number, if read upside down, increases by 21. What is the number?
7. CRITICAL THINKING Remove or add one line to make IX (a) 10 (b) 6.
Long-answer questions
8. Form an 8-digit number using different digits in which place value of 6 is 6 lakhs.
9. Meetu’s enrolment number for an entrance examination is 26100498. Help her write this
number using commas according to the international system of numeration.
10. CRITICAL THINKING Alisha formed the smallest 7-digit number using the digits 2, 4,
0, 3, 9, 5, and 1. She then interchanged the positions of second and fifth digits from the right
to form a second number. Write the second number.
11. An NGO raises twenty-seven lakh forty-eight thousand nine hundred and fifty rupees for an
old-age home. Write this amount in figures.
12. CRITICAL THINKING Find the smallest number which when rounded to the nearest
tens, hundreds, or thousands, always yields 35,00,000.
SUBJECT INTEGRATION
We know that Guinness World Records is the world’s all-time best-selling
copyright book. From October 1955 to June 2002, around 94767083 copies
were sold.
1. Write the number 94767083 in the Indian and international place value chart.
2. In which period (s) do the digits 9 and 4 appear in the Indian place value
chart and in international place value chart?
Large Numbers 23
2 THE FOUR FUNDAMENTAL
OPERATIONS
India's first Covid-19 infection was reported in January 2020. Since then Indian
government is making efforts to wipe out the virus or minimise its effect. To
successfully wipe out the Covid-19 virus, vaccination, frequent handwash, and
wearing a mask is very important.
Till 01 June 2021; 27,39,78,658 people had been vaccinated with dose 1 of the
2-dose corona vaccine while 5,86,25,932 people had been vaccinated with dose 2.
Essential Questions
1. How can we find the total number of vaccination doses in the above case?
We will add the two numbers.
2. How can we add these large numbers?
Adding larger numbers is the same as adding smaller numbers. Let us see:
273978658
+ 58625932
332604590
Thus the total number of vaccination doses = 33,26,04,590.

Similarly, subtracting larger numbers is also the same as subtracting smaller numbers.
24 The Four Fundamental Operations

RECAP EXERCISE
1. Add the following—
(a) 6,52,365 + 2,47,890 (b) 1,14,789 + 8,85,632 (c) 4,75,621 + 6,85,493
2. Subtract the following—
(a) 4,78,963 – 2,34,156 (b) 8,76,389 – 5,69,741 (c) 6,98,542 – 4,78,023
3. Multiply the following—
(a) 45,892 × 8 (b) 8,585 × 85 (c) 66,066 × 8
4. Divide the following and write the dividends, divisors, quotients, and remainders.
(a) 76,979 ÷ 7 (b) 7,28,564 ÷ 4 (c) 81,607 ÷ 6
5. Solve the following word problems—
(a) A public library ordered 25,875 books in the year 2020. If 32,069 books were ordered in
the year 2021, then how many books were ordered in all?
(b) Vaishali made a goal of completing 11,985 steps per day to stay fit. She has completed
11,236 steps today. How many more steps does she need to take to achieve her goal?
(c) S umit washes his hands 15 times a day and spends 35 seconds each time. How much
time in seconds does he spend in washing hands in the month of August?
(d) T here are 5,280 raw mangoes to be packed equally in 12 boxes. How many mangoes will
be there in 1 box?
ADDITION OF LARGE NUMBERS

Mr Sen has `14,12,600 in his bank TL L TTH TH H T O
account, his wife has `5,10,970 in 1 2
her bank account, and their son has 1 4 1 2 6 0 0 Addend

`19,825 in his bank account. How + 5 1 0 9 7 0 Addend
much money do they have in all? 1 9 8 2 5 Addend
To find the answer, we must add the 1 9 4 3 3 9 5 Sum
three amounts.
Each number to be added in an addition problem is called an addend; we can have two or
more addends.
The answer to an addition problem is called a sum.
In the above example, 19,43,395 is the sum of 14,12,600; 5,10,970; and 19,825.
Example 1 Add 34,72,394 and 49,43,826.
Solution
TL L TTH TH H T O
1 1 1 1 1
3 4 7 2 3 9 4 Add as you did
+ 4 9 4 3 8 2 6 with 6-digit
numbers.
Sum 8 4 1 6 2 2 0
We can add more than two addends and can also change the order of the addends. The sum
will remain the same.

Example 2 Add 25,746; 7,32,49,503; and 23,15,947 in two different ways.
Solution
When the numbers are taken in When the numbers are taken in
the same order: different order:
C TL L TTH Th H T O C TL L TTH Th H T O
2 2 1 2 2 1
2 5 7 4 6 7 3 2 4 9 5 0 3
7 3 2 4 9 5 0 3 2 3 1 5 9 4 7
+ 2 3 1 5 9 4 7 + 2 5 7 4 6
7 5 5 9 1 1 9 6 7 5 5 9 1 1 9 6
Thus the required sum is 7,55,91,196.
Properties of Addition
• When the order of the addends is changed, the sum remains the same.
231231 4 + 45214478 = 47526792 and 45214478 + 2312314 = 47526792
• The sum of 0 and the number is the number itself.
512577 + 0 = 0 + 512577 = 512577
• Even if the grouping of addends is changed, the sum remains the same.
(2335000 + 4560000) + 5129500 = 12024500
2335000 + (4560000 + 5129500) = 12024500
4560000 + (2335000 + 5129500) = 12024500
The grouping property can be used to check the correctness of the sum.
SUBJECT INTEGRATION
People affected by natural calamities such as floods, cyclones, and
earthquakes are provided with financial aid through relief funds.
In the year 2020, governments of Bihar, Kerala, and Maharashtra got
the following amounts in their relief funds from people across India:
• Chief Minister’s Relief Fund, Bihar: `3,19,40,575
• Chief Minister’s Distress Relief Fund, Kerala: `2,13,78,563
• Chief Minister’s Relief Fund, Maharashtra: `3,65,78,468
Find the total amount received by governments of Bihar, Kerala, and Maharashtra.

LIFE SKILLS
Cleaning of rivers is an important and ongoing process. The Indian government as well as many NGOs
have initiated many projects and campaigns for cleaning the Yamuna River. The table given here shows
the break-up of the amount collected by various NGOs of four
states in the year 2010 for the cleaning drive.
Delhi ₹20,36,10,000
Uttar Pradesh ₹10,34,70,000
Haryana ₹20,17,00,000
Himachal Pradesh ₹18,90,00,000
Find the total amount collected for the cleaning drive.
EXERCISE 2.1
1. Find the sum of the following. Also mark the periods in the answers.
(a) 6 5 8 9 2 (b)
1 (c) 1 7 8 9 6 3 2 5 9
6 9 7 4 5 2 3 6
+ 3 6 5 2 4 1 + 2 5 4 7 8 3 1 3 + 3 6 2 5 8 7 0 0
2. Add the following—

(a) 3,25,896 + 4,58,636 + 2,05,505 (b) 15,689 + 85,756 + 2,345
(c) 99,63,112 + 5,04,663 + 75,423 (d) 4,63,48,909 + 55,23,412 + 7,85,332
3. Find the required number in each of the following—
(a) 6 hundred more than 5,84,023 (b) 90,00,900 more than 78,63,665
4. Find the missing digits in each of the following—
(a) 6 4 6 8 (b) 5 8 6 6 1
+ 3 3 8 4 + 1 2 3 3
9 5 3 2 7 8 4
(a) Mr Jain purchased a car at the showroom price of `14,35,690. He spent `55,975 on its
accessories and paid `1,52,569 on its registration, insurance, and road tax. What was
the total amount he had to spend for the car?
(b) In March, 4,12,10,000 passengers travelled by metro train on first 10 days; 3,11,21,127
travelled on the next 10 days; and 5,21,98,459 passengers travelled on the next 11 days.
How many passengers travelled by metro in March altogether?
(c) CRITICAL THINKING Rupali adds two 7-digit numbers to get an 8-digit number.
If the first number is 12,34,567, what range of values can the second number take?

SUBTRACTION OF LARGE NUMBERS
In 2013, Mr Gupta earned `7,69,67,000, while in 2014, he earned `6,87,24,000.
How much more money did he earn in 2013 than in 2014?
Here we need to find the difference between the two amounts. So we must subtract.
Arrange the numbers in columns by writing the greater number above the smaller number.
C TL L TTH TH H T O
7 6 9 6 7 0 0 0 Minuend
− 6 8 7 2 4 0 0 0 Subtrahend
8 2 4 3 0 0 0 Difference
Thus he earned `82,43,000 more in 2013 than in 2014.
Checking Subtraction
We can check whether the subtraction is done correctly or not by using addition. To do
so, we add the difference and the subtrahend. If the sum is equal to the minuend, the
subtraction is correct, otherwise, we need to check our calculation once again.
Let us understand with the help of the following activity:
Aim To perform subtraction of large numbers and check answers
You will need Flash cards with large numbers (7- to 9-digit numbers) written on them
Steps
1. Divide the class into groups of 5 each.
2. Ask each group to elect a group leader.
3. Ask group leaders to divide their groups into two teams—one for performing the subtraction
of numbers and the other for checking the answers.
4. Now assign two flash cards to each group leader. For example, the numbers on the flash
cards are 7,69,67,000 and 6,82,43,000.
5. Ask each group leader to get the difference of the numbers with the help of one team and
then get the answer cross-checked by the other team.
Group 1 Group 2
C TL L TTH TH H T O C TL L TTH TH H T O
1 1
7 6 9 6 7 0 0 0 6 8 7 2 4 0 0 0
− 6 8 7 2 4 0 0 0 + 8 2 4 3 0 0 0
8 2 4 3 0 0 0 7 6 9 6 7 0 0 0
6. Repeat the activity with 7- and 9-digit numbers.
eflections Ask teams how cross-checking the answers helped them arrive at the correct result.
R
Emphasise the importance of cross-checking answers.

Properties of Subtraction They can change their
• The order of numbers involved in subtraction cannot be order. You see! I really
changed. don't care about the
• When a number is subtracted from itself, the difference is 0. order.
Or
• When the minuend and the subtrahend are the same, the 3 2=5
difference is 0. 3 2=1
Example 18,02,369 – 18,02,369 = 0
• When 0 is subtracted from the number, the difference is the No! Changing order
number itself. is against my rules.
Example 84,58,698 – 0 = 84,58,698 Order is everything.
EXERCISE 2.2
1. Subtract the following and mark the periods in the answers.
(a) 6 3 4 5 6 8 (b) 5 3 6 9 8 7 0 3 (c) 5 9 9 5 6 3 2 7 2
– 3 9 2 7 0 9 – 3 2 7 6 9 4 8 2 – 1 4 5 2 3 1 1 3 0
2. Subtract each of the following and check the answers.

(a) 6,71,209 – 3,21,345 (b) 78,00,000 – 65,47,000
(c) 7,36,86,364 – 4,58,92,556 (d) 28,63,45,858 – 23,54,86,742
3. Find the differences on subtracting the following—
(a) 22,873 from 54,201 (b) 2,75,852 from 5,54,996
(c) 77,77,777 from 89,89,899 (d) 53,46,85,369 from 77,55,36,566
4. Find the missing digits in each of the following—
(a) 6 5 5 (b) 7 9 0 8 6 0
– 2 8 7 2 4 – 8 7 5 4 9 2
7 2 9 3 2 5 4 5 6

(a) The population of a town is 28,76,543. Out of these, 15,42,678 are males. How many
females are there in the town?
(b) A society collected `6,23,53,450 for a charity fund in one year and `7,42,15,420 in
another year. If they used `45,34,999 out of the total amount collected in the two
years, how much money are they left with now?
(c) CRITICAL THINKING What number must be subtracted from the sum of
8,90,21,567 and 1,23,46,785 to make it equal to the difference of the given numbers?

MULTIPLICATION OF LARGE NUMBERS
We have already learnt the multiplication of 4- and 5-digit numbers by 1-digit numbers
and the multiplication of 2- and 3-digit numbers by 2-digit numbers. Let us now learn the
multiplication of large numbers.
Multiplying Larger Numbers by 1-digit Numbers

To multiply larger numbers by 1-digit numbers, we follow the given steps.
Step 1 Start multiplying from the ones column.
Step 2 Move to the tens column and multiply. Add the carried over number, if any and
continue likewise till all the digits are multiplied.
Example 3 Multiply 4,85,264 by 5.
Solution
TL L TTH TH H T O
2 4 2 1 3 2
4 8 5 2 6 4
× 5
Product 2 4 2 6 3 2 0
Vedic Mathematics
Take the given
Multiplication of a number by 5 number.
This method can be summarised using the
given flow chart. Let us understand it with
some examples: Divide it by 2.
(a) 4,85,264 × 5
(b) 2,47,685 × 5
Is it
Step 1 from flowchart: completely Yes Add 0 to the quotient.
4,85,264 ÷ 2 ⇒ Q = 2,42,632; R = 0 divisible?
2,47,685 ÷ 2 ⇒ Q = 1,23,842; R = 1
Step 2 from flowchart: No

4,85,264 is completely divisible, so add 0 to
the quotient. Ignore the remainder.
Thus 4,85,264 × 5 = 24,26,320.
2,47,685 is not completely divisible, so Add 5 to the quotient.
ignore the remainder and add 5 to the
quotient.
This is the
Thus 2,47,685 × 5 = 12,38,425.
product.

Multiplication using Expanded Form
Example 4 Multiply 54,286 by 6.
Solution This can be done vertically or horizontally as shown here.
I II
54,286 × 6 54,286 × 6
= ( 50,000 + 4,000 + 200 + 80 + 6 ) × 6 50,000 × 6 = 3,00,000
= (50,000 × 6) + (4,000 × 6) + (200 × 6) 4,000 × 6 = 24,000
+ (80 × 6) + (6 × 6) 200 × 6 = 1,200
= 3,00,000 + 24,000 + 1,200 + 480 + 36 80 × 6 = 480
= 3,25,716 6 ×6 = + 36
3,25,716
Thus the required product is 3,25,716.
Multiplying by a 2-digit Number

Example 5 Find 1,85,325 × 32.
Solution By writing 32 in expanded form, we get 32 = 30 + 2. First, multiply 185325 by
2 ones and then by 3 tens . Next, add the two products to get the final product.
Step 1 Step 2 Step 3
185325 185325 3,70,650
× 2 ones × 3 tens + 55,59,750
370650 ones = 3,70,650 555975 tens = 5559750 59,30,400
= 55,59,750
The above three steps can TL L TTH TH H T O
be performed together as:
1 8 5 3 2 5
× 3 2 → 32 = 30 + 2
Thus the required product
is 59,30,400. 3 7 0 6 5 0 → 185325 × 2
+ 5 5 5 9 7 5 0 → 185325 × 30
5 9 3 0 4 0 0
Example 6 Find 8,52,104 × 43.

Solution
C TL L TTH TH H T O
8 5 2 1 0 4
× 4 3 → 43 = 40 + 3
2 5 5 6 3 1 2 → 852104 × 3
+ 3 4 0 8 4 1 6 0 → 852104 × 40
Thus the required product
is 3,66,40,472. 3 6 6 4 0 4 7 2

There is one more interesting way to multiply two numbers. Let us learn an alternative
algorithm to multiply two numbers with the help of given activity.
Aim To multiply two numbers with an alternative algorithm
You will need A sheet of paper and a pen
Steps
1. Suppose we need to find the product 792 × 36. For this, create a Halve Double
table with two columns —Halve and Double.
36 792
2. Write the smaller number in the Halve column and the greater
number in the Double column. 18 1584
3. Divide the number in the Halve column by 2 (ignoring the 9 3168
remainders) and multiply the number in the Double column by 2.
4 6336
Stop when the Halve column reaches the value 1.
4. Cross out the rows with an even number in the Halve column. 2 12672
5. Add the remaining values in the Double column to get the product. 1 25344
Thus 792 × 36 = 28,512.
Reflections
• How do you think the above method works? Discuss in class.
• Which product is easier to find using above method (a) 6235 × 79 or (b) 342 × 64?
• Does the above method involve any complications? Discuss them in the class.

Example 7 Find 42,745 × 294.
Solution Expand 294 = 200 + 90 + 4. First multiply 42,745 by 4 ones then by 9 tens ,
and lastly by 2 hundreds . Add all the three products to get the final product.
Step 1 Multiply the ones. Step 2 Multiply the tens.
42745 42745
× 4 ones × 9 tens
170980 ones = 1,70,980 384705 tens = 3847050 = 38,47,050
Step 3 Multiply the hundreds. Step 4 Add the three products.

42745 170980
× 2 hundreds + 3847050
85490 hundreds = 8549000 = 85,49,000 + 8549000
12567030
The above four steps can be performed together as:

C TL L TTH TH H T O
4 2 7 4 5
× 2 9 4 → 294 = 200 + 90 + 4
1 7 0 9 8 0 → 42745 × 4
3 8 4 7 0 5 0 → 42745 × 90
+ 8 5 4 9 0 0 0 → 42745 × 200
1 2 5 6 7 0 3 0
Thus the required product is 1,25,67,030.

Example 8 Find 1,447 × 5,234.
Solution
TL L TTH TH H T O
1 4 4 7
× 5 2 3 4 → 5234 = 5000 + 200 + 30 + 4
5 7 8 8 → 1447 × 4
4 3 4 1 0 → 1447 × 30
2 8 9 4 0 0 → 1447 × 200
+ 7 2 3 5 0 0 0 → 1447 × 5000
7 5 7 3 5 9 8
Answer: 75,73,598
Properties of Multiplication
• The product does not change even if the order changes. I make everything
I keep things
zero.
689 × 702 = 4,83,678 and 702 × 689 = 4,83,678 same.
• The product of any number and 1 is the number itself.

4,12,796 × 1 = 4,12,796 and 1 × 4,12,796 = 4,12,796
• The product of a number and 0 is 0.
6,36,958 × 0 = 0 and 0 × 6,36,958 = 0
• Even if the grouping of numbers is changed, the product remains the same.
( 62,346 × 2 ) × 5 = 62,346 × ( 2 × 5 ) = ( 62,346 × 5 ) × 2 = 6,23,460
EXERCISE 2.3
1. Find the following products—
(a) 33,652 × 6 (b) 9,65,214 × 15 (c) 85,14,032 × 16
(d) 43,082 × 265 (e) 4,34,982 × 432 (f) 2,87,085 × 1,528

2. Solve the following word problems.
(a) How many hours are there in a regular year?
(b) In a circus, 32,145 spectators have come for watching the show. Each spectator pays
`350 for a ticket. How much money is collected by the organisers?
(c) LIFE SKILL An organisation encouraged its employees to contribute to the Prime
Minister's Relief Fund of India to help the flood victims. On average, each employee
of the organisation contributed `2,034 to the relief fund. Find the total amount of
contribution if there were 83,251 employees.
Multiplication by Multipliers Ending with Zero

Let us recall.
A number when multiplied by 1 gives the number itself. 8 × 1 = 8
When a number is multiplied by 10, we put a 0 to the right of 8 × 10 = 80
the multiplicand to get the product. 8 × 100 = 800
In general, when we multiply a number by 10, 100, 1000, and so on,
8 × 1000 = 8000
we put as many 0s to the right of the multiplicand as there are 0s in
the multiplier.
Example 9 Multiply 70 by 20.
Solution
Multiply the non-zero digits.
7 × 20
70 × 20 = 1400
Put two 0s in the product
Example 10 Find the product 30 × 60 × 90.

Solution 3 × 6 × 9 = 162 Product of non-zero digits
Put three 0s in the product. Therefore 30× 60 × 90 = 1,62,000.
Example 11 Multiply 125 × 500 horizontally.
Solution 125 × 5 = 625 Product of non-zero digits
Put two 0s in the product. Therefore 125 × 500 = 62,500.
Lattice Multiplication
Lattice multiplication is a method of multiplying two numbers using a grid. It is same as regular
long multiplication, but the advantage is that it breaks the multiplication into smaller steps.
Let us multiply two numbers—32,476 and 2,138, using the lattice method with the help of
the following activity.

Aim To multiply two numbers (32,476 and 2,138) using the lattice method
Steps
1. Draw a grid with the number of rows and columns equal to the number of digits in the
multiplier and multiplicand respectively. Now draw diagonal lines inside the grid as shown
in Figure 1. Note that each box is split diagonally into ones and tens places.
2. Now write the digits of the multiplicand along the top of the columns and the digits of the
multiplier along the side of the rows as shown in Figure 2.
3 2 4 7 6
T T
O O 2
1
Figure 1 Figure 2
3. Multiply each row digit by each column digit. For example, multiply 2 by 6, which equals
12. Write 1 in the tens section and 2 in the ones section, as shown in Figure 3. If there is no
tens value, write 0 in the tens section.
4. Repeat step 3 to complete the lattice.
5. Now add the digits in each diagonal, starting from the bottom right corner to the upper left
corner as shown in Figure 4. Take carry-overs, if any, to the next diagonal.
3 2 4 7 6 3 2 4 7 6
0 0 0 1 1 0 0 0 1 1
6 4 8 4 2 2 0 6 4 8 4 2 2
0 0 0 0 0 0 0 0 0 0
1 6 1
3 2 4 7 6 3 2 4 7 6
0 0 1 2 1 0 0 1 2 1
3 9 3
9 6 2 1 8 9 6 2 1 8
2 1 3 5 4 8 4 2 1 3 5 4 8
4 6 2 6 8 4 6 2 6 8
3 3 6 8 8
Figure 3 Figure 4
6. Now to get the product, write the digits from the upper left corner to the bottom right corner.
Therefore the product of 32,476 and 2,138 is 6,94,33,688.
Reflections
• Is this method easier than the 'Halves and Doubles Method'?
• Which of the two methods do you think will be best to multiply two 4-digit numbers?
Discuss in class.

Now let us multiply a 3-digit multiplicand and a 3-digit multiplier using lattice method.
Solution Since the both numbers are 3-digit numbers, we draw a grid of 3 rows and 3
columns and divide each of the nine small boxes with an oblique line.
Step 1 Write the digits of the multiplicand along the top 2 1 6
horizontal side of the grid. 2 0 3
2 5
Step 2 Write the digits of the multiplier along the right 0 5 0
vertical side of the grid. 3
2 0 3
6
4 6 6
Step 3 Multiply each digit of the multiplicand with each Carry over
1 0 2
digit of the multiplier at a time. 14 4
6 4 4
Step 4 Add all the numbers along with a diagonal starting
16 12 4
from the bottom right to the top left corners. Carry over
Step 5 To get the product write the digits from the upper left Carry over
corner to the bottom right corner.

Thus the product of 416 × 564 = 2,34,624.
EXERCISE 2.4
(a) 25 × 400 (b) 886 × 300 (c) 30 × 40 × 500
(d) 6,324 × 500 (e) 99 × 7,000 (f) 7,412 × 60
2. Write the missing multiplicands in each of the following—
(a) _____ × 70 = 6,300 (b) _____ × 60 = 48,000 (c) _____ × 40 = 3,20,000
(d) _____ × 90 = 8,10,000 (e) _____ × 800 = 5,60,000 (f) _____ × 300 = 21,00,00,000
3. Multiply the following using lattice multiplication.
(a) 412 × 214 (b) 333 × 111 (c) 850 × 365 (d) 665 × 155
0 4 7 5 5 2 0
DIVISION OF LARGE NUMBERS Quotient
Divisor 9 4 2 7 9 6 8 0 Dividend
– 0
Division by a 1-digit Divisor 4 2
Example 13 Divide 42,79,680 by 9. – 3 6
Solution 6 7
Verification – 6 3
4 9
Dividend = Divisor × Quotient + Remainder – 4 5
= 9 × 475520 + 0 4 6
= 42,79,680 – 4 5
1 8
– 1 8
0 0
– 0
0 Remainder

To divide large numbers by 9, we can also use a shortcut method. Let us do it through the
following activity.
Aim To understand a shortcut method of dividing large numbers by 9
Steps
1. Write the leftmost digit of the dividend as the first digit of your quotient.
2. To obtain the next digit of the quotient, add the previous digit of the quotient to the next digit
of the dividend.
3. Repeat step 2 until you add to the last digit of the dividend. The number obtained is the
remainder. If 9 divides into the remainder, add the quotient to the answer.
For example, let us solve 42,79,680 ÷ 9.
(a) As the leftmost digit of the dividend is 4, write 4 as the first digit of the quotient.
(b) For the next digit of the quotient, add the next digit of the dividend—that is 2, to the
previous digit of the quotient—that is 4. We get 6 as the next digit of the quotient. Now
the answer is 46 .
(c) Next add 7 (next digit of the dividend) and 6 (previous digit of the quotient) to get 13.
Now write 3 as the next digit and carry over 1 to the previous digit 6, making it equal to
7. Now the answer is 473 .
(d) Now add 9 (next digit of the dividend) and 13 (previous sum) to get 22. Now write 2
as the next digit and carry over 2 to the previous digit 3, making it equal to 5. Now the
answer is 4752 .
(e) N ow add 6 and 22 to get 28. Write 8 as the next digit and carry over 2 to the previous
digit 2, making it equal to 4. Now the answer is 47548 .
(f) Add the next digit 8 to 28 to get 36. Write 6 in the answer and carry over 3 to the previous
digits 48, making it equal to 51. Now the answer is 475516 .
(g) N ow add the last digit 0 to 36 to get 36. Divide 36 by 9, we get 4. Now add 4 to the
previous answer 475516, to get 475520.
Thus 42,79,680 ÷ 9 = 4,75,520.
Reflections
• Using the above method to find the quotient in each of the following—
(a) 2,93,112 ÷ 9 (b) 70,60707 ÷ 9

Division by a 2-digit Divisor
Example 14 Divide 99,826 by 35.
Solution
0 2 8 5 2
35 9 9 8 2 6 In the quotient, we have
– 0 35 × 0 = 0 < 9, so 0 at the ten thousands place;
9 9
– 7 0 35 × 2 = 70 < 99, so 2 at the thousands place;
2 9 8
– 2 8 0 35 × 8 = 280 < 298, so 8 at the hundreds place;
1 8 2
– 1 7 5 35 × 5 = 175 < 182, so 5 at the tens place;
7 6
– 7 0 35 × 2 = 70 < 76, so 2 at the ones place; and the remainder is 6.
6 Remainder
Verification
Dividend = Divisor × Quotient + Remainder
= 35 × 2852 + 6
= 99820 + 6 = 99,826
Division by a 3-digit Divisor

Example 15 Divide 6,24,508 by 368.
Solution
0 0 1 6 9 7 In the quotient, we have 368 > 6, so 0 at the lakhs place;

368 6 2 4 5 0 8 368 > 62, so 0 at the ten thousands place;
– 3 6 8 368 × 1 = 368 < 624, so 1 at the thousands place;
2 5 6 5
– 2 2 0 8 368 × 6 = 2208 < 2565, so 6 at the hundreds place;
3 5 7 0
– 3 3 1 2 368 × 9 = 3312 < 3570, so 9 at the tens place;
2 5 8 8
– 2 5 7 6 368 × 7 = 2576 < 2588, so 7 at the ones place; and the remainder is 12.
1 2 Remainder
1 6
9 7 Quotient
Verification × 3
6 8 Divisor
1 3 5
7 6 (1697 × 8)
Dividend = Divisor × Quotient + Remainder 1 0 1 8
2 0 (1697 × 60)
= 368 × 1697 + 12 5 0 9 1
0 0 (1697 × 300)
= 624496 + 12 = 6,24,508 6 2 4 4
9 6
+ 1 2 Remainder
6 2 4 5 0 8 Dividend

Division by 10; 100; and 1,000
Example 16 If 5,560 books are to be arranged equally in 10 bookshelves in the library,
then how many books will be there on each bookshelf?
Solution 556 ÷ 1 = 556 The 0 in the
So 5560 ÷ 10 = 556. divisor divides the
Example 17 Divide 19,950 by 100. 0 in the dividend.
Solution We have to perform 19950 ÷ 100.
Two digits from the right Two 0s in the divisor
become remainder.
19950 ÷ 100
Remaining digits are
quotient.
Thus quotient = 199 and remainder = 50.

Example 18 Divide 4,89,729 by 1,000.
Solution We have to divide 489729 by 1000; it means 489729 ÷ 1000.
Digits at the hundreds,
tens, and ones places Three 0s
will form the remainder.
489729 ÷ 1000
Remaining digits will form quotient.
Thus quotient = 489 and remainder = 729.
Properties of Division
• If we divide a number by 1, the quotient is the
I cannot divide things
number itself. into anything. Does that even
285 ÷ 1 = 285 make sense?
• If we divide a number by itself, the quotient is 1.

285 ÷ 285 = 1 No!
• If we divide 0 by a number, the quotient is 0. I guess.
• Dividing a number by 0 is not defined.
EXERCISE 2.5
1. Find the quotients, and check the answers in each of the following—
(a) 1,81,755 ÷ 7 (b) 9,99,651 ÷ 3 (c) 55,03,256 ÷ 8
(d) 85,624 ÷ 11 (e) 45,63,270 ÷ 15 (f) 68,32,173 ÷ 23

2. Find the quotients and remainders, and check the answers in each of the following—
(a) 63,357 ÷ 18 (b) 85,47,103 ÷ 23 (c) 98,52,104 ÷ 26
(d) 22,58,697 ÷ 42 (e) 4,08,769 ÷ 212 (f) 86,89,728 ÷ 287
3. Divide the following—
(a) 96,325 ÷ 10 (b) 1,14,78,965 ÷ 100 (c) 41,23,078 ÷ 1,000
(d) 2,35,476 ÷ 10 (e) 5,20,14,789 ÷ 100 (f) 8,74,39,210 ÷ 1,000
(a) There are 52,098 apples to be packed in 16 boxes. How many apples will be there in
each box? How many apples will be left over?
(b) A trust distributes `9,35,795 as relief fund equally to 35 patients. How much money
does each patient get?
(c) CRITICAL THINKING A website is being developed to enhance the vocabulary
of kids. There is a collection of 98,36,181 words. Each web page can display 287
words. Find out the number of web pages that are to be designed. How many words
will the last web page have?
PROBLEM SOLVING WITH FUNDAMENTAL OPERATIONS

Example 19 An organisation spent `7,22,436 to give gift vouchers to each of its
employees on a festival.
(a) Each employee received a voucher worth `1,716. How many employees are there?
(b) Next year, the organisation plans to distribute gift vouchers worth `2,526 to each
employee. How much money will the organisation need now? Assume the number of
employees to be the same.
Solution
Step 1 Read and understand the problem carefully.
(a) We are given the total amount the organisation spent on gift vouchers. We are given the
worth of a voucher an employee receives. We are asked to find the number of employees
the organisation has.
(b) We will know the number of employees from the previous question. We are given
the worth of a voucher an employee receives. We are asked to find the total amount the
organisation will need to give gift vouchers.
Step 2 List out the facts given in the question.
Total amount spent on gift vouchers = `7,22,436
Worth of one gift voucher = `1,716
Worth of one gift voucher for next year = `2,526
Number of employees = ?
Total amount spent on gift vouchers for next year = ?

Step 3 Make a mental picture of the question.
(a) The amount `7,22,436 needs to be divided into vouchers worth `1,716.
`7,22,436
`1,716 `1,716 `1,716 … `1,716
Number of divisions = Total number of vouchers
So the number of vouchers will give the number of employees.
(b) The amount of vouchers `2,526 to be multiplied with total number of employees.
Sum of all the amounts = Total amount spent on vouchers
`2,526 `2,526 `2,526 … `2,526
Number of divisions = Total number of employees
4 2 1
1716 7 2 2 4 3 6
Step 4 Solve the problem step by step.
(a) Total amount of money spent by the − 6 8 6 4
organisation = `7,22,436 3 6 0 3
Price of a voucher = `1,716 − 3 4 3 2
1 7 1 6
Number of employees = 7,22,436 ÷ 1,716 = 421
− 1 7 1 6
Thus the number of employees in the organisation is 421. 0
TL L TTH TH H T O
(b) Price of a gift voucher for the
next year = `2,526 2 5 2 6
Number of employees = 421 × 4 2 1
Total amount of money needed by 2 5 2 6
the organisation = 421 × `2,526 = `10,63,446 5 0 5 2 0
Thus the organisation will need `10,63,446.
+ 1 0 1 0 4 0 0
1 0 6 3 4 4 6
Step 5 Check your answer.
(a) The product of total number of employees and price of one voucher should give the total
amount spent.
`1,716 × 421 = `7,22,436 Total amount spent
Thus our answer is correct.
(b) The total amount spent divided by the price of a each gift voucher should give the
number of employees. Similarly on dividing it by the number of employees we should get
the price of a gift voucher.

`10,63,446 ÷ `2,526 = 421 Number of employees
`10,63,446 ÷ 421 = `2,526 Price of a voucher

Thus our answer is correct.
You must have noticed the symbols ‘+’, ‘–‘, ‘×’, and ‘÷’ on a
calculator. A simple calculator is a small electronic machine.
It allows us to do four basic operations of mathematics
more easily. There are more complex calculators also
available which perform much more complex scientific
calculations.
EXERCISE 2.6
Solve the following word problems.
1. On Sunday, 2,63,953 people visited the trade fair, 4,33,000 people visited on Monday, and
3,20,656 people visited on Tuesday. How many people in all visited the trade fair in these
three days?
2. A factory produces 9,45,729 disposable masks and 1,83,456 PPE kits daily. What is the
total number of masks and PPE kits produced in a week, assuming the numbers remain
the same throughout the week?
3. What is the sum of the greatest 6-digit number and the smallest 8-digit number?
4. CRITICAL THINKING The blue line of Delhi metro observed a record ridership
of 7,98,498 on 12 Aug 2011. If the average fair collected from each passenger was `38,
then how much money was collected on that day? To curb the corona virus infection
cases, Delhi metro was running at a reduced capacity for sometime in 2020-2021. If
on a particular day in September 2020, the ridership was 3,59,324 on blue line, how
much money was collected assuming the average fair remains the same? What was the
difference in collected fair from 12 Aug 2011?
5. An organiser has 25,90,488 tickets to be sold equally among 358 music concerts. How
many tickets are to be sold in each concert?
6. CRITICAL THINKING An NGO spent `4,36,61,392 to provide packets of rations and
basic amenities to immigrants and daily wage workers during nation-wide lockdown.
(a) Each packet was worth `2,356. How many such packets were distributed?
(b) After including masks, sanitizers, and handwash, the cost of each packet became
`2,592. If the number of packets remain the same, how much extra cost will the NGO
incur? What will be the total money spent by NGO?

ESTIMATION IN OPERATIONS ON NUMBERS
In our day-to-day life, we may come across situations where we do not need to know the
exact figure and where an approximate figure is sufficient. For example, read the following
statements:
1. In an organisation, 180 out of 350 employees were fully vaccinated for Corona virus. Out
of the remaining, 120 employees were vaccinated with the first dose of vaccine.
2. There were about 12,000 people vaccinated for the Corona virus in Pune, yesterday.
In the first statement, we know that exactly 180 and 120 employees were vaccinated with
both doses and single dose respectively. However, the second statement does not give us an
exact figure. Here the number could be 12,329; 11,989, or any other number near 12,000.
We call such number an estimated number. Finding an answer to a solution which may not
be actual but closest is called estimation.
We have already discussed estimation in earlier classes. Let us consider some examples to
see estimation related to everyday life.
SUBJECT INTEGRATION
India has a land area of 32,87,263 sq. km; more than one-third of which is
occupied by the states of Rajasthan, Madhya Pradesh, Maharashtra, and
Uttar Pradesh. These states together occupy an area of 11,99,132 sq. km.
Find a reasonable estimate of the land area of India occupied by other states?
LIFE SKILLS
Suyash is fond of reading books. He visits International Kolkata Book Fair (IKBF) every year. It is the
world’s largest non-trade book fair. He collected some interesting facts about the 41st edition of the
book fair (25 Jan 2017–5 Feb 2017). The facts are given as follows:
• The 12-day book fair drew 19,52,725 visitors.
• The number of school kids who visited the book fair was 3,93,732.
• The total sales of the books were `21,17,29,873.
1. Find a reasonable estimate of visitors other than school kids.
2. If each visitor purchased one book each, find the approximate cost of a book to the nearest rupees.
3. Find out more interesting facts about 41st IKBF. Which was the theme country for this edition?
Estimating Sum
Example 20 According to Chilika Wildlife Division, in 2020, 11,05,040 migratory birds
belonging to 184 species had arrived in Odisha’s Chilika. Whereas in 2019, 10,47,978 birds
belonging to 183 species had arrived at Chilika? Find the actual and estimated sum of the
migrated birds in 2019 and 2020.

Solution
Actual sum Estimated sum
1 1 0 5 0 4 0 1 1 0 0 0 0 0 Rounding to the nearest 10,000
+ 1 0 4 7 9 7 8 + 1 0 5 0 0 0 0 Rounding to the nearest 10,000
2 1 5 3 0 1 8 2 1 5 0 0 0 0
Hence about 21,50,000 birds were migrated to India in years 2019 and 2020, whereas
21,53,018 was the actual number of migrated birds.
Estimating Difference
Example 21 For an examination, 69,46,445 applicants registered themselves. Out of
these, 59,36,028 appeared for the examination. Find the actual and estimated number of
applicants who did not appear for examination.
Solution Here we need to find the difference between the total applicants and the number
of applicants appeared for the examination.
Actual Difference Estimated Difference
6 9 4 6 4 4 5 7 0 0 0 0 0 0 Rounding to the nearest 1,00,000
– 5 9 3 6 0 2 8 – 6 0 0 0 0 0 0 Rounding to the nearest 1,00,000
1 0 1 0 4 1 7 1 0 0 0 0 0 0
Hence about 10,00,000 applicants did not appear for examination, whereas the actual
number was 10,10,417.
Estimating Product
Example 22 A milk truck contains 28,590 packets of milk. If 9 such trucks are to be sent,
what is the actual and estimated number of milk packets?
Solution Here we need to find the product of the number of milk packets in a truck and
the number of trucks.
Actual product Estimated product

2 8 5 9 0 2 9 0 0 0 Rounding off to the nearest 1,000
× 9 × 1 0
Rounding off to the nearest 10
2 5 7 3 1 0 2 9 0 0 0 0
Thus there are about 2,90,000 packets of milk, whereas the actual number is 2,57,310.
Estimating Quotient
Example 23 If there are 25,872 tiles to be sent to New Delhi on 8 loading vehicles, then
around how many tiles should be loaded on each vehicle?

Solution
Total number of tiles = 30,000 Rounding off to the nearest 1,000
Number of vehicles = 10 Rounding off to the nearest 10

Tiles on each vechicle = 30000 ÷ 10 = 3,000
Thus around 3,000 tiles should be loaded on each vehicle.
EXERCISE 2.7
Find the actual and estimated answers.
1. Leena just withdrew `35,405 from her bank account. As a result, the account now has
`50,236 left in it. About how much money was there in her bank account before transfer?
Estimate your answer to the nearest 1,000.
2. An NGO collected 15,785 kg of plastic for recycling in last three months. They further
collected another 4,290 kg of plastic in current month. About how many kilograms of
plastic has been collected for recycling in 4 months? Find a reasonable estimate close to
the nearest 100.
3. The value of Deewan’s mutual fund decreased by `2,89,638. If his fund was worth
`6,23,899 earlier, find its current approximate worth in nearest 100.
4. A factory produces 18,426 cars every month. About how many cars are produced in a year
nearest to 1,000? Compare with actual answer.
5. During the vacation, 16 families went on a trip which cost them `2,16,352 collectively.
How much did each family pay to the nearest 100? (HINT: The number of families will
not be rounded.)
Concept Map
Addition
• Each number in an addition Subtraction
sum is called an addend. • Order of subtrahend and minuend
• Order of addends does not cannot be changed.
affect the sum.
Four Fundamental Division

Operations • Division by 0 is not defined.
Multiplication
• Order of numbers does not
affect the product. Estimation
• The product of any number • The sum, difference, product, and
and 0 is 0. quotient of two numbers can be
estimated by rounding off the
numbers suitably.

REFLECTION BOX
• I can add and subtract large numbers.
• I can multiply and divide large numbers.
• I can estimate sum, difference, product, and quotient.
Which operation did you find easy to perform? Why?
Which operation did you find difficult to perform? Why?
REVISION EXERCISE
1. Fill in the blanks.
(a) 1,74,495 × 100 = _______ (b) 27,566 × 1,000 = _______
(c) 3,70,453 ÷ 100 = _______ (d) 12,86,675 ÷ 1,000 = _______
2. In a division sum, we can have the same divisor and remainder. Yes or No?
3. What is the difference between the numbers obtained by multiplying a number by 0 and 1?
4. A famous author wrote a novel in three parts. The total word count of her novel was
2,79,112. The first and second parts contained 78,037 and 98,135 words respectively. Find
the word count of the third part.
5. Deepshikha was awarded a cash prize of `1,15,000 for her meritorious achievements in the
school. She deposited this amount in her bank account. Her account now shows `1,47,232
as the available balance. What was Deepshikha’s account balance before she got this prize?
6. A publishing company sold 14,23,412 copies of a famous storybook in the year 2018.
Children in India liked the book, and its sale increased by 1,12,124 next year. In the year
2020, the total number of copies sold was 16,10,109. How many copies of the book were
sold in these three years?
7. Shyam Lal is building a wall to mark the boundary of his field. He has a budget of
`1,89,000. He purchases bricks worth `32,000 and cement worth `24,750. Would he be able
to buy 15 tubs of plastic paint if each tub costs `1,999? If yes, how much money will be left
with him after the purchase?
8. A branch of a bank got `55,38,12,352 deposited by its customers in their accounts in the
year 2020. Out of this, `27,34,34,400 were deposited in the first half of the year. How much
amount was deposited in the second half of the year?
9. The difference between two numbers is 7,63,20,128. If the smaller number is 1,87,23,093,
find the greater one.

10. Tanay and Suman are organising a 3-day Ganpati mahotsav in their society. The society
has 724 flats in all. Out of which, residents of 645 flats paid `1,550 each. If the total money
collected is `11,45,360, find the money contributed by the residents of remaining flats.
11. The population of Uttar Pradesh was 16,60,53,600 in 2001. It was expected to increase by
2,35,27,877 by the end of 2011. What was the expected population of Uttar Pradesh at the
end of 2011?
12. The owner of an electronic megastore makes a profit of `23,59,400. He decides to keep
`18,73,700 with him and distribute the rest equally among his 25 staff members as a bonus.
Find the amount each staff member will receive.
ASSERTION AND REASONING

In each of the following questions, an Assertion (A) and a corresponding Reason (R) supporting it are
given. Read both the statements and state which of the following is correct:
(a) Both A and R are true, and R supports A. (b) Both A and R are true, but R does not support A.
(c) A is true, but R is false. (d) A is false, but R is true.
1. Assertion (A) The quotient of a division problem is always smaller than the dividend.
Reason (R) The dividend is the sum of the remainder and the product of quotient and divisor.
2. Assertion (A) Subtrahend is greater than minuend.
Reason (R) Minuend – Subtrahend = Difference
3. Assertion (A) The estimated sum of 2,589 + 25,876 is 29,000 when rounded to the nearest
thousands.
Reason (R) The highest place in a 5-digit number in the Indian number system is the ten
thousands place.
Create flow charts to round a number to its nearest (a) thousand and (b) ten thousand places. Are there
the same number of steps involved? Which steps are similar? Which are different? Discuss in class.

3 FACTORS AND MULTIPLES
On every Friday night, a local Radio station held a call-in contest.

• Every third caller won a chance to play a quiz in the show.
• Every fifth caller won a gift hamper of chocolates.
Essential Questions
In the first 75 calls—
1. Which callers won a chance to play a quiz in the show?
Every third caller—that is, 3rd, 6th, 9th, ... callers won a chance to play a quiz in the show.
2. Which callers won a gift hamper of chocolates?
Every fifth caller—that is, 5th, 10th, 15th, ... callers won a chance to play a quiz in the show.
3. Which callers won both—a chance to play a quiz in the show and a gift hamper of chocolates?
If we skip count by the product of 3 and 5—that is, 15—we will get callers who won both the
prizes. So 15th, 30th, 45th, 60th, and 75th callers won both the prizes.
When we skip count by a number, we get the multiples of that number.

The numbers 3, 6, 9, 12, ... are the multiples of 3.
Similarly 5, 10, 15, 20, ... and 15, 30, 45, 60, 75, ... are the multiples of 5 and 15
respectively.
48 Factors and Multiples

RECAP EXERCISE
1. Use multiplication to find the factors of the following—
(a) 72 (b) 96 (c) 135
2. Use division to find the factors of the following—
(a) 81 (b) 120 (c) 105
3. Write the first five multiples of 8.
4. A labourer has to put 90 bricks in equal piles. In how many ways can he make piles of equal
number of bricks?
FACTORS
Let us recall the concept of factors by playing the following game:
Maths Activity
Aim To recall the concept of factors
You will need A4 sheet of paper, colour pens
Steps
1. Divide the class into two teams—team A and team B.
2. Write the numbers from 1 to 25 on white/black board. The game will be played as follows:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25
• One player from either one of the teams selects a number. His/ her team gets that many
points. For example, suppose a player from team A starts the game and selects a number
25, then team A receives 25 points.
• Player from team crosses 25 from the list. Now the opposing team B gets the points equal
to the sum of all the factors that have not already been crossed. Here team B gets 1 + 5 =
6 points and numbers 1 and 5 are crossed from the list.
• Record the points of both teams in a table.
Team A Team B
25 6 (Factors of 25 are 1, 5, and 25, but 25 is crossed)

• Similarly, team B then picks a number, say 23, from the remaining list and gets awarded
with that many points. The number 23 crossed out.
1 2 3 4 5 6 7 8 9 10
11 121 3 14 15 16 17 18 19 20
21 22 23 24 25
Team A Team B
25 6
0 23
• Since there are no factors of 23 left in the list of numbers, the other team will not get
any point.
• The teams take turns choosing numbers and crossing the factors.
• When all the numbers have been crossed, the team with the highest sum of the numbers
wins.
Reflections
• Which number(s) has the least number of factors?
• Which number(s) has the most factors?
• Which number(s) should the teams avoid and why?
• What are some real-life scenarios that require knowledge about factors?
A factor is a number which divides another number without leaving a remainder.

Example 12 ÷ 3 = 4 12 ÷ 4 = 3 Both 3 and 4 are factors of 12.
We can find all the factors of a number in two ways—
(a) By multiplication (b) By division
1 × 12 = 12 12 ÷ 1 = 12 12 ÷ 4 = 3
2 × 6 = 12 12 ÷ 2 = 6 12 ÷ 6 = 2
3 × 4 = 12 12 ÷ 3 = 4 12 ÷ 12 = 1
The numbers 1, 2, 3, 4, 6, and 12 are all factors of 12.

We can also use the area models to find the 12 1
1
factor pairs of a number. For this draw all
possible rectangles such that the products of 2 1 × 12
length and breadth is always 12. 4
Properties of Factors 6
3
• The number 1 is a factor of every number. 3×4

12
3
• Every non-zero number is a factor of itself.
• The smallest factor of a number is 1. 6×2
6
• The largest factor of a number is the number 4
itself. 2
• Every factor of a non-zero number is less 2×6
4×3
12 × 1
than or equal to the number.
I am always a factor.
I am largest of all.
TESTS OF DIVISIBILITY
Divisibility tests help us to discover whether a I am always a factor.
number has a factor besides 1 and the number I am smallest of all.
12
itself. Let us learn the divisibility rules of 2, 3, 5, 6
9, 10, and 11. 1
2 4
3
Factors of 12
Divisibility by Rule Examples
2 The number ends in 2, 4, 6, 8, or 0. Numbers 920; 1,234; 2,468; 12,366;

and 65,732 are all divisible by 2.
3 The sum of the digits of the number 5,742 = 5 + 7 + 4 + 2 = 18
should be divisible by 3. 34,563 = 3 + 4 + 5 + 6 + 3 = 21
Both 18 and 21 are divisible by 3. So
given numbers are divisible by 3.
5 The number ends in 5 or 0. Numbers 670; 1,540; 2,860; 16,350;
and 65,730 are all divisible by 5.
9 The sum of the digits of the number 1,359 = 1 + 3 + 5 + 9 = 18

should be divisible by 9. 32,688 = 3 + 2 + 6 + 8 + 8 = 27
Both 18 and 27 are divisible
by 9. So given numbers are divisible
by 9.
10 The number ends in 0. Numbers 8,970; 2,340; and 62,880
are all divisible by 10.

11 The difference of the sum of the 245762
digits at odd and even places of
a number should be either 0 or a 2 + 5 + 6 = 13
multiple of 11. 4 + 7 + 2 = 13
13 – 13 = 0 So it is divisible by 11.
Hey, tell me your secret.

Hey, smart boy! What is How do you know the answer
35,67,24,398 divisible by? 35,67,24,398 2 every time?
EXERCISE 3.1
1. Find the factors of the following numbers by drawing all possible rectangles.
(a) 30 (b) 48
2. Which of the following numbers are divisible by 2? What kind of numbers are they?
(a) 2,204 (b) 1,444 (c) 5,631 (d) 7,932 (e) 8,657
3. Find the numbers divisible by 3 in the following—
(a) 9,903 (b) 4,750 (c) 3,146 (d) 4,123 (e) 8,103
4. Check whether 9 is a factor of the given numbers.
(a) 1,079 (b) 7,835 (c) 3,402 (d) 7,763 (e) 3,321
5. Check the divisibility.
Number Divisibility Divisibility Divisibility Divisibility Divisibility Divisibility

by 2 by 3 by 5 by 9 by 10 by 11
(a) 3,258
(b) 7,236
(c) 10,005
(d) 7,23,800
6. CRITICAL THINKING Answer the following statements with suitable reasons.
(a) If a number is divisible by 3, will it also be divisible by 9?
(b) If a number is divisible by 10, will it also be divisible by 5?
7. CRITICAL THINKING If a number is divisible by 4, is it also divisible by 8? What
about the converse statement?

PRIME AND COMPOSITE NUMBERS
Any number greater than 1 which has only two factors—1 and the number itself—is called
a prime number.
Examples The numbers 2, 3, 5, and 7 are prime numbers.
A number which has more than two factors is called a composite number.
Examples The numbers 4, 6, 8, 9, and 10 are composite numbers.
Prime and Composite Numbers Between 1 and 100

The steps to find prime and composite numbers between 1 to 100 are given here.
To find out prime and composite numbers, we use the method derived by the ancient Greek
mathematician named Eratosthenes.
Step 1 Write the numbers from 1 to 100.
Step 2 Make a crown on 1 because it is a unique number.
Step 3 Circle the number 2 and cross all the numbers divisible by 2.
Step 8 Continue this process until all the numbers are either crossed-out or circled.
All the circled numbers are prime numbers

1 2 3 4 5 6 7 8 9 10
and the crossed-out numbers are composite
. The prime numbers between 1 and 100 are 11 12 13 14 15 16 17 18 19 20
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41,
43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 21 22 23 24 25 26 27 28 29 30
and 97. 31 32 33 34 35 36 37 38 39 40
Two prime numbers with a composite
41 42 43 44 45 46 47 48 49 50
number in between are called twin primes.
Colour the squares with twin primes in your 51 52 53 54 55 56 57 58 59 60
favourite colour. Check your answer below. 61 62 63 64 65 66 67 68 69 70
PRIME FACTORISATION 71 72 73 74 75 76 77 78 79 80
A composite number can be shown as the 81 82 83 84 85 86 87 88 89 90

product of prime factors. This is called
91 92 93 94 95 96 97 98 99 100
prime factorisation.
There are two methods of prime factorisation.
(a) Factor tree method (b) Division method
The twin prime pairs between 1 to 100 are (3, 5), (5, 7), (11, 13), (17, 19), (41, 43), and (71, 73).

