Math Weaves Book 4 Edit

Maths Weaves Inner title_.
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Grade
4
MINAKSHI KHURANA
21
st
Head Office: A-12, 2nd Floor, Mohan Cooperative Industrial Estate,

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© Proficiency Learning Solutions Private Limited

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First Edition published in 2023
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You must not circulate this book in any other binding or cover and you must impose this same
condition on any acquirer.
Printed in India by _________________________
Published in India by
Sarvesh Shrivastava, Managing Director
Proficiency Learning Solutions Private Limited
Eupheus Learning is the registered trademark of Proficiency Learning Solutions Private Limited.
Preface
The primary aim of Maths Weaves is to cultivate a mathematically oriented mindset in
students. There is a sense of fear regarding mathematics among a majority of children.
Aligned to the National Curriculum Framework (NCF) 2022–23, this series brings a
shift in focus from mathematical content to mathematical learning environments,
where a whole range of processes take precedence: formal problem solving, use of
heuristics, estimation and approximation, optimisation, use of patterns, visualisation,
representation, making connections and mathematical communication. With this
series every student will feel engaged with a sense of success, while at the same time
solving conceptual challenges.
Exciting features of Maths Weaves:
Puzzles and play-way activities: Just as exercising the body is important to keep
•
it fit and healthy, so too is exercising the mind. Games of strategy, logic and word
puzzles, and recreational mathematics are the best way to excite children about
mathematics, and to develop the logical skills that are so critical throughout their
school years and indeed throughout life.
Board games teach children to follow simple rules and enhance understanding of
•
language and mathematics through play and employment of critical thinking
• Stories promote the learning of language and mathematics simultaneously. They
help learners use familiar contexts to build mathematical concepts. The interaction
between language and numerical reasoning has been creatively intertwined
ensuring better classroom experience and achievement of desired learning
outcomes.
Art integration projects in every chapter increase motivation and curiosity in
•
learning. When students learn through arts, they go through different stages of
observing, thinking, imagining, exploring, experimenting, deducing, creating,
recreating and expressing. This helps them overcome the subject fear and enhances
their joy of doing and learning.
Enrichment corner comprising critical thinking, life skills, subject integration,
•
discovery-based and communication questions at the end of every chapter in grades
1–3
Math Lab activities in grades 4–8 to strengthen the learning of mathematical
•
concepts through concrete materials and hands-on experiences
Comprehensive teacher support material with teaching aids facilitate classroom
transactions. Material board at the end of the book provides hands-on experience and
brings concepts to life by allowing children to experience and handle physical objects.
Warm Up
Warm Up encourages active
student participation and
creates opportunities for
interaction and discussion
KEY FEATURES
5 Factors and Multiples
Warm Up Thrill in Store
Multiples and factors are closely • Multiples

related to multiplication. Multiples • Common multiples and LCM
are the numbers we get when we • Divisibility tests
keep adding the same number to • Factors
itself. For example, the multiples of 3
• Common factors and HCF
are 3, 6, 9, 12, and so on. Factors are
the numbers we multiply together to
get a product. For example, in 3 × 4,
the factors are 3 and 4.
Spark Up
The bus driver has to pick students from houses with house numbers
that are divisible by 8. Circle the correct houses to help the driver.
8
16 58
25 72
49 64
10 112
48 576
64
64
Spark Up
Spark Up breaks the cognitive
barrier to learning and
introduces the concept at
hand in a fun way
Put On Your Thinking Caps

Choose the correct option:
Enrichment Corner
Connect (EVS)
Put on Your Thinking Caps 1. Which of the following statements is correct?
Statement 1: The diameter of a circle is twice its radius.
Statement 2: Radii of different circles always have the same length.
The Super Bowl, an annual championship game of the National
Football League (NFL), is traditionally identified by roman numerals. Helps students enhance Statement 3: All the diameters of a particular circle have the same
Connect For example, Super Bowl XLVIII represents Super Bowl 48. length.
their critical and creative a. 1 and 3 b. 2 and 3 c. 1 and 2 d. only 3

2. If a circular pizza is cut into 8 equal slices, what would be the
Builds cross-curricular Lab Activity measure of each slice? How would the size change if you cut
Work in groups of five. Take number cards from 0 to 9. thinking skills, and to the pizza into 12 equal slices?
connect and helps students

a. Angle of each slice would be 55; the angle of each slice would
1. Shuffle the number cards. Each student takes turns drawing 6 increase.
cards each.
arouse mathematical b. Angle of each slice would be 45; the angle of each slice would
understand how we maths

2. Arrange your number cards to make a 6-digit number and show it decrease.
to others.
curiosity
c. Angle of each slice would be 60; the angle of each slice would
3. Compare your number with those made by the other four members increase.
in different spheres of life

of your group. Then order the numbers from smallest to greatest. d. Angle of each slice would be 45; the angle of each slice would
4. The student forming the smallest number gets two points and the increase.
students forming the greatest number gets 0 points, the rest of the 3. Statement A: Circle is a polygon.
students get one point each.
Statement B: A simple closed figure made up of only line segments
5. The student who gets 10 points first wins the game. is called a polygon.
a. both A and B are true b. both A and B are false
c. A is true and B is false d. B is true and A is false
Project
Students work in pairs or small groups. Each group is given cards
with different large numbers. Students must arrange them in either Practise Platform
ascending or descending order. After sorting the numbers, each group
1. In the given figure, name:
Practice Platform
shares their reasoning with the class. The activity is repeated with
other groups using different sets of cards. a. the angle;
A
b. the vertex and the arms of the angle. E
Consolidated check of
G
c. the points in the interior of the angle. F
d. the points in the exterior of the angle. B
C
the concepts learnt in the 126

126
chapter
19
19
Enrichment Corner
Lab Activity
Aim: To find the lines of symmetry of a figure.
Requirements: 3 papers in square shape (per group), a pair of scissors
Steps:
1. Divide the class into groups of 3.
Time to Check 1
2. Each group will take three papers in square shape, as shown below.
3. Each student will fold the paper in different directions (horizontally, 1. Tick () the correct answer.
42
vertically and diagonally, respectively) as shown below. a. Which of the following is the decimal representation of ?
1000
4. Unfold the papers and draw a line along the crease so obtained. i. 0.042 ii. 4.20 iii. 0.42 iv. 04.2
5. The line we get along the crease is called the line of symmetry. b. 2.3 is read as .
Fold horizontally Fold Vertically Fold diagonally i. Twenty-three decimal ii. Two decimal zero three
iii. Two decimal zero three iv. Two and three tenths
c. Four and fifteen hundredths in decimal is written as .
i. 4.015 ii. 40.15 iii. 4.15 iv. 0.415
Time to Check
2. Write the decimals in words.
Line of symmetry Line of symmetry Line of symmetry a. 269.45 b. 55.008 c. 29.217 d. 41.018 e. 32.275
6. Repeat the activity using rectangular and circular sheet of paper. 3. Write the following as a decimal numbers.
7. Compare the number of lines of symmetry in square, rectangle and

circle. Project
a. Two tenths b. Six hundredths
d. Twenty-eight point four zero nine
c. Seven thousandths
e. Two point zero seven
Graded exercises assess
Project Fun activities for building
Place Value
We know that the place value of a digit increases by 10 times as it moves
understanding of concepts
learnt in the chapter
1. There are 10 squares each measuring 1 unit and 10 half squares. from right to left by one place in a place value chart. As we move from left
concepts through hands-

2. Make six different figures, by combining these full and half squares. to right by one place, the value of the digit decreases by 10 times.
3. Trace each figure on a paper and draw their lines of symmetry. As we move one place to the right of the ones place, the place value
Which shape is most symmetrical? Compare with your friends. becomes one tenth, then one hundredth and one thousandth.
on experience and easily Expanded Forms

Example 2: Aarush and Aahan measured their weight using a digital
available material
weighing machine. Aarush weighs 58.321 kg, and Aahan
weighs 62.412 kg. Write both numbers in a place value chart
and express them in expanded form.
138
138
Place Value Chart
T O . t h th
Aarush 5 8 . 3 2 1
Aahan 6 2 . 4 1 2
100
100
Puzzle Time
Challenging puzzles create
interest in learners and
enhance their spatial and
analytical ability
a. XXXIII + = LX
b. LXX – = LIX
Lab Activity
c. CXX – LVII =
d. CXV + CXXIX = Provides opportunities for

e. Sum of XXXVII and XV is
f. Difference of LXV and IX is

fun, hands-on, practical
Enrichment Corner and, often, collaborative
The boxes on the left fit together in such a way that their
Puzz
le Tim
e Lab Activity
Aim: To relate 7-digit and 8-digit numbers to everyday life
strategies for mathematical
problem-solving after every
numbers help to build the box on the right. Determine how
the numbers in the two rows on the left make the numbers Materials: Newspaper, pencil, a sheet of chart paper, a pair of
on the right, then fill in the missing numbers. scissors, glue
unit. These activities help

Procedure:
1 3 5 7 9
a. 3, 7, 11, 15, ? 1. Look through the newspaper and underline 7-digit and 8-digit
2 4 6 8 10
numbers.
take the fear out of Math

25 20 15 10 5
b. 24, 18, 16, 6, ? 2. Make a list of these numbers under various headings. For example,
1 2 3 4 5 numbers related to budget figures, population, etc.
4 5 10 12 7 3. Cut out pictures (if any) related to the numbers chosen by you.
c. 3, 4, 3, 3, ?
learning.
12 20 30 36 49
4. Make a collage of pictures of the 7-digit numbers on one side of the
50 40 30 20 10 chart paper, and 8-digit numbers on the other side.
d. 100, 160, 180, 160, ?
2 4 6 8 10 5. Discuss in the class how the 7-digit and 8-digit numbers are useful
in our lives.
Multiplication of a 4-digit Number by a 1-digit Number

Example: Multiply 3,263 by 4. Project
Steps to multiply: Find the number of students in each class of your school. Put them in
1. Multiply by 2. Multiply by 3. Multiply by 4. Multiply by
the place value chart following the Indian system. Add up the numbers
ones. tens. hundreds. thousands. for each class. Find out the number of students in a neighbouring
TTh Th H T O TTh Th H T O TTh Th H T O TTh Th H T O school. Represent the total of each school, first using the Indian place
1
3 2 6 3
2 1
3 2 6 3
1 2 1
3 2 6 3
1 2 1
3 2 6 3 value system and then the Roman numerals.
× 4 × 4 × 4 × 4
2 5 2 0 5 2 1 3 0 5 2
19
3263 × 4 = 13,052
Multiplication Using Expanded Form

1. Write the bigger number in expanded form.
2. Multiply each term of the expanded form by the smaller number.
3. Add all the products. The sum obtained is the required product.
Example: Find the product of 354 and 12 using the expanded form.
354 × 12 = (300 + 50 + 4) × 12 TTh Th H T O
1
= (300 × 12) + (50 × 12) + (4 × 12) 3 5 4
= 3600 + 600 + 48 = 4,248
Verification by actual multiplication
× 1 2
7 0 8
+ 3 5 4 0
Kindness Rewards when he thought all hope was lost, he
spotted an oasis and some date trees.
354 × 12 = 4,248
4 2 4 8 With a renewed sense of hope, Amir
43
43 In the heart of a desert, there and his camel made their way to the
lived a man named Amir. He oasis and met Rahim Khan. He gave
dreamed of exploring the vastness Amir plenty of water to drink but
of the desert and uncovering its expressed his inability at giving him
hidden secrets. But he knew that any of the dates.
such a journey was not easy. He
packed 10 days’ worth of food – He told him a story. “When I came
dry fruits, nuts, canned goods, to the oasis 2 years ago, there were
and plenty of water. He checked 550 dates on 11 trees. Each tree had
his compass and studied the dates hanging from its
desert’s map to plan his route branches. After three months, the number of dates grew. Each tree now
carefully. With his camel, he set had 250 dates. Now there were dates. He never went without
off on his journey, the hot sun food. One day, three weary travellers came to his doorstep and asked for
beating down on them.
food. In his arrogance, he gave them only 75 dates to be distributed among
The first few days went smoothly, as Amir followed the path he had marked the three.”
Story Time on the map. But as the days passed, the desert’s challenges became more
apparent. The scorching sun took a toll on him and his camel. The food
supplies were dwindling, and the water was becoming scarcer.
Each traveller got only
eat but I turned them away.”
dates. “The travellers asked for more to
Mathematical stories On the sixth day, a sandstorm struck, engulfing Amir and his camel in a
blinding whirlwind. They sought refuge behind a large dune, waiting for
“My behaviour upset the trees and they grew and grew and grew. They
became so high that it soon became impossible to collect dates.”
involving numbers the storm to pass. When it finally settled, they continued their journey, but
Amir noticed that they had
“Since then, 15 birds fly every morning to the trees and eat an equal
number of dates.”
enhance language skills

veered off course. He consulted
his compass and tried to If together they ate a total of 225 dates every day, each bird ate
get back on track, but the dates.
and enable children to desert’s shifting dunes made

navigation challenging.
Amir sensed the sadness in Rahim’s voice and said he hoped Rahim was
forgiven soon. Just then, they heard a loud thud. They rushed outside. A
make connections and On the ninth day, the

situation turned dire. The food
huge bunch of 2575 dates was lying on the ground. Rahim kept 175 dates
for himself and Amir and fed the rest to 15 birds and 15 camels equally.
was nearly gone, and they
build upon their everyday had only a little water left.
The scorching sun seemed
Each bird and camel got dates.
The trees had finally forgiven Rahim Khan.
understandings relentless, and every step

became a struggle. But just
56 57
56 57
Play Time Identify the various kinds
Games provide non-didactic of lines and angles in the

picture. Also identify the 2D
and 3D shapes. Name each
feedback to the child with of them.
a minimum amount of
teacher intervention
Discuss with your teacher how geometry is part of day-to-day lives.
116 117
116 117
Contents
1. Large Numbers 7
2. Addition and Subtraction of Large Numbers 20
3. Multiplication 39
4. Division 50
5. Multiples and Factors 64
6. Fractions 78
7. Decimals 96
8. Geometry 112
9. Patterns and Symmetry 129
10. Measurement 139
11. Perimeter and Area 151
12. Time 165
13. Money 180
14. Data Handling 192
Answer Key 202

1 Large Numbers

Numbers are an integral part of our • 5- and 6-digit numbers
lives. We use them to talk about • Reading and writing 5- and
ourselves and many times they define 6-digit numbers
us. For example, our date of birth, • Predecessor and successor
our roll number in class, our phone • Comparing and ordering
number, our house number, etc. matter numbers
a lot in our lives. Can you think of other • Forming numbers
places where numbers matter? • Rounding off numbers
• Roman numerals
Spark Up
Answer the following.
1. Write the successor and predecessor of the smallest 4-digit number.
2. Expand and write the number names for the following.
a. 1708 b. 5163 c. 8764 d. 1127
3. Form the largest and the smallest 4-digit numbers using the digits 3, 7,
0 and 6.
4. Write the numerals for the following.
a. One thousand fifty-one b. Two thousand six hundred fifty-nine
c. Four thousand seventeen d. Eight thousand one hundred five.
5. Observe the pattern and complete the series.
a. 3260, 4260, 5260, , , ,
b. 2550,2555, 2560, , , ,
c. 9275, 9375, 9475, , , ,

7
5- and 6-digit Numbers
Look at the train ticket below and read the train number aloud. It is a
5-digit number.
Reading and Writing 5- and 6-digit Numbers
Indian Number System

Lakhs Period Thousands Period Ones Period Periods
Ten
Thousands Hundreds
Thousands Tens(T) Ones(O) 5-digit
(Th) (H)
(TTh) number
Ten
Lakhs Thousands Hundreds 6-digit
Thousands Tens(T) Ones(O)
(L) (Th) (H) number
(TTh)
International Number System

Thousands Period Ones Period Periods
Ten
Thousands Hundreds 5-digit
Thousands Tens(T) Ones(O)
(Th) (H) number
(TTh)
Hundred Ten
Thousands Hundreds 6-digit
Thousands Thousands Tens(T) Ones(O)
(Th) (H) number
(HTh) (TTh)
8
Example 1: Write 53678 according to the Indian and International number
systems. Also, write its expanded form and its number name.
TTh Th H T O
5 3 6 7 8 Place Value Face Value
8×1= 8 or 8 Ones 8
7 × 10 = 70 or 7 Tens 7
6 × 100 = 600 or 6 Hundreds 6
3 × 1000 = 3000 or 3 Thousands 3
5 × 10000 = 50,000 or 5 Ten Thousands 5
Also, 53,678 = 50,000 + 3000 + 600 + 70 + 8
And the number 53678 is written as 53,678 and is read as Fifty-three
thousand six hundred and seventy-eight.
Up to 5-digits the place value chart for the Indian and International
number system remains the same.
Example 2: Write 467861 according to the Indian and International number
systems. Also, write its expanded form and number name.
L TTh Th H T O
4 6 7 8 6 1 Place Value Face Value
1×1= 1 or 1 Ones 1
6 × 10 = 60 or 6 Tens 6
8 × 100 = 800 or 8 Hundreds 8
7 × 1000 = 7000 or 7 Thousands 7
6 × 10,000 = 60,000 or 6 Ten Thousands 6
4 × 1,00,000 = 4,00,000 or 4 Lakhs 4
467,861 = 4,00,000 + 60,000 + 7000 + 800 + 60 +1

And the number 467861 is written as 4,67,861 and is read as Four lakh
sixty-seven eight hundred sixty-one.
International Number System
HTh TTh Th H T O
4 6 7 8 6 1 Place Value Face Value
1 × 1= 1 or 1 Ones 1
6 × 10 = 60 or 6 Tens 6
8 × 100 = 800 or 8 Hundreds 8
7 × 1000 = 7000 or 7 Thousands 7
6 × 10,000 = 60,000 or 6 Ten Thousands 6
4 × 1,00,000 = 400,000 or 4 Hundred Thousands 4
9
Also, 467,861 = 400,000 + 60,000 + 7000 + 800 + 60 +1
And the number 467861 is written as 467,861 and is read as Four
hundred sixty-seven thousands eight hundred sixty-one.
For a 6-digit number,

10 ten thousands = 1 lakh (in Indian number system), and,
10 ten thousand = 1 hundred thousand (in International number system)
Representation of 5- and 6-digit numbers on an abacus

Example: Represent 66320 and 911664 on the abacus. Also write the given
numbers in expanded and standard form.
a. 66320 b. 911664
TTh Th H T O L TTh Th H T O
Standard form: 66,320 Standard form: 9,11,664

Expanded form: 6
0,000 + 6000 Expanded form: 9,00,000 + 10,000 +
+ 300 + 20 1000 + 600 + 60 + 4
Time to Check 1
1. Mark the periods using commas and write the number names
according to the Indian system of numeration.
a. 13158 b. 123064 c. 37156 d. 570012
2. Mark the periods using commas and write the number names
according to the International system of numeration.
a. 18320 b. 815641 c. 24078 d. 201300
3. Write the place value and the face value of the coloured digit in
the following numbers.
a. 542,116 b. 84,061 c. 1,48,672 d. 4,11,063
10
4. Write in standard form.
a. 8 lakhs + 3 ten thousands + 3 thousands + 0 hundreds + 5 tens +
5 ones
b. 2 hundred thousands + 8 ten thousands + 7 thousands + 6
hundreds + 4 ones
c. 10,000 + 8,000 + 600 + 7
d. 400,000 + 10,000 + 1,000 + 60 + 3
5. Write in expanded form.
a. 632,575 b. 423,810 c. 65,108 d. 1,21,264
6. Write the numerals for the given number names. Put commas to
separate the periods.
a. Fifty-five thousand two hundred sixteen
b. Eighty-two lakh nine hundred sixty-eight
c. Eight hundred thirty-one thousand nine hundred forty-nine
d. One hundred twenty-two thousand eighty-eight
7. Represent the following numbers on abacus and write in words.
a. 9,12,603 b. 40,122 c. 7,82,115 d. 3,38,125
Comparing and Ordering Numbers

Comparing Numbers
The number with more number of digits is larger than the number with
lesser number of digits.
To compare numbers with equal number of digits, start comparing from the
left-most place until different digits are found.
Example 1: Compare 35,876 and Example 2: Compare 7,49,237 and
5,550. 5,19,267.
3 5 8 7 6 5-digit 7 4 9 2 3 7
5 5 5 0 4-digit 5 1 9 2 6 7
35 ,876 > 5,550 7L > 5L

7,49,237 > 5,19,267
11
Ordering Numbers
Example 1: Arrange 3,23,567; 31,572; Example 2: Arrange 9,87,133;
3,37,482; 5,84,112 in ascending order. 6,28,455; 91,208; 50,269 in
descending order.
L TTh Th H T O
3 2 3 5 6 7 L TTh Th H T O
0 3 1 5 7 2 9 8 7 1 3 3
3 3 7 4 8 2 6 2 8 4 5 5
5 8 4 1 1 2 9 1 2 0 8
2TTh < 3TTh 5 0 2 6 9
5L > 3L
3L = 3L 9L > 5L
Numbers in ascending order are Numbers in descending order are
31,572 < 3,23,567 < 3,37,482 < 9,87,133 > 6,28,455 > 91,208 >
5,84,112 50,269
Time to Check 2
1. Put the correct sign >, < or =.

a. 8,00,261 8,00,261 b. 2,18,107 2,82,704
c. 31,114 32,301 d. 806,521 714,315
2. Complete the series:
a. 14,033; 14,035; 14,037; ; ; .
b. 2,61,140; 2,61,150; 2,61,160; ; ; .
c. 784,610; 784,614; 784,618; ; ; .
d. 3,72,150; 3,72,160; 3,72,170; ; ; .
3. Here is a list of few peaks in the Himalayas. Arrange them in

ascending order of their heights. Find where these peaks lie.
Mountain Height (ft) Mountain Height (ft)
Nanga Parbat 26,660 Mount Everest 29,029
Cho Oyu 26,864 Godwin Austen 28,251
Manaslu 26,781 Lhotse 27,940
Kanchenjunga 28,169
12
4. The following is a list of some of the longest bridges in the world.
Arrange the bridges in descending order of their length.
Jintang Bridge (China) 26,540m
Manchac Swamp Bridge (USA) 36,710m
Weihe Grand Bridge (China) 79,732m
King Fahd Causeway (Bahrain) 25,000m
Bang Na Expressway (Thailand) 54,000m
Lake Pontchartrain Causeway (USA) 38,442m
Guess the Number

Work in pairs. Your partner will give you some
instructions, and you need to put the clues
together and say the answer. Follow the example.
A: This number is more than 7 but less than 12. It
is often used when speaking about cats. What’s the
number?
B: The number is 9. Because 9 is more than 7 and less than 12, and cats
are said to have 9 lives.
Forming Numbers
Example 1: Form the greatest and the smallest 5-digit numbers using the
digits 2, 6, 4, 9 and 1 with the digits being used only once.
The greatest number is formed by writing all the digits in descending

order in the place value chart, while the smallest number is formed by
writing all the digits in ascending order.
TTh Th H T O
9 6 4 2 1 Greatest number
1 2 4 6 9 Smallest number
Example 2: Form the greatest and the smallest 6-digit numbers using the
digits 2, 7, 8 and 5 by repeating the digits. Remember to use all digits at
least once.
13
The greatest number is formed by repeating the greatest digit most
number of times and the rest of the digits only once in descending order,
while the smallest digit is formed by repeating the smallest digit most
number of times and the rest of the digits only once in ascending order.
L TTh Th H T O
8 8 8 7 5 2 Greatest number
2 2 2 5 7 8 Smallest number
Example 3: Write the greatest and the smallest 6-digit numbers using the
digits 2, 3, 0, 6, 5 and 4 without repetition of digits.
The greatest 6-digit number = 6,54,320.
Now, since one of the digits is 0 and no number can start with 0. Thus, to
form the smallest 6-digit number, we’ll place the smallest non-zero digit in the
place value chart and then arrange the remaining digits in ascending order.
L TTh Th H T O
2 0 3 4 5 6
So, the smallest 6-digit number is 2,03,456.

Example 4: Write the greatest and the smallest 6-digit numbers using the
digits 4,6,0,8 and 1. Use 0 twice in each number.
L TTh Th H T O
8 6 4 1 0 0 Greatest number
1 0 0 4 6 8 Smallest number
Time to Check 3
1. In each of the following sets, form the smallest and the greatest
numbers, without repeating the digits.
a. 4, 3, 0, 2, 7, 1 b. 6, 7, 1, 2, 5
c. 3, 9, 8, 7, 2, 1 d. 8, 1, 2, 5, 7
2. Form the smallest and the greatest 6-digit numbers by repeating
the digits. Use all the digits.
a. 1, 0, 2, 8, 9 b. 2, 5, 7, 3, 4
c. 7, 6, 5, 2, 0 d. 2, 6, 7, 1, 3
3. Rearrange the digits in the number 20734 to form the greatest and
the smallest 5-digit numbers.
14
Rounding Off Numbers
On a Sunday, 884 people visited an amusement park. Pappu the popcorn
seller and Tikki the ticket seller were very happy. They had made quite a sale.
I have sold so many No, I estimated the

tickets. There must count. There are
be 900 people in the 880 people in the
park. park today.
Did you notice that none of them gave the exact count of people in the
amusement park? They both estimated the count. Rounding off means
adjusting the digits of a number in such a way that it gives an approximate
value. The value of the number remains close to what it was. and becomes
easy to read and remember.
To round off a number to the nearest tens, hundreds or thousands, look at
the digit at the ones, tens or hundreds place, respectively.
• If the digit in the ones, tens or hundreds place is less than 5, then
replace the digit with 0, keeping the digit in the tens, hundreds or
thousands place, respectively, remains the same.
• If the digit in the ones, tens or hundreds place is equal to or greater
than 5, then replace the digit with 0 and increase the value of the digit
in the tens, hundreds or thousands place, respectively, by 1.
Rounding Off to the Nearest 10

Example: Round off 4267 to the nearest 10.
Here, 7 is in the ones place. Since 7 > 5. So, 4267 is rounded off to 4270.
Th H T O Th H T O
4 2 6 7 4 2 7 0
7>5 4267 4270

15
Example: Round off 97,255 to the nearest hundreds.
In 97,255, the digit in the tens place is 5.
TTh Th H T O TTh Th H T O A number at the midway
9 7 2 5 5 9 7 2 6 0 point is always rounded off
to the next larger number.
97,255 97,260
So, 97,255 is rounded off to 97,260.
To round off a number to the nearest 1000, look at the digit in the
hundreds place.
Examples:
• 7,373 is rounded off to 7,000 since the digit in the hundreds place is 3.
• 23,739 is rounded off to 24,000 since the digit in the hundreds place is 7.
Time to Check 4
1. Round off the following numbers to the nearest 10.
a. 5,445 b. 9,007 c. 7,892 d. 4,126
a. 3,028 b. 7,598 c. 19,254 d. 67,123
a. 22,904 b. 1,12,001 c. 19,000 d. 79,101
Roman Numerals
The Roman numeral system is made up of seven letters of the English
alphabet. These letters and their corresponding values are given below.
Roman Numerals I V X L C D M
Hindu-Arabic
1 5 10 50 100 500 1000
Numeral
Rules for Reading and Writing Roman Numerals

• The letters I, X and C can be repeated up to three times.
Example: II = 1 + 1 = 2; XXX = 10 + 10 + 10 = 30; CC = 100 + 100 = 200
16
When a letter of lower value is written to the right of a letter of larger
value, the value of all the letters are added.
Example: V
III = 5 + 1+ 1 + 1 = 8; LXV = 50 + 10 + 5 = 65; XII = 10 + 1 +
1 = 12
If a letter of smaller value is written to the left of a letter of larger value,
the letter of smaller value is subtracted from the letter of larger value.
Example: X
XIX = 10 + 10 + (10 – 1) = 20 + 9 = 29; CLIX = 100 + 50 +
(10 – 1) = 150 + 9 = 159; XL = 50 – 10 = 40
• For the Hindu-Arabic numerals between 1 and 40, first write the
numbers in tens and ones form, and then write Roman numeral for it.
Example: 13 = 10 + 3 = X + I + I + I = XIII
35 = 10 + 10 + 10 + 5 = XXXV
29 = 10 + 10 + 9 = 29
Knowledge Time
• The Roman numeral system does not follow a place value system.
• There is no symbol for 0 in the Roman numeral system.
• I can be subtracted from V and X only once.
• Letters V, L and D cannot be repeated.
• V is never written to the left of X.
• V can never be subtracted.
Time to Check 5
1. Write the following Hindu-Arabic numerals as Roman numerals.

a. 36 b. 738 c. 934 d. 368 e. 1673 f. 455
2. Write the following as Hindu-Arabic numbers.
a. DCL b. VIII c. CMXV d. CDV e. CCCXXXI f. DCII
3. Fill in the boxes by using ‘>’, ‘<’ or ‘=’.
a. XXVI XVI b. XXIX 27
c. XIII 13 d. XI 11
17
1. Write the greatest 6-digit number that has the smallest odd digit in
its hundreds, ten thousands and lakhs place.
2. Write the smallest 6-digit number, which has the digit 7 in all its
odd positions starting from the ones place.
3. Which of the following is not a valid Roman numeral?
a. XCVII b. CXLV c. CXLIX d. XCLCVI
Practise Platform
1. Write the following numbers in expanded form.

a. 98,765 b. 2,31,394 c. 3,34,956 d. 1,65,437
2. What is the place value of the coloured digits?
a. 1,61,749 b. 3,41,293
3. Form the greatest and the smallest 5-digit numbers such that each
digit is used once.
a. 7,8,1,6,5 b. 3,4,9,5,6
4. Arrange the given numbers in ascending order.
a. 3,45,123; 3,51,121; 3,51,129; 3,45,153
b. 4,53,291; 6,43,291; 4,49,923; 54,173
5. Arrange the given numbers in descending order.
a. 4,16,532; 4,61,532; 6,14,523; 4,16,523
b. 9,00,199; 9,09,119; 9,01,999; 9,09,999
6. Round off the following numbers to the nearest 100 and 1000.
a. 19,435 b. 42,330 c. 87,777
7. State True or False.
a. The number 67 is written as XXXXII in Roman numerals.
b. The value of C is 100 in Roman numerals.
c. The number 95 is written as XCV in Roman numerals.
d. XXIX stands for 10 + 11 + 10.
18
Enrichment Corner
Connect (EVS)
The Super Bowl, an annual championship game of the National
Football League (NFL), is traditionally identified by Roman numerals.
For example, Super Bowl XLVIII represents Super Bowl 48.
Lab Activity
Aim: Form a number from its expanded form.
Requirements: A plain A4 sheet of paper, pencil and scissors
Steps:
1. Take the A4 sheet and cut out rectangular strips of equal size.
2. Fold each strip into six equal parts.
3. Think of any 6-digit number and write its expanded form on the
strip. Let’s say the number is 8,45,643. Then write 8,00,000;
40,000; 5,000; 600; 40 and 3 on the strip as shown.
8,00,000 40,000 5,000 600 40 3
4. Now, fold these strips in such a way that the zeros aren’t visible.
8
4
5
6 4
3
Therefore, the number formed by the expanded form is 8,45,643
Form 15 strips of random 6-digit numbers expanded forms written on
them, fold the strips to show the numbers that are formed.
Project
Students work in pairs or small groups. Each group is given cards
with different large numbers. Students must arrange them in either
ascending or descending order. After sorting the numbers, each group
shares their reasoning with the class. The activity is repeated with
other groups using different sets of cards.
19
2 Addition and Subtraction
of Large Numbers

We often encounter situations in daily • A
ddition with and without
life where we need to add or subtract regrouping
larger numbers. For example, when we • A
ddition facts
go shopping, we add up the prices of • S
ubtraction with and
things we want to buy. And when we without regrouping
pay with cash, we apply subtraction
• S
ubtraction facts
to calculate the change. So, addition
• F
inding the missing digits
and subtraction make everyday tasks
easier and help us become smarter! • W
ord problems
• Framing word problems
Spark Up
1. Solve the following.
a. Th H T O b. Th H T O
1 0 0 5 3 1 0 8
+ 5 7 3 9 + 4 9 8 6
c. Th H T O d. Th H T O
3 0 7 9 8 1 0 6
– 1 4 3 8 – 5 4 5 8
2. Suman travelled 1730 km by train, 1980 km by car and 700 km by

bus. How much distance did he travel in his whole journey?
3. What should be added to 9876 to get 9876 as the sum?
4. What is the difference between the smallest 4-digit number and
the greatest 2-digit number.
20
20
Addition of Numbers
To add numbers vertically, always add from the right to the left. First add
the ones, then the tens, the hundreds, the thousands and continue moving
to the left to add large numbers.
Without Regrouping
Example: Find the sum of 1,84,476 and 8,11,423.
L TTh Th H T O
1 8 4 4 7 6
+ 8 1 1 4 2 3
9 9 5 8 9 9
1,84,476 + 8,11,423 = 9,95,899
With Regrouping
Example: Add 6,72,908 and 1,90,455.
L TTh Th H T O
6 7 2 9 0 8
+ 1 9 0 4 5 5
8 6 3 3 6 3
6,72,908 + 1,90,455 = 8,63,363
Time to Check 1
1. Find the sum of the following numbers.
a. 84,982 and 29,879 b. 6,49,698 and 7,93,098
c. 3,899 and 83,690 d. 7,67,863 and 837
e. 1,24,676 and 36,892 f. 63,893 and 38
2. Find the sum of the:
a. smallest 5-digit number and the greatest 4-digit number.
b. greatest 5-digit number and the smallest 3-digit number.
3. What is the sum of 87,431 and 1,65,212?
4. What do we get when 3,12,766 is added to 2,55,123?
21
21
Addition of Three or More Numbers
We add three or more large numbers just as we add two numbers.
Example: Add 7,65,049; 1,75,776 and 7,623.
L TTh Th H T O
1 1 1 1 1
7 6 5 0 4 9
1 7 5 7 7 6
+ 7 6 2 3
9 4 8 4 4 8
7,65,049 + 1,75,776 + 7,623 = 9,48,448
Addition Facts
1. We can add two or more numbers in any order. Their sum remains the
same. This property is called the commutative property of addition.
Let’s add 35,046 and 25,100.
TTh Th H T O TTh Th H T O
1 1
3 5 0 4 6 2 5 1 0 0
+ 2 5 1 0 0 The sum is the same. + 3 5 0 4 6
6 0 1 4 6 6 0 1 4 6
2. When we add zero to a number, the sum is the number itself. Thus, 0
is called the additive identity.
For example, 76,655 + 0 = 76,655 4,31,900 + 0 = 4,31,900
3. The sum of three or more numbers does not change when their
grouping is changed. This is called associative property of addition.
Let’s add 7600; 12,055 and 74,322 in two different ways.
(7600 + 12,055) + 74,322 = 19,655 + 74,322 = 93,977 The sum is
7600 + (12,055 + 74,322) = 7600 + 86,377 = 93,977 the same.
4. When we add 1 to a number, it gives the successor of that number.

