Mathematics: Sindh Textbook Board, Jamshoro

Mathematics 4
Sindh Textbook Board, Jamshoro

Published By
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The Sindh Textbook Board, Jamshoro
Prepared and produced by
The Sindh Textbook Board, Jamshoro, Sindh.
Approved by
The Bureau of Curriculum and Extension Wing Sindh, Jamshoro
Education and Literacy Department, Govt. of Sindh,
under Notification No.SO(G-I)E&L/Curriculum-2014 dated 27-03-2014
as a sole Textbook for English Medium Schools in the Province of Sindh
Reviewed by
The Provincial Committee for Review of Textbooks
Bureau of Curriculum and Extension Wing Sindh, Jamshoro
In charge in-chief
Syed Zakir Ali Shah
Chairman Sindh Textbook Board
Written by
Mr. Muhammad Sayem Hanif

Mrs. Sadia Sayem
Provincial Review Committee (PRC)

Mr. Muhammad Sagheer Shaikh Mr. Shafique Ahmed Memon
Mr. Aftab Ali Ms. Majida Soomro
Mr. Haroon Laghari Mr. Nazir Ahmed Memon
Mr. Syed Afaq Ahmed Ms. Attia Tabassum Bhutto
Mr. Muhammad Yousuf Jamali Mr. Nazir Ahmed Shaikh
Editors
Arjan Lal S. Sudhria
Ms. Attia Tabassum Bhutto
Co-ordinator
Nazir Ahmed Shaikh
Composing & Layout Designing

Design Studio, Hyderabad
Printed at
CONTENTS
Units Description Page No.
1 NUMBERS and arithmetic

operations 1
2 factors and multiples 25
3 Fractions 45
4 decimal and fractions 69
5 measurement 88
6 Geometry 113
7 information handling 144
8 Glossary 155
9 Answers 159
PREFACE
The Sindh Textbook Board is an organization charged with
the preparation and publication of textbooks in the province of
Sindh. Its prime objective is to develop and produce textbooks
which are conductive to equip the new generation with the
knowledge and acumen to prepare them to face the challenges of
the rapidly changing environment. In this age of knowledge
explosion and development of technology not witnessed in the
human history, efforts have to be made to ensure that our children
do not lag behind. The Board also strives to ensure that Universal
Islamic Ideology, culture and traditions are not compromised in
developing the textbooks.
To accomplish this noble task, a team of educationists,
experts, working teachers and friends endeavor tirelessly to
develop, text and improve contents, layout and design of the
textbooks.
An attempt has made in this textbook to provide horizontal and
vertical integration. The efforts of our experts and production
personnel can bring about the desired results only if these
textbooks are used effectively by teachers and students. Their
suggestions will help us in further improving the qualitative
contents of textbooks.
Chairman
Sindh Textbook Board
Unit
1 NUMBERS AND ARITHMETIC OPERATIONS

1.1 Numbers
1.1 NUMBERS
In class III, we have learnt counting objects and writing of
numbers up to hundred thousand on the basis of place value
of numbers.
Let us revise
Example 1: Number “Five hundred thirty two thousand and
two hundred fifty one” is written in figures as:
H-Th T-Th Th H T O
5 3 2 2 5 1
In ball frame, it is represented.
H-Th T-Th Th H T O
5 3 2 2 5 1
500000 + 30000 + 2000 + 200 + 50 + 1 = 532251
EXERCISE 1.1
1 Write the following numbers in figures.
(i) Four thousand six hundred and ninety two.
(ii) Sixty nine thousand and four hundred seven.
(iii) Four hundred fifty six thousand and nine hundred twenty six.
(iv) Seventy hundred thousand.
(v) Ninety hundred two thousand and forty two.
(vi) Seventy hundred twenty nine thousand and six.
2 Write the following numbers in words.
(i) 2561 (ii) 34561 (iii) 56081
(iv) 92000 (v) 245612 (vi) 349650
1
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Numbers)
Identify place values of digits up to one hundred million

Place value chart for one million
That the smallest seven digit number is called one million,
i.e 1,000,000
Place value chart for 1,000,000
Hundred Ten
Millions Thousands Thousands Thousands Hundreds Tens Ones
M H-Th T-Th Th H T O
1 0 0 0 0 0 0
Place value chart for ten million
Greatest seven digit number is 9,999,999
“Nine million, nine hundred ninety nine thousand and nine
hundred ninety nine”
When we add 1 to 9,999,999, we get 10,000,000. Thus the
number after 9,999,999 is 10,000,000 Read as “Ten Million”
i.e 9,999,999 + 1 = 10,000,000
Place Value Chart for 10,000,000
Ten Hundred Ten
Millions Thousands Thousands Thousands Hundreds Tens Ones
Millions
1 0 0 0 0 0 0 0
Place value chart for one hundred million
Greatest eight digit number is 99,999,999 , we read it as
“Ninety nine million, nine hundred ninety nine thousand and
nine hundred ninety nine”.
When we add 1 to 99,999,999, we get 100,000,000
Read as “One Hundred Million”
i.e 99,999,999 + 1 = 100,000,000
2
The place value chart for 100,000,000

Hundred Ten Hundred Ten
Millions Thousands Hundreds Tens Ones
Millions Millions Thousands Thousands
1 0 0 0 0 0 0 0 0
Representation on the ball frame will be
H-M T-M M H-Th T-Th Th H T O
1 0 0 0 0 0 0 0 0
Example 1:
Identify the place value of coloured digit in 2, 5 46,789
M H-Th T-Th Th H T O
2 5 4 6 7 8 9
The place value of 5 is 5 hundred thousand = 500,000
Example 2:
Write place value of each digit in 37,209,854
T-M M H-Th T-Th Th H T O
3 7 2 0 9 8 5 4
The place value of 3 is 3 ten million = 30,000,000

The place value of 7 is 7 million = 7,000,000
The place value of 2 is 2 hundred thousand = 200,000
The place value of 0 is 0 ten thousands = 00,000
The place value of 9 is 9 thousand = 9,000
The place value of 8 is 8 hundred = 800
The place value of 5 is 5 ten = 50
The place value of 4 is 4 one = 4
Teacher should teach the concept of place value by using ball frame
Teacher’s Note on the blackboard.
3
EXERCISE 1.2
1 Identify the place value of the coloured digit.
(i) 1 2 ,345,678 (ii) 5 8 ,923,107
(iii) 1 00,000,000 (iv) 23, 9 64,579
(v) 2 5 ,960, 2 38 (vi) 9 ,62 1 ,382
(vii) 8, 9 9 8 ,776 (viii) 7 6 ,905,851
2 Write down the place value of every digit in the
following numbers.
(i) 9,234,513 (ii) 50,120,306
(iii) 3,567,899 (iv) 36,564, 396
Read and write numbers up to one hundred million
In international system of units a number is split up into groups
or periods. Each period consists of three digits.
The chart of periods and place values.
Millions Thousands Ones
Hundred Ten Hundred Ten
Millions Thousands Hundreds Tens Ones
Millions Millions Thousands Thousands
Note: In reading a number, all the digits in the same period are
read together along with its period (except the ones).
Commas are placed to separate the periods.
Reading and writing of a number “24,567,189”
Millions Thousands Ones
24 567 189
24 567 189
In words:
ur Million , Five
Twenty fo Hundre
Sixty Seve d
n Thousand and
one hundred eighty nine
4
Example 1: Read and then write the given numbers in words.

(i) 3,671,289 (ii) 45,612,378 (iii) 10,202,000
Solution:
(i) 3,671,289 Three million six hundred seventy one
thousand and two hundred eighty nine.
(ii) 45,612,378 Forty five million six hundred twelve
thousands and three hundred seventy eight.
(iii) 102,002,000 One hundred two million and two thousand
Example 2: Write numbers from one million one to one million

fifteen in figures.
Solution:
1,000,001, 1,000,002, 1,000,003, 1,000,004, 1,000,005,
1,000,006, 1,000,007, 1,000,008, 1,000,009, 1,000,010,
1,000,011, 1000,012, 1,000,013, 1,000,014, 1,000,015.
Recognize numbers in words up to one hundred million
Nine digit numbers represent hundred millions such as
700,000,000, 850,000,000 and 710,999,999 read as “seven
hundred million”, “eight hundred fifty million” and “seven
hundred ten million, nine hundred ninety nine thousand and
nine hundred ninety nine” respectively.
100,000,000 is read as (One Hundred Million),

it is the smallest 9-digit number.
Example 1: Write 53816432 in expanded form.
50,000,000 + 3,000,000 + 800,000 + 10,000 + 6000 + 400 + 30 + 2
Or 5 ten millions + 3 millions + 8 hundred thousands +1 ten
thousands + 6 thousands + 4 hundreds + 3 tens + 2 ones
We read it as fifty three million eight hundred sixteen thousand
and four hundred thirty two.
5
Example 2: Separate numbers in millions, ten millions,

and hundred millions from the following.
21,045,678, 100,000,000, 4,234,566, 2,005,127 and
55,566,677
Solution: Millions Ten Millions Hundred Millions
4,234,566 21,045,678 100,000,000
2,005,127 55,566,677 —
EXERCISE 1.3
1 Read and then write the following numbers in words.
(i) 241,935 (ii) 4,312,687 (iii) 5,000,000
(iv) 25,134,564 (v)
100,000,000 (vi) 9,264,387
(vii) 50,001,000 (viii) 4,109,200 (ix) 99,990,090
2 Write the following numbers in figures.
(i) Two million ninety thousand and sixty eight.
(ii) Thirty million six hundred thousand and forty five.
(iii) One hundred million.
(iv) Twenty million and twenty.
(v) Ninety million and sixty seven thousand.
3 Write numbers from two million to two million

twenty in figures.
4 Write the missing numbers.
(i) 2,450,761, 2,451,761, 2,452,761, ____, ____, ____,
(ii) 7,000,300, 7,000,400, 7,000,500, ____, ____, ____,
(iii) 67,213,415, 67,223,415, 67,233,415, ____, ____, ____,
5 Separate numbers in millions, ten millions and
hundred millions from the following.
2,456,178, 22,233,341, 1,000,000, 10,000,000,
100,000,000, 2,561,000 and 20,001,010
6
Compare and order numbers up to 8-digits.

We already know the rules of comparing numbers.
Let us recall them
Rule 1: When we compare two numbers, the number with
less number of digits is always less and a number
with more digits is always greater.
Example: Compare the following numbers.

(i) 3,456,712 and 92,315,612
(ii) 60,123,000 and 9,999,999
Solution:
(i) 3,456,712 < 92,315,612 because 3,456,712 has less digits.
(ii) 60,123,000 > 9,999,999 because 60,123,000 has more digits.
Rule 2: Two numbers having same number of digits are
equal if digits at corresponding positions are same.
Example: Compare 2,456,127 and 2,456,127
Solution: 2,456,127 = 2,456,127
Both numbers have same number of digits.
Write each number as the corresponding place value.
We find digits at each position are same.
So, 2,456,127 = 2,456,127
Rule 3: If two numbers have same number of digits then we

compare the different digits of the higher place
values.
Example: Compare 24,513,105 and 24,367,999
Solution: Both are 8-digits numbers.
Process as given in the above example:
First we compare digits of higher place value.
Teacher should ensure enough practice by using the rules of

Teacher’s Note comparison of numbers.
7
Here the number have same digit 24 at million place.

So, we compare next digit at hundred thousand place.
Here 5 > 3 (Hundred thousands)
So, 24,513,105 > 24,367,999
Arranging numbers in orders:
Example: Arrange 5,671,231 , 341,267, 90,000,000 , 5,767,237.
in ascending and descending orders.
Solution: Using the rules of comparison of numbers.
Ascending Order
341,267 , 5,671,231 , 5,767,237 , 90,000,000
Descending Order
90,000,000 , 5,767,237 , 5,671,231 , 341,267
EXERCISE 1.4
1 Compare the following numbers using

symbols < , > and = respectively.
(i) 52,001,000 and 345,912
(ii) 2,456,123 and 24,345,611
(iii) 7,123,400 and 8,567,001
(iv) 92,333,444 and 92,315,617
(v) 24,000,008 and 24,000,005
2 Write the following numbers in ascending and
descending orders.
(i) 3,174,215, 3,741,512, 3,076,005
(ii) 95,123,415, 95,312,415, 95,113,417
(iii) 59,178,215, 59,296,712, 52,111,222, 58,110,176
(iv) 14,111,920, 14,160,000, 13,200,415, 13,100,219
8
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS
1.2 ADDITION
Add numbers up to 6-digits
We have learnt in class III to add numbers up to 4 digits.
Example: Add 8420 and 3910. Example: Add 45093 and 3421.
1 1
Solution: 8420 Solution: 45093
+3910 +3421
Sum 12330 Sum 48514
So, 8420 + 3910 = 12330 So, 45093 + 3421 = 48514
Let us apply the addition rules to add numbers up to 6 digits.
Example 1: Add 85765 and 37071
Solution: T-Th Th H T O
1 1
8 5 7 6 5
+ 3 7 0 7 1
12 2 8 3 6 Step1: Add ones
5 + 1 = 6 ones
Step2: Add tens
6 + 7 = 13 tens
write 3 below tens and
carry 1 to hundred column
Step3: Add hundreds
1 + 7 + 0 = 8 hundreds
Step4: Add thousands
5 + 7 = 12 thousand,
write 2 below thousand and carry
1 to ten thousand column.
Step5: Add ten thousands
1 + 8 + 3 = 12T-Th
write 12 below T-Th
Hence 85765 + 37071 = 122836
Teacher should give some more examples to the students for

Teacher’s Note practice by changing digits at place values.
9
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Addition)
Example 2: Add 348754 and 343445

1 1
Solution: 348754
+ 343445
692199
So, 348754 + 343445 = 692199
EXERCISE 1.5
1. Solve the following.

(i) 25431 (ii) 92345
+41245 +50178
(iii) 107236 (iv) 349629

+298017 +201548
(v) 964328 (vi) 999555

+428961 +312016
2. Add the following.
(i) 24317 and 90235 (ii) 67999 and 249982

(iii) 392612 and 722334 (iv) 591023 and 942589
(v) 217640 and 921079 (vi) 555566 and 778896
(vii) 500983 and 645008 (viii) 910052 and 881223
10
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Addition)
Solve real life problems involving addition of numbers

up to 6-digits
We do the addition of numbers up to 6-digits in our daily life in
routine.
Example: There are 321876 female and 313589 male in a town.
What is the total number of persons in the town.
Solution: Number of female = 321876 321876
Number of male = 313589 + 313589
Total number of male and female in the Sum 635465
town = 635465
EXERCISE 1.6
1. Government of Sindh spent Rs 581,034 on construction of

one road and Rs 347,083 on another. Find the total
amount spent in construction of both roads?
2. In an examination, 27,514 girls students were appeared
and 20,328 boys students were appeared. What is the
total number of students appeared in the examination?
3. Bismah purchased computers for Rs 857,600 and Aleesha
purchased for Rs 641,200. What is the total amount they
spent for purchasing computers?
4. In a two cricket match series Pakistan vs India, 55,384
people came to watch the first match at National Stadium
Karachi and 43,298 people came for the second match in
the Qaddafi Stadium Lahore. How many people came to
watch the series in total?
5. A company manufactures 865271 bicycles and another
company manufactures 725059 bicycles in a year. What
is the total production of both companies in a year?
6. Pakistan Railways carried 347180 kg of mangoes in first
week and 449130 kg mangoes in next week. How many
kilograms of mangoes were carried altogether?
11
1.3 SUBTRACTION
Subtract numbers up to 6-digits
We have learnt in class III to subtract numbers up to 4 digits.
Example 1:Subtract 1374 from 2481 Example 2: Solve 51432 – 40028
2 12
Solution: 2481 Solution: 51432
– 1374 – 40028
Difference 1107 Difference 11404
Hence, Hence,
2481 – 1374 = 1107 51432 – 40028 = 11404
Example 3: Subtract 45912 from 85145

Solution: T-Th Th H T O
7 14 11
8 5 1 4 5
– 4 5 9 1 2
3 9 2 3 3 Step 1: Subtract ones
5 – 2 = 3 ones
Step 2: Subtract tens
4 – 1 = 3 tens
Step 3: Subtract Hundreds
1 - 9 H is not possible
make 1 H to 11 H by borrowing 1
from thousands. Now 11 – 9 = 2 H.
Step 4: Subtract Thousands.
After giving 1Th, 5Th becomes 4Th
So, 4Th - 5Th is not possible. Make
4Th to 14Th by borrowing 1 from Ten
Thousands. Now 14Th - 5Th = 9Th.
Step 5: Subtract Ten Thousands
After giving 1 T-Th, to-Th
Now we have 7 T-Th
So, 7 – 4 = 3 T-Th
Hence 85145 – 45912 = 39233
Teacher should solve some more examples by using the above

Teacher’s Note mentioned rules in order to clear the concept of subtraction.
12
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Subtraction)
Example 4: Subtract 438905 from 557942

4 17 3 12
Solution: 557942
– 438905
119037
557942 – 438905 = 119037
EXERCISE 1.7
1 Solve the following.
(i) 32164 (ii) 583729 (iii) 627948

– 20053 – 21678 – 16328
(iv) 793854 (v) 790000 (vi) 894093

– 185035 – 628453 – 847141
2 Subtract the following:
(i) 43210 from 98765 (ii) 39072 from 273194
(iii) 99999 from 100000 (iv) 537864 from 700000
(v) 685439 from 874189 (vi) 721059 from 751342

(vii) 781500 from 871600 (viii) 894354 from 994354
(ix) 990001 from 991000 (x) 184019 from 765129
(xi) 853492 from 891400 (xii) 493994 from 943002
13
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Subtraction)
Solve real life problems involving subtraction of numbers

up to 6-digits
We use subtraction of numbers in our daily life in routine.
Let us understand the process by following example.
Example: There are 847385 chicken in a farm. From them
312793 were sold. Find the number of chicken remain in the
farm.
Difference
Solution: Number of chicken = 847385 847385
Number of chicken sold = 312793 – 312793
So, there are 534592 chicken in the farm. 534592
EXERCISE 1.8
1 Government spent Rs 985,000 on renovation of two

schools. If Rs 539,450 spent on one school, find the
amount spent on the other school.
2 In an annual examination of grade IV 57,986 students
appeared, from which 43,985 students passed. How many
students failed in the examination?
3 Aslam and Atif invested Rs 658,700 in establishing cattle
farm. Share of Aslam is Rs 385,780. What is the share
of Atif?
4 Profit of a trading of cotton company in two months is
Rs 320,000. If Rs 139,998 is profit in one month, find the
profit in the other month?
5 On the first day of eid 3,955 people visited the zoo and on
the second day 3,843 people visited. How many more
people visited the zoo on first day of eid?
6 A poultry farm had 89,534 hens from which 43,294 hens
died due to bird flu. Find the number of hens left in the
poultry farm.
14
1.4 MULTIPLICATION
Multiply numbers up to 5-digits by numbers up to 3-digits
We have learnt in class III to multiply 2-digit numbers by 1-digit
number. As we know that the process of multiplication is
repeated addition.
Example : Multiply 24 by 3.
Solution: 2 4
x 3
Product = 7 2 Hence 24 x 3 = 72
Let us learn the process by following examples.
Example 1: Multiply 34251 by 32.
1 1
1 Step 1:
Solution: 3 4 2 5 1 Multiply by 2 and write the numbers
x 3 2 as their place value.
1 1
Step 2:
6 8 5 0 2
Put a cross on the ones place which
+ 1 0 2 7 5 3 x
indicate that we multiply the number
1 0 9 6 0 3 2 with 3-tens.
Step 3:
(by Adding)
So, 34251 x 32 = 1096032
Example 2: Example 3:
Multiply 40329 by 123 Multiply 23415 by 382
1
1 1 1 4
2 2 3 1 1
Solution: 4 0 3 2 9 2 3 4 1 5
x 1 2 3 x 3 8 2
1 2 1 1 1 1
1 2 0 9 8 7 4 6 8 3 0
8 0 6 5 8 x 1 8 7 3 2 0 x
+ 4 0 3 2 9 x x + 7 0 2 4 5 x x
4 9 6 0 4 6 7 8 9 4 4 5 3 0
So, 40329 x 123 = 4960467 So, 23415 x 382 = 8944530
15
EXERCISE 1.9
1 Solve the following:

(i) 1632 x 23 (ii) 2341 x 70
(iii) 6314 x 52 (iv) 2109 x 84
(v) 51389 x 562 (vi) 43851 x 725
(vii) 65123 x 316 (viii) 74156 x 163
2 Multiply:
(i) 11689 by 100 (ii) 21499 by 120
(iii) 25701 by 553 (iv) 32145 by 152
(v) 41078 by 203 (vi) 12345 by 123
(vii) 54321 by 321 (viii) 89713 by 401
Solve real life problems involving multiplication

We do the multiplication of numbers in our daily life in routine.
Let us understand the process by following example.
Example: A factory produce 28543 toffees in one shift. Find the
number of toffees in 132 such shifts.
2 1
1 1 1
Solution: 2 8 5 4 3 Toffees produced in one shift

x 1 3 2 Number of shifts
1 1
1 5 7 0 8 6
1 8 5 6 2 9 x
+ 2 8 5 4 3 x x So,
3 7 6 7 6 7 6 Total number of toffees are 3767676
16
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Multiplication)
EXERCISE 1.10
1 There were 5324 bottles of cold drinks loaded in a truck.
How many bottles will be loaded in 132 trucks.
2 There are 630 students in a school. Each student pays
Rs 1200 as monthly fees. How much fee is collected by
the school in a month.
3 Price of a motorcycle is Rs 35800. Find the price of such
325 motorcycles.
4 A poultry farm produced 43290 eggs in a day. How many
eggs will be produced in 400 days.
5 A town uses 45038 litres of water in a week. How much

water will be used in 890 weeks.
6 A family spent Rs 15,980 to purchase food items for a
month. What amount will be spent by 580 such families.
1.5 DIVISION
Divide numbers up to 4-digits by numbers up to 2-digits
We have learnt in class III to divide 2-digit numbers by 1-digit
numbers. We use division in daily life. It is repeated subtraction.
Divide 56 by 8 Divide 561 by 11
7 Quotient 51
Divisor 8 56 Dividend 11 561
56 55
Remainder 0 11
11
Hence, 56 ¸ 8 = 7 0
Hence, 561 ¸ 11 = 51
Teacher should teach the division of numbers by the concept of

Teacher’s Note repeated subtraction.
17
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Multiplication)
Example 3: Divide 975 by 15

Solution: Explanations
We start division from the highest value digit.
If it is less than the divisior, we join the next digit.
65 So we get 97.
15 975 We have to divide by 15, so we count maximum
90 of multiples of 15 which can be subtracted from
97 which is 6 because 15 x 6 = 90.
75 If we take 7 multiples then it will be 15 x 7 = 105.
75 which is greater than 97. Write 90 below 97.
Subtract 90 from 97 as shown.
00
We write 6 as quotient.
Hence,
Take down the next digit which is 5 and we get 75.
975 15 = 65 Now again repeat the process.
EXERCISE 1.11
1 Solve the following:
(i) 6744 12 (ii) 3795 15
(iii) 7293 13 (iv) 9384 12
(v) 2214 18 (vi) 9944 22
2 Divide the following numbers and find quotient.
(i) 4368 by 28 (ii) 8890 by 35
(iii) 5056 by 32 (iv) 6300 by 25
(v) 3920 by 16 (vi) 6642 by 18
3 Find the quotient and remainder when divisor is 35 and
dividend is 5075.
4 What will be the quotient and remainder for 5696 as
dividend and 16 as divisor.
5 If the divisor is 12 and dividend is 31035. Find the quotient
and remainder.
6 Find the quotient and remainder if 9267 is divided by 15.
18
Unit 1 NUMBERS AND ARITHMETIC OPERATIONS (Division)
Solve real life problems involving division

We use the division of numbers in our daily life. Let us
understand the process by the following example.
Example: 12 boxes of equal size contain 6816 toffees.
How many toffees are there in each box.
Solution: Division:
Number of toffees = 6816 568
Number of boxes = 12 12 6 8 1 6
60
Hence there are 568 toffees in each box.
81
72
96
96
00
EXERCISE 1.12
1 A cloth is 6272 metres long. If one suit takes 7 metres of

cloth. How many suits can be made?
2 Monthly salary of 12 workers is Rs 7032. What will be the
salary of one worker if they are taking same salary.
3 Asif spent Rs 2925 to buy 13 shirts of same price. What

is the price of each shirt?
4 The weight of 16 sacks of flour is 4496 kg. What is the
weight of each sack?
5 Price of 25 cricket bats is Rs 3075. What is the price of
one bat?
6 One crate of bottles have capacity to put 36 bottles.
How many crates required for 5616 bottles?
19
1.6 ADDITION, SUBTRACTION, MULTIPLICATION