Factor Tree Method
In this method, we factorise a composite number until we get all prime factors.
Let us factorise 48 using the factor tree method.
48 Consider 48 as the root of the
tree.
Keep writing factor pairs as

2 24
First factor pair branches of the tree.
2 12 The numbers in the boxes are

This looks like an composite. Factor them in each
upside-down tree. step by finding one of its prime
2 6 factors.
2 3 The numbers in the circles are

prime. Keep collecting them.
The prime factorisation of 48 is 2 × 2 × 2 × 2 × 3.
Division Method 3 81
In this method, we start dividing the given number by the smallest prime number 3 27
and continue dividing by prime numbers until we reach 1. 3 9
Let us factorise 81 by the division method. 3 3
The prime factorisation of 81 is 3 × 3 × 3 × 3. 1
Prime factorisation can be checked by multiplying all the factors. The product should be equal to
the given number.
EXERCISE 3.2
1. Separate the prime and non-prime numbers from the following numbers—
35, 37, 39, 41, 43, 73, 89, 111, 51
2. Pick out the composite numbers from the given numbers.
47, 49, 51, 53, 55, 57, 59, 61, 63, 65
3. Write true or false against the given statements.
(a) Prime numbers have only 2 factors. ______
(b) The number 1 is a prime number. ______
(c) The number 2 is not a prime number. ______
(d) The largest 1- and 2-digit numbers are composite numbers. ______

4. Draw the Sieve of Eratosthenes to find out prime numbers between 101 and 250. Also write
twin primes between 99 and 199.
5. Use the factor tree method to find the prime factorisation of the given numbers.
(a) 88 (b) 65 (c) 84 (d) 140 (e) 133
6. Use the division method to find the prime factorisation of the given numbers.
(a) 75 (b) 21 (c) 128 (d) 164 (e) 91
HIGHEST COMMON FACTOR (HCF)

Let us consider two numbers, 12 and 18.
Factors of 12 are 1, 2, 3, 4, 6, and 12.
Factors of 18 are 1, 2, 3, 6, 9, and 18.
We can see that 1, 2, 3, and 6 are the factors which are common to both 12 and 18.
Out of these common factors, 6 is the greatest factor which is common to both 12 and 18.
The greatest number which divides two or more numbers exactly without leaving any
remainder is called the highest common factor (HCF).
When two or more numbers have the same factor, that factor is called a common factor.
HCF of 3 Numbers
To find the HCF of 3 numbers, first find the factors of the 3 numbers separately. Then take
out the common factors. Next, identify the HCF.
Example 1 Find the HCF of 18, 24, and 72.
Solution Factor pairs of 18 Factor pairs of 24 Factor pairs of 72
1 × 18 = 18 1 × 24 = 24 1 × 72 = 72
2 × 9 = 18 2 × 12 = 24 2 × 36 = 72
3 × 6 = 18 3 × 8 = 24 3 × 24 = 72
4 × 6 = 24 4 × 18 = 72
6 × 12 = 72
8 × 9 = 72
Factors of 18 = 1, 2, 3, 6, 9, and 18
Factors of 24 = 1, 2, 3, 4, 6, 8, 12, and 24
Factors of 72 = 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, and 72
Common factors = 1, 2, 3, and 6
Highest common factor = 6

Alternative method
HCF by short division method.
2 18, 24, 72
HCF
3 9, 12, 36
3, 4, 12
HCF = 2 × 3 = 6 Multiply all common prime factors.
We can find the HCF by two more methods.
(a) Prime factorisation method (b) Division method
HCF by Prime Factorisation

To find the HCF by prime factorisation, we find the prime factors of the given numbers and
list the prime factors which are common to all. The product of the common prime factors is
the required HCF.
Example 2 Find the HCF of 15, 25, and 75.
Solution Prime factorisation of 15 = 3 × 5 3 15 5 25 3 75
Prime factorisation of 25 = 5 × 5 5 5 5 5 5 25
Prime factorisation of 75 = 3 × 5 × 5 1 1 5 5
Common prime factor = 5 1
HCF = 5
HCF by Division Method

To find the HCF of two numbers by the division method, 72 192 2
we follow the given steps. −144
Let us consider two numbers—192 and 72. 48 72 1
−48
Step 1 Make the smaller number as a divisor and the larger number 24 48 2
as a dividend and start dividing. −48
Step 2 The remainder left (if not zero) becomes the new divisor and Last divisor 0
the last divisor becomes the new dividend.
Step 3 Continue the process until 0 is obtained as remainder.
Step 4 The last divisor is the required HCF.
Therefore the HCF of 72 and 192 is 24.
• If two numbers have their HCF as 1, they are known as coprime numbers. For example, 4 and 9.
• Coprime numbers need not be prime numbers.
• The HCF of numbers is less than or equal to the smallest of the given numbers.

EXERCISE 3.3
1. Find the HCF of the following numbers and explain what is common in all the answers.
2. Find the HCF of the following by listing the common factors.
(a) 27, 81 (b) 15, 90 (c) 21, 28, 42 (d) 36, 54, 72 (e) 48, 64, 144
3. Find the HCF of the following by prime factorisation.
(a) 16, 24 (b) 15, 30 (c) 32, 40 (d) 48, 144 (e) 90, 405
4. Find the HCF of the following by the division method.
(a) 18, 24 (b) 28, 35 (c) 48, 72 (d) 144, 216 (e) 288, 540
5. Solve the following—
(a) Find the greatest number that divides 18 and 24 without a remainder.
(b) Find the greatest number that divides 96 and 108 without a remainder.
6. CRITICAL THINKING I am a 3-digit prime number. The sum of my digits is 5. If my
ones and hundreds digits are interchanged, I still remain prime. What number am I?
MULTIPLES
Let us recall the concept of multiples by playing the following game:
Maths Activity
Aim To understand the concept of multiples
Steps
• First all the students of a class have to stand in
a circle.
• One by one the students have to speak the
numbers from 1 to 60.
• The student who begins the game says ‘1’.
• The next student whose turn is to say ‘2’, has
to says ‘Bizz’ instead of the number 2.
• The next student whose turn is to say ‘3’, has to
say ‘Buzz’ instead of the number 3.
• Now every time a student has to say a number which can be divided by 2, he or she says
‘Bizz’. The player who has to say a number which can be divided by 3, says ‘Buzz’.
• A student who has to call a number which can be divided by both 2 and 3 has to say
‘Bizz-Buzz’ instead of the number.
• The student who forgets to say ‘Bizz’,’Buzz’, or ’Bizz-Buzz’ correctly will be out of the
game. The student who is left in the end will be the winner.

Observe the following—
7×1=7
7 × 2 = 14
7 × 3 = 21
7 × 4 = 28
Here 7 has been multiplied by 1, 2, 3, and 4 consecutively to get the products as 7, 14, 21,
and 28 respectively.
So the multiples of 7 = 7, 14, 21, 28, and so on.
Similarly multiples of 2 = 2, 4, 6, 8, …;
multiples of 3 = 3, 6, 9, 12, …; and
multiples of 4 = 4, 8, 12, 16, …; and so on.
Example 3 Write down the first ten multiples of 8.
Solution The first ten multiples of 8 are 8, 16, 24, 32, 40, 48, 56, 64, 72, and 80.
Properties of Multiples
• Every number is a multiple of itself.
• Every number is a multiple of 1.
• Every multiple of a number is greater than or equal to the number.
• The smallest multiple of a number is the number itself.
• The multiples of an even number are always even.
• The multiples of an odd number are alternately odd and even numbers.
• Multiples of even numbers are even. For example, 2 → 2, 4, 6, 8 ....
• Multiples of odd numbers are alternately odd and even numbers. For example, 3 → 3, 6, 9,
12 ....
EXERCISE 3.4
1. Write the next five multiples of each of the following—

(a) 7 → 7, 14, 21, 28, ____, ____, ____, ____, ____
(b) 16 → 16, 32, 48, 64, ____, ____, ____, ____, ____
(c) 40 → 40, 80, 120, 160, ____, ____, ____, ____, ____
2. Find out the first four multiples of 12.
3. Is 144 a multiple of 9? Give reasons.
4. Write the seventh multiple of 15.

5. 15 × 12 = 180 means _________ is a multiple of ____ and ____.
6. Choose any even number between 1 and 20, and write its first ten multiples. Verify that all
the multiples are even numbers.
7. Choose any odd number between 1 and 20, and write its first ten multiples. Verify that the
numbers are alternately even and odd.
LOWEST COMMON MULTIPLE (LCM)

Let us consider the numbers 4 and 6, and find the multiples of both the numbers.
Multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, ... .
Multiples of 6 are 6, 12, 18, 24, 30, 36, ... .
The common multiples are 12, 24, 36, ... .
Out of these common multiples, 12 is the multiple which is the lowest (least).
The smallest number that can be divided by the given numbers without leaving any
remainder is called the lowest common multiple.
The lowest common multiple is also called the least common multiple and is written as LCM.
LCM Through Multiples

Sita and her friend Gita were playing the jumping game. Both started from the same place.
Sita covered 3 ft in every jump while Gita covered 5 ft. At what place did they meet?
Sita
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Gita
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, ...

Multiples of 5 = 5, 10, 15, 20, ...
The first common multiple of 3 and 5 = 15. So 15 is the LCM of 3 and 5.
Sita and Gita met at the first common multiple of 3 ft and 5 ft—that is, 15 ft mark.
LCM of 3 Numbers
Write down a few multiples of 3 numbers. Take out the common multiples and pick up the
LCM.
Example 4 Find the LCM of 4, 6, and 8.
Solution Multiples of 4 = 4, 8, 12, 16, 20, 24, ...
Multiples of 6 = 6, 12, 18, 24, ...
Multiples of 8 = 8, 16, 24, ...
LCM = 24

LCM by Prime Factorisation
In this method, we first list the prime factors of the numbers and then multiply the common
factors and the remaining prime factors.
Example 5 Find the LCM of 32 and 48.
Solution Prime factorisation of 32 = 2 × 2 × 2 × 2 × 2
Prime factorisation of 48 = 2 × 2 × 2 × 2 × 3
Multiplying the common factors 2 and the remaining prime factors, we get
LCM = 2 × 2 × 2 × 2 × 2 × 3 = 96.
LCM by the Common Division Method

In this method, we follow the steps given below.
Let us consider the numbers 12, 16, and 20.
Step 1 Divide by the smallest prime number, which can divide at least 2 12, 16, 20
one of the numbers, and bring down the numbers that cannot
2 6, 8, 10
be divided further.
Step 2 Continue dividing by the smallest possible prime numbers 2 3, 4, 5
until the last row contains prime numbers or coprime numbers. 3, 2, 5
Step 3 Multiply all the factors and the numbers in the last row to get the LCM.
LCM of 12, 16, and 20 = 2 × 2 × 2 × 3 × 2 × 5 = 240.
EXERCISE 3.5
1. Find the LCM of the following numbers on a number line.

(a) 5 and 7 (b) 3 and 5 (c) 8 and 24 (d) 11 and 55 (e) 13 and 52
2. Find the LCM of the following numbers by listing the multiples.
(a) 9 and 63 (b) 5 and 55 (c) 7 and 49 (d) 4, 6, and 8 (e) 6, 9, and 18
3. Find the LCM of the following numbers by the prime factorisation method.
(a) 15 and 48 (b) 48 and 84 (c) 20, 25, and 30
4. Find the LCM of the following numbers by the division method.
(a) 12 and 48 (b) 42, 56, and 70
5. Express the following numbers as the sum of 2 primes.
(a) 18 (b) 50 (c) 34
6. Express the following numbers as the difference of 2 primes.
(a) 9 (b) 24 (c) 40
(a) Two containers have 16 L and 24 L of oil. What is the largest measuring can that can
exactly measure oil from both the containers?
(b) What is the smallest length of a room in which an exact number of carpets of length
12 metres and 9 metres can fit?

(c) There were 18 blocks to jump from the house to the gate. Johnny took 2 jumps at a
time, and Vicky took 3 jumps at a time. If they started together, at what block would
they meet? Show it on a number line.
8. CRITICAL THINKING If a number is a factor of another number, can the number be
its multiple as well? Justify your answer with an example.
RELATIONSHIP OF HCF AND LCM

The product of the HCF and LCM of two natural numbers is equal to the product of the two
numbers.
Example Take two numbers 24 and 36. Find their HCF and LCM.
HCF LCM
2 24, 36 2 24, 36
Common 2 12, 18 2 12, 18
factors
3 6, 9 3 6, 9
2, 3 2, 3
The remaining factors 2 and 3 have
no other common factors and are
coprimes, thus, Remaining factors
HCF = 2 × 2 × 3 = 12. LCM = 2 × 2 × 3 × (2 × 3)
= 72
The product of HCF and LCM—that is, 12 and 72:
72 × 12 = 864
The product of the two numbers—that is, 24 and 36:
24 × 36 = 864
We see that the two products are same. Thus we can say,
Product of HCF and LCM = Product of the two numbers
Example 6 Find the LCM if the product of the two numbers is 2,025 and their HCF is 15.
Solution HCF × LCM = Product of two numbers
Product of two numbers
Therefore LCM =
HCF
2025
LCM = = 135
15
LCM = 135
If two natural numbers are coprime, then their LCM is the product of the numbers.

Example 7 The HCF of two numbers is 3 and the LCM is 90. If one number is 18, find
the other number.
Solution Product of two numbers = HCF × LCM
So 1st number × 2nd number = HCF × LCM
HCF × LCM
2nd number =
1st number
3 × 90
= = 15
18
The other number is 15.
Example 8 Find the greatest number which divides 56 and 84 exactly.
Solution To find the greatest divisor, we have to find the HCF.
56 84 1
−56
Last divisor 28 56 2
−56
0
Therefore 28 is the greatest number that divides the given numbers exactly.
Example 9 What is the smallest number that is divisible by 18, 24, and 54?
Solution To find the smallest dividend, we have to find the LCM.
2 18, 24, 54
2 9, 12, 27
2 9, 6, 27
3 3, 1, 27
3 3, 1, 9
3 1, 1, 3
3 1, 1, 1
LCM = 2 × 2 × 2 × 3 × 3 × 3 = 216
Therefore 216 is the smallest number that is exactly divisible by the given numbers.
EXERCISE 3.6
1. Prove the relationships of the following numbers with their HCF and LCM.
2. The product of two numbers is 625 and their LCM is 25. Find the HCF.
3. The product of the HCF and LCM of two numbers is 1,280. If one number is 32, find the
other number.

4. Find the LCM and HCF of the following pairs of numbers, and verify that
LCM × HCF = product of two numbers.
(a) 75 and 275 (b) 26 and 117
5. Find the greatest number which is a factor of 180 and 336.
6. Find the greatest number that can divide 392 and 462 exactly.
7. What is the smallest number that is divisible by 20, 48, and 72?
8. Three baskets of fruit contain 42, 98, and 70 pieces respectively. What is the highest
common number (factor) of fruit that can be taken from all three baskets at one given time?
9. Rubeena has two ribbons, one is red and other is green. The lengths of these ribbons are
448 cm and 528 cm respectively. These have been cut into pieces of the same lengths
without any wastage. Find the largest possible length of each piece.
REFLECTION BOX
• I can identify the prime and composite numbers.
• I can check the divisibility of any number by using the divisibility test.
• I can list factors using the prime factorisation, factor tree, and division methods.
• I can find the HCF of 2 or more numbers using the prime factorisation and division methods.
• I can list the multiples of different numbers.
• I can find the LCM of 2 or more numbers thorough multiples, prime factorisation, and
common division methods.
• I can solve problems using the relationship of HCF and LCM.
LIFE SKILL
Write the ages of all your family members and make a factor tree of
each family member’s age.
Suppose your grandfather’s age is 96 years. Then the factor tree for the
age of your grandfather can be drawn as shown here. Find the missing
numbers.
96

Concept Map
 7 → Double the last digit and subtract it
from a number made by the other digits.
The result must be divisible by 7.
 8 → The last three digits are divisible by 8.

 2 → The last digit is even (0, 2, 4, 6, 8).
 3 → The sum of the digits is divisible by 3.  9 → The sum of the digits is divisible by 9
 4 → The last two digits are divisible by 4.  10 → The number ends in 0.
 5 → The last digit is 0 or 5.  11 → Add and subtract digits in an alternating

pattern (add digit, subtract next digit, add next digit,
etc). Then check if that answer is divisible by 11.
 6 → The number is even and divisible by 3.
The numbers obtained by multiplying
Factor is a number which divides another the given number by a natural number.
number without leaving a remainder. For example, Multiples of 6 are:
12 6×2 12
1 12
6×3 18
2 6 Test of Divisibility
6×4 24
3 4 ... ...
Factors Multiples
Factors and Multiples
Prime and HCF

Prime Factorisation
Composite Numbers
 Prime numbers: Have only

Prime factorisation of 36 HCF of 12 and 20
two factors—1 and itself. Using Factor Tree Using Repeated Division
Factors of 12 = 2 × 2 × 3
 Composite
numbers: Have 36 2 36
more than two factors. Factors of 20 = 2 × 2 × 5
2 18
 1
is neither prime nor 2 18 HCF = 2 × 2 = 4
composite. 3 9
2 9
3
3 3
Lowest Common Relationship
36 = 2 × 2 × 3 × 3 36 = 2 × 2 × 3 × 3 of HCF and LCM
Multiples (LCM)
LCM of 12 and 20 LCM × HCF = Product of the

two numbers
Factors of 12 = 2 × 2 × 3
Factors of 20 = 2 × 2 ×5
LCM = 2 × 2 × 3 × 5
= 60

REVISION EXERCISE
1. Write the factor pairs of 60 by multiplication and division facts.
2. What will be the 4th and 5th multiples of the following—
(a) 11 (b) 7 (c) 13 (d) 14 (e) 18
3. Which of the following numbers are divisible by 2?
(a) 32,566 (b) 15,337 (c) 84,632 (d) 47,856
4. Which of the following numbers are divisible by both 2 and 3?
(a) 52,084 (b) 36,744 (c) 19,647 (d) 54,324
5. Seema and her nine friends are playing. Seema decides to assign consecutive prime
numbers greater than 10 to all the players. Write the ten numbers she would have assigned
to the players.
6. Boxes that are 16 inches tall are being stacked next to the boxes that are 80 inches tall.
What is the shortest height at which the two stacks will be of the same height?
7. CRITICAL THINKING Siddharth’s team of 8 children won a cash prize worth
`38,136. He divides this money equally among 8 children. Is it possible to divide this
money equally among 8 children, check without actual division? How much money will
each children get? Will there be any money left?
8. Mukul has cards numbered from 0 to 20. He plays a game with his friends where they
have to pull out those cards that are the factors of a given number. If the given number is
12, find all the cards that will be pulled out.
9. A salesman goes to Hyderabad after every 14 days for one day. Another salesman goes
after every 42 days, also for one day. Today, both are in Hyderabad. After how many days
will both the salesmen again be in Hyderabad on the same day?
10. Peter noticed that the number of questions given for holiday homework is divisible by
both 3 and 13. What is the smallest possible number of questions that could have been
given?
11. Roopa’s account balance is the largest 6-digit number exactly divisible by 2, 4, 6, 8, and
10. What is Roopa’s account balance?
12. A teacher asks the students to tell any three numbers that have 75 as a multiple. Rakhi
says 15, Soha says 25, and Aditi says 12. One of them is wrong. Can you identify the
wrong answer?
13. Shilpi buys samosas for her kitty party. The number of samosas is the same as the number
of even numbers between 27 and 49. Find the total number of samosas she bought.

14. CRITCAL THINKING A team of three students won a cash prize of `39,456. Without
actually dividing, can you find whether this amount can be divided equally among the
three? Other team of three students won `31,345. Will the other team be able to divide the
money equally? Find out without actual division.
15. A bell rings every 20 seconds and other rings every 80 seconds. At 2.00 p.m., the two
bells ring simultaneously. At what time will the bells ring again at the same time?
16. CRITCAL THINKING Write the numbers 1 to 20 in the given figure in the correct place.
Based on the figure, answer the following questions.
(a) Which are more—even primes or odd primes?
Prime Even
(b) Find the LCM of odd primes.
(c) Find the HCF of the even composites.
(d) Are there any twin prime numbers?
Odd
SUBJECT INTEGRATION
Dione and Tethys, two moons of Saturn, take about 3 and 2 days
respectively to complete one orbit around Saturn. If the two satellites
started orbiting close together on 1 August 2020, after how many
days will they be aligned once again with one another? Do you know
that before 7 October 2019, Saturn had 62 moons? On this day a new
discovery of 20 new moons made the tally to 82. Find out the names
of few famous moons.

Unit Test Paper 1
(Based on Chapters 1 to 3)

1. Mark the periods by placing the commas according to the Indian place value chart. Also
write the period, place, place value, and the face value of the coloured digit. (2 marks)
Number Period Place Place Value Face Value
14933254
2. Write the numerals. (1 mark)

(a) F
ive crore twenty-eight lakh sixty-four thousand two hundred and fifty-four
____________
(b) Thirty-four million three hundred and twenty-five thousand ____________
3. Convert the following Roman numerals to Hindu-Arabic numerals. (4 marks)
(a) LXX (b) CXLIV (c) DCII (d) MCLV
4. Solve. (6 marks)
(a) 99,63,112 + 5,04,663 (b) 28,63,45,858 – 23,54,86,742
(c) 3,57,452 × 86 (d) 22,58,697 ÷ 42
5. Find—
(a) HCF of 20 and 36. (b) LCM of 8, 12, and 18. (2 marks)
6. What is the least number of saplings that can be arranged in rows of 12, 24, and 40 in
each row? (2 marks)
7. Amir’s two children go to the same school. He pays `6,340 per month as school fees
for each child. How much does he pay in the entire year? (2 marks)
8. A two-wheeler manufacturer sold 1,24,665 bikes in January; 1,90,895 bikes in
February; and 2,05,726 bikes in March. How many bikes in all did the company sell in
the three-month period? (3 marks)
9. A packet contains 16,295 safety pins. If a shopkeeper buys 14 such packets, what is the
number of safety pins the shopkeeper bought? Estimate your answer by rounding each
number to its highest place value. (3 marks)

4 FRACTIONS
Flags are symbols. Flags may represent a community, organisation, or nation we

belong to.
Essential Questions
1. What do the colours on the flags mean?
Colours on the flags may have different meanings in different cultures.
For example, in Indian flag:
• Saffron indicates strength and courage.
• White indicates peace and truth.
• Green indicates fertility, growth, and auspiciousness of the land.
2. Following are the flags of some countries:
Germany Canada Austria India

1
(a) For which country is the red part of the flag of the whole?
3
Germany
2
(b) For which countries are the coloured portions of the flag of the whole?
3
Austria and India
68 Fractions
FACTS ABOUT FRACTIONS
Divided into Has similar
equal parts items
• A fraction represents a part of a whole or a group .

2
1 5 of the dots
4 of the diamond
• A proper fraction has the numerator • An improper fraction has the numerator
less than the denominator. greater than or equal to the denominator.
2 Numerator 4 Numerator
3 Denominator 3 Denominator
• Like fractions have the same • Unlike fractions have different
denominators. denominators.
1 3 4 1 3 3
8 8 8 3 8 10
• Unit fractions have digit 1 as the • A mixed fraction is a combination of a
numerator. whole number and a proper fraction.
1 1 1
2 4 7 5 3 3
2 2 1
7 5 4
• Equivalent fractions have the same value even though the numerators and
denominators are different.
Infobit
Unit fractions are often
called Egyptian fractions
1 2 3 1 2 3 because the ancient
2 4 6 3 6 9 Egyptians investigated
fractions in this form.
RECAP EXERCISE
1. Find a fraction equivalent to a given fraction using multiplication.
(a) 3 (b) 4 (c) 2
5 7 9
Fractions 69
2. Find a fraction equivalent to a given fraction using division.
(a) 15 (b) 8 (c) 32
20 16 56
3. Express the following improper fractions as mixed numbers.
(a) 32 (b) 29 (c) 49
5 4 6
4. Express the following mixed numbers as improper fractions.
(a) 5 2 (b) 4 3 (c) 3 4
7 8 9
5. Reduce the following fractions to their lowest term.
(a) 25 (b) 42 (c) 60
35 48 72
6. Add the following fractions.
(a) 4 1 + 3 2 (b) 10 + 4 3 (c) 1 2 + 4
8 8 12 12 7 7
7. Find the following—
(a) 8 of 66 (b) 4 of 63 (c) 3 of 64
11 9 8
COMPARING AND ORDERING FRACTIONS

Comparing Like Fractions
Let us do an activity and recall comparing of like fractions.
Maths Activity
Aim To compare and order like fractions
You will need A few sheets of paper, a pencil, a bangle or a bowl to draw a circle, and a ruler
Steps
1. List a set of like fractions such as, 1 , 5 , and 7 on the whiteboard.
8 8 8
2. Ask students to use different reasoning to put the fractions in order from the smallest to the
greatest.
3. Ask students to explain their reasoning with an area model (using circles or rectangles of
same sizes) or a number line (with same unit distances).
4. Next ask them to compare the two representations.
70 Fractions
5. What do you observe about 1 represented on the circle and 1 represented on the number
line? 8 8
1
8
0 1
6. Repeat the above activity with the other fractions also as shown here.
5
8 In area model, one shape
represents the whole. The
0 1 shape is divided into equal
parts.
7
8
0 1
7. Ask the students to place the fractions in an order from the smallest to the greatest as shown
here.
1 < 5 < 7
8 8 8
Reflection
Here students may observe that larger number at the numerator mean greater fractions, but it
only holds true when the denominators are the same. The area model and number line both help
in the visualisation of comparison.
When the denominators are the same, it is easy to compare. We compare the numerators
only.
6
Example 1 Which is smaller? 3 or
9 9
Solution The denominators of 3 and 6 are the same.
9 9
The numerators are 3 and 6, where 3 < 6, so 3 < 6 .
9 9
Comparing Unlike Fractions
When the denominators are the same, we only compare the numerators. But we cannot
compare unlike fractions directly like this. Let us do an activity to recall comparing of
unlike fractions.
Fractions 71
Maths Activity
Aim To compare and order unlike fractions
You will need A few sheets of paper, a pencil, a bangle or a bowl to draw a circle, and a ruler
Steps
1. Write a set of unlike fractions such as 3 , 5 , and 1 on the whiteboard.
8 3 2
2. Ask students to use different reasoning to put the fractions in order from the smallest to the
greatest.
3. Ask students to explain their reasoning with an area model (using circles or rectangles of
same sizes) or a number line (with same unit distances).
4. Next ask them to compare the two representations.
5. What do you observe about 3 represented on the circle and 3 represented on the number
8 8
line?
1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8
0 1
6. Repeat the above activity for other fractions also as shown here.
1 2 3 4 5 6
3 3 3 3 3 3
0 1 2
1
2
0 1
7. Ask the students to place the fractions in an order from the smallest to the greatest as shown
here. 3 < 1 < 5
8 2 3
Reflection
From the above activity, students may observe that larger number at the numerator does not
always mean greater fraction. The area model and number line both help in the visualisation
of comparison.
When the denominators are different, we can compare the fractions as follows.
Example 2 Compare the fractions 3 and 7 .
5 2
72 Fractions
Solution To compare the given fractions, we make the denominators same.
3 = 3 × 2 = 6 and 7 = 7 × 5 = 35 .
5 5 2 10 2 2 5 10 The LCM of 5 and 2 is 10.
On comparing the numerators, we find

35 > 6. Math's Trick
∴ 35 > 6 or 7 > 3 We can also find the cross
10 10 2 5 products to compare
fractions.
Example 3 Arrange the following fractions Cross Product
in ascending order.
2 , 3 , and 5
6 = 3 7 = 35
3 4 6 ×
5 2
Solution
Step 1 Find the LCM of the denominators by the The side with bigger product
division method. has the bigger fraction.
3 7
2 3, 4, 6 As 6 < 35, therefore < .
5 2
2 3, 2, 3
3 3, 1, 3
1, 1, 1
LCM = 2 × 2 × 3 = 12
Step 2 Write equivalent fractions with new denominator.
2 × 4 = 8 , 3 × 3 = 9 , 5 × 2 = 10
3 4 12 4 3 12 6 2 12
Step 3 Compare the new numerators and write the fractions in order.
As 8 < 9 < 10 so 2 < 3 < 5 .

12 12 12 3 4 6
So the given fractions in ascending order are 2 , 3 , 5 .
3 4 6
EXERCISE 4.1
1. Simplify the given fractions.

25 18 10 15
(a) (b) (c) (d)
30 36 10 20
2. Convert into like fractions.
5 11 13
(a) 1 , 2 , 3 (b) 5 , 7 , 9 (c) 3, 5, 1 (d) , ,
2 3 4 6 8 10 4 6 2 10 15 20
Fractions 73
3. Fill in the boxes for equivalent fractions.
7 3 12 6 4
(a) = (b) = (c) = (d) =
10 20 5 7 28 9 45
4. Compare by finding the LCM of the denominators.

7 6
(a) 2 4 (b) 3 3 (c) 3 (d) 4
3 5 8 4 5 10 10 5
5. Write the fractions in ascending order.
4 9 7 7 2 8
(a) 1 , 2 , 3 (b) 1 , 2 , 1 (c) , , (d) , ,
4 5 8 3 9 5 5 10 15 10 5 15
6. Write the fractions in descending order.
2 1 5 1 2 3
(a) 1 , 2 , 3 (b) 2 , 3 , 3 (c) , , (d) , ,
2 3 4 3 5 4 3 5 6 8 6 4
7. CRITICAL THINKING What fraction of the whole square is each piece? Order the
fractions from the greatest to the smallest.
4
1 2
3 5
6 8 11
12
9 10
7
ADDITION AND SUBTRACTION OF FRACTIONS

Addition and Subtraction of Unlike Fractions
We know how to add and subtract like fractions (with a common denominator). To add or
subtract unlike fractions, we convert the fractions into equivalent fractions with a common
denominator.
Example 4 Add 2 and 5 .
9 6
Solution The two fractions can be shown on number line as:
2 5
9 6
0 1 0 1
To add the above fractions we follow these steps:
74 Fractions
Visual Representation
Step 1 Find the LCM of the denominators. Divide the unit distance in 18 equal parts
3 9, 6 and show both fractions:
3 3, 2 2 4
=
9 18
2 1, 2
1, 1 0 1
LCM = 3 × 3 × 2 = 18 5 15
=
6 18
The LCM of 9 and 6 is 18.
0 1
Step 2 rite equivalent fractions with the
W
LCM as the new denominator. Adding the total parts of the number lines:
2 × 2 = 4 and 5 × 3 = 15 18 = 1
9 2 18 6 3 18 18
Step 3 dd the new numerators and
A
0 1
change to a mixed number (if
required).
1
∴ 4 + 15 = 19 = 1 1 18
18 18 18 18
0 1
Example 5 Subtract 1 from 6 .

3 7
Solution
Visual Representation
Step 1 Find the LCM of the denominators. Divide the unit distance in 21 equal parts
The LCM of 3 and 7 is 21. and show the greater fraction:
Step 2 rite equivalent fractions with the

W 6 18
LCM as the new denominator. =
7 21
1 × 7 = 7 and 6 × 3 = 18
0 1
3 7 21 7 3 21
Step 3 Subtract the new numerators. Take away the parts equal to the numerator
of smaller fraction from the above number
18 – 7 = 11 . line:
21 21 21 11
21
0 1
Fractions 75
• To find equivalent fractions with a common denominator, we find the LCM of the
denominators.
• Fractions must be simplified wherever possible.
Addition and Subtraction of Mixed Numbers

Let us solve some examples.
Example 6 Add 2 3 and 1 5 .
4 8
Solution
Method 1
Step 1 Add the whole numbers. Step 2 Find the LCM of the denominators.
2+1=3 The LCM of 4 and 8 is 8.
Step 3 Find equivalent fractions with the Step 4 Add the new numerators.
LCM as the new denominator. 6 + 5 = 11
3 × 2 = 6 and 5 × 1 = 5 8 8 8
4 2 8 8 1 8
Step 5 Write as a mixed number. Step 6 Add the whole number and mixed
11 = 1 3 number sums.
8 8
3 + 13 = 43
8 8
Method 2
Step 1 Change to improper fractions. Step 2 Find the LCM of the denominators.
11 + 13 The LCM of 4 and 8 is 8.
4 8
Step 3 Find equivalent fractions with the Step 4 Add the new numerators and
LCM as the new denominator. convert the sum into mixed
11 × 2 = 22 and 13 × 1 = 13 fraction.
4 2 8 8 1 8 22 + 13 = 35 = 4 3
8 8 8 8
Example 7 Subtract 2 3 from 4 1 .

4 6
Solution
Step 1 Change to improper fractions. Step 2 Find the LCM of the denominators.
4 1 – 2 3 = 25 – 11 The LCM of 6 and 4 is 12.
6 4 6 4
76 Fractions
Step 3 Find equivalent fractions. Step 4 Subtract the numerators.
25 × 2 = 50 and 11 × 3 = 33 50 – 33 = 17
6 2 12 4 3 12 12 12 12
Step 5 Write 17 as a mixed number.

12
17 = 1 5
12 12
• To add or subtract mixed numbers, change the fractions to improper fractions.
• If the sum or difference of fractions is an improper fraction, change the improper fraction to a
mixed number.
Properties for Addition and Subtraction of Fractions

• The sum and difference of zero and a fraction is the fraction itself—for example,
3 + 0 = 3, 3 – 0 = 3.
5 5 5 5
• The sum stays the same when the order of fractions is changed in addition, but the same
is not true for the difference—for example,
3 + 5 = 5 + 3 but 3 – 5 ≠ 5 – 3 .
8 9 9 8 8 9 9 8
• The sum stays the same when the grouping of fractions is changed in addition, but the
same is not true for the difference.
5 3 2
+ + = 5 + 3 + 2
9 5 3 9 5 3
EXERCISE 4.2
1. Add or subtract by finding the common denominator. Simplify if needed.

5 3 4 5 8 2 1 2
(a) + (b) - (c) + (d) -
7 2 5 10 9 3 7 14
2 3 4 7 6 2 13 2
(e) + (f) + (g) - (h) -
3 4 5 10 7 3 18 3
2. Find the sum or the difference. Simplify if needed.
1 1 8 1 3 7 7 3
(a) 2 +3 (b) +2 (c) 8 -6 (d) 3 -1
4 2 9 3 5 10 8 4
Fractions 77
3. Solve and simplify the following—
4 7 1 1 2 5 1 3 7
(a) 3 2 4 (b) 5 2 4 (c) 3 2 1
5 10 2 2 3 6 2 4 8
4. CRITICAL THINKING One-half of the books in Rajan’s backpack are storybooks.
Other than that, he has 3 Mathematics books, 2 Science books, and 1 Social Science book.
How many books are there in Rajan’s backpack?
MULTIPLICATION OF FRACTIONS
Multiplication of counting numbers can be represented as repeated addition. We can also
represent the multiplication of fractions as repeated addition. Let us see an example.
Simmi was reading a book. She decided to read 1 of the book each day. Can she complete
the book in 5 days? 5
Repeated addition 1 1 1 1 1 5
+ + + + = = 1
5 5 5 5 5 5
From above figure we see that 5 one-fifths make a whole or 1. This is same as writing 5
times 1 . Thus 5 × 1 = 1.
5 5
Thus Simmi can complete the book in 5 days by reading 1 of the book every day.
5
Multiplication of a Fraction by a Whole Number
4
Solution
Step 1 The whole number is written Step 2 Multiply the numerators.
as a fraction by placing 1 as the 3 × 8 = 24
denominator.
3 × 8
4 1
Step 3 Multiply the denominators. Step 4 Reduce the fraction, if needed.
4×1=4 24 = 6
4
78 Fractions
• To multiply a fraction by a whole number, change the whole number to a fraction and multiply
the numerator by the numerator and the denominator by the denominator.
• Multiplication by a proper fraction decrease the value of the product than the whole number
multiplicand.
Multiplication of a Fraction or a Mixed Number by a Fraction or a Mixed

Number
Example 9 Multiply 1 8 by 1 5 .
9 6
Solution
Step 1 Change the mixed numbers to Step 2 Multiply the numerators.
improper fractions. 17 × 11 = 187
17 × 11
9 6
Step 3 Multiply the denominators.
Step 4 Write 187 as a mixed fraction.
9 × 6 = 54 54
187 = 3 25
54 54
• For multiplying mixed numbers, change the mixed number to an improper fraction and
simplify, if possible. Multiply the numerators and then the denominators.
EXERCISE 4.3

21 4
(a) 1 × 16 = ______ (b) 7 × = ______ (c) × 4 = ______
8 8 5
1 1 2 7
(d) × 9 = ______ (e) × = ______ (f) 56 × = ______
4 7 5 8
5 2 6 2 3 2
(a) × (b) × (c) ×
8 6 7 3 4 3
3 2 11 4 4 2
(d) × (e) × (f) ×
8 9 8 8 8 12
Fractions 79
3. Simplify and multiply the following—
1 1 1
(a) 3 × 2 (b) 7
×4 (c) 10 × 2
3 2 5
1 4 1
(d) 20 × 2 (e) 14 × 2 (f) 9 × 2
5 7 3
4. Simplify, multiply, and reduce the products to the lowest terms.
1 1 1 1 2 1
(a) 1 × 2 (b) 1 × 2 (c) 2 ×1
3 2 8 3 3 6
1 1 1 3 5 2
(d) 2 × 3 (e) 3 × 2 (f) 1 ×
4 3 4 5 7 3
DIVISION OF FRACTIONS
Reciprocal
Any two numbers whose product is 1 are called reciprocals of each other.
For example,
1 ×2=1
2
1 1
Here 2 is the reciprocal of , and is the reciprocal of 2.
2 2
But how do we find the reciprocal of a given number? Let us find out.
If the given number is
a fraction, say, 7 . a whole number, say 5. a mixed number, say, 1 1 .

8 2
Interchange the numerator Write it as a fraction and then Convert it to improper

and denominator. interchange the numerator fraction and then interchange
So reciprocal of 7 is 8 . and denominator. numerator and denominator.
8 7 So reciprocal of 5 is 1 . So reciprocal of 1 1 is 2 .
5 2 3
Take a look at some fractions and their reciprocals.

Fraction Reciprocal Fraction Reciprocal
6 7 3 11 4
2 =
7 6 4 4 11
80 Fractions
5=5 1
1=
1 1
1 5 1 1
6 5 0 0 has no reciprocal.
5 6
EXERCISE 4.4
Find the reciprocals of the following numbers and fractions.

3
1. 12 2. 4 3. 2 4. 8 5. 1
3 5 9
1 3 5 1
6. 7. 8. 9 9. 10. 5
6 5 1 2
Division of Whole Numbers by a Fraction
1 1 2
Number of halves in 1 = 1 = 1 2
2 2 1
1 1 2
Number of halves in 2 = 2 2 4
2 2 1
1 1 4
Number of in 3 = 3 3 12
4 4 1
Fill in the blanks.

1 1 1 1
(a) Number of in 3 = 3 (b) Number of in 5 = 5
5 5 4 4
1 1 1 1
(c) Number of in 6 = 6 (d) Number of in 7 = 7 ÷ =
3 3 2 2
Visual Interpretation of Division of a Whole Number by a Fraction

Simmi’s father baked five cakes. Simmi wants to give three-fourths of a cake to each of
her five friends. Will she be able to do this? How much cake will be left over?
3
Here we have to divide 5 by . To divide five into three-fourths we proceed like this.
4
Let represents a cake. We have five cakes.
Fractions 81
Each cake is divided into 4 parts because
we need three- fourths of each cake.

Now shade/remove three parts from each cake.
15 (5 three-fourths) out of 20 parts

(20 one-fourths) are shaded.
From the remaining 5 parts (one-fourths), we can get one three-fourth and two one-fourths.

Five one-fourth One three-fourth Two one-fourths
So in total we now have 6 three-fourths and 2 one-fourths.

3
5÷ = 6 three-fourths and 2 one-fourths
4
But we are 1 part short from making another three-fourth. In other words, we have 2 parts out
of 3 or 2 of the required .
3
So we can say that we have 6 wholes (which is ) and one two-thirds.

We can write this division as:
3 2
5÷ =6
4 3
The above result can be verified mathematically:
3 4 20 2
5÷ =5× = =6
4 3 3 3
There are 6 three-fourths, and Simmi need only 5 three-fourths. So she will be able to divide
the cakes as per her choice. Also she will be left with and which is .
82 Fractions
Division by Using the Reciprocal
Example 10 Simplify. 10 ÷ 5
Solution
Step 1 Change the divisor to its reciprocal Step 2 Multiply the numerators.
and change the ‘÷’ (division sign) to 10 × 1 = 10
‘×’ (multiplication sign).
1
10 ÷ 5 = 10 ×
5
10
Step 3 Multiply the denominators. Step 4 Simplify. =2
5 × 1 = 5 5
Division of a Fraction by a Fraction

6 3
Example 11 Divide. ÷
10 5 6 3
Solution In the given division problem, dividend = and divisor = .
10 5
We change the divisor to its reciprocal and the division sign to the multiplication sign.
2 1
6 3 6 5
÷ = 2
× 1 =1
10 5 10 3
Dividing by a fraction is the same as multiplying by its reciprocal.
Division of a Mixed Number

1
Example 12 Divide. 2 ÷ 3
4
Solution
Step 1 Change the dividend into an improper fraction.
1 9
2 ÷3 = ÷ 3
4 4
Step 2 Change the divisor to its reciprocal and the division sign to the multiplication sign.
9 1
×
4 3
Step 3 Multiply the numerators and denominators and simplify.
93 1 31 3
× 1 =
4 3 4 1 4
Fractions 83
EXERCISE 4.5
1. Divide each of the following—

1 5 3 40
(a) 6 ÷ (b) 35 ÷ (c) ÷ 18 (d) ÷ 20
3 2 6 2
6 3 11 3 7 2 3 14
(e) ÷ (f) ÷ (g) ÷ (h) ÷
10 5 12 6 9 5 22 11
2. Find the quotients. Simplify if needed.
2 4 7
(a) 2 ÷ 6 (b) 10 ÷ 2 (c) 1 ÷ 4
3 8 9
1 3 3
(d) 5 ÷ 4 (e) 7 ÷ 9 (f) 6 ÷ 3
3 6 4
WORD PROBLEMS ON FRACTIONS

Example 13 How many one-fifths are there in 200?
1
Solution × 200 = 40
5
There are 40 one-fifths in 200.
2
Example 14 How many packets of sweets weighing kg can be made from 30 kg sweets?
3
Solution Total weight of sweets = 30 kg
2
Weight of one packet = kg
3
Therefore number of packets that can be made from 30 kg sweets
2 15 3
= 30 ÷ = 30 × = 15 × 3 = 45
3 21
Therefore 45 packets of sweets can be made.
EXERCISE 4.6
Solve following word problems.

9
1. The product of and a number is 63. Find the number.
7
1 1
2. Princy bought 6 kg of mangoes. If the cost of 1 kg of mangoes is `12 , find the total
2 2
cost of mangoes.
3
3. In a class, of 45 students are boys. Find the number of girls in the class.
5
84 Fractions
7 2
4. There was L of juice in a bottle. Rohan drank L of it. Find the remaining quantity
4 5
of the juice in the bottle.
1
5. A health club advised Sunanda to walk for 1 hour in the morning, an hour in the
2
1
afternoon, and an hour before going to bed. How much distance will she walk in a day?
2
7 3
6. Shiv walked 5 km and Shaun walked 4 km during the weekend. Who walked more
8 4
and by how much?
7. Ravi ate one-fourth of an eight-slice pizza. Find the number of remaining slices of the
pizza.
1
8. A tailor needs 1 m of cloth to make 1 shirt. How much cloth does he need to make
4
12 such shirts?
REFLECTION BOX
• I can compare and order fractions.
• I can add and subtract fractions.
• I can multiply and divide fractions.
• I can solve word problems based on fractions.
LIFE SKILL
Meena and Rina’s mother baked a cake for them. Then their mother
divided it equally for them as shown on the right.
1. What part of the cake will Meena get? _________
Now Rina and Meena says, ‘this piece of the cake is too big’. So their
mother divided the cake into half again as shown on the left.
2. Now what part of the cake will each piece be? _________
Rina and Meena each eat one piece of the cake and keep the rest for
the next day.
Next day both ask their mother to cut the remaining pieces of the cake
into further halves as they want to share the cake with two of their
friends, as shown on the right.
3. What part of the cake will Meena, Rina and their friends get? _________
Fractions 85
Concept Map
Comparing like fractions
 Out of two like fractions, the
fraction with a greater numerator
is greater.
Comparing unlike fractions
 Out of two unlike fractions with the
same numerator, the fraction with
a smaller numerator is greater.  Change mixed number
into improper fraction.  Convert the unlike
 For comparing unlike fractions
fractions into equivalent
with different numerators, first we  Convert the unlike
fractions with a common
convert them into like fractions fractions into like fractions denominator and then
and then compare. and then add or subtract. add or subtract.
Comparing and Addition and Subtraction of Addition and Subtraction

Ordering Fractions Mixed Fractions of Unlike Fractions
Fractions
Properties for Addition and Subtraction of Fractions Multiplication of Fractions
 Adding or subtracting zero does not change the sum or  Multiplication of a Fraction by a Whole Number
3 3 3 3 Step 1 Step 2 Step 3
difference: +0= and -0= . Convert the whole Multiply the numerators Reduce the
5 5 5 5 number into fraction and denominatorss fraction, if needed.
3 2 2 3 2 2 3 2×3 6
 Order does not matter in addition. + = + ×3 = × =
7×1
=
7
5 7 7 5 7 7 1
 Multiplication of a Mixed Number or Fraction by a

Mixed Number or Fraction
 Fractions can be grouped in different ways in addition.
Step 1 Step 2 Step 3
2 11 44 2 1 4 Convert mixed Multiply and simplify Convert back to a
+ ))++ = + +
numbers to fractions mixed fraction
3 77 55 3 7 5 9
1 2 7 27 7 27 63 3
2 ×5 = × = × = = 12
3 5 3 5 31 5 5 5
Division of Fractions
 Division of a 3 2
Fraction by a ÷
4 7
Fraction
Keep Change Flip

3 7 21 5
× = or 2
4 2 8 8
 Division of a ×1 2 5 2
Mixed Number 22 ÷ 3 ÷
2 3
×
5 3 15 3
× 4
or 3
4
2 2
86 Fractions
REVISION EXERCISE
1. Write the reciprocals of the following—
7 2
(a) (b) 1 (c) 15 (d) 1
9 9
2. Compare by finding the LCM of the denominators.
99 33 77 55 47 58
(a) (b) (c)
10 55 88 66 78 614
3. Fill in the blanks for equivalent fractions.
7 65 13
(a) = (b) = (c) =
8 56 15 75 15 45
4. Solve the following. Simplify if needed.
4 7 1 7 840 39 3 5
(a) 3 + 2 (b) 8 - 3 (c) × (d) 5 ÷ 1
5 15 5 10 21 40 7 14
5. Simplify.
5 3 1 2 4 1
(a) 3 2 4 (b) 7 5 2
6 4 2 3 9 6
6. Neeta withdraws `25,000 from her account which had a balance of `50,000. She tells her
father that she has withdrawn half of the amount. Is she right?
7. Ahmed baked 18 cookies and shared them equally among 7 children. Find the number of
cookies each child gets.
5
8. Romila drank 2 glasses of water as she was very thirsty. There was litre of water in the
9
2
1st glass and litre in the 2nd glass. How much water did Romila drink altogether?
3
3 1
9. Rubeena walked 2 km on Monday and 1 km on Tuesday. How much distance did she
4 3
walk in total?
10. Rahul has some money in his pocket. He gives `84 to Deepika. On calculating, he realises
that he gave her 4 of the money he had. How much money did Rahul have?
7
11. Faizal and Ritesh made 5 chits, each having a fraction written on it. Faizal picks up a chit
and finds that he got the fraction 3 . Find the fraction Ritesh has got if on dividing both
4
the fractions, they get 1 as the quotient.
1 1
12. Kuljeet earned `4,200. He spent of it on rent and on food. How much money is left with
4 5
him?
Fractions 87
13. Sam buys a car. He pays only one-fourth of the whole amount at the time of booking. If he
paid `70,000 at the time of booking, determine the cost of the car.
14. On Diwali, Sunil lights up diyas all around the veranda. In 15 minutes, he lights up 3
4
of the total number of diyas. Can you find the total number of diyas Sunil had if he lit 27
diyas in 15 minutes?
15. Sudha has cards numbered from 1 to 10. She counts the prime numbers and the composite
numbers. She writes the number of prime numbers as the numerator and the number of
composite numbers as the denominator. Write the fraction written by Sudha.
16. CRITICAL THINKING A class has 50 students. The number of boys is 10 more than
the number of girls in the class. What fraction of the students are girls?
17. CRITICAL THINKING Observe the picture given on the
right. Answer the following questions:
(a) Which part of the whole (Consider rectangular coloured
strips) does each colour occupy? This is what part of the
whole rectangle?
(b) How many one-eighths will make a half?
1 1
(c) How many are there in ?
8 4
Shutter speed of DSLR cameras is generally measured in

1 1 1 1
fractions of seconds (that is, , , , ). On DSLR
30 60 125 250
cameras, typically only the denominator of the fraction is
marked.
For example, in the given image, the 50 in the upper left
corner indicates a shutter speed of 1 of a second. The
50
larger the denominator, the faster the shutter.
88 Fractions
9
1÷
6
4 ×5
2 − 15
1
3
3 6
7
9 + 6
2
4
−
1 × 1
5 6
6 8
1÷
26
13
5
25
3
21 ×
5 +2 2
2 1
1 1
2 + 4 1 × 4
1 × 3
8
3
2
1 ÷6
70
2 4 × 80
5 +1
2 2 5 7 7
÷
3 9
4
4
5 − 2
8
2
3 of
4÷ 4
27 2
11
÷
3 10 9 ×3
5 DECIMALS
The numbers shown in nutrition facts tables often have a dot in between them.
These are called decimal numbers.
Essential Questions
1. Observe the nutritional information written on the packets of chips and chocolates or the
bottles of jam and pickle. How are they mentioned?
Generally the nutrients mentioned in these tables are in parts of whole.
2. Have you ever noticed the prices on grocery bills?
Generally the prices are given in decimal numbers.
90 Decimals
INTRODUCTION TO DECIMALS
Tenths
If we divide one complete whole into 10 equal parts, each part is called one-tenth and is
written as 1 .
10
We can also write the fraction 1 in another way. We can write it in decimal form. In the
10
decimal form, it is written as 0.1.
Look at the point in 0.1. We call the point a decimal point. The decimal number 0.1 is read
as zero point one.
2 = 0.2, 3
Similarly = 0.3, and so on.
10 10
Let us see how we can combine the whole numbers with decimal numbers.
Whole
number 3.6 Decimal part
part
We can see that there are 3 complete wholes and 6 out of
10 parts are shaded in the fourth whole. Decimal point
So we have 3 + 6 or 3 + 0.6 which is the same as 3.6.