For example, 56,611 + 1 = 56,612 8,92,112 + 1 = 8,92,113
5. Adding 10s, 100s, 1000s
55,555 + 10 = 55,565
When we add 10, 100 or 1000 to a number,
the digit in the tens, hundreds, thousands 55,555 + 100 = 55,655
or ten thousand place increases by 1,
55,555 + 1,000 = 56,555
respectively.
22
22
Time to Check 2
1. Fill in the boxes.
a. 69,556 + = 69,556
b. (87,345 + ) + 2,00,221 = 87,345 + (21,811 + )
c. 21,399 + 1 =
d. 42,354 + 43,002 = + 42,354
e. 6,78,221 + 1000 =
f. 34,900 + 100 =
2. What is 1000 more than 4,21,000?

3. What is the sum of 29,811; 3,17,652; and 98,101?
4. 41,500 visitors went to an exhibition on Saturday. If 1000 more
visitors went on Sunday, how many people went to the exhibition
on Sunday?
Word Problems
Example: A vendor sold 48,964 coconuts in Tamil Nadu, 1,79,609 coconuts
in Hyderabad and 1,60,907 coconuts in Kerala. How many coconuts did
the vendor sell in three states?
Coconuts sold in Tamil Nadu = 48,964 L TTh Th H T O
1 1 2 2
Coconuts sold in Hyderabad = 1,79,609 4 8 9 6 4
Coconuts sold in Kerela = 1,60,907 1 7 9 6 0 9
+ 1 6 0 9 0 7
Total number of coconuts sold = 48,964 +
3 8 9 4 8 0
1,79,609 +
1,60,907
= 3,89,480
Thus, the vendor sold 3,89,480 coconuts in three states.
Framing Word Problems

Framing word problems means creating questions for the given numbers.
You can use any names to represent people or things.
23
23
Example: Frame two word problems for 2188 + 3932.
a. There are 2,188 children in the water park and 3,932 children in the
adventure park. How many children are there in the two parks?
b. Mani had $2,188 in his account. He deposited $3,932 more. How much
money does he have in his account?
Time to Check 3
Solve the following.
1. A sugarcane mill owner sold 35,782 kg of jaggery to vendor A.
36,589 kg of jaggery to vendor B and 27,809 kg of jaggery to
vendor C. How much jaggery did he sell in all?
2. A software manager buys two sets of furniture for his office. The
first set costs `3,98,009 and the second set costs `7,21,679. How
much does he pay for in all?
3. The population of a state was 8,31,988 in 2018. It increased by
90,999 in 2022. What is the total population of the state in 2022?
4. Rahul had `4,75,232 in his savings account. He deposited
`1,34,400 in January and `2,85,480 in February. What is the total
money in his account?
5. Frame a word problem for the following statements. Then solve them.
a. 1,63,85 + 35,617 b. 12,654 + 1,08,002
c. 1,28,555 + 2,76,688 d. 3,07,654 + 2,01,776
Subtraction of Numbers
Without Regrouping
Example 1: Find the difference Example 2: Find the difference
between 4,78,998 and 2,54,382. between 6,69,800 and 2,46,400.
L TTh Th H T O L TTh Th H T O
4 7 8 9 9 8 6 6 9 8 0 0
– 2 5 4 3 8 2 – 2 4 6 4 0 0
2 2 4 6 1 6 4 2 3 4 0 0
4,78,998 – 2,54,382 = 2,24,616 6,69,800 – 2,46,400 = 4,23,400

24
24
With Regrouping
Example 1: Subtract 53,465 Example 2: Subtract 2,56,876
from 71,123. from 6,12,341.
6 10 10 11 13 5 10 11 12 13 11
7 1 1 2 3 6 1 2 3 4 1
– 5 3 4 5 6 – 2 5 6 8 7 6
1 7 6 6 7 3 5 5 4 6 5
71,123 – 53,456 = 17,667 6,12,341 – 256,876 = 3,55,465

Subtraction With Zeros
Example 2: S
ubtract 12,546 from
Example 1: S
ubtract 33,354
4,00,000.
from 67,800.
L TTh Th H T O
TTh Th H T O
7 9 10 9 9 9 9
6 7 8 0 0 3 10 10 10 10 10
4 0 0 0 0 0
– 3 3 3 5 4
– 1 2 5 4 6
3 4 4 4 6
3 8 7 4 5 4
67,800 – 33,354 = 34,446
4,00,000 – 12,546 = 3,87,454
Yashi took an archery class. 3

Puzzle Tim One of the weekly goals 9
e 12
was to shoot arrows into 15
the targets where the total 18
28
would be exactly 100. For 51
example, two arrows, one of
72
which landed inside 72, the
other of which landed in 28, would total 100.
Another example might be seven arrows that
landed like this: 3, 9, 12, 15, 18, 28, and 15
again. Can you come up with two more sets
of numbers? What number must always be in
any group to reach 100?
25
25
Time to Check 4
1. Subtract the following.
a. 57,327 – 36,908 b. 53,012 – 24,683
c. 2,45,625 – 1,70,313 d. 9,03,640 – 3,25,826
e. 1,67,005 – 71,687 f. 4,44,132 – 42,120
2. What is the difference when 12,334 is subtracted from 8,00,000?
3. What is the difference between 62,098 and 69,800?
Subtraction Facts
1. When we subtract zero from a number, we get the number itself.
Examples: 12,390 – 0 = 12,390 5,72,119 – 0 = 5,72,119
2. When 1 is subtracted from a number, we get its predecessor.
Examples: 11,997 – 1 = 11,996 3,98,002 – 1 = 3 ,98,001
3. When a number is subtracted from itself, the difference is zero.
Examples: 25,123 – 25,123 = 0 6,71,593 – 6,71,593 = 0
4. When 10, 100 or 1000 are subtracted from a number, the digit in the
tens, hundreds or thousands place decreases by 1, respectively.
Examples: 88,888 – 10 = 88,878 88,888 – 100 = 88,788
88,888 – 1000 = 87,888
Checking Subtraction
Subtraction is correct if the sum of the subtrahend and the difference is
equal to the minuend.
Example: Subtract 3,48,968 from 7,13,435 and check your answer.
Check:
L TTh Th H T O L TTh Th H T O
6 10 12 13 12 15 1 1 1 1 1
7 1 3 4 3 5 3 6 4 4 6 7 Difference
– 3 4 8 9 6 8 + 3 4 8 9 6 8 Subtrahend
3 6 4 4 6 7 7 1 3 4 3 5 Minuend
Since, the sum of the subtrahend and the difference gives the minuend,
our subtraction is correct.
26
26
Time to Check 5
a. 84,567 – = 84,566 b. 6,453 – 0 =
c. 80,765 – 80,765 = d. – 0 = 77,546
e. 34,765 – 10 = f. 4,987 – 1,000 =
g. 92,876 – 100 = h. 7,543 – 1,000 =

2. Subtract the following and check your answer.
a. 46,232 – 18,754 b. 87,822 – 14,352
c. 2,35,274 – 36,872 d. 7,42,566 – 2,35,424
3. In an examination, out of 75,236 students, 10 students were
absent. Find out how many students appeared for the examination.
Word Problems
Example: Riya bought a car for $6,33,645. She gave $6,35,000 to the
dealer. How much money did she get back?
Money given to the dealer = $6,35,000
Cost of the car = $6,33,645
Money that Riya got back = $6,35,000 – $6,33,645
L TTh Th H T O
9 9
4 10 10 10
6 3 5 0 0 0
– 6 3 3 6 4 5
0 0 1 3 5 5
Thus, Riya got back $1355 from the dealer.
Example: Frame two word problems for 7,231 – 2122.
a. 7,231 soaps were manufactured in a factory. If 2,122 soaps were sold
out, how many soaps were left?
b. A bakery sold a total of 7,231 pastries. If it sold 2,122 pastries in the
morning, how many pastries did the bakery sell in the afternoon?
27
27
Time to Check 6
1. 2,47,686 students registered for a drawing competition. 1,33,244
students actually participated in the competition. How many
students did not participate?
2. There are 8,72,432 people watching a football game. If 2,24,529 of
them are adults, how many children are present at the game?
3. Students of a school sold 3,05,647 tickets for their play. In the
first week, they sold 75,875 tickets. In the second week, they sold
1,08,880 tickets. How many tickets did they sell in the third week?
4. Frame a word problem for each of the following. Then solve them.
a. 3,47,632 – 63,808 b. 2,36,565 – 1,25,906
c. 6,45,377 – 36,478 d. 7,64,536 – 4,25,322
Finding Missing Digits

Steps for Finding a Missing Digit in Addition Problems
1. Start from the rightmost column.
2. If a digit is missing in the addend, subtract the addend from the sum.
Example: Find the missing digits.
TTh Th H T O
5 2 1 ? 4
+ 2 ? 5 2 ?
7 3 6 6 1
TTh Th H T O
5 2 1 ? 4 4+?=1
2+?=3 + 2 ? 5 2 ?
But 1 is less than 4.
We know that 7 3 6 6 1
missing addend 4 + 7 = 11
=3–2=1
1+?+2=6
So, 3 + ? = 6
missing addend = sum – given addend
6–3=3
28
28
TTh Th H T O
So, the missing digits in the given 5 2 1 3 4
sum are: + 2 1 5 2 7
7 3 6 6 1
Steps for Finding Missing Digits in a Subtraction Problem:

1. If a digit is missing in the minuend, then add the difference digit to the
subtrahend digit.
2. If a digit is missing in the subtrahend, then subtract the difference digit
from the minuend digit.
3. If a digit is missing in the difference, then subtract the minuend digit
and the subtrahend digit.
TTh Th H T O
Example: Find the missing digits. 7 ? 6 ? 7 Minuend
– ? 2 ? 1 5 Subtrahend
6 3 0 3 ? Difference
TTh Th H T O
3+1=4 TTh Th H T O
2+3=5 7 ? 6 ? 7
7 5 6 4 7
– ? 2 ? 1 5
– 1 2 6 1 5
6 3 0 3 ? 7–5=2
7–6=1 6 3 0 3 2
6–0=6
Finding the Missing Addend

To find a missing addend, subtract the addend from the sum.
Example: The sum of two number is 3,23,862. If one number is 1,38,393,
what is the other number? Sum
Sum = 3,23,862
Addend 1 Addend 2
Given addend = 1,38,393
Missing addend = Sum – Given addend
L TTh Th H T O
= 3,23,862 – 1,38,393 2 11 13 7 15 12
3 2 3 8 6 2
= 1,85,469 – 1 3 8 3 9 3
Therefore, the other number is 1,85,469. 1 8 5 4 6 9
29
29
Addition and Subtraction Together
Example 1: In a factory there are 2,35,675 workers. 50,750 workers come
in the first shift, 62,950 workers come in the second shift and the rest
come in the third shift. How many workers come in the third shift?
Total workers = 2,35,675 Total number of workers
2,35,675
Workers in the first shift = 50,750
Workers in the second shift = 62,950 First Shift Second Shift Third Shift
Workers in the third shift = ? 50,750 62,950 ?
L TTh Th H T O
Number of workers in the first and second 1 1
shift = 50,750 + 62,950 5 0 7 5 0
+ 6 2 9 5 0
= 1,13,700
1 1 3 7 0 0
Workers in the third shift = Total workers – N

umber of workers in the first
and second shift
= 2,35,675 – 1,13,700
L TTh Th H T O
4 16
2 3 5 6 7 5
– 1 1 3 7 0 0
1 2 1 9 7 5
There are 1,21,975 workers in the third shift.

Example 2: Solve 2,476 – 976 + 1,387 – 233.
Step 1: Add the numbers Step 2: Add the numbers
that have a ‘+’ sign or no that have a ‘–’ sign in
sign in front of them. front of them.
Add 2,476 and 1,387. Add 976 and 233.
Th H T O Th H T O
1 1 1
2 4 7 6 9 7 6
+ 1 3 8 7 + 2 3 3
3 8 6 3 1 2 0 9
30
30
Th H T O
Step 3: Subtract the two sums obtained in Steps 1 and 2. 3 8 6
5 13
3
3863 – 1209 = 2654 + 1 2 0 9
2 6 5 4
Therefore, 2,476 – 976 + 1,387 – 233 = 2,654
Time to Check 7
1. Find the missing digits.
a. b. TTh Th H T O
L TTh Th H T O
1 1
5 4 ? 3
4 ? 7 ? 9 3
3 ? ? 4 3
2 8 ? 4 ? 6
+ 7 3 8 ?
+ ? 1 9 2 3 ?
? 6 5 4 9
8 7 1 9 5 3
c. TTh Th H T O d. TTh Th H T O
7 ? 6 ? 7 7 6 4 0 3
– ? 2 ? 1 5 – ? 8 ? 1 6
6 3 0 3 ? 3 ? 8 ? ?
2. The sum of two numbers is 4,32,145. If one number is 2,95,668,
what is the other number?
3. Find the number which when added to 98,869 gives the sum as
1,35,725.
4. What number should be added to the sum of 12,525 and 56,892 to
get 92,800?
5. a. 25,318 + 19,279 – 10,737
b. 89,039 + 39,088 – 97,932 + 29,623
Estimation
Estimating the Sum
Example: A bag contains 2625 pink ribbons, 1365 blue ribbons and 1788
yellow ribbons. Estimate the total number of ribbons in the bag to the
nearest 100. Also find the actual number of ribbons in the bag.
31
31
Number of pink ribbons (rounded off to the nearest 100) = 2600
Number of blue ribbons (rounded off to the nearest 100) = 1400
Number of yellow ribbons (rounded off to the nearest 100) =1800
Estimated number of ribbons in Actual number of ribbons in the
the bag = 2600 + 1400 + 1800 bag = 2625 + 1365 + 1788
Th H T O Th H T O
1 1 1 1
2 6 0 0 2 6 2 5
1 4 0 0 1 3 6 5
+ 1 8 0 0 + 1 7 8 8
5 8 0 0 5 7 7 8
There are approximately 5,800 There are 5,778 ribbons in the

ribbons in the box. box.
The estimated number of ribbons is close to the actual number of ribbons.
So, the answer is reasonable.
Estimating the Difference
Estimating the difference means rounding off the minuend and subtrahend to
the nearest 10, 100 or 1,000 and then subtracting the rounded off numbers.
Example 1: Estimate the difference between 64,289 and 39,699 by
rounding off the numbers to the nearest 100. Check whether the estimated
difference is correct by finding the actual difference.
64,289 rounded off to the nearest 100 = 64,300
39,699 rounded off to the nearest 100 = 39,700
Estimated difference Actual difference
5 13 13 5 13 11 18
6 4 3 0 0 6 4 2 8 9
– 3 9 7 0 0 – 3 9 6 9 9
2 4 6 0 0 2 4 5 9 0
The estimated difference (24,600) is close to the actual difference (24,590).
So, the answer is reasonable.
Example 2: Estimate the difference between 7,25,365 and 4,58,797
by rounding off the numbers to the nearest 1000. Check whether the
estimated difference is correct by finding the actual difference.
32
32
7,25,365 rounded off to the nearest 1000 = 7,25,000
4,58,797 rounded off to the nearest 1000 = 4,59,000
The estimated difference (2,66,000) is close to the actual difference
(2,66,568). So, the answer is reasonable.
Time to Check 8
1. There are 1,78,339 red stickers, 1,68,303 white stickers and
79,942 blue stickers in a shop. Estimate to nearest 1000 the total
number of stickers in the shop.
2. If 13,898 people travel in a metro and 69,532 people travel by
their own vehicles. How many more people travel by their own
vehicles than the metro? Estimate to the nearest 1000.
3. The population of honeybees in village A is 45,883 and in village B
is 36,889. Estimate the total population of honeybees in the two
villages to the nearest 100.
a. 46,232 – 25,131 (round off to the nearest 100)
b. 76874 + 45,124 (round off to the nearest 100)
c. 6,52,869 + 3,44,445 (round off to the nearest 1000)
d. 4,57,889 – 3,25,412 (round off to the nearest 1000)

1. What number should be added to the difference of 3,84,256 and
1,25,890 to make it equal to their sum?
2. Find and write the subtrahend and the minuend for the given
differences.
a. – = 447 453; 621; 250; 174
b. – = 400 1,326; 1,285; 926; 945
c. – = 1,003 3,125; 2,143; 3,146; 2,125
d. – = 864 2,846; 3,127; 1,982; 4,000
33
33
Practise Platform
1. Find the sum using addition facts.

a. 76,668 + 10 =
b. 44,810 + 100 =
c. 9,001 + 10 =
d. 22,11,003 + 1000 =
2. Find the difference and check your answers.
a. 46,344 – 25,313 b. 87,770 – 46,465
c. 94,245 – 466 d. 34,455 – 14,547
a. 43,413 – 13,455 + 4,58,757 – 2,52,565
b. 1,65,628 + 64,527 – 76,922
c. 13,567 – 65,425 – 1,63,332 + 2,34,765
d. 1,45,376 – 61,444 – 436
4. Sidhu’s annual income was 2,47,688 in the year 2021. He got an
annual increment of 27,379 in the year 2023. What was his annual
income in the year 2023?
5. A wholesale dealer had 7,86,675 crayons. He supplied 5,31,432
crayons to shopkeepers. How many crayons were left with him?
6. A large bakery uses 6,835 bags of flour in the first week. During
the second week, the number of bags used was 10,572. How many
more bags of flour did they use in the second week?
7. Estimate the sum of 23,133 and 2,83,983 by rounding off to the
nearest 1000. Then check the result by finding the actual sum.
8. Estimate the difference between 3,63,587 and 5,55,548 by
rounding off to the nearest 100. Then check the result by finding
the actual difference.
9. Subtract the sum of 2,84,512 and 4,73,125 from 8,85,362.
34
34
Story sums with two operations – Addition and subtraction.
A mischievous monkey
collected 190 red marbles,
150 blue marbles, 40 caps
and 70 bananas in a big
sack. He made a bed of 25
caps and wore 2 caps on
his head, He then ate 20
bananas, While playing,
he lost 40 red and 60 blue
marbles. Soon, he was tired
and went off to sleep.
On seeing the monkey
sleeping, a fox stole the
sack and ate 15 bananas.
Now answer the following.

1. How many marbles were in the
big sack?
2. How many blue marbles were

there in the stolen sack?
3. How many caps did the fox get to

wear?
4. How many bananas were left?
5. What was the total number

of marbles in the stolen bag?
35
35
Enrichment Corner
Lab Activity
Aim: To explore addition and subtraction of large numbers
Materials Required: Paper slips of two different colours (15–20 each),
two bowls
Steps:
1. On the paper slips of one colour, write any two random 5-digit or
6-digit numbers.
2. On each of the paper slips of the second colour, write words such as
‘less than’, ‘total’, ‘altogether’, etc. For example,
1,35,000
Total
7695
3. Put slips of one kind in each bowl.
4. Pair the students sitting next to each other.
5. Distribute one slip of each colour to all the pairs.
6. Ask each pair to make word problems on both addition and
subtraction using the given information in two minutes.
7. The pair that makes the most word problems, wins the round.
8. Pick a problem from any pair and ask the students to solve it.
9. Continue the activity until the time permits.
10. The pair that gives the most number of correct answers is the winner.
Project
1. Work in pairs.
2. Make two sets of number cards from 1 to 9.
3. Both the players shuffle their set of number cards and draw 6
cards to form a 6-digit number.
4. Subtract the smaller number from the bigger one. Estimate the
difference by rounding off and verify your answer.
5. Repeat this process 5 to 6 times.
36
36
Adventure at Tin Tin Bakery
i n in r y
T T Bake
Today was an exciting day for the students of Grade 4 at Greenfield School.
They were going to Tin Tin Bakery, a famous local bakery known for its
mouthwatering pastries and delightful treats.
Upon arrival at the bakery, the sweet aroma of freshly baked goods
welcomed the children. The bakery’s owner, Mr Tin Tin, greeted the eager
students warmly and led them inside. The bakery was like a wonderland
of colours and flavours, with shelves stacked high with pastries, cakes,
cookies, and bread.
Mr Tin Tin explained the baking process to the students, from mixing the
dough to watching it rise in the oven. The children were enthralled as they
watched the bakers skilfully create their masterpieces.
It was now that Mr Tin Tin told the students that on average, they baked
675 cheese cakes, 1050 choco cakes, 1500 sponge cakes, 3500 cupcakes
and 2560 cookies in a month.
37
37
1. What is the total production of cakes in a month? How much more
are they than the total cookies?
2. If the bakery sells 3,500 cakes every month, how many cakes are
not sold?
3. The children bought 2,400 cookies. Out of these, 1840 cookies
were distributed among the teachers and the students. How many
cookies were left?
After the tour, it was time for the
highlight of the trip – a hands-on
baking experience. Mr Tin Tin divided
the children into small groups
and provided them with aprons
and chef hats. Each group was
assigned to make a different type
of pastry.
With flour on their hands
and smiles on their faces,
the students enthusiastically
kneaded the dough, shaped it into
loaves and buns, and sprinkled toppings
on their creations. Mrs Sharma, their teacher, watched with pride as her
students worked together, helping and encouraging one another.
Once their pastries were ready, they eagerly put them in the oven, waiting
with anticipation for the sweet treats to be baked to perfection.
While the pastries were baking, Mr Tin Tin treated the students to a
delicious snack. They enjoyed cupcakes, cookies, and slices of cake,
relishing the flavours of the bakery’s finest offerings.
Finally, the ovens beeped, and the students proudly took out their freshly
baked pastries. The bakery was filled with cheers and applause as they
admired their creations.
As the students got ready to return home, they were filled with joy and
gratitude for the wonderful experience at Tin Tin Bakery. They couldn’t
wait to share their delicious pastries with their families and tell them all
about their sweet adventure.
38
38
3 Multiplication

Multiplication is like fast addition! • Multiplication tables
We use it when we have groups of • Properties of multiplication
things that have same number of • Multiplication of a 4-digit
items in each group. It’s also helpful number by a 1-digit number
when counting items arranged in
• Multiplication by a 2-digit
rows and columns, like arranging 4
and a 3-digit number
rows of 2 pencils each, then there are
• Word problems
8 pencils in total (4 x 2 = 8 pencils).
• Estimation of the product
Spark Up
1. Find the product.
a. 67 × 3 = b. 312 × 6 =
c. 871 × 7 = d. 43 × 15 =
2. A baker makes 265 packets of sandwiches every day. How many
packets of sandwiches does he make in 9 days?
a. 14 × 5 = × 14 b. 34 × = 12 × 34
c. 123 × 0 = d. 675 × 1 =
e. 811 × = 0 f. × 1 = 983
Properties of Multiplication
1. Two numbers can be multiplied in any order. Their product remains
the same.
Example: 18 × 7 = 126; 7 × 18 = 126
39
2. Three numbers can be grouped in any order and then multiplied. Their
product remains the same.
Example: 2 × 3 × 4 = (2 × 3) × 4 = 6 × 4 = 24
= 2 × (3 × 4) = 2 × 12 = 24
3. The product of a number and 0 is always 0.
Example: 4 × 0 = 0 12 × 0 = 0 150 × 0 = 0
4. The product of a number and 1 is the number itself.
Example: 5 × 1 = 5 12 × 1 = 12 225 × 1 = 225
5. The product of an odd number and an even number is always even.
Example: 932 × 7 = 6524
Even Odd
6. The product of two odd numbers is always odd.
Example: 75 × 19
7. The product of two even numbers is always even.
Example: 96 × 42 = 4032
8. To multiply a number by 10, place a zero to the right of the given
number.
Examples: 75 × 10 = 750; 639 × 10 = 6390
9. To multiply a number by 100, place two zeros to the right of the given
number.
Examples: 34 × 100 = 3400; 542 × 100 = 54200
10. To multiply a number by 1000, place three zeros to the right of the
given number.
Examples: 23 × 1000 = 23000; 778 × 1000 = 778000
Time to Check 1
a. 5 × = 0 b. 8756 × = 8756
c. 24000 × = 24000 d. 600 × = 3 × 600
e. 54 × 751 = 751 × f. 129 × 82 = 82 ×
40
2. Without actual multiplication, say if the product of these numbers
is odd or even. If the product is even, write E and O if it is odd.
a. 675 × 45 b. 344 × 9
c. 722 × 12 d. 123 × 3
e. 654 × 21 f. 775 × 18
3. Without actual multiplication, find the product.
a. 456 × 100 = b. 313 × 10 =
c. 721 × 1000 = d. 154 × 10 =
e. 664 × 1000 = f. 566 × 100 =
Multiplying a Number by Multiples of 10, 100 and 1000

Multiplication by Multiples of 10
To multiply any number by 10, 20, 30, ... or 90, multiply it by 1, 2, 3, ... or
9, respectively, and put a zero to the right of the product obtained.
73 × 10 = 73 × 1 ten = 73 tens = 730
94 × 10 = 94 × 1 ten = 94 tens = 940
Example: Multiply 73 by 20.
We know that 20 = 2 × 10
So, 73 × 20 = 73 × 2 × 10 = 73 × 2 × 10
= 146 × 10 = 1460
To multiply any number by 100, 200, 300, ... or 900, multiply it by 1, 2, 3,

... or 9, respectively, and put two zeros to the right of the product obtained.
4 × 100 = 4 × 1 hundred = 4 hundreds = 400
8 × 100 = 8 × 1 hundred = 8 hundreds = 800
41
We know that 200 = 2 × 100

So, 48 × 200 = 48 × 2 × 100 = ( 48 × 2 ) × 100
= 96 × 100 = 9600
To multiply a number by 1000, 2000, 3000, ... or 9000, multiply it by 1, 2,

3, ... or 9, respectively, and put three zeros to the right of the product.
26 × 1000 = 26 × 1 thousand = 26 thousands = 26000
58 × 1000 = 58 × 1 thousand = 58 thousands = 58000
Example: 34 × 5,000 = 34 × (5 × 1,000)
= ( 34 × 5 ) × 1,000
= 1,70,000
Time to Check 2

a. 5 × 40 = b. 11 × 20 =
c. 33 × 30 = d. 3,256 × 20 × 100 =
2. Fill in the missing numbers.
a. 12 × 30 = (12 × ) × 10 =
b. 36 × 20 = ( × 2) × 10 =
c. 49 × 90 = (49 × 9) × =
d. 6,554 × 200 = ( × 2) × 100 =
3. Find the product of the following.
a. 4,589 and 500
b. 2,250, 30 and 90
c. 2,894 and 2,000
d. 8,655, 20 and 100
42
le Tim
Puzz e
The boxes on the left fit together in such a way that their
numbers help to build the box on the right. Determine how
the numbers in the two rows on the left make the numbers
on the right, then fill in the missing numbers.
1 3 5 7 9
a. 3, 7, 11, 15, ?
2 4 6 8 10
25 20 15 10 5
b. 24, 18, 12, 6, ?
1 2 3 4 5
4 5 10 12 7
c. 3, 4, 3, 3, ?
12 20 30 36 49
50 40 30 20 10
d. 100, 160, 180, 160, ?
2 4 6 8 10
Multiplication of a 4-digit Number by a 1-digit Number

Example: Multiply 3,263 by 4.
Steps to multiply:
1. Multiply by 2. Multiply by 3. Multiply by 4. Multiply by

ones. tens. hundreds. thousands.
TTh Th H T O TTh Th H T O TTh Th H T O TTh Th H T O
1 2 1 1 2 1 1 2 1
3 2 6 3 3 2 6 3 3 2 6 3 3 2 6 3
× 4 × 4 × 4 × 4
2 5 2 0 5 2 1 3 0 5 2
3263 × 4 = 13,052
Multiplication Using Expanded Form

1. Write the bigger number in expanded form.
2. Multiply each term of the expanded form by the smaller number.
3. Add all the products. The sum obtained is the required product.
Example: Find the product of 354 and 12 using the expanded form.
354 × 12 = (300 + 50 + 4) × 12 TTh Th H T O
1
= (300 × 12) + (50 × 12) + (4 × 12) 3 5 4
= 3600 + 600 + 48 = 4,248 × 1 2
Verification by actual multiplication 7 0 8
354 × 12 = 4,248 + 3 5 4 0
4 2 4 8
43
Time to Check 3

a. 5,268 × 6 = b. 3,656 × 5 =
c. 7,872 × 3 = d. 8,626 × 4 =
e. 7,636 × 8 = f. 2,666 × 9 =
2. Multiply using the expanded form and verify the result.

a. 692 × 4 = b. 783 × 8 =
c. 7,79 × 11 = d. 356 × 13 =
e. 5,368 × 5 = f. 7,974 × 5 =
Multiplication by a 2-digit number

Example 1: Multiply 212 by 33.
1. Multiply 212 by 3. 2. Multiply 212 by 30. 3. Add the products obtained.

TTh Th H T O TTh Th H T O TTh Th H T O
2 1 2 2 1 2 2 1 2
× 3 3 × 3 3 × 3 3
6 3 6 6 3 6
6 3 6
6 3 6 0 + 6 3 6 0
6 9 9 6
Example 2: Multiply 3,231 by 12.
1. Multiply by ones. 2. Multiply by tens. 3. Add the products of ones and tens.
TTh Th H T O TTh Th H T O TTh Th H T O
3 2 3 1 3 2 3 1 3 2 3 1
× 1 2 × 1 2 × 1 2
6 4 6 2 6 4 6 2 6 4 6 2
3 2 3 1 0 +3 2 3 1 0
3 8 7 7 2
3,231 × 10 = 38,772
44
Multiplication by a 3-digit Number
1. Multiply by 2. Multiply by 3. Multiply by 4. Add the products.

ones. tens. hundreds.
TTh Th H T O TTh Th H T O L TTh Th H T O L TTh Th H T O
4 2 3 1 4 2 3 1 4 2 3 1 4 2 3 1
× 2 0 3 × 2 0 3 × 2 0 3 × 2 0 3
1 2 6 9 3 1 2 6 9 3 1 2 6 9 3 1 2 6 9 3
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
8 4 6 2 0 0 8 4 6 2 0 0
8 5 8 8 9 3
4,231 × 203 = 8,58,893
Time to Check 4
1. Find the products.
a. 9456 × 17 = b. 7650 × 50 =
c. 104 × 16 = d. 232 × 45 =
e. 8946 × 83 = f. 4280 × 60 =
2. Multiply the following.

a. 357 × 367 b. 367 × 868 c. 754 × 605
d. 665 × 155 e. 8,311 × 668 f. 3,642 × 346
Word Problems
Example 1: A bookstore has 117 racks. If each rack has 87 books, how
many books does the bookstore have?
TTh Th H T O
Number of books in each rack = 87
1 1 7
Number of racks = 117 × 8 7
Number of books in 117 racks = 117 × 87 = 10,179 8 1 9
+ 9 3 6 0
Thus, there are 10,179 books in the bookstore.
1 0 1 7 9
45
Example 2: A team of 339 scientists spent about TTh Th H T O
115 hours each underwater. How many hours did 3 3 9
they spend underwater together? × 1 1 5
Number of scientists = 339 1 6 9 5
3 3 9 0
Number of hours spent underwater by one
3 3 9 0 0
scientist = 115
3 8 9 8 5
Number of hours spent by 339 scientists = 339 × 115
Thus, 38,985 hours are spent underwater by all the scientists.

Example: Frame two problems for 5638 × 5.
a. If a capseller sells 5638 caps in a week, how many caps does he sell
in 5 weeks?
b. A writer types 5638 words in a day. How many words does he type
in 5 days?
Mixed Problems
Let us see how we can solve problems involving addition, subtraction and
multiplication together.
Example: Simplify 75 × 7 – 13 × 3 + 2 × 1
75 × 7 –13 × 3 + 2 × 1 (multiply the numbers with ‘×’ sign between
them.)
= 525 – 39 + 2 (put numbers with the same signs together)
= 525 + 2 – 39 (add the numbers with no sign and ‘+’ sign)
= 527 – 39 (subtract the number with ‘–’ sign from the sum)
= 488
Time to Check 5

a. Hari delivers 389 copies of newspaper every day. How many copies
of newspaper does he deliver in the month of June? [Hint: There are
30 days in June.]
b. An NGO distributed sweets in 365 playschools. If it gave 1500
sweets in one school, how many sweets were distributed in all?
46
c. A vegetable seller packed 289 cauliflowers in a carton. How many
cauliflowers will be there in 129 such cartoons.
d. Mr Kumar earns A36,525 a month. If he spends A26,389 each
month and saves the rest, how much money will he save in a year?
2. Frame a word problem for each of the following.
a. 421 × 3 b. 1173 × 8 c. 764 × 11 d. 982 × 32
3. Solve the following mixed problems.
a. 112 × 2 + 53 × 3 – 6 × 7 b. 327 × 2 – 11 3 + 3 × 3
Estimating the Product

Example 1: Find the estimated and actual product of 56 and 32.
Rounding off the numbers to the nearest 10.
56 rounded off to the nearest 10 = 60
Estimated product = 60 × 30 = 1,800
Actual product = 56 × 32 = 1,792
The estimated product is closer to the actual product.
Example 2: There are 562 boxes of cookies with 235 cookies in each box.
Find the estimated number of cookies to the nearest 100. Also find the
actual number of cookies.
Rounding off the numbers to the nearest 100.
Estimated number of cookies = 600 × 200 = 1,20,000
Actual number of cookies = 562 × 235 = 1,32,070
Time to Check 6
1. Estimate the product by rounding off each number to the nearest 10.
a. 45 × 31 b. 82 × 55 c. 11 × 83 d. 57 × 74
47
2. Estimate the product by rounding off each number to the
nearest 100.
a. 633 × 776 b. 128 × 184 c. 344 × 126 d. 735 × 366
3. A library has 345 shelves. There are 564 books on one shelf.
Estimate the total number of books in the library. Also find the
actual number of books in the library.