AND DIVISION
Use mixed operations of addition and subtraction and
multiplication and division
Example 1: Solve: 86 – 34 + 62
Solution: As both addition and subtraction operations are
involved in the question, we have to perform both
operations one by one as:
or we can also solve as:
Solution 1: Solution 2:
86 – 34 + 62 86 – 34 + 62
= 86 + 62 – 34 (Changing the order) = 86 – 34 + 62
= 148 – 34 86 + 62 = 148 86 – 34 = 52
= 114 = 52 + 62 = 114
Example 2: Solve: 4 + 6 2x3
Solution: Correct way Wrong way
= 4+ 6 2 x 3 (Perform division first) = 4 + 6 2 x 3

= 4+ 3x3 (Perform multiplication) = 10 2 x3
= 4 + 9 = 13 = 5 x 3 = 15
Example 3: Solve: 3 x 4 + 2
Solution: As multiplication and addition both are involved in
question, we have to perform multiplication then
addition.
3x4+2= 3 x 4 + 2
= 12 + 2
= 14
20
NUMBERS AND ARITHMETIC OPERATIONS
Unit 1 (Addition, Subtraction, Multiplication and Division)
Example 4: Solve: 81 9 + 34
Solution: As division and addition both are involved in
question, we have to solve the division then add.
81 9 + 34 = 81 9 + 34
= 9 + 34 = 43
EXERCISE 1.13
Solve the following:
(1) 46 – 23 + 17 (2) 99 – 77 + 33
(3) 98 – 46 + 24 (4) 48 – 21 + 31
(5) 324 – 152 + 182 (6) 582 – 325 + 154
(7) 682 + 329 – 159 (8) 489 5 + 393
(9) 253 11 x 5 (10) 540 15 x 8
(11) 992 16 x 4 (12) 7 x 375 15
(13) 12 x 114 19 + 10 (14) 23 + 800 20 x 2
(15) 32 x 400 16 + 23 (16) 451 x 690 30 – 15
Solve real life problems (using Pakistani currency as well)

involving addition, subtraction, multiplication and division.
Addition, Subtraction, Multiplication and Division:

Example 1: Sara spent Rs 486935 to buy a car and Rs 439870
to buy Jewellery. How much money she spent altogether?
1 1 1 1
Solution: To buy a car = Rs 4 8 6 9 3 5

To buy Jewellery = Rs + 4 3 9 8 7 0
Total amount spent by Sara. = Rs 9 2 6 8 0 5
21
Example 2: There were 767513 people in a stadium to watch a

football match. After break only 468302 people remained in the
stadium. How many people left the stadium?
10 10
6 5
Solution: Number of people came 7 6 7 5 1 3

remaining people – 4 6 8 3 0 2
Number of people left the stadium 2 9 9 2 1 1
Example 3: A company sold 856,940 fans in summer season
and earned Rs 341 profit on each fan. Find the total profit.
Solution: 1
2
2
2
2
3
1
1
Number of fans 8 5 6 9 4 0
Profit on each fan x 3 4 1
2 1 1
1 1 8 5 6 9 4 0
3 4 2 7 7 6 0 x
2 5 7 0 8 2 0 x x
2 9 2 2 1 6 5 4 0
Hence the company had profit of Rs 292,216,540.
Example 4: A shopkeeper sold 3,104 note books in 16 weeks.

He sold exact number of note books in each week. How many
note books sold in a week?
Solution:
194
Number of note books = 3104 16 3104
Number of weeks = 16 16
150
144
64
64
00
Hence, 194 note books were sold in a week.
22
EXERCISE 1.14
1 Cost of a car is Rs 748630 and the cost of another car is

Rs 630010. What is the total cost of both cars?
2 Shagufta had Rs 389000 in her bank account. She spent

Rs 183499 for repair of her house. How much amount
is left with her?
3 A poultry farm sold 143860 chicken in a month and

354180 in next month. Find the difference in its sale.
4 The cost of a TV is Rs 95400. Find the cost of such 150

Tvs.
5 A farm contains 56321 trees of dates. How many date

trees will be in 835 farms?
6 A school spent Rs 4375 on a picnic party. Only 35

students went to a picnic. What is the amount to be
paid by each student?
7 Najeeb is distributing 3290 food packs among 235 families.

How many food packs will each family get?
23
REVIEW EXERCISE
1. Tick the correct options.
(i) The place value of 8 in 2,485,612 is ____________
(a) 800 (b) 8000 (c) 80000 (d) 800000
(ii) Seven digit numbers represent ______________
(a) thousand (b) millions (c) ten millions
(d) hundred millions
(iii) 20 + 8 ¸ 4 = ___________
(a) 4 (b) 7 (c) 8 (d) 22
2. Write the following numbers in words.
(i) 2,412,316 (ii) 36,123,101 (iii) 600,216
3. Write the following numbers in figures.
(i) Twenty million (ii) One hundred million
4. Add.
(i) 416,712 and 712,145 (ii) 900,102 and 812,156
5. Subtract.
(i) 218,822 from 967,829 (ii) 100,512 from 200,603
(iii) 555,666 from 723,444
6. Perform the following.

(i) 61243 x 261 (ii) 21588 x 120
(iii) 3810 ¸ 15 (iv) 5088 ¸ 32
(v) 565 ¸ 15 x 2
7. The annual saving of Raheel is Rs 89,560. Out of

which he purchases a T.V of Rs 35,000. How much
amount is left with him?
24
Unit
2 FACTORS AND MULTIPLES
2.1 DIVISIBILITY TESTS

Identify divisibility rules for 2 , 3 , 5 and 10
A divisibility test is a quick way of testing if a given number is
divisible by another number without doing the division.
Number Divisors or Factors
Activity 2 1, 2
4 1, 2, 4
Find the divisors or factors 7
of the numbers 12
2, 4, 5, 7, 9, 12, 18, 18
24, 32 and 48. 32
Every number is divisible by 1 48
Let us examine the numbers.
Example 1: Which of the following numbers is divisible by 2.
(i) 1456 (ii) 92357
Digit at units place is 6, Digit at units place is 7,
which is even. which is odd.
So, 1456 is divisible by 2 So, 92357 is not divisible by 2
Verification: Verification:
46268
728
2 92537
2 1456 –8
–1 4 12
5 –1 2
– 4 5
– 4
16 13
– 1 6 – 12
00 17
– 16
1
Note: Remainder is not 0
So, 92537 is not exactly divisible by 2.
A number is divisible by 2 , if ones digit is 0 , 2 , 4 , 6 or 8
25
Unit 2 FACTORS AND MULTIPLES

(i) 1452 (ii) 62345
Solution: Verification:
3 1 4 5 2 484
(i) 1452 –1 2
25
Sum of digit is 1 + 4 + 5 + 2 = 12 –24
and 12 is divisible by 3 12
–12
So, 1452 is also divisible by 3 00
Verification:
(ii) 62345
3 6 2 3 4 5 20748
Sum of digits 6 + 2 + 3 + 4 + 5 = 20 –6
23
and 20 is not divisible by 3 –2 1
So, 62345 is not divisible by 3 14
–1 2
Note: Remainder is not 0 25
–2 4
So, 62345 is not divisible by 3. 1
Add the digits. If the result is divisible by 3 , then the
original number is also divisible by 3 .

(i) 14673 (ii) 31360
14673 is not divisible by 5 because 31360 is divisible by 5 because
digit at unit place is not 0 or 5 digit at ones place is 0
Verification:
2934 Verification:
5 14673 5 3 1 3 6 0 6272
–1 0 –3 0
46 13
–4 5 –1 0
17 36
– 15
23 – 5
3
– 20 10
3 – 0
1
So,14673 is not divisible by 5.
A number divisible by 5 , if the last digit is 0 or 5 .
26
Example 4: Which of the following number is divisible by 10.

(i) 24563 (ii) 16230
Solution:
(i) 24563 (ii) 16230
24563 is not divisible by 10 16230 is divisible by 10
because digit at ones place because digit at ones
is not zero place is zero.
Verification: Verification:
10 2 4 5 6 3 2456 10 1 6 2 3 0 1623
– 20
45
–10
– 40 62
56 –60
–50 23
63 –20
–60 30
3 –30
So, 24563 is not divisible by 10.
A number is divisible by 10 , if last digit is 0 .
Use divisibility tests for 2, 3, 5 and 10 on numbers up to 5-digits
Activity Check the divisibility of 15381 by 2, 3, 5

and 10.
Solution:
(1) In 15381, the digit at ones place are not among 0, 2, 4, 6
and 8; therefore, 15381 is not divisible by 2.
(2) Now the sum of the digit in 15381 is: 1 + 5 + 3 + 8 + 1 = 18
as 18 is divisible by 3; therefore 15381 is divisible by 3.
(3) In 15381, the digit at ones place are not 0 and 5; therefore,
15381 is not divisible by 5.
(4) Also the digit at ones place is not ‘0’; therefore, 15381 is
not divisible by 10.
Teacher should do enough practice of divisibility rules with the help

Teacher’s Note of examples.
27
Unit 2 FACTORS AND MULTIPLES (Divisibility Tests)
EXERCISE 2.1
1. Which of the following numbers are divisible by 2?

(i) 120 (ii) 1001 (iii) 1434 (iv) 2221 (v) 13574
2. Test the following numbers for divisibility by 3.

(i) 135 (ii) 1471 (iii) 2100 (iv) 3331 (v) 31242
3. Which of the following numbers are divisible by 5?

(i) 1235 (ii) 5552 (iii) 6035 (iv) 10001 (v) 53550
4. Test the following numbers for divisibility by 10?

(i) 1350 (ii) 2225 (iii) 30500 (iv) 13575 (v) 20050
5. Identify the numbers which are divisible by 5 and 10 both.

(i) 12000 (ii) 2145 (iii) 4040 (iv) 12345 (v) 7270
6. Check the divisibility of following numbers

by 2, 3, 5 and 10.
Divisibility Divisibility Divisibility Divisibility

Numbers
for 2 for 3 for 5 for 10
405
3354
2340
41220
34329
28
2.2 PRIME AND COMPOSITE NUMBERS

Define prime and composite numbers
Over 2000 years ago, a famous Greek Mathematician
Eratosthenes, was interested in prime numbers. He arranged
the numbers in 10 columns. Follow the steps he did to find out
all the prime numbers between 1 and 100.
Activity
• ‘1’ is a very special number, leave it as it is.
• Start with 2, circle it and cross out every 2nd number after it.
• Now move to 3, circle it and cross out every 3rd number after it.
• The next number that has not been circled or crossed out is 5,
th
circle it now and cross out every 5 number.
• What is the next number after 5 that has not circled or crossed
out? Circle that number and follow the same steps until you
have all the numbers been crossed out or circled except 1.
The chart will look as under:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
After teaching the concept of prime and composite numbers, teacher

Teacher’s Note should ask the students oral questions.
29
Unit 2 FACTORS AND MULTIPLES (Prime and Composite Numbers)
The activity shows that:

All the numbers that have been circled 2, 3, 5, 7, etc.
are Prime numbers.
All the numbers that have been crossed out 4, 6, 8, 9, 12,14 etc.
are Composite numbers.
‘1’ is neither prime nor composite, it’s a special type of natural
number.
(a) Prime numbers:
There is only one prime
A number which can be divided only number that is even, all the
by 1 or itself is called a prime number. other prime numbers
Like 2, 3, 5 and 41 etc they can not are odd.
be divided by any other number What is that number?
except 1 and the number itself.
(b) Composite numbers:
Composite numbers can be
Those numbers (except 1) which written as a product of two
have more than two divisors are or more prime numbers
called composite numbers. 10 = 5 x 2
For example: 4 can be divided by 1, 2 and 4.

18 can be divided by 1, 2, 3, 6, 9 and 18.
So, 4 and 18 are composite numbers.
Differentiate between prime and composite numbers
Number Divisors Result
Exactly two divisors:
37 1 and 37 a prime number
1,2,3,6,14,21 More than two divisors:
42 a composite number
and 42
Exactly two divisors:
19 1 and 19 a prime number
Four divisors:
77 1 , 7 , 11 and 77 a composite number
• A prime number has exactly 2 divisors

• A composite number has more than 2 divisors
30
EXERCISE 2.2
1. Identify the prime numbers from the following.
(i) 22 (ii) 41 (iii) 63 (iv) 51 (v) 81
(vi) 119 (vii) 223 (viii) 1 (ix) 101 (x) 222
2. Identify the composite numbers from the following.
(i) 34 (ii) 71 (iii) 163 (iv) 351 (v) 81
(vi) 19 (vii) 23 (viii) 100 (ix) 18 (x) 135
3. Separate composite and prime numbers from following.
41, 42, 43, 44, 45, 46, 47, 48, 49, 50,
51, 52, 53, 54, 55, 56, 57, 58, 59, 60.
4. Write down all the prime numbers between 1 and 20.
5. Write down all the composite numbers between 10 and 30.
6. Write down all the prime and composite numbers
between 20 and 40.
2.3 FACTORS AND MULTIPLES
List factors of a number up to 50
1. Factors:
A factor divides a number completely with zero remainder.
Example 1:
Factors of 6 are 1 , 2 , 3 and 6
Factors of 12 are 1 , 2 , 3 , 4 , 6 and 12
1 is a factor
of every
The highest factor of every number
number is the number itself
Teacher should also perform some activities of factors and multiples

Teacher’s Note in the class.
31
Example 2:Write down all the factors of

9, 10, 15, 18, 42 and 50
Factors of 9 are 1, 3, and 9 What operation
Factors of 15 are 1, 3, 5 and 15 do you think we
use to find the
Factors of 10 are 1, 2, 5 and 10 factors of a
Factors of 18 are 1, 2, 3, 6, 9 and 18 number
Factors of 42 are 1, 2, 3, 6, 7, 14, 21 and 42
Factors of 50 are 1, 2, 5, 10 and 25.
2. Multiples:
This biscuit costs Rs 2. For every biscuit
you buy, the cost will go up by addition of 2.
Costs will be Rs 2, Rs 4, Rs 6 and so on.
So 2, 4, 6, 8 are few multiples of 2.
Example:
Cost of 1
2x1=2
Cost of 2
2x2=4
Cost of 3
2x3=6
So, 2, 4, 6, 8, . . . are multiples of 2
32
Unit 2 FACTORS AND MULTIPLES (Factors and Multiples)
The multiplication that you learnt in previous classes, can help

to find multiples of a number. The first few multiples of 2, 3, 4
and 5 are given below:
2x1= 2 3x1= 3 4x1= 4 5x1= 5
2x2= 4 3x2= 6 4x2= 8 5x2= 10
2x3= 6 3x3= 9 4x3= 12 5x3= 15
2x4= 8 3x4= 12 4x4= 16 5x4= 20
Rules:
Multiples of a
Every number are Multiples
number is a unlimited are also
multiple of called
itself product
List the first twelve multiples of a 1-digit number

Example 1: List first twelve multiples of 8 and 6.
Solution:
First twelve multiples of 8 are First twelve multiples of 6 are
8, 16, 24, 32, 40, 48, 56, 64, 6, 12, 18, 24, 30, 36, 42, 48,
72, 80, 88 and 96 54, 60, 66 and 72
Differentiate between factors and multiples
Factors of 6 are: 1 x 6 = 6
1, 2, 3 and 6. Write multiple of 6
2 x 3 = 6 are: 6, 12, 18, . . .
They can be
counted. 3 x 2 = 6 they are unlimited.
6 x 1 = 6
Multiples and Factors have to do with multiplying or dividing numbers.
33
EXERCISE 2.3
1. List the first twelve multiples of 4 , 7 and 9.
2. Write down all the factors of 16 , 26 and 45.
3. Circle all the multiples of 7 from the following numbers
14 , 24 , 28 , 35 , 45 , 56 , 62 , 84 , 69
4. Write down all the multiples of 8 between 20 and 90.
5. Write all the factors of 50 between 10 and 30.
2.4 PRIME FACTORIZATION
Factorize a number by using prime factors
The process of writing numbers as a product of its prime factors
is called Prime Factorization.
There are two prime factorization methods:
(1) Factor tree method (2) Division method
1. Factor tree method
Example 1: Factorize 18 into its prime factors.
Choose any two factors except 1 and 18 18
Since 9 is a composite number,
so we can write 9 = 3 x 3 2 9
Are 2 and 3 both prime factors?

Yes, Stop!
2 3 3
Hence, we can write 18 = 2 x 3 x 3

where 2 and 3 are the prime factors of 18.
We could have also taken
3 and 6 as factors of 18
18
6 3
Hence we can write
3 x 2 x 3 = 18 3 2 3
34
Unit 2 FACTORS AND MULTIPLES (Prime Factorization)
Example 2: Factorize 24 into its prime factors.

We could have also Since both the
taken 3 and 8 or numbers 4 and 6
2 and 12 as are composite,
factors of 24 24 therefore break
them further into
4 6 factors
2 2 2 3
Prime factors of 24 are 2, 2, 2 and 3.
2. Division method:
2 18 2 24
3 9 Since, 2 x 9 = 18 2 12 Since, 2 x 12 = 24
3 3 Since, 3 x 3 = 9 2 6 Since, 2 x 6 = 12
1 Since, 3 x 1 = 3 3 3 Since, 2 x 3 = 6
1 Since, 3 x 1 = 3
18 = 2 x 3 x 3 24 = 2 x 2 x 2 x 3
EXERCISE 2.4
1. Write down all the factors of the following numbers
and underline the prime factors.
(i) 12 (ii) 20 (iii) 25 (iv) 44 (v) 64 (vi) 28
2. Factorize the following numbers using the factor tree
method.
(i) 36 (ii) 54 (iii) 27 (iv) 45 (v) 32 (vi) 82
3. Factorize the following numbers using the division
method.
(i) 63 (ii) 45 (iii) 72 (iv) 54 (v) 38 (vi) 90
35
Unit 2 FACTORS AND MULTIPLES (Prime Factorization)
2.5 HIGHEST COMMON FACTOR (HCF)

Determine common factors of two or more 2-digit numbers
Let us first list down the factors of any two numbers.
Example 1: Factors of 18 are: 1 , 2 , 3 , 6 , 9 and 18.
Factors of 24 are: 1 , 2 , 3 , 4 , 6 , 8 , 12 and 24
The common factors of 18 and 24 are 1 , 2 , 3 and 6 out of
which ‘6’ is the highest so, 6 is called the Highest Common
Find HCF of two or more 2-digit numbers using

(i) Venn diagram (ii) Prime factorization
In order to find the Highest Common Factors of 2-digit numbers.
Consider the following examples:
Factor of 18 and 24.
Example 1:Find the Highest Common Factor of 28 and 42 by
using Venn diagram and prime factorization method.
1. Venn diagram 28 42
2
Let us find the prime factors of 28 2 3
and 42 by using Venn diagram.
7
2. Prime Factorization HCF 2 x 7 = 14

Let us find the prime factors of 28 and 42 by using division method.
2 28 2 42
2 14 3 21
7 7 7 7
1 1
28 = 2 x 2 x 7
42 = 2 x 3 x 7 } Loop the common factors
HCF = 2 x 7 = 14 Product of all the common factors
Teacher may use other set of numbers and develop the concept of
Teacher’s Note finding HCF of numbers.
36
Example 2:Find the Highest Common Factor of 27 and 45 by

using prime factorization method and Venn diagram.
By Prime Factorization
Let us find the prime factors of 27 and 45 by using factor tree
method.
27 45
9 3 9 5
3 3 3 3 3 5
27 = 3 x 3 x 3
45 = 3 x 3 x 5 HCF = 3 x 3 = 9
27 45
By Venn diagram: 3
3 5
Let’s find the prime factors of 3
27 and 45 by using Venn diagram.
HCF = 3 x 3 = 9
EXERCISE 2.5
1. Write down all the factors of the following pairs of
numbers and loop the common factors.
(i) 12 and 18 (ii) 10 and 15 (iii) 22 and 44
(iv) 8 and 32 (v) 36 and 30
2. Find the HCF of the following numbers by Prime
Factorization Method.
(iv) 25 and 75 (v) 18 and 72 (vi) 32 and 64
(vii) 60 and 90 (viii) 54 and 63 (ix) 44 and 99
3. Find the HCF of the following numbers by
Venn Diagram.
(iv) 48 and 84 (v) 22 and 24
37
Solve real life problems involving HCF

Example 1:Two wires with lengths of 48 cm and 64 cm are to
be cut into pieces of same length. Find the greatest possible
length of the pieces.
Solution: We have to find the greatest of length in which each
of wire can be divided. In order to find the greatest possible
length of the pieces of each wire, we’ll have to find the HCF
of 48 and 64.
2 48 2 64
2 24 2 32
2 12 2 16
2 6 2 8
3 3 2 4
1 2 2
48 = 2 x 2 x 2 x 2 x 3 1
64 = 2 x 2 x 2 x 2 x 2 x 2
So, H C F = 2 x 2 x 2 x 2 = 1 6
Hence, the greatest possible length of the piece of wire should
be 16 cm in which each wire could be cut equally.
Example 2:There are 3 companies of 80, 112 and 144 scouts
in a school. Find the highest number of scouts in which each
team can be distributed equally.
2 80 2 112 2 144
2 40 2 56 2 72
2 20 2 28 2 36
2 10 2 14 2 18
5 5 7 7 3 9
1 1 3 3
1
Therefore, 80 = 2 x 2 x 2 x 2 x 5
112 = 2 x 2 x 2 x 2 x 7
144 = 2 x 2 x 2 x 2 x 3 x 3
So, HCF = 2 x 2 x 2 x 2 = 16
Teacher may take other examples related to real life i.e number of hours
Teacher’s Note spent in ploughing field, distance covered by the car, cost of crops produced
by farmers, things sold by shopkeeper and clear the use of finding HCF.
38
EXERCISE 2.6
1. What is the maximum number of students among which

Haider can distribute 36 sweets and 48 jelly to divide
them equally?
2. Find the greatest number of bundles in which 18 books

of Science or 24 books of Maths or 36 books of English
can be arranged equally.
3. Two ribbons with the length of 44 m and 66 m are to be

cut into pieces of same length. Find the greatest length
of the piece of ribbon?
4. Mona has two pieces of tablecloth, one is 48 cm wide

while the other is 90 cm wide. She wants to cut both
pieces into strips of equal width. What should be the
width of each strip?
5. A class teacher has 32 red balloons, 28 blue balloons and

20 green balloons. She wants to distribute balloons
equally among the students. Find the equal number of
balloons which could be distribute between students.
6. Zulfiqar has three containers containing 144, 176 and

256 litres of coconut oil respectively. Find the capacity of
the largest tin by which he can measure the oil exactly.
7. Ali visits the garden every 15 days and Azhar every

20 days. Ali and Azhar both meet today. After how many
days they will meet in garden again?
39
2.6 LEAST COMMON MULTIPLE (LCM)

Determine common multiples of two or more 2-digit
numbers
The multiples of any two numbers which are common in both
the numbers are called common multiples.
Example 1:
Let’s start with the numbers 4 and 6:
Solution:
Multiples of 4 are: 4 , 8 , 12 , 16 , 20 , 24 , 28 , 32 , 36 , …
Multiples of 6 are: 6 , 12 , 18 , 24 , 30 , 36 , 42 , 48 , 54 , …
The common multiples of 4 and 6 are 12 , 24 , 36 , …
There is no end to common multiples of any two numbers

because multiples are not limited!!!
Example 2:
Determine first 4 common multiples of 8 and 12
Solution:
Multiples of 8 are: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96, …
Multiples of 12 are: 12, 24, 36, 48, 60, 72, 84, 96, 108, …
We can see that that the first four common multiples of 8 and
12 are 24, 48, 72 and 96.
Find LCM by (i) Common multiples (ii) Prime factorization
In order to find the least common multiple (LCM) of two numbers,

consider the above examples:
In example 1, out of the common multiples of Will the highest
common multiple
4 and 6, the lowest is 12 , so 12 exist????
is the Least Common Multiple of 4 and 6.
40
Similarly in example 2, out of the common multiples of 8 and

12, the lowest is 24 , so 24 is the Least Common Multiple of 8
and 12.
This method of finding LCM is called the common multiples
method.The other method is Prime factorization method.
Example 1: Find the Least Common Multiple of 24 , 36 and 48
by prime factorization method.
Solution:
2 24 2 36 2 48
2 12 2 18 2 24
2 6 3 9 2 12
3 3 3 3 2 6
1 1 3 3
1
24 = 2 x 2 x 2 x 3
LCM must be
36 = 2 x 2 x 3 x 3 divisible by all the
48 = 2 x 2 x 2 x 2 x 3 numbers given
LCM = Product of common factors x all uncommon factors.

