Mathematics Class 4

O XFO RD
SCHOOL EDUCATION
For
Teachers
NEW GUIDED
MATHEMATICS
CLASS 4
ABHIJIT MUKHERJEA
NEELA CHOSE
OXFORD
U N IV E R S IT Y PRESS
O X fO R D
U N IV E R S IT Y PRESS
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Published in India by
Oxford University Press
YMCA Library Building, 1 Jai Singh Road, New Delhi 110001, India
Oxford University Press 2005, 2008
The moral rights of the author/s have been asserted.
First published 2005
Second revised edition 2008
18th impression 2016
All rights reserved. No part of this publication may be reproduced, stored in
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and you must impose this same condition on any acquirer.
ISBN-13: 978-0-19-569056-9
ISBN-10: 0-19-569056-7
Typeset in Baskerville MT
by Innovative Processors, New Delhi 110002
Printed in India by Magic International Pvt. Ltd., Greater Noida
The cover illustration (compound eye of a fruit fly)
Showcases the theme patterns in nature
Illustrations by Amit John, Gigimon Scaria, Nilabho and Blackleads
Preface
Mathematics is a fascinating subject that has applications in m any areas, especially in our day-today lives. It underlies processes and patterns in the world around us the spherical shape of a soap
bubble, the ripples on the surface of a pond, the fractal pattern of snowflakes, and the chaotic
swirling of a hurricane are but a few examples.
New GuidedMathematics is a well-structured and child-friendly series that aims to draw children into the
vibrant world of mathematics. T he series aims to engage students in mathematics by providing reallife situations in topic explanations, solved examples, and exercises to ensure that the learner appreciates
the applicability of mathematics. This new edition builds upon the strengths of the previous edition.
The key features of the books are listed below.
> Simple language and lively illustrations make the ideas more child-friendly.
> Everyday contexts in solved examples and exercises make students appreciate the need for
mathematics.
> Carefully graded exercises are given for practice.
> Revision exercises, included after each chapter, provide additional practice.
>
Comprehensive Test Papers, at the end of each book, prepare students for examination.
> Child-friendly comic strips relating to real-life situations are included at the beginning of each
chapter (Classes 3-5).
This new edition has the following additional features.
> Try this, given alongside solved examples, tests comprehension of new topics.
> Worksheets have been included to provide hands-on practice.
> Mental Maths, within each chapter and at the end of each book, trains students to perform
quick calculations.
> More numerical questions have been included to facilitate drills and the assignment of tasks
for practice.
It is hoped that New Guided Mathematics will prove to be an enjoyable companion, as teachers and
students proceed on their journey through numbers.
Authors
Preface
Mathematics is a fascinating subject that has applications in many areas, especially in our day-today lives. It underlies processes and patterns in the world around us the spherical shape of a soap
bubble, the ripples on the surface of a pond, the fractal pattern of snowflakes, and the chaotic
swirling of a hurricane are but a few examples.
New GuidedMathematics is a well-structured and child-friendly series that aims to draw children into the
vibrant world of mathematics. T he series aims to engage students in mathematics by providing reallife situations in topic explanations, solved examples, and exercises to ensure that the learner appreciates
the applicability of mathematics. This new edition builds upon the strengths of the previous edition.
The key features of the books are listed below.
> Simple language and lively illustrations make the ideas more child-friendly.
> Everyday contexts in solved examples and exercises make students appreciate the need for
mathematics.
> Carefully graded exercises are given for practice.
> Revision exercises, included after each chapter, provide additional practice.
>
Comprehensive Test Papers, at the end of each book, prepare students for examination.
> Child-friendly comic strips relating to real-life situations are included at the beginning of each
chapter (Classes 3-5).
This new edition has the following additional features.
> Try this, given alongside solved examples, tests comprehension of new topics.
> Worksheets have been included to provide hands-on practice.
> Mental Maths, within each chapter and at the end of each book, trains students to perform
quick calculations.
> More numerical questions have been included to facilitate drills and the assignment of tasks
for practice.
It is hoped that New Guided Mathematics will prove to be an enjoyable companion, as teachers and
students proceed on their journey through numbers.
Authors
Contents
Preface
1.
Large N um bers.............................................................................................. 7
> Numbers up to Seven Digits

> Place Value and Face Value
> Indian and International Place-Value Systems
> Comparison of Numbers
2.
Roman N um erals..........................................................................................22
> Roman Numerals
3.
Addition and Subtraction.........................................................................2 6
> Addition of Large Numbers

> Subtraction of Large Numbers
> Addition and Subtraction Together
4.
M u ltip lic a tio n ............................................................................................. 38
> Multiplication Properties

> Multiplication of Large Numbers
5.
Division............................................................................................................47
> Division Properties

> Division of Large Numbers
6.
Multiples and Factors...............................................................................5 6
> Multiples
> Factors
> Even and Odd Numbers
> Tests of Divisibility
> Composite and Prime Numbers
> Factorisation
7.
HCF and LCM ............................................................................................ 7 9
> Highest Common Factor

> Lowest Common Multiple
8.
Fractional Numbers...................................................................................88
> Fractions
> Types of Fractions
> Comparison of Fractions
> Converting a Fraction to its Simplest Form
9.
Addition and Subtraction of Fractions....................
> Addition of Fractions

> Subtraction of Fractions
10.
Decimals...............................................................................
> Decimal Fractions

> Conversion between Common Fractions
and Decimal Fractions
> Expanded Form of Decimals
> Comparison of Decimals
> Addition and Subtraction of Decimal Fractions
> Use of Decimals in Money
> Use of Decimals in Measurements
11.
Measurement of Length, Mass and Capacity........
> Units of Measurement

> Measurement of length
> Measurement of Mass
> Measurement of Capacity
> Mathematical Operations with Units of Measurements
12.
T im e .............................................................................................................1 4 9
> Reading Time

> Conversion of Units of Time
> Operations Involving Time
13.
Unitary Method . . . .
162
> Unitary Method

14,
G eom etry.................................................................................................. 166
>
Line Segments
>
Figures Formed Using Line Segments
> Area
>
Perimeter
> Angle
>
Solid Figures and Plane Figures
> Symmetry
Worksheets and Mental Maths
J84
Comprehensive Test Papers
189
Answers to Select Questions
192
LARGE NUMBERS
Let's Recap
. Write the num ber in the expanded form.
(a)
7814 = _______________________
(b)
10532 = _______________________
(c)
67391 = _______________________
2. Write the num bers shown on the following abacus.

(b)
TTh Th
3. Write the place value and the face value of the coloured digits.
Place Value
Face Value
2349
_________
_________
(b) 8943
_________
_________
(c)
13462
_________
_________
(d)
52984
_________
_________
(a)
4. Arrange the following numbers in ascending order.
(a)
7 5 6 3 ,7 2 3 1 ,7 6 5 3 ,8 9 3 0 ;____________________________
(b)
11023, 3012, 10123, 1 2 1 3 ;__________________________
5. Arrange the following numbers in descending order.

(a)
2109, 2561 , 2980, 2 1 9 0 ;_____________________________
(b) 64291, 4382, 4328, 2 5 3 8 1 ;__________________________
Rahul and Priya were discussing theirfuture plans.
Numbers up to Seven Digits
Let us look at the smallest and the greatest 5-, 6- and 7-digit numbers.
5-Digit Numbers
S m a llest N u m b er
G reatest N u m b er
TTh
Th
TTh
Th
6-Digit Numbers
O n adding 1 to the greatest 5-digit number, we get the smallest 6-digit number.
99999 + 1 = 100000. It is read as one lakh.
>
O ne lakh has five zeroes.
>
We write L to show the lakhs place in the place-value chart.

S m a lle st 6-d igit N u m b er
G reatest 6-digit N u m b er
TTh
Th
TTh
Th
In figures: 100000
In figures: 999999
In words: O ne lakh
In words: Nine lakh, ninety-nine thousand,

nine hundred and ninety-nine
7-Digit Numbers
On adding 1 to the greatest 6-digit number, we get the smallest 7-digit number.
999999 + 1 = 1000000. It is read as ten lakhs.
G reatest 7-digit N u m b er
S m a llest 7-digit N u m b er
TL
TTh
Th
TL
TTh
Th
In figures: 1000000
In figures: 9999999
In words: Ten lakhs
In words: Ninety-nine lakh, ninety-nine

thousand, nine hundred and ninety-nine
Some more 6- and 7-Digit Numbers
10000000 is the
sm allest 8 -d ig it number.
It is re a d as one cro re .
Exam ple 1: Write the numbers in words.
215267 = Two lakh fifteen thousand two hundred and sixtyseven.

4325315 = Forty-three lakh twenty-five thousand three hundred and fifteen.
Exam ple 2: Write the numbers in figures.

Six lakh three thousand four hundred and twenty-two = 603422.
Twenty-five lakh eighty-five thousand six hundred and
twenty = 2585620.
T ry this!
Using an Abacus
W rite the num ber in words.

56HZHZ = ________________
Let us now represent large num bers on an abacus.
In figures: 435242
In figures: 6135243
In words: Four lakh, thirty-five thousand,

two hundred and forty-two
In words: Sixty-one lakh, thirty-five

thousand, two hundred and forty-three
Successors and Predecessors

The successor or the number comingjust after a given number is 1 more than the given number
The predecessor or the number comingjust before a given number is 1 less than the given number.
To find the s u c c e s s o r of a number, a d d 1.
To find the p r e d e c e s s o r of a number, s u b tr a c t 1.
P r e d e ce sso r
O peration
N u m b er
O peration
S u ccessor
53613
53614- 1
53614
53614 + 1
53615
638274
638275 - 1
638275
638275 + 1
638276
318518
318519- 1
318519
318519 + 1
318520
9675009
9675010 - 1
9675010
9675010 + 1
9675011
3688499
3688500 - 1
3688500
3688500 + 1
3688501
1. Write the following numbers in figures and in words.

N u m b ers
In w ord s
In figu res
(a) Greatest 5-digit num ber

(b) Smallest 6-digit num ber
(c) Smallest 7-digit num ber
(d) Greatest 7-digit num ber
(e) Greatest 6-digit num ber
2. Write the following numbers in words.
N u m b er
In w ord s
(a) 634521
(b) 235165
(c) 3558154
(d) 5033847
3. Write the following numbers in figures.
N u m b er
(a) Six lakh thirty-four thousand two hundred and five
(b) Eight lakh seven thousand nine
(c) Fifty-three lakh thirty thousand two hundred and forty-nine
(d) Seventy-seven lakh seven hundred and seven
In figures
0fjL[
4. Write the number represented on the abacus in figures and in words.
(a)
L TTh Th
(b)
L T h Th
m .
:;
In figures:
In figures:
In w ords:.
In w ords:.
5. Draw beads on the abacus below to represent the following numbers.
6. Write the successor in each o f the following.

(a)
321896
(b)
7348719
(c)
399999
(d)
40000
(e)
867428
(f)
4875564
(h)
999999
(g) 5689999
7. Write the predecessor in each o f the following.

(a)
76315
(b)
6921348
(c)
1300000
(d)
300001
(e)
8823936
(f)
3748210
(g) 4388888
(h)
2100008
8. Complete the following series by observing the pattern.

(a)
421340, 421342, 42 1 3 4 4 ,____________ , _________
(b)
381220, 381240, 381260,_____________, _________
(c)
461100, 461200, 4 6 1300,_____________, _________
Place Value and Face Value

Exam ple: W hat is the face value and the place value of
the digit 3 in 6374210? W hat is the place value of 6?
6374210 is a 7-digit number.
T he face value of 3 in 6374210 is 3.
O nes
L akhs
TL
The -face value o f a digit is the

value o f a digit in a num ber and
the place value o f a digit is the
value o f a digit because o f its
place in a number.
Starting from the right, we see that 3 is in the lakhs place.

T he place value of 3 in 6374210 is 300000.
T he place value of 6 in 6374210 is 6000000.
Expanded Form
Now we know the place values of large numbers upto ten lakhs. Let us write the expanded form of
some large numbers.
N u m b er
56738
E xp an d ed Form
5 ten thousands + 6 thousands + 7 hundreds + 3 tens + 8 ones
= 50000 + 6000 + 700 + 30 + 8
331421
3 lakhs + 3 ten thousands + 1 thousand + 4 hundreds + 2 tens + 1 one

= 300000 + 30000 + 1000 + 400 + 20 + 1
4426798
4 ten lakhs + 4 lakhs + 2 ten thousands + 6 thousands + 7 hundreds

+ 9 tens + 8 ones
= 4000000 + 400000 + 20000 + 6000 + 700 + 90 + 8
2066004

+ 0 tens + 4 ones
= 2000000 + 60000 + 6000 + 4
6327712

+ 1 ten + 2 ones
= 6000000 + 300000 + 20000 + 7000 + 700 + 10 + 2
Let us summarise:
10 ones = 1 ten
1000 ones = 1 thousand
1000 tens = 10 thousands
10000 tens
= 1 lakh
1000 hundreds = 1 lakh
100 thousands = 1 lakh
Indian and International Place-Value Systems

W hen there are many digits in a number, it becomes confusing to read the number.
To avoid mistakes while reading and writing large numbers, the numbers are
broken up into p erio d s separated by c o m m a s (,).
Large numbers can be broken up into periods using either the I n d ia n p la c e -v a lu e s y s te m or the
In te r n a tio n a l p la c e -v a lu e s y s te m .
The periods are separated by inserting commas between them.
Numbers
ain *in
0
!/> 1 c8n in
v8
a
0 2 0
e
Th
P la ce V alue
J?
o
<<*
i8n
0
80
TM
s8 SV
8
ET
T8M
3
</i i/i 3(A
w
V
08
u j
s 8 M 52
8
c TL L TTh
in
B
80
TPin
3
Th
in
8
iV
n
8
1
0
1
0
0
1
0
0
0
Numbers |
1
0
1
0
0
1
0
0
0
10 Thousands
100 Thousands
1 Million
10 Millions
One
Ten
Hundred
1 Thousand
10 Thousands
1 Lakh
10 Lakhs
1 Crore
P er io d s
H-j Ten T h o u sa n d s
P lace V alue
In tern ation al P lace-V alue S y stem
Hundred T h o u sa n d s
H
P erio d s
a
%
Indian P lace-V alue S y stem
1,
1,
1 0,
0
0,
1,
1 o,
0 o,
0 0,
0 0,
One
Ten
Hundred
1 Thousand
1,
0,
1
0
0
1,
1 o,
0 0,
0 o,
0 0,
Starting from the right side of the number, according to the Indian place-value system, the first
period is the ones period consisting of three place values ones, tens and hundreds. The other
periods to the left of the ones period have two place values each. In the International place-value
system all the periods have three place values each.
In the Indian and International place-value systems,
> a 4-digit num ber like 6438 is written as 6,438.

> a 5-digit num ber like 54369 is written as 54,369.
Let us now see how 6- and 7-digit num bers are written according to the Indian and
International place-value systems.
< >
Indian Place-Vaiue System

L akhs Period
(6- and 7-digit n u m bers)
L akhs
TL
Ones
T h o u san d s
L
TTh
Th
i,
0,
1 lakh
o,
0,
10 lakhs
Exam ples:
T ry this!
A 6-digit num ber like 996342 is written as 9,96,342.
In s e rt commas according to
Indian place-value system.
(a ) 16513H
(b ) 5 1 6 3 )0 8
International Place-Value System

M illion s Period
(6- a n d 7-d igit n u m b ers)
M illio n s
TM
T housands
M
i,
O nes
TTh
Th
o,
100 th o u san d
0,
1 m illion
E xam ples:
1 c ro re (10000000) is
w ritte n as 1,00,00,000 in
Indian place-value system and
10,000,000 in In tern a tio n a l
place-value system .
A 6-digit num ber like 996342 is written as 996,342.

H ere are a few examples to show how num bers are written
on the Indian and the International place-value charts.
Indian Place-V alue C hart
N um ber
L akhs
TL
T h ousands
TTh
9012
24678
O nes
N u m b er N am e
W ritte n a s
Th
Nine thousand and

twelve
9,012
Twenty-four thousand,
six hundred and seventyeight
24,678
N um ber
L akhs
TL
164316
W ritte n a s
N um ber N am e
O nes
T housands
TTh
Th
O ne lakh, sixty-four
thousand, three
hundred and sixteen
1,64,316
3000000
Thirty lakhs
30,00,000
2840089
Twenty-eight lakh,
forty thousand
and eighty-nine
28,40,089
In tern ation al P lace-V alu e C hart

N um ber
M illio n s
M
HTh
TTh
6372
878018
W ritte n a s
N u m b er N am e
O nes
T housands
Th
Six thousand, three

hundred and seventy-two
Eight hundred seventyeight thousand and

eighteen
6,372
878,018
7002501
Seven million
two thousand, five
hundred and one
7,002,501
9238016
Nine million, two

hundred thirty-eight
thousand and sixteen
9,238,016
4000000
Four million
4,000,000
For the p u rp o se o f learn in g, in th is b o o k w e w ill fo llo w th e In d ian p la ce-v a lu e s y ste m .
1. Write the following numbers in the Indian place-value chart given below.
TL
(a)
(b)
(c)
(d)
(e)
O nes
T h ousands
L akhs
N um ber
TTh
Th
63789
700184
317042
8463921
6207581
<&
2. Write the following numbers in the International place-value chart given below.
N um ber
M illio n s
T housands
HTh
TTh
O nes
Th
(a) 378921
(b) 600000
(c) 505050
(d) 1738492
(e) 2381710
3. Fill in the blanks.
(a) 1 million = ____________lakhs.
(b) 70 lakhs = __________ million.
(c)
3 hundred thousands = __________ lakhs.
(d) 26 lakhs = __________ m illion____________hundred thousands.

4. Put commas to break up the following numbers into periods and write them in words
according to the Indian place-value system.
(a)
1873 ____________
(b)
29365 ____________
(c)
632786 ___________
(d)
7342630 ____________
(e)
5498139 ____________
(f)
4210367 ___________
5. Put com m as to break up the following numbers into periods and write them in words
according to the International place-value system.
(a)
3490 ____________
(d)
653210 ____________(e)
(b)
88314 ____________
(c)
378177 ____________
1789360 ____________
(f)
7304059 ___________
6. Write the face value and the place value of the digit 3 and the period it belongs to in the
following numbers.
(a)
6,96,347
(b)
3,80,172
(c)
2,38,491
.(d)
3,95,476
(e)
47,00,853
(f)
53,04,658
&
Face V alue
P lace Value
Period
300
Ones
7. Write the following numbers in expanded form.

E xp an d ed Form
N um ber
(a)
68,481
(b) 5,23,784
(c)
9,65,412
(d)
7,51,314
(e)
13,41,187
(f)
68,00,218
(g)
41,29,703
(h)
39,61,455
(i)
80,36,000
(j)
8,67,000
8. Fill in the blanks for the following conversions.
(a)
10 thousands
= ________ tens.
(b) 1000 thousands = _______ lakhs.
(c)
1 lakh
= ________ tens.
(d) 1000 tens
= _______ thousands.
(e)
10,000 hundreds = ________ lakhs.
(f) 10,00,000 ones
= ----------- lakhs.
Comparison of Numbers
Recollect the checklist for comparison of numbers.

1. T he num ber with more digits is the greater number.
2. T he num ber that comes later in the num ber line is the greater number.
3. T he num ber with the greater digit in the same place is the greater number.
Exam ple 1: Com pare the numbers 63,89,210 and 2,16,430.

First, write the periods and place value of the numbers.
O nes
T housands
L akhs
TL
TTh
Th
T he num ber 63,89,210 has more digits than 2,16,430. So, it is the greater number.
Thus, 63,89,210 > 2,16,430.
Exam ple 2: Com pare the numbers 8,71,263 and 8,71,491.

First, write the periods and place value of the numbers.
6
L akhs
TL
T housands
O nes
TTh
Th
Both the num bers have the same num ber of digits.
So we start from the left and com pare the digits until we find two digits that are different. We then
compare them to decide which is the smaller or the greater number.
8
Same
As 2 < 4,
Different
8,71,263 < 8,71,491
or 8,71,491 > 8,71,263
T ry
Som e M ore E xam ples:

85,23,161 > 5,31,185
2,36,787 < 4,38,213
52,13,181 > 52,13,157
5,65,128 > 5,65,127
th is!
F ill in the box w ith < o r >.
2,52 H61
Z.5ZH68
Ordering of Numbers
Let us arrange the num bers 1,73,281; 1,83,821; 1,37,128; 1,32,723; 1,38,712 and 1,78,213 in
ascending and descending order.
First, let us write the periods and place value of the numbers.
Lakhs
TL
T housands
O nes
TTh
Th
1
1
1
1
1
1
7
8
3
3
3
7
3
3
7
2
8
8
2
8
1
7
7
2
8
2
2
2
1
1
1
1
8
3
2
3
Since all the num bers are 6-digit numbers, the place values of the digits are compared.
1. We begin with the la k h s place. All the numbers have the digit 1 in the lakhs place.
2. We move to the digits in the te n th o u s a n d s place.
T he smallest digit is 3. T he num bers with the digit 3 in the te n th o u s a n d s place are: 1,37,128;
1,32,723; 1,38,712.
3. We then com pare the digits in the th o u s a n d s place of these numbers. T he smallest digit is 2 in
1,32,723. So, the smallest num ber is 1,32,723.
4. Similarly, we find the next smallest number. Thus the numbers in ascending order are:
1,32,723; 1,37,128; 1,38,712; 1,73,281; 1,78,213; 1,83,821
For arranging the digits in descending order, start and look for the greatest digit in the ten
thousands place, then the thousands place and so on. So, the numbers in descending order are:
1,83,821; 1,78,213; 1,73,281; 1,38,712; 1,37,128; 1,32,723
Example: Arrange the numbers 1,75,623; 2,35,421; 1,46,381 and 3,56,421 in descending order.
Lakhs
TL
Thousands
L
1
2
1
3
TTh
7
3
4
5
Th
5
5
6
6
Ones
H
6
4
3
4
T
2
2
8
2
O
3
1
1
1
Following the steps given above, the num bers in descending order are:
3,56,421; 2,35,421; 1,75,623; 1,46,381
Arrangement of Digits
Arrange the digits from 1 to 7 to make the greatest and the smallest 7-digit numbers without
repetition of digits.
1. Since repetition of digits is not allowed, starting from the left, we write the greatest digit
available to make the greatest num ber possible.
TL
TTh
Th
W hen rep etitio n o f digits is not allowed,

> to w rite the g re a te s t num ber
possible, w rite the digits in descending
o rder.
> to w rite the sm allest num ber possible,
w rite the digits in ascending order.
So, the greatest num ber is 76,54,321.

2. Since repetition of digits is not allowed,
starting from the left, we write the smallest
digit available.
TL
TTh
Th
So, the smallest num ber is 12,34,567.
Exercise 1.3
1. Fill in the boxes with > or < to compare the numbers.
(a)
8,72,694 Q
88,72,694
(b)
75,38,101 Q
99,999
(c)
3,37,228 Q
3,73,828
(d)
78,36,174 Q
78,36,274
(e)
2,38,961 Q
2,39,816
(f)
52,86,419 Q
52,68,149
2. Encircle the sm allest number in each of the following.

(a) 8,59,614; 2,99,510;
7,36,512; 5,37,816; 4,28,917
(b) 17,645; 2,93,168; 2,99,587; 29,27,456; 65,847

(c)
21,46,846; 12,64,486; 21,64,486; 12,46,846; 21,64,846
3. Encircle the largest number in each of the following.

(a) 9,69,543; 9,96,453;
9,69,453; 9,69,345; 9,96,543
(b) 3,74,357; 5,86,145;
1,99,065; 4,63,888; 27,01,010
(c)
72,85,306; 7,28,536; 7,28,530; 72,58,360; 78,25,306
4. Arrange the following numbers in ascending order.

(a)
3,33,333; 33,333; 33,33,333; 3,33,033; 33,03,303
(b) 7,25,845; 7,25,548; 7,25,854; 7,25,584; 7,25,485
(c)
8,12,939; 7,37,241; 7,98,147; 8,92,347; 8,21,120
(d) 54,52,761; 45,22,671; 55,22,176; 54,52,716; 44,25,617
5. Arrange the following numbers in descending order.

(a)
6,83,576; 6,83,657; 6,83,675; 6,83,567; 6,83,765
(b) 76,88,462; 73,88,462; 79,88,462; 75,88,462; 77,88,462
(c)
78,93,174; 38,71,348; 29,84,562; 8,36,245; 2,76,209
6. Write the greatest and the sm allest 6-digit numbers possible by using the following digits
only once.
Greatest
Smallest
(a) 6, 8, 7, 5, 4 ,1
------------------------------------------------(b)
9 , 3 ,2 , 4 ,0 , 7
-------------------------
-------------------------
7. Write the greatest and the sm allest 7-digit numbers possible by using the following digits
only once.
Greatest
'
Smallest
(a) 4, 2, 9, 3, 8, 6, 1
------------------------------------------------(b)
5, 0, 7, 4, 3, 6, 2
-------------------------
-------------------------
Revision Exercise
Do these sums inyour notebook.
Q
Write the num bers with commas according to the Indian place-value system.
(a)
(c) 5632738
(d)
9875432
326542
(b)
8432124
(c) 756329
(d)
6321825
6,73,429
(b)
5,86,321
(c) 45,32,655
(d)
22,35,001
Write the following in words according to the International place-value system.

(a)
3862539
Write the following in words according to the Indian place-value system.

(a)
(b)
Write the num bers with commas according to the International place-value system.
(a)
563249
353,429
(b)
7,652,312
(c) 1,605,595
(d)
135,681
(d)
15,27,008
(d)
89,36,779
Write the place value of 5 in each of the following numbers.

(a)
5,18,237
(b)
4,53,621
(c) 52,31,023
E l Write the predecessor and the successor in each of the following.

(a)
Q
2,18,375
(b)
3,64,008
(c) 99,99,995
Write the greatest and the smallest num ber in each of the following list.
(a) 2,28,412; 3,25,152; 42,13,532; 36,83,129; 3,32,521
(b) 58,62,301; 8,52,800; 63,25,012; 31,92,409; 1,86,006
Arrange the following numbers in ascending order.

(a)
1,75,423; 7,12,432; 3,42,171; 4,32,711; 4,32,117
(b) 32,41,500; 41,32,005; 50,03,224; 30,61,003; 31,60,421

Q
Arrange the following numbers in descending order.

(a)
3,14,278; 3,00,142; 2,40,001; 6,29,508; 3,42,106
(b) 67,42,000; 31,80,003; 52,19,620; 30,08,217; 25,08,669

Q0 Arrange the following digits to make the greatest and the smallest 6-digit num bers possible
without repeating any digit.
(a)
3, 8, 7, 5, 4, 2
(b)
8, 3, 0, 5, 2, 6
(c)
5, 3, 6, 2, 0, 9
(d) 7, 9, 5, 8, 3, 2
[Q Arrange the following digits to make the greatest and the smallest 7-digit num ber possible without
repeating any digit.
(a)
7, 1,0, 5, 8, 6, 2
(b)
3, 2, 4, 1, 9, 8, 5
(c)
f B W hat is 1 more than the greatest 7-digit number?