1. What is the greatest possible product of two single-digit numbers?
2. 50 × 10 = × 10 =
+ + + +
× 10 = 40 8 × 10 =
= = = =
× 10 = 68 × 10 =
Practise Platform
Solve the following questions.
a. 5745 × 6 b. 663 × 75 c. 406 × 377
d. 34 × 158 e. 35 × 507 f. 66 × 355
g. 357 × 367 h. 367 × 868 i. 354 × 635
2. If there are 1,768 rubber bands in a box, how many rubber bands are
there in 69 such boxes?
3. There are 4,350 paper clips in a packet. How many paper clips will be
there in 125 such packets?
4. A factory produces 5,667 ice-creams in a day. How many ice-creams
can it produce in 7 weeks?
5. Form two word problems for each of the following.
a. 546 × 34 b. 9,822 × 12
6. Estimate the product by rounding off the numbers to the nearest 10.
a. 37 × 73 b. 26 × 84 c. 64 × 84 d. 61 × 22
7. Estimate the product by rounding off the numbers to the nearest 100.
a. 635 × 153 b. 167 × 610 c. 365 × 324 d. 587 × 155
48
Enrichment Corner
Lab Activity
Objective: To explore multiplication through a grid.
Materials Needed: Grid paper or blank sheets, coloured markers or
pencils
Steps:
1. Explain the concept of multiplication array to the students. An
array is a visual representation of multiplication using rows and
columns.
2. Distribute grid paper or blank sheets to each student.
3. Provide multiplication problems (e.g., 3 × 4, 5 × 2) for the students
to work with.
4. Instruct students to draw arrays on their papers to represent each
multiplication problem. For example, for 3 × 4, they would draw 3
rows of 4 dots each.
5. Ask students to count the total number of dots in each array to find
the product of the multiplication problem.
= 3 × 4 = 12
Project
Use grid paper and coloured markers or pencils. Use different colours
for rows and columns. For multiplication problem like 5 × 3, colour
5 rows and 3 columns in the grid. Now count the number of common
squares in the grid. Number of common squares gives the result of the
multiplication sum. Repeat this activity with different multiplication
sums.
49
4 Division

In our previous class, we learned • Properties of division
that division is a process of • Division by 10, 100 and 1000
repeated subtraction. It is the • Division of a 4-digit number
opposite of multiplication. Division by a 1-digit number
is like breaking things into equal
• Division by a 2-digit number
groups or figuring out how many
• Solving and framing word
groups you can make from a given
problems
quantity. Let us now study how to
divide large numbers. • Estimating the quotient
• Unitary method
• DMAS rule
Spark Up
1. Divide the following.
a. 95 ÷ 5 b. 67 ÷ 4 c. 133 ÷ 6 d. 870 ÷ 5 e. 854 ÷ 2
f. 632 ÷ 3 g. 993 ÷ 7 h. 112 ÷ 4 i. 189 ÷ 7 j. 762 ÷ 6
2. 225 balls are packed equally in 5 boxes. How many balls are there
in each box?
3. There are 240 stamps in 3 boxes. How many stamps are there in
each box?
4. There are 130 students going on a school trip. If the school has 5
buses, how many students can sit in each bus?
5. Garvit packs 114 muffins equally in 4 boxes. How many muffins
are there in each box? How many muffins will be left over?
50
Recall the terms related to division from your previous class.
Dividend: The number to be divided.
Divisor: The number by which we Dividend
divide is called the divisor.
Divisor 4 ) 75 )18 Quotient
Quotient: The answer obtained on –4
dividing two numbers. 35
– 32
Remainder: The number which remains
3 Remainder
after dividing on dividing two numbers.
Checking Division
i. Remainder should be less than the divisor.
ii. Dividend = Divisor × Quotient + Remainder
Let us check the division shown above.
i. 3 < 4, that is, the remainder is less than the divisor.
ii. (4 × 18) + 3 = 72 + 3 = 75, which is our dividend. So, our division is
correct.
Properties of Division
1. When any number is divided by itself (except 0), the quotient is 1.
Examples: 34 ÷ 34 = 1, 112 ÷ 112 = 1
2. When any number is divided by 1, the quotient is the number itself.
Examples: 56 ÷ 1 = 56, 675 ÷ 1 = 675
3. When 0 is divided by any number (except 0), the quotient is 0.
Examples: 0 ÷ 23 = 0, 0 ÷ 773 = 0
4. We cannot divide any number by 0. For example, 98 ÷ 0 is not
possible.
Time to Check 1
Fill in the boxes using the properties of division.

1. 345 ÷ 345 = 5. 0 ÷ 112 = 9. 1189 ÷ 1189 =
2. 7231 ÷ 1 = 6. 7645 ÷ 0 = 10. 0 ÷ 6547 =
3. 128 ÷ 128 = 7. 231 ÷ 231 = 11. 758 ÷ 758 =
4. 6523 ÷ 6523 = 8. 990 ÷ 990 = 12. 7780 ÷ 7780 =
51
Division by 10, 100 and 1000
Division by 10
When we divide a number by 10, the digit in the ones place of the given
dividend becomes the remainder and the digits in the remaining places
number become the quotient.
Quotient Remainder
Examples: 567 ÷ 10 = 56 7
Division by 100
When we divide a number by 100, the digits in the ones and tens places of
the dividend become the remainder and the digits in the remaining places
become the quotient.
Quotient Remainder
Examples: 654 ÷ 100 = 6 54
800 ÷ 100 = 8 00
2315 ÷ 100 = 23 15
8973 ÷ 100 = 89 73
Division by 1000
When we divide a number by 1000, the digits in the ones, tens and
hundreds places of the dividend become the remainder and the digits in
the remaining places become the quotient.
Quotient Remainder
Examples: 7112 ÷ 1000 = 7 112
9900 ÷ 1000 = 9 900
Time to Check 2
Find the quotient and the remainder.
Quotient Remainder
1. 40 ÷ 10 =
2. 265 ÷ 100 =
3. 1123 ÷ 10 =
4. 8776 ÷ 1000 =
52
5. 234 ÷ 100 =
6. 9000 ÷ 1000 =
7. 1299 ÷ 1000 =
Division of a 4-digit Number by a 1-digit Number

Example: 9129 ÷ 9
9 ) 9 1 2 9 )1 0 1 4
–9 Check: Dividend = (Quotient × Divisor)
As 1 < 9, we write 0 in
12 + Remainder
the quotient and than
–9 = 1014 × 9 + 3
bring down 2 from the
39 = 9126 + 3 = 9129 = Dividend
dividend making 12.
–36 Thus, the division is correct.
3
9129 ÷ 9 = 1014, R = 3
Time to Check 3
Divide the following and check your answer.
1. 3124 ÷ 3 2. 7632 ÷ 2 3. 8871 ÷ 7 4. 7322 ÷ 2
5. 1123 ÷ 8 6. 4786 ÷ 4 7. 8122 ÷ 9 8. 1221 ÷ 3
Division by a 2-digit Number

When we divide a number by a 2-digit number, we choose the first 2-digits
from the dividend.
Example 1: 145 ÷ 12
Step 1: The first 2-digits of the dividend are 14. So, 12 ) 1 4 5 )1 2
divide 14 by 12. –1 2
12 × 1 = 12 and 12 × 2 = 24. As, 12 < 14 and 24 > 12 consider 25
the smaller product. Write 1 in the tens place of the quotient, –24
12 below 14 and subtract. 14 – 12 = 2, gives 2 as the remainder. 1
Step 2: Bring down the next digit from the dividend and write it next to
the remainder obtained in step 1. We get 25. As, 12 × 2 = 24 and 24 < 25.
Write 2 in the ones place of the quotient, 24 below 25 and subtract.
25 – 24 = 1, gives 1 as the remainder.
145 ÷ 12 = 12, R = 1
53
Example 2: Divide 1198 by 17 and check your answer.
17 ) 1 1 9 8 )70
When dividing by a 2-digit number, –1 1 9
if first two digits are smaller than
the divisor, then divide first three 08
digits from the dividend. –0
8
1198 ÷ 17 = 70, R = 8
Check: Dividend = (Quotient × Divisor) + Remainder

= 70 × 17 + 8
= 1190 + 8 = 1198 = Dividend
Thus, the division is correct.
Short Division Method

We use short division method to calculate mentally and quickly. Tables
help us solve sums by short division. This method is used with small
divisors.
Example 1: Divide 96 by 3.
Step 1: Divide 9 tens by 3. Step 2: Divide 6 ones by 3.
3 32
3 96 3 96
9 ÷ 3 = 3 6 ÷ 3 = 2
Write 3 in the tens place of Write 2 in the ones place of
the quotient. the quotient.
96 ÷ 3 = 32, R = 0
Example 2: 8549 ÷ 5
Step 1: Step 2: Step 3:
1 1 7 1 7 0 9
3
5 8 5 4 9 3
5 8 5 4 9 5 8 5 4 9
rem 3
8 ÷ 5 = 1 35 ÷ 5 = 7 49 ÷ 5 = 9
8 ÷ 5 = 1, Here, divide the combination Since, the next digit 4 <
This leaves 3 as of previous remainder and 5, we divide the two digits
the remainder. next digit. together. Put a zero in the
tens place of the quotient
So, 35 ÷ 5 = 7 and R = 0 and divide 49 by 5. 49 ÷
8549 ÷ 5 = 1709, R = 5 5 = 9 and leaves 5 as the
remainder.
54
Time to Check 4
1. Divide the following and check your answer.

a. 112 ÷ 15 b. 872 ÷ 16 c. 625 ÷ 25 d. 120 ÷ 20
e. 8194 ÷ 14 f. 2869 ÷ 13 g. 6380 ÷ 55 h. 5983 ÷ 26
2. Divide the following using short division method.
a. 42 ÷ 3 b. 76 ÷ 4 c. 98 ÷ 2 d. 675 ÷ 7
e. 8556 ÷ 6 f. 134 ÷ 8 g. 7858 ÷ 5 h. 8982 ÷ 9
Word Problems
Example 1: If 20 books can be kept on one shelf, how many such shelves
are needed for 560 books? 20 ) 5 6 0 )2 8
Total number of books = 560 –4 0
160
Number of books on one shelf = 20 –1 6 0
Number of shelves needed = 560 ÷ 20 0
Thus, 28 shelves are needed for 560 books.

Example 2: There are 6736 chocolates in 16 chocolate boxes. How many
chocolates are there in each chocolate box? 16 ) 6 7 3 6 )4 2 1
Total chocolates in 16 chocolate boxes = 6736 –6 4
33
Number of chocolates in each box = 6736 ÷ 16 –32
Thus, 421 chocolates are there in each box. 16
–16
0
Example: Frame a word problem for each division statement.
a. 765 ÷ 3 b. 9690 ÷ 34
a. 765 trees are to be planted equally in three different parks. How
many trees should be planted in each park?
b. The cost of 34 chairs is C9690. What is the cost of 1 chair?
55
Kindness Rewards
In the heart of a desert, there
lived a man named Amir. He
dreamed of exploring the vastness
of the desert and uncovering its
hidden secrets. But he knew that
such a journey was not easy. He
packed 10 days’ worth of food –
dry fruits, nuts, canned goods,
and plenty of water. He checked
his compass and studied the
desert’s map to plan his route
carefully. With his camel, he set
off on his journey, the hot sun
beating down on them.
The first few days went smoothly, as Amir followed the path he had marked
on the map. But as the days passed, the desert’s challenges became more
apparent. The scorching sun took a toll on him and his camel. The food
supplies were dwindling, and the water was becoming scarcer.
On the sixth day, a sandstorm struck, engulfing Amir and his camel in a
blinding whirlwind. They sought refuge behind a large dune, waiting for
the storm to pass. When it finally settled, they continued their journey, but
Amir noticed that they had
veered off course. He consulted
his compass and tried to
get back on track, but the
desert’s shifting dunes made
navigation challenging.
On the ninth day, the
situation turned dire. The food
was nearly gone, and they
had only a little water left.
The scorching sun seemed
relentless, and every step
became a struggle. But just
56
when he thought all hope was lost, he
spotted an oasis and some date trees.
With a renewed sense of hope, Amir
and his camel made their way to the
oasis and met Rahim Khan. He gave
Amir plenty of water to drink but
expressed his inability at giving him
any of the dates.
He told him a story. “When I came
to the oasis 2 years ago, there were
550 dates on 11 trees. Each tree had
dates hanging from its
branches. After three months, the number of dates grew. Each tree now
had 250 dates. Now there were dates. He never went without
food. One day, three weary travellers came to his doorstep and asked for
food. In his arrogance, he gave them only 75 dates to be distributed among
the three.”
Each traveller got only dates. “The travellers asked for more to
eat but I turned them away.”
“My behaviour upset the trees and they grew and grew and grew. They
became so high that it soon became impossible to collect dates.”
“Since then, 15 birds fly every morning to the trees and eat an equal
number of dates.”
If together they ate a total of 225 dates every day, each bird ate
dates.
Amir sensed the sadness in Rahim’s voice and said he hoped Rahim was
forgiven soon. Just then, they heard a loud thud. They rushed outside. A
huge bunch of 2575 dates was lying on the ground. Rahim kept 175 dates
for himself and Amir and fed the rest to 15 birds and 15 camels equally.
Each bird and camel got dates.

The trees had finally forgiven Rahim Khan.
57
Time to Check 5

1. 346 women are going for a tennis competition. If one court can
accommodate 20 women, how many courts will be required? How many
women won’t be able to play?
2. Nancy bought a box of sweets containing 2085 laddoos. She packed 15
laddoos each in small boxes. How many packets does she make? How
many laddoos are left over?
3. As part of the ‘Avoid Plastic’ campaign, 25 students of class 5 made
18625 paper bags. What was the total number of paper bags made by
each student?
4. Rosy’s mother bought a box containing 1440 apples. She asked Mickey
to divide these apples equally among her 24 friends. How many apples
does each person get?
5. Suresh purchased 2465 bags. If he can pack 17 bags in a box, how
many boxes should Suresh buy to pack all the bags?
a. 534 ÷ 3 b. 625 ÷ 25 c. 9648 ÷ 12 d. 8892 ÷ 18
Estimating the Quotient

We can estimate the quotient of two or more numbers by rounding off the
divisor and the dividend to the nearest tens or hundreds.
Example 1: Estimate the quotient for 192 ÷ 12.
Estimated quotient Actual quotient
10 ) 2 0 0 )2 0 12 ) 1 9 2 )0 1 6
–2 0 –1 2
00 72
–72
0
200 ÷ 10 = 20 192 ÷ 12 = 16
The estimated quotient is close to the actual quotient.
58
Example 2: Estimate the quotient for 1980 ÷ 18. Also find the actual quotient.
1980 rounded off to the nearest 100 is 2000.
18 rounded off to the nearest 10 is 20.
Estimated quotient Actual quotient
200 ÷ 10 = 20 192 ÷ 12 = 16
20 ) 2 0 0 0 )1 0 0 18 ) 1 9 8 0 )1 1 0
–2 0 –1 8
00 18
00 –18
00 00
2,000 ÷ 20 = 100 1,980 ÷ 18 = 110

The estimated quotient is close on the actual quotient.
Time to Check 6
Estimate the quotient of the following by rounding off to the nearest
hundreds and tens. Also, calculate the actual quotient.
1. 295 ÷ 12 2. 686 ÷ 14 3. 3341 ÷ 11 4. 1,892 ÷ 13
5. 4563 ÷ 25 6. 5521 ÷ 11 7. 8211 ÷ 13 8. 4128 ÷ 16
Unitary Method
We use unitary method to find the value of a single unit by division and
then find the value of multiple units by multiplication.
Example 1: If the price of 5 kg rice is A550, what is the price of 25 kg rice?
Price of 5 kg rice = A550
Price of 1 kg rice = A550 ÷ 5 = A110
Price of 25 kg rice = A110 × 25 = A2750
So, the price of 25 kg rice is A2750.
Example 2: If the cost of 20 eggs is A140, then what is the cost of
4 dozen eggs?
Cost of 20 eggs = A140
Cost of 1 egg = A140 ÷ 20 = A7
1 dozen = 12 eggs 20 ) 1 4 0 )7 4 8
4 dozen = 12 × 4 = 48 eggs –1 4 0 × 7
So, the cost of 48 eggs = A7 × 48 = A336 0 3 3 6
59
Time to Check 7

1. The cost of 7 toys is A896. Find the cost of 2 toys.
2. A train covers 828 km in 9 hours. What distance it will cover in 6 hours?
3. Rohit goes to a shop to buy books. The cost of 12 books is A1800. Find
the cost of 4 books.
4. A bicycle factory produces 1547 bicycles in a week. How many bicycles
will it produce in 30 days?
5. The cost of 25 kg of sugar is A1175. What is the cost of 12 kg sugar?
DMAS
A numerical expression can have more than one operation. In such cases,
we use a rule called DMAS rule.
Division Multiplication Addition Subtraction

Example 1: Simplify the expression
15 – 3 × 4 ÷ 2 + 2 Knowledge Time
= 15 – 3 × 2 + 2 (Division) If any operation is missing skip
to the next operation.
= 15 – 6 + 2 (Multiplication)
= 17 – 6 (Addition)
= 11 (Subtraction)
15 – 3 × 4 ÷ 2 + 2 = 11
Example 2: Simplify the expression
28 – 3 × 5 + 4
= 28 – 15 + 4 (Multiplication)
= 32 – 15 (Addition)
= 17 (Subtraction)
28 – 3 × 5 + 4 = 17
60
Time to Check 8
Simplify the following.

1. 7 × 3 – 4 + 60 ÷ 10 2. 128 ÷ 4 + 12 × 5 – 4
3. 57 × 50 + 57 – 57 ÷ 57 4. 121 ÷ 11 + 29 – 2 × 10
5. 45 + 32 × 8100 ÷ 90 – 23 6. 625 ÷ 25 × 56 – 23 + 11

Complete the following.
1. 25 ) 5 4 )2 9 2. 12 ) 7 4 5 )6 1 9
–5 0 –7
246 23
–2 2 5 –1
2 11
–1 0 8
Practise Platform
1. Divide the following and check your answer.
a. 721 by 11 b. 981 by 21 c. 118 by 17
d. 8255 by 34 e. 1163 by 47 f. 1009 by 19
2. Divide the following using short division method.
a. 561 ÷ 11 b. 302 ÷ 7 c. 8762 ÷ 8 d. 9922 ÷ 11
a. 6621 ÷ 0 = b. 0 ÷ 1 =
c. 5600 ÷ 100 = d. 8000 ÷ 10 =

4. The cost of air tickets for a team of 10 players is `62,200. What is
the cost of one ticket?
5. 9775 bottles are to be placed in crates. If each crate can hold 23
bottles, how many crates are needed?
61
6. Estimate the quotient of the following by rounding off to the
nearest hundreds and tens. Also find the actual quotient.
a. 564 ÷ 17 b. 882 ÷ 11 c. 6991 ÷ 92 d. 3422 ÷ 75
7. Divit can type 4500 words in 3 hours. How many words can he
type in half an hour with the same efficiency?
a. 3404 ÷ 37 b. 1005 ÷ 5
9. Simplify the following.
a. 345 ÷ 5 × 25 – 76 + 551 b. 0 × 654 ÷ 2 + 672 – 54
Enrichment Corner
Lab Activity
Aim: To strengthen the understanding of division of a
4-digit number by a 1-digit number.
Requirements: Paper ball, coloured sketch pens, A4-size sheet,
pattern drawn on a chart paper.
Steps:
1. Divide the class into groups of 4 and Game numbers:
distribute a sketch pen of different
3479, 2521, 6719, 1167, 9165, 7125
colours to each member of the group.
2. Every group gets one A4-size sheet 3 1
with a game board made on it. The 1 5 6
9 8
game board has some 1-digit numbers 5 0 7
written on it, as shown. A few 4-digit 4 2
numbers will be written on the top. 1 7 6
2 5
3. Player 1 of the group rolls a paper ball 3 1 2
on the game board. The digit on which
the paper ball lands forms the divisor.
4. The player selects a game number and divides this number by the
divisor.
5. The player, then, colours the remainder, if any, on the board.
6. Repeat steps 3 to 5 for each player. A turn is missed if there is no
remainder or if the remainder is already coloured.
7. The player who colours three numbers diagonally or vertically is the
winner.
62
Project
Materials Required: 100 beads per group, chart paper, glue, and
division problem cards.
Steps:
1. Form groups of three students each. The teacher will prepare two
division cards for every group. These cards will have 2-digit division
questions. Make sure the dividends are selected so that their sum
does not exceed 100.
2. Let’s say a group gets a card with the division problem 26 ÷ 5.
Begin by taking out 26 beads and starting a bead trail. Paste 5
beads at a time onto the chart paper. Count how many times you
can create a complete trail of 5 beads. The number of times you
manage to complete the trail of beads is your quotient. In this case,
you can make 5 trails of 5 beads each.
3. When you finish the last trail, you’ll have one bead left. This
leftover bead represents your remainder. So, for 25 ÷ 5, the answer
is 5, and the remainder is 1 (25 ÷ 5 = 5, R = 1).
4. Some problems might result in no beads being left, indicating a
remainder of zero.
5 complete trails of 5 beads, so

5 is the quotient.
1 leftover bead, so 1 is the remainder.
63
5 Multiples and Factors
Multiples and factors are closely • Multiples

related to multiplication. Multiples • Common multiples and LCM
are the numbers we get when we • Divisibility tests
keep adding the same number to • Factors
itself. For example, the multiples of 3
• Common factors and HCF
are 3, 6, 9, 12, and so on. Factors are
the numbers we multiply together to
get a product. For example, in 3 × 4,
the factors are 3 and 4.
Spark Up
The bus driver has to pick students from houses with house numbers
that are divisible by 8. Circle the correct houses to help the driver.
8
16 58
25 72
49 64
10 112
48 576
64
Multiples
A multiple is the result of multiplying a number by another number. We
can find the multiples of a number by multiplying it with 1, 2, 3....
Multiple of a number = Number × any counting number
Example 1: Find the first six multiples of 6.
The multiples of 6 can be obtained by multiplying 6 with 1, 2, 3, 4, 5 and 6.
6×1=6 6 × 2 = 12 6 × 3 = 18 6 × 4 = 24 6 × 5 = 30 6 × 6 = 36
So, first six multiples of 6 are 6, 12, 18, 24, 30 and 36.
Example 2: Find the fourth multiple of 9.
The fourth multiple of 9 = 9 × 4 = 36.
Check if a Number is a Multiple of Another Number
To check if a number is a multiple of another number, divide the greater
number by the smaller number. If the remainder is 0, then the greater
number is a multiple of the smaller number.
Example 1: Is 68 a multiple of 4?
68 ÷ 4 = 17, R = 0
Since the remainder is 0, 68 is a multiple of 4.
Example 2: Is 748 a multiple of 9?
748 ÷ 9 = 83, R = 1
Since the remainder is not 0, 748 is not a multiple of 9.
Properties of Multiples
1. Every number is a multiple of itself.
Example: 5
× 1 = 5 (5 is a
multiple of 5).
2. A number can have unlimited Knowledge Time
multiples. Therefore, there is no 1 is the multiple of the number
greatest multiple of a number. 1 only.
Example: 3
, 6, 9, 12,15, 18, 21,
24, 27, …
3. Every number is a multiple of 1.
Examples: 1 × 2 = 2 1 × 43 = 43 1 × 94 = 94
65
4. The first multiple of every number is the number itself.
Example: 5
× 1 = 5 (first multiple of 5 is 5)
7 × 1 = 7 (first multiple of 7 is 7)
5. The multiples of a number are either greater than or equal to the
number.
Example: M ultiples of 5 = 5, 10, 15 …
Time to Check 1
1. Write the next four multiples of the first number.
a. 7, 14, 21, , , ,
b. 15, 30, 45, , , ,

2. Write any five multiples of 12.
3. What is the sum of the first and fourth multiple of 9?
4. Find the smallest odd multiple of 7 between 14 and 35.
5. Check if the first number is a multiple of the second number.
a. 144; 4 b. 673; 3 c. 225; 15 d. 72; 18
Common Multiples and Least Common Multiple (LCM)

Common Multiple
A number that is a multiple of two or more numbers is a common multiple
of those numbers.
Steps to find common multiples:
1. Write the multiples of each number until at least two multiples are
common to all lists.
2. Identify the common multiples.
Example 1: Find the first three common multiples of 10 and 15.
Multiples of 10 are: 10 20 30 40 50 60 70 80 90
Multiples of 15 are: 15 30 45 60 75 90 105 120 135
So, the first three common multiple of 10 and 15 are 30, 60 and 90.
66
Shortcut:
Steps to find two or more common multiples of given numbers:
1. Find the first common multiple of the given numbers.
2. Then, multiply it by 2, 3, 4, 5, … to find other common multiples.
Example 2: Find the first five common multiples of 3, 4 and 6.

Multiples of 3 are: 3 6 9 12 15 18
Multiples of 4 are: 4 8 12 16 20 24
Multiples of 6 are: 6 12 18 24 30 36
The first common multiple of 3, 4 and 6 is 12.
The other four common multiples of 3, 4 and 6 are:
12 × 2 = 24, 12 × 3 = 36, 12 × 4 = 48, 12 × 5 = 60
The first five common multiples of 3, 4 and 6 are 12, 24, 36, 48 and 60.
Least Common Multiple (LCM)

The smallest common multiple of two or more numbers is called the least
common multiple (LCM).
Example 1: Find the LCM of 3 and 5.
Multiples of 3 are: 3 6 9 12 15 18 21 24 27 30
Multiples of 5 are: 5 10 15 20 25 30 35 40 45 50
Common multiples of 3 and 5 are 15, 30, …
Therefore, the LCM of 3 and 5 is 15.
Example 2: Find the LCM of 3, 6 and 9.
Multiples of 3 are: 3 6 9 12 15 18 21 24 27 30 33 36
Multiples of 6 are: 6 12 18 24 30 36 42 48 54 62 66 72
Multiples of 9 are: 9 18 27 36 45 54 63 72 81 90 99 108
Common multiples of 3, 6 and 9 are 18, 36, ….

Therefore, the LCM of 3, 6 and 9 is 18.
67
Time to Check 2
1. Find the first 3 common multiples of the given sets of numbers.
a. 3 and 9 b. 7 and 14 c. 5 and 10 d. 6 and 12
e. 4 and 20 f. 9 and 6 g. 4 and 12 h. 9 and 13
2. Find the LCM of the following numbers.
a. 8 and 12 b. 6 and 9 c. 2, 8 and 10 d. 5, 9 and 15
e. 4, 6 and 14 f. 5 and 7 g. 4, 5 and 8 h. 3 and 9
3. The multiples of 3, 6 and 9 show interesting patterns.
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
● Colour the multiples of 3 in green, multiples of 6 in blue and

multiples of 9 in purple.
● Colour the patterns you can see for multiples of 3, 6 and 9.
Tests of Divisibility
The divisibility tests help us check without actual division whether a
number is divisible by another number. If the greater number divides the
smaller number and no remainder is left, the greater number is said to be
divisible by the smaller number.
68
A number is
Rule Examples
divisible by
2 If the digit at the ones 128, 762, 190, 336, 1334 are
place is even. divisible by 2.
3 If the sum of the digits of 5433 (5 + 4 + 3 + 3 = 15, and 15
a number is divisible by 3. ÷ 3 = 5) is divisible by 3.
4 If the last two digits of a 6752 (52 ÷ 4 = 13) is divisible by
number are divisible by 4 4. 8000 is also divisible by 4.
or are zeroes.
5 Numbers ending in 0 or 5 8125 and 2,110 are divisible
are divisible by 5. by 5.
6 If a number is divisible by 8712 (it is even, and so divisible
both 2 and 3, then it is by 2. Sum of the digits 8 + 7
divisible by 6 as well. + 1 + 2 = 18 and 18 ÷ 3 = 6) is
divisible by 6.
9 If the sum of the digits of 3357 (3 + 3 + 5 + 7 = 18, and 18
a number is divisible by 9. ÷ 9 = 2) is divisible by 9.
10 Numbers ending in 0 are 4120 and 5050 are divisible
divisible by 10. by 10.
Time to Check 3
Check the divisibility of numbers without actual division. Tick () the
boxes which divide the number completely.
2 3 4 5 6 9 10
5049
9725
5630
638
5067
10245
56490
69
Factors
A factor is a number that divides a number without leaving any remainder.
The product obtained on multiplying two factors is the multiple of those
factors.
2×4=8
Factor Factor Product or Multiple
Finding Factors Using Multiplication Finding Factors Using Division

Example: Find the factors of 12. Example: Find the factors of 18.
1 × 12 = 12 18 ÷ 1 = 18
2 × 6 = 12 18 ÷ 2 = 9
3 × 4 = 12 18 ÷ 3 = 6
4 × 3 = 12 18 ÷ 6 = 3
6 × 2 = 12 18 ÷ 9 = 2
12 × 1 = 12 18 ÷ 18 = 1
So, the factors of 12 are So, the factors of 18 are
1, 2, 3, 4, 6 and 12. 1, 2, 3, 6, 9 and 18.
Check if a Number is a Factor of Another Number
Example 1: Check if 3 is a factor 273. Example 2: Check if 7 is a factor 874.
91 124
3 273 7 874
27 7
03 17
03 14
0 34
28
6
Remainder is 0. Therefore, 3 is Remainder is not 0. Therefore, 7 is
a factor of 273. not a factor of 874.
Properties of Factors
1. Every number is a factor of itself.
Example: 45 ÷ 45 = 1, thus 45 is a factor of 45.
2. 1 is a factor of every number.
Example: 28 ÷ 1 = 28, thus 1 is a factor of 28.
70
3. The smallest factor of a number is 1.
Example: Factors of 12 are 1, 2, 3, 4, 6 and 12. The smallest factor is 1.
4. Factors of a number are always smaller than or equal to the number.
The greatest factor of a number is the number itself.
Example: Factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30. The greatest

factor is 30.
5. A number has a limited number of factors.
Example: 6 has only four factors 1, 2, 3 and 6.
Difference Between Factors and Multiples

Multiples Factors
1. M
ultiple of a number is obtained 1. F
actor of a number divides the
by multiplying the number with given number completely.
any counting number.
2. Multiples of a number are unlimited. 2. F
actor of a number are limited.
3. M
ultiple of a number are either 3. F
actors of a number are always
greater than or equal to the number. smaller than or equal to the
number.
Prime and Composite Numbers

A prime number has two factors only – 1 and the number itself. For
example, 2, 3, 5, 7, 11, 13, 97, etc. are prime numbers.
A composite number has more than two factors. For example, 4, 6, 8, 9,
12, 25, 27, 100, etc. are composite numbers.
Time to Check 4
1. Find the factors of the given numbers by multiplication.
a. 40 b. 24 c. 66 d. 81 e. 45 f. 32
2. Find the factors of the given numbers by division.
a. 16 b. 64 c. 48 d. 72 e. 56 f. 90
3. Check if the first number is a factor of the second number.
a. 6; 552 b. 17; 221 c. 18; 162 d. 23; 276
71
a. is the only even prime number.
b. The smallest odd number which is also a composite number is
.
c. The largest 1-digit prime odd number is
d. is the smallest prime number.
e. is the smallest composite number.
f. is neither prime nor composite.
g. The smallest factor of 999 is .
Prime Factorisation
Writing a number as a product of its factors is called factorisation.
For example, factorisation of 16 is:
16 = 1 × 16 16 = 2 × 8 16 = 4 × 4
In each of these cases, one factor is prime while the other is composite, or
both factors are composite.
Now, look at the factorisation of 16 below.
16 = 2 × 2 × 2 × 2, it is the prime factorisation of 24.
Thus, a factorisation in which every factor is a prime number is called
prime factorisation.
Prime factors can be obtained by two methods.
1. Factor tree method 2. Division method
Factor Tree Method
In this method, we break down a number into a pair of factors till all the
factors are prime numbers. These prime numbers are usually circled.
Example 1: Write 24 as a product of its prime factor by making a factor tree.
24 24 24
4 6 3 8 2 12
2 2 3 2 2 4 3 4
2 2 2 2
Prime factorisation of 24 = 2 × 2 × 2 × 3.
72
Example 2: Write 64 as a product of its prime factors by making factor tree.
64
4 16
2 2 4 4
2 2 2 2
Prime factorisation of 64: 2 × 2 × 2 × 2 × 2 × 2
Division Method
To find prime factors using division, start with the smallest prime number
that can divide the given number exactly. Keep dividing by prime numbers
till the quotient becomes 1.
Example: W
rite the prime factorisation of the following using the division
method.
a. 72 b. 540 c. 252
2 72 2 252
2 540
2 36 2 270 2 126
2 18 3 135 3 63
3 9 3 45 3 21
3 3 3 15 7 7
1 5 5 1
1
72 = 2 × 2 × 2 × 3 × 3 540 = 2 × 2 × 3 × 3 × 3 × 5 252 = 2 × 2 × 3 × 3 × 7
Common Factors
The factors common to two or more numbers are known as the common
factors.
To find common factors of two or more numbers:
• Write all the factors of each number.
• Find the common factors.
Example: Find the common factors of 6 and 18.
Factors of 6 are: 1 2 3 6
Factors of 18 are: 1 2 3 6 9 18
So, the common factors of 6 and 18 are 1, 2, 3 and 6.
73
Highest Common Factor (HCF)
The highest common factor (HCF) of two or more numbers is the greatest
common factor of the given numbers.
To find the HCF:

• Find the common factors.
• The greatest number among the common factors is the HCF.
Finding HCF by Listing Factors

Example: Find the HCF of 12, 20 and 24.
Factors of 12 = 1 2 3 4 6 12
Factors of 20 = 1 2 4 5 10 20
Factors of 24 = 1 2 3 4 6 8 12 24
The common factors of 12, 20 and 24 = 1, 2 and 4.
The HCF of 12, 20 and 24 = 4.
Finding the HCF by the Prime Factorisation Method
To find HCF by prime factorisation:

• Find the prime factorisation of each number.
• Find the common prime factors.
• Product of these common factors gives the HCF.
Example: Find the common factors of 64 and 80 by prime factorisation

method.
Prime factorisation of 64 = 1 × 2 × 2 × 2 × 2 × 2 × 2.
Prime factorisation of 80 = 1 × 2 × 2 × 2 × 2 × 5.
Common factor of 64 and 80 = 1, 2, 2, 2, 2
HCF of 64 and 20 = 1 × 2 × 2 × 2 × 2 = 16
Time to Check 5
1. Express the following composite numbers as a product of their

prime factors. Use division method.
a. 144 b. 120 c. 252 d. 210 e. 225
74
2. Make factor trees for the following numbers.
a. 27 b. 54 c. 32 d. 48 e. 72
3. Find the common factors and HCF of the following numbers by
listing factors of each number.
a. 16 and 24 b. 9 and 15 c. 8, 12 and 20 d. 6, 18 and 36
4. Find the HCF of the following numbers by prime factorisation.
a. 24 and 40 b. 40 and 60 c. 30 and 42 d. 56 and 63

1. A number less than 100 is a common multiple of 4 and 12. The
sum of its digits is 9 and the difference between them is 3. What is
the number?
2. What is the product of third multiple of 7 and fifth multiple of 9?
3. I am a 4-digit number. All my digits are factors of 8. The product
of the first and last digits is the fourth multiple of 8. The second
digit is 3 less than the last digit. If the first digit is the largest
number, what number am I?
Practise Platform
1. Write the multiples as directed.

a. First four multiples of 8 b. Fifth multiple of 6
c. First three multiples of 4 d. Eleven multiples of 9
2. Colour the circles which are not the multiples of the number given
in words.
a. nine 8 12 14 16 18 20 22
b. five 18 20 24 26 28 32 43
c. seven 27 36 46 56 72 90 111
d. fourteen 26 36 48 70 94 108 121
75
3. Which of the following numbers is divisible by both 2 and 4?
a. 468 b. 93 c. 447 d. 370 e. 105 f. 831
g. 762 h. 823 i. 168 j. 289 k. 726 l. 287
4. Which of the following numbers are divisible by both 5 and 10?
a. 6193 b. 271 c. 162 d. 171 e. 716 f. 160
g. 100 h. 209 i. 780 j. 560 k. 195 l. 9010
5. Find the common multiples and the LCM of the following numbers.
a. 3, 4 and 6 b. 12 and 18 c. 8, 12 and 16 d. 4, 16 and 28
6. Find the prime factorisation of the following numbers using both
factor tree and division method.
a. 128 b.65 c. 72 d. 81 e. 36
7. Find the common factors and the HCF of the following numbers.
a. 21, 15 and 18 b. 28 and 42 c. 80 and 16 d. 15, 60 and 120
Enrichment Corner
Lab Activity
Aim: To explore the concept of LCM
Materials: Square sheet, colour pencils
Steps:
1. Pair the students and distribute a square sheet to each of them.
2. Ask the students to use the square sheet to prepare a brick wall
starting from the last row. For example, each brick on the lowest
layer is 3 squares long and each brick on the layer above is made of
length 4 squares, as shown below.
3. Ask the students to take turns to colour the bricks one at a time to
make the shortest possible brick wall such that both the lines have
an equal number of coloured squares.
4. Ask students as to how many sets of each brick did they use to make
the shortest possible wall.
5. Lead students to see that they have calculated the LCM of 3 and 4.
76
Project
Venn diagrams are used to compare features of two groups. Any features
unique to one group are put in the circle region for that group. Some
features are shared and go in the overlapping region between the circles.
Some features don’t fit into any region and are put outside the circles.
On an A4 sheet of paper, paste two old bangles in an overlapping
fashion as shown to create a Venn diagram. Place the whole numbers
from 1 to 36 in the appropriate regions. What do you notice?
Factors of 36 Factors of 12
77
6 Fractions

Fractions help us in situations where • Types of fractions
wholes and their parts are involved. • Equivalent fractions
They help us compare quantities and • Conversion of fractions
understand measurements. Fractions • Comparing and Ordering
serve as a stepping stone for concepts Fractions
like decimals, which you will learn in the • Simplifying fractions
next chapter. • Addition and Subtraction
of Like Fractions
• Word problems
Spark Up
1. Represent the following fractions diagramatically.
1 1 3
a. b. c.
2 3 5
2. Shade the following figures as directed.