= 2 x 2 x 2 x 3 x 3 x 2 = 144
Example 2 : Find the LCM of 18 and 24 using the Prime
Factorization method.
12 20
6 2 4 5
3 2 2 2 2 5
12 = 3 x 2 x 2
20 = 2 x 2 x 5
LCM = 2 x 2 x 3 x 5 = 60
41
EXERCISE 2.7
1. Find the LCM of the following numbers by common
multiples method:
(iv) 6 and 9 (v) 7 and 5
2. Find the LCM of the following numbers by prime

factorization method:
(i) 42 and 18 (ii) 15 and 36
(iii) 12 and 45 (iv) 35 and 15
(v) 20 and 48 (vi) 27 and 24
(vii) 45 and 63 (viii) 30 and 18
(ix) 24 and 46 (x) 22 and 48
Solve real life problems involving LCM
Example 1: Find the least number of oranges which can be

equally distributed among 40, 50 or 60 children?
Solution: To find the least number of oranges, we have to
find the LCM of 40, 50 and 60.
2 40, 50, 60
2 20, 25, 30
5 10, 25, 15
2, 5, 3
Thus, the LCM is 2 x 2 x 5 x 2 x 5 x 3 = 600

So the required number of oranges is 600.
42
Example 2: Saad and Hamza want to cut pieces of rope

24 and 28 cm long each. Find the shortest possible length of
rope which can be divided in the required measure between
the both.
Solution: We need to find the shortest 2 24 2 28
length of the rope from which the
2 12 2 14
pieces of 24 cm or 28 cm, each can
be cut into equal number of pieces. 2 6 7 7
so, we have to find Lowest Common 3 3 1
Multiple of 24, 28 cm. 1
24 = 2 x 2 x 2 x 3
28 = 2 x 2 x 7
LCM = 2 x 2 x 2 x 3 x 7 = 168
Hence, the shortest possible length of rope given to them was 168 cm.
EXERCISE 2.8
1. Find the least number of rows in which 35 or 70 or 80
plants can be planted equally.
2. On a jogging track, Jahangir completes the track in 30
minutes while Bilal completes the track in 25 minutes.
If they both start at the same time, after how much
they will be side by side together?
3. Malkani owns a vegetables shop. He has 27kg of
onions, 36 kg of potatoes and 18 kg of tomatoes.
What is the least weight of vegetables which he can put
in a bag?
4. Find the capacity of the smallest container that can be
filled completely by each of the buckets measuring 4, 6
or 9 litres respectively.
5. Find the length of the shortest rope that can be
measured completely by either of the rods of length 20
centimetres or 25 centimetres.
43
REVIEW EXERCISE
REVIEW EXERCISE
1. Choose the correct answer:
(i) Which of the following number is divisible by 2?
(a) 567 (b) 484 (c) 257 (d) 193
(ii) Which of the following number is divisible by 3?

(a) 143 (b) 483 (c) 367 (d) 941
(iii) Which of the following number is divisible by 2 and

10 both?
(a) 4579 (b) 3921 (c) 4050 (d) 2108
(iv) What is the HCF of 39 and 52?

(a) 39 (b) 26 (c) 13 (d) 1
(v) What is the LCM of 48 and 66?
(a) 528 (b) 185 (c) 246 (d) 114
2. Find the HCF and LCM of 69 and 36?

3. What is the HCF and LCM of 37 and 41? Explain how
you got your answer?
4. Mrs. Sayem wants to distribute 45 patties, 55 samosas
and 75 juices equally. Find the greatest number of
students among which these materials can be distributed
equally.
5. Rida is arranging her birthday party in cafeteria. She

wants to share 15 sandwiches or 30 slices of pizza to
be equally distributed in each friend. Find the numbers
of friends who could be invited at the party?
44
Unit
3 1.1
3.1 FRACTIONS
FRACTIONS
Define a fraction
Fraction is the part of a whole which is equally divided.
Number of parts
3 Numerator taken
4 Denominator Total number of parts
Examples: Uncoloured parts of figures are shown in

fraction and written in words.
Coloured Uncoloured
One Whole One - Sixth
1
6
One - Half One - Seventh
1 1
2 7
One - Third One - Eighth
1 1
3 8
One - Fourth One - Ninth
1 1
4 9
One - Fifth One - Tenth
1 1
5 10
45
Unit 3 FRACTIONS
Recognize like and unlike fractions

Look at the figures below:
Coloured Uncoloured
3 5 7 3 2
8 8 8 4 4
What do you observe?

One figure has been divided into equal parts.
The denominator in each case is the same.
A whole is
divided into same
They are called Like fractions. number of parts.
Fractions having different denominators
are called Unlike fractions.
For example coloured parts:
A whole is divided
into different
number of parts.
1 3 3
5 8 4
Are unlike fractions

Example: Separate the pairs of like and unlike fractions.
(i) 3 , 5 (ii) 1 , 2
4 7 5 5
Solution:
Like fraction pair: 1 , 2
5 5
Unlike fraction pair: 3 , 5

4 7
46
Unit 3 FRACTIONS
Compare two unlike fractions by converting them to

equivalent fractions with the same denominator.
In the previous class you have learnt how to compare like
fractions. Let us recall how you did that?
Compare fractions represented by coloured portion.
2 > 1 3 < 5
5 5 8 8
3 < 4 4 < 6
5 5 8 8
In case of like fractions, just look at the numerator,

fraction with greater number represents greater value!
Examples:
8 5 , 7 > 2 , 1 < 5 , 2 5
9 > 9 11 11 16 16 7 < 7
We can compare unlike fractions as well.
Example:
How would you know whether 3 is less than or greater than 4
4 7
Solution:
Convert these fractions into equivalent fractions having same
denominator.
47
Unit 3 FRACTIONS
LCM of 4 and 7 is 28
Equivalent fractions are Now we make denominators same
obtained by multiplying the 3 3x7 21
numerator and denominator = =
by same number. It does 4 4x7 28
not change the value 4 4x4 16
of fraction !!! = =
7 7x4 28
Now they are like fractions,
so just compare the numerators.
Here, REMEMBER!
21 16 Take the LCM of denominators
28 > 28
Multiply the numerator and
denominator by the same number
to convert the denominator into
So, 3 4
4 > 7
LCM
Arrange fractions in ascending and descending order

Example 1:
Arrange the following sets of fractions in ascending and
descending order.
6 , 2 , 1 and 3
7 7 7 7
Solution: 6 , 2 , 1 , 3
7 7 7 7
Since they are like fractions, compare the numerators
Ascending order:
1 , 2 , 3 , 6
7 7 7 7
Just reverse the
Descending order: ascending order
6 , 3 , 2 , 1
7 7 7 7
48
Unit 3 FRACTIONS
Example 2: Compare 5 and 4

9 5
Solution:
LCM of 5 and 9 is 45
So, 5 5x5 25 We make the denominator

= =
9 9 x5 45 of both fractions 45
And 4 = 4 x 9 = 36 So, we compare

5 5x9 45 numerators 25 and 36
Because, 25 < 36
So, 5 < 4
9 5
Example 3: Write the following fractions in both ascending
and descending order.
2 , 5 , 7 and 1
9 6 12 3
Solution:
Since they are unlike fractions, we will first have to convert
them into equivalent fractions.
STEP 1: Take the LCM of denominators

(LCM of 9, 6, 12 and 3 is 36)
STEP 2: Multiply numerator and denominator by the same

number to get the LCM in the denominator.
2 x4 8 ,5 x6 30 , 7 x 3 21 , 1 x 12 12
= = = =
9 x4 36 6 x 6 36 12 x 3 36 3 x 12 36
8 , 30 , 21 , 12
Or
36 36 36 36
Now it is easier to arrange by looking at the numerators,
49
Unit 3 FRACTIONS
Ascending order:
8 , 12 , 21 , 30
If the denominators are
36 36 36 36 same, greater the
numerator, larger the
value of the fraction.
2 , 1 , 7 , 5
Or
9 3 12 6
Descending order:
5 , 7 , 1 , 2
6 12 3 9
Simplify fractions to the lowest form
Fractions can be reduced to lowest form by dividing numerator
and denominator by the same number.
Example 1: Simplify: 30
45
Solution: 30 Both the numbers can be divided by 3
45
30 ¸ 3 10 They can still be divided by 5
=
45 ¸ 3 15
As each of the numerator and denominator can be divided
by 1 only hence.
Also 10 10 ¸ 5 2
15
= =
3 Now STOP
15 ¸ 5
Because 2 and 3 cannot be divided

further by the SAME NUMBER
10 2
So, 30 = 10 = 2 where 2 is the lowest form.
4515 15 3 3 3
Teacher should teach the students about the ascending and

Teacher’s Note descending orders of fractions by using LCM.
50
Unit 3 FRACTIONS
EXERCISE 3.1
1. From the following pairs of fractions, identify like and

unlike pairs.
2 6 2 2 8 7
(i) and (ii) and (iii) and
7 7 9 15 17 17
(iv) 3 6 (v) 7 7 (vi) 1 3

and and and
10 11 11 10 4 4
(vii) 4 13 (viii) 11 and 16 (ix) 77 4

and and
13 15 19 19 27 27
2. Fill in the blank boxes with “<” or “>” or “=” by first
converting the fractions into like fractions.
3 3 5 4 7 1
(i) (ii) (iii)
8 8 6 9 12 4
2 13 6 3 9 16
(iv) (v) (vi)
7 14 15 10 11 22
3. Arrange the following fractions in ascending order.
(i) 6 , 9 , 5 (ii) 5 , 2 , 5
7 7 7 6 3 9
(iii) 2 , 1 , 4 (iv) 5 , 4 , 3 , 1
5 3 15 12 8 4 6
(v) 9 , 7 , 13 , 5 (iv) 5 , 7 , 7 , 5
8 2 6 4 12 6 4 2
4. Simplify the following fractions into their lowest form.
(i) 24 (ii) 18 (iii) 30 (iv) 14 (v) 33

32 27 50 42 66
51
Unit 3 FRACTIONS
3.2 TYPES OF FRACTION

Identify unit, proper, improper and mixed fractions
Numerator is always
Unit Fractions
equal to one.
Numerator is
equal to 1
1 1 1
2 5 4
Numerator is less than

Proper Fractions the Denominator.
They are
less than 1
1 3 3
5 8 4
Numerator is greater
Improper Fractions than or equal to the
Denominator.
They are
greater
than 1
3 1 4 4 3 7
+ = + =
3 3 3 4 4 4
52
Unit 3 FRACTIONS (Types of Fraction)
A whole and a
Mixed Fractions proper fraction
They are
similar
to improper
1 3 fractions
1 2
2 4
1
1
3
Convert improper fraction to mixed fraction and vice versa

Example 1: Mixed to Improper Improper to Mixed
2 19
3 =? =?
5 7
5 x 3 = 15 (Multiply whole number Denominator
by the denominator)
Number
15 + 2 (Add the sum 2
with numerator) of wholes
7 1 9
= 17 Numerator
1 4
So,
While converting a mix 5 Numerator
2 17 fraction into improper
3 =
5 5 fraction. Denominator
19 5
never changes! =2
7 7
1 14
Example 2: Convert 5 Example 3: Convert
2 3
into improper fraction. into mixed fraction.
1 Solution: 4
Solution: 5
2 3 1 4
2x5+1
–1 2
10 + 1 = 11
2
1 11
5
2
=
2 So, 14 = 4 2
3 3
53
Unit 3 FRACTIONS (Types of Fraction)
EXERCISE 3.2
1. Identify which of the following are unit, proper,
improper or mixed fractions?
(i) 1 (ii) 1 (iii) 19 (iv) 1

3 4 4 7
(v) 5 (vi) 2 1 (vii) 4 (viii)

9 8 3
(ix) (x)
2. Convert the following improper fractions into mixed

fractions.
(i) 43 (ii) 29 (iii) 74 (iv) 14
7 4 9 6
(v) 28 (vi) 67 (vii) 85 (viii) 86
5 3 11 5
3. Express the following mixed fractions as improper
fractions.
(i) 4 3 (ii) 5 2 (iii) 6 1 (iv) 3 2
10 3 2 7
(v) 8 1 (vi) 1 11 (vii) 7 7 (viii) 2 6
4 13 8 7
3.3 ADDITION AND SUBTRACTION OF FRACTIONS
In the previous class, you have learnt how to add and subtract
like fractions, let us recall that.
Example 1: Add: 2 + 3 Example 2: Solve: 7 – 4
7 7 11 11
Solution: Solution:
2 + 3 = 5 7 – 4 3
=
7 7 7 11 11 11
54
Unit 3 FRACTIONS
Activity Solve.
3 + 5 = 4 – 2 =
7 7 5 5
2 + 3 = 9 – 8 =
9 9 15 15
5 + 1 = 7 – 4 =
7 7 15 15
6 + 3 = 7 – 6 =
10 10 12 12
5 + 2 = 8 – 5 =
12 12 14 14
7 + 2 = 13 – 4 =
11 11 17 17
Add fractions with unlike denominators
2 + 5
Example 1: Add
3 6
Solution: We will first have to convert these fractions into like
fractions by taking the LCM of denominators.
2 = 2x2 = 4 Using the equivalent
3 3x2 6 fractions method
2 + 5 LCM is 6
3 6
= 4 + 5 Now add the numerators
6 6
= 9 = 3 =1 1 Always keep your

6 2 2 answer in lowest form
Teacher should put emphasis on the use of LCM in addition and

Teacher’s Note subtraction of fractions with unlike denominators.
55
Unit 3 FRACTIONS (Addition and Subtraction of Fractions)
Example 2: Add 1 3 + 2 1
5 10
Solution: Convert into
improper fractions
1 3 + 2 1 = 8 + 21
5 10 5 10
Make them like
fractions (LCM = 10)
8x2 + 21 x 1
=
5x2 10 x 1
Do the addition
16 + 21
= 16 21 = of numerators
+
10 10 10
= 37 10 37 3
10 Always keep
– 30
= 3 7
your answer in
10 lowest form 7
Verify the commutative property of addition of fractions

with same denominators
When we add two fractions, the change in order will not affect
the result. It’ll remain the same. This is known as commutative
property of fractions of addition.
Example : Verify 4 + 9 9 + 4
=
17 17 17 17
Solution: Verification
4 + 9 9 + 4
17 17
= 17 17
4+9 9+4
= =
17 17
13 Result is same 13
= =
17 17
So,4 9 9 4
+ = +
17 17 17 17
We see while adding order does not matter.
56
Verify the associative property of addition of fractions

with same denominators
According to this property, when we add three fractions, the
change in order will not affect the result. It’ll remain the same.
2 + 4 + 7 2 + 4
Example : Verify: = + 7
9 9 9 9 9 9
Verification:
2 + 4 + 7 2 + 4 + 7
9 9 9
= 9 9 9
2 11 6 7
= + = +
9 9 9 9
13 13
= Result is same =
9 9
So, 2 + 4 + 7 2 + 4 + 7
=
9 9 9 9 9 9
Subtract fractions with unlike denominators
We know that while subtraction of fractions with same
denominator (like fractions) only numerators are subtracted
and denominator of the difference remains the same, as of
the given fraction.
Example 1: Subtract: 5 – 1
8 2
Solution: 5 – 1 5 – 1
Or
8 2 8 2
Writing equivalent fractions, 1
2 Find the LCM of 8 and 2
so, we get 1x4 = 4
2x4 8 = 5x1–1x4 2 8, 2
So, 5 1 8
= – 2 4, 1
8 2
= 5 – 4 2 2, 1
= 5 – 4 8
8 8 1, 1
1
= 5 – 4 = 1 =
8
LCM = 2x2x2 = 8
8 8
57
Example 2: Simplify 3 3 – 1 1
4 6
3 1 Change to Improper Fractions and
Solution: 3 – 1
4 6 then find the LCM of denominators.
3 1 15 7 = 15 x 3 – 7 x 2
3 – 1 = –
4 6 4 6 12
45 – 14 31 7
= = =2
12 12 12
EXERCISE 3.3
1. Add the following fractions.
(i) 2 11 (ii) 7 1
+ +
3 9 6 2
(iii) 8 1 2 (iv) 3 1 4
+ + + +
10 2 4 4 2 6
(v) 3 1 + 5 1 (vi) 5 1 + 2 3
2 3 3 4
(vii) 2 1 3 (viii) 2 1 2 1
+ 1 + + + 1
3 5 2 7 5 7
2. Subtract the following fractions.
(i) 5 1 (ii) 7 3 (iii) 1 4

– – –
6 2 8 4 3 5
(iv) 3 3 – 1 1 (v) 9 1 – 3
1 (vi) 4 – 1 – 2
10 4 2 5 5 10 15
3. Apply commutative and associative property of
addition to fill in the blanks.
(i) 3 7 3 (ii) 2 4
+ = + + = +
5 4 5 9 7
(iii) 1 1 1 1 1
+ + = + +
3 5 4 3 4
(iv) 3 4 2 4
+ + = + +
10 5 7 5
58
Unit 3 FRACTIONS
3.4 MULTIPLICATION OF FRACTIONS

Multiply fractions with whole numbers
Consider the diagram
Shaded part in each figure represents 1 fraction. These shaded

8
parts are 3 altogether.
8
Or 1 1 1 3
+ + =
8 8 8 8
This can be written as
3 is the
1 3
3 x 8 = 8 same as 3
1
In multiplying a whole number with a fraction, multiply

the whole number with the numerator
Example 1 Steps Followed Example 2

3 3
5 x 7 x
4 14
5 x 3 Multiply the numerator 21
= with the whole number. =
4 14
3
15 Reduce it, if possible. 21
= =
4 14
2
3 3
= 3 Convert into mixed number =
4 (if improper). 2
Write your answer in 1
simplest form. =1
2
59
Unit 3 FRACTIONS (Multiplication of Fractions)
Multiply two or more fractions (proper, improper and

mixed fractions)
This figure represents 3 .
4
In order to find 1 of 3 ,
4 4
we will further divide 3 into four equal
4
parts and shade one out of four parts.
The figure below represents 1 of 3 .

4 4
which is 3 (the double shaded region).
16
This was the pictorial representation
1 3
of 4 of 4
Mathematically, 1 of 3 = 1 x
3
4 4 4 4
1 x 3 Multiply the numerator and denominator
=
4 x 4
3 Write the product in lowest term
=
16
Example : Solve: 2 x 3 x 1
9 5 2
Solution: 2 x 3 x 1
9 5 2
2 x 3 x 1 Multiply the numbers at numerators
= and denominators
9 x 5 x 2
= 6 3
90 3 1
6 3 2 = 1
= =
90 3 30 15
15
Teacher should develop the concept of multiplication of fractions with

Teacher’s Note the help of geometrical figures.
60
Multiplying mixed fraction:

Multiplying mixed fraction just requires one extra step i.e.
Must Convert Mixed fraction into Improper Fractions First,
Rest of the steps are same as multiplying two or more fractions.
Example 1 Steps Followed Example 2
7 1 2 7
1 3 x 3 9 4 5 x 3 11
Convert mixed fractions into
10 x 28 improper fractions and 22 x 40
= =
3 9 reduce (if possible) 5 11
10 x 28 Multiply the numerators and 22 x 40
= 3 x 9 denominators = 5 x 11
280 176
= 880
27 =
55 11
10 Convert the product into
= 10 mixed fraction (if improper) 176
16
27 =
Leave your answer 11 1
in simplest form = 16
Verify the commutative property of multiplication of fractions

According to this property, when we multiply two fractions, the
change in order will not affect the result. It’ll remain the same.
Example: Verify: 4 x 9 = 9 x 4
7 3 3 7
Verification:
4 x 9 9 x 4
7 3 = 3 7
4x9 9x4
= =
21 21
36 36
= Result is same =
21 21
So, 4 x 9 = 9 x 4
7 3 3 7
61
Verify the associative property of multiplication of

fractions
According to this property, when we multiply three fractions,
the change in order will not affect the result. It’ll remain the
same.
2 x 5 x 1 2 x 5 x 1
Example: Verify: =
3 2 4 3 2 4
Verification:
2 x 5 x 1 2 x 5 x 1
3 2 4 = 3 2 4
2 5 10 1
= x = x
3 8 6 4
= 10 = 10
24 24
= 5 = 5
12 Result is same 12
So, 2 x 5 x 1 = 2 x 5 x 1
3 2 4 3 2 4
EXERCISE 3.4
1. Simplify the following fractions.
(i) 5 (ii) 4 (iii) 3

of 9 of 6 of 45
6 8 14
2. Find the product of the following fractions.
(i) 1 4 (ii) 6 8 (iii) 15 x 6 x 1

x x
2 10 9 6 21 9 2
(iv) 12 15 (v) 6 x 21 (vi) 8 4 3
x x x
24 18 12 24 16 8 2
(vii) 4 4 x 4 3 (viii) 8 1 x 3 2 (ix) 8 4 x 3 6
5 3 4 6 5 8
(i) There is no Roman numeral to represent zero.
Teacher should use some other examples for explanation of
Teacher’s Note (ii) In Roman notation there is no deal of place value as in
associative property of multiplication of fractions.
Arabic numbers.
62
3. Applying commutative and associative property of

multiplication to fill in the blank spaces.
(i) 1 7 1
x = x
5 4 5
(ii) 2 3
x = x
9 7
(iii) 4 3
x = x
7 7
(iv) 1 1 1 1 1
x x = x x
2 5 4 2 4
(v) 3 6 2 6
x x = x x
10 5 7 5
3.5 DIVISION OF FRACTIONS

Divide a fraction by a whole number
In order to understand the division of fractions by a whole
number, consider the following example.
Example 1: Solve 1 ¸ 4
2
Solution: 1 ¸ 4 means one half is divided into 4 more parts.
2
Thus each part will be called 1 of 1 .
4 2
So, 1 x 1 or 1 x 1 Division by 4 is the

4 2 2 4
same as multiplication
= 1x1 by 1 (reciprocal or
2x4 4
1 multiplicative inverse of 4)
=
8
Finding Reciprocal of simple fraction means
interchanging the numerator and denominator
(i) There is no Roman numeral to represent zero.