Q0 W hat is 1 less than the smallest 6-digit number?
2, 0, 6, 7, 5, 4, 3
(d) 9, 1, 6, 7, 4, 0, 3
ROMAN NUMERALS
The twofriends (Rahul and Priya) decided to visit a zoo. On their way to pick up theirfriend Rohan, they passed
a villagefair.
Jk
\ Roman Numerals
T he ten digits 0, 1,2, 3, 4, 5, 6, 7, 8 and 9 that we are familiar with, are called H indu-A rabic
numerals. T he H indu-A rabic num eral system uses these ten digits to make all other numerals.
These numerals are also called international numbers.
In this chapter we will learn about the Rom an system of numeration. T he Romans had seven
basic symbols represented by the following letters:
R om an
H in d u -A ra b ic
10
50
100
500
1000
T he Romans did not have a symbol to represent the digit 0. They used a combination of the
above given letters to build all other numbers.
Rules for Forming Roman Numerals

Rule 1: W hen the same symbol is repeated one after the other, the product of the value of the
symbol and the num ber of times it is repeated is the value of the numeral.
HI = 1 x 3 = 3
XX = 10 x 2 = 20
Exception:
The symbols YJ L and D are never repeated. So if we want to write 10 in Rom an numerals, we
use the symbol X (and not W ) . Similarly, if we w ant to write 100or 1000 in Rom an numerals,
we use the symbols C and M, respectively (and not LL or DD).
Rule 2: If a symbol is written to the right of another symbol (i.e., after

the symbol) of greater value, the value of the num eral is the s u m of
the values of the symbols.
VI = 5 + 1 = 6
V III = 5 + 1 + 1 + 1 = 8
X X V III = 10 + 10 + 5 + 1 + 1 + 1
= 28
Rule 3: If a symbol is written to the left of another symbol (i.e., before

the symbol) of greater value, the value of the num eral is the
d iffe re n c e of the values of the symbols.
IV = 5 - 1 = 4
IX = 10 - 1 = 9
Rule 4: If the symbols are combined, the value of a symbol of smaller

value in the middle of two symbols of greater values is s u b tr a c te d
from the value of the symbol on its right.
X IV = 1 0 + ( 5 - 1)
= 10 + 4
= 14
(Here both X and V have greater values than I. So the value o f I is subtractedfrom
V, which is to its right. The difference is added to the value o f the numeral to the
left. So the value o f IV = 5 1 = 4. Now, add 10 and 4; 10 + 4 14.)
X X IX = 10 + 10 + (10 - 1) = 10 + 10 + 9 = 29
'Remember!
> A le tt e r can be re p e a te d up to a maximum o f
th re e tim es only.
> A symbol o f sm aller value can be w ritte n to
the le ft o f the symbol o f g r e a te r value only
once. So Rom an num erals can n e v e r be
IIV o r IIIX .
&
Exercise 2.1
A. Complete the tables.
1
21
II
1+ 1
22
III
1+ 1+ 1
23
IV
5 -1
24
25
VI
5+ 1
26
V II
27
V III
28
IX
10
11
XI
1 0 -1
30
10+ 1
XXVI
10+10 + 6
XXX
31
32
13
33
X IV
10+10+1
29
12
14
XXI
10 + 4
34
15
35
16
36
17
37
18
38
19
X IX
10 + 9
39
20
XX
10 + 10
40
X X X V II
10+10+10 + 7
XL
B. Write the corresponding Roman numerals.

(a)
(b)
18
(c)
25
(d)
30
(e)
49
(f)
100
C. Write the corresponding Hindu-Arabic numerals.

(a)
t o
VI
(b)
IX
(d) X X V II
(e)
(c) X X V
(f)
LXI
Revision Exercise
M atch the H indu-A rabic numerals to the Rom an numerals of the same value.
H in d u -A rab ic N u m era ls
R o m a n N u m era ls
36
23
32
IX
X X ^ \^
VII
X X V III
X V III
X X X II
X IV
X X III
XXXVI
18
7
14
^ ^ ^ 2 8
^ 9
20
| Write the corresponding H induArabic num eral for the following Rom an numerals.
(a) IV
(b) X X X V
(c)
X II
(e) III
(f)
(g)
X X IV
X IX
(d) X L
(h) X X X V I
Write the corresponding Rom an num eral for the following H indu-A rabic numerals.
(a) 8
(b)
27
(c)
15
(e)
(f)
11
(g)
32
19
(d) 35
(h) 10
Put < or > signs to com pare the following Rom an numerals.
(a)
IX
(c)
XXX
(e)
<
XX
XI
(b)
XV
XL
(d)
(f)
Which of the following are not Rom an numerals as their combination of symbols is
the rules?
(a) IIIX
(b) X III
(c)
V III
(e) W I
(f)
(g)
XXI
LLII
(d) IIV
(h) v x v
| Tick the correct Rom an num eral for the following H indu-A rabic numerals.
(b) We write the num ber 9 as:
v im
IV 0
IX
(c) We write the num ber 14 as:

(d) We write the num ber 29 as:
XIV
XXVI1II
XIIII
XXIX
(e) We write the num ber 40 as:
XL
(a) We write the num ber 4 as:
HH
HH
HH
HH
xxxx
&
ADDITION AND SUBTRACTION

Let's Recap
1. Fill in the boxes,
(a)
1,435 + 0 =
D o you rem em ber?
(b)
58,699 + 1 =
7 5 2
+ 2 3 H
(c)
1 + 78,645 = 78,645 +
(d)
4,790 + 3,865 = 3,865 +
(e)
56,836 - 1 =
(f)
9 ,7 4 3 - 0 =
(g)
4 8 ,7 6 9 - 0 =
2. Add the following,

(a)
ThH TO
3 2 5 1
+ 4 0 3 6
(e)
9 8 6
> D iffe re n c e
(b)
TTh Th H T O (f )
2
5 3 2 6
(c)
ThH TO
2 4 16
ThH TO
6 8 0 4
ThH TO
(d)
4 16 9
4 5 1 0
+ 7 3 4 3
+ 3 6 8 7
TTh Th H T O (g)
TTh Th H T O (h)
TTh Th H T O
3
4 6 9 2
+ 1 3 4 2 9
2 5
+ 4 2
3. Subtract the following.

(a)
ThH TO
(b)
ThH TO
6 14 5
9 7 5 8
- 2 0 2 3
- 3 5 4 7
&
-> Sum
> M inuend
> Su b tra h en d
+ 3 1 4 3 0
(e)
------ > Addend

------> Addend
2
- 1 8
TTh Th H T O (g)
- 3 7 2 2 3
- 2 0
1 2
8
5
3 7
2 9
+ 4
+ 3
5
2
2
8
4
0
9
5
6
1 0
8 8
9 3
ThH TO
(d)
7 5 8
6 7
TTh Th H T
4 6
1 43
6
7
Th H T O
(c)
TTh Th H T O (f )
7
7 2 9 9
2
9
5 2 7 1
- 3 8 4 3
O (h)
3
4
TTh Th H T O
4
-
6 1
1 6 8 8 2
Priya and Rahul are on their way to Rohans house.
To add large numbers, the addends are arranged in columns according to the place values of the
digits.
Addition without Carrying

Exam ple 1: Add 3,24,012 and 73,952
E xam ple 2: Add 1,00,000 and 10,000
TTh
Th
TTh
Th
+
3
Thus, 3,24,012 + 73,952 = 3,97,964
t
A d d en d
A d d en d S u m
+
1
Thus, 1,00,000 + 10,000 = 1,10,000
A d d en d
A d d en d
!
Sum
&
In the o n es column, 7 4 = 3
In the ten s column, 8 3 = 5
TTh
8
H
1
Th
7
T
3
O
4
In the ten th o u sa n d s column, 8 + 0 = 8

In the lak h s column, 3 - 2 = 1
Addition with Carrying

E xam ple 1: Add 6,42,791 and 3,37,286
L
6
+ 3
TTh
Th
4
3
2
7
7
2
9
8
1
6
E xam ple 2: Add: 1,87,632 + 24,715 + 82,163

TTh
Th
3
1
1
+
+
7
1
Thus, 6,42,791 + 3,37,286 = 9,80,077
Thus, 1,87,632 + 24,715 + 82,163 = 2,94,510
E xam ple 3: Fill in the correct digits

in the boxes.
T ry this!
Add
3 H 2 / 6 7
+ 2 7 m
8 8 9 5
---------------------------------------
In the ones column, 3 < 5. So, 13 5 = 8

Thus, in the tens column, 6 + 5 + 1 (carried over) = 12. 1 is carried over to the hundreds column.
Now, 3 < (7 + 1) or 3 < 8. So, in the hundreds column, 1 3 - 8 = 5. Thus, in the thousands
column, 9 + 3 + 1 (carried over) = 13. 1 is carried over to the ten thousands column.
Now, 4 < (5 + 1) or 4 < 6.
So, in the ten thousands column,
sum - addend = 14 6 = 8
Thus, in the lakhs column, 8 + 1 (carried over) = 9
Properties of Addition
TTh
Th
1. C hanging th e ord er o f a d d in g th e a d d en d s d o e s n o t ch an ge th e su m .
Exam ple:
8
+
+
8
So, 6,37,128 + 1,89,346 = 8,26,474 = 1,89,346 + 6,37,128.
2. C hanging the g ro u p in g o f n u m b e r s w h en a d d in g m o re th an tw o n u m b er s d o e s
n ot change th e su m .
Example: Add 27,385; 14,716 and 35,028

(i) Step 1: Add 27,385 and 14,716
2
+
1 4
1 6
Step 2: Add 35,028 to the sum
5
+
1
1 2
1
2
8
9
So, 27,385 + 14,716 + 35,028 = 77,129
(ii) Step 1: Add 27,385 and 35,028
6
+
2
4
7
7
1 6
So, 27,385 + 35,028 + 14,718 = 77,129
(iii) Step 1: Add 14,716 and 35,028

1 4
+
1 6
So, 14,716 + 35,028 + 27,385 = 77,129
T r y this!
We see that,
F ill in the boxes.
(27,385 + 14,716) + 35,028
(a ) 2,56,189 + 8.1H.302 =
= (27,385 + 35,028) + 14,716
(b ) 8,92,030 +
= (14,716 + 35,028) + 27,385 = 77,129
+ 2,56,189
= 8.92,030
3. Adding zero to a n u m b er g iv e s th e n u m b er itself.
Example: 5,18,064 + 0 = 5,18,064
Exercise 3.1
1. Add the following.
(a)
L TTh Th
T O
+ 6 4
(b)
L TTh Th H
2
+
3 2
T O
5 1
(c)
L TTh Th H T O
2 6 4 8 1 9
+
9 6 3 6
&
TTh Th H
(d)
3
+ 1
TTh Th H
(e)
T O
T O
(f)
L TTh Th H
2 6
+ 3
L TTh Th H
T O
4 6
7 8
5
+

L TTh Th H T O
(a)
1 6
+ 2 4
+ 4
1 5
0
3 5
+ 2
1 0
L TTh Th H
T o
(d) L TTh Th H
T O
(b)
(e)
L TTh Th H T O
(c)
1 6
1 7
L TTh Th H T O
(f)
3 8
7 4
+ 5
7 0
+ 2
1 5
3 4
0 5
3. Fill in the m issing numbers in the boxes.

+ 2,87,643
(a)
2,87,643 + 6,93,210 =
(b)
7,96,310 + 1,49,812 = 1,49,812 + _________
(c)
(36,789 + 44,952) + 71,164 = 36,789 + ( [
] + 71,164)
(d) 4,38,691 + (2,87,346 + 1,60,079) = (4,38,691 + 2,87,346) +

(e)
= 6,87,140
6,87,140 +
+ 0 = 7,79,346
(f)
4. Fill in the m issing digits to complete the following additions.

(a)
TTh
6
+
Th
7
1
(b)
4
8
+ 4
7
TTh
Th
(C)
TTh
Th
(d)
TTh
Th
Subtraction of Large Numbers

To subtract large numbers, the m inuend and subtrahend are arranged in columns according to
the place values of the digits. Like in addition, we always start from the ones place.
Subtraction without Borrowing

E xam ple 1: Subtract 2,14,054 from 6,85,398
L
TTh Th
3
3
Thus, 6,85,398 - 2,14,054 = 4,71,344
M inuend

TTh Th
Thus, 6,73,948 - 3,21,307 = 3,52,641
S u b trah en d D ifferen ce
M in u en d
S u b trah en d D ifferen ce
Example 3: Fill in the correct digits in the boxes.

TTh
Th
2
1
m inuend su b tra h en d = d iffe re n ce

or, d iffe re n c e + su b tra hen d = minuend
or, m inuend d iffe re n c e = subtrahend
In the o n e s column, 6 - 2 = 4
In the te n s column, 8 - 4 = 4
In the th o u s a n d s column, 7 - 5 = 2
Subtraction with Borrowing

E xam ple 2: Subtract 38,747 from 1,00,000
Arrange the m inuend and subtrahend in

columns according to the place values of the
digits.
Arrange the minuend and subtrahend in

columns according to the place values of the
digits.
TTh Th
TTh Th

0 0 0 0 0
@
-
Thus, 1,00,000 - 38,747 = 61,253
Thus, 3,24,378 - 1,82,645 = 1,41,733
E xam ple 3: Fill in the correct digits in the boxes.

L
TTh
Th
T r y this!
S u b tr a c t
6 1 3 2 5 0
- 2 H 5 0 7 1
We know, m inuend difference = subtrahend

But in the ones column, 8 > 1. So minuend must be 11 with 10 ones borrowed from 5 tens.
Thus, in the ones column, 1 1 - 8 = 3
T he tens column has also borrowed 10 tens from 4 hundreds and that is how 14 7 = 7
In the hundreds column, 3 3 = 0
In the ten thousands column, 6 < 7. So the minuend must be 16 ten thousands with 10 ten
thousands borrowed from 2 lakhs.
Thus, in the ten thousands column, 16 7 = 9
In the lakhs column, the m inuend has 2 - 1 = 1 lakh left
L
TTh
Th
T ry this!
F ill in the blank spaces.

5 6 3 2 7 3
2 3 0 / 5 2
Addition and Subtraction Together
Look at the following example.
Example: 5,63,218 + 1,88,395 3,56,719

Step 1:
TTh
Th
T ry this!
Add and subtract
6 2 3 0 5 3
+ Z 0 8 3 9 6
Step 2:
y
- 3 5 2 0 1 8
Thus, 5,63,218 + 1,88,395 - 3,56,719 = 3,94,894
Exercise 3.2
(a)
(c)
(e)
(g)
-
TTh Th
TTh Th
TTh Th
L TTh Th
8
7
3
o
3
(b)
TTh Th
8
8
H
9
T
4
O
6
TTh Th
6
7
2
H
5
T
9
O
5
TTh Th
7
7
8
H
5
T
8
L TTh Th
4
5
7
H
1
T
7
O
3
L
6
(d)
(0
(h)
(i)
(k)
TTh Th
TTh Th
L
6
(j)
TTh Th
(1)
TTh Th
2. Subtract the following. (Do these sums inyour notebook.)

(a)
3 ,7 8 ,9 4 3 - 1 ,2 6 ,7 1 2
(b) 5 7 , 1 2 8 - 2 5 ,0 1 7
(c)
4 ,7 3 ,5 8 1 - 9 6 , 3 2 9
(d)
6 ,3 8 ,0 0 0 -5 ,6 9 ,0 0 0
(e) 6 ,8 3 ,1 2 9 -4 ,1 5 ,0 7 3
(f)
1 ,0 0 ,0 0 0 - 73,278
(g)
9 ,0 0 ,0 0 0 -5 ,9 8 ,3 4 7
(h) 5 ,3 7 ,6 8 9 -2 ,1 2 ,2 6 7
(i) 8 ,5 7 ,1 2 8 -2 ,5 0 ,1 7 4
3. Add and then subtract the following. (Do these sums inyour notebook.)
(a)
3,00,000 + 3 0 ,0 0 0 -1 ,0 0 ,0 0 0
(b)
5,50,000 +
5 0 ,0 0 0 - 1,10,000
(c)
2,80,000 + 8 0 ,0 0 0 - 1,20,000
(d)
3,50,000 +
3 5 ,0 0 0 -5 3 ,0 0 0
(e)
63,500 +
(f)
2,11,540 + 3,24,800 - 4,00,000
(g)
5,62,399 + 1,24,851 -2 ,0 5 ,5 6 5
(h)
3,65,943 + 2,34,057 - 1,50,000
(i)
2,12,856 + 3 ,5 0 ,0 0 0 -4 ,0 6 ,7 5 2
(j)
1,89,774 + 4 ,5 5 ,0 0 0 -3 ,9 6 ,7 1 9
1,54,505 - 98,000
4. Fill in the m issing digits to com plete the following subtractions.

(b)
-
(C)
&
(d)
Word Problems
E xam ple 1: T he population of Bahamas is 2,76,000. T he population of Barbados is 2,64,000
and that of Seychelles is 72,000. W hat is the population of the three countries taken together?
Population of Bahamas
2,76,000
Population of Barbados
= (+) 2,64,000
Population of Seychelles = (+)
72,000
6 , 12,000
The population of the three countries taken together is 6 lakh 12 thousand.
E xam ple 2: T he area of New Zealand is 2,70,534 square kilometres. T he area of Venezuela is
6,41,516 square kilometres m ore than the area of New Zealand. W hat is the area of Venezuela?
Area of New Zealand =
2,70,534 sq. km
Area to be added
= (+)
6,41,516 sq. km
Area of Venezuela
9,12,050 sq. km
The area of Venezuela is 9,12,050 sq. km.
E xam ple 3: T he population of Bhutan is 6,00,000 and the population of Maldives is 3,62,000
less than that of Bhutan. W hat is the population of Maldives?
Population of Bhutan
6,00,000
N um ber to be subtracted
= () 3,62,000
Population of Maldives
2,38,000
The population of Maldives is 2,38,000.
E xam ple 4: Norways area is 3,23,752 square kilometres, whereas Portugals area is 91,905
square kilometres. By how much is Norway bigger in area than Portugal?
Area of Norway
Area of Portugal
= (-)
Norway is bigger by
3,23,752
sq. km
91,905
sq. km
2,31,847
sq. km
Norway is bigger in area than Portugal by 2,31,847 sq. km.
Exam ple 5: Find the num ber which is 52,702 less than the greatest 6-digit number.
The greatest 6-digit num ber
Less
= (-) 52,702
The num ber which is 52,702 less than 9,99,999 =
9,99,999
9,47,297
Thus, the num ber which is 52,702 less than the greatest 6-digit num ber is 9,47,297.
&
Exercise 3.3
1. A florist sold 47,386
roses, 18,794 tulips and
23,217 chrysanthemums
in a year. How many
flowers did the florist sell
in all, that year?
N um ber of tulips sold
Total num ber of flowers sold
In a year, a factory produced 3,84,740

bulbs, out of which it sold 2,96,800 bulbs.
How m any bulbs were left unsold?
Circus A earned Rs
in 2006.
Circus B earned Rs
A in 2006.
less than Circus
Circus B earned Rs
in 2006.
N um ber of bulbs produced =

N um ber of bulbs sold
N um ber of bulbs unsold
Works of fiction
l
/// / / // (L M agazines
5. T he population of a town is 53,784. If

28,325 of them are males, then find the
num ber of females in the town.
6. T he sum of two num bers is 8,21,025. If
one of the num bers is 3,10,150, find the
other number.
N um ber of chrysanthemums sold =
Circus A earned
Rs 3,73,500 in the year
2006. Circus B earned
Rs 58,720 less than
Circus A earned in that
year. How much did
Circus B earn in 2006?
4. A library had 37,652

works of fiction, 58,127
magazines and many
reference books in its total
stock of 1,34,897 books
and magazines. How
many reference books
were there in the library?
N um ber of roses sold
If Magazines and works of fiction

w Total no. of books in the library
Magazines and works of fiction
No. of reference books
Population of the town

N um ber of males
N um ber of females
Sum of two numbers
O ne num ber
T he other num ber
Revision Exercise
Q
Add the following.

(a)
7,36,154 + 2,62,431
(b) 3,78,194 + 2,16,035
(c) 5,81,620 + 2,15,318
(d)
24,610 + 9,13,289
(e) 6,13,847 + 3,22,783
(f)
(g)
2,64,171 + 1,05,301 + 3,20,216
(h)
1,82,438 + 3,25,674 +
1,63,499 + 6,50,012
68,634
Subtract the following.

(a) 7,23,680 -4 ,8 1 ,7 3 2
(b) 8 ,0 0 ,0 0 0 - 6,28,711
(c) 5 ,1 3 ,4 1 4 -1 ,2 3 ,1 2 6
(d) 5,21,473 - 2,79,368
(e)
(f) 8,13,120 - 2,35,160
(g) 7,30,000 - 5,86,790
(h) 5,92,600 - 2,99,999
6,00,000 - 99,999
(i)
3,00,009 - 2,66,095
| Fill in the boxes.

= 5,68,423
(a) 5,68,423 +
(c)
(b)
2,34,156 + 93,245 = 93,245 +
3,24,031 + 12,549 = 12,549 + 3,24,031 +
(d) 0 + 1
= 8,09,341
| Fill in the missing digits.

(a)
1 2
(b)
+
+
| The area of France is 5,43,965 sq. km and that of G erm any is 3,56,974 sq. km. W hat is the
area of France and G erm any taken together?
Q
3,46,218 men, 3,39,464 women and 1,12,894 children live in a town. W hat is the total
population of the town?
Ashoks father earned Rs 89,237 in 2005 and Rs 1,04,578 in 2006. How much did Ashoks
father earn in the years 2005 and 2006?
| 1,41,732 students appeared for an examination, out of which 80,497 were boys. How many
girls appeared for the examination?
| A man had Rs 5 lakhs to spend on a house. He bought a plot of land for Rs 2,36,000 and spent
the rest of the money building a house on it. How much did he spend on building the house?
A num ber is 86,376 more than the greatest 5-digit number. W hat is the number?
| The sum of two numbers is 7,51,356. If one of the numbers is 2,00,008, find the other
number.
&
4 k.
MULTIPLICATION
Let's Recap
1. Fill in the boxes.
D o you rem em ber?
(a)
1SZH x 25 = H5600
(b)
^-------- P ro d u c t
---------------- M u ltip lie r
---------------- M u ltip lica n d
(c)
(d)
(e)
M u ltip lica n d X M u ltip lie r = P ro d u ct
(f)
2. Fill in the boxes

(a)
219 + 219 + 219 + 219 + 219 + 219 + 219 = 1533; 219 x 7 =
(b)
17,893 + 17,893 + 17,893 + 17,893 = 71,572; 17,893 x
(c)
18,947 + 18,947 + 18,947 = 56,841;
(d)
17,286 + 17,286 + 17,286 + 17,286 + 17,286 =
3. Multiply the following.

(b) T h H T O
(a) T h H T O
2 4
x
13
2
1 0
2
3
= 71,572
x 3 56,841
; 17,286 x 5 = 86,430
(c) T h H T O
9 4 5 8
X
3
(d) T h H T O
8
12 7
(h) T T h Th H T O
1 5 3 2 7
X
6
(e) T T h T h H T o
4 2 10 3
X
2
(f) T T h T h H T O
1 2 0 3 2
x
3
(g) T T h T h H T O
1 6 7 4 5
X
5
(i) H
(j) H
T O
(k)
2
x
3 6
4 5
4
x
T O
5 3
2 7
3
x 2
8
0
6
5
H T O
(1)
7 9 5
x
1 2
As Rahul, Priya and theirfriend Rohan came out o f Rohans house, Rahul looked bored.
Multiplication Properties
Let us learn the various properties of multiplication. You already know some of them.
1. W hen a n u m b er is m u ltip lie d b y zero, th e p ro d u ct is
zero.
For example,
2,549 x 0 = 0
and
49,738 X 0 = 0
2. W hen a n u m b er is m u ltip lie d b y 1, th e p rod u ct is th e

n u m b er itself.
For example,
1,938 x 1 = 1,938
and
6,45,201 x 1 = 6 ,4 5 ,2 0 1
M en ta l maths
(a) 6.8ZZ x 0 =
(b) H630Z x 7 =
(c)
Z 31J56H
x 0 =
3. W hen m o re than tw o n u m b ers are m u ltip lied , a change in

the ord er o f m u ltip lic a tio n d o e s n o t ch an ge th e p rod u ct.
For example,
(6 x 3) x 2 = 36 = 6 x (3 x 2) = (6 x 2) x 3
(110 x 2) x 30 = 6,600 = 110 x (2 x 30) = (110 x 30) x 2
4. M u ltip lication b y N u m b ers w ith Z eroes

(a)
W hen a num ber is multiplied by 10, one zero is added to its right to make the product.
For example,
and
136 X 10 = 1,360
5,721 x 10 = 57,210
(b) To multiply a num ber by tens, like 30, 40, 70, etc., we multiply the num ber by the first
digit of the multiplier and then add one zero to its right to make the product
For example,
342 x 20 = ?
First, multiply 342 and 2:
342
2 = 684
T hen, add one zero to its right. We get 6,840.

So,
342 x 20 = 6,840
Similarly,
(c)
2,321 x 30 = 69,630
W hen a num ber is multiplied by 100, we add two zeroes to its right to make the product.
For example,
228 x 100 = 22,800
and
(d)
4,310 x 100 = 4,31,000
To multiply a num ber by hundreds, like 200, 800, etc., we multiply the num ber by the first
digit of the multiplier and then add two zeroes to its right to make the product.
For example,
114 x 200 = ?
First multiply 114 and 2:
1 1 4 x 2 = 228
T hen, add two zeroes to its right, we get 22,800

So,
114 x 200 = 22,800
Similarly,
4,322 x 200 = 8,64,400
Similarly, when a num ber is multiplied by 1000, we add three zeroes to its right to make
the product.
W hen the -first d ig it o f the m u ltip lier is 1 and all

the o th e r digits a re 0, the p ro d u ct w ill he the
m u ltiplica nd w ith th a t m any num ber o f ze ro e s to
its rig h t as the num ber o f ze ro e s in the m ultiplier.
M ore E xam ples:

6 x 10,000
N um ber of zeroes after 1 in multiplier = 4

6
10,000
M ultiplicand
M ultiplier
60,000
t
Product
Thus, product = 60,000 (Four zeroes after the multiplicand)

7 x 1,00,000
N um ber of zeroes after 1 in multiplier = 5
So, 7 X 1,00,000 = 7,00,000 (Five zeroes after the multiplicand)
M en tal maths
(a) m
X 0 = [ ~
fb ) 6,250
100 =
(c ) H.108
1.000 =
Exercise 4.1
(a)
6,394 X 0
(b)
5,591 x 1
zz
(c)
0 x 9 8 ,1 4 5
(d)
2,785 x 10
(e)
3,477 x 10
(f)
47,609 x 10
(? )
5 ,8 6 4 x 1 0 0
(h)
7,192 x 100
(i)
22,100 x 1 0 0
(j)
3,551 x 1,000
flc)
3,878 x 1,000
(1)
1,623 x 1,000
(m) 87,190 X 1,000 =
(n)
52,215 x 10,000
312 x 1,00,000 =
(P)
58,967 x 1,00,000
(b)
213x30
(o )
Multiply the following.

(a)
223 x 20
= ....
.... .
(c)
1 ,2 2 1 x 4 0
(d)
4,312 x 200
(e)
332 X 300
(f)
202 x 400
(g)
2,431 x 2,000
(h)
920 x 3,000
(i)
1,200 x 5,000
(j)
2,403 x 4,000
.......

(a)
7x 9= 9x _
(b) 8 6 9 x 2 7 = ______ x 869

(c)
(3 x 7) x 9 = (9 x ______ ) x 7
(d)
49 x (22 x 8) = (______ x 4 9 ) x 8
(e)
(643 x 24) x 46 = (24 x 46) x ___
Multiplication of Large Numbers
In Class III you have learnt how to multiply 2- and 3-digit numbers. Let us now learn
multiplication of some larger numbers.
Multiplication without Carrying
T ry this!
E xam ple 1: Multiply 2,324 by 12.
Multiply
3 1 2
2 3 2 4
X
1 2
1 0 2 1
X
2 3
4 6 4 8
2 3 2 4 X
3 0 6 3
2 0 4 2 X
2 7 8 8 8
2 3 4 8 3
H
J
In such m ultiplications we know th a t the p ro d u ct o f

the m ultiplicand and the tens o f the m u ltip lier w ill be in
tens. So, the ones place o f the p ro d u ct w ill have a zero.
Som etim es, when in a hurry, we m ight fo rg e t to pu t a
zero. So to avoid making a mistake, we m ark the ones
place w ith a cross.
3 0 1 2
x 1 1 3
10
14
x 1 2 2
9 0 3 6
3 0 1 2 x
3 0 1 2 X X
2 0
1 0 1
2 8 x
4 x x
3 4 0 3 5 6
1 2 3
7 0 8
2 0 2 8
5: M ultiply 40,123 b
4 0 1 2 3
X
1 2
M e n ia l maths
S tu d y the p a tte rn and
fill in the blanks.
31x3=111
3 1 x 6 = 111
3 1 x 9 = 333
3 1 x 1 1 = ___________
37 x 15 = ___________
3 1 x 1 8 = ___________
T ry this!
M u ltip ly
3 / 2 3
x
/ 3
8 0 2 4 6
4 0 1 2 3 x
4 8 1 4 7 6
Multiplication with Carrying

E xam ple 1: 2,648 x 27 = ?
E xam ple 2: 5,283 x 144 = ?