2 3 7
4 8 10
3. Write these fractions in words.
a. 7 b. 4 c. 2 d. 2
9 5 4 8
4. Circle the objects to show the fractions.
a. 1
6
b. 3
5
78
c. 3
8
d. 7
9
Fractions
A part of a whole or a collection is called fraction. written in terms of the
numerator and the denominator.
3 Numerator
4 Denominator
Types of Fractions
Types of Fractions
Unit Proper Improper Mixed Like Unlike

Fractions Fractions Fractions Fractions Fractions Fractions
Unit Fractions
Fractions which have 1 as the numerator are known as unit fractions.
They represent one part out of equal parts of a whole.
Example:
1
2
1
3
1
4
1
5
1, 1, 1, and 1 have ‘1’ as the numerator. So, they are unit fractions.
2 3 4 5
Proper Fractions
Proper fractions are the fractions in which the numerator is less than the
denominator. They are less than a whole.
Examples:
2 8 4
3 10 6
79
Improper Fractions
Improper fractions are fractions in which the numerator is more than or
equal to the denominator. They are equal to or more than a whole.
Examples
4 5 4
3 4 4
Mixed Fractions
Fractions which consist of a whole number and a proper fraction are called
mixed fractions. Mixed fractions are more than a whole.
Examples
1 3
1 3
3 4
Like Fractions
Fractions with the same denominators are called like fractions.
Example 1:
1 2 3
4 4 4
same
denominators
Example 2: Write three like fractions.

Knowledge Time
i. 11
12 To write like fractions for a
Three like fractions for 11 are 5,
given fraction, write fractions
14 and 9 12 12
with different numerators and
12 12
6 the same denominator.
ii.
17
Three like fractions for 6 are 4 , 11 and 3
17 17 17 17
80
Unlike Fractions
Fractions with different denominators are called unlike fractions.
Example
2 3 2
3 4 5
different
denominators
Time to Check 1
1. State whether the following are proper fractions, improper

fractions, or mixed fractions.
a. 2 b. 12
5 11
c. 6 d. 35
4 8
e. 58 f. 1
9 7
a. fractions are less than a whole.
b. fractions have same denominator.
c. Fractions with numerator ‘1’ are called fractions.
d. fraction are greater than a whole.

3. State whether the following sets of fractions are like or unlike.
a. 1, 3
b. ,
4 7
5 4 6 6
c. 2, 10 6 5
d. ,
9 9 7 7
e. 6, 3 1
, f.
5 1 3
, ,
9 5 7 12 12 12
4. Write two like fractions for each of the following.
a. 3 b. 2 c. 5
d. 8 e. 6
f. 8
6 10 15 17 12 18
81
Match the fractions with its correct visual
representation.
Equivalent Fractions
Fractions which look different but represent the same portion of a whole,
are called equivalent fractions. In all three circles given below, the same
portion of the circle is coloured, but the fractional representation of the
shaded portion varies in each.
1 = 2 = 3
2 4 6
1, 2, 4 are equivalent fractions as they show the same portion of a whole.
2 4 6
Finding Equivalent Fractions
We can get equivalent fractions of the given fraction by multiplying or
dividing its numerator and denominator by the same number.
×2 ×6 × 60
1 2 6 60
1 2 1 6 1 60 , , and are equivalent
= = = 2 4 12 120
2 4 2 12 2 120
fractions.
×2 ×6 × 60
÷ 10 ÷ 20
40 4 2
40 4 40 2 , and are equivalent
= = 60 6 3
60 6 60 3
fractions.
÷ 10 ÷ 20
82
2
Example 1: Find four fractions equivalent to by multiplying.
4
2 2×2 4 2 2×3 6
= = = =
4 4×2 8 4 4 × 3 12 Knowledge Time
2 2×4 8 2 2 × 5 10
= = = =
4 4 × 4 16 4 4 × 5 20
=  = 
2 4 6 8 10
Thus , , , and equivalent fractions.
4 8 12 16 20
= 
18
Example 2: Find two fractions equivalent to
36
by dividing.
18 18 6 3 18 9 2
= ÷ = ÷ =
36 36 6 6 36 9 4
3 2 18
Thus, , and are equivalent fractions.
6 4 36
Check the Equivalence of Two Fractions
Cross-multiply the fractions, i.e, multiply the numerator of one fraction
with the denominator of the other fraction. If their products are equal, the
fractions are equivalent.
2 6
Example 1: Check if and are equivalent fractions.
4 12
2 6 2 × 12 = 24
4 12
6 × 4 = 24
2 6
Since, the products are equal, and are equivalent fractions.
4 12
3 4
Example 2: Check if and are equivalent fractions.
5 10
3 4 3 × 10 = 30
5 10
4 × 5 = 20
3 4
Since, the products are not equal, and are not equivalent fractions.
5 10
Time to Check 2
1. Write two equivalent fractions for the given fractions by dividing.
40 16 12 36 18
a. b. c. d. e.
50 80 24 72 72
2. Write two equivalent fractions by multiplying.
2 1 2 3 3
a. b. c. d. e.
5 7 7 8 4
83
a. 5 = b. 2 = 20 c. 5 = 20
9 45 5 8
d. 3 = e. 28 = 4 f. 81 = 9
7 49 56 72
4. Find whether the following fractions are equivalent.
3 9 6 5
a. and b. and
4 12 7 6
2 7 8 40
c. and d. and
3 8 10 50
Conversion of Fractions
Conversion of Unlike Fraction to Like Fractions
Step 1: Find the LCM of the denominators of the fractions.
Step 2: Multiply the numerators and denominators with the same
numbers to make the denominators equal to the LCM.
3 5
Example: Convert and to like fractions.
4 12
LCM of 4 and 12 is 12
3×3 9 5×1 5
= and =
4 × 3 12 12 × 1 12
9 5
Now, and are like fractions.
12 12
Converting Improper Fraction to Mixed Fraction
Step 1: Divide the numerator by the denominator.
Step 2: T
he quotient obtained is the whole number, the remainder is
the numerator, and the divisor is the denominator of the mixed
fraction.
3 19
Example 1: C
onvert to a mixed Example 2: C
onvert to a mixed
2 5
fraction. fraction.
1 whole 3
denominator 2 ) 3 5 )19
–2 –15
1 numerator 4
3 1
= 1 19 4
2 2 =3
5 5
84
Converting Mixed Fraction to Improper Fraction
Use this formula to convert a mixed fraction to an improper fraction.
(Whole number × Denominator) + Numerator
Denominator
Example: Convert the following mixed fractions to improper fractions.

5 Add 5 (7 × 2) + 5 19
i. 2 =2 = =
7 Multi
ply 7 7 7
1 (4 × 2) + 1 8 + 1 9
ii. 4 = = =
2 2 2 2
Time to Check 3

1. Convert the given pairs of unlike fractions to like fractions.
6 5 12 4 3 2 6 5
a. and b. and c. and d. and
7 11 14 28 6 5 8 6
2. Convert the given improper fractions into mixed fractions.
15 29 49 97 153 45
a. b. c. d. e. f.
7 8 11 13 25 4
3. Convert the following mixed fractions to improper fractions.
8 6 2 9 4 3
a. 4 b. 5 c. 3 d. 8 e. 6 f. 5
12 9 5 15 10 8
4. At Anika’s birthday party, there are 13 sandwiches to be shared among
6 children. What part of the sandwiches will each child get? Give your
answer as a mixed fraction.
Comparing and Ordering Fractions

Like Fractions
Since the denominators in like fractions are the same, we compare the
numerators. The fraction with a greater numerator is a greater fraction.
2 5
Example 1: Compare and .
6 6

2 5
<
6 6
85
3 1
Example 2: Jia ate of a pizza and Ria ate of a pizza. Who ate more?
4 4
3
Fraction of pizza Jia ate =
4
1
Fraction of pizza Ria ate =
4
3 1
Since, 3 > 1, >
4 4
Therefore, Jia ate more.
Unlike Fractions
Method 1: Convert them to like fractions and compare the numerators
3 2
Example: Compare and .
4 3
The LCM of 4 and 3 is 12. Knowledge Time
3 3 9
× = For fractions with the same
4 3 12
2 4 8 numerators, the fraction with the
× =
3 4 12 greater denominator has a lesser
9 8 3 2 3 3
> or > value. For example, 8 > 12
12 12 4 3
Method 2: Use cross multiplication
6 5
Example: Compare and by cross multiplication.
7 2
6 5
7 2
6 × 2 = 12 7 × 5 = 35
6 5
As, 12 < 35, therefore <
7 2
Ordering Fractions
11 4 7
Example 1: Arrange the fractions in ascending order: , , .
60 30 15
11 4 7
, and are unlike fractions. The LCM of 60, 30 and 15 is 60.
60 30 15
×2 ×4
4 8 7 28
= =
30 60 15 60
×2 ×4
11 8 28
Now, , and are like fractions.
60 60 60
8 11 11 28
is smaller than ; is smaller than
60 60 60 60
86
8 11 28
So, < < .
60 60 60
4 11 7
⇒ < <
30 60 15
Example 2: Tina, Yash and Tom coloured a circle which is divided into
1 3
equal parts. Tina coloured of the circle, Yash coloured of the circle and
1 2 8
Tom coloured of the circle. Compare the fractions and find who coloured
8
the most and who coloured the least.
1 Tina
Fraction of the circle coloured by Tina =
2
3
Fraction of the circle coloured by Yash =
8
1 Tom
Fraction of the circle coloured by Tom =
8
They are unlike fractions, convert them to like fractions Yash
to compare.
The LCM of 2, 8 and 8 is 8.
1×4 4 3×1 3 1×1 1
= = =
2×4 8 8×1 8 8×1 8
4 3 1
Now, , and are like fractions.
8 8 8
The like fractions shows that the circle is divided into 8 equal parts and
Tina coloured 4 parts, Yash coloured 3 parts and Tom coloured 1 part of
the circle.
4 3 1
> > Tina > Yash >Tom
8 8 8
Therefore, Tina coloured the most part and Tom coloured the least part.
Time to Check 4
1. Put >, < or =.
a. 4 5 b. 1 1 c. 2 3
9 9 8 7 3 4
d. 5 4 e. 8 11 f. 3 18
6 5 5 4 4 24
2. Arrange in ascending order.
a. 1, 3 , 1 b. 7, 7 , 7, 7 c. 4 , 6 , 5 d. 2, 4, 7
4 10 5 8 15 6 5 12 12 12 3 5 9
87
3. Arrange in descending order.
a. 2, 5, 2 b. 4, 7, 2 c. 1, 7, 3 d. 1, 1 , 1
3 7 5 6 6 6 4 8 5 5 10 20
4. Aarush paints four-eighths of a cardboard and Dhruv paints half
of the cardboard. Who has painted a smaller area?
5. Jack studies for 2 hour and Joe studies for 1 hour. Who studies
3 2
for more time?
Simplifying Fractions
To determine a given fraction’s simplest form, divide both the numerator
and the denominator by a common factor.
Example 1: Simplify 4 .
12
4 = 2 = 1
12 6 3
÷2 ÷2
4 2 1 Knowledge Time
= =
12 6 3 4
You can also divide 12 by their
÷2 ÷2 HCF i.e., 4.
We cannot divide 1 further as both 1 and 4÷4 1
12 ÷ 4 3, This also
= gives the
3 4
3 have no common factor other than 1. simplest form of 12.
So, 1 is the simplest form of 4 .
3 12
Example 2: Find the simplest forms of the following fractions using HCF.
a. 15 b. 24
12 18
a. 15
12
3 is the HCF of 15 and 12.
15 ÷ 3 5
= Hence, 5 is the simplest form of 15.
12 ÷ 3 4 4 12
b. 24
18
6 is the HCF of 24 and 18.
24 ÷ 6 4
= Hence, 4 is the simplest form of 24.
18 ÷ 6 3 3 18
88
Example 3: Find the simplest form of the following fractions.
a. 105 b. 33
120 165
105 ÷ 5 21 ÷ 3 7
a. = =
120 ÷ 5 24 ÷ 3 8
33 ÷ 3 11 ÷ 11 1
b. = =
165 ÷ 3 55 ÷ 11 5
Time to Check 5
1. For each of the following fractions, fill in the missing numbers

to find their simplest forms.
3 2 4 25
a. = b. = c. = d. =
9 4 12 35
2. Express the following fractions in their simplest form.

a. 2 b. 6 c. 5 d. 10 e. 6 f. 12
4 8 10 12 9 25
g. 24 h. 105 i. 96 j. 360 k. 539 l. 48
135 245 60 160 154 264
Addition and Subtraction of Like Fractions

Adding Like Fractions
To add like fractions, add the numerators and write the same denominator.
Reduce the fraction to its simplest form.
Example: Add 2, 2 and 1
4 4 4
2 2 1 4 + 1 = 5 = 11
4 4 4 4 4 4 4
(Sum of numerators)
2 + 2 + 1 = 5
4 4 4 4 (Same denominator)
2 + 2 + 1 = 11
4 4 4 4
89
Subtracting Like Fractions
To subtract like fractions, subtract the numerators and write the same
denominator. Reduce the fraction to its simplest form.
Example 1: Subtract 4 – 1
7 7
4
(Difference of numerators)
4 – 1 = 3 7
7 7 7
(Same denominator)
3 1
Example 2: Subtract 8 – 3 – 4 . 7 7
10 10 10
8
10
8 – 3 = 5
3
10 10 10
10
4 5 – 4 = 1
10 10 10 10
Time to Check 6
1. Add the fractions represented by the models.
a. b.
3 + 3 = 5 + 7 =
5 5 8 8
2. Add the fractions.
a. 5 + 3 b. 3 + 5 + 6 c. 3 + 4
14 14 7 7 7 8 8
d. 5 + 3 e. 7 + 5 f. 2 + 12
11 11 12 12 21 21
3. Subtract the fractions.
a. 3 – 1 b. 6 – 2 c. 10 – 3 – 4
4 4 7 7 10 10 10
d. 5 – 1 e. 7 – 6 f. 4 – 2 – 1
6 6 8 8 7 7 7
90
Word Problems
Example 1: Darsh ate 4 of a watermelon and Aditya ate 8 of another
18 36
watermelon of the same size. Did they eat the same quantity of
watermelon? If not, who ate more?
Fraction of watermelon Darsh ate = 4
18
Fraction of watermelon Aditya ate = 8
36 4÷2 8÷4
To compare the fractions, simplify them: = 2 =2
18 ÷ 2 9 36 ÷ 4 9
Since the simplest form of the fractions is the same, both ate an equal
quantity of watermelon.
Example 2: Jia walked 3 km and jogged 3 km. How many kilometres did
5 5
she walk and jog altogether?
Distance Jia walked = 3 km
5
3
Distance Jia jogged = km
5
Total distance walked and jogged =
+ =
3 km 3 km 6 km = 11 km
5 5 5 5
Therefore, Jia walked and jogged 11 km altogether.
5
Example 3: Aadhya ate a quarter of a chocolate bar. She gave the rest to
her brother. What fraction of chocolate did Aadhya give to her brother?
Part of the chocolate eaten by Aadhya = 1
4
Remaining chocolate = 1 – 1 = 4 – 1 = 4 – 1 = 3
4 4 4 4 4
3
Therefore, she gave of the chocolate to her brother.
4
Time to Check 7
1. Anant ordered two pizzas for a party. 1 of the first pizza was left,
9
and 1 of the second pizza was left too. He put both the leftovers into
9
a box. How much pizza was there in the box?
2. Aarav mixed 1 kg of sugar and 1 kg of flour to make a bun. How
8 2
much does the mixture weigh?
91
3. Inaya drank 1 glasses of milk and Dhruvi drank 1 glasses of milk.
8 8
Who drank more milk and how much more milk did she drink?
4. 7 of the total books displayed in a book gallery were novels. 4 of
13 13
the books were fiction and the remaining were biographies. What
part of the books were biographies?
5. Myra planted rose in 21 part of the garden and lily in the remaining
52
part. What part of the land did she use to plant lily?

1. Renu had a whole chocolate bar. Seema had only 1 part of an
2
1
identical chocolate bar. Renu gave of her chocolate bar to Seema.
4
In the end, both the girls had the same amount of chocolate. What
fraction of a chocolate bar did Seema have in the end?
2. How many halves are there in 4 1 ?
2
Practise Platform
1. Find the missing numerator and the denominator of the equivalent
fractions.
a. 1 = 10 = b. 1 = 10 =
3 45 5 25
2. Write the improper fraction represented by each of the following
shaded figures and then convert them into mixed fractions.
Figures Improper fraction Mixed fraction
a.
b.
3. Write a fraction for each shaded part of each colour, and then add.
a. b.
+ = + =
4. Arrange the fractions 5, 1, 3, 7 in ascending and descending order.

6 8 4 12
5. Raj spent of his money on a book and 4 of it on a wallet. What
2
7 7
fraction of his money did he spend more on buying the wallet than
the book?
92
6. Shubhi jogged 3 of a playground and her friend Kanchan jogged 4
4 6
of the ground. Who jogged more? By how much?
Enrichment Corner
Lab Activity
Aim: To understand equivalent fractions by making a fraction wall
Materials Required: A plain A4 sheet of paper, ruler, glue, scissors and
colours
Steps: 1 1
1. Draw three rectangles of equal size on the A4 2 2
sheet and cut them out with the help of scissors. Fold all the strips
into two equal parts. Unfold one of them, colour one part and paste
the strip in your notebook.
1 1 1 1
2. Take another strip, fold it again, unfold it and 4 4 4 4
colour its two equal parts.
Paste it in your notebook exactly below the previous strip.
3. Now take third strip and fold it twice, unfold it 1 1 1 1 1 1 1 1
and colour its four equal parts. Paste it in your 8 8 8 8 8 8 8 8
notebook below the previous strip. 1 1
2 2
Observe the fraction wall. The coloured portion of 1 1 1 1
1 2
all the strips is the same. Therefore , and are 4
4 4 4 4
2 4 8 1 1 1 1 1 1 1 1
the equivalent fractions.
8 8 8 8 8 8 8 8
Project
1. Take three paper strips of the same size. Fold the first strip into
three equal parts, then unfold it and draw lines along the folds to
divide it into three equal parts.
2. Shade one part of the first strip. You get the shaded fraction 1.
3
3. Refold the first strip into six equal parts. Unfold it and draw dotted
lines along the folds. Observe that one equivalent fraction of the
shaded fraction 1 is 2.
3 6
4. Make 1 and 3 as the shaded fractions from the remaining strips.
4 4
5. Then fold these strips further to find other equivalent fractions.
93
le Tim
Puzz e
ADDITION AND SUBTRACTION OF FRACTIONS
Here is a layout of an animal farm. The animals are required
to be put in a fenced area. Divide the area for each animal.
Colour it, label it and represent it as a fraction below. The
grid given has 100 boxes in total.
GRASSLAND
94
Sheep - 8 boxes (orange)
Duck pond - 10 boxes (blue)
Rabbit - 6 boxes (pink)
Cow - 12 boxes (brown)
Hen - 4 boxes (yellow)
What fraction is represented by:
1. Grassland = 10
100
2. Sheep
3. Cow
4. Hen
5. Duck
6. Rabbit
7. Duck + Sheep = + =
100
8. Cow + Hen =
9. Rabbit + Sheep =
10. Sheep + Rabbit + Hen =
11. Which animal is alloted maximum area?
95
7 Decimals

Decimals are an extension of fractions • Decimals
and provide another way to represent • Reading and writing decimal
parts of a whole. We often see numbers
decimals in everyday life when dealing
• Comparing and ordering
with money and measurements. Let
decimal numbers
us understand what decimals are and
some operations on decimals in this • Addition and subtraction of
chapter. decimal numbers
Spark Up
Advit purchased some food items from the market. His mother asked
about their prices. Read the prices of the items and write the answers.
`35.40 `30.50 `15.10 `150.30

`45.50
The cost of the lemon juice is .
The cost of the pizza is .
The cost of the pastry is .

Did you notice that we used a point between the digits while writing the
cost of these items? This point is called the decimal point and numbers
having a decimal point are called decimal numbers.
96
Decimals
Fractions whose denominator is 10 or a product of two or more 10s are
called decimal fractions.
7 21 115
Example: , , are decimal fractions. These are usually written in
10 100 1000
the decimal form using a decimal point (.).
7
is written as 0.7. It is read as zero point seven.
10
21
is written as 0.21. It is read as zero point two one.
100
115
is written as 0.115. It is read as zero point one one five.
1000
3 5
10
3.5 is the decimal number which represents the shaded part in the figure.
3.5 is read as three point five. This means that there are 3 wholes and 5
tenths of a fourth whole.
Tenths
A pack of pencils has 10 pencils.
1
Each pencil out of 10 pencils is or one-tenth of the whole.
10
It is written as 0.1.
If Ria used 2 pack of pencils and 7 pencils from another

27
packet, then it is represented as in fraction.
10
27
can also be written as 2.7
10
Hundredths
An owner of a factory purchased a pack of 100 watches to gift them to her
workers.
1
One watch out of 100 watches represents or one-hundredth of the whole.
100
packet of watches.
97
Above figure is divided into one Pink shaded part represents fifteen-
hundred equal parts and one hundredths of the whole figure.
part is shaded green. The green 15
can be written as 0.15 and
shaded part represents one- 100
hundredth of the whole figure. blue shaded part represents eight-
1 hundredths of the whole figure.
It is written as or 0.01. 8
100 is written as 0.08.
100
Thousandths
If we divide a square into one thousand equal parts (as shown in the
1
figures below), then one small part will represent or one-thousandth
1000
1
of the whole. can be written as 0.001.
1000
This block is divided into 1000 14

equal parts and the shaded Orange shaded part represents
1000
1 of the whole.
block represents or one- 14
1000 = 0.014
thousandths of the whole. 1000
46
1 Blue shaded part represents of
= 0.001 46 1000
1000 the whole. = 0.046
1000
Decimal Representation
+ = 3.5
5
3 10
98
Example 1: Find the decimal representation of the shaded part.
7
1 10
1.7 is the decimal representation of the shaded part. 1.7 is read as one point
seven or one decimal seven. It can also be read as one and seven tenths.
3
1 + = 1.03
100
1.03 is read as one point zero three. It can also be read as one and three
hundredths.
28
1 = 1.28
100
1.28 is read as one point two eight or one decimal two eight. It can also
be read as one and twenty-eight hundredths.
Example 4: Write the decimals in words.
a. 0.006 = zero point zero zero six
b. 0.015 = zero point zero one five
c. 0.7 = zero point seven
d. 0.45 = zero point four five
99
Time to Check 1
1. Tick () the correct answer.

42
a. Which of the following is the decimal representation of ?
1000
i. 0.042 ii. 4.20 iii. 0.42 iv. 04.2
b. 2.3 is read as .
i. Twenty-three decimal ii. Two decimal zero three
iii. Two decimal zero three iv. Two and three tenths
c. Four and fifteen hundredths in decimal is written as .
i. 4.015 ii. 40.15 iii. 4.15 iv. 0.415
2. Write the decimals in words.
a. 269.45 b. 55.008 c. 29.217 d. 41.018 e. 32.275
3. Write the following as a decimal numbers.
a. Two tenths b. Six hundredths c. Seven thousandths
d. Twenty-eight point four zero nine e. Two point zero seven
Place Value
We know that the place value of a digit increases by 10 times as it moves
from right to left by one place in a place value chart. As we move from left
to right by one place, the value of the digit decreases by 10 times.
As we move one place to the right of the ones place, the place value
becomes one tenth, then one hundredth and one thousandth.
Expanded Forms
Example 1: Aarush and Aahan measured their weight using a digital
weighing machine. Aarush weighs 58.321 kg, and Aahan weighs 62.412 kg.
Write both numbers in a place value chart and express them in expanded
form.
Place Value Chart
T O . t h th
Aarush 5 8 . 3 2 1
Aahan 6 2 . 4 1 2
100
3 2 1
58.321 = 50 + 8 + + + = 50 + 8 + 0.3 + 0.02 + 0.001
10 100 1000
4 1 2
62.412 = 60 + 2 + + + = 60 + 2 + 0.4 + 0.01 + 0.002
10 100 1000
Example 2: Write the place value and face value of each digit.
a. 123.65 b. 76.901 c. 7981.3
a. H T O . t h
1 2 3 . 6 5
Face value 1 2 3 6 5
Place value 100 or 20 or 3 or 0.6 or 0.05 or
1 hundred 2 tens 3 ones 6 tenths 5 hundredths

b. T O . t h th
7 6 . 9 0 1
Place value 70 or 6 or 0.9 or 0 hundredths 0.001 or
7 tens 6 ones 9 tenths 1 thousandth

c. Th H T O . t
7 9 8 1 . 3
Place value 7000 900 80 1 0.3 or 3 tenths

Time to Check 2
1. Match the following.

a. 2.34 i. 200 + 30 + 4 + 0.2 + 0.02
b. 23.4 ii. 20 + 3 + 0.4 + 0.02 +0.002
c. 234.22 iii. 2 + 3 tenths + 4 hundredths
d. 23.422 iv. 20 + 3 + 4 tenths
101
2. State ‘T’ for true and ‘F’ for false.
a. The place value of 3 in 76.231 is 3 tenths.
b. 5 hundredths can also be written as 0.005.
8
c. represents eight-hundredths of a whole.
100
d. Third place after the decimal point refers to the thousandths place.
3. Represent the numbers in a place value chart and write in words.

a. 15.8 b. 0.08 c. 4.16 d. 118.915 e. 25.110
4. What is the place value and face value of the underlined digits.
a. 2.715 b. 0.925 c. 29.305
d. 5.02 e. 14.762 f. 3.004
Equivalent Decimals
Mr Singh gave a sheet of paper each to two of his students Dev and Zara.
He asked Dev to divide his sheet into 10 equal parts and colour five-tenths
of the sheet. He asked Zara to divide the sheet into 100 equal parts and
colour fifty-hundredths of the sheet.
Dev coloured exactly half of the Zara coloured half of the sheet,
sheet, which was equal to five- which represented fifty-hundredths
tenths or 0.5 of the whole. or 0.50 of the whole sheet.
Look at both the sheets carefully. Do you notice that 0.5 and 0.50
represent the same portion of the sheet?
We can say that 0.5 = 0.50
Different decimal numbers that represent the same value are called
equivalent decimals.
102
Here are a few examples of equivalent decimals:
• 0.5 is equivalent to 0.50, 0.500,
0.5000, and so on. All these
decimals represent the same value Time to Remember
1
of half or .
2 Adding any numbers of zeros
• 0.25 is equivalent to 0.250, 0.2500, to the extreme right digit of the
... decimal number does not change
• 0.75 is equivalent to 0.750, 0.7500, the value of decimal number.
...
Example 1: The length of Ishita’s pencil is 0.06 m. Write three more
measurements that represent the same length.
Three equivalent decimals that represent the same length as 0.6 are 0.60,
0.600 and 0.6000
Example 2: Shama bought 3.25 kg potatoes from the market. Write three
equivalent decimals to 3.25.
Three equivalent decimals to 3.25 are 3.250,
3.2500 and 3.25000
Knowledge Time
Like and Unlike Decimals
The number of digits
Like decimals have the same number that follow the decimal
of digits after the decimal point. point in a decimal
For example, 52.32 and 62.18 are like decimals. number are referred to
Both have 2 decimal places after the decimal as decimal places.
point.
Same number of digits after the decimal point
52.32 62.18
Unlike decimals have different number of digits after the decimal point.
For example, 2.86 and 21.7 are unlike decimals.
Different number of digits after the decimal point

2.86 21.7
Conversion of Unlike Decimals to Like Decimals

If the decimal numbers are unlike, make them like by adding zeros to the
extreme right of the decimal part.
103
Unlike decimals 3.7 11.34
Change to like decimals 3.70 11.34
Example: Convert 8.9, 3.213, 7.01 and 8.9 into like decimals.
8.9 8.900 3.213 3.213
7.01 7.010 8.9 8.900
Therefore, 8.900, 3.214, 7.010 and 8.900 are like decimals.
Time to Check 3
1. Tick () the correct answer.

a. Which of the following is equivalent to 4.9?
i. 4.90 ii. 4.900 iii. 4.9000 iv. All of these
b. and 5.76 are like decimals.
i. 2.32 ii. 5.076 iii. 57.6 iv. 576.706
c. 4.765 and are unlike decimals.
i. 3.675 ii. 11.76 iii. 4.706 iv. 0.005
2. Convert the following unlike decimals to like decimals.
a. 4.5, 23.12, 9.002 b. 3.42, 11.1, 19.2 c. 1.3, 0.01, 4.5, 6.34
d. 40.5, 43.53, 200.222 e. 3.12, 5.46, 92.246 f. 80.1, 8.01, 1.008
Comparing Decimals
Here are few rules to understand how to compare decimal numbers:
• To compare two or more decimal numbers, we first convert them into
like decimals.
• Then, we compare the whole number. The number with a greater whole
part is greater.
• If the whole number parts are equal, then we compare the extreme left
digits of the decimal parts. If they are equal, then we compare the next
digits and so on.
Ones . tenths hundredths
1.45 1 4 5
.
1.76 1 7 6
1=1 4<7
1.45 < 1.76
104
Example 1: Which decimal number is greater: 52.45 or 75.06?
Tens Ones tenths hundredths
52.45 5 2 4 5
75.06 7 5 0 6
Whole number of 52.45 = 52

Whole number of 75.06 = 75
As, 52 < 75. Therefore, 52.45 < 75.06
Example 2: R
ia’s desk measures 123.65 cm and her study table measures
123.8 cm. Which is longer?
123.65 and 123.8 are unlike decimals, so we will convert them to like
decimals.
So, 123.65 and 123.80 are like decimals.
Hundreds Tens Ones . tenths hundredths

123.65 1 2 3 . 6 5
123.80 1 2 3 . 8 0

1=1 2=2 3=3 6<8
As, 123.65 < 123.80 therefore, Ria’s study table is longer than her desk.
Ordering Decimals
Look at the heights of five children. Arrange them on the basis of their heights.
Vihaan Tanu Dhruvi Aman Abida

1.58m 1.5m 1.54m 1.51m 1.49m
105
Let’s first convert these decimals into like decimals.
Ones . tenths hundreths
1 . 5 8
1 . 5 0
1 . 5 4
1 . 5 1
1 . 4 9
The students’ heights arranged in ascending order are as follows:
1.49 < 1.50 < 1.51 < 1.54 < 1.58
Abida Tanu Aman Dhruvi Vihaan
Time to Check 4
1. Put >, < or = signs.
a. 6.89 5.99 b. 4.56 3.878
c. 7.8 7.800 d. 1.02 1.22
e. 3.67 3.9 f. 0.43 1.01

2. Circle the greatest decimal.
a. 5.647, 5.443, 5.649, 5.642
b. 0.002, 0.012, 0.011, 0.112
c. 1.20, 1.21, 1.23, 1.02
d. 129.9, 219.9, 221.9, 122.9
3. The heights of three towers are 115.8 m, 115.12 m, and 158.05 m.
Arrange the heights in order from shortest to tallest.
4. Aditi and Ishaan are competing in a race. Aditi took 1.4 minutes,
while Ishaan took 1.45 minutes to finish the race. Who took more
time?
Addition and Subtraction of Decimals

To add two or more decimal numbers:
1. Convert all the decimal numbers to like decimals.
2. Write the decimal numbers in the column format such that the
decimal points are one below the other.
3. Add the way you normally do, keeping the decimal point between
the whole number and the decimal number.
106
To subtract decimal numbers:
1. Convert all the decimal number to like decimals.
2. Write the decimal numbers in the column format such that
decimal points are one below the other.
3. Subtract normally, keeping the decimal point between the whole
number and the decimal number.
Example 1: Add the following.

a. 34.9 + 112.872 b. 78.02 + 12.9
34.900 and 112.872 are 78.02 and 12.90 are
like fractions. like fractions.
H T O . t h th T O . t h
1 1
3 4 . 9 0 0 7 8 . 0 2
+ 1 1 2 . 8 7 2 + 1 2 . 9 0
1 4 7 . 7 7 2 9 0 . 9 2
Example 2: Subtract the following.

a. 84.19 – 34.20 b. 119.191 – 76.51
84.19 and 34.20 are like 119.191 and 76.510 are like
fractions. fractions.
H T O . t h H T O . t h th
7
8 13
4 . 11 9 0
1 1
1 8
9 . 11 9 1
– 3 4 . 2 0 – 7 6 . 5 1 0
4 9 . 9 9 4 2 . 6 8 1
Example 3: How much is 20.98 less than 45?