10
• The decimal numbers are also called decimal fractions.
• 1 one = 10 tenths
EXERCISE 5.1
1. Write the shaded parts as fractions and as decimals in each of the following—
(a) (b)
(c) (d)
2. Write the shaded parts as decimals in each of the following—
(a) (b)
Decimals 91
3. Write each of the following as decimals—
5 10 17
(a) (b) (c)
10 10 10
49 4 70
(d) (e) (f)
10 10 10
Hundredths
If we divide one-tenth into 10 equal parts, each part thus obtained is
called one-hundredth and is written as 1 (see adjacent figure).
100
In the decimal form, it is written as 0.01.
Hence we can say 1 tenth = 10 hundredths.
In the adjacent figure, out of 100 squares, 25 have been shaded.
We write this in fraction as 25 (25 hundredths) and in decimal as 0.25.
100
Thousandths
If we divide one-hundredth into 10 equal parts, each part thus
obtained is called one-thousandth and is written as 1 .
1000
In the decimal form, it is written as 0.001.
Hence we can say 1 hundredth = 10 thousandths.
EXERCISE 5.2
1. Write the decimal form for each of the following—
(a) (b) (c)
2. Write the fraction and decimal form for twenty-one and forty-two hundredths.
3. CRITICAL THINKING I am a decimal and 2 tenths greater than 0.029. I am between
0.2 and 0.3. What number am I?
4. CRITICAL THINKING The numbers one-tenth, one-hundredth, one-thousandth, etc.,
are building blocks of decimal numbers. Now 10 is a factor of 10, 100, and 1,000. Verify
that 10 is also a factor of building blocks of decimal numbers. Also explain why?
92 Decimals
READING AND WRITING DECIMALS
We know that decimals consist of two parts—whole number part and decimal part.
To read a decimal or to write the decimal in words, we follow one of these rules—
Rule 1 The whole number part is read as usual. The decimal part is read as if it was a
whole number, but the name of the place of the last digit on the right is attached to the
number. The word ‘and’ is used for the decimal point.
Examples
1. The decimal number 345.43 is read as three hundred forty-five and
forty-three hundredths.
2. The decimal number 172.3 is read as one hundred seventy-two and three
tenths.
3. The decimal number 0.48 is read as forty-eight hundredths.
There is another way which is more usual way of writing a decimal number.
Rule 2 The whole number part is read as usual. The decimal point is read as point. The
decimal part is read digit wise.
Examples 1. The decimal number 145.43 is read as one hundred forty-five point four
three.
2. The decimal number 567.913 is read as five hundred sixty-seven point nine
one three.
LIFE SKILL
A headline in a newspaper writes a large number as shown below.
1.5 lakh People Affected by Power Cut
We say 1.5 lakh as ‘one point five lakh’ or ‘one and a half lakh’. So 1.5 lakh is one lakh fifty thousand; or
1,50,000.
CONVERSION OF DECIMALS
Converting Fractions into Decimals
Decimals are fractions with denominators 10, 100, 1000, and higher multiples of 10. To
convert these fractions into decimals, look at the denominator. There should be as many
digits after the decimal point as there are 0s in the denominator.
5 28 375
Examples 1. = 0.5 2. = 0.28 3. = 0.375
10 100 1000
7
4. = 0.07 One 0 has been placed to have 2 decimal places.
100
Decimals 93
5
5. = 0.005 Two 0s before 5 to make 3 decimal places.
1000
1 801
6. 8 = = 8.01 The whole number remains the same.
100 100
Each place to the right of the decimal point is a decimal place.
Converting Decimals into Fractions

To convert a decimal into a fraction, write the given decimal number as the numerator
with no decimal point, and in the denominator, write 1 followed by as many 0s as there are
digits after the decimal in the given number. Simplify, if required.
Examples 1. 10.2 = 10 2 One decimal place; 1 followed by one 0
10
2. 20.54 = 1027 = 20 27 Two decimal places; 1 followed by two 0s
50 50
3. 35.067 = 35 67 Three decimal places; 1 followed by three 0s
1000
PLACE VALUES AND DECIMALS

Decimals on a Place Value Chart
2
We have seen that is written in the decimal form as 0.2, and it stands for 2 tenths. If we
10
2
divide 2 by 100, we get and write it in the decimal form as 0.02. It stands for 2 hundredths.
100
2
Similarly, on dividing 2 by 1000, we get and write it as 0.002. It stands for 2 thousandths.
1000
Therefore the place value chart for decimals is as follows—
Tenths Hundredths Thousandths
3 5 6
The decimal number shown in the chart is read as 0.356.
This decimal place value chart is an extension of the place value chart that we have learnt
so far. Look at the following decimals placed on the decimal place value chart.
Thousands Hundreds Tens Ones Tenths Hundredths Thousandths
1 1 1
(1000) (100) (10) (1)
10 100 1000
1 3
2 5 4 6
3 6 8 2 1 3
94 Decimals
Place Value of Decimals
The value of each digit in a number depends upon the place it holds (occupies) on a place
value chart.
• Numbers get 10 times bigger on moving to the left.
• On moving to the right, the numbers get 10 times smaller.
• To the right of the ones, the whole number 1 is divided into ten equal parts.
• The decimal point separates the whole number from the decimal part.
Let us see some examples of decimal numbers and the place value of the digits in the
numbers.
Example 1 Write the place value of each digit in the following decimals.
(a) 172.3 (b) 0.48 (c) 368.213
Solution
(a) 1 7 2 3
3
3 tenths or
10
2 ones or 2
7 tens or 70
1 hundred or 100
(b) 0 4 8
8
8 hundredths or
100
4 tenths or 4
0 ones or 0 10
(c) 3 6 8 2 1 3
3
3 thousandths or
1000
1
1 hundredth or
2 100
2 tenths or
100
8 ones or 8
6 tens or 60
3 hundreds or 300
EXERCISE 5.3
1. Write each of the following decimals in words.
(a) 1.8 (b) 17.4 (c) 7.56 (d) 69.89 (e) 185.7
(f) 375.59 (g) 0.59 (h) 35.1 (i) 651.001
Decimals 95
2. Convert the following fractions into decimals.
6 32 502 5 (e) 1 52
(a) (b) (c) (d) 7
10 100 1000 100 1000
3. Express the following as fractions in the lowest forms.
(a) 14.64 (b) 0.006 (c) 132.2 (d) 0.16 (e) 3.5
4. Give the place value of the coloured digit in each of the following—
(a) 75.96 (b) 38.1 (c) 329.008 (d) 82.792 (e) 205.627
EXPANDED FORM OF DECIMALS

Decimal numbers can be expanded in three ways—place value, decimal, and fractional form.
Example Expand 3.84 in all the three ways.
Place value form 3.84 = 3 ones + 8 tenths + 4 hundredths
Decimal form 3.84 = 3 + 0.8 + 0.04
8 4
Fractional form 3.84 = 3 + +
10 100
LIKE AND UNLIKE DECIMALS

Decimals with the same number of decimal places are called like decimals.
Examples
1. Decimals 0.2, 3.5, and 17.9 are like decimals, each with one decimal place.
2. Decimals 5.24, 2.04, and 0.12 are like decimals, each with two decimal places.
3. Decimals 1.043, 0.845, and 13.908 are like decimals, each with three decimal places.
Decimals having the different number of decimal places are called unlike decimals.
Examples
1. Decimals 2.6, 12.64, and 0.486 are unlike decimals as they have different number of
decimal places.
2. Decimals 0.7, 0.71, and 0.723 are also unlike decimals.
We may add as many 0s to the right of the last digit after the decimal point as needed. It
does not change the value of the decimal number.
For example, 1.4 is the same as 1.40, and 2.72 is the same as 2.720. These are called
equivalent decimals.
Unlike decimals can be converted into like decimals by placing 0s.
2.6 12.64 0.486 Unlike decimals
2.600 12.640 0.486 Like decimals
96 Decimals
COMPARING DECIMALS
Just as we compare numbers, we can also compare decimals.
To compare decimals, we convert the unlike decimals into like decimals and compare their
whole number part and decimal part with the help of the following rules—
Rule 1 Out of the given decimals, the decimal with the greatest whole number part is the
greatest and the decimal with the smallest whole number part is the smallest.
Rule 2 If the whole number part is the same, we compare the decimals by comparing
their digits at the tenths place. If they are equal, digits at the hundredths place are
compared, and so on.
Example 2 Rahul and Raj walked back to their homes by walking 2.5 km and 2.48 km,
respectively. Who walked more distance?
Solution Rahul walked 2.5 km → one decimal place
Raj walked 2.48 km → 2 decimal places
To convert 2.5 to like decimal, put a 0 to make 2 decimal places.
Rahul walked 2.50 km, while Raj walked 2.48 km.
Now it is easy to compare—2.50 km > 2.48 km (as 5 > 4). Thus Rahul walked more
distance.
Example 3 Write the following decimals in order from the least to the greatest—0.45,
0.5, 0.005.
Solution Change all the decimals to 3 decimal places—0.450, 0.500, 0.005. Now it is
easy to compare. The decimals in order from the least to the greatest—0.005,
0.45, 0.5.
Before starting comparison of decimals, convert them into like decimals.
EXERCISE 5.4
1. Write all three expanded forms for the following decimals—
(a) 14.8 (b) 25.75 (c) 695.008 (d) 718.705
2. Change the following decimals into like decimals.
(a) 0.5, 0.42 (b) 1.42, 1.5 (c) 6.72, 6.719 (d) 9.215, 9.3
3. Arrange the following in descending order.
(a) 2.04, 24.6, 23.5 (b) 0.1, 1, 3 (c) 92.5, 92.36, 9.68 (d) 0.13, 0.18, 0.11
4. Which of the following are the greatest and the smallest decimal numbers?
1.74 8.29 7.835 5.732 5.54
5. Write the given number in standard form.
1 1 1
(2 ×1000) + (4 × 10) + (6 × 1) + 1 9 1
10 100 1000
Decimals 97
6. Which car has more fuel in its fuel tank—car A with 10.72 litres or car B with 10.8 litres?
7. Mickey has `100.08 while Suraj has `100.80. Who has got more money?
ADDITION OF DECIMALS
Khushi loves running. On Sunday morning, she ran 2.37 km. She ran 0.895 km on Monday
and 1.2 km on Tuesday.
How much did she run in all?
To find the total distance, we have to add all the three distances.
To add the decimals, we follow the steps given below—
Step 1 Convert the unlike decimals into like decimals.
2.37 → 2.370
and 1.2 → 1.200.
Step 2 Write the addends one below the other so that the decimal 2.370
points of all the addends are one below the other. 0.895
Step 3 Add them as whole numbers. + 1.200
Step 4 Put the decimal point in the sum directly below the decimal 4.465
points in the addends.
Thus Khushi ran 4.465 km in all.
Example 4 Add 54.08, 6.237, and 182.4.
Solution By converting into like decimals with 3 decimal places, and adding, we have
54.080
6.237
+ 182.400
242.717
Thus 54.08 + 6.237 + 182.4 = 242.717.
Properties of Decimal Addition

• The change in the order of addends does not affect the sum of decimals.
Example 2.65 + 3.55 = 6.20 and 3.55 + 2.65 = 6.20
• The sum of a decimal number and 0 is the same decimal number.
Example 12.5 + 0 = 12.5 and 0 + 1.2 = 1.2
EXERCISE 5.5
1. Add the following decimals—
(a) 9.04 + 3.218 (b) 27.68 + 12.004 (c) 65.5 + 4.35 + 13.824
98 Decimals
2. Find the sum of the following decimals—
(a) 7 cm + 3.5 cm + 1.2 cm (b) 2.8 m + 0.457 m + 5.65 m (c) 2.5 km + 8 km + 7.459 km
3. Match the following—
(a) 42.03 + 909.5 (i) 993.78
(b) 242.99 + 108.7 (ii) 34.42
(c) 675.08 + 318.7 (iii) 951.53
(d) 18.2 + 12.94 + 3.28 (iv) 351.69
4. Put the correct digit in place of * in each of the following—
(a) 3 . * 6 2 (b) * . 2 9 6
+ 4 . 2 4 * + 1 . 3 * 8
* . 2 0 5 2 . 6 5 *
(c) 1 2 . 8 9 * (d) 6 7 . 0 0 9
+ * . 7 4 8 + 4 0 . 9 9 *
1 8 . 6 * 9 1 0 * . 0 0 1

(a) The weights of three parcels are 0.606 kg, 3.980 kg, and 2.115 kg. What is the total
weight of the three parcels?
(b) In a long jump event, Varun jumped a distance of 2.45 m. Veena jumped 0.85 m more
than Varun’s distance. How far did Veena jump?
(c) Roshan jogged 2.2 km, Mike jogged 3.7 km, and Niharika jogged 4.1 km. Find the
total distance covered by all of them.
SUBTRACTION OF DECIMALS
For the annual sports day, Rashi was practising with her friend
Prashant. Prashant ran 3.76 km and Rashi ran 4.2 km. Who ran more
distance and by how much?
Here we need to subtract the measures.
To subtract the decimals, we follow the steps given below—
Step 1 Convert the unlike decimals into like decimals (4.2 → 4.20).
Step 2 Write the smaller number below the greater number 4.20
so that the decimal points are one below the other. – 3.76
Step 3 Subtract them as whole numbers. 0.44
Step 4 Put the decimal point in the difference directly below the decimal points in
the minuend and subtrahend.
Thus Rashi ran 0.44 km more than Prashant.
Decimals 99
Example 5 Subtract 25.5 from 26.005.
Solution By converting into like decimals with 3 decimal places and subtracting, we get
26.005
– 25.500
0.505
Thus 26.005 – 25.5 = 0.505.
Properties of Decimal Subtraction
• Any decimal number subtracted from itself gives the difference as 0.
Example 2.65 – 2.65 = 0 and 3.55 – 3.55 = 0
• If 0 is subtracted from a decimal number, the difference is the same decimal number.
Example 12.5 – 0 = 12.5 and 1.2 – 0 = 1.2
EXERCISE 5.6
1. Find the difference.
(a) 68.83 (b) 127.31 (c) 5.214 kg (d) 2.565 L
– 18.86 – 65.31 – 0.068 kg – 1.789 L

(a) Subtract 9.456 from 10.
(b) By how much is 16 less than 17.045?
(c) Take away 15.08 from 21.725.
(d) A drum holds 45.8 L of water. If 18.25 L of water is used, how much water is left in the drum?
(e) In a shooting competition, team A scored 123.5 points and team B scored 78.75
points. By how many points did the winning team win?
(f) CRITICAL THINKING A student makes a mistake and adds 1,40,235.97 instead
of subtracting it. The incorrect answer is 36,29,817.4. What is the correct answer?
Explain how you got your answer.
(g) CRITICAL THINKING What is the difference in the place values of 7 in 175.47?
MULTIPLICATION OF DECIMALS
Multiplication of a Decimal by a Whole Number
Anita walked 12 steps with her mother to cross a road. Each of their
step measured 1.25 ft. What was the total distance covered by
Anita to cross the road?
Anita decided to add 1.25 ft + 1.25 ft + ... up to 12 times.
Her mother told her to multiply instead.
100 Decimals
This is what she did.
125
12 × 1.25 = ? × 12
Step 1 Multiply the numbers as whole numbers 250
ignoring the decimal point. 1250
Step 2 Count the number of decimal places in the 1500
multiplicand and multiplier, and add the 1.25 → 2 decimal places
number of decimal places. 12 → 0 decimal places
Step 3 Put the decimal point in the product from
the right after as many digits as the total 1.25 × 12 = 15.00
number of decimal places. 2 + 0 = 2 decimal places
The total distance to covered by Anita is 15 ft.
Multiplication of a Decimal by 10, 100, and 1000

Shalini bought 10 exercise books for school. Each exercise book cost `18.75. What was the
total cost of the exercise books?
To find the total cost, we have to multiply. For this, multiply ignoring the decimal point.
1875 × 10 = 18750
Now place the decimal point from the right after 2 digits as there are only 2 decimal places
in multiplicand. So we get 187.50.
Thus Shalini spent `187.50 on the exercise books.
In the above example, we can see that the value of each digit has increased by 10 times.
Examples
1. 4.62 × 10 = 46.2 Value of each digit has increased by 10 times.
2. 5.869 × 100 = 586.9 Value of each digit has increased by 100 times.
3. 7.203 × 1000 = 7203 The decimal point is omitted as it has become

a whole number.
4. 16.8 × 100 = 1680 One 0 is put to make the movement of 2 decimal

places possible.
• On multiplying a decimal by 10, the decimal point moves one place to the right.
• On multiplying a decimal by 100, the decimal point moves two places to the right.
• On multiplying a decimal by 1,000, the decimal point moves three places to the right.
Decimals 101
Multiplication of a Decimal by a Decimal
Let us learn to multiply a decimal number by a decimal (using decimal model) through the
following activity.
Maths Activity
Aim To multiply two decimal numbers 0.7 and 0.8
You will need A few sheets of paper and sketch pens
Steps
1. Draw a 10 × 10 grid, which represents the number 1. (Figure 1)
2. Each row or column in the grid represents 0.1 of the whole. Now to show 0.7 on the grid,
shade 7 rows of the grid using any colour say blue. (Figure 2)
3. Now shade 8 columns with another colour, say red, to represent 0.8 on the grid. (Figure 3)
Figure 1 Figure 2 Figure 3

4. Now count the squares that have turned purple. There are 56 such squares, which represent 56
hundredths. So 0.7 × 0.8 = 0.56.
Let us solve an example to strengthen the concept.

Example 6 Multiply 3.12 by 1.6.
Solution We multiply as we do for whole numbers ignoring the 312
decimal point. × 16
The number of decimal places is 2 + 1 = 3. 1872
Put the decimal after three places from the right in the 3120
final product. 4992
4992 = 4.992
Thus 3.12 × 1.6 = 4.992.
Properties of Decimal Multiplication

• The order of decimal numbers can be changed in multiplication. The product remains the same.
Example 2.2 × 3.3 = 7.26 and 3.3 × 2.2 = 7.26
• The product of a decimal number and 1 is the decimal number itself.
Example 2.4 × 1 = 2.4 and 1 × 2.4 = 2.4
• The product of a decimal number and 0 is 0.
Example 4.6 × 0 = 0 and 0 × 4.6 = 0
102 Decimals
LIFE SKILLS
Distance travelled Fare
The table given on the right shows the fare of a taxi service.
You took a taxi from your house to school, which is 2.5 km away. First km `32.20
How much did it cost?
Every additional 1 km `9.50
SUBJECT INTEGRATION
The moon is the earth’s only natural satellite. It revolves around the earth. It takes the moon
27.32 days to make one trip around the earth. How many days does it take to make 10 trips
around the earth?
EXERCISE 5.7
1. Find the product in each of the following—
(a) 7.2 × 9 (b) 236.7 × 8 (c) 96.94 × 7 (d) 101.86 × 13
2. Multiply the following by changing the positions of the decimal points.
(a) 96.82 × 10 (b) 7.845 × 10 (c) 0.649 × 10
96.82 × 100 7.845 × 100 0.649 × 100
96.82 × 1000 7.845 × 1000 0.649 × 1000
(a) 2.1 × 3.3 (b) 4.03 × 0.3 (c) 0.59 × 0.4 (d) 216.08 × 4.8
4. Fill in the multipliers in each of the following—

(a) 16.8 × __________ = 168 (b) 217.96 × __________ = 2179.6
(c) 38.792 × __________ = 3879.2 (d) 15.6901 × __________ = 15690.1
(a) Yash drives his car at an average speed of 60.2 miles per hour. What distance will he
cover in 1.5 hours?
(b) Aditya bought 3.4 kilograms of potato from a wholesale vegetable market that cost
`6.95 per kilogram. How much money did he spend on potatoes?
(c) CRITICAL THINKING The population of a city increases by two-tenths
annually. If its present population is 62,000, find its population a year from now.
Decimals 103
DIVISION OF DECIMALS
Division of a Decimal by a Whole Number
A group of 9 girls of class V needed a piece of cloth
each for the Sports’ Day. They decided to buy the
complete bolt and divide it equally amongst themselves.
They asked the salesgirl to measure the cloth in the
bolt. If it was 28.35 m long, then how much cloth did
each girl get?
We need to perform division here: 28.35 ÷ 9.
Step 1 Divide the decimals as the division of whole
numbers is done.
Step 2 Place the decimal point in the quotient directly 0 3 .1 5
above the decimal point in the dividend. 9 2 8 .3 5
Thus each girl will get 3.15 m of cloth. – 2 7 Dividing tenths
1 3 Dividing hundredths
Division of a Decimal by 10, 100, 1000 – 9
Example 7 Divide 26.54 kg into 10 equal parts. 4 5
Solution 0 2 .6 5 4 – 4 5
10 2 6 .5 4 0
– 2 0
6 5
– 6 0
In shortcut
5 4
– 5 0 26.54 ÷ 10 = 2.654
4 0 Place a 0.
26.54 ÷ 100 = 0.2654
– 4 0
0
Thus each part weighs 2.654 kg.
When decimals are divided by 10, 100, or 1000, the value of each division will become
smaller by the number of 0s in the divisor.
22.75 ÷ 10 = 2.275 The decimal point has shifted 1 place to the left.
374.75 ÷ 100 = 3.7475 The decimal point has shifted 2 places to the left.
623.25 ÷ 1000 = 0.62325 The decimal point has shifted 3 places to the left.
23.25 ÷ 1000 = 0.02325 An extra 0 is placed to complete the decimal places.
EXERCISE 5.8
1. Find the quotient in each of the following—
(a) 0.48 ÷ 2 (b) 30.05 ÷ 5 (c) 12.8 ÷ 8 (d) 13.32 ÷ 9
104 Decimals
2. Find the quotients.
(a) 5.64 ÷ 6 (b) 32.841 ÷ 9 (c) 7.344 ÷ 12 (d) 3.649 ÷ 4
3. Divide the following—
(a) 72.8 ÷ 10 (b) 72.8 ÷ 100 (c) 72.8 ÷ 1000
(d) 11.08 ÷ 10 (e) 11.08 ÷ 100 (f) 11.08 ÷ 1000
4. Fill in the missing divisors.
(a) 72.6 ÷ ––– = 7.26 (b) 5.29 ÷ ––– = 0.529 (c) 746.8 ÷ ––– = 7.468
(d) 2.135 ÷ ––– = 0.2135 (e) 9.06 ÷ ––– = 0.0906 (f) 0.34 ÷ ––– = 0.034
5. The product of two numbers is 80.6. If one of the numbers is 4, find the other number.
LIFE SKILLS
The coins we use are made up of metal. These coins are minted at the four Indian Government Mints at
Mumbai, Kolkata, Hyderabad, and Uttar Pradesh.
Look below at the data of the Indian coins.
Types of coins Weight (in g) of new coins
1-rupee coin 3.09
2-rupee coin 4.07
5-rupee coin 6.74
10-rupee coin 7.74
20-rupee coin 8.54
Based on the given information, answer the following questions—
1. Which of the given coins has the greatest weight?
2. What is the difference in weight between a 20-rupee coin and a 2-rupee coin?
3. Which two coins together weigh 10.81 g?
4. About how many 1-rupee coins would make 1 kg?
SUBJECT INETGRATION
In games like the Olympics, the winners participating in different events such as swimming, racing, long
jump, pole vault etc., often beat their competitors by a few seconds.
Here are the top 3 results of the 2000 Olympics Men’s 100 m Freestyle.
Name of the Swimmer Medal won Time (in seconds)
Pieter van den Hoogenband Gold 48.30
Alexander Popov Silver 48.69
Gary Hall Jr. Bronze 48.73
1. Find out the difference between the time taken between the (a) Gold and
Silver winners (b) Silver and Bronze winners (c) Gold and Bronze winners
2. What fractions of seconds made the difference (a) between Gold and Silver medals (b) between
Silver and Bronze medals.
Decimals 105
REFLECTION BOX
• I can read a decimal fraction.
• I can represent a decimal on a decimal place value chart.
• I can identify like decimals and unlike decimals.
• I can compare decimals.
• I can convert a decimal into a fraction and vice versa.
• I can add, subtract, multiply, and divide decimals.
Concept Map Ways of Representing Decimals in

Expanded Form
Place value form
3.84 = 3 ones + 8 tenths + 4 hundredths
Like and Unlike Decimals Decimal form
3.84 = 3 + 0.8 + 0.04
Fractional form
8 8
3.84 = 3 + +
10
Addition and Subtraction of Decimals Comparing Decimals

Decimals
Converting Decimals Division of Decimals

From fractions to decimals From decimals to fractions
235
418 23.5 = (one decimal
= 4.18 10 place, 1 followed
100 by one 0)
Reduce fraction in lowest form.
Multiplication of Decimals
Decimal Place Value Chart
TH H T O
106 Decimals
REVISION EXERCISE
1. Solve.
(a) 347.5 + 12.234 (b) 6789.002 + 145.670 (c) 73.01 – 71.984
(d) 19.5 – 18.7 (e) 30.764 × 100 (f) 692.74 × 8.5
2. Find the quotient.
(a) 45.50 ÷ 5 (b) 2345 ÷ 25 (c) 650 ÷ 10
3. Arrange the following in ascending order.
5.38, 6.95, 4.83
4. Which one is the largest among the following?
45.23, 45.25, 45.26
5. Change 0.66 into a fraction.
6. Swati’s pencil measures 12.5 cm. How will you read this decimal?
7. The papaya bought by Jasmine is 2 times as heavy as the oranges bought by Promila. If the
papaya weighs 0.4 kg, what is the weight of the oranges?
8. In a quiz competition, the teacher asks Rohan how many tenths are there in the decimal
678.36. Rohan’s answer is 7. Is he correct? If not, what do you think is the correct answer?
5
9. Devesh has written as 0.5, whereas Radhika and Meenu have written it as 0.50 and 0.500
10
respectively. Are they all correct? Is it correct to say that 0.5, 0.50, and 0.500 are equivalent
decimals?
10. The distances covered in a long jump competition by four athletes are given below.
Name 1st Jump 2nd Jump 3rd Jump
Ravinder 2.59 m 3.89 m 4.67 m
John 4.23 m 3.99 m 4.24 m
Satkar 3.78 m 3.89 m 3.67 m
Jagdeesh 4.01 m 3.80 m 2.87 m
Write the longest and shortest jumps of each athlete.

11. By how much is 14.45 m less than 18.74 m?
12. A shopkeeper bought a pack of 10 gel pens for `58. The shopkeeper sells each pen for `6.
Find the selling price of the pack.
13. The price of 25 kg of rice is `920.50. Sam wants to buy only 1 kg of it but is not able to
calculate the cost. Can you help Sam find the amount he will need to pay?
14. The weight of 15 tins of powdered milk is 8.55 kg. Find the weight of each tin.
Decimals 107
6 PERCENTAGE
Chhaya went to a cloth store with her mother. She looked through the clothes at
the store and selected a top which was priced at `600. Her mother said she would
get a 50 per cent discount on the price as a sale is going on.
Essential Question
What does the ‘%’ sign represent? What does it mean?
The ‘%’ sign is called per cent. Per means ‘every’ and cent means ‘hundred’.
So ‘per cent’ means ‘one part out of hundred’. Per cent is also a form of fraction.
108 Percentage
INTRODUCTION TO PERCENTAGE
Percentage is a way of expressing a number as a fraction of 100. You must have seen the
display of % sign often in stores offering a discount.
10
10 out of 100 is or 10 per cent or 10%. (See shaded
portion.) 100
20 35
Similarly, = 20% and = 35%.
100 100
Chhaya is getting a discount of 50% on the price of the top
she is buying—that is, on `600.
50
Now 50% = 50 out of 100 = .
100
50
Chhaya will get a discount of `600 × = `300.
100
To find percentage, we can build equivalent fractions with denominator 100.
EXERCISE 6.1
Shade the following figures according to the given fractions.

1. 2. 3.
11 42 85
100 100 100
CONVERTING A FRACTION OR A DECIMAL INTO PER CENT

A fraction can be converted into per cent as follows—
1. Change a fraction into an equivalent fraction with denominator 100.
2. Multiply the fraction by 100 and add the % sign. (Why?)
3
Example 1 Convert 7 into per cent. Example 2 Convert into per cent.
25 200
7 = 7 × 4 = 28 = 28% 3 3 3 1
Solution Solution = 100 % = % = 1 %
25 25 4 100 200 200 2 2
Percentage 109
Example 3 Convert 1 3 into per cent.
4
Solution To convert a mixed fraction into per cent, change it to an improper fraction
and multiply by 100.
25
3 7 7 100
1 = = % = 7 × 25% = 175%
4 4 14 1

Example 4 Represent 8.26 as a per cent. Example 5 Convert 6 into per cent.
Solution (8.26 × 100)% = 826% Solution (6 × 100)% = 600%
Decimal and whole numbers can be changed into a per cent by multiplying by 100 and adding
the % sign.
EXERCISE 6.2
1. Convert the following fractions into per cent.
(a) 9 (b) 40 (c) 29 (d)

6
100 100 100 100
2. Convert the following fractions into per cent by finding equivalent fractions with
denominator 100.
(a) 9 (b) 19 (c) 3 (d) 45
10 25 4 50
3. Represent the following fractions as per cent (multiply by 100).
(a) 12 (b) 14 (c) 5 (d) 9
25 40 20 60
4. Convert the following mixed numbers into per cent.
3 1 3 1
(a) 4 (b) 3 (c) 5 (d) 1
4 2 4 5
5. Convert the following decimal numbers into per cent.
(a) 3.8 (b) 2.75 (c) 0.8 (d) 0.75
CONVERTING PER CENT INTO FRACTION

To convert per cent into a fraction, remove the per cent sign and divide by 100.
110 Percentage
Example 6 Convert 10% into a fraction. Example 7 Convert 2 2 % into a fraction.
25
Solution 10% = 10 = 1
100 10 Solution 2 2 % = 52 %
25 25
13
= 52 ÷ 100 = 52 × 1 = 13
25 25 100 625
25
We can represent a per cent as a fraction by removing the per cent sign and dividing by 100.
CONVERTING PER CENT INTO DECIMAL NUMBER

To convert a per cent into a decimal number, divide the per cent by 100 and write it in
decimal form.
Example 8 Convert 52% into decimal. Example 9 Convert 275% into decimal.
Solution 52% = 52 ÷ 100 = 0.52 Solution 275% = 275 = 2.75

100
Now it is time to strengthen the concept of the relationship between fraction, decimal, and
per cent.
Aim To strengthen the concept of the relationship between fraction, decimal, and per cent by
creating a percentage art
You will need Cut outs (three triangles, two rectangles, and
two circles), a pair of scissors, and crayons
Steps
1. Divide the class into groups of three.
2. Ask the learners to create their logo using the following shapes:
three triangles, two rectangles, and two circles
3. The shape of your logo can resemble an image of a person,
an animal, or a thing.
4. You can cut any of the six shapes into halves or quarters
(50% or 25%) of the original shape, if required.
5. Learners are required to use all the cut-outs in their logo.
6. The pieces of the shapes may overlap.
7. Now decorate and colour your logo using crayons.
8. Next, the learners have to label each part of the shapes with its fraction, decimal, or per cent
equivalent.
9. Display the logos created by the learners in class.
Percentage 111
EXERCISE 6.3
1. Convert each of the following per cent 2. Match the following per cent to their
into a fraction in the lowest term. respective decimals.
2 Per cent Decimals
(a) 15% (b) 100% (c) %
3
2.85% 1.288
3 1
(d) 2 % (e) 5 % 125% 0.85
8 4
12.5% 0.25
128.8% 1.25
85% 0.0285
25% 0.125
FINDING PER CENT OF A NUMBER

The simplest way to find the per cent of a number is to know the fraction equivalent to the
per cent.
For example, 50% means half or 1 times;
2 50% 25% 10%
25% means quarter or 1 times;

4
10% means one-tenth or 1 times;
10
200% means double or 2 times; and
300% means triple or 3 times.
Example 10 Fifty per cent of 70 apples are not ripe. How many apples are not ripe?
Solution 50% of 70 = 50 of 70 = 50 × 70 = 35
100 100 1
It means that 35 apples are not ripe.
Alternatively, 50% of 70 = half of 70 = 1 × 70 = 35
2
Example 11 Ishita takes 35% of 25 mL of her medicine. How much medicine is left?
35 35
Solution
35% of 25 mL = of 25 mL = × 25 mL = 8.75 mL
100 100
If Ishita takes 8.75 mL of medicine, then 25 mL – 8.75 mL = 16.25 mL is left.
We can also find the percentage in the above example using Vedic mathematics.
112 Percentage
Vedic Mathematics
For finding 35% of 25 follow these steps.
Step 1 Write the given values in two rows Step 2 T

he final product will be taken from picking
and apply Vedic mathematics rule the digits from left to right. Anything more
of multiplication (Vertical and cross than 9 will taken forward as carry to the next
wise multiplication) as shown here digit.
and find all the products.
3 5 6 25 25 From previous step
| | Carry forward Carry forward
2 5
2 2
3×2 3×5+5×2 5×5
6 5
6 15 + 10 25
8 7 5
↓ ↓ ↓
6 25 25
Step 3 Thus the final product is 875. Now divide it by 100 to get the desired percentage.
875 ÷ 100 = 8.75
Thus 35% of 25 = 8.75.
Example 12 How much is 20% of a metre? Example 13 How much is 70% of a

Solution
We know that 1 metre = 100 cm. hectolitre in litres?
20
20% of a metre = of 100 cm Solution We know that 1 hL = 100 L.
100
= 20 × 100 cm = 20 cm So 70% of a hectolitre =
70
of
100 100
100 L = 70 × 100 L = 70 L.
100
EXERCISE 6.4
1. Find the following per cent—

(a) 50% of 20 (b) 25% of 12 (c) 25% of 24
(d) 25% of 16 (e) 10% of 100 (f) 20% of 200
(a) 10% of a rupee (b) 25% of 4 km (c) 50% of `10
(d) 20% of a litre (e) 75% of `750 (f) 15% of 2 kg
3. Beena earns `35,800 in a month. She takes out 20% for the house loan. How much
amount does she take out for the house loan?
Percentage 113
4. Mr Anand has filled 12 L of petrol in his car. If 25% of petrol is consumed, how much
petrol still remains?
5. CRITICAL THINKING Rupali has created a mosaic tile as
shown on the right. What per cent of it consists of white tiles?
What per cent is blue tiles? What per cent is yellow tiles?
SUBJECT INTEGRATION
Do you know that ninety-seven per cent of Earth’s water is
salt water?
Find the percentage of fresh water.
World Water Day is celebrated every year on 22 March to increase
the awareness and importance of fresh water. Find out when was it
celebrated first time.
WHAT PER CENT IS ONE NUMBER OF ANOTHER?

To calculate what per cent is one number or amount of another, write the first number or
amount over the other as a fraction and multiply by 100.
First number or amount
A number or amount as a per cent of another 100 %
Second number or amount
Example 14 Tina gave away `20 out of `100 to a friend. How much per cent of her
money did she give away?
Solution Write `20 as a fraction of `100 and multiply by 100.
20
100 % 20%
100
Tina gave 20% of her money to her friend.
Per cent can be found only when both numbers are of the same unit.
To understand the concept of finding the percentage of a quantity in terms of other, let us do
the following activity.
114 Percentage
Aim To find the percentage of a quantity in terms of other
You will need Handfuls of white and red kidney beans, coloured sketch pens, and paper
Steps
1. A day before the activity, ask the learners to bring handfuls of white and red kidney beans.
2. Make pairs of learners sitting next to each other and ask them to collect their kidney beans.
3. Instruct the learners to take a few kidney beans of each type like 5 white and 20 red, or 15
white and 5 red.
4. With the various combinations, find the per cent of white and red kidney beans out of the total
kidney beans taken. Similarly find the per cent of white kidney beans in terms of red kidney
beans and vice versa.
5. Ask them to record their data in a table.
6. Ask them to create a square grid and colour it according to the percentage found in step 4.
Cut and paste the shaded grid along with the record table.
EXERCISE 6.5
1. Find how much per cent is each of the following—

(a) 10 of 50 (b) 75 of 100 (c) 30 of 120
(d) 15 of 120 (e) 25 of 200 (f) 100 of 500
2. Find how much per cent is each of the following—
(a) 25 paise of `24 (b) 7 g of 35 kg
(c) 60 mL of 125 L (d) `10.28 of `41.12
(e) 2.7 mm of 10.8 cm 62
(f) g of 900 g
3
3. Simmi has read 250 pages of a book of 500 pages. What per cent of the book has she
read?
4. Mira has run 2.5 km out of a distance of 10 km. What per cent of the total distance has she
run?
5. Dr Sen has to pay a tax of `5,000. If he has been able to pay only `250, what per cent of
the total tax has he paid?
6. The Royal Cricket Team played 56 matches and won 21 of them. What per cent of the
matches did they lose?
7. CRITICAL THINKING There were 240 seats in an auditorium. During the run of a
play, 45% of the auditorium seats were occupied. How many seats were vacant?
Percentage 115
While downloading videos, pictures, files, or other things on laptops, computers, or

mobile phones, you get a notification that shows the download progress.
The image on the right shows that 45% of the data has been downloaded.
LIFE SKILLS
Aryan saved 16% of the 56 birds captured by a bird catcher. How many birds did Aryan save?
What value was depicted by Aryan?
Concept Map
A percentage is a way of expressing a number as a fraction of 100.
20 50
= 20% = 50%
100 100
Converting a Fraction into Per Cent Converting Per Cent into Fraction
• Make the denominator of the fraction ÷50
equivalent to 100.
100 50 1
• Multiply the fraction by and add =
50 % =
1 100 2
the % sign.
1 100 100 ÷50
4 1 % 4 % 25%

Percentage onverting Per Cent into
C
Finding Per Cent of a Decimal Number
Number
28
28% = (Divide by 100)
30 100
30% of 400 = of 400
100
= 00.28 (Move the decimal
30
400 hat Per Cent is One
W 2 places left.)
100

120
Number of Another?
What % is 20 of 200?
20 10
100 % 10%
200

116 Percentage
REFLECTION BOX
• I can relate with percentage in real life.
• I can convert a fraction into a per cent and vice versa.
• I can find a per cent of a number.
• I can find what per cent is one number of another.
REVISION EXERCISE
1. Express the following fractions as per cent.
1 1 1 1
(a) (b) (c) (d)
4 5 10 50
2. Express the following decimals as per cent.
(a) 12.5 (b) 2.8 (c) 0.75 (d) 9.2
3. Find the resulting (increased or decreased) quantity due to—
(a) 15% increase in 38 kg 1
(b) 12 % increase in `450
1 2
(c) 7 % decrease in 36
3 (d) 20% increase in 200
4. Express the following as fractions.
(a) 5% (b) 15% (c) 45% (d) 150%
5. Express the following per cent as decimal numbers.
(a) 45% (b) 20% (c) 125% (d) 8%
(a) 25% of 100 (b) 15% of 1 m (c) 50% of 2 km (d) 75% of `200
7. How much per cent is each of the following?
(a) 40 of 80 (b) 75 p of `10 (c) 600 m of 3 km
8. Prateek’s monthly salary is `39,450 of which he spends `32,151.75 in a particular month.
What per cent of salary does he save?
9. A total of 100 people visited the Doll’s Museum on Friday. If 20 of them were children,
what percentage of the visitors were children?
10. There are 60 kg of rice in a sack. If 20 kg of the rice is sold, what percentage of the rice is sold?
11. There are 200 children in the Dance Club in a Primary School. If 60% of these are boys,
how many boys are there?
12. CRITICAL THINKING The population of a town increases 10% annually. If its present
population is 40,000, find its population after 2 years.
13. CRITICAL THINKING In a garden of apples, 20% of the apples are green, and the
remaining are yellow and red apples. What percentage of the total apples are yellow if
the green apples are thrice as much as the red apples?
Percentage 117
Unit Test Paper 2
1. Find two equivalent fractions of the following— (4 marks)

9 8
(a) (b)
15 12
2. Solve. (4 marks)
2 1 1 1 3 8
(a) − + (b) × ÷
9 5 3 7 2 6
3. Write the given fractions in the form of decimals. (2 marks)
49 701
(a) (b)
100 1000
4. Find— (4 marks)
7 ?
(a) = (b) 15% of 2,960 L
9 72
(c) 237.284 × 16 (d) 713.25 ÷ 1,000
5. Find how much per cent is each of the following— (3 marks)
(a) 20 kg of 80 kg (b) 55 p of `10 (c) 400 m of 3 km
2
6. There are 35 black and white horses in a stable. Out of those, of the horses are white.
7
How many horses are black? (2 marks)
7. Salma decides to take a new haircut. Her hair is 78.9 cm long. After the haircut, it was
36.6 cm long. What length of hair had the hairdresser cut off? (2 marks)
8. A crate contains 900 oranges, out of which 20% of the oranges were found spoiled.
How many oranges were not spoiled? (2 marks)
9. Ram has walked a distance of 32.49 km and Seema has walked 33.50 km. What is the
total distance they have walked? (2 marks)
118 Unit Test Paper 2

7 GEOMETRY
Geometry has many practical uses in everyday life. Carpenters, computer-aided

designers, people involved in robotics, structural engineering, etc., work with the
shapes of objects and angles.
Essential Questions
1. Look at the above pictures. What do you observe?
Here we observe that geometry and shapes are present everywhere.
2. Write the names of a few shapes present in the above picture.
Geometry 119
RECAP EXERCISE
(a) Two parallel lines intersect.
(b) A closed shape having 4 sides is called a triangle.
(c) A line segment is named by 2 points.
(d) The distance around a circle is called its radius.
(e) The diameter is double the radius.
2. The radii of some circles are given below. Find the diameter of each of the following—
(a) 6 cm (b) 12 cm (c) 50 cm (d) 120 cm
POINTS AND LINES

Points and lines are the building blocks of geometry. These two concepts form the basis of
all the geometrical concepts and theories. Let us start with point.
Points In geometry, a point is a fixed location. It cannot be moved. A point may be
represented by drawing a dot on the paper.
The tip of a needle or a drawing pin can be considered as a physical picture of a point.
The capital letters of the English alphabet are used to show different points represented by
dots.
R B
A S
Line A line is a collection of points extended endlessly (indefinitely) in both the
directions along a straight path. For example, the sides of a road.
A line has no beginning and no end. It has no end points.
• When the word ‘line’ is used, it means straight line.
• A line is represented using a two-headed arrow showing that
it can be extended in both directions.
X Y
• A line is named by using any two points on the line. These points are marked with the
English alphabet.
• The line above is named as XY.
Line Segment A line segment is part of a line. It has two end points.
P Q R S T
Use your ruler and join any two of the points. The figure you get is a
line segment. The edges of a book can be considered as line segments.
The edge has a fixed starting point and ending point, and hence is a line
segment.
120 Geometry
• Line segments are named by putting a bar over the letters of the two end points.
A B
The line segment shown is named as AB.
There is only one line segment between two given points.
Ray A ray is part of a line. It has one end point and goes endlessly (indefinitely) in the
other direction. The beams of light coming out of a bulb can be compared to rays.
• A ray is represented by an arrowhead on one side and a point on the other.
C D
• To name a ray, the end point is named first.
• The ray shown above can be read as CD.
• A line contains an unlimited number of rays—CA, DB, EB, and so on.
A C D E B
RELATIONSHIP BETWEEN POINTS AND LINES

How many lines can be drawn through the point X?
We can draw so many lines passing through this point. X
• Lines that pass through the same point are known as concurrent lines.
Collinear Points
If three or more points lie in a straight line, the points are said to be collinear points.
l
X Y Z
X, Y, and Z are points on the line l. Point Y is between points X and Z. So X, Y, and Z are
collinear points.
Non-Collinear Points
Three points not lying on the same straight line are called non-collinear points.
A C
A, B, and C are non-collinear points.

• An unlimited number of lines can pass through a single point.
• Only three lines can be drawn through three non-collinear points.
Geometry 121
PLANE
In mathematics, the concept of a plane is an abstract concept.
The flat surface of a table suggests a portion of a plane.
Imagine that the surface of the table is extended in all
directions. What will we get? We will get a plane.
A plane is a flat surface that goes on endlessly or extends
indefinitely in all directions.
• A plane is a collection of an infinite number of points.
• A plane contains an unlimited number of lines, line segments, and rays.
• Three non-collinear points can determine a plane.
• A line and a point can also determine a plane.
EXERCISE 7.1
1. Draw the following—
(a) Point B (b) AB (c) PQ (d) XY (e) Plane Z
2. Name the following—
(a) • P (b) M (c) (d) (e)
M B
M
N L A
3. Draw a line segment XY. Then draw two more line segments that have Y as an end point.
4. Draw the following—
(a) 3 collinear points (b) 3 non-collinear points
5. Name the different rays contained in the line given here.
A B C
ANGLE
Two rays with a common end point form an angle. Point O is the common end point of OA
and OB. The figure we get is angle AOB.
• The common end point (O) is called the vertex of the angle. A
• OA and OB are the arms (sides) of the angle.
• The symbol ∠ is read as angle.
In our day-to-day life, we can visualise angles in the slice of a pizza,
hands of a clock, and so on. O B
122 Geometry
Naming an Angle
• An angle can be named in different ways. We can name an angle by using any three
letters of the English alphabet. For example, ∠ABC and ∠XYZ.
A
The middle letter is always the vertex
1 of the angle.
B ∠ABC C B ∠B ∠1
• When three letters are used to name an angle, the letter showing the vertex is always
written in the middle.
• We can also name an angle by the vertex only. For example, ∠B and ∠D. P
• Angles can also be named by assigning a numeral to the angle. Q
For example, ∠1, ∠2, and ∠3.
In the figure given alongside, we have the following angles—
∠POQ, ∠QOR, and ∠POR O R
Interior and Exterior of an Angle
X An angle has two parts—interior and exterior.
R
S The points lying inside the angle form the interior of the angle.
A The points lying outside the angle form the exterior of the angle. In
B the given figure, points A and B are in the interior of ∠XYZ. Points
Y T Z R, S, and T are in the exterior of ∠XYZ.
EXERCISE 7.2
1. Name the angles given below.
(a) A (b) X (c)
A B
B Y C
C Z
(d) (e) Q (f) A
Q
P R
B
R P C
2. Name all the angles in the given figures.
(a) A (b) L
N
B
X M
O C
Geometry 123
3.
Name angles using A, B, and C in three ways and identify its vertex and arms in each
case.
A
4. Identify the points— P B R
(a) outside angle PQR.
(b) inside angle PQR.
C Q D E
5. Write the name of the angle, vertex, and arms for each of the following—
(a) (b) (c) L
M X
O Y M
N Z N
PROTRACTOR
An angle is measured with a protractor. A
protractor has two scales of measurements, the
inner scale and the outer scale. Angles from
0° to 180° are marked on both the scales. One
scale is read clockwise and the other is read
anticlockwise.
Measurement of Angles O
In the measurement of angles, the unit of measurement is called the degree. The symbol for
the degree is ‘°’ as in 30°, 45°, and 60°.
E
F
D
B G
A H
O
The number of degrees in an angle is called its measure. In the illustration above, the
number of degrees in ∠AOB is 10. So the measure of ∠AOB = 10°. The notation for
124 Geometry
the measure of the angle AOB (in degrees) is ‘m∠AOB = n’, where ‘n’ is a number
representing the measure of the angle. The symbol ‘m∠AOB’ is read as ‘the measure of
angle AOB.’
Let us see how the protractor can be used to measure the angles.
To measure an angle, follow the steps given below—
Step 1 Place the centre point of the
protractor on the vertex Q of the angle.
P
Step 2 Adjust the protractor in such a
way that the base line coincides with the
arm QR of the angle.
Step 3 Check the scale where the
baseline arm points to 0°.
Step 4 Read the measure of the angle R
where the other arm crosses the scale. Q
The measure of ∠PQR = 40° or m∠PQR = 40°.
Let us find the measure in degrees of each angle given here.
(a) m∠AOB = __________ (d) m∠FOA = __________
(b) m∠DOH = __________ (e) m∠DOA = __________
E
(c) m∠GOH = __________ F (f) m∠COA = __________
D
B G
A H
O
Classification of Angles
A
Angles are classified on the basis of their measure.
Acute angle An angle of measure more than 0° but less than 90° is
called an acute angle. ∠ABC is an acute angle.
C B
X
Right angle An angle of measure 90° is called a right angle.
90o m∠XYZ = 90°
Z Y
R
Obtuse angle An angle of measure greater than 90° but less than 180°
is called an obtuse angle. ∠RST is an obtuse angle.
T S
Geometry 125
180o
Straight angle An angle of measure 180° is called a straight
L M N
angle.
m∠LMN = 180°
Reflex angle An angle of measure greater than 180° but less than R 250o
360° is called a reflex angle. ∠PQR is a reflex angle. Q
360o D F Complete angle An angle of measure

360° is called a complete angle. P
E m∠DEF = 360°
We have learnt about the types of angles. Now let us identify the angles through paper
folding.
Aim Identify angles through paper folding
You will need Square paper sheet (coloured)
Steps
1. Take a square sheet of paper.
2. Fold it in half.
3. Again, fold it in half.
4. Once again, fold it in half diagonally.
5. Unfold the sheet and mark the right angle and straight angle. Also mark all possible obtuse
and acute angles.
EXERCISE 7.3
1. Measure the following angles with a protractor.
(a) (b) A (c)
P
X
Q R Y Z
B C
2. Measure the following angles from the given figure.
Q
(a) m∠POQ = ______ (b) m∠ROV = ______ V U
(c) m∠QOR = ______ (d) m∠ROU = ______ S
(e) m∠ROS = ______ (f) m∠POT = ______ T
(g) m∠POS = ______ (h) m∠UOT = ______ P O R
126 Geometry
(a) Angle less than 90o (i) right angle
(b) Angle more than 90o (ii) acute angle
(c) Angle equal to 180o (iii) reflex angle
(d) Angle equal to 90o (iv) complete angle
(e) Angle equal to 230o (v) straight angle
(f) Angle equal to 360o (vi) obtuse angle
CONSTRUCTING ANGLES WITH A PROTRACTOR

To Construct an Angle
Example 1 Construct ∠ABC = 60°. B C
Step 1 Draw a ray BC.
Step 2 Place the centre of the protractor on the A
end point B of BC. Point B will form
the vertex point.
Step 3 Adjust the protractor such that the
baseline is along BC.
Step 4 Now measure carefully from the
0° from the opposite of the vertex
point (on the inner scale). B C
Step 5 Mark point A at 60°.
A
Step 6 Remove the protractor and join point
A to point B, to get BA.
The measure of ∠ABC = 60°.
Example 2 Construct ∠TRS = 90°.

60°
Step 1 Draw a ray RS. B C
Step 2 Choose R as the vertex point, and place
the protractor carefully with its centre
point resting on point R.
Step 3 Adjust the protractor to coincide the baseline with RS. T
Step 4 Measure carefully from 0° to reach 90°.
Mark this point as T.
90o
Step 5 Join T to R to get RT.
R S
m∠TRS = 90°
The measure of an angle is not affected by the lengths of the arms of the angle.
Geometry 127
Example 3 Draw an angle PQR = 260°. P
Solution To draw the reflex angle, 260°, we first draw the angle
obtained by subtracting 260° from 360°—that is, 360° − 260° = 100°.
Step 1 Draw a ray QR.
260o
Step 2 Place the centre of the protractor at the vertex Q and adjust Q
the baseline to be aligned to QR. R
Step 3 Use the inner scale of the protractor to measure the angle 100°. Mark the point as P.
Step 4 Remove the protractor and draw a line from point Q to point P.
Step 5 Label the reflex angle PQR.
EXERCISE 7.4
1. Use a protractor to draw angles of 40°, 65°, 80°, 90°, 110°, and 140°.
2. Measure these angles with the help of a protractor.
(a) B (b) Q (c)
R
P R
A C S T
(d) (e)
U
V W X O Y
3. Construct an angle of 180°. What do you discover about its shape?
CRITICAL THINKING Priyal and three of her friends ate an
4.
equal-sized piece of a pizza. The measure of the angle of each piece
was 45°. What is the measure of the angle they formed when the
4 pieces were together?
TYPES OF LINES
Coplanar Lines
Two lines lying in the same plane are called coplanar lines.
A C
A B
C D D B
AB and CD are coplanar lines.
128 Geometry
Parallel Lines
• Two or more coplanar lines that do not intersect are called
parallel lines.
• Parallel lines are equidistant from each other.
• The symbol for parallel lines is ||.
Railway tracks, banks of a canal, and opposite edges of a book are
some examples of parallel lines from day-to-day life.
Parts of parallel lines are also parallel—that is, line segments or
rays can also be parallel.
A B A B C
C D X Y Z
Parallel lines Parallel line segments Parallel rays
Parallel lines can be vertical, horizontal, or oblique.
Vertical parallel lines Horizontal parallel lines Oblique parallel lines
Intersecting Lines A C
Two or more lines that cross each other are called intersecting lines.
Two intersecting lines have only one point in common. AB and CD X
intersect at point X. Two lines can intersect at one and only one point.
D B
Perpendicular Lines
The lines (two lines) that intersect or meet each other to form a right angle are called
perpendicular lines. AB and CD intersect at point O to form four right angles. The
perpendicular lines are shown by the symbol ⊥.
A
A D
Z
90°
C D 90° 90° 90°
B X O Y B C
AB ⊥ CD OZ ⊥ XY AB ⊥ BC and DC ⊥ BC
Geometry 129
EXERCISE 7.5
1. Classify the lines given below as parallel, intersecting, or perpendicular.
(a) (b) (c)
(d) (e) (f)
2. Identify the parallel and perpendicular lines. C

B
(a) Name the pairs of parallel lines. D
(b) Name the pairs of perpendicular lines. A
F G
3.
Draw lines AB, CD, and EF so that line CD is perpendicular to
both the remaining lines. E H
POLYGONS
A closed figure made up of three or more line segments that do not cross each other is
called a polygon.
When you join three non-collinear points, a triangle is formed. A
A triangle is a polygon made up of three line segments.

A quadrilateral is a polygon made up of four line segments.
B C
A square and a rectangle are examples of a quadrilateral.
A pentagon is a polygon with five line segments.
130 Geometry
TRY THESE!
1. A polygon with six line segments is called a .
2. A polygon with seven line segments is called a .
3. A polygon with eight line segments is called a .
4. A polygon with nine line segments is called a .
5. A polygon with ten line segments is called a .
Aim To draw different shapes of polygons with the given conditions
You will need Flash cards, paper, and pencil
Steps
1. Divide the class into groups of 3 students.
2. Show the following flash cards one by one to each group and ask them to draw the polygons:
Draw a polygon that has: Draw a pentagon that has: Draw a pentagon that has:
• no lines of symmetry • at least one reflex angle • exactly one obtuse angle
• exactly two right angles • no parallel sides • no lines of symmetry
• exactly one pair of • at least one right angle • exactly one pair of parallel
parallel sides sides
3. The group that draws the correct shape of the polygons first will get five points.
4. The group with the maximum points is the winner.
5. At last, display the correct shapes of the given polygons in the class.
TRIANGLE
Take a look at the triangle. A triangle is a polygon made up of X
Vertex
the least sides.
A triangle has 3 sides. XY, YZ, and ZX are the sides of ∆XYZ. Side
It has 3 vertices—that is, X, Y, and Z.
It has 3 angles—that is, ∠XYZ, ∠XZY, and ∠YXZ.
Angle
An angle is named by the vertex point in the middle. The angles
Y Z
can also be named ∠Y, ∠Z, and ∠X.
The total measure of all three angles of a triangle is equal to A
180°. The symbol for a triangle is ∆.
Classification of Triangles 5 cm 5 cm
Triangles can be classified according to the lengths of
their sides.
A triangle with all sides of equal length is called an B 5 cm C
equilateral triangle. Equilateral triangle
Geometry 131
X
5 cm 5 cm
A triangle with two sides equal is called an isosceles triangle.

