MATHEMATICS

Grade 6 Teacher's Book

Part 2
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION

Dr. A. Ramful Panel Coordinator, Senior Lecturer
Mrs. S. Thapermall-Ramasawmy Lecturer
Ms. A. Salehmohamed Lecturer
Dr. R. Nenduradu Senior Lecturer

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr. P. Jugnarain Deputy Head Master
Mr. J. Descubes Primary Educator
Mrs. J. Appadoo Mentor
Mrs. D. Oogarah Mentor

SERVICE DIOCÉSAIN DE L’ÉDUCATION CATHOLIQUE

Mr. M. Joly Deputy Head Master

Acknowledgements

MAURITIUS INSTITUTE OF EDUCATION

Dr. A. Bholoa Senior Lecturer
Proofreading
Mr. R. Korlapu-Bungaree Lecturer

VETTING TEAM
Mrs. T. Nathoo Senior School Inspector
Mr. D. Mohangoo School Inspector
Mr. K. Oochit School Inspector
Mr. D. Gowry School Inspector
Mrs. D. Ruchchan School Inspector
Mr. R. Beedassy School Inspector

Illustration and layout

GRAPHIC DESIGNERS
Mrs. N. Manic
Mr. K. Sumbhoo

REVIEW

MAURITIUS INSTITUTE OF EDUCATION

Dr. R. NENDURADU - Coordinator, Senior Lecturer

ISBN : 978-99949-44-05-7
© Mauritius Institute of Education (2018)
Icons

Recall The Recall box reviews ideas covered in previous grades.

Stop and Think The Stop and Think box helps pupils to reason and make
sense.

The Keyword box highlights key mathematical vocabulary.

The Note box highlights information that is important.

The Caution box alerts pupils to be careful about common

mistakes.

IT Corner The IT corner provides links to websites.

i
 Table of contents

NUMBERS
UNIT 16 Patterns and Sequences 1-6
UNIT 17 Powers 7 - 11

MEASURE
UNIT 18 Time: Calendar 12 - 19
UNIT 19 Area 20 - 34

NUMBERS
UNIT 20 Percentages 35 - 52
UNIT 21 Averages 53 - 56
UNIT 22 Ratio 57 - 66
UNIT 23 Proportion 67 - 70

MEASURE
UNIT 24 Use of area 71 - 79

GEOMETRY
UNIT 25 Angles 80 - 94

CHARTS
UNIT 26 Charts 95 - 110
UNIT 27 Coordinates and Line graphs 111 - 120

MEASURE
UNIT 28 Volume 121 - 132
UNIT 29 Speed 133 - 138

Unit 30 Problem Solving 2 139 - 144

Appendix A1
Appendix A2

ii
 PATTERNS
UNIT 16: PATTERNS AND SEQUENCES
AND SEQUENCES
In this unit, you will learn to:
• identify and complete a pattern/sequence.

Mathematics is the study of patterns and relationships.

Patterns in our everyday life

A pattern involves repetition. It may consist of a repeated arrangement of shapes,

colours and numbers.

Pattern of tiles Pattern on a beanie hat Pattern on a butterfly

Pattern of shapes

Number patterns
(i) 2, 4, 6, 8, 10, … (even numbers) Note to Teacher
(ii) 3, 6, 9, 12, 15, … (multiples of 3) • Recapitulate of the
different types of patterns
(iii) 1, 3, 5, 7, 9, … (odd numbers) done in Grade 5.
(iv) 1, 4, 9, 16, 25, … (square numbers) • A Fibonacci number is
obtained by adding the
(v) 3, 6, 9, 15, 24, … (Fibonacci numbers) two previous terms.

Stop and Think

Observe the arrangement of beads and find out the pattern.

This pattern is called a growing pattern.
Add two more terms.
Complete the table. 1st term 2nd term 3rd term 4th term

Position 1st 2nd 3rd 4th 5th 6th

Number of beads 1 3 6 10
Total number of beads 1 1+2 1+2+3 1 + 2 +3 + 4

(a) What do you observe?

(b) How many beads are there in the 10th position?

1
 PATTERNS AND SEQUENCES

Let's work out

1. An example of a growing pattern is shown below.

1st term 2nd term 3rd term

Continue the pattern by adding 2 more terms. Record your answers in the table below.

Term 1st 2nd 3rd 4th 5th

Number of rows 1 2 3

Number of columns 2 3 4

Number of dots 2 6 12

2. A repeating pattern is shown below. The shapes (terms) in the pattern are numbered 1st,
2nd, 3rd, …

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

(a) Draw the next three terms. Note to Teacher

(b) Which shape will be in position 18? The pattern may be
(c) Which shape will be in position 26? presented using paper
cutouts.
3. A repeating pattern is shown below.

A B C D A B C D A B C D A B C D

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

(a) Continue the pattern in the grid.

(b) What will be the 28th term?
(c) What will be the 31st term?

2
 PATTERNS AND SEQUENCES

4. Complete the following pattern.

1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 1

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

(a) Continue the pattern in the grid.

(b) What will be the 22nd term?
(c) What will be the 33rd term?

5. Complete the following pattern and fill the table.

Picture 1 Picture 2 Picture 3 Picture 4

Picture 1 2 3 4
Number of squares 5 9

How many squares will there be in picture 6?

6. Write the two missing terms in each of the following sequences.

(a) 64, --------, 72, 76, 80, -------- .

(b) 49, 64, 81, 100, --------, -------- .
(c) --------, -------- , 125, 150, 175, 200.
(d) 49 000, ----------, 50 000, 50 500, 51 000, -----------.
(e) 40, 50, 70, 100, --------- , ----------.
(f) 31, 34, 39, 46, -------- , --------- .

Explain how you obtained the answer for part (f).

--------------------------------------------------------------------------------

3
 PATTERNS AND SEQUENCES

7. Add the next two terms in each of the following sequences.

(a) 7, 14, 21, 28, ---------, --------

(b) 60, 72, 84, 96, ------- , -------- .
(c) 9, 27, 81, 243, -------- , ---------.
(d) 5, 25, 125, 625, -------- , ---------.
(e) 6, 36, 216, 1296, ------- , ------- .

8. Add the two missing terms.

(a) 1200, 1100, 1000, 900, ------ , --------.

(b) ------- , 37, ------, 29, 25, 21.
(c) 10 500, 10 000, 9 500, 9 000, -------- , --------.
(d) 160, 148, 138, 130, --------- , --------.
(e) 2 300, 2 200, 2 000, 1 700 , ---------, --------

9. Add the next two terms in each of the following sequences.

(a) 200 000, 20 000, 2 000, 200, ------- , --------.

(b) 160, 80, 40, 20, ------ , ------- .
(c) 75 000, 15 000, 3 000, 600, ------ , ------.
(d) 256, 128, 64, 32 -------, --------.
(e) 1024, 256, 64, 16, -------- , --------.

10. Add the next three terms.

3 6 9 12
(a) , , , , --------, --------, ------.
20 20 20 20
1 1
(b) 1 , 3, 4 , 6 , -------- , --------- , ---------.
2 2
7 7 7 7
(c) , , , , -------- , -------- , --------.
15 21 27 33
1 2 1
(d) 5 , 5, 4 , 4 , ---------- , ---------- , ----------- .
3 3 3

4
 PATTERNS AND SEQUENCES
11. Write the missing terms in the sequences.

(a) 1.0, 2.1, 3.2, 4.3, ------- , ---------.

(b) 4.8, 6.1, 7.4, 8.7, --------- , --------- .
(c) 1.2, 1.3, 2.5, 3.8, 6.3, -------- , --------.
(d) 525.9, 515.8, 505.7, -------- , 485.5, ---------.

12. Find the missing terms in the following sequences.

(a) (86, 140), (80, 140), (74, 140), ( ----- , -------), ( --------, ------)
(b) (25, 50), (35, 75), (45, 100), (55, 125), ( ------ , ----- ), ( ------ , ------ )
(c) (1200, 40), (1200, 80), (1200, 120), ( ------, ------), (1200, 200), ( --------, ------)
(d) (40 800, 600), (20 400, 300), (10 200, 150), ( --------, ------), ( -------, -------)

Continuous Assessment

1. Circle the correct answers.

(a) 10 300 , 10 450 , 10 600 , 10 750 , ---------

The next term is ---------
A. 10 700 C. 10 800
B. 10 850 D. 10 900

3 1 3 3
(b) ,1 ,1 , ------------ , 2 .
4 4 4 4

The missing term is ----------

1
A. 2 C. 2
4
1 1
B. 2 D. 2
2 8

(c) ----------, 240.10, 480.20, 960.40, 1920.80

The missing term is ----------
A. 12. 5 C. 120. 05
B. 120. 5 D. 120

5
 PATTERNS AND SEQUENCES

(d) (143, 3), (132, 9), (121, 27), (110, 81), ( -------, ------)
The missing term is
A. (100, 90) C. (99, 243)
B. (99, 90) D. (100, 243)

(e) 25, 100, 125 , 225 , 350 , ---------

The next term is
A . 450 C. 475
B. 550 D. 575

2. Complete the sequences.

(a) 72, 83, 94, 105, ------- , --------.

(b) 144, --------, --------- , 81, 64, 49.
(c) 4800, 2400, 1200, 600, -------- , -------.
(d) 1050, 1000, 950, --------- , --------, 800.
(e) 10, 60, 360, -------- , --------- , 77 760.
(f) 350, 360, 380, 410, ------- , -------.
(g) 67, 74, 83, 94, ---------, ---------.

3. Complete the pattern below by adding one more term.

Diagram 1 Diagram 2 Diagram 3

Complete the table.

Diagram 1 2 3 4
Number of squares 8 13

4. Add the missing terms to complete the sequences.

1 1 1 1
(a) , , , , ----------, -----------.
2 4 8 16
(b) (145, 120) , ( -------- , ------- ) , ( ------- , ---------) , (145, 75) , (145, 60) , (145, 45).

(c) 64.2, 64.6, 65, ------------ , ----------.

(d) (100 000, 40), (10 000, 200), (1 000,1 000), (100, 5 000) , ( -------- , ------- ) , ( ------- , ---------).

(e) ----------- , ----------- , 132.72, 128.74, 124.76, 120.78.

6
UNIT 17: POWERS POWERS

In this unit, you will learn to:

• express numbers in terms of powers and vice-versa.
• add, subtract, multiply and divide numbers involving powers.

Powers are useful for representing large numbers.

Example: (i) 1 000 = 103 (ii) 10 000 = 104 (iii) 100 000 = 105 (iv) 1 000 000 = 106

The distance from the Earth to the sun is approximately 150 000 000 km. One way of
writing this large number is 150 x 106.

Recall
A short way of writing 2 x 2 x 2 x 2 x 2 is 25.
25 is read as “2 to the power of 5”.
The power 5 indicates the number of times 2 is multiplied by itself.
2 5 power

base
In expanded form, 25 is written as 2 x 2 x 2 x 2 x 2 .

Let's work out

1. Write the missing numeral in each box.

(a) 3 x 3 x 3 x 3 x 3 = 3
(b) 9 x 9 x 9 x 9 x 9 x 9 x 9 x 9 = 9
(c) 10 x 10 x 10 x 10 x 10 x 10 x 10 =

Stop and Think

(a) What is the difference between 23 and 32?

(b) What is the value of 21?
(c) What is the value of 110?

23 = 2 x 3 but rather 23 = 2 x 2 x 2 = 8

7
 POWERS

Activity

Fold a rectangular sheet of paper once into equal parts. Open it and count the number of
equal parts. Repeat this activity by making (i) 2 folds, (ii) 3 folds and (iii) 4 folds.

1st fold 2nd fold

3rd fold Complete the 4th fold

Record your answers in the table below.

Number of folds 1 2 3 4 5 6

Number of equal
2 4 8 16
parts obtained

Number of equal
parts in expanded 2 2x2 2x2x2
form
Number of equal
parts expressed 21 22 23
as powers

How many equal parts will there be when (i) 5 folds are made?
(ii) 6 folds are made?

Note to Teacher
• Provide pupils with a sheet of A4 paper.
• Proceed stepwise and ask them to fold the paper.
• Ask them to count the number of folds they made.
• Prompt pupils to complete the table.

8
 POWERS

Expressing numbers as powers

Example 1: Example 2:
Express 32 as powers of 2 Express 64 as powers of 4
2 32 4 64
2 16 4 16
2 8 4 4
2 4 1
2 2 64 = 4 X 4 X 4 = 43
1 64 can be expressed as 43.
32 = 2 X 2 X 2 X 2 X 2 = 25
32 can be expressed as 25.

Let's work out

2. Express
(a) 125 as powers of 5.
(b) 81 as powers of 3.
(c) 64 as powers of 2.

3. Write the missing numeral in each box.

(a) 5 = 125 (b) 7 = 343
4
(c) 10 = 100 000 (d) = 625
4
(e) = 1 296

Addition and Subtraction involving powers

Example 1: 32 + 24 = Example 2: 53 - 32 =
32 + 24 = ( 3 x 3 ) + ( 2 x 2 x 2 x 2 ) 53 - 32 = ( 5 x 5 x 5 ) - ( 3 x 3 )
= 9 + 16 = 125 - 9
= 25 = 116

Let's work out

4. Find the value of

(a) 25 + 23 (b) 53 + 72 (c) 83 + 92 (d) 104 + 63 (e) 5 + 62 93 - 53 = 43

5. Find the value of

(a) 122 - 34 (b) 83 - 44 (c) 132 - 72 (d) 93 - 112 (e) 73 - 43

9
 POWERS

Multiplication and division involving powers

Simplify and give your answers as powers.

(a) 25 x 23 = ( 2 x 2 x 2 x 2 x 2 ) x ( 2 x 2 x 2 )
= 2x2x2x2x2x2x2x2=2 8


(b) 36 ÷ 32 = 3 x 3 x 3 x 3 x 3 x 3
3 x 3
= 34

Let's work out

6. Simplify and give your answers as powers.

(a) 34 x 33 (b) 45 x 4 (c) 75 x 73 x 7

(d) 103 x 104 x 102 (e) 54 x 53 x 5 x 52

7. Simplify and give your answers as powers.

(c) 4 (d) 15
9 8
(a) 65 ÷ 62 (b) 107 ÷ 104
46 152

Multiplying numbers by powers of 10

Example 1: Example 2:
4 x 103 = 4 x (10 x 10 x 10) 1.25 x 102 = 1.25 x (10 x 10)
= 4 x 1 000 = 1.25 x 100
= 4 000 = 125

Let's work out

8. Find the value of the following:

(a) 5 x 104 = _______ (b) 9.5 x 10 = _______

(c) 3.75 x 102 = _______ (d) 2.25 x 103 = _______

9. Complete.

(a) 23 x 2 = 25 (b) 93 ÷ 32 = _______ (c) 42 + 43 = 9 - 1

(d) 52 - 42 = 2
(e) 92 - 25 = 7 (f) 62 + 2
= 102

(g) 86 = 8 x 8 or 8 x 8 or 8 x 8

10
 POWERS

Continuous Assessment

1. Work out.
3
(a) 162 = (b) 11 x 11 x 11 x 11 = 11 (c) 216 =

2. Express
(a) 10 000 as powers of 10.
(b) 4 096 as powers of 8.

3. Calculate.
(a) 43 + 102 (b) 92 - 13 (c) 24 x 25 (d) 53 x 32
(e) 122 ÷ 62 (f) 104 ÷ 52

4. Calculate.
78
(a) 65 x 102 (b) 4.25 x 103 (c)
76

5. Circle the correct answer.

(a) 93 = ________
A 93 B 999 C 27 D 729

(b) 74 ÷ 72 = ________
A 72 B 49 C 74 D 47

(c) 63 - 53 = ________
A 91 B 81 C 63 D 53

(d) 34 x 103 = ________

A 34 000 B 81 000 C 4300 D 34 103

(e) 6.5 x 102 = ________

A 65 B 6.5 C 650 D 6500

11
UNIT 18: CALENDAR
TIME: TIME - CALENDAR

In this unit, you will learn to:

• solve problems involving calendars.
• solve problems involving international time (G.M.T).

A calendar is made up of days, weeks and months. A calendar for the year 2016 is shown in Fig. 1.

2016

Fig.1

Observe the calendar and answer the questions below.

(i) Which months have (a) 30 days and (b) 31 days?
(ii) How many days were there in February?
(iii) How many days were there in all in 2016?

Now look at the calendar for the year 2017 given in Fig. 2 and answer the questions.

2017

Fig. 2
(i) How many days were there in February 2017?
(ii) How many days were there in all in 2017?

12
 TIME: CALENDAR

Let's work out

1. Study the dates for the month of September 2016 in Fig.1.

(a) How many days are there in this month?
(b) What day is the 17th of September?
(c) How many Fridays are there in this month?

2. Complete the table below. One example has been done for you.

11 April 2017 11/04/17 11.04.17

26 January 2015
06/07/12
10.10.10

3. Complete the calendar.

July 2015
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

12

4. Study the dates for the month of March 2017.

Note to Teacher
• Discuss with pupils how to
read a calendar
• Allow pupils to explore
patterns in the calendar.
• Represent dates in
different ways, e.g., 12th of
January 2016, January 12
2016, 12.01.16

(a) Describe the pattern

(i) along each row,
(ii) along each column.
(b) The 8th of March is a Wednesday. Use this information to find which day is
(i) the 16th of March,
(ii) the 31st of March.
13
 TIME: CALENDAR

5. The 18th of November 2010 was a Thursday. On which day was the 25th of November 2010?

6. The 30th of April 2011 was a Saturday. On which day was the 20th of April 2011?

7. Mr Joy came back home on Friday 16th of October after 14 days of holidays. On which day
and date did he go on holidays?

8. (a) If 8th of April was a Monday, what day was it twelve days later?
(b) If today is a Sunday, what day was it 19 days earlier?
(c) If 19th of June 2015 was a Friday, what day was it 10 days before?

Common year and Leap year

Common year Leap year

• 365 days • 366 days
• 28 days in February • 29 days in February
• Last two digits of the year are not exactly • Last two digits of the year are exactly
divisible by 4. divisible by 4.

Example: Year 2017 Example: Year 2016

The last 2 digits in 2017 is 17. The last 2 digits in 2016 is 16.
17 is not exactly divisible by 4. 16 is exactly divisible by 4.

9. Write the following years in the appropriate column.

1988, 1990, 1998, 2004, 2007, 2012, 2018, 2020

Common year Leap year

14
 TIME: CALENDAR

Calculating number of days from one date to another

Example: The Royal Circus was in Mauritius from 25th March 2016 to 10th April 2016.
For how many days was the circus in Mauritius?

Method 1:
Use the calendar to count the number of days.
The circus was in Mauritius for 17 days.

Method 2:
Number of days from 25th March to 31st March = (31 - 25) + 1 = 7 days
or (31 - 24 = 7 days)

Number of days from 1st April to 10th April = 10 days

Total number of days = 7 days + 10 days = 17 days
The circus was in Mauritius for 17 days.

Let's work out

10. Summer holidays will start on the 4th of November 2017 and will end on the 7th of
January 2018. For how many days will the children be on holidays?