5
4
2
8
7
6
1
5
8
2
5
9
3
6
2
5
2
1
2
2
1
8
4
3
4
1
1
8
1
3
3
3
2
T ry and avoid w ritin g the

amounts c a rrie d over.
Instead, t r y and rem em ber
w h a t you c a r r y over and
add it w ith the products.
Exercise 4.2
(a)
1 3 6 4
x
1 6
(b)
7 3 6 1
x
1 9
(c)
2 10 9
x
1 7
(d)
4 5 3 8
x
2 1
(e)
4 0 2 0
x
2 1
(f)
13 3 0
x
3 0
(g)
13 7 5
x
3 6
(h)
13 2 4
x
3 2
(i)
5 0 5 0
x
3 7
(j)
2 8 17
x
4 4
(k)
3 4 0 7
x
4 5
(1)
2 7 6 3
x
5 0
(m)
1 0 1 0
x
8 8
(n)
110 1
x
7 7
(o)
1 1 0 11
x
9 0
(p)
2 2 3 4 1
x
3 8
(b)
2 13 5
x 1 0 9
(c)
4 3 2 8
x 2 0 0
(d)
3 0 3 6
x 2 0 4

(a)
5 3 6 2
x 1 18
&
(e)
18 7 6
(f)
2 7 3 8
x 2 6 1
(g)
3 0 0 1
x 2 7 5
(h)
14 4 2
x 2 9 0
(j)
16 8 8
x 3 7 2
(k)
12 3 5
x 7 4 0
(1)
2 17 4
x 4 5 4
x 2 2 7
(i)
17 5 4
x 51 8
Word Problems
E xam ple 1: T here are 350 toffees in a tin. How m any toffees are there in 24 such tins?
N um ber of toffees in one tin = 350
N um ber of toffees in 24 such tins = 350
24
3 5 0
X 2 4
1 4 0 0
7 0 0 X
8 4 0 0
Thus, there are 8,400 toffees in 24 tins.
E xam ple 2: A television set costs Rs 8,955. How m uch would 86 such television sets cost?
Cost of one television set = Rs 8,955
Cost of 86 such television sets = Rs 8,955 x 86
9
5
8
5
6
7
4
3
0
5 3
1 6
1 3
Rs 8
X
Thus, 86 television sets would cost Rs 7,70,130.
Exercise 4.3
1. A newspaper has 15 sheets
of paper. How many
sheets of paper are there
in 5,213 newspapers?
N um ber of sheets in one newspaper

N um ber of sheets in 5213 newspapers
=
2. A bicycle costs Rs 854.

How much would 52
Cost of one bicycle = Rs

Cost of 52 bicycles =
= Rs
3. A book has 482 pages. How m any pages

are there in 74 such books?
N um ber of pages in 1 book
sheets
N um ber of pages in 74 books

=
4. There are 18 pencils in a box. How many
pencils are there in 215 such boxes?
pages
N um ber of pencils in 1 box

N um ber of pencils in 215 boxes
= ...
5. How many hours are there in 365 days?
pencils
N um ber of hours in one day =

N um ber of hours in 365 days =
=
..
hours
&
Revision Exercise
Q
Fill in the blanks.

(a)
241 x 328 = 328 x _____ (b)
(28 x 62) x 91 = (91 x ______________________ ) x 28
(c)
(120 x 401) x 75 = (401 x 75) x _____
(e)
652 x 0 x 4,231 = _____ (f)
(d)
394 x (51 x 189) = (_____ x l 8 9 ) x 5 1
2,319 x 52,342 x 0 = ____________________________
Find the product.

(a) 7 8 x 100
(b) 1 4 x 2 0 0
(c) 9 0 x 2 0 0
(d) 100 x 100
(e) 720 x 100
(f) 583 x 100
(g) 130 x 1,000
(h) 150 x 10,000
(i) 30 x 10,000
(a) 2,301 x 33
(b) 2,000 x 4 1
(c) 2 ,6 1 4 x 4 6
(d) 3,927 x 54
(e) 2,131 x 312
(f) 6,379 x 101
(g) 6 ,1 7 0 x 29
(h) 2,078 x 57
(i) 3 ,1 4 6 x 2 7
, (j) 5,008 x 183
(k) 5,135 x 12
(1) 4,189 x 200
Find the product.
A book has 245 pages. How m any pages are there in 102 such books?
A village has 1,632 children. A social service organization gives 350 g of milk powder per
child. How m uch milk powder is needed in all?
A refrigerator costs Rs 7,846. How m uch would 25 refrigerators cost?
If an aircraft can carry 275 people, then how many people can be carried by 14 such aircrafts?
T here are 3,600 seconds in an hour. How m any seconds are there in 48 hours?
T here are 1,756 children on board a passenger ship. T he captain decides to present each child
with 12 bars of chocolate. H ow m any bars of chocoloate will the captain need?
EE There are 50 apartm ents in one block. How m any apartm ents are there in a colony of
17 blocks of apartments?
ED T here are 26 letters in the English alphabet. A child is asked to write the entire English
alphabet 150 times. How m any letters will the child have to write?
W hat is the product of the smallest 4-digit num ber and the greatest 2-digit number?
W hat is the product of the greatest 3-digit num ber and the greatest 2-digit number?
DIVISION
Let's Recap
(a)
1 5 x 8 = 120; 120 +
120 x 10 = 1,200; 1 ,2 0 0 + 1 0 =
o
CD
II
(c)
= 7,
H-
(b) 60 x 7 = 420; 420 +
V o you rem em ber?
= 15, 1 2 0 + 1 5 =
, 1,200 +
= 10
(d) 0 + 241 =
(f)
-15
51
-H5
1 <------R em ain der
+ 538 = 0
(e)
575 + 575 =
+ 361 = 1
(g)
D iv is o r X Q uotient +
R e m a in d e r = D ivid en d
(h) 2,000+ 10 =
(i)
------D iv is o r
- Q uotient
13 +
-D ivid en d
In 649 + 10, quotient =
, rem ainder =
2. Divide the following.

(a)
(b)
2 )4 2 0
3 ^6960
(C)
r----------
(d)
718143
5 F2585

(c)
(b)
(a)
2 726420
3 )6 3 0 3 9
(d)
5 >46312
10 F2530
While on their way to the zoo, the kids met Priyasfather, who offered them a lift in his car.
Division Properties
Let us study the various properties of division.

1. We k n o w th a t an y n u m b er m u ltip lie d b y 0 g iv es 0 a s th e p rod u ct. A s d iv isio n is
rev erse m u ltip lic a tio n , zero d iv id ed b y an y n u m b er g iv es 0 a s th e q u otien t.
As
2 , 3 1 4 x 0 = 0,
0-2,314 = 0
Similarly,
0 +58,642 = 0
2. A ny n u m b er d iv id ed b y 1 is th e n u m b er itself.
For example,
525 + 1 = 525 because 525 x 1 = 525
Similarly,
3,502 + 1 = 3,502;
24,316 - 1 = 24,316
3. A ny n u m b er d iv id ed b y it s e lf g iv es 1 a s th e q u otien t.
For example,
525 + 525 = 1 because 1 x 525 = 525
Similarly,
2,806 - 2,806 = 1; 31,251-31,251 =
4. We c a n n o t d iv id e any n u m b er b y 0.
5. D iv isio n b y n u m b e r s w ith zeroes.
(a) We know that when we multiply any num ber by 10,
we add one zero to its right.
As division is reverse multiplication, when we divide a
num ber by 10, we take away one zero from its right.
M en tal maths
F ill in the blanks,
(a )
61.3HZ = 0
(b ) H5.61Z +
= 1
(c ) 31.986 +
= 31,986
As
2 0 0 x 10 = 2,000
So,
2,000 -s- 10 = 2,000 = 200
200
10 2 0 0 0
2 0 + 1 0 = 2 (quotient), no rem ainder
-2 0 |
0 + 10 = 0 (quotient), no rem ainder
x0
-0
x0
-0
x
0 + 1 0 = 0 (quotient), no rem ainder
Thus, 2,000+ 10 = 200

(b) We know that when we multiply a num ber by 100, we add two zeroes to its right. As
division is reverse multiplication, when we divide a num ber by 100, we take away two
zeroes from its right.
Similarly, when we divide a num ber by 1,000 we take away three zeroes from its right.
So,
2 ,0 0 0 + 100= 2000 =
and
20
2 ,0 0 0 + 1,000 = 2000 = 2
Division of Large Numbers
In this chapter you will learn how to divide 4- and 5-digit num bers by 2-digit numbers. But
before that let us revise the division of 3-digit numbers.
E xam ple 1: Divide 684 by 2.

342
4
-6 [
x 8
-8
-4
x
6 + 2 = 3 (quotient)
Check:
Divisor x Q uotient = Dividend
This division leaves no remainder.
Thus, 684 + 2 = 342
E xam ple 2: Divide 286 by 3.

As 2 cannot be divided by 3, we move
95
to the tens place.
3|286
28 + 3 = 9 (quotient), 1 (remainder)
-2 7 j
16
16 + 3 = 5 (quotient), 1 (remainder)
-1 5
This division leaves 1 as remainder.
1
2 x 342 = 684
Check: Divisor
Q uotient + Rem ainder = Dividend
3 x 95 + 1 = 285 + 1 = 286
Thus, 286 + 3 = 95 (quotient), 1 (remainder)
Division of 4-Digit Numbers

Division of 4-digit num bers is similar to division of smaller numbers.
E xam ple 1: Divide 1,644 by 12.

13 7
12 | 1 6 4 4
-1 2
44
-3 6
84
-8 4
x
Thus, 1,644+ 12
As 1 cannot be divided by 12, we divide 16 by 12.

1 6 + 1 2 = 1 (quotient), 4 (remainder)
3 (quotient), 8 (remainder)
44+12
T ry this!
Vi vide
11 15%
84 + 1 2 = 7 (quotient)
Check: Divisor
137
Q uotient = Dividend
12 x 137 = 1,644

2 16
1 5 |3 2 4 0
-3 0 |
24
-1 5
90
-9 0
As 3 cannot be divided by 15, we divide 32 by 15.

32 +
24 +
90 + 15 = 6 (quotient)
Thus, 3 ,2 4 0 + 15 = 216
Check: 1 5 x 2 1 6 = 3,240
Som e M ore E xam ples

Till now we have been dividing num bers by reciting the multiplication tables of the divisors.
This is because the divisors we have used till now were from 1 to 20. Let us now learn how to
divide using divisors greater than 20.

As we do not know the multiplication table of 28, it would help if we work it out in the margin
for rough work.
1 84
28 | 5 1 5 2
Rough Work
-2 8 j
235
-224
1 12
-1 1 2
_____ x
Step 1: As 28 x 2 = 56 and 56 > 51,
we have 51+- 28 = 1 (quotient), 23 (remainder)
Step 2: As 28 x 8 = 224 and 224 < 235,
2 8
X1
2 8
2 8
x 2
5 6
2 8
X3
8 4
2 8
X4
11 2
2 8
x 5
14 0
2 8
X6
1 6 8
2 8
X7
19 6
2 8
x 8
2 2 4
2 8
X9
2 5 2
2 8
x 1 0
28 0
we have 235 + 28 = 8 (quotient), 11 (remainder)
Step 3: As 2 8 x 4 = 112,
112 + 28 = 4 (quotient), no rem ainder
Thus, 5,152 + 28 = 184
Rough Work
Check : 28 x 184 = 5,152

247
38 | 9 3 8 9
-7 6 |
1 78
-15 2
269
-2 6 6
Check: Divisor
3 8
X1
3 8
3 8
x 2
7 6
3 8
X3
1 1 4
3 8
X4
15 2
3 8
x 5
1 9 0
3 8
X6
2 2 8
3 8
X7
26 6
3 8
x 8
3 0 4
3 8
X9
3 4 2
3 8
x 1 0
38 0
Q uotient + Rem ainder = Dividend

38 x 247 + 3 = 9,389
Thus, 9,389 + 38 = 247 (quotient), 3 (remainder)

Rough Work
18 7 9
4 6f86 4 3 4
46 j
404
368
363
-3 2 24 14
-4 14
X
Thus, 86,434 + 46 = 1,879
46 x 1 = 46
Check: 46
1,879 = 86,434
4 6
x 2
9 2
4 6
x 3
13 8
4 6
x 4
1 8 4
4 6
X5
23 0
4 6
x 6
2 7 6
4 6
x 7
32 2
4 6
x 8
3 6 8
4 6
X9
4 1 4
46 x 10 = 460
&
Exercise 5.1
1. Find the quotient.
(a)
984 - 6
(b) 952 - 7
(c) 916 - 4
(d)
959 - 7
(e) 928 - 8
(f)
972 - 9
2. Divide by the following tens.

(a)
6,720 - 10
(b) 5,000 -
100
(c) 7.000 - 1,000
(d) 8,000 - 10
(e) 7,000 -
100
(f)
6.000 -
903 - 43
1,000
3. Find the quotient in the following divisions.

Checkyour answer.
(a)
782 + 23
(b) 837 + 31
(C)
(d)
8,294 + 29
(e) 4,830 + 35
(f) 6,909 - 47
(g)
7,000 + 50
(h) 8,250 + 33
(i)
90,000 - 60
(j)
7,128 + 27
(k) 6,426 + 34
(1)
5,564 - 52
(n) 85,716 + 36
(o)
71,853 + 43
(m) 31,987 + 29
4. Find the quotient and remainder in the following divisions.

Checkyour answer.
(a)
859 + 7
(b) 977 + 3
(d) 967 + 37
(e)
1,550 +
(g)
3,794 + 10
(h)
(j)
3,311 + 13
(c) 968 + 21
(0
2,390 + 8
2,579 + 20
(i)
3,863 + 12
(k)
7,675 + 16
(1)
6,778 + 18
(m) 6,040 + 26
(n)
5,921 + 33
(o) 4,496 + 42
(p)
(q)
77,777 + 46
38,238 + 38
79,599 + 48
Word Problems
E xam ple 1: 18 ceiling fans cost Rs 7,830. How much does one ceiling fan cost?
Cost of 18 ceiling fans = Rs 7,830
Cost of 1 ceiling fan
= Rs 7,830 + 18
435
18 7 8 3 0
-7 2
6 3
-5 4
90
-9 0
x
Thus, one ceiling fan costs Rs 435.
E xam ple 2: A poultry farm needs to pack 6,552 eggs in cartons of 12 eggs each. H ow m any
cartons are required to pack all the eggs?
Num ber of eggs to be packed = 6,552
N um ber of eggs in each carton = 12
N um ber of cartons required = 6,552 + 12
546
12 6 5 5 2
-6 0
55
48
72
-7 2
x
Thus, 546 cartons are required to pack all the eggs.
E xam ple 3: A num ber when divided by 62 gives 157 as quotient and 6 as remainder. Find the
number.
We know that Divisor X Q uotient + Rem ainder = Dividend
or, 62 x 157 + 6 = Dividend
1 5
1 4
4 + 6 = 9,740
Thus, 9,740, when divided by 62 gives 157 as quotient and 6 as remainder.
&
Exercise 5.2
1. 16 books cost Rs 1,840. How much does
one book cost?
Cost of 16 books = Rs _
N um ber of books = Rs
Cost of 1 book = R s __
2. 240 cold drink bottles are to be arranged

in rows of 12 each. How many rows will
be formed?
Four chefs in a restaurant baked 280 pizzas

in one day. How m any pizzas did each of
them bake, if all four baked an equal
num ber of pizzas?
4. 50,000 tiles are fitted equally in 100
residential flats. H ow many tiles are fitted
in each flat?
A num ber when divided by 30 gives 275

as quotient. Find the number.
N um ber of cold drink botdes

N um ber of botdes in 1 row =
N um ber of rows = _________
N um ber of pizzas baked =

N um ber of chefs = ______
N um ber of pizzas baked by 1 chef =
N um ber of tiles =
N um ber of flats =
N um ber of tiles in each flat =
Divisor = _
Q uotient =
Dividend =
6. A num ber when divided by 22 gives 258

as quotient and 4 as remainder. Find the
number.
Divisor = _
Q uotient =
Rem ainder
Dividend =
Revision Exercise
Do these sums in your notebook.
Q
Divide the following.

(a)
(d)
(g)
(b)
(e)
(h)
6,800 - 10
9,000 - 100
7,000 - 1,000
(c)
(f)
(i)
8,800 - 10
76,000 - 100
81,000 + 1,000
Find the quotients in the following divisions.

(a)
(e)
(i)
5,000 - 10
4,500 -h 100
8,000 - 1,000
1,540 - 20
5,796 - 28
1,700 - 85
(b)
(f)
(j)
2,262 + 13
8,416 + 32
8,100 + 90
(c)
(g)
(k)
1,653 + 19
7,452 + 69
1,900 - 95
(d)
(h)
(1)
5,968 - 16
9,271 + 73
8,633 + 97
Find the quotient (Q) and rem ainder (R) in the following divisions.
(a)
(e)
(i)
3,070 - 14
6,713 + 52
1,509 - 90
(b)
(f)
(j)
4,775 + 15
9,999 - 63
5,379 + 96
(c)
(g)
(k)
2,150 + 17
6,830 + 82
6,850 + 21
(d)
(h)
(1)
1,830
19
8,757 + 84
8,123 + 52
Rahul, R ohan and Priya go to a restaurant and decide to share the bill equally. If the total
bill was for Rs 270, how much did each of them have to pay?
1500 tiles are to be packed in boxes of 25 each. How many boxes are needed?
A farm er needed to plant 5,016 seeds equally in 33 rows. How m any seeds can be planted in
each row?
A restaurant storekeeper needs to divide 600 kg of rice into sacks of 25 kg each. How many
sacks are required to pack the rice?
i ! l 8,000 ml of cold drink is to be poured equally into 40 glasses. How much cold drink will be
poured in each glass?
H
A num ber when divided by 35 gives 264 as quotient. Find the number.
A num ber when divided by 73 gives 129 as quotient and 3 as remainder. Find the number.
EQ W hich num ber would divide 5,250 such that the quotient is 57 and rem ainder is 6?
EETo get a quotient of 58, w hat num ber should be divided by 17?
EEHow many dozens make 7,476? (Hint: O ne dozen a set of 12)
How many scores make 6,380? (Hint: O ne score = a set of 20)
&
k.
MULTIPLES AND FACTORS
The threefriends stopped by at a confectionery shop to have some cookies.
Multiples
Let us recollect the multiplication table of 2.
2 X 1 2
2 X 2 4
2 X 3 6
2 X 4 8
T ry this!
W rite the f ir s t five
m ultiples o f 6.
2 X 5 10
2 X 6 = 12
2 X 7 = 14
2 X 8 = 16
2 X 9 = 18
2 X 10 = 20
..., and so on.

T he num bers 2, 4, 6, 8, etc., are the numbers that we get when 2 is multiplied by numbers
1, 2, 3, 4, etc. These num bers 2, 4, 6, 8, ... are called the m u ltip le s of 2.
So, the product of a number and a counting number (1, 2, 3 , . . , etc.) is called the multiple of that number.
Similarly, multiples of 4 are 4, 8, 12, 16, 2 0 ,...
&
Properties of M ultiples
1 =
1 x
2 =
1 x
3 =
1 x
4 =
1 x
5 =
1 x
1 =
1 =
2 = 6
2 = 10
2 = 14
3 = 9
3 = 15
3 = 21
4 = 12
4 = 28
5 = 15
5 = 25
5 = 35
6 = 18
6 = 30
6 = 42
7 = 35
7 = 49
CM
II
1 x
II
CM
II
Tj-1
1 =
II
1 x
O')
Given below are the first 7 multiples of 1 ,3 ,5 and 7:

7
1. Consider the first multiple of the num bers 1, 3, 5 and 7. We find that the multiples are the
same as the multiplicands (i.e., the num ber itself).
For example, 3 x 1 = 3, 7 x 1 = 7, etc.
Thus, every n u m b er is a m u ltip le o f itself.
2. Consider the multiples of 1. We find that the multiples are the same as the multiplier.
For example, 1 x 3 = 3, 1 x 5 = 5, 1 x 7 = 7, ..., and so on.
So, every n u m b er is a m u ltip le o f 1.
3. Consider the product of 5 and 7.
As
5 x 7 = 35,
35 is a multiple of 5.
As
7 x 5 = 35,
35 is a multiple of 7 too.
Now, consider the product of 2, 3 and 5.

2x3x5=
30
Also, as
2 x 15 =
30, 30 is a multiple of 2.
As
3 x 10 = 30, 30 is a multiple of 3 too.
As
5 x 6 = 30, 30 is a multiple of 5 too.
So, the p rod u ct o f tw o or m o r e n u m b er s is a m u ltip le o f ea ch o f th e n u m b ers.
>
>
>
>
E v e r y num ber is a m ultiple o f itself.

E v e r y num ber is a m ultiple o f 1.
T h e re is no lim it to the num ber o f m ultiples o f a number.
E v e r y m ultiple o f a num ber is g r e a te r than o r equal to the
number.
Common Multiples
Consider the multiplication tables of 2 and 3 again.
2
3 x 4
3 x 5
10
3 x 9
x 10
10
11
11
33
x 12
12
36
13
13
39
14
14
42
28
Take the first few multiples of 2 and 3.

Multiples o f2: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 24, 26,...
Multiples o f3: 3, 6, 9, 12, 15, 18, 21, 24, 27,...
T he num bers 6, 12, 18 and 24 appear in both the list of multiples.
They are the c o m m o n m u ltip le s of 2 and 3.
Thus, a number that is a multiple of two or more numbers is known as the common multiple o f those numbers.
Alternatively, we can find the com m on multiples as follows:
Multiples o f 2
2, 4, 6, 8 , 1 0 ,
12, 14, 16, 18,
20, 22, 24, 26
Multiples of 3
T ry this!
Find the common multiples.
3, 6, 9, 12, 15
1 8 , 2 1 , 2 4 , 27
Com m on multiples of 2 and 3
First seven
F irst seven
multiples of 8 multiples of 12
E xam ple: What are the first five common multiples of 3 and 4?
M e th o d 1: Write the first few multiples of both the numbers.
Multiples of 3:
3,
6,
9, ( m
45, (4 8 ),
Multiples of 4:
4,
51,
15,
54,
8, ( 12) , 16,
(6 0 ),
64,
18,
2 1 ,(2 4 ),
57, ( 6 0 ),
20, (2 4 ),
63,
28,
27,
30,
3 3 ,(3 6 ),
39,
42,
66, ...
32, ( % ) ,
40,
44, ( 4 8 ) 52, 56,
68, ...
We encircle the common multiples till 5 com m on multiples of 3 and 4 are found.
Thus, the first five multiples of 3 and 4 are 12, 24, 36, 48 and 60.
M e th o d 2: Find the multiples of the product of 3 and 4.
A product of 3 and 4 will also be a multiple of both 3 and 4.
3 x 4 = 12. We now multiply 12 with 1, 2, 3, 4 and 5.

Now, 12 x 1 = 12
12 is the first common multiple.
12 x 2 = 24
24 is the second com mon multiple.
12 x 3 = 36
36 is the third com m on multiple.
12 x 4 = 48
48 is the fourth common multiple.
1 2 x 5 = 60
60 is the fifth com m on multiple.
So, the first five com m on multiples of 3 and 4 are 12, 24, 36, 48, 60.
N ote: This m ethod can only be used if one of the given numbers is not a multiple of the other.
For example, the first common multiple of 2 and 4 will be 4 and not 8 (i.e., 2 x 4).
Exercise 6.1
1. Write the first five m ultiples of:
(b) 9
(a)
--------------------------------
(c)
10 ------------------------------
(d)
11
(e)
12 ------------------------------
(f)
15
(g)
20 ------------------------------
(h)
22
2. Encircle the numbers that are multiples of 7:

(a)
71
(b)
17
(c) 35
(d)
(e)
27
(d)
551
(e)
5,553
3. Encircle the numbers that are multiples of 5:

(a)
40
(b)
51
(c) 55
4. Encircle the numbers that are m ultiples of 1:

(a)
27
(b)
38
(c) 263
(d)
311
(e) 7,074
(d)
13
(e) 43
5. Encircle the numbers that are not m ultiples of 3:

(a)
60
(b)
23
(c) 36
6. Write the greatest:

(a)
2-digit multiple of 3 _________
(b)
3-digit multiple of 2 _________
7. Encircle the numbers that are m ultiples of 3. Put a square around the multiples of 6.
List their com mon multiples.
1
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Com m on multiples of 3 and 6 : ___________________________________________________

8. Encircle the numbers that are m ultiples of 2. Put a square around the multiples of 4. List
their com mon mutiples.
1
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Com m on multiples of 2 and 4 : ___________________________________________________

9. Find the first two com mon m ultiples of:
(Do these sums inyour notebook.)
(a)
4 and 5
(b) 7 and 9
(c)
5 and 7
(e)
9 and 12
(f) 9 and 10
(g)
2, 3 and
(d)
6 and 8
5(h)4, 5 and 6
10. Write the com m on m ultiples of the given number pairs in the shaded areas.
(a) Multiples o f
Multiples of
(b) Multiples of
Multiples of
Factors
We know that 6 X 7 = 42 or m ultiplicand x multiplier = product
We say that 6 and 7 are f a c to r s of 42.
So, the numbers that are multiplied to get a product are called thefactors o f the product.
Exam ple: 2 x 3 x 4 x 5 x 6 - 720

v_______ ________ j
^
I
Factors
Product
of 720
Properties of Factors
1. Consider the multiplication table of 1. We see that the products are the same as
multipliers.
For example,
1 x 3 = 3, 1 x 6 = 6, 1 x 9 = 9, ..., and so on
So, every n u m b er is a fa cto r o f itself.
2. If we multiply any num ber with 1, the product is the same as the multiplicand.
For example,
4x1=4, 7x1=7,
1 0 x 1 = 10, ..., and so on
So, 1 is a fa ctor o f ev ery n u m b er.
E v e r y num ber is a -factor o f itse lf. It is also the g re a te s t

fa c to r o f th a t number.
I is a fa c to r o f e v e ry number. It is also the sm allest fa c to r
o f a number.
^ The fa c to r o f a num ber is less than o r equal to the
number.
,,
Finding Factors of a Number

We can find the factors of a num ber by recalling multiplication tables.
P ro d u ct
Factors
12
x 4
14
60
x 20
276
6,868
12 x 23 17 x 404
O ther factors can also go on to make the same product. Consider the num ber 12. It has the
following factors.
12
P ro d u ct
F a cto rs
12
12
x 4
2 x 6
2 x 3 x
E xam ple 1: Find four factors of 60.

We know that every num ber is a factor of itself.
We also know that 1 is a factor of every number.
T ry this!
So, 1 x 60 = 60 or 1 and 60 are factors of 60.
F in d all the fa cto rs

o f 18.
Now take the bigger factor (60) and see if two other
factors can be found.
2 x 30 = 60
So, 2 and 30 are also factors of 60.
Thus, four factors of 60 are 1, 60, 2 and 30.
E xam ple 2: Find all the factors of 60.

1 x 60 = 60
or
60 x 1 = 60
2 x 30 = 60
or
30 x 2 = 60
3 x 20 = 60
or
20 x 3 = 60
4 x 15 = 60
or
1 5 x 4 = 60
5 x 1 2 = 60
or
6 x 10 = 60
or
Steps:
1 2 x 5 = 60
10 x 6 = 60
From Example 1, we know that

1, 2, 30 and 60 are factors of 60.
Now take the next smaller
num ber after 2.
3 x 20 = 60 or 20 x 3 = 60
Now take the next smaller
num ber 4, and so on.
Thus, all the factors of 60 are:

1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60.
E xam ple 3: Find two factors and two multiples of 24.