Y 4 cm Z
Isosceles triangle
D
A triangle with all three sides of different lengths is called a 6 cm
scalene triangle. 3 cm
Triangles can also be classified according to the measures of their E 4 cm F

angles repetition.
Scalene triangle
A
70º
A triangle where all three angles are acute (greater than 0° and less than
60º 50º 90°) is called an acute triangle.
B C
Acute triangle
X
45º
A triangle in which one angle is a right angle (90°) is called a right
triangle. 90º 45º
Y Z
D Right triangle
A triangle in which one of the angles is an obtuse angle (more than

120º
90° and less than 180°) is called an obtuse triangle.
E F
Obtuse triangle
Properties of Triangles 80º
1. The sum of the angles of a triangle is equal to 180°. 40º 60º

80° + 40° + 60° = 180°
2. The sum of the lengths of any two sides of a triangle is always greater than the third
side.
4 cm + 6 cm = 10 cm > 8 cm
4 cm 8 cm
8 cm + 6 cm = 14 cm > 4 cm
8 cm + 4 cm = 12 cm > 6 cm
6 cm
132 Geometry
EXERCISE 7.6
1. Name the following triangles—
(a) (b) (c)
cm
3c
3
m
90º 130º
(d) (e) (f)

m
5c
45º
5c
6 cm
m
75º 60º 90º

5 cm
6 cm
(a) When all sides are equal, it is an __________ triangle.
(b) An __________ triangle has two equal sides.
(c) A __________ triangle has all sides of different lengths.
(d) An equilateral triangle is also an __________ triangle.
(e) The sum of the angles of a triangle is equal to __________.
3. State true or false.
(a) All the sides of an equilateral triangle are equal.
(b) An isosceles triangle has no equal sides.
(c) An obtuse angle has one right angle.
(d) A right triangle can have an obtuse angle.
(e) A scalene triangle has three concurrent sides.
4. Do the following—
(a) The sum of all the angles of an equilateral triangle.
(b) The sum of all the angles of an isosceles triangle.
(c) The sum of all the angles of a scalene triangle.
(d) D raw a triangle with sides 6 cm, 3 cm, and 2 cm. Find whether it is possible to draw
such triangle.
(e) Are there any triangular figures in your geometry box? What kind of triangles are they?
CIRCLES
Is a circle a polygon?
No, a circle is a closed figure made up of a curved line.
Let us do a quick recap of circles that we studied in the previous class.
Geometry 133
Parts of a Circle R
S
T
• Circumference It is the distance around the circle.
Radius The distance between the centre and any
•
point on the circumference. The plural of radius is L M
X
radii—for example, XY and XB. A B
Diameter The line passing through the centre joining U
•
any two points on the circumference is the diameter. It O
is double the radius—for example, AB.
Chord The line joining one point of the circumference
•
to another point of the circumference. It may or may not V Y Circumference
pass through the centre—for example, UV.
Arc A part of the circumference of a circle is called an arc. It is named by 3 points—
•
for example, RST.
Interior and exterior of a circle The area enclosed by the circumference is called the
•
interior of the circle. The area outside the circumference is called the exterior of the circle.
Semicircle A diameter divides a circle into two equal halves. Each half of the circle is
•
called a semicircle. Here diameter AB divides the circle into two equal halves.
Drawing a Circle of a Given Radius

Draw a circle of radius 5 cm.
Step 1 Take a sharpened pencil and a compass.
Fix the pencil in the compass.
Step 2 Stretch the arms of the compass and

adjust the opening between the pointed Figure 1
ends as shown in figure 1.
Step 3 Keep the metal point fixed on the

paper and move the pencil arm
5 cm
around it (Figure 2).
Figure 2 is a circle of radius 5 cm.
Figure 2
EXERCISE 7.7
1. Answer the following questions—
(a) How many radii can you draw in a circle?
(b) How many diameters can you draw in a circle?
(c) Is diameter a chord?
(d) Is chord a diameter?
(e) What is the relationship of a radius and a diameter in a given circle?
134 Geometry
(a) There is only one _________ in a circle.
(b) The distance around a circle is called _________.
(c) An _________ of a circle is named by 3 points.
(d) Half of a circle is called a _________.
3. Draw a circle with radius 4.5 cm and mark the following:
(a) The centre (b) A radius (c) A diameter
(d) A chord (e) An arc (f) The circumference
(g) Points R, S, and T in the interior of the circle
(h) Points L, M, and N in the exterior of the circle
4. Draw circles of different sizes using different circular things—for example, coin, lid of a
bottle, and glass; and find the lengths of its radius and diameter.
Concept Map
Line segment: has two end • Right angle

points
A
B
90°
AB
• A point is represented by • Acute angle: more than 0° but

drawing a dot on a paper. less than 90°
M
Point M
Geometry 62°
• Ray: has one end point
P • Obtuse angle: more than 90°
Ray PQ but less than 180°
135°
• Line: has no end points

• wo coplanar lines which never
T
X intersect are called parallel lines
Y and the symbol for parallel lines
Line XY
is ||.
• If two coplanar lines intersect

each other at 90°, they are
• A diameter is also a chord. called perpendicular lines and
the symbol for perpendicular
lines is ⊥.
Geometry 135
REFLECTION BOX
• I can define a point, line, line segment, ray, and plane.
• I can identify different types of lines in day-to-day life.
• I can differentiate between collinear and non-collinear points.
• I can identify the types of angles and construct them using a protractor.
• I can identify different type of polygons.
• I can identify triangles and their types.
• I can define a circle and also construct circles.
What are all places you visit have different shapes learnt in this chapter?
We know that robots are a great inventions to help mankind. Robots are man-made machines that can
perform work or other actions in place of humans.
Now a days robots are used—
• in medical science • for finding objects underwater • to explore other planets, etc.
Do you know that to design robots, you should have a good knowledge of geometry.
LIFE SKILLS
Prerna decides that she will start doing yoga with her mother
every day. One morning, while doing yoga, Prerna noticed that
each posture made some angles.
Can you mark the angles in the postures?
136 Geometry
REVISION EXERCISE
Short-answer Questions
1. Mark 4 points on the paper and name them. Join the points.
How many line segments have you drawn?
2. The given figure has ________________ line segments.
CRITICAL THINKING In each box given below connect the dots in all possible ways by
3.
using a scale. Based on this make a rule for the number of lines that can be drawn from n dots.
A
A C
A
C
D
B
B B
A A G
A
E F
B B
B
F
C D E
C C
E
D
4. Name the different rays on the line given below.
X A B C D E F G Y
5. Mark 3 collinear points. What figure is made by joining them?

6. Mark 3 non-collinear points. Join them. What figure is formed?
7. Is the given angle acute, right, or obtuse?
8. Classify the following angles on the basis of their measures.
(a) (b) (c)
75° 90° 120 °
(d) (e) (f)
180° 45°
80°
Geometry 137
9. Construct an angle of 80°. Name and classify it.
10. Priya spreads out her fingers and observes her hand. She is wondering how many different
angles can be formed. Find the answer.
11. The teacher asks the students to name the angle shown on the right. C
Rakhi writes angle ACB. Is she correct? If not, what is the
correct answer? A B
12. Ruchi plans a game with her friends using angles. She draws
an angle on the ground. She says that all of them will dance for A
10 minutes and those who move out to the exterior of the angle Naman
Ruchi
Rohan
drawn will be declared out. Look at the figure on the right and
Siya Meetu
find who all got out. O
13. Find the value of x shown in the figure below. Keshav B
Noor
120°
x°
48°
14. A minister shows the victory sign in a campaign. Roshini wonders what type of angle is
formed by his fingers. Without measuring, find the type of the angle formed.
15. Divya observes her Chinese fan. She draws an outline of her fan as shown on the
right. Now she counts the total numbers of angles formed by the lines.
Work out and find the answer Divya must have got.
16. The diameter of a semicircular slice of watermelon is 18 cm. What will be the radius of the
slice of watermelon?
17. Gaurav draws three points on a sheet. All three points do not lie on a straight line. If Gaurav
joins the three points, what type of figure will he obtain?
18. Count and write the number of triangles in the figure given on the right.
19. Reema joins two points A and B by drawing a line between them. Reema
says that she has drawn a ray from A to B. Is she correct? What type of line
has she drawn?
20. CRITICAL THINKING Write an English letter or letters that satisfies the following
conditions:
• The letter does not have any angles that measure 90°.
• Three of the angles of the letter measure 60° and two angles measure 120°.
21. Ritu draws two angles using a common vertex O. She names B
them ∠AOB and ∠COD. After drawing the angles, she D
realizes that there are many other angles formed. Can you help
Ritu name all the angles? A
O
C
138 Geometry
The Stepped Tank, also known as Pushkarani, is a water tank attached to the
temples of archaeological site of Hampi. The tank was built using blocks of black
stone. The primary purpose is unknown, but it was used for religious ceremonies
by the royals. The structure has 5 steps going down towards the tank. The lengths
of the five steps on all sides are approximately 20.7 m, 16.10 m, 12.65 m, 9.2 m,
and 6.9 m, respectively. Each side of the steps further has pyramid-shaped steps
to go down the next level.
Essential Question
If a square is formed using the edges of each step, what will be the perimeter of each such
square?
The perimeter of the squares formed can be calculated using the formula 'perimeter of a square
= 4 × side of the square'.
For example, the perimeter of the largest square will be:
(4 × 20.7) m = 82.8 m

RECAP EXERCISE
1. Find the perimeter of the following—
(a) 1m 1.5 m (b) 2.5 m
1.5 m
2. Find the perimeter of the following squares—
(a) 8 cm (b) 32.5 cm
3. Find the perimeter of the following polygons and express them in metres.
(a) 24 cm (b) 55 cm 20 cm
22 cm
20 cm
18 cm
25 cm
25 cm
50 cm
4. CRITICAL THINKING Every day, you see many flat surfaces such as the top of your
bed, the top of the table, the walls of your room, the screen of a TV, etc. How can you
compare the sizes of two such flat surfaces?
PERIMETER BY USING A FORMULA

The perimeter of some polygons can be calculated directly by using a formula.
Perimeter of a Rectangle
In a rectangle, the perimeter is the sum of all its sides.
Therefore perimeter = l + b + l + b l
= l + l + b + b
b b
= 2 × l + 2 × b
= 2 (l + b) l
Perimeter of a rectangle = 2 (length + breadth)
140 Perimeter, Area, and Volume

The length and breadth must have the same units while calculating the perimeter.
Example 1 Find the perimeter of a rectangle whose length

is 7 cm and breadth is 2.5 cm. 2.5 cm
Solution Length of the rectangle = 7 cm
Breadth of the rectangle = 2.5 cm 7 cm
Perimeter = 2 (length + breadth)
= 2 (7 + 2.5) cm
= 2 × 9.5 cm = 19 cm
Hence the perimeter of the rectangle is 19 cm.
Example 2 A rectangular table is 12 m long and 10 m wide. Find the perimeter of the
table.
Solution Length of the table = 12 m
Breadth of the table = 10 m
Perimeter = 2(length + breadth)
= 2(12 + 10) m = 2(22) m = 44 m
s
Perimeter of a Square
In a square, the perimeter is the sum of all its sides. s s
Therefore the perimeter = s + s + s + s = 4s.
Perimeter of a square = 4 × side s
Example 3 Find the perimeter of a square courtyard with sides of measure 36 m each.
Find the cost of fencing it at the rate of `5 per metre.
Solution
Side of the square = 36 m
Perimeter = 4 × side
= 4 × 36 m = 144 m
Cost of fencing 1 m = `5
Cost of fencing 144 m = `5 × 144 = `720
Perimeter of a Triangle
The perimeter of a triangle is the sum of the measures of the 3 sides.
Example 4 Find the perimeter of a triangle which has sides of
lengths 8 m, 11 m, and 14 m.
Solution Perimeter of a triangle = Sum of its 3 sides 14 m 8m
= (8 + 11 + 14) m = 33 m
The perimeter of the triangle is 33 m.
11 m

EXERCISE 8.1
1. The lengths and breadths of some rectangles are given. Find their perimeter using the
formula.
(a) l = 3.5 m, b = 3 m (b) l = 42 cm, b = 15 cm
(c) l = 5.8 m, b = 3 m (d) l = 65 cm, b = 35 cm
2. The sides of some squares are given. Find their perimeters using the formula.
(a) Side = 15 cm (b) Side = 5.4 m (c) Side = 125 m (d) Side = 6.4 m
3. The sides of some triangles are given. Find the perimeters of the triangles.
(a) 6 cm, 5 cm, and 4 cm (b) 4.8 cm, 3.5 cm, and 5.7 cm
(c) 5.2 cm, 7.8 cm, and 6 cm (d) 6.3 cm, 5.5 cm, and 4.2 cm
4. The breadth and perimeter of a rectangle are 8 cm and 64 cm respectively. Find the length
of the rectangle.
5. Raghav walks around a square park whose side is 72 m. If he walks around the park six
times, how much distance does he cover in all?
6. The perimeter of a square is twice the perimeter of a rectangle. If the perimeter of the
square is 60 cm and the breadth of the rectangle is 3 cm, then find the length of the
rectangle.
7. Find the perimeters of the following surfaces—
(a) Your pencil box (b) Your Maths exercise book (c) The top of your table
AREA
We have learnt that the perimeter is the boundary of a figure. What about the surface
covered by a figure?
The amount of surface covered by a figure is known as the area of the figure.
Just as we need a standard unit for the measurement of length, similarly, we need a standard
unit for the measurement of area.
A square of side 1 unit, like 1 cm or 1 m, is used as the standard unit of area.
1 cm
Given here is a square of side 1 cm. We say that the square has an area of
1 square centimetre. It can also be written as 1 sq. cm. 1 cm
Area is always measured in square units.
The figure given alongside shows a rectangle of length
5 cm and breadth 4 cm.
The rectangle is divided into a number of squares of side 4 cm
1 cm.
The rectangle is covered with 20 such squares.
Therefore the area of the rectangle is 20 sq. cm.
The number of unit squares needed to cover a surface is 5 cm
called its area.
Units Used for the Measurement of Area
• Small surfaces are measured in square centimetres, or sq. cm—for example, area of the
surface of a book.
• Large surfaces are measured in square metres, or sq. m—for example, area of a park.
• Larger surfaces are measured in square kilometres, or sq. km—for example, area of a
city or state.
It is not always possible to measure the area by counting squares. To find areas in such
cases, formulae are used.
Formula for Measuring Area of a Rectangle

Let us do the following activity to find the area of a rectangle:
Aim To find the area of a rectangle
You will need Sheets of squared grid paper and a pencil
Steps
1. Make pairs of students and give following instructions.
• Draw a rectangle of length = 5 units and breadth = 3 units on 3 units
a grid paper.
• Find the area of the rectangle shown on the right. __________ 5 units
3 units • If the length of the given rectangle doubles, what

is the area of the new rectangle? Draw the new
5 units rectangle on the same grid paper.
3 units
10 units
• If the width of the given rectangle 3 units

6 units
doubles, what is the area of the
new rectangle? Draw the new 5 units
rectangle on the same grid paper.
__________ 3 units 5 units
10 units

• If both the length and the width of the given rectangle are doubled, what is the area of the
new rectangle? __________
3 units
6 units 6 units
5 units
3 units 5 units 10 units
10 units
2. Write a rule to calculate the area of a rectangle.

Observations From the above, we observe the following:
Dimensions of rectangles Area of the rectangles

(Total number of unit squares inside the
boundary)
Length = 5 units and Breadth = 3 units 15 sq. units = Number of squares along the length
× Number of squares along the breadth
From the above, the rule to calculate the area of a rectangle
= Number of squares along the length × Number of squares along the breadth
= Length × Breadth
Now find the area of the rectangles using the formula.
Dimensions of rectangles Area of the rectangles
(Length × Breadth)
Length = 5 units and Breadth = 3 units 5 × 3 sq. units = 15 sq. units
Conclusion We see that the area of rectangles calculated by counting unit squares is same as the
area calculated using the formula.

From the above activity, we conclude that Area of rectangle = length × breadth.
Example 5 Find the area of a lawn of Example 6 The length of a rectangle is
length 25 m and breadth 15 m. 12 cm, and its width is 5 cm
Solution Length of the lawn = 25 m smaller than the length. Find
Breadth of the lawn = 15 m the area of the rectangle.
Area of the lawn Solution Length = 12 cm
= (25 × 15) sq. m Breadth = 12 cm – 5 cm = 7 cm
= 375 sq. m Area = Length × Breadth
= 12 × 7 sq. cm
= 84 sq. cm
Formula for the Area of a Square
We know that a square is a special kind of rectangle with all sides equal. It means that in a
square, the length is equal to the breadth.
Area of square = side × side
Example 7 Find the area of a square with Example 8 Find the length of the side of a
side 5 cm. square of area 64 sq. cm.
Solution Area = side × side Solution Area = side × side
= 5 × 5 sq. cm 64 = side × side
= 25 sq. cm We know that 8 × 8 = 64.
Thus side of the square = 8 cm.
Example 9 Find the area of a square park whose perimeter is 72 m.
Solution Perimeter of the square park = 72 m
Perimeter = 4 × Side
Side of the square park = Perimeter
4
72 m
Side of the square park = = 18 m
4
Area of the square park = side × side = 18 × 18 sq. m = 324 sq. m
EXERCISE 8.2
1. Find the area of each figure by counting squares. Each square has an area of 1 sq. cm.
Also find the area by using the formula.
(a) (b) (c) (d)

2. Find the area of each rectangle with the following measurements—
(a) Length = 9 cm (b) Length = 4.5 m (c) Length = 2.2 km
Breadth = 7 cm Breadth = 3 m Breadth = 2 km
3. Find the sides of square with the given area.
(a) Area = 36 sq. m (b) Area = 121 sq. cm (c) Area = 144 sq. cm
4. Find the missing measurement in each of the following—
(a) Area of the rectangle = 120 sq. cm; Length = 12 cm; Breadth = ?
(b) Area of the square = 81 sq. cm; Side = ?
(c) Area of the square = 49 sq. cm; Side = ?
(a) A rectangle has a length of 12 cm, and its width is 3 times smaller than the length.
What is the area of the rectangle?
(b) The area of a square is 25 sq. cm. What is the area of 5 such squares?
(c) The area of a square is 4 sq. cm. What is the area of a figure formed by 20 such
squares?
6. CRITICAL THINKING Find the area of the shape given 13 m
alongside.
7m
12 m
5m
8m
AREA OF A TRIANGLE
We can use the area of a rectangle to find the area of a right triangle. A D
1. Draw a rectangle of dimensions 5 cm × 3 cm.
2. Draw a diagonal AC. 3 cm
3. Now you have two congruent right triangles.
B C
Area of rectangle = 5 cm × 3 cm = 15 sq. cm 5 cm
1
Area of each triangle = of the area of the rectangle
2
1
= × 15 sq. cm = 7.5 sq. cm
2
The area of each triangle is 7.5 sq. cm.

Example 10 What is the area of a right triangle with base 4 cm and height 2 cm?
Solution Area of rectangle = 4 cm × 2 cm = 8 sq. cm A D
1
Area of triangle = area of rectangle 2 cm
2
1 C
= × 8 sq. cm = 4 sq. cm B 4 cm
2
• A diagonal is a line segment which joins two opposite vertices of a polygon.
• Congruent stands for identical.
EXERCISE 8.3
Find the area of the shaded triangles given below.
1. 2. 3.
5 cm
4 cm
7 cm
6 cm 6 cm
3 cm
ESTIMATION OF AREA OF IRREGULAR SHAPES

Geeta wants to know the space occupied by her pencil box.
The shape of her pencil box is nearly oval. × 1 2 3 4 5 6 ×
She uses a squared grid paper and traces the pencil box as 7 8 9 10 11 12 13 14
shown in the figure. Then she numbers all the complete 15 16 17 18 19 20 21 22
squares. There are a few squares which are not covered × 23 24 25 26 27 28 ×
completely. To find the area she will have to consider partial
squares also besides complete squares.
The area that she calculates is an approximation of the actual area. To estimate the area in
such cases, we use a grid paper and follow the given steps.
Step 1 Count the complete (whole) squares.
Step 2 Count the squares that are more than half but not complete. Treat these as 1 whole
squares.
Step 3 Count the half squares. Treat 2 half squares as 1 whole square.
Step 4 Ignore all squares that are less than half.

Step 5
Add the number of squares in steps 1, 2, and 3. The sum is the required
approximate area.
For the pencil box,
Number of whole squares = 28;
Number of half squares = 0; Number of more than half squares = 4;
Total area = (28 + 4) sq. units = 32 sq. units.
EXERCISE 8.4
Find the area of the figures given below. (Consider area of each square = 1 sq. cm)
1. 2. 3.
4. 5. 6.
VOLUME
Geeta now wants to know the space inside her pencil box. Her teacher explained to her that
the space inside the box is its volume.
What is volume?
The amount of space taken by a solid is known as its volume.
We have seen that standard units are required for the measurement of
perimeter and area. For volume also, a standard unit is required.
A cube of side 1 unit—like, 1 mm, 1 cm, or 1 m is used as the
standard unit of volume. 8 cubic cm 9 cubic cm
Its volume is 1 cubic mm, 1 cubic cm, or 1 cubic m, respectively.
Volume is always measured in cubic units.
We can find the volume of a solid by fitting in unit cubes in the solid and counting them.
For example, the volumes of the given solids are 8 cubic cm and 9 cubic cm as 8 and 9 unit
cubes fitted inside these respectively.
Units Used for the Measurement of Volume

• For very small containers, cubes of side 1 mm are used. Their volume is measured in
cubic mm or cu. mm.

• For small containers, cubes of side 1 cm are used. Their volume is measured in cubic cm
or cu. cm.
• For large containers, cubes of side 1 m are used. Their volume is measured in cubic m,
or cu. m.
Look at the figures given below and find the volumes by counting the unit cubes.
__________ __________
Volume of a Cuboid
Let us do the following activity to find the volume of a cuboid:
Aim To find the volume of a cuboid
You will need Cubes of length, width, and height 1 cm and a cuboidal box
Steps
2. Give the following instructions to each group:
• Take a box and fill the bottom of the box with one layer
of cubes.
• How many cubes make up the length, width, and height
of the bottom layer?
length = ______, width = _______, and height = ______
• How many cubes are placed on the bottom or first layer?
• In a similar manner, continue filling the box, layer by layer.
• How many layers of cubes fit in the box? ____________
• How many cubes are there in each layer? ___________
• How many cubes can the box hold altogether? ____________
3. Thus the volume of the cuboidal box is ________ cu. cm
Reflections
• Find the connection among the number of cubes used to fill each layer, the number of layers,
and the box’s volume?
Volume of the box = number of 1 cm cubes in each layer × number of layers
The number of cubes in each layer is the area of The number of layers is the height
the base of the box. It is the length times the width. of the box.

Thus volume of the box = base area × height
= length × width × height
• How many unit cubes would be required for each layer if the length, breadth, and height
of the box were 5 units, 4 units, and 2 units, respectively? How many unit cubes would be
required to fill the cuboidal box?
Number of unit cubes required for each layer = 5 units × 4 units
= 20 sq. units
Number of unit cubes required to fill the cuboidal box
= length × width × height
= 5 units × 4 units × 2 units = 40 cu. units
Thus from the above activity, we get Volume of a cuboid = length × breadth × height.
Example 11 Find the volume of a cuboid Solution
of length 8 cm, breadth 4 cm, Volume of the room (l × b × h) = 792 cu. m
and height 6 cm. Area of the floor (l × b) = 132 sq. m
Solution Volume of the room = Area of the floor × h
Volume = length × breadth × height
Volume of the room
Volume = 8 cm × 4 cm × 6 cm h =
Area of the floor
= 192 cu. cm
792
Example 12 If the volume of a room is = m=6m
792 cu. m and the area of the 132
floor is 132 sq. m, find the Thus the height of the room = 6 m.
height of the room.
Volume = Area of base × height
Volume of a Cube
We know that a cube is a special cuboid with length = breadth = height.
Volume of a cube = side × side × side
Example 13 Find the volume of a cube of side 4 cm.
Solution Volume = side × side × side
4 cm
= 4 cm × 4 cm × 4 cm = 64 cu. cm
Example 14 A cubical block of wood was cut into 8 equal cubes of
side 4 cm. What is the volume of the block of wood? cm
4
4 cm

Solution Volume of a cube = side × side × side
= 4 cm × 4 cm × 4 cm = 64 cu. cm
Volume of the block of wood = 8 × 64 cu. cm = 512 cu. cm
Example 15 How many ice cubes of edge 2 cm can fit into an ice tray of measure
2 cm × 4 cm × 9 cm?
Solution Volume of the ice tray = 2 cm × 4 cm × 9 cm = 72 cu. cm
Side of an ice cube = 2 cm
Volume of an ice cube = 2 cm × 2 cm × 2 cm = 8 cu. cm
Volume of the ice tray
Number of ice cubes =
Volume of an ice cube
72
= =9
8
Thus 9 ice cubes can fit in the ice tray.
Infobit
• 1 are = 100 square m • 1 square km = 10,00,000 square m
• 1 hectare = 10,000 square m • 1 square yard = 9 square feet
EXERCISE 8.5
1. Find the volumes of the following by counting the blocks of cubes. (Consider volume of
each cube = 1 cu. cm.)
(a) (b) (c)
2. Calculate the volumes of the following—

(a) Length = 10 m (b) Length = 7 m (c) Length = 4 cm
Breadth = 4 m Breadth = 7 m Breadth = 3.6 cm
Height = 4 m Height = 7 m Height = 12 cm
Dimensions (in cm) Volume (in cubic cm)
(a) l = 5, b = 4, h = 3 (i) 240
(b) l = 48, b = 36, h = 24 (ii) 3,000
(c) l = 12, b = 5, h = 4 (iii) 60
(d) l = 50, b = 30, h = 2 (iv) 41,472

4. Calculate the volume.
Area of base Height Volume
(a) 25 sq. m 5m
(b) 148 sq. m 16 m
(c) 16 sq. m 4m
(d) 210 sq. m 35 m
5. Fill in the missing entry in each row.
Length Breadth Height Volume
(a) 8m 10 m 560 cu. m
(b) 12 cm 8 cm 480 cu. cm
(c) 9 cm 9 cm 9 cm
(d) 12.5 m 10 m 500 cu. m
6. Solve the following problems—
(a) Roma has a gift box of length 20 cm, breadth 14 cm, and height 10 cm. Find the
volume of the box.
(b) Samir has a coin box which is 8 cm long, 5 cm wide, and 4 cm high. Saran’s coin box
is 10 cm long, 4 cm wide, and 2 cm high. Find the volume of both the coin boxes and
find which has a bigger volume.
(c) A wall has to be built with length 10 m, thickness 5 m, and height 8 m. Find the
volume of the wall in cu. m.
(d) Find the volume of the cube whose edge is 8.8 cm long.
(e) If the volume of a cuboid is 3,000 cu. m and the area of the base of the cuboid is
300 sq. m, find the height of the cuboid.
REFLECTION BOX
• I can find the perimeter and area of shapes.
• I can estimate the area of irregular shapes.
• I can find the volume of cuboid and cube.
• I understand the derivation of the following formulas—
ο The areas of a rectangle and a square
ο The volumes of a cuboid and a cube
Which formula did you find easy to derive? Why?
Which formula did you find challenging to derive? Why?

Concept Map
Perimeter of a rectangle
= 2 (length + breadth)
The perimeter is the distance
around a figure.
Perimeter of a square = 4 × side
Area of a rectangle
= length × breadth
The area is the number of

square units needed to cover Area of a square = side × side
a surface.
Area of a right triangle = half the area
of the rectangle formed
Perimeter, Area,
and Volume
Volume of a cuboid
= length × breadth × height
The volume is the amount of
space taken up by a solid.
Volume of a cube
= side × side × side
All measurements should

have the same unit for
calculation.
India’s largest movie theatre screen EPIQ is at Andhra Pradesh’s Sullurpeta. It is about 30.48 m wide
and 24.38 m high. The features of the screen include cutting-edge technology with high-end laser
projection. Find the approximate area of the screen.
LIFE SKILLS
Ruhi loves animals, but she loves rabbits the most. So Ruhi's parents gifted
her a pet rabbit on her birthday. Karen gives food and water to her pet on
time. She is planning to make an outdoor pen for her rabbit for which she will
use 36 metres of fencing. How long will the pen be if it will be 6 metres wide?

REVISION EXERCISE
(a) In cubic cm, cubic stands for the measurements of _____, ______, and _______.
(b) Volume = Area of base × ___________.
(c) In a cube, length = breadth = ___________.
(d) Volume of a cube = 6 × _______ × 6 cu. units = 216 cu. units
(e) __________ is the distance around a figure.
2. Find the perimeter, area of the base, and volume of the following cuboids.
Length Breadth Height Perimeter of base Area of base Volume
12.5 cm 9 cm 4 cm
9 mm 7 mm 5 mm
14 cm 8.5 cm 7 cm
10.4 m 9m 6m
2.25 m 1.20 m 80 cm
Long-answer questions 3
3. Ragini draws a hut with a flag as shown on the right. She paints the 3
3
outline using purple colour. Find the perimeter of the figure if all
dimensions are in cm. 10 10
4. How many tiles of length and breadth 13 cm and 7 cm respectively are
needed to cover a rectangular region of length and breadth 520 cm and 8 8
140 cm respectively. 16
5. Mehul has two photo frames. One is square-shaped with each side of 8 cm, and the other is
rectangular with dimensions 10 cm × 4 cm. Mehul only has a 1-m long ribbon. Will he be
able to decorate the borders of both the frames with this ribbon?
6. Maya has a square-shaped garden. She decides to plant roses all along the boundary,
leaving 1 m for the gate. The side of the garden is 450 cm. Find the distance around the
boundary covered by the rose plants in metres.
7. Sudipta makes a wall hanging which is decorated with three equilateral triangles.
If the sides of the triangles are 5 cm, 6 cm, and 9 cm, find the perimeter
of each triangle. 10 cm
8. CRITICAL THINKING Ria has a rectangular wooden board. 4 cm
Its length is thrice its width. If the width of the board is 120 cm,
find the cost of framing it at the rate of `5 per 20 cm.
9. CRITICAL THINKING Sona has 3 rectangular tiles (as shown
on the right) of dimensions 10 cm × 4 cm. She arranges them, as
shown in the figure. Find the perimeter of the resultant figure.

10. Madhu has a pot with rectangular top surface of dimensions 100 cm by 45 cm. She uses
this to grow herbs for her kitchen and grows coriander in half of the total area. How much
area has she utilised for coriander?
10 cm
11. Find the area and perimeter of the figure given on the right.
12. Ronak is decorating the display board of the class. What length 3 cm
7 cm
of border will he need if the dimensions of the board are 2.5 m
5 cm
by 1 m?
4 cm
13. Preeti built a rectangular tool shed that is 8 m wide at the base
and has a base area of 96 sq. m. What is the length of Preeti’s 5 cm
tool shed? If the height of the tool shed is 3 m, find the volume.
14. CRITICAL THINKING Which of the given shape/s will displace the maximum
amount of water when completely submerged, if their dimensions are as mentioned?
(a) (b)
1.5 units
2 units
1 units
3 units
(c) (d)
2 units
1.5 units 1.2 units

1.5 units
15. CRITICAL THINKING For the figure on the right, work out the following—
(a) Find the volume of the given figure.
(b) Remove the top layer and find the volume.
(c) If the figure had one more layer, what would be
the volume of the resulting figure?
(Each cube has volume 1 cu. cm.)
SUBJECT INTEGRATION
Look at the cube houses given alongside.
These are a set of innovative houses built in
Rotterdam and Helmond in the Netherlands,
designed by architect Piet Blom in late 1970.
There are 39 cube houses.
What are the dimensions of a cube house
if each house can hold 1,000 unit cubes of
dimensions 1 m × 1 m × 1 m?

9 MEASUREMENTS
Have you ever been to a grocery store?

You must have seen the various departments—fruits, vegetables, pulses, rice, and
bottles of drinking water or juices arranged on shelves.
Now see if you can answer the following questions—
Essential Questions
• What is the total weight of 10.5 kg of rice and 5.7 kg of sugar in grams?
The total weight is 10.5 kg + 5.7 kg = 16.2 kg
• How much is half of 2 litres?
1
Half of 2 litres = ×2=1L
2
• What unit will you use to measure the liquid that is less than 1 litre?
To measure quantities less than 1 litre we use centilitre, mililitre, etc.
RECAP EXERCISE
1. Use ‘centimetre’ or ‘metre’ to fill in the blanks.
(a) The length of a sheet of paper in a notebook is about 28 __________.
(b) The height of your room’s door is about 1 __________.
(c) The length of a pencil is about 18 __________.
156 Measurements
2. Complete the following—
(a) 200 cm = __________ m (b) 4 m = __________ cm
(c) 6 kg = __________ g (d) 8 L = __________ mL
(e) 2,000 g = __________ kg (f) 5,000 mL = __________ L
(a) A packet contains 250 mL of milk. How many such packets are needed to fill a vessel of
capacity 3 L?
(b) Hina’s weight is 28.5 kg and her father’s weight is 62 kg. How much less is Hina’s
weight than her father’s?
(c) Rahul used a 16 m 42 cm long pole to measure the depth of a pond. If 9 m 44 cm of the
pole remained above the water level, what was the depth of the pond?
METRIC MEASURES
We have learnt about the metric measures in our earlier classes. Metre, gram, and litre are
the standard units of length, weight, and capacity, respectively. There are other units of
measurement available to measure smaller as well as larger lengths, weights, and capacities.
There is a definite relationship among the various units of metric measures. We put different
prefixes to the standard units of metric measures. The most commonly used prefixes are
deca, kilo, and hecto for higher units, and deci, centi, and milli for lower units.
Measure Standard unit Measures used in day-to-day life

Length Metre mm, cm, m, km
Weight (mass) Gram mg, g, kg
Capacity Litre mL, L
The table given below shows the relationship between metric measures.
Thousands Hundreds Tens Ones Tenths Hundredths Thousandths

1 1 1
1,000 100 10 1
10 100 1,000
Prefix Kilo Hecta Deca Deci Centi Milli
Measures Kilometre Hectometre Decametre Metre Decimetre Centimetre Millimetre

of length (km) (hm) (dam) (m) (dm) (cm) (mm)
Measures Kilogram Hectogram Decagram Gram Decigram Centigram Milligram
of weight (kg) (hg) (dag) (g) (dg) (cg) (mg)
Measures Kilolitre Hectolitre Decalitre Litre Decilitre Centilitre Millilitre

of capacity (kL) (hL) (daL) (L) (dL) (cL) (mL)
Measurements 157
We can enter the different measures in the place value chart as shown below.
Place Value Thousands Hundreds Tens Ones Tenths Hundredths Thousandths
1 1 1
1,000 100 10 1 10 100 1,000
Prefix → Kilo Hecto Deca Deci Centi Milli

Measures ↓
5 km 6 hm 4 dam 4 5 6 4 4 2 3 7
m 2 dm 3 cm 7 mm
7 kg 2 hg 3 dag 7 2 3 0 5 0 0
5 dg
4 kL 8 hL 7 daL 3 L 4 8 7 3 2 4 5
2 dL 4 cL 5 mL
Infobit
Inch, foot, yard, fathom, rod, chain, furlong, mile, nautical mile, etc., are other non-metric
units of measuring lengths.
All the other units of measurement are related to the standard unit by multiples of 10.
EXERCISE 9.1
1. Make a place value chart and enter the following measures of length.
(a) 4 km 3 hm 5 dam 1 m 2 dm 3 cm 7 mm (b) 9 m 125 mm
(c) 2 km 5 hm 7 dam 6 m (d) 8 m 7 dm 6 cm
2. Make a place value chart and enter the following measures of weight (mass).
(a) 4 kg 5 hg 6 dag (b) 2 kg 9 hg 3 dag 6 g (c) 7 g 5 mg
3. Make a place value chart and enter the following measures of capacity.
(a) 5 kL 7 hL 6 daL 5 L (b) 8 L 218 mL (c) 6 L 7 dL 12 mL
CONVERSION OF METRIC MEASURES

Converting Smaller Units to Bigger Units
We already know that various units of metric measures are related to the standard unit by
multiples of 10. It is very easy to convert one unit of metric measure to different units.
158 Measurements
Measures of length CONCEPT H I G H L I G H T S
Example 1 Convert 539 cm into metres. • After the decimal point, if there is a
Solution We know that 100 cm = 1 m. 0 at the end, it need not be written.
539 • To convert a metric measure from
So 539 cm = m a smaller unit to a bigger unit, we
100 divide.
= 5.39 m
Example 2 Convert 426 mm into cm and Example 3 Convert 212 km 96 m into

mm. kilometres.
Solution We know that 10 mm = 1 cm. Solution
We know that 1,000 m = 1 km.
426 mm = 420 mm 6 mm 96
212 km 96 m = 212 km km
420 1000
= cm 6 mm
10 = 212.096 km
= 42 cm 6 mm
SUBJECT INTEGRATION
Giant Bamboo is the world’s tallest grass plant. Some species of this plant
reach a height of 46 metres. They grow at a very fast speed, as fast as
250 cm in 24 hours.
In how many days will the height be 10 metres?
Measures of weight
Example 4 Convert 832 mg into grams. Example 5 Convert 29 kg 250 g into
Solution We know that 1,000 mg = 1 g. kilograms.
832 Solution We know that 1,000 g = 1 kg.
832 mg = g = 0.832 g 250
1000 29 kg 250 g = 29 kg
= 29.250 kg 1000
Measures of capacity Infobit

Example 6 Convert 4,825 mL into litres. • Ounce and pound are
Solution We know that 1,000 mL = 1 L. some other non-metric
4825 units of measuring weights.
4,825 mL = L • Gallon and barrel are
1000 other non-metric units of
= 4.825 L measuring capacity.
Example 7 Convert 45 kL 175 L into kilolitres.

Solution We know that 1,000 L = 1 kL.
175
45 kL 175 L = 45 kL = 45.175 kL
1000
Measurements 159
EXERCISE 9.2
1. Which is greater?
(a) 30 m or 300 cm (b) 37 m or 0.027 km (c) 45 kg or 4,500 g
2. Convert into metres.
(a) 15 m 9 cm (b) 168 cm (c) 297 cm (d) 82 m 5 cm
3. Convert into grams.
(a) 12 g 15 mg (b) 575 mg (c) 61 g 200 mg (d) 750 mg
4. Convert into kilograms.
(a) 2 kg 500 g (b) 750 g (c) 8 kg 10 g (d) 3 kg 75 g
5. Convert into litres.
(a) 250 mL (b) 750 mL (c) 6 L 500 mL (d) 10 L 150 mL
6. Convert into kilolitres.
(a) 7 kL 100 L (b) 750 L (c) 25 L (d) 58 kL 95 L
7. Convert these as directed.
(a) 256 mm into cm and mm (b) 725 mm into cm
(c) 204 m into km (d) 32 km 69 m into km
Converting Bigger Units into Smaller Units

Measures of length
Example 8 Convert 3 km into metres. Example 9 Convert 7 m 12 cm into
Solution We know that 1 km = 1,000 m. centimetres.
3 km = 3 × 1000 m = 3,000 m Solution We know that 100 cm = 1 m.
7 m 12 cm = (7 × 100) cm + 12 cm
= 700 cm + 12 cm = 712 cm
Example 10 Convert 84 cm 15 mm into millimetres.
Solution We know that 1 cm = 10 mm. CONCEPT H I G H L I G H T S
84 cm 15 mm = 84 × 10 mm + 15 mm To convert a metric measure from
= 840 mm + 15 mm a bigger unit to a smaller unit, we
multiply.
= 855 mm
Measures of weight
Example 11 Convert 7 kg 15 g into grams. Example 12 Convert 14 hg 18 g into
Solution We know that 1,000 g = 1 kg. grams.
7 kg 15 g = 7 × 1000 g + 15 g Solution We know that 1 hg = 100 g
= 7000 g + 15 g So 14 hg 18 g = (14 × 100) g +
= 7015 g 18 g
= 1400 g + 18 g = 1418 g.
160 Measurements
Measures of capacity
Example 13 Convert 56 kL 250 L into Example 14 Convert 9 L into millilitres.
litres. Solution We know that 1 L = 1,000 mL.
Solution We know that 1,000 L = 1 kL. So 9 L = 9 × 1000 mL = 9000
So 56 kL 250 L = (56 × 1000) L mL.
+ 250 L
= 56000 L + 250 L = 56250 L.
EXERCISE 9.3
1. Convert into centimetres.
(a) 15 m 25 cm (b) 12 m 9 cm (c) 12 m (d) 9 m 8 cm
2. Convert into millimetres.
(a) 5 cm 9 mm (b) 6 cm (c) 10 cm (d) 13 cm 5 mm
3. Convert into hectograms.
(a) 80 kg (b) 82 kg 21 hg (c) 560 kg (d) 72 kg 56 hg
4. Convert into milligrams.
(a) 5 g (b) 12 g (c) 9 g 150 mg (d) 35 g 105 mg
5. Convert into litres.
(a) 10 kL (b) 15 kL (c) 9 kL 150 L (d) 20 kL 20 L
6. Convert into millilitres.
(a) 2 L (b) 5 L (c) 4 L 250 mL (d) 6 L 25 mL
7. Convert the following as directed below.
(a) 51 cm into mm (b) 3 km into cm (c) 35 kg into g (d) 64 kL into L
Different Units and the Decimal System

Metric measures are used in our everyday life. It is important to know the relationship of
the different units in the decimal system.
Length
km hm dam m dm cm mm
7 2 4 6 = 7.246 km
2 0 8 2 = 2.082 m
5 6 = 5.6 cm
Weight
kg hg dag g dg cg mg
5 0 2 4 = 5.024 kg
6 0 3 5 = 6.035 g
Measurements 161
Capacity
kL hL daL L dL cL mL
5 2 8 6 = 5.286 kL
7 3 4 5 = 7.345 L
OPERATIONS ON METRIC MEASURES

Addition and Subtraction of Metric Measures
Example 15 Add the following using both units and decimals.
3 km 7 hm 5 dam 3 m 4 dm 5 cm 2 mm,
5 km 7 hm 2 dam 1 dm 4 cm 4 mm, and
2 km 6 hm 3 dam 7 m 7 dm 5 cm 8 mm.
Solution
3 km 7 hm 5 dam 3 m 4 dm 5 cm 2 mm 3753.452 m
5 km 7 hm 2 dam 0 m 1 dm 4 cm 4 mm or 5720.144 m
+ 2 km 6 hm 3 dam 7 m 7 dm 5 cm 8 mm + 2637.758 m
12 km 1 hm 1 dam 1 m 3 dm 5 cm 4 mm 12111.354 m
Example 16 Subtract 4 kg 165 g from 7 kg 250 g.

Solution 7 kg 250 g or 7.250 kg
− 4 kg 165 g − 4.165 kg
3 kg 085 g 3.085 kg
Multiplication and Division of Metric Measures

Example 17 Multiply 4 m 5 dm 6 cm 8 mm Example 18 Divide 19 m 20 cm by 6.
by 12. Express the result in metres. Solution 19 m 20 cm = 1,920 cm
Solution 4 m 5 dm 6 cm 8 mm = 4.568 m 320
Now 4.568 × 12 = 54.816 m. 6 1920
4.568 −18
× 12
12
9136 − 12
45680 000
54.816 m −0
0
Let us strengthen the concept by doing the following activity—
162 Measurements
Maths Activity
Aim To strengthen the concept of the addition and conversion of metric units
You will need Measuring tape, weighing machine, pencil, and notebook
Steps
2. Tell them to measure the height and the weight of each other and record the data in the table
given below.
Name of students Height (in cm) Weight (in kg) Height (in m) Weight (in g)
Student A
Student B
Student C
Total
3. Add the measurements of height (in cm) and weight (in kg) and find the total.
4. Convert the height and weight of each student of groups into metres and grams, respectively.
5. Now again add the measurements of height (in m) and weight (in g) and find the total.
EXERCISE 9.4
1. Find the sums of the following metric measures in both units and decimals.
(a) 5 kg 6 hg 9 dag 3 g, 7 kg 4 hg 3 dag 5 g, and 4 kg 7 hg 9 dag 6 g
(b) 7 kg 250 g, 5 kg 380 g, and 2 kg 680 g
(c) 5 kL 2 hL 8 daL 7 L, 7 kL 5 hL 6 daL 6 L, and 9 kL 8 hL 7 daL 6 L
(d) 62 L 250 mL, 44 L 750 mL, and 35 L 180 mL
2. Find the differences.
(a) 5,594.039 km and 2,962.436 km (b) 8.393 g and 7.387 g
(c) 4.729 L and 1.553 L (d) 294.32 hm and 204.68 hm
3. Find the products.
(a) 6 km 5 hm 3 dam 4 m by 12 (b) 25 m 15 cm by 9
(c) 57 kg 275 g by 13 (d) 7 kL 546 L by 8
4. Find the quotients.
(a) 9 km 5 hm 6 dam 4 m ÷ 12 (b) 5 m 8 dm 4 cm 8 mm ÷ 8
(c) 9 g 6 dg 5 cg 1 mg ÷ 7 (d) 9 L 562 mL ÷ 14
Measurements 163
5. Solve the word problems.
(a) Akash travelled 1,224 km 327 m, Ruhi travelled 924 km 28 m, and Parul travelled
2,498 km 370 m. Find the total distance travelled by them.
(b) Ritu filled 7 bottles of 500 mL capacity with water. How much water do all bottles
contain?
(c) Mira bought 224 m 24 cm long cloth. She gave 104 m 17 cm of it to Shweta and 27 m
54 cm to Khushi. How much cloth is left with her?
(d) Rohit had 15.435 kg of sweets. He distributed it among 5 people equally. How much
did each get?
6. CRITICAL THINKING Find the length of the outer boundary 300 cm
of Anika’s kitchen. 2m
3m
5,000 mm
Kitchen 3m
600 cm
AVERAGE
You must have come across following statements in your daily life.
• What is the average consumption of sugar in a week?
• What are your average marks in maths?
• What was the average temperature in April?
In all the above statement a word ‘average’ is used. What do you understand by an average?
Average is a number which gives us the central, or middle, value.
Average can be found only of like measures or similar quantities.
Add all the given quantities and divide by the total number of quantities to get the average.
Sum of all the quantities
Average =
Number of quantities (addends)
SUBJECT INTEGRATION
A real world example of the average is par. Par refers to the average expected
score in Golf. Every hole on a golf course is rated as a par-3, a par-4, or a
par-5. If a hole is a par 4, then the average expected score is 4 strokes.
Example 19 Smita spent `76 on vegetables on Monday, `110 on Tuesday, and `120 on
Wednesday. What is the average amount of money she spent on these three
days?
Solution To find the average, we first find the total money spent.
Total money spent = `76 + `110 + `120 = `306
Number of addends (number of days) = 3
164 Measurements
Total money spent
Average money spent =
Number of addends (days)
`306
= = `102
3
The average money spent by Smita is `102.
Example 20 Shalini scored 84, 85, 60, and 71 marks in four different subject tests. What
was the average marks she got in all subjects?
Solution Sum of marks obtained = 84 + 85 + 60 + 71 = 300
Numbers of subjects = 4
Sum of the marks obtained 300
Average marks = = = 75
Number of subject tests 4
EXERCISE 9.5
Items Total Average
(a) 5, 15, 35, 25, 95 __________ __________
(b) 22.4 cm, 35.3 cm, and 29.3 cm __________ __________
(c) First five prime numbers __________ __________
2. Complete the missing entries.
Number of items Total Average
(a) 5 100 __________
(b) __________ 300 30
(c) 21 __________ 21
3. If the total rainfall recorded for the month of August was 930 mm, find the average daily
rainfall.
4. Find the average of the first five whole numbers.
5. Find the average of the first four multiples of 7.
6. Find the average of the first six natural numbers.
7. CRITICAL THINKING The average height of five family members is 150 cm. If the
heights of four family members are 153 cm, 150 cm, 150 cm, and 152 cm, find the height
of the fifth member.
TEMPERATURE
The measure of hotness or coldness of a body is known as its temperature. The temperature
of an object is measured with the help of a thermometer. Doctors use a clinical thermometer
to measure the temperature of a human body.
Measurements 165
There are two types of scales to measure the temperature of a Fahrenheit °F °Celsius
body. The two scales are Celsius scale and Fahrenheit scale. 230
220
110
100
The temperature on the Celsius scale is read as degree Celsius 212 °F
210
100 °C Boiling point
of water
and that on Fahrenheit scale is read as degree Faherenheit. 200 90
190 80
Celsius Scale 180 70
60
The metric system uses the Celsius scale for the measurement 50
of temperature. 100 40
On the Celsius scale, water freezes at 0°C and boils at 100°C. 98.6 °F
30
37 °C Normal body
temperature
The normal temperature of the human body on the Celsius 70 °F
20 21 °C Room
scale is 37°C. 10
temperature
32 °F 0 Freezing
Fahrenheit Scale
0 °C
point of water
–10
The Fahrenheit scale is another scale for the measurement of –20
temperature.
On the Fahrenheit scale, water freezes at 32°F and boils at 212°F. The normal temperature
of the human body on the Fahrenheit scale is 98.6°F.
Let us do a small activity on how the temperature changes.
Maths Activity
Aim To measure the temperature of water at different time duration
You will need Water, paper cup, ice cubes, thermometer, stopwatch, and notebook
Steps
1. Make pairs of learners who are sitting next to each other. One of them will measure the
temperature, and the other will record the temperature in the notebook.
2. Tell them to fill the paper cup more than halfway with water at room temperature.
3. Place the thermometer in the water and measure the temperature. Record the same at
0 seconds in the table given below.
Water temperature
Time (in seconds) Temperature (in °C)
0
20
40
60
80
4. Now place four ice cubes in the water and start the stopwatch. Find the temperature every
20 seconds for 80 seconds. Record the temperatures in the given table.
5. All the groups have to observe the difference in the temperature and make a report on that.
6. Once the reports are prepared, discuss your observations with the other groups as well.
166 Measurements
EXERCISE 9.6
Read the temperatures on the thermometers shown below and write them in the space provided.
1. 2. 3.
10 °C 20 °C 40 °C
5 °C 15 °C 35 °C
0 °C 10 °C 30 °C
__________ __________ __________
4. 5. 6.
90 °C 60 °F 120 °F
85 °C 55 °F 110 °F
80 °C 50 °F 100 °F
__________ __________ __________
LIFE SKILLS
On 5th June, the World Environment Day, Prakash planted
a sapling 6 cm tall in his garden with the help of his father.
He took good care of it by watering the plant every day.
The plant grew at the rate of 20 mm each week for the
next eight weeks. By what week would its height have
crossed 24 cm?
SUBJECT INTEGRATION
The perfect temperature of a hive is 32°C to 35°C. In summers,
when the temperature is hotter than the perfect temperature,
all the bees station themselves throughout the hive and fan their
wings. While in winters, when the temperature can be –20°C,
honeybees beat their wings to generate heat to keep the queen
and her hive from freezing.
Measurements 167
Concept Map
In the decimal system the higher
The standard unit of length is metre. available unit is attached the given
numeric measure.
The standard unit of weight is gram. The standard unit of capacity is litre.
To convert a metric measure from Measurement

• a smaller unit to a bigger unit, we
divide.
• a bigger unit to a smaller unit, we T here are two scales to measure the
multiply. temperature of a body—the Celsius
Smaller Units scale and the Fahrenheit scale.
× 10 × 10 × 10 × 10 × 10 × 10
Hecto Deca Standard Deci Centi Milli

Kilo unit
÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10
Bigger Units
REFLECTION BOX
Make a smiley () in front of all that you can do.
• I have learnt the metric measures—length, weight, and capacity.
• I can do the conversion of metric measures—smaller units to bigger and vice versa.
• I can add, subtract, multiply, and divide the given units of measurement.
• I can find the average of the given quantities.
• I have learnt the concept of temperature and its two units of measurement—Celsius and
Fahrenheit.
The given image is an image of Odometer. It is a device that

is used for measuring the distance travelled by a vehicle in km.
An odometer may be digital or mechanical.
168 Measurements
REVISION EXERCISE
1. Write the short form for the following—
(a) Kilolitre __________ (b) Hectogram __________
(c) Decimetre __________ (d) Millilitre __________
2. What do we do to convert a metric measure from a smaller unit into a bigger unit?
3. What do we do to convert a metric measure from a bigger unit into a smaller unit?
4. Which measures make up the given quantities of liquids?
Quantity of liquid to be 1L 500 mL 200 mL 100 mL 50 mL
measured
950 mL of milk 1 2 1
650 mL of water
5 L of petrol
6 L of diesel
5. Convert the following measures into the higher unit.
(a) 7 cm 5 mm (b) 12 kg 275 g (c) 15 km 165 m
(d) 12 L 92 mL (e) 15 m 12 cm (f) 30 kg 525 g
6. Convert the following as indicated—
(a) 7 km 105 m = __________ m (b) 10 cm = __________ mm
(c) 6 kg 12 g = __________ g (d) 7 L 225 mL = __________ mL
(e) 9 cm 8 mm = __________ mm (f) 14 kg 350 g = __________ g
7. Write the smallest metric unit for each of the following—
(a) Length __________ (b) Weight __________ (c) Capacity __________
8. Find the average of all numbers between 6 and 34 which are divisible by 5.
9. Shiva drinks 250 mL of milk every morning. How many litres of milk does he drink in a
week?
10. Anita needs 750 g of sugar to bake a cake. She bakes a cake each on Saturdays and Sundays.
How many kilograms of sugar does she use in a month that has 4 Saturdays and 5 Sundays?
11. Meera’s Maths book weighs 0.550 kg, pencil box weighs 0.250 kg, and her lunch box
weighs 0.275 kg. What is the total weight of all these items?
12. CRITICAL THINKING A leaky faucet in Amit’s house drips 250 mL of water each day.
The faucet is fixed after 2 weeks of dripping. How many mL or L of water dripped from the
leaky faucet in 2 weeks if it dripped the same amount each day?
Measurements 169
Unit Test Paper 3
1. How many angles are there in each of the following figure— (3 marks)
(a) (b) (c)
2. Fill in the blanks. (5 marks)