11. In 2016, the 5th Youth Games were held from 27th February to 3rd March.
For how many days did the games last?

12. Calculate the number of days from:

(a) 10.05.17 to 25.06.17
(b) November 18 to December 25 of the same year.
(c) April 28 to June 12 of the same year.
(d) 30.07.12 to 10.09.12

15
 TIME: CALENDAR
Greenwich Mean Time (G.M.T)

Time varies in different countries based on their positions on the globe. To

compare time in different countries, the time in London (Greenwich) is used as
reference. This is called the Greenwich Mean Time (G.M.T).

Study the following example where Judy is calling her cousin Lina in London to
wish her Happy Birthday.

Happy Birthday
Lina! Hey! In London, it
is 3 o'clock in the
morning! I was
sleeping!

Judy
Mauritius 7.00 a.m. Lina

London 3.00 a.m.

• What is the difference in time between Mauritius and London?

• Can you explain why the time is different in Mauritius and in London?

Note to Teacher

• Emphasise the fact that

the earth is round and
revolves around itself
once in 24 hours.
• Since the earth take
24 hours to make a
complete turn on itself,
we have 24 time zones.

New York London Mauritius

07 00 12 00 16 00
(noon)

When it is noon in London, it is 07 00 in New York and 16 00 in Mauritius.

Time in Mauritius = G.M.T + 4 hours

Time in New York = G.M.T - 5 hours

16
 TIME: CALENDAR

Let's work out

13. A football match between Liverpool and Manchester United will be played at 15 00 at
Wembley Stadium in London. At what time can we watch the match live in Mauritius?
(Mauritian Time = G.M.T + 4 h)

14. When it is 07 00 in Mauritius, the time in Sydney is 13 00. What will be the time in
Mauritius when it is 07 15 in Sydney?

15. The Filmfare Awards is scheduled at 18 00 in Mumbai. What will be the time in Mauritius
then? (Time in Mumbai = Mauritian Time + 1 h 30 min)

16. The first column of the table below shows the approximate time in Singapore, Dubai,
Madagascar and South Africa when it is 15 30 in Mauritius.
(a) Complete the second column of the table to show the corresponding times when it is
02 15 in Mauritius.
(b) Complete the third column of the table to show the corresponding times when it is 23 20
in Mauritius.

Mauritius 15 30 02 15 23 20

Singapore 19 30

Dubai 15 30

Madagascar 14 30

South Africa 13 30

17. Complete the table.

Time in New York G. M.T (London) Time in Mauritius

08 00 13 00 17 00

06 00

15 30

22 15

IT Corner [Link]

17
 TIME: CALENDAR

Continuous Assessment

Circle the correct answer.

1. In which year did the month of February have 28 days?

A 1956 B 2004 C 2010 D 2016

2. The time in London is 16 00. The time in Mauritius is --------.

(Mauritian Time = G.M.T + 4 Hours)
A 20 00 B 12 00 C 16 00 D 04 00

3. Which of the following year was a leap year?

A 1982 B 2000 C 2001 D 2015

4. 26th June 2016 was a Sunday. On which day was the 5th of July 2016?
A Monday B Tuesday C Thursday D Sunday

5. How many days are there from 12 July 2016 to 15 August 2016?
A 31 B 30 C 34 D 35

6. A ship left Port Louis at 17 00 on Tuesday. It was back 44 hours later. On which day and
time was the ship back to Port-Louis?

7. Complete the calendar below for the month of February 1960.

February 1960
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
5

(a) Cyclone Carol hit Mauritius on the 28th of February 1960. Show this date on the calendar.
(b) How many Saturdays were there in February 1960?
(c) How many days were there from 25th February 1960 to 12th March 1960?

18
 TIME: CALENDAR

8. The 15th of August 2015 was a Saturday. On which day was the 2nd of September 2015?

9. Alina was born in May 1998. Her cousin Tania is 7 months younger than her and her
cousin Jeff is 8 months older than her. In which month and year were Tania and Jeff
born?

10. When it is 06 00 in Mauritius, the time in Sydney is 12 00. A plane left Mauritius on
Tuesday at 18 00 and reached Sydney on Wednesday at 10 30 local time. How long
was the flight?

11. When it is 08 00 in Mauritius, the time in Hong Kong is 12 00. A plane left Mauritius on
Sunday at 20 30 and reached Hong Kong after a flight of 10 hours. What was the time
in Hong Kong when the plane landed?

12. When it is 10 00 in Mauritius, the time in Perth is 14 00. A plane took 7 hours to fly from
Mauritius to Perth. It reached Perth at 22 15 local time. At what time did it leave Mauritius?

13. The 25th of December 2015 was a Friday. What day was it on the 15th of January 2016?

14. (a) Which day was it on 04.03.14 if 20.02.14 was a Thursday?

(b) The 21st of February 2016 was a Sunday. What day was it on the 17th March 2016?

15. The calendar for March 2013 is shown below.

(a) On which day did the last day of February 2013 fall?
(b) On which day did 03/04/2013 fall?

19
UNIT 19: AREA
AREA
In this unit, you will learn:
• about area of triangles and quadrilaterals.
• to solve problems involving area.

Describe what you can see in each of the following pictures and how they are related to area.

tiles size of a house: 1 500 m2 bricks to make a wall

surface painted length and width of carpet 58 000 hectares of land under
sugar cane cultivation

Study the following table and map.

(a) Which district has the largest area?
Note to Teacher
(b) Which two districts have almost the same area?
The units 'hectare'
and 'km2 ' are meant
District Area in km2 only for general
Savanne 244.8 knowledge.
Rivière Noire 259
Rivière du Rempart 147.6
Port Louis 42.7
Plaines Wilhems 203.3
Pamplemousses 178.7
Moka 230.5
Grand Port 260.3
Flacq 297.9

Recall
The area of a 2-D figure is the number of unit squares that can fit on it.
In Grade 6, we measure area in m2, cm2 and mm2, depending on the size of the shape.

20
 AREA

Area of rectangles, squares and triangles

Example 1: Area of rectangle
Consider the rectangle ABCD.
To find its area, we calculate the number of unit squares that fit on it.

A 9 cm B Each unit square ( ) covers an

area of 1 cm .
2

36 unit squares are required to

4 cm
cover the rectangle.
Area of rectangle = 36 cm2.
Area = length x width
D C
= 9 cm x 4 cm = 36 cm2.

Example 2: Area of square

Consider the square PQRS:
4 cm
P Q

16 unit squares cover PQRS.

Area of square = 16 cm2.
4 cm Area = 4 cm x 4 cm
= 16 cm2.

S R

Example 3: Area of right-angled triangle

Consider triangle ABC (Fig. 1).

We draw lines CD and DB to complete rectangle ABDC (Fig. 2).

C C D

A B A B
Fig. 1 Fig. 2

Area of rectangle ABDC = (6 x 4) cm2 = 24 cm2

Area of triangle ABC = Area of rectangle ABDC = 24 cm2 = 12 cm2 .
2 2

21
 AREA
Activity

Find the area of your classroom.

Find the area of the surface of your table.
Find the area of your room at home.

Stop and Think

Provide pupils with two sheets of grid paper (6 cm x 6 cm).

Ask pupils to divide the first sheet into two as in Fig.3.
Ask pupils to divide the second sheet into two triangles as in Fig. 4.
Compare the space occupied by rectangle A and triangle C.

Note to Teacher
A C
1. Ask pupils to compare
the area occupied by A
and C in Fig. 3 and Fig. 4.
B D 2. Ask them to check their
answer by calculating the
area.
Fig. 3 Fig. 4

Let's work out

1. Find the area of the following rectangles.

6 cm
(a) (b) (c)
4 cm 12 cm

9 cm
5 cm 9 cm

16 cm
(d) (e)
1
5 cm 6.5 cm
2

3 cm

2. Find the area of each of the following right-angled triangles.

1
10 cm 2 cm
2
(a)
5 cm (b) 4 cm (c)

5 cm
7.2 cm
22
 AREA
3. A rectangular garden is 7 m long and 4 m wide. Find its area.
4. The width of a rectangular piece of cardboard is 9 cm. Its area is 180 cm2. Find its length.
5. Complete the table below.

Length of rectangle Width of rectangle Area of rectangle

17 cm 12 cm

24 m 276 m²

9 cm 48.6 cm²
1
15 m 3 m
5

6. Calculate the area of each of the following squares.

(a) (b) (c)

mm
14
5.5 cm
9 cm

7. Complete the table.

Length of square Area of square

25 cm

4.5 m

1
2 4 m

Note to Teacher
Method of pairing prime factors

Example: The area of a square garden is 196 m². Find the length of one side.
We can use the method of pairing prime factors to find the side of the square.

Step 1: Find the prime factors of 196.

The prime factors of 196 are 2, 2, 7, and 7.

Step 2: Use the prime factors to make equal groups.

1st group : 2 x 7 = 14 2nd group: 2 x 7 = 14
Therefore 196 = 14 × 14. The length of the square is 14 cm.

23
 AREA

8. Complete the table.

Area of square Length of 1 side

196 cm²

225 m²

289 cm²

400 m²

A Q B
9. ABCD is a square. Its area is 100 cm².
The area of the shaded square AQRP is 16 cm².
Find the length of QB.
P R

D C

10. PQRS is a square. The shaded parts are squares of areas 64 cm² and 36 cm².
Calculate the area of PQRS. P Q

S R

Area of a composite shape

Find the area of the shape ABCDEFGH. A 12 cm B
We divide the figure into two by joining G and D.
2 cm
Length of GD = 12 cm – (5 + 5) cm = 2 cm
H 5 cm G D 5 cm C
Area of rectangle DEFG = (10 X 2) cm2 = 20 cm2

Area of rectangle ABCH = (12 X 2) cm2 = 24 cm2 10 cm

Area of given shape = (20 + 24) cm2 = 44 cm2

F E

24
 AREA
Let's work out
11. Find the area of each of the following shapes.
12 cm
2 cm
(a) (b) 3 cm

8 cm
4 cm
5 cm
2 cm
2 cm 5 cm

6 cm
5 cm

(c)

8 cm 4 cm

4 cm

2 cm

6 cm

12. The area of the rectangle ABCD is two times that of square PQRS. Find the length of PQ.

A 9 cm B P Q

8 cm
S R
D C

13. The length of a rectangle is twice its width. If its area is 288 cm2, find the length of the
rectangle. Verify your answer.

14. Find the area of the shaded part. 10 cm

Note to Teacher
4 cm This problem can
also be done as an
10 cm activity by asking
4 cm pupils to cut out the
given shape.

25
 AREA
15. The rectangular floor of a room, 5.5 m by 4 m, is covered with a carpet of dimension 4 m
by 3.5 m. Find the area of the floor which is uncovered.
5.5 m

4m

3.5 m 4m

16. The figure below represents a plot of land on which a building is erected.
Calculate 40 m
(a) the area of the plot of land,
(b) the area of land occupied by the building, 12 m

(c) the area of the yard. yard 20 m

15 m
building

17. A rectangular piece of paper is 8 cm by 6 cm. A rectangular strip 1 cm wide is cut along its sides.
Find (a) the area of the paper left.
(b) the area of the strip which has been cut.

Area of a triangle (Not right-angled)

Consider triangle PQR. Note that it is not a right-angled triangle.

Q 1 cm2
Note to Teacher
• Prompt pupils to
differentiate between a
triangle which is right-
angled and one that is
not right-angled.
P R

We draw the perpendicular QS to obtain two right-angled triangles: PQS and QSR.

Q Area of triangle PQS = (3 × 4) cm2 = 6 cm2

2
Area of triangle QSR = (5 × 4) cm2 = 10 cm2
2
P S R Area of triangle PQR = 6 cm2 + 10 cm2 = 16 cm2

26
 AREA

Let's work out

18. Find the area of each of the following triangles.

Each covers an area of 1 cm2.

(c)
(a)
(b)

19. Calculate the area of each of the shaded triangles.

Q 9 cm
A B
(a) (b)

4 cm
6 cm

P 6 cm R
C

20. Triangle ABC is glued on a rectangle as shown in the diagram. Find the area not
covered by the triangle.
15 cm
C

A 18 cm

27
 AREA

21. Find the area of the shaded region in the figure below.

15 cm
A B Note to Teacher
This problem can
also be done as an
activity by asking
pupils to cut out the
shapes.

D E 9 cm C

Example: Find the area of triangle XYZ (Fig. 1).

Triangle XYZ is not a right-angled triangle.
We draw rectangle PQZR (Fig. 2) so that it passes through the vertices X, Y and Z.

Area of rectangle PQZR = (8 x 6) cm2 = 48 cm2

X

Area of triangle A = (8 × 2) cm2 = 8 cm2

2
Area of triangle B = (6 × 3) cm2 = 9 cm2
Y
2
Area of triangle C = (5 × 4) cm2 = 10 cm2
Fig. 1
2 Z
Area of the 3 triangles = (8 + 9 + 10) cm2
P X Q
= 27 cm2

C B
Area of triangle XYZ = (48 - 27) cm2
= 21 cm2
Y

A
R Z
Fig. 2

28
 AREA
Let's work out

22. Each small square ( ) covers an area of 1 cm2. Find the area of each of the following
shapes.

(a) (b)

Area of a parallelogram

Draw parallelogram ABCD on squared paper. B C

Each covers an area of 1 cm2.

A D
Draw the perpendicular BE as shown in Fig. 1.
Cut out the triangle ABE and rearrange
it as shown in Fig. 2. B C

What shape have you obtained?

This shape is a rectangle.
A D
E
Area of rectangle = (7 × 4) cm2 Fig. 1
= 28 cm2
B C
So, the area of parallelogram ABCD = 28 cm2

D E

Fig. 2

29
 AREA
Let's work out

23. Each covers an area of 1 cm2. Find the area of each parallelogram.

(a) (b)

(c) (d)

24. Calculate the area of each parallelogram.

(a) (b)

4 cm 6 cm

7 cm 9 cm

(c) (d)

10 cm
15 cm

3 cm
5 cm

30
 AREA

Area of a trapezium
Consider the trapezium PQRS.
Q R 1 cm2

P S

To find the area of the trapezium, we split it into a rectangle and two triangles.

Area of triangle A = (2 × 4) cm2 = 4 cm2 Q R

2
Area of rectangle B = 5 × 4 cm2 = 20 cm2
A B C
Area of triangle C = (3 × 4) cm = 6 cm
2 2
P S
2

Area of trapezium PQRS = (4 + 20 + 6) cm2 = 30 cm2

Let's work out

25. Each small square covers an area of 1 cm2. Find the area of the following trapezia.

(a) (b)

(c) (d)

31
 AREA

26. Find the area of each of the following trapezia.

10 cm
(a) (b)

8 cm
5 cm
5 cm

6 cm
5 cm

4 cm

(c) 4 cm (d) 5 cm

3 cm

6 cm 7 cm

27. Find the area of the following shapes.

10 cm 10 cm

(a) (b)
10 cm

15 cm 15 cm
8 cm

2 cm 6 cm 6 cm 2 cm
12 cm

5 cm

6 cm
6 cm 6 cm

32
 AREA

Continuous Assessment

Circle the correct answer.

1. The area of a square is 144 cm². Its length is

A 36 cm B 12 cm C 72 cm D 24 cm

2. The area of a rectangle is 48 cm². Its length is 12 cm. Its width is

A 8 cm B 6 cm C 4 cm D 576 cm

3. A square and a rectangle have the same perimeter. The length and width of the
rectangle are 6 cm and 4 cm respectively. The area of the square is

A 24 cm² B 32 cm² C 20 cm² D 25 cm²

4. The area of a rectangular path of dimension 5 m by 1.5 m is

A 6.5 m² B 13 m² C 7.5 m² D 75 m²

5. The area of a square is 400 cm2. Find its length.

6. Find the area of triangle ABC.

B C

7. Find the area of the shaded part of the figure.

6m

4m 2.5 m

7.5 m

33
 AREA
8. Find the area of the following shapes.

(a) (b) 6
cm (c) 5 cm
2 cm
2 cm
6 cm 2 cm 5 cm
3 cm 6 cm

2 cm 4 cm
2 cm

5 cm

9. Four identical squares (shaded in the diagram below) are cut out from each corner of a
2
rectangular cardboard, 20 cm long and 18 cm wide. The total area removed is of the
5
area of the whole rectangle. What is the length of each side of the shaded squares?
20 cm

18 cm

10. The area of a rectangular garden is 240 m2. Its length is 20 m. Find its perimeter.

11. ABCD is a rectangle. AB is 12 cm and BC is 8 cm. A B

Find the area of the shaded triangle.

D C
12. Find the area of the shaded part of the figure.

10 cm

4 cm 6 cm

34
UNIT 20: PERCENTAGES PERCENTAGES

In this unit, you will learn:

• about the relationship between percentage, fraction and decimal.
• to solve problems involving percentage.

In the earlier units, we represented numbers as fractions and decimals. Another useful
representation of a number is percentage.

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Observe the pictures and discuss what the symbol ‘%’ represents.
Provide other examples where you may have seen the symbol ‘%’ .

Stop and Think

5% of the pupils are absent in your class today.

Does this tell you how many pupils are absent in your class today?

Note to Teacher
• Ask pupils to give examples where they may have seen percentages.
• Ask them to bring a newspaper or a magazine and identify where
percentages are used.
• Explain the importance of percentage in everyday life.
• Percent versus percentage: Percent is used with a specific number (e.g., 10%);
percentage is used as a noun (e.g., a large percentage of people).

35
 PERCENTAGES

Representation of percentage

Example 1: In the 100-square grid below, 25 squares are shaded.

Fraction shaded is 25 .
100
This fraction is read as 25 hundredths or 25 per hundred
or 25 percent.

25
We write 100 = 25%.
The symbol ‘%’ denotes 1 .
100

A percent is equivalent to a fraction in which the denominator is 100.

25 1
Observe: = = 0.25 = 25%.
100 4
25%

1 0.25
4

Example 2: In the 100-square grid below, 50 squares are shaded.

50
Fraction shaded is .
100
This fraction is read as 50 hundredths or 50 per hundred
or 50 percent.

50
We write = 50%.
100
50 = 1 = 0.5 = 50%. 50%
100 2
1 0.5
2

Note to Teacher
• Make the connection between fraction and percentage using the 100 square grid.
• Emphasise the meaning of ‘per cent’ as ‘per hundred’.

36
 PERCENTAGES
Let's work out
1. Complete.

Representation Fraction shaded Decimal Percentage

2. Using the hundred grid, represent: Note to Teacher

(a) 15 % (b) 75% (c) 100% (d) 95% • Provide pupils with squared
paper for exercise 2.
• Focus pupils’ attention on
both the % covered and %
not covered. 37
 PERCENTAGES

3. Complete.

(a) Percentage shaded = _______ (b) Percentage shaded = _______
Percentage unshaded = _______ Percentage unshaded = _______

Percent bar

We can also use a percent bar to represent percentages.