Teacher should solve some more examples in the class room to
Teacher’s Note (ii) In Roman notation there is no deal of place value as in
strengthen the concept of division of whole number by fraction.
Arabic numbers.
63
Unit 3 FRACTIONS
Example 2: Solve:
Solution:
3 3 5
7
5 = 5 is the same as 5
7 1 1
3 1 Change division into multiplication
= x At the same time reciprocate 5
7 5
3 x 1 = 3
=
7 x 5 35
Divide a whole number by a fraction
2
Example: Solve: 15 ¸ Always the
3
number after
2 3
Solution: 15 ¸ = 15 x the division
3 2
sign is
= 15 x 3 reciprocated
2
= 45 = 22 1
2 2
Divide a fraction by another fraction (proper, improper
and mixed fractions)
The method remains the same.
Example 1: Solve: 7 ¸ 14
9 27
Solution: 7 ¸ 14 Explanation
9 27
1 3
7 27 Convert ‘¸’ sign into ‘x’ sign
= x Reciprocates the second fraction
91 14
2
1 x 3 Multiply the numerators and
= denominators
1 x 2
Reduce if possible
= 3 = 1 1 Keep your answer in the
2 2 simplest form
64
Unit 3 FRACTIONS (Division of Fractions)
2 ¸ 1 3
Example 2: Solve 2
7 5
Solution: 2 2 ¸ 1 3 16 8
= ¸
7 5 7 5
= 16 x 5
7 8
2
= 16 x 5
7 81
= 10 = 1 3
7 7
EXERCISE 3.5
Solve the following.
(i) 4 ¸ 16 (ii) 4 ¸ 2 (iii) 15 ¸ 3

9 9 8 12 20 12
(iv) 1 ¸ 7 (v) 9 ¸ 12 (vi) 9 ¸ 6
4 16 10 15 30 12
(vii) 12 ¸ 6 (viii) 5 ¸ 20 (ix) 2 1 ¸ 2
21 27 25 30 3 5
(x) 2 1 ¸ 2 (xi) 2 4 ¸ 2 (xii) 3 6 ¸ 4 2
3 4 5 3 83 4
(xiii) 6 ¸ 2 (xiv) 2 ¸ 8 (xv) 12 ¸ 9
3 3 5
Solve real life problems involving fractions using all four
operations
Example 1: One jar contains 1 Kg of sugar. Another jar
2
contains 1 Kg of sugar. What is the total quantity of the sugar.
4
Solution: 1 + 1 = 2 + 1 = 3
2 4 4 4
Thus, the total quantity of the sugar is 3 Kg.
4
Teacher should teach the students how to change real life

Teacher’s Note problems in mathematical form and solve them.
65
Example 2: Nasima purchased 4 1 Kg of milk powder. She

4
used 1 3 Kg of it in a month. How much milk powder is left?
8
Solution: Quantity of milk powder = 4 1 Kg.
4
Quantity of milk powder used = 1 3 Kg.
8
Quantity of milk powder left = 4 1 – 1 3
4 8
Now 4 1 – 1 3 = 17 – 11
4 8 4 8
23 = 2 7
= 34 – 11 = 8 8
8
Hence, the milk powder is left = 2 7 Kg.
8
Example 3: What will be the total length of 5 pieces of string,
if each piece is 3 metre long.
4
Solution: Length of 1 piece = 3 m
4
Length of 5 pieces = 3 x 5 = 15 = 3 3 m
4 4 4
Thus the total length of 5 pieces of string is 3 3 m
4
EXERCISE 3.6
1
1. A family used 4 4 litres of milk and another family used
7 1 litres of milk in a day. How much quantity of milk
2
was used by both families in the day?
2. My aunty buys a piece of ribbon that was 4 1 cm long.
6
2
She buys another piece of ribbon that was 4 cm long.
5
How much longer the second piece of ribbon was?
1 1
3. I am 8 2 years old and my brother is 2 2 years
younger than me, what is the age of my brother?
66
4. Nazia has 4 4 metres of ribbon. She used 1 of this

5 2
ribbon to tie a present for her daughter. How many
metres of ribbon did she use?
5. A tree is 18 metre tall. How many pieces of wood can
be cut from the tree, if each piece is to be 2 metre long?
3
6. Shopkeeper has 15 kg of peanuts. He places 2 kgs of
5
peanuts in a bag. How many bags will he use?
REVIEW EXERCISE
1. Convert the following into mixed fractions:
(i) 66 (ii) 17 (iii) 23 (iv) 40

8 3 5 5
2. Convert the following mixed fractions into improper
fraction:
(i) 8 4 (ii) 3 5 (iii) 7 3 (iv) 4 3
5 8 7 2
3. Write down the following fractions in ascending order:
(i) 3 , 9 , 5 (ii) 2 , 1 , 5
8 8 8 3 4 6
6 , 8 , 7 , 5 (iv) 2 , 5 , 4 , 3
(iii)
4 3 6 2 7 11 5 11
4. Write down the following fraction in descending order:
(i) 13 , 11 , 7 (ii) 2 , 3 , 5
6 6 6 3 5 6
(iii) 4 , 3 , 9 , 4 (iv) 4 , 3 , 5 , 1
15 10 20 5 3 5 7 3
5. Reduce the following fractions into lowest terms:
(i) 30 (ii) 24 (iii) 2 4 (iv) 3 3

42 44 8 6
67
Unit 3 FRACTIONS
6. Simplify:
(i) 3 + 2 (ii) 7 + 4 + 2
5 4 9 6 3
(iii) 4 + 6 + 1 (iv) 2 +4 1
5 10 2 3 2
7. Simplify:
(i) 3 – 4 (ii) 11 – 9
4 8 5 5
(iii) 5 2 – 4 2 (iv) 13 – 5 – 1
3 4 15 10 5
8. Multiply the following fractions and give your answer
in lowest terms:
(i) 2 x 1 (ii) 1 2 x 2 1
2 2
5 2 3 4
(iii) 28 x 12 (iv) 1 3 x 1 5
35 21 5 10
9. Divide the following fractions and give your answer
in lowest terms:
(i) 5 ¸ 25 (ii) 3 ¸ 5
6 4 8
(iii) 1 ¸ 1 1 (iv) 7 3 ¸ 1 7
5
2 4 5 12
10. Nasir and his friend were jogging on a track. Nasir
jogged 7 1 km and his friend jogged 4 2 km. How
2 3
much more distance did Nasir cover than his friend?
11. There are 32 balloons in a room, out of which 1 are

4
red. How many balloons in the room are red?
12. Javeria’s doll dress requires 3 metre of fabric. How many
4 3
dresses of doll can be made from 3 metres of fabric?
4
1
13. A factory makes 9 litres of apple juice each hour.
2
How many litres of apple juice will the factory make
in 14 hours?
68
Unit
4 1.1
4.1 DECIMALS
DECIMALS AND FRACTIONS
Know a decimal number as an alternate way of writing

a fraction
In previous unit, we have learnt about common fractions.
There is another way of writing common fractions called
Decimals. Let’s learn about what are decimals.
Define a decimal as a fraction whose denominator is 10 or a
power of 10
A decimal number is a special type of a fraction whose
denominator is 10 or a power of 10 which means 10, 100,
1000 etc.
Look at the figure given below.
It represents a whole divided into 10 equal parts of which one

is coloured.
In common fraction form the shaded portion is written as 1
10
and read as one tenth.
In decimal form the shaded portion is written as 0.1 and read
as one-tenth or ‘zero point one’.
There will be one digit after the decimal point

if the whole is divided into 10 equal parts
Whole number 0.1 Fractional part

Decimal point
Here dot (.) is known as the decimal point.
It separates the whole number part and the fractional part.
69
Unit 4 DECIMALS AND FRACTIONS (Decimals)
In the same way coloured portion of:

represents 2 or 0.2
10
represents 7 or 0.7
10
represents 10 = 1.0 or (1 whole)
10
represents 2 3 or 2.3
10
(2 whole and 3 tenths)
All this can also be represented on a number line shown below.

A B C D
0 1 2 3 4 5 6 7 8
Point A represents 2 or 0.2, point B represents 7 or 0.7,

10 10
point C represents 10 or 1.0 and point D represents 2 3 or 2.3.
10 10
Each of the following figure is divided into 100 equal parts. The
coloured portion of these figures represents:
Figure 1 Figure 2 Figure 3 Figure 4

1
Figure 1: One-hundredth = = 0.01 (Read as zero point zero one.)
100
2
Figure 2: Two-hundredth = = 0.02 (Read as zero point zero two.)
100
4
Figure 3: Four-hundredth = 100 = 0.04 (Read as zero point zero four.)
9
Figure 4: Nine-hundredth = 100 = 0.09 (Read as zero point zero nine.)
70
Example 1: If the whole is divided into 100 equal parts, and

31 of them are shaded. Write in decimal fraction.
In fraction form it is written as 31 and read as
100
thirty one hundredths. Where as, in decimal
form it is written as 0.31
Note that there are 2-digits after the 0.31

decimal point, if the whole is divided and read as
into 100 equal parts. “zero point
three one”
Similarly, in the given figure
coloured portion 1 42
100
represents or 1.42
Read as one point four two.
Write the common fractions as well as the

Activity decimal fractions represented by the
coloured portions of the figures:
4
Common fraction = Common fraction =
10
Decimal fraction = 0.4 Decimal fraction =
Common fraction = ___ Common fraction = _____

Decimal fraction = ____ Decimal fraction = ______
71
Recognize the places occupied by the digits, after the

decimal point, as decimal places
The number of digits after the decimal point are called the
Decimal Places.
Look at the following examples.
(1) 3.2 represents decimal
fraction up to one decimal Fractional part
place as it has only one has a denominator
of 10.
digit after the decimal point.
(2) 1.43 represents decimal

fraction up to two decimal Fractional part
places as it has two has a denominator
of 100.
digits after the decimal point.
(3) 1.324 represent decimal

fraction up to three decimal Fractional part
has a denominator
places as it has three
of 1000.
digits after the decimal point.
Fill the given table with the denominator
Activity and the decimal places for the decimal
numbers given below:
Decimals Denominator No. of decimal places
0.3 10 One
13.5
0.84
732.52
0.324
583.123
The number of decimal places will always be

equal to the number of zeroes in the denominator.
72
Identify the place value of a digit in decimals

In decimal fraction, the value of the digit after the decimal
point decreases by 10 times.
Look at the following table to understand the place values
in decimal fraction.
Fractions H T O . t h th
tenth hundredth thousandth
1
0 . 1
10
1
0 . 0 1
100
1
0 . 0 0 1
1000
The first digit after the decimal point has a place value of
‘one-tenths’ or ‘0.1’ and it is the first decimal place.
The second digit after the decimal point has a place
value equal to ‘one- hundredths’ or ‘0.01’ and it is the
second decimal place.
The third digit after the decimal point has a place value
equal to ‘one-thousandths’ or ‘0.001’ and it is the third
decimal place.
Example 1: Write the place values of encircled digits in the
following numbers:
(1) 53. 5 79 5 tenths or 5 or 0.5
10
(2) 1.0 3 2 3 hundredths or 3 or 0.03
100
(3) 2.1 1 37 1 hundredths or 1 or 0.01
100
(4) 123.87 3 3 thousandths or 3 or 0.003
1000
73
Example 2: Identify the place value of each digit in 23.416

Let’s first write the given number under the place value chart.
T O . t h th
2 3 . 4 1 6 6 thousandths
2 tens or 0.006
or 20 3 ones 4 tenths 1 hundredths
or 3 or 0.4 or 0.01
Place value of 2 = 2 tens = 2 x 10 = 20
Place value of 3 = 3 ones = 3 x 1 = 3
4
Place value of 4 = 4 tenths = = 0.4
10
1
Place value of 1 = 1 hundredths = = 0.01
100
Place value of 6 = 6 thousandths = 6 = 0.006
1000
EXERCISE 4.1
1. Draw the figures for the following decimal fractions.
(i) 0.3 (ii) 0.8 (iii) 1.3
(iv) 1.7 (v) 0.34 (vi) 1.5

2. Write down the number of decimal places in each.
(i) 123.1 (ii) 57.322 (iii) 0.87
(iv) 139.45 (v) 59.552 (vi) 735.9

3. Write down the place value of encircled digit.
(i) 725.0 4 (ii) 135. 8 5 (iii) 5.09 2
(iv) 1 24.3 2 (v) 4 3.5 9 (vi) 3 4.6 7
74
4. Write down the place value of each digit.

(i) 575.1 (ii) 0.534 (iii) 18.97
(iv) 9.02 (v) 75.84 (vi) 51.15
5. Match the coloured part of figures with the correct
decimal fractions.
1.4
0.23
0.07
2.1
1.8
2.2
0.9
0.55
1.6
0.7
75
Unit 4 DECIMALS AND FRACTIONS
4.2 CONVERSION BETWEEN FRACTIONS AND

DECIMALS
Convert a given fraction to a decimal if,
(i) denominator of the fraction is 10 or a power of 10.
In order to understand how to convert the fraction into decimal
when the denominator is 10, 100 or 1000.
Consider the following examples.
Example 1: Convert 3 into decimal.
10
Solution: 3
= 3 tenths.
10
So, 3 = 0.3
10
100
Solution: Here, 3 = 3 hundredths.
100
because there
So, 3 are no tenths.
= 0. 0 3
100
But, if we have to convert 13 into decimal, it will be 0.13
100
10
Solution: Since, it is an improper fraction, it is easier to first
convert it into mixed fraction.
23 3
= 2
10 10
Now 2 3 means 2 wholes and 3 tenths, i.e 2.3
10
So, 23 = 2.3 fractional part
10
whole number part
So, in 2.3, 2 is whole number and .3 or 3 is fraction.
10
76
Unit 4 (Conversion between Fractions and Decimals)

1000
Solution: 32 means 32 thousandths.

1000
So, 32 = 0.032
1000
(ii) Conversion of fractions into decimals when the
denominator is not 10, 100 or 1000
2
Solution: Here, the denominator is not 10 or a power of 10
but it can be converted into 10 or powers of 10.
1 1 x 5
Now =
2 2 5
Making denominator multiple of 10 or power of 10
5 1
= is equivalent to
10 2
= 5 tenths = 0.5, this means 1
= 0.5
2
4
Solution: 13 1
= 3 [ mixed number ]
4 4
1
=3 + [ 3 wholes and one fourth ]
4
1 25 1
=3 + x can be converted into its
4 25 4
equivalent fraction with
denominator 100
25
=3 +
100
25
=3 + 3 wholes and 25 hundredths
100
= 3.25
77

25
Solution: Making denominator multiplying by 10
11 = 11 x 4
25 25 4
= 44 = 0.44
100
Convert decimals (up to three decimal places) to fractions
You need to be good at place values of decimals to convert
decimals to fractions. Let’s consider the following examples.
Example 1: Convert 0.4 into common fraction.
Solution: 0.4 = 4 tenths
Replace ( . ) by 1, add 0 for each digit on
the right.
4 1st decimal place is tenths;
=
10 so, denominator will be 10
2
4 2
= =
10 5
5
Example 2: Convert 0.32 into fraction.

Solution: 0.32 = 32 hundredths
Making denominator multiplying by 100
32 2nd decimal place means
=
100 denominator is 100
16
32
= Simplifying dividing by 4
10050
8
16
=
50 25
8
=
25
78

Solution: 1.24 = 1 whole and 24 hundredths
24
1.24 = 1
100
6
24 6
= 100 = 1
1 Dividing by 4
25 25

Solution: 0.135 = 135 thousandths
135
0.135 =
1000
27
135 = 27
= Dividing by 5
1000200 200
EXERCISE 4.2
1. Convert the following fractions into decimals.
(i) 1 (ii) 5 (iii) 23 (iv) 431
100 10 100 1000
(v) 231 (vi) 17 (vii) 29 (viii) 11
100 10 1000 100
2. Convert the following fractions into decimals.
7 (ii) 42 (iii) 9
(i) (iv) 3
25 4 2 4
(v) 13 (vi) 3 (vii) 19 (viii) 30
50 8 25 50
3. Convert the following decimals into common fractions
and give your answer in simplest form.
(i) 0.3 (ii) 1.35 (iii) 12.37 (iv) 0.432
(v) 25.5 (vi) 2.32 (vii) 0.45 (viii) 135.2
79
Unit 4 DECIMALS AND FRACTIONS
4.3 BASIC OPERATION ON DECIMALS

Add and subtract decimals (up to three decimal places)
Look at the following pictorial example to understand addition
of decimals
Example 1:
+ =
0.3 0.5 8 tenths = 0.8
3 tenths 5 tenths
We can write it as:
Align the decimal point, i.e put decimal
0.3 point just one below the other.
+0.5 Start from the digit at the lowest place
0.8 value.
Do the usual addition.
Decimal point in the answer also
should be aligned.
Example 2: Subtract.
0.6
–0.2
0.4
0.6 – 0.2 = 0.4
6 tenths – 2 tenths = 4 tenths
Example 3: Subtract the following.

(i) 3.57 – 2.43 (ii) 7.84 – 1.75
7 14
3.57 7.84
– 2.34 – 1.75
1.23 6.09
80
Unit 4 DECIMALS AND FRACTIONS (Basic Operation in Decimals)
EXERCISE 4.3
1. Add the following decimals.
(i) 0.35 + 0.42 (ii) 0.21 + 0.35 + 0.11
(iii) 1.27 + 3.49 (iv) 13.5 + 14.2 + 7.9
(v) 1.34 + 0.43 (vi) 25.32 + 15.75
(vii) 0.3 + 0.9 + 0.4 (viii) 1.5 + 3.9 + 17.2
(ix) 68.378 + 12.633 (x) 42.243 + 81.483
2. Subtract the following decimals.

(i) 0.9 – 0.3 (ii) 0.84 – 0.61
(iii) 10.59 – 3.27 (iv) 13.54 – 12.87
(v) 15.39 – 12.41 (vi) 87.34 – 85.56
(vii) 19.31 – 10.32 (viii) 54.79 – 39.84
(ix) 49.243 – 17.157 (x) 76.919 – 64.883
Multiply decimal by 10, 100 and 1000

Multiplication of decimals by 10,100 or 1000 just invites
moving the decimal point to the right depending upon the
power of 10 we are multiplying with.
3.24 (We have multiply
x 10 numbers where
Example 1: Multiply 3.24 x 10 0000 decimal fraction is
324x of two place value.
Solution: 3 . 2 4 x 10 32.40 Count digits from
right to left. Put
= 32.4 decimal after two
numbers)
Here the decimal point moves one place to the right.
81
Example 2:
Multiply 0.325 by 100
The number has increased
0.32 5 x 100 because of increase in
= 32.5 place value.
Decimal point moves two places to the right.
Example 3:
Multiply 1.834 x 1000
Decimal point in the
end has no value, no
1.834 x 1000 fractional part.
= 1834.0
Or 1834
Decimal point moves three places to the right.
Multiply a decimal by a 2-digit number
Look at the following examples.
Example 1: Multiply 13.5 x 15
Solution:
1
1 3.5 Do the multiplication just as in the
case of whole numbers, ignoring the
x 15 decimal point for a while.
6 75 Multiply the units or ones
13 50 Multiply the tens
2 0 2 .5 Now look at the total number of
decimal places in the numbers being
multiplied. There is only one decimal
place so, the product should also
have one decimal place. Put decimal
at one decimal place from right.
One decimal place In the product
Hence, 13.5 x 15 = 202.5
82
EXERCISE 4.4
1. Do the following multiplications.
(i) 6.3 x 3 (ii) 0.25 x 10 (iii) 1.732 x 100
(iv) 0.327 x 100 (v) 22.3542 x 100 (vi) 1.265 x 1000
(vii) 1.872 x 1000 (viii) 0.8546 x 1000 (ix) 0.85 x 25
(x) 7.9 x 13 (xi) 7.21 x 33 (xii) 1.834 x 11
(xii) 5.42 x 24 (xiv) 0.49 x 71 (xv) 3.52 x 45
Divide a decimal by a 1-digit number (quotient being a
decimal up to two decimal places)
To divide a decimal number by a one digit number (whole
number), follow the usual method of dividing whole numbers,
just remember to place the decimal point in the quotient
when it comes in the dividend.
Look at the following examples to understand this concept.
Example : Divide 27.5 by 5

Solution: 5.5 Steps:
Start from whole numbers
5 2 7.5 we have 27. Divide 27 by 5.
5 x 5 = 25 –2 5 Because 5 x 5 = 25
2 5 Now 2 is smaller than the
5 x 5 = 25 again –2 5 divisor 5, so bring next 5
down, but before that there
0 0 is a decimal point so shift
it to the quotient.
Hence, 27.5 ¸ 5 = 5.5
Teacher should teach the students to divide and decimal by 1-digit
Teacher’s Note numbers and give them more examples to solve for sufficient practice.
83
EXERCISE 4.5
Divide the following.
(i) 17.1 ¸ 6 (ii) 1.8 ¸ 5 (iii) 9.36 ¸ 4
(iv) 9.66 ¸ 3 (v) 4.68 ¸ 9 (vi) 17.85 ¸ 7
(vii) 6.28 ¸ 4 (viii) 0.72 ¸ 2 (ix) 5.62 ¸ 2
(x) 34.23 ¸ 3 (xi) 67.25 ¸ 5 (xii) 32.34 ¸ 6
(xii) 96.20 ¸ 2 (xiv) 10.11 ¸ 3 (xv) 40.05 ¸ 5
Solve real life problems involving decimals up to two

decimal places.
Example 1: Sana bought 0.25 kg of cadbury chocolates,
10.50 kg of flour and 2.50 kg of sugar. What is the total mass
of ingredients she bought
1
Solution: Cadburry chocolate 0 . 2 5 Kg
Flour 1 0 . 5 0 Kg
Sugar + 2 . 5 0 Kg
1 3 . 2 5 Kg
She bought a total mass of 13.25 kg.
Example 2: Ali’s height is 1.75 m and Azhar’s height is 1.27 m.
How tall is Ali than Azhar?
Solution: To find out the difference between their heights.
So do subtraction.
6 1
Ali’s height 1 . 7 5
Azhar’s height –1 . 2 7
Difference 0 . 4 8
Hence Ali is 0.48 m taller than Azhar.
84
Example 3:
The cost of one kilogram of flour is Rs 32.50, what will be the
total cost of 15 kg of flour?
Solution:
One kg of flour cost = Rs 32.50,
the cost of 15 kg will be = 32.50 x 15
So, 3 2 . 5 0
x 1 5
16 2 5 0
+3 2 5 x x
4 8 7. 5 0
The total cost of 15 kg of flour will be Rs 487.50
Example 4:
Mrs. Aslam wants to divide 3.36kg of sweets equally among
4 relatives. How much will each relative get?
Solution: 0.8 4
4 3.3 6 [ before taking 33, shift the
–3 2 decimal point to the
1 6 quotient ]
–1 6
0 0
3.36 ¸ 4 = 0.84
Hence, each of the relative will get 0.84 kg of sweets.
85
EXERCISE 4.6
1. Ahmed purchased a shirt for Rs 325.80 and a jeans for

Rs 525.25. Find the amount spent.
2. Javeria’s weight is 10.24 kg and her sister’s weight is
11.28 kg. What is the total weight of both the sisters?
3. Ansa paid a total cost of Rs 97.5 to the shopkeeper for a

pencil case and a colour box. If the pencil case costs
Rs 30.25, find the cost of the colour box.
4. Haroon and Shafique spent Rs 95.823. Haroon spent

Rs 89.75. What amount was spent by Shafique?
5. Ali has Rs 50.29 as pocket money. He gave Rs 15.45 to
his sister Nida and spent Rs 13.84 on coffee. How much
money has left with him?
6. Aslam brought 65 hens for his farm. The weight of each

hen is 2.72 kg. What is the weight all have?
7. One set of books weigh 3.75 kg. What will be the weight
of 32 such sets?
8. Yusra cuts a ribbon 13.75 m long into 5 equal pieces.

Find the length of each piece.
9. The total weight of 5 sacks of flour is 58.75 kg. Find the

weight of one sack of flour.
86
REVIEW EXERCISE
1. Write down the place values of circled digits in the
following.
(i) 2.32 5 (ii) 1 7. 9 53 (iii) 37.8 7
2. Convert the following fractions to decimals.

321 175 19 27
(i) (ii) (iii) (iv)
100 1000 4 8
3. Convert the following decimals to fractions.
(i) 1.54 (ii) 0.35 (iii) 13.7 (iv) 0.345
4. Solve the following.

(i) 1.57 + 3.42 (ii) 0.37 – 0.18
(iii) 17.55 + 23.42 (iv) 1.94 – 0.89
5. Multiply the following.
(i) 0.325 x 100 (ii) 17.55 x 10
(iii) 3.5252 x 1000 (iv) 2.57 x 32
6. Divide the following.
(i) 9.42 ¸ 6 (ii) 2.52 ¸ 7 (iii) 8.61 ¸ 3
7. Anas ran a distance of 110.25m and Ayaan ran 97.75m.