(a) Angles are measured in ____________.
(b) An angle whose measure is in between 0° and 90° is called an____________.
(c) Two rays with a common end point form an ____________.
(d) Water boils at ____________ °C and freezes at ____________ °C.
(e) The normal body temperature is ____________ °C.
3. Draw an angle of 120° using a protractor. (2 marks)
4. Identify the types of angles of the given measurements as acute, obtuse, and right angles.
(4 marks)
(a) 45° (b) 85° (c) 130° (d) 90°
5. Find the perimeter and area of a square having a side of 13 cm. (2 marks)
6. Find the perimeter and area of a rectangle having a length of 9 cm and a width of 3 cm.
(2 marks)
7. Find the perimeter of an equilateral triangle having a side of 8 cm. (1 mark)
8. Convert the following as directed— (4 marks)

(a) 546 m into cm (b) 416 mm into cm
(c) 870 mg into g (d) 45 L into mL
9. Find the average of the first four natural numbers. (2 marks)

10 TIME
The following table shows the final results of the men’s 4 × 400 m at 2020 Olympic
games in Tokyo. Which country won the men’s relay. How do you know?
Medal Name of the country Time taken (in seconds)
Gold United States of America 175.70
Silver Netherlands 177.18
Bronze Botswana 177.27
Essential Questions
Use the above information to answer the following questions—
1. Which country bagged the Silver medal? How much more time did it take than the winner?
2. Find the average time taken by each team member.
3. Do you think each team member took the same amount of time? Explain.
Time 171
Time is read in a.m. and p.m.
Infobit
The smallest measure of time is second.
• 60 seconds = 1 minute The word ‘clock’ comes from the
French word ‘cloche’ meaning bell.
• 60 minutes = 1 hour
• 24 hours = 1 day
CONCEPT H I G H L I G H T S 12
11 1
• a.m. stands for ante meridiem. 10 2
• p.m. stands for post meridiem. 9
3
• The hour hand goes around the clock twice in 24 hours. 8
4
• For all the timings after 12 o’clock (midnight), a.m. is used. 7 5
6
• For all the timings after 12 o’clock (noon time), p.m. is used.
RECAP EXERCISE

(a) 2.00 at night is 2.00 __________.
(b) In a leap year, the month of February has __________ days.
(c) 1 year = __________ weeks
(d) 4.35 in the morning is 4.35 __________.
2. Write a.m. or p.m.
(a) I go for a walk after having dinner at 9.00 __________.
(b) My mother goes to office in the morning at 10.00 __________.
(c) My school begins at 8.30 __________ and ends at 2.30 __________.
(d) I watched the sunrise at 5.00 __________.
(e) The sun sets at 6.30 __________.
CONVERTING BIGGER UNITS OF TIME INTO SMALLER UNITS

You have already learnt the concept of time in the previous class. Let us do the following
activity to recap the concept of time.
Aim To recapitulate the concept of the conversion of time
You will need Stopwatch and a notebook
Steps
1. Divide the class into pairs. One from each pair has to perform an activity and the other one
has to record the time.
172 Time
2. Make a list of 6 to 8 fitness activities which
you can do in the class for example, jump
at your place 5 times, skip rope, push-ups,
squats, etc.
3. Record how long the first activity takes as
shown in the table.
4. Take turns to do each activity in each pair and
record time for each activity.
5. Now convert the recorded time (in seconds)
into minutes and seconds.
Activity Time taken (in seconds)

1. Bounce up and down 45
2. Jumping rope 50 times
Converting Days into Hours

1 day = 24 hours
To convert days into hours, multiply the number of days by 24.
Examples 1. 11 days = (11 × 24) hours = 264 hours
2. 5 days 7 hours = (5 × 24) hours + 7 hours
= 120 hours + 7 hours
= 127 hours
Converting Hours into Minutes
1 hour = 60 minutes
To convert hours into minutes, multiply the number of hours by 60.
Examples 1. 15 hours = (15 × 60) minutes = 900 minutes
2. 8 hours 35 minutes = (8 × 60) minutes + 35 minutes
= 480 minutes + 35 minutes
= 515 minutes
Converting Minutes into Seconds
1 minute = 60 seconds
To convert minutes into seconds, multiply the number of minutes by 60.
Examples 1. 40 minutes = (40 × 60) seconds = 2,400 seconds
2. 18 minutes 55 seconds = (18 × 60) seconds + 55 seconds
= 1,080 seconds + 55 seconds
= 1,135 seconds
Time 173
SUBJECT INTEGRATION
Earth completes one rotation around the sun on its axis once in around 24 hours. Whereas the moon
completes one rotation around the Earth in about 23 hours 56 minutes and 4 seconds.
Earth’s orbit is the path on which it revolves around the Sun in every 365.256 days.
EXERCISE 10.1
1. Convert the following into hours—

(a) 4 days (b) 8 days and 15 hours
(c) 11 days 6 hours (d) 21 days 21 hours
2. Convert the following into minutes—
(a) 15 hours (b) 7 hours and 30 minutes
(c) 3 hours 10 minutes (d) 4 hours and 58 minutes
3. Convert the following into seconds—
(a) 36 minutes (b) 11 minutes 11 seconds
(c) 18 minutes 5 seconds (d) 9 minutes 42 seconds
4. CRITICAL THINKING A bus leaves for Shimla every hour. The previous bus left 20
minutes ago and the next bus is scheduled to leave at 4.30 p.m. What is the time now?
CONVERTING SMALLER UNITS OF TIME INTO BIGGER UNITS

Converting Hours into Days
24 hours = 1 day
To convert hours into days, divide the number 02 days
of hours by 24. 24 56 hours
Examples 1. 72 hours = (72 ÷ 24) days = 3 days
−48
2. 56 hours = (56 ÷ 24) days = 2 days 8 hours
8 hours
Converting Minutes into Hours
60 minutes = 1 hour
To convert minutes into hours, divide the number 12 hours
of minutes by 60. 60 730 minutes
Examples 1. 600 minutes = (600 ÷ 60) hours −60
= 10 hours 130
2. 730 minutes = (730 ÷ 60) hours −120
= 12 hours 10 minutes 10 minutes
174 Time
Converting Seconds into Minutes
60 seconds = 1 minute 013 minutes
To convert seconds into minutes, divide the number 60 820 seconds
of seconds by 60.
Examples 1. 540 seconds = (540 ÷ 60) minutes −60
= 9 minutes 220
2. 820 seconds = (820 ÷ 60) minutes −180
= 13 minutes 40 seconds 40 seconds
EXERCISE 10.2
1. Convert the following into days and hours—

(a) 912 hours (b) 1,320 hours (c) 1,010 hours (d) 1,516 hours
2. Convert the following into hours and minutes—
(a) 660 minutes (b) 1,200 minutes (c) 1,750 minutes (d) 729 minutes
3. Convert the following into minutes and seconds—
(a) 780 seconds (b) 960 seconds (c) 1,508 seconds (d) 1,149 seconds
THE 24-HOUR CLOCK

2300 hours 0000 hours 0100 hours The railways, airlines, and some other organisations
2200 hours
2100 hours 11 12 1
0200 hours
0300 hours
work day and night, that is, for 24 hours. At such
10 2
2000 hours 9 midnight 3 0400 hours
places, a 24-hour clock is used. Look at the 24-hour
1900 hours
8 4
0500 hours
clock shown alongside.
7
1800 hours 6 p.m. a.m.
5
6
Time in the 24-hour clock is written in 4 digits.
0600 hours
5 7 The first 2 digits on the left are for the hours and the
1700 hours
4 noon 8
0700 hours
two digits on the right are for the minutes. There is no
1600 hours
1500 hours
3
2 10
9 0800 hours
dot separating the four digits.
0900 hours
1400 hours
1 12 11 12 o’clock at midnight is expressed as 0000 hours.
1000 hours
1300 hours
1200 hours 1100 hours
12 o’clock at noon is expressed as 1200 hours.
Converting the 12-Hour Clock Time into 24-Hour Clock Time

• For a.m. timings, write hours and minutes side by side without separating them (writing
hours as a 2-digit number).
• For p.m. timings, add 12 to the hours and then write hours and minutes together without
separating them.
Time 175
12-hour clock 24-hour clock
3.00 a.m. 0300 hours Two digits on the left are for hours and two digits on
9.30 a.m. 0930 hours the right are for minutes. No dot is used to separate
hours from minutes in 24-hour clock time.
12.00 noon 1200 hours
4.30 p.m. 1630 hours Since 1200 + 0430 = 1630
9.00 p.m. 2100 hours Since 1200 + 0900 = 2100
CONVERTING 24-HOUR CLOCK TIME INTO 12-HOUR CLOCK TIME

• Write hours and minutes side by side and separate them with dot (.) if the time is less
than 1200 hours. Write a.m. next to it.
• 1200 hours is subtracted from the 24-hour clock time if the time is more than 1200
hours. Write p.m. next to it.
24-hour clock 12-hour clock
2300 hours 11.00 p.m. Since 2300 – 1200 = 1100 hours
0630 hours 6.30 a.m.
EXERCISE 10.3
1. Convert the following into 24-hour clock time.

(a) 1.40 p.m. (b) 5.30 p.m. (c) 11.12 a.m. (d) 9.50 p.m.
(e) 11.55 p.m. (f) 8.36 p.m. (g) 2.06 a.m. (h) 4.17 p.m.
2. Convert the following into 12-hour clock time.
(a) 0545 hours (b) 1854 hours (c) 2323 hours (d) 1532 hours
(e) 0756 hours (f) 2002 hours (g) 1200 hours (h) 1932 hours
(a) Tina looked at her train ticket which read the departure time as 1850 hours.
What time was it as per the 12-hour clock?
(b) Meena came back home from school at 1.00 p.m. What time was it as per the 24-hour
clock?
(c) Tarun reached the airport at midnight. What was the time on the airport clock?
ADDITION AND SUBTRACTION OF TIME

Example 1 Add 5 hours 30 minutes to 6 hours 25 minutes.
Solution 6 hours 25 minutes
Add the hours and minutes separately.
+ 5 hours 30 minutes
11 hours 55 minutes
176 Time
SUBJECT INTEGRATION
Spiders spin their webs at different speeds. You will find that no two spider webs are the same. A
spider web is also called ‘Orb Web’ which is a series of wheel-shaped, concentric outlines, with spokes
extending from the center of the web. It takes about an hour for the average spider to spin an elaborate
web of silk thread.
A spider take 30 minutes to spin its web and an other take 45 minutes. If the first spider started at 3.45
p.m. and the second at 3.30 p.m., which spider finished first?
Example 2 Add 6 hours 50 minutes 40 seconds and 4 hours 40 minutes 30 seconds.
Solution 6 hours 50 minutes 40 seconds
+ 4 hours 40 minutes 30 seconds
10 hours 90 minutes 70 seconds
Here we regroup 70 seconds = 1 minute 10 seconds.
So we have 90 minutes + 1 minute = 91 minutes.
Again, we regroup 91 minutes = 1 hour 31 minutes.
So 10 hours 90 minutes 70 seconds = 11 hours 31 minutes 10 seconds.
Example 3 Subtract 2 hours 20 minutes from 8 hours 45 minutes.
Solution 8 hours 45 minutes
Subtract the hours and minutes separately.
− 2 hours 20 minutes
6 hours 25 minutes
Example 4 Subtract 6 hours 50 minutes from 9 hours 20 minutes.
Solution Since 20 < 50, regroup hours and minutes.
9 hours = 8 hours 60 minutes
So 9 hours 20 minutes = 8 hours 80 minutes.
Now we subtract. 8 hours 80 minutes
− 6 hours 50 minutes
2 hours 30 minutes
Example 5 Sita had to deliver a birthday cake, for which she was given 8 hours. She
delivered the cake in 6 hours 25 minutes. How much time did she save?
Solution Regroup 8 hours = 7 hours 60 minutes.
Now subtract minutes and hours separately. We get
(60 − 25) minutes = 35 minutes and (7 − 6) hours = 1 hour.
So Sita saved 1 hour 35 minutes.
Example 6 Simmi reaches school at 8.30 a.m. and leaves for home at 1.00 p.m. How
many hours does she spend in school?
Solution
Regroup 12.00 hours = 11 hours 60 minutes.
Time 177
So we subtract 8 hours 30 minutes from 11 hours 60 minutes. Hours Minutes
Also from 12.00 noon to 1.00 p.m. = 1 hour 11 60
3 hours 30 minutes
− 8 30
+ 1 hour 00 minutes
3 30
4 hours 30 minutes
Simmi spends 4 hours 30 minutes in school.
EXERCISE 10.4
1. Add the following measures of time.

(a) 7 hours 44 minutes and 6 hours 6 minutes
(b) 8 hours 27 minutes and 5 hours 48 minutes
(c) 11 hours 11 minutes and 2 hours 37 minutes
(d) 5 hours 36 minutes 58 seconds and 9 hours 33 minutes 08 seconds
2. Subtract the following measures of time.
(a) 3 hours 26 minutes from 8 hours 11 minutes
(b) 3 hours 45 minutes from 5 hours
(c) 4 hours 40 minutes from 6 hours 55 minutes
(d) 47 minutes 32 seconds from 59 minutes
3. Fill in the missing entries in the table given below.
Starting time Duration Ending time
(a) 12.25 p.m. 4.10 p.m.
(b) 3.45 p.m. 2 hours 30 minutes
(c) 4 hours 25 minutes 1500 hours
(d) 5.05 p.m. 8 hours 55 minutes
(a) The train was to leave at 9.15 p.m. It left 1 hour 45 minutes late. At what time did it
leave?
(b) The party was to begin at 4.45 p.m. Neena reached half an hour early for the party. At
what time did Neena reach?
(c) The students of class V were to go for a picnic at 9.30 a.m. The bus was late by
45 minutes. At what time did the bus arrive?
(d) The air hostess of Zipp Airways reported for duty at 1330 hours. She completed
8 hours of her shift. At what time did her shift end?
(e) CRITICAL THINKING Four athletes of a team took 2 minutes 12 seconds to
complete a relay race. How much time did each member take if they took equal
amount of time?
178 Time
REMEMBERING DAYS BY THE CALENDAR
Complete the following—
1. A year has __________ days.
2. In a leap year, there are __________ days.
3. A leap year comes after __________ years.
4. A week has __________ days.
5. Fourteen days make a __________.
6. The months in a year which have 31 days are
____________________________________________________________.
7. The months in a year which have 30 days are
____________________________________________________________.
8. One hundred years make a __________.
USING A CALENDAR
Before learning further about a calendar, let us do the following activity first.
Aim To learn to read, write, and arrange the dates
You will need Notebook
Steps
1. Each learner has to talk to five classmates.
Birthdays
2. Ask each of the five classmates the month, day of the
month, and year each was born. Name Day Month Year
3. Record the data you collected in the table shown here.
4. Now write your date of birth too in the table.
5. If you have remembered the birth dates of some of
your family members, you may note down their birth
date too in the table.
6. Arrange the data of birth dates of people from the
youngest to the oldest.
7. Now share your data of birth dates with other classmates. Discuss how you recorded
the dates. Also explain the strategy you used to arrange your data of birth dates from the
youngest to the oldest.
Time 179
Now refer to the calendar for the month of February 2022 shown here and answer the
following—
1. Radhika goes to church every Sunday. On which dates will she go to church in February
2022? __________
2. How many days are there in February 2022? __________ February 2022
3. Is 2022 a leap year? __________ M T W T F S S

1 2 3 4 5 6
4. What is the day on 1 March 2022? __________
7 8 9 10 11 12 13
5. Shiva went on a trip on 18 February and returned on
14 15 16 17 18 19 20
25 February. What was the duration of the trip?
__________ 21 22 23 24 25 26 27
Example 7 The summer vacation was from 15 May to 28
4 July. For how many days was the school closed?
Solution Number of days from—
15 May to 31 May = 17 days (31 – 15 + 1 = 17)
1 June to 30 June = 30 days
1 July to 4 July = 4 days
Total days of summer vacation = 17 + 30 + 4 = 51 days.
Example 8 Mahi completed her 28-day singing workshop on 25 April. When did she join
the workshop?
Solution Finishing date = 25 April
Duration of singing workshop = 28 days
Starting date =?
We have to count back 28 days from 25 April.
25 April to 1 April = 25 days
31 March to 29 March = + 3 days
28 days
Mahi joined the singing workshop on 29 March.
EXERCISE 10.5
1. Solve.
(a) Rahil’s favourite television show starts at 4.30 p.m. If he gets home from school at
3.00 p.m., for how long does he have to wait until the show starts?
(b) Neha applied for admission on 4 July. She got admission a fortnight later. On which
date did she get the admission?
180 Time
(c) Rashi exercises for one and half hours every day. How many minutes in total does she
exercise in 7 days?
(d) The school opened 10 days after Mickey’s birthday on 21 June. On which day did the
school open?
(e) CRITICAL THINKING Akshat starts doing his English homework at 2.45 p.m.
and finishes at 3.30 p.m. Then he does Maths homework from 3.30 p.m. until 4.00 p.m.
Lastly, he studies for a Science test from 4.00 p.m. to 4.30 p.m. How much total time
does Akshat spend doing his homework and studying?
(f) CRITICAL THINKING Aarohi says that her uncle visited them after the 13th but
before the 18th of a month, while Neetu says that uncle visited them after the 16th but
before the 20th. If both are correct, on which date did uncle visit Aarohi and Neetu?
2. Fill in the missing entries in the table.
Starting date Duration Finishing date
(a) 29 February 15 days
(b) 18 November 19 days
(c) 60 days 02 January
(d) 35 days 05 June
(e) 07 days 25 December
REFLECTION BOX
Make a smiley (J) in front of all you can do.
• I can convert bigger units of time into smaller units and vice versa.
• I can express the 24-hour clock time into 12-hour clock time and vice versa.
• I can add and subtract the time.
• I can calculate the time duration, starting time, or ending time of an activity.
• I can calculate the number of days between two dates.
• Which topic did you find easy or challenging to understand—conversion of time or calendar?
Why?
Time 181
Concept Map
Time
Conversion of Units of Time Multiply (×)
×7 × 24 × 60 × 60
Bigger unit Smaller unit
Weeks Days Hours Minutes Seconds
÷7 ÷ 24 ÷ 60 ÷ 60
Divide (÷)
24-Hour and 12-Hour Clocks

24-hour time
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
a.m. p.m.
12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11
12-hour time
Addition and Subtraction of Time

6 hours 25 minutes 8 hours 45 minutes
+ 5 hours 30 minutes − 2 hours 20 minutes
11 hours 55 minutes 6 hours 25 minutes
Calendar
 1 year = 365 days  1 day = 24 hours
 1 year = 12 months  1 hour = 60 minutes
 1 year = 52 weeks  1 minute = 60 seconds
 1 leap year = 366 days
 1 month = 30 or 31 days, except February
 1 week = 7 days
The mobile phones and smart watches have option of setting

time in both 12-hour and 24-hour clocks. Whereas the PCs and
laptops display time only in 24-hour clock.
SUBJECT INTEGRATION
Our solar system is nearly five billion years old. It is made up of eight planets and more than 170 moons,
dust, gas, asteroids, comets—all orbiting around the sun.
182 Time
REVISION EXERCISE
1. Convert the following into hours—
(a) 6 days 11 hours (b) 11 days 24 hours (c) 9 days
2. Convert the following into minutes—
(a) 5 hours (b) 6 hours 15 minutes (c) 4 hours 30 minutes
3. Convert the following into seconds—
(a) 3 minutes (b) 6 minutes 10 seconds (c) 5 minutes 15 seconds
4. Convert the following into days and hours.
(a) 144 hours (b) 85 hours (c) 240 hours
5. Convert the following into hours and minutes.
(a) 180 minutes (b) 310 minutes (c) 500 minutes
6. Convert the following into minutes and seconds.
(a) 250 seconds (b) 500 seconds (c) 999 seconds
7. Convert the following into 24-hour clock timings.
(a) 6.36 p.m. (b) 8.40 a.m. (c) Midnight
8. Convert the following into 12-hour clock timings.
9. Anita starts from her house at half past seven in the morning. What time does her digital
watch show?
10. Ram goes for taekwondo practice every morning at five. He starts from his house at fifteen
minutes to five. Write this time in numbers.
11. What time of the day is it right now, by the analogue clock?
12. Every day, Ritu’s mother teaches her for two and a half hours. If she starts teaching at
6 o’clock in the evening, at what time will Ritu be free?
13. Sultan is a police dog. He undergoes one and half hours training every day. His training
starts at 8.30 a.m. At what time does Sultan’s training get over?
14. Julie and her sister went to a seaport. They left on a boat at 2.30 p.m. They were on the boat
for 4 hours and 25 minutes. What time was it when they got off the boat?
15. Sahil left the home at 2.25 p.m. He went to the coaching centre, returned books to the
library, and bought groceries at the store. The entire exercise took 2 hours and 15 minutes.
What time was it when he returned home?
16. Mohan is a fitness trainer. He has set his wristwatch’s time 15 minutes faster than the actual
time and opens his gym at 5.30 a.m. everyday. If this is the time by his watch, then at what
time does he actually open the gym?
Time 183
17. Deepti attends her Maths coaching classes everyday for 2 hours. On Monday, she spent half
an hour extra for clearing doubts and practising sums. If she came to the coaching centre at
4 o’clock in the evening, at what time did she leave the centre?
18. Golden Temple express runs from Amritsar to Mumbai. The train left Amritsar at 2245
hours. It took 18 hours and 55 minutes to reach Mumbai. At what time did it reach Mumbai?
19. Nikita and Harshul had gone on a trip to Spain for 15 days. If they reached Spain on
5 August, on which date did they return?
20. CRITICAL THINKING Read the following information about the honeybees—
• The queen bee may lay about 1,500 eggs in 24 hours.
• A honeybee can fly for about 24 km each hour.
Answer the following questions—
(a) During her lifetime, about how many eggs does the queen
bee lay each hour? Each minute?
(b) For about how many kilometres can a honeybee fly in
6 hours?
184 Time
11 MONEY
You must have seen your parents manage their bank account statements using
the bank passbooks. All the transactions—withdraws and deposits—are given in
tabular format in a bank passbook.
Mr Jagdish had a bank account balance of `78,590.60 at the end of January 2021.
Since then, he has made a deposit of `56,430 and written a cheque for `12,500.
On 21 February 2021, he estimated his account balance to be `1,20,450.60.
Essential Questions
1. Find out if Mr Jagdish is correct.
Since Mr Jagdish deposited `56,430 and wrote off a cheque of `12,500, his balance after
these transactions must be:
`78,590.60 – `12,500 + `56,430 = `1,22,520.60
Thus his estimate is right as it is close to the actual value.
2. Find out about terms like ‘withdraw’, ‘deposit’, ‘account balance’, and ‘writing cheque’ and
discuss them in class.
Money 185
RECAP EXERCISE
Solve the following—
1. Aslam saved `3,150 previous month and `2,260 this month. How much money did he save
altogether?
2. Sylvia bought 10 candles for `110.00, a flower vase for `215.00, and 5 comic books for
`125.00. How much did she spend altogether?
3. A shopkeeper sold mangoes worth `175 to Ms Manjit Kaur. She gave him a 200-rupee note.
How much money did he give back to Ms Manjit Kaur?
4. Mr Sen bought 5 kg of tomatoes at `35.50 per kg and 2 kg of apples at `175 per kg. How
much money did he spend in all?
UNITARY METHOD
Srijan wants to buy a pack of pencils. Brand A offers a pack
of 10 pencils which is available for `35 and brand B offers
a pack of 8 pencils which is available for `26. Which pack
should Srijan buy to get a better deal if the quality offered
by both brands is same?
To decide which is the better deal, we need to find the price of
one pencil of each pack.
Finding the price of one item of a kind is called finding the unit price, and the method is
called the unitary method.
Price of one pencil of pack of brand A Price of one pencil of pack of brand B
10 pencils cost = `35 8 pencils cost = `26
Cost of 1 pencil = `35 ÷ 10 Cost of 1 pencil = 126 ÷ 8
= `3.5 or `3.50 = `3.25
The cost of 1 pencil of a pack of brand B is less than that of a pack of brand A. So Srijan
should buy pack B to get a better deal.
Example 1 Saurabh bought 4 candies for `36.
How much money will he pay to buy
11 candies?
Solution First, we have to find the price of 1 candy.
Cost of 4 candies = `36 If the unit price is known, we
Cost of 1 candy = `36 ÷ 4 can find the price of many
= `9 items of the same kind.
Cost of 11 candies = `11 × 9 = `99
Saurabh will have to pay `99 for 11 candies.
186 Money
• The price of 1 unit of a kind is found by division.
• The price of a number of objects of the same kind is found by multiplication.
SUBJECT INTEGRATION
Now a days we use plastic money in place of actual bank notes. For
example, cards like credit card and debit card are electronic generated
card that acts as plastic money at the time of buying of goods and
services. These cards are generally associated with a bank account
and thus each transaction through these cards is registered in the
bank ledgers.
Plastic money was introduced in 1950’s.
Find more about different forms of money in regular use and make a
presentation on it.
EXERCISE 11.1
Solve the following word problems.
1. John earns `12,480 in 15 days. How much money will he earn in 30 days?
Babulal buys 75 kg potatoes from a local farmer for `375.50 to sell in a nearby vegetable
2.
market. Next day he buys 42 kg potatoes. How much money does he spend that day?
A worker is paid `3,870 for 6 days of work. If he works for 23 days, how much money
3.
will he get?
4. A car travels 228 km in 3 hours.
(a) How long will it take to travel 912 km?
(b) How far will it travel in 7 hours?
5. Kashish bought 2.5 L of milk for `102.50. What will be the cost
of 12 L of milk?
CRITICAL THINKING Fifteen bags of sugar cost `2,160. If each bag
6.
contains 3 kg of sugar, find the cost of 1 kg of sugar.
7. Six pieces of decorative ribbon cost `72.60. What is the price of 11 such
ribbons?
8. Ishaan bought 8 notebooks for `302.00. How much will 13 notebooks cost?
9. C
RITICAL THINKING Meenu bought 8 grilled sandwiches for `416.00. Later she
ordered 11 more sandwiches. How much more money will she need now?
10. C
RITICAL THINKING Suhani went fishing for 7 days. Each day she took `230 with
her. At the end of each day, she was left with `42. How much money did Suhani spend by
the end of 7 days?
Money 187
PROFIT AND LOSS
Mr Sharma is a wholesale dealer of pencils. He buys pencils from the factory and sells
them. He bought pencils for `110 per box and sold the same for `125 per box. Naturally, he
has earned some money in the whole transaction.
He has earned `125 – `110 = `15 per box.
`110 is called the cost price (CP) of the pencils.
`125 is called the selling price (SP) of the pencils.
`15 is the profit earned by Mr Sharma.
• The price at which an item is bought is called the cost price.
• The price at which an item is sold is called the selling price.
• The money earned in a transaction when the selling price is more than the cost price, is
called the profit.
Profit = SP – CP
Now assume that Mr Sharma had to sell the pencils for `105 per box.
Here the selling price is less than the cost price. Mr Sharma would have to bear a loss.
• The money lost when the cost price is more than the selling price is called the loss.
Loss = CP – SP
Example 2 Aman bought a football for `375 and sold it for `450. Find his profit or loss.
Solution Cost price = `375
Selling price = `450
Here the selling price is more than the cost price. So there is a profit.
Profit = SP – CP
= `450 – `375
= `75
Aman made a profit of `75.
Example 3 Shrishti bought a toy for `228 and later sold it to her house help’s son for `80.
How much profit or loss did she make?
Solution Cost price (CP) = `228
Selling price (SP) = `80
Here the cost price is more than the selling price. So there is a loss.
Loss = CP – SP
= `228 – `80 = `148
The loss is of `148.
Calculating Cost Price and Selling Price
To find profit or loss, we need to know the CP and SP. If SP > CP, there is a profit, and if
SP < CP, there is a loss.
188 Money
Profit = SP – CP and Loss = CP – SP.
We can find the third quantity if two quantities are known in the above formulas.
Calculating cost price
To find CP when profit (P) is given, we use the formula—
CP = SP – P
To find CP when loss (L) is given, CONCEPT H I G H L I G H T S
we use the formula— • Profit is also known as gain.
CP = SP + L
Example 4 John sold a shirt for `1,175 at a profit of `275. Find the price at which he
bought it.
Solution Selling price = `1,175
Profit = `275
Cost price = Selling price – Profit
= `1,175 – `275 = `900
The cost price of the shirt was `900.
Example 5 Srijan sold a pair of shoes for `540.00. He suffered a loss of `41.50 in the deal.
What was the cost price of the shoes?
Solution Selling price = `540.00
Loss = `41.50
Cost price = Selling price + Loss
= `540.00 + `41.50 = `581.50
The cost price of the pair of shoes was `581.50.
Calculating selling price
To find SP when profit is given, we use the formula—
SP = CP + P
To find SP when Loss is given, we use the formula—
SP = CP – L
Example 6 A shopkeeper bought 6 kg of mangoes at `60 per kg and sold all of them at a
profit of `132. What was the selling price of mangoes per kilogram?
Solution Cost price = 6 × `60
= `360
Profit = `132
Selling price = Cost price + Profit
= `360 + `132 = `492
The selling price of 6 kg mangoes was `492.
Thus selling price of mangoes per kilogram = `492 ÷ 6 = `82.
Money 189
Example 7 Tejas bought a sack of red split lentils for `1,305 and sold it for `128 less.
What was the selling price of the sack of lentils?
Solution Cost price = `1,305
Loss = `128
Selling price = Cost price – Loss
= `1,305 – `128 = `1,177
Tejas sold the sack of lentils for `1,177.
EXERCISE 11.2
1. Find profit or loss for each of the following—

(a) CP = `126 (b) SP = `49 (c) SP = `1,800 (d) CP = `1,64,200
SP = `188 CP = `23 CP = `2,400 SP = `1,75,000
2. Find the cost price for each of the following—
Selling price (SP) Profit Loss Cost price (CP)
(a) `5,670.00 `899.00 –
(b) `7,854.00 – `118.00
(c) `9,080.00 `724.00 –
(d) `9,899.00 – `876.00
3. Find the selling price for each of the following—
Cost price (CP) Profit Loss Selling price (SP)
(a) `2,450.00 `658.00 –
(b) `5,674.00 – `509.00
(c) `7,248.00 `248.00 –
(d) `8,150.00 – `563.00
(a) Raman bought a bicycle for `2,580 and sold it at a profit of `845. How much did he
sell the bicycle for?
(b) A shopkeeper bought 50 pens for `100. He then sold each pen for `2.5. Find his
profit or loss.
(c) Apoorva purchased a tea set for `545.35 and sold it for `620.75. Find her profit or
loss.
(d) Amit sold a piano for `6,595 at a loss of `325. What was the cost price of piano?
190 Money
Concept Map
Unitary Method Profit and Loss
• The price at which an item is bought
Money is called the cost price.
× with the number • The price at which an item is sold is
of items called the selling price.
cost of 1 cost of many
• When the selling price is more than
the cost price, there is a profit.
÷ by the number Profit = SP – CP
of items • When the cost price is more than
cost of many cost of 1 the selling price, there is a loss.
Loss = CP – SP
REFLECTION BOX
Make a smiley (J) in front of all you can do.
• I can find the cost of many items of a kind if the price of one is given.
• I can find the cost of one item if the cost of many items of same kind is given.
• I can calculate profit, loss, cost price, and selling price.
• Which topic—the unitary method or profit and loss—did you find easier to understand? Why?
These days we use digital money more often than paper or even plastic money. Digital currency
is a form of currency that is available only in digital or electronic form. Transactions done through
NEFT (National Electronic Fund Transfer), IMPS (Immediate Payment Service), UPI (Unified Payments
Interface), etc. come under the form of digital transactions and require active Internet connection.
The next evolution in money is cryptocurrency. This is different from kind of money that we use in
daily life. It is actually binary data working as a medium of exchange where ownership of money is
recorded in a computer database.
Read more about the evolution of money and make a presentation on it.
LIFE SKILLS
Three cousins Piyush, Prateek, and Sohan are planning to visit Assam together along with their parents in
their Summer vacations. Sohan decides to start saving money. He requests his parents and grandparents
to contribute to his savings.
Sohan starts saving `200 every month from his pocket money. His parents, grandparents, and elder sister
contribute `500, `300, and `400 respectively each month.
Based on the above information, answer the following questions—
1. Find the amount of money collected (contribution from elders + savings)
by Sohan each month. __________
2. Find the amount of money collected (contribution from elders + savings)
by Sohan in a year. __________
Money 191
SUBJECT INTEGRATION
1. In earlier days, people used to do trading with cow, cattle, sheep, land, or other precious objects.
Later, coins of gold, silver, and bronze were introduced.
The given pictures are a few examples of some old coins which were used during the Mughal period.
2. On 15 July 2010, D Udaya Kumar of IIT Bombay gave India the new rupee
symbol `. This was a revolutionary step that put India at par with other
international currency symbols.
REVISION EXERCISE
1. The cost of 1 pen is `3.10. What is the cost of 12 such pens?
2. If SP is `7,856 and CP is `8,756, there is a __________ of __________.
3. If CP is `6,400 and SP is `6,950, there is a __________ of __________.
4. If SP is `1,050 and profit is `464, CP is __________.
5. If CP is `2,830 and loss is `450, SP is __________.
6. If Aazeen bought a clock for `860 and sold it for `660, then
• she made a profit of `20. • she took a loss of `0.
• she made a profit of `200. • she took a loss of `200.
7. David has `2,308 with him. At a shop, he sees the following items with the given price tags.
Camera—`2,830 Watch—`2,108
Can you find which of the items David can buy? How much money will be left with David
after buying the item?
8. Mrs Reddy has 5 rows of jasmine plants in her garden. There are 6 jasmine plants in each
row. How many jasmine plants are there in Mrs Reddy’s garden altogether?
9. Naina has `5,000 with her. She wishes to buy a gift for her mother. She goes to the market
and likes the things shown below. Which two items can she buy?
Umbrella—`2,380 Saree—`2,308
Earrings—`2,830 Ring—`2,803
192 Money
10. Raghav goes to a bank to deposit money. He fills up the deposit slip and writes the amount
deposited as—
`1000 × 2 `500 × 2 `100 × 4
Can you find the total amount of money deposited by Raghav?
11. Muskan went to a carnival with her friends and ate bhelpuri. Each plate cost her `45.
Calculate the money spent by Muskan on bhelpuri, if she had 10 friends with her.
12. Which is costlier—18 calculators for `22,250 or 24 calculators at `2,800 each?
13. A shirt costs `2,499. Sunaina has four notes of 500 rupees. How much more money does
Sunaina need to buy that shirt?
14. Shikha has two 500-rupee notes. She likes the following items at a shop. She wants to pick a
minimum of three items to utilise that money. What all can she pick?
Lipstick—`100 Wallet—`1,000 Party dress—`4,000
Sunglasses—`700 Earrings—`200
15. A physiotherapist charges `250 per sitting. Rohan has a severe back problem, and he
undergoes one physiotherapy session per day for the whole month of September. How much
money has he spent on his physiotherapy?
16. CRITICAL THINKING David bought 2 dozen eggs for `84. But 6 of them broke. He
incurred a loss of `20 on selling the remaining eggs. What was the selling price of 1 egg?
1
17. CRITICAL THINKING Rashi spent of her money at the vegetable market. Then, she
1 2 1
spent of what was left at the bakery. Next, she spent of what was left at a stationery
2 2
shop. She spent the remaining `180 on lunch at a restaurant. How much money did Rashi
have in the beginning?
18. CRITICAL THINKING The bar graphs show the monthly profits of companies A and
B from March to July. Find the increase in profit per month for both companies. Also find
the increase in profit for the duration from March to July. Based on these can you tell which
company is more profitable? Is this a valid conclusion? Justify your answer.
Company A Company B
Monthly Profits earned Monthly Profits earned
90,000
75,000 75,000
Profit in (`)
Profit in (`)
60,000 60,000
45,000 45,000
30,000 30,000
15,000 15,000
March April May June July March April May June July
Months Months
Money 193
12 SYMMETRY AND PATTERNS
Castles are medieval fortified structures generally the residence of the king of the
territory in which they stood.
People often build sandcastles for fun when they visit seashore. Man-made objects
like buildings, bridges, vehicles, etc., display symmetry.
Nature provides symmetry and patterns in flowers, animals, etc. Look around you
and discover these patterns.
Essential Questions
1. What do you observe in the above picture of castle?
2. How do you find whether a shape or an object is symmetrical or not?
3. Have you ever solved a puzzle using the concept of patterns? How did the concept of
patterns help in solving the puzzle?
194 Symmetry and Patterns

SYMMETRY
When a shape or a figure is divided into
two parts of equal shapes and sizes, we
call the shape or figure symmetrical.
The phenomenon is called symmetry.
(a) Human face (b) Wasp (c) Crab
All the above objects are symmetrical.
If we draw a line from the middle of each object, we get perfect halves.
The line which divides a shape or figure into two identical halves is called the axis of
symmetry.
Look at the shape given below. Draw an imaginary line passing horizontally through the
centre.
Are both sides the same?
No.
Now draw a line passing vertically through the centre.

Are both sides the same?
Yes.
The heart shape has only one axis of symmetry.

A shape can have vertical axis of symmetry, horizontal axis of symmetry, or both.
Next look at a few letters of the English alphabet.
Vertical axis Horizontal axis 2 axes of No axis of

of symmetry of symmetry symmetry symmetry
Let us try to make a word using letters with vertical axis of symmetry.
Now let us make a word using letters with horizontal axis of symmetry.
Now it is time to discover symmetry in decorative objects by doing the following activity:

Maths Activity
Aim To discover symmetry in decorative objects
You will need Colourful or gloss paper, a pair of compasses, a pencil, a pair of
scissors, sellotape, glue
Steps
1. Draw two circles of the same radius on a sheet of coloured paper and cut them
out.
2. Fold each circle in half, then into quarters, and then into eighths as shown
alongside.
3. Snip out the sides while it is still folded as shown here.
4. Unfold the two circles. Fold each one in half as shown alongside.
Tape them together at the folds.
5. Glue on a thin paper handle. Space out four sides of the lacy ball.
Recommendations
Discover symmetry in each of the four sides of the ball.
Make many such balls and decorate your classroom.
EXERCISE 12.1
1. List the following—

(a) All the capital letters of the English alphabet that are symmetrical about a vertical
axis (such as A).
(b) All the capital letters of the English alphabet that are symmetrical about a horizontal
axis (such as B).
(c) All the capital letters of the English alphabet that are symmetrical about both the axis.
(d) All the capital letters of the English alphabet that have no axis of symmetry.
2. Draw the lines of symmetry for each of the following—
(a) (b) (c) (d)
3. CRITICAL THINKING Write a word using the letters of the English alphabet having
(a) a horizontal axis of symmetry and (b) a vertical axis of symmetry.

SYMMETRY IN PLANE SHAPES
Plane shapes also have symmetry. A plane shape is said to be symmetrical about a line if the
line divides the shape into two equal halves.
Some shapes have one line of symmetry, some have two, and some have even more.
One line of One line of Two lines of Two lines of

symmetry symmetry symmetry symmetry
Three lines of Four lines of No line of

symmetry symmetry symmetry
There are some shapes which are not symmetrical at all. The above shown quadrilateral is
not symmetric.
When a figure is symmetrical, the other half of the figure can be drawn by looking at the
given half.
LIFE SKILL
Visit some monuments or places of historical importance in your city. Capture the pictures and stick
them in an album.
What type of patterns and symmetry do you observe on the walls, roofs, floors, steps, courtyard, etc.?
EXERCISE 12.2
1. Draw the line(s) of symmetry for each of the following—

(a) (b) (c)

2. Complete the following symmetrical shapes—
(a) (b) (c)
(d) (e) (f)
TESSELLATION
A tessellation is a collection of plane or simple figures that fills the plane to form a pattern
without leaving any space or overlaps in between.
Notice how the shapes fit together to form a pattern. This is called tessellation.

REFLECTION
A reflection results in a mirror image of an object. In a reflection, a shape gets flipped with
respect to the mirror line or line of reflection to face the opposite direction. In the following
examples the object is reflected along the dotted mirror line.
RR R
REEF
FLLE
ECCT
T II O
ONN
In the same way, a right glove or a right shoe is mirror image of its pair.
Gloves Shoes

EXERCISE 12.3
1. Draw tessellations using the following shapes—

(a) Hexagon (b) Pentagon and triangle
2. Write the letters D, P, M, Y, and Z and read their image through a mirror. What does each
letter look like?
SLIDES, FLIPS, AND TURNS

Slide A slide takes place when a shape moves in one direction from one place to another.
Flip A flip takes place when a shape is flipped across a line and faces the opposite direction.
Turn A turn takes place when a shape is turned through an angle.
1 1 3
Original position turn turn turn
4 2 4
1 1 3
Original position turn turn turn
4 2 4
EXERCISE 12.4
1. Draw the given shapes and do the following—
(a) Vertical flip (b) Horizontal flip (c) Slide

(d) Quarter turn (e) Half turn (f) Three-fourth turn
2. Draw a shape of your own choice. Then flip, slide, and turn it to make a pattern.

PATTERNS
Let us understand the concept through the following activity—
Maths Activity
Aim To make shapes with increasing number blocks and find a pattern in number of blocks used
You will need Building blocks of different shapes and notebook
Steps
2. Ask them to make the frames using the shapes of squares and triangles as shown below.
Frame 1 Frame 2 Frame 3

3. Make a table as shown below.
Shapes Frame 1 Frame 2 Frame 3 Frame 4 Frame 5
Squares
Triangles
Now answer the following questions.
(a) How many squares and triangles are there in frame 1? ________
(b) How many squares and triangles are there in frame 2? ________
(c) How many squares and triangles are there in frame 3? ________
(d) What do you observe in the table?
4. Now in a similar manner, build frame 4.
(a) How many squares and triangles are there in frame 4? ________
(b) How many squares and triangles will you need to build frame 5?
(c) Now predict the number of squares and triangles needed to build frame 12. How did you
predict the number of squares and triangles?
5. Write the rules used to build the frames?
A pattern is a series, or a sequence, of objects, sounds, or numbers.

• They can be repeated decorative designs.
• They can be a regular form or order in which a series of things occurs.
• They can be increasing or decreasing. For example, in above activity we created a
pattern of increasing number of blocks.
Patterns in Nature
Patterns in nature are beautiful to observe.
(a) Cut an onion and see the patterns formed.
(b) Look at a leaf and its patterns.
(c) Look at the sky and you will find the patterns formed by the clouds.

SUBJECT INTEGRATION
1. Math and music both involve numbers and patterns. In music, these
patterns are called rhythm. We hear rhythm as a number of beats.
2. Nature provides us with many examples of symmetry. Look below
for a few examples.
Patterns in Numbers
Numbers also reflect beautiful patterns.
Here is a number pattern.
1, 1, 2, 3, 5, 8, 13, 21, …
The above number pattern is called the Fibonacci sequence.
The first 2 terms of the Fibonacci sequence are 1 and 1.
After the first 2 terms, each term is the sum of the previous 2 terms.
1 1 2 3 5 8
1+1=2 5+3=8
Infobit
Observe the flowers given below. You will find that at any time, the number of petals present in
a flower is a term of Fibonacci sequence.
Calla lily Euphorbia Trillium
Buttercup Bloodroot Black eyed susan
Triangular Numbers
Numbers like, 1, 3, and 6 that can be arranged as points in the shape of a triangle are called
triangular numbers.

Try to write the next two numbers.
1 3 6 __________ __________
Square Numbers
Numbers like, 1, 4, 9, and 16 that can be arranged as points in the shape of a square are
called square numbers.
Try to write the next two numbers.
1 2×2 3×3 4×4 __________ __________
Some More Patterns

Observe the patterns given below, and try to write the entries which will come next.
1. 1 × 9 + 2 = 11 2. 7 × 9 = 63
12 × 9 + 3 = 111 77 × 99 = 7,623
123 × 9 + 4 = 1,111 777 × 999 = 7,76,223
1,234 × 9 + 5 = 11,111 7,777 × 9,999 = 7,77,62,223
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________
Multiplication tables also show some patterns. Look at the multiplication tables of 6 and 8
given below—
Table of 6 Table of 8
6 The ones 8 The ones
12 digits repeat 16 digits repeat
18 themselves 24 themselves
24 after the fifth 32 after the fifth
30 multiple. 40 multiple.
36 48
42 56
48 64
54 72
60 80
EXERCISE 12.5
1. Complete the following patterns—

(a) 8, 16, 32, 64, ___________, ___________, ___________
(b) 4, 5, 7, 10, 14, 19, ___________, ___________, ___________
(c) 144, 72, 36, ___________, ___________, ___________
2. Write the first five multiples of 15 and discover the pattern.
3. Observe the pattern and write the next three terms.
(a) 10 × 10 + 1 = 101 (b) 1 × 1 = 1
100 × 10 + 1 = 1,001 11 × 11 = 121
1,000 × 10 + 1 = 10,001 111 × 111 = 12,321
____________ = ____________ ____________ = ____________
____________ = ____________ ____________ = ____________
____________ = ____________ ____________ = ____________
REFLECTION BOX
Make a smiley (😊) in front of all you can do.
• I have learnt the concept of symmetry.
• I can find the symmetry in plane shapes.
• I have learnt the concept of tessellation and reflection.
• I understand the meaning of slide, flip, and turn.
• I can recognise patterns in objects, nature, numbers, square numbers, and triangular numbers.

Concept Map
Symmetry in Plane Shapes
A plane shape is said to be symmetrical about a line if
the line divides the shape into two equal halves.
Symmetry Some shapes have one line of symmetry, some have
 When a figure is divided in two parts of equal shapes two, and some have even more.
and sizes, the figure is said to be symmetrical.
 The line which divides a figure into two identical halves
is called the axis of symmetry.
Axis of symmetry
Tessellation
A tessellation is a collection of plane Reflection
figures that fill the plane to form a A mirror shows the reflection of an
pattern without leaving any space or object. In reflection the image is flipped
overlaps in between. and faces the opposite direction..
Symmetry and
Patterns
Slides, Flips, and Turns Patterns

Fibonacci sequence: 1, 1, 2, 3, 5, 8, 13, 21, …
Triangular numbers Square numbers
Slide Flip
1 3 6 1 2×2 3×3 4×4

1 1 turn 3 turn
Original position turn
4 2 4
Turn

REVISION EXERCISE
1. Find the sum of the following—
(a) 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 = _______________
(b) 11 + 12 + 13 + 14 + 15 + 16 + 17 + 18 + 19 + 20 = _______________
(c) 21 + 22 + 23 + 24 + 25 + 26 + 27 + 28 + 29 + 30 = _______________
2. Atharv draws a butterfly. Can you draw the line of symmetry on this
butterfly? How many such lines can be drawn?
3. Draw the lines of symmetry of the given shape.
4. Rekha draws a flower, as shown in the figure. How many lines of symmetry does it have?
5. Era has been asked to draw the lines of symmetry for a few letters of the English alphabet.
She gets a few of them wrong. Can you point out the wrong ones?
6. Megha has drawn a line of symmetry on the given figure as line l. Is she correct? Are the
two parts symmetrical?
l
7. Riddhi wants to complete the given figure. Can you draw the mirror image of the
given figure?

8. Complete the figure to make it symmetrical if l is the line of symmetry.
l
9. Draw the mirror image of the given figures.
(a) (b)
10. A circle is drawn inside a square such that the boundary of the circle touches the boundary
of the square. Draw the lines of symmetry of the obtained figure.
11. Subrato has been asked to complete the figure given here so that it is symmetrical. Can
you help him to complete this figure?
12. Study the pattern and fill in the blanks.

3 × 37,037 = 1,11,111
6 × 37,037 = 2,22,222
9 × 37,037 = ______________
12 × 37,037 = ______________
13. CRITICAL THINKING Rahul made a tower of cards using 26 cards. He made 4
layers of cards to make his tower. Find the number of cards Rahul will need for a tower of
10 storeys.
14. CRITICAL THINKING How many lines can divide a triangle into mirror halves if
there are two sides of equal length in the triangle?

13 DATA HANDLING
Students of class V have to choose their class monitor. Jaya, Shikha, Manjeet, and
Joseph are the candidates. The students have to vote for one of them. The class
teacher decides to do a quick voting. She asks the students to raise their hands if
they want the person whose name is being called out to be the monitor.
Essential Questions
1. How will voting help in taking the decision?
Voting will help in finding the most popular student among the candidates.
2. Do you know any other situation where a voting or a survey help?
In this chapter, we will learn about the various ways of collecting and representing
data.
Data Handling 207

RECAP EXERCISE
1. Here is a pictograph showing the number of different stuffed-animal toys in a shop. See the
pictograph and answer the following questions—
Giraffe
Zebra
Lion
(a) How many types of stuffed-animal toys are there in the shop?
(b) Which animal toy is the highest in number?
(c) How many more lions are there than zebras?
2. Make a pictograph using the information given below. Explain your symbols and give a title
to the pictograph.
Class VI VII VIII IX X XI XII

Number of
85 30 40 20 15 5 10
students admitted
COLLECTION OF DATA
What is Data?
Information in the form of numerical figures that is used to analyse, to interpret, and to
make decisions is called data.
The data is collected by observation, questionnaires, voting, surveys, measurement, etc.
Before collecting data, we need to know what we would use it for. Suppose we have to
collect data on any of the following—
1. Performance of students of class V in Mathematics
2. Performance of Indian Cricket Team in 2021
3. The weather in your city
What kind of data would you need in the above situations?
The data collected in each case will be as follows—
1. Marks obtained by each student in Mathematics
2. The number of matches played, won, and lost by the Indian Cricket Team in the year
2021
3. Figures of rainfall, temperature, time of sunrise, sunset, and so on
208 Data Handling

Unless and until the appropriate data is collected, we cannot have the desired information.
When we collect data, we have to record and organise to make it easy to understand.
ORGANISATION OF DATA
Organisation of data helps in comparing and contrasting information presented on different
kinds of graphs through which a conclusion can be drawn. Let us understand some of the
ways we can organise data.
Tally Chart
A tally chart is a quick and easy way to count how many items are there in each category.
We represent each observation by a vertical stroke and every fifth observation is represented
by crossing the four strokes diagonally .
Frequency
The number of times a particular observation occurs in the data is known as frequency. For
example, if an observation occurs 6 times in data, its frequency is 6.
Example Anju takes a survey of her classmates to find out their favourite ice cream
flavour. She records the choice of each student by using tally marks.
Chocolate, Mango, Strawberry, Mango, Chocolate, Vanilla, Mango, Chocolate, Vanilla, Mango,
Chocolate, Mango, Strawberry, Chocolate, Mango, Vanilla, Chocolate, Mango, Vanilla,
Strawberry, Mango, Chocolate, Vanilla, Strawberry, Chocolate, Vanilla, Strawberry, Chocolate,
Mango, Strawberry, Vanilla, Strawberry, Chocolate, Vanilla, Strawberry, Mango, Chocolate,
Mango, Vanilla, Strawberry, Vanilla, Chocolate, Strawberry, Mango, Chocolate, Strawberry,
Vanilla, Chocolate, Strawberry, Chocolate, Mango, Strawberry, Vanilla, Chocolate, Strawberry,
Chocolate, Strawberry, Mango, Chocolate, Chocolate, Strawberry, Mango, Chocolate, Mango,
Strawberry, Mango, Strawberry, Chocolate, Chocolate, Mango, Strawberry, Mango, Chocolate,
Strawberry, Chocolate, Mango
Ice cream flavour Tally marks Frequency

Strawberry 20
Vanilla 12
Chocolate 24
Mango 20
From the tally chart, we can conclude the following—
1. Numbers of students who like strawberry, vanilla, chocolate, and I love the
mango flavours are 20, 12, 24, and 20 respectively. chocolate
flavour.
2. Chocolate is the most popular flavour among the students.
3. Vanilla is the least popular flavour among the students.
4. Mango and strawberry flavours are equally liked by 20 students.
Data Handling 209

We can also represent the above information with the help of a pictograph.
Favourite ice cream Number of students
Strawberry
Vanilla
Chocolate
Mango
Scale: → 4 students
Bar Graphs
One of the most common and effective ways of representing data is by means of a bar graph.
A bar graph represents numerical data with a number of rectangular bars of equal width.
The height of each bar in the bar graph represents the frequency. Bar graphs can be
horizontal or vertical. Every bar graph must have the following features—
1. title of a bar graph;
2. the horizontal and vertical scales used; and
3. the labelling of the scales.
Look at the bar graph shown below.
Birthday months of students of class V

Scale—
Horizontal scale 1 square = 1 month
Vertical scale 1 square = 1 student
10
6
Number of students
Jan Feb Mar Apr May Jun Jul Aug Sep Nov Dec
Months
210 Data Handling

The bar graph represents the birthday months of the students of class V.
The months have been shown along the horizontal axis and the number of students along
the vertical axis.
The scales used are the following—
Vertical scale 1 square = 1 student
We can answer the following questions by reading the bar graph—
1. Total number of students in class V = 44
2. Month which has the most birthdays = November
3. Month which has no birthday = October
4. Months that have the same number of birthdays = April, August, and December
Drawing a Bar Graph

The given table shows the number of cars sold by a company in the first half of 2019.
Months January February March April May June
Number of Cars 700 500 900 200 600 400
Let us represent the data by means of a bar graph.
1. Take months on the horizontal axis and the number of cars on the vertical axis.
2. Consider the scale—
Vertical scale 1 square = 100 cars
3. Six bars are to be shown on the horizontal axis as the data is for six months.
4. Leave equal space between two bars.
5. Give a suitable title to the bar graph.
Numbers of cars sold in the first half of 2019
Scale—
1000
900
800
700
600
500
Number of cars
400
300
200
100
Jan Feb Mar Apr May Jun Jul

Months
Data Handling 211

Let us record the maximum temperature of 7 days of a week.
Aim To understand the concept of data collection and drawing bar graph for the data
You will need Newspapers of the past seven days of the week
Steps
1. Note down the maximum temperatures of the past seven days from newspapers.
2. Draw a table and write the data in the table.
Days Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Maximum
temperature
in °C
3. Make a bar graph for the data in the table by choosing an appropriate scale.
SUBJECT INTEGRATION
The four main blood groups can be divided into total 8 blood groups as per Rh antigen presented in red
blood cells: A+, A–, B+, B–, AB+, AB–, O+, and O–.
Collect the data of blood group of the students of your class. Represent the collected information
through a bar graph.
Circle Graphs
Circle graphs, also called pie charts, are a type of graph used to represent a part of a whole
relationship. They are used to compare different parts of the whole amount.
1. They are circle-shaped graphs with the entire circle representing the whole.
2. The circle is then split into parts or sections.
3. Each part/section is proportional in size to the amount it represents. Therefore it is easy
to make comparisons.
Example The table shows the choice of restaurants of 32 students of class V. Represent
the same information on a circle graph.
Restaurant King’s Burger Desi House Pizza House Chaat Wala
Number of students 16 8 4 4
King’s Burger 16 out of 32 = 1 of the total.