20.98 and 45.00 are like fractions.
T O . t h
4 4
5 . 90 1
0
– 2 0 . 9 8
2 4 . 0 2
20.98 is 24.02 less than 45.
107
Time to Check 5
1. Add the following.

a. 123.98 + 34.9 b. 99.1 + 123.90
c. 115.4 + 93.168 d. 52.457 + 63
a. 100.12 – 43.102 b. 405.89 – 90.92
c. 945.237 – 158.6 d. 51 – 14.157
3. Disha saw a doll in the gift shop. The cost of the doll was `110.75.
She wanted to buy it, but she fell short of `30. How much money
did Disha have?
4. Subtract the sum of 12.03 and 17.502 from the sum of 100.3
and 12.07.
5. What should be added to 76.09 to get 100?
1. Write the following in decimals.

a. 6 thousandths b. 15 hundredths
2. Make a 10 × 10 grid and shade the boxes to represent the
following decimals.
a. 0.57 b. 0.43 c. 0.99 d. 0.12
3. What number is 0.231 more than 8.769?
4. How much is 3.56 more than 2.4?
108
Practise Platform
1. Fill in the boxes with equivalent decimals.

a. 0.8 = 0.80 = b. 0.29 = 0.290 =
c. 42.4 = 42.40 = d. 81.2 = =
e. 102.4 = 102.40 = f. 62.4 = 62.40 =

2. Expand the following.
a. 2.715 b. 0.925 c. 29.305
d. 14.762 e. 3.004
3. Write in words.
a. 269.45 b. 55.008 c. 29.217
d. 41.018 e. 32.275
4. Write as a decimal number.
a. 2 tenths b. Six hundredths
c. Twenty-eight point four zero nine d. Seven hundredths
e. Two point zero seven.
5. Write as fraction.
a. 4.217 b. 2.007 c. 3.050
d. 6.24 e. 25.65
6. Write as decimal.
6 78 5 67 35
a. b. c. d. e.
10 1000 100 100 1000
7. Write > or < or =
a. 0.35 0.38 b. 0.26 0.026
c. 8.008 8.08 d. 0.15 0.161
e. 4.79 4.079
8. Write in ascending order.
a. 4.312 4.301 4.725 4.297
b. 11.312 1.123 1.103 1.121
109
9. Write in descending order.
a. 0.01 0.075 0.014 0.017
b. 6.458 6.874 6.348 6.487
a. 4.752 + 26.07 b. 43.70 + 275.12 c. 84.005 + 62.2
d. 45.927 + 27.007 e. 1.958 + 2.209
11. Subtract.
a. 27.23 from 57.843 b. 15.07 from 28.58
c. 12.13 from 18.08 d. 27.57 from 65.29
e. 153.75 from 892.580
Enrichment Corner
Lab Activity
Aim: To develop the understanding of the conversion of
fractions to decimals.
Requirements: Chits of proper fractions with denominator 10 or 100.
1 2 7 53 49 1 42 89
(for example, 10 , 100 , 10 , 100 , 100 , 100 , 100 , 100 ,
5 36 24 32 8 91 47 84
100 , 100 , 100 , 100 , 100 , 100 , 100 , 100 ), one fraction
on each chit, a bowl and 10 × 10 grids.
Steps:
1. Divide the students into groups of four.
2. Put all the chits in the bowl. 47 24
100 100
3. Distribute one chit and one grid to each group
from the bowl.
4. Ask the students to read the fraction on the 5
42
chit, and shade the grid accordingly.
100 100
5. Take all the chits back and repeat steps 2, 3
and 4.
110
6. Do four rounds of the activity.
7. After four rounds, group with the maximum number of shaded
squares in the grid will be the winner of the rounds.
8. Ask all the groups to write the decimal number for the shaded part
of the grid.
9. The teacher will check whether these numbers are correct or not.
10. The group with maximum number of correct answers will be the
winner of the game.
Project
Work in small groups or pairs
and explore the back side of food
packages like cereal boxes and
snack bags. Look at the information
displayed there. Write down the
decimal values you find and what
they mean, like serving sizes or
nutritional content.
111
8 Geometry

Geometry is the study of shapes and their • Angles
properties. We use it to recognize and draw
shapes, measure areas, and find directions. • Polygons
Let us understand interesting concepts like • Circle
angles, polygons and more in this chapter.
Spark Up
1. Fill in the boxes with the correct answers.
a. A has no length, breadth and thickness.
b. A can be extended in both directions.
c. and have no fixed length.
d. A line segment has end points.
2. Look at the picture and answer the questions.
112
a. Identify the cylinder, cone, sphere, cube and cuboid. Colour them.
b. Complete the table.
3D shape No. of edges No. of faces No. of vertices
Cone
Sphere
Cylinder
Cube
Cuboid
3. Identify line, line segment and ray in the figures given below.
a. O P b. X Y c. A B
Angles
Angles can be seen wherever there are corners, for example, blades of
scissors, slice of a watermelon, Chinese fan, etc.

Naming an Angle ra
y B
l
i na
rm
AB and AC are two rays that form an angle. A is the Te
vertex. An angle is represented by the symbol ∠. We

can name the given angle as ∠BAC or ∠CAB or ∠A. A C
(Vertex) Initial ray
• An angle is formed when two rays meet at a point.

• Two rays or line segments with a common fixed point form an angle.
• The common point of the two rays or line segment is known as vertex.
A
Interior and Exterior of an Angle
●
W
The region that lies between the rays of an angle X

●
● R
is called the interior of an angle. Thus, the points ●Q ts
o in
which lie within the two arms of an angle are called rio
rp
●
te
the interior points of the angle. Here, points P, Q A ●
P In
● A
Z Y
and R are the interior points. Exterior points
The region that lies outside the rays of an angle is called its exterior of an
angle. Thus, the points that do not lie on the arms or in the interior of an
angle are called the exterior points of an angle. Here, points W, X, Y and
Z are the exterior points.
113
Measuring an Angle
Angles are measured in degrees. The symbol for degree is°. The measurements
of different angles in given below.
B
B B
B B
110º
0º 45º 60º 90º
30º
O A B O A O A O A O A O A
270º
B
210º
315º
360°
135º 180º O A
O
O
A
O A
S
A B O A B
O
B B
Measuring an Angle with a Protractor

A protractor is used to measure angles. It is in the shape Ant
ise i- c 80 90 100 11
of a semicircle and has 180 equal divisions. It has two

70 0 1
kw
60 100 80 7 20
110 0
lo
60 130
50 120
0 50
Cloc
13
ck
14
0 1 40
0
40
scales: inner scale and outer scale. The outer scale from
40
15
30
0
30
wise
15
160
20
60
20
180 170 1
170 180
0 10
10 0
0º to 180º is read from left to right and the inner scale is
Centre Inner Outer
read from right to left. The line joining the zero of each scale Baseline mark scale scale
is the baseline. Use the protractor’s inner scale to measure angle if the
vertex of an angle is on the right and the outer if the vertex is on the left.
A
Example: Measure ∠AOB using protractor.

O B
Step 1: Place the protractor such that the 60
70
80 90 100 11
100 80 7
0 1
20
A
110
A
0
centre of the baseline coincides with the

60 130
50 120
0 50
3
14
1
0 1 40
0
40
40
15
30
vertex O of the angle.

0
30
15
160
20
40°
60
20
180 170 1
170 180
0 10
10 0
O B
Step 2: Note down the reading of the angle O B
∠AOB = 40°
against the arm OA.
Constructing an Angle of a Given Measurement
Example: Draw an angle of 30° using a protractor.
Step 1: Draw a ray OX on the paper with the help of a ruler. Place the base
line of the protractor over the ray OX as shown.
Step 2: Mark the point Y on the paper at 30°.
Step 3: Remove the protractor and draw the ray OY.
∠XOY = 30° is the required angle.
114
O X 80 90 100 11 Y
Y
70 0 1
60 100 80 7 20
110 0
60 130
50 120
0 50
13
14
0 1 40
0
40
40
15
30
30° 30°
0
30
15
160
20
60
20
180 170 1
170 180
0 10
10 0
O X
O X
Time to Check 1
1. Which of the following figures represent an angle? Circle the
correct options.
a. b. c. d.
2. Write the measure of the angles.

a. b.
c. d.
3. Use a protractor to measure the following angles.

a. b. L c. P
O
M O
O Q
d. K e. f.
O L
4. Construct the following angles using a protractor and ruler.

a. 120° b. 60° c. 45° d. 130°
115
Identify the various kinds
of lines and angles in the
picture. Also identify the 2D
and 3D shapes. Name each
of them.
116
Discuss with your teacher how geometry is part of day-to-day lives.
117
Types of Angles
Zero Angle
An angle whose measure is 0º is called a
Y X Z
zero angle.
Acute Angle
L
An angle whose measure lies between 0º and
90º is called an acute angle. ∠LOM = 45º
45°
O M
Right Angle
An angle whose measure is 90º is called a Q
right angle.
∠QOP = 90º 90º
O P
Obtuse Angle
An angle whose measure lies between 90º A
and 180º is called an obtuse angle. 135º
∠AOP = 135º
O P
Straight Angle
An angle whose measure is 180º is
called a straight angle. 180º
∠AOB = 180º A O B
Reflex Angle
An angle whose measure lies between 225º
180º and 360° is called a reflex angle. O S
∠SOR = 225º
R
Complete Angle
An angle whose measure is 360º is
360º
called a complete angle. ∠SOP = 360º
O S P
118
Time to Check 2
1. What are the measure of the right angle and the complete angle?
2. Identify the angles as acute, obtuse, reflex, straight or complete.
a. b. 360°
P
O S
120°
O M
c. d. 230°
K
O P
90°
Q
O L
3. Identify the types of angles to which the following angles belong to?
a. 85° b. 15° c. 200° d. 105°
e. 225° f. 90° g. 0° h. 360°
4. Tanya measured an acute angle and got 140°. The teacher pointed
out that she had read the wrong set of numbers on the protractor.
Look at the protractor and tell the correct angle measure for the
angle she measured.
5. Measure the following angles using a protractor. Identify the type
of angles.
a. A b. A
O
O B
c. d. B
O A
A O
e. B f. A
A O
O B
119
Connect (Everyday Life)
Identification of Angles
Look at the things in the room in the picture. Can you identify the right
angles? Mark them. Which objects have right angles? Name them.
120
Polygons
A polygon is a 2-dimensional closed shape made up of line segments.
Line segments that form polygons are called its sides and the point at
which two adjacent sides meet is called the vertex.
Polygons Not polygons

Types of Polygons
If all the sides and angles of a polygon are equal, it is a regular polygon. If
the sides and angles of a polygon are unequal, it is an irregular polygon.
If one or more interior angles of the polygon is more than 180°, it is called a
concave polygon. If all the interior angles are less than 180°, it is called a
convex polygon.
A Vertex
Classification of Polygons
Side
Triangle: A polygon formed by three line segments; it is
named by naming its vertices. The ∆ symbol is used to
represent a triangle. B C
This is ∆ABC. AB, BC, AC are its three sides and ∠ABC, D C
Vertex
∠ACB and ∠BAC are its three angles.
Diagonal
Quadrilateral: A polygon formed by four line segments Side
A B
Types of Quadrilaterals
Quadrilaterals
Parallelogram Trapezium
(Opposite sides are (One pair of opposite sides

equal and parallel.) is parallel but not equal.)
A D
Square Rectangle Rhombus
A B A B A B C
B D
C D
C D
C
121
Rectangle: A parallelogram with two long and two short sides, and all right
angles.
D C
Features of a rectangle:
A B
a. Its length is the measure of the longer side.
b. Its breadth or width is the measure of the shorter side.
c. Opposite sides of a rectangle are equal. Here, AB = CD and AC = BD
d. All the angles of a rectangle are right angles.
e. There are four vertices of a rectangle A, B, C and D.
Square: A parallelogram with four equal sides, and all right angles.
Features of a square: A B
a. Its opposite sides are parallel. Here, AB||CD and AD||BC

b. All the angles of a square are right angles. C D
c. There are four vertices of a square, A, B, C and D.
Time to Check 3
1. Tick () the correct answer.
a. A polygon with three sides is called .
i. triangle ii. square iii. circle iv. rectangle

b. A polygon with four equal sides is called .

c. A polygon with opposite sides equal is called .
122
a. is a parallelogram with two long and two short sides.
b. Opposite sides of a parallelogram are and .
c. In a convex polygon, all the interior angles are less than .
d. All sides and angles of a polygon have equal measures.
3. Name the vertices, sides and angles of the following quadrilaterals.

a. A B b. A D
B
D C
C
c. A B d. A
B
D C D C
4. Define polygon. Write the difference between a square and a rectangle?
Circle
There are many round things around us. Let us see some of them.
a. All the above objects are in the shape of a circle.

b. A circle is a simple closed figure bounded by a curved line.
c. A circle has no sides and corners.
123
Terms Related to a Circle
A group of students are playing by moving
round and round singing Here We Go
Round the Mulberry Bush.
Centre
The fixed point ‘O’ inside the circle is called
the centre of the circle.
Diameter and Radius
The diameter passes through the centre of
the circle. A diameter divides a circle into
two halves.
The distance from the centre to any point
on the boundary of the circle is called the
radius of the circle. All radii of a circle are A B
Chord O is the centre.
equal. Diameter AB is the chord.
QR is the diameter.
Here, QR is the diameter of the circle with Q
Centre O Radius
R
OR is the radius.
centre at O. Also,
QR = QO + OR
OQ and OR are the radii of the circle. Thus, two radii make a diameter.
Diameter
Diameter = 2 × radius or Radius =
2
Circumference
The length of the boundary of a circle is the circumference of the circle.
Chord
A line segment joining any two points on the circle is known as a chord.
In the given figure, AB and QR are the chords of the circle.
Diameter is the longest chord of the circle. Here, as QR is the diameter of
the circle, it is the longest chord.
Arc
An arc is a part of the circumference of the circle. An arc of the circle is
represented by ‘ ’. Here, MN is an arc written as MN.
Semicircle
124
When a circle is divided into two identical halves through its diameter,
two semicircles are formed.
Construction of a Circle Hinge

Pencil
Example: Draw a circle of radius 5 cm.
We can draw a circle with the help of a
compass. It has two arms, one with a Hold for pencil
pointed tip and the other with a hole to
insert a pencil to draw a circle. Compass needle
Steps to draw a circle:

Step 1: Mark point O as the centre of the circle.
Step 2: Measure the radius of 5 cm using compass and
ruler. Adjust the arms of the circle at the distance of 5 cm.
Step 3: Keeping the pointed end at the centre, draw a
circle using the pencil end of the compass. A
O 5 cm
This is the circle with centre O, having radius OA = 5 cm.
Time to Check 4
1. Name the centre and radius of the following circles.
a. b. c.
Y
B X
M A
O
2. Find the diameter of the circles with the given radii.

a. 15 cm b. 8 cm c. 2 cm d. 20 cm
3. Find the radius of the circles with the given diameters.
a. 18 cm b. 30 cm c. 54 cm d. 12 cm
4. Draw a circle and represent the following on the circle.
a. radius of the circle b. diameter of the circle
c. centre of the circle d. chord of the circle
5. Use ruler and compass to draw a circle of following radii.
a. 3 cm b. 4.5 cm c. 5.7 cm d. 9 cm
6. Draw a circle of diameter 8 cm by using ruler and compass.
125
Choose the correct option:
1. Which of the following statements is correct?
Statement 1: The diameter of a circle is twice its radius.
Statement 2: Radii of different circles always have the same length.
Statement 3: A
ll the diameters of a particular circle have the same
length.
a. 1 and 3 b. 2 and 3 c. 1 and 2 d. only 3
2. If a circular pizza is cut into 8 equal slices, what would be the
measure of each slice? How would the size change if you cut
the pizza into 12 equal slices?
a. Angle of each slice would be 55; the angle of each slice would
increase.
b. Angle of each slice would be 45; the angle of each slice would
decrease.
c. Angle of each slice would be 60; the angle of each slice would
increase.
d. Angle of each slice would be 45; the angle of each slice would
increase.
3. Statement A: Circle is a polygon.
Statement B: A
simple closed figure made up of only line segments
is called a polygon.
a. both A and B are true b. both A and B are false
c. A is true and B is false d. B is true and A is false
Practise Platform
1. In the given figure, name:

a. the angle;
A
b. the vertex and the arms of the angle. E
G
c. the points in the interior of the angle. F
d. the points in the exterior of the angle. B
C
126
2. Classify the given angles as a right angle, an acute angle or an
obtuse angle?
a. b. A
I 140°
O B
90°
O H
c. d. M
S
20°
70° O N
O T
3. Name the following polygons.
a. b.
c. d.
C
F
4. Study the figure on the right and name A B

O
the following.
a. Radii b. Chords c. Diameters G E
D
127
le Tim
Puzz e Nine dots arranged in a grid. Connect
as many of the dots as possible without
lifting your pencil off the paper and
without crossing any lines already
drawn. All lines must be straight, and
no diagonal lines are allowed. How many
lines can be drawn?
Enrichment Corner
Lab Activity
A tangram is a 2-dimensional puzzle formed by cutting
7 6
a square into 7 pieces. The pieces can be rearranged to
5
form several different figures of people in motion, animals, 4 1
letters of the alphabet, geometric shapes, etc. The puzzle
3
is to assemble all seven pieces, without overlap overlap, to 2
form a given problem figure.

Make the shapes below using tangram pieces.
a. b. c.
Project
Work in pairs and show different angles with the help of straws. Also,
make a closed figure using 3 straws of equal length. What figure did
you make? What is the value of each angle in the figure?
128
9 Patterns and Symmetry

• Patterns
Patterns help us understand what
comes next in the series or sequence. • Symmetry and
It helps us make our own predictions asymmetry
and form logical connections. It is • Reflection symmetry
an important foundation to develop • Tessellation
mathematical thinking and reasoning.
Spark Up
1. Complete the sequences below.
a. 25, 50, 75, 100, 125, 150, , , .
b. 1, 3, 5, , , , 13, 15, 17.
c. 50, 100, 150, , , , 350, 400.
d. AB, BC, CD, , , .
2. Draw the next three shapes in each series.
a.
b.
c.
d.
129
3. Draw the mirror images of the following figures.
a. Z b. F c. 7 d. 3
Patterns
Patterns are shapes, designs, groups of numbers that repeat themselves
in a certain way. They can be found almost everywhere, like in nature,
objects, numbers, letters and so on.
Visual Patterns
A visual pattern is formed using shapes, objects, or symbols.
This is a growing or increasing pattern. This is a decreasing pattern.
Number Pattern
A number pattern is a chain of numbers that follow a rule.
3, 6, 9, 12, 15 1, 3, 5, 7, 9, 11, 13
This pattern is formed by This is a pattern of odd
adding 3 to each previous term. numbers.
13 + 14 =27
27
13 14
5 8 6
5 + 8 = 13
8 + 6 = 14
66 + 1 = 67
666 + 1 = 667 77 × 10 = 770
6,666 + 1 = 6,667 777 × 10 = 7,770
66,666 + 1 = 66,667 7,777 × 10 = 77,770
77,777 × 10 = 7,77,770
This is a pattern on
addition of numbers. This is a pattern on
multiplication of numbers.
77,777 ÷ 7 = 11,111
7,777 ÷ 7 = 1,111
777 ÷ 7 = 111
77 ÷ 7 = 11
This is a pattern on division of numbers.

130
Time to Check 1
1. Extend the patterns given below.
a.
b.
c.
d.
2. Find the missing numbers in the following number patterns.

a. 1, 10, 100, , , .
b. 4, 16, 64, , , .
c. 1, 5, 25, , , .
d. 2, 6, 18, , , .
3. Complete the following pyramids.
a. 1260
b. 136
470
320 150 640 12 34 56
c. 35 d. 101
5 7 9 2
15 5
131
Symmetry
Have you ever made a painting using thread and water colours. How can
you make a thread painting which has two mirror halves?
Take a sheet of paper and fold it into half. Open the paper. Now take a
piece of thread/string and dip into the colour bottle, holding the other
end of thread. Take the thread out and keep the thread in any shape on
one half of paper. Do not leave one end of thread and fold the other half of
paper and gently rub on it. Keep your hand on the paper and pull out the
thread. Then open the paper and see the symmetrical design on paper. You
can repeat if you want more colourful design.
Can you divide the pattern into two halves? In how many equal parts can
you divide it? What you created is a symmetrical pattern.
A shape is symmetrical when one-half of the shape is exactly like the
other half.
The line that divides the symmetrical shape into two identical halves is
called the line of symmetry.
A shape can have more than one line of symmetry.
Shapes with More Than One Line of Symmetry

Some geometrical shapes have more than one line of symmetry.
Square Rectangle Circle Equilateral triangle

4 lines of symmetry 2 lines of symmetry Infinite lines of Three lines of
symmetry symmetry
132
Asymmetry
The shapes that have no line of symmetry are called asymmetrical figures.
Reflection Symmetry
If the line of symmetry divides the shape into two identical shapes, one
forming the mirror image of the other, it is called reflection symmetry or
mirror symmetry.
Tessellation
Look at these patterns.
These designs are made of tiles that fits into each other without any gaps.
This type of tiling pattern is known as tessellation. Each tessellation is made
with one basic shape or a combination of shapes repeated each time, leaving
no gaps or overlaps behind.
Time to Check 2
1. Draw the line of symmetry for the following.

a. b. c.
133
d. e. f.
2. Draw the other half of each symmetrical shape and colour the
image formed.
a. b. c.
d. e. f.
3. Draw the second half of each symmetrical figure.
134
4. Draw the mirror images of the following.
I 9
a. b. c. d.
5. Complete the tessellation.
6. Colour the unit shape of the following tessellations.

a. b. c.

1. Mirror image of A is _______
a. b. c. d. None of these
2. Choose the figure which is the reflection of across a vertical line.
a. b. c. d.
135
Practise Platform
1. Draw any 2 shapes that have exactly one line of symmetry.

2. Draw the line/s of symmetry for the following figures.
a. b. c.
3. Complete the following figures such that it is symmetric with

respect to the dotted lines drawn.
a. b. c. d.
4. Find the missing numbers in the patterns given below.

a. b. 1 + 3 = 4 = 2 × 2
9 12
4
18 1+3+5=9=3×3
108
? 6

? 36 1 + 3 + 5 + 7 = 16 = 4 × 4
1 + 3 + 5 + 7 + 9 = 25 = 5 × 5
______________________________
______________________________
c.
80 20 99 200 111 222
244 560 1110
100 44 111 150 ? 333
5. Write the mirror images of the following words.

a. SHAPES b. POWERPOINT c. MIRROR d. WIZARD
136
Connect (Music)
Patterns play a crucial role in music and are of great importance. It
establishes the overall structure of a musical piece. It helps to make
music memorable and evoke certain emotions or moods.
don’t we all love music made up of patterns? We enjoy singing songs in
which words and melodies are repeated. For example,
Hickory Dickory Dock
Tick Tock Tick Tock Tick Tock
The mouse ran up the clock
The clock stuck one, the mouse ran down
The clock stuck two, and down he flew
The clock stuck three, the mouse ran down
The clock stuck four, the mouse ran down
The words highlighted show the pattern followed in the poem.
137
Enrichment Corner
Lab Activity
Aim: To find the lines of symmetry of a figure.
Requirements: 3 papers in square shape (per group), a pair of scissors
Steps:
1. Divide the class into groups of 3.
2. Each group will take three papers in square shape, as shown below.
3. Each student will fold the paper in different directions (horizontally,
vertically and diagonally, respectively) as shown below.
4. Unfold the papers and draw a line along the crease so obtained.
5. The line we get along the crease is called the line of symmetry.
Fold horizontally Fold Vertically Fold diagonally
Line of symmetry Line of symmetry Line of symmetry
6. Repeat the activity using rectangular and circular sheet of paper.

7. Compare the number of lines of symmetry in square, rectangle and
circle.
Project
1. There are 10 squares each measuring 1 unit and 10 half squares.
2. Make six different figures, by combining these full and half squares.
3. Trace each figure on a paper and draw their lines of symmetry.
Which shape is most symmetrical? Compare with your friends.
138
10 Measurement

• Measurement of
Measurement helps us know numerical
length, mass and
values, units, and comparisons of different capacity
quantities. It helps develop skills that
• Addition and
can be applied in our daily routines. For
subtraction of metric
example, it helps know the exact amount measures
of ingredients to be used while cooking,
• Word problems related
estimate distances while walking, etc.
to length, mass and
capacity
Spark Up
1. Write the correct unit of measurement for the following.
a. Length of an eraser.
b. Distance from New Delhi to Agra.
c. Water in a water bottle.
d. Height of a study table.

a. 22 km = m
b. 19 m = cm
c. 9 kg = g
d. 42 L = mL
139
3. A thread is 381 cm long. Express its length in metres and centimetres.
4. Sara bought 3145 g of coffee. Express this in kilograms and grams.
5. The capacity of a jug is 4098 mL. The capacity of a mug is 665 mL
less than the capacity of the jug. What is the capacity of the mug?
Measurement of Length
Length is the measure of distance between two points. We use a ruler to
measure short distances and a measuring tape or rod to measure long
distances.

Ruler Measuring tape
The commonly used metric units to measure length (or height or distance)
are metre (m), centimetre (cm) and kilometre (km).
The divisions on a ruler show centimetre and millimetres. Each centimetre
is divided into 10 small equal divisions known as millimetres (mm). We
use mm to measure very short lengths such as thickness of a ruler, etc.
The lengths of pencil, switch board, book, etc. can be measured in cm.
Metre (m) is used in measurement of small distances and lengths such as
the height of a building, length of a bridge, etc, while the long lengths such
as distance between two cities are measured in kilometres.
Conversion of Units of Length

If we divide a smaller unit at every step by 10, it becomes
a larger unit. If we multiply a larger unit by 10 at every
step, it forms a smaller unit.
Knowledge Time
1
1 km = 1000 m, 1 m = km
1000
1
1 m = 100 cm, 1 cm = m
100
1
1 cm = 10 mm, 1 mm = cm
10
140
Example: Convert a. 8 cm to mm b. 11 m 89 cm to cm
c. 7 m 777 mm to mm d. 10.549 km to m
a. 8 cm = 8 × 10 mm = 80 mm
b. 11 m 89 cm = 11 m + 89 cm Knowledge Time
= 11 × 100 cm + 89 cm The values after the decimal
point give the value of next
= 1100 cm + 89 cm
immediate lower unit.
=1189 cm For example, in 5.765 km,
there are 5 km and 765 m.
c. 7 m 777 mm = 7 m + 777 mm
= 7 × 1000 mm + 777 mm = 7000 mm + 777 mm
= 7777 mm
d. 10.549 km = 10 km 549 m
= 10 × 1000 m + 549 m = 10,000 m + 549 m
= 10,549 m
Time to Check 1
1. Convert the following as directed.

a. 10 m 5 mm to mm b. 69 cm to mm c. 12 km to m
d. 22 km 22 m to m e. 9 m to cm f. 5135 m to km and m
g. 78.113 km to m h. 0.1145 km to m
2. Arrange the following in ascending order.
a. 40 mm, 65 mm, 5 cm, 80 mm, 6 cm 9 mm
b. 120 m, 459 m, 9 km, 980 m, 1 km
c. 11 km 10 m, 111 km, 345 cm, 34 m, 11 m
d. 5040 cm, 5004 cm, 540 cm, 5 km 4 m, 540 mm
3. Arrange the following in descending order.
a. 8 m, 8 m 4 cm, 9 km 9 m, 999 m, 99 m 9 cm
b. 45 cm, 9 cm, 7 cm 4 mm, 60 cm, 8 m 4 cm
c. 12 km, 121 km 11 m, 78 cm, 12 km 89 m
d. 45 mm, 67 mm, 9 cm, 6 cm 90 mm, 45 m
141
1. The map of a zoo below shows the paths to
different animals. The lengths of the paths are
given in metres. Find the shortest distance:
a. from the entrance to bird house
b. from zebras to the pond
c. from the birdhouse to the monkeys
d. from the wildlife pond to the gorillas
e. from the monkeys to the zebras
HIPPO
S
MONKEYS
BIRD HOUSE
ES
FF
RA
GI
ZEBRAS REPTILES
ELEPHANTS GORILLAS
142
2. Find your way through the zoo. Start and end at the entrance. Visit
each animal once
143
Measurement of Mass (Weight)
Balance, weights, and electronic weighing machines are used to measure
the mass of an object.
We measure the weight of an object in grams (g) and kilograms (kg).
Goldsmiths use weights that are smaller than grams, known as
milligrams (mg). We use mg to measure smaller amounts of items like
medicine, vitamins, etc, while small amounts of items like butter, cheese,
etc. are measured in grams (g). Also, kg is used to measure heavy items
like rice, potatoes etc.
Conversion of Units of Mass
× 1000 × 1000
Milligram(mg) Gram(g) Kilogram (kg)

Knowledge Time
÷ 1000 ÷ 1000
1 kg = 1000 g, 1 g = 1000 mg,
1 1
1g= kg, 1 mg = g
Example: Convert: a
. 15 g to mg 1000 1000
b. 575 g to kg
c. 6210 g to kg and g d. 2 kg 325 g to g
a. 15 g = 15 × 1000 mg = 15,000 mg
b. 575 g = 575 ÷ 1000 kg = 0.575 kg
c. 6210 g = 6000 g + 210 g = 6 kg + 210 kg
= 6 kg 210 g
d. 2 kg 325 g to g = 2 × 1000 g + 325 g
= 2000 g + 325 g = 2325 g
Time to Check 2
Convert the following as directed.

1. 6.7 kg to g 2. 8912 g to kg 3. 30 kg 17 g to g
4. 2 kg 350 g to g 5. 6210 g to kg and g 6. 2 g 325 mg to mg
7. 78000 mg to g 8. 12 g 673 mg to mg
144
Measurement of Capacity
Capacity is defined as the quantity of a liquid that a container can hold.
The standard unit of capacity are Litres (L) and millilitres (mL).
Conversion of Units of Capacity

× 1000 × 1000
Kilolitre(kL) Litre(L) Millilitre(mL)
÷ 1000 ÷ 1000 Knowledge Time

Example: Convert: a. 8 L to mL 1 kL = 1000 L, 1 L = 1000 mL,
b. 2 L to kL 1 1
1L= kL, 1 mL = L
1000 1000
c. 2.712 kL to mL
d. 4 L 828 mL to mL
a. 8L = 8 × 1000 mL = 8000 mL b. 2L = 2 ÷ 1000 kL = 0.002 kL
c. 2.712 kL = 2 kL + 712 L = 2 × 1000 L + 712 L = 2000 L + 712 L
= 2712 L = 2712 × 1000 mL = 27,12,000 mL
d. 4 L 828 mL = 4 L + 828 mL = 4000 L + 828 mL = 4828 mL
Time to Check 3
Convert the following as directed.