What is the total distance that they both ran altogether?
How much more distance did Anas ran than Ayaan?
8. Abdullah drink 0.45l of juice every day. How many litres
of juice does he drink in 30 days?
87
Unit
5 1.1
5.1 LENGTH
MEASUREMENTS
We have learnt that the small lengths are measured in

metres (m) and centimetres (cm) and long distances are
measured in kilometres (km).
1. Conversion of units of length:
Convert kilometres to metres, metres to centimetres and
centimetres to millimetres.
(i) Convert kilometres to metres.
There are 1000 metres in a kilometre.
1 kilometre (km) = 1000 metre (m)
So, we multiply the numbers of kilometres by 1000 to change
them into meters.
Example 1: Convert 2 kilometres into metres
Solution: 2 km = 2 x 1000 = 2000 m
Example 2: Convert 8 kilometres into metres
Solution: 8 km = 8 x 1000 = 8000 m
Activity 1 Convert to meters.
1 6 x 1000
6 km = _______________ 6000 m
= _____
2 9 km = _______________ = _____ m
3 12 km = ______________ = _____ m
4 25 km = ______________ = _____ m
5 50 km = ______________ = _____ m
6 75 km = ______________ = _____ m
7 80 km = ______________ = _____ m
Teacher should explain the students to convert the different units of

Teacher’s Note length through multiplication by 1000, 100 and 10.
88
Unit 5 MEASUREMENTS (Length)
(ii) Convert metres to centimetres

There are 100 centimetres in a metre.
1 metre (m) = 100 centimetres (cm)
So, we multiply metres by 100 to change into centimetres.
Example 1: Convert 6 metres into centimetres

Solution: 6 x 100 = 600 cm
Example 2: Convert 20 metres into centimetres
Solution: 20 m = 20 x 100 = 2000 cm
Activity 2 Convert metres into centimetres.
1 5 x 100
5 m = _______________ 500 cm
= _____
2 9 m = _______________ = _____ cm
3 18 m = ______________ = _____ cm
4 45 m = ______________ = _____ cm
5 60 m = ______________ = _____ cm
6 87 m = ______________ = _____ cm
(iii) Convert centimetres to millimetres.
0 1 2 3 4 5
centimeters
Each centimetre unit is divided into 10 smaller units.

Each smaller unit is called a millimetre (mm).
There are 10 mm in a cm.
1 centimetre (cm) = 10 millimetres (mm)
89
Example 1: Measure the length of this pencil in centimetres

and convert it into millimetres.
0 1 2 3 4 5 6 6 8 9 10 11 12 13 14 15
centimetres
Solution: The length of this pencil is 12 cm.

To find the length in millimetres, we multiply centimetres by 10.
So, 12 cm = 12 x 10 = 120 mm
The length of pencil is 120 mm.
Example 2: Convert 85 cm to millimetres
Solution: 85 cm = 85 x 10 = 850 mm
Activity Convert the following into millimetres.

1 7 x 10
7 cm = _______________ 70 mm
= _____
2 10 cm = ______________ = _____ mm
3 11 cm = ______________ = _____ mm
4 31 cm = ______________ = _____ mm
5 49 cm = ______________ = _____ mm
Following is the table showing relationship among units

of length.
10 millimetres = 1 centimetre
100 centimetres = 1 metre
1000 metres = 1 kilometres
1 metre = 1000 millimetres
90
Example 3: A boy purchased a rope 2 metre long. Convert

it into centimetres and millimetres.
2 metre
Solution: 2 m = 2 x 100 cm = 200 cm

Again: 2 m = 2 x 1000 mm = 2000 mm
EXERCISE 5.1
1 Convert into metres.
(i) 5 km (ii) 14 km (iii) 20 km

2 Convert into centimetres.
(i) 17 m (ii) 32 m (iii) 54 m

3 Convert into millimetres?
(i) 15 cm (ii) 19 cm (iii) 30 cm

4 Change into centimetres and millimetres?
(i) 4m (ii) 10 m (iii) 35 m
(iv) 64 m (v) 83 m (vi) 98 m
91
2. Addition and Subtraction of units of length:
Add and subtract expressions involving similar units
of length.
As metres are added to metres and kilometres are
added to kilometres, so like units are to be added and
subtracted from each other.
Example 1: Add 24 km 233 m and 20 km 446 m
Solution: km m
24 233
+ 20 446
44 679 Thus, sum is 44 km 679 m
Example 2: Add 42 m 75 cm and 28 m 90 cm

Solution: m cm
1 1
42 75
+ 28 90
71 65 Thus, sum is 71 m 65 cm
Example 3: Subtract 34 km 23 m from 78 km 86 m

Solution: km m
78 86
– 34 23
44 63 Thus, difference is 44 km 63 m
Example 4: Subtract 25 m 56 cm from 47 m 23 cm

Solution: m cm
6 1
47 23
– 25 56
21 67 Thus, difference is 21 m 67 cm
92
EXERCISE 5.2
(1) Add:
(i) 4200 m and 9600 m
(ii) 25 km 520 m and 12 km 840 m
(iii) 49 km 719 m and 32 km 103 m
(iv) 30 km 60 m and 29 km 29 m
(v) 69 m 17 cm and 99 m 32 cm
(vi) 42 cm 3 mm and 68 cm 5 mm
(vii) 13 m 25 cm, 40 m and 65 m 5 cm
(viii) 90 km 820 m, 75 km 500 m and 110 km 175 m
(ix) 45 km 340 m , 82 km 399 m and 230 km 180 m
(2) Subtract:
(i) 5050 m from 7000 m
(ii) 2 m 76 cm from 6m 35 cm
(iii) 34 m 20 cm from 36 m 80 cm
(iv) 305 m 20 cm from 862 m 60 cm
(v) 36 km 500 m from 87 km 250 m
(vi) 18 km 352 m from 70 km 100 m
(vii) 106 m 18 cm from 300 m 29 cm
(viii) 27 cm 8 mm from 74 cm 7 mm
(ix) 37 cm 5 mm from 64 cm 3 mm
Use appropriate units to measure the length of different
objects
We measure the length of pencil in centimetres.
0 1 2 3 4 5 6 6 8 9 10 11 12 13 14 15
centimetres
The length of pencil is 14 cm.

We measure the length of book in centimetres.
We measure the length of table, room or play ground in metres.
We measure the distance between two cities in kilometres.
93
Use the correct unit of cm , m and km

Activity
to fill the each box.
We measure:
1 The length of pen in cm
2 The length of bed in
3 The length of hockey ground in
4 The width of your geometry box in
5 The distance from Karachi to Larkana in
Example: Tick (ü ) the best unit of length for measuring

the length of sides of table
(a) 45 mm (b) 45 cm ü
(c) 45 m (d) 45 km
Solve real life problems involving conversion, addition
and subtraction of units of length
Example 1: Farhan is 1 m 30 cm tall. He stands on a stool
70 cm high. How high is the top of his head from the ground?
1 [Sum of (30 + 70) cm
Solution: Farhan’s height 1m 30 cm = 100 cm
100 cm = 1 m
Height of stool + 70 cm carry 1 m to
2m 00 cm metre column]
The top of his head is 2 m high from the ground.

Example 2: There are 2 pieces of wood. The first piece
measures 5 m 28 cm and the second piece is 3 m 55 cm long.
What is the difference between the two?
Solution: Length of the first piece of the wood 5 m 28 cm
Length of the second piece of the wood – 3 m 55 cm
1m 73 cm
The difference between the two pieces of wood is 1 m 73 cm.
94
EXERCISE 5.3
1 Choose the best unit of length for the following objects:
(i) The thickness of eraser is:
(a) 2 mm (b) 2 cm
(c) 2 m (d) 2 km
(ii) The length of football ground:
(a) 30 mm
(b) 30 cm
(c) 30 m
(d) 30 km
(iii) The distance between Karachi and Hyderabad by road is:
(a) 165 mm
(b) 165 cm
(c) 165 m
(d) 165 km
Hyderabad Karachi
2 The length of an iron rod is 2 m 86 cm. How much iron rod

is left if 1m 38 cm has been cut off?
Ali covered a distance of 789 m from his house to
3
Jamia Masjid and then 368 m from Jamia Masjid to
School. Find the total distance covered by him ?
4 A car is 1m 62 cm wide. A garage is 2 m 41cm wide.
How much space is left when the car is in the garage?
5 The red part of a colour pencil is 65 mm long. The blue
part is 52 mm long. What is the length of full pencil
in millimetres and centimetres?
6 In a walking race, in specified time Tariq ran 9 km
200 m, Sajjad ran only 8 km 850 m. How far ahead of
Sajjad was Tariq?
95
7 In a 10 kilometre race, a horse fall down at a distance of

245 m from the winning point. What distance had the horse
run before it fall down?
8 Nasir is 142 cm tall. His friend is 8 cm taller than Nasir.
How tall is his friend?
9 Saba’s house is at a
distance of 375 m from
school and 505 m from
railway station. What is the
difference between distances
of school and railway station
from Saba’s home?
5.2 MASS / WEIGHT

The unit of mass is gram (g). Kilograms (kg) are used to weigh
heavy objects and grams are used to weigh light objects.
5g 10g 50g 100g 200g 500g

Convert kilograms to grams.
There are 1000 grams in a kilogram.
1 kilogram (kg) = 1000 gram (g)
So, we multiply the numbers of kilograms by 1000 to convert
into grams.
Example 1: Convert 15 kg to grams
Solution: 15 kg = 15 x 1000 g = 15000 g
Example 2: Convert 2 kg 250 g into grams
Solution: 2 kg 250 g = 2 x 1000 g + 250 g
= 2000 g + 250 g = 2250 g
Teacher should explain students to convert the different units of

Teacher’s Note kilograms to gram by multiplication.
96
Unit 5 MEASUREMENTS
Activity Convert the following into grams.

18 x 1000
___________ 18000
___________ g
(1) 18 kg = =
(2) 25 kg ___________ ___________ g
= =
(3) 4 kg 80 g ___________ ___________ g
= =
(4) 5 kg 125 g ___________ ___________ g
= =
3. Addition and subtraction of unit of Mass/Weight
Add and subtract expressions involving similar units of
mass/weight.
Example 1: Example 2: Subtract 7 kg 650 g
Add 3 kg 65 g and 5 kg 30 g. from 9 kg 500 g.
kg g kg g
8 14 10
Solution: 3 65 Solution: 9 500
+5 30 –7 650
8 95 1 850
Total weight = 8 kg 95 g Total weight = 1 kg 850 g
EXERCISE 5.4
1 Add.
(i) 3705 g, 8536 g and 4000 g
(ii) 4 kg 485 g, 2 kg 390 g and 4 kg 425 g
(iii) 8 kg 75 g and 9 kg 46 g
(iv) 4 kg 32 g and 3 kg 85 g
(v) 16 kg 860 g, 23 kg 545 g and 49 kg 360 g
2 Subtract.
(i) 1 kg 250 g from 5 kg (ii) 3 kg 33 g from 6 kg 86 g
(iii) 4505 g from 9007 g (iv) 36 kg 740 g from 59 kg 960 g
(v) 14 kg 72 g from 20 kg 40 g
97
Unit 5 MEASUREMENTS (Mass/Weight)
Use appropriate units to measure the mass/weight of

different objects.
To weigh heavy objects we use kilogram.
To weigh lighter objects we use gram.
For example:
Honey and sweets are measured in grams and kilograms.
Sugar, wheat, rice and flour bags are measured in kilogram.
Packet of tea is measured in grams.
Gold and silver are measured in grams.
Activity Use kg or g.
1 The weight of tooth past is measured in g
2 The weight of bags of flour are measured in
3 The weight of sugar bag is measured in
4 The weight of one paper is measured in
5 The weight of one soap is measured in
6 The weight of potatoes and onions are measured in
7 The weight of salt bag is measured in
8 The weight of vegetable ghee is measured in
Solve real life problems involving conversion, addition
and subtraction of units of mass/weight.
Example 1: A rice merchant sold 168 kg 750 g of rice and
had 57 kg 650 g left. Find the quantity of rice in the
beginning? kg g
Solution: Weight of rice sold 168 750
Weight of rice left + 57 650
226 400
He had 226 kg 400 g rice in the beginning.
98
Unit 5 MEASUREMENTS (Mass/Weight)
Example 2: A hen weighs 2 kg 720 g and a duck weighs 4 kg

240 g. How much heavier is the duck than the hen?
kg g
Solution: Weight of the duck 4 240
Weight of the hen – 2 720
1 520
The duck is 1 kg 520 g heavier than the hen.
EXERCISE 5.5
1 Choose the answer in best unit of mass/weight for
following objects:
(i) The mass of a paper clip.
(a) 1 g (b) 1 kg (c) 100 g (d) 100 kg
(ii) The mass of a 13 years old boy.
(a) 4 g (b) 4 kg (c) 40 kg (d) 400 g
(iii) The mass of a box of tea.
(a) 40 g (b) 400 g (C) 4 g (d) 4 kg
(iv) The weight of a watermelon.
(a) 5 kg (b) 50 g (c) 50 kg (d) 500 g
2 A bale of rubber weighs 75 kg 700 g. Another weighs

86 kg 400 g. Find their total weight.
3 Hussain weighs 28 kg 750 g and his father weighs 63 kg
500 g. How much lighter is Hussain than his father?
4 Fozia bought 21 kg 350 g of sweet from one shop. She
purchased 1 kg 200 g of sweet from another shop. Find
the total weight of sweet she purchased in all?
5 A grain merchant had 3000 kg of peas. He sold
1856 kg 750 g of it. What weight of peas had he left?
99
Unit 5 MEASUREMENTS
5.3 VOLUME / CAPACITY:

(1) Conversion of units of capacity
The basic unit to measure capacity is litres (l). The smaller unit
to measure the capacity is millilitre (ml).
Convert litres to millilitres.
There are 1000 millilitres in a litre.
1 litre (l) = 1000 millilitres (ml)
In order to convert a litre into millilitres we multiply the number
of litres by 1000.
Example 1: Convert 8 litres into millilitres
Solution: 8 l = 8 x 1000 l = 8000 ml
Activity Convert the following into millilitres.
(1) 15 l 15 x 1000
___________ 15000
___________ ml.
= =
(2) 40 l
=
___________
= ___________ ml.
(3) 75 l ___________ ___________ ml.
= =
(4) 66 l ___________ ___________ ml.
= =
(2) Addition and Subtraction of Units of Capacity
Add and subtract expression involving units of
capacity/volume
Example 1: Add 9 l 800 ml and 2 l 300 ml.
l ml
1
Solution: 9 800
+2 300
12 100
Total volume = 12 l 100 ml.
Teacher should explain the students to convert litres into millilitres

Teacher’s Note by multiplication.
100
Unit 5 MEASUREMENTS (Volume/Capacity)
EXERCISE 5.6
(1) Add.
(i) 7 l 420 ml and 10 l 500 ml
(ii) 2100 ml, 4960 ml and 3755 ml
(iii) 7 l 25 ml, 16 l 400 and ml, 31 l 251 ml
(iv) 705 ml, 820 ml and 695 ml
(v) 14 l 782 ml, 17 l 300 ml and 26 l 450 ml
(2) Subtract.
(i) 719 l from 825 l
(ii) 16 l 415 ml from 60 l 600 ml
(iii) 640 ml from 905 ml
(iv) 8 l 205 ml from 11 l 150 ml
(v) 76 l 223 ml from 97 l 660 ml
Use appropriate units to measure the capacity/volume of
different objects (utensils etc).
The capacity of milk pack is 1 l
2
or 500 ml.
The capacity of 2nd milk pack is 1 l 1 l 1l
2
or 1000 ml.
The capacity of mineral water bottle is 1 litre.
The capacity of bucket is 5 l 1 Liter
or 5000 ml.
5 Litre
The capacity of bowls 250 ml, 500 ml
and 750 ml
750 ml
250 ml 500 ml
101
Activity Choose the appropriate measure of

given objects.
1 2 3
25 ml 36 ml 1l
250 ml 360 ml 10 l
2500 ml 3600 ml 100 l
Solve real life problems involving conversion, addition and

subtraction of units of capacity/volume.
Example 1: A plastic tank contains 18 l of water. Ali pours
16 l of water into it, how much water will it contain
now?
1
Solution: Water in the tank 18 l
Ali pours + 16 l
Total 34 l
It will contain 34 l of water in total.
Example 2: Two bottles together contain 200 l of juice. If one

of them holds 98 l, how much juice does the other
hold?
1 910
Solution: Two bottles contain 200 l of juice
One of them holds – 98 l of juice
102 l
The other bottle holds 102 l of juice.
102
EXERCISE 5.7
(1) Choose answer in the best unit of volume for the
following objects:
i ii iii
4 l, 40 l, 400 l 1 l, 1 ml, 2 ml 500 l, 500 ml, 800 ml
iv v vi
4 l, 4 ml 140 l, 140 ml 5 l, 5 ml
2 How much water is left if 19 ml are taken from a cup
holding 28 ml.
3 The bath tub in Sara’s house requires 850 l of water to
fill. It now holds 552 l. How many more litres are needed
to fill the bath tub?
4 A container contains 98 l 300 ml of oil. If 51 l 700 ml
more of oil is added to it. How much oil will there be in
the tank altogether?
5 A milk van carried 272 l of milk. 35 l 875 ml of the milk
were spilt in an accident. How much milk was left?
6 A water drum contains 500 l of water. After watering the
flowers, 260 ml of water is left. How much has been used
to water the flowers?
7 There is 1 l 10 ml of syrup in a bottle and in another bottle
contains 2 l 75 ml. Find the total quantity of syrup in both bottles.
8 There is 80 l 750 ml of diesel in the tank of a bus.
How much diesel must be added to make it 100 l?
103
Unit 5 MEASUREMENTS
5.4 TIME
12
11 1
A clock has three hands. 10 2
The shorter hand is called hour hand. 9 3
The longer hand is called minute hand. 8 4
The thinnest hand is called second hand. 7
6
5
The hour hand goes round the clock twice a day.

The minute hand goes round the clock 24 times a day.
The second hand takes 60 little jerks to go round the
clock in a minute. We already know that:
12
11 1
10 2 MAY 2014
9 3 Mon Tue Wed Thu Fri Sat Sun
8 4 * * * 1 2 3 4
7 5
6
5 6 7 8 9 10 11
TIME MEASUREMENT 12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31 *
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
52 weeks = 1 year
1 year = 12 months
Conversion of units of time

Read time in hours, minutes and seconds
We have learnt each day has 24 hours .
A day ends at 12 midnight and a new day begins at same time
after 12 midnight .
The time between 12 midnight and 12 noon is called
a.m. It means in the late night and morning.
The time between 12 noon and 12 midnight is called
p.m. means in the afternoon, evening and night.
Teacher’s Note Teacher should revise different time measurements to the students.
104
Unit 5 MEASUREMENTS (Time)
Look at this clock. It has 3 hands.
12
11 1
10 2 nd
2 hand (minute hand)
9 3
3rd hand 1st hand (hour hand)
(second hand) 8 4
7 5
6
The third hand is long and thin. It moves faster than other two
hands. It moves in short jerks. Each jerk made by this hand
marks the passing of one second.
The second is the smallest unit of time.
1 minute contains 60 seconds.
1 minute = 60 seconds
rd
The 3 hand takes 60 little jerks to go clock wise round
the clock, when 60 seconds are complete a minute has passed.
How many jerks will the second hand make in one hour?
60 x 60 = 3600 seconds
Or
1 hour = 3600 seconds
Activity 1 Use a.m. or p.m.
1 8’o clock in the morning 8 a.m
2 5’o clock in the evening

3 1’o clock in the morning
4 9’o clock at night
5 2 hours before midnight
a.m stands for ante meridien p.m stands for post meridien
105
Look at the dial of the clock. We divide it in two parts.

12
11 1
If the minute 2
If the minute
10
hand is on left hand is on right
9 3 side, we say
side, we say
8 past the hour
to the hour. 4
7 5
6
12 12 12 12
11 1 11 1 11 1 11 1
10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 5 7 5 7 5 7 5
6 6 6 6
quarter to 12 quarter past 12 5 minutes to 4 10 minutes past 6

1 1 : 45 12 : 15 3 : 55 6 : 10
Activity 2 Write time in words and in numbers.
12 12 12
11 1 11 1 11 1
(i) 10 2 (ii) 10 2 (iii) 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
5 minutes to 3 10 minutes past 8
2:55 8:10
12 12 12
(iv)
11 1
2
(v) 11 1
2 (vi)
11 1
2
10 10 10
9 3 9 3 9 3
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
106
Convert hours to minutes and minutes to seconds.

(a) Convert hours into minutes:
We multiply the number of hours by 60 to convert hours into minutes.
Example 1: Convert 3 hours 15 minutes into minutes
Solution: 3 h 15 m = 3 x 60 + 15
= 180 + 15 = 195 min.
Activity 1 Convert the following into minutes.

2 x 60 + 10 130
(1) 2 h 10 min = _________ =
_________ minutes.
(2) 3 h 32 min = _________ =
_________ minutes.
(3) 1 h 45 min = _________ =
_________ minutes.
(4) 5 hours _________ _________ minutes.
= =
(b) Conversion of minutes to seconds.
We multiply the minutes by 60 to convert into seconds.
Example 1: Convert 4 minutes into seconds.
Solution: 4 min = 4 x 60 sec = 240 seconds
Example 2: Convert 3 minutes 20 seconds
Solution: 3 minutes 20 seconds = 3 x 60 sec. + 20 sec.
= 180 + 20 sec = 200 seconds
Activity 2 Convert the following into seconds.
47 x 60
________ 2820 seconds.
_______
(1) 47 min = =
(2) 1 min 5 sec ________ _______ seconds.
= =
(3) 12 min 15 sec = ________ = _______ seconds.
(4) 45 min 10 sec = ________ = _______ seconds.
(5) 59 min = ________ = _______ seconds.
Teacher should explain the students to convert the hour into minutes
Teacher’s Note and minutes into seconds through multiplication by 60.
107
Convert years to months, months to days and weeks to days

(a) Conversion of years to months:
We multiply the number of years by 12 to convert it into months.
Example 1: Convert 3 years to months
Solution: There are twelve months in a year.
So, 3 years = 3 x 12 months = 36 months
Example 2: Convert 4 years 8 months to months
Solution: 4 years 8 months = 4 x 12 months + 8 months
= 48 months + 8 months = 56 months
Activity Convert the following into months.
2 x 12
_______ 24 months.
(1) 2 years _____
= =
_______ _____ months.
(2) 5 years 2 months = =
(3) 10 years 8 months = _______ = _____ months.
(4) 7 years 6 months = _______ = _____ months.
(b) Conversion of months to days.
We multiply the months by 30 to convert them into days.
Example 1: Convert 5 months to days
Solution: 5 months = 5 x 30 days = 150 days
Example 2: Convert 2 months 20 days into days.
Solution: 2 months 20 days = 2 x 30 days + 20
= 60 + 20 days = 80 days
Activity Convert the following into days.
4 x 30 + 10 130
(1) 4 months 10 days = __________ = _____ days.
(2) 6 months 4 days = __________ = _____ days.
(3) 9 months 20 days = __________ = _____ days.
(4) 18 months 15 days = __________ = _____ days.
108
(c) Conversion of weeks to days.

We multiply weeks by 7 to convert into days.
Example 1: Convert 5 weeks into days.
Solution: 5 weeks = 5 x 7 days = 35 days
Example 2: Convert 2 weeks 4 days into days.
Solution: 2 weeks 4 days = 2 x 7 days + 4 days = 18 days
EXERCISE 5.8
(1) Convert the following into months.