2
This means half of the circle will be marked King’s Burger.
212 Data Handling

Desi House 8 out of 32 = 1 of the total.
4
This means quarter of the circle will be marked Desi House.
Pizza House 4 out of 32 = 1 of the total.
8
This means 1 of the circle will be marked Desi House
(8)
8
Pizza House. King’s Burger
(16)
Pizza House
(4)
Chaat Wala 4 out of 32 = 1 of the total.
8
Chaat Wala
This means 1 of the circle will be marked (4)
8
Chaat Wala.
EXERCISE 13.1
1. Complete the table below.
Fruit Tally marks Number of fruits

Apple
Orange
Strawberry
Pear
Data Handling 213

2. The students of class V gave the following choices about their favourite apparel. Prepare a
tally chart, and represent the data on a pictograph and a bar graph by choosing a suitable scale.
Jeans, T-shirt, Jacket, Bermudas, Sweater, Sweater, T-shirt, Sweater, Jacket, T-shirt, T-shirt,
Sweater, Jacket, T-shirt, Bermudas, Sweater, Bermudas, T-shirt, Sweater, Jacket, Sweater,
Jacket, T-shirt, Bermudas, T-shirt, Sweater, Bermudas, Jacket, T-shirt, T-shirt, Bermudas, Jacket,
Jacket, Jacket, Jacket, T-shirt, Jacket, Bermudas, Jacket, T-shirt, Bermudas
3. The bar graphs given below show temperatures in different cities on two days.
Temperature on 1 June Temperature on 1 December
40 °C 38 °C 40 °C
35 °C 33 °C 35 °C
30 °C 28 °C 30 °C
25 °C 25 °C 24 °C 25 °C
23 °C
Temperatures
Temperatures
22 °C
20 °C 20 °C
15 °C 15 °C
10 °C
10 °C 10 °C
5 °C 5 °C
lhi mla ore me

r lhi mla ore me
r
De Shi gal sal De Shi gal sal
Ban Jai Ban Jai
Cities Cities
Find the following from the bar graphs.

(a) Which city is the hottest on 1 June?
(b) Which city is the coldest on 1 December?
(c) Which city shows least change in temperature on the two days—1 June and
1 December?
(d) Which city shows most change in temperature on the two days—1 June and
1 December?
(e) When is the temperature in Delhi high among the two days?
4. The following table shows the favourite sports of 250 students.
Represent the data using a bar graph.
Sports Cricket Football Hockey Badminton Swimming Tennis
Number of students 50 40 20 30 35 75
5. Fifty children were asked about their favourite pastime. Look at the table that gives their
replies and label the given circle graph.
Pastime Number of children
Painting 35
Doodling 10
Solving crosswords 5
214 Data Handling

Concept Map
Data Tally chart and frequency
Information in the form of numerical  A tally chart is a record of number of
figures that is used to analyse, to observations in each category.
interpret, and to make decisions, is  The number of times a particular observation
called data. occurs in the data is known as frequency.
Data Handling
Bar graphs Circle graphs

 In a bar graph, data is shown with the help of vertical or Circle graphs, also called pie charts, are a type
horizontal bars. of graph used to represent a part of a whole
relationship.
 A bar graph must have a title, scale, and label on the
horizontal and vertical lines.
Numbers of cars sold in the first half of 2019
Scale—
1000
900
800
700
600
Number of cars
500
400
300
200
100
Jan Feb Mar Apr May Jun Jul

Months
REFLECTION BOX
Make a smiley (😊) in front of all you can do.
• I can collect and make tally chart from the given data.
• I can find the frequency.
• I can read the bar graph.
• I can create the bar graph from the given data.
• I can read and create circle graph.
Data Handling 215

REVISION EXERCISE
1. Look at the tally chart given below. It shows the number of hours Sanchit spends each day
practising for his upcoming tennis tournament.
Number of
hours
Find—
(a) On which days does Sanchit practise for the maximum number of hours?
(b) How many more hours does he practise on Tuesday as compared to Monday?
(c) On which day does Sanchit practise for the least number of hours?
2. The pictograph shows the amount of money raised by 4 organising groups of students for
a cultural event in the school. Scale: = `500
Organiser group Pictograph Amount of money
S
T
E `3,500
P
(a) Complete the third column of the table.
(b) Complete the pictograph for organiser group E.
(c) How much money was raised altogether?
3. Observe the tally chart given below showing the number of hens, turkeys, and ducks a
poultry farmer has.
Type of bird Hen Duck Turkey
Number of birds
(a) Find the total number of hens, turkeys, and ducks.

(b) How many more hens does the farmer have as compared to ducks?
4. Roma has made a tally chart to represent the total number of glasses of water she had each
day of the past week.
Number of
glasses
216 Data Handling

(a) On which day did she drink the maximum amount of water?
(b) On which days did she drink less than 4 glasses of water?
(c) How many glasses of water did she drink during the whole week?
5. In a school, there are 9 basketballs, 10 footballs, 5 volleyballs, and 20 softballs. Draw a
tally chart to show the collection.
6. Siya recorded the number of text messages received on each day for 18 days. Here are her
results.
7 9 9 8 9 9 10 6 9 9 7 10 9 8 8 6 7 6
Draw a tally chart to show Siya’s results.

7. Rohan is fond of dressing up. He has a good collection of accessories—like, shoes, belts,
hats, and caps. He has in all 8 pairs of shoes, 7 hats, 3 caps, 4 belts, and 10 ties. Draw a
bar graph to show the number of accessories of each type that Rohan has.
8. Brijesh keeps a record of the number of hours he plays with his friends.
Hours 3 4 3 4 2 2 5
Draw a bar graph to represent this data.

9. Subrato likes to go for long walks. He notes down the distance in kilometres he walks
each day of a week.

Distance
5 9 8 9 7 8 6
(in km)
Draw a bar graph to represent the above data.

10. Daksh does a survey with all class V students in his school on the fruits liked by them. He
gets the data as shown in the table below. Represent this data using a circle graph.
Type of fruit Mangoes Apples Raspberries Grapes Oranges Pineapples Bananas

Number of
50 25 25 20 40 20 40
students
11. CRITICAL THINKING Throw a dice 20 times. Collect the data and make a table
using tally marks. Find out the numbers that appeared the most and least. Draw a circle
graph of the numbers that appeared the most and least.
Data Handling 217

Unit Test Paper 4
1. Complete the number tower. (2 marks)
10 16 9
2 8 7 9 4 5
2. Fill in the blanks with a.m. or p.m. (2 marks)

(a) Rinki goes to the park for an evening walk at 5.00 _______.
(b) Rishabh eats breakfast at 7.30 _______.
3. Write the exact time for the following— (2 marks)
(a) 5 hours after midnight _______. (b) 2 hours before 10.20 p.m. _______.
4. Express the following— (2 marks)
(a) 11.05 a.m. (as 24-hour clock) ______ (b) 1950 hours (as 12-hour clock) ______
5. The below table shows the number of people using computers in a cybercafe in a week.
Make aDays
bar graph with the help
Mon of theWed
Tues given Thurs
data. Fri Sat Sun (4 marks)
Number of people 45 50 40 30 35 45 55
6. Convert the following as directed— (3 marks)

(a) 4 days into hours (b) 12 hours into minutes (c) 49 minutes into seconds
7. Find the cost of— (4 marks)
(a) 5 kg rice if one kg costs `98.
(b) 1 hand wash pouch if 19 such pouches cost `864.50.50.
8. Find the cost price of a house if its selling price is `10,25,490 and sold at a loss of
`5,00,660. (3 marks)
9. Ridhima has 4 notes of `500 and 2 notes of `100. Can she buy a gift for her friend
which is worth `2,000. Will there be any money left? (3 marks)

Term Paper 1
Duration: 3 Hours Maximum Marks: 80
Section A (10 × 2 = 20 marks)
1. Identify the missing number in the multiplication facts.
(a) ? × 19,60,528 = 0 (b) 195124 × 36 = ? × 195124
2. Write the numbers in standard form—
(a) 70,000 + 2,000 + 600 + 9 _____________________________________
(b) Five lakh twenty-eight thousand nine hundred ________________
3. Write the missing addends—
(a) 10,12,749 + __________= 1,26,570 (b) 73,328 + ___________ = 1,54,701
4. Tick the correct option.
(a) What is the sum of 2,10,736 and 1,29,007?
(i) 3,29,270 (ii) 3,39,743 (iii) 2,30,736 (iv) 3,10,734
(b) What number is 72,879 less than 1,12,000?
(i) 34,879 (ii) 34,000 (iii) 39,121 (iv) 35,879
5. If a number is a factor of another number, will it be the factor of its multiple too? Give an example.
6. Find the actual and estimated sum of 6,54,632 and 7,19,755.
7. Draw an Indian place value chart, and write the digits under the correct places in each of the
following—
(a) 7,23,490 (b) 62,09,437
8. Answer these questions.
(a) What should be subtracted from CC to get CLIX?
(b) A woman’s age is 32 years and her daughter’s age is 5 years. What will be the age of
woman and her daughter after four years? Write the answers in Roman numerals.
9. Identify the correct digit in the number given below and underline it.
(a) Crore’s digit: 9,02,53,712 (b) Ten thousand’s digit: 82,91,602
10. Write the percentages of shaded and unshaded parts.
(a) (b)
Section B (5 × 3 = 15 marks)
11. There are 1,12,540 bags in a store. If there are 37,536 bags of wheat, 35,380 bags of rice, and
25,240 bags of barley in the store. Find the number of bags of pulses in the store.
12. Shelly has a furniture store. She sells a bed for `50,550. A customer buys 12 beds from her.
How much money did Shelly receive?
13. Aarav scored 452.65 marks out of 600 in the final examination. How many marks did he lose?
14. Sandy ate 3 slices of pizza and Samantha ate 2 slices of pizza. There were a total of 8 slices.
What fraction of the pizza did Samantha eat? What fraction remains?
15. Angela loves to travel. She spends 25% of the year on vacation and works for the rest of the
year. What fraction of the year does she travel?
Section C (5 × 4 = 20 marks)
16. Find the sum of the place values of the coloured digits in the following numbers—
(a) 6,89,234 (b) 10,34,760
Term Paper 1 219
17. Find—
(a) the sum of 2,90,456 and 6,19,281. (b) the difference between 25,01,789 and 75,23,502.
(c) the product of 78,290 and 4,756. (d) the quotient of 99,999 and 99.
18. Solve.
2 1 3 9 3 1
(a) 7 + 3 – 5 (b) 7 × 5 ÷ 6 (c) 28% of 800 km (d) 55% of `500
19. Find—
3 18 9
(a) 5 = ? (b) an equivalent fraction of 15
(c) 17.284 × 12 (d) 813.25 ÷ 1,000
20. Give the place values for the coloured digits in each of the following—
(a) 45.16 (b) 98.1 (c) 529.018 (d) 641.13
Section D (5 × 5 = 25 marks)
21. Find the HCF and LCM of the following numbers—
22. Check the divisibility of the following numbers and complete the table.
Divisible by 2 Divisible by 3 Divisible by 5 Divisible by 9
(a) 936
(b) 744
(c) 5,188
(d) 4,335
(e) 15,195
23. Compare and fill in the blanks using <, >, or =.
(a) 10,28,643 ______ 25,369 (b) 6,71,053 ______ 10,46,285
(c) 20,84,717 ______ 3,21,61,958 (d) 3,09,81,402 ______ 10,28,643
(e) 53,12,801 _____ 53,12,801
24. Draw a circle around prime numbers and a square around composite numbers.
11 15 37 78 43 97 66 80 83 39
25. Monit and Rahul answered the question paper given below.
Express the following statements into numeric form.
1. Take away 15,06,298 from 32,84,162.
2. Find the difference of 49,00,286 and 36,18,978.
3. By how much is 16,58,215 greater than 9,70,596?
4. How much is 5,00,723 less than 30,77,189?
ion
5. 92,71,524 is decreased by 15,00,216. est
6. Deduct 2,15,073 from 4,96,008. Qu aper
p
Their answer sheets are shown. Check their answer sheets and find out who performed better.
Mohit’s Answer Sheet Rahul’s Answer Sheet
1. 3284162 − 1506298 = 17,77,864 1. 1506298 − 3284162 = 71,77,864
2. 4900286 − 3618978 = 12,81,308 2. 4900286 − 3618978 = 12,81,308
3. 970596 − 1658215 = 6,87,691 3. 1658215 − 970596 = 6,87,619
4. 3077189 − 500732 = 25,76,457 4. 3077189 − 500723 = 25,76,466
5. 9271524 − 1500216 = 77,71,308 5. 1500216 − 9271524 = 77,17,308
6. 215073 − 496008 = 2,89,035 6. 496008 − 215073 = 2,80,935
Each question is of 1 mark. Based on the above information, answer these questions.
(a) What was the Mohit’s score? (b) What was the Rahul’s score?
(c) Who gave more correct answers?
220 Term Paper 1

Term Paper 2
Duration: 3 Hours Maximum Marks: 80
Section A (10 × 2 = 20 marks)
1. Write numbers in words. 2. Solve.
(a) 3,12,34,783 (a) 712 km 450 m × 15
(b) 43,437,667 (b) 750 m 108 cm ÷ 3
3. A square cut-out of thick coloured paper of 2 cm has been used to
measure the perimeter and area of the given rectangle. Find the perimeter
and area of the given rectangle.
4. What has a greater area, a square of side 15 m or a rectangle of length 5 m
and breadth 3 m?
5. Find—
(a) the cost of 19 pencils if 1 pencil costs `9.
(b) the cost of 1 watermelon if 12 watermelons cost `1,068.
6. Convert.
In 12-hour clock: (a) 2330 hours (b) 1030 hours
In 24-hour clock: (c) 9.22 a.m. (d) 8.33 p.m.
7. Draw the mirror image of the following— 8. Find the volume of the following if the
(a) (b) volume of 1 cube is 1 cubic cm.
(a) (b)
9. Answer Yes or No. Give reasons in support of your answers.

(a) Is 75 a multiple of 5?
(b) Is 9 a factor of 585? Day Pictograph Number of children
10. The following table shows the different modes of Car
transport used by children to reach school. Complete Bus
the table. Scale: 1 = 10 children Cycle
Walk
Section B (5 × 3 = 15 marks)
11. Solve.
(a) 33,39,458 + 21,37,244 (b) 23,450 × 125
12. Convert as directed.
(a) 7 km 105 m =______ m (b) 6 kg 12 g =_______ g (c) 7 L 225 mL =_____ mL
13. Solve.
(a) Add 5 hours 25 minutes 40 seconds and 4 hours 32 minutes 43 seconds.
(b) Subtract 3 hours 30 minutes from 7 hours.
14. Fill in the blanks by observing the pattern—
(a) 1 × 1 = 1 (b) 0 × 9 + 1 = 1
2 × 2 = 1 + 3 1 × 9 + 2 = 11
= 1 + 3 + 5 12 × 9 + 3 =
4 × 4 = × + 4 = 1111
= 1 + 3 + 5 + 7 + 9 1234 × 9 + 5 =
15. Complete—
(a) the number pyramid. Each number is the sum of the two numbers below it. 21
54
6
16 8
9 9
9 7 6 2 8 4
(b) the hexagon and find the rule. 81
5
35
Term Paper 2 221
Section C (5 × 4 = 20 marks)
16. Find— Favourite colour of
(a) the selling price when cost price is `2,450 and profit is `658. class 5 students
(b) the cost price when selling price is `509 and loss is `50. 35
17. Look at the bar graph, and answer the following questions—
(a) How many students like yellow and green colours in total? 30
(b) H ow many more students like the colour blue than red?
Number of students
25
(c) Which colour is the most liked by the students?
(d) Which colour is the least liked by the students? 20
18. Which shapes look the same on turning?
15
(a) by 1 turn = (b) by 1 turn =
4 2 10
5
(c) by 1 turn = (d) by 3 turn =
2 4
Red
Blue
Yellow
Green
19. Find the area of the base and volume of the following measurements.
Length Breadth Height Area of the base Volume Favourite colours
(a) 7 cm 3 cm 4 cm
(b) 12 cm 9 cm 6 cm
20. Ronnie’s store is the best shop for buying campaigning items. The following circle graph
shows the sale of these items in a week.
Tent (a) Which item is sold the most? ______________
Sleeping
(b)
Binoculars Which item was sold the least? ______________
bag
Bag
(c) Which is sold more—Tent or Bag? ______________

Torch
(d) Which is sold less—Binoculars or Torch? ___________
Section D (5 × 5 = 25 marks)
21. Solve.
(a) How many soap cakes of dimensions 10 cm × 8 cm × 6 cm can be packed in a box having
a volume of 36,000 cubic cm?
(b) An electronic goods shop owner sold 150 laptops at the rate of `34,560. How much money
did the shop owner earn through the sale of the laptops?
22. Find the following using the prime factorisation method.
(a) HCF of 36 and 54 (b) LCM of 42, 56
23. In a survey of pets, it was found that 20 people owned dogs, 12 owned cats, 6 owned fish, and
8 owned parrots.
(a) Represent the data in a table using tally marks.
(b) Draw a pictograph for the given data.
24. Draw a bar graph showing the favourite cartoon show of 300 children using the given data:
Cartoon show Shinchan Doraemon Ninja Hattori Tom & Jerry Mickey Mouse
Number of children 75 80 55 90 40
25. Measure the sides of the given shapes and find their perimeters.
(a) (b) (c) (d) (e)
222 Term Paper 2

Answers
Chapter 1: Large Numbers 3. (a) Forty-five thousand eight hundred and ninety
(b) Three lakh fifty six thousand and nine hundred
Recap Exercise
(c) Six lakh seventy-four thousand and eight
1. (a) 2 × 1,00,000 + 3 × 1,000 + 5 × 100 + 9 × 10 + 5 × 1
(d) Five crore thirty-four lakh ninety thousand and ninety-nine
(b) 4 × 1,00,000 + 9 × 10,000 + 9 × 1,000 + 7 × 100 + 2 × 10 + 5 × 1
4. (a) 62,75,419 (b) 34,26,909
(c) 5 × 1,00,000 + 4 × 10,000 + 6 × 1,000 + 2 × 100 + 5 × 10 + 4 × 1
(c) 75,02,416 (d) 7,91,20,569
(d) 7 × 1,00,000 + 2 × 10,000 + 6 × 1,000 + 4 × 100 + 6 × 10 + 2 × 1
5. 4,30,650; 4,30,750; 4,30,850; 4,30,950; 4,31,050; 4,31,150; 4,31,250;
2. (a) 6,23,040 (b) 37,609 (c) 80,007 (d) 80,016
4,31,350; 4,31,450; 4,31,550
(e) 9,42,920 (f) 2,53,501
3. (a) Six lakh fifty-eight thousand one hundred and fifty-seven Exercise 1.2
(b) Seventy-nine thousand two hundred and forty-six 1. (a) 5; 500 (b) 0; 0 (c) 4; 40,00,000 (d) 4; 40
(c) Eighty-six thousand nine hundred and fifty-four 2. (a) 30,00,000; 20,000; 1,000; 90; 1
(d) Eighty-eight thousand eight hundred and eighty-eight (b) 6,00,00,000; 60,00,000; 80,000; 9,000; 600; 40; 5
4. (a) < (b) > (c) < (d) > (e) = (f) > (c) 80,00,00,000; 6,00,00,000; 20,00,000; 6,00,000; 90,000; 1,000; 400; 80; 7
5. (a) 3,187; 4,025; 6,72,345; 9,14,520 (d) 20,00,00,000; 7,00,00,000; 90,00,000; 80,000; 6,000; 200; 30; 4
(b) 16,593; 39,356; 45,396; 7,23,965 3. (a) 80,030 (b) 3,04,000 (c) 2,00,400 (d) 5,00,30,080
6. (a) 8,250; 5,802; 2,805; 2,085 4. (a) 59,99,600 (b) 1,99,100 (c) 21,00,000 (d) 2,99,80,000
(b) 7,28,076; 47,068; 36,087; 18,067 Exercise 1.3
7. (a) False (b) True (c) False (d) True (e) False 1. (a) 5,08,965; Five lakh eight thousand nine hundred and sixty-five; Five
Exercise 1.1 hundred eight thousand nine hundred and sixty-five
1. (a) 68,75,834 (b) 89,35,514 (b) 34,90,862; Thirty-four lakh ninety thousand eight hundred and
(c) 3,12,15,081(d) 5,25,78,974 sixty-two; Three million four hundred ninety thousand eight hundred
and sixty-two
2. Crores Lakhs Thousands Ones
(c) 70,00,000; Seventy lakh; Seven million
C TL L TTh Th H T O
(d) 82,60,05,854; Eighty-two crore sixty lakh five thousand eight
(a) 9 4 5 0 9 8 hundred and fifty-four; Eight hundred twenty-six million five
(b) 3 5 0 0 0 5 6 thousand eight hundred and fifty-four
(c) 1 4 9 3 3 2 5 4 2. (a) 7,28,54,254 (b) 95,079,140 (c) 190,220,200 (d) 42,12,53,699
(d) 5 6 5 5 4 4 5 4 3.
Indian place value chart International place value chart

TC C TL L TTh Th H T O HM TM M HTh TTh Th H T O
(a) 9 9 9 9 9 9 9 9 9 9 9 9 9 9
(b) 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
(c) 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
Exercise 1.4 3. (a) 87,28,602; 87,28,603; (b) 9,41,43,245; 9,41,43,246

1. (a) 8,20,888; 8,00,000 + 20,000 + 800 + 80 + 8 Exercise 1.6
(b) 23,45,671; 20,00,000 + 3,00,000 + 40,000 + 5,000 + 600 + 70 + 1
1. (a) > (b) = (c) < (d) <
(c) 4,27,32,018; 4,00,00,000 + 20,00,000 + 7,00,000 + 30,000 + 2,000
2. (a) < (b) > (c) < (d) >
+ 10 + 8
3. (a) 29,654; 39,572; 40,865; 1,09,754
(d) 74,30,12,952; 70,00,00,000 + 4,00,00,000 + 30,00,000 + 10,000
(b) 7,92,586; 7,92,856; 7,95,826; 7,98,526
+ 2,000 + 900 + 50 + 2
(c) 1,02,943; 3,52,094; 4,92,301; 12,97,456
2. (a) 3 ten lakhs + 2 lakhs + 9 ten thousands + 5 thousands + 7 hundred
+ 2 tens + 6 ones (d) 1,68,73,976; 4,57,84,572; 6,23,40,899; 7,60,95,421
(b) 5 ten lakhs + 4 lakhs + 4 ten thousands + 6 tens + 9 ones 4. (a) 3,96,320; 80,569; 30,572; 26,491
(c) 3 crores + 7 ten lakhs + 5 lakhs + 8 ten thousands (b) 70,23,785; 35,12,960; 7,60,152; 4,43,376
+ 2 thousands + 4 hundreds + 9 tens + 2 ones (c) 5,25,50,550; 3,12,30,045; 2,31,14,735; 1,52,15,844
(d) 2 crores + 8 ten lakhs + 7 ten thousands + 6 thousands + 9 hundreds 5. (a) 9,86,520; 2,05,689 (b) 9,74,310; 1,03,479
+ 2 tens + 4 ones (c) 98,65,210; 10,25,689
3. (a) 60,654 (b) 96,00,903 (c) 78,07,050 (d) 40,06,04,709 6. 88,76,532; 22,35,678 7. (a) 10,98,765 (b) 50,98,765
4. (a) 4 ,312,354; 4 millions + 3 hundred thousands + 1 ten thousand Exercise 1.7
+ 2 thousands + 3 hundreds + 5 tens + 4 ones
1. (a) 5,490 (b) 17,090 (c) 63,550 (d) 70,970 (e) 70,290
(b) 76,457,998; 7 ten millions + 6 millions + 4 hundred thousands
2. (a) 64,600; 65,000 (b) 4,80,600; 4,81,000 (c) 96,500; 97,000
+ 5 ten thousands + 7 thousands + 9 hundreds + 9 tens + 8 ones
(d) 7,86,500; 7,87,000 (e) 23,50,500; 23,51,000
(c) 9 ,520,618; 9 millions + 5 hundred thousands + 2 ten thousands
3. 6,08,000; 68,65,000 4. (a) no (b) yes (c) yes (d) no
+ 6 hundreds + 1 ten + 8 ones
5. (a) 2,500; 3,499 (b) any three numbers between 2,501 and 3,499
(d) 267,260,831; 2 hundred millions + 6 ten millions + 7 millions
+ 2 hundred thousands + 6 ten thousands + 8 hundreds + 3 tens + 1 one 6. (a) 396 (b) 792
Exercise 1.5 Exercise 1.8

1. (a) 5,22,32,489 (b) 89,69,999 (c) 52,08,299 (d) 4,23,88,776 1. (a) 80 (b) 260 (c) 612 (d) 1,154 (e) 149 (f) 710 (g) 97 (h) 709
2. (a) 6,26,980 (b) 27,63,600 (c) 45,89,889 (d) 27,68,89,000 2. (a) CCL (b) MDL (c) DXXVI (d) MDCCXX
(e) MMDC (f) DLXXXV (g) MCXL (h) MMIX
Answers 223
3. (c) MCMXLVII (d) MCMXLVIII 2. (a) 10,000 times (b) 10,00,000 times
4. XII, XIV, XXVI, XXIX, XXXIV, XXXVI 3. (a) 30,00,000 + 1,00,000 + 30,000 + 5,000 + 600 + 70 + 6
5. CXX, XXXV, LXXVI 6. Sagar (b) 60,00,000 + 5,00,000 + 40,000 + 8,000 + 500 + 20
(c) 60,00,00,000 + 8,00,00,000 + 90,00,000 + 1,00,000 + 40,000 + 4,000
Life Skills
+ 200 + 90 + 8
1. 13,21,13,500; Thirteen crore twenty-one lakh thirteen thousand and
4. (a) 67,02,425 (b) 9,82,08,020
five hundred only
5. (a) 15,45,00,210 (b) 44,335,000 (c) 5,75,003
2. Place value = 3,00,00,000; Face value = 3
6. 68 7. (a) X (b) SIX (S is a curved line)
Place value = 3,000; Face value = 3
8. Sample answer: 46,19,000 9. 26,100,498
Revision Exercise 10. Second number = 10,53,429
1. (a) 2 7,32,24,019; Twenty-seven crore thirty-two lakh 11. 27,48,950 12. 34,99,999
twenty-four thousand and nineteen
Subject Integration
(b) 834,271,038; Eight hundred thirty-four million two hundred
seventy-one thousand and thirty-eight 1.
International place value chart

Tc C TL L TTh Th H T O HM TM M HTh TTh Th H T O
9 4 7 6 7 0 8 3 9 4 7 6 7 0 8 3
2. Crores and lakhs; Millions 2. (a) Q = 3,519, R = 15 (b) Q = 3,71,613, R = 4

(c) Q = 3,78,927, R = 2 (d) Q = 53,778, R = 21
Chapter 2: Four Fundamental Operations (e) Q= 1,928, R = 33 (f) Q = 30,277, R = 229
Recap Exercise 3. (a) Q = 9,632, R = 5 (b) Q = 1,14,789, R = 65
1. (a) 9,00,255 (b) 10,00,421 (c) 11,61,114 (c) Q = 4,123, R = 78 (d) Q = 23,547, R = 6
2. (a) 2,44,807 (b) 3,06,648 (c) 2,20,519 (e) Q = 5,20,147, R = 89 (f) Q = 87,439, R = 210
3. (a) 3,67,136 (b) 7,29,725 (c) 5,28,528 4. (a) 3,256 apples; 2 apples left (b) ₹26,737
4. (a) D ividend = 76,979; Divisor = 7; Quotient = 10,997; Remainder = 0 (c) 34,273 web pages; 117 words
(b) Dividend = 7,28,564; Divisor = 4; Quotient = 1,82,141; Remainder = 0 Exercise 2.6
(c) Dividend = 81,607; Divisor = 6; Quotient = 13,601; Remainder = 1
1. 10,17,609 people 2. Masks = 66,20,103, PPE kits = 12,84,192
5. (a) 57,944 books (b) 749 steps (c) 16,275 seconds (d) 440 mangoes
3. 1,09,99,999 4. ₹3,03,42,924; ₹1,36,54,312; Difference = ₹1,66,88,612
Subject Integration 5. 7,236 tickets 6. (a) 18,532 packets (b) ₹43,73,552; ₹4,80,34,944
₹ 8,98,97,606 Subject Integration
Life Skills about 20,88,000 sq. km
₹69,77,80,000 Life Skills
Exercise 2.1 1. about 15,59,000 2. about ₹108
1. (a) 10,24,162 (b) 9,52,23,549 (c) 21,52,21,959 Costa Rica was the theme country for this edition.
2. (a) 9,90,037 (b) 1,03,790 (c) 1,05,43,198 Exercise 2.7
(d) 5,26,57,653 3. (a) 5,84,623 (b) 1,68,64,565 1. Approximately ₹85,000 2. Approximately 20,100
4. (a) 6, 6, 8 (row-wise) (b) 2, 0, 9 (row-wise and left to right) 3. Approximately ₹3,34,300
5. (a) ₹ 16,44,234 (b) 12,45,29,586 (c) from 87,65,433 to 89,99,999 4. Actual = 2,21,112
Exercise 2.2 Estimated = 2,16,000
1. (a) 2,41,859 (b) 2,09,29,221 (c) 45,43,32,142 5. Approximately ₹13,500
2. (a) 3,49,864 (b) 12,53,000 (c) 2,77,93,808 (d) 5,08,59,116 Revision Exercise
3. (a) 31,328 (b) 2,79,144 (c) 12,12,122 (d) 24,08,51,197 1. (a) 1,74,49,500 (b) 2,75,66,000 (c) Q = 3,704; R = 53 (d) Q = 1,286;
4. (a) 9 , 3, 3, 2 (row-wise and left to right) (b) 0, 0, 3, 3, 1, 8 (row-wise R = 675
and left to right) 2. No 3. number itself 4. 1,02,940 words 5. ₹32,232
5. (a) 13,33,865 females (b) ₹13,20,33,871 (c) 2,46,93,570 6. 45,69,057 copies 7. Yes, Money left = ₹ 1,02,265
Exercise 2.3 8. ₹28,03,77,952 9. 9,50,43,221
1. (a) 2,01,912 (b) 1,44,78,210 (c) 13,62,24,512 10. ₹1,45,610 11. 18,95,81,477 12. ₹19,428
(d) 1,14,16,730 (e) 18,79,12,224 (f) 43,86,65,880 Assertion and Reasoning
2. (a) 8,760 hours (b) ₹1,12,50,750 (c) ₹16,93,32,534 1. (a) 2. (d) 3. (b)
Exercise 2.4
Chapter 3: Factors and Multiples
1. (a) 10,000 (b) 2,65,800 (c) 6,00,000 (d) 31,62,000
Recap Exercise
(e) 6,93,000 (f) 4,44,720 2. (a) 90 (b) 800
(c) 8,000 (d) 9,000 (e) 700 (f) 7,00,000 1. (a) 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72
3. (a) 88,168 (b) 36,963 (c) 3,10,250 (d) 1,03,075 (b) 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96
(c) 1, 3, 5, 9, 15, 27, 45, 135
Exercise 2.5 2. (a) 1,3, 9, 27, 81 (b) 1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 20, 24, 30, 40, 60,
1. (a) 25,965 (b) 3,33,217 (c) 6,87,907 (d) 7,784 120 (c) 1, 3, 5, 7, 15, 21, 35, 105
(e) 3,04,218 (f) 2,97,051 3. 8, 16, 24, 32, 40 4. 12
224 Answers
Exercise 3.1 10. 39 11. 9,99,960 12. 12 13. 11 samosas
1. (a) 1, 2, 3, 5, 6, 10, 45, 30 (b) 1, 2, 3, 4, 6, 8, 12, 16, 24, 48 14.
Possible for first team; Other team will not be able to divide money equally.
2. (a), (b), (d), even numbers 3. (a) (e) 4. (a) No (b) No (c) Yes 15. 3.20 p.m.
(d) No (e) Yes 16. Prime Even
5. 4, 6, 8,
2
Number Divis- Divisibili- Divis- Divis- Divisi- Divisi- 10, 12,
ibility ty by 3 ibility ibility bility by bility by 14, 16,
3, 5, 7, 1
by 2 by 5 by 9 10 11 11, 13, 18, 20
(a) 3,258 Yes Yes No Yes No No 17, 19
(b) 7,236 Yes Yes No Yes No No
(c) 10,005 No Yes Yes No No No 9, 15
(d) 7,23,800 Yes No Yes No Yes Yes
Odd
6. (a) No (b) Yes 7. No; converse statement will be true.
(a) Odd primes are more.
Exercise 3.2 (b) LCM of odd primes: 3 × 5 × 7 × 11 × 13 × 17 × 19 = 48,49,845
1. Prime numbers: 37, 41, 43, 73, 89, 111 (c) HCF of even composites: 2
Non-prime numbers: 35, 39, 51 (d) (3,5); (5,7); (11,13); (17,19)
2. 49, 51, 55, 63, 65
Unit Test Paper 1
3. (a) True (b) False (c) False (d) True
4. 103, 107, 109, 113, 127, 131, 137, 139, 149, 151, 157, 163, 167, 1. 1,49,33,254
173, 179, 181, 191, 193, 197, 199, 211, 223, 227, 229, 233, 239, 241 Number Period Place Place Value Face Value
Twin primes: (101,103), (107,109), (137,139), (149,151), (179,181),
14933254 Thousand Ten thousand 30,000 3
(191,193), (197,199)
5. (a) 11 × 2 × 2 × 2 (b) 13 × 5 (c) 2 × 2 × 3 × 7 2. (a) 5,28,64,254 (b) 34,325,000
(d) 2 × 2 × 5 × 7 (e) 7 × 19 3. (a) 70 (b) 144 (c) 602 (d) 1155
6. (a) 5 × 5 × 3 (b) 3 × 7 (c) 2 × 2 × 2 × 2 × 2 × 2 × 2 4. (a) 1,04,67,775 (b) 5,08,59,116 (c) 3,07,40,872
(d) 2 × 2 × 41 (e) 13 × 7 (d) Q = 53778, R = 21 5. (a) 4 (b) 72 6. 120 saplings 7. `1,52,160
8. 5,21,286 bikes 9. 2,00,000 safety pins
Exercise 3.3
1. (a) 13 (b) 16 (c) 9 (d) 7 Chapter 4: Fractions
2. (a) 27 (b) 15 (c) 7 (d) 18 (e) 16 Recap Exercise
3. (a) 8 (b) 15 (c) 8 (d) 48 (e) 45 6 8 4 3 4 4
1. (a) (b) (c) 2. (a) (b) (c)
4. (a) 6 (b) 7 (c) 24 (d) 72 (e) 36 10 14 18 4 8 7
2 1 1 37 35 31
5. (a) 6 (b) 12 6. 311 3. (a) 6 (b) 7 (c) 8 4. (a) (b) (c)
5 4 6 7 8 9
5 7 5 59 61 13
Exercise 3.4 5. (a) (b) (c) 6. (a) (b) (c)
7 8 6 8 12 7
1. (a) 35, 42, 49, 56, 63 (b) 80, 96, 112, 128, 144 7. (a) 48 (b) 28 (c) 24
(c) 200, 240, 280, 320, 360
2. 12, 24, 36, 48 3. Yes 4. 105 5. 180, 15, 12 Exercise 4.1
5 1 3
6. Sample answer: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40; Yes 1. (a) (b) (c) 1 (d)
6 2 4
7. Sample answer: 7, 14, 21, 28, 35, 4, 49, 56, 63, 70; Alternatively even
6
2. (a) , , 8 9 (b) 100 , 105 , 108 (c) 9 , 10 , 6 (d) 30 , 44 , 39
and odd
12 12 12 120 120 120 12 12 12 60 60 60
Exercise 3.5 3. (a) 14 (b) 20 (c) 24 (d) 20
1. (a) 35 (b) 15 (c) 24 (d) 55 (e) 52
2 4 3 3 3 7 6 4
2. (a) 63 (b) 55 (c) 49 (d) 24 (e) 18 4. (a) < (b) < (c) < (d) <
3 5 8 4 5 10 10 10
3. (a) 240 (b) 336 (c) 300 4. (a) 48 (b) 840 1 3 2 1 2 1 7 4 9 2 8 7
5. (a) 5 + 13 (b) 13 + 37 (c) 3 + 31 5. (a) , , (b) , , (c) , , (d) , ,
4 8 5 5 9 3 15 5 10 5 15 10
6. (a) 11 – 2 (b) 29 – 5 (c) 43 – 3 7. (a) 8 L 3, 2, 1 3, 2, 3 5, 2, 1 3, 2, 1
(b) 36 metres (c) 6th blocks, 12th blocks, and 18th blocks 6. (a) (b) (c) (d)
4 3 2 4 3 5 6 3 5 4 6 8
8. No 2 1 2 2
7. Piece 1 and 2 = ; Piece 3 and 5 = ; Piece 4 = ; Piece 6 = ; Piece
16 16 16 16
Exercise 3.6 1 1 1 1
7 and 8 = ; Piece 9 = ; Piece 10 and 11 = ; Piece 12 = ;
1. (a) HCF = 16, LCM = 288 (b) HCF = 5, LCM = 350 32 16 32 16
(c) HCF = 10, LCM = 720 (d) HCF = 39, LCM = 117 Exercise 4.2
31 3 14 17 3 4
(e) HCF = 42, LCM = 126 1. (a) (b) (c) (d) 0 (e) (f) (g)
14 10 9 12 2 21
2. 25 3. 40 4. (a) HCF = 25, LCM = 825 1 23 29 19 17
(h) 2. (a) (b) (c) (d)
(b) HCF = 13, LCM = 234 18 4 9 10 8
10 21
5. 4 6. 14 7. 720 8. 14 9. 16 cm 3. (a) 2 (b) (c) 4. 12 books
3 8
Revision Exercise Exercise 4.3
147 16 9 2 5
1. (1, 60); (2, 30); (3, 20); (4, 15); (5, 12); (6, 10) 1. (a) 2 (b) (c) (d) (e) (f) 49 2. (a)
8 5 4 35 24
2. (a) 44, 55 (b) 28, 35 (c) 52, 65 (d) 56, 70 (e) 72, 90 7 1 1 11 1
3. (a), (c), and (d) 4. (b) and (d) (b) (c) (d) (e) (f)
7 2 12 16 12
5. 11, 13, 17, 19, 23, 29, 31, 37, 41, 43 6. 80 inches 21 60 110 220 252 63
3. (a) (b) (c) (d) (e) (f)
7. Possible; each child will get `4,767; No money will be left 3 2 5 5 7 3
8. 1, 2, 3, 4, 6, 12 9. 42nd day 10 21 28 15 169 8
4. (a) (b) (c) (d) (e) (f)
3 8 9 2 20 7
Answers 225
Exercise 4.4 2. (a) 0.50, 0.42 (b) 1.42, 1.50 (c) 6.720, 6.719
1 3 5 9 5 1 1 1
1. 2. 3. 4. 5. 1 6. 6 7. 8. 9 9. 10. (d) 9.215, 9.300 3. (a) 24.6, 23.5, 2.04 (b) 3, 1, 0.1
12 4 13 8 3 5 11 (c) 92.5, 92.36, 9.68 (d) 0.18, 0.13, 0.11 4. 8.29, 1.74
Exercise 4.5 5. 2046.191 6. Car B 7. Suraj
3 40 30 66 35 33
1. (a) 18 (b) 14 (c) (d) (e) (f) (g) (h)
108 40 30 36 18 308 Exercise 5.5
4 4 4 5 9 1. (a) 12.258 (b) 39.684 (c) 83.674 2. (a) 11.7 cm
2. (a) (b) 4 (c) (d) (e) (f)
9 9 3 6 4 (b) 8.907 m (c) 17.959 km 3. (a) – (iii), (b) – (vi);
Exercise 4.6
325 14 9 (c) – (i); (d) – (ii) 4. (a) 9, 3, 8 (b) 1, 5, 4 (c) 1, 5, 3
1. 49 2. ₹ 3. 18 4. L 5. 2 km 6. Shiv, km 7. 6 8. 15 m (d) 2, 8 5. (a) 6.701 kg (b) 3.30 m (c) 10 km
4 20 8
Life Skills
1 1 1 Exercise 5.6
1. 2. 3. 1. (a) 49.97 (b) 62.00 (c) 5.146 kg (d) 0.776 L
2 4 8
Revision Exercise 2. (a) 0.554 (b) 1.045 (c) 6.645 (d) 27.55 L
9 9 1 (e) Team A won by 44.75 points. (f) 33,49,345.46 (g) 69.93
1. (a) (b) (c) (d) 1
7 11 15
Life Skills
9 3 7 5 4 8
2. (a) > (b) > (c) = ₹46.45
10 5 8 6 7 14
3. (a) 49 (b) 13 (c) 39 Subject Integration
94 9 273.2 days
4. (a) (b) (c) 39 (d) 4
15 2
Exercise 5.7
25 79 18 11 49
5. (a) (b) 6. Yes 7. 8. L 9. km 1. (a) 64.8 (b) 1,893.6 (c) 678.58 (d) 1,324.18
12 18 7 9 12
4 4 2 2. (a) 968.2 (b) 78. 45 (c) 6. 49
10. ₹147 11. . 12. ₹2,310 13. ₹2,80,000 14. 36 15. 16.
3 5 5 9682.0 784. 5 64. 9
1 1 1 1 96820.0 7845. 0 649. 0
17. (a) Purple = , Orange = , Blue = , Dark green = ,
6 12 18 24 3. (a) 6.93 (b) 1.209 (c) 0.236 (d) 1,037.184
Light green = 1 , Light orange = 1 4. (a) 10 (b) 10 (c) 100 (d) 1,000
30 36 5. (a) 90.3 miles (b) ₹23.63 (c) 74,400
(b) Four one-eights (c) Two
Exercise 5.8
Chapter 5: Decimals 1. (a) 0.24 (b) 6.01 (c) 1.6 (d) 1.48
Exercise 5.1 2. (a) 0.94 (b) 3.649 (c) 0.612 (d) 0.91225
4 5 7 6 3. (a) 7.28 (b) 0.728 (c) 0.0728 (d) 1.108 (e) 0.1108 (f) 0.01108
1. (a) , 0.4 (b) , 0.5 (c) , 0.7 (d) , 0.6
10 10 10 10 4. (a) 10 (b) 10 (c) 100 (d) 10 (e) 100 (f) 10
5 7
2. (a) 2 , 2.5 (b) 3 , 3.7 5. 20.15
10 10
3. (a) 0.5 (b) 1.0 (c) 1.7 (d) 4.9 (e) 0.4 (f) 7.0 Life Skills
1. 20-rupee coin 2. 4.47 3. 2-rupee coin and 5-rupee coins 4. 324 coins
Exercise 5.2 Subject Integration
1. (a) 0.45 (b) 0.70 (c) 0.80 2. 21.42, 21 42 3. 0.229 1. (a) 0.39 s (b) 0.04 s (c) 0.43 s
100
Exercise 5.3 2. (a) 39 hundredths of a second (b) 4 thousandths of a second
1. (a) One and eight tenths Revision Exercise
(b) Seventeen and four tenths 1. (a) 359.734 (b) 6,934.672 (c) 1.026 (d) 0.8 (e) 3,076.4
(c) Seven and fifty-six hundredths (f) 5,888.29 2. (a) 9.1 (b) 93.8 (c) 65 3. 4.83, 5.38, 6.95
(d) Sixty-nine and eighty-nine hundredths 66
4. 45.26 5. 6. Twelve and five tenths 7. 0.2 kg 8. No, 3 9. Yes
(e) One hundred eighty five and seven tenths 100
10. Ravinder—Third jump = 4.67 m, First jump = 2.59 m;
(f) Three hundred seventy five and fifty-nine hundredths
John—Third jump = 4.24 m, Second jump = 3.99 m;
(g) Zero and fifty-nine hundredths
Satkar—Second jump = 3.89 m, Third jump = 3.67 m;
(h) Thirty-five and one tenths
Jagdeesh—First jump = 4.01 m, Third jump = 2.87 m
(i) Six hundred fifty one and one thousandths
11. 4.29 m 12. ₹60 13. ₹36.82 14. 0.57 kg
2. (a) 0.6 (b) 0.32 (c) 0.502 (d) 7.05 (e) 1.052
3. (a)
366
(b)
3
(c)
661
(d)
4
(e)
7 Chapter 6: Percentage
25 500 5 25 2
Exercise 6.1
4. (a) 9 tenths (b) 8 ones (c) 8 thousandths
1. (a) (b)
(d) 9 hundredths (e) 7 thousandths
Exercise 5.4
1. (a) 1 tens + 4 ones + 8 tenths; 10 + 4 + 0.8; 10 + 4 + 8
10
(b) 2 tens + 5 ones + 7 tenths + 5 hundredths; 20 + 5 + 0.7 + 0.05;
7 5
20 + 5 + +
10 100
(c)
(c) 6 hundreds + 9 tens + 5 ones + 8 thousandths; 600 + 90 + 5 + 0.008;
8
600 + 90 + 5 +
1000
(d) 7 hundredths + 1 tens + 8 ones + 7 tenths + 5 thousandths;
7 5
700 + 10 + 8 + 0.7 + 0.005; 700 + 10 + 8 + +
10 1000
226 Answers
Exercise 6.2
(c) P Q (d) X Y
1. (a) 9% (b) 40% (c) 29% (d) 6%
2. (a) 90% (b) 76% (c) 75% (d) 90% (e)
3. (a) 48% (b) 35% (c) 25% (d) 15%
4. (a) 475% (b) 350% (c) 575% (d) 120% Z
5. (a) 380% (b) 275% (d) 80% (e) 75%
Exercise 6.3
2. (a) Point P (b) Line segment MN (c) Ray LM
3 1 19 21
(d) Line AB (e) Plane M
1. (a) (b) 1 (c) 150 (d) 800 (e) 400
20 3. X Y W
2. Per cent Decimals
2.85% 0.0285
125% 1.25
12.5% 0.125
4. (a) Z (b)
128.8% 1.288 X Y Z A C
85% 0.85
25% 0.25 5. Ray AC, Ray BA, Ray CA, and Ray BC B
Exercise 6.4
Exercise 7.2
1. (a) 10 (b) 3 (c) 6 (d) 4 (e) 10 (f) 40
2. (a) ₹0.1 (b) 1 km (c) ₹5 (d) 200 mL (e) ₹562.5 1. (a) ∠ABC (b) ∠XYZ (c) ∠ACB (d) ∠QRP (e) ∠RQP (f) ∠ABC
2. (a) ∠AOB, ∠BOC, ∠AOC (b) ∠NXM, ∠NXL, ∠LXM
40 80
(f) 300 g 3. ₹7,160 4. 9 L 5. % white, 60% blue, % yellow 3. ∠ABC, Vertex: B, Sides: BA and BC; ∠ACB, Vertex: C, Sides: CA and
3 3
CB; ∠CAB, Vertex: A, Sides: AC and AB
Subject Integration
4. (a) Points C, D, and E (b) Points A and B
3%
5. (a) Angle: ∠MON, Vertex: O, Sides: OM, ON
Exercise 6.5 (b) Angle: ∠XYZ, Vertex: Y, Sides: YX, YZ
1. (a) 20% (b) 75% (c) 25% (d) 12.5% (c) Angle: ∠LMN, Vertex: M, Side: ML, MN
(e) 12.5% (f) 20% Exercise 7.3
2. (a) 1.04167% (b) 0.02% (c) 0.048% (d) 25%
1. (a) 45° (b) 90° (c) 133°
(e) 2.5% (f) 2.2967%
2. (a) 90° (b) 134° (c) 90° (d) 65° (e) 45° (f) 158° (g) 145° (h) 65°
3. (a) 50% 4. 25% 5. 5% 6. 62.5 7. 132 sheets
3. (a) (ii), (b) (vi), (c) (v), (d) (i), (e) (iii), (f) (iv)
Life Skills
Exercise 7.4
8.96
2. (a) 40° (b) 33° (c) 109° (d) 85° (e) 180° 3. Straight line 4. 180°
Revision Exercise
Exercise 7.5
1. (a) 25% (b) 20% (c) 10% (d) 2%
1. (a) Intersecting lines (b) Perpendicular lines
2. (a) 1,250% (b) 280% (c) 75% (d) 920%
(c) Parallel lines (d) Perpendicular lines
3. (a) 43.7 kg (b) ₹506.25 (c) 33.36 (d) 240
(e) Perpendicular lines (f) Parallel lines
1 3 9 3
4. (a) 20 (b) 20 (c) 20 (d) 2 2. (a) Parallel lines: AB and CD, GH and EF, AD and BC, EH and GF, AH
and DE, BG and CF
5. (a) 0.45 (b) 0.20 (c) 1.25 (d) 0.08 (b) Perpendicular lines: AH ⊥ HG, BA ⊥ AD, AD ⊥ CD
6. (a) 25 (b) 0.15 m (c) 1 km (d) ₹150 3.
7. (a) 50% (b) 7.5% (c) 20% A C B
8. 18.50% 9. 20% 10. 33.3% 11. 120 12. 48,400
13. 73.33% E D F
Unit Test Paper 2

18 27 16 24 Try These!
1. Sample answers: (a) 30 and 45 (b) 24 and 36
1. Hexagon 2. Septagon 3. Octagon 4. Nonagon 5. Decagon
16 9
2. (a) 45 (b) Exercise 7.6
56 1. (a) Right triangle (b) Isosceles triangle
3. (a) 0.49 (b) 0.701
(c) Obtuse triangle (d) Equilateral triangle
4. (a) 56 (b) 444 (c) 3,796.544 (d) 0.71325
(e) Acute triangle or scalene triangle (f) Isosceles-right triangle
5. (a) 25% (b) 5.5% (c) 13.34% (approx)
2. (a) equilateral (b) isosceles (c) scalene
6. 25 horses are black 7. 42.3 cm 8. 720 oranges
(d) acute triangle (e) 180°
9. 65.99 km
3. (a) True (b) False (c) False (d) False (e) False
Chapter 7: Geometry 4. (a) 180° (b) 180° (c) 180° (d) Not possible
Recap Exercise (e) Right-angled isosceles triangles, Right-angled triangle
1. (a) False (b) False (c) True (d) False (e) True Exercise 7.7
2. (a) 12 cm (b) 24 cm (c) 100 cm (d) 240 cm 1. (a) Infinite (b) Infinite (c) Yes (d) No
Exercise 7.1 (e) Diameter is double the radius.
2. (a) Centre (b) Circumference (c) angle (d) Semi circle
1. (a) • B (b) A B
Answers 227
3. L
M Arc Revision Exercise
N
1. (a) length, breadth, height (b) height (c) height (d) 6 (e) Perimeter
(c) height (d) 6 (e) perimeter
2. Length Breadth Height Perimeter Area of base Volume
R S
4.5 cm X 4.5 cm of base