1. 5 kL 477 L to L 2. 6126 L to kL and L 3. 5000 mL to L
4. 4 L 828 mL to mL 5. 2.3 kL to L 6. 12.89 L to mL
7. 89.87 kL to L 8. 8.97 L to mL
Addition and Subtraction of Metric Measures
Example 1: Add 89 km 111 m and 20 km 956 m
km m Arrange in columns and
11 write the unit
89 111
Add the metres.
+ 20 956 111 m + 956 m = 1067 m 1067 m
110 067 = 1000 m + 67 m
= 1 km + 67 m
Add the kilometres.
1 km + 89 km + 20 km = 110 km
So, 89 km 111 m + 20 km 956 m = 110 km 67 m
145
Example 2: Subtract 28 kg 900 g from 57 kg 819 g
kg g Arrange in columns and
56 1819 write the unit
57 819 Subtract the grams 819 g < 900 g
– 28 900 Borrow 1 kg from 57 kg, we know that 1 kg = 1000 g
1000 g + 819 g = 1819 g
28 919 1819 g – 900 g = 919 g
56 kg – 28 kg = 28 kg
So, 57 kg 819 g – 28 kg 900 g = 28 kg 919 g
Time to Check 4
a. cm mm b. m cm c. km m
89 17 20 81 44 889
+ 53 09 + 19 18 + 11 819
d. g mg e. kg g f. L mL
9 112 316 330 91 117
+ 18 808 + 9 539 + 28 109

a. cm mm b. m cm c. km m
88 1 70 77 95 672
– 22 9 – 25 91 – 76 343
d. g mg e. kg g f. kL L
59 819 42 330 20 542
– 48 802 – 10 539 – 9 128
3. Find the sum.

a. 89 m 12 cm and 30 m 17 cm b. 25 km 789 m and 27 km 540 m
c. 8 kg 312 g and 8 kg 569 g d. 88 kg 216 g and 775 kg 444 g
146
e. 41 L 392 mL, 32 L 543 mL and 56 L 715 mL
f. 81 kL 8 L, 21 kL 86 L and 99 L 664 mL
4. Find the difference.
a. 75 m 75 cm from 91 m 53 cm b. 31 km 819 m from 89 km 521m
c. 83 kg 812 g from 98 kg 912 g d. 721 kg 803 g from 801 kg 88 g
e. 76 L 489 mL from 89 L 55 mL f. 22 kL 859 L from 79 kL 329 L
Word Problems
Example 1: Mrs Kapoor weighs 85 kg 200 g, Mr Kapoor weighs 75 kg 500 g
and their daughter weighs 45 kg 89 g.
a. What is the sum of the weights of all family members?
b. How much more does Mrs Kapoor weigh than her daughter?
a. Weight of Mrs Kapoor = 85 kg 200 g
kg g
Weight of Mr Kapoor = 75 kg 500 g 1
85 200
Weight of their daughter = 45 kg 89 g 75 500
Sum of their weights = W
eight of Mrs Kapoor + Weight + 45 89
of Mr Kapoor + Weight of their 205 789
daughter
=8
5 kg 200 g + 75 kg 500 g +
45 kg 89 g kg g
85 200
= 205 kg 789 g
– 45 89
b. Difference in the weight of Mrs Kapoor and her 40 111
daughter = 85 kg 200 g – 45 kg 89 g
= 40 kg 111 g
Example 2: A painter bought 8 L 300 mL of red paint, 3 L 682 mL of yellow
paint and 765 mL of grey paint. How much paint did he buy altogether?
Quantity of red paint = 8 L 300 mL L mL
1 1
Quantity of yellow paint = 3 L 682 mL 8 300
3 682
Quantity of white paint = 765 mL +0 765
Total quantity of paint purchase altogether = Quantity of red 12 747
paint + Quantity of yellow paint + Quantity of yellow paint
= 8 L 300 mL + 3 L 682 mL + 765 mL
= 12 L 747 mL
147
Time to Check 5

1. Mannit travelled 6 km 919 m on the first day and 9 km 110 m on the
second day. Find the total distance he travelled in the two days.
2. A piece of cloth measures 250 m. From the piece, lengths measuring 11
m 11 cm, 7 m 12 cm and 25 m 56 cm were sold. Find the total length of
the cloth that was sold. What length of cloth was left?
3. Priti buys a gold ring weighing 5 g 555 mg and a necklace weighing 25
g 290 mg. If she has a 10 g gold coin which she wants to exchange for
the jewellery, for how much gold does she have to pay?
4. Tina’s brother weighed 2 kg 750 g at birth. After two months his weight
was 3 kg 850 g. How much weight did he gain in two months?
5. A tank is filled with a mixture of 2500 mL of oil and water. If it contains
759 mL of water, find the quantity of oil in the mixture.
6. A mocktail was made by mixing 3 L 125 mL lemon juice, 1 L 238 mL
orange juice, 0.5 L mango juice, 7 mL soda and 1.5 L water. Find the
quantity of mocktail that was prepared.

1. Saira gained 3 kg 650 g. What was her weight E
earlier if she weighs 55 kg 225 g now? C

11m 1
9m
2. Manish moves from the point A to point E, going

10cm
9cm
through the points B, C and D on the way. What

m
A
55m 30c
is the total distance travelled by Manish?

D
15
3. Pia’s travel bag weighs 5 kg and 80 cm long. Tina’s

m
travel bag weighs 7 kg 350 g more and is 555 mm

45
cm
longer than Pia’s travel bag. Find the mass and

B
length of Tina’s travel bag.
148
Practise Platform
1. Convert and write.
a. 650 cm = m cm b. 7 km 229 m = m
c. 1006 g = kg g d. 3 kg 308 g = g
e. 2869 mL = L mL f. 2 L 799 mL = mL
g. 4918 g = kg g h. 29 kg 753 g = g
i. 7701 mL = L mL j. 4 L 18 mL = mL
2. Arrange in columns and add.

a. 20 m 50 cm, 12 m 28 cm and 16 m 24 cm
b. 2 kg 12 g, 3 kg 105 g and 7 kg 999 g
c. 12 kg 120 g, 7 kg 60 g and 10 kg 4 g
d. 10 L, 2 L 10 mL and 1 L 5 mL
3. Arrange in columns and subtract.
a. 12 m 10 cm from 18 m 9 cm
b. 11 km 900 m from 15 km
c. 8 kg 710 g from 12 kg 140 g
d. 7 L 840 mL from 12 L 920 mL
4. A plane is flying at a height of 2552 m above the ground. Express
the height of the plane above the ground in kilometres and metres.
5. The weight of a bag of tomatoes is 4 kg 226 g. Express the weight
of the bag of tomatoes in grams.
6. The capacity of a container is 6840 mL. Express the capacity of
the container in litres and millilitres.
7. Tina bought 12 kg 500 g of flour, 13 kg 560 g of rice and 14 kg
950 g of pulses.
a. What is the total weight of the items bought by her?
b. Tina gave 11 kg of flour to her brother on her way back home. How
much flour was left with her?
8. A water tank was filled with 220 L 189 mL of water in the morning
and 708 L 335 mL of water in the afternoon. How much water was
filled in a day?
149
9. Ansh travelled 800 m on foot and 1 km 35 m by bus. Find the total
distance travelled by him.
Enrichment Corner
Lab Activity
Aim: To check the capacity of different containers by
estimation and by actual measurement.
Requirements: Four different containers, one measuring cup of
200 mL
Steps:
1. Work in groups of four.
2. Estimate the capacity of each container
kept in the classroom.
3. Write these estimates in the table given
below. A B C D
4. One member from each group shall come forward and fill each
container to the brim with the help of the measuring cup to find its
actual capacity.
5. Complete the table given below and compare your findings with
others in the class.
Container Estimated capacity Actual capacity
A
B
C
D
6. The group with the best reasonable estimate will be the winner.
Project
Find the height and weight of your family members. Compare their heights
and weights. Are there any interesting conclusions that you can draw?
150
11 Perimeter and Area

• Perimeter
Perimeter is the distance around
a shape whereas area is the • Area
measure of the inside surface of a • Word problems
shape. For example, for fencing a
garden, we find the perimeter and
for painting a room, we calculate
the area of the room.
Spark Up
If the length of each matchstick is 3 cm, what is the sum of all sides of
these figures?
a. b. c.
The total length of all sides of figure (a) is cm.
The total length of all sides of figure (b) is cm.
The total length of all sides of figure (c) is cm.
The total lengths of all sides of (a), (b) and (c) are the perimeters of each shape.
151
Perimeter
The figure below shows an irregular piece of land. Find the length of the
fence required to enclose the land.
F 5m E
5.5 m
6m
G D 2m
6m H C
4m
m
A 5m B 4
Length of the boundary of the land can be expressed as AB + BC + CD +

DE + EF + FG + GH + HA = 5 m + 4 m + 2 m + 6 m + 5 m + 5.5 m + 6 m +
4 m = 37.5 m
So, the length of the fence required to
cover the land is 37.5 m. Knowledge Time
37.5 m is the perimeter of the land. Since perimeter is length,
we use units of length such
The length of the boundary of a plane
figure is called its perimeter. as cm and m for it.
The word perimeter is derived from the Greek word “Peri” meaning
“around” and “meter” meaning “measuring”.
Example: Find the perimeter of the given figures.

a. D 3 cm C b. P
4 cm
Q
4 cm 4 cm
12 cm
12 cm
A 7 cm B
T 8 cm R
S 8 cm
a. Perimeter of ABCD = AB + BC + CD + DA = 7 cm + 4 cm + 3 cm + 4 cm
= 18 cm
b. Perimeter of PQRST = PQ + QR + RS + ST + TP
= 10 cm + 12 cm + 8 cm + 8 cm + 12 cm
= 50 cm
152
Perimeter of a Rectangle
A Length(l ) B
The perimeter of a rectangle can be calculated by
Breadth(b)
Breadth(b)
adding all its sides.
Perimeter of a rectangle = Sum of length of all its sides
= Length + Breadth + Length + Breadth D Length(l ) C
= l + b + l + b = 2 l + 2 b
= 2(l + b)
R
Perimeter of a Triangle
Perimeter of the triangle PQR = length of its boundary
cm
8c
= PQ + QR + PR = 4 cm + 8 cm + 12 cm
m
12
= 24 cm
Perimeter of a triangle = Sum of all sides of a triangle P 4 cm Q
Knowledge Time
• All sides of an equilateral triangle are equal measure in length, thus,
Perimeter of an equilateral triangle = 3 × side
Perimeter of a Square A s B
In a square, all four sides are of equal measure, thus,

Perimeter of a square = Sum of all sides s s
=s+s+s+s
C s D
= 4 × s = 4s
Example: Find the perimeter of the following figures.
a. A 20 cm B b. A B
cm
7
D 9 cm C
12 cm
10 m
5 cm
E
cm
5
3.
F D C
153
X N A B
3
c. cm cm cm d.
5
3
cm
5
M
W O
3
cm cm
3 8m
V P
3
cm
cm
3
U Q
S
3
cm cm
5
cm
D C
cm
3 12 m
5
T R
A 20 cm
a. Perimeter of the figure = AB + BC + CD + DE + EF + FA B
cm
7
=2
0 cm + 7 cm + 9 cm + 5 cm +
12 cm
D 9 cm C
5 cm
3.5 cm + 12 cm
E
cm
5
= 56.5 cm F 3
.
A B
b. Perimeter of square ABCD =

10 m
= 4 × side
= 4 × 10 m = 40 m D C
c. Perimeter of the figure = M

N + NO + OP + PQ + QR + RS + X
3
cm
N
cm cm
5
ST + TU + UV + VW + WX + XM
3
cm
5
M
W O
3
cm cm
3
=3
cm + 5 cm + 3 cm +3 3
cm
V P
3
cm
cm + 5 cm + 3 cm + 3
U Q
S
3
cm cm
cm
cm
3
5
cm + 5 cm + 3 cm + 3 T R
cm + 5 cm + 3 cm = 44 cm
d. Perimeter of ABCD =
= 2(Length + Breadth) A B
= 2 (8 m + 12 m)
8m
= 2 20 m
= 40 m D 12 m C
Finding the Perimeter of Figures on a Square Grid Paper

Perimeter of a figure can be calculated by counting the number of 1 cm
squares along each side of the figure and then adding the length of all the
sides of the figure.
Example: Find the perimeter of the given figure.
154
1 cm
Here, length of each square is 1 cm

1 cm
6 cm
1 cm
1 cm
1 cm
8 cm 1 cm
1 cm
1 cm
1 cm
1 cm
5 cm 1 cm
Perimeter of the given figure = 6 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm +

1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 1 cm + 5 cm + 8
cm = 32 cm
Time to Check 1
1. Find the perimeter of the following shapes.
24 cm
5 cm
a. b. c.
2 cm 2 cm
6 cm 6 cm
6 cm 8 cm
155
15 cm B
d. 7 cm e. 2 cm 1.5 cm
A
1.5 cm
D C
12 cm K 1 cm
J
1 cm
F E
H I 3 cm
7 cm
4 cm
G
15 cm 1 cm
f. B E g.
1cm
cm
C 10 cm D
10
10
A cm
cm F
10
I 10 cm H
10
cm
1cm
1cm
J G
i. ii.
iii.
2. Find the perimeter of the triangles with the given sides.

a. 5.5 cm, 8 cm, 3.5 cm b. 12 cm, 7 cm, 4 cm c. 4 m, 4 m, 10 m
d. 8 m, 10 cm, 4 m
3. Find the perimeter of the squares with the given sides.
a. 18 m b. 5 m c. 15 cm d. 9 cm
4. Find the perimeter of the rectangle with the gives sides.
a. l = 12 m, b = 10 cm b. l = 9 cm, b = 5 cm c. l = 10 m, b = 4 m
d. l = 11 m, b = 18 cm
Area
Take a white sheet of paper and trace your palm on it. Now take some
buttons of equal size and paste them on the palm you drew.

156
How many buttons are needed to cover your palm Compare your answers
with those of a friend and see who needs more buttons.
Whose palm has a larger surface?
The amount of surface covered by an object is called its area.
Example: The length of each small square is 1 unit. Calculate the area of
each shape.
1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11
6 7 8 9 10 12 13 14 15 16 17 18 19 20 21 22
11 12 13 14 15 23 24 25 26 27 28 29 30 31 32 33
16 17 18 19 20 b
21 22 23 24 25 1 2 3
26 27 28 29 30 4 5 6
31 32 33 34 35 7 8 9
36 37 38 39 40 10 11 12 1 2 3
41 42 43 44 45 13 14 15 4 5 6
46 47 48 49 50 16 17 18 7 8 9
51 52 53 54 55 c 10 11 12
56 57 58 59 60 13 14 15
61 62 63 64 65 16 17 18
66 67 68 69 70 d
a
The area of a, b, c and d can be calculated by counting the number of

squares enclosed by the figure.
Here, Figure a covers 70 squares. This means that the area of a = 70
square units.
Similarly, area of figures b is 33 units, c is 18 units, d is 18 units.
Hence,
The area of a surface or a plane figure is the number of square units
needed to cover the surface or the figure.
Knowledge Time
The standard unit of area is square metre (m2). Some other units of area
are square centimetre (cm2) and square kilometre (km2).
157
Area of a Rectangle
The length of the board is 8 m and its breadth is 4 m.
8m
4m
To calculate the area of the board, we can divide it into a square of 8 rows
and 4 columns.
Since the board contains 32 squares, so its area = 32 square metres
Also, on multiplying length (l ) = 8 m and breadth (b) = 4 m, then the
product obtained is 32 square metre. Thus,
Area of a rectangle = length (l ) breadth (b)
Area of a Square
Let us find out the area of a chessboard of side 5 cm.
1 cm
5m
To calculate the area of a chessboard, we can divide it into a square of 5

rows and 5 columns.
Since the board contains 25 squares, so its area = 25 square centimetres
Also, on multiplying 5 cm by 5 cm, the product obtained is 25 square
centimetres. Therefore,
Area of a square = side (s) × side (s) square units = s2 units
Example 1: Find the area of the rectangle with length 10 cm and breadth 8 cm.
Area of a rectangle = Length (l ) × Breadth (b)
= 10 cm × 8 cm = 80 cm2
158
Example 2: Find the area of the square field of length 45 m.
Area of square = side × side
= 45 m × 45 m = 2025 m2
Area Using Half Square Units

Example: Find the area of the shaded figure.
In the given figure, we can see there are 12 full squares and 8 half squares.
1 1 1 1 1 1 1 1
8 half squares = + + + + + + + = 4 complete squares
2 2 2 2 2 2 2 2
Thus, total number of complete squares = 12 + 4 = 16 squares
So, the area of the given figure is 16 square units.
Area of Irregular Shapes

For the figures not made up of straight lines, we can find their approximate
area.
Step 1: Count the number of whole squares.
In the given figure, number of whole squares = 4
Area of wholes squares = 4 square units
Step 2: Count the number of squares that are

more than half.
Number of more than half squares = 7
Area of more than half squares = 7 square units
Step 3: Count the number of half squares
In the given figure, number of half squares = 0
Area of half squares = 0 square units

159
Step 4: Count the number of squares that are less than half.
Number of less than half squares = 4
Area of less than half squares = 0 square units
Step 5: Add the number of squares obtained in step 1, 2 and 3.
Total number of squares enclosed by the figure = 4 square units + 7 square
units + 0 square units + 0 square units
Thus, the approximate area of the figure = 11 square units
Time to Check 2
1. Find the area of each of the following figure. Each square is of 1

square unit.
a. b. c.
d.
2. Find the area of the following figures. Each square is of 1 square unit.
a. b.
c.
160
3. Find the area of the rectangle with the given dimensions.
a. l = 15 cm, b = 9 cm b. l = 22 m, b = 10 m
c. l = 11 cm, b = 5 cm d. l = 78 m, b = 1 m
4. Find the area of the square with the given dimensions.
a. 6 cm b. 35 cm c. 7 m d. 19 m
Word Problems on Perimeter and Area

Example 1: Priya wants to put lace on a piece of cloth 25 cm in length and
10 cm in width (breadth). How much lace will she need to put around it?
Quantity of lace required = Perimeter of the rectangular cloth
= 2 (length of a rectangle (l ) + breadth of a
rectangle (b))
= 2 (25 + 10) = 70 cm
Thus, Priya needs 70 cm lace to put around a piece of a cloth.
Example 2: A square garden is 50 m in length. What is the area of the
garden?
Length of the garden = 50 m
Area of the square garden = (side)2
= (50 m)2 = 2500 m2
Hence, area of the square garden is 2500 m2.
Time to Check 3

1. Anand walks in a rectangular park of length 55 m and breadth 25 m.
Find the distance covered by him in one round.
2. The length of a square envelope is 22 cm. Find its perimeter.
3. Divya has a rectangular board of length 31 cm and breadth 11 cm. Her
friend Diya has a square board of side 19 cm. Whose board is bigger
and by how much?
4. The length of the base of a rectangular box is 5 cm longer than the
breadth. The breadth measures 25 cm. Find the area and perimeter of
the base of the box.
161
5. A farmer has a square piece of land. Each side measures 34 m. He
wants to sow sunflower seeds in his land. Find the area of the land to
sow the seeds.
1. The perimeter of a square is 32 cm. What is the area of the

square?
2. The given figure is made up of 6 identical blocks.
18 cm
If its perimeter is 92 cm, find the breadth of each blocks.
Practise Platform
1. Which of the following shapes has the largest perimeter?
a. b.
3 cm 3 cm 3 cm
3 cm
3 cm
c. 3 cm d.
6 cm 5 cm
6 cm
2. Find the area of the following figures by counting the number of

squares.
a. b.
162
c. d.
3. The length of each side of a square on the grid is 1 cm. Find the
perimeter of the figures given below.
1 cm
1 cm
A B C
a. Which figure has the greatest perimeter?

b. Which figure has the shortest perimeter?
4. Find the perimeter of the following shapes.
a. A b. A 2 cm B
4
cm
4 cm 6 cm
8 cm D
F
3 cm E
2 cm
C D C
6 cm 4 cm
B
Enrichment Corner
Lab Activity
Aim: T
o reinforce that the figures with same perimeters can have
different areas.
Requirements: Square grid, sketch pens, pencils and scale (1 per student)
163
Steps:
1. Work in groups of two and distribute one square grid paper to each
student.
2. Student 1 in each pair will draw 3 rectangles having perimeter of 12
units and student 2 will draw rectangles with perimeter 18 units.
3. The students then label the rectangles and fill in the table given
below.
Rectangle Length Breadth Perimeter Area
Student 1
A
B
C
Student 2
A
B
C
4. Ask each pair to discuss the conclusion about the length, the
breadth and the area of the rectangles drawn by them with each
other, and share the observation with the class.
Project
Perimeter of Closed Shapes
Let us learn how to find the perimeter of any closed object using a thread.
Stretch a thread along its boundary. Then open it and measure the
length using a ruler or scale.
Place the string on any point of the closed shape and
move it along the boundary of the closed shape. Mark a
dot on the string when it reaches the starting point and
remove it.
Now measure the length of the string with the help of the ruler, this
gives the perimeter of the closed shapes. Use this method to find the
perimeter of your finger and wrist. Compare your answers with your
classmates.
164
12 Time
Time plays a significant role in our life. It helps • 12-hour and

us structure and organize our daily activities. 24-hour clock
We need time to study, to eat, to sleep, and to • Conversion of time
accomplish all our daily chores. Even things • Addition and
that happen around us, such as day and subtraction of time
night, change of seasons, etc. are also time- • Duration
dependent. Discuss the importance of time in
• Timeline
your life in class.
Spark Up
Draw the hands on the given clocks according to the number of hours
and minutes passed.
1.
1 h 20 min
10 o’clock
2.
1 hr 15 min 47 min
6 o’clock
165
12-Hour Clock and 24-Hour Clock
Dad, I saw your
train ticket to Hyderabad. Rishi, the time on the
It says the train leaves at ticket is written in 24-hour
1800 hours. What does DEP
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03
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MOSC 07-B
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t DAT
0706 6 HOU
07/0E
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LND :30 03 GAT
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We use two types of clock formats to tell time: 12-hour and 24-hour
formats.
12-Hour Clock Format

The 12-hour clock method defines all 24 hours of the day using numbers 1
to 12, followed by a.m. or p.m.
“a.m.” and “p.m.” stand for “ante meridiem” and “post meridiem,”
respectively.
Midnight = 12:00 at night
11:00 PM 12:00 AM
1:00 AM
10:00 PM 2:00 AM
The initial
9:00 PM Midnight 3:00 AM 12-hour period
which lasts
8:00 PM 4:00 AM
from midnight
The next 12- 7:00 PM 5:00 AM to noon is
hour period PM written with
which lasts 6:00 PM 6:00 AM a.m.
AM
from noon to 7:00 AM
5:00 PM
midnight is
written with 4:00 PM 8:00 AM
p.m. 9:00 AM
3:00 PM Noon
2:00 PM 10:00 AM
1:00 PM 11:00 AM
12:00 PM
Noon = 12:00 in the day
In a 12-hour clock format, each hour of the day appears twice.
166
4 a.m. is early in the morning 4 p.m. is late in the afternoon.

11 p.m. is one hour

2 a.m. is two hours
before midnight.
after midnight.
Midnight
24-Hour Clock Format

The 24-hour clock shows the time in the number of hours and minutes
passed since midnight.
• In 24-hour clock format the time is expressed as
a 4-digit number (hhmm) followed by ‘h’ to denote
hours.
• Here, the first two digits from the left tell us the
hours and the next two digits tell us the minutes.
• In 24-hour clock format, we do not write a.m. or p.m.
Conversion of a 12-Hour Clock to a 24-Hour Clock
12-hour clock to 24-hour clock
12-hour 24-hour Rule
Midnight 12:00 a.m. 0000 h • Midnight in the 24-hour
12:10 a.m. 0010 h clock is written as 0000 h.
12:45 a.m. 0045 h • The hours and minutes
a.m. 1:00 a.m. 0100 h remain the same from 1:00
3:00 a.m. 0300 h a.m. to 11:59 a.m. in both
6:30 a.m. 0630 h the clocks. But we do not
11:50 a.m. 1150 h write a.m. or p.m. in 24-
hour clock.
167
Noon 12:00 p.m. 1200 h • Noon in the 24-hour clock
12:15 p.m. 1215 h is written as 1200 h.
12:30 p.m. 1230 h • Add 12 hours for the time
which ranges from 1:00
p.m. 1:00 p.m. 1300 h (1 + 12 = 13)
4:00 p.m. 1600 h (4 + 12 = 16) p.m. to 11:59 p.m. For
6:00 p.m. 1800 h (6 + 12 = 18) example, 5 p.m. is written
10:30 p.m. 2230 h (10 + 12 =22) as 1700 h (12+5=17) in
11:30 p.m. 2330 h (11 + 12 = 23) 24- hour clock.
Conversion of a 24-Hour Clock to a 12-Hour Clock

24-hour clock to 12-hour clock
24-hour 12-hour Rule
0000 h 12:00 a.m. • 0000 h in the 12-hour clock is
0030 h 12:30 a.m. written as 12:00 a.m.
0055 h 12:55 a.m. • Add a.m. to the time from 0000h to
0200 h 2:00 a.m. 1159 h.
0500 h 5:00 a.m. • The hours and minutes remain the
0810 h 8:10 a.m. same in both the clocks.
1050 h 10:50 a.m.
1200 h 12:00 p.m. • 1200 h in the 12-hour clock is
1225 h 12:25 p.m. written as 12:00 p.m.
1240 h 12:40 p.m. • Subtract 12 hours and add p.m. at
1500 h 1:00 p.m. (13 – 12 = 1) the end for the time which ranges
1700 h 5:00 p.m. (17 – 12 = 5) from 1300 to 2359 (the time where
2000 h 8:00 p.m. (20 – 12 = 8) hours are more than 12).
2130 h 9:30 p.m. (21 – 12 = 9)
2340 h 11:40 p.m. (23 – 12 = 11)
Time to Check 1
1. Complete the table below by writing the time in 24-hour clock.
12-hour 24-hour
5 o’ clock in the evening
12 o’ clock in the afternoon
6 o’ clock in the morning
12:30 at night
12:00 at midnight
168
1212 hour
hour time 2424
time
2. Write the time in both 12-hour and 24-hour clock formats.
hour
hour time
time
12 hour
12 hour time time24 hour
24time
hour time
12 hour time 24 hour time
12-Hour clock 24-Hour clock
12
11
10
9
8
7 6
12
11
10
9
8
7 6
12
11
10
9
8
7 6
12
11
10
9
8
7 6
12
11
10
9
8
7 6
169
Conversion of Time
You both studied for an equal
amount of time. If we convert 1 hour
You know, I And I studied and 35 minutes into minutes, we get
studied for 95 for 1 hour 35 60 minutes + 35 minutes, which is
minutes today! minutes today! equal to 95 minutes.
Converting units helps us express quantities in different ways and compare

quantities which are in different units.
Conversion of Units of Time
60 seconds = 1 minute 24 hours = 1 day

60 minutes = 1 hour 7 days = 1 week
12 months = 1 year 10 years = 1 decade

52 weeks = 1 year 100 years = 1 century
365 days = 1 year
1000 years = 1 millennium
Rules of Conversion
×7 × 24 × 60 × 60
weeks days hours minutes seconds
÷7 ÷ 24 ÷ 60 ÷ 60
170
Conversion of Hours, Minutes and Seconds
Example 1: How many seconds are there in 23 minutes and 5 seconds?
1 minute = 60 seconds
23 minutes = 23 × 60 seconds
= 1380 seconds
23 minutes and 5 seconds =
1380 seconds + 5 seconds
= 1385 seconds
There are 1385 seconds in 23 minutes and 5 seconds.
Example 2: How many hours and minutes are there in 188 minutes?
1 hour = 60 minutes 0 0 3 hours
60 1 8 8
188 minutes = 188 ÷ 60 hours –0
There are 3 hours and 8 minutes in 188 minutes. 1 8
– 0
= 3 hours 8 minutes
1 8 8
There are 3 hours and 8 minutes in 188 minutes. –1 8 0
8 minutes
Example 3: How many hours are there in 6 days?
1 day = 24 hours
6 days = 6 × 24 hours
= 144 hours
There are 144 hours in 6 days.
Example 4: How many minutes and seconds are there in 139 seconds?
1 minute = 60 seconds
0 0 2 minutes
139 seconds = 139 ÷ 60 minutes
60 1 3 9
= 2 minutes 19 seconds –0
There are 2 minutes and 19 seconds in 139 1 3
seconds. – 0
1 3 9
–1 2 0
1 9 seconds
171
Conversion of Years, Months, Days and Weeks
Example 1: Mr Malhotra has gone on a holiday to Europe for 5 weeks.
After how many days will he back?
1 week = 7 days
5 weeks = 5 × 7 days
= 35 days
Mr Malhotra will be back in 35 days.
Example 2: Arun’s brother will graduate in 48 months. How many
years will Arun’s brother take to finish his studies?
1 year = 12 months 0 4 years
48 months = 48 ÷ 12 years 12 4 8
–4 8
= 4 years
0 months
Example 3: How many days are there in 2 years and 34 days?

1 year = 365 days
2 years = 2 × 365 days
= 730 days
2 years and 34 days = 730 days + 34 days
= 764 days
Example 4: How many decades are there in 60 years?
1 decade = 10 years
60 years = 60 ÷ 10 decades
= 6 decades
Time to Check 2
a. The longest hand of a clock which moves faster shows .
b. There are seconds in 10 minutes.
172
c. There are months in two years.
d. There are days in four weeks.
e. There are decades in 30 years.
f. There are weeks in two years.
g. A half year consists of months.
h. A century has years.
i. 2 millenniums = years
2. Convert into minutes.

a. 8 hours b. 5 hours 35 minutes
c. 6 hours 20 minutes d. 5 hours 15 minutes
e. 5 hours 27 minutes f. 790 seconds
3. Convert into hours and minutes.
a. 120 minutes b. 180 minutes
c. 358 minutes d. 520 minutes
4. Convert into seconds.
a. 1 minute 24 seconds b. 13 minutes 45 seconds
c. 18 minutes 28 seconds d. 25 minutes 17 seconds
5. Convert into days.
a. 12 weeks b. 6 months c. 7 years
d. 3 months and 52 days e. 8 years 12 days
6. Convert into weeks and days.
a. 123 days b. 211 days c. 5 years and 2 weeks
d. 7 years e. 700 days f. 9 years and 6 weeks
Addition and Subtraction of Time

We do not add and subtract time the same way we add and subtract
numbers. Operations on time require us to consider hours and minutes
separately.
173
Addition of Time
Example: Add 1 hour 45 minutes and 2 hour 35 minutes.
hour minutes
45 + 35 = 80 minutes
11 45
80 minutes > 60 minutes
+ 2 35 Regroup minutes to hours and minutes.
4 20 80 minutes =
60 minutes + 20 minutes
= 1 hour 20 minutes
1 hour 45 minutes + 2 hour 35 minutes = 4 hour 20 minutes
Subtraction of Time
Example: Subtract 30 minutes 32 seconds from 42 minutes 10 seconds.
minutes seconds We cannot subtract 32 seconds from 10 seconds.
4241 1070 So, borrow 1 minute (60 seconds) from the
– 30 32 minutes column.
11 38 1 minute + 10 seconds = 60 seconds + 10 seconds
= 70 seconds
70 – 32 = 38 seconds
42 minutes 10 seconds – 30 minutes 32 seconds = 11 minutes 38 seconds
Time to Check 3
1. Add.
a. 12 minutes 45 seconds and 19 minutes 12 seconds
b. 4 hours 23 minutes and 2 hours 37 minutes
c. 3 hours 35 minutes and 2 hours 90 minutes
d. 23 minutes 20 seconds and 18 minutes 40 seconds
2. Subtract.
a. 3 hours 24 minutes from 5 hours 2 minutes
b. 12 minutes 23 seconds from 34 minutes 13 seconds
c. 12 hours 12 minutes from 20 hours 11 minutes
d. 8 hours 3 minutes from 22 hours
174
Duration
The time spent from the start to the end of any activity is the duration or
time taken for that activity.
Example 1: A movie began at 4:35 p.m. Aayan started to watch it at
5:23 p.m. For how much time did Aayan miss the movie?
Start time of the movie = 4:35 p.m.
Time at which Aayan started watching = 5:23 p.m.
hour minutes
54 2383
4:35 pm to 5:23 p.m. = 48 minutes
– 4 35
0 48
The time for which Aayan missed the movie = 48 minutes
Example 2: A talk show started at 7:30 p.m. and lasted for 45 minutes. At
what time did the talk show finish?
Start time of the talk show = 7:30 p.m.
Duration of the talk show = 45 minutes
Finish time of the talk show = Start time + Duration = 7:30 + 45 min
12 12
11 11
+ 30 minutes 10 + 15 minutes 10
9 9
8 8
7 6 7 6
So, the talk show will finish at 8:15 p.m.