0% 100%

0 10 20 30 40 50 60 70 80 90 100
Example 1:
40% is represented as:
0% 40% 100%

0 10 20 30 40 50 60 70 80 90 100

Example 2:
75 % is represented as:
0% 75% 100%

0 10 20 30 40 50 60 70 80 90 100

Let's work out

4. Represent the following on a percent bar.
(a) 30%
(b) 55%
(c) 90%

38
 PERCENTAGES
Fraction and percentage

To convert a fraction into a percentage, we rewrite the equivalent fraction with

denominator 100.

Example 1:
7 = 7 x 10 = 70 = 70%

10 10 x 10 100
Example 2:

3 = 3 x 25 = 75 = 75%
4 4 x 25 100
Example 3:

17% = 17
100

Let's work out

5. Convert the following into percentages:
9 4 16 8 3 13 24
(a) (b) (c) (d) (e) (f) (g)
10 5 25 20 50 20 25

6. Convert the following into fractions:

(a) 14% (b) 30% (c) 48% (d) 65% (e) 91%

7. Robin eats 3 of a cake. What percentage of the cake does he eat?

10
1
8. Rita spends of her pocket money on clothes. What percentage of her pocket money
5
does she spend on clothes?

Decimal and percentage

To convert a decimal into a percentage, we either rewrite the decimal as a fraction

with denominator 100 or we multiply it by 100%.

Example 1: Example 3: Percentage to decimal

25 35
0.25 = = 25% 35% = = 0.35
100 100
or 0.25 x 100% = 25%

Example 2:
3 3 x 10 30
0.3 = = = = 30%
10 10 x 10 100
or 0.3 x 100% = 30%

39
 PERCENTAGES
Let's work out
9. Convert the following into percentages:
(a) 0.56 (b) 0.28 (c) 0.7 (d) 0.05 (e) 0.99

10. Convert the following into decimals:

(a) 65% (b) 40% (c) 23% (d) 2%

11. Mrs Reshma spends 62% of her salary on paying her loan. Write this figure as decimal.

Common percentages

Percentage Fraction Decimal

10 1
10%
100
= 10
0.1

20 1
20%
100
= 5
0.2

25 1
25%
100
= 4
0.25

50 1
50% 100
= 2 0.5

75% 75 3 0.75
100
= 4

100
100% 100
= 1 1

Let's work out

12. Fill in the table below.
Note to Teacher
Percentage Fraction Decimal • Prompt pupils to
remember the common
14% percentage in the
above table.
1%

0.45
2
5

0.90
40
 PERCENTAGES

Percentages greater than 100%

1 1 2
Fractions can be greater than one (e.g., 1 , 3 ,4 ). Thus, percentages can
4 2 5
be greater than 100%.
1
Example 1: Write 1 as a percentage.
4
Method 1:
1
1 1 = 1 whole +
4 4
= 100% + 25% = 125 %

Method 2:
1 5
1 =
4 4
We convert the denominator to 100.
5 5 x 25
4 = 4 x 25
125
= = 125%
100

Example 2: Write 1.4 as a percentage.

Method 1: Method 2:
4 2 1.4 = 1.4 x 100% = 140%
1.4 = 1 =1
10 5
12 =1+ 2
5 5
= 100% + 2 x 100%
5
= 100% + 40% = 140%

Let's work out

13. (a) Write the following as percentages:

1 1
(i) 2 3 (ii) 3 (iii) 7 (iv) 5.2 (v) 6.7
4 5 2

(b) Write the following as fractions:

(i) 120% (ii) 175% (iii) 225% (iv) 410% (v) 101%
41
 PERCENTAGES

Percentage of a quantity

Example1: Mary has 20 beads. She gives 40% to her friend Mala. How many
beads does Mala get?

20 beads 100%

40
40% = = 2
100 5

40
40% of 20 = x 20 = 8
100

Mala gets 8 beads.

Example 2: Rahul scored 64 marks in an examination. Tim's score was 125% of that
of Rahul. How many marks did Tim obtain?
100% represent 64 marks

100% 64 marks
100% 25% 125%

Method 1: Method 2:
125% = 100% + 25% 125 x 64 = 80
25 100
= 64 + × 64
100 Tim scored 80 marks.
= 64 + 16 = 80

Stop and Think

PRESSURE COOKER
Often when we buy an article, we have to pay a
tax called Value Added Tax (VAT).
Study the advert. How much does the pressure
cooker cost when the VAT is added to it? RS 1200
+ 15% VAT

42
 PERCENTAGES
Let's work out
14. Calculate
(a) 6% of 200 (b) 15% of 40 kg (c) 45% of 20 L
(d) 230% of 80 km (e) 110% of Rs 500

15. There are 500 pupils in a school. 40% of them are boys. Find the number of boys in
the school.

Example: Manoj has Rs 50. He spends Rs 40 on food. What percentage of his mon-
ey does he spend on food?
40
(i) Express 40 as a fraction out of 50:
50
(ii) Multiply the fraction by 100%:
40
x 100% = 80%
50
100% Rs 50

80% Rs 40

Let's work out

16. Express the following as percentages:
(a) 36 out of 90 (b) 21 km out of 168 km
(c) 280 kg out of 500 kg (d) Rs 225 out of Rs 315

17. In a park there are 480 animals, of which 120 are birds. Find the percentage of
birds in the park.

18. A pizza is sliced into 16 pieces. Krish eats 4 of them. What percentage of the pizza does
he eat?

Example: In a school of 800 pupils, 48% are boys. How many girls are
there in the school?

Method 1: Boys = 48%

Girls = 100 % - 48% = 52 %

52% of 800 pupils are girls

Number of girls = 52% of 800
= 52 x 800 = 416
100
Method 2: Number of boys = 48% of 800
= 48 x 800 = 384
100
Number of girls = 800 - 384 = 416.
43
 PERCENTAGES
Let's work out
19. There are 700 athletes participating in a competition. 40% of them are boys and the
rest are girls.
(a) How many boys are there?
(b) How many girls are there?

20. There are 350 seats in a hall. At a wedding, only 88% of the seats are occupied. How
many seats are unoccupied?

21. In a bag, there are 270 beads. 30% of the beads are blue and the rest are red. How
many red beads are there in the bag?

Percentage increase and decrease

Example 1: A water tank contains 35L of water. Water is added in the tank such that
the amount increases by 10 %. How much water is there in the tank now?

Method 1:
Increase in amount of water = 10% of 35 L = 10 x 35 L = 3.5 L
100
Therefore the tank contains 35 L + 3.5 L = 38.5 L

Method 2:
Water present in tank = 35 L
100% represent 35 L
100% 35 L
Percentage increase = 10%
New percentage = 100% + 10% = 110% 10% 110%

Tank contains: 110 x 35 L = 38.5 L

100

Example 2: A mobile phone costs Rs 12 000. In a sale, the price decreases by 14%.
Find the new price of the mobile phone.

Method 1: 14
Price decrease = 100 x Rs 12 000 = Rs 1 680
New price = Rs 12 000 - Rs 1 680 = Rs 10 320

Method 2:
Cost of mobile phone = Rs 12 000 100% Rs 12 000

100% represent Rs 12 000

86% 14%
Percentage decrease = 14%
New percentage = 100% - 14% = 86%
New price = 86 x Rs 12 000 = Rs 10 320
100
44
 PERCENTAGES
Let's work out
22. In a shop, the price of a DVD is Rs 25. It decreases by 10%. Find the new price of the
DVD.

23. In a school, there are 1 200 pupils. The enrolment increases by 15% for the coming year.
How many pupils will there be in the school in the coming year?

24. The salary of a worker increases from Rs 500 to Rs 575 per day. Calculate the percentage
increase.

25. The selling price of a pair of shoes is Rs 750. A discount of 10% is allowed at the end of
the year. Calculate the new selling price.

26. A bicycle is sold for Rs 3 900, excluding 15% VAT. How much will a customer pay for the
bicycle?

27. Complete the table below.

Item Marked Price (Rs) Percentage Discount Sale Price (Rs)

Television 75 800 20%

Box of Ice cream 250 210

Dress 25% 1 800

Tablet 7 500 6 000

Percentage and proportion

Example: Reza spent 15% of his savings to buy a watch, costing Rs 450. How much
money did he have as savings at first?

Rs 450
0% 15% 100%
15% represent Rs 450

15% → Rs 450
450
1% → Rs
15
450
100% → Rs ×100
15
= Rs 3 000

Reza had Rs 3 000 as savings.

45
 PERCENTAGES

Let's work out

28. If 84% of Nick’s salary is Rs 42 000, find his total salary.

29. 10% of the height of a flag pole is painted white and the rest is brown. If the brown
part is 2 m 70 cm high, find the height of the flag pole.

30. In a bus, 14% of the passengers are girls and the rest are boys. If there are 7 girls,
how many boys are there?

31. In a stadium, 80% of the spectators watching a football match are adults. If there are
2 000 children watching the match, how many spectators are present in the stadium?

32. There were 90 members in the Mathematics club at school at first. 40% of them were
boys. After some boys left the club, the percentage of boys decreased to 28%. How
many boys left the club?

Percentage profit

A profit is made when the selling price is greater than the cost price.

Profit = Selling Price – Cost Price

We can express the profit as a percentage of the cost price.

Percentage profit = Profit x 100%

Cost price
Example: Varun bought a mobile phone for Rs 5 000 and sold it to a friend for
Rs 5 500. Calculate the percentage profit.

Cost Price Rs 5 000

Selling Price Rs 5 500

Profit = Rs 5 500 - Rs 5 000 = Rs 500

500
Percentage profit = x 100% = 10%
5000

46
 PERCENTAGES

Percentage loss

A loss is made when the selling price is lower than the cost price.

Loss = Cost Price – Selling Price

Percentage loss = Loss x 100%

Cost price

Example: Jason bought a book for Rs 240 and a few weeks later sold it for Rs 180.
Calculate the percentage loss.

Cost Price Rs 240

Selling Price Rs 180

Loss = Rs 240 - Rs 180 = Rs 60

60
Percentage loss = x 100% = 25%
240

Let's work out

33. Karim bought a ball for Rs 500 and sold it for Rs 700. Calculate his percentage profit.

34. Deepak bought a radio set for Rs 2 500 and a month later sold it at Rs 2 200. Calculate
his percentage loss.

35. Father loses Rs 15 000 on selling his car for Rs 235 000. Calculate his percentage loss.

36. Calculate the percentage discount on the vacuum cleaner.

Rs 6250

0
550
Rs

1
37. The Happy Toy shop bought 300 robots for Rs 75 000. It sold of them at Rs 400
4
each and the remainder at Rs 210 each. Calculate its percentage profit on the whole
transaction.

38. A camera costs Rs 2 400. At what price must Rashid sell it to make a profit of 12%?

39. Deenesh bought a video game for Rs 6 700. He sold it, making a loss of 14%. At what
price did he sell it?
47
 PERCENTAGES

Stop and Think

Example 1: Dhiraj buys a pen for Rs 20 and sells it for Rs 30.

(i) What is his profit?
(ii) What is his percentage profit?

Profit = Selling Price - Cost Price

= Rs 30 - Rs 20 = Rs 10.
10
Percentage profit = 20 × 100% = 50%

Example 2: Shakeel buys a book for Rs 40 and sells it for Rs 50.

(i) What is his profit?
(ii) What is his percentage profit?

Profit = Selling Price - Cost Price

= Rs 50 - Rs 40 = Rs 10.
10
Percentage profit = × 100% = 25%
40
(i) Compare the profit in example 1 and example 2 above.
(ii) Compare the percentage profit in example 1 and example 2 above.
Why are they different?

Example: Rico made a profit of 30% on selling a shirt for Rs 780. How much did the
shirt cost?
Cost Price 100%
Selling Price 100% 30% Rs 780

130% represents Rs 780

130% → Rs 780
780
1% → Rs
130
100% → Rs 780 × 100 = Rs 600
130

Rico bought the shirt for Rs 600.

48
 PERCENTAGES

Example: Zarine made a loss of 15% on selling her necklace for Rs 16 150.
At what price did she buy the necklace?

Cost Price 100%

Selling price 100% - 15% = 85 % 15%

85 % represents Rs 16 150
85% → Rs 16 150
1% → Rs 16 150
85
16 150
100% → Rs x 100 = Rs 19 000
85

Let's work out

40. After selling a pair of shoes for Rs 1050, Rashid made a profit of 50%. How much did he
pay for the pair of shoes?

41. Ah Chuen made a loss of 20% on selling his motorcycle for Rs 16 000. At what price did
he buy the motorcycle?

42. Pari made a profit of 30% in selling a laptop for Rs 35 100. At what price did Pari buy the
laptop?

43. Reza buys a watch for Rs 3 500. He then sells it for Rs 2 800. Find his percentage
loss.

44. Shirin made a loss of 10% in selling her bag for Rs 720. At what price did she buy the
bag?

45. Mother bought a necklace for Rs 25 000. She sold it for Rs 28 500. Find her percentage
profit.

46. A fruitseller bought 250 fruits at Rs 2 each. He then sells them making a profit of 12%.
Find the price at which he sells all the fruits.

47. Reeya buys a concert ticket for Rs 2 500. After a week she sells it making a loss of
16%. At what price does she sell the ticket?

49
 PERCENTAGES

Continuous Assessment

Work out.

1. 20% = ………
A 20 B 0.2 C 0.02 D 2000

2. 35% = ……….
A 3.5 B 0.035 C 0.35 D 35

3. 10% of a class of 40 students like playing football. How many students like to play
football?
A 40 B 36 C 4 D 10

4. 12% of 500 km = …………

A 60 km B 2.4 km C 100 km D 0.6 km

5. There are 600 pupils in a school. On the eve of Divali, 150 pupils were absent. What
percentage of the pupils were present?

6. The price of an article increases from Rs 6 000 to Rs 10 500. What is the percentage
increase?

7. Parina spends 45% of her money on a dress and 15% on a bag. She has Rs 2 400 left.
How much money did she have at first?

8. Henna buys a pair of shoes at Rs 1 200. She sells it making a profit of 20%. Calculate the
selling price of the pair of shoes.

9. The number of ice creams sold by an ice cream van increased from 300 to 324 per day.
Calculate the percentage increase.

10. Jimmy’s monthly salary is Rs 15 000. His salary increases by 12%. Calculate his new salary.

11. Each of these items are on sale. Complete the following.

Original Price = Rs 595

20% off
Sale Price = Rs ----------
Sale: 30% off
Original price = Rs 12 500
Sale Price = Rs -------
Sale Price = Rs 225
40% off
Original Price = Rs ------

50
 PERCENTAGES

12. In a sale, the original price of a washing machine is reduced by 15%.

After the reduction, the washing machine costs Rs 19 550.
Calculate the original price of the washing machine.

1
13. In a stadium, there are 10 400 spectators. of them are women, 70% are men and the
10
remaining are children. What percentage of the spectators are children?

14. Yash buys a car for Rs 230 000. A few weeks later, he sells the car making a profit of
16%. Calculate his profit.

15. A microwave oven costs Rs 4 600. A radio set costs 20% less than the microwave oven.
Pallavi buys both the microwave oven and the radio set. How much does she pay
altogether?

16. Dave bought a house for Rs 780 000. He spent Rs 16 000 for repairs and 6% of the
price of the house on air conditioning. If he sold the house for Rs 913 000, calculate his
percentage profit.

17. Mr Rashid’s monthly salary is Rs 12 000. He spends 60% of his salary and saves the
rest. How much money does Mr Rashid save every month?

18. A rectangle is 60 cm long and 50 cm wide. The length decreases by 10% and the width
increases by 20%. Find the percentage increase in the area of the rectangle.

19. The Parent Teacher Association (PTA) of Friends’ Primary school had 500 members. At
the end of the year, 2 of the members left and 120 new members joined the PTA. By
5
what percent has the number of members decreased?

1
20. Ruchina’s salary was Rs 24 000 in October. She saved of her salary and spent the
4
rest. In November, her salary increased by 6% and her spending increased by 10%.
(a) Did she save more or less money in November as compared to October?
(b) How much more or less money did she save?

51
 PERCENTAGES

21. The diagram below shows how Mira spends her monthly salary.

26% Rent 35% Food 9% Clothes Bus Fare Others 20%

(a) What percentage of her salary does Mira spend on bus fare?
(b) If she spends Rs 14 700 on food, how much does she spend on clothes?
(c) Find her monthly salary.

22. A vendor bought 500 eggs. Of these, 50 eggs were found to be broken. If he sold the
remaining eggs at Rs 4 each and made a profit of 20%, how much did he pay for the
500 eggs?

23. Reema’s salary increases from Rs 15 000 to Rs 18 300. Find the percentage increase
in her salary.

24. A shopkeeper sold a sack of rice for Rs 6 370 making a profit of 25%. At what price did
he buy the sack of rice?

25. A blouse costs Rs 650. A dress costs 20% more. Prisca buys both the blouse and the
dress and spends 2 of her money. How much money did she have at first?
5

26. Ishana buys two dresses for Rs 3 700 each. She sells both the dresses and makes a
profit of 20% on the whole transaction. If she sold one of the dresses at Rs 4 000, at
what price did she sell the other dress?

IT Corner
[Link]
[Link]

Percent, symbol %, percentage profit, percentage loss

52
 UNIT 21: AVERAGES AVERAGES
In this unit, you will learn to:
• calculate the average of 2 or more numbers.
• solve simple word problems involving average.
• use average in context.

Recall
Example: Allan has 10 cubes. Salim has 8 cubes. Dominique has 12 cubes.
In order to play a game, they must all have the same number of cubes.
So, they place all the cubes together and share them equally among themselves.
How many cubes will each boy get after sharing them equally?

Allan Note to Teacher

Salim Give pupils building

blocks to carry out the
practical activity.
Dominique

Total number of cubes: 10 + 8 + 12 = 30

Number of boys = 3
Number of cubes each boy gets after sharing = 10 + 8 + 12 = 30 = 10
3 3

Allan

Salim

Dominique

Average of 3 numbers = sum of 3 numbers

3

Let's work out

1. Find the average of:
(a) 10, 15 and 20
(b) 122, 213, 312 and 473
(c) 1052, 1621, 958, 1243 and 1726

2. The mass of four suitcases A, B, C and D are 36 kg, 32 kg, 41 kg and 35 kg respectively.
(a) Find the average mass of the four suitcases.
(b) Which suitcase has a mass greater than the average mass?

53
 AVERAGES

3. Adil obtained the following marks in the monthly Mathematics test.

Months January February March

Marks 82 94 76

(a) What was Adil’s average mark for the three months?
(b) In which month did he obtain more than the average mark?

4. Mary spent the following amount of pocket money on three days.

Monday - Rs 15.50, Tuesday - Rs 24.50 and Wednesday - Rs 20.00.
What is the average amount of money she spent for the three days?

Reverse problems involving average

Three friends, Angela, Ben and Ali are playing a game of cubes. Angela has 6 cubes.
Ben has 2 [Link] many cubes does Ali have if the average number of cubes is 5?

Average = 5

Angela Ben Ali Angela Ben Ali

6 2 ? 5 5 5

Average = __________________
Total number of cubes = 5
Number of children

So, Total number of cubes = 5

3
Total number of cubes = 3 x 5 = 15
Angela and Ben have a total of 6 + 2 = 8 cubes.
So, Ali has 15 - 8 = 7 cubes.

54
 AVERAGES

5. Meera spends an average of Rs 40 per day during a school week. What is the total
amount of money she spends in a school week?