6
x 4 = 24
Thus, 6 and 4 are two factors of 24.

We know that 24 x 2 = 48 and 24 x 3 = 72
Thus, 48 and 72 are two multiples of 24.
T he tw o fa cto rs w o u ld b e w ith in and le s s th an th e n u m b er and the tw o m u ltip le s
w o u ld b e o u tsid e an d grea ter th an th e num ber.
<&
To Find Out if a Number is a Factor o f Another Number

Exam ple 1: Find if 13 is a factor of 3,107.
13 will be a factor of 3,107 if we get 3,107 as the product on multiplying 13 with a number, i.e.,
when 13 x \Y] = 3,107. To find the other factor we divide 3,107 by 13. If the division leaves no
remainder, then 13 is a factor of 3,107.
2 3 9
13 3 1 0 7
-2 6
5 0
-3 9
1 1 7
-1 1 7
3 9
X 1 3
7 1 7
3 9 X
1 0 7
2
Check:
2
3
W hen a num ber is divided

by the o th e r leaving a
re m a in d e r zero, the
d iviso r and the quotient
a re the -factors o-f the
f ir s t number.
As the division leaves no remainder, 13 is a factor of 3,107, the other factor being 239.
CO
CO
CM
E xam ple 2: Find if 23 is a factor of 1,354.

5 8
5 4
-1
1
5
4
0
2
T he division leaves 20 as remainder.
-1
4
8
So, 23 is not a factor of 1,354.
2
T r y this!
Is 15 a fa c to r o f 135?
Common Factors
Let us consider the factors of 9 and 15.
Factors of 9:
1x9 = 9
Factors of 15:
or
9x1= 9
3x3 = 9
Factors of 9: 1, 3 and 9
1 x 15 = 15
or
15 x 1
3 x 5 = 15
or
5x3
Factors of 15: 1, 3, 5 and 15
T r y this!
F in d common fa c to rs
o f 10 and 15.
Thus, factors common to two or more numbers are known as the commonfactors o f those numbers.
Exercise 6.2
1. Write T for True and F for False for the following statements.
(i)
(ii)
7 x 5 = 35 and 35 x 3 = 105
(b)
5 is a multiple of 7
(d)
(f)
7 is a factor of 105.
(h)
20 x 10 = 200 and 200 x 2 = 400

(a)
200 and 2 are factors of 400.
(b)
20 and 10 are multiples of 200.
(c)
200 is a multiple of 10
(d)
200 is a factor of 20
(e)
400 is the first multiple of 200.
(f)
400 is the second multiple of 200.
(g)
200 is a com m on multiple of 20 and
(h)
400 is not a com m on multiple of 20 and 10
10.
2. Encircle the numbers that are factors of 56.

(a)
(b)
(c) 6
(d)
10
(f)
(g)
(e) 10
(f)
(g)
(e) 10
(f)
(g)
(e) 17
(f)
(g)
(e)

(a)
(b)
(c) 6
(d)

(a)
(b)
(c) 6
(d)

(a)
77
(b)
121
(c) 21
(d) 37
6. Write two factors o f each o f the following numbers.

(a)
18 ____________________
(C) 72
(e) 350
(b)
(d)
(f)
33
100
300
7. Write 2 m ultiples and 2 factors of:

(a)
32 -----------------------------(C) 25
(e) 100
(b) 40
(d) 50
(f) 150
22
8. Find the common factors of: (Do these sums in your notebook.)
(a)
6 and 8
(b) 6 and 9
(c) 5 and 7
(d)
5 and 10
(e)
12 and 14
(f) 12 and 18
(g) 10 and 20
(h)
13 and 26
Even and Odd Numbers

In earlier classes you have learnt that even numbers are divisible by 2, while odd numbers are not.
The following table lists all the odd and even numbers between 1 and 20.
Odd
Even
11
12
13
14
15
16
17
18
19
10
20
Numbers that have 2, 4, 6, 8 and 0 in the ones place are called e v en n u m b e r s

Numbers that have 1, 3, 5, 7 and 9 in the ones place are called o d d n u m b e r s
Finding Even and Odd Multiples

Let us now define even and odd numbers in terms of multiples.
Numbers which are multiples o f 2 are called even numbers.
Numbers which are not multiples o f 2 are called odd numbers.
E xam ple 1: Find the first three even multiples of 3.

The first few multiples of 3 are: 3, 6, 9, 12, 15, 18, 21,...
Thus, the first three even multiples of 3 are 6, 12 and 18.
E xam ple 2: Find the first four odd multiples of 3.

Looking at the multiples of 3 listed in the previous
example, we find that the first four odd multiples of 3 are
3 ,9 , 15 and 21.
M en tal maths
F in d the sums. S a y w h e th e r
th e y a re odd o r even.
(a ) 2 + ^ = ___6___
(b) 3 + 5 =
(c) 2 + 5 =
Now, -fill in the blanks.
even + even = _______
odd + odd = _______
even + odd = _______
Tests of Divisibility
A num ber is said to be d iv isib le b y another num ber if upon dividing, no rem ainder is left.
There are ways to determ ine if a num ber is divisible by a certain num ber without carrying out
the actual division.
&
Divisibility by 2, 5, 10
A n u m b er is
d iv isib le by
I f th e la st
d ig it is
N u m b er
0, 2, 4, 6, 8
10
0 ,5
22
10
35
D iv isib le by
5
10
2
X
X
&ven num bers a re divisible by Z and odd num bers a re not
Divisibility by 3 and 9
A n u m b er is
d iv isib le b y
I f th e s u m
o f th e d ig its
is d iv isib le by
N u m b er
27
2 + 7 = 9
33
3 + 3 = 6
Sum o f
th e d ig its
D iv isib le
by
3
Divisibility by 4 and 6
A n u m b e r is
d iv isib le b y
4
6
I f th e
num ber form ed by the last two digits
of a num ber is divisible by 4.
num ber is divisible by both 2 and 3.
N u m b er
108
18
16
D iv isib le by
4
6
Some More Examples

E xam ple 1: W hich of the following num bers are divisible by 2?
603; 500; 226; 314; 437; 2498
T he num bers 603 and 437 have odd digits, 3 and 7, respectively, in the ones place. Thus, these
num bers are not divisible by 2.
T he num bers 500; 226; 314 and 2,498 have even digits or 0 in the ones place. Thus, these
num bers are divisible by 2.
We can check this by the long division method:

1
12
-2
1
2
3
6
2
2 [4
-4
1
3
3
-2
1
-1
2
-2
6
-6
No R em ainder
8
7
7
6
1
R em ainder = 1
Thus, 226 is divisible by 2 and 437 is not divisible by 2.
E xam ple 2: Which of the following numbers are divisible by 3?

337; 219; 4,614; 3,729
N um ber
S u m o f th e d ig its
D iv isib le b y 3
337
13
219
12
4,614
15
3,729
21
Let us check our answer for the numbers 337 and 3,729 by the long division m ethod
3
-3
X
1 2
2
7
7
-6
1 Rem ainder = 1
oo OO !
1
3
OO
1
13
-3
7
-6
1
-1
4
2
3
9
You can check by long

division if the numbers
Z I? andH.61H are
divisible by 3.
2
2
X
9
-9
X
No Rem ainder
Thus, 3,729 is divisible by 3 and 337 is not divisible by 3.
M ental maths
Fill one digit in each of the boxes to make the number divisible
by 3. (Hint: Recall the divisibility te s t for 3)
(a)
11
6 = ]'] ] 6 o r
or 1116_____________________
(b)
J O Q 3 = ------------------------------------------------ :--------------
(e)
/S 3 Q
= --------------------------------------------------------------
&

439; 6,317; 7,824; 9,936; 21,208
N um ber
N u m b er fo r m e d b y
th e la s t tw o d ig its
D iv isib le by
4
439
39
6,317
17
X
X
7,824
24
9,936
36
21,208
08
s
s
Let us check our answer for the numbers 439 and 21,208.
1
14
-4
0
3
9
9
4 | 2
5
1
0
X 1
-1
0
0
You can ch eck b y long

division i f the num bers
6,311: i m
and 993 6
a re divisible b y H?
2
3
-3
X
9
6
3
2
2
X
R em ainder 3
0
-0
X
-8
x
No Rem ainder
Thus, 439 is not divisible by 4 and 21,208 is divisible by 4.
M en ta l maths
F ill one d ig it in each o f the boxes to make the num ber divisible
b y Z as w e ll as 3. (H in t: R e c a ll the d iv isib ility te sts o f Z and 3)
SHO o r 8H6
(a )
SH
(b )
93
= ------------------
(c)
6 J 75 = ____________
E xam ple 4: W hich of the following numbers are divisible by 5?

105; 652; 550; 5,057; 1,795
Observe the last digit o f each of the given numbers.
N u m b er
L a st d ig it is
D iv isib le b y 5
105
652
550
5,057
1,795
E xam ple 5: W hich of the following numbers are divisible by 6?

6,384; 2,007; 644, 7,296; 138
N u m b er
D iv isib le b y
2
D iv isib le b y
3
D iv isib le by
6
6,384
2,007
644
X
X
7,296
R eco llect the

divisibility tests
o f 2 and 3.
138

7,218; 6,301; 4,968; 2,009; 9,009
N um ber
S u m o f th e d ig its
D iv isib le b y 9
7,218
18
6,301
10
4,968
27
2,009
11
9,009
18
E xam ple 7: Which of the following numbers are divisible by 10?

6,310; 9,000; 4,003; 7,867
If the digit in the ones place in a num ber is zero, the num ber is divisible by 10.
Thus, 6,310 and 9,000 are divisible by 10.
E xam ple 8: Which of the following num bers are divisible by 100?
70,000; 6,730; 2,800; 9,103; 6,001; 8,330; 8,400
If the digits in the ones place and tens place in a num ber are zero, the num ber is divisible by 100.
Thus, 70,000; 2,800 and 8,400 are divisible by 100.
> A ll even numbers are divisible by 2.

> A number is divisible by 3 if the sum o f its digits is divisible by 3.
> A number is divisible by H if the number form ed by its last tw o digits is divisible
by H.
> A ll numbers ending w ith 0 o r 5 are divisible by 5.
> Numbers th a t are divisible by both 2 and 3 are divisible by 6.
> A number is divisible by 9 if the sum o f its digits is divisible by 9.
Exercise 6.3
1. Encircle the numbers which are even numbers.
(a)
(b)
2. Encircle the
(a)
(c)
17 (d)
25
(e) 100
(d)
37
(e) 46
numbers which are odd numbers.
(b)
(c)
3. Write the first 4 even m ultiples of:

(b) 3
(d) 5
(f) 7
(a) 2 ------------------------------(c) 4 ------------------------------(e) 6 -------------------------------4. Encircle the numbers which are divisible by 2.
7,963;
8,472;
9,008;
1,340; 4,823;
8,706;
9,110;
3,744
5. Encircle the numbers which are divisible by 3.

39;
71;
282;
636;929;
4,174;
3,796;
8,808

54;
48;
732;
834;
9,124; 10,722;
18,764; 99,812

50;
360;
553;
4,955;
8,612;
98,340;
49,385;
9,177

2,934;
6,003;
7,288;
7,206; 83,184;
2,199; 40,006;

216;
&
343;
666;
7,281;
9,999;
1,377;
6,716;
9,036
68,754
10.
Encircle the numbers which are divisible by 10 as well as 100.

300;
11.
89,100;
20,000;
68,001;
73,600;
89,707;
65,550
Encircle the numbers which are divisible by 3 as well as 5.

600;
4,730;
750;
215;
700;
555;
55;
1,785;
1,945
Composite and Prime Numbers
We know that even num bers are those num bers that are divisible by 2. We also know that odd
numbers are those numbers that are not divisible by 2.
W hen we learnt about factors we observed that some numbers were divisible by two or more
numbers other than 1 and the num ber itself. Such numbers are called c o m p o s ite n u m b e r s .
E xam ples o f com posite num bers:

6 (divisible by 3, 2), 15 (divisible by 3, 5), 21 (divisible by 3, 7), etc.
We also have numbers that are divisible only by 1 and the num ber
itself. Such numbers are called p r im e n u m b e r s . Thus, a num ber
is either a prime num ber or a composite number. T he only
exception to the above statement is the num ber 1.
1 is n e ith er a prim e
number nor a composite
number, although 1 is
divisible by 1 and the
number itself.
E xam ples o f p r im e num bers:

Look at the numbers 2, 7, 29, 47, etc. These numbers cannot be divided by any num ber other
than 1 or the num ber itself.
Factors of 2:
1 and 2
Factors of 29: 1 and 29

Factors of 47: 1 and 47
Thus, 2, 29 and 47 are prime numbers.
Exam ple 1: Find all the prime and composite numbers from 1 to 10.
The following table lists the factors of the numbers from 1 to 10.
N um ber
1
2
3
4
5
6
7
8
9
10
F a c to r s
1
1,2
1,3
1 ,2 ,4
1,5
1,2, 3 ,6
1,7
1,2, 4 ,8
1 ,3 ,9
1,2, 5, 10
Z is the only even prim e

number.
Observe that the num bers 2, 3, 5 and 7 have only two factors each 1 and the num ber itself. So
2, 3, 5 and 7 are prim e numbers.
T he num bers 4, 6, 8, 9 and 10 have more than two factors each. So they are composite numbers.
Primes Between 1 and 100

In the previous section we identified the primes between 1 and 10 by listing out the factors of
each number.
Eratosthenes was a Greek m athem atician who found a m ethod to find the prime numbers
between 1 and 100. T he m ethod is popularly known as the Sieve o f E r a to s th e n e s as the table
of num bers so form ed is full of crosses or gaps.
,V
3
7
5
2
6
>
8
.
11 X ,
13
14 ,15
21
23
24
22
If,
25.. X
17
19
27 X
29 X
31 X
> ( X
37
38 X
x
X
X
41
42 43 X
47
X
X X
53
59
X ! x
x
.
\ y/
X /
61
67 68 69 x
x x
77 X
71
73
79 x
X
83
x
89 X
X
X
97 X
x \
X
X
x ^
x
x
X
Step 1:
As 1 is not a prim e num ber it is crossed out.
Step 2:
T he next num ber 2 is left as it is and all multiplesof 2 (4, 8, 24, etc.-all even numbers
except 2) are crossed out.
Step 3:
T he next num ber 3 is left as it is and all multiples of 3 (9, 27, etc.), that have not
already been crossed out, are crossed out.
Step 4:
Step 5:
After crossing out 1 and all the composite numbers, we are left with 25 prim e numbers between
1 and 100. T he 25 prim e num bers between 1 and 100 are:
2,
43,
3,
47,
5,
7,
53,
11,
59,
13,
61,
17,
67,
19,
71,
23,
29,
73,
79,
31,
83,
37,
89,
41,
97
In the Sieve of Eratosthenes we find seven sets of two prim e numbers between 2 and 100 which
are separated by one composite number.
For example, 3 and 5, 5 and 7, 11 and 13, 17 and 19, 41 and 43, 59 and 61, 71 and 73, etc.
Such prime numbers which differ by 2 are known as tw in p r im e n u m b e r s
If two numbers have only 1 as a com m on factor, they are known as c o p r im e n u m b e r s
Thus, all prime numbers are coprime numbers, but all coprime numbers need not be prime numbers.
E xam ple 2: Are 15 and 12 coprime numbers?

The factors of 15 are 1, 15, 3 and 5.
The factors of 12 are 1, 12, 2, 3, 4 and 6.
15 and 12 have 1 and 3 as com m on factors. H ence they are not coprime numbers.
E xam ple 3: Are 12 and 13 coprime numbers?

T he factors of 12 are 1, 12, 2, 3, 4 and 6.
T he factors of 13 are 1 and 13.
As 1 is the only common factor between 12 and 13, they are coprime numbers. Notice that in
this set of coprime numbers, 13 is a prim e num ber and 12 is a composite number.
Exercise 6.4
1. Given below is a table o f numbers from 1 to 200. Cross out the com posite numbers to
make a Sieve o f Eratosthenes and answer the questions that follow.
[Hint: Instead of prime numbers upto 7, you will now have to go upto 17.\
1
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
101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120
121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140
141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160
161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180
181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200
(a) Write all the prime numbers between 80 and 100.

(b) Write all the prime num bers between 120 and 130.
(c)
Write all the prim e num bers between 150 and 200.
---------------------------------------------------------------------------------
&
(d) How many prime numbers are there between 1 and 100?
(e)
How m any prim e num bers are there between 100 and 200?
(f)
Write five sets of twin prim e numbers.
(g)
Write five sets of prim e numbers whose difference is 4.
2. Write whether the following statements are true or false.

(a)
After 197 and 199, the next set of twin primes is 209 and 211.
(b)
189 and 160 are coprime numbers.
(c)
(d)
If 3 and 5 are twin prim es and 5 and 7 are twin primes, then 3 and 7 are also twin
primes.
(e)
4 is the smallest composite number.
(f)
1 is the smallest prim e number.
(g)
97 is the greatest 2-digit composite number.
(h)
98 is the greatest 2-digit composite number.
(i)
101 is the smallest 3-digit prime number.
(j)
3. Write the factors o f the given number and state whether they are composite or prime.
N um ber
F a cto rs
P rim e or C o m p o site
(a)
12
1,2, 3 ,4 , 6, 12
Composite num ber
(b)
41
1,41
Prime number
(c)
(d)
16
(e)
23
(f)
27
(g)
42
(h)
43
(i)
55
(j)
91
(k)
101
(1)
108
Factorisation
F a c to ris a tio n involves finding out all the possible factors of a number.
Earlier in this chapter we learnt how all the factors of a num ber can be found by repeated
factorisation of the bigger numbers.
Exam ple 1: Find all the possible factors of 70.

F a cto r isa tio n
1 x 70 = 70
2 x 35 = 70
70 is not divisible by 3 and 4.
5 x 14 = 70
70 is not divisible by 6.
7 X 10 = 70
70 is not divisible by 8 and 9.
T he factor 10 has already been found.
F a cto rs
1 and 70
2 and 35
5 and 14
7 and 10
Thus, ail the factors of 70 are 1, 2, 5, 7, 10, 14, 35 and 70.
Prime Factorisation
In the previous example, we found that upon factorisation of 70, we get some prim e numbers
and some composite numbers as factors. We know that composite numbers can be expressed as
products of prime numbers.
For example, 35 = 7 x 5 and
70 = 7 x 5 x 2
Primefactorisation is the expression o f a number as the product o f only prime numbers.

Prime factorisation can be done by two methodsfactor tree m ethod and successive division method.
E xam ple 2: O btain the prim e factorisation of 360.

M e th o d 1: P rim e fa cto risa tio n b y b u ild in g a fa cto r tree
If the factors of a num ber are shown as branching out, as shown below, we get a f a c to r tr e e
Step 1: Start with the smallest prim e factor
of 360.
2 x 180 = 360
Step 2: Next, find the smallest prim e factor
of 180.
2 x 90 = 180
Step 3: Continue to find the smallest prime
factor at every step.
Step 4: Stop when the last row has only
prim e numbers.
*
Thus, prim e factorisation of 360 = 2 x 2 x 2 x 3 x 3 x 5

T he result will be the same even if the factor tree branches out differently.
360
360
T ry this!
2
180
x
60
X
120
12
Use fa cto r tree method

to find the prim e factors
o f 60.
24
X
_L_
X
360 = 2 x 3 x 5 x 3 x 2 x 2
360 = 3 x 5 x 3 x 2 x 2 x 2
M e th o d 2: P r im e fa cto risa tio n b y s u c c e ss iv e d iv isio n

H ere we divide the num ber successively by the smallest prime num ber possible till the quotient
is 1.
>
2
2
2
3
3
5
3
1
6
8
9
4
1
0
0
0
5
5
5
>
>
>
>
>
>
Divide by the smallest prim e num ber 2. Write the quotient

below the dividend.
Continuing with 2,
divide the
quotient again.
C ontinuing with 2,
divide the
quotient again.
Next smallest prim e num ber is
3, so divide the quotient by 3
C ontinuing with 3,
divide the
quotient again.
Next smallest prim e num ber is
5, so divide the quotient by 5
Stop when the quotient is 1.
Thus, 360 = 2 x 2 x 2 x 3 x 3 x 5
Exercise 6.5
1. State whether the following are true or false.
(a)
T he product of two prim e numbers is a prime number.
(b) T he sum of two prim e numbers is a prime number.
&
(c)
1 is a prim e number.
(d)
2 is the only even prim e number.
2. Fill in the boxes to complete the factor trees.
3. Obtain the prime factorisation by using the successive division method in each o f the
following.
(a) 51
(b) 76
(c) 84
(d) 98
(e) 100

(f) 185
(g) 364
(h) 640
(i) 635
(j) 672
Obtain the prime factorisation by using the factor tree method in each o f the following.
(a) 32
(b) 40
(c) 54
(d) 96
(e) 120

(f) 128
(g) 252
(h) 280
(i) 350
(j) 525
Revision Exercise
P
(a)
Write the fifth multiple of 20.
(b)
Write the multiples of 4 upto 48.
(c)
Write the multiples of 11 that lie between 50 and 100.
(d)
Write the greatest 2-digit multiple
of 2.
(e)
Write the greatest 3-digit multiple
of 3.
1 | W hich of the following are multiples of 3?

(a)
B
(b)
23
(c)
36
(d)
13
(e)
44
(0
45
(e)
46
(0
56
(d)
6 and 7
(e)
10
(0
(g) 8
(e)
10
(0
(g) 8
W hich of the following are not multiples of 6?

(a)
60
26
(b)
66
(c)
16
(d)
Write the first six com m on multiples of:

(a)
3 and 7
(b)
2 and 5
(c)
3 and 6
(e) 4 and 7
feS W hich of the following are factors of 60?
(a) 2
(b)
(c)
(d)
H I W hich of the following are not factors of 24?

(a)
(b)
(c)
(d)
1 1 Write the com m on factors of:

(a)
25 and 30
(b)
21 and 36
(c)
24 and 48
.(d) 45 and 75
(e) 56 and 64
0 1 W hich of the following are factors of 975?
(a)
39
(b)
15
(h)
149
(i)
45
26
(d) 45
(e)
195
54;
219;
314;
421;
444;
512;
1,203
W hich of the following numbers are divisible by 2 as well as 9?

315;
126;
162;
306;
324;
112;
686;
0 0 O btain the prime factorisation o f the following numbers.

(a)
450
(b)
24
(c) 215
(d) 520
(e)
200
(d) 25
(e)
100
EE Build factor trees for the following.

(a)
&
(f) 9
W hich of the following num bers are divisible by 3?

43;
(c)
72
(b)
50
(c) 75
144
(g)
25
HCF AND LCM
Inside the zoo, the threefriends wanted tofeed the monkeys. Rahul had 56 peanuts and Priya had 40 peanutsfor
the monkeys.
s z 3 z :w
I have only 4 0 peanuts.
Dont worry, Priya. Well N

divide the peanuts such that we
all give the same number of
s.__peanuts to each monkey.__^
E3ut is there a n y ^
way you can give the
maximum number of
peanuts to each
monkey?
DO NOT FEED
ANIMALS
IN THE ZOO _
i*-3'" ''S u r e , that would
be the HCF of 4 0 and 56. But

on second thoughts we should
V
not ignore that signi->-^ '
You have learnt about factors and multiples in the previous chapter. You are also familiar with
common factors and common multiples. In this chapter you will learn about the highest
common factor (HCF) and the lowest common multiple (LCM) of two given numbers.
Highest Common Factor
Com m on factors
Look at the numbers 56 and 40.

T he factors of 56 are 1, 2, 4, 7, 8, 14, 28 and 56.
The factors of 40 are 1, 2, 4, 5, 8, 10, 20 and 40.
Common factors of 56 and 40 are 1, 2, 4 and 8. O f these four common
factors, 8 is the highest num ber or the greatest num ber that will divide
56 and 40 without leaving any remainder. So 8 is the h ig h e s t
c o m m o n f a c to r or H C F of 56 and 40.
Thus, the highest commonfactor or HCF o f two or more numbers is the greatest number that divides all the
numbers without leaving any remainder.
Com m on factors
E xam ple 1: Find the H C F of 24 and 36.

Let us first find out the factors of 24 and 36.
Factors of 24
1,2, 3, 4, 6, 8, 12 and 24
Factors of 36
1,2, 3, 4, 6, 9, 12, 18 and 36
C om m on factors
of 24 and 36
1, 2, 3, 4, 6 and 12
O f all the com m on factors of 24 and 36, 12 is the greatest

com m on factor.
Therefore 12 is the highest com m on factor or the H C F of 24
and 36.

Factors of
21 = 1,3, 7,21
T ry this!
63 = 1,3, 7, 9 ,2 1 ,6 3
F in d the H C F o f ZO
and H5.
C om m on factors are 1, 3, 7 and 21. O f these, 21 is the greatest

com m on factor.
Thus, the H C F of 21 and 63 is 21.

Factors o f 12 = 1, 2, 3, 4, 6 and 12
Factors of 25 = 1 ,5 and 25
C om m on factor o f 12 and 25 is 1
Here, 1 is the only com m on factor and hence the greatest
com m on factor that divides 12 and 25 without leaving any
remainder.
So, the H C F of 12 and 25 is 1.
HCF by Prime Factorisation
E xam ple 1: Find the H C F o f 225 and 468.

By prim e factorisation of 225 and 468, we get
I f the H C F o f tw o numbers is
1, then the numbers are called
coprime numbers.
75
25
1
Thus,
468
234
117
39
13
2
2
3
3
13
225
T ry this!
F in d the H C F o f 60
and 90 by prim e
factorisation.
225 = ( 3 ) x ( 3 ) x 5 x 5
468 = 2 x 2 x x ( 3 ) x 13
Thus the H C F of 225 and 468 = 3 x 3 = 9

By successive division of 504 and 648, we get
648
324
162
81
27
504
252
126
63
21
Now, encircle the com m on prim e factors.

504= x@ x
x@ x@ x
648= x x x@ x x 3 x 3
Thus, the H C F of 504 and 648 = 2 x 2 x 2 x 3 x 3 = 72
The H C F o f tw o numbers is the g rea test

number th a t divides all the numbers w ithout
leaving any remainder.
The numbers th a t have / as th e ir H C F are
called coprimes. The numbers themselves
may or may not be prim e numbers.
The H C F is always sm aller than o r equal to
the sm aller number.
T ry this!
F in d the H C F o f 8H
and 105 by prime
factorisation.
Exercise 7.1
1. Find the HCF of the following numbers.
(a)
12 and 15
(b)
12 and 18
(c)
16 and 20
(d)
28 and 62

(e)
25 and 30
(f) 72 and 81
(g) 48 and 36
(h)
84 and 98
(i)
78 and 91
(j) 60 and 72
(k) 54 and 81
(1)
64 and 80
(m)
54 and 108
(n) 120 and 135
63 and 49
(d)
75 and 165
2. Find the HCF o f the following numbers by prime factorisation.

(a)
15 and 30
(b)
36 and 54
(c)
Do these sums in your notebook

(e)
16 and 48
(f) 84 and 126
(g) 96and 108
(h)
130 and 78
(i)
168 and 196
(j) 176 and 192
(k) 192 and 216
(1)
195 and 260
(m) 231 and 264
(n) 273 and 294
Lowest Common Multiple

When Rahul and Priya reached the ticket counter, two toy trains were waiting on either side o f the narrow
platform. Soon both trains left togetherfor their round trips.
Observe the multiplication tables of the following numbers.