Example 3: A 55-minute long flight from Dehradun to Delhi arrived at
2130 hours. When did the flight take off?
Time at which flight arrived = 2130 hours = 9:30 p.m.
Duration of the flight = 55 minutes
Take off time for the flight = 9:30 p.m. – 55 minutes
12 12
11 1 11 1
30
minutes
– 30 minutes 10 2 – 25 minutes 10 2
minutes
9 3 9 3
8 4 8 4
25
7 6 5 7 6 5
So, the take off time of the flight was 8:35 p.m.
175
Connect (Everyday Life)
Timeline
A timeline is a way to understand the relationship between events and the
dates as and when they took place. To understand a time line start listing
the years in which the following events took place.
• I was born -
• I took my first step -
• The year my sibling was born -
• The year I joined kindergarten -
• I lost my first tooth -
• The year I joined my present school -

Using the information above, write the years on the bottom and the event
on the top of the time line.
Time to Check 4
1. Jia went to play badminton at 6:00 p.m. and returned home at
7:30 p.m. For how long did she play?
2. An event started at 3:30 p.m. and ended at 5:00 pm. What was the
duration of the event?
3. Hari started his homework at 9:15 p.m. and finished at 10:30 p.m. How
long did he take to complete his homework?
176
4. The movie ended at 9:30 p.m. If it lasted for 2 hours and 15 minutes. at
what time did it start?
5. Sia’s cooking lesson finished at 4:15 p.m. The lesson lasted for
45 minutes. What time did her cooking lesson start?
6. Find out the year of the following events and show them on a timeline.
a. India won its freedom
b. The Jallianwala Bagh Massacre
c. Battle of Plassey
d. British East India Co. formed in London for trade in India
e. Birth of Indian National Congress
f. Year of implementation of Indian Constitution
7.
Look at the following calendar month and answer the questions given
below:
MAY 2024
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
Author talk
5 6 7 8 9 10 11
GK Quiz Full moon Visit to a
bakery
12 13 14 15 16 17 18
Puppet show Disaster
management
drill
19 20 21 22 23 24 25
New moon Book
exhibition
26 27 28 29 30 31
Author talk
a. When is GK Quiz in school?

b. When do we have full moon and new moon in the month?
c. How many Wednesdays are there in the month?
d. On which days will author talk take place?
e. Name the events scheduled on third Friday of this month.
177
1. Kunal started his school lessons at 8:45 a.m. His lessons lasted for
2 hours 15 minutes. What time did his lessons end?
2. Jia looked at the clock when she was washing her hands. The seconds
hand moved from 4 to 10. She then stopped washing her hands. How
long did she wash her hands?
3. Ria reached the library at 10:15 a.m. She stayed there for 5 hours
35 minutes. At what time did she leave the library?
Practise Platform
1. Tick () the correct options.

a. How many hours are there in 120 minutes?
i. 5 hours ii. 4 hours iii. 2 hours iv. 12 hours
b. How many minutes are there in 4 hour and 10 minutes?
i. 150 minutes ii. 106 minutes
iii. 250 minutes iv. 280 hours
c. How many years are there in 72 months?
i. 4 years ii. 6 years iii. 7 years iv. 9 years
d. How many years are there in 1 millennium?
i. 1000 years ii. 10 years iii. 100 years iv. 101years
2. Tina’s car practice ended at 5:15 p.m. It lasted for 1 hour and 15
minutes. What time did her car practice start?
3. Write the following using a.m./p.m. and in 24-hour clock format.
a. 2:35 in the morning b. 4:35 in the evening
c. 6:45 in the evening d. 8:48 in the evening
e. 2:20 midnight
4. What was the time 4 hours before the given times?
a. 3:20 a.m. b. 9:15 a.m. c. 5:45 p.m. d. 12 noon
5. What will be the time 6 hours after the given times?
a. 2:30 p.m. b. 5:15 p.m. c. 2:34 a.m. d. 2:15 a.m.
178
Enrichment Corner
Lab Activity
Aim: To develop the skill of reading clocks and calculating
time durations accurately.
Requirements: A dummy clock (on which minutes are clearly visible)
with movable hands
Steps:
1. The teacher will move the hands of the clock to show
a particular time.
2. The student will note down the time.
3. The teacher will then set another time on the clock
and the students will note down this time.
4. They will then calculate the duration of time between
the two timings shown by the teacher.
5. Repeat steps 1–4 until time permits.
6. Then the teacher will show another time, say 8:45 on
the clock, and ask questions, say, ‘what will be the
time 3 hours later?’.
7. The students will note the time and calculate the time three hours
later.
Project
Observe your daily routine and write which activity takes minutes and
which takes seconds to complete. Write the duration of that activity in
minutes or seconds.
My Activity Table
Activity Time taken (minutes / seconds)
Raising a hand
Studying
Taking one step forward
Washing hands
Getting ready for school
179
13 Money

Apart from buying things, money helps • Conversion of money
us get the various services we need. For • Addition and Subtraction
example, if we take a taxi ride, we pay of money
money to the driver. Similarly, when • Multiplication and
we need any service from electricians, division of money
plumbers or barbers, we pay them • Bills
money for the services they provide.
Spark Up
a. ` p b. ` p c. ` p d. ` p
25 30 137 45 224 63 716 12
+ 90 25 + 321 32 + 322 10 + 167 25

a. ` p b. ` p c. ` p d. ` p
57 32 875 26 368 12 659 68
– 25 15 – 530 15 – 119 03 – 389 75

a. ` p b. ` p c. ` p d. ` p
27 37 23 97 37 83 14 65
× 3 × 5 × 7 × 9

a. `273 by 2 b. `912.16 by 3 c. `23 by 7
180
Conversion of Money
You already know that,
$1 = 100 paise 100 p = $1
1
1p=$
100
Example 1: Convert $32.38 to paise.
$32.38 = $32 and 38 p
= 32 × 100 p + 38p
= 3200 p + 38p = 3238 p
Example 2: Convert to rupees.
23 847
a. 23 p = $ = $0.23 b. 847 p = $ = $8.47
100 100
Time to Check 1
1. Convert the following to rupees.
a. 9823 p b. 5204 p c. 14800 p d. 9000 p
2. Convert the following to paise.
a. $34.87 b. $12.89 c. $98.6 d. $112.9
Addition of Money
Example 1: Add 10.5 and 11.74.
1. Write down the 2. Put a zero after the 3. Start adding from
numbers such that the number following the rightmost
decimal points line up. the decimal point. column.
$10 . 5 $10 . 50 $101 . 50

+ $11 . 74 + $11 . 74 + $11 . 74
$22 . 24
Bring down the
decimal in your
answer.
181
Example 2: Add $1828 Example 3: Add $3784.1, $327.53
and $1289.33 and $0.25
$3784 . 10
$1828 . 00 $0327 . 53
+ $1289 . 33 + $0000 . 25
$3117 . 33 $4111 . 88
Subtraction of Money
Example 1: Subtract 9.23 from 12.7.
1. Write down the 2. Put a zero after the 3. Start subtracting

numbers such that number following from the rightmost
the decimal points the decimal point. column.
line up. p
$
$ . p 6 10
$12 . 70
$ p
$12 . 70 – $09 . 23
$12 . 7 – $09 . 23 $ 3 . 47
– $09 . 23
Bring down the
decimal in your
answer.
Example 2: Subtract $378.37 Example 3: Subtract $123.7

from $1262.38 from $300
$1262 . 38 $300 . 00
– $0378 . 37 – $123 . 70
$0884 . 01 $176 . 30
Time to Check 2

a. $112.3 and $132.07 b. $901.11 and $200.7
c. $621.10 and $87.11 d. $99.7 and $0.30
e. $111.11 and $220.12 f. $102.07 and $981.93
182
a. $0.75 from $200.17 b. $19.7 from $788.99
c. $100.10 from $987.99 d. $0.7 from $7.30
e. $901.31 from $998.2 f. $200.77 from $500
Addition and Subtraction of Money Together
Example: Sheena has $2000. She bought sweets for $1282.63 and a
bouquet for $368. How much money did she spent in all? How much
money is left with her?
Money spent on sweets = $1282.63
Money spent on bouquet = $368
Total money spent = $1282.63 + $368.63
$1282 . 63
+ $0368 . 00
$1650 . 63
Sheena spent $1650.63
Money left with her = $2000 – $1650.63
$2000 . 00
– $1650 . 63
$0350 . 37
Sheena is left with $350.37
Time to Check 3
1. Aditya bought a toy for $42.75 and a comic book for $25.50. How much
money did he spent in total?
2. Jia purchased a shirt for $450.90 and a pair of jeans for $999.75. How
much money did she spend altogether?
3. Rohit purchased a video game for $75.25. He paid $350 to the
shopkeeper. How much money did he get as change?
4. Ranjana had $780. She spent $595.25 to buy a new bicycle helmet and
$95.50 on a bike lock. How much money was left with Ranjana?
5. Jack spent $15000 on a new smartphone and $255.75 on a phone
cover. If Jack had $20,000, then how much money does he have after
the purchases?
183
Multiplication of Money
Example 1: Multiply 123.01 by 25.
1. Write the larger 2. Multiply the two 3. Put a decimal in

number as the numbers, following the product after
multiplicand and the usual Multiplication two places from
the smaller number method. the right.
as the multiplier.
$1 2 3 . 0 1 $1 2 3 . 0 1
$1 2 3 . 0 1 × 2 5 × 2 5
× 2 5 6 1 5 0 5 6 1 5 0 5
+ 2 4 6 0 2 0 + 2 4 6 0 2 0
$3 0 7 5 2 5 $3 0 7 5 . 2 5
$123.01 × 25 = $3075.25
Example 2: Multiply $453.6 by 3 Example 3: Multiply $1233.82 by 6
If there is one digit after the decimal $1 2 3 3 . 8 2

point then, put a zero after the × 1 6
number following the decimal point. 7 4 0 2 9 2
+ 1 2 3 3 8 2 0
So, write $453.6 as $453.60 $1 9 7 4 1 . 1 2
$4 5 3 . 6 0
× 3 $1233.82 × 3 = $19741.12

$1 3 6 0 . 8 0
$453.60 × 3 = $1360.80
Division of Money
Example 1: Divide $125.45 by 5
5 ) 1 2 5 4 5 )0 2 5 0 9
1. Divide the two –1 0
numbers, following 25
the usual division –25
method ignoring the 045
decimal point. –45
0
184
Put a decimal in the quotient after two places from the right.
Therefore, $125.45 ÷ 5 = $25.09
Example 2: Divide $117.6 by 12
Example 3: Divide $545 by 5
Write 117.6 as 117.60
Write 545 as 545.00, now divide.
12 ) 1 1 7 6 0 )0 0 9 8 0
–1 0 8
5 ) 5 4 5 0 0 )1 0 9 0 0
–5
96
– 96 04
–0
00
45
Therefore, $117.60 ÷ 12 = $9.80 –4 5
000
Therefore, $545.00 ÷ 5 = $109.00
Time to Check 4

a. $119.2 by 3 b. $451.97 by 11 c. $981 by 28
d. $651.18 by 5 e. $891.9 by 12 f. $1234.10 by 32
a. $214.4 by 16 b. $506.09 by 13 c. $134.4 by 24
d. $625.0 by 25 e. $985.32 by 18 f. $876.6 by 6
Unitary Method
Example: The cost of 5 shirts is $226.50. Find the cost of 18 shirts.
First find the cost of 1 shirt by division.

Then, find the cost of 18 shirts by multiplication.
Cost of 5 shirts = $226.50

Cost of 1 shirt = $226.50 ÷ 5 = $45.30
Cost of 18 shirts = $45.30 × 18 = $815.40
Therefore, the cost of 18 shirts is $815.40.
185
Time to Check 5

1. The cost of 5 m cloth is $128.65. Find the cost of 11 m cloth.
2. The cost of 3 chairs is $1247.60. What is the cost of 12 such chairs?
3. Sara has $120, and she wants to buy pens that cost $8 each. How
many pens can she buy?
4. Anurag earns $570.3 for 3 hours' work and he worked for 8 hours. How
much did he earn in total?
Bills
When we buy something from a shop, the shopkeeper gives us a bill. A bill
is a document that shows us the details of our purchase. It contains the
following details:
BILL
Name of the Bill No. 301 Bill number
store Ahuja Cloth House
Date: ___________ Date of
S. No. Items Quantity Price (in $) Amount (in $) purchase
Total amount
TOTAL to be paid.
Names of Cost per

the items item
purchased
Number
of items
purchased
Example: Jia received a bill after her shopping. Review the bill and fill in
the missing information. What is the total amount that Jia needs to pay?
186
Date: 5/06/2023
New Fashion Store
Bill Number: 115
S. No. Items Price per item Quantity Total Amount
(in `) (in `)
1. Kurti $7000.00 1
2. Trousers $900.50 2
3. T-shirts $775.25 4
Total:
The total amount for each item as well as the total amount to be paid is
missing in the bill.
1. The amount for 1 kurti = $7000.00 × 1 = $7000.00
2. The amount for 2 trousers = $900.50 × 2 = $1801.00
3. The amount for 4 t-shirts = $775.25 × 4 = $3101.00
The total amount that Jia needs to pay = $11902.00
Date: 5/06/2023
New Fashion Store
Bill Number: 115
(in `) (in `)
1. Kurti $7000.00 1 $7000.00
2. Trousers $900.50 2 $1801.00
3. T-shirts $775.25 4 $3101.00
Total: $11902.00
Time to Check 6
1. To celebrate her birthday, Neha went for shopping. She bought a cake
for $500.75, 6 candles for $7.50 each and 6 chocolate bars for $95 each.
Prepare a bill for the purchase.
2. Darsh visited a toy store and purchased 2 teddy bears for $505.5, 3
puzzles for $120.00 each and a board game for $300.00. Prepare a bill.
How much does Darsh have to pay for his purchases?
3. Aditi purchased few items from a grocery store. The bill which Aditi
received had some mistakes. Find the mistakes. Also make the correct bill.
187
Date: 25/06/2023
Smart Grocery
Bill Number: 309
(in `) (in `)
1. Bread $75.00 2 $150.00
2. Rice $250.50 4 $1002.00
3. Butter $695.00 2 $1400.00
Total: $2600.00

Anika has $5000. She purchased a few clothes. There was a problem
with the printer and some numbers were not printed in the bill
correctly. Complete the bill. Also, find out the amount left with her
after paying her bill.
BILL
Bill No. 448
Cloth Showroom 01/06/2023
Date: _____________
S. No. Items Quantity Price (in $) Amount (in $)
1 T-Shirts 2 560.00
2 Frocks 1 300.00
3 Socks 2 200.00
4 Bags 1 100.00
5 Caps 2 400.00
TOTAL
Practise Platform
1. Convert to rupees.
a. 1238 p b. 982 p c. 52149 p d. 77213 p
2. Convert to paise.
a. $0.33 b. $99.9 c. $1.88 d. $9.9
3. Rahul bought apples for $152.50, oranges for $77.75 and grapes for
$93.40. What is the total amount paid by Rahul?
4. Roshni bought a book for $325.75 and gave $500 to the shopkeeper.
What amount did she get back?
188
5. A cricket ball costs $56.25. what is the cost of 10 such balls?
6. If the cost of 7 ice creams is $630.00, what is the cost of 12 such
ice creams?
7. Nia went to a bakery and bought 4 cupcakes for $30 each and a
chocolate cake for $550. Can you calculate the total amount that
Nia needs to pay? Prepare a bill for Nia’s purchase.
Enrichment Corner
Lab Activity
Aim: To add money through real life objects using price tags.
Requirements: P
rice tags, wrappers, empty boxes items like toothpaste,
shaving cream and so on
Steps:
1. Divide the class in pairs.
2. Take some price tags or wrappers of some items.
3. Write the names and prices of the items in the record table.
Item name Price No. of items Total cost (in `)
Grand Total = `___________

4. Add the cost of these items and compare the total cost of these items with
your partner’s.
Project
When your parents go to a grocery shop, check the items they bought,
and make a bill for all the grocery items. Check if they were overcharged.
189
Trouble at the Fruit Stand
One sunny afternoon in winter, Ramesh set up his fruit stand at the
bustling market square. “It’s a perfect day for shopping”, thought he. He
invited customers to come and buy, shouting at the top of his voice.
Soon, Ramappa
came with his
mother and
father. As his Apples
Fruit Sale
- ₹120.20 a kg
parents browsed Grapes - ₹85.50 a kg

Strawberries - ₹55.85 per box
the colourful
Oranges - ₹50 a dozen
Cherries - ₹75.65 per box
array of fruits, a
mischievous cat
named Whiskers
spotted the stand
from afar. Whiskers
was known in the
neighbourhood
for his love of
mischief, and he
couldn’t resist the
temptation of the luscious fruits displayed so invitingly.
Whiskers stealthily approached the fruit stand, his eyes fixated on the juicy
peaches, red strawberries, and succulent grapes. With a swift jump, he
landed on the table, knocking over a stack of apples.
“Shoo! Shoo! Get away from here!” Ramesh yelled, waving his hands. But
Whiskers was undeterred. He leapt to the ground, grabbed an orange with
his sharp claws, and darted away.
Unfazed by the incident, Ramesh fixed the disarrayed fruits and continued
attending to his Ramappa’s parents.
Ramappa’s parents bought 2 kg apples, 3 dozen oranges, 3 boxes of
strawberries and 1 kg grapes.
190
Make a bill for Ramappa’s parents and calculate how much they
should pay for the fruits.
However, Whiskers was
determined to cause more
trouble. He returned, this
Fruit Sale
time climbing onto the top Apples
Grapes
- ₹120.20 a kg
- ₹85.50 a kg
of the watermelon pile.

Strawberries - ₹55.85 per box
Oranges - ₹50 a dozen
Cherries - ₹75.65 per box
With his paws, he rolled
a watermelon towards the
edge of the table. Before
Ramesh could reach, the
watermelon tumbled down,
landing with a loud thud.
The cat fled once more,
and the onlookers giggled
at Whiskers’ antics.
Ramesh sighed and said with a smile, “That cat surely knows how to
entertain.”
But the trouble wasn’t over yet. Whiskers, now feeling bolder, decided to
make a leap for the grapes. Ramesh knew that he needed to find a way to
keep the mischievous cat away from his fruits. He asked a nearby vendor
for a basket and placed it over the grapes, securing them from Whiskers’
prying paws.
With the grapes out of reach, Whiskers seemed to lose interest and
eventually wandered off to find other adventures.
Relieved, Ramesh thanked Ramappa’s parents for their patience and good
spirits despite the cat trouble.
Now, it was time for Ramappa’s parents to pay Ramesh for the fruits. They
asked him to add a box of cherries too to their packet.
The total money that they had to pay Ramesh was .
They gave him $750 and asked him to keep the change to recover his loses.
How much did Ramappa’s parents give to Ramesh to recover his loss?
As the day came to a close, Ramesh’s fruit stand remained busy with
happy customers. And even though Whiskers had caused a bit of trouble
and cost some money, everyone agreed that he had added a touch of
excitement to their shopping experience at the fruit stand.
191
14 Data Handling

In newspapers, you might see pictures • Bar graph
called “bar graphs” that show information • Horizontal and vertical
using bars. In this chapter, we will learn bar graph
how to read data from a bar graph and also • Drawing a bar graph
how to show data using different types of
bar graphs.
Spark Up
1. The table below represents the data for different sports liked
by children in a class. Complete the table using tally marks and
answer the questions.
Sport Number of Children Tally Marks
Football 5
Tennis 2
Volleyball 12
Basketball 9
a. How many students like basketball?

b. How many children like tennis?
192
c. How many children like football?
d. Which sport is most popular, and which is least popular?
e. How many more children like volleyball than basketball?
2. Count the number of fruits in each category. Represent the data
using tally marks.
3. Number of cupcakes given to 5 children is given below. Prepare a

pictograph using the given data. Use to show 1 cupcake.
Names of children Number of cupcakes
Chinmay 6
Raj 3
Sachi 7
Neil 9
Shubh 4
Bar Graph
A bar graph represents data using rectangular bars. Each bar represents a
category, and the length or height of the bar corresponds to the quantity of
the category.
193
The bars drawn in a bar graph are of uniform width and have equal
spacing between them. Data in a bar graph can be represented using a
vertical or a horizontal bars.
Vertical Bar Graph

Residents of Shine apartment decided to go on a trip. They were not able to
decide on a destination for their trip, so they conducted a survey. Everyone
voted for their preferred destinations, and the data collected in the survey
is represented using a vertical and horizontal bar graph given below.
Title of the bar Title: Preferred destinations

graph tells us about
the data shown in Scale: 1 unit = 10 people Scale tells us about the
the graph. 80 value that each square
represents.
70
60
Number of people
The height of the bars

50 shows the value of
40 corresponding category.
Horizontal and 30
vertical lines are the
axes, one represents 20
the categories and 10

the other represents 0
the data values. Ooty Sri Nagar Darjeeling Shimla
Destinations
From the bar graph, we see that:
• The tallest bar represents Darjeeling, which means that the maximum
number of people voted for Darjeeling.
• The shortest bar represents Srinagar, which means that the least
number of people voted for Srinagar.
• The bars for Ooty and Shimla are of equal height, which means that an
equal number of people voted for Ooty and Shimla.
194
Horizontal Bar Graph
In horizontal bar graph, data is represented using horizontal bars.
Title: Preferred destinations

Scale: 1 unit = 10 people
Shimla
Destinations
Darjeeling
Srinagar
Ooty
0 10 20 30 40 50 60 70 80 90
Number of people
Let us answer the following questions.

1. How many people voted for Ooty? 50 people
2. Which destinations were equally voted? Ooty and Shimla

3. How many people took part in the survey? 50 + 40 + 60 + 50 = 200
Drawing a Bar Graph

Data in the table below shows the favourite colour of the students.
Colour Red Yellow Blue Green

No. of students 10 5 20 15
To draw a bar graph for this data, follow these steps:

1. Draw two lines, one horizontal and the other vertical such that both the
lines meet at a point.
2. Label the horizontal line as ‘Colours’ and write the names of the colours
on the horizontal axis at equal distance.
3. Look at the data and decide an appropriate scale for the vertical axis.
For example, 1 unit = 5 students.
4. Label the vertical line as ‘Number of students’ and write the values
on the vertical axis based on the scale decided. Here, the values to be
marked are 0, 5, 10, 15, 20, 25…
195
5. Draw the bars and shade them.
6. Write the title and scale of the graph.
Title: Favourite colour of the students
Scale: 1 unit = 5 students
30
25
Number of students
20
15
10
0
Red Yellow Blue Green
Colours
Time to Check 1
1. The given bar graph shows the number of students present in
sections A and B of Class IV from July to November Study the
graph and answer the questions.
Title: Students in section A and B of Class IV
80
70
Number of students
60
50
40
30
20
10
0 July August September October November

Months
a. How many students were present in July?
196
b. How many students were present in August and September?
c. Which two months have the same attendance?
d. Which month shows maximum attendance?
e. In which month, the students were absent the most?
2. The following bar graph shows the number of students in Class IV
who have participated in quizzes of different subjects. Study the
bar graph and answer the questions.
Title: Participation of Class IV students in different subject quizzes
Music
Subjects
Maths
Science
English
0 5 10 15 20 25 30 35 40 45 50 55 60
Number of students who participated
a. How many students participated in Science quiz?

b. In which two subjects did the same number of students participate?
c. If there are 50 students in the class, then in which subject did all
students participate?
d. In which subject did the least number of students participate?
3. Represent the data given below in a bar graph.
Day Monday Tuesday Wednesday Thursday Friday Saturday

Number of 10 35 20 40 25 50
shoes sold
4. The table below shows the number of chairs in grades 1 to 5.

Represent this data in a bar graph.
Grade Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Number of chairs 20 18 22 14 24
197
Draw a bar graph to represent the data in the table.
Marks obtained
100 95 90 85 80
(in Maths)
Number of
5 7 5 9 10
students
Practise Platform
1. Which of the following is not a component of a bar graph?
a. Title b. Key
c. Scale d. Rectangular bars
2. The following table shows the number of different fruit trees in an
orchard. Study the table and draw a vertical bar graph.
Name Mango Apple Guava Papaya Orange

Number of trees 500 250 300 200 450
3. The marks scored by Ria in different examinations is shown in this

bar graph. What is missing in this bar graph? Study this graph and
answer the questions below.
Music
Subjects
Maths
Science
English
0 10 20 30 40 50 60 70 80 90 95 100
Marks scored
198
a. Ria scored maximum marks in which subject?
b. How many marks did Ria score in English and Science?
c. In which subjects did Ria score 90 marks or more than 90 marks?
d. In which subject did Ria score less than 70 marks?
e. What is the difference between the marks scored in Science and
English?
4. Read the bar graph to learn about the vegetables Raj grows in his
backyard. Then answer the questions below.
10
9
Amount of Vegetables (in kg)
8
7
6
5
4
3
2
1
0 Potato Carrot Cabbage Tomato
Types of Vegetables
a. Write the amount of vegetables at the top of each bar.

b. If Raj grows 3kg more tomatoes, how much will he have grown in
total?
c. How many more tomatoes will Raj need to grow to equal the weight
of his potatoes?
d. How many more cabbages will Raj need to grow to equal his carrot
crop?
199
Enrichment Corner
Lab Activity
Aim: To collect and display data
Materials Required: Five cardboard boxes, erasers, glue, paper and
pencils.
Steps:
1. On each cardboard box, write down the following five ways by which
students in your class commute to school.
a. Bicycle b. School van/bus c. Walk d. Public transport
e. Private transport
School Public Private

Bicycle van/bus Walk transport transport
2. Instruct all the students to put an eraser into the box that
corresponds to their mode of transportation to school.
3. Once all the students have completed the activity, count the number
of erasers in each box and create a table to show the collected data
of how students commute to school.
4. Using the data from the table, create a bar graph to visually
represent the different modes of transportation chosen by the
students.
Project
For how many hours do you watch TV every day? Note down this
information for a week. Make a pictograph and a bar graph using the
data you collected.
200
Answer Key
Chapter 1: Large numbers d. 1,65,437 - 1,00,000 + 60,000 + 5,000 + 400 + 30 + 7
2. a. 1 Lakh; b. 4 Ten thousands
Spark up 3. a. Smallest number -15,678; Greatest number - 78,651
1. Predecessor- 999, Successor – 1001 b. Smallest number - 34,569; Greatest number - 96,543
2. a. One thousand seven hundred eight 4. a. 3,45,123 < 3,45,153 < 3,51,121 < 3,51,129
b. Five thousand one hundred sixty-three b. 54,173 < 4,49,923 < 4,53,291< 6,43,291
c. Eight thousand seven hundred sixty-four 5. a. 4,16,523 < 4,16,532 < 4,61,532 < 6,14,523
d. One thousand one hundred twenty-seven b. 9,00,199 < 9,01,999 < 9,09,119 < 9,09,999
3. Smallest 4-digit number – 3067; Largest 4-digit number - 7630
6. a. 19,400; 19,000 b. 42,300; 42,000 c. 87,800; 88,000
4. a. 3074 b. 2659 c. 4017 d. 8105
7. a. False; b. True; c. True; d. False
5. a. 6260, 7260, 8260, 9260 b. 2565, 2570, 2575, 2580
c. 9575, 9675, 9775, 9875
Chapter 2: Addition and Subtraction of Large Numbers
Time to Check 1
1. a. Thirteen thousand one hundred fifty-eight Spark up
b. One lakh twenty-three thousand sixty-four 1. a. 6744 b. 8094 c. 4517 d. 13564
c. Thirty-seven thousand one hundred fifty-six 2. 4410 3. Zero 4. 901
d. Five lakh seventy thousand twelve Time to Check 1
2. a. Eighteen thousand three hundred twenty 1. a. 114861 b. 1442796 c. 87589 d. 768700
b. Eight hundred fifteen thousand six hundred forty-one e. 161568 f. 63931
c. Twenty-four thousand seventy-eight 2. a. 19999 b. 100099 3. 252643 4. 567889
d. Four hundred eleven thousand sixty-three
Time to Check 2
3. a. Place value – 4000; face value – 4
1. a. 0 b. 21,811; 2,00,221 c. 21,400 d. 43,002
b. Place value – 8000; face value – 8
e. 6,79,221 f. 35,000
c. Place value – 8000; face value – 8
2. 4,22,000 3. 445564 4. 42,500
d. Place value – 400000; face value – 4
4. a. 8,33,055; b. 287,601 c. 18607 d. 411,063 Time to Check 3
5. a. 600,000 + 30,000 + 2,000 + 500 + 70 + 5 1. 1,00,180Kg 2. ₹11,19,688 3. 9,22,987 4. ₹8,95,112
b. 400,000 + 20,000 + 3,000 + 800 + 10 5. a. Answers may vary.
c. 60,000 + 5,000 + 100 + 8; Puzzle time
d. 1,00,000 + 20,000 + 1,000 + 200 + 60 + 4 12, 28, 15, 18, 9, 18; 3, 9, 18, 28, 18, 12,12 (Answer may vary).
6. a. 55,216 b. 82,00,968 c. 831,949 d. 122,088 Time to Check 4
7. a. Nine lakh twelve thousand six hundred three 1. a. 20419 b. 28329 c. 75312 d. 577814 e. 95318
b. Forty thousand one hundred twenty-two f. 402012 2. 787666 3. 7702
c. Seven lakh eighty-two thousand one hundred fifteen Time to Check 5
d. Three lakh thirty-eight thousand one hundred twenty-five 1. a. 1 b. 6,453 c. 0 d. 77,546 e. 34,755 f. 3,987 g. 92,776
Time to Check 2 h. 6,543
1. a. 8,00,261 = 8,00,261 b. 2,18,107 < 2,82,704 2. a. 27478; 27478 + 18,754 b. 73470; 73470 + 14,352
c. 31,114 < 32,301 d. 806,521 > 714,315 c. 198402; 198402 + 36,872 d. 507142; 507142 + 2,35,424
2. a. 14,039; 14,041 14,043 b. 2,61,170; 2,61,180; 2,61,190 3. 75,226
c. 784,628; 784,638; 784,652 d. 3,72,180; 3,72,190; 3,72,200 Time to Check 6
3. 26,660 < 26781 < 26864 < 27940 < 28169 < 28251 < 29029 1. 1,14,442 2. 647903 3. 1,20,892
4. 79732 > 54000 > 38442 > 36710 > 26540> 25000 4. a. 283824 b. 110659 c. 6,08,899 d. 339214
Time to Check 3 Time to Check 7
1. a. 102,347; - 743,210 b. 12,567; - 76,521 1. a. b.
L TTh Th H T O TTh Th H T O
c. 123,789; - 987,321 d. 12,578; - 87,521 1 1
4 6 7 2 9 3 5 4 2 3
2. a. 100,289; - 998,210 b. 223,457; -775,432
2 8 5 4 2 6 3 3 7 4 3
c. 200,567; - 776,520 d. 112,367; - 776,321 + 1 1 9 2 3 4 + 7 3 8 3
3. 20,347; -74,320 8 7 1 9 5 3 4 6 5 4 9
Time to Check 4 c. d.
1. a. 5,450; b. 9,010; c. 7,890; d. 4,130
7 5 6 4 7 7 6 4 0 3
2. a. 3,000; b. 7,600; c. 19,300; d. 79,100
– 1 2 6 1 5 – 3 8 5 1 6
3. a. 23,000; b. 1,12,000; c. 19,000; d. 79,000 6 3 0 3 2 3 7 8 8 7
Time to Check 5
2. 1,36,477 3. 36,856 4. 69417
1. a. XXXVI; b. DCCXXXVIII; c. CMXXXIV; d. CCCLXVIII;
5. a. 33860 b. 59818
e. MDCLXXIII; f. VICDLV
Time to Check 8
2. a. 650; b. 8; c. 915; d. 405; e. 331; f. 602
1. 4,27,000 2. 56,000 3. 82,800
3. a. XXVI > XVI; b. XXIX > 27; c. XIII = 13; d. XI = 11
4. a. 21,100 b. 1,22,000 c. 9,97,000 d. 1,32,000
1. 9,91,19,199 2. 70,70,70,707 3. d. XCLCVI
1. 251780
Practise Platform
2. a. 621 – 174 b. 1326 – 926 c. 3146 – 2143 d. 2846 – 1982
1. a. 98,765 - 90,000 + 8,000 + 700 + 60 + 5;
Practise Platform
b. 2,31,394 - 2,00,000 + 30,000 + 1,000 + 300 + 90 + 4;
1. a. 76,678 b. 44,910 c. 9,011 d. 22,12,003
c. 3,34,956 - 3,00,000 + 30,000 + 4,000 + 900 + 50 + 6;
2. a. 21031 b. 41305 c. 93779 d. 19908
202
3. a. 236150 b. 153233 c. 19575 d. 83496 Time to Check 2
4. ₹3,75,067 5. 2,55,243 6. 3,637 7. 307116 1. 2. 3. 4. 5. 6. 7.
8. 190961 9. 127725 Quotient 4 2 112 8 2 9 1
Story sums with two operations – Addition and subtraction. Remainder 0 65 3 776 34 0 299
1. 340 2. 90 3. 13 4. 35 5. 240 Time to Check 3
Tin Tin Bakery 1. Q =1047, R =1 2. Q =3816, R =1 3. Q = 1267, R =2
1. 4165 2. 3225 3. 560 4. Q =3661, R =0 5. Q =140, R =3 6. Q= 1196, R =2
7. Q =902, R =4 8. Q =407, R =0
Chapter 3: Multiplication Time to Check 4
1. a. Q = 7, R = 7; 15 ×7 +7 b. Q =54, R =8; 16 × 54 + 8
Spark up
c. Q =25, R =0; 25 × 25 + 0 d. Q =6, R =0; 20 × 6 + 0
1. a. 201 b. 1872 c. 6097 d. 645 2. 2385 e. Q =585, R =4; 14 × 585 + 4 f. Q =220, R =9; 13 × 220 + 9
3. a. 5 b. 12 c. 0 d. 675 e. 0 f. 983 g. Q =116, R =0; 55 × 116 + 0 h. Q =230, R =3; 26 × 230 + 3
Time to Check 1 2. a. 14 b. 19 c. 49 d. 9, R = 3 e. 1426 f. 16, R =6
1. a. 0 b. 1 c. 1 d. 3 600 e. 54 f. 82 129 g. 1571, R =3 h. 998
2. a. O b. E c. E d. O e. E f. E Kindness Rewards
3. a. 45600 b. 3130 c. 721000 d. 1540 e. 664000 f. 56600 50 2750 25 15 80
1. a. 200 b. 220 c. 990 d. 6,512,000 1. 17.3 2. 139 3. 250 4. 60 5. 145
2. a. 3 360 b. 36 720 c. 10 4410 d. 6,554; 13,10,800 6. Answers may vary.
3. a. 22,94,500 b. 60,75,000 c. 57,88,000 d. 1,73,10,000
Time to Check 6
Puzzle time 1. 30 2. 70 3. 330 4. 190 5. 153, R =1 6. 550
a. 19 b. 0 c. 7 d. 100 7. 820 8. 205
1. a. 31,608 b. 18,280 c. 23,616 d. 34,504 1. ₹ 256 2. 552 km 3. ₹ 600 4. 6630 5. ₹ 564
e. 61,088 f. 23,994 Time to Check 8
2. a. 2,768 b. 6,264 c. 8,569 d. 4628 1. 11 2. 88 3. 2906 4. 20 5. 2902 6. 1388
e. 26,840 f. 39,870
Put in your thinking caps
2. 12)7 4 3 5)6 1 9
Time to Check 4
1. 25)5 2 4 6)2 0 9
1. a. 160,752 b. 382500 c. 1664 d. 10,440 – 50 – 72
e. 742,518 f. 256,8001 246 23
2. a. 131,019 b. 318,556 c. 456,170 d. 103,075 – 205 – 12
e. 5,551,748 f. 1,260,132 21 115
108
Time to Check 5 7
1. a. 11,670 b. 547,500 c. 37,281 d. ₹121,632 Practise Platform
2. Answers may vary. 3. a. 341 b. 306 1. a. Q =62, R =6; 11 × 62 + 6 b. Q =46, R =15; 21 × 46 + 15
Time to Check 6 c. Q =6, R =16; 17 × 6 + 16 d. Q =242, R =27; 34 × 242 + 27
1. a. 1500 b. 4800 c. 800 d. 4200 e. Q =24, R =35; 47 × 24 + 35 f. Q =53, R =2; 19 × 53 + 2
2. a. 4,80,000 b. 2,00,000 c. 3,00,000 d. 2,80,000 2. a. Q =51, R= 0 b. Q =43, R =1 c. Q =1095, R =2 d. 902
3. 1,94,580 3. a. 4562 b. 0 c. 1 d. 0 e. 56 f. 800
Put On Your Thinking Caps 4. 6,220 5. 425
1. Greatest singe digit = 9 6. a. 33, R = 1 b. 83, R = 2 c. 75, R = 91 d. 45, R = 47
Greatest possible product =81 7. 1500 8. Answers may vary. 9. a. 1098; b. 618
50 × 10 = 500 60 × 10 = 600
+ + + + Chapter 5: Factors and Multiples
4 × 10 = 40 8 × 10 = 80
Spark Up
= = = =
54 × 10 = 540 68 × 10 = 680 8 88 62
Practise Platform 16 58
1. a. 34,470 b. 49,725 c. 153,062 d. 5,372 e. 17,745 25 72
f. 23,430 g. 131, 019 h. 318,556 i. 224,790 49 64
2. 121,992 3. 543,750 4. 277,683 10 112
5. Answers may vary.
6. a. 2800 b. 2400 c. 4200 d. 73,200 45
824 48 18 576
7. a. 1,20,000 b. 1,20,000 c. 1,20,000 d. 1,20,000
Time to Check 1
Chapter 4: Division 1. a. 28, 35, 42, 49 b. 60, 75, 90, 105
2. 12, 24, 36, 48, 60 3. 45 4. 21
Spark up 5. a. Yes b. No c. Yes d. Yes
1. a. Q = 19, R = 0 b. Q = 16, R = 3 c. Q = 22, R = 1 d. Q = 174, R = 0
Time to Check 2
e. Q = 427, R = 0 f. Q = 210, R = 2 g. Q = 141, R = 6 h. Q = 28, R = 0
1. a. 9, 18, 27 b. 14, 28, 42 c. 10, 20, 30 d. 12, 24, 36 e. 20, 40, 60
i. Q = 27, R = 0 j. Q = 127, R = 0
f. 18,36,54 g. 12, 24, 36 h. 117, 234, 351
2. 45 3. 80 4. 26 5. Q = 28, R = 2
2. a. 24 b. 18 c. 40 d. 45 e. 84 f. 35 g. 40 h. 9
Time to Check 1 3. Multiples of 3 (in green colour):
1. 1 2. 7231 3. 1 4. 1 5. 0 6. 0 7. 1 8. 1
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60, 63,
9. 1 10. 0 11. 1 12. 1 66, 69, 72, 75, 78, 81, 84, 87, 90, 93, 96, 99
203
Multiples of 6 ( in blue colour) 4.
6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78, 84, 90, and 96
Multiples of 9 (in purple colour)
9, 18, 27, 36, 45, 54, 63, 72, 81, 90 and 99