A B
U 12. 5 cm 9 cm 4 cm 43 cm 112.5 sq. cm 450 cu. cm
4.5 cm 9 mm 7 mm 5 mm 32 mm 63 sq. mm 315 cu. mm
T
4 cm 8.5 cm 7 cm 25 cm 34sq. cm 238 cu. cm
10.4 m 9m 6m 38.8 m 93.6 sq. m 561.6 cu. m
Circumference
V Y 2.25 m 1.20 m 80 cm 6.9 m 2.7 sq. m 2.16 cu. m
Centre X, Radius XY, Diameter AB, Chord UV or 0.8 m
Revision Exercise 3. 61 cm 4. 800 5. Yes 6. 17 m 7. 15 cm; 18 cm; 72 cm 8. ₹240
1. 6 line segments 9. 68 cm 10. 2,250 sq. cm 11. 34 cm; 50 sq. cm 12. 7 m
A B C D 13. 12 m; 288 cu. m 14. (b) 15. (a) 64 cu. cm (b) 48 sq. cm (c) 80 sq. cm
2. 9
4. Ray AX, Ray BX, Ray CX, Ray DX, Ray EX, Ray FX, Ray GX, Ray YX, Subject Integration
Ray XY, Ray AY, Ray BY, Ray CY, Ray DY, Ray EY, Ray FY, Ray GY 10 m
5. Straight line
X Y Z Chapter 9: Measurements
Recap Exercise
6. Triangle 7. Acute angle
A C 1. (a) centimetre (b) metre (c) centimetre
2. (a) 2 (b) 400 (c) 6,000 (d) 8,000 (e) 2 (f) 5
B 3. (a) 12 (b) 33.5 kg (c) 6 m 98 cm
8. (a) Acute angle (b) Right angle (c) Obtuse angle Exercise 9.1
(d) Acute angle (e) Straight angle (f) Acute angle 1. km hm dam m dm cm mm
10. Acute angles and right angle 11. No, ∠BAC (a) 4 3 5 1 2 3 7
12. Keshav, Noor, and Ruchi 13. 12° 14. acute angle 15. 10 angles (b) 9 1 2 5
16. 9 cm 17. triangle 18. 5 19. No, Line segment 20. C; K, M, W (c) 2 5 7 6 0 0 0
21. ∠BOD, ∠AOD, ∠BOC, ∠AOC (d) 8 7 6 0
Chapter 8: Perimeter, Area, and Volume 2. kg hg dag g dg cg mg

(a) 4 5 6 0 0 0 0
Recap Exercise
(b) 2 9 3 6 0 0 0
1. (a) 5 m (b) 8 m 2. (a) 32 m (b) 130 m
(c) 7 0 0 5
3. (a) 91 cm; 0.91 m (b) 168 cm; 1.68 m 4. By finding perimeter
3. kL hL daL L dL cL mL
Exercise 8.1 (a) 5 7 6 5 0 0 0
1. (a) 13 m (b) 114 cm (c) 17.6 m (d) 200 cm (b) 8 2 1 8
2. (a) 60 cm (b) 21.6 m (c) 500 m (d) 25.6 m (c) 6 7 1 2
3. (a) 15 cm (b) 14 cm (c) 19 cm (d) 16 cm Exercise 9.2
4. 24 cm 5. 1,728 m 6. 12 cm
1. (a) 30 m (b) 37 m (c) 45 kg 2. (a) 15.09 m (b) 1.68 m (c) 2.97 m
Exercise 8.2 (d) 82.05 m 3. (a) 12.015 g (b) 0.575 g (c) 61.200 g (d) 0.750 g
1. (a) 1 sq. cm (b) 4 sq. cm (c) 6 sq. cm (d) 8 sq. cm 4. (a) 2.5 kg (b) 0.750 kg (c) 8.010 kg (d) 3.075 kg 5. (a) 0.250 L
2. (a) 63 sq. cm (b) 13.5 sq. cm (c) 4.4 sq. km (b) 0.750 L (c) 6.5 L (d) 10.150 L 6. (a) 7.1 kL (b) 0.750 kL
3. (a) 6 m (b) 11 cm (c) 12 cm 4. (a) 10 cm (b) 9 cm (c) 7 cm (c) 0.025 kL (d) 58.095 kL
5. (a) 48 sq. cm (b) 125 sq. cm (c) 80 sq. cm 6. 131 sq. cm 7. (a) 25 cm 6 mm (b) 72.5 cm (c) 0.204 km (d) 32.069 km
Exercise 8. 3 Exercise 9.3
1. 15 sq. cm 2. 12 sq. cm 3. 10.5 sq. cm 1. (a) 1,525 cm (b) 1,209 cm (c) 1,200 cm (d) 908 cm
2. (a) 59 mm (b) 60 mm (c) 100 mm (d) 135 mm
Exercise 8.4 3. (a) 800 hg (b) 841 hg (c) 5,600 hg (d) 776 hg
1. 15 sq. cm 2. 7 sq. cm 3. 9 sq. cm 4. 28 sq. cm 4. (a) 5,000 mg (b) 12,000 mg (c) 9,150 mg (d) 35,105 mg
5. 12 sq. cm 6. 8 sq. cm 5. (a) 10,000 L (b) 15,000 L (c) 9,150 L (d) 20,020 L
6. (a) 2,000 mL (b) 5,000 mL (c) 4,250 mL (d) 6,025 mL
Exercise 8.5
7. (a) 510 mm (b) 3,00,000 cm (c) 35,000 g (c) 64,000 L
1. (a) 12 cu. cm (b) 7 cu. cm (c) 12 cu. cm
Exercise 9.4
2. (a) 160 cu. m (b) 343 cu. m (c) 172.8 cu. cm
3. (a) (iii), (b) (iv), (c) (i), (d) (ii) 1. (a) 17 kg 9 hg 2 dag 4 g (b) 15 kg 310 g
(c) 22 kL 7 hL 2 daL 9 L (d) 142 L 180 mL
4. (a) 125 cu. m (b) 2,368 cu. m (c) 64 cu. m (d) 7,350 cu. m
2. (a) 2,631.603 km (b) 1.006 g (c) 3.176 L (d) 89.64 hm
5. (a) 7 m (b) 5 cm (c) 729 cu. cm (d) 4 m
3. (a) 78.408 km (b) 226.35 m (c) 744.575 kg (d) 60.368 kL
6. (a) 2 ,800 cu. cm (b) 160 cu. cm, 80 cu. cm, Samir’s coin box 4. (a) 797 m (b) 731 mm (c) 1.3787 g (d) 683 L
(c) 400 cu. m (d) 681.472 cu. cm (e) 10 m 5. (a) 4,646 km 725 m distance (b) 3,500 mL
Technology Integration (c) 92 m 53 cm cloth is left (d) 3.087 kg sweets 6. 22 m
Approximately 743.10 sq. m Exercise 9.5
Life Skills 1. (a) 175; 35 (b) 87 cm; 29 cm (c) 28; 5.6
2. (a) 20 (b) 10 (c) 441 3. 30 mm 4. 2 5. 17.5 6. 3.5 7. 145 cm
12 m
228 Answers
Exercise 9.6 Exercise 10.5
1. 5 °C 2. 20 °C 3. 35 °C 4. 85 °C 5. 57 °F 6. 118 °F 1. (a) 1 hour 30 minutes (b) 18 July (c) 630 minutes (d) 1 July
(e) 1 hour 45 minutes (f) 17th of a month
Life Skills
9 weeks 2. Starting date Duration Finishing date
(a) 29 February 15 days 14 March
Revision Exercise
(b) 18 November 19 days 6 December
1. (a) kL (b) hg (c) dm (d) mL 2. Divide 3. Multiply
4. (c) 4 November 60 days 02 January
Quantity of liquid to 1L 500 200 100 50
(d) 2 May 35 days 5 June
be measured mL mL mL mL
(e) 19 December 7 days 25 December
950 mL of milk 1 2 1
650 mL of water 1 1 1 Revision Exercise
5 L of petrol 5 1. (a) 155 hours (b) 288 hours (c) 216 hours
6 L of diesel 6 2. (a) 300 minutes (b) 375 minutes (c) 270 minutes
3. (a) 180 seconds (b) 370 seconds (c) 315 seconds
5. (a) 7.05 cm (b) 12.275 kg (c) 15.165 km (d) 12.092 L 4. (a) 6 days (b) 3 days 13 hours (c) 10 days
(e) 15.12 m (f) 30.525 kg 6. (a) 7,105 (b) 100 (c) 6,012 (d) 7,225 5. (a) 3 hours (b) 5 hours 10 minutes (c) 8 hours 20 minutes
(e) 98 (f) 14,350 7. (a) Millimetre (b) Milligram (c) Millilitre 6. (a) 4 minutes 10 seconds (b) 8 minutes 20 seconds
8.
20 9. 1,750 mL milk 10. 6.750 kg sugar 11. 1.075 kg 12. 3 L 500 mL (c) 16 minutes 39 seconds
Unit Test Paper 3 7. (a) 1836 hours (b) 0840 hours (c) 0000 hours
1. (a) 4 (b) 7 (c) 8 8. (a) 2.44 p.m. (b) 6.45 a.m. (c) 7.52 p.m.
2. (a) degree (b) acute angle (c) angle (d) 100; 0 (e) 37 9. 07.30 a.m. 10. 4.45 a.m. 12. 8.30 p.m. 13. 10.00 a.m. 14. 6.55 p.m.
4. (a) Acute angle (b) Acute angle (c) Obtuse angle (d) Right angle 15. 4.40 p.m. 16. 5.15 a.m. 17. 6.30 p.m. 18. 1740 hours
5. Perimeter = 52 cm; Area = 169 sq. cm 19. 20 August 20. (a) About 62 eggs; about 1 egg (b) 144 km
6. Perimeter = 24 cm; Area = 27 sq. cm 7. 24 cm
8. 5.46 cm (b) 41.6 mm (c) 0.870 mg (d) 45,000 mL 9. 2.5 Chapter 11: Money
Recap Exercise
Chapter 10: Time 1. `5,410 2. `450 3. `25 4. `527.50
Recap Exercise
Exercise 11.1
1. (a) a.m. (b) 29 (c) 52 (d) a.m.
1. `24,960 2. `210.25 3. `14,835 4. (a) 12 hours (b) 532 km
2. (a) p.m. (b) a.m. (c) a.m., p.m. (d) a.m. (e) p.m.
5. `492 6. `48 7. `133.1 8. `490.75 9. `572 10. `1,316
Exercise 10.1
1. (a) 96 (b) 207 (c) 270 (d) 525 Exercise 11.2
2. (a) 900 (b) 450 (c) 190 (d) 298 1. (a) Profit = `62 (b) Profit = `26 (c) Loss = `600 (d) Profit = `10,800
3. (a) 2,160 (b) 671 (c) 1,085 (d) 582 4. 3.50 p.m. 2. (a) `4,771 (b) 7,972 (c) `8,356 (d) `10,775
3. (a) `3,108 (b) `5,165 (c) `7,496 (d) `7,587
Exercise 10.2
4. (a) `3,425 (b) Profit = ₹25 (c) Profit = `75.4 (d) `6,920
1. (a) 38 days (b) 55 days (c) 42 days 2 hours (d) 63 days 4 hours
2. (a) 11 hours (b) 20 hours (c) 29 hours 10 minutes Life Skills
(d) 12 hours 9 minutes 1. `1,400 2. `16,800
3. (a) 13 minutes (b) 16 minutes (c) 25 minutes 8 seconds
(d) 19 minutes 9 seconds Revision Exercise
1. `37.2 2. loss; `900 3. profit; `550 4. `586 5. `2,380
Exercise 10.3
6. She took a loss of `200. 7. Watch; `200 8. 30 9. Umbrella and saree
1. (a) 1340 hours (b) 1730 hours (c) 1112 hours (d) 2150 hours
10. `3,400 11. `450 12. 24 calculators, `67,200 13. `499 more
(e) 2355 hours (f) 2036 hours (g) 0206 hours (h) 1617 hours
14. lipstick, sunglasses, and earrings 15. `7,500 16. `3.6 17. `1,440
2. (a) 5.45 a.m. (b) 6.54 p.m. (c) 11.23 p.m. (d) 3.32 p.m.
18. Both companies are equally profitable for the period of March to July.
(e) 7.56 a.m. (f) 8.02 p.m. (g) 12 noon (h) 7.32 p.m.
Their month-wise increase in profit is different.
3. (a) 6.50 p.m. (b) 1300 hours (c) 0000 hours
Chapter 12: Symmetry and Patterns
Subject Integration
Exercise 12.1
Both spiders finish at the same time.
1. (a) A, H, I, M, O, T, U, V, W, X, Y (b) B, C, D, E, H, I, K, O, X
Exercise 10.4 (c) H, I, O, X (d) F, G, J, L, N, P, Q, R, S, Z
1. (a) 13 hours 50 minutes (b) 14 hours 15 minutes 2. (a) (b) (c) (d)
(c) 13 hours 48 minutes (d) 15 hours 10 minutes 6 seconds
2. (a) 4 hours 45 minutes (b) 1 hour 15 minutes
(c) 2 hours 15 minutes (d) 11 minutes 28 seconds 3. Sample answer: (a) CHECKBOOK (b) MOM and WOW
3. Starting time Duration Ending time Exercise 12.2
(a) 12. 25 p.m. 3 hours 45 minutes 4. 10 p.m.
1. (a) (b) (c)
(b) 3. 45 p.m. 2 hours 30 minutes 6. 15 p.m.
(c) 10.35 a.m. 4 hours 25 minutes 1500 hours
(d) 5. 05 a.m. 8 hours 55 minutes 2. 00 p.m.
4. (a) 11.00 p.m. (b) 4.15 p.m. (c) 10.15 a.m. 2. (a) (b) (c)
(d) 9.30 p.m. (e) 33 seconds
Answers 229
(d) (e) (f)
X
XI
Exercise 12.3
XII
1. (a) (b)
Each = 5 students
Exercise 13.1
1. Fruit Tally marks Number of fruits
2. Apple 7
Orange 4
Exercise 12.5
Strawberry 12
1. (a) 128, 256, 512 (b) 25, 32, 40 (c) 18, 9, 4.5 2. 15, 30, 45, 60, 75
3. (a) 10,000 × 10 + 1 = 1,00,001 Pears 5
1,00,000 × 10 + 1 = 10,00,001 2. Tally chart
10,00,000 × 10 + 1 = 1,00,00,001
Favourite apparel Tally marks Number of students
(b) 1,111 × 1,111 = 12,34,321
11,111 × 11,111 = 12,34,54,321 Jeans 1
1,11,111 × 1,11,111 = 12,34,56,54,321
T-Shirt 12
Revision Exercise
Jacket 12
1. (a) 55 (b) 155 (c) 255
Bermudas 8
2. ; Only one 3. Sweater 8

Pictograph
Favourite apparel Number of students
4. 4 5. A, G, and J 6. No 7. 8.
Jeans
T-Shirt
l Jacket
Bermudas
9. (a) (b)
Sweater
Bar graph
Favourite apparels of students of class V
14
12
10. 11. 10
Number of students
8
6
4
2
0
ns hir
t
ket
s er
Jea T-s Jac uda eat
12. 3,33,333; 4,44,444 13. 155 cards 14. 1 Be
rm Sw
Favourite apparels
Chapter 13: Data Handling
3. (a) Jaisalmer (b) Shimla (c) Bangalore
Recap Exercise
(d) Jaisalmer (e) 1 June
1. (a) three (b) lion (c) four
4. Favourite sports of 250 students of a school
2. Class Number of students admitted 80
70
60
VI
50
Number of students
40
VII 30
20
VIII 10
0
IX cke
t all y on ng nis
Cri otb cke int mi Ten
Fo Ho dm im
Ba Sw
Sport
230 Answers
5. Solving crosswords
9. Distance walked by Subrato
10
9
Doodling 8
Painting 7
Distance (in km)

6
5
Revision Exercise 4
3
1. (a) Tuesday and Sunday (b) 2 more hours (c) Friday 2
2. (a) Organiser group 1
Pictograph Amount of money
0
Mo
n e
Tu We
d
Th
u Fri Sat Su
n
S `3,000
Days
10.
T `1,500
Ba
es
na
go
E `3,500
na
an
s
M
Grapes
P `2,500 Apples
g es
Ra
Pineapples
an
Or
sp
(b) (c) `10,500
be
rri
3. (a) 37 (b) 4 more
es
4. (a) Saturday (b) Monday, Wednesday, and Friday
(c) 29 glasses of water Unit Test Paper 4
5. Different types of balls Tally marks Number of balls 1.
Basketball 9 227
Football 10 116 111
Volleyball 5 56 60 51
Softball 20 25 31 29 22
6. Text messages received Tally marks Number of days 10 15 16 13 9
6 3 2 8 7 9 4 5
7 3 2. (a) p.m. (b) a.m. 3. (a) 5.00 a.m. (b) 8.20 p.m.
8 3 4. 1105 (b) 7.50 p.m.
5. Number of people using computers in a
9 7 cyber cafe in a week
10 2 Scale: 1 box = 5 people
55
50
7. Accessories
45
Scale: 1 box = 1 item
10 40
35
9
30
8
25
Number of people
7
Number of accessories
20
6 15
5 10
4 5
3
Mon Tue Wed Thu Fri Sat Sun
2 Day of week
1 6. (a) 96 hours (b) 720 minutes (c) 2,940 seconds
7. (a) `490 (b) `45.50 8. `15,26,150 9. Yes, `200 will be left.
oes ts ps elts Tie
s
f sh Ha Ca B
rs o Term Paper 1
Pai Accessories
1. (a) 0 (b) 36
8. Number of hours spent playing with friends
2. (a) 72,609 (b) 5,28,900 3. (a) 8,86,179 (b) 81,373
Scale: 1 box = 1 hour
4. (a) (ii) (b) (iii) 5. Yes
6. Actual sum = 13,74,387 and Estimated sum = 14,00,000
5
Hours
4
3
2
1
Mo
n e
Tu Wed Thu Fri Sat Su
n
Days
Answers 231
7. TL L TTh Th H T O
7 2 3 4 9 0
6 2 0 9 4 3 7
8. (a) XLI (b) XXXVI; IX 9. (a) 9 (b) 9
10. (a) Shaded part = 76%; Unshaded part = 24% (b) 54
6
54
9 9
(b) Shaded part = 69%; Unshaded part = 31% 63 81
11. 14,418 bags of pulses 12. ₹6,06,600 13. 147.35 marks 7 9
1 3
14. Samantha ate th part of the pizza. The remaining fraction of the pizza is . 5
4 25 1 8 35 45
15. The required fraction is or . 16. (a) 80,030 (b) 10,04,000
100 4
17. (a) 9,09,737 (b) 50,21,713 (c) 37,23,47,240 (d) Quotient = 1010
2 162 16. (a) `3,108 (b) `559 17. (a) 45 students (b) 15 more students
18. (a) (b) (c) 224 (d) 275 (c) Blue (d) green
105 35
3
19. (a) 30 (b) (c) 207.408 (d) 0.81325 18. (a) ˚ (b)  (c) ˚ (d) 
5
1 1 19. Length Breadth Height Area of the base Volume
20. (a) 5 (b) 90 (c) (d)
100 10 7 cm 3 cm 4 cm 21 sq. cm 84 cu. cm
21. (a) HCF = 6 and LCM = 660 (b) HCF = 2 and LCM = 308
12 cm 9 cm 6 cm 108 sq. cm 648 cu. cm
(c) HCF = 7 and LCM = 56 (d) HCF = 2 and LCM = 220
(e) HCF =1 and LCM = 403
20. (a) Torch (b) Bag (c) Tent (d) Binoculars
22. Divisible by 2 Divisible by 3 Divisible by 5 Divisible by 9 21. (a) 75 soap cakes
936 Yes Yes No Yes (b) `51,84,000
744 Yes Yes No No 22. (a) 18 (b) 168
5,188 Yes No No No 23. (a)
Pet Number of
4,335 No Yes Yes No Tally marks
15,195 No Yes Yes No names people
23. (a) < (b) < (c) < (d) > (e) >
24. (a) 3 marks (b) 4 marks (c) Rahul
Dog 20
25. Prime numbers: 11, 37, 43, 83, 97; Composite numbers: 15, 78, 66, 80, 39 Cat 12
Term Paper 2
1. (a) Three crore twelve lakh thirty-four thousand seven hundred and Fish 6
eighty-three
Parrot 8
(b) Forty-three million four hundred thirty-seven thousand six hundred
and sixty-seven
2. (a) 10,686 km 750 km (b) 250 m 36 cm (b)
Pet Number of
3. Perimeter = 52 cm and Area = 168 sq. cm 4. square 5. (a) `171 (b) `5 Tally marks
6. (a) 11.30 p.m. (b) 10.30 a.m. (c) 0922 hours (d) 2033 hours names people
7. (a) (b) Dog 20
Cat 12
8. (a) 24 cu. cm (b) 12 cu. cm 9. (a) Yes (b) Yes Fish 6
10. Day Pictograph Number of children Parrot 8
Car 60
Scale : = 2 pets
Bus 40 24.
100
Cycle 50
90
Walk 40 80
70
Number of students
11. (a) 54,76,702 (b) 29,31,250 12. (a) 7105 m (b) 6012 g (c) 7225 mL 60
50
13. (a) 9 hours 58 minutes 23 seconds (b) 3 hours 30 minutes
40
14. (a) 3 × 3; 1 + 3 + 5 + 7; 5 × 5 (b) 111; 123 × 9; 11111 30
15. (a) 20
168
10
89 79
n n i y se
50 39 40 cha aemo tor err ou
Sh
im or a Ha and J e yM
D n j ck
29 21 18 22 Ni To
m Mi
16 13 8 10 12
9 7 6 2 8 4
232 Answers
Practice Section
1. Large Numbers 3
2. The Four Fundamental Operations 7
3. Factors and Multiples 11
4. Fractions 15
5. Decimals 19
6. Percentage 23
7. Geometry 27
8. Perimeter, Area, and Volume 31
9. Measurements 34
10. Time 38
11. Money 41
12. Symmetry and Patterns 45
13. Data Handling 49
Reasoning Worksheet 1 54
Answers 60
1 LARGE NUMBERS
Objective Type Questions

1. The numeral I can be subtracted from ___ and ___ only.
(a) V and X (b) V and L (c) D and M (d) D and X
2. What is the successor of 795930?
(a) 795831 (b) 795929 (c) 795931 (d) 794931
3. What is the Roman numeral for 54?
(a) LXV (b) DCX (c) CXV (d) LIV
4. What is the place value of the underlined digit in 57,94,163?
(a) 90 (b) 90,000 (c) 9,000 (d) 900
5. How is the number ‘thirty crore twenty-three lakh eighty-five thousand six hundred and sixty-five’
written in the international place value system?
(a) Three hundred million twenty-three hundred eighty-five thousand six hundred and sixty-five
(b) Thirty hundred two million three hundred eighty-five thousand six hundred and sixty-five
(c) Three hundred two million twenty-three hundred eighty-five thousand six hundred and sixty-five
(d) Three hundred two million three hundred eighty-five thousand six hundred and sixty-five
Fill in the blanks.

6. When a smaller Roman numeral is placed after the ___________ Roman numeral, we add it.
7. 61,20,734; 61,30,734; 61,40,734; ___________; ___________; ___________
8. The period to the left of ten lakhs in the Indian system is ___________.
9. The number 4,26,512 is ___________ than 7,36,314.
10. The Roman numerals ___________ cannot be ___________.
Write true or false.

11. When a smaller Roman numeral is placed between two greater Roman numerals, we subtract it from
the greater numeral on its right.
12. The place value of a digit is the value because of its position in a number.
13. The greatest 8-digit number with the digits 8, 7, 3, 0, 4, 6, 2, and 5 is 8,76,54,320.
14. The smallest 7-digit number with the digits 7, 5, 0, 4, 1, 2, and 6 is 01,24,567.
15. The expanded form of a number is written as the difference of the place values of its digits.
Large Numbers 3
WORKSHEET
Remembering and Understanding
1. Write numerals for the following numbers.
(a) Seventy-two million two thousand and five (b) Five million six thousand and nine
(c) Eight hundred forty-six million one hundred forty-seven thousand five hundred and sixty-four
(d) Twenty-nine crore four lakh ninety-seven thousand five hundred and twenty-five
2. Write the following numbers in words.
(a) 11,24,139 (b) 87,142,829 (c) 21,30,04,030
3. Write the place value and face value of the underlined digits in the following numbers.
(a) 12,98,31,097 (b) 9,00,432 (c) 2,42,85,120
4. Write the following numbers in expanded form.
(a) 1,35,676 (b) 6,48,520 (c) 8,91,44,298
5. Write the standard form of the following—
(a) 4 crores + 6 lakhs + 2 ten thousands + 3 hundreds + 5 ones
(b) 70,00,000 + 3,00,000 + 80,000 + 9,000 + 20 + 4
Applying
6. Find the sum of the place values of the underlined digits.
(a) 1,42,57,245 (b) 68,51,459 (c) 89,72,29,412
7. Circle the digit that is equivalent to the place value.
(a) Ten: 20010 (b) Eight hundred: 888888 (c) Ten thousand: 111111111
8. Find the successor and the predecessor of the following numbers.
Predecessor Number Successor
(a) _________________ 5,313,471 _________________
(b) _________________ 7,777,777 _________________
(c) _________________ 1,000,000 _________________
Analysing, Evaluating, and Creating

9. Arrange the following numbers in ascending order.
(a) 23,16,325; 62,16,626; 21,12,245; 37,46,700 (b) 7,21,584; 71,35,243; 71,48,000; 7,27,678
(a) 6,35,292; 2,52,174; 1,62,238; 1,92,173 (b) 92,63,179; 91,36,719; 96,36,197; 93,63,917
11. Form the smallest and the greatest numbers using the following digits only once.
(a) 2, 4, 3, 6, 8, 1, 5 (b) 5, 7, 8, 0, 9, 3, 2
12. Round off the following numbers to the nearest 1,000.
(a) 23,412 (b) 9,99,999
13. Prapti buys a sports car worth `6,25,00,000. Expand the number in word form.
14. Sonu’s monthly salary is `1,38,450. Write the amount in the international system.
Work It Out
The numerals we use today were invented about 1,500 years ago. They are known as
Hindu-Arabic numerals.
Many civilisations developed their numeration systems—the Roman system of numeration,
the Devanagari script, and the Hindu-Arabic numerals.
Devanagari script Hindu-Arabic numerals Roman numerals
(10 symbols are used) (10 symbols are used) (7 symbols are used)
û 1 I–1
ü 2 V–5
ý 3 X–10
þ 4 L–50
ÿ 5 C–100
ö 6 D–500
÷ 7 M–1000
ø 8
ù 9
ú 0
Complete the table.

Devanagari Hindu-Arabic numerals Roman numeral
ûÿ
21
CM

1. Write your birthdate in Roman numerals.
2. How many days are there in the month of your birthday? Write the number in Roman
numerals.
3. There are XXVI letters in the English alphabet. Find the value of the given Roman
numeral.
Large Numbers 5
ENRICHMENT ACTIVITY
Numbers Everywhere
Objective To strengthen the concept of numbers
Materials required
Newspaper articles (with large numbers written on them) and a
notebook
Preparation
A day before the class, ask the students to bring a few newspaper cuttings with the large
numbers written.
Procedure
1. Divide the class into smaller groups of two or three students.
2. Give the following instructions to them:
• Find the 7-, 8-, and 9-digit numbers and write those in your notebooks.
• Mark the periods with commas and write the numbers in both the Indian and
international systems of numeration.
• Write the expanded form of the numbers.
• Round off the numbers to the nearest 10, 100, and 1000.
3. Trade your answers with another pair or group of students. Correct your classmates’
answers if needed.
6 Large Numbers
2 THE FOUR FUNDAMENTAL
OPERATIONS

1. What is the estimated product of 5,452 and 2,354 to the nearest hundreds?
(a) 1,32,00,000 (b) 13,20,000 (c) 2,32,00,000 (d) 1,23,00,000
2. What is the number of 0s in the product of the smallest 3-digit number and the smallest 4-digit
number?
(a) 2 (b) 3 (c) 4 (d) 5
3. What is the sum of the smallest 7-digit number and the largest 6-digit number?
(a) 99,99,999 (b) 19,99,999 (c) 9,99,999 (d) 9,89,99,999
4. 7,89,000 ÷ 789 = _________
(a) 10 (b) 100 (c) 1,000 (d) 1
5. What is the quotient of the place value of 4 in 31,36,425 and the place value of 8 in 32,51,680?
(a) 4 (b) 5 (c) 6 (d) 7
Fill in the blanks.

6. The value of 999999 ÷ 99 is __________.
7. The difference between the actual sum and estimated sum of 9,99,999 + 99,999 + 9,999 + 999
+ 99 + 9 (when each term is rounded to its highest place) __________.
8. The difference of the smallest 8-digit number and the largest 7-digit number is __________.
9. The estimated sum of 98,235 and 1,02,365 to the nearest ten thousands is __________.
10. The estimated difference of 58,23,748 and 46,23,392 when both numbers are rounded to the
nearest lakh is __________.

11. Dividend = Divisor × Remainder + Quotient
12. The sum of 4,89,322 and 12,345 when rounded to thousands is 5,00,000.
13. The problem 32,51,680 ÷ 1,000 yields the quotient = 3,251 and the remainder = 680.
14. 16,345 × 100 × 10 = 10 × 100 × 16,345
15. 5,10,961 ÷ 1 = 1

WORKSHEET
1. Add.
(a) 5 7 4 3 8 6 8 (b) 3 2 4 9 5 6 4 3
(c) 3 2 4 9 5 6
+ 9 6 8 1 6 2 4 + 5 9 0 0 2 3 5 7 5 9 0 0 2 3
+ 7 3 1 6 2
2. Subtract.
(a) 6 1 1 0 4 4 2 9 6 (b) 7 8 2 1 0 1 (c) 8 8 4 2 9 6 1 0 4
– 5 0 4 1 1 4 5 7 – 3 5 9 0 4 1 – 7 1 4 5 7 0 4 1
3. Multiply.
(a) 32,132 × 63 (b) 96,231 × 800 (c) 6,37,384 × 32
4. Divide.
(a) 29,048 ÷ 18 (b) 2,76,453 ÷ 265 (c) 56,87,947 ÷ 1000
Applying
5. Solve.
(a) 41,25,736 + 23,50,894 − 5,13,69,842
(b) 31,84,89,675 – 7,23,75,902 – 1,11,75,209
6. By how much is 7,39,770 greater than 5,25,017?
7. What should be added to 4,95,321 to get 43,09,223?
8. The product of two numbers is 2,53,23,200. If one of the numbers is 560, find the other
number.
9. A scooter company produced 85,236 scooters in North India and 96,365 scooters in South
India in a day. How many scooters are produced in a day in both regions? Also find the
estimated number of scooters produced in all to the nearest thousands.
10. The populations of three neighbouring towns are 75,09,374, 56,39,876, and 53,95,242
respectively. What is the total population of these three towns?
11. There are 13,250 beads in a bottle. How many beads are there in 47 such bottles?
12. Six thousand eight hundred and fifty marbles are packed equally into 41 boxes. How many
marbles are there in each box? How many marbles are left?
Work It Out
New Delhi is the capital of India. Many towns/cities have developed around it and people
have settled in these cities to enjoy living close to the heart of the country.
Take a look at the expected populations of some of the neighbouring towns/cities of New
Delhi as in 2021 census.
City Population
Gurugram 17,26,452
Noida 7,38,343
Ghaziabad 19,10,118
Faridabad 20,63,096
Greater Noida 1,18,240
1. What is the total population of Gurugram and Greater Noida?
2. What is the difference between the population of the most populated and the least
populated cities?
3. What is the estimated sum of the population of Ghaziabad and Faridabad to the nearest
thousands?
4. Estimate the population of each city to the nearest ten thousand.
Also find out the following:

• The population of the city you live in _________________
• The total population of India ______________
• The most populated city in India ____________
• The date on which World Population Day is celebrated ___________

ENRICHMENT ACTIVITY
Operation Bingo!
Objective To work with operations while playing a game
Materials required A sheet of paper and a pen
Preparation
1. Make 19 question cards of problems based on four mathematical operations
(×, ÷, –, and +) as shown below:
16 × 400 120 × 5,000 800 × 300 4,56,37,489 + 64,74,84,559

_______ × 70 = 4,900 _______ × 120 = 48,000 65,75,73,839 − 4,54,63,782
54,64,733 + 7,68,68,669 10,00,000 − 10,00,000 64,63,789 + 9,99,99,999
Remainder of 24,700 ÷ 100 Quotient of 9,53,123 ÷ 1,000 Remainder of 2,35,476 ÷ 100
65,75,73,899 + 8,46,46,252 Quotient of 41,23,075 ÷ 1,000 Quotient of 3,02,569 ÷ 100
Remainder of 5,20,14,789 ÷ 1,000 Quotient of 87,43,921 ÷ 1,000 8,88,88,888 − 77,77,777
2. Make 4 sets of answer cards for the answers to the above questions as shown below:
74,22,20,151 2,40,000 789 61,21,10,057 935 5,000

70 400 8,23,33,402 30,000 3,000 6,400
3,025 8,743 6,000 69,31,22,048 0 8,11,11,111

6,00,000 4,123 40 24,000 10,64,63,788 76
Procedure
1. Divide the class into 4 teams.
2. Distribute 1 answer card to each team.
3. The teacher will call out the questions one by one. If a team finds the answer in their
card, they will cross out that number.
4. Each student should be given a chance.
5. The team that crosses out all the numbers on their ticket will be the winner.

3 FACTORS AND MULTIPLES

1. What is the prime factorisation of 32?
(a) 2 × 3 × 3 × 4 (b) 2 × 2 × 2 × 2 × 2 (c) 2 × 3 × 2 × 2 (d) 6 × 4
2. The product of the HCF and LCM of two numbers is 1,728. What is the other number if one number
is 36?
(a) 38 (b) 48 (c) 24 (d) 20
3. What is the LCM of 18 and 24?
(a) 144 (b) 36 (c) 48 (d) 72
4. What is the HCF of 48 and 96?
(a) 24 (b) 48 (c) 98 (d) 12
5. With what should a number divisible by 5 end?
(a) 0 (b) 2 (c) 5 (d) Both 0 and 5
Fill in the blanks.

6. The number 1 is neither _____________ nor _____________.
7. The smallest odd composite number is_____________.
8. A number _____________ has no factor.
9. The numbers 5 and 7 are _____________ numbers.
10. The smallest common factor of 34 and 68 other than 1 and 2 is ___________.

11. The HCF of two numbers is always more than any of the numbers.
12. The HCF of two co-prime numbers is always 1.
13. If a number is a factor of another number, then their LCM is the greater number.
14. The LCM of two numbers that are co-prime is the sum of two numbers.
15. The number 1 is a prime number.

WORKSHEET
1. The first five multiples of 3 are _________________________.
2. The first eight multiples of 10 are _________________________.
3. The factors of 64 are _________________________.
4. Separate the prime and non-prime numbers from the following numbers—
23, 29, 36, 49, 51, 67, 73, 103
Applying
5. Find the HCF of 24 and 32 using the prime factorisation method.
6. Find the HCF of 48 and 84 using the division method.
7. Using the prime factorisation method, find the LCM of 64 and 128.
8. Using the division method, find the LCM of 54 and 90. Also, find the HCF using the relationship
between the numbers, HCF, and LCM.

9. If the HCF is 6 and the product of two numbers is 120, then what is their LCM?
10. Find the greatest 4-digit number which is exactly divisible by 30, 36, and 60.
11. Sumit’s mother gives him `100 to buy some fruits. He buys the fruits and returns the remaining
amount to his mother and tells her that he has spent money equal to the fifth multiple of 7. Find the
amount he returns to his mother.
12. A project is completed by a team of 12 members because of which the company gains `21,73,453. The
company decides to keep about three-fifths—that is, about `13,04,070 and distribute the rest amongst
the team members. Without actually dividing, check whether the remaining amount is divisible by 12
or not.
13. There are 64 girls and 72 boys who want to participate in annual function of the school. If each team
must have the same number of girls and boys, then what is the greatest number of teams that can
participate in the annual function? (Assume that participation is limited to 1 activity.)
14. Place the numbers given below in the respective sections of the circles:
5, 6, 9, 10, 12, 15, 18, 20, 21, 25, and 30
Common multiples
of 3 and 5
Multiples of 3 Multiples of 5
Work It Out
The Kapoor family went on a holiday visiting a number of cities. In every new city, Deepak
Kapoor was keen to know the pin code of the city. He collected all the pin codes and
applied the divisibility tests that he had learnt.
Bengaluru
560016
Kolkata Chennai
700016 600027
Ahmedabad New Delhi

380028 110001
Infobit
Mumbai Chandigarh
400059 160017 The pin codes in India were
Hyderabad introduced on 15 August 1972.
500019
Answer the following—
1. What is a pin code?
2. How does it help to know the pin code in an address?
3. Name the city/cities that have pin code/codes divisible by 2.

ENRICHMENT ACTIVITY
Coloured Multiples
Objective To find the LCM of three numbers (say 7, 14, and 21) by colouring
Materials required Sheets of 10 × 10 squared paper
Procedure
1. Make the pairs of students.
2. Write the numbers from 1 to 100 on sheets of squared paper.
3. Highlight multiples of 7, 14, and 21 on different sheets of squared paper with
different colours.
Multiples of 7 Multiples of 14
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100
Figure 1 Figure 2
4. Note down the numbers that are highlighted in figures 1 and 2. These are the
common multiples of 7 and 14.
5. From the above sheets find out what is the lowest common multiple (LCM) of 7
and 14?
6. Similarly create the sheet for multiples of 21.
7. From the above sheets find out what is the lowest common multiple (LCM) of 7,
14, and 21?
Reflections
Try filling the multiples of 7, 14, and 21 on the same grid paper. Use different colours
or fill-patterns.
The numbers which have all three colours or fill-patterns on it are the common
multiples of 7, 14, and 21.

4 FRACTIONS

1. Which of the following is not an improper fraction?
12 8 5 14
(a) (b) (c) (d)
5 2 7 13
12
2. Which of the following fractions is not equal to ?
5
24 36 48 60
(a) (b) (c) (d)
10 15 20 20
3. Which of the following fractions is in its lowest terms?
14 15 6 14
(a) (b) (c) (d)
10 5 13 28
4. Which of the following is the correct form of expressing 111 ?

11
11 11 11 1
(a) 1 (b) 1 (c) 11 (d) 10
11 1 1 11
5. Which of the following fractions is the smallest?
4 3 7 14
(a) (b) (c) (d)
5 4 13 13
Fill in the blanks.

6. LCM of 9 and 10 is _________.
7. Two out of seven parts is written as two-sevenths in words and _________ using numbers.
8. Nine out of seventeen parts is written as _________ in words and _________ using numbers.
1
9. of 54 is _________.
9
4 1
10. – = _________
9 9

11. A mixed fraction is a combination of two like fractions.
12. Unlike fractions can be converted into like fractions.
13. To obtain an equivalent fraction, we multiply the numerator and denominator with the same number.
14. A fraction with the numerator 1 is called a proper fraction.
3
15. The fraction 5 is a mixed fraction.
7
Fractions 15
WORKSHEET
(a) In a proper fraction, the denominator is ______________ than the numerator.
(b) A fraction made up of a whole number and a proper fraction is called a ______________ fraction.
(c) Fractions with the same denominators are called ______________ fractions.
2. Write four equivalent fractions for each of the following:
(a) 3 (b) 5 (c) 2 (d) 9
8 11 5 5
3. Check whether the given fractions are equivalent or not. Write Yes or No.
(a) 11 and 42 (b) 5 and 25 (c) 4 and 28
22 66 10 55 13 91
Applying
4. Reduce the following fractions to their lowest terms.
(a) 18 (b) 99 (c) 88 (d) 45
24 77 66 40
5. Fill in the blanks with < or >.
(a) 34 ____ 14 (b) 17 ____ 56 (c) 24 ____ 23
10 7 2 2 1 1
6. Arrange the following fractions in ascending order.
(a) 22 , 11 , 6 , 13 (b) 32 , 35 , 33 , 34
4 4 4 4 2 6 4 5
7. Arrange the following fractions in descending order.
(a) 21 , 10 , 3 , 12 (b) 32 , 33 , 34 , 35
5 5 2 5 4 2 7 3
8. Add or subtract the following fractions.
2 1
(a) 97 + 2 12 (b) 31 + 21 (c) 31 – 21 (d) 3 –
12 3 7 9 7 5 3 2
9. Simplify the following.
(a) 40 + 20 + 1 + 43 + 60 (b) 2 5 + 24 + 4 1 + 16 32
3 2 21 100 9 3 23
10. Solve the following word problems.
(a) Sarita has 1 cup of walnuts and 1 cup of cashews. How many cups of dry fruits does she have?
2 2
(b) An empty fruit basket weighs 1 kg. Alisha puts 3 2 kg of oranges and of 4 1 kg of apples in the
4 3 6
basket. What is the total weight of the basket with fruits?
(c) Mohit runs 1 km on Tuesday and 1 km on Wednesday. How many more kilometres did he run
3
on Tuesday than on Wednesday?
Work It Out
1. Look at the shapes and answer the questions that follow.
(a)
(b) (c)
(d) (e)
1. How many equal parts are there in each shape?

2. Express each shaded part as a fraction.
3. Express each unshaded part as fraction.
Fractions 17
ENRICHMENT ACTIVITY
Fraction Trail!
Objective To strengthen the concept of addition, subtraction, multiplication, and division of
fractions
Materials required A dice and two counters of different colours
Preparation
Prepare the sheet of answers as shown here. Get several copies of this sheet.
1 73
1 12
24 15
1 1
3 8
18 12
13 20 7
2
10 9 2
1 82 11
7
6 63 6
1 33
5 6
2 10
Procedure
2. Ask each pair to refer the boardgame given on page 90 in the textbook part and provide
the list of answers to each student.
3. Give the following instructions to the students:
• Choose a counter and place it on the START position of the track.
• Each student in a pair (one by one) will roll the dice and move forward as per the
number you get on the dice.
• Solve the problem given on the block your counter lands on and identify the correct
answer from the list.
• If you identify the correct answer, cross the answer.
• The student who reaches the FINISH first and crosses the maximum answers will be
the winner.
18 Fractions
5 DECIMALS

1. Which number is equivalent to 2.157 − 1.39?
(a) 1.767 (b) 0.767 (c) 0.667 (d) 1.667
2. Which of the following numbers lies between 2.35 and 3.06?
(a) 3.01 (b) 2.34 (c) 3.07 (d) 3.08
3. What is the correct decreasing order of the following decimal numbers?
A. 9.75 B. 9.00 C. 9.44 D. 9.04
(a) A, C, D, B (b) A, B, D, C (c) B, D, C, A (d) D, B, C, A
4. Between which two whole numbers does 0.56 lie on a number line?
5. What is 4.89 + 5.24?
(a) 1013 (b) 11.12 (c) 10.13 (d) 9.89
Match the following.
6. Match the following decimals.
(a) 0.8 (i) zero point one two five
(b) 0.09 (ii) zero point zero nine
(c) 0.125 (iii) zero point six seven five
(d) 0.39 (iv) zero point eight
(e) 0.675 (v) zero point three nine
Fill in the blanks.
7. 0.4 written as a fraction is _________.
8. The place value of 4 in 0.469 is _________.
9. 97.98 _________ 97.89 (>, <, or =)
10. 4.34 × _________ = 434
Decimals 19
WORKSHEET
1. Solve.
(a) 56.389 (b) 230.005 (c) 33.009
+ 34.674 + 67.015 – 12.302
(d) 100.01 (e) 33.01 (f) 234.202

– 10.12 ×13.21 × 22. 11
2. Find the quotients of the following—

(a) 72.96 ÷ 8 (b) 235.6 ÷ 100 (c) 52.8 ÷ 6
3. Give the place values of the underlined digits in each of the following—
(a) 8.97 (b) 17.045 (c) 25.9
4. Convert each of the following into a fraction.
(a) 15.7 (b) 25.06 (c) 10.009
5. Give the decimals for each of the following fractions—
5 5 3
(a) 58 (b) 85 (c) 50
10 100 100
Applying
6. Write in order.
(a) From the least to the greatest—2.1, 2.15, 2.011
(b) From the greatest to the least—5.163, 5.26, 5.6
7. Solve.
(a) 8 + 5.2 + 7.094 (b) 8.25 kg + 7.5 kg + 10.025 kg
(c) 73.01 – 71.984 (d) 19.5 cm – 18.7 cm
8. Give the numerals for each of the following—
(a) 7 + 0.4 + 0.02 + 0.006 (b) 7 tenths + 8 hundredths + 9 thousandths
9. Write the numerals for each of the following—
(a) Forty-seven hundredths (b) Two hundred sixty-three and five tenths
10. What should be added to 2345.246 to get 6700.003?

11. The arrival time of 2 flights is the same. Both flights get delayed because of rain. If the Mumbai to
Delhi flight is delayed by 1.56 hours and Bangalore to Delhi flight by 1.65 hours, can you find which
flight will land at the Delhi airport first?
12. Ruchir’s dad buys jalebis for him. Ruchir eats 2.5 jalebis. Ruchir wishes to find the quantity he ate in
fractions. Determine the answer for Ruchir.
13. An examiner takes 60 minutes to assess 100 students. Calculate the time taken by the examiner to
assess one student.
Work It Out
The four decimals and a number are given below in the circle. Using these decimals, form
a problem each based on the four fundamental operations and find the answers from the
central column.
32.28 4.65
1.55 4.035
Addition Subtraction
20.175
1.55
40.965
10.76
Multiplication 22.045 Division
28.245
1.345
12.105
Decimals 21
ENRICHMENT ACTIVITY
My Decimal Spinner
Objective To create a spinner for operations on decimals and use it to solve some
problems
Materials required Thermocol or thick sheet of coloured paper, compass, scale, colour
pens, a paper knife, and a thumb pin
Preparation
1. Draw 3 concentric circles of different sizes on the 2.5 3.8
thermocol or thick paper and cut them out. 2
1.2 .4
6.9
4.5
2. Divide the two bigger circles into 8 equal parts.
3.6
3.8 4.2
3. Choose any 16 decimal numbers. Write the first 8 × 10
2.9
larger numbers on biggest circle. Write remaining
7.4
6.7
6.4
5.4
numbers on smaller circle. 7.8
4. Make several copies of smallest circle which can be 8.0
changed with symbols.
× 10, ÷ 10, × 100, ÷ 100, × 1000, or ÷ 1000
5. Place the circles on top of each other with the smallest circle on top.
6. Cut an arrow shape and place it on top of the circle arrangement. Secure the entire
thing with a thumb pin.
We get a spinner where each circle and arrow can spin.
Procedure
1. Divide the class into 2 teams.
2. Each learner should be given a chance.
3. The spinner is turned and the team has to multiply or divide the numbers from outer
two circles.
4. Each correct answer gets a point. The team with the maximum points is the winner.
The same activity can be repeated with addition or subtraction.
Reflections
1. What change the number on the inner circle makes in the product or quotient?
2. What change the number on the inner circle makes in the sum or difference?
22 Decimals
6 PERCENTAGE

1. What per cent does half represents?
(a) 40 (b) 50 (c) 75 (d) 10
2. What per cent of 60 is 15?

(a) 25% (b) 40% (c) 60% (d) 15%
3. Per cent means ‘out of a _________’.

(a) fifty (b) eighty (c) hundred (d) ten
4. What is 30% of 200?

(a) 70 (b) 80 (c) 50 (d) 60
5. What per cent of 2 kg is 500 g?

(a) 25% (b) 20% (c) 50% (d) 60%
Fill in the blanks.

6. To convert a percentage to a decimal, remove the % symbol and divide the number by ____.
7. 1% of 1% is ______.
8. Percentage is a way of expressing a number as a _________ with denominator 100.
9. Per cent can be found only when both numbers are of the _____ unit.
10. 25 per cent of 20 metres = _______.
Percentage 23
WORKSHEET
(a) The symbol for percentage is ___.
2
(b) is ____%.
10
(c) 50% of 100 is ____.
(d) 300% in a fraction is _____.
2. Convert the following decimals to percentage. One has been done for you.
Decimal Out of 100 Percentage
16
0.16 16%
100
0.45
0.07
0.03
Applying
3. Write the fraction and per cent represented by each figure.
(a) (b)
4. Express each percentage as a decimal.

(a) 31% (b) 79% (c) 80% (d) 57% (e) 6%
5. Write each per cent as a fraction with denominator 100.
(a) 12% (b) 21% (c) 98% (d) 75% (e) 67%
6. Write each per cent as a fraction in its simplest form.
(a) 22% (b) 62% (c) 135% (d) 85% (e) 100%
7. What per cent is 2.5 of 50?
8. What percent is 250 mL of 460 mL?
9. In a survey where 150 children were asked questions, 45 chose basketball as their favourite
sport. What per cent of the children chose basketball?
10. There are 75 members in a resident welfare association, and 25 of them are below 40 years of
age. What per cent of the members are below 40 years of age?
Work It Out
What part(s) of the shapes are shaded in the following figures?
Shapes Fraction Decimal Percentage
Percentage 25
ENRICHMENT ACTIVITY
Snap n Fast!
Objective
To reinforce the relationship between fraction, decimal, and percentage using
a fun game
Materials required
Thick sheets of paper of three different colours, a pair of scissors,
and coloured sketch pens
Preparation
1. Prepare three sets of 10 cards between two students using three different coloured paper.
2. Each set will have one type of number—fraction, decimal, or percentage.
3. Each card in a set will have a corresponding number in other two sets. For example,
if a fraction card has 3 , then corresponding decimal and percentage cards must have 0.6
5
and 60% respectively.
Procedure
2. One player from each pair shuffles the cards and deals all of them face down. Each player
in a pair will get 5 number cards from each set.
3. The players will take turns flipping the top card from their stack of cards.
4. If the last two cards flipped have the same value, the player who says ‘Snap!’ first wins all
the flipped cards.
5. If a player says ‘Snap!’ when the last two flipped cards do not match, the other player wins
all the flipped cards.
6. This continues until one player wins the entire deck of 30 number cards.
7. The first player to run out of cards loses the game.
26 Percentage
7 GEOMETRY

Fill in the blanks.
1. Circumference is the distance around the ______________.
2. Diameter is ______________ the radius of the circle.
3. Line joining two points on the circumference is called a ______________.
4. Diameter is also a ______________.
5. A ______________ can be extended from both the sides.
6. A line segment has ______________ end points.
7. The measure of a straight angle is ______________.
8. Lines lying in the same plane are called ______________.
9. A line is represented by the symbol ______________.
10. Lines that pass through the same point are called ______________.

11. A point has a small but definite mark.
12. A line segment is a part of a line.
13. A ray has no end point.
14. There are no points in a line.
15. A slanting line is a kind of curved line.
Geometry 27
WORKSHEET
(a) A triangle has three sides.
(b) A quadrilateral has three angles.
(c) A polygon is an open figure.
(d) A circle is a polygon.
(a) A ___________ has two end points. (b) A ___________ has one starting point.
(c) A ___________ has no end point. (d) A ___________ has a definite length.
3. Define and draw:
(a) A ray (b) A line segment (c) A line
Applying
4. How many line segments are there in each of the following figures?
(a) (b) (c)
5. Which of the following pairs of lines are intersecting lines?
(a) (b) (c) (d)
6. Measure (with the help of ruler) and write the lengths of following line segments.
(a) (b) (c) (d)
7. Define collinear and non-collinear points.

8. Name the angles, their vertices, and arms in the following figures.
(a) A (b) Y (c) L (d)
Q P
B C M N
X Z R
9. Identify whether the given angles are acute, obtuse, or right angle.
(a) (b) (c)
(e) (f)
(d)

10. Measure the following angles using a protractor.
(a) A (b) D (c) G
F
E H I
B C
(d) M (e) P
(f)
J
Q R
L
K
O
N
11. Construct a line segment of length 7 cm.
12. Mark two points P and Q, and draw a ray with Q as its end point passing through P.
13. Mark a point, and draw a line passing through this point. How many lines can you draw
passing through this point?
14. Construct the angles of the following measures using the protractor.
(a) 115o (b) 40o (c) 170o (d) 95o
15. Measure the angles in the following figure and classify them as acute, right, obtuse, or
straight angle.
(a) ∠POR ___________
(b) ∠TOP ___________
(c) ∠SOU ___________ S
(d) ∠QOT ___________ R
T
(e) ∠TOR ___________ Q
P O U
Work It Out
Draw a circle with any convenient radius. Using the same radius and starting from any
point A on the circumference, draw an arc to intersect the circle at six different points
(see figure).
1. Join point to point to get six different ___________. A
2. Mark the centre. Join each point to the centre. These lines are
F
called ___________. B
3. There are ___________ triangles in the figure.

4. AOD is the ___________ of the circle. O
5. Measure of AO = ___________
E C
6. Measure of ∠AOD = ___________
7. Which lines are parallel in the circle?
D
ENRICHMENT ACTIVITY
Angles Everywhere!
Objective To find angles and shapes in your classroom
Materials required Flash cards (with types of angles or shapes written on them), a
protractor, a ruler, a pencil, and a notebook
Procedure
1. Divide the class into groups of four learners.
2. Each player in a group shuffles the flash cards.
3. Place the cards face down in the centre of the table.
4. Decide who will go first in each group.
5. First player draws a card. She/he looks for an object in the classroom that matches the
description. Also she/he draws the figure of the shape with the attribute.
Note Each shape may only be used once.
6. The other players identify the object and check the figure drawn by the first player.
7. If the answer given by the first player is correct, then the player keeps the card and it
is the next player’s turn. But if the answer is incorrect, the card is passed to the next
player to try.
8. The card is passed until it is answered correctly.
9. One by one each player takes turns until all the cards have been drawn.
10. The player with the most cards is the winner.
30 Geometry

1. What is the perimeter of a rectangle?
(a) 3(l + b) (b) 2(l + b) (c) 2(l – b) (d) 3(l – b)
2. What is the area of a rectangle with the length of 9 cm and breadth of 13 cm?
(a) 117 sq. cm (b) 13 sq. cm (c) 22 sq. cm (d) 36 sq. cm
3. What is the perimeter of a square with a side of 18 cm?
(a) 36 cm (b) 324 cm (c) 18 cm (d) 72 cm
4. What is the area of a square with side 9 m?
(a) 36 sq. m (b) 81 sq. m (c) 81 m (d) 36 m
5. What is the volume of a cuboid?
(a) V = l + b × h (b) V = l + b × h (c) V = l × b × h (d) V = l (b + h)
Fill in the blanks.
6. The perimeter of a triangle is the sum of the measure of the _________ sides.
7. The number of unit squares needed to cover a surface is called its __________.
8. Area is always expressed in ___________units.
9. Congruent stands for ___________.
10. __________is a line segment that joins two opposite vertices of a polygon.