M ultipliers
B.
pM+
M
a
P5
3
CL
----------
10
11
12
10
12
14
16
18
20
22
24
12
15
18
21
24
27
30
33
36
10
15
20
25
30
35
40
45
50
55
60
14
21
28
35
42
49
56
63
70
77
84
10
10
20
30
40
50
60
70
80
90
100
110
120
15
15
30
45
60
75
90
105
120
135
150
165
180
20
20
40
60
80
100
120
140
160
180
200
220
240
T he grid shows the first 12 multiples of the num bers 2, 3, 5, 7, 10, 15 and 20.
O n comparison of these multiples, we find m any common multiples.
For instance,
common multiples of 2 and 3 are 6, 12, 18, 24.
common multiples of 10 and 15 are 30, 60, 90, 120.
Notice that the first common multiple is the le a s t am ong the c o m m o n m u ltip le s
O f the common multiples of 2 and 3, 6 is the lo w e s t c o m m o n m u ltip le
O f the com m on multiples of 10 and 15, 30 is the lowest common multiple.

Thus, the lowest common multiple or LCM o f two or more numbers is the smallest of their common multiples.
E xam ple 1: Find the LC M of 3 and 5 by recollecting their multiplication tables.

In the multiplication table of 3, 15 is the lowest multiple that is also divisible by 5.
So, 15 is the lowest com m on multiple (LCM) of 3 and 5.
A ltern a tiv ely
Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, and so on.
T r y this!
Multiples of 5 are 5, 10, 15, 20, 25, 30, and so on.
F in d the L C M o f 3
and S.
So, com m on multiples of 3 and 5 are 15, 30, and so on.

Lowest am ong the com m on multiples of 3 and 5 is 15.
Therefore, 15 is the lowest com m on multiple (LCM) of 3 and 5.
E xam ple 2: Find the LC M of 7 and 14.

Multiples of 7 are 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, and so on.
Multiples of 14 are 14, 28, 42, 56, 70, and so on.
So, com m on multiples of 7 and 14 are 14, 28, 42, 56, 70,
and so on.
Lowest am ong the com m on multiples of 7 and 14 is 14.
O f tw o numbers, if one is a
multiple o f the other, the
g re a te r number is the L C M .
Therefore, 14 is the lowest com m on multiple (LCM) of 7

and 14.
LCM as Product of Prime Factors

We can find the LC M of bigger num bers by finding the product of their prime factors.
Exam ple: Find the LC M of 42 and 56.

Step 1: We first find the prim e factors of the two numbers.
42
56
21
28
M en ta l maths
14
You know th a t o f tw o numbers, if one is a multiple

o f the other, the g re a te r number is the L C M
Using this information, find the L C M o f the following:
1
Step 2: We then find the com m on
factors as well as the factors that
are not common.
(a) L C M o f Z and 10 = ________

(b) L C M o f 5 and 10 = ________
(c) L C M o f 10 and Z0 = ________
42 = (2 )x 3 x (7 )
56 = x 2 x 2 x
Common factors are 2 and 7.
Product of common factors = 2 x 7 = 14
T he factors that are not common are 3, 2 and 2 and their
product is 3 x 2 x 2 = 12
Step 3: LCM = (Product of com m on factors) x (Product

of factors that are not common)
L C M P ro d u ct o f common
factors X P ro d u ct o f factors
th a t are not common
= 14 x 12 = 168
Thus, LCM of 42 and 56 is 168.
LCM by Prime Factorisation

A much easier m ethod for finding the LC M of two or more num bers is to obtain the prim e
factorisation of the numbers.
Exam ple: Find the LC M of 78 and 104 by the m ethod of prime factorisation.
Step 1: Arrange the numbers with commas in between.
Start dividing by 2. 39 is brought down as it is not
divisible by 2.
o
A
78,
104
39,
52
39,
26
39,
13
Step 2: Continue till none of the num bers is divisible by 2.
13
13,
13
Step 3: Divide by the next prim e divisor, 3, and so on.
1,
Step 4: Stop when the quotient is 1.
LCM = p ro d u ct o f all p rim e d iv iso r s = 2 x 2 x 2 x 3 x 13 = 312
The L C M o f tw o numbers is the smallest number th a t

w ill be divided by those numbers w ithout leaving a
rem ainder.
1. First find 8 m ultiples o f each o f these numbers, and then find 2 com mon multiples.
Finally, find the LCM.
(a)
LCM
C o m m o n M u ltip les
M u ltip le s
N u m bers
4
6
(b)
5
10
(c)
3
4
2. Find the LCM o f the following numbers by recollecting their m ultiplication tables.
(a) 3 and 4
(b) 6 and 8
(c) 5 and 11
(d) 5 and 6
(e) 5 and 7
(f) 6 and 10
(g) 12 and 14
(h) 10 and 14
(i)
(j) 12 and 15
(k) 8 and 16
(1) 16 and 18
(n) 5 and 20
(o) 8 and 12
(p) 71 and 13
10 and 12
(m) 4 and 5
3. Find the LCM o f the following numbers by prime factorisation.

(a)
24 and 48
LC M =
(b)
30 and 40
LC M =
(c)
48 and 56
LC M =
(d) 45 and 72
LCM =

(e)
42 and 52
(f)
120 and 180
(g)
150 and 300
(h)
144 and 360
(i)
273 and 390
(j)
360 and 420
(k) 400 and 480
(1)
420 and 1,050
Revision Exercise
| f j Write the prime factors and multiples of the following numbers and then find their H C F and
LCM.
P rim e fa cto rs
N u m bers
M u ltip le s
2, 2 ,3
12
12, 24, 36, 48, 6 0 ,...
3 ,5
15
15, 30, 45, 60, 75, ...
HCF = 3
LC M = 60
7
3
HCF =
LCM =
39
52
HCF =
LC M =
40
50
HCF =
LC M =
42
63
HCF =
LCM =
72
108
HCF =
LCM =
Find the H C F of the following pairs of numbers.

(a)
12 and 24
(b) 81 and 162
(c)
260 and 320
(d)
(e)
5 and 7
(f)
13 and 19
(g)
24 and 36
(h) 45 and 30
(i)
24 and 54
(j)
85 and 102
(k)
198 and 180
(1)
12 and 15
98 and 126
{j | Find the LCM of the following numbers.
(a)
2 and 4
(b)
18 and 36
(c)
15 and 20
(d) 25 and 20
(e)
72 and 54
(f)
38 and 57
(g)
45 and 40
(h) 78 and 65
(i)
326 and 489
(j)
63 and 81
(k)
64 and 96
(1)
36 and 48
If 228 is a multipl<5 of 19, is 19 a factor of 228?
M If 29 is a factor of 261, is 29 a multiple of 261?
&
FRACTIONAL NUMBERS
Let's Recap
1. Shade the parts to show the given fractions.
(a)
Do
(C)
2m
m
5
you remember?
N um erator
Division line
Denom inator
10
2. W hich of the following pairs are not equivalent fractions?
(a)
(b)
_3_
12
3. W rite the num erator and the denom inator in each of the following fractions?
(a)
(b)
\
4
4
(C)
N um erator =
D enom inator =
N um erator =
D enom inator =
N um erator =
D enom inator =
4. W rite the fraction which is greater.

(a)
W
1
2
or j
3
3
(b)
4
5
or j
7
7
The threefriends decided to share the chocolates they gotfrom their homes. Priya broke her chocolate into 8 equal
pieces and gave 4.pieces to Rahul. Rohan broke his chocolate into 6 equal pieces and gave 3 pieces to Rahul.
Fractions
W hen we divide a whole into smaller parts, the smaller parts are called fractions. T he resultant
numbers are called fractional numbers.
Parts of One Whole

W hen 1 whole is divided into parts, the resulting fractions that we get are called unit fractions.
T he num erator in all unit fractions is 1.
1 divided into 2 equal parts
1 <N u m er a to r
= 1+ 2 =
2 4 D e n o m in a to r
1 ,
or 2 times - = 1
2
or 3 times = 1
3

= 1 -8 =
u
1 I---1 1----1 1----1 1----1 1----1 1----1 11 = 11 or 8o X
1= 11 or 8o times 1= 11
Observe that
8 8 8 8 8 8 8 8
8
8
Parts of a Collection
A collection refers to a group of objects.
T he chocolate shown is a collection of 24 equal pieces.
O n e-th ird
If the chocolate is divided into 3 equal parts, one part will have
8 pieces out of 24 equal pieces, which can be written as
8
24
1
This is same as of the total num ber of pieces or o n e - th ir d
of the chocolate.
1
8 1
Thus, of 24 is 8 [24 3 = 8 and 8 x 1 = 81 and = -
3
L
J
24 3
T w o -th ird s
If the chocolate is divided into 3 equal parts, and 2 parts are
taken together, the two parts will have 16 pieces altogether out
16
of 24 equal pieces, which can be written as
. :
2
This is same as of the total num ber of pieces or
tw o - th ir d s of the chocolate.
Thus, - of 24 is 16 [24 + 3 = 8 and 8 x 2 = 161 and = -
3
24 3
E x a m p les
- of 40 is 10
4
of 30 is 20
_
of 25 is 10
6]
and 10 x 1 = 10]
[ 3 0 - 3 = 10 and
[25-5=
5 and
II
6 and 6 x 1
CM
X
0
1 1
[1 8 -3 =
of 18 is 6
II
o
I-
20]
5x2
10]
Let us have a look at the following example.

T here are 4 pieces of cake and little Johnny has nobody to share them
with. How m any pieces will Johnny get?
We know that
4
4 1 = 4 or = 4
1
So, little Johnny will get all 4 pieces of the cake.

We see that 4 can be written as .
1
Similarly,
. _ 1 o_ 2
3
7
1 - 7 , 2 ---- , 3 ----- , 7 = - , etc.
1
1
1
1
E xam ple 1: 4 pieces of a pizza are divided equally am ong 2 girls. How m any pieces will each
girl get?
We know that
4+2= 2
4
or
= 2
2
So, each girl will get 2 pieces of cake.
M ore E xam ples:
T r y this!
= 10 + 2 = 5
2
W rite the -fraction fo r the

following.
-= 6 + 2 = 3
(a) / divided into 7 equal

p a rts = ________
- =
4
(b) 1 divided into / 2 equal

p a rts = ________
8+4= 2
Shares of Zero
Suppose there are no pieces of cake. How m any pieces will 2 boys
get? As there are no pieces of cake to distribute, the boys will get
nothing or 0 pieces.
So, 0
Ze ro is not w ritte n
as the denom inator
o f any fraction.
2 or = 0. Similarly, = 0, = 0, etc.
2
7 1
9
Exercise 8.1
1. Write the fraction that describes the shaded portion in the following figures.

(a) - =
2
27
(d) =
y' 3
16
v< ' *3 =
(c)
M
18
(e) ------v' 3
(f)
2
14
4
3. Fill in the boxes provided for the parts of a collection.

(a) - o f 12 = 12 + 3 = 4
v' 3
1
(c) o f 16 = 16 + 4
4
1
(e) of 4 = 4 4 =
4
x 1=
(b) -
of 20 =
x 1=
1
(d) - of 25 =
5
x 1=
(f) - o f 9
v 3
(h) - of 32 =
v' 8
(g) - o f 15 =
5
k Types of Fractions
Let us learn the various types of fractions like and unlike fractions, proper and improper
fractions, equivalent fractions, etc.
Like and Unlike Fractions

3+ 4 =
1
3
Both these fractions, and , are parts of 4 equal parts. T he
4*
4
denom inators of both the fractions are the same. Such fractions
are called lik e fra c tio n s .
Fractions with the same denominator are called likefractions.
For exam ple,

1 3
4
.
- , and are like fractions.
7 7
7
T ry this!
Encircle the pair of like
fractions.
(a) and (b) and
(c) and (d) and

5
1
2
.
.
.
In the fractions and , the first fraction is one part of 3 equal parts and the second fraction is
2 parts of 5 equal parts. T he denom inators of the fractions are also not the same. Such fractions
are called u n lik e fra c tio n s .
Fractions with different denominators (numerators can be sameor different) are called unlikefractions.
1
12
23
4
Exam ples: and , - and , and , etc., are pairs of unlike fractions.
6
57
95
7
Proper and Improper Fractions

1 4
5
Look at the fractions , - and .
4 4
4
Pictorially,
1
In the fraction , the num erator is less than the denominator. This is known as a p r o p e r fra c tio n .
A fraction where the numerator is less than the denominator is known as a properfraction.
4
In , the num erator is equal to the denominator. This is a w h o le n u m b e r
4
V
In , the num erator is greater than the denominator. This is known as an im p r o p e r fra c tio n .
A fraction where the numerator is greater than the denominator is known as an improperfraction.
Mixed Fractions
From the pictorial representation of
We can
5
4
1
1
1
,we can seethat
= --1---------or 1 H o r l whole and .
4
4
4
4
4
write this as1, which iscalled as a mixed fraction. Thus, an im proper fraction
can be
written as a m ix e d fra c tio n .

A mixedfraction has a whole number and a properfraction.
1
E xam ple 1: Write as a mixed fraction.
4
Step 1: Express the im proper fraction as a division sum 7-5-4.
T r y this!
Step 2: Divide 7 by 4.
13
C-xpress as a mixed
Divisor
1-* Quotient
4 7
-4
Remainder
3-
We have, 7 -5- 4 = 1 (quotient), 3 (remainder)
fraction.
This can be written as H
proper
fraction
1whole
7
4
3
4
Thus, - = 1 -
To express an im proper fraction as a mixed number,
Step 1: Divide the num erator by the denominator.

Step 2: Write the
quotient as the whole num ber part.
Step 3: W rite the rem ainder as the num erator of the fractional part.
Step 4: Write the
divisor as the denom inator of the fractional part.
18
E xam ple 2: W rite as a mixed fraction.
6
3 j 18
-18
x
M ixed -fraction = Quotient
'Rem ainder
~ ---------D iv iso r
Thus, 6 (Here the result is a whole number as there is no remainder.)

2
E xam ple 3: W rite 3as an im proper fraction.
3
Step 1:
Multiply the denom inator of the proper fractional part with the whole number.
3x3 = 9
Step 2:
Add the product to the num erator of the proper fractional part.
9 + 2=11
T he result is the num erator of the im proper fraction.
Step 3:
T he denom inator of the proper fractional part remains the same as the denominator of
the im proper fraction.
2
11
E xam ple 4: Write 4 as an im proper fraction.

8
4
T r y this!
= 4 ^ 3_
Express 2 as an improper
fraction.
8 x 4 + 3 _ 35
8
3
35
Thus, 4 =
Equivalent Fractions
Look at the shaded parts of the following figures.
A
l
l
16
8
4
In all three figures, the shaded parts represent equal parts of the whole. Such fractions, called
e q u iv a le n t f ra c tio n s , are derived by the m u ltip lic a tio n of the num erator and denom inator
by the same number.
For example,
1 X 2
4 x 2
2
8
1 X 4 _ 4
4 x 4
16
1 X 3
4 x 3
3
12
1 X 5
4 x 5
5
20
If we write this process in reverse, equivalent fractions can again be derived by the d iv is io n of
the num erator and denom inator by the same number.
For example,
1
5 -r 5
20
5 4
1
3 -r 3
12 -r 3 " 4
1
4 -r 4
4
1 6 -r
" 4
1
2 -r 2
8 -T- 2 4
Equivalentfractions are obtained by multiplying or dividing the numerator and denominator o f afraction with a
common number.
Cross-Multiplication ( To fin d o u t i f tw o fractions are equivalent o r not)

4
32
E xam ple 1: Is equivalent to ?
7
56
Step 1:
Cross-multiply the denom inator of the first fraction with the num erator of the
second fractio n .-------------- *- 7 x 32 = 224
&
Step 2:
Cross-multiply the num erator of the first fraction with

the denom inator of the
second fraction. __________ >. 4 x 56 =
224
This can be written as:
4 \
7
^32
~ X7T7
x 56
T r y this!
. 2
(
S 0
Is equivalent to r
9
36
224
224
I f both cross products are the same,thefractions are equivalent

fractions.
4
32
Thus, and are equivalent fractions.
7
56
3
21
48
E xam ple 2: Are and equivalent fractions?

We have ~
X'
O'
2 1 = \68_
48
144
3
21
As both cross products are not the same, and are not equivalent fractions.
8
48
54
E xam ple 3: Fill in the missing num ber to make the fractions, and Q fp equivalent fractions.
M e th o d 1: By c ro ss-m u ltip lic a tio n
M e th o d 2: By d iv isio n
As81 x 6 = 486,
the product of the missing num ber
and 54 should also be equal to 486.
Thus, by reverse multiplication,
We note that the num erator of the

first fraction, 54, on being divided by 9
gives the num erator of the second fraction.
54 - 9 = 6
486 - 54 = 9
Hence, the equivalent fractions are

54
, 6
and .
81
9
Therefore, the denom inator also has to be

divided by 9.
81-9 = 9
.
. .
_
5 4 , 6
Thus, the equivalent fractions are and .
H
81
9
Exercise 8.2
1. Encircle the pairs that are like fractions.
3
2
(a) - and 4
4
(b) i and j
o
o
(c) and
(d) and
W 10
10
(e) and
3
3
(f) - and |
5
6
(g) and
9
9
(h) and
3
3
(i) and
w 2
3
7
9
(j) - a n d 9
7
5
9
(k)
w -7a n d - 7
7
7
(1) and W 5
9
10
W 6
2. Write one like fraction for each of the following fractions.

(a) and
3
(b) and
10
(c) and
13
(d) and
5
(e) and
9
(f) - and
5
(g) - and
(h) and
9
3. Write one unlike fraction for each o f the following fractions.

(a) and
3
(b) and
10
(c) and
13
(d) and
5
(e) and
9
(f) and
5
(g) y and
(h) and
9

4. Write the numerator (N) and denominator (D) of the following fractions and also write if
they are proper or improper fractions.
t \ 3
7
(b) 3
4
(f) I40
n
to
<c> f57
39
y
42
Tl
9
(d) 11
w
(e)
3
6
12
10
3
(j)
5. Express the following improper fractions as mixed fractions.
(a^ -5
3
(b)
10
14
(c)
12
(d)
M 9
(e)
6
5
(0 2
(g) |
(h)
18
4
23
T5
50
(j)
o
25
(k)
8
(1)
43
7
8
7
6. Express the following mixed fractions as improper fractions.

(a) l |
(b) i 9
(0 s i
(d) 83
(e) 6 ^
5
(f) 10
10
(g) 3
12
(h) s i 15
3
(i) 8 12
(j) 2 0 - |
14
(k) 15 j
4
(1) 24 3
&
7. Write three equivalent fractions for the following proper fractions.
(a) -
(b)
, (e)
(f)
10
7
(j)
]_
(h)
7
5
(k)
(d)
(g)
(c)
_2_
5
(i)
(1)
8
1_
10
8. Write three equivalent fractions for the following improper fractions.

4
(a) -
(b)
M
(e)
(c)
12
5
(d)
(g)
~
5
(h)
20
11
9
7
10
7
9. Find, using the cross-multiplication method, equivalent fractions among the following:
4
J 24
and
5
25
(b)
- and
6
48
(c)
2
,14
- and
7
42
(d)
- and 3
9
40
.5
and
72
8
(0
and
55
11
(g)
20
,5
and
14
7
(h)
.2
,6 0
4- and
7
14
4
3
2- and 25
6
(j)
2
2
3 - and 15
5
(k)
1 - and 1
7
21
(1)
10- and 3
2
2
Comparison of Fractions
Let us learn how to com pare the different types of fractions.
Comparing Like Fractions ( Fractions w ith sam e denom inator)
In case o f likefractions, thefraction with the greater numerator is greater.
E xam ple: Arrange the following fractions in descending order:

2 5 6 3
7 7 7 7
As the denominators of the given fractions are the same, the fraction with the greater num erator
will be greater. Thus, starting with the greatest, the above fractions in descending order are:
6 5 3
,2
, , - and - .
7 7 7
7
M en ta l maths
Comparing Unlike Fractions

Let us now learn how to com pare unlike fractions.
E n circle the -fraction

which is greater.
(a)
Unlike Fractions with Same Numerator
>
4
5' 5 5
(b)
111
((<=)\ 1
6
1 -1
8 3
16
In case o f unlikefractions, when the numerator is the same, thefraction with the smaller denominator is greater.
E xam ple 1: Arrange the following fractions in ascending order:

_3_ 3 |
16 4 10 9
As the numerators of the given fractions are the same, the fraction with the smaller denom inator
will be greater. Thus, starting with the smallest, the above fractions in ascending order are:
3 3 3
,3
, , and .
16 10 9
4
Converting Unlike Fractions to Like Fractions

To compare unlike fractions with different numerators, we need to first convert them to like
fractions. To change unlike fractions to like fractions, the denom inators have to be m ade the
same. This can be done by substituting the denominators by a common multiple. We substitute
the denominators by the LCM of the denominators.
E xam ple 2: Convert and into like fractions.

3
4
LCM of 3 and 4 is:
^
2
3
3, 4
3, 2
3, 1
1, 1
LC M = 2 x 2 x 3 = 12
1
In the fraction - , both the denom inator and the num erator are multiplied by 4.
3
So,
1x4 _
3 x 4 ~ 12
This is done to convert to an equivalentfraction with denominator
12.
In the fraction both the denom inator and the num erator are multiplied by 3. This is done to
4
convert to an equivalent fraction with denom inator 12.
1x3 _ 3
------
4x3
12
So,
Thus, we have
3
= and =
12
4
12
Unlike Fractions with Different Numerators

4
E xam ple 3: Com pare and .
M ethod 1: We first change the unlike fractions to like fractions and then compare.
Step 1: LCM of 6 and 4 = 2 x 2 x 3 = 12
Step 2: Convert them to equivalent fractions
Thus, the equivalent fractions are:
Since 12 + 6 = 2,
Since 12 + 4 = 3,
4X 2
6x2
2x3
8
12
6^
4x3
12
Rough Work
LCM
2 6, 4
2 3, 2
3 3, 1
1, 1
Step 3: Com pare the two fractions.

Now, and are like fractions, where >
12
12
12
12
4
2
Thus,
- > 6
4
M ethod 2: Cross-multiplication m ethod

4 \
6 -X
2 _
4
12
16
(Second num erator x first denominator)

(Second denominator x first numerator)
12
As the resultant fraction, , is a proper fraction, the
4 .
first fraction, , is greater.
6
4
2
Thus,
6
4
> -
I f the resulta nt -fraction is

a pro p er fraction, then the
first -fraction is greater.
On the other hand, i-f the
resultant fraction is an
im proper fraction, then the
second fraction is greater.
E xam ple 4: Arrange the following unlike fractions in descending order:

2
3
4
5
6
7
T he LC M of all the denom inators i s 2 x 3 x 5 x 7 = 210
The equivalent fractions of the above fractions are:

140 _2 x 7 0 " 168 "4 x 42" 180 " 6 x 3 0 "
35
3 x 70_ 210 _ 5 x 42 _ 210 _ 7 x 30 _ 210
210
lx35"
105
3x35"
6 x 35_ 210
6 x 35_
, respectively.
Thus, the fractions in descending order are:

180
168
140
105
35
-----> ------ > ------ > ------ > -----210
210
210
210
210
Comparing Mixed Fractions with improper Fractions

E xam ple 1: Is 1> ?
6
8
We first change the mixed fraction to an im proper fraction.
7
6
M e th o d 1: Convert the unlike fractions to like fractions.
Step 1: LCM of 6 and 8= 2 x 2 x 2 x 3 = 24
T ry this!
C/ A o TU
7
28
10
30
Step 2: 1 he equivalentfractions are = and =
6
24
8
24
A 28
30
7 10
, 1 10
As < , - < or 1 - <
24
24
6 8
6
8
Is 2 - < 3 ?
3 -+ H i
M e th o d 2: By cross-multiplication.
x
By cross-multiplying and , we get ~
10
8
60
56
60
10
As the resultant fraction, , is an im proper fraction, the second fraction, , is greater.
or
i1
10
1- <
6
8
Comparing Mixed Fractions

Q
O
E xam ple 2: Is 2< 3 ?
8
5
We first convert mixed fractions to im proper fractions and then com pare the two.
o , o3
16 + 3
Step 1: 2 - = -------8
8
19
,
and
_3
15 + 3
18
5 - = --------=
5
Step 2: By cross-multiplication, ^ x
5
144
95
M en tal maths
8
5
144
As the resultant fractio n ,-----, is an improper fraction, the second
F ill in the blanks usinq

> or <
fraction, , is greater.
5
19
18
3
3
Thus, < or
2- < 38
5
8
5
2j c
7
(b) 3 - |
5
8
3
9
Exercise 8.3
1. Fill in the missing number to make the following fractions equivalent.
1
6
(a) = ' :
5
(d)
EH
7
45
"" 63
5 = S
(g) 2
10
(b)r ^
! -
(e) j = j = ~
t ,
64
(0
(h), 2 =
w
3
(i)
15
- 1?
36
= 72
8
_5^
5_
10
12
2. Put > or < signs to compare the following fractions.
(a)
(d)
7
4
7
4
12
(h) l |
3i
3. Arrange the following like fractions in descending order.

3 2 7 4
(a)
(b)
(c)
(d)
(e)
88888
4 1 2
3 5
5 5 5 5 5
_6_ 24 17 15 10
1 6 1 6 1 6 1 6 16
A A
H 1 A
1 0 1 0 1 0 1 0 10
I 22 !
4 44
4. Arrange the following unlike fractions in ascending order.
(a) JL b A
b
10 7 13 8 9
(b)
1 4
2 3 2 2 3
(c)
3 2 11 2 . 11
4 5 2 0 1 0 20
(d)
1 A
2 A i
6 15 5 10 3
(e) I A A I I
8 10 2 0 5 4
(c)
(f)
9
1
_L_
t\ 6
(g)
< b )ii
12
5. Compare the following mixed fractions using the > or < signs.
4
(a) 1-
(d) 3
45
14
(b) 1
(c) 2 3
1*
4
Converting a Fraction to its Simplest Form
The equivalent fractions in the above figures are:
_8
16
_
4
~
8
4
8
- can be derived from by dividing the num erator and denom inator by 2.
8
16
. . 2 1
Similarly, - and - can be derived from
4 2
- and - by dividing the num erator and denom inator
by 2, respectively. However, - cannot be reduced
84
any
further.
2 4 8
4 8 16
Thus, - is the simplest form of all its equivalent fractions , - , , etc.
6 4 8
Similarly, - is the simplest form of all its equivalent fractions ~
, etc.
Notice that in both cases, the H C F of the num erator and denom inator of the simplest form is 1
A fraction is in its simplestform only i f the HCF o f its numerator and denominator is 1.
21
Exam ple 1: Is in its simplest form?
Factorising the num erator and denominator, we find:
21
28
7x3x1
7x 2x 2x 1
As the H C F of the num erator and denom inator is 7

form.
21
1 = 7, the fraction is not in its simplest
E xa m p le 2: Reduce
48
to its simplest form.
T r y th is !
18
Factorising the num erator and denom inator we find:
K e d u ce to its
48_2x2x2x2x3xl
T44~2x2x2x2x3x3xl
sim plest form.
Cancelling all the com m on factors, except 1, between the

num erator and the denom inator
we get:
48 _
144
/x/x/xXx/xl
/x/x/x/x/x3xl
Thus is the simplest form of
1
3x1
_
3
144
Exercise 8.4
1. Reduce the following fractions to their sim plest forms.
/g\
( )
14 ( - 2 )
26 ( - 2 )
(b) 9 ( + 3 )
(b) 12 (+ 3)
(c)
W
15(+ 5)
20 ( - 5 )
(d)
W
18 (+ 6 )
30 (* 6)
2. Reduce the following fractions to their sim plest forms.
<
2
5
/ \
(f)
11
28
f\ H
8
M s
(o
/r \
(\
16
6
n
5
,,,10
fu\
(h)
li
33
3. Which o f the following fractions are in their sim plest forms? Reduce the ones which
are not.
(a)
(e)
w
18
(b) |
(c)
(f)
20
(d)
Word Problems
E xam ple 1: D uring the games period
36 boys went down to the field. of the
2
boys played football. How m any boys
played football?
Num ber of boys who went down to the
field = 36
^ of them played football
N um ber of boys who played football
1
- of 36 = 18
E xam ple 2: D octor R am examined 45

patients. of the patients had fever.
How many patients had fever?
Num ber of patients = 45
- of patients had fever
N um ber of patients who had fever
1
- of 45 = 9
5
Exercise 8.5
1. T here were 46 vehicles on the road.
1
If of them were buses, how many
buses were there on the road?
2. Suneeta bought 68 apples. She found
of them bad, so threw them away.
4
How many were thrown away?
N um ber of vehicles on the road =

Fraction of the buses =
N um ber of buses on the road =
Num ber of apples Suneeta bought =
Fraction of apples thrown away =
N um ber of apples thrown away =
.....
Revision Exercise
Q
Express the following im proper fractions as mixed fractions.

a
II
(a)
2
2-
(b)
(f)
(g) 3 i
23
15
/ 1\ 18
d
, .
e
4
3-
45
14
6
(c) 1 ^
(d)
1
7
(e)
4
11
(h) 5 |
(i)
12|
(j)
15
(e)
^
?
34
?- =
8
16
Fill in the missing num bers to make the following fractions equivalent.
1 8
?
4
1 ?
(S 14
(a) - =
(b) = (c)
1- =
(d) ? - =
?
72
W 36
3
W
2 26
' ;
9
3
Change the following fractions to like fractions.
(a)
and ^
(b)
^ and |
(e)
~ and ~
y b
(f)
j and |
4 6
(c) 4
and 3 ^
(g) | and 5 4
(d)
1-1 and U
(h)
li- and 2~
3
o
Change one fraction in each of the following pairs such that the num erator in each pair
becomes the same.
1
a 3
- and 2
9
\
(b)
s(c)
\ - 8 and , 16
W
9
22
2
j 6
- and
5
21
d)
w
28
.7
and 40
9
Write three equivalent fractions for each of the following fractions.