6. The average height of 3 girls is 160 cm. The heights of two of the girls are 140 cm and
152 cm respectively. Calculate the height of the third girl.

7. The average of four numbers is 63. Three of the numbers are 52, 60 and 65. Find the
fourth number.

8. Five boys have an average amount of Rs 110. Three girls have an average amount of
Rs 150. Find the average amount of money of the eight children.

9. The average of 6 numbers is 70. When a seventh number is added, the average
increases to 71. Find the seventh number.

10. The average mass of 5 boxes is 140 g. Two of the boxes weigh 125 g each.
Calculate the average mass of the remaining three boxes.

11. The average height of Raj, Azad and Mike is 180 cm. Raj is 170 cm tall. Azad is 10 cm
taller than Mike. Find Mike’s height.

12 . The average of 5 numbers is 79. Two of the numbers are 68 and 75. Find the average
of the other 3 numbers.

Continuous Assessment

1. Circle the correct answer.

(i) The average of 14, 15 and 19 is

A 14 B 15 C 16 D 18

(ii) There are 240 pupils in a school. If there are 6 classes in the school, the average number of
pupils per class is

A 6 B 12 C 40 D 60

(iii) Kathy, Sonia and Mirella have an average of 42 stamps each. The total number of stamps
the three girls have is

A 120 B 126 C 136 D 146

(iv) Suzanne is 126 cm tall. Tina is 12 cm taller. Their average height is

A 12 cm B 132 cm C 126 cm D 138 cm

55
 AVERAGES

(v) The average age of 4 children is 12 years. What will be their average age in 3 years' time?

A 12 B 48 C 36 D 15

2. Find the average of 14, 23, 42 and 53.

3. The average mass of two boxes is 6 kg 250 g. The first box weighs 3 kg 120 g.
Calculate the mass of the second box.

4. The height of Adi is 156 cm. Shamima is 6 cm taller than Adi. What is their average
height?

5. Aliyah has Rs 250. Sharone has Rs 10 less than Aliyah. Diya has Rs 50 more than
Sharone. What is the average amount of money each girl has?

6. Paul is 18 years old. Sarah is 2 years younger than Paul and Mireille is 5 years older
than Paul. What is their average age?

7. The average mass of Anil, Patrick and Salim is 57 kg. Patrick is 41 kg. The mass of
Anil is the same as that of Salim. Calculate Anil’s mass.

8. The average of 5 numbers is 28. When one of the numbers is removed, the average
is reduced by 2. Find the number which has been removed.

9. The average mass of a class of 35 pupils is 45 kg. If the mass of the teacher is
included, the average mass increases by 500 g. Find the mass of the teacher.

10. The monthly expenditure of a family was Rs 8 252 during the first 3 months, Rs 9 450
during the next 4 months and Rs 8 500 during the last 5 months of a year.
If the total savings during the year was Rs 20 500, find the average monthly income
of the family.

56
UNIT 22: RATIO RATIO

In this unit, you will learn:

• to compare two quantities in terms of ratio.
• to solve word problems involving ratio.

Recall
Ratio allows us to compare quantities.
Study the following example.

rabbit cat dog tortoise

1 kg 4 kg 8 kg 40 kg

The cat is 4 times as heavy as the rabbit. Note to Teacher

cat : rabbit = 4 : 1
Let pupils use building
The dog is 2 times (twice) as heavy as the cat. blocks of different
colours to represent
dog : cat = 8 : 4 = 2 : 1 different ratios.
Lay emphasis on the
The tortoise is 5 times as heavy as the dog. relationship between
tortoise : dog = 40 : 8 = 5 : 1 ratio and quantities.

Example: Anu, Betty and Cathy have 3 m, 6 m and 9 m of ribbons respectively.

Compare the length of ribbon that the three girls have.

Anu 3 m

Betty 6m

Cathy 9m

(i) Comparing the length of Betty’s ribbon to that of Anu:

Length of Betty’s ribbon : Length of Anu’s ribbon = 6 m : 3 m

6 3
Ratio = 6 : 3 = : =2:1
3 3
Betty’s ribbon is two times (or twice) as long as that of Anu.
1
or Anu’s ribbon is of that of Betty.
2

57
 RATIO

(ii) Comparing the length of Cathy’s ribbon to that of Anu’s ribbon:

Length of Cathy’s ribbon : Length of Anu’s ribbon = 9 m : 3 m

9 3
Ratio = 9 : 3 = : =3:1
3 3
Cathy’s ribbon is three times as long as that of Anu.
1
or Anu’s ribbon is that of Cathy.
3
(iii) Comparing the length of Betty’s ribbon to that of Cathy’s ribbon:

Length of Betty’s ribbon : Length of Cathy’s ribbon = 6 m : 9 m

6 9
Ratio = 6 : 9 = 3 : 3 = 2 : 3
2
Betty’s ribbon is two third ( ) that of Cathy.
3 Note to Teacher
3 1
Cathy’s ribbon is 2 or 1 2 times as long as that of Betty. Use this example to
emphasise the link
between ratio and
fraction.

Let's work out

1. Complete.

Ratio of wheels in the tricycle to wheels in the bicycle = ______ : ______

2. Find
(a) ratio of boys to girls
(b) ratio of girls to boys
(c) ratio of boys to total number of children.

3. Part of the keyboard of a piano is shown below.

What is the ratio of black keys to white keys in
the picture?

Ratio of black keys to white keys = ______ : ______

58
 RATIO

4. Ratio of hand to fingers = ______ : ______

5 cm

5. Ratio of length to width = ______ : ______ 2 cm

Recall

Expressing ratio in its simplest form

A ratio can be expressed in its simplest form or lowest term by dividing each
quantity in the ratio by the H.C.F.

Example:
In a committee, there are 20 men and 15 women. The ratio of men to women is
20 : 15.

The H.C.F. of 20 and 15 is 5. We divide both sides by 5.

20 : 15 = 4 : 3
5 5

Let's work out

6. Write the following ratios in their simplest form.
(a)

Ratio of blue pencils to red pencils = _______

Ratio of blue pencils to total number of pencils = _______

(b) Reena bought two fish tanks with capacities 15 litres and 30 litres respectively.
Write the ratio of the capacity of the smaller tank to that of the larger tank.
Reduce the ratio to its lowest term.

30 litres

15 litres

59
 RATIO

Stop and Think Note to Teacher

Prompt pupils to think

of different possibilites,
The ratio of boys to girls in a committee is 2 : 3. e.g.
How many boys and girls can such a committee have? 2 boys, 3 girls
10 boys, 15 girls
Equivalent ratios

Example: The Hibiscus and Bougainvillea flowers have 5 and 3 petals respectively.

Hibiscus Bougainvillea

Number of flowers 1 2 3
Number of petals in Hibiscus 5 10 15
Number of petals in Bougainvillea 3 6 9
Ratio 5:3 10 : 6 15 : 9
Ratio in reduced form 5:3 5:3 5:3

We observe that the ratio is the same, that is, 5 : 3.

We say that 5 : 3 is equivalent to 10 : 6 and 15 : 9.

5:3 5:3
x2 x2 x3 x3

10 : 6 15 : 9

Let's work out

7. Write down two equivalent ratios for 5 : 4.

8. Are these 2 ratios equivalent? Write Yes or No in the box

(a) 12 : 11 and 36 : 33

(b) 5 : 6 and 7 : 12

(c) 9 : 10 and 27 : 30

60
 RATIO
9. Find the unknown value in the following equivalent ratios.
(a) ____ : 24 = 7 : 6 (b) 3 : 5 = 30 : ____ (c) 4 : 9 = 16 : -----

1
10. For baking a cake, sugar and flour are mixed in the ratio 3 : 5. If 1 cups of sugar
2
are used, how many cups of flour are needed?

Splitting a quantity in a given ratio

Example:
Rita made a necklace with red and blue beads.
There are 45 beads in all in the necklace.
The ratio of red to blue beads is 2 : 3.
How many red and blue beads are there in the necklace?

The ratio of red to blue beads is 2 : 3.

This means that in a group of 5 beads, there are 2 red and 3 blue.
How many groups of 5 beads are there in all?
There are 45 ÷ 5 = 9 groups of 5 beads.
Number of red beads: 2 × 9 = 18.
Number of blue beads: 3 × 9 = 27.
Observe: (i) 18 + 27 = 45.
(ii) 18 : 27 = 2 : 3.

Let's work out

11. In a school, there are 250 students. The ratio of boys to girls is 2 : 3.
(a) How many boys are there in the school?
(b) How many girls are there in the school?

12. The ratio of the price of a motorcycle to that of a car is 1 : 7.

If the price of the motorcycle is Rs 34 000, find the price of the car.

13. A wire of length 50 cm is cut into 2 pieces in the ratio 3 : 7.

What is the length of the longer piece?

61
 RATIO
14. Samantha is 8 years old and her brother Samuel is 5 years old. They receive pock et
money in the same ratio as their ages. How much more money does Samantha
receive if their pocket money totals Rs 78?

15. A toy car and a battery together cost Rs 340.

The ratio of the cost of the car to the cost of the battery is 16 : 1.
How much does the battery cost?

16. Adil and Yash are window cleaners. Adil cleans 7 windows and Yash cleans 5
windows. Altogether they earn Rs 240. How much will Adil get if they share
the money in the same ratio as the number of windows they clean?

Change in ratio

Example 1: In a class of 30 pupils, the ratio of number of boys to number of girls

was 3 : 2 at the beginning of the year. After the Easter holidays, 2 boys and 3
girls joined the class. What is the new ratio of number of boys to number of girls?

Ratio of boys to girls = 3 : 2

3+2=5

3
At the beginning of the year, number of boys = x 30 = 18
5
number of girls = 2 x 30 = 12
5
After Easter holidays, number of boys = 18 + 2 = 20
number of girls = 12 + 3 = 15

New ratio of boys to girls = 20 : 15 = 4 : 3.

Let's work out

17. There are 84 children in a club. The ratio of boys to girls is 4 : 3. Six boys leave the
club and 13 girls join the club. Find the new ratio of boys to girls.

18. In a box of 35 pencils, the ratio of the number of red pencils to the number of blue
pencils is 2 : 3. If 2 red pencils are removed from the box and replaced by 7 blue
pencils, find the new ratio of the number of red pencils to the number of blue
pencils in the box.

19. Father gave Rs 100 to Ali and Azad. The money was shared between Ali and Azad
in the ratio of 3 : 2. Mother then gave Rs 30 to Azad. Find the new ratio of Ali’s
money to Azad’s money.

62
 RATIO

Change in ratio
Example 2: In a birthday party, there were 24 children and the ratio of boys to
girls was 3 : 5. Some more boys joined the party after some time and the new
ratio of boys to girls became 4 : 5. How many more boys joined the party ?

Ratio of boys to girls = 3 : 5

3+5=8

Number of boys = 3 x 24 = 9
8
Number of girls = 5 x 24 = 15
8
New ratio of boys to girls = 4 : 5

The number of girls remained the same but the number of boys increased. We
find a ratio equivalent to 4 : 5 such that the number of girls is 15.
Boys : Girls
4:5
x3 x3

? : 15

Total number of boys = 4 x 3 = 12

Therefore, number of boys who joined the party = 12 - 9 = 3.

Let's work out

20. In a group of 480 pupils, the ratio of boys to girls was 2 : 1. Some boys left the group
and the new ratio of boys to girls became 3 : 2. How many boys left the group?

21. 240 children of a school attended a concert. The ratio of the number of boys to the
number of girls was 3 : 5. A group of girls left the concert after some time. The ratio of
boys to girls then became 3 : 4.
(a) How many boys attended the concert?
(b) How many girls stayed until the end of the concert?

63
 RATIO

Ratio involving differences

Example: In a competition, for every 7 women, there are 4 men. If there are 12
more women than men, how many men and women took part in the competition?
Find the total number of participants.

Ratio of women : men = 7 : 4

Let’s construct a table of equivalent ratios. Note to Teacher

Prompt pupils to
Women : Men Difference see the relationship
between the ratios
7 : 4 3 in the table and
2 x 14 : 8
x2 6 x2 their corresponding
differences.
3 x 21 : 12
x3 9 x3
28 : 16 12
35 : 20 15

We observe that when the ratio is multiplied by a number, the difference is also
multiplied by the same number.

Difference in ratio = 7 - 4 = 3 parts

3 parts 12 participants
1 part 12 = 4 participants
3

No. of women = 7 x 4 = 28
No. of men = 4 x 4 =16

Total number of participants = 28 + 16 = 44.

Let's work out

22. In a box, for every 11 apples there are 9 oranges. How many oranges are there if
there are 14 more apples than oranges?

23. The ratio of Dan’s age to Rita’s age is 3 : 5. If Dan is 6 years younger than Rita, find
the sum of their ages.

24. In an aviary, the ratio of lovebirds to parrots was 4 : 7. There were 9 more parrots
than lovebirds. Some parrots flew away and the ratio of lovebirds to parrots became
2 : 3. How many parrots flew away?

64
 RATIO

Continuous Assessment

Circle the correct answer.

60 cm
1. The ratio of the width to the length of this framed picture is _______ .
A 5:3 B 3:5 C 12 : 30 D 12 : 15
36 cm
2. Here is a tile pattern.

The ratio of red tiles to white tiles = ______ .

A 4 : 12 B 8:4 C 1 : 2 D 1:3

3. In a club, the ratio of boys to girls is 2 : 3. There are 15 girls and _______ boys.

A 5 B 15 C 2 D 10

4. Dheeran mixes 1 tin of red paint with 2 tins of white paint to obtain pink paint.
He needs 9 tins of pink paint. How many tins of red paint will he need?

A 3 B 5 C 9 D 6

5. Last year, a tree was 168 cm high. This year it is 2.52 m high. The ratio of the tree’s
height last year to its height this year is ______ .

A 1 : 2 B 1 : 3 C 2 : 3 D 3:2

6. Which ratio is equivalent to 12 : 18?

A 6 : 12 B 6:4 C 3: 2 D 2:3

7. Express the following ratios in their lowest terms.

(a) 720 seconds to 16 minutes
(b) 1 200 cm to 4.8 m
(c) 2.5 m to 1 500 cm
(d) 900 mL to 1 litre.

8. The ratio of length to width is the same for both rectangles. Calculate the width of the
larger rectangle.
14 cm
7 cm

3 cm

65
 RATIO

9. Ajay is picking guavas. He eats 1 guava for every 5 he puts in the basket.
(a) What is the ratio of guavas in the basket to guavas eaten?
(b) What fraction of guavas does Ajay eat?

10. Share 42 kg in the ratio 1 : 5. How heavy will be the larger share?

11. There are 20 children on the playground. The ratio of boys to girls is 1 : 4. How many
more girls are there than boys?

12. Deepa and Keshinee were paid Rs 490 for writing an article for a magazine. They
shared the money in proportion to the amount of work they did. Deepa took Rs 210
and Keshinee took the rest. What is the ratio of Deepa’s earnings to Keshinee's
earnings? (Express the ratio in its lowest term)

13. A bag contains 60 marbles, some blue and some green. The ratio of blue marbles
to green ones is 1 : 5. How many blue marbles are there in the bag?

14. The ratio of mango juice bottles to tomato juice bottles in a shop is 4 : 3. If there are
120 tomato juice bottles, how many mango juice bottles are there?

15. A sum of money is shared between Salima and her sister in the ratio of their ages.
Salima is 6 years younger than her sister who is 24 years old.
If Salima gets Rs 150 less than her sister, how much money did her sister get ?

16. In a box, the ratio of red pencils to blue pencils is 3 : 8. There are 30 more blue pencils
than red pencils.
(a) How many pencils are there in all in the box?
(b) 10 red pencils are then added in the box. Calculate the new ratio of red pencils to
blue pencils.

IT Corner
[Link]
topic/cc-6th-ratios-intro/v/ratios-intro
[Link]
[Link]

66
 UNIT 23: PROPORTION PROPORTION

In this unit, you will learn to:

• recognise the relationship between two quantities.
• solve word problems involving direct and indirect proportion.

Proportion is an important idea that helps us solve many types of problems in mathematics.

Recall
Direct Proportion

Example 1: The table below shows the number of cupcakes bought and their
corresponding prices.

Number of cupcakes 1 2 3 4 5

Cost (Rs) 6 12 18 24 30

What is the relationship between the number of cupcakes and their corresponding
cost?
The cost is 6 times the number of cupcakes.
The cost increases by a fixed amount (Rs 6).
We say that the cost and the number of cupcakes are in direct proportion.

Example 2: Water is filled in a tank from a tap for five minutes. The amount of
water in the tank at intervals of one minute is shown in the table below.

Time (in min) 1 2 3 4 5

Amount of water (L) 10 14 21 23 28

Is there a relationship between the amount of water in the tank and the time?
The amount of water in the tank does not increase by a fixed amount.
The amount of water and time to fill the tank are not in direct proportion.

Stop and Think

Juice A is made up of 2 cups of sweet syrup and 5 glasses of water.

Juice B is made up of 3 cups of sweet syrup and 6 glasses of water.
Which juice is sweeter? Why?

67
 PROPORTION

Solving word problems

Example: Bananas are sold at 4 for Rs 10. (i) Find the cost of 12 bananas.

Method 1:
4 bananas Rs 10
1 banana Rs 10
4
12 bananas Rs 10 x 12 = Rs 30
4
Method 2:
4 bananas Rs 10 Note to Teacher
x3 x3
Use equivalent ratios
12 bananas ? to find proportion.

Cost of 12 bananas = Rs 10 x 3 = Rs 30.

(ii) How many bananas can be obtained from Rs 45?

Rs 10 4 bananas
4
Rs 1 banana
10
Rs 45 4 x 45 = 18 bananas
10
Number of bananas = 18

Let's work out

1. If Jamel reads 10 pages in 15 minutes, how long does it take him to read 40 pages?

2. Mother boils 500 mL of water to make 80 g of pasta. How much water does she need to
make 320 g of pasta?

3. In a swimming pool, Laura swims 2 laps every 3 minutes. If she swims 12 laps, for how
long does she swim?

4. A chef makes 45 snacks for every 15 guests. If he has 90 guests, how many snacks
does he have to make?

5. Ryan runs 3 km every 25 minutes. How long will he take to run 12 km?

6. A car travels 60 km in 45 minutes. What distance will it cover in 2 hours 15 minutes?

7. A car uses 24 L of petrol to cover a distance of 288 km.

(a) How far will it travel with 35 L of petrol?
(b) How many litres of petrol will it use for a journey of 60 km?

68
 PROPORTION

Stop and Think Note to Teacher

Throughout the unit,

4 men take 3 hours to paint a fence. for questions involving
(i) How much time will 2 men take to paint the same fence? indirect proportion, it
is assumed that the
(ii) How much time will 6 men take to paint the same fence? rate/pace of work is
the same.

Indirect Proportion

Example: 20 men build a house in 6 days. How long will it take 30 men to build the
same house?
If the number of men increases, the time taken to build the house will decrease.
If the number of men decreases, the time taken will increase.