(i) 5 years (ii) 8 years 6 months
(iii) 4 years 9 months (iv) 10 years 2 months
(v) 15 years 8 months (vi) 20 years 10 months
(2) Convert the following into days.
(i) 3 months (ii) 3 months 12 days
(iii) 8 months 20 days (iv) 4 months 25 days
(v) 10 months 28 days (vi) 2 months 15 days
(3) Convert the following into days.
(i) 8 weeks (ii) 25 weeks 3 days
(iii) 17 weeks 6 days (iv) 30 weeks
(v) 35 weeks 5days (vi) 41 weeks 2 days
Addition and subtraction of units of time
Add and subtract units of time without carrying/borrowing
Example 1: Add 15 minutes 35 seconds and 30 minutes 20 seconds.
Solution: Minutes Seconds
1 5 3 5
+ 3 0 2 0
4 5 5 5
Therefore, sum is 45 min 55 sec.
109
Example 2: Subtract 25 minutes 32 seconds from 46 minutes
48 seconds.
Solution: Minutes Seconds
4 6 4 8
– 2 5 3 2
2 1 1 6
Therefor, difference is 21 min 16 sec.
EXERCISE 5.9
(A) Add:
1 45 minutes 38 seconds and 30 minutes 40 seconds.
2 48 minutes 39 seconds and 37 minutes 20 seconds.
3 28 hours 10 minutes and 31 hours 20 minutes.
4 25 hours 20 minutes and 34 hours 15 minutes.
(B) Subtract:
1 48 minutes 39 seconds from 59 minutes 49 seconds.
2 35 minutes 25 seconds from 55 minutes 35 seconds.
3 32 hours 12 minutes from 45 hours 46 minutes.
4 23 hours 10 minutes from 54 hours 30 minutes.
Solve simple real life problems involving conversion,
addition and subtraction of units of time
Example 1: Nazia takes 1 hour 15 minutes to complete her
Maths home work and 1 hour to complete her
English home work. How much time she
takes to complete both home works?
Solution: Hours Minutes
Time taken to complete Maths homework: 1 15
Time taken to complete English homework: + 1 00
Total time taken: 2 15
Total time taken = 2 hours 15 minutes.
110
Example 2: Hamdan takes 1 hour 30 minutes to play cricket,

while his brother Hammad takes 1 hour 15 minutes
to play cricket. How much more time Hamdan
takes to play cricket?
Solution: Hours Minutes
2 10
Time taken by Hamdan 1 30

Time taken by Hammad – 1 15
Difference 0 15
Hamdan takes 15 minutes more to play cricket.
EXERCISE 5.10
1 Rafique took 25 minutes 30 seconds to reach his school
while 23 minutes 25 seconds to come back from school.
How much total time he takes to go and come back from
school?
2 Pakistani cricket team took 4 hours 25 minutes to
complete their innings, while Indian cricket team took
3 hours 20 minutes to complete their innings. How much
total time both the teams took to complete their
innings?
3 Ahsan takes 42 minutes 54 seconds to complete a job,
while his friend takes 32 minutes 12 seconds to complete
the same job. How much more time does Ahsan take to
complete the job?
4 A train takes 19 hours 48 minutes to reach from Lahore
to Karachi, while another train takes 17 hours 23 minutes.
Find the difference between the times taken by the
two trains.
5 Momal spent 53 minutes 47 seconds to watch television
while Zahid spent 39 minutes 23 seconds to watch the
television. Find the difference in their time.
111
Unit 5 MEASUREMENTS
REVIEW EXERCISE
1 Tick ( ) the correct answer.
(i) 1 centimetre is equal to
(a) 100 mm (b) 10 mm (c) 1000 mm
(ii) 1 kilometre is equal to
(a) 1000 m (b) 100 m (c) 10 m
(iii) 1 litre is equal to
(a) 100 ml (b) 10 ml (c) 1000 ml
(iv) The number of hours in a day is
(a) 12 (b) 24 (c) 30
2 List four lengths that would be measured by using km.
(i) Distance of two towers (ii) _________________
_________________
(iii) _________________ (iv) _________________
3 Convert these lengths into kilometres.
(i) 6000 m = _________ (ii) 3500 m = _________
4 Convert these lengths into metres.
(i) 15 km = ___________ (ii) 3 km = ___________
5 Add:
(i) 30 km 43 m and 18 km 84 m
(ii) 48 m 65 cm and 38 m 76 cm
(iii) 13 l 800 ml and 12 l 700 ml
(iv) 44 kg 380 g and 38 kg 960 g
6 Subtract:
(i) 40 km 65 m from 76 km 72 m
(ii) 43 m 81 cm from 72 m 34 cm
(iii) 4 l from 12 l 250 ml
(iv) 45 kg 325 g from 86 kg 638 g
112
Unit
6 1.1
6.1 GEOMETRY BOX

GEOMETRY
Geometry Box contains different types of

instruments which are used for measurement
and drawing geometrical figures.
Know instruments of a Geometry Box. i.e., pencil, straightedge/
ruler, compasses, dividers, set squares and protractor.
A geometry box contains the following instruments:
(1) Pencil and Eraser
Pencil is used for drawing figures
il
nc
and other lines, arcs, angles etc.
Pe
Where as erasers are used to
delete or correct the figures.
(2) Ruler (straightedge)
It is used to measure the length of a given line segment. It is
also used in drawing line segment of given or required length.
cm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Scale
(3) Compasses (a pair of compasses)

Compasses are used to draw arcs,
circles and marking distance.
(4) Dividers (a pair of dividers)

A pair of dividers is used to
measure the length of a line
segment and the diameter of
hollow cylinder.
A B
Teacher should show the geometry box and instruments to the

Teacher’s Note students in the class room.
113
Unit 6 GEOMETRY (Geometry Box)
(5) Set squares

Set squares are used
SQ1
to draw a line parallel
or perpendicular to a
given line. It is also
used to draw angles SQ2
of 30o, 45o, 60o and 90o.
(6) Protractor
Protractor is used to
measure an angle or to
draw an angle of a
given measure, between
0 and 180 degrees
Recognize the use of pencils of grade H and HB
Pencils used are of two grades.
(i) Pencil of grade H (ii) Pencil of grade HB.
H stands for hardness HB stands for blackness
*H* * HB *
H grade pencil HB grade pencil
The line drawn with pencil The line drawn with HB grade
H grade is very thin. In this is bold. In this pencil the lead
pencil the lead leaves light leaves dark black colour
black colour impression. impression.
Demonstrate the use of H and HB pencils by drawing

different lines
Look at these pencils
*H* * HB *
The line drawn with pencil The line drawn with pencil
of grade H is very thin. of grade HB is bold.
114
Unit 6 GEOMETRY (Geometry Box)
Draw the following diagrams with *H*

Activity 1
and *HB* grade pencils.
(i) Line segment (ii) Square (iii) Circle
Activity 2 Take a point A. From point A draw AB with

the help of any straightedge. Draw another
AC from point A. How many lines can be
drawn from point?
Activity 3 Take a pair of dividers. Penetrate the
pointed ends on a paper. Name the two
marks as A and B. Now draw lines with the
help of straightedge; so that they may
pass through both the points A and B.
6.2 LINE
In previous class, we learnt that a line consists of a set of
infinite points. A line has no end point.
A B
It is a line which shows infinite number of points.
Measure the length of a line in centimetres and millimetres
using straightedge/ruler and dividers
To draw a line segment using
Activity 1
straightedge / ruler.
Step 1. Take two points (say A and B).
Step 2. Join A and B, using your ruler B
A
and pencil.
A B
Step 3. Thus we get a part of a line which has two end points
called the line segment.
Teacher may organise activities and engage the students to draw

Teacher’s Note and measure line segment in their own copies.
115
Unit 6 GEOMETRY
Activity 2 Measuring the length of a line segment

with ruler.
A B
cm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Scale
Step 1. Place a ruler with its edge along AB such that zero (0)
mark of the ruler faces the point A.
Step 2. Read the mark on the ruler which faces the point B.
Step 3. This gives us the length of AB. Thus the length of AB
is 5 cm 2 mm i.e. 5.2 cm. Symbolically, we write
m AB = 5.2 cm.
Activity 3 Measuring the length of line segment

with divider.
cm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A B Scale
Step 1. Open the divider so that the end point of one of its
arms is at A and the point of the second arm is at B.
Step 2. Lift the divider without disturbing it and place it on the
ruler so that the end point of one arm is at zero (0)
mark.
Step 3. Read the mark against the end point of the second
arm of the divider.
Step 4. We find the length of AB to be 4.9 cm or we write
m AB = 4.9 cm
116
Unit 6 GEOMETRY (Line)
EXERCISE 6.1
1. Measure the sides of the following figures with ruler and
write their lengths:
A C m AC = _______cm
(i) m AB = _______cm
m CB = _______cm
m BC = _______cm
B
(ii) P Q (iii) W X
m PQ = _______cm
m QR = _______cm
m RS = _______cm
S Y
m SP = _______cm Z
R
m WX = ___ = m YZ = ___
m XY = ___ = m ZW = ___
2. Join the pair of points given below, to draw line segments,
then measure the length of each of the line segments with
the ruler and write its length. Verify the length by divider.
(i) P Q
Length of PQ is 8.5 cm
(ii) S T
Length of ST is_____cm
(iii) F G
Length of FG is_____cm
(iv) Y Z
Length of YZ is_____cm
(v) M N
Length of MN is_____cm
117
Draw a straight line of given length using a
straightedge/ruler and dividers
Activity 1 Let’s draw a line segment 6.5 cm long

using ruler.
1st Step 2nd Step
(i) Take any point A. (i) Join points A and B using
(ii) Place the 0 (zero) of the the ruler or any straight
ruler against point A. edge.
(iii) Put another point B with
pencil against 6.5 cm of
the ruler.
A B A B
cm
cm
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Scale Scale
Thus a straight line AB is drawn whose length is 6.5 cm
Activity 2 To draw a straight line of 8.5 cm using

dividers.
Step 1. Take a point A on a sheet of paper.
Step 2. Place one end of the divider at zero mark on ruler.
Step 3. Open the divider so that the other end of the divider is
on the mark of 8.5 cm on the ruler.
Step 4. Without changing the openings of dividers, place one
end at A and put a point B with
another end of the divider.
Step 5. Join A and B.
Step 6. Thus, we obtain a
A 8.5 cm B
straight line AB of
cm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
required length 8.5 cm. Scale
Help the students to draw lines of different measure in their

Teacher’s Note own copy.
118
Draw a curved line and measure its length using

thread/dividers and straightedge / ruler.
A E
O Z
B N Y
Fig (i) G M Fig (iii) Fig (iv)
F Fig (ii) X
C
These are curved lines. Curved lines can be drawn by
moving pencil in different directions. We can measure its
length by using thread/divider and ruler. Measure other
curved lines.
Measure curved line of Fig (i) with

Activity 1
thread and ruler.
Step 1. Take a piece of thread.
Step 2. Place one end of the thread at point A.

Step 3. Spread the thread along the path from A to B and then
from B to C.
Step 4. Put a mark on the thread or cut it with a pair of scissors.
9.6 cm
cm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Scale
Step 5. Measure the length of the thread with the help of ruler
which is 9 cm 6 mm or 9.6 cm.
Step 6. In this way the length of the said curved line
ABC is 9.6 cm.
Teacher may help the students to draw some curved lines in their
Teacher’s Note copies and measure their lengths with thread or scale.
119
Activity 2 Measure curved line PQRS fig. (a) with

dividers and ruler.
P P 1 P
Q 1 Q
Q
2
R
R
R
S Fig (a) S Fig (b)
S 10 Fig (c)
Step 1: Open the arms of divider 1 cm apart.

Step 2: Place one arm at P so that the other arm reaches at
1 see fig (b).
Step 3: Hold firm arm at No. 1, rotate the line arm to fall at No. 2
see fig (c).
Step 4: Repeat the above process again and again to reach
at No. 10 see fig. (c).
Step 5: Remaining part of the curved line is not a complete
unit. Open divider touching points S and No. 10. Place
it on the ruler so that one arm is at 0 (zero). Read the
other point. Suppose the second arm falls at 5 mm.
Hence the required length of the curved line PQRS is
10.5 cm.
EXERCISE 6.2
1. Draw line segments of following lengths.
Using (a) ruler (b) ruler and dividers.
(i) mAB = 7.4 cm (ii) mBC = 6.6 cm (iii) mCD = 5.7 cm

(iv) mDE = 3.8 cm (v) mEF = 4.9 cm (vi) mPQ = 6.0 cm
120
2. Measure these curved lines with thread, ruler and dividers

and write their lengths.
F K
(i) (ii) (iii)
D
C E P
Length _____ cm Length _____ cm Length _____ cm
Recognize horizontal and vertical lines
Look at stretched arms of the body.
Arms represent a line horizontal to the ground.
Body is vertical to the ground and also to arms.
Thus we get a horizontal line
and a vertical line which intersect
each other at a point.
Horizontal Line
Note: Horizontal and vertical lines Vertical Lines
have arrow marks, which represent
direction.
EXERCISE 6.3
North
Look at the directions
North, South, East and West West East
shown on Horizontal and
Vertical lines and fill in the
blanks. South
(1) Horizontal line shows___________directions.
(2) Vertical line shows___________directions.
(3) North to South direction represents___________line.
(4) West to East direction represents___________line.
Teacher may show the students horizontal and vertical lines with back
Teacher’s Note of chair, window pan, sides of table, blackboard and corner of book
with both hands of a clock at the time 6 o’clock and 15 minutes past.
121
Draw a vertical line on a given horizontal line using

set squares
Activity Draw a vertical line DE on a given

horizontal line BC.
Step 1. Draw a horizontal line BC. D
Step 2. Place ruler edge along BC.
Step 3. Along the side of the ruler
edge, place a set square. B O C
cm
Now slide it until its square
0 1 2 3 4
corner meet the point O at
which the vertical line is to
be drawn. E
Step 4. Draw DO as shown in the figure.
Then extend DO to E. Thus we
get a vertical line DE on a given horizontal line BC.
Recognize parallel and non-parallel lines
Look at these pictures:
A Date Mathematics D
B C
The opposite edges of the black board are;
A D
A D
and are parallel
lines.
B C B C
122
AD is parallel to BC and AB is parallel to DC. Similarly the two

lines of the railway track are parallel.
On the contrary, the following pair of lines are non-parallel lines
because they will meet or intersect if extended.
B K L
A H
and are non-
E F
parallel lines.
Hence parallel lines are those lines which do G
not intersect, however long they are extended.
Identify parallel and non-parellel lines from a given set of lines

Example: Identify parallel and non-parallel lines.
(i) (ii) (iii) (iv) (v)
Here (i), (iii) and (v) are all pair of parallel lines.
But (ii) and (iv) are pair of non-parallel lines.
Activity 1 Cross ( ) the shapes which represent

parallel lines and ( ) the shapes
which represent non-parallel lines.
Teacher should give examples from real life situation to recognized

Teacher’s Note the parallel and non-parallel lines.
123
Activity 2 Write down some pairs of:
Parallel lines Non-Parallel lines

1. Edges of the black board 1. Sides of triangle
2. 2.
3. 3.
4. 4.
5. 5.
Observations:
(1) Pair of parallel lines never meet; how far they are extended.
(2) Pair of non-parallel lines will meet and intersect each other.
EXERCISE 6.4
1. Identify parallel and non-parallel lines from the
following set of lines.
I K
(i) (ii) (iii) (iv) M O
A B E F
J L
G N P
C D H
(v) (vi) (vii) (viii)
Q S D
W V Y B
R
E
U X Z C
T
A B
Teacher may ask the students to verify the above mentioned

Teacher’s Note observations in their copies.
124
2. Tick ( ) the lines which 3. Cross ( ) the lines

are parallel to XY? which are non-parallel
to LM?
X Y L M
B Z A
A
C D
D E
W V M N
Draw a parallel line to a given straight line using set squares
Activity Draw a line (or lines) parallel to AB.

A B
Step 1. Draw given lines AB. A B
Step 2. Place the edge of one set square SQ1
(SQ1) along AB as shown in fig. (i)

Fig(i)
SQ1
A B
Step 3. Place another set square (SQ2)
adjacent to the previous one SQ1
(fig ii). Now SQ1 is ready to SQ2

Fig(ii)
slide up and down along SQ2. SQ1
C D
Step 4. Holding firm SQ2, slide up SQ1 A B
and draw CD as shown in fig (iii)

SQ2
Fig(iii)
Therefore AB is parallel to CD. SQ1
125
Step 5. Holding firm SQ2, slide down SQ1, A B

and draw EF as shown in fig (iv)
E SQ2 F
Therefore AB is parallel to line EF. SQ1
Fig(iv)
Draw a line which passes through a given point
and isparallel to a given line (using set - squares)
Draw a line RS parallel to a given line CD
Activity
and passing through a given point P.
Step 1. Draw given CD and take point P

P out side it. C D
Step 2. Place the set squares as explained SQ1
SQ2
previously and shown in figure (i). Fig(i)
Step 3. Holding fast SQ2, slide up SQ1 to

reach at point P.
R P S
Step 4. Draw RS passing through P as SQ1
shown in figure (ii). SQ2
Therefore CD is parallel to RS C Fig(ii) D

which is passing through the point P.
EXERCISE 6.5
1. Draw a vertical line PQ on a given horizontal line XY;

using set squares.
2. Draw a parallel line YZ to a given line PQ using set squares.
3. Draw AB which passes through a given point E and is
parallel to a given CD (using set squares)
126
Unit 6 GEOMETRY
6.3 ANGLE
Recognize an angle through non-parallel lines
Look at the two non-parallel lines AE and CD fig (i)

R
A
E D
B Fig (i) Fig (ii) Q

D C P E
These lines are produced to meet at point B and make an angle
ABC. Thus two non-parallel lines have a common end point.
Here the common end point is B.
Again look at the two non-parallel lines PE and RD fig (ii). These
lines are produced to meet at point Q and make an angle PQR.
Here Q is the common end point of line RQ and PQ
Draw an angle AOB with vertex (O) and arms (OA, OB) to
recognize the notation ‫ذ‬AOB for an angle AOB
Activity Draw an angle.
A
Step 1: Draw OB.
Step 2: Draw another OA (not along OB) from
point O. This is an angle AOB
(or angle BOA) O
B
The common end point O is the vertex of angle AOB.
OA and OB are arms of angle AOB.
The symbol for angle is‫ذ‬
So angle AOB is written as ‫ذ‬AOB or ‫ذ‬BOA
127
Unit 6 GEOMETRY (Angle)
EXERCISE 6.6
1. Write the names of vertex and arms each of the
following angles.
(i) P (ii) (iii)
Q X Y
A
B C R
W
2. Write the following angles in symbols:

O A J
(i) (ii) (iii)
K
A B E L
F
Recognize right angle through horizontal and vertical lines

Look at the following pairs of horizontal and vertical lines.
When vertical and horizontal lines meet at a point they form
a right angle. In figure (i) ABC is a right angle.
Y
Vertical Line
A
Horizontal Line i O ii
W iv iii X
B C Z
Horizontal Line Vertical Line
Fig (i) Fig (ii)
In figure (ii), the pairs of horizontal and vertical lines intersect
each other at a point O and form four right angles. Hence
(i) ‫ذ‬WOY is a right ‫( ذ‬ii) ‫ذ‬XOY is a right ‫ذ‬
(iii) ‫ذ‬XOZ is a right ‫( ذ‬iv) ‫ذ‬ZOW is a right ‫ذ‬
128
Activity 1 To make four right angles by folding a

paper sheet.
A
O
C D
B
Step 1. Take a piece of paper. Fold it into two halves and then
into four quarters.
Step 2. Draw lines on the creases of the paper.
Step 3. Name horizontal line as CD and vertical line as AB.
They intersect each other at point O.
Step 4. They form four right angles.
Step 5. We can write their names symbolically.
‫ذ‬AOC, ‫ذ‬COB, ‫ذ‬BOD and ‫ذ‬DOA.
Note: We can draw square in each
right angle at its vertex.
EXERCISE 6.7
1. Look at the following angles and tick ( ) all those
that are right angles.
E M
(i) A (ii) (iii)
C F
D G O
N
O
(iv) (v) (vi)
P L
M
N
K
129
2. Which of the following figures show right angles?

Q B
(i) P (ii) P D (iii)
O
R C M
A O P
N E
P N
K
(iv) Q R (v) M F (vi)
M G A C D
Demonstrate acute and obtuse angles via the right angle
Activity 1 Draw a right angle. C
Step 1. Draw a horizontal line AB.

Step 2. At point A, draw a dotted
vertical line AC.
Step 3. So ‫ذ‬BAC is a right angle.
See fig (i) A Fig (i) B
C
Activity 2 Draw an acute angle. D
Step 1. Draw a third line AD between AC and AB

as shown in fig (ii).
Step 2. We have another angle BAD (or DAB). A Fig (ii) B
Step 3. BAD is smaller than BAC because the curved
arrow ( ) is stopped by arm AD before reaching
the arm AC.
Step 4. Thus BAD is less than a right angle BAC.
Step 5. Hence BAD is the required acute angle.
An angle which is less than a right angle
is called an acute angle.
130
Activity 3 Draw an obtuse angle.
Step 1. Draw a line AF outside the right angle BAC to get

another angle BAF, as shown in figure (iii).
Step 2. BAF is greater than BAC

because the curved arrow
F C
goes beyond arm AC to reach
the arm AF.
Step 3. Thus BAF is greater than a
right angle.
A Fig (iii) B
Step 4. Hence BAF is an obtuse angle.
An angle which is greater than right

angle is called and obtuse angle.
EXERCISE 6.8
1. Look at the previous figures (i), (ii) and (iii) and

complete the following sentences.
(i) BAC is _____ angle. (ii) BAD is _____ angle.
(iii) BAF is _____ angle. (iv) DAB is _____ angle.
(v) FAB is _____ angle. (vi) CAB is _____ angle.
2. Draw the following angles. A

(i) ABC (obtuse angle)
B C
(ii) PQR (acute angle) (iii) ABC (right angle)
(iv) DEF (obtuse angle) (v) WXY (right angle)
131
Recognize the standard unit for measuring angles as one

degree (1o) which is defined as 1 of a complete revolution
360
Activity Define standard unit for measuring angle.
Step 1. Take O as centre and radius OA, with
a pair of compasses. Draw a complete
revolution, it describes a circle. o A
Step 2. Divide this circle in 360 equal parts.
Each equal part is called a degree. It is denoted by “1o”.
Step 3. The number of degrees in a complete turn are 360o.
Step 4. A “degree” is 1 th part of a complete revolution.
360
Measure angles using protractor Upper scale Lower scale
Protractor is used to measure

angle from 0o to 180o. There are two
scales of number marked on protractor.
The upper scale of protractor reads the measure of angle from
left to right. The lower scale of protractor reads the measure of
angle from right to left.
Activity 1 Measure the given acute angle ‫ذ‬PQR

Step 1. Put the centre of the protractor on the vertex Q of PQR.
Step 2. Base line coincides with one arm QR.
o
Step 3. Start reading from 0 in lower scale from right to left.
Step 4. Mark at a point on which arm QP lies.
o
Step 5. Thus m PQR = 80 P
P
Q R R
Q
132
Activity 2 Measure the given obtuse angle ‫ذ‬DEF.
Step 1. Put the centre of the protractor on the vertex E of DEF.

Step 2. The base line coincides with one arm ED.
Step 3. Start reading from 0 in upper row from left to right.
Step 4. Mark at a point on which arm EF lies.
Step 5. The point F crosses the number 100.
Thus m DEF = 100o. F
D E D E
EXERCISE 6.9
Using the protractor, measure the following angles.
(1) (2) R (3) X
F
S Y
E G T Z
J D
(4) A (5) (6)
B
L E
C K F
P U X
(7) (8) (9)
R S Z
Q T Y
133
Draw a right angle using protractor

o
Activity Draw an angle BAC of 90 . C
Step 1. Draw AB horizontally.

Step 2. Place protractor on AB such that the
middle of its bottom line is exactly on A.
o A B
Step 3. Find the 90 mark on the protractor. Take Fig (i)
a point against it, and name it C, fig (i).
C
Step 4. Join C to A.
Step 5. We get BAC as shown in fig (ii). o
90
Step 6. It is the required angle of 90o known B
A Fig (ii)
as right angle.
Draw acute and obtuse angles of different measures using

protractor
o
Activity 1 Draw an acute angle of 60 .
A
Step 1. Draw OB.
Step 2. Place the centre of the protractor o
60
at point O, one end of OB.
O B
Step 3. Adjust the protractor so that the
line of the 0 (zero) mark on the right side coincides with OB.
Step 4. Extend OB if necessary.
Step 5. Make a fine point mark against the 60o mark on the
protractor.
Step 6. Name this point A.
A
Step 7. Draw OA and extend it.
Step 8. AOB is the required acute 60o
o
angle measuring 60 . O B
134
Activity 2 Draw an obtuse angle of 130o.

Step 1. Draw a YZ. X
Step 2. We have to draw an angle of
o
130 at point Y.
Step 3. Place the centre of the 130
o
Z
protractor on the point Y. Y fig (i)
Step 4. Let 0 (zero) mark on the right side of the protractor be
exactly on YZ.(Extend YZ if necessary).
o
Step 5. Find 130 mark on the protractor. Take a point against
it and call it X; see fig (i). X
Step 6. Draw YX and extend it.
Thus ‫ذ‬XYZ is the required angle 130
o
o Z
of 130 , see fig (ii).
Y fig (ii)
EXERCISE 6.10
(1) Measure each of the following angles and then tell the
type of the angle.
C
(i) P (ii) (iii) X
A Y
Q B Z
R
(iv) (v) T (vi) O
C T
A X M
B L C
(2) Draw the following angles with the help of protractor.

o o o o o
(i) 10 (ii) 40 (iii) 20 (iv) 60 (v) 30
o o o o o
(vi) 80 (vii) 90 (viii) 120 (ix) 145 (x) 45
135
Draw an angle (using protractor)

We have already learnt to draw an angle of any measure with
the help of protractor. Also we have learnt to measure any given
angle with the help of protractor.
(a) Draw an angle equal in measure to a given angle.
Steps of construction:
D
Step 1. Measure the given ‫ذ‬DEF with the
help of protractor. It is found that
o
m‫ذ‬DEF = 50 . o
50 F
Step 2. We have to draw another angle say E
‫ذ‬ABC such that
o
m‫ذ‬ABC = m‫ذ‬DEF = 50 . A
Step 3. Draw BC with initial point B.
Step 4. Place the centre of the protractor
on B and adjust the base line of B C
protractor to coincide with BC.
Step 5. Start from zero and read the lower
o
scale of the protractor up to 50 . A
Step 6. Mark a point A against 50o mark.
Step 7. Remove the protractor and draw BA. 50o C
o
Thus m ‫ذ‬ABC = 50 . It is equal in measure B
to given ‫ذ‬DEF.
(b) Draw an angle twice the measure of a given angle.