(>
13
11
Express the following mixed fractions as im proper fractions.
a
H
10
4 ('> 5
Reduce the following fractions to their simplest forms.
r(a)
\
~6
10
/u\
(b)
35
15 , n
(c)
54
m
V
1
200
M
8
,,,
729
]0 0
200
36
(d)
42
126
-----114
(el
133
125
250
200
450
---------
2
T here are 50 flowers in a garden. If of them are roses, how ma n y roses are there in
the garden?
mm
5
T here are 54 children playing in a park. If of them are boys, how many boys are
there in the park?
9 1
ADDITION AND SUBTRACTION

OF FRACTIONS
The threefriends went to a snack bar to have their lunch. Hungrily the two boys bought a cake and ate half each.
Seeing Priya, they bought another cake and the threefriends had one-third o f the cake each.
f \
Addition of Fractions
You have learnt that fractions can be of different typeslike fractions, unlike fractions, mixed
fractions, etc. Let us learn how the different types of fractions are added.
Addition of Like Fractions

In Class III we have learnt addition of two like fractions. Let us learn the addition of more than
two like fractions.
'
The sum o f two or more likefractions is afraction where the denominator is the same as that of the addends and
the numerator is the sum o f all the numerators o f the addends.
.
S u m o f n u m e ra to rs
S u m o f lik e fra ctio n s = --------- :---- ---------- ;--------C o m m o n d e n o m in a to r
13
13
13
E xam ple 1: A d d :-----1-------1-----
Thus,
13
13
13
A -1 2
13
13
13
13
13
T r y this!
3
1 2
4
E xam ple 2: A d d :----- 1-------1------- 1----20 20
20
3_ J _
_2
4 _
20
20
20
20
10
13
5 _ 3+ 2+ 5
3_
A d d the -following
20
1
/ H
I------!
9
9 9
3 + 1+ 2 + 4
20
10
20
x /x l
_ 1
x 2 x /x l
Addition of Unlike Fractions

In order to add unlikefractions, we convert them into likefractions. This is done byfinding the LCM and taking it
as the common denominator of all the givenfractions.
E xam ple 1: Add: +

2
Step 1: Find the LCM of 2 and 3. LCM of 2 and 3 is 6.

Step 2: Convert both like fractions into equivalent fractions with the com m on denominator, 6.
1 3
1 2
Step 3: Now, as the fractions are like fractions, we get - = - and =
2 6
3
6
3
2 _ 3+ 2
Now,
Thus,
1
2
1 =
3 ~
"
1
6
1
7
2
E xam ple 2: A d d :-----1------- 1
^
10 15
5
Step 1: Write the LCM as the common denominator. LC M of 10, 15 and 5 = 30
Step 2: Divide the common denominator, 30, by each denominator.

3 0 , 3 ; = 2; = 6
10
15
5
Step 3: Multiply the num erator with the respective quotients to obtain like fractions.
We have,
1x3
30
7x2
2x6
+ ------ +
30
30
Step 4: Add the like fractions.

_3_
14
12 _ 3 + 14 + 12 _ 29
30
30
30 ~
30
T r y this!
Add the -following
30
2
3
I
3
5
Addition of Mixed Fractions

Add: 1 - + 2 5
5
From the above figures, it can be seen that the sum o f the integral parts (whole numbers) and the sum of
thefractional parts give the sum o f mixedfractions.
3
2
E xam ple 1: Add: 3 + 2
7
7
Step 1: Add the fractional parts.
3 2 3+ 2 5
I ------7 7
7
7
Step 2: Add the integral parts.
3+ 2= 5
3_
E xam ple 3: Add: 2 - + 3 - + 5 + 4

2
3
4
6
LCM of 2, 3, 4 and 6 is 12.
1 1 3
5
I---- 1------- 1
2 3
4 6
1x 6 + 1 x 4 + 3 x 3 + 5 x 2
12
12
1
1
3
5
5
5
2 - + 3 - + 5 - + 4 - = 14 + 2 = 16
2
3
4
6
12
12
10
_ 10"
Step 3: We get: 6 + 4 = 1 0 10
5
2
1 1 2
1
E xam ple 4: A d d :---- h 3 ------1-14 H
7
14
7
Step 1: Simplify by adding the like fractions.
12
fn
+ 3 + 14
7
14
i_ i2 ^

LCM of 7 and 14 is 14.
So,
. 6 + 4 + 9 + 10_ 2 9 _ 2 5
~
1 _ 3xl + l x 2 _ 3+ 2 _ 5
10 5 ~
10
6 + 4 = 10
Step 3: We get: 3 - + 2 - = 5 7
7
7
12
12
2 + 3 + 5 + 4=14
Step 3: We get:
E xam ple 2: Add: 6 -----1-410

5
12
2
12x2 + 2x1
24 + 2 _ 26
+ = ----------------- =
7
14
14
14
" 14
xl3xl
2x7x1 7
3 + 1 4 = 17
c
,
11 J
u
1
Step 4: We s r e t : ---- 1-3-----1-14 + V
S
7
14
7
= 17 + 1- = 187
7
Exercise 9.1
1. Add the following like fractions.
W
(g)
4 3 1
- +- +
y y 9
4
6
5
H----- +
17 17 17
1
4
6
H----- +
22 22 22
(b)
(e)
(h)
5
(c)
13 13 13
10
2
7
+ -----1----19 19 19
8
9
3
+ --- -j- --23
23
23
(0
(i)
\/
3
15
1
21
20
40
+
+
+
15
2
15
4
21
9
21
1
40
40
2. Add the following unlike fractions.

1 1
3
2
1 9
- + (b) +
(c) - + 4
6
15 10
3
7
/
2 2
. . 1 1 1
. . . 2 6 1
(d) 4
( e ) ------- 1--- 1
(f) I------- 1
3 d
16
8 4
9
27
3
4
1 3
nx 2
1 1
2
1
3
5
(gj
+ +
(h)
I- I(i) -f- -j-
18 4 12
9
6
2
8
9 36 18
/n 1 2 4
3
2
4
4
14
m 2
3
1 1
(j) I--------------------------------------- 1-------1--------- (k)
i----------------1------- 1--------- (1) I1 H
2
3 7 14
5
15 9
30
6
13
3 2
-
(a)
3. Add the following fractions.

(a)
(d)
(g)
5
1
1+ 2
1 1
1- + 2 2
1 3
6 -+ 27
7
2
(b) 3 + 7
3
2 2
(e) 6 - + 8 8
1 3
2
(h) 3 - + 2 - + 1 v; 9
9
9
W
'
6
(c) 7 + 9
5
1
(f) 1 0 - + 12 12
1 3
(i) 2 + 4 +
11
11
4
3
11
4. Add the following fractions.

(a)
(d)
(g)
(j)
1 1
2 -+ 3 2 3
1 3
3 -+ 26 8
5
1
4 + 3
21
15
4
1
(b) 6 - + 2 6
4
2
1
(e) 5 - + 6 7
4
12
2
(h) 5 + 3
27
36
2
1
(c) 3 - + 2 5
3
4
2
(f) 1 2 - + 1 0 6
5
1
2
(i) 3 - + 4 +
5
15
3 + + 4 14
4
(k) 3 - + - + 5
5
6
(1) 5 - + + - +
6
15
6
15
Subtraction of Fractions
Let us now learn how the different types of fractions like fractions, unlike fractions and mixed
fractions are subtracted.
Subtraction of Like Fractions
Thus, the difference o f likefractions is afraction in which the denominator is the same as that of the given
fractions and the numerator is the difference of their numerators.
D ifferen ce o f lik e fra ctio n s =
15
D ifferen ce o f n u m e ra to rs
C o m m o n d en o m in a to r
E xam ple: S u b tra c t:-----------------20

20 20
T r y this!
Subtract
15 _ _3___2_
20
20
20
1 5 - 3 - 2 _ 10 _
20
20
#x#xl
2 x ;? x # x 1
_i
13
13
13
Subtraction of Unlike Fractions

Here, we convert the fractions into like fractions by finding a common denom inator for all the
fractions.
5
E xam ple 1: S u b tra c t:-------
Step 1: Find the LC M of the denominators. T he LC M of 6 and 3 is 6, which will be the common
denom inator of both the fractions.
5 .
Step 2: T he denom inator of is 6. So, we leave it as it is.
1
1 x 2 2
Step 3: T h e equivalent fraction of with denom inator 6 i s -------=
F
3
3x2
6
5
2
5-2
3 _ # x l
_ i
Step 4: Now, subtract the like fractio n s:------- = -------- = ------ -- - F
'
6
6
6
6
2xxl
2
Thus,
3
1 4
E xam ple 2: S u b tra c t:-------------4 8 16
T r y this!
S u b tra c t
LCM of 4, 8 and 16 is 16.
H _3
Thus,
3 x 4 -lx 2 -4 x l
12-2-4
6_ = 3
16
16
16 8
16
Subtraction of Like Mixed Fractions

4
2
Exam ple: Subtract: 5 3
T r y this!
Step 1: Subtract the integral parts. 5 - 3 = 2
S u b tra c t
Step 2: Subtract the fractional parts.
4 _ 2 _ 4 -2 _ 2
5 5
5
5
2
Step 3:We write the differences from Step 1 and Step 2 as 2
4
2
5 3 =
5
5
Thus,
2
2
5
Subtraction of Unlike Mixed Fractions

E xam ple 1: Subtract: 3 ---- 2
6
1
E xam ple 2: Subtract: 5 ---- 2 ----- 1
8
6
8
Step 1: Subtract the integral parts.
Step 1: Subtract the integral parts.
5 -2 -1 = 2
3-2= 1
Step 2: Subtract the like fractional parts.
Step 2: Subtract the fractional parts.
Thus,
1_ 4 x 2 - lx 7 _ 8 - 7 _ 1
2 ~
14
1
4
1
3 ---- 2 - = 1
14
~ 14
1 _ 6 -1 _ 5
Step 3: Subtract the unlike fractional parts.
Exercise 9.2
1. Subtract the following like fractions.
(g)
4
5
5
7
15
17
1
5
1
7"
5
17
2
5
3
7
(b)
(e)
7
17
(h)
5
9
9
11
20
17
3
9
1
9
(c)
4 2
11 11
3
8
17 17
(f)
/\
00
1 1 1
_8__ \____ 1_
12
12
12
16 __5__ J_
20
20
"
20
2. Subtract the following unlike fractions.
5 1
(a) ------6 4
t \
(d)
(g)
(')
1 1
( b/T)V--------2 3
3
3
I4 !5
10
(e)
15
- - - - 2 12 3
(h)
(k)
6
7
9
6
14
5
12
10
8
1
15
/X 1
3
1
(f)
6
2
1
4
1
10
1
( c ) -----------
1
10
(1)
3
7
5
2
3. Subtract the following fractions.
2- - 2 2
4 4
(d) 8 - - 9 9
4
1
(g) 3 - 1
11
11
7
3
1
(j) 9 - - 3 - - 1 9
9
9
(b)
3 --3 3
(c)
(e)
2 - - 12
2
(0
(h)
6a _ 2i
13
13
(i)
(k)
5 A _ 2 -! i
12
12
(1)
^ J h10
(a)
(b)
1 4
1
6a
2
4
(c)
3
3
(d) 4 - - 2 |
4
5
(e)
(g)
(h)
5 - 2 5
2
3
2
3 --1 8
9
4
2
7-----2 3
6
15
7 --8 8
3
2
4 - 2 5
5
5
1
2
7 2 2 7
7
7
7
2
10------3 - 2
10
10
4. Subtract the following fractions.

1
-H | CO
' CO
(j)
3 - 1
45
30
9
1
2
5 l 2
15
10
10
(k)
(f)
(i)
(1)
7l - 2i
5
6
4 ---- 1l-1
7
2
9
2
1
7 - 3 - 2 12
12
8
10 i - 1 ,
2
4 ------1
21
15
Word Problems
3
1
E xam ple 1: A basket had 2 kg of potatoes. A nother 1 - kg of potatoes was put in the basket.
5
W hat is the mass of the potatoes in the bag now?
3
13
2 kg = kg of potatoes
5
5
1
3
Mass of potatoes added 1- kg = - kg
Basket had
13 3
Mass of potatoes in the b a g ----1 kg
5 2
26 + 15
= ~ r ^ ~ kg
1 kg
4
41
=
kg =
10
10
Thus the bag now has 4 kg of potatoes.

g
E xam ple 2: A class has 52 students of which are girls. How many boys study in the class?
13
Fraction of girls in the class
6_
13
Fraction of boys in the class = 1
13
13-6
13
13
7
N um ber of boys in the class = of 52
13
7x52 _ 7 x 2 x 2 x > ^
13
= 28 boys
y t
.11
Exam ple 3: Seema is m shorter than her father, who is 1 m tall. W hat is Seem as height?
Fathers height
Seema is shorter by
, . . .
oeem a s height
4
9
1 m = m
5
5
1
m
20
9
11
36-11
---------= ---------- m
5 20
20
25
5
,1
= r r m = - m = l m
20
4
4
Thus Seemas height is 1 m.
Exercise 9.3
1
1. A rope of length 3 ~ m is tied with
3
1
another rope of length 4 m. W hat is
0
the length o f the new rope?
1
2. A nirban travelled ~ km on foot and
2
2
4 ~ km by bus to reach his school. How
far did he travel to reach his school?
Length of one rope =
LenPth of the other rope =
Total lenpth of the new rope =
Distance travelled on foot =

Distance travelled by bus =
km
km
Total distance travelled to reach the

school =
km
3
3. Seema ate of a chocolate and Ritu ate
2
7
.
H ow m uch did they eat altogether?
Fraction of chocolate Seema ate =

Fraction of chocolate Ritu ate =
Fraction of chocolate they ate together
1
4. A cricket ball costs Rs 23 ~ while a tennis
3
ball costs Rs 16 - H ow much m ore does
4
a cricket ball cost?
Cost of cricket ball = Rs

Cost of tennis ball = Rs
Cost of cricket ball is more by = Rs
5
5. T here is 120 f o f water in a tank. ~ of
o
the w ater is us ed for washing clothes,
How m uch Wciter remains in the tank?
Amount of water in the tank =

W ater used for washing clothes =
A m ount of water rem aining in the
tank =
1
1
6. Anita had Rs 22 t . She spent Rs 15 to
2
4
buy a notebook. W hat is the am ount of
money left with her?
Am ount of money Anita had = Rs

A m ount she spent = Rs
A m ount of money left with her = Rs
Revision Exercise
Q
Add the following fractions.
4
6
13 13
3 7
(d) ---1--2 4
5
7
(g)
12 + 12
2 3 3
---- 1
(j) I
3 4 8
(a)
(b)
(e)
(h)
(k)
2
19
17
19
1 2
(c) ---1--7 5
1- + 2 7
7
6 1
---1--7 2
4 6 1
I 1
5 7 2
(f) 3 - + 4 2
5
3 1
(*) I
4 8
1 1 3
---- 1---(1) I
7 2 14
13 11
23 23
7 2
2 7
7 2
9 3
3
2
1 - - 15
7
(r\
\c)
B Subtract the following fractions.

6
7
1
(d)
2
9
(g)
16
5
(j)
6
\a)
3
7
3
11
1
16
3
4
(b)
(e)
(h)
(k)
6
10
1
4
(f) 2 - - 1 5
5
5 1
(i)
8 2
(1)
2 1 8
6
Rajeev spent ~ of his pocket money to buy a book and ~ to watch a movie. W hat fraction
3
5
of the pocket money did he spend?
Four friends tie four lengths of rope to make a long rope. Roshan brings a 3 m rope, Atul, a
3
2
1
1
2m rope, Ashutosh, a 4 m rope and A nirban brings a 3- m rope. W hat is the length of
6
4
2
the long rope?
2
There are 28 plants in a garden, of which - have thorns
in their stems. How many plants do not have thorns in
their stems?
DECIMALS
Thefriends came to a cage where they saw a panda.
Decimal Fractions
Now that you are familiar with fractional numbers, let us learn about another way of writing
fractions decim al fractions.
One-Tenths
T he num ber 1,000 is written in the place-value chart as:
T housands
1
H u n d re d s
T ens
O nes
W hen we divide 1,000 by 10, we get 1,000 + 1 0 = 100

T he num ber 100 is written in the place-value chart as:
T housands
H u n d re d s
T ens
O nes
We observe that on being divided by 10, the digit 1 has shifted

one step to its right and one 0 on the extreme right has been taken
away.
W hen we divide 100 by 10, we get 100 -s- 1 0 = 10

The num ber 10 is written in the place-value chart as:
T housands
H u n d red s
T en s
O nes
Again, the digit 1 has shifted one step to its right and one 0 on the
extreme right has been taken away.
W hen we divide 10 by 10, we get 10-5- 1 0 = 1, which is written in the place-value chart as:
T housands
H u n d red s
T en s
O nes
1
Notice that the digit 1 has again shifted oneplace to its right and
the remaining digit, 0, has been taken away.
What do we get when 1 is divided by 10?

1
1
We get 1 h- 1 0 = 1 x =
5
10
10
, also known as a vulgar fraction, is read as one by ten. This is the com m on way of writing
fractions. A d e c im a l f ra c tio n is a simpler way of writing a fraction when the denom inator is 10
or 100; 1,000; etc.
1
In decimal fractions, is written as 0.1 and read as p o in t o n e.
It represents the o n e - te n th part and, com pared to 1, is written in the place-value chart as shown
below:
T h ousands
H u n d re d s
T en s
O nes
1
0
D e c im a l P o in t
T e n th s
= 1
= 0.1
We observe that on being divided by 10, the digit 1 has again shifted one place to its right but not
before crossing a decimal point. We add one more column in the place-value chart. This column is
called the te n th s .
3 y convention, if there is no digit to the left of a decimal point

we w rite one 0. This does not change the value of the decimal
and moreover, it prevents us from making mistakes while
reading decimal fractions. Thus, if a circle is divided into ten
equals parts, one p a rt can be w ritten as 0.1, which is one p a rt
of ten equal parts or one-tenths.
Common Fractions
Decimal Fractions
Depiction
Read as:
0.1
10
One-tenth
or
point one
2
1
or
10
5
0.2
Two-tenths
or
point two
0.3
Three-tenths
or
point three
0.5
Five-tenths
or
point five
0.7
Seven-tenths
or
point seven
0.8
Eight-tenths
or
point eight
1.0
Ten-tenths
or
one
3_
10
5
1
or 10
1_
10
8
4
or
10
5
10 or i1
10
One-hundredths
The fraction
that represents 1 part of 10 equal parts can be written as 0.1 and read as
one-tenths or point one.

The fraction
represents 1 part of 100 equal parts. It can be written as 0.01 and read as
o n e - h u n d re d th s or p o in t z e ro one.
H u n d re d s
T ens
O nes
T e n th s
H u n d r e d th s
Thus 1 + 10 = 0.1 and 0.1 + 10 = 0.01

We observe that the digit 1 has again shifted one place to the right and one zero has been placed after
the decimal point. We add another column to the right of the tenths column, the h u n d r e d th s column.
5
Exam ple 1: ---- = 0.05
100
= Five parts of hundred
equal parts
(read as: point zero five)
10
E xam ple 2: 0.10
100
= Ten parts of hundred
equal parts
(read as: point one zero)
10
We see that 0.10 = ^^ =0.1 or f?oint one. So, adding zeroes to the right
o f a digit a fte r the decimal point does not change the value o f the
decimal fraction. Sim ilarly. 0.1 = 0.10 = 0.100 = 0.1000 = .... and so on.
Exam ple 3:
50
100
= 0.50
= 50 parts of 100 equal
parts (read as: point five)
0.5 = 0.50 = 0.500 = 0.5000 = 2
E xam ple 4:
78
100
= 0.78
= 78 parts of 100 equal
parts (read as: point seven
eight)
One-Thousandths
W hat do we get when 0.01 is divided by 10?
1
T he fraction 1000 rePresents 1 Part f 1000 equal parts. It can be written as 0.001 and read as
o n e - th o u s a n d th s or p o in t z e ro z e ro o n e.
H u n d re d s
Tens
O nes
T e n th s
H u n d r e d th s
T h o u s a n d th s
Thus 1 - 10 = 0.1, 0.1 + 10 = 0.01 and 0.01 + 10 = 0.001

We observe that the digit 1 has again shifted one place to the right and two zeroes have been placed
after the decimal point. We add another column to the right of the hundredths column, the
th o u s a n d th s column.
E xam ple 1:
111
1000
= 0.111
E xam ple 2:
= 0.500
1000
= 111 parts of 1000
500 parts of 1000 equal
equal parts
parts
(read as: point one one one)
(read as: point five)
Combining Whole Numbers and Decimal Parts

Whole num bers and decimal parts are com bined like this:
W hole num ber p a r t ----- *- 2.6
D ecim al point
Decim al p art
Exercise 10.1
1. Complete the following table.
In F raction s
In T enths
or H u n d red th s
(a)
In D ecim a ls
One-tenths
10
(b)
(c)
(d)
(e)
(f)

2. Write the following in numeral form.
(a)
(c)
(e)
T hree point six

Zero point zero one
Four point one two
(b)
(d)
(f)
Seven point eight four

Fifty-one point zero one five
Nine point zero five
0.10
3. Write the following decimal fractions in words.

(a) 2.7
(b) 3.18
(c) 46.015
(e) 7.101
(f) 82.151
(g) 41.08
(i) 6.83
(j) 5.26
(k) 57.06
(d)
(h)
(1)
0.001
14.35
28.06
Conversion between Common Fractions and Decimal Fractions
Com m on fractions can be converted to decimal fractions and vice versa. Let us learn the rules for
these conversions.
Writing Common Fractions as Decimal Fractions

1. W hen the denom inator is 10, put the decimal point to the le ft
o f o n e d ig it from the extreme right of the numerator.
3
E xam ples: = 0.3 (read as: point three)
33
10
333
T ry this!
Fill in the boxes.
(a ) '
10
3.3 (read as: three point three)
(b)
111
10
= 33.3 (read as: thirty-three point three)
10
3333
j-Q 333.3 (read as: three hundred thirty-three point three)
2. W hen the denom inator is 100, put the decimal point to the left of two digits from the extreme
right of the numerator.
E xam ples:
100
55
100
555
= 0.05 (read as: point zero five)
W rite an extra zero to show the

c o rre ct number o f decimal places
= 0.55 (read as: zero point five five)
= 5.55 (read as: five point five five)

100
5555
= 55.55 (read as: fifty-five point five five)
100
3. W hen the denom inator is 1000, put the decimal point to the le ft o f th r e e
d ig its from the extreme right of the numerator.
E xam ples:
1000
1000
777
= 0.007 (read as: point zero zero seven)

= 0.077 (read as: point zero seven seven)
= 0.777 (read as: point seven seven seven)

1000
7777
= 7.777 (read as: seven point seven seven seven)
1000
T r y this!
Fill in the boxes.
(a)
73_
100
H5
(b) j qqq
Writing Decimal Fractions as Common Fractions

To express a decimal -fraction as a common fraction,
S te p J: W rite the given decimal fraction as the num erator and
remove the decimal point.
S te p Z : W rite 1 in the denominator and as many zeroes next to it
as the number o f digits a fte r the decimal point ( in the
decimal fraction).
E xam ple 1: Express 1.3 as a com m on fraction.

Step 1: Write the decimal fraction as the numerator, but remove the decimal point 13
Step 2: Count the num ber of digits to the right of the decimal point in the decimal fraction.
. 1 3
Now write the digit 1 in the denom inator and write that m any zeroes to the right.
(In this case the number of digits to the right o f the decimal point is 1, so we write 10 in the denominator)
Thus, 1.3 =
13
T r y this!
10
E xam ple 2: Express 4.76 as a common fraction.
F ill in the boxes.
We observe that there are two digits to the right of the decimal point.
So,
4.76 =
(a) 5.3 =
476
100
(b) 8.15 =
E xam ple 3: Express 7.801 as a com m on fraction.

We observe that there are three digits to the right of the decimal point.
So, 7.801 =
(c ) H.135 =
7801
1000
M ore Exam ples:

2 .8 = 2 ?
10
6.87 =
37
37=
10
5.75 =
4.86 =
687
100
575
100
486
100
8.954 =
8954
1000
7.453 =
7453
1000
6.321 =
6321
1000
Expanded Form of Decimals
Consider the num ber 642.873.

Let us expand each of the digits in this num ber using the place-value chart.
H u n d re d s
T en s
O nes
T e n th s
H u n d r e d th s
2x1 = 2
8 + 1 0 = 0.8
4 x 10 = 40
7 + 100 = 0.07
6 x 100 = 600
Thus,
3 + 1000 = 0.003
642.873 = 6 hundreds + 4 tens + 2 ones + 8 tenths + 7 hundredths + 3 thousandths

= 600 + 40 + 2 + 0.8 + 0.07 + 0.003 (decimal expansion)
3
= 600 + 40 + 2 + + +
(fractional expansion)
10 100 1000
E xam ple 1: Write the decimal and fractional expansion of 0.76
T ry this!
0.76 = 0.7 + 0.06 (decimal expansion)
W rite the decimal and

fractional expansion o f
3.HZ.
7
6
= +
10 100
E xam ple 2: Write the decimal and fractional expansion of 31.29
31.29 = 30 + 1 + 0.2 + 0.09 (decimal expansion)
2
9
= 30 + 1 + +
.
Exercise 10.2
1. Convert the following com mon fractions into decimal fractions.
(a)
(d)
(g)
(j)
2_ .
10
634
10
3941
100
718
1000
(b)
(e)
(h)
(k)
22 =
10
62 _
100
(c)
(0
(i)
"
1000
100
4263
"
"
3
100
5
222 _
10
261 _
(1)
1000
5 .
50 ~~
2. Convert the following decimal fractions into com m on fractions.

(a)
3.6 = ___
(b)
23.1 = _
(c)
(d) 0.7 = _
(e)
18.26 = _
(f) 21.03 =
(g) 0.02 = _
(h)
1.01 = _
(i)
2.371 =
(j)
(k)
11.001 =
(1)
0.006 =
38.492 =
4.5 = _
3. Write the decimal and fractional expansion o f the following. (Do these sums inyour notebook.)
(a) 36.234
(b) 6.4
(c) 2.61
(d) 1.05
(e)
0.203
(f) 0.307
(g) 63.718
(h) 9.6
(i) 21.37
(j) 432.231
Comparison of Decimals
We know that a decimal has two partea w h o le p a r t and a d e c im a l p a r t.