Note to Teacher
20 men take 6 days.
Use the context
1 man takes 20 x 6 days = 120 days. Read the problem provided to prompt
carefully to decide pupils to realise the
30 men take 120 days = 4 days.
whether it involves difference between
30 direct or indirect direct and indirect
proportion. proportion.
Complete the table.

No. of men 1 10 20 30 40

No. of days 120 6 4

Let's work out

8. Two men take 5 days to build a wall.

How many days will it take 5 men to build the same wall?

9. A farmer has enough food to feed 300 hens for 8 days. If he buys 100 more hens, how
long will the same amount of food feed all the hens?

10. A machine can pack 5 000 articles in 24 hours. How long will 3 such machines take to
pack the same number of articles?

11. Four men can paint a fence in 3 hours. How long will 3 men take to paint the same
fence?

IT Corner [Link]
69
 PROPORTION

Continuous Assessment

1. Half kilogram of tomatoes costs Rs 25. What is the cost of 3 kg of tomatoes?

2. Three apples are sold for Rs 10. Find the cost of 30 apples.

3. Four pens cost Rs 60. What is the cost of 10 pens?

4. Four pipes can fill a tank in 70 minutes. How long will 7 pipes take to fill the tank?

5. Thirty-five masons can build a house in 16 days. How many days will 28 masons take to
build the same house?

6. Two pens cost Rs 15. How many pens will you get with Rs 90?

7. Four men take 6 hours to repair a road. How long will 8 men take to do the job?

8. A pancake recipe uses 5 cups of flour for every 2 cups of sugar. If I have 3 cups of sugar,
how many cups of flour should I use?

2
9. A syrup is made by dissolving 2 cups of sugar in 3 cup of boiling water. How many cups
of sugar should be used for 2 cups of boiling water?

1
10. Eric ran 20 km in 1 hours while Stephane ran 13 km in 1 hour. Who ran faster?
2

70
UNIT 24: USE OF AREA USE OF AREA
In this unit, you will learn about:
• surface area.
• tiling.

Total surface area of cube

A cube has 6 faces. Each of the six faces is a square and has the same area.

Example: Find the total surface area of a cube with edge 5 cm.

Area of 1 face = 5 cm x 5 cm = 25 cm2

Area of 6 faces = 6 x 25 cm2 = 150 cm2 5 cm

Total surface area of the cube = 150 cm2

5 cm
5 cm
Fig. 1

Let's work out

1. Find the total surface area of each of the following cubes.

15 cm
7 cm
(a) (b) (c)

4 cm

2. Find the total surface area of each of the following:

(a) a cube of edge 6 mm,
(b) a cube of edge 30 cm,
(c) a cube of edge 2.5 cm.

71
 USE OF AREA

Stop and Think Note to Teacher

Point out to pupils that
Fig. 1 to Fig. 6 consist of
Consider 4 identical cubes A, B, C and D. cubes.

A B C D

(a) The outer faces of the 4 cubes are to be painted. How many faces are to be painted?

(b) Jenna, Smita, Aishwarya, Zayna, Devia and Nina glued 4 identical cubes in different ways
to make the designs shown in Fig. 1 to Fig. 6. How many faces does each one of them
have to paint?

Jenna Smita

Fig. 1 Fig. 2

Aishwarya Zayna

Fig. 3 Fig. 4

Devia Nina

Fig. 5 Fig. 6

Example: The total surface area of a cube is 54 cm2. What is the length of one side
of the cube?

Total surface area of cube = 54 cm2.

So, area of 6 faces = 54 cm2.
9 cm2
Area of one face of cube = 54 cm2 = 9 cm2.
6
Each face is a square.
Therefore, the length of one side of the cube = 3 cm.

72
 USE OF AREA

Let's work out

3. The total surface area of a cube is 294 cm2. What is the length of one side of the cube?

4. Complete the table below.

Length of one side of cube Area of one face Total surface area of cube

40 cm

144 cm2

726 cm2

5. A metal box is 9 cm by 9 cm by 9 cm. Find the total surface area of 20 such boxes.

6. Cubes A and B, both of edges 17 cm long, are glued together as shown below.
Calculate the total surface area of the shape obtained.

B
A B

7. The shape below is made up of 4 equal cubes of edge 60 cm long. Calculate its total
surface area.

8. Cubes X and Y of edges 5 cm and 2 cm respectively are glued together as shown below.
Calculate the surface area of the shape.

5 cm

X
Y
2 cm
73
 USE OF AREA

Total Surface Area of Cuboid

Example: Fig. 1 shows a cuboid. It has six faces and each face is a rectangle.
The opposite faces are equal in area.
The cuboid is 4 cm long, 3 cm wide and 2 cm high.
Find its total surface area.
3 cm

4 cm B
2 cm
C

Fig. 1

The six faces of the cuboid are shown below.

4 cm 4 cm
(i)
A 3 cm A 3 cm

3 cm 3 cm
(ii)
B 2 cm B 2 cm

4 cm 4 cm

(iii)
C 2 cm C 2 cm

Area of rectangle A = (4 x 3) cm2 = 12 cm2

Area of rectangle B = (3 x 2) cm2 = 6 cm2
Area of rectangle C = (4 x 2) cm2 = 8 cm2
Area of rectangles A, B and C = (12 + 6 + 8) cm2 = 26 cm2
Total surface area of cuboid = (26 x 2) cm2 = 52 cm2

74
 USE OF AREA

Let's work out

9. Find the total surface area of the following cuboids.

(a) (b)
7 cm
13 cm
4 cm

4 cm
2 cm 8 cm

(c) (d)
48 mm
2 cm 9 mm

20 cm 10 mm
15 cm

(e) (f)
1
7 cm
2 cm 2
6.8 cm

10.7 cm
4.3 cm 2 cm

10. The diagram below shows a design made from a cube A and a cuboid B. The edge of
cube A is 10 cm. The length and width of cuboid B are each equal to 10 cm. The total
surface area of the design is 1 480 cm2. Find the height of the cuboid.

10 cm
10
cm

10 cm B

75
 USE OF AREA

Tiling
Activity 1

In this group activity, we experiment the tiling procedure by fitting square tiles in a
rectangular space. Your teacher will provide you with a sheet consisting of a rectangle,
12 cm by 10 cm, and cutouts of tiles 2 cm by 2 cm.

Glue the square tiles on the rectangle. Note to Teacher

Provide pupils with the
drawing of a rectangle,
Complete. 12 cm by 10 cm, and
Number of tiles along the length = cut outs of 2 cm by 2
cm square tiles (from
Number of tiles along the width = Mandarin Copybook)
Number of tiles needed =

What do you observe?

Number of tiles needed = Number of tiles along the length x number of tiles along the width

Example: The floor of a rectangular room is 4 m 20 cm long and 3 m 60 cm wide.

How many square tiles of edge 30 cm are needed to cover the floor?
We determine the number of tiles needed along the width and the length.

4 m 20 cm = 420 cm
3 m 60 cm = 360 cm

Number of tiles along the length of the room = 420 = 14

30
Number of tiles along the width of the room = 360 = 12
30
Total number of tiles needed = 14 x 12 = 168

76
 USE OF AREA

Let's work out

11. The floor of a room, 6 m long and 5 m wide, is covered with square tiles of edge 20 cm.
How many square tiles are required to cover the floor?

12. The floor of a hall is 15 m long and 12 m wide. How many square tiles of edge 30 cm
are required to cover the floor?

13. How many square slabs of edge 50 cm will be needed to cover a garden 20 m long
and 1.5 m wide?

14. How many square tiles of edge 18 cm will be needed to cover the floor of a room 9 m
long and 7.2 m wide?

15. The floor of a rectangular hall, 30 m long and 18 m wide, is covered with square tiles
of length 60 cm. Find (a) the number of tiles needed, (b) the total cost of tiles at Rs 80
each.

Activity 2

In this group activity, we experiment the tiling procedure by fitting rectangular tiles.
Your teacher will provide you with a sheet consisting of a rectangle 10 cm by 15 cm
and cutouts of tiles 2.5 cm by 2 cm.
15 cm

10 cm
2.5 cm

2 cm

How should the tiles be placed on the rectangle so that they fit exactly?

We fit the side of the tile having length 2 cm on the 10 cm side as 10 is exactly
divisible by 2. Similarly, 15 cm is exactly divisible by 2.5.
Glue the tiles on the 10 cm by 15 cm rectangle so that they fit exactly with no space
left.
Number of tiles along the length = 10 = 5
2

Number of tiles along the width = 15 = 150 = 6

2.5 25

Number of tiles needed = 5 x 6 = 30

Verify your answer by counting the total number of tiles.

77
 USE OF AREA
Let's work out
16. A wall, 3 m 50 cm and 2 m 40 cm wide, is covered with rectangular tiles 25 cm by 20 cm.
How many such tiles will be needed to cover the wall?

17. A rectangular floor, 7 m 50 cm long and 4 m 20 cm wide, is covered with tiles 30 cm by

20 cm. Find the number of tiles required to cover the floor.

18. The floor of a room, 3 m long and 2 m wide, is covered with tiles 20 cm by 15 cm. Find
(a) the number of tiles needed, (b) the total cost of tiles at Rs 50 each.

Example: How many tiles are needed to cover a patio 3 m long and 2 m 25 cm
wide with square tiles of edge 30 cm?
Number of tiles along the length = 300 = 10
30
3m

2 m 25 cm

225 1
Number of tiles along the width = =7
30 2

7 whole tiles fit along the width.
1 of a tile can fit in the empty space.
2 3m

2 m 25 cm

Number of whole tiles = 10 x 7 = 70

For the margin A, we need 10 half tiles.

10 half tiles = 5 tiles.
We need 5 tiles for the margin.

Therefore, the number of tiles needed = 70 + 5

= 75
A

78
 USE OF AREA

19. The floor of a rectangular room, 4 m 50 cm long and 3 m 45 cm, is to be covered

with square tiles of edge 30 cm. How many tiles will be needed?

20. How many tiles of edge 40 cm will be needed to cover the floor of a room 4 m 80 cm
long and 4 m 20 cm wide?

21. A total of 570 rectangular tiles, 30 cm by 25 cm, are needed to cover the floor of a hall
4 m 75 cm wide. Find the length of the hall.

Continuous Assessment

Work out.

1. The total surface area of a cube is 294 cm². The area of 1 face is

A 7 cm² B 49 cm² C 28 cm² D 14 cm²

2. The total surface area of a cube is 54 cm².The length of 1 edge of the cube is

A 9 cm B 27 cm C 3 cm D 81 cm

3. The floor of a room, 6 m by 4 m, is covered with square tiles of side 40 cm. The number
of tiles needed to cover the floor is

A 15 B 10 C 150 D 240

4. The total surface area of a cube is 384 cm2. Find

(a) the area of one face,
(b) the length of one side of the cube.

5. Find the total surface area of a cuboid 10 cm by 5 cm by 4 cm.

6. A floor, 5 m long and 4 m wide, is covered with a carpet which is 3 m by 2.5 m. Find
the area of the floor which is not covered.

7. The rectangular floor of a room is 4 m long by 3 m wide. It is completely covered with

rectangular tiles 30 cm by 20 cm.
(a) How many tiles are needed in all?
(b) If one tile is Rs 50, how much will it cost to tile the room?

79
 ANGLES
UNIT 25: ANGLES
In this unit, you will learn:
• about measurement of angles in degrees.
• about different types of angles (acute, right, obtuse, straight and reflex).
• to solve problems involving angles.

The pictures below show examples of angles in our everyday life. Identify the angles in
each picture.

A ladder placed on a wall The roof of a house Opening a laptop

Recall
In Grade 5, you learned about right angles and turns.

Right angle Angle less than a Angle greater than

right angle a right angle

1 turn = 4 right angles

80
 ANGLES

Measurement of angle
In previous chapters, we learned how to measure quantities using different units.
For example, to measure length, we may use metres, centimetres or millimetres. To
measure time, we may use hours, minutes or seconds. To measure angles (amount of
turn), we use the unit degree (symbol 0).

An angle measures the amount of turn.

00 300

450 900

We can measure angles using the 'Angle Maker'. Your teacher will provide you with a
template of the 'Angle Maker'.
Note to Teacher
We know that in one turn, there are 4 right angles.
1 right angle = 90° Help pupils to construct
4 right angles = 4 x 90° = 360° the 'Angle Maker' using
strips of Bristol paper.

1 1
turn = 900 turn = 2 x 900 = 1800
4 2

3
turn = 3 x 900 = 2700
4
1 turn = 4 x 900 = 3600

81
 ANGLES

Finding an unknown angle

Study the following examples.

(i) (ii) (iii)

600 500
900 250
30 0
150
300 + 600 = 900 150 + 250 + 500 = 900

600 500
y
x 150

x + 600 = 900 150 + y + 500 = 900

x = 900 - 600 = 300 650 + y = 900
y = 900 - 650
y = 250

Let's work out

1. Find the unknown angles in each of the following.

(a) (b) (c)

e
500 550
700
a
b

(d) (e) (f)

100
d f
25 0
30 0

c 700
200

82
 ANGLES

The Straight angle

180°
1 straight angle = 2 right turns
= 2 × 90°
= 180° Straight angle

Finding an unknown angle

Example:
The two angles x and 42° form a straight angle. Find x.
x + 42° = 180°
x = 180° - 42° x 420
= 138°

Let's work out

2. Find the shaded angles.

(a) (b)

800 750 600

(c) (d)
33 0

48 0
260 450

270 850
(e) (f)
1300

500 280

83
 ANGLES
One turn
360°
1 turn = 4 right angles
= 4 x 90°
= 360°

Finding an unknown angle

Example:
The three angles x , 125° and 200° make one turn. Find x.
Sum of known angles = 200° + 125° = 325°
Sum of angles in one turn = 360° 1250
2000 x
x = 360°- 325°
x = 35°

Let's work out

3. Find the unknown angles.

(a) (b)

1060
b 1250 c
150 0

1380

(c) (d)
1000
350
1230 850
e
d

84
 ANGLES

4. Find angle a given that angle a = angle b.

100
(a) (b)

a 300
b a b

5. Find angle x given that angle x is 10o more than angle y.

(a) (b)

y x y

6. Given that angle p is twice angle q, find angle q.

(a) (b)

q p q

7. Angles d, e and f are equal. Find angle e.

(a) (b)

d
e e

f d f

85
 ANGLES

8. The ratio of angle n to m is 2 : 3. Find angles m and n.

(a) (b)

9. Angle x = angle y. Find angle x.

140°

x y

10. Angle y is 40° more than angle x. Find angle y.

x y

150°

11. Angle x : angle y = 3 : 4. Find angle x.

x
y
150°

86
 ANGLES
12. Angle y is half angle x. Find angle y.

Acute, obtuse and reflex angles

n angle
Acute angle

Angle x is less than 90°. We call it an acute angle.

Give an example of an acute angle.

Obtuse angle

Angle y is greater than 90° but less than 180°.

We call it an obtuse angle.
Give an example of an obtuse angle.
y

Reflex angle

Angles z and w are greater than 180° z

but less than 360°.
Angles z and w are called reflex angles.
Give an example of a reflex angle.

87
 ANGLES

Let's work out

13. Name the type of angle below.

(a) (b)

(c) (d)

14. Write in order of size, starting with the largest angle.

Right angle, Obtuse angle, Acute angle, Reflex angle.

15. Classify the following angles by filling the table below:

58°, 270°, 19°, 350°, 105°, 175°

Obtuse Reflex Acute

16. Draw an acute, an obtuse and a reflex angle.

88
 ANGLES

Recall
An angle is formed when two lines meet.
In a triangle, the three sides meet to produce 3 angles.

A P X
y c q

x z a b p r
B C Q R Y Z
Scalene triangle Isosceles triangle Equilateral triangle
Angle a = Angle b Angle p = Angle q = Angle r

Similarly, the 4 sides in a quadrilateral meet to produce 4 angles p, q, r and s.

B
q

r C

p
A s

Let's work out

17. Mark the angles inside the given shapes as follows:

(a) acute angles in red
(b) obtuse angles in blue
(c) right angles in black
(d) reflex angles in green

(a) (b) (c) (d)

(e) (f) (g)

89
 ANGLES

Stop and Think

(i) Draw a pentagon with two right angles, two acute angles and one reflex angle.
(ii) Draw a pentagon with two right angles, two obtuse angles and one acute angle.
Activity 1: To find the sum of angles in a triangle

In this activity, we find the sum of angles in a triangle using an Angle Maker.
Step 1: Draw a large triangle on A4 paper. Label it ABC (Fig. 1). Label the angles x, y and z.
B

y Note to Teacher
Provide pupils with the
required materials.
A x z Help pupils to measure
C the angles using the
Fig. 1 Angle maker.

Step 2: Use your Angle Maker to measure angle x.

Step 3: Draw the amount of turn (angle x) on a straight line (Fig. 2).

x
Fig. 2

Step 4: Use your Angle Maker to measure angle y and draw it on Fig. 2 (see Fig. 3)

x
Fig. 3

Step 5: Use your Angle Maker to measure angle z and draw it on Fig. 3 (see Fig. 4)

y
z x
Fig. 4
We observe that x, y and z form a straight angle.
x + y + z = 1800.
The sum of angles in a triangle = 1800.

90
 ANGLES

Example: Find x.
Sum of angles in a triangle = 180° 60o
Sum of known angles = 60° + 40° = 100°
x 40o
x = 180°- 100° = 80°

Let's work out

18. Find the shaded angles.
(a) (b) (c)
75o 60o

50o 110o
35o

19. Given that angle x is 20o less than angle y, find angle x.

20. Given that angle a = angle b = angle c, find angle b.

b c

21. Given that the ratio of angle p to q is 2 : 3, find angle p.

q
30o

22. Two angles of a triangle are 63o and 74o. Find the third one.

23. Find angle a.

630
a

91
 ANGLES

Activity 2: The sum of angles in a quadrilateral

A
Consider the quadrilateral ABCD.
Use your ruler to draw a line joining vertices A and C B
and answer the questions that follow:
1. What shape is ABC? D
2. What shape is ADC? C

So we can deduce that in a quadrilateral, there are ____ triangles.

3. What is the sum of angles in a triangle?
4. If there are two triangles in a quadrilateral, calculate the sum of the Note to Teacher
angles in a quadrilateral. Draw different
quadrilaterals and
Answer : ______ + ______ = ______ prompt pupils to observe
that each of them is
made up of 2 triangles.
The sum of the angles in a quadrilateral is 3600.

Example: Find y.
y
700
Sum of angles in a quadrilateral = 360°
Sum of known angles = 70° + 130° + 80° = 280°
1300
800
y = 360°- 280° = 80°

Let's work out

24. Find the shaded angle in each of the following.

(a) (b) 750

1300

1150 860
1200

(c)

1250

700 800
92
 ANGLES
25. Angle x = angle y. Find angle y.

x
y

640
80 0

26. Angle a is 40° smaller than angle b. Find angle b.

600

a
70 0

27. The ratio of angle m to angle n = 4 : 1. Find angle n.

1320

n
380

Continuous Assessment
Work out.