Time to Check 3
1. 3, 9 2. 5 3. 2, 5, 10 4. 2 5. 3, 9 6. 3, 5 7. 2, 5, 10
Time to Check 4
1. a. 1, 2, 4, 5, 8, 10, 20, 40 b. 1, 2, 3, 4, 6, 8, 12, 24 c. 1, 2, 3, 6, 11, 22, 66
Time to Check 1
d. 1, 3, 9, 27, 81 e. 1, 3, 5, 9, 15, 45 f. 1, 2, 4, 8, 16, 32
1. a. Proper Fraction; b. Improper fraction; c. Improper fraction;
2. a. 1, 2, 4, 8, 16 b. 1, 2, 4, 8, 16, 32, 64 c. 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
d. Mixed fraction; e. Mixed fraction; f. Proper fraction
d. 1, 2, 3, 4, 6, 8, 9, 12, 13, 24, 36, 72 e. 1, 2, 4, 7, 8, 14, 28, 56
f. 1, 2, 3, 5, 6, 9, 10, 15, 18, 30 ,45, 90 2. a. Proper; b. Like; c. Unit; d. Improper
3. a. Yes b. Yes c. Yes d. Yes 3. a. Unlike; b. Like; c. Like; d. Like; e. Unlike; f. Like
4. a. 1 b. 9 c. 7 d. 2 e. 3 f. 1 g. 1 4. a. 3, 4, 5 b. 2 , 4 , 5 c. 5 , 6 , 7
6 6 6 10 10 10 15 15 15
Time to Check 5 d. 8 , 10, 12 e. 6 , 3 , 9 f. 8 , 4 , 7
1. a. 2 × 2 × 2 × 2 × 3 × 3 b. 2 × 2 × 2 × 5 × 3 c. 2 × 2 × 7 × 3 × 3 17 17 17 12 12 12 18 18 18
d. 2 × 3 × 5 × 7 e. 2 × 4801 Time to Check 2
2. a. 27 b. 54 1. a. 20 = 4 b. 8 = 4 c. 6 = 3 d. 18 = 9 e. 9 = 3
25 5 40 20 12 6 36 18 36 12
2. a. 4 = 8 b. 2 = 4 c. 4 = 8 d. 6 = 30 e. 9 = 18
3 9 2 27 10 20 14 28 14 28 16 80 12 24
3. a. 25; b. 50; c. 32; d. 21; e. 8; f. 8
3 3 3 9 4. a. Equivalent fractions; b. Not Equivalent fractions;
c. Not Equivalent fractions; d. Not Equivalent fractions
Time to Check 3
3 3
c. 32 d. 48 e. 72 1. a. 66 = 35 b. 24 = 4 c. 15 = 12 d. 18 = 20
77 77 28 28 30 30 24 24
2 16 2 24 2 36 2. a. 21 b. 35 c. 4 5 d. 7 6 e. 6 3 f. 111
7 8 11 13 25 4
1 3. a. 56 b. 51 c. 17 d. 129 e. 64 f. 43
2 8 2 1 2 12 9 5 15 10 8
9
4. 21
2 4 2 6 2 6
3 3
Time to Check 4
2 2 2 3
3. a. 8 b. 3 c. 4 d. 6 1. a. 4 < 5 b. 1 < 1 c. 2 < 3 d. 5 > 4 e. 8 < 11 f. 3 = 18
9 9 8 7 3 4 6 5 5 4 4 24
4. a. 2 × 2 × 2 = 8 b. 2 × 2 × 5 = 20 c. 2 × 3 = 6 d. 7
2. a. 1 < 1 < 3 b. 7 < 7 < 7 < 7 c. 4 < 5 < 6 d. 2 < 7 < 4
Put On Your Thinking Caps 5 4 10 15 8 6 5 12 12 12 3 9 5
36 945 8124 3. a. 5 > 2 > 2 b. 7 > 4 > 2 c. 7 > 3 > 1 d. 1 > 1 > 1
7 3 5 6 6 6 8 5 4 5 10 20
Practise Platform
4. 4 = 1, Both have painted similar area 5. Jack studies more than Joe
1. a. 8, 16, 24, 32 b. 30 c. 4, 8, 12 8 2
d. 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99 Time to Check 5
2. a. nine 8 12 14 16 18 20 22 1. a. 1 b. 1 c. 1 d. 5
3 2 3 7
b. five 18 20 24 26 28 32 43 1. a. 1 b. 3 c. 1 d. 5 e. 2 f. 12 g. 8
2 4 2 6 3 25 45
c. seven 27 36 46 56 72 90 111
3 8 9
h. i. j. k. l. 7 2
d. fourteen 26 36 48 70 94 108 121 7 5 4 2 11
3. a. 468 i. 168 Time to Check 6
4. f. 160 g. 100 i. 780 j. 560 l. 9010 1. a. 6 b. 14
5 8
5. a. 6 b. 36 c. 48 d. 112
6. a. 2 × 2 × 2 × 2 × 2 × 2 × 2 b. 5 × 13 c. 2 × 2 × 2 × 3 × 3 2. a. 8 b. 14 c. 7 d. 8 e. 12 f. 14
14 7 8 11 12 21
d. 3 × 3 × 3 ×3 e. 2 × 2 × 3 ×3
3. a. 2 b. 4 c. 3 d. 4 e. 1 f. 1
7. a. 3 b. 14 c. 8 d. 15 4 7 10 6 8 7
Time to Check 7
Chapter 6: Fractions 1. 2 2. 5 kg 3. Both of them drank equal amount of milk
9 8
Spark Up
1. a. 4. 2 5. 31
c. 13 32
Put on your thinking Caps
b. 1. 3 2. 9
4
2. Practise Platform
1. a. 1 = 10 = 13 b. 1 = 10 = 5
3 30 45 5 50 25
2. a. Improper fraction 9 Mixed fraction 21
4 4
3. a. seven-ninths b. Four-fifths c. Two-fourths d. Two-eights b. Improper fraction 7 Mixed fraction 12
5 5
204
3. a. 1 + 2 = 3 b. 1 + 1 = 2 Time to Check 4
5 5 5 2 2 2 1. a. 6.89 > 5.99 b. 4.56 > 3.878 c. 7.8 = 7.800 d. 1.02 < 1.22
4. Ascending order 1 < 7 < 3 < 5 Descending order 5 < 3 < 7 < 1 e. 3.67 < 3.9 f. 0.43 < 1.01
8 12 4 6 6 4 12 8
2. a. 5.649 b. 0.112 c. 1.23 d. 221.9
5. 2 6. 2
7 24 3. 115.12 < 115.8 < 158.05 4. 1.23, 1.45
Time to Check 5
Puzzle Time
1. a. 158.88 b. 223.00 c. 208.568 d. 115.457
1. 10 2. 8 3. 12 4. 4 5. 10 6. 6 2. a. 57.018 b. 314.97 c. 786.637 d. 36.843
100 100 100 100 100 100
18 10 14 18 3. ₹80.75 4. 82.838 5. 23.91
7. 8. 9. 10. 11.Cow
100 100 100 100 Put On Your Thinking Caps
1. a. 0.006 b. 0.15
2. a. b.
GRASSLAND
c. d.
3. 9 4. 1.16
Practise Platform
1. a. 0.800 b. 0.2900 c. 42.400 d. 81.20 = 81.200 e. 102.400
f. 62.400
Chapter 7: Decimals 2. a. 2 + 0.7 + 0.01 + 0.005 b. 0 + 0.9 + 0.02 + 0.005
c. 20 + 9 + 0.3 + 0.00 + 0.005 d. 10 + 4 + 0.7 + 0.06 + 0.002
Spark Up
e. 3 + 0.0 + 0.00 + 0.004
Cost of lemon juice ₹30.50, Cost of pizza ₹150.30, Cost of pastry ₹35.40
3. a. Two hundred sixty-nine decimal four five
Time to Check 1 b. Fifty five decimal zero zero eight
1. a. (i) b. (iv) c. (iii) c. Twenty-nine decimal two one seven
2. a. Two hundred sixty-nine decimal forty-five d. Forty-one decimal zero one eight
b. Fifty five decimal zero zero eight e. Thirty-two decimal two seven five
c. Twenty nine decimal two one seven 4. a. 0.2 b. 0.06 c. 28.409 d. 0.07 e. 2.07
d. Forty one decimal zero one eight 4217 2007 3050 624 2565
5. a. b. c. d. e.
e. Thirty two decimal two seven five 1000 1000 1000 100 100
3. a. 0.2 b. 0.06 c. 0.007 d. 28.409 e. 2.07 6. a. 0.6 b. 0.078 c. 0.05 d. 0.67 e. 0.035
Time to Check 2 7. a. 0.35 < 0.38 b. 0.26 > 0.026 c. 8.008 < 8.08 d. 0.15 < 0.161
1. a. — iii) b. — iv) c. — i) d. — ii) e. 4.79 > 4.079
2. a. T b. F c. T d. T 8. a. 4.297, 4.301, 4.312, 4.725 b. 1.103, 1.121, 1.123, 11.312
9. a. 0.075, 0.017, 0.014, 0.01 b. 6.874, 6.487, 6.458, 6.348
3. a. Place value – 1 ten, 5 ones, 8 tenths; Fifteen point eight
10.a. 30.822 b. 318.82 c. 146.205 d. 72.934 e. 4.167
b. Place value – 8 hundredths; Zero point zero eight
11.a. 30.613 b. 13.51 c. 5.95 d. 37.72 e. 738.83
c. Place value – 4 ones, 1 tenth, 6 hundredths; Four point one six
d. Place value – 1 hundred, 1 ten, 8 ones, 9 tenths, 1 hundredth,
5 thousandths; One hundred eighteen point nine one five Chapter 8: Geometry
e. Place value – 2 tens, 5 ones, 1tenth, 1 hundredth, 0 thousandth Spark Up
Twenty-five point one one zero 1. a. Point b. Line c. Ray, line d. two
4. a. Face value - 7 b. Face value - 9 2. a. Ray b. Line segment c. Line
Place value - 0.7 or 7 tenths Place value - 0.9 or 9 tenths Time to Check 1
c. Face value - 2 d. Face value - 3
1. C and D 2. a. 350 b. 720 c. 1450 d. 930
Place value - 20 or 2 tens Place value - 3 or 3 ones
3. a. 1800 b. 300 c. 1150 d. 900 e. 70 f. 3100
Face value - 5 Face value - 0
4. a. b. c. d.
Place value - 0.005 or Place value - 0.0 or 0 tenths
5 thousandths Face value - 4
Place value - 0.004 or 4 thousandths Time to Check 2
e. Face value - 6 f. Face value - 5 1. Right angle = 90° Complete angle 180°
Place value - 6 hundredths Place value - 5 or 5 ones 2. a. Obtuse angle b. Complete angle c. Right angle d. Reflex angle
Time to Check 3 3. a. Acute angle b. Acute angle c. Reflex angle d. Obtuse angle
1. a. iv) b. i) c. ii) e. Reflex angle f. Right angle g. Zero angle h. Complete angle
2. a. 4.500, 23.120, 9.002 b. 3.42, 11.10, 19.20 c. 1.30, 0.01, 4.50, 6.34 4. The correct angle is 180° -146° = 34°
d. 40.500, 43.530, 200.222 e. 3.120, 5.460, 92.246 5. a. 160° Obtuse Angle b. 320° Reflex Angle c. 180° Complete Angle
f. 80.100, 8.010, 1.008 d. 165° Obtuse Angle e. 10° Acute Angle f. 90° Right Angle
6. Right angles- Blackboard, roof, table, window, cupboard
205
Time to Check 3 b. 35 d. 101
1. a. i) Triangle b. ii) Square c. iv) Rectangle
23 12 90 11
2. a. Trapezium b. equal, parallel c. 180° d. regular
18 5 7 81 9 2
3. a. Vertices - A, B, C, D b. Vertices - A, B, C, D
Sides - AB, BC, CD, DA Sides - AB, BC, CD, DA 15 3 2 5
Angles - ∠A, ∠B, ∠C, ∠D Angles - ∠A, ∠B, ∠C, ∠D Time to Check 3
c. Vertices - A, B, C, D d. Vertices - A, B, C, D, E 1. a. b. c.
Sides - AB, BC, CD, DA Sides - AB, BC, CD, DE, EA
Angles - ∠A, ∠B, ∠C, ∠D Angles - ∠A, ∠B, ∠C, ∠D, ∠E
4. A polygon is a simple closed 2D shape made up of line segments. A
square is a parallelogram with four equal sides, while a rectangle has d. e. f.
two long and two short sides and the opposite sides are equal.
Time to Check 4
1. a. Centre: O b. Centre: A c. Centre: X
2. a. b. c.
Radius; OM Radius: AB Radius: XY
2. a. Radius = 15 cm b. Radius = 8 cm
Diameter = 15 × 2 = 30 cm Diameter = 8 × 2 = 16 cm
c. Radius - 2 cm d. Radius - 20 cm
Diameter = 2 × 2 = 4 cm Diameter = 20 × 2 = 40 cm d. e. f.
3. a. Diameter = 18 cm b. Diameter = 30 cm
Radius = 18 ÷ 2 = 9cm Radius = 30 ÷ 2 = 15 cm
c. Diameter - 54 cm d. Diameter - 12 cm
Radius = 54 ÷ 2 = 27 cm Radius = 12 ÷ 2 = 6 cm
3. 4.
4. X
Y
A O B

a. Radius OB and OA
c. Centre of the circle O
b. Diameter AB
d. Chord XY
a.
I b.
9 c. d.
Put On Your Thinking Caps 5.

1. a. 1 & 3 2. a. both A and B are true 3. d. B is true and A is false
Practise Platform
1. a. ∠ABC b. A, C c. E, F d. G
2. a. Right angle b. obtuse angle c. acute angle d. acute angle
3. a. Quadrilateral b. triangle c. rectangle; square 6. a. b. c.
4. a. OG, OE, OF, OB, OA, OC, OD b. AB, CD, CB, EF c. AB, CD, EF
Puzzle time Put On Your Thinking Caps
10 1. d. 2. b.
Practise Platform
Chapter 9: Patterns and Symmetry
Spark Up 1.
1. a. 175, 200, 225 b. 7, 9, 11 c. 200, 250, 300 d. DE, EF, FG
2. a. b. c.
2. a. b. c. d.
3. a.
ARBEZ WOLF b.
3. a. b. c. d.
c.
5487 196003
d.
Time to Check 1
1. a. 4. a. b. 1 + 3 + 5 + 7 + 9 + 11 = 36 = 6 × 6
9 12
1 + 3 + 5 + 7 + 9 + 11 + 13 = 49 = 7 × 7
4 18
108
27 6
b. c. d. 3 36
c. 111 222
2. a. 1000, 10000, 100000 b. 64, 256, 1024 c. 125, 625, 3125 1110
d. 54, 162, 486
444 333
3. a. b.
1260 136
470 790 40 90 5. a. SEPAHS b. TNIOPREWOP
320 150 640 12 34 56 c.
RORRIM d.
DRAZIW
206
Chapter 10: Measurement Practise Platform
1. d. 44 cm
Spark Up
2. a. 18 square units b. 14 square units c. 29 square units
1. a. cm b. km c. L d. m
d. 22 square units
2. a. 22,000 m = 22,00,000 cm b. 1900 cm c. 9000g d. 42000 mL
3. A. 18 cm B. 20 cm C. 24 cm a. C; b. A
3. 3 m 81 cm 4. 3kg 145 g 5. 3L 433 mL
4. a. 21 cm b. 18 cm
Time to Check 1
1. a. 10,005 mm b. 690 mm c. 12,000 m d. 22,022 m
Chapter 12: Time
e. 900 cm f. 5 km 135 m g. 78113 m h. 11450 cm
2. a. 9 mm < 40 mm < 65 mm < 80 mm < 5 cm < 6 cm Spark Up
b. 120 m < 459 m < 980 m < 1 km < 9 km 1. 11 o’clock; 11:20 2. 7:15; 8:02
c. 345 cm < 11 m < 34 m < 11 km 10 m < 111 km Time to Check 1
d. 540 mm < 540 cm < 5004 cm < 5040 cm < 5 km 4 m 1. 2.
12 hour 24 hour 12 hour 24 hour
3. a. 9 km 9 m > 999 m > 99 m 9 cm > 8 m 4 cm > 8 m
5 o’ clock in the evening 1700h 7:00 am 0700h
b. 8 m 4 m > 60 cm > 45 cm > 9 cm > 7 cm 4 mm 12 o’ clock in the afternoon 1200h
c. 121 km 11 m > 12 km 89 m > 12 km > 78 cm 1:00 pm 1300h
6 o’ clock in the morning 0600h
d. 45 m > 9 cm > 6 cm 90 mm > 67 mm > 45 mm 4:00 pm 1600h
12:30 at night 0030h
Time to Check 2 12:00 at midnight 0000h 2:00 am 0200h
1. a. 6700 g b. 8.912 kg c. 30.017 kg d. 2350 g e. 6 kg 210 g 9:00 pm 2100h
f. 2325 mg g. 0.078 g h. 1,20,00,673 mg Time to Check 2
1. a. Seconds b. 600 c. 24 d. 28 e. 3 f. 104 g. 6 h. 100
Time to Check 3
i. 2000
1. a. 5477L b. 6kL 126 L c. 5 L d. 4828 mL e. 2300 L
2. a. 480 minutes b. 335 minutes c. 380 minutes d. 315 minutes;
f. 12890 mL g. 89870 L h. 8970 mL
e. 327 minutes. f. 13 minutes 10 seconds
Time to Check 4
3. a. 2 hours b. 3 hours c. 5 hours 58 minutes d. 8 hours 40 minutes
1. a. 14226 b. 3999 c. 56708 d. 27920 e. 325869 f. 119226
4. a. 84 seconds b. 825 seconds c. 136 seconds d. 1517 seconds
2. a. 652 b. 4486 c. 19329 d. 11017 e. 31791 f. 11414
5. a. 84 days b. 180 days c. 2555 days d. 142 days e. 2932 days
3. a. 11929 b. 53329 c. 16881 d. 863660 e. 130650 f. 10393664 6. a. 17 weeks 4 days b. 30 weeks 1 day c. 262 weeks d. 364 weeks
4. a. 1578 b. 57702 c. 15100 d. 79285 e. 12566 f. 56440 e. 100 weeks f. 474 weeks
1. 16 km 29 m 2. 206 m 21 3. 20g 845 mg 4. 1 kg 150 g 1. a. 31 minutes 57 seconds b. 7 hours c. 7 hours 5 minutes
5. 1741 mL 6. 6 L 370 mL d. 40 minutes
Put On Your Thinking Caps 2. a. 1 hour 38 minutes b. 21 minutes 50 seconds
1. 51575 2. 91 m 4 cm 3. 12 kg 350 g, 80 cm 555 mm c. 7 hours 59 minutes d. 13 hours 57 minutes
Practise Platform Time to Check 4
1. a. 6 m 50 cm b. 7299 m c. 1 kg 6 g d. 3308 g e. 2 L 869 mL 1. 1 hour 2. 1 hour 30 minutes 3. 1 hour 15 minutes 4. 7:15 pm
f. 2799mL g. 4 kg 918 g h. 29,753 g i. 7 L 701 mL j. 4018 mL 5. 3:30 pm 6. a. 1947 b. 1919 c. 1757 d. 1600
2. a. 4902 b. 13116 c. 29184 d. 1315 e. 1885 f. 1950 7. a. 6 May 2024 b. 7 May, 21 May
3. a. 599 b. 3100 c. 3430 d. 5080 4. 2km 552 m c. 29 days, Yes d. 1 May e. disaster management drill
5. 4226 g 6. 6 L 840 mL 7. a. 41 kg 10 g; b. 1 kg 500 g Put On Your Thinking Caps
8. 488 L 146 mL 9. 1 km 835 m 1. 11 a.m. 2. 30 seconds 3. 3. 50 p. m.
Practise Platform
Chapter 11: Perimeter and Area 1. a. (iii) 2 hours b. (iii) 250 minutes c. (ii) 6 years d. (i) 1000 years
2. 4:00 pm
Spark Up 3. a. 0235h b. 1635h c. 1845h d. 2048h e. 0220h
9 15 21 4. a. 11:20 pm b. 5:15 am c. 1:45 pm d. 08:00 am
Time to Check 1 5. a. 8:30 pm b. 11:15 pm c. 8:34 am d. 8:15 am
1. a. 27 cm b. 96 cm c. 24 cm d. 56cm e. 14cm f. 64cm
g. (i) 23 cm; (ii) 24 cm; (iii) 16 cm Chapter 13: Money
2. a. 17 cm b. 23 cm c. 18 m d. 22m
3. a. 72m b. 20 m c. 60 cm d. 36 cm Spark up
4. a. 2420 cm b. 28 cm c. 28 cm d. 1136 cm 1. a. 11555 b. 45877 c. 54873 d. 88337
2. a. 3217 b. 34511 c. 24909 d. 26993
Time to Check 2
3. a. 8211 b. 11985 c. 26461 d. 13185
1. a. 9 square units b. 8 square units c. 11 square units
4. a. Q = 136, R =1 b. Q = 304.05, R = 1 c. Q = 3, R = 2
d. 12 square units
2. a. 24 square units b. 5.5 square units Time to Check 1
c. Grey = 10 square units, Yellow = 9 square units 1. a. ₹98.23 b. ₹52.04 c. ₹148 d. ₹90
3. a. 135 cm2 b. 220 m2 c. 55 cm2 d. 78 m2 2. a. 3487p b. 1289p c. 9860p d. 11290p
4. a. 36 cm2 b. 1225 cm2 c. 49 m2 d. 1361 m2 Time to Check 2
Time to Check 3 1. a. ₹244.37 b. ₹708.21 c. ₹331.23 d. ₹1101.81 e. ₹100.00
1. 160 m 2. 88 cm f. ₹1084.00
3. Diya’s board is 20 m2 more than Divya’s board. 2. a. ₹199.42 b. ₹887.89 c. ₹96.89 d. 769.29 e. ₹6.60
4. 110 cm 5. 1156 m2 f. ₹299.23
Put On Your Thinking Caps Time to Check 3
1. 8 cm 2. 9 cm 1. ₹ 68.25 2. ₹ 1550.65 3. ₹ 274.75 4. ₹ 89.25 5. ₹ 4744.25
207
Time to Check 4 3. Names of Children Number of Cupcakes
1. a. ₹ 357.60 b. ₹ 4971.67 c. ₹ 27468 d. ₹ 3255.90
Chinmay
e. ₹ 10702.80 f. ₹ 39491.20
2. a. ₹ 11.4 b. ₹ 38.93 c. ₹ 5.6 d. ₹ 38.93 e. ₹ 54.74 f. ₹ 1463 Raj
Time to Check 5 Sachi

1. ₹1415.15 2. ₹14971.20 3. ₹120 4. ₹ 120 5. ₹7 Neil
Time to Check 6
Shubh
1. Date: 5/06/2023
New Bakery Time to Check 1
Bill Number: 115
S. No. Items Price per item Quantity Total Amount 1. a. 40 b. 40, 60 c. February and May d. April e. January
(in ₹) (in ₹) 2. a. 30 b. Maths and English c. Music d. Maths and English
1 Cake ₹ 500.75 1 ₹ 500.75 3. 50
2 Candles ₹ 7.50 6 ₹ 45.00 45
3 Chocolate bar ₹ 95.00 6 ₹ 570.00 40
Total : ₹ 1,115.75
Number of shoes sold

35
2. Date: 5/06/2023 30
New Toys
Bill Number: 115 25
S. No. Items Price per item Quantity Total Amount 20
(in ₹) (in ₹) 15
1 Teddy bears ₹ 505.50 2 ₹ 1011.00
10
2 Puzzles ₹ 120.00 3 ₹ 360.00
5
3 Board game ₹ 300.00 1 ₹ 300.00
0
Total : ₹ 1,671.00 Monday Tuesday Wednesday Thursday Friday Saturday
3. Date: 5/06/2023 4. 24
Smart Grocery 22
Bill Number: 309
S. No. Items Price per item Quantity Total Amount 20
(in ₹) (in ₹) 18
1. Bread ₹ 75.00 2 ₹ 150.00 16
2. Rice ₹ 250.50 4 ₹ 1002.00 Number of Girls 14
3. Butter ₹ 695.00 2 ₹ 1390 12
Total: ₹ 2542 10
8
6
₹3440
4
BILL
2
Bill No. 301
Cloth Showroom 0
Date: 01/06/2023 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
S. No. Items Quantity Price (in ₹) Amount (in ₹) Put On Your Thinking Caps
1 T-Shirts 2 280.00 560.00 10
2 Frocks 1 300.00 300.00 9
3 Socks 2 100.00 200.00 8
4 Bags 1 100.00 100.00 7
5 Caps 2 200.00 400.00
Number of Girls
6
TOTAL 1560.00
5
Practise Platform 4
1. a. ₹12.38 b. ₹9.82 c. ₹521.49 d. ₹772.13 3
2. a. 33p b. 9990p c. 1880p d. 990p 2
3. ₹323.65 4. ₹174.25 5. ₹562.5 6. ₹ 670
1
0
Chapter 14: Data Handling 5 7 5 9 10
Practise Platform
Spark Up 1. b. Key
1. Football Tennis 2. 500
Volleyball Basketball 450
a. 9 b. 2 c. 5 400
d. Most popular – Volleyball, Least popular – Tennis e. 12 – 9 = 3 350
Number of Girls
2. 300
Fruits Number
250
Green Apple 200
150
Banana
100
Pear 50
0
Orange Mango Apple Guava Papaya Orange
3. a. Music b. English - 50, Science – 60 c. Music
Pineapple
d. Maths, Science and English e. 60 – 50 = 10
4. a. Potato- 8, Carrot – 9, Cabbage – 4, Tomato -7 b. 11 kg
c. 1 kg d. 5 kg
208
PLACE VALUE BOARD
Instructions
1. Use to form numbers.
2. Using Place Value Stamps, perform addition and subtraction on this board.
3. Use the exchange rate of the Stamps to perform addition and subtraction, which involve
regrouping.
Ten
Thousands Hundreds Tens Ones
Thousands
Replacement Box
1 1
10 Ones = Ten
10 Tens = Hundred
GRID BOARD
Instructions
1. Use this board to learn shapes, numbers and number operations.
2. Use the Number Strip on this board to teach numbers, fractions, factors, multiples, HCF,
LCM and concepts of data handling.
3. Teachers will be provided with instructions to guide learners on the usage of this board.
1 1 1 1 1 1 1 1 1 1
One One One One One One One One One One
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10
Ten Ten Ten Ten Ten Ten Ten Ten Ten Ten
10 10 10 10 10 10 10 10 10 10
100 100 100 100 100 100 100 100 100 100
Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred
100 100 100 100 100 100 100 100 100 100
Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred Hundred
1000 1000 1000 1000 1000 1000 1000 1000 1000 1000
Thousand Thousand Thousand Thousand Thousand Thousand Thousand Thousand Thousand Thousand
1000 1000 1000 1000 1000 1000 1000 1000 1000 1000
10000 10000 10000 10000 10000 10000 10000 10000 10000 10000
10000 10000 10000 10000 10000 10000 10000 10000 10000 10000
Instructions
1. Take the sheet provided. Tear the stamps along the perforated lines.
2. There will be 20 Place Value Stamps for ones, tens, hundreds, thousands and ten
thousands.
3. Use these stamps in the given Place Value Board to form numbers.
4. Perform addition and subtraction of numbers using these Place Value Stamps on the Place
Value Board.
Place Value Stamps
Instructions
1. Take the sheet provided. Tear the strips along the perforated lines.
2. These strips are also known as Cuisenaire Strips. These can be used to learn the concepts
of Numbers, Number Operations, Measurements, Shapes and Data Handling.
3. Teachers will be provided with instructions to guide learners on the usage of these strips.
Number Strips
Geoboard.pdf 1 19-11-2018 13:37:38
FOR GEOBOARD
Geoboard.pdf 1 19-11-2018 13:37:38
FOR GEOBOARD
Name: _________________________ Name: _________________________

Section: ______ Roll No.: __________ Section: ______ Roll No.: __________
School: ________________________ School: ________________________

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Maths Weaves Inner title_.

pdf 4 13-09-2023 19:13:04

Head Office: A-12, 2nd Floor, Mohan Cooperative Industrial Estate,

© Proficiency Learning Solutions Private Limited

First Edition published in 2023

Printed in India by _________________________

Warm Up Thrill in Store

Multiples and factors are closely • Multiples

Put On Your Thinking Caps

their critical and creative a. 1 and 3 b. 2 and 3 c. 1 and 2 d. only 3

connect and helps students

understand how we maths

in different spheres of life

the concepts learnt in the 126

7. Compare the number of lines of symmetry in square, rectangle and

concepts through hands-

on experience and easily Expanded Forms

d. CXV + CXXIX = Provides opportunities for

f. Difference of LXV and IX is

unit. These activities help

take the fear out of Math

Multiplication of a 4-digit Number by a 1-digit Number

Multiplication Using Expanded Form

enhance language skills

and enable children to desert’s shifting dunes made

make connections and On the ninth day, the

understandings relentless, and every step

Play Time Identify the various kinds

Games provide non-didactic of lines and angles in the

Discuss with your teacher how geometry is part of day-to-day lives.

2. Addition and Subtraction of Large Numbers 20

5. Multiples and Factors 64

9. Patterns and Symmetry 129

10. Measurement 139

11. Perimeter and Area 151

12. Time 165

13. Money 180

14. Data Handling 192

Answer Key 202

Warm Up Thrill in Store

c. 9275, 9375, 9475, , , ,

Reading and Writing 5- and 6-digit Numbers

Indian Number System

International Number System

4 × 1,00,000 = 4,00,000 or 4 Lakhs 4

467,861 = 4,00,000 + 60,000 + 7000 + 800 + 60 +1

For a 6-digit number,

Representation of 5- and 6-digit numbers on an abacus

Standard form: 66,320 Standard form: 9,11,664

Comparing and Ordering Numbers

35 ,876 > 5,550 7L > 5L

1. Put the correct sign >, < or =.

b. 2,61,140; 2,61,150; 2,61,160; ; ; .

c. 784,610; 784,614; 784,618; ; ; .

d. 3,72,150; 3,72,160; 3,72,170; ; ; .

3. Here is a list of few peaks in the Himalayas. Arrange them in

Guess the Number

The greatest number is formed by writing all the digits in descending

So, the smallest 6-digit number is 2,03,456.

3. Here is a list of few peaks in the Himalayas. Arrange them in

2. Suman travelled 1730 km by train, 1980 km by car and 700 km by

4,78,998 – 2,54,382 = 2,24,616 6,69,800 – 2,46,400 = 4,23,400

2. How many blue marbles were

3. How many caps did the fox get to

4. How many bananas were left?

5. What was the total number

1. Multiply by 2. Multiply by 3. Multiply by 4. Multiply by

2. Multiply using the expanded form and verify the result.

1. Multiply 212 by 3. 2. Multiply 212 by 30. 3. Add the products obtained.

1. Multiply by 2. Multiply by 3. Multiply by 4. Add the products.