First of all we have to measure the given ‫ذ‬PQR. P
Let the measure of given angle is 60o.
Therefore we have to draw an angle of
measure 2 x 60o = 120o
Say m‫ذ‬LMN = 120o 60o R
Q
136
Steps of construction: N
Step 1. Draw ML with M as initial point.

Step 2. Place the centre of the protractor
on M and adjust the base line of M L
protractor to coincide with ML.
Step 3. Start from zero and read the lower

o
scale on the protractor up to 120 . N
o
Step 4. Mark a point N against 120 mark.
Step 5. Remove the protractor and draw MN
120o L
Thus we get LMN such that
m LMN = 2 x (m PQR) = 120
o M
(c) Draw an angle equal in measure the sum of two angles.

First of all we have to measure the F
C
given angles, ABC and DEF with
the help of protractor. 40 o
70 o
A
o o E D B
Let m DEF = 40 and m ABC = 70
o o o
The sum of two given angles is 40 + 70 = 110
o
Now we have to draw ‫ذ‬XYZ such that m‫ذ‬XYZ = 110
X
Step 1. Take an initial point Y and draw YZ.
Step 2. Place the centre of the protractor on Y
and adjust the base line of protractor 110o
Y Z
to coincide with YZ.
Step 3. Start from zero, read the lower scale
o
of protractor up to 110 . X
Step 4. Mark a point X against 110o.

Step 5. Remove protractor and draw YX.
110o Z
Thus we get ‫ذ‬XYZ such that
Y
m‫ذ‬XYZ = m‫ذ‬DEF + m‫ذ‬ABC = 110o
137
EXERCISE 6.11
(1) Draw angles with the help of protractor equal in measure
to the given angle.
(i) (ii) (iii) (iv) X
A D
P
B C
Q E Y
R F Z
(2) Draw angles with the help of protractor twice the measure
of the given angle.
(i) (ii) (iii) (iv)
A P X
C
B A Q Y
C B R Z
(3) Draw angles equal in measure to the sum of two angles.
(with the help of protractor).
(i) (ii)
A D P
C
and and
B E A Q
C F B R
6.4 CIRCLE
Look at the picture. It is the picture of a circle. There are three
points A, B and C on the circle. Its centre is O. Points A, B and
C are at the same distance from O.
Identify centre, radius, diameter and circumference of
a circle B
(i) Centre: All the points of a circle are at
the same distance from a fixed
C
point O, called its centre. O
Example: A
Point A, B and C are at the same distance
from centre O.
138
(ii) Circumference: The length of the circle

is called the circumference of the circle.
O
It is the distance that we cover by taking A
exactly one complete round of the circle.
Example:
Lets start at point A and again reach the
same point A after completing one revolution.
This distance is the circumference of circle.
(iii) Diameter: The line segment passing E D
through the centre of the circle and
touching the circle at two points is O
A B
called the diameter.
Example: C F
AB, CD, EF etc are the diameters.
(iv) Radius: Radius is half of the diameter of a circle.
Diameter
Remember: Radius =
2
Draw a circle of given radius using compasses and
straightedge/ruler
Activity 1 Draw a circle using compass

whose radius is 2 cm.
2 cm
A
Step 1. Draw OA, 2 cm long. O
Step 2. Take O as centre and radius OA,
draw arc of one complete revolution. Fig (i)
[it is shown in the fig (i)]
Step 3. This is the required circle of 2 cm

radius 2 cm. [fig(ii)] A
O
Fig (ii)
Teacher may draw circle on black board and explain all these terms
Teacher’s Note involving with students.
139
S
Draw a circle using ruler
Activity 2
whose radius is 2.5 cm.
m PQ = radius = 2.5 cm P 2.5 cm Q
m PQ = 2.5 cm
m SR = diameter = twice the radius
= 2 x 2.5 = 5.0 cm = 5 cm R
EXERCISE 6.12
By using compass and ruler draw the following circles if
their radii are:
(1) 3.2 cm (2) 4.1 cm (3) 4.4 cm
(4) 5.5 cm (5) 6 cm (6) 4.8 cm
6.5 QUADRILATERALS
Construct squares and rectangles with sides of given measure
using protractor, set squares and straightedge/ruler.
Draw a square with side 4 cm using set
Activity 1
square.
X Y X Y
S R
P Q P Q
4 cm Fig (i) Fig (ii)
Step 1. Draw PQ, 4 cm long.
Step 2. At points P and Q, draw right angles QPX and PQY
using set square. [see fig (i)]
Step 3. From PX, measure PS = 4 cm and from QY, measure
QR = 4 cm. Join R and S. So, PQRS is the required
square [see fig (ii)].
140
Unit 6 GEOMETRY (Quadrilaterals)
Activity 2 To draw a rectangle with sides 6.2 cm

and 3.5 cm using protractor and ruler.
E F
6.2 cm
D C
3.5 cm 3.5 cm
A B
6.2 cm
Step 1. Draw AB, 6.2 cm long.

Step 2. At points A and B draw right angles ‫ذ‬BAE and ‫ذ‬ABF
using protractor.
Step 3. From AE, measure AD = 3.5 cm and from BF,
measure BC = 3.5 cm.
Step 4. Join C and D. So, ABCD is the required rectangle.
EXERCISE 6.13
1. Draw squares with sides of the following lengths.
Using protractor or set square.
(i) 6.5 cm (ii) 4.9 cm (iii) 5.8 cm (iv) 6.3 cm
(v) 7.3 cm (vi) 4.1 cm (vii) 8.7 cm (viii) 8.5 cm
2. Draw rectangle with sides of the following lengths

using protractor or set square.
(i) 8 cm and 7 cm (ii) 9.5 cm and 4.7 cm
(iii) 12.3 cm and 5.2 cm (iv) 9.6 cm and 3.7 cm
(v) 6.1 cm and 2.9 cm (vi) 2.9 cm and 7.6 cm
141
Unit 6 GEOMETRY
REVIEW EXERCISE
1. Write down the names of the following instruments.
cm
(i) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Scale
(ii) (iii) (iv) (v) (vi)
2. If you have to draw a thin line segment, which grade of

pencil you will use.
3. Measure the length and width of the following objects
with ruler in millimetres.
(i) A post card (ii) Cover of Maths-book
(iii) Geometry Box
4. Draw a pair of :
(a) Parallel and non-parallel lines.
(b) Horizontal and vertical lines.
5. Draw a curved line and measure its length by using
thread and ruler.
6. Draw line which passes through a given point and is
parallel to a given line using set square.
7. Draw the figure to go with each sentence:
(i) PQ is parallel to RS.
(ii) UV intersects PQ at point A.
(iii) UV intersects RS at point B.
142
Unit 6 GEOMETRY
8. List some objects in your class room that represent

right angles.
9. How many angles can you find in the figure?
Name and mention the type of the angle.
E
F D
(i) A D
(ii) G P
(iii)
A B C
B C C D E
10. Count the number of squares in the figure. Also name them.
D E F
D E F
H
(i) (ii) G I
A B C
A B C
D
11. How many triangles in the figure?
A B C
12. Get a compass and practice drawing

same circles. Make Some designs of
your own.
13. (i) Draw a circle with 25 mm radius.

(ii) Name its centre, radius, diameter and circumference.
(iii) Measure its circumference with thread and ruler.
143
Unit
7 1.1
7.1 BAR GRAPH.

INFORMATION HANDLING
Read and interpret simple bar graphs given in horizontal

and vertical form.
In bar graph we draw rectangular strips, horizontally or vertically
with equal spacing between them. Each bar represents only one
quantity.
Activity Following is the picture of a bar graph

showing the score of three players in a
cricket match.
70
60
50
Score
40
30
20
10
Ali Anwar Rashid

Players
From the above bar graph. We can understand the following.
50
The number of runs made by Ali are ___________.
The number of runs made by Anwar are ___________.
The number of runs made by Rashid ___________.
Whose runs are the highest _____________?
Whose runs are the least_____________?
144
Unit 7 INFORMATION HANDLING (Bar Graph)
Activity Read the bar graph showing the

marks secured by Saima in her final
examination.
S. Studies
Subject
English
Urdu
Science
Maths
10 20 30 40 50 60 70 80 90
Marks
Fill in the following boxes:
1 She secured highest marks in: Science
2 She secured lowest marks in:
3 In how many subjects she appeared?
4 In how many subjects she secured equal marks?
5 In which subject she secured more than 60 marks?
6 What was the total marks of Saima?
145
EXERCISE 7.1
1 Look at this Bar graph.
Survey of favourite colours of students of class IV
40
35
Number of Students
30
20
15
10
0 blue yellow pink red black green
Favourite Colours
Answer the following questions:

(i) How many students like yellow colour?
(ii) Which colour is liked most?
(iii) Which colour is liked least?
(iv) How many students like green colour?
(v) How many students like red colour?
(vi) How many colours are included in this survey?
(vii) How many students included in this survey?
146
2 Read the following bar graph and answer the questions.
Favourite games of students of Class IV
Football
Games
Swimming
Hockey
Cricket
5 10 15 20 25 30 35 40
Number of Students
(i) How many students like Hockey?
(ii) Which game is liked most?
(iii) How many students like Football?
(iv) How many games liked by students?
(v) Which game is liked least?

(vi) How many students like cricket?
(vii) How many total students involved in games?
147
Unit 7 INFORMATION HANDLING
7.2 LINE GRAPH:

Read and interpret line graph
In line graph the information is represented in the form of points.
These points are joined together by line segments.
Activity Following is a line graph representing

temperature of Jacobabad town at various time
of the day. (Time is on horizontal axis and
temperature is shown on vertical axis).
o
42 C
Temperature in centigrade
o
41 C
o
40 C
o
39 C
o
38 C
o
37 C
o
36 C
o
35 C
5 a.m 7 a.m 9 a.m 11 a.m 1 p.m 3 p.m
Time
Look at the graph and answer the following questions.
o
1 What was the temperature at 9 a.m.? 38 C
2 At what time the temperature was the lowest?

3 Were the temperatures same at 7 a.m. and 3 p.m.?
4 What was the temperature at 1 p.m.?
5 What was the lowest temperature?
148
Unit 7 INFORMATION HANDLING (Line Graph)
EXERCISE 7.2
1 This line graph shows the time in minutes taken by each
of the five teams to complete a task.
Time Table by Teams to complete the task
60
Time in minutes
50
40
30
20
10
A B C D E
Teams
Now answer these questions.
(i) Which team completed the work in the
shortest time?
(ii) Which team took the longest time?
(iii) Which teams took the same length of time?
(iv) What was the shortest time?
(v) What was the longest time?
(vi) How long did team C take to complete the task?
149
2 A farmer took a tractor on rent to plough his fields.

The progress of one week is shown by the following graph.
Names of days are shown on horizontal axis and acres on
vertical axis.
Progress of one week
20
15
Acres
10
0
Mon Tue Wed Thu Fri Sat Sun
Days
Look at the graph and answer the following questions:

(i) On which day the tractor ploughed the maximum
number of acres?
(ii) How many acres of land were ploughed on
Wednesday?
(iii) For how many days the land was ploughed?
(iv) What was his progress on Tuesday?
(v) On which days the progress was minimum?
(vi) How many acres of fields were ploughed during

the whole week?
(vii) Give the separate output for , ,
Thursday, Friday and Saturday?
(viii) On which days the output was same?
150
3 Samina’s progress in quarterly tests is shown in the

graph. The names of subjects are shown on horizontal
axis. The number of marks are shown on vertical axis.
Progress in quarterly test
100
90
Marks Obtained
80
70
60
50
40
30
20
10
0
Islamiyat
Science
English
Sindhi
Maths
Test
Look at the graph and answer the following questions:
(i) In which subject Samina secured the highest marks?

(ii) What were her total marks obtained?
(iii) How many marks did she get in English?
(iv) How many marks did she get in Maths?
(v) In which subject did she get the lowest marks?
(vi) How many marks did she get in Sindhi?
151
REVIEW EXERCISE
(1) The given bar graph shows the cost of mango squash.
6
Number of Litres
0
40 60 80 100 120 140 160 180
Cost in Rupees
Study the graph and answer these questions.
(i) What is the cost of 2 litres of mango squash?
(ii) What is the cost of 4 litres of mango squash?
(iii) If we have six notes of Rs 20, can we buy

6 litres of mango squash?
(iv) How much change, we will have from Rs 100,
when we buy 2 litres of mango squash?
(v) How much litres of squash can we buy
from Rs 180
152
(2) Read the following bar graph of Rashid’s family

about the expenditure on food for six months.
January
February
March
Months
April
May
June
0 1000 2000 3000 4000 5000 6000 7000
Expenditure on food in Rupees
Look at the graph and answer the following questions.
(i) How much amount is spent on food during

the month of February?
(ii) How much amount is spent on food during
month of April?
(iii) In which month the expenditure spent was
the lowest?
(iv) In which month the expenditure spent was
the highest?
(v) What are the total expenditures spent from
January to June?
(vi) What was the difference in expenditure
spent for April and May.
153
(3) The line graph shows the production of a oil plant

over a period of 5 days.
10
9
Production Litres in Million
0
1st 2nd 3rd 4th 5th
Days
Look at the line graph and answer these questions.
(i) What is the production of the plant on the 1st day?
(ii) What was its production on the 3rd day?

(iii)How much production was made between the 2nd
and 3rd days?
nd
(iv) How much production was made between the 2
th
and 5 days?
(v) On which days did the plant growth production was
the highest?
(vi) How many times the plant production was measured?
154
GLOSSARY
Addition: Symbol +; the process of finding sum of two

numbers/quantities.
Associative The property that when any three numbers (fractions)
property are added in any order, their sum is always the same.
addition:
Associative The property when any three numbers (fractions) are
property multiplied in any order, their product is always the same.
multiplication:
Angle: The amount of turning between two arms about a
common point.
Arc: A part of a circle.
Acute angle: An angle which is less than 90o.
Acute angle A triangle which has one of its angle acute angle.
triangle:
Capacity: The amount of liquid a container can hold.
Centimetre: A unit of length, 100 centimetres (cm) = 1 metre (m)
Circle: A plane shape bounded by a single curved line where
all of its points are at equal distance from a fixed point.
Commutative The property that any two numbers (fractions) when
property of multiplied to each other in any order, their product is
Multiplication: always same.
Commutative The property that when any two numbers (fractions)
property of are added in any order their sum is always same.
addition:
Common The numbers which are common in multiples of two or
multiples: more numbers.
Composite A number which has more than two factors is prime
numbers: numbers.
Division: Process of finding quotient of two number/quantities.
(The repeated subtraction).
Denominator: Lower number of the common fraction.
Diametre: A half circle’s line segment is called diametre of
the circle .
Diametre
155
GLOSSARY
Divisibility: A division in which when a number is divided by

another, the remainder is zero.
Dividend: A number is to be divided by another number, till we
get less number than the divisor.
Divisor: A number which can divide the other number exactly.
Decimal fraction: A common fraction with a denominator as 10,000,
written with a decimal point.
Even numbers: The numbers having 0,2,4,6,8 at their units place.
Edge: A one dimensional line segment joining two vertices.
Equivalent The fractions that have the same value.
fraction:
Fraction: Part of a whole.
Factors: The divisors of a number.
Factorization: A number represented as a product of its factors.
Gram: Unit of mass.
Graph: A pictorial representation of data.
GCD: Greater Common Divisor.
Hours: 24th part of the day, 60 minutes. A unit of time
1 hour = 60 minutes
HCF: Highest Common Factor.

Improper A fraction whose numerator is greater than the
fraction: denominator.
Kilogram: A unit of mass.
1 kilogram (kg) = 1000 grams (g)
Litre: Unit of volume/capacity

1 litre (l) = 1000 millilitres (ml)
Line segment: Shortest distance between two points. A B
Line: A B This figure represents a line AB.
156
GLOSSARY
Lunar Calendar: (Hijrah Qamri Calendar) Islamic Calendar in a solar year.

L.C.M Least Common Multiple.
Like fractions: Fractions having same denominator.
Multiplication: The process of finding product of two
numbers/quantities (Repeated Addition).
Mass: Quantity of matter present in a body.
Millilitre: Thousandth part of a litre.
Millimetre: Thousandths part of a metre.
Minute: Sixtieth part of an hour. 1 minute = 60 seconds
Month: A unit of time. 1 month = 30 days
Million: The smallest seven digit number i.e. 1,000,000

(Ten hundred thousand)
Mixed fraction: A fraction contains both a whole number and a

proper common fraction.
Numerator: Upper number of common fraction.
o
Obtuse angle: An angle which is more than 90 .
Obtuse angled A triangle which has one of its angles obtuse angle.
triangle:
Place value: Value of a digit of a number according to its place.
Proper fraction: A fraction whose numerator is less than the
denominator.
Paisa: Unit of Pakistani currency.
Point: A small dot used for location of a place on any surface.
Prime A factorization in which every factor is a prime factor.
factorization:
Protector: An instrument used for measuring angles.
Quadrilateral: A four sided closed figure.
Quotient: The number shows how many times the divisor has
been repeatedly subtracted.
157
GLOSSARY
Remainder: The number left over when one integer is divided by

another.
Ray: An arrow mark on one end point of a line segment
A Ray AB B
Rectangle: A quadrilateral whose opposite sides are equal and

have four right angles.
Radius: The distance from the centre of the circle to the
boundary of the circle.
Rupee: Unit of Pakistani currency.
Ruler: A straight edge used to measure distances.
o
Right angle: An angle whose measure is 90 .
Right triangle: A triangle which has one of its angle of the
o
measure 90 .
Symbol: A sign used to represent an operation, element or relation.

Square: A quadrilateral whose all four sides are equal and has
four right angles.
Subtraction: Symbol (–). The process of finding the difference
between two numbers/quantities.
Second: Unit of time, 1 the part of a minute.

60
Solar Calendar: In this calendar, the dates indicates the position of
earth around the sun (365 days in a year).
Scalere triangle: A triangle whose all sides are of different measures.
Triangle: A three sided closed figure.
Unlike fractions: Fractions whose denominators are not same.
Unit fraction: Numerator is equal to the denominator.
Vertex: An angular point of any shape.
Week: A unit of time. 1 week = 7 days
Year: A unit of time. 1 year = 365 days
158
EXERCISE
EXERCISE1.1
1
(1)
(1) (i)
(i) 4,692
4692 (ii) 4692
(i) 69,407 (iii) 456,926 (iv) 700,000
(v) 902,042 (vi) 729,006
(2) (i) Two thousand five hundred sixty one
(ii) Thirty four thousand five hundred sixty one
(iii) Fifty six thousand eighty one (iv) Ninety two thousand
(v) Two hundred forty five thousand six hundred twelve
(vi) Three hundred forty nine thousand six hundred fifty only
EXERCISE 1.2
(1) (i) The place value of 2 is 2 million = 2,000,000
(ii) The place value of 8 is 8 million = 8,000,000
(iii) The place value of 1 is 1 hundred million = 100,000,000
(iv) The place value of 9 is 9 hundred thousand = 900,000
(v) 5 million = 5,000,000, (vi) 9 million = 9,00,000,
2 hundred = 200 1 thousand = 1000
(vii) 9 hundred thousand = 900,000, (viii) 7 ten million = 70,000,000,
8 thousand = 8000 6 million = 6,000,000
(2) (i) 9 millions = 9,000,000 (ii) 5 ten millions = 50,000,000

2 hundred thousands = 200,000 0 millions = 0,000,000
3 ten thousands = 30,000 1 hundred thousands = 100,000
4 thousands = 4,000 2 ten thousands = 20,000
5 hundreds = 500 0 thousand = 0,000
1 ten = 10 3 tens = 30
3 ones = 3 6 ones = 6
(iii) 3 millions = 3,000,000 (iv) 3 ten millions = 30,00,00

5 hundred thousands = 500,000 6 millions = 6,000,000
6 ten thousands = 60,000 5 hundred thousands = 500,000
7 thousands = 7,000 6 ten thousands = 60,000
8 hundreds = 800 4 thousands = 4000
9 tens = 90 3 hundreds = 300
9 ones = 9 9 tens 90
6 ones = 6
198
159
EXERCISE 1.3
1. (i) Two hundred forty one thousand nine hundred thirty five only.
(ii) Four million three hundred twelve thousand six hundred
eighty seven.
(iii) Five million.
(iv) Twenty five million one hundred thirty four thousand five
hundred sixty four.
(v) One hundred million.
(vi) Nine million two hundred sixty four thousand three hundred
eighty seven.
(vii) Fifty millions one thousand.
(viii) Four million one hundred nine thousand two hundred.
(ix) Ninety nine million nine hundred ninety thousand ninety.
2. (i) 2,900,068 (ii) 30,600,045 (iii) 100,000,000
(iv) 20,000,020 (v) 90,067,000
4. (i) 2,453,761, 2,454,761, 2,455,761
(ii) 7,000,600, 7,000,700, 7,000,800
(iii) 67,243,415, 67,253,415, 67,263,415
5. Millions Ten Millions Hundred Millions
2,456,178 22,233,341 100,000,000
1,000,000 10,000,000
2,561,000 20,001,010
EXERCISE 1.4
1. (i) < (ii) > (iii) < (iv) > (v) >
2. (i) Ascending Order:
3,076,005, 3,174,215, 3,741,512
Descending Order:
3,741,512, 3,174,215, 3,076,005
(ii) Ascending Order:
95,113,417, 95,123,415, 95,312,415
Descending Order:
95,312,415, 95,123,415, 95,113,417
(iii) Ascending Order:
52,111,222, 58,110,176, 59,178,215, 59,296712
Descending Order:
59,296,712, 59,178,215, 58,110,176,52,111,222
160
(iv) Ascending Order:
13,100,219, 13,200,415, 14,111,920, 14,160,000
Descending Order:
14,160,000, 14,111,920, 13,200,415, 13,100,219
EXERCISE 1.5
1. (i) 66676 (ii) 142523 (iii) 405253 (iv) 551177
(v) 1393289 (vi) 1311571
2. (i) 114552 (ii) 317981 (iii) 1114946 (iv) 1533612
(v) 1138719 (vi) 1334462 (vii) 1158121 (viii) 1791275
EXERCISE 1.6
1. Rs 928117 2. 37842 students 3. Rs 1498800
4. 98682 people 5. 1590330 bicycles 6. 796310 Mangoes
EXERCISE 1.7
1. (i) 12111 (ii) 562051 (iii) 111620 (iv) 608819
(v) 161547 (vi) 46952
2. (i) 55555 (ii) 234122 (iii) 1 (iv) 162136

(v) 188750 (vi) 30283 (vii) 90100 (viii) 100000
(ix) 999 (x) 581110 (xi) 37908 (xii) 449008
EXERCISE 1.8
1. Rs 445550 2. 14001 students 3. Rs 272920
4. Rs 180002 5. 112 people 6. 46240 hens
EXERCISE 1.9
1. (i) 376992 (ii) 7206421 (iii) 4911728 (iv) 7561278
(v) 28880618 (vi) 31791975 (vii) 20578868 (viii) 12087428
2. (i) 1168900 (ii) 2579880 (iii) 14212653 (iv) 4886040