1. Angle a is _____. 2. Angle b is _____.

A Acute A Acute b
B Obtuse B Obtuse
C Reflex C Reflex
a D Straight
D Straight

3. Angle x is _____. 4. Angle p is _____.

A Right A Reflex
B Obtuse B Obtuse p
C Reflex C Right
x
D Straight D Straight

93
 ANGLES
5. Angle q is _____. 6. An acute angle is _____.
A Acute A Less than 90o
B Right B More than 90o but less than 180o
C Obtuse C More than 90o but less than 360o
q
D Reflex D More than 360o

7. Angle s is _____. 8. If angle p = angle q = angle r, find angle q.

A 70o A 30o
B 150o B 60o
20o
C 240o C 90o
q
D 330o S D 120o p r

9. Find the shaded angle. 800 10. Find angle q.

800

Answer = _______ Answer = _______ q

1200 600

11. Find angle s if the ratio of t 12. Find angle a.

angle s to angle t is 2 : 3. 600

Answer = _______ s Answer = _______

400 a

13. Find angle p if the ratio of angle 14. Shapes A and B are identical
squares and shape C is an isosceles
p to q is 4 : 5.
triangle. Find angle x, y and z.

B
Answer = _______ 300
700
60 0
p C z

550 q Answer = _______ x

650
A
y

15. A is an equilateral triangle. The ratio of angle c to d is 2 : 3.

Find the shaded angle x. A
c d
x
Answer = _______
400

94
 UNIT 26: CHARTS CHARTS
In this unit, you will learn about:
• collection of data.
• representation of data in 3 types of charts: pictogram, bar chart and pie chart.
• analysis of charts.

We use charts such as pictograms, bar charts and pie charts to represent, analyse
and interpret information. They allow us to understand how things vary and we can make
comparisons.
Fruit Preference Pet Ownership

Fruits Number of children

Grapes cats
1350 birds
Bananas
450
Oranges

Litchis 1800
dogs
Apples

Key : 2 children

Customers at a supermarket
Drinks Preference

300

Tea 275

250

225
Milk
Number of visitors

200
Drinks

175

Fizzy 150
drinks 125

100

Juice 75

50

25
0 5 10 15 20 25 30 35 40 45 50
0
Number of children Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Days

Collection of data

We can collect data in a number of ways. For example:

(i) we can throw a die and note the number of times we obtain the numbers 1, 2, 3, 4, 5
and 6.
(ii) We can make a survey in our class to find out which colour pupils like the most or
the least.
(iii) We can collect data from our environment such as the amount of rainfall in a week.

95
 CHARTS

Recall
A pictogram uses pictures to represent information.
Example: The number of pupils in each grade in a small school is shown in the
table below.
Grade No. of pupils
1 35
2 40
3 35
4 30
5 20
6 25

We can represent the above information in a pictogram by choosing a suitable key.

For example, we can use the symbol to represent 10 pupils.
Thus, represents 5 children.

Grade No. of pupils

1
2
3
4
5
6

(a) In what way is the table different from the pictogram?

(b) What information can you get from the pictogram?

Note to Teacher
Engage pupils in the process of collecting data. For example, ask pupils to give their fruit
preferences and record the data on the board. Let them openly make sense of the data.

most, least, less, more, how much/many more, how much/many fewer, same as

96
 CHARTS

Let's work out

1. The mass of fish sold by a fishmonger during a week is as follows:

Monday: 40 kg, Tuesday: 24 kg, Wednesday: 12 kg, Thursday: 32 kg, Friday: 16 kg.
(a) Use the above information to make a table.
(b) Use the table to draw a pictogram.
Key: use to represent 4 kg of fish.

2. Mr Raj performed an experiment to find out which day of the week had most rainfall. He
recorded his information in the pictogram below.
Key: = 5 mm of rainfall

Days Rainfall

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

(a) Which day had the most rainfall?

(b) Which day had the least rainfall?
(c) How much more rain fell on Saturday than Monday?
(d) Sunday received 10% more rain than on Tuesday. Represent this information on the
pictogram.

Note to Teacher

Help pupils to choose a suitable key and scale: (i) A symbol that is representative of the
context; (ii) A symbol that is easy to draw; (iii) A symbol which can be subdivided; (iv) Leave
the same space between two consecutive symbols and present them neatly.

97
 CHARTS

3. A new hotel opened in Grand Bay in 2012. The pictogram below shows the number of
customers it received each year since its opening.
Key: = 500 guests

Year Guests

2012

2013

2014

2015

2016

(a) How many customers did the hotel have in 2013?

(b) How many more customers did the hotel have in 2013 than in 2012?
(c) In which year did the hotel receive 3 250 customers?
(d) How many customers visited the hotel from 2013 to 2015?

4. The table below shows the sum of money saved by five persons.

Name Paul Mary Raj Chung Sam

Sum of money (Rs) 375 150 100 425 500

Use a suitable key to represent the above data on a pictogram.

5. The table below shows the number of fish in a big aquarium.

Type of fish Goldfish Guppies Long Tail Cat fish Platies

Number 25 45 30 15 10

Use the key

= 5 fish to represent the above information on a pictogram.

IT Corner [Link]/Flash aspx?f=pictograms

98
 CHARTS

Interpreting information on a bar chart

The table below shows the number of marks obtained by Michael in the Grade 6
examinations.

Subject Maths English French Science Hist/Geo

Marks 65 90 80 65 85

The information in the table is represented in the bar chart as shown in Fig. 1.

Marks obtained by Michael

Maths

English
Subjects

French

Science

Hist/Geo

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Marks

Fig. 1
Study Fig. 1 carefully and answer the questions that follow.
(a) In which subject did Michael work best?
(b) How many more marks did he score in Hist/Geo than in Maths?
(c) Find the ratio of the marks obtained in English to that of Science.
(d) What is the total number of marks Michael scored in all?
(e) Find the average number of marks Michael obtained in the examinations.

Note to Teacher
• Recapitulate the concepts covered in relation to bar chart from Grade 5.
• Guide pupils to draw the bar chart from an example you have set.
• Prompt pupils to interpret the chart.
• Compare a bar chart to a table and a pictogram so that pupils can see the difference
between the representations.

99
 CHARTS

When you draw a bar chart:

(i) Give a title
(ii) Label the axes
(iii) Choose a suitable scale
(iv) Draw bars of equal width
(v) Leave same space between consecutive bars.

Let's work out

6. A group of pupils did a survey on the number of vehicles passing by their school during
three hours. They recorded the information below.

Vehicles Cars Vans Buses Bicycles Motorcycles

Number 125 75 50 100 175

Use a suitable scale and draw a bar chart to represent the above information.

7. Four pupils in Mrs Samantha’s class planted bean seeds. After two weeks, they
measured the height of their bean plants and recorded their results in the table below.

Pupils Phil Samy Ben Lam

Height of plants in cm 10 8 4 6

Draw a bar chart to represent the information and answer the following questions.
(a) How much taller did Lam’s plant grow than Ben’s?
(b) How much shorter is Ben’s plant than Samy’s?
(c) If Phil’s plant had only grown half as tall as it actually is, what would have been its height?
(d) Phil said to Ben “My plant is twice as tall as yours”. Is he right? Explain why.

100
 CHARTS
8. Study the bar chart below and answer the questions that follow.

Visitors at Best Restaurant

300

275

250

225
Number of visitors

200

175

150

125

100

75

50

25

0
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Days

(a) What does the above bar chart represent?

(b) 300 people went to Best Restaurant on Sunday. Represent this information on the bar chart.

(c) On which day did the restaurant get the least number of visitors?

(d) On which two days did the same number of people visit Best Restaurant?

(e) On which day did the restaurant get twice as many visitors as on Wednesday?

(f) Formulate a question that could be answered from the graph.

(g) Best Restaurant always gets more visitors on Sunday. Can you find an explanation for that?

101
 CHARTS
9. The bar chart in Fig. 2 shows the drinks preferred by a group of children.

Drinks Preference

Tea

Milk
Drinks

Fizzy
drinks

Juice

0 5 10 15 20 25 30 35 40 45 50
Number of children
Fig. 2

(a) Which drink was preferred by most children?

(b) How many children preferred milk?
(c) How many more children preferred juice to tea?
(d) Express the number of children who preferred tea as a percentage of the number of
children who preferred fizzy drinks.
(e) Find the ratio of the number of children who preferred milk to those who preferred juice.
(f) How many children were there in the group?

102
 CHARTS

10. The bar chart below shows the number of pupils in 5 sections of Grade 6 in a school.

Number of pupils in each section of Grade 6

45

40

35
Number of pupils

30

25

20

15

10

Red Blue Yellow Green White

Sections

(a) Which two sections have the same number of pupils?

(b) How many pupils are there in section Yellow?
(c) How many more pupils are there in section Blue than in section White?
(d) Given than section Orange has 26 pupils, add a sixth column to the chart.
(e) Calculate the average number of pupils per class.
(f) Four more pupils join section Red. Represent this information on the bar chart.

IT Corner [Link]/[Link]?=barchartv

Note to Teacher
Spreadsheet may be used to show how to draw a bar chart.

103
 CHARTS

Pie Chart
Naila, Chloe and Kim-See share a pizza as shown in Fig. 3. The pizza is divided into 8
equal parts.

Chloe Naila

Kim-See

Fig. 3

8 shares 1 whole
8 shares 3600
3600
1 share = 450
8

Pupil No. of pieces Fraction of pizza Angle

1
Naila 1 8 450

3
Chloe 3 3 x 450 = 1350
8
4 1
Kim-See 4 or 4 x 450 = 1800
8 2

We can also calculate the angles as follows:

Naila: 1 x 3600 = 450 Chloe

8 Naila
1350
450
3
Chloe: x 3600 = 1350
8
1800
Kim-See
4
Kim-See: x 3600 = 1800
8
Fig. 4

The chart shown in Fig. 4 is called a pie chart. It allows us to compare the shares of the
three children.

104
 CHARTS

Stop and Think

The types of ice cream preferred by a group of 100 children is shown in the table below:

Type Number of children

Vanilla 25%
Chocolate More than 50%
Mint a very small number
Strawberry 10 children

We can represent the information in the table in a pie chart.

Note to Teacher
• Encourage pupils to spend time
understanding the context of
the problem represented in the
pie chart. Prompt them to pay
attention to the key information
such as the size of the share, the
angles, etc.
• Use several examples in different
contexts.

Match the types of ice cream with the parts of the pie chart.

Interpreting information in a pie chart

• The sum of angles in a pie chart is 3600.
• A pie chart can be understood in terms of shares.
• We use proportion to compare angles and corresponding shares.
• We can represent each share as a fraction or percentage.
• We can compare the shares in a pie chart using ratio.

Example: The pie chart in Fig. 5 shows how Dhirajen spent his money to buy
stationery (ruler, pen, eraser and pencil). He spent Rs 15 to buy a ruler.

(a) Calculate angle x.

(b) How much did he spend to buy the pencil?
(c) How much money did he spend in all?
(d) What fraction of his money does he spend on the ruler?
(e) What percentage of his money does he spend on the pen?
(f) Find the ratio of money spent on eraser to that spent on pencil.

105
 CHARTS

(a) The sum of angles in a pie chart is 3600.

eraser
Sum of known angles = 900 + 1800 + 600 = 3300 pencil
x 600
x = 3600 – 3300 = 300
900 ruler

(b) We use proportion to compare angles 1800

pen
and corresponding shares.
The angle corresponding to the pencil is 600.
First, we find the relationship between angle and share.
Fig. 5
The angle corresponding to the ruler is 900.
The amount corresponding to the ruler is Rs 15.
Therefore,

900 Rs 15
15
10 Rs 90

600 Rs 15 x 60 = Rs 10.
90
(c) The amount of money that Dhirajen spent in all corresponds to 3600.
15
10 Rs 90

3600 Rs 15 x 360 = Rs 60
90

(d) Method 1 Method 2

Sum of angles = 3600 Total amount of money spent: Rs 60
Angle representing ruler = 900 Amount of money spent on ruler: Rs 15
900 1 15 1
Fraction = = Fraction of money spent on ruler: =
360 0 4 60 4

(e) Total amount of money spent: Rs 60

Amount of money spent on pen: Rs 30
Percentage of money spent on pen: 30 x 100% = 50%
60
(f) Money spent on eraser: Rs 5
Money spent on pencil: Rs 10
Ratio of money spent on eraser to money spent on pencil is 5 : 10 = 1 : 2.

106
 CHARTS
Let's work out

11. The pie chart shows the fruits preferred by a group of 120 children.
(a) Which fruit do the children like the (i) most (ii) least?
(b) How many children prefer strawberries?
(c) How many children prefer pears? Mangoes
(d) How many more children prefer apples to mangoes? 1200 1500
Apples
(e) What fraction of the number of children prefer apples? 300
600
Pears

Strawberries

12. The pie chart shows the choice of drinks by of a group of 54 pupils.
(a) Find angle y.
(b) What fraction of the group prefer tea?
(c) How many more children prefer water to milk? Water
Fruit Juice
1000 y
800 600
Milk Tea

13. There are 540 people in a hall. The pie chart represents the number of adults and
children in the hall.
(a) Calculate the angle x.
(b) What is the ratio of adults to children?
Children
1200
x
Adults

14. 36 pupils of a Grade 4 class were asked which subjects they preferred.
The information is represented on the pie chart below.

Hist/Geo
Science
1200
600
30 600
0
French
Maths
English
107
 CHARTS
Answer the following questions:
(a) Find the number of pupils who prefer Maths.
(b) How many more pupils prefer Hist/Geo to Maths?
(c) Given that French and English are preferred by the same number of pupils, find what
fraction of the class preferred French?
(d) Express the number of pupils who prefer English as a percentage of the total number
of pupils.
(e) Find the ratio of the number of pupils who prefer Science to the number of pupils who
prefer Hist/Geo.

15. The pie chart below shows how Mr Paul spent his money last December.

Transport

y
Gifts
720 1440
Rent
Food x

Clothing

Answer the following questions:

(a) Given that Mr. Paul spent Rs 7 500 on food, calculate the total amount of money he
spent in December.
(b) He spent twice as much on clothing than on transport. Calculate angle x and angle y.
(c) How much money did he spend on gifts?
(d) Express the amount spent on transport as a fraction of the amount spent on food,
reduced to its lowest term.

IT Corner [Link]/[Link]

Note to Teacher
Spreadsheet may be used to show how to draw a pie chart.

108
 CHARTS

Continuous Assessment

1. The table below shows the amount of money spent by Ashwini on vegetables.

Vegetable Tomatoes Cucumber Carrots Pumpkin

Amount (Rs) 100 50 25 75

Using a suitable scale, draw a bar chart to represent the above information.

2. A survey was done in a supermarket to find out the ice cream flavours preferred by
children aged 5-11 years.

Ice cream Preference

50

45

40
Number of children

35

30

25

20

15

10

0
Kulfi Strawberry Dame Blanche Chocolate

Ice cream flavour

(a) How many children preferred Dame Blanche?

(b) How many fewer children preferred Chocolate to Kulfi?
(c) Which flavour was preferred by most children ?
(d) Find the ratio of the number of children who preferred Chocolate to that of Dame Blanche.
(e) How many children participated in the survey?
(f) If you were the owner of the supermarket and you wanted to sell ice cream of only two
different flavours, which two flavours would you choose? Justify your answer.

109
 CHARTS

[Link] pictogram below shows the number of pumpkins harvested by five farmers.
Key : = 50 pumpkins

Name No of pumpkins

Rajen

Salim

Bernard

Ah Tong

Joel

(a) Who harvested the greatest number of pumpkins?

(b) How many pumpkins did Salim harvest?
(c) Who harvested 250 pumpkins?
(d) Name the farmers who harvested the same number of pumpkins.
(e) Find the average number of pumpkins harvested.

4. The pie chart represents the number of marbles that Ben, Tom and Krish have.
Krish has 20 marbles.
Ben has 24 marbles.
Tom has 16 marbles.
(a) What fraction of the total number of marbles Krish Ben
c b
do Tom’s marbles represent?
(b) Find angle a, angle b and angle c. a
Tom

5. The pie chart shows the amount of money spent by four people on a Sunday.
(a) Shirley spent Rs 720. How much did Paul spend?
(b) Find angle p. Shirley
(c) How much money did they spend in all? Vimla 600
(d) Express the money spent by Paul as a percentage 120 0
720
of the total money spent.
p Paul

Raj

110
UNIT 27: COORDINATES
COORDINATESAND
AND LINE GRAPHS
LINE GRAPHS
In this unit, you will learn to:
• locate points on a graph.
• draw and interpret line graphs.

In History and Geography, we use a grid to locate features such as rivers, sugar factories
or hospitals.

Activity 1: Location of an object on a grid

Help Jonas, the pirate, to find his treasure and recognise the different features on the map
(Fig. 1).

A B C D
Fig. 1

1. In which square is each of the following features found

(i) flag (ii) whale (iii) rocks?

2. Where is the treasure located?

3. Draw a star in A2.

Activity 2: Draw a treasure map

Note to Teacher
Draw a treasure map using the grid provided by your teacher.
Provide pupils with a
Describe where different objects are located. grid as in Fig. 1.

111
 COORDINATES AND LINE GRAPHS

Activity 3: Locate an object in rows and columns.

The seating arrangement below shows the location of pupils in a Grade 6 class.
Yasin Dan Zara Esha Gaelle
Row 4

Frederic Bala Lim Ujala Waiza

Row 3
Amina Veda Sunil Reaz Jane
Row 2
Nawaz Cedric Yushrin Peggy Tom
Row 1
Column 1 Column 2 Column 3 Column 4 Column 5
Fig. 2

Can you describe the position of Sunil in terms of columns and rows?

Sunil is sitting in column 3 and row 2. Thus, his seating position can be described in the
following order: (3, 2). Similarly, we can locate the position of the other pupils.

Name of pupils Column Row Position

Sunil 3 2 (3, 2)

Tom

Bala

Jane

Cedric

Nawaz

Stop and Think

Compare the locations of Sunil and Bala.

The position of Sunil is ( __ , __ ) and that of Bala is ( __ , __ ).

In both cases, we have the numbers ___ and ___ but in different order.

Note to Teacher
• Use Activity 3 to introduce the concept of coordinates.
• You may also conduct this activity concretely in your classroom by asking pupils to
describe their seating position.

112
 COORDINATES AND LINE GRAPHS

Location of an object using coordinates

An efficient way to represent the location of pupils in Activity 3 (Fig. 2) is to use
squared/graph paper. The squared paper consists of horizontal lines to represent
rows and vertical lines to represent columns.
y-axis
6

0 x-axis
origin 1 2 3 4 5 6
Fig. 3

The blue horizontal line in Fig. 3 is called the x-axis.

The red vertical line in Fig. 3 is called the y-axis.
The point where both lines meet is called the origin.

We use the first letter of the names in Fig. 2 to represent the pupils. For example,
Nawaz is represented by the letter N.

y-axis
6

3 B
(3, 2)
2 S J

N C T
1

0 x-axis
origin 1 2 3 4 5 6

Fig. 4

In Fig. 2, we indicated the location of Sunil by the pair of numbers (3, 2). On a grid we
represent the location of Sunil by the point (3, 2).
3 is the x-coordinate and 2 is the y-coordinate of point S.
Plot the coordinates for the other pupils in Fig. 4.