WORKSHEET
(a) The amount of the space occupied by a solid gives its ___________.
(b) The cu. m and cu. cm are the units of measurement of __________.
(c) A ___________ is a special cuboid whose length, width, and height are equal.
(d) The formula of area of a square is __________.
2. Find the volume of cuboids.
(a) Length = 5 cm; Breadth = 3 cm; Height = 1 cm
(b) Length = 8 cm; Breadth = 6 cm; Height = 2 cm
Applying
3. Find the perimeter of the rectangle whose—
(a) Length = 6 cm, breadth = 4 cm (b) Length = 5.1 m, breadth = 4.3 m
4. Find the perimeter of an equilateral triangle whose side is—
(a) 7 cm (b) 8 m 15 cm (c) 100 m
5. Find the area of a rectangle with—
(a) length = 10 cm and breadth = 8 cm (b) length = 3 m 10 cm and breadth = 20 cm
6. Complete the following table.
Height (in cm) 7 6 3.2

Area of base (in sq. cm) 49 132 96.56
Volume (in cu. cm)

7. The length of side of a square park is 80 m.
(a) Rakesh runs around it 5 times. Find the distance covered by him in km.
(b) How many times should his sister run around the park if she wants to cover at least 1,200 m?
8. A carpet 6 m 20 cm long and 3 m 40 cm broad is secured by a tape around the edges. How
much tape is used? If the cost of the tape is `3 per metre, find the cost of the required tape.
9. A colony is to be built on a plot of land. The plot is rectangular and is 6 km 200 m long and
3 km 500 m broad. Find the area of the plot in square kilometres.
10. Bashir has a metal piece of volume 1,331 cu. cm. He melts the piece and makes a cube. What
will be the dimensions of the cube?
11. Sunaina has a wooden frame that can hold a 10-inch by 10-inch painting. The frame has a
border of thickness 0.5 inch. How much larger is the perimeter of the frame than the perimeter
of the painting?
Work It Out
Use 24 unit cubes to build as many rectangular prisms as possible with a volume of
24 cubic units.
After you build your rectangular prisms, record the dimensions in the table below.
Length Width Height
ENRICHMENT ACTIVITY
Shape and Volume
Objective To understand that different objects can have same volume
Material required Unit cubes
Procedure
1. Divide the class into groups of 3.
2. Each group has to make as many different shapes as they can by using 16 unit cubes.
For example,

3. Find the volume of the shapes you have made using the different
arrangements.____________________________
4. What is the relationship among the volumes of different shapes? _____________
Conclusion
Here we conclude that all the given solids shapes are different, but their volumes are
same as all the shapes are made up of 16 unit cubes.

9 MEASUREMENTS

1. What are the units—centilitre, litre, and kilolitre used to measure?
(a) length (b) time (c) capacity (d) weight
2. What is 7 m 8 cm equal to?
(a) 780 cm (b) 708 cm (c) 7008 cm (d) 870 cm
3. How can we write 1 hectogram in grams?
(a) 100 g (b) 1,000 g (c) 10 g (d) 0 g
4. What is the average of 40, 60, 75, 45, and 20?
(a) 48 (b) 50 (c) 60 (d) 12
5. What are the scales Celsius and Fahrenheit used to measure?
(a) weight (b) temperature (c) height (d) capacity
Fill in the blanks.
6. Average is a number which gives us a ______________ or ______________ value.
7. The measure of hotness or coldness of a body is known as ______________.
8. ______________ is used to measure temperature.
9. ______________ is the freezing point of water in degree Celsius.
10. The normal body temperature in degree Fahrenheit is ______________.
11. We use the instrument thermometer to measure body temperature.
12. The normal body temperature is 37°C.
13. The liquid present inside the thermometer is mercury.
14. A unit of measure of temperature is inch.
34 Measurements
WORKSHEET
(a) To convert lower units of measurement into higher units, we ______________.
(b) 1 kg = ______________ g
(c) Water boils at ______________ °C and freezes at ______________ °C.
(d) The normal body temperature is ______________ °C.
2. Convert.
(a) 5 km to hm (b) 4,570 cm to km (c) 26 g to mg (d) 4,000 L to kL
3. What is the smallest and the greatest unit of length?
4. Which unit of capacity is 100 times less than 1 L?
5. Write the relation between the smallest and the greatest units of length, mass, and capacity.
Applying
6. Add.
(a) 5 kg 158 g and 13 kg 2 g
(b) 4 L 439 mL and 6 L 250 mL
(c) 56 m 34 cm, 12 m 5 cm, and 10 m 33 cm
(d) 22 kg 345 g, 6 kg 110 g, and 3 kg 45 g
7. Subtract.
(a) 2 km 300 m from 6 km 150 m (b) 3 cm 7 mm from 11 cm 5 mm
(c) 14 L 278 mL from 14 L 329 mL (d) 32 kg 600 g from 39 kg 120 g
8. Multiply.
(a) 41 kg 750 g by 15 (b) 17 L 825 mL by 16 (c) 19 km 250 m by 7
9. Divide.
(a) 854 m 33 cm by 37 (b) 206 kg 335 g by 29 (c) 18 L 126 mL by 6
10. For the construction of a underpass the workers dug up 2 km 400 m of a road before lunch
and 3 km 850 m after lunch. If they had to dig up 7 km that day, how much road was left to
be dug?
11. A ribbon 6 m 60 cm long is wrapped 5 times around a packet. What is the length of the
ribbon required to wrap around the packet once?
12. Bina has to distribute 4 litres of fruit juice among five of her family members. How much
quantity of juice will each member get?
13. A rectangular park of dimensions 280 m by 180 m has 4 square grass patches in 4 corners. If
each square patch has side 80 m, what area of the park is not covered by the grass patches?
Work It Out
The units of metric measures are used as standard units all over the globe. But there are
other units also that are used in most parts of the world in everyday life. Look at the
conversion chart given below and answer the questions that follow.
Conversion Chart
1 mile = 1.61 km 1 km = 0.62 miles
1 yard = 0.914 m 1 m = 1.09 yards
1 foot = 0.305 m 1 cm = 0.032 feet
1 inch = 2.54 cm 1 L = 0.264 gallon
1 gallon = 3.79 L 1 kg = 2.2 pounds
1 ounce = 28.35 g 1 g = 0.0353 ounce
1. The length of a cricket pitch is 22 yards. The equivalent length in metres is ___________.
1
2. If Ajay ordered a 4 pound cake for his birthday, what is the equivalent mass in
2
kilograms? ___________
3. The water tax bill shows the consumption of 8,000 gallons of water. The equivalent
consumption in litres is ___________.
4. If a bag of wheat weighs 80 kg, the equivalent weight in pounds is ___________.
5. The distance between Delhi and Mussoorie is 275 km. The equivalent distance in miles is
___________.
6. Mr Singh is 6 feet 2 inches tall. What is his height in metres and centimetres?
___________ m ___________ cm
SUBJECT INTEGRATION
All track and field events involve the use of metric measurements—for example, athletes in high
jump are allowed a 25 m run-up, the uprights are placed 4 m apart, and the bar itself weighs not
more than 2 kg.
36 Measurements
ENRICHMENT ACTIVITY
Measure It Up!
Objective To relate metric measures with day-to-day activities
Materials required A measuring tape for measuring length, a weighing machine to
measure weight (or mass), a bottle of drinking water of 200 mL for
each learner, and a measuring cap of capacity 500 mL
Procedure
1. Divide the class into groups of four.
2. Make any one learner of each groups the leader.
3. Ask each learner in the group to take a long jump and the leaders of the groups will
measure the length using measuring tape. Other learners of the group can help their
leaders.
4. Now ask the leaders of the groups to record the weight of each learner.
5. The leaders give a water bottle to each learner of their groups and measure the quantity
of water drunk by each learner using measuring cap. Also record the observations.
6. Arrange the lengths and weights measured in ascending order for each group.
7. Find the total amount of water drunk by a group.
8. Display all the information in class in the form of a chart.
Measurements 37
10 TIME

Fill in the blanks.
1. 240 hours = _____ days
2. 4.55 p.m. on the 24-hour clock is _____ hours.
3. 2233 hours on the 12-hour clock is _____.
4. A month can have a maximum of _____ Sundays.
5. _____ is the month with the minimum minutes.

6. Time is measured in different units like hours, minutes, and seconds.
7. 1 year = 56 weeks
8. 1 month = 4 weeks
9. Sonakshi went on a holiday on 21 July for 29 days. Her holidays will end on 18 August.
10. A play started at 2.10 p.m. It lasted for 1 hour 40 minutes. The play ended at 3.50 p.m.
Work It Out
Our solar system has seven more planets other than Earth. You have learnt that Earth rotates
around its axis once a day. The time taken by each planet to rotate once is given below.
Observe the table and answer the following questions—
1. How much less than a day does
Planet Time of one complete rotation
Earth take to rotate around its
axis? Mercury 59 days
2. How many hours are there in a Venus 243 days

leap year? Earth 1 day (23 hours 56 minutes)
3. Convert the hours of the previous Mars 24 hours 37 minutes
question into minutes. Jupiter 9 hours 56 minutes
4. What is the total time taken by Saturn 10 hours 32 minutes
Mars and Jupiter to complete one
Uranus 17 hours 14 minutes
rotation?
Neptune 16 hours 7 minutes
5. After how many years will a year
has 366 days?
38 Time
WORKSHEET
(a) 15 days = _____ hours (b) 12 hours = _____ minutes
(c) 36 minutes = _____ seconds (d) 1,800 minutes = _____ hours
(e) 600 seconds = _____ minutes
2. Convert into hours.
(a) 5 days (b) 3 days 10 hours (c) 12 days 4 hours
3. Convert into minutes.
(a) 5 hours (b) 2 hours 12 minutes (c) 7 hours 45 minutes
4. Convert into seconds.
(a) 4 minutes 26 seconds (b) 5 minutes (c) 7 minutes 35 seconds
5. Convert into days and hours.
6. Convert into hours and minutes.
(a) 246 minutes (b) 138 minutes (c) 375 minutes
Applying
7. Add.
(a) 7 minutes 15 seconds and 5 minutes 35 seconds
(b) 7 hours 15 minutes and 12 hours 43 minutes
8. Subtract.
(a) 1 minute 15 seconds from 4 minutes 25 seconds
(b) 4 hours 13 minutes from 6 hours 14 minutes
9. Find the interval between—
(a) 8.30 p.m. and 5.00 a.m. (b) 10.30 a.m. and 11.05 a.m.
(c) 7.25 a.m. and 11.05 a.m. (d) 7.40 a.m. and 6.35 p.m.

10. Sia’s train was supposed to reach the station at 1630 hours, but due to some repair work going on, it
was delayed and arrived at 1825 hours. Calculate the time by which the train was delayed.
11. My family had to reach for a function at 1315 hours. They reached there 2 hours late. When did they
reach?
12. Ruby takes 20 minutes to make one stick puppet. How much time will she take to make 27 puppets?
13. A flight took off at 1300 hours and landed at 1740 hours. What is the duration of the flight?
ENRICHMENT ACTIVITY
Time Span
Objective To find the duration of time
Materials required Empty bottles and sachet of medicines
Procedure
1. Divide the class into groups of 4 leaners.
2. Keep the items—empty bottles and sachet of medicines—on the centre table of
your group members.
3. Highlight the time—EXP (Expiry) and MFG (Manufacturing)—on the bottles and
the sachet of the medicines.
4. What is the meaning of EXP date and MFD or MFG date? __________________
Note Discuss the MFG and EXP dates with the learners.
These are known as manufacturing date (MFD) and expiry (EXP) date respectively.
The manufacturing date indicates the date on which the product was produced. The
expiry date indicates that the product should no longer be used after the date.
5. How will you know if the product is good to use or not? ________________
6. If the manufacturing date of a product is February 2021 and it can be used for 3
months, what is the expiry date? ___________
40 Time
11 MONEY

Choose correct option for each question.
1. Mrs Bose bought 15 litres of refined oil for `1,050. What is the cost of 1 litre of refined oil?
(a) `68 (b) `70 (c) `86.6 (d) `65
2. If S.P. is `7,856 and C.P. is `8,756, there is a ______ of ______.
(a) profit, `900 (b) profit, `1,000 (c) loss, `900 (d) loss, 1,000
3. If the cost of 10 pens is `150, what is the cost of 5 pens?
(a) `65 (b) `100 (c) `75 (d) `50
4. If the cost price of an item is `65 and the selling price is `85, what is the profit?
(a) `15 (b) `20 (c) `25 (d) `30
5. If SP > CP, the profit is ________.
(a) CP − SP (b) SP − CP (c) SP − Loss (d) SP + Profit
Fill in the blanks.

6. The price at which an item is sold is called its __________.
7. The method of finding the price of one item of a kind is called the __________.
8. Profit = Selling price – __________.
9. Selling price = Cost price – __________.
10. ____________ is also known as gain.
Money 41
WORKSHEET
(a) There are ____________ paise in `1.
(b) _____________ 25 paise make `1.
(c) There are ___________ paise in `4.
(d) `56 + ` _________ = `100.
(e) `45 − `12 = ` ________.
2. Add.
(a) `26.50 and 50 paise (b) `99.25 and `38.68 (c) `67.54 and `50.87
3. Subtract.
(a) `56.45 from `67 (b) `31.34 from `45.67 (c) 45.56 paise from `79.00
4. Multiply.
(a) `14 by 5 (b) `34.20 by 7 (c) `69.50 by 9
5. Divide.
(a) `9.60 by 2 (b) `45.50 by 5 (c) `535.50 by 10
Applying
6. Complete the following table:
CP SP Profit Loss
(a) `2,500 `6,500
(b) `7,456 `6,400
(c) `4,000 `4,600
(d) `9,100 `8,000
7. If 1 L of washing liquid costs `300, find the cost of 9 litres of washing liquid.
8. An aeroplane flies 950 km in 1 hour. How far does it travel in 8 hours?
9. A dozen bananas weigh 1.85 kg. Find the weight of 7 dozen bananas.
10. A typist takes 1 hour to type 24 pages. How long will he take to type 72 pages?
11. Disha borrows `58,000 from her friend for her startup. She has returned `32,600 till date.
How much money does Disha still needs to return?
12. A man bought an android phone on sale at `32,000. At what price should it be sold to earn
a profit of `2,000?
13. A shopkeeper bought 8 bags of rice at `27.50 per kg and sold the same at `32.50 per kg.
How much was his profit?
14. Samay buys a chocolate for `9.50. The shopkeeper makes a profit of `1.50 per chocolate.
How much is his profit on 25 chocolates?
15. Tannu buys 20 pieces of a toy car from a wholesale shop for `3,700. Next day, she again
buys 34 cars. How much money does Tannu need to pay the shopkeeper?
Work It Out
Take a look at the price of some of the items.
Items Cost (in `) Items Cost (in `)
Books 315 School dress 1,000
Bag 500 Shoes 495
Pencil 25 Lunch box 250
Pen 45 Ruler 100
Observe the given table and solve the following questions.
1. Ananya and Reyansh went to the market with their mother to buy the items given in the
table.
(a) How much money will they pay to buy 2 bags?
INFOBIT
(b) If they bought 12 pens and 15 books. How much money do they need to buy the items?
David bought 2 dozen eggs for `84 Since 6 of them broke, he incurred a loss of `20 on
2. Naina
selling paid
them. a 500-rupee
What note for
was the selling 2 lunch
price of oneboxes.
egg? Would any money be returned to her?
3. Shubhi has a 2,000-rupee note. She wants to pick a minimum of four items. What all
can she pick?
4. Aditya has 1,000 rupees with him and he wants to buy 2 pairs of shoes. Does he have
to pay more or will he get back some money?
ENRICHMENT ACTIVITY
Market Play!
Objective To strengthen the concept of money
Procedure
1. Make groups of 5 learners each.
2. Ask each member of the group to bring `50 and any 2 of their toys from their homes.
3. Tell the learners that some groups will act as toy sellers and the remaining groups will
act as buyers.
4. Ask different groups of buyers to collect their money.
5. Ask different seller groups to prepare rate charts for the things they are selling.
6. Now ask any buyer group to go and purchase items with the money they have.
7. Ask both the sellers and the buyers to check their bills and verify the accuracy of
calculations.
8. Ask the groups of buyers to do negotiations on the price offered while purchasing the
items.
Reflection
1. Ask your parents do they every time buy items on MRP rates?
2. Do they use bargain while purchasing an item? Why?
44 Money
12 SYMMETRY AND PATTERNS

Choose correct option for each question.
1. A line that divides a shape into two identical halves is called _______________.
(a) axis of proportion (b) axis of equality (c) axis of symmetry (d) none of these
2. How many lines of symmetry does the letter ‘O’ of the English alphabet have?
(a) 2 (b) 1 (c) 3 (d) many
3. What does ‘to reflect’ an object mean?
(a) to produce mirror image (b) to produce different image
(c) to produce outline image (d) none of these
4. Complete the pattern: 11, 22, 33, 44, __________.
(a) 55 (b) 56 (c) 66 (d) 77
5. What is the ninth multiple of 13?
(a) 126 (b) 108 (c) 117 (d) 114

6. To find the triangular numbers, the number is multiplied three times by itself.
7. The number of dots required to create a square with 4 rows and 4 columns is 8.
8. The series 0, 0, 1, 1, 2, 2, 3, … is not a number pattern.
9. The series 1, 1, 1, 1, 1, 1, … is a number pattern.
10. Pattern with shapes can be made by using only one shape.

WORKSHEET
1. Fill in the blanks with the correct shapes.
(a)
_____________
(b)
_____________
2. Draw the line(s) of symmetry in the given figures.

(a) (b) (c) (d)
3. Which of the following forms a pattern?

(a) (b)
4. Which of the following shapes continues the given pattern?
(i) (ii) (iii) (iv)
Applying
5. Find the sum of the following—
(a) 51 + 52 + 53 + 54 + 55 + 56 + 57 + 58 + 59 + 60 = __________
(b) 61 + 62 + 63 + 64 + 65 + 66 + 67 + 68 + 69 + 70 = __________
(c) 71 + 72 + 73 + 74 + 75 + 76 + 77 + 78 + 79 + 80 = __________
(d) 81 + 82 + 83 + 84 + 85 + 86 + 87 + 88 + 89 + 90 = __________
(e) 91 + 92 + 93 + 94 + 95 + 96 + 97 + 98 + 99 + 100 = __________
6. Use rectangles to form any two patterns.
7. Find the next two terms in the given patterns.
(a) 2, 4, 6, 8, 10, ________, _________
(b) 5, 10, 15, 20, 25, ________, _________
(c) 81, 72, 63, 54, 45, ________, _________
(d) 50,000, 5,000, 500, ________, _________
8. Fill in the missing numbers.
(a) 1, 4, ___, 64, 256 (b) 1, 5, 9, ___, 17, 21
(c) 9, ___, 27, 36, 45 (d) 450, 400, ___, 300, 250
9. How many squares are needed to add in the following figures to make them symmetric?
(a) (b) (c) (d)
10. Draw a tessellation with octagon and square.
ENRICHMENT ACTIVITY
Leaf Art
Objective To discover symmetry in the objects around you
Material required Leaves, pencils, pencil colours or crayons, scissors, sellotape, A4
sheets of paper, and a notebook
Procedure
1. Collect some leaves of different variety in shapes and size from your nearby area.
2. Form groups of 4 learners.
3. Lay out the collected leaves a table.
4. Cut down the leaves in the middle (top to bottom) and tape one side of the leaf to
the paper in the middle.
5. Trace the outline of the other half of the leaf on the paper using a pencil and colour it.
6. Make a table and write the name of leaves that can be divided into two mirror halves.
7. Also write if any of these leaves looks the same after 1 and 1 turns.
2 4
8. Share your work and discuss it with the other teams also.
9. Can you find 5 objects around you that are symmetrical?
Work It Out
Do you know how to enlarge a drawing? The picture of a bird in flight is given. Use the
given grid and enlarge the drawing to double its size and then colour it appropriately.

13 DATA HANDLING

Choose the correct answer for each question.
1. What is representation of data with the help of a circle called?
(a) Pictograph (b) Bar graph (c) Circle graph (d) Tally chart
2. The bar graph has rectangles, which are of different widths.
(a) True (b) False (c) Depends (d) None of these
3. While drawing a bar graph, where do we show numerical data?
(a) Horizontal axis (b) Vertical axis (c) Any of two (d) None of these
4. What is a collection of numbers that give some information called?
(a) Frequency (b) Tally mark (c) Data (d) Bar graph
5. The weights, in kg, of watermelons with a fruit seller are as follows.
2.4 2.6 2.8 2.9 3.0 2.5 2.1 2.7
2.5 3.1 2.9 2.7 2.3 2.2 2.8 2.5
Answer the questions using the above data.
(a) What is the lowest weight?
(i) 2.4 kg (ii) 2.1 kg (iii) 2.3 kg (iv) 2.0 kg
(b) What is the highest weight?
(i) 3.4 kg (ii) 3.0 kg (iii) 3.1 kg (iv) 3.5 kg
(c) What is the difference between the highest and lowest weights?
(i) 1 kg (ii) 1.1 kg (iii) 1.2 kg (iv) 0.9 kg
(d) How many watermelons weigh less than 2.4 kg?
(i) 1 (ii) 2 (iii) 3 (iv) 4
(e) How many watermelons weigh 2.9 kg?
(i) 1 (ii) 2 (iii) 3 (iv) 0
(f) How many watermelons weigh more than 3 kg?
(i) 1 (ii) 2 (iii) 3 (iv) 0
Fill in the blanks.

6. In a bar graph, each category is represented by a _________.
7. _________ observation in a tally chart is represented by crossing the four strokes diagonally.
8. If an observation occurs 9 times in the data, its frequency is _________.
9. A bar graph represents rectangular bars of _________ width.
10. Circle graphs are also known as _________.
Data Handling 49
WORKSHEET
1. Here are the favourite ice-cream flavours of some children.
Vanilla—6 Chocolate—10 Stawberry—4 Butterscotch—12
Draw a pictograph for this data.
2. A family of four members goes for fishing. Here is the number of fish caught by each member.
Father—3 Mother—4 Alia—1 Ron—2
Draw a pictograph for this data and answer the questions.
(a) Who caught the most fish?
(b) Who caught the least fish?
(c) How many fish did they catch in all?
3. Four team members secured the following number of goals in a practice basketball match.
Anu—6 Jai—10 Reena—12 Jerry—8
(a) Who secured the most goals?
(b) Who secured the least goals?
4. The number of cars parked in a parking lot during a week are as follows.
Monday—20 Tuesday—25 Wednesday—30 Thursday—15
Friday—35 Saturday—40 Sunday—45
(a) Which day saw the most number of cars?
(b) Which day saw the lowest number of cars?
(c) What is the total number of cars parked in the week?
Applying
5. Ajay threw a dice 20 times and noted the number appearing each time. Here is what he got.
1, 4, 6, 5, 3, 3, 3, 6, 6, 5, 2, 2, 1, 3, 5, 4, 3, 4, 1, 3
Make a table using tally marks and find—
(a) the number that appeared most.
(b) the number that appeared least.
6. The ages, in years, of 25 students of class 5 of a school are given here.
10, 11, 11, 9, 9, 9, 10, 10, 10, 11, 11, 12, 12, 11, 11, 11, 10, 12, 13, 10, 9, 11, 11, 10, 12
Prepare a table to show the age of the students using tally marks.
7. Puneeta notes the time she spends studying different subjects. Draw a bar graph to represent this data.
Subject Hindi English Mathematics Science Social Studies
Time in minutes 30 20 60 40 30
8. The following table shows the amount of money available with four friends on a particular day.
Friends Shrishti Suket Rishi John
Amount of money `2,000 `1,000 `500 `500
Represent the data using a circle graph.

9. Ginny opened her money bank and a heap of 50-paise, 1-rupee, 2-rupee, and 5-rupee coins came out.
She quickly made a tally chart to show the amount in her money bank. Complete the tally chart and
answer the questions that follow—
Coin Tally marks Frequency
5-rupees
2-rupees
1-rupee
50-paise
(a) Which coins are the least in number?
(b) Which coins are the most in number?
(c) How many less 5-rupee coins are there than 2-rupee coins?
10. The shoe size of seven-year-old children is recorded.
Shoe size Frequency
4 12
5 10
6 3
7 1
(a) Show these results on a bar graph.
(b) How many seven-year-old children wear a size 5?
(c) How many more wear size 4 than size 7?
11. The pictograph shows the number of artificial flowers made by Ritu, Gurpreet, and Anju.
Name Number of artificial flowers
Ritu
Gurpreet
Anju
Scale: = 4 flowers
(a) Who among the three made the least number of flowers?
(b) Who among the three made the maximum number of flowers?
(c) How many flowers were made in all?
12. The bar graph shows the favourite street food of some students.
60
50
Number of students
40
30
20
10
0
puri tikki mos hori os
a
ni o o o a c a m
Pa Al M K S
Street food
Based on the above information, answer the following—
(a) Which is the most favourite street food?
(b) Which street food is liked by least number of students?
(c) How many students like pani puri?
(d) How many students gave their choices?
(e) Which two street foods are equally liked by the students?
Work It Out
In a zoological park, there are 1,000 animals as per the table given below—
Carnivorous animals Herbivorous animals Birds Water animals Reptiles
150 400 225 175 50
Represent the above data by drawing a bar graph and a circle graph.
ENRICHMENT ACTIVITY
Hobby Survey
Objective To understand the concept of data collection
Materials required A square grid, square chits (approximately the size of one square
grid) for each student, glue
Preparation Teacher will mention the labelling on horizontal axis and vertical axis
on the square gird as shown below.
Hobbies of students
Number of students
Hobbies
Procedure
1. Each student takes a square chit.
2. The students write their names on the chit.
3. The students observe the chart and stick their names on the grid, according to their
chosen hobbies.
4. After all the students have completed their turn, each student answers the questions
given below with the help of the bar graph.
(a) Number of students in the class _________________
(b) Number of student having the same hobby as yours _________________
(c) The activity least loved by the students _________________
(d) The most popular hobby _________________
(e) Any two hobbies that are pursued by the same number of students
_________________
The teacher can ask other related questions.
Data Handling 53
Reasoning Worksheet 1
1. In a certain language, ‘Ne Pit’ means ‘Come Here’; ‘Ne Ta Ja’ means ‘Come And Go’ and
‘Ja Ta Ve’ means ‘Go And Sleep’. Then in that code language, what is the meaning of ‘Ta’?
(a) And (b) Come (c) Go (d) Sleep
2. Five boys, P, Q, R, S, and T, are sitting in a row. P is adjacent to T, T is in the middle of the
row. P is not adjacent to Q or R. Then S is adjacent to ____________.
(a) Q (b) P (c) R (d) S
3. Which of the following figures best represent the relationship amongst ‘Honesty, Intelligence,
and Aptitude’?
(a) (b) (c) (d)
4. If two is subtracted from each odd digit and three is added to each even digit in the number
3675249, how many digits will appear twice in the new number formed?
(a) 2 (b) 4 (c) 1 (d) 3
5. Which of the following words CANNOT be formed from the letters of the word
‘POPULARITY’?
(a) ORALITY (b) POULTRY (c) TRULY (d) TROUPE
6. How many beads will be required to make 60th pattern?
(a) 300 (b) 330 III
II
(c) 356 (d) 360 I
7. Complete the given pattern A by choosing the most suitable figure.
(a) (b) (c) (d)
Pattern A
8. If sheet A has to be folded along the dotted line, which one of the given
options would represent the pattern on the folded sheet?
Sheet A
(a) (b) (c) (d)
54 Reasoning Worksheet 1
121 81 49
9. What is the missing number?
88 11 72 9 56 ?
(a) 14 (b) 16 (c) 28 (d) 7

10. A rabbit runs 30 m towards East and turn to the right, runs 15 m and turns to the right, runs 10
m and again turns to the left, runs 5 m and then turns to the left, runs 14 m and finally turns to
the left, and runs 4 m. Now in which direction is the rabbit facing?
(a) East (b) West (c) North (d) South
2
11. A of a container is filled with washing liquid. After using 2,000 mL of liquid, the container
8
becomes empty. What is the capacity of the container?
(a) 1,000 mL (b) 5,000 mL (c) 8,000 mL (d) 2,200 mL

12. If a solid shape is completely bounded by plane faces, what is the least number of faces it can
have?
(a) 5 (b) 4 (c) 3 (d) 6
4 8 12 16
13. Find the next fraction. , , , ?
9 19 29 39
18 20 20 18
(a) (b) (c) (d)
49 37 49 37
14. What is the value of P in the given expression? 6 × 5 + 7 × 6 = P × 7 + 9
(a) 6 (b) 7 (c) 8 (d) 9
15. A pineapple costs ten times as much as a kiwi. Sheela bought 1 pineapple and 4 kiwis for
`210. What is the cost of 2 pineapples?
(a) `450 (b) `300 (c) `150 (d) `195
16. The given figure has been made up of two shapes—an equilateral triangle and
a rectangle. If the cost of fencing one metre is `25, what is the cost of fencing 9m
the entire field?
18 m
(a) `1,809 (b) `8,100 (c) `1,800 (d) `1,890
17. Which of the following does Not have a line of symmetry?
(a) (b) (c) (d)
18. An auditorium is to be constructed in a school, in which each row must have 27 seats. What
will be the minimum number of rows required to seat 550 people at a time?
(a) 26 (b) 27 (c) 21 (d) 29
19. How many cubic centimetres are there in a cubic metre?
(a) 100 (b) 10,000 (c) 10,00,000 (d) 1,00,00,00,000
20. Mahima took 3 hours 20 minutes to wash 10 bikes. If she took an equal amount of time to
wash bikes, how much time will she take to wash 13 bikes?
1 1 1 1
(a) 4 hours (b) 4 hours (c) 4 hours (d) 4 hours
2 3 4 5
20. (b) 19. (c) 18. (c) 17. (b) 16. (c) 15. (b)
14. (d) 13. (c) 12. (b) 11. (c) 10. (d) 9. (d) 8. (d)
7. (b) 6. (d) 5. (d) 4. (a) 3. (b) 2. (b) 1. (a)
ANSWER KEY
Reasoning Worksheet 2
1. What is the mirror image of the given figure?
(a) (b) (c) (d)
2.
The position of how many letters in the word BREAKS remains unchanged when they are
arranged in alphabetical order?
(a) 1 (b) 2 (c) 3 (d) 4
11 103 9 8 79 9 14 ?
3. Write the missing number. 76
4 7 6
(a) 5 (b) 9 (c) 8 (d) 4
4. If ‘Sky’ is ‘Star’, ‘Star’ is ‘Cloud’, ‘Cloud’ is ‘Earth’, ‘Earth’ is ‘Tree’ and ‘Tree’ is ‘Book’,
then the birds fly in ____________.
(a) sky (b) tree (c) star (d) book
5. Pointing towards M, Raman says, ‘this girl is the daughter of the only child of my father’.
What is the relation of Raman’s wife to M?
(a) Daughter (b) Sister (c) Aunt (d) Mother
6. If 1st October is Sunday, then 1st November will be ____________.
(a) Tuesday (b) Monday (c) Wednesday (d) Thursday
7. What is the next number of the pattern?
67345, 67645, 67945, 68245, ____________
(a) 68545 (b) 68445 (c) 68345 (d) 68745
8. Which of the following words CANNOT be formed from the letters of the word
‘ACHIEVER’?
(a) River (b) Heavier (c) Archive (d) Happier
9. Find the number of triangles in the given figure.
(a) 14 (b) 18 (c) 17 (d) 24
10. Choose the odd one out.
(a) Z (b) I (c) H (d) A
11.
On subtracting 9 tens 4 hundredths from 8 hundreds 2 tenths 4 thousandths, we get ____________.
(a) 710.461 (b) 700.164 (c) 710.164 (d) 710.450
12. Which of the angles in the given figure is a reflex angle?
2 3
(a) ∠1 (b) ∠2 (c) ∠3 (d) ∠4

P O 6 cm Q
1
13. If the shaded part of a rectangle PQRS is of the area of the rectangle,
25 cm
8
what is the length of SR?
S R
(a) 21 cm (b) 24 cm (c) 27 cm (d) 30 cm

14. If 924 kg of rice is packed equally into 1,000 packets, what is the weight of each packet of rice?
(a) 9.24 kg (b) 92.4 kg (c) 0.924 kg (d) 0.0924 kg
15. Two electricity bills of `6,075 and `8,505 respectively will be separately paid by cheques of
same amount. What is the largest possible amount of each cheque?
(a) `1,180 (b) `1,165 (c) `1,196 (d) `1,215
16. Which of the following has NOT exactly three lines of symmetry?
(a) (b) (c) (d)
17. What is the value of x in the

x–4 =3?
8+4 4
(a) 11 (b) 12 (c) 13 (d) 14
18. The estimated value of 506 ÷ 59 is same as ____________.
(a) 500 ÷ 50 (b) 500 ÷ 60 (c) 510 ÷ 50 (d) none of these
19. If 583 × 15 = 8,745, then 5.83 × 15 = 87 + ?
(a) 45 (b) 4.5 (c) 0.45 (d) 0.045
20. If the area of all the given squares in the figure is 175 sq. cm, then
what is the perimeter of the figure?
(a) 60 cm (b) 75 cm (c) 85 cm (d) 70 cm
20. (d) 19. (c) 18. (b) 17. (c) 16. (c) 15. (d)
14. (c) 13. (b) 12. (a) 11. (c) 10. (a) 9. (c) 8. (d)
7. (a) 6. (c) 5. (d) 4. (c) 3. (a) 2. (b) 1. (a)
ANSWER KEY
Answers
Chapter 1 8. 1 9. 2,00,000 10. 12,01,000 11. False 12. False
3. 26 13. True 14. True 15. False
Objective Questions Worksheet
1. (a) 2. (c) 3. (d) 4. (b) 5. (d) 6. greater 1. (a) 1,54,25,492 (b) 9,14,98,000 (c) 9,88,141
7. 61,50,734; 61,60,734; 61,70,734 8. crore 9. less 2. (a) 56,06,32,839 (b) 4,23,060 (c) 81,28,39,063
10. V, L, or D; subtracted 11. True 12. True 13. True 3. (a) 20,24,316 (b) 7,69,84,800 (c) 2,03,96,288
14. False 15. False 4. (a) Q = 1,613, R = 14 (b) Q = 1,043, R = 58
(c) Q = 5,687, R = 947
Worksheet
5. (a) 4,48,93,212 (b) 23,49,38,564 6. 2,14,753
1. (a) 72,002,005 (b) 5,006,009 (c) 846,147,564
7. 38,13,902 8. 45,220
(d) 29,04,97,525
9. Actual = 1,81,601 Estimated = 1,82,000
2. (a) Eleven lakh twenty-four thousand one hundred and
10. 1,85,44,492 11. 6,22,750 beads
thirty-nine
12. 167, 3 #marbles left
(b) Eighty-seven million one hundred forty-two thousand
eight hundred and twenty-nine Work It Out
(c) Twenty one crore thirty lakh four thousand and thirty 1. 18,44,692 2. 19,44,856 3. 39,73,000
3. (a) 2,00,00,000; 2 (b) 400; 4 (c) 5,000; 5 4. Gurugram = 17,30,000
4. (a) 1,00,000 + 30,000 + 5,000 + 600 + 70 + 6 Noida = 7,40,000
(b) 6,00,000 + 40,000 + 8,000 + 500 + 20 Ghaziabad = 19,10,000
(c) 8,00,00,000 + 90,00,000 + 1,00,000 + 40,000 + 4,000 Faridabad = 20,60,000
+ 200 + 90 + 8 Greater Noida = 1,20,000
5. (a) 4,06,20,305 (b) 73,89,024 • (various answers based on students’ city)
6. (a) 2,00,040 (b) 50,009 (c) 80,00,00,400 • Answers will vary time-to-time.
7. (a) 20,010 (b) 8,88,888 (c) 11,11,11,111 • Mumbai
8. (a) 5,313,470; 5,313,472 (b) 7,777,776; 7,777,778 • 11 July
(c) 999,999; 1,000,001 Chapter 3
9. (a) 21,12,245; 23,16,325; 37,46,700; 62,16,626 Objective questions
(b) 7,21,584; 7,27,678; 71,35,243; 71,48,000 1. (b) 2. (b) 3. (d) 4. (b) 5. (d) 6. prime, composite 7. 9
10. (a) 6,35,292; 2,52,174; 1,92,173; 1,62,238 8. 1 9. twin prime 10. 17 11. False 12. True 13. True
(b) 96,36,197; 93,63,917; 92,63,179; 91,36,719 14. False 15. False
11. (a) Smallest: 12,34,568; Greatest: 86,54,321
Worksheets
(b) Smallest: 20,35,789; Greatest: 98,75,320
1. 3, 6, 9, 12, 15 2. 10, 20, 30, 40, 50, 60, 70, 80
12. (a) 23,000 (b) 1,000,000
3. 1, 2, 4, 8, 16, 32, 64 4. Prime: 23, 29, 67, 73, 103; non-
13. 6 crores + 2 ten lakhs + 5 lakhs
prime: 36, 49, 51 5. 8 6. 12 7. 128 8. LCM = 270, HCF
14. 138,450; One million thirty-eight thousand four hundred = 18 9. 20 10. 9,900 11. `65 12. No 13. 8 teams
and fifty
14. Common Multiples of 3 and 5
Work It Out Multiples of 3 Multiples of 5
Hindu-Arabic
Devnagri Roman numerals
numerals
१५ 15 XV 3, 6, 9,
15,
5, 10,
20, 25,
12, 18,
२१ 21 XXI 30, 35, 40,
21, 24,
45 50
27
९०० 900 CM
Worksheets
Chapter 2
Objective Questions 3. Ahmedabad, Kolkata, and Bengaluru have pincode/codes
divisible by 2. 4. New Delhi, Chandigarh, Hyderabad,
1. (b) 2. (d) 3. (b) 4. (c) 5. (b) 6. 10,101 7. 6 Mumbai, Ahmedabad, Bengaluru, and Chennai
60 Answers
5. No city 6. Mumbai and Bengaluru 7. No city 5. (a) 58.5 (b) 85.05 (c) 50.03
8. Chandigarh, Mumbai, and Ahmedabad 6. (a) 2.011, 2.1, 2.15 (b) 5.6, 5.26, 5.163
7. (a) 20.294 (b) 25.775 kg (c) 1.026 (d) 0.8 cm
Chapter 4
8. (a) 7.426 (b) 0.789 9. (a) 0.47 (b) 263.5
Objective questions
10. 4,354.757 11. Mumbai to Delhi flight
2
1. (c) 2. (d)3. (c) 4. (d) 5. (c) 6. 90 7. 7 25
9 3 12. 13. 0.60 minutes which is 36 seconds
8. nine-seventh, 7 9. 6 10. 9 11. False 10
12. True 13. True 14. False 15. True Work It Out
Worksheets Answers may vary.
1. (a) bigger (b) mixed fraction (c) like fraction Chapter 6
6 9 12 15 10 15 20 25 Objective Questions
2. (a) , , , (b) , , ,
16 24 32 40 22 33 44 55 1. (b) 2. (a) 3. (c) 4. (d) 5. (a) 6. 100 7. 0.01
4 6 8 10 18 27 36 45
(c) , , , (d) , , , 8. numerator 9. same 10. 5 metres
10 15 20 25 10 15 20 25
Worksheets
3. (a) No (b) No (c) Yes
3 9 4 9 300
4. (a) (b) (c) (d) 1. (a) % (b) 20% (c) 50 (d)
4 7 3 8 100
5. (a) > (b) < (c) > 2. Decimal Out of 100 Percentage
6 13 11 22 35 34 33 32 0.16 16/100 16%
6. (a) , , , (b) , , ,
4 4 4 4 6 5 4 2 0.45 45/100 45%
21 12 10 3 33 35 32 34 0.07 7/100 7%
7. (a) , , , (b) , , ,
5 5 5 5 2 3 4 7
0.03 3/100 3%
169 426 8 19
8. (a) (b) (c) (d) 38 10
12 21 35 6 3. (a) (b)
100 100
2833 9994
9. (a) (b) 4. (a) 0.31 (b) 0.79 (c) 0.80 (d) 0.57 (e) 0.06
105 207
109 2 12 21 98 75 67
10. (a) 1 kg (b) kg (c) km 5. (a) (b) (c) (d) (e)
12 3 100 100 100 100 100
11 31 27 17
Work It Out 6. (a) (b) (c) (d) (e) 1
50 50 50 50
1. a = 15, b = 4, c = 6, d = 4, e = 4
7. 5% 8. 54.35% 9. 30% 10. 33.3%
11 3 5 1 2
2. a = ,b= ,c= ,d= ,e= Work It Done
15 4 6 4 4
4 1 1 3 2 Shapes Fraction Decimal Percentage
3. a = ,b= ,c= ,d= ,e=
15 4 6 4 4
Chapter 5 0.25 25%
Objective Questions 1
1. (b) 2. (a) 3. (a) 4. (c) 5. (c) 4
6. (a) – (iv), (b) – (ii), (c) – (i), (d) – (v), (e) – (iii)
4 0.25 25%
7. 8. 4 tenths 9. > 10. 100 2
10
Worksheets 8
1. (a) 91.063 (b) 297.02 (c) 20.707 (d) 89.89

(e) 436.0621 (f) 5,178.20622 0.50 50%
3
2. (a) 9.12 (b) 2.356 (c) 8.8
6
3. (a) 7 hundredths (b) 5 thousandths (c) 9 tens
157 2506 10009
4. (a) (b) (c)
10 100 1000
Answers 61
5. (a) 80 sq. cm (b) 6,200 sq. cm
8
Height (in cm) 7 6 3.2
0.8 80%
10 Area of base (in sq. cm) 49 132 96.56
Volume (in cu. cm) 343 792 308.992
7. (a) 1.6 km (b) To cover at least 1,200 m she will have to
7 0.7 70% make 4 or more rounds. 8. 19.2 m, `57.60
10 9. 21.7 sq. km 10. 11 cm 11. 2 inch
Chapter 9
Chapter 7 Objective Questions
Objective Questions
1. (c) 2. (b) 3. (a) 4. (a) 5. (b) 6. central, middle
1. circle 2. double 3. chord 4. chord 5. line 7. temperature 8. thermometer 9. 0 °C 10. 98.6 °F
6. two 7. 180° 8. coplanar lines 11. True 12. True 13. True 14. False
9. ↔ 10. concurrent lines 11. True 12. True 13. False
Worksheet
14. True 15. False
1. (a) divide (b) 1,000 (c) 100; 0 (d) 37
Worksheet
2. (a) 50 hm (b) 0.0457 km (c) 26,000 mg (d) 4 kL
1. (a) True (b) False (c) False (d) False 3. mL; kL 4. Decalitre
2. (a) line segment (b) ray (c) line (d) line segment 1 1
5. 1 mm = km; 1 mg = kg;
3. (a) (b) (c) 10,00,000 10,00,000
1
1 mL = kL
10,00,000
L
6. (a) 18 kg 160 g (b) 10 L 689 mL
4. (a) 6 (b) 5 (c) 7 5. (b) and (d) (c) 78 m 72 cm (d) 31 kg 500 g
7. If three or more points lie in a straight line, the points are 7. (a) 3 km 850 m (b) 7 cm 8 mm (c) 51 mL (d) 6 kg 520 g
said to be collinear points. 8. (a) 626.250 km (b) 285.2 L (c) 134.75 km
Three points not lying on the same straight line are called
9. (a) 2,309 cm (b) 7,115 g (c) 3,021 mL
the non-collinear points.
10. 750 m 11. 132 cm ribbon 12. 800 mL 13. 24,800 sq. m
8. (a) Angle: (b) Angle: (c) Angle: (d) Angle:
∠ABC ∠XYZ ∠LMN ∠PQR Work It Out
Vertex: B Vertex: Y Vertex: M Vertex: Q 1. 20.108 m; 2. 2.045 kg; 3. 30303.03 liters;
Sides: BA, Sides: YX, Sides: ML, Sides: PQ, 4. 176 pound; 5. 170.80 miles 6. 1 m 88 cm
BC YZ MN QR
Chapter 10
9. (a) acute angle (b) obtuse angle (c) acute angle Objective Questions
(d) obtuse angle (e) right angle (f) acute angle
1. 10 2. 1655 hours 3. 10.33 p.m. 4. 5 5. February
12. P 13. Infinite
6. True 7. False 8. True 9. True 10. True
Work it Out
Q
1. 4 minutes less 2. 8,784 hours 3. 5,27,040 minutes
Work It Out 4. 34 hours 33 minutes 5. 4 years
1. triangle 2. radii 3. 6 4. diameter 5. Half of AOD 6. 180° Worksheet
7. AB || DE, BC || EF, CD || EF
1. (a) 360 (b) 720 (c) 2,160 (d) 30 (e) 10
Chapter 8 2. (a) 120 hours (b) 82 hours (c) 292 hours
Objective Questions 3. (a) 300 minutes (b) 132 minutes (c) 465 minutes
1. (b) 2. (a) 3. (d) 4. (b) 5. (c) 6. all 7. area 4. (a) 266 seconds (b) 300 seconds (c) 455 seconds
8. square 9. identical 10. diagonal 5. (a) 3 days 10 hours (b) 11 days 6 hours (c) 16 days 20 hours
Worksheet 6. (a) 4 hours 6 minutes (b) 2 hours 18 minutes
1. (a) volume (b) volume (c) 2 (length + breadth) (c) 6 hours 15 minutes
(d) cube 2. (a) 15 cu. cm (b) 96 cu. cm 3. (a) 20 cm 7. (a) 12 minutes 50 seconds
(c) 18.8 mm 4. (a) 21 cm (b) 24.45 m (c) 300 m (b) 19 hours 58 minutes
62 Answers
8. (a) 3 minutes 10 seconds Chapter 13
(b) 2 hours 1 minute Objective Questions
9. (a) 8 hours 30 minutes (b) 35 minutes
1. (c) 2. (b) 3. (b) 4. (c) 5. (a) (ii) (b) (iii) (c) (i)
(c) 3 hours 40 minutes (d) 11 hours 55 minutes (d) (iii) (e) (ii) (f) (i)
10. 1 hour 55 minutes 11. 1515 hours 6. bar 7. Fifth 8. 9 9. Equal 10. Pie chart
12. 9 hours 13. 4 hours 40 minutes
Worksheet
Chapter 11 1. Scale: = 2 children
Objective Questions
Ice-cream flavours Number of ice creams
1. (b) 2. (c) 3. (c) 4. (b) 5. (b) 6. Cost price
7. Unitary method 8. Cost price 9. Loss 10. Profit Vanilla
Worksheet Chocolate
1. ( a) 100 (b) four (c) 400 (d) 44 (e) 33 2. (a) `27
Strawberry
(b) `137.93 (c) `118.41 3. (a) `10.55 (b) `14.33
(c) `33.44 4. (a) `70 (b) `239.4 (c) `625.5 Butterscotch
5. (a) `4.8 (b) `9.1 (c) `53.55 6. (a) Profit = `4,000
(b) Loss = `1,056 (c) Profit = `600 (d) Loss = `1,100 2. Scale: = 1 fish
7. `2,700 8. 7,600 km 9. 12.95 kg 10. 3 hours
Family members Number of fish
11. `25,400 12. `34,000 13. `40 14. `37.5 15. `6,290
Work it Out Father
1. (a) `1,000 (b) `5,265 2. No money 3. School dress,
Mother
bag, and shoes 4. 10 get back
Chapter 12 Alia
Objective Questions
Ron
1. ( c) 2. (d) 3. (a) 4. (a) 5. (c) 6. False 7. False
8. False 9. True 10. False
(a) Mother (b) Alia (c) 10 fish
Worksheet 3. Scale: = 2 glasses of water
1 (a) (b) 2. (a) Friends Number of goals secured

Anu
Jai
(b) (c) (d)
Reena
Jerry
3. (b) 4. (i) 5. (a) 555 (b) 655 (c) 755 (d) 855 (e) 955
(a) Reena (b) Anu
6. Sample answers
4. Scale: = 5 cars
Days Number of cars
Monday
7. (a) 12, 14 (b) 30, 35 (c) 36, 27 (d) 50, 5 Tuesday

8. (a) 16 (b) 13 (c) 18 (d) 350
9. Sample answers (a) 3 (b) 3 (c) 2 (d) 2 Wednesday
10.
Thursday
Answers 63
9. Coin Tally marks Frequency
Friday
5-rupees 20
2-rupees 25
Saturday
1-rupee 17
Sunday 50-paise 19

(a) Sunday (b) Thursday (c) 210 cars (a) 1-rupee coin (b) 2-rupees coin (c) 5
10. (a) Shoe size of seven-year-old children
5. Number on dice Tally marks Frequency
Number of children
1 3 15
10
2 2
5
3 6
0
4 3 4 5 6 7
Shoes size
5 3
(b) 10 (c) 11 11. (a) Gurpreet (b) Anju (c) 92 flowers
6 3 12. ( a) Samosa (b) Kachori (c) 30 students
(a) 3 (b) 2 (d) 190 students (e) Pani puri and Momos
6. Age Tally marks Number of students Work it Out
Animals in a zoological park
9 4
10 7 500
Number of Animals
11 9 400
12 4 300
13 1 200
100
0
7. Time spends by Puneeta on studying Carnivorous Herbivorous Birds Water Reptiles
different subjects animals
Types of creatures
70
Animals in a zoological park
60
50
Carnivorous
40 Herbivorous
30 Birds
Water animals
20 Reptiles
10
0
Hindi English Mathematics Science Social
Science
8. Amount of money available with 4 friends
Shrishti
John
Rishi
Suket
64 Answers

MathSight Grade 5

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MathSight

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The moral rights of the author/s have been asserted.

First Published in 2011

Printed in India by ........................................................................

(a) 3,258 Rohan

Objective Type Questions TECHNOLOGY INTEGRATION

(a) And (b) Come (c) Go (d) Sleep

(a) 300 (b) 330

Factors and Multiples  48

Unit Test Paper 1 67

4  Facts About Fractions

Unit Test Paper 2 118

Unit Test Paper 3 170

Unit Test Paper 4 218

7- AND 8-DIGIT NUMBERS

SUBJECT INTEGRATION Evolution of Hindu-Arabic numerals

were not like as we use them today.

to Europe through Middle Eastern 15th century

INDIAN PLACE VALUE SYSTEM

Reading 7- and 8-Digit Numbers

Solution (a) Crores Lakhs Thousands Ones

Fifty-four lakh thirty-two thousand five hundred and sixty-seven

Step 1 Form the three periods. Lakhs Thousands Ones

Example 2 Write the numerals and separate the periods.

1. Separate the periods of the following using commas—

Reading 9-Digit Numbers

Writing 9-Digit Numbers

UNDERSTANDING FACE VALUE AND PLACE VALUE

Crores Lakhs Thousands Ones

5 ten 5 5 ten 5 lakhs 5 ten 5 thousands 5 hundreds 5 tens 5

I am 10 times I am 100 I am 1000

(b) The place value of 5 = 5 × 10,00,000 = 50,00,000

Crores Lakhs Thousands Ones

2. Find the place value of each digit in each of the following—

INTERNATIONAL SYSTEM OF NUMERATION

25, 62, 85, 274 256, 285, 274

Difference Between the Indian and International Systems of Numeration

All electronic machines only understand two instructions—

DIFFERENT WAYS OF EXPRESSING A NUMBER

Step 3 Separate the periods using commas.

PREDECESSOR AND SUCCESSOR

1. Write the predecessor for each of the following—

Solution (a) 3,33,07,188 and 94,54,342

number of digits = 8 number of digits = 7

Therefore 3,33,07,188 > 94,54,342.

(b) 44,30,55,026 and 4,30,55,357

Therefore 44,30,55,026 > 4,30,55,357.

Example 14 Find which one is greater—2,34,52,926 or 2,34,62,926?

same same same different

(c) 41,30,725 61,30,720 (d) 2,39,63,733 3,39,17,054

ROUNDING OFF NUMBERS

Rounding Off to the Nearest 10

Rounding Off to the Nearest 100

600 604 700

Therefore 604 rounds to 600.

Rounding Off to the Nearest 1,000

2,000 2,165 3,000

2,165 is closer to 2,000 than 3,000. Therefore 2,165 rounds to 2,000.

Shortcut Method for Rounding Off Numbers 5

Formed number < 50 0 Replace hundreds, tens, and ones digit by 0.

1. Round the following numbers to the nearest 10.

Rules for Reading and Writing Roman Numerals

1. Write the following Roman numerals in Hindu-Arabic numbers.

Factors and Multiples 48

Formed number < 50 0 Replace hundreds, tens, and ones digit by 0.