(v) 8338834 (vi) 1518435 (vii) 17437041 (viii) 35974913
161
(4) (i) Ascending Order:
EXERCISE 1.10
3,076,005, 3,174,215, 3,741,512
1. 702768 bottles 2. Rs 756000 3. Rs 11635000
Descending Order:
4. 17316000 eggs 5. 40083820 litres 6. Rs 9268400
3,741,512, 3,174,215, 3,076,005
EXERCISE 1.11
(ii) Ascending Order:
(1) (i) 562
95,113,417, (ii) 95,123,415,
253 (iii) 561
95,312,415 (iv) 782
(v) 123 (vi) 452
Descending Order:
(2) (i) Quotient = 156 (ii) Quotient = 254 (iii) Quotient = 158
95,312,415, 95,123,415, 95,113,417
(iv) Quotient = 252 (v) Quotient = 245 (vi) Quotient = 369
(3) (iii) Ascending Order:
Quotient = 145, Remainder = 0 (4) Quotient = 356, Remainder = 0
(5) 52,111,222,
Quotient 58,110,176,
= 2586, Remainder 59,178,215,
= 3 (6) Quotient = 617, 59,296712
Remainder = 12
Descending Order:
EXERCISE 1.12
59,296,712, 59,178,215, 58,110,176,52,111,222
(1) Rs 123 (2) 896 suits (3) Rs 586
(4) 156 crates
(iv) Ascending Order:
(5) Rs 225 (6) 281 kg
13,100,219, 13,200,415, 1.13
EXERCISE 14,111,920, 14,160,000
(1) Descending
40 Order:
(2) 55 (3) 76 (4) 58
(5) 14,160,000,
354 (6) 14,111,920,
411 13,200,415,
(7) 852 13,100,219
(8) 490
(9) 115 (10) 288 (11) 248 (12) 175
(13) 82 (14)EXERCISE
103 1.6 823
(15) (16) 10358
(1) (i) 66676 (i)EXERCISE
142523 1.14
(i) 142523
(1) Rs 1378640 (2) Rs 205501 (3) 498040 chicken

(4) Rs 14310000 (5) 47028035 trees (6) Rs 125 (7) 14 apples
REVIEW EXERCISE 1
(1) (i) c (ii) b (iii) d
(2) (i) Two million four hundred twelve thousand three hundred
sixteen
(ii) Thirty six million one hundred twenty three thousand one
hundred one
(iii) Six hundred thousand two hundred sixteen
(3) (i) 20,000,000 (ii) 100,000,000
202
162
(4) (i) 1128857 (ii) 1712258
(5) (i) 749007 (ii) 100091 (iii) 167778
(6) (i) 15984423 (ii) 2590560 (iii) 254 (iv) 159 (v) 74
(7) The amount left with Raheel = Rs 54560
EXERCISE 2.1
(1) (i), (ii) and (v) (2) (i), (ii) and (iv) (3) (iii) and (v)
(4) (i), (ii) and (iv) (5) (i), (iii) and (v) (6) (iii) and (iv)
EXERCISE 2.2
(1) (ii) , (v) (2) (i) , (v) , (viii) , (ix) and (x)
(3) Prime Numbers: 41, 43, 47, 53, 59. Remaining are composite.
(4) 2, 3, 5, 7, 11, 13, 17, 19
(5) 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28
(6) Prime Numbers: 23, 29, 31, 37
EXERCISE 2.3
(1) Multiples of 4 are: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Multiples of 7 are: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84
Multiples of 9 are: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108
(2) Factors of 16 are: 1, 2, 4, 8, 16 Factors of 26 are: 1, 2, 12, 26
Factors of 45 are: 1, 3, 5, 9, 15, 45
(3) 14, 28, 35, 56, 84 (4) 24, 32, 40, 48, 56, 64, 72, 80, 88
(5) Factors of 50 are: 1,5,10,25,50
EXERCISE 2.4
(1) (i) 1, 2, 3, 4, 6, 12 (ii) 1, 2, 4, 5, 10, 20 (iii) 1, 5, 25
(iv) 1, 2, 4, 11, 22, 44 (v) 1, 2, 4, 8, 16, 32, 64 (vi) 1, 2, 4, 14, 28
(2) (i) 2 x 2 x 3 x 3 (ii) 2 x 3 x 3 x 3 (iii) 3 x 3 x 3
(iv) 5 x 3 x 3 (v) 2 x 2 x 2 x 2 x 2 (vi) 2 x 41
(3) (i) 3 x 3 x 7 (ii) 3 x 3 x 5 (iii) 2 x 2 x 2 x 3 x 3
(iv) 2 x 3 x 3 x 3 (v) 2 x 19 (vi) 2 x 3 x 3 x 5
163
EXERCISE 2.5
(1) (i) 12 = 1 , 2 , 3 , 4, 6 , 12 (ii) 10 = 1 , 2 , 5 , 10
18 = 1 , 2 , 3 , 6 , 9 , 18 15 = 1 , 3 , 5 , 15
(iii) 22 = 1 , 2 , 11, 22 (iv) 8 = 1 , 2 , 4 , 8

44 = 1 , 2 , 22 , 44 32 = 1 , 2 , 4 , 8 , 16 , 32
(v) 36 = 1 , 2 , 3 , 4 , 9 , 12 , 18 , 36
30 = 1 , 2 , 3 , 5, 6 , 10 , 15 , 30
(2) (i) 6 (ii) 14 (iii) 15 (iv) 25 (v) 18

(vi) 32 (vii) 25 (viii) 9 (ix) 11
(3) (i) 12 (ii) 9 (iii) 4 (iv) 12 (v) 24
EXERCISE 2.6
(1) 12 students (2) 6 books (3) 22 cm
(4) 6 cm (5) 2 (6) 16 litres (7) 5 days
EXERCISE 2.7
(1) (i) 75 (ii) 84 (iii) 20 (iv) 105 (v) 35
(2) (i) 126 (ii) 180 (iii) 180 (iv) 105 (v) 240
(vi) 72 (vii) 315 (viii) 90 (ix) 276 (x) 528
EXERCISE 2.8
(1) 560 roses (2) 150 seconds time (3) 108 bags
(4) 36 litres (5) 100
REVIEW EXERCISE 2
(1) (i) b (ii) a (iii) c (iv) b (v) a
(2) HCF = 3, LCM = 828 (3) HCF = 1, LCM = 1517

(4) 5 students (5) 30 friends
164
EXERCISE 3.1
(1) Like Fraction (i), (iii), (vi) and (viii) Unlike Fraction (ii), (iv), (v) and (vii)
(2) (i) < (ii) > (iii) > (iv) < (v) > (vi) >
(3) (i) 5 , 6 , 9 (ii) 5 , 2 , 5 (ii) 4 , 1 , 2
7 7 7 9 3 6 15 3 5
(iv) 1 , 5 , 1 , 3 (v) 9 , 5 , 13 , 7 (vi) 5 , 7 , 7 , 5
6 12 2 4 8 4 6 2 2 4 6 12
(4) (i) 3 (ii) 2 (iii) 3 (iv) 1 (v) 1
4 3 5 3 2
EXERCISE 3.2
(1) Unit Fraction (i), (ii), (iv) and (ix), Proper Fraction (v) and (viii)
Improper Fraction (iii) and (vii), Mixed Fraction (vi) and (x)
(2) (i) 1 (ii) 1 (iii) 8 2 (iv) 2 2

6 7
7 4 9 6
(v) 5 3 (vi) 22 1 (vii) 7 8 (viii) 17 1
5 3 11 5
(3) (i) 43 (ii) 17 (iii) 13 (iv) 23
10 3 2 7
(v) 33 (vi) 24 63 20
(vii) (viii)
4 13 8 7
EXERCISE 3.3
(1) (i) 8
1 (ii) 1
2 (iii) 1 4 (iv) 1 11 (v) 8 5
9 3 5 12 6
(vi) 8 1 (vii) 3
11 (viii) 3 24
12 30 35
(2) (i) 1 (ii) 1 (iii) 7 (iv) 2 1 (v) 3
6
3 8 15 20 10
(vi) 17
30
(3) (i) 7 (ii) 4 , 2 (iii) 1 (iv) 2 , 3
4 7 9 5 7 10
165
EXERCISE 3.4
(1) (i) 1 (ii) (iii) 9
7 3 9
2 14
(2) (i) 1 8
(ii) (iii) 10 (iv) 5
5 9 21 12
(v) 7 (vi) 3 (vii) 24 (viii) 6 27 (ix) 33
16 8 12
(3) (i) 7 (ii) 3 , 2 (iii) 1 (iv) 2 , 3 (v) 3 , 4
4 7 9 5 7 10 7 7
EXERCISE 3.5
(i) 1 (ii) (iii) (iv) 4 (v) 1 1
3 3
2 7 8
(vi) 3 (vii) 2 4 (viii) 3 (ix) 5 5 (x) 2
4
5 7 10 6 3
(xi) 2 1 (xii) 170 (xiii) 9 (xiv) 1 (xv) 4
5 249 12 15
EXERCISE 3.6
(1) 11 3 litres of milk (2) 7 cm long (3) 6 years old
4 30
1 bags
(4) 4 3 metres (5) 9 litres (6) 27 metres (7) 37
10 2
REVIEW EXERCISE 3
(1) (i) 8 2 (ii) 5 2 (iii) 43 (iv) 8
8 3 5
(2) (i) 44 (ii) 5 29 (iii) 52 (iv) 11
5 8 7 2
(3) (i) 3 , 5 , 9 (ii) 1 , 2 , 5 (iii) 7 , 6 , 5 , 8
8 8 8 4 3 6 6 4 2 3
3 2 5 , 4
(iv) 11 , 7 , 11 5
(4) (i) 13 , 11 , 7 (ii) 3 , 2 , 5 (iii) 4 , 3 , 9 , 4
6 6 6 5 3 6 15 10 20 5
(iv) 4 , 5 , 3 , 1
3 7 5 3
(5) (i) 5 (ii) 6 (iii) 5 (iv) 21
7 11 2 6
166
(6) (i) 1 1 (ii) 2 1 19
(iii) (iv) 5 1
10 9 10 6
1 2
(7) (i) (ii) (iii) 1 1 (iv) 1
4 5 6 6
(8) (i) 6 (ii) 3 3 (iii) 336 (iv) 2 2
4 735 5
(9) (i) 1 1 (iii) 4 2 (iv) 4 4
(ii) 1
30 5 5 5
(10) 2 5 (11) 5 balloons (12) 1 metre (13) 19 litres
6 2 28
EXERCISE 4.1
(2) (i) One (ii) Three (iii) Two
(iv) Two (v) Three (vi) One
4 8
(3) (i) 4 hundredths = = 0.04 (ii) 8 tenths = = 0.8
100 10
2
(iii) 2 thousandths = = 0.002 (iv) 1 hundred = 100
1000
2
2 hundredths = = 0.02
100
(v) 4 tens = 40 (vi) 3 tens = 30
9 7
9 hundredths = = 0.09 7 hundredths = = 0.07
100 100
(4) (i) Place value of 5 = 5 hundreds = 500 (ii) Place value of 0 = 0 ones = 0
Place value of 7 = 7 tens = 70 Place value of 5 = 5 tenths = 0.5
Place value of 5 = 5 ones = 5 Place value of 3 = 3 hundredth = 0.03
Place value of 1 = 1 tenths = 0.1 Place value of 4 = 4 thousandths = 0.004
(iii) Place value of 1 = 1 tens = 10 (iv) Place value of 9 = 9 ones = 9
Place value of 8 = 8 ones = 8 Place value of 0 = 0 tenths = 0.0
Place value of 9 = 9 tenths = 0.9 Place value of 2 = 2 hundredth = 0.02
Place value of 7 = 7 hundredth = 0.07
Place value of 9 = 9 ones = 9
Place value of 2 = 2 hundredth = 0.02
(v) Place value of 7 = 7 tens = 70 (vi) Place value of 5 = 5 tens = 50
Place value of 5 = 5 ones = 5 Place value of 1 = 1 ones = 1
Place value of 8 = 8 tenths = 0.8 Place value of 1 = 1 tenths = 0.1
Place value of 4 = 4 hundredth = 0.04 Place value of 5 = 5 hundredth = 0.05
EXERCISE 4.2
(1) (i) 0.01 (ii) 0.5 (iii) 0.23 (iv) 0.431 (v) 2.31
(vi) 1.7 (vii) 0.029 (viii) 5.72
167
(2) (i) 0.28 (ii) 10.5 (iii) 4.5 (iv) 0.75 (v) 0.26
(vi) 0.375 (vii) 0.76 (viii) 0.6
(3) (i) 3 (ii) 1 7 (iii) 12 37 (iv) 54 (v) 25 1

10 20 100 125 2
(vi) 2 8 (vii) 9 (viii) 135 1

25 20 5
EXERCISE 4.3
(1) (i) 0.77 (ii) 0.67 (iii) 4.76 (iv) 35.6 (v) 1.77
(vi) 41.07 (vii) 1.6 (viii) 22.6 (ix) 81.011 (x) 123.726
(2) (i) 0.6 (ii) 0.23 (iii) (iv) 0.67
7.32 (v) 0.98
(vi) 1.78 (vii) 8.99 (viii) 14.95 (ix) 32.086 (x) 12.036
EXERCISE 4.4
(1) (i) 1.89 (ii) 2.5 (iii) 173.2 (iv) 854.6 (v) 2235.42
(vi) 32.7 (vii) 1872 (viii) 1265 21.25 (x) 102.7
(ix)
(xi) 237.93 (xii) 20.174 (xiii) 130.08 (xiv) 34.79 (xv) 158.4
EXERCISE 4.5
(1) (i) 2.85 (ii) 2.34 (iii) 0.36 (iv) 3.22 (v) 0.52
(vi) 2.55 (vii) 1.57 (viii) 0.36 (ix) 2.81 (x) 11.41
(xi) 13.45 (xii) 5.39 (xiii) 48.1 (xiv) 3.37 (xv) 8.01
EXERCISE 4.6
(1) Rs 851.05 (2) 21.52 kg (3) Rs 67.25
(4) 6.073 (5) 21 (6) 176.8 kg
(7) 120 kg (8) 2.75 m (9) 11.75 kg
REVIEW EXERCISE 4
5
(1) (i) 5 thousandths = = 0.005 (ii) 1 tens = 10
1000 9
9 tenths = = 0.9
10
7
(iii) 7 hundredths = = 0.07
100
168
(2) (i) 3.21 (ii) 0.175 (iii) 4.75 (iv) 3.375
27 7 7 69
(3) (i) 1 (ii) (iii) 13 (iv)
50 20 10 200
(4) (i) 4.99 (ii) 0.19 (iii) 40.97 (iv) 1.05
(5) (i) 32.5 (ii) 175.5 (iii) 3525.2 (iv) 82.24
(6) (i) 1.57 (ii) 0.36 (iii) 2.87
(7) 208 m and 12.5 m (8) 13.5 litres
EXERCISE 5.1
(1) (i) 5000 m (ii) 14000 m (iii) 20000 m
(2) (i) 1700 cm (ii) 3200 cm (iii) 5400 cm
(3) (i) 150 mm (ii) 190 mm (iii) 300 mm
(4) (i) 400 cm, 4000 mm (ii) 1000 cm, 10000 mm
(iii) 3500 cm, 35000 mm (iv) 6400 cm, 64000 mm
(v) 8300 cm, 83000 mm (vi) 9800 cm, 98000 mm
EXERCISE 5.2
(1) (i) 13800 m (ii) 38 km 360 m (iii) 81 km 822 m
(iv) 59 km 89 m (v) 168 m 49 cm (vi) 110 cm 88 mm
(vii) 118 m 30 cm (viii) 276 km 495 m (ix) 357 km 919 m
(2) (i) 1950 m (ii) 3m 59 cm (iii) 2 m 60 cm
(iv) 557 m 40 cm (v) 50 km 750 m (vi) 51 km 748 m
(vii) 194 m 11 cm (viii) 46 cm 9 mm (ix) 26 cm 8 mm
EXERCISE 5.3
(1) (i) 2 m (c) (ii) 30 m (c) (iii) 165 km (d)
(2) 1 m 48 cm (3) 1157 m (4) 79 cm (5) 1 cm 17 mm
(6) 17 m (7) 350 m (8) 150 cm (9) 130 m
EXERCISE 5.4
(1) (i) 16241 g (ii) 11 kg 300 g (iii) 18 kg 21 g
(iv) 10 kg 93 g (v) 89 kg 765 g
(2) (i) 3 kg 750 g (ii) 2 kg 17 g (iii) 4502 g
(iv) 22 kg 520 g (v) 5 kg 68 g
169
EXERCISE 5.5
(1) (i) (a) (ii) (c) (iii) (a) (iv) 5 kg (c)
(2) 162 kg 100 gm (3) 34 kg 750 g (4) 22 kg 550 g (5) 1143 kg 250 g
EXERCISE 5.6
(1) (i) 17 l 425 ml (ii) 10815 ml (iii) 54 l 676 ml
(iv) 2220 ml (v) 58 l 532 ml
(2) (i) 106 l (ii) 44 l 185 ml (iii) 256 ml
(iv) 2 l 845 ml (v) 21 l 437 ml
EXERCISE 5.7
(1) (i) 4 l (ii) 1 l (iii) 500 ml
(iv) 4 l (v) 140 ml (vi) 5 ml
(2) 9 ml (3) 298 l water needed (4) 150 l
(5) 236 l 125 ml (6) 499740 ml (7) 23 l 230 ml (8) 19 l 250 ml
EXERCISE 5.8
(1) (i) 60 months (ii) 102 months (iii) 57 months
(iv) 122 months (v) 188 months (vi) 250 months
(2) (i) 90 days (ii) 102 days (iii) 260 days
(iv) 73 days (v) 328 days (vi) 75 days
(3) (i) 56 days (ii) 178 days (iii) 125 days
(iv) 210 days (v) 250 days (vi) 289 days
EXERCISE 5.9
(1) (i) 76 minutes 18 seconds (ii) 85 minutes 59 seconds
(iii) 59 hours 30 minutes (iv) 59 hours 35 minutes
(2) (i) 11 minutes 10 seconds (ii) 20 minutes 10 seconds
(iii) 13 hours 34 minutes (iv) 31 hours 20 minutes
EXERCISE 5.10
(1) 48 minutes 55 seconds (2) 7 hours 45 minutes
(3) 10 minutes 42 seconds (4) 2 hours 25 minutes
(5) 14 minutes 24 seconds
170
REVIEW EXERCISE 5
(1) (i) (b) (ii) (b) (iii) (c) (iv) (b)
(3) (i) 6 km (ii) 3.5 km (4) (i) 15000 m (ii) 3000 m
(5) (i) 49 km 27 m (ii) 87 m 41 cm (iii) 26 l 500 ml (iv) 83 kg 340 g
(6) (i) 36 km 7 m (ii) 28 m 53 cm (iii)8 l 250 ml (iv) 41 kg 313 g
EXERCISE 6.1
(1) (i) 3 cm, 5.6 cm, 3.5 cm, 3.5 cm (ii) 5.4 cm, 5.4 cm, 2.6 cm, 3.3 cm
(iii) 2.7 cm, 2.7 cm, 3.5 cm, 3.5 cm
(2) (ii) 7.9 cm (iii) 9.1 cm (iv) 10 cm (v) 10.6 cm
EXERCISE 6.2
(2) (i) 4.2 cm (ii) 4.7 cm (iii) 4.3 cm
EXERCISE 6.3
(1) West and East (2) North and South (3) Vertical (4) Horizontal
EXERCISE 6.4
(1) (i), (iv), (vi) and (viii) are parallel lines
(ii), (iii), (v) and (vii) are non-parallel lines
EXERCISE 6.6
(1) (i) Vertex B, Arms BA and BC (ii) Vertex Q, Arms QP and QR
(iii) Vertex W, Arms WX and WY
(2) (i) ÐAOB (ii) ÐAEF (iii) ÐJKL
EXERCISE 6.7
(1) (iii), (iv) and (v) are right angles (2) (i), (ii), (v) and (vi) are right angles
EXERCISE 6.8
(1) (i) right (ii) acute (iii) obtuse (iv) acute (v) obtuse (vi) right
EXERCISE 6.9
o o o o o
(1) 30 (2) 40 (3) 40 (4) 28 (5) 43
o o o o
(6) 43 (7) 110 (8) 110 (9) 142
171
EXERCISE 6.10
o o o
(1) (i) 43 acute angle (ii) 43 acute angle (iii) 70 acute angle
o
(iv) 155 obtuse angle (v) 90o right angle (vi) 155o obtuse angle
REVIEW EXERCISE 6
(1) (i) Ruler (ii) Set square (iii) Set square
(iv) Protractor (v) Compasses (vi) Dividers
(2) * H * (9) (i) 3 angles, ÐABD acute angle
ÐCBD acute angle
ÐABC right angle
(ii) 6 angles, ÐGDP acute angle, ÐPDE acute angle,
ÐGDE right angle, ÐCDE obtuse angle,
ÐCDG obtuse angle, ÐCDP obtuse angle
(10) (i) 2 Squares, ABED and BCFE
(ii) 5 squares, ABHG, BCIH, HIFE, GHED, ACFD (11) (i) 3 triangles
EXERCISE 7.1
(1) (i) 5 students (ii) Pink (iii) Yellow
(iv) 20 students (v) 15 students (vi) 6 colours (vii) 85 students
(2) (i) 20 students (ii) Cricket (iii) 25 students
(iv) 4 games (v)Hockey (vi) 35 students (vii) 140 students
EXERCISE 7.2
(1) (i) Team D (ii) Team E (iii) No team
(iv) 10 seconds (v) 40 minutes (vi) 15 seconds
(2) (i) Thursday (ii) 10 acres (iii) 7 days (iv) 10 acres
(v) Monday and Friday (vi) 55 acres
(vii) 15 acres, 5 acres, 10 acres (viii) Monday, Friday
(3) (i) Math and Islamiyat (ii) 360 (iii) 70 marks (iv) 80 marks (v) Science
REVIEW EXERCISE 7
(1) (i) 80 rupees (ii) 120 rupees (iii) No (iv) 20 rupees (v) 6 litres
(2) (i) 3000 rupees (ii) 4000 rupees (iii) June
(iv) January (v) 17500 rupees (vi) 1500 rupees
th th
(3) (i) 2 cm (ii) 6 cm (iii) 2 cm (iv) 6 cm (v) 4 and 5 days (vi) 5 times
172

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Mathematics 4

Sindh Textbook Board, Jamshoro

Mr. Muhammad Sayem Hanif

Provincial Review Committee (PRC)

Composing & Layout Designing

1 NUMBERS and arithmetic

2 factors and multiples 25

4 decimal and fractions 69

7 information handling 144

1 NUMBERS AND ARITHMETIC OPERATIONS

(iv) 92000 (v) 245612 (vi) 349650

Identify place values of digits up to one hundred million

The place value chart for 100,000,000

The place value of 3 is 3 ten million = 30,000,000

Example 1: Read and then write the given numbers in words.

Example 2: Write numbers from one million one to one million

100,000,000 is read as (One Hundred Million),

Example 2: Separate numbers in millions, ten millions,

3 Write numbers from two million to two million

Compare and order numbers up to 8-digits.

Example: Compare the following numbers.

Rule 3: If two numbers have same number of digits then we

Teacher should ensure enough practice by using the rules of

Here the number have same digit 24 at million place.

1 Compare the following numbers using

Teacher should give some more examples to the students for

Example 2: Add 348754 and 343445

1. Solve the following.

(iii) 107236 (iv) 349629

(v) 964328 (vi) 999555

2. Add the following.

(i) 24317 and 90235 (ii) 67999 and 249982

Solve real life problems involving addition of numbers

1. Government of Sindh spent Rs 581,034 on construction of

Example 3: Subtract 45912 from 85145

Teacher should solve some more examples by using the above

Example 4: Subtract 438905 from 557942

557942 – 438905 = 119037

1 Solve the following.

(i) 32164 (ii) 583729 (iii) 627948

(iv) 793854 (v) 790000 (vi) 894093

2 Subtract the following:

(i) 43210 from 98765 (ii) 39072 from 273194

(iii) 99999 from 100000 (iv) 537864 from 700000

(v) 685439 from 874189 (vi) 721059 from 751342

Solve real life problems involving subtraction of numbers

1 Government spent Rs 985,000 on renovation of two

1 Solve the following:

Solve real life problems involving multiplication

Solution: 2 8 5 4 3 Toffees produced in one shift

5 A town uses 45038 litres of water in a week. How much

Teacher should teach the division of numbers by the concept of

Example 3: Divide 975 by 15

Solve real life problems involving division

1 A cloth is 6272 metres long. If one suit takes 7 metres of

3 Asif spent Rs 2925 to buy 13 shirts of same price. What

1.6 ADDITION, SUBTRACTION, MULTIPLICATION

= 86 + 62 – 34 (Changing the order) = 86 – 34 + 62

= 4+ 6 2 x 3 (Perform division first) = 4 + 6 2 x 3