113
 COORDINATES AND LINE GRAPHS
Let's work out

1. Write down the coordinates of the points A, B, C, D, E, F and O.

y-axis

F
4 E

3 B

C A
1

D
0 x-axis
origin 1 2 3 4 5 6

2. (a) Plot the points P (4, 0), Q (2, 4), R (4, 6) and S (6, 4). Join the points P, Q, R and S.
(b) What shape is the figure PQRS?
(c) Draw the line of symmetry of the figure.
y

0 x
origin 1 2 3 4 5 6

3. (a) Using squared paper, plot the points A (2, 1), B (3, 4), C (4, 7), D (5, 4) and E (6, 1).
Join A to C, C to E and B to D.
(b) Which alphabet do you obtain?

4. (a) Using squared paper, plot the points K (2, 2), L (8, 2), M (10, 5) and N (4, 5).
(b) Draw the figure KLMN.
(c) What shape is the figure KLMN?

5. (a) Plot the points C (3, 9), D (1, 6), E (3, 1) and F (5, 6) on squared paper.
(b) Draw the figure CDEF.

114
 COORDINATES AND LINE GRAPHS
6. PQRS is a rhombus with P (5, 1), Q (0, 4) and R (5, 7).
(a) Plot the points P, Q and R on squared paper.
(b) Mark the point S and write its coordinates.
(c) Draw the lines PQ, QR, RS and SP.
(d) Draw the lines of symmetry of the rhombus.
(e) The lines of symmetry meet at T. Write the coordinates of T.
(f) Find the area of the rhombus.

Line Graph

Example:
Rapid Motorsports has launched a new model of sports car.
The fuel consumption of the car is shown in the table below.

Fuel consumption (L) 1 2 3 4 5

Distance (km) 10 20 30 40 50

We can show the above information as a line graph.

(i) We write the corresponding values in the table as coordinates:
(1, 10), (2, 20), (3, 30), (4, 40) and (5, 50).
(ii) We plot the points on graph paper.
(iii) We draw a line through the points and obtain a straight line.
The graph obtained is called a Line graph.
Distance (km)

(5, 50)
Note to Teacher
(4, 40)
• Highlight the two
(3, 30) different scales along
the x and y axes.
(2, 20)

(1, 10)

Fuel Consumption (L)

115
 COORDINATES AND LINE GRAPHS

Interpreting a line graph

Example: The line graph below shows the cost of flour at ABC supermarket.

40

30
Cost (Rs)

20

10

0 1 2 3 4
Mass of flour (kg)
1
Use the line graph to find (i) the cost of 2 2 kg of flour,
(ii) the mass of flour that can be bought for Rs 35,
(iii) the cost of 8 kg of flour.

40
Q
P

30

D C
Cost (Rs)

20

10

0 1 2 B 3 R 4
Mass of flour (kg)

116
 COORDINATES AND LINE GRAPHS

1
(i) On the x- axis, we find the mass representing 2 2 kg (indicated by B).
We draw a vertical line parallel to the y-axis to cut the line graph at C.
At C, we draw a horizontal line parallel to the x-axis to cut the y-axis at D. At D, we
read the cost as Rs 25.
1
Thus from the graph, we find the cost of 2 kg of flour is Rs 25.
2

(ii) Similarly, we draw the lines PQ and QR and read the mass at R.
1
Therefore, with Rs 35, we can buy 3 kg of flour.
2
(iii) We cannot find the cost of 8 kg of flour directly from the graph.
But we can find the cost of 1 kg of flour from the graph.
1 kg of flour costs Rs 10.
8 kg of flour cost Rs 10 x 8 = Rs 80.

Let's work out

7. The graph shows the hourly wage of a factory worker.

400

300
Wages (Rs)

200

100

0 1 2 3 4
Hours (h)

Use the graph to answer the questions below. Note to Teacher

(a) How much does he earn if he works for 4 h? • For part (c) prompt
pupils to observe that
1
(b) How much does he get for 2 2 h of work? 7 12 = 4 + 3 12 .
1 Thus the wages can be
(c) Calculate his wage for 7 2 h of work. read as Rs 400 + Rs 350
= Rs 750.
(d) For how long does he work on Saturday if he gets Rs 350?

117
 COORDINATES AND LINE GRAPHS

8. The line graph below shows the price of beans. Use the graph to answer the questions below.

80

70

60

50
Cost (Rs)

40

30

20

10

0 1 2 3 4
Mass of beans (kg)
(a) What is the cost of 3 kg of beans?
(b) How many kilograms of beans can be bought with (i) Rs 32 (ii) Rs 128?
1
(c) Find the cost of 13 2 kg of beans.
1
(d) Amrita bought 8 2 kg of beans and paid with a 200-rupee note.

How much change did she get?

9. (a) Complete the table.

Length of 1 side (cm) 2 3 4 5 6

Perimeter of square (cm) 8 12 20

(b) Draw a line graph on squared paper to show the relationship between the perimeter of
squares (on the y-axis) and their sides (on the x-axis).

118
 COORDINATES AND LINE GRAPHS

Continuous Assessment

1. ABCD is a rectangle. The coordinates of A, B and C are (3, 2), (3, 6) and (10, 6) respectively.
(a) Plot the points A, B and C on squared paper.
(b) Mark the point D and write down its coordinates.

2. Plot the points A (2, 3), B (4, 8), C (9, 6) and D (7, 1) on squared paper.
(a) Draw the lines AB, BC, CD and DA.
(b) What shape is figure ABCD?
(c) How many lines of symmetry does ABCD have?
(d) Find the area of figure ABCD.

3. The line graph shows the relation between the number of oranges bought and their costs.

40

35

30

25
Cost (Rs)

20

15

10

0 1 2 3 4 5 6 7 8
Number of oranges

(a) Use the line graph to complete the table below.

Number of oranges 1 4
Cost (Rs) 15

(b) Find the cost of 7 oranges.

(c) How many oranges can be bought with (i) Rs 45 (ii) Rs 125?

119
 COORDINATES AND LINE GRAPHS

4. The line graph below shows the price of pears at the supermarket.

200

175

150

125
Cost (Rs)

100

75

50

25

0 1 2 3 4
Mass of pears (kg)

1
(a) What is the cost of 1 2 kg of pears?
(b) How many kilograms of pears can be bought with Rs 125?
(c) What is the cost of 7.5 kg of pears?
(d) Reena bought 4.5 kg of pears and got Rs 275 as change. She used a note to pay.
Which note did she use to pay?

5. During a certain period of the year, 1 € (1 euro) was exchanged for Rs 40.
Complete the table below.

Euro (€) 1 3 5
Rupees (Rs) 80 160

(a) Draw a line graph to represent the above information.

(b) Use the line graph to find the equivalence of
(i) Rs 360 (ii) Rs 400 (iii) 7 € (iv) 12 €.

120
 UNIT 28: VOLUME VOLUME

In this unit, you will learn:

• about volume of cubes and cuboids.
• to solve problems involving volume.

The volume of an object is the amount of space it occupies.

4m

3m 5m

Volume of concrete = 6 m3 Volume of container = 60 m3 Mare aux Vacoas

reservoir
Volume of water = 26 million m3

In UNIT 19, to measure the area of a 2-D surface, we counted the number of unit squares
(e.g., cm2, m2) that fit on it.
Similarly, to measure the volume of a 3-D object, we count the number of unit cubes that fit
into it.

Unit cubes

There are 2 types of unit cubes: the 1-cm cube (1 cm3) and the 1-m cube (1 m3).

A cube of length 1 cm is called a 1-cm cube and a cube of length 1 m is called a

1-m cube.

Note to Teacher
1m The cubes are not
drawn to scale.
1 cm

1m
1 cm
1 cm 1m

The volume of a cube of edge 1 cm is 1 cubic centimetre or 1 cm3.

The volume of a cube of edge 1 m is 1 cubic metre or 1 m3.
We use the 1-cm cube to measure the space occupied by small objects.
We use the 1-m cube to measure the space occupied by large objects.

121
 VOLUME

Let's work out

1. Find the volume of each of the following solids. Each occupies a space of 1 cm3,
that is, the volume of each cube is 1 cm3.

(a) Number of cubes = __________

Volume = __________ cm3

(b) Number of cubes = __________

Volume = __________ cm3

(c) Number of cubes = __________

Volume = __________ cm3

Stop and Think

You need to send your friend two parcels (Fig. 1 and Fig. 2) by post.

20 cm 10 cm

30 cm 30 cm

40 cm
80 cm

Fig. 1 Fig. 2

Compare the space occupied by the two parcels. Note to Teacher

Use different sizes of boxes to demonstrate
to children how volume is linked to the
amount of space the solid occupies.

122
 VOLUME

Activity 1: Measuring the space occupied by a cube

1. Cut out the template in Appendix (A2 (ii)) and glue it on Bristol paper.
2. Cut along the red lines.
3. Fold and glue the template to make a cube (Fig. 3).
4. Similarly, cut out the template in Appendix (A1) to make cubes of length 1 cm (Fig. 4).
5. Place the 1-cm cubes in the large cube to form a first layer (Fig. 5)

Fig. 3 Fig. 4 Fig. 5

(a) How many cubes are there along the length of Fig. 5?
(b) How many cubes are there along the width of Fig. 5? Note to Teacher
(c) How many cubes are there in the first layer? Activities 1 and 2 may
be done in groups.
Pupils may be asked to
6. Place more 1-cm cubes to form a second layer and a third layer. prepare the cubes and
(d) How many cubes are there along the height? cuboid prior to class.

(e) How many 1-cm cubes fill the space in the cube in Fig. 5?

The volume of a cube is the amount of space that it occupies. In this example, 27 unit cubes
(1 cm3) occupied the whole space of the (large) cube. We say that the cube has a volume of
27 cm3 (Fig. 6).

Volume of cube = length x width x height

= 3 cm x 3 cm x 3 cm
= 27 cm3

Fig. 6

123
 VOLUME

Activity 2: Measuring the space occupied by a cuboid

Repeat the steps of Activity 1 to construct a cuboid using the template given in Appendix (A2 (ii)).
The cuboid has dimensions 3 cm by 4 cm by 2 cm.

1. Place 1-cm cubes in the cuboid to form a first layer (Fig. 7).
(a) How many cubes are there along the length of the cuboid?
(b) How many cubes are there along the width of the cuboid?
(c) How many cubes are there in the first layer?
Fig. 7

2. Place 1-cm cubes in the cuboid to form a second layer (Fig. 8).
(a) How many cubes are there along the height?
(b) How many cubes are there in all?

Fig. 8

The volume of a cuboid is the amount of space that it occupies. In this example, 24 unit
cubes (1 cm3) fit into it. The cuboid has a volume of 24 cm3.

Volume of cuboid = length x width x height

= 4 cm x 3 cm x 2 cm
= 24 cm3
Example 1

How many 1-cm cubes are needed to make a cuboid 6 cm long, 3 cm wide and 2 cm high?
The number of 1-cm cubes needed:

Along the length = 6

Along the width = 3
Along the height = 2

Number of 1-cm cubes needed = 6 × 3 × 2 = 36

Volume of cuboid = 36 × 1 cm3 = 36 cm3
or
Volume of cuboid = length × width × height
= 6 cm × 3 cm × 2 cm = 36 cm3

124
 VOLUME
Let's work out
2. How many 1-cm cubes are needed to make a cube of edge:
(a) 5 cm, (b) 9 cm?

3. Complete the table.

Edge of cube Number of 1-cm cubes Volume of cube

3 cm 27 3 cm x 3 cm x 3 cm = 27 cm3

4 cm

6 cm

10 cm

4. Find the volume of a cube, in m3 , of edge:

(a) 7 m (b) 2.5 m (c) 3 1 m.
4
5. Find the volume of a cuboid 10 cm long, 6 cm wide and 4 cm high.

6. Find the volume of a box 2 m long, 1.5 m wide and 0.5 m high.

7. Complete the table.

Length of cuboid Width of cuboid Height of cuboid Volume of cuboid

4 cm 3 cm 2 cm
9 cm 7 cm 315 cm3
12 cm 10 cm 1 680 cm3
8 cm 4 cm 224 cm3

8. The volume of a rectangular metal block, 40 cm long and 30 cm wide, is 9 600 cm3.
Find the height of the metal block.

9. The volume of a plastic container, 12 cm high and 52 cm long, is 12 480 cm3. Find its width.

10. Find the volume, in cm3, of a cube of edge 0.4 m.

11. Complete the table.

Length of cuboid Width of cuboid Height of cuboid Volume of cuboid

3m 2.5 m 0.5 m m3
4m 300 cm m 40 m3
m 0.5 m 8m 90 m3

125
 VOLUME
1
12. The volume of a cuboid, 8 cm high, is 1 440 cm3. The width of the cuboid is of its
5
length. Calculate the length of the cuboid.

13. A cuboid has a volume of 2 430 cm3. Its height is 10 cm. The ratio of its length to its
width is 3 : 1. Calculate the length of the cuboid.

14. The length of one edge of a cube is 8 cm. The volume of a cuboid, 32 cm long and 20 cm
wide, is 4 times that of the cube. Find the height of the cuboid.

15. Calculate the volume, in cm3, of a cuboid of length 0.9 m, width 0.4 m and height 0.3 m.

16. The volume of water in a swimming pool, 7.5 m long and 4.5 m wide, is 50.625 m3.
Calculate its depth.

17. Michelle finds two fish tanks in a pet shop. Tank A is 30 cm by 22 cm by 18 cm. Tank B
is 25 cm by 20 cm by 15 cm.
(i) If Michelle wants to buy the tank with the greater volume, which tank should she
buy?
(ii) Find the difference between the volumes of the two tanks.

18. The ratio of the width of a cuboid to its height is 5 : 4. Its height is 16 cm. The ratio of
the height to the length is 2 : 7. Find the volume of the cuboid.

19. A piece of wood is removed from the block of wood in the shape of a cuboid. What
volume of wood is left?

2.2 m

2m
0.8 m

4m
3m

126
 VOLUME

1-cm cube 2-cm cube 3-cm cube 4-cm cube

A cube of length 2 cm is called a 2-cm cube.

A cube of length 3 cm is called a 3-cm cube.

A cube of length 4 cm is called a 4-cm cube.

Fitting cubes in a box

Example 1: Cubes of edge 5 cm are placed in a box 25 cm by 20 cm by 15 cm (Fig. 9).

15 cm

5 cm

5 cm 5 cm 25 cm 20 cm

Fig. 9
How many 5-cm cubes fit exactly in the box?

25
Number of cubes along the length = =5
5
20
Number of cubes along the width = =4
5
15
Number of cubes along the height = =3
5

Total number of 5-cm cubes = 5 x 4 x 3 = 60

127
 VOLUME
Let's work out
20. How many 3-cm cubes are needed to make a cube of edge 12 cm?

21. How many cubes of edge 2 cm are needed to build a cuboid 10 cm by 8 cm by 6 cm?

22. How many cubes of edge 5 cm will fit exactly in a rectangular box 30 cm by 25 cm by 10 cm?

23. A rectangular block of metal, 24 cm by 15 cm by 9 cm, is melted to make cubes each of

edge 3 cm. How many such cubes are obtained?

24. Boxes, 25 cm by 15 cm by 12 cm, are placed in a container 4.5 m by 3 m by 2.4 m.

Calculate the largest number of boxes that can fit exactly in the container.

Example 2: Cubes of edge 3 cm are placed in a box 18 cm by 12 cm by 10 cm.

Fig. 10
Calculate
(a) the largest number of cubes that can be placed in the box,
(b) the volume of space left unoccupied.

Number of cubes along the length = 18 ÷ 3 = 6 (6 cubes fit exactly)

Number of cubes along the width = 12 ÷ 3 = 4 (4 cubes fit exactly)
1
No. of cubes along the height = 10 ÷ 3 = 3 (3 cubes fit along the height and there
3
is a remainder of 1 cm)

(a) Largest number of cubes that can be placed in the box = 6 x 4 x 3 = 72

(b) Volume of space unoccupied = 18 cm x 12 cm x 1 cm = 216 cm3

Fig. 11

128
 VOLUME
Let's work out
25. A cube of edge 5 cm is put inside a cubical box of edge 8 cm. Calculate the volume of
space left unoccupied.

26. (a) How many cubes of edge 0.3 m can be placed in a box 3.5 m long, 2.4 m wide and
1.5 m high?
(b) Find the volume of space left unoccupied.

Example 3: Cuboids, 5 cm by 4 cm by 3 cm are placed in a box of width 16 cm,

length 25 cm and height 14 cm.

Find (a) the largest number of cuboids that can be placed in the box,
(b) the volume left unoccupied.

(a) To find the largest number of cuboids that can fit in the box, we consider the
dimensions of the cuboid and the box that are exactly divisible:

Dimensions of box: 16 cm x 25 cm x 14 cm
Dimensions of cuboid: 5 cm x 4 cm x 3 cm

16 is exactly divisible by 4
25 is exactly divisible by 5
14 is not divisible by 3, 4 or 5.

No. of cuboids along the length = 25 ÷ 5 = 5

No. of cuboids along the width = 16 ÷ 4 = 4
2
No. of cuboids along the height = 14 ÷ 3 = 4 (4 cuboids fit along the height and
3
there is a remainder of 2 cm)

Largest number of cuboids that can be placed in box = 5 x 4 x 4 = 80

(b) Volume left unoccupied = 25 x 16 x 2 = 800 cm3

Let's work out

27. Boxes, 40 cm by 30 cm by 20 cm, are placed in a container 2.1 m long, 1.6 m wide and
1.3 m high.
(a) Calculate the largest number of boxes that can be placed in the container.
(b) Calculate the volume left unoccupied.

129
 VOLUME

Relationship between capacity and volume

A cylinder containing 1 mL of liquid can fill a 1-cm cube completely.

1 mL is equivalent to 1 cm3. x 1000

mL
1 mL = 1 cm3 L cm3
5
1
4
L= 1000 mL

3 Therefore, 1000 mL = 1000 cm3 ÷ 1000
1
2 L= 1000 cm3
1
1 cm
1 cm
1 cm

x 1000
1000 L = 1000 x 1000 cm3
= 100 cm x 100 cm x 100 cm m3 L
=1mx1mx1m
÷ 1000
1000 L = 1 m or 1 m = 1000 L
3 3

A container, 1 m by 1 m by 1 m, can hold 1000 L of water.

Let's work out

28. Complete the table.

3
Capacity (L) 7 2
4

Volume (cm3) 500 12

29. From a tank containing 25 L of water, 15 500 cm3 is pumped out. How many litres of water are left?

30. A pail contains 20 L of juice. How many 250 cm3 bottles can be filled from all the juice?

31. A rectangular tank, 50 cm by 40 cm by 30 cm, is half full with water. All the water is
poured into 6 pails of same capacity. Find the capacity of one pail in L.