For example, [793
56
Whole part Decimal part

or
(integral part)
Rule 1: W hen comparing decimal fractions, the fraction with the greater in te g r a l p a r t is greater.
E xam ple 1: Com pare 11.1 and 1.1
Pictorially,
We can see from these figures that 11.1 is
greater than 1.1.
T he decimal parts in both the fractions are
the same. T he integral part in 11.1 is 11 and
in 1.1 is 1. So, 11.1 > 1.1
11.1
1.1
Rule 2: If the integral parts of two decimal fractions are the same, the decimal fraction with the
greater digit in the te n th s place is greater.
T he integral part of both decimal fractions is 2. T he digits in the tenths places are 1 and 6,
respectively. As 1 < 6, 2.14 < 2.65
R ule 3: If the integral parts as well as the digits in the tenths place are the same in two decimal
fractions, the decimal fraction with the greater digit in the h u n d r e d th s place is greater.
The integral part of both decimal fractions is 0.
The digit in the tenths place in both decimal fractions is 1.
The digits in the hundredths places are 7 and 5, respectively. As 7 > 5, 0.17 > 0 .1 5 .
Rule 4: If the integral parts, and digits in the tenths as well as the hundredths place are the
same, the decimal fraction with the greater digit in the th o u s a n d th s place is greater.
The integral part of both decimal fractions is 32
The digit in the tenths place of both decimal fractions is 3

The digit in the hundredths place of both decimal fractions is 0
T he digits in the thousandths places are 8 and 5, respectively.
As 8 > 5, 32.308 > 32.305
Ascending and Descending Orders of Decimal Fractions

Let us arrange the following decimal fractions in descending and ascending order:
2.02 , 20.2, 22 .202, 2 .22, 0 .202, 0 .22, 2.002

First, write the decimal fractions in a place-value chart.
D e c im a l
f ra c tio n
T ens
2 .0 2
O nes
T e n th s
H u n d r e d th s
2 0 .2
2 2 .2 0 2
2 .2 2
0 .2 0 2
0 .2 2
2 .0 0 2
To arrange the decimal fractions in descending order, start from the greatest.
T he greatest integral part is 22, followed by 20 and then 2. Among all the decimal fractions with 2
as the integral part, 2.22 is greater than 2.02 and 2.002. So, the seven decimal fractions in
descending order are:
22 .202, 20.2, 2 .22, 2 .02 , 2.002, 0 .22, 0.202

Similarly, the above decimal fractions can be written in ascending order as:
0.202, 0.22, 2.002, 2.02, 2.22, 20.2, 22.202
Exercise 10.3
1. Compare the following decimal fractions and fill in the boxes using a > or < sign.
(a)
3.4
6.5
(b)
11.02
1.30
(c)
2.632
(d)
1.2
1.02
(e)
10.13
10.17
(f)
3.676
(g)
0.9
0.1
(h)
2.87
2.88
(i)
0.23
2. Arrange the following decimal fractions in descending order.

(a)
(b)
34.3, 344.34, 4.34, 4.43, 3.44, 3.43

2.282, 2.822, 2.228, 8.228, 8.282
_______________
_______________
(c) 0.01, 1.1, 1.001, 1101, 0.011, 0.101

(d) 555.55, 55.555, 5.555, 5.55, 5.5, 55.5
3. Arrange the following decimal fractions in ascending order.

(a) 281.39, 461.38, 3.961, 2.638, 2.579
(b) 7.777, 77.77, 7.77, 777.77, 777.7
(c) 69.96, 96.69, 9.696, 9.969, 9.699
(d) 1.01, 10.01, 11.1, 10.1, 1.101, 1.001
______________
______________
______________
______________
Addition and Subtraction of Decimal Fractions
Addition and subtraction of decimal fractions are the same as addition and subtraction of
numbers, but we need to be careful about the decimal point.
Tenths
To represent tenths on the number line, the distance between two whole numbers is divided into ten equalparts.
Let us add 1.1 and 0.2.
J__ I__ I__ I__ I__ I__ iI__ I__ I__ I__ I__ I__ I__ L
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 2.1 2.2 2.3
or
1 .1
+ 0 .2
1 . 3
E xam ple 1: Add 6.3 and 2.5

6 . 3
+ 2 .5
8 . 8
So, 6.3 + 2.5 = 8.8

Adding 0.8 and 0.7, we get 15 tenths.
Now, 15 tenths = 1 one and 5 tenths. C a r r y in g o v e r 1
one, we get
CD
3 ' 8
+ 9 7
6 .5
So, 3.8 + 2.7 = 6.5
.
T ry
this!
'
Add
5 . H
+ 0 .8
Let us now subtract 0.3 from 0.8.
i" i i i i n n n
J__ I__ I___I___I___L
J___L
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 2.1 2.2 2.3
0 .8
or
- 0 . 3
0 . 5
E xam ple 3: Subtract 1.4 from 2.7
2 .7
or

B o rro w in g ten-tenths from 3 ones, we get 11 tenths
and are left with 2 ones in the minuend.
- 1 . 4
1 . 3
T ry this!
% t
- 1 . 8
So, 2 . 7 - 1 .4 = 1.3
S u btract
7 . 5
- 3 . 1
1 . 3
So, 3.1 - 1.8 = 1.3
Hundredths
To represent hundredths on the number line, the distance between two tenths is divided into ten equalparts.
Let us a d d 0.03 and 0.06.
or
0.01
0.03
+ 0.06
0.02
0.03
0.04
0.05
0.06
0.07
0.08
0.09
0.1
0.09

1.32
+ 2.65
3.97
So, 1.32 + 2.65 = 3.97

Adding 0.06 (6 hundredths) and 0.08 (8 hundredths) we
get 14 hundredths. Now, 14 hundredths = 1 tenth and 4
hundredths. Carrying over 1 tenth we get
3.76
+ 2.18
5 . 94
So, 3.76 + 2.18 = 5.94
T ry this!
Add
6 . 6H
+ 2 . Z8
Let us now subtract 0.05 from 0.08.
0
or
0.01
0.02
0.03
0.04
0.05
0.06
0.07
0.08
0.09
0.1
0.11
0.08
- 0 ^ 0J3
0.03

3.75
-1 .2 4
2.51

Borrowing ten hundredths from 5 tenths (or 50
hundredths), we get 12 hundredths and are left with 4
tenths in the minuend.
@
9 . / /
- 5 . 3 8
So, 3.75 - 1.24 = 2.51
T r y this!
S u b tra c t
6 .6 3
-H . 1 5
4 . 1 4
So, 9 .5 2 - 5 .3 8 = 4.14
Thousandths
To represent thousandths on the number line, the distance between two hundredths is divided into ten equalparts.
Let us a d d 0.002 and 0.006
or
0.002 + 0.006 = 0.008

1
0
0.002
+0.006
0.008
0.001 0.002 0.003 0.004 0.005 0.006 0.007 0.008 0.009 0.01 0.011

Adding 0.007 (7 thousandths) and 0.007 (7 thousandths),
we get 14 thousandths. Now, 14 thousandths = 1
hundredth and 4 thousandths. Carrying over 1
hundredth, we get
2.03 7
+ 2.307
T r y this!
Add
0 . H6 8
+ 3.2/5
Let us now subtract 0.001 from 0.007

0.007-0.001 = 0.006
0.001 0.002 0.003 0.004 0.005 0.006 0.007 0.008 0.009 0.01 0.01
0.007
-0.001
or
0.006
7.769
- 3 .4 0 4
@
6 . 7 / X
- 2 . 4 4 9
4.365
4 . 3 2 4
So, 7.769 - 3.404 = 4.365
So, 6.773 - 2.449 = 4.324
T ry this!
S u btract
8 .5 HZ
- 3 .2 0 5
E x e r c is e 1 0 .4 I 1
1. Add the following decimal fractions.
(a)
(d)
(g)
(j)
(m)
(p)
0.01 + 0.01
6 + 2.06
0.04 + 0.08
18.75 + 14.88
6.666 + 2.222
1.206 + 3.447
(b)
(e)
(h)
(k)
(n)
(q)
1.11 + 2.22
34.5 + 21.6
1.33 + 2.48
0.005 + 0.003
10 + 1.111
4.188 + 2.309
(c)
(f)
(i)
(1)
(o)
(r)
3.35 + 2.51
13.56 + 14.78
3.99 + 4.61
1.201 + 3.358
0.005 + 0.009
1.569 + 2.684
(c)
(f)
(i)
(1)
(o)
(r)
3 .7 5 -1 .5 1
2 5 .4 - 18.7
3 - 1 .3 3
6.535 - 2.103
3.121 - 1.107
10 - 2.693
2. Subtract the following decimal fractions.

(a)
(d)
(g)
2 5 .5 - 1 2 .2
8 .9 8 - 3 .0 3
1 .0 2 -0 .9 8
(j) 0.006 - 0.003
(m) 7.999 - 3.273
(p) 5.352 - 2.874
(b)
(e)
(h)
(k)
(n)
(q)
0.09 - 0.08
34.73 - 12.21
6.33 - 2.44
1 .0 0 9 -0 .0 0 1
0 .0 1 8 -0 .0 0 9
7 - 5.555
Use of Decimals in Money

You know that fifteen rupees and fifty paise is written as Rs 15.50, where the dot separates the
rupee part from the paise part. This dot is nothing but the decimal point.
HTHfrg
S5B
arcfp SSI r'tL

*
Rs 15.50
Rs 25.20
+ m
Rs 150.50
**
We know that 1 Rupee (Re) = 100 paise (p) or Rs
Similarly, Rs ^
= 1 p or Rs 0.01 = 1 p
^ x 100 p = 50 p
1 50 50
or, Rs - x = --- = Rs 0.50 =
2 50 100
50 paise
F
R upees and paise are w ritte n as decimal fractions w ith the rupees to
the le ft and paise to the right o f the decimal point.
Some examples are:

Rs 8.60 = 8 rupees and 60 paise
Rs 1.50 = 1 rupee and 50 paise
Rs 3.05 = 3 rupees and 5 paise
Note the difference between the tenths place and the hundredths place.
3 p a ise is written as R s 0.03 and not as R s 0.3.
3
Rs 0.30 or 30 p a ise
100
Similarly, 9 rupees and 9 paise = Rs 9.09
because, Rs 0.3 = Rs
9 rupees and 90 paise = Rs 9.90
1 rupee and 10 paise = Rs 1.10

1 rupee and 1 paise
= Rs 1.01
Use of Decimals in Measurements

Let us now learn about the use of decimals in the measurem ent of length, mass and capacity.
Measurement of Length
1 kilometre (km) = 1,000 metres or ------ km = 1 metre or 0.001 km = 1 metre
1000
Thus,
5 m = 0.005 km
555 m = 0.555 km
55 m = 0.055 km
5555 m = 5.555 km
To convertfrom m to km, shift the decimalpoint threeplaces to the left.
T r y this!
1 m etre (m) = 1,000 millimetres (mm) or
1000
m = 1 mm
F ill in the blanks.

(a) 600 m = ______ km
200 m m = 0.2 m
(b) 50 mm
or 0.001 m = 1 mm
Thus,
2 m m = 0.002 m
20 m m = 0.02 m
2002 m m = 2.002 m
To convertfrom mm to m, shift the decimalpoint threeplaces to the left.
Measurement of Mass
T r y this!
1 kilogram (kg) = 1,000 grams (g)
or
Thus,
1
1000
kg = 1 g
or
3 g = 0.003 kg
0.001 kg = 1 g
175 g = 0.175 kg
24 g = 0.024 kg
F ill in the blanks,

(a) 618 g = -------
k3
(b) 86 g
k3
4369 g = 4.369 kg
To convertfromg to kg, shift the decimalpoint threeplaces to the left.
Measurement of Capacity
T r y this!
F ill in the blanks.
(a) 725 m l = ______t
1 litre (V) = 1,000 millilitres (ml)
or
Thus,
e = i mi
1000
6 ml = 0.006 i
500 ml = 0.5 I
or
0.001 I = 1 ml
72 m l= 0.072 I
4028 ml = 4.028 I
To convertfrom ml to I, shift the decimalpoint threeplaces to the left.
(b) 52 ml =
Exercise 10.5
1. Write the following as decimal fractions.
(a)
(c)
(e)
(f)
(g)
(h)
3 rupees 25 p aise_________________
Four rupees forty-five p aise________
Thirty rupees and three paise_________
Ninety-nine rupees and nine paise____
Ninety-nine rupees and ninety p aise___
Seventy-five rupees and sixty-four paise
(b)
(d)
10 rupees 10 paise
10 rupees 1 paise _
(b)
(d)
514 m
264 m
10 m
3m
6,003 m
=
=
360 m m
240 m m
30 m m
5,691 m m
1,001 m m
=
=
=
=
=
500 g
333 g
lO g
2. Write the following in kilometres.

(a)
(c)
(e)
(g)
(i)
500 m
612 m
100 m
21m
2m
=
=
=
=
=
(f)
(h)
(j)
Write the following in metres.

(a)
(c)
(e)
(g)
(i)
400 mm
137 mm
24 mm
3 mm
2,302 mm
=
=
=
(b)
(d)
(0
(h)
(j)
Write the following in kilograms.

(a)
(c)
(e)
250 g
750 g
50 g
=
=
(b)
(d)
^bo
bo
CO
II
(f)
(h)
(i)
7,125 g =
(j)
1g
10,900 g
Write the following in litres.

(ai
(c)
(e)
200 mf,
785 ml
50 ml
=
=
(g)
(i)
2 ml
=
5,000 ml =
(b)
(d)
(f)
(h)
(j)
500 ml
250 ml
5 ml
2,002 ml
7,008 ml
=
=
=
-
Revision Exercise
H
Write the following decimal fractions in words.

(a)
(b) 2 .5 8
(d) 1.203
(e)
22.046
(d) 88.108
(e)
170.01
(c) 0.012
Write the following in num eral form.

(a)
(b)
(c)
(d)
3.7
Zero point zero zero five

T hree point five four
Six point zero three two
Thirty-five point one zero three
Write the following decimal fractions in expanded form.

(a)
2.67
(b) 40.314
(c) 6.003
| A rrange the following decimal fractions in ascending order.

(a) 493.64, 78.963, 78.638, 493.963, 493.638
(b) 6.34, 3.64, 4.36, 4.63, 3.46, 6.43
(c) 0.23, 2.3, 2.03, 0.32, 3.2, 3.02
Add the following decimal fractions.

(a) 3.42 + 5.03
(d) 26.12 + 3.24 + 6.17
(c)
(f)
2 1 .5 6 + 1 6 .3 5
3.4 + 5.004 + 2.04
(c)
(f)
24.65 - 12.38
7 .8 -5 .0 1 3
(b) 8 .7 6 + 1 .2 3
(e) 2 .0 8 + 1 .6 + 1 1 .1
Subtract the following decimal fractions.

(a) 7 .8 2 -3 .0 1
(d) 28.68 - 14.34
(b) 1 7 .5 2 -1 1 .3 7
(e) 28.34 - 14.68
| Express the following com m on fractions as decimal fractions.

(a)
v'
Q
(b)
6431
4356
335
100
(d)
(c)
1000
v'
' '
100
Express the following decimal fractions as common fractions.

(a)
22
10
18.91
(b)
35.43 (c)
45.231
(d) 61.237
W rite the decimal and fractional expansion of the following.

(a)
35.8
(b)
61.23
(a)
5 rupees 5 paise = Rs
(c)
7 kg 500 g =
(e)
6 km 750 m =
(g)
3,100 m l -
(c)
(d) 1.854
5.123
EE Express the decimal fractions as required.

kg
km
(b)
62 rupees 50 paise = Rs
(d)
83 683 m l =
(f)
74 m =
(h)
15,500 m l =
i
km
i
r\
11 k
MEASUREMENT OF LENGTH,
MASS AND CAPACITY
Let's Recap
1. Convert the following into the required units of measurement.

(a) 3 km
=
(c) 3 kg
=
(e) 1 i 800 ml =
(b) 8 m 50 cm =
(d) 1 kg 500 g =
(f) 7 I 400 ml =
g
ml
cm
g
ml
Add or subtract as required.

(a)
(c)
(e)
5 kg 870 g = --------+ 1 kg 575 g = ______
(b)
kg
g
g
g
g
(d)
4 km 322 m =
2 km 276 m =
cm
cm
cm
cm
_______ m
_______ m
_______ m
k m ____ m
ml
ml
ml
ml
(f)
10 e 300 ml =
- 7 t 650 ml =
_______ ml
_______ ml
_______ ml
A _____ ml
15m 95 cm =
+ 5 m 55 cm =
6 t 335 ml =
+ 2 t 895 ml =
8 kg 400 g =
- 2 kg 425 g =
kg
g
g
g
g

(a)
3 m 11 cm
x
4
(b)
2 km 234 m
x
3
(c)
2 kg 140 g
x
5
(d)
4 i 108 ml
X

(a)
447 m -s- 3
3 [447
(b)
820 g - 5
(c)
760 ml + 8
(d)
2 i 106 ml + 9
The three kids reached the reptile section of the zoo, where they saw the Indianpython.
Units of Measurement
T he standard units of m easurem ent are:

m e tre (m) for length
gram (g) for mass
litre (i) for capacity
Very often, the need arises to measure quantities bigger or smaller than the standard units. We have
seen how greater lengths are m easured in kilometres and smaller capacities are measured in
millilitres. We also know that,
1 km = 1000 m
1 kg = 1000 g
1 i= 1000 ml
In this chapter we will learn m ore about the various units of measurement.
Just as there are place values between thousands and thousandths, there are units between kilo and
milli. Thus, in addition to kilo and milli, prefixes like hecto, deca, deci and centi are used to relate to the
basic unit. T he following chart shows the place values of these prefixes:
P lace
value
Thousands
Hundreds
Tens
Ones
Prefix
kilo
hecto
deca
Basic unit
metre,
gram, litre
Tenths Hundredths Thousandths

deci
centi
milli
Measurement of Length
T he basic unit of length is metre. Let us see how the basic unit and the other units are related to
each other.
Relating the Basic Unit to Other Units

T he basic unit, metre, can be related to other units using the following flow chart:
kilometre (km)(m
1000)
t
hectometre (hm)
(m
t
decametre (dam)
(m + 10)
____________________________
100)
10 m illim etres (mm)

10 centim etres (cm )
10 decim etres (dm)
10 m etres (m)
10 decam etres (dam)
10 hectom etres (hm)
t
metre
\
decimetre (dm)
(m X 10)
I
centimetre (cm)
(m X 100)
I
millimetre (mm)
(m X 1000)
=
=
=
=
=
=
1 cen tim etre

1 decim etre
1 m etre
1 decam etre
1 hectom etre
1 kilometre
F o r b e t t e r u n d e rsta n d in g
7 m = (1 + 1000) km = 0.001 km
1 m = (1 X 100) cm = 100 cm
Thus, we have
1000 m = 1 km
100 m = 1 hm
10 m = 1 dam
and
1000 m m = 1 m
100 cm = 1 m
10 dm = 1 m
The -flow ch a rt given -for measurem ent o f length can be

used fo r measurement o f mass and ca p a city a fte r replacing
metre w ith gram and litre, respectively.
Let us now relate all the units of length to each other.
Rule 1: To convert a bigger unit into a smaller unit, m u ltip ly b y 10 for every m o v e to th e
right
Rule 2: To convert a smaller unit into a bigger unit, d ivid e b y 10 for every m o v e to th e left
E xam ple 1: Convert 7 hectometres into centimetres.

Centimetres is four places to the right of hectometres. To convert hm to cm, we have to multiply
by 10,000.
7 hm = 7 x 10,000 = 70,000 cm
E xam ple
2: Convert 365 metres into kilometres.
T r y this!
Kilometres is 3 places to the left of metre. So to convert m to km,

we have to divide by 1,000.
365 m = 365 + 1000 = 0.365 km
C o n vert 32 decam etres

jnf 0 decim etres.
E xam ple 3: Convert 5 decametres 35 metres into metres.

5 dam 35 m = 5 dam + 35 m
= (5 X 10) m + 35 m = 50 m + 35 m = 85 m
E xam ple 4: Convert 2.65 decimetres into millimetres.

M e th o d 2:
M eth o d 1:
Millimetres is 2 places to the right

of decimetres.
To convert dm to mm, we have to
multiply by 100. Thus, we shift the
decimal point 2 places to the right.
2.65 dm = 2 dm + 0.6 dm + 0.05 dm

= (2 X 100) m m + (0.6 x 100) mm
+ (0.05 x 100) m m
= 200 m m + 60 m m + 5 m m
= 265 m m
So, 2.65 dm = 265 m m ( 2 .6 5)
Measurement of Mass
10 milligrams (mg)
10 centigram s (eg)
10 decigrams (dg)
10 grams (g)
10 decagram s (dag)
10 hectogram s (hg)
G ram is the basic unit of mass.

Let us now relate all the units of mass to each other.
Rule 1: To convert a bigger unit into a smaller one,

we m u ltip ly
Rule 2: To convert a smaller unit into a bigger one,
we d iv id e
X 10
B ig g e r
u n it
kg
v
X 10
hg
.v
+ 10
X 10
dag
v
+10
X 10
g
.v
+10
X 10
dg
.v
+10
=
=
=
=
=
=
1 centigram
1 decigram
1 gram
1 decagram
1 hectogram
1 kilogram
X 10
eg
+10
mg
)
+10
S m a ller
u n it
E xam ple 1: Convert 24 decagrams into milligrams.

Milligrams is four places to the right of decagrams. To convert dag to mg, we have to multiply
by 10,000.
24 dag = 24 x 10,000 = 2,40,000 mg
E xam ple 2: Convert 21.6 decigrams into decagrams.

Decagrams is two places to the left of decigrams. To convert decigrams into decagrams, we have to
divide by 100. Thus, we shift the decimal point two places to the left.
So, 21.6 dg = 2 1 .6 + 1 0 0 = 0.216 dag ( S ' ? . 6)
E xam ple 3: Convert 5 kg 8 dag into grams.

5 kg 8 dag =
=
=
=
5 kg + 8 dag
(5 x 1000) g + (8 x 10) g
5000 g + 80 g
5,080 g
T r y this!
Convert Z dag 50 g
,n* c$'
E xam ple 4: Convert 64,380 g into kilograms.

Kilograms is three places to the right of grams. So we divide by 1,000 or shift the decimal point
three places to the left.
64,380 g = 64380 g + 1000
= 64.380 kg ( 6 4 ? ? O'.)
Measurement of Capacity
Litre is the basic unit of capacity.

Let us now relate all the units of capacity to each other.
To relate the other units of capacity to each other, we
apply same rules as we did for m easurem ent of length
and mass.
Rule 1: To convert a bigger unit to a smaller one, we

m ultiply.
Rule 2: To convert a smaller unit to a bigger one, we
divide.
10 m illilitres (m i)
10 c e n tilitre s ( c l )
10 d e cilitre s ( d l)
10 litre s ( i)
10 d eca litres ( d a l )
10 h ecto litres ( R i)
=
=
=
=
1 c e n tilitre
1 d e cilitre
1 litre
1 d eca litre
= 1 h ecto litre
= 1 kilolitre
E xam ple 1: Convert 3.54
into
d.
E xam ple 2: Convert 247 d into it.
Centilitres is five places to the right of kilolitres.

To convert f11 to d, we have to multiply by
1,00,000. Thus, we shift the decimal point five
places to the right.
Kilolitres is five places to the left of centilitres.

To convert d to ,we have to divide by
1,00,000. Thus, we shift the decimal point five
places to the left.
Thus, 3.54 U = 354000

, ~ O ' O 'O'O 'O \
Thus, 247 d = 0.00247 U

.O O O O O \
(0 0 2 4 7.)
(3. 5 4 0 0 0)
E xam ple 3: Convert 3 f 3 d into centilitres.

3 l 3 d = 3l + 3 i
= (3 x 100) d + 3 d
= 300d+3d
= 303 d
E xam ple 4: Convert 23.65 litres into litres,

decilitres and centilitres.
23.65 I = 2 3 1 + 0.6 I + 0.05 I
= 23 + (6 x 0.1) f + (5 x 0.01) i
= 23 I + (6 x 1 i t) + (5 x 1 d )
( because 1 t = \0 i t and 1 I = 100 d )
Thus, 23.65 I = 23 I 6 i t 5 d
T he following conversion table will help you check if you have got the relationships right.
To
F rom
F rom
From
F rom
From
From
From
change
m illi
centi
deci
m , g, I
d eca
h ecto
kilo
xlO
xlOO
X1000
x 10000
x 100000
x 1000000
xlO
xlOO
xlOOO
x 10000
x 100000
xlO
xlOO
xlOOO
x 10000
xlO
xlOO
xlOOO
xlO
xlOO
To m illi
-10
To d eci
-100
-10
T o m , g, i
-1000
-100
-10
To d eca
-10000
-1000
-100
-10
To h e cto
-100000
-10000
-1000
-100
To k ilo
-1000000
-100000
-10000
-1000
xlO
-10
o
o
7
To cen ti
-10
Exercise 11.1
(a) 1 km = _____ cm
(d) 4 cm = _____ m
(g) 1 kg = _____ dag
(j) 4.6 kg = _____ hg
it
(m) i e = _
u
(P) 36 d =
m
1 dm = _
dm
(e) 718 m m =
hg
(h) 1 dg = ---(k) 492 g = __ - mg
(n) 1 e = _ _ _ U
(b)
(q) 6.43 da
dm
(c) 3 dam =
m
(f) 64,931 m m =
eg
(i) 63 g =
dag
234.96
eg
=
(1)
_t
(o) 74 U =
(r) 234.96 d =

2. Convert the following.
(a)
(d)
6 hm 4 m into m
1.386 km into m
(b)
(e)
10 hm 10 cm into cm
3.49 hm into m
(c)
(f)
3 dam 7 m into m
215 cm into m
(b)
(e)
8 kg 8 g into dg
3.25 dg into g
(c)
(f)
84 hg 3 g into eg
720 eg into g
(b)
(e)
6122 m i into i
8100 m i into t
(c) 6 My 3 da i into i
(f) 3.10 M into i

(a)
(d)
16 g 16 eg into mg
1.480 kg into g

(a)
(d)
4.34 i into d
319 df into i

(a)
(c)
(e)
(g)
(i)
304 cm into m and cm

364 m into dam and m
3479 g into kg and g
468.3 g into dag, g and dg
6398 A i into <Lai, t and A i
(b)
(d)
(f)
(h)
(j)
364 m into hm and m

67.4 hm into km and hm
8009 eg into dg and eg
4312 m i into t and m i
398 m i into A i, d and m i
Mathematical Operations with Units of Measurements
The process for addition, subtraction, multiplication and division of units of m easurem ent is the
same as that for numbers, but we have to be careful about the units that represent the lengths,
masses and capacities.
Addition
Exam ple 1: Add 4 I 33 d 6 m i and
2 t 81 d 5 m i.
Ai
4
+ 2
3
8
3
1
mi
Thus, 4 6 3 3 c 6 f n + 2 ^ 8 1 c 5 m
= 7 i 15 d 1 m i
E xam ple 2: Add 3 kg 500 g and 2 kg 53 g

+ 1 kg 650 g
kg
g
+
+
3
2
1
CD
500
53
650
203
Thus, 3 kg 500 g + 2 kg 53 g
+ 1 kg 650 g = 7 kg 203 g
T r y this!
km
6
+ 11
m
350
15
Subtraction
E xam ple 1: Subtract 1 U 39 P from
4 U 28 i.
E xam ple 2: Subtract 428 dg from 1 kg.
<U
First, convert 1 kg into dg.

1 kg = 10,000 dg
4
1
2
3
8
9
kg
1
T r y this!
hg
0
dag
0
4
dg
0
8
Thus, 4 M 2 8 t - \ M 3 9 t = 2 M 8 9 t
S u b tra c t
km
m
ZS 632
- 15 2 18
Thus, 1 kg - 428 dg = 9 hg 572 dg
You can rem em ber the o rd er km. hm, dam, m, dm, cm, mm as:
aran ad raw n
any D if-ferent olourful
asks.
Multiplication
E xam ple 1: M ultiply 6
mi
6
x
5
235 mi by 9. E xam ple 2: Multiply 28 dg 7 eg by 7.