32. Complete the table.

Volume (m3) 2 3.25 5.035

Capacity (L) 2500 3750

130
 VOLUME

33. A tank can hold 120 L of water when it is half full. Calculate the height of the tank.

60 cm
80 cm
3
34. A rectangular container, 60 cm long, 40 cm wide and 80 cm high, is full of juice. How
4
many 1.5 L bottles can be filled with the juice from the container?

35. 7 pails of water, each of capacity 5 L, is used to fill the tank completely. Find the length
of the tank.

25 cm
5L
20 cm

2
36. A fish tank, 80 cm by 60 cm by 50 cm, is 3 full of water. All the water is poured into
a second tank 1 m long and 50 cm wide. The second tank is completely full. Find the
height of the second tank.

37. A container, 1.4 m long, 0.8 m wide and 0.5 m deep, is full of water. The water leaks at
a rate of 40 cL per minute. After how long will the tank be empty? Give your answer in
hours.

38. Rita empties 15 L of water from a pail into a tank 50 cm long, 30 cm wide and 25 cm
high that was already filled to a depth of 5 cm.
(i) What is the new depth of water in the tank?
(ii) How much water is needed to fill the tank completely? Give your answer in L.

• Read the
problem carefully
before doing the
calculation.

131
 VOLUME

Continuous Assessment

1. Find the volume of a cube of edge 7 cm.

2. Find the volume of a cuboid 12 cm long, 10 cm wide and 8 cm high.

3. How many 7-cm cubes are needed to make a cube of edge 21 cm?

4. A box 15 cm long and 10 cm wide has a volume of 750 cm³. Calculate its height.

5. A water tank is 120 cm long, 100 cm wide and 60 cm high. Calculate the capacity of the
tank in litres.

6. The total surface area of a cube is 486 cm². Calculate the volume of the cube.

7. The cube and the cuboid have the same volume. The total surface area of the cube is 600 cm².
Calculate (a) the length of the cube,
(b) the volume of the cube, and
(c) the height of the cuboid.

10 cm
20 cm
8. A rectangular block of wood is 40 cm long, 28 cm wide and 20 cm high. Cubes of edge 4
cm are cut from it. Find the number of cubes obtained.

9. A tank is 50 cm long, 30 cm wide and 20 cm high. 24 litres of water are poured into the tank.
Calculate the level of water in the tank.

10. A container, 12 cm long, 10 cm wide and 45 cm high, was one quarter full. After pouring
juice from a bottle into the container, it got two-thirds full. Find the volume of juice
poured from the bottle into the container in centilitres.

11. A rectangular tank, 8 m long and 5 m wide, was 25% filled with water. When Ben
poured another 70 m3 of water into the tank, the tank became 60% filled with water.
Find the height of the tank in metres.

132
UNIT 29: SPEED SPEED

In this unit, you will learn about:

• speed (km/h, m/s).
• solving word problems involving speed.

Have you ever seen the sign shown in Fig. 1 while travelling? What does it mean?

Car A Car B Car A

Car B

Fig. 1
Note to Teacher
Two cars, A and B, are travelling along the
road (as shown in the picture above). Encourage children to
suggest what they think the
Which car is driving within the speed limit?
sign means and introduce
the term ‘speed’.

Stop and Think

If car C travels 38 km in 30 minutes and car D travels 25 km in 20 minutes, which car

travels faster? Why?

Speed in real life.

The speed of each The speed of the

of these sports cars plane is more
is more than 150 than 500 km/h.
km/h.

The speed of the Cyclone warning class IV

athlete is 10 m/s. Wind gust: 120 km/h

Note to Teacher
• Explain to pupils the meaning of 150 km/h, that
is, the car is covering a distance of 150 km in
1 hour. Similarly, comment on the other pictures.

133
 SPEED

Speed is the distance travelled per unit of time. It shows how fast something is moving.
We commonly use km/h (kilometre per hour) or m/s (metre per second) to measure speed.

Calculating speed when distance and time are given

Example 1: Michael can swim 50 metres in 25 seconds.
What is his speed in m/s?
Method 1: 25 s 50 m
1 s 50 m = 2 m
25
Michael covers 2 m in 1 s. His speed is 2 metres per second or 2 m/s.

Distance 50 m
Method 2: Speed = = = 2 m/s
Time 25 s

An easy way to remember the relation between speed (S), distance (D) and time (T) is
shown in the diagram below.
D

S T

Example 2: A van travels for 2 hours and covers a distance of 140 km. What is the
speed of the van in km/h?

2 hours 140 km Note to Teacher

1 hour 140 km = 70 km • Mention to pupils that it is

2 common practice to talk about
'average speed' as we do
The van travels 70 km in 1 hour. not travel at the same speed
throughout a journey.
Its speed is 70 km per hour or 70 km/h. • We refer to the speed over a
period of time as 'average speed'.
Distance
Or Speed = = 140 km = 70 km/h
Time 2h

Let's work out

1. Alan participates in a race. He runs a distance of 100 m in 10 s. Find his average speed in m/s.

2. A bus covers a distance of 150 km in 3 hours. Find its average speed.

3. Simran ran 500 metres in 100 seconds. Find her average speed in metre per second.

4. An aeoroplane flies a distance of 750 km in 1 1 hour. Find its average speed.

4
5. A truck travels a distance of 35 km from Port Louis to Flic en Flac in 50 minutes. Find
its average speed in km/h.

6. In the Maiden Cup race, a horse runs 2400 m in 3 minutes. Find its average speed in m/s.

134
 SPEED

Calculating time taken when distance and speed are given

Example: A bus travelled a distance of 120 km at an average speed of 60 km/h.

Calculate the time taken for the journey.

60 km 1h
1
1 km 60 h
120 km 1 x 120 h = 2h
60
Or
Distance
Time taken =
D Speed
120
S T = h=2h
60

Let's work out

7. Tina runs 400 m at an average speed of 8 m/s. How long will she take to cover the
distance?

8. Find the time taken by a train which travels 250 km at an average speed of 75 km/h.

9. Island A is 600 km from Island B. A ship travels at an average speed of 25 km/h from
Island A to Island B. How long does the ship take to reach Island B?

Calculating distance when speed and time are given

Example: The average speed of a cyclist is 20 km/h. Find the total distance he
covers in 3 hours.

Average speed = 20 km/h

1 h 20 km
3 h (20 x 3) km = 60 km
D
or Distance = Average speed x Time
= (20 x 3) km S T
= 60 km

Let's work out

1
10. Sonia cycles at an average speed of 8 km/h. How far does she travel if she cycles for 1 h?
4

11. A car travelled at an average speed of 75 km/h. What distance did it travel in
1
(a) 4h (b) 4 h ?
2

12. A cyclist travels at an average speed of 20 km/h. How far does he travel in 45 minutes?
135
 SPEED

13. Salim left Rose Belle at 09 30 and cycled to Bassin Blanc at an average speed 40 km/h.
He reached Bassin Blanc at 10 15. Calculate the distance he cycled.

14. Rahul travels the first 2 hours of his journey at an average speed of 60 km/h and the
remaining 3 hours at an average speed of 45 km/h.
(a) What is the total distance travelled by Rahul for his journey?
(b) Find Rahul’s average speed for the whole journey.

15. Complete the following table.

Average speed Distance travelled Time taken

90 km/h 360 km

1
50 km/h 3 h
4
1
120 km 1 h
2
9 m/s 270 m

100 m/s 15 s

450 m 45 s

16. In a competition, an athlete threw a flying disk 140 metres through the air.
While in flight, the disk travelled at an average speed of 15 m/s.
How long did the disk remain in the air?

17. At 05 30, a fisherman sets off on his journey in his boat from Cap Malheureux to Gabriel
Island. He travels a distance of 12 km at an average speed of 15 km/h. At what time
does he reach Gabriel Island?

18. A car travels a distance of 210 km. It travels the first 112 km at an average speed of
32 km/h. The rest of the distance is completed at an average speed of 42 km/h.
(a) Find the total time taken.
(b) Find the average speed for the whole journey.

19. Raj left home at 08 00 and walked to school at an average speed of 5 km/h. His sister,
Shalini, left home 10 minutes later and cycled to school. They both reached school at
08 30. Calculate Shalini’s average speed.

136
 SPEED
1
20. A car travelling at 80 km/h takes 1 2 h to travel a certain distance. The car returns by
the same way and decreases its speed by 20 km/h. How much more time will the car
take for the return journey?

1
21. A car covers a distance of 60 km in 1 h whereas a bus covers 24 000 m in 45
2
minutes. Find the ratio of their average speeds.

22. The ratio of the average speed of a lorry to that of a car is 2 : 3. The lorry takes 15
minutes to travel 14 km. Find the average speed of the car.

23. The distance from Cap Malheureux to Souillac is 72 km. Rachel drove from Cap
Malheureux to Souillac at an average speed of 80 km/h. A taxi also left Cap
Malheureux at the same time and travelled along the same route to Souillac at an
average speed of 65 km/h. When Rachel reaches Souillac, how far behind is the taxi?

Continuous Assessment

1. Circle the correct answer.

(i) Yashika jogs at an average speed of 12 m/s for a distance of 400 m. How long does she
take to cover this distance?

1
A 33 s B 4 800 s C 0.03 s D 1.8 s
3

(ii) A car travels a distance of 175 km at an average speed of 50 km/h. Find the time taken
by the car to travel this distance.

A 2 h B 3.5 h C 1.5 h D 3h

(iii) Emily roller skates at an average speed of 6 km/h.

How far can she travel in 2 hours?

A 3 km B 12 km C 10 km D 18 km

2. Find the distance covered by a plane which travelled at an average speed of 960 km/h
given that the duration of the flight was 1 hour 50 minutes.

3. The teacher asks Aurelie to go to the office which is 90 metres away from the classroom.
She reaches the office in 45 seconds. How fast did she run?

137
 SPEED

4. Yaseen runs twice around a 480 m track in 8 min. Calculate his average speed in m/s.

2
5. Ben drives from town A to town B. He drives of the journey at 40 km/h, and covers
5
the remaining 180 km in 3 hours.
(a) What is the distance between town A and town B?
(b) What is Ben’s average speed for the whole journey?

6. Dev and Brinda want to ride their bikes from their neighbourhood to school, which is
14.4 kilometres away. It takes Brinda 40 minutes to arrive at school. Dev arrives 20
minutes after Brinda. How much faster, in m/s, is Brinda’s average speed for the entire
trip?

7. Zayna’s father drove from City A to City B. A taxi also left City A at the same time
and travelled along the same route to City B. Zayna’s father travelled 30 km/h faster
than the taxi. After 4 hours, Rachel’s father still had 40 km to cover while the taxi had
3
covered only of the journey. What was the taxi’s speed?
5

138
 PROBLEM
UNIT 30: PROBLEM SOLVING 2 SOLVING
In this unit, you will learn about:
• problem solving strategies.
• different types of word problems.

In Part 1 (UNIT 15) of our book, we illustrated 5 problem solving strategies namely:
1. Use of thinking blocks 2. Draw a diagram 3. Guess and check
4. Work backwards 5. Make a table

Now, we will illustrate 3 more strategies:

6. Look for a pattern 7. Make a list 8. Take a simpler case

Strategy 6: Look for a pattern

Problem: The 3rd of August 2016 was a Wednesday. What day was it on the 18th of
September 2016?

There is a difference of 7 days between 2 consecutive Wednesdays. We can set a pattern

as follows:
3, 10, 17, 24, 31 7, 14, 21
August September

The 14th of September is a Wednesday. Therefore the 18th of September is a Sunday.

Strategy 7: Make a list

Problem: A rectangle has an area of 120 cm2. Its length and width are whole numbers.
(i) What are the possibilities for the length and the width?
(ii) Which possibility gives the smallest perimeter?

We know that: Area of rectangle = length x width

We need to find 2 numbers whose product is 120. That is, we need to find factors of 120.

(i) The different possibilities are:

Width (cm) Length (cm) Perimeter (cm)

1 120 242
2 60 124
3 40 86
4 30 68
5 24 58
6 20 52
8 15 46
10 12 44

(ii) Length 12 cm and width 10 cm give the smallest perimeter of 44 cm.

139
 PROBLEM SOLVING

Strategy 8: Take a simpler case

Problem: Josh has Rs 9 500 in his savings box. Each week, he removes Rs 450. After
how many weeks will there be Rs 4 100 left in his savings box?

We start by taking a simpler case:

Suppose Josh had Rs 100 in his savings box and he removes Rs 20 each week. After how
many weeks will there be Rs 40 left?

If he has Rs 40 left, he has removed (Rs 100 – Rs 40) = Rs 60 in all.

Therefore, number of weeks = Rs 60 ÷ Rs 20 = 3.

We now consider our initial problem and use the same reasoning:

Simpler case: 100 – 40 = 60 60 ÷ 20 = 3

Actual problem: 9 500 – 4 100 = 5 400 5 400 ÷ 450 = 12

Therefore, number of weeks = 12

If you wish to learn swimming, you have to go in the water and

if you wish to become a problem solver, you have to solve problems.
George Polya (Famous Hungarian mathematician and professor of mathematics)

140
 PROBLEM SOLVING

Let's work out

1. A rectangle has an area of 72 cm2. Its length and width are whole numbers. What are the
possibilities for the length and the width? Which possibility gives the smallest perimeter?

2. A rectangle has a perimeter of 28 cm. Its length and width are whole numbers. What are
the possibilities for the length and the width? Which possibility gives the smallest area?

3. The last Friday of February was the 26th. On which day of the week was February 1st?

4. If today is Thursday, which day of the week will it be 40 days from now?

5. The teacher draws a design on the board as shown below and asks Jean-Marc to continue
the design. How many squares will there be in the 7th design?

6. A 750 mL bottle of concentrated orange juice is mixed with water to make fifteen 250 mL
glasses of diluted orange drink. How much water is needed to make 10 L of diluted
orange drink?

1
7. There are 256 cookies on the table. The first person takes of the number of cookies.
1 2
The second person then takes of what is left. If this pattern continues, how many
2
persons will be able to take cookies until only one cookie is left?

8. 15 000 workers took 26 months to build the Titanic ship. How many workers would have
been needed if the ship was to be built in 1 year?

Just because something is difficult doesn’t mean you should not TRY.
It means you should try HARDER. Author unknown

141
 PROBLEM SOLVING

Practice Problems

1. - 247 = 153 2. How many sixths are there in 12 ?

3. A piece of ribbon is 8 m long. It is cut 4. Convert 250 mL into litres.

into 16 pieces of the same length. Find the
length of one piece.

5. 8 = 2 6. 2 x 0 x 152 =

7. Ajeev’s watch is 2 minutes fast. What is 8. Express 450 mL as a fraction of 1 L.

the exact time when his watch is showing
10.58 a.m.?

9. Write down three hundred thousand 10. At a clearance sale, a watch is

and seventy in figures. sold for Rs 3 500 after a discount of
Rs 450 on the original price. What was
the original price of the watch?

11. It is now 10.15 a.m. What time was it 12. How many days are there from
27 minutes earlier? 5th of October 2016 to 31st of October
2016?

13. Elodie was born in May 2013. Her 14. A school van can carry 15 pupils.
cousin Nicholas is 11 months older How many such vans are needed to
than her. In which month and year was carry 65 pupils?
Nicholas born?

15. Write down the missing number: 16. 2.5 x 7 = 17.5

89 x 28 = ____ x 28 + 28 Find the value of 250 x 70.

17. Write down seven tens and eight tenths 18. Write down the name of a shape
in figures. that has no line of symmetry.

19. How many days were there from 23rd 20. In a class, there are twice as many
February 2012 to 19th March 2012? boys as girls. If there are 24 pupils in
the class, how many boys and girls
are there in the class?

142
 PROBLEM SOLVING

21. Write down a square number between 22. Write down the prime numbers
500 and 600. between 80 to 90.

2
23. Write down a fraction between and 24. How many complete turns are
7
9 . there in 15 right angles?
14

25. The arrow shown in the diagram is 26. 7 714

1
turned through 2 right angles in an
2
anticlockwise direction. What is the new
position of the arrow? 27. 1 L 56 mL
North x3
North West North East

West East
28. 12 years 6 months
- 8 years 9 months
South West South East
South

29. A bus leaves bus stop A at 08 46 and 30. What is the total length in metres
arrives at bus stop B at 11 23. How long of 3 pieces of ribbon 5.3 m, 3 000 mm
was the journey? and 395 cm?

31. The height of Melina is 1 m 31 cm. 32. Arrange the following in order starting
Melina is 8 cm taller than Seema. Find with the smallest.
Seema’s height. 1 , 0.45, 4 , 0.15
4 5

33. In each case, write down the 34. Find the perimeter of the shape.
name of the shape:
6 cm
(a) I am a 2-D shape. I have 4 equal
sides, 2 pairs of parallel sides and 2
lines of symmetry. Who am I ? 12 cm
10 cm
(b) I am a 3-D shape. I have one
square face and 4 equal triangular
faces. What am I?

143
 PROBLEM SOLVING

35. A dog is 3 times as heavy as a cat. 36. A rectangular tank, 80 cm long, 60 cm

1
The dog weighs 12 kg. By how many wide and 40 cm high, is 4 filled with water.
kilograms is the dog heavier than the cat? (a) How many litres of water are there in
the tank?
(b) What will be the new height of the water
level if another 24 L of water is added to
the tank?

2 38. A stationery shop sells different

37. Catherine spent 5 of her money.
2 coloured pens. In January, the shop sells
Then she gave 5 of the money that was 1 282 blue pens, 3 450 black pens, 233
left to her brother. Rs 36 remained. How green pens and some red pens. 60 % of
much money did Catherine have at first? the total number of pens sold in January
were black. Find the number of red pens
sold in January.

39. After sharing 3 of his money with Ijaz, 40. A merchant bought 240 pineapples
4 3
Nawaz has Rs 60 left. How much money for Rs 1600. He sold of it at Rs 10
4
each and the rest at 3 for Rs 25. Find his
did Nawaz have at first?
percentage profit.

41. Ken is 12 years 4 months old. Ben is 42. A photocopying machine can print
7 months younger than Ken. Tom is 10 1 500 copies in 30 minutes.
months older than Ken. Find the sum of (a) How long will it take to print 18 000
the ages of the 3 children. copies?
(b) How many copies can it print in 1 h 45
minutes?

43. A pupil sits for 5 mathematics tests 44. A bus leaves Village X at 09 30 and
and needs to get an average mark of 90 to travels at an average speed of 48 km/h.
have a grade A. The pupil has an average It reaches Village Y at 11 00. After 15
mark of 92 in the first three tests. What minutes, it leaves village Y to go back to
is the average number of marks that he village X by the same route but increases
needs to get in the other 2 tests to have a its average speed by 6 km/h. At what time
grade A? does the bus reach village Y?

45. In a class of 45 pupils, the ratio of 46. Iron is 0.8 times as heavy as copper.
boys to girls was 5 : 4. On a certain day If a piece of iron weighs 12 g, how much
a few boys were absent and the ratio of will a corresponding piece of copper
boys to girls was 3 : 5. How many boys weigh?
were absent on that day?

144
 Appendix A1

Note: Each template given here is not the net of a cube but it is meant to form sturdy 3-D cubes.
Appendix A2

(i)

(ii)

Note: Cut only along the red lines to form the cube and the cuboid.