2
9
35
eg
87
7
2
x
Thus, 6 i 235 mi x 9 = 56 i \ 15 ml
dg
Thus, 28 dg 7 eg x 7 = 200 dg 9 eg
Division
E xam ple 1: Divide 4 km 936 m by 4. E xam ple 2: Divide 13 i 5 d by 3.
km hm dam
1 2
3
4
m
4
6
-4
t
4
1 3
-1
1
-1
d
5
5
2
1
-8
dl
3
0
-9
3
2
1
-1
1
-1
6
6
x
Thus, 4 km 936 m + 4 = 1 km 234 m
5
5
X
Thus, 13 6 5 d + 3 =
T r y this!
M u ltip ly
hm
m
H 23
x
5
E xa m p le 3: Divide 14 hg 45 g by 5.
1
-1
hg dag
2
8
4
4
0
4
-4
T r y this!
g
9
"Divide
kg
hg
dag
2H
4
0
4
- 4
5
5
X
Thus, 14 hg 45 g
5 = 2 hg 89 g
W atch out -for

the units!
Exercise 11.2
(a)
(c)
(e)
(g)
(i)
(j)
3g 4 eg + 6 g 5 eg
(b) 5 t 23 ml + 2 t 45 ml^
2km 300 m + 3 km 250 m
(d) 7 U 22 i + 3 U 66 t *
(f) 13 m 47 m m + 28 m 65 mm
21 dag 96 dg + 32 dag 35 dg
7dg 88 m g + 3 dg 66 mg
(h) 22 dal 99 ml + 87 dal 63 ml
3kg 150 g + 6 kg 750 g + 8 kg 500 g + 1 kg250
g
1m 80 m m + 2 m 320 m m + 3 m 150 m m + 5m 450 m m

(a) 3 kg 700 g - 1 kg 300 g
(c) 8 cm 5 m m 5 cm 3 cm
(e) 4 t - 1 i 400 ml
(g) 800 dm - 540 dm 22 m m
(i) 30 dag 20 dg - 15 dag 15 dg
(b)
(d)
(f)
(h)
(j)
8 U 9 t - 3 U 3 t
9 kg 4 hg 4 kg 9 hg
10 g 5 g 555 mg
3 t 46 d - 1 t 54 d
1 U - 34 t 25 d

(a)
(d)
(g)
(j)
2 km 300 m X 3
3 hm 14 m x 8
31 i 58 m l x 6
28 V d 28 d a l x 8
(b)
(e)
(h)
8 I 202 J
x 2
5 i t 23 ml x 7
4 kg 650 g x 9
(c)
(f)
(i)
4 g 110 m g X 3
7 dag 17 dg X 10
6 km 874 m x 5
(b)
(e)
(h)
(j)
14 I 770 mi + 7
10 hg 505 dg -5- 5
1 km 668 m -s- 6
3 kg 3 g + 7
(c)
(f)
24 km 600 m + 3
9 i l 78 ml h- 3

(a)
(d)
(g)
(i)
4 kg 44 g -5- 4
8 dag 4 g
2
8 dg 20 m g + 5
1U 668 I + 6
Word Problems
E xam ple 1: A vegetable vendor has 5 kg 650 g of potatoes,
4 kg 800 g of onions and 3 kg 500 g of carrots on his cart. W hat is
the total mass of the vegetables on his cart?
Potatoes
Onions
Carrots
Total mass
5 kg
+ 4 kg
+ 3 kg
650
800
500
g
g
g
13 kg
950
E xam ple 2: A nuradhas sister weighs 51 kg 200 g. A nuradha weighs

16 kg 700 g less than her sister. How much does A nuradha weigh?
Sisters weight
Less
51 kg
16 kg
200 g
700 g
A nuradhas weight
34 kg
500 g
E xam ple 3. A car runs 13 km 350 m on 1 litre of petrol. How far will the
car run on 7 litres of petrol?
13 km
X
93 km
350
7
450
Thus, the car will run 93 km 450 m on 7 litres of petrol.
E xam ple 4. 2 t 800 m l of milk is shared equally by 8 boys. How much milk does each boy get
to drink?
i
2
-2
dl
ml
4
4
-4
0
0
X
0
-0
X
Thus, each boy gets 350 mX of milk.
1. A m an travels 3 km 500 m by rickshaw,

7 km 850 m by bus and 54 km by
suburban train to reach his office. W hat is
the total distance covered by him?
2. Rakesh weighs 35 kg
400 g and Pram od
Distance travelled by rickshaw

=
Distance travelled by bus
=
Distance travelled by suburban
=
Total distance travelled
=
km
km
train
km
km
Weight of Rakesh
=
kpWeight of Pramod =
k
Total weight of both the boys
_
, ---- N
kg
v
v
g
both boys weigh?
3. An empty 5 litre can is filled with

Am ount of cold water filled in the can
2 t 150 ml of cold water and 1 i 900 ml of
i
m
warm water. How much water is there in the Am ount of w arm water filled in the can
can now?
=
.
I
ml
Total am ount of water in the can
I
ml
4. A milkman adds
water to 8 I 350 ml
of milk to fill his 10
litre can. How much
water did the
milkman add?
fife) W \
Capacitv of the can =

A m ount of milk in the can
t
t
A m ount of water added

1
\
j
Revision Exercise
a
Convert the following.

(a) 3 km 4 m into m
(d) 5.6 hg into g
(g) 800 m l into d l
(b) 27.6 d a l into d

(e) 4784 cm into m
(h) 6.71 hm into cm
(c) 674 m m into m

(f) 21 d l into d a l
(i) 0.03 kg into g
Add the following.

(a) 14 m 28 cm + 4 m 15 cm
(c) 4 dag 20 dg + 2 dag 15 dg
(e) 3 d l 3 i + 42 m l
(b) 4 km 225 m + 800 m

(d) lg 32 mg + 672 mg
(f) 28 i 25 m l + 10i 352 m l
B Subtract the following.

(a) 3 m 42 cm 1 m 6 cm
(c) 67 g 50 m g 25 g 15 m g
(e) 7 t 5 5 m l - 2 I 2 7 m l
(b) 7 dam 7 m
(d) 25 kg 620 g - 11 kg 50 g
(f) 4 i 56 d - 1 t 28 d
(a) 4 m 72 cm x 3
(d) 2 dag 15 dg x 2
(b) 28 kg 5 hg x 4
(e)8dll8m !x5
(c) 42 km 4 hm x 5
(f) 32 t 200 m l x 8
(b) 44 km 64 dam 4
(c) 50 i 65 m l + 5
Divide the following.

(a) 69 kg 336 g + 3
m
B
B
Q
A milkman adds 2 i 650 m l of milk in a can which already contains 2 t 300 m l of milk. If
he sells 3 I 750 m l of milk, how m uch milk remains in his can?
From a rope of 2 dam 34 cm long, 900 cm is cut off. W hat is the length of the rope now?
A m an drove at a constant speed to cover 367 km 500 m in 7 hours. How much distance did
the m an cover every hour?
12 hg of cherries is distributed equally am ong 8 boys. W hat mass of cherries does each boy get?
EE A tap fills 5 litres of water in a tank every minute. If the capacity of the tank is 150 litres, how
m uch time will it take to fill the tank?
ED
An em pty w ater tank was filled with 35 t 750 m l of water in the m orning and 28 I 580 m l
of water in the afternoon. D uring the day, 39 I 330 m l of water was taken out and used.
How m uch water rem ained in the tank? How m any 5 t buckets can be filled with the
rem aining water?
A cook uses 2
4 m l of cooking oil everyday. How much oil does the cook use in a week?
H I A leaking w ater tank loses 3 i 45 m l of water every hour. How much water will run out of
the w ater tank in 5 hours?
TIME
Let's Recap
(a) 2 months 12 days = _____
days
(b) 1 week 3 days
days
(e) 4 weeks 2 days
= _____
days
(d) 3 days
hours
(e) 2 days 2 hours
= _____
hours
(f) 6 days 16 hours =
hours
(g) 7 hours
= _____
min
(h) 3 hours 20 min
min
(i)
= _____
(j) 6 min 40 s
10 min
2. Write the correct time with a.m. or p.m

(a)
7 hours after midnight
(b)
7 hours before midnight
(c)
5 hours after noon
(d)
5 hours before noon
(e)
2 hours 20 min after 7 p.m.
(f)
3 hours 30 min after 10 a.m.
(g)
4 hours 20 min
after 2:40 p.m.=
(h) 1 hour 30 min after 11:30 p.m.

(a)
(b)
m in
(c)
m in
(d)
14
24
15
28
+18
+ 5
35
+1
12

(a)
(b)
m in
(c)
m in
28
56
1 4 3 7
-1 8
- 2 5
- 6 1 3
(d)
m in
32
45
- 6 3 6
The threefriends reached thefin a l section o f the zoo.
Reading Time
You must have seen clock faces with H indu-A rabic numerals. Similarly, we can also have clock
faces marked in Rom an numerals.
This clock face has H indu-A rabic numerals.
This clock face has Rom an numerals.
T he hour hand is between 1 and 2.
T he hour hand is between 10 and 11.
T he minute hand is on 6.
T he minute hand is at 2 marks past the

2 hour digit.
We know that there are 5 minutes between

any two hour digits.
2 x 5 = 10 minutes
So, 6 X 5 = 30 minutes.
10 minutes + 2 minutes = 1 2 minutes
T he time is 1:30.
T he time is 10:12.
An hour has 60 minutes.15 minutes out of 60 minutes is

So, 15m in u te s = q u a r t e r h o u r.
15
~
60
/ x / x l
1
~ ~ ~7 ~j-------
2 x 2 x /x /x l
4
So, 12:15 is also read as q u a r te r - p a s t 12.
The minute hand is on the 9 hour digit.
T he minute hand is on the 6 hour digit.
So, 9 X 5 = 45 minutes.
So, 6 x 5 = 30 minutes
45
60
3 X/ x / x 1
2x2x/x/xl
3 1
4
4
30 _
= ------------7 -j---- or 3 x
60
So, 45 m in u te s = th r e e - q u a r te r s
-q
1
4 4
3
3
1
= 1, i.e., add
4
But, 1---- or I
/ x / x / x l _ 1
2 x /x /x /x l
2
So, 30 m in u te s = h a lf-h o u r
8:30 is also read as h a lf -p a s t 8
3
another quarter to make one whole.
So, 6:45 is also read as q u a r t e r to 7.
3 y convention we do not read 8:30 as h a lf to 9 although it is

m athem atically correct.
A.M., P.M. and 24-Hour Clocks

If we read 10:30 on a clock how do we know if the time is 10:30 a.m. or 10:30 p.m.?
Simply by looking around us. If it is m orning and there is all the daytime activity going on
around us, it is 10:30 a.m. If it is dark outside and people c^re preparing to go to bed, it must be
10:30 p.m.
M orning
(a.m.)
Night
(p.m.)
Now, suppose you set an alarm clock at 3 to rem ind you to get out
to play the next afternoon, but the clock rings out loudly in the
middle of the night at 3 to wake up everybody, then what do you do?
M id n ig h t
E v e n in g
a.m.
A fte r n o o n
N ig h t
M o r n in g
N oon
To avoid mistakes in the communication of time, 24 hours are written as follows:

12-H our T im e
24-H our T im e
0000
0100
0200
0300
0400
0500
0600
0700
0800
0900
1000
1100
12 M idnight
a.m.
1:00
a.m.
2:00
a.m.
3:00
a.m.
4:00
a.m.
5:00
a.m.
6:00
a.m.
7:00
a.m.
8:00
a.m.
9:00
a.m.
10:00
a.m.
11:00
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
12-H our T im e
12
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00
11:00
N oon
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
24-H our T im e
1200
1300
1400
1500
1600
1700
1800
1900
2000
2100
2200
2300
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
T he minutes are written after the hours as follows:

7:30 a.m.
7:15 p.m.
11:59 p.m.
12:00 midnight
12:01 a.m.
=
=
=
=
=
_____ hours
0730 hours
5:46 a.m. =
1915 hours
6:38 p.m. =
_____ hours
1 minute to midnight = 2359 hours
0000 hours (not written as 2400 hours)
1 minute past midnight = 0001 hours
Nowadays digital watches display 24-hour time. Bus, Railway and Airline timetables also list
arrival and departure timings in 24-hour time.
T r y this!
>
>
/ 2 M idnight to 12 Noon- -a.m.

12 Noon to 12 PAidnight- \m.
F ill in the blanks using 2H-hour

clock.
(a) 1 : 20 a.m. = ___________ hours
(b) 3 : 15 p.m. = ___________ hours
Exercise 12.1
1. Write the time shown on the following clock faces.
(a)
5:30
6:40
3:10
4:00
12:30
4:45
3. Write the tim e using the 24-hour clock.

(a)
(c)
(e)
(g)
(i)
6 a.m.
11:30 a.m.
3:45 a.m.
4:30 a.m.
5:20 p.m.
=
=
=
=
=
10 p.m.
12:30 p.m.
(f) 12 midnight
(h) 7:50 p.m.
(j) 2:10 p.m.
(b)
(d)
=
=
Write the tim e using the 12-hour clock.

fa')
(c)
(e)
(g'l
(i)
1600
1245
1220
1351
1620
hours
hours
hours
hours
hours
=
=
=
=
=
(b) 1430
(d) 0045
(f) 2008
(h) 1540
(j) 0150
hours
hours
hours
hours
hours
=
=
=
=
5. Using a.m. or p.m. write at what tim e you:

(a)
(c)
(e)
(g)
wake up in the m o rn in g ___________

go to school ______________________
have your evening snack
have your dinner ______
(b)
(d)
(f)
(h)
have your breakfast ________

have lunch at school _______
go out to play in the evening
go to b e d _________________
6. Fill in the blank spaces.
Hour hand on Min hand on Part o f the day 12 hour tim e
(a)
(b)
(c)
(d)
(e)
III
IX
I
II
V
XII
XII
VI
VI
IV
afternoon
m orning
afternoon
night
evening
3 p.m.
24 hour tim e
1500 hours
Conversion of Units of Time
We cannot use the decimal system for smaller

units of time, because in the decimal system we
divide the standard unit by 10, 100, 1000, etc.
T he standard unit of time is h o u r. An hour is
divided by 60 to get minutes.
This is why although 3.5 hours would m ean
3 hours or 3 hours thirty minutes, it would
not be very convenient to express different measures of time in decimals.
hour hand
m in u te h a n d
second h an d
We know that 1 h o u r 60 = 1 m in u te
In addition to the hour hand and minute hand, there is a third hand on the clock face that is thin
and long. This hand moves the fastest of all three hands and it shows the seconds. It is called the
second h an d .
Exam ple: W hat is the time on the clock face given alongside?
The hour hand is between 10 and 11. T he minute hand is on the 8 hour digit.
So, 8 x 5 = 40 minutes
T he second hand is 3 marks past the 4 hour digit.
So, 4
5 = 20 seconds and 20 seconds + 3 seconds = 23 seconds
T he time is 10:40:23 or 10 hours 40 minutes 23 seconds.
M ore E xam ples:

E xam ple 1: Convert 3 hours 40 minutes into
minutes.
3 hours 40 minutes = 3 hour + 40 minutes
= (3 x 60) minutes + 40 minutes
= 180 minutes + 40 minutes
= 220 minutes
E xam ple 2: Convert 10 minutes into seconds.

1 minute = 60 seconds
So, 10 minutes = 60 X 10
= 600 seconds
E xam ple 3: Convert 5 minutes 33 seconds

into seconds.
5 minutes + 33 seconds
= (5 X 60) seconds + 33 seconds
= 300 seconds + 33 seconds
= 333 seconds
E xam ple 4: Convert 2 hours 3 minutes 45

seconds into seconds.
2 hours + 3 minutes + 45 seconds
- (2 x 60) minutes + (3 x 60) seconds
+ 45 seconds
= 120 minutes + 180 seconds + 45 seconds
= (120 X 60) seconds + 225 seconds
= 7425 seconds
E xam ple 5: Convert 660 seconds into minutes. E xam ple 6: Convert 548 seconds into
60 seconds = 1
minute
minutes.
To find minutes, we divide the seconds by 60.

11
60 " 6 6 0
-6 0 ^
60
-6 0
___x
Thus, 660 seconds = 11 minutes
g
60
548
-5 4 0
8
Q uotient = 9; Rem ainder = 8

Thus, 548 seconds = 9 minutes 8 seconds
Operations Involving Time
Let us learn how to add, subtract, multiply and divide time.
We w rite h -for hours, min -for

m inutes and s -for seconds.
Addition of Time
E xam ple: Add 1 h 48 m in 52 s and 2 h 25 min 38 s
h
1
+ 2
m in
s
48 v
52
25____________ 38
73 _
90
T ry this!
Now,
90 seconds = 60 seconds + 30 seconds

= 1 minute + 30 seconds
So,
But,
3 h 73 m in 90 s = 3 h 74 m in 30 s
74 minutes = 60 minutes + 14 minutes
Add
h
H
+
m /n jlQ lp t
32
H5
25
10
= 1 hour + 1 4 minutes
Thus, 1 h 48 min 52 s + 2 h 25 m in 38 s = 4 h 14 m in 30 s
Subtraction of Time
E xam ple: Subtract 1 h 45 m in 40 s from 4 h 34 min 08 s
h
1
2
m in
x* m
45
48
s
@
08
40
28
1 m inute = 60 seconds
Borrowing 1 m inute from 34 minutes, we get
08 seconds + 60 seconds = 68 seconds
So, we are left with 33 minutes in the m inuend.
Now,
1 hour = 60 minutes
Borrowing 1 hour from 4 hours, we get
33 minutes + 60 minutes = 9 3 minutes
So, we are left with 3 hours in the m inuend.

Thus, 4 h 34 m in 08 s 1 h 45 m in 40 s = 2 h 48 m in 28 s
T ry this!
S u b tr a c t
h i
6
- 1
-----
=j=
-----------
min I L 1 1
52
27
30
15
Multiplication of Time
E xam ple 1: Multiply: 1 h 30 min 14 s X 2
h
m in
30
14
60
2
28
Now, 60 minutes = 1 hour

We carry over 1 hour and get 3 h 00 min 28 s
T ry
Thus, 1 h 30 min 1 4 s X 2 := 3 h O O min 28 s
Multiply
E xam ple 2: Multiply: 2 h 45 min 53 s x 8

h
2
x
m in
45
s
53
8
16
360
360
424
this!
h
1
= 16 h 367 min 04 s
(as 424 s = 7 min 04 s)
= 22 h 07 min 04 s
(as 367 min = 6 h 07 min)
min
22
s
08
3
Thus, 2 h 45 min 53 s x 8 = 22 h 07 min 04 s
Division of Time
E xam ple 1: Divide 16 h 08 min 06 s by 2.
h
m in
8
16
-1 6
04
08
08
-0 8
X
03
06
06
06
X
So, 16 h 08 min 06 s + 2 = 8 h 04 min 03 s
E xam ple 2: Divide 19 h 58 min 80 s by 7.

h
2
m in
50
58
80
80
7 I 19
-14
5 300
+58
358
-3 5 0
8 >480
+ 80
560
j-5 6 0
x
(rem ainder 5 h
x 60 300 min)
(rem ainder 8 min

x 60 = 480 s)
So, 19 h 54 min 80 s - 7 = 2 h 50 min 80 s
Word Problems
E xam ple 1: O n Monday, Preetha slept for 7 h 15 min 35 s at night and 1 h 27 min 52 s in the
afternoon. For how m any hours did she sleep in all on Monday?
h
m in
15
35
(+) i
27
52
42
87
At night, Preetha slept for

In the afternoon, she slept for
In all, she slept for

Now, 87 seconds
= 1 minute + 27 seconds
So, 42 min 87 seconds = 43 min 27 seconds

Thus, Preetha slept for 8 h 43 min 27 s in all on Monday.
E xam ple 2: In an examination paper the total time allowed was

3 hours. T he nib of Sahils pen broke after 1 h 37 min 15 s. How much
time was left for him to complete the paper?
h
Total time allowed

Sahils nib broke after
Tim e left
=
=
m in
00
(-) i
37
22
00
15
45
Thus, Sahil had 1 h 22 m in 45 s left to complete the paper.
E xam ple 3: Geeta practised solving mathematics problems every day for 1 h 15 minutes for a
week. For how much time in all did she practise solving mathematics problems that week?
Each day Geeta practised for
= 1 h 15 m in
In 1 week (7 days) she practised for
= 1 h 15 m in X 7
m in
1
X
15
7
105
8h
45 min
Thus, Geeta practised solving mathematics problems for

8 h 45 min in all that week.
E xam ple 4: It took M r Ganguly 1 h 54 min to cover 8 kilometres on foot. H ow long did he
take to cover 1 kilometre?
8 kilometres covered in 1 h 54 min. So, 1 kilometre is covered in 1 h 54 min + 8.
h
m in
0
14
15
1
54
-0
1 - 60
+ 54
114
-1 1 2
2 - 120
-1 2 0
X
So, M r Ganguly took 14 min 15 s to cover 1 kilometre.
Exercise 12.2
(a)
(c)
(e)
(g)
(i)
10 min 10 s +
2 h 11 min 20
3 h 07 min 40
5 h 40 min 10
11 h 01 min 3
20 min 20 s
s + 3 h 22 min 15 s
s + 2 h 51 min 20 s
s + 4 h 30 min 20 s
s + 2 h 4 s
(b) 6 h 12 min + 2 h 23 min

(d) 4 h 44 min 09 s + 3 h 04 min 20 s
(0 8 h 30 min 30 s + 1 h 50 min 50 s
(h) 9 h 20 min 5 s + 3 h 25 min 15 s
(j) 12 h 23 min 5 s + 3 h 6 s

(a)
(c)
(e)
(g)
(i)
7
6
5
4
5
h
h
h
h
h
48
35
08
48
28
min
min
min
min
min
- 4 h 12 min
48 s - 3 h 13
10 s - 2 h 02
20 s - 11 m in
40 s 33 m in
m in 27 s
min 50 s
8 s
11s
12 min
9 h 44
(f) 3 h 38
(h) 8 h 52
(j) 7 h 04
(b)
(d)
53 s min 37
min 05
min 30
min 50
10 m in 22 s
s 9 h 03 min 17 s
s - 21 m in 55 s
s - 22 min 9 s
s - 43 min 13 s

(a)
(c)
(e)
(g)
(i)
3h
4h
5h
6h
7h
04
12
06
20
10
min x 2
min 24 s
min 15 s
min 30 s
min 40 s
x
X
x
X
2
6
3
4
(b) 3 min 23 s X 3
(d)
2h 02 min 12
(f)
6h 10 min 21
(h)
9h 30 min 30
(j)
7h 10 min 40
s x 4
sX 5
sX 5
sX 5

(a)
(c)
(e)
(g)
(i)
4 h 08 min
2
6 h 42 min 36 s 2
12 h 48 m in 28 s + 4
8 h 16 m in 24 s
8
9 h 27 m in 36 s + 9
(b)
(d)
(f)
(h)
(j)
9
6
5
8
9
min 36 s + 3
h 18 min 27 s
h 50 min 25 s
h 48 min 32 s
h 45 min 36 s
+
+
+
+
3
5
8
9
5. Solve the following word problems.

(a) A baker got all the materials for making a cake
together in 5 min 14 s. T hen, he
mixed all the
ingredients together for 3 min 21 s. H e then baked the
cake in an oven for 32 m in 5 s. How long did the
baker take to make the cake?
(b) Arvind jogged to a park in 57 min 38 s. T here he took a break and sat on a
bench for 5 m in 45 s. H e jogged back hom e in 55 min 28 s. How much time did
he spend jogging?
(c) Pratim a took 2 h 35 min 15 s to dim plete her homework on Tuesday. O n

Wednesday, she took 48 m in 20 s less than the time she took on Tuesday. How
much time did she take to finish her homework on Wednesday?
(d)
__
T h e school bell rings at 10:00 a.m. sharp and it is already

09:50:10 a.m. How much time remains for the bell to ring?
(e) Divya woke up at 7:00 a.m. after sleeping for 7 hours. At what time did she go to
bed?
(f) If Divya has spent 600 seconds practising on the harm onium , how m any minutes
has she spent?
(g) A television program m e had 15 minutes of advertisements in it. How many
seconds were the advertisements for?
(h) A m achine takes 5 seconds to fix the cap on a botde of cold drink. How many
caps will it fix in 10 minutes? [Hint: Convert 10 minutes to seconds first]
Revision Exercise
Q
Write the time using the 24-hour clock.

(a) 9:00 a.m.
(d) 6:50 p.m.
(b) 1315 hours

(e) 0000 hours
(f) 9:10 a.m.
(c) 1720 hours

(f) 12 noon
Convert the following.

(a) 4 days into hours
(c) 1 h 23 min into minutes
(e) 480 s into minutes
(c) 7:35 a.m.
Write the time using the 12-hour clock.

(a) 0540 hours
(d) 0120 hours
(b) 6:15 p.m.

(e) 8:10 a.m.
(b) 2.5 days into hours

(d) 6 min 14 s into seconds
(f) 4200 s into h and minutes
Solve the following.

(a)
(c)
(e)
(g)
(i)
(k)
(m)
30 min 6 s + 20 min 11 s
2 h 23 s + 45 min 45 s
6 h 6 m in 6 s 1 h 8 m in 8 s
4 min 4 s x 4
3h 38 min 16 s x
7
3h 34 min 48 s
4
1h 48 m in 52 s + 2 h 25 m in 38 s
(o)
1h 30 m in 14 s X
2
(q) 16 h 08 min 6 s
2
(b)
(d)
(f)
(h)
(j)
(1)
(n)
(p)
(r)
1 h 58 min 34 s + 2 h 6 min 48 s
46 min 29 s 30 min 4 s
5 h - 1 h 18 min 44 s
1h 20 m in 30 s x
5
39 min
42 s 3
7h 31 m in 54 s -s6
4 h 34 min 08 s - 1 h 45 min 40 s
2h 45 min 53 s x
8
19 h 58 min 80 s -j- 7
O n annual Sports Day, a flag had to be held aloft for 3 hours. Achla held the flag for
57 min 23 s and when she got tired, Kulsoom held it for 1 h 14 min 16 s. Finally, Poorva
held the flag for the rest of the time. For how long did Poorva hold the flag aloft?
A boat takes 8 min 15 s to cross a river. If it m ade 15 crossings in one day, for how long did
it travel throughout the day?
If a cook can bake 15 cakes one after the other in 5 h 45 min, how long does he take to
bake each cake?
The Earth takes 24 hours to complete one rotation about its axis. How many hours does it
take to rotate 5 times?
13k
UNITARY METHOD
Rahul went to afruit seller to buy 6 bananasfor the elephants. The bananas werefor Rs 24 a dozen-
Unitary Method
A single object or person is known as a unit. T he word u n i t a r y is derived from the word unit. In
this chapter we will use the unitary m ethod to find the value of many, given the value of one and
vice versa.
Finding the Value of Many

To find out the value of m a n y , when we know the value of one, we m u ltip ly .
E xam ple 1: A car has 4 wheels. How many wheels will 10 cars have?
O ne car has = 4 wheels
10 cars will have = 4 X 10 = 40 wheels
E x a m p le 2: How much will 12 balls cost, if each ball costs Rs 4?

Cost of 1 ball = Rs 4
Cost of 12 balls = Rs 4 x 12 = Rs 48
Finding the Value of One

To find out the value of one, when we know the value of many, we div id e.
E xam ple 1: 12 bananas cost Rs 24. How much will 1 banana cost?
Cost of 12 bananas = Rs 24
Cost of 1 banana = Rs 24 -s- 12 = Rs 2
E xam ple 2: 12 coaches in a train have 360 seats in all.

How many seats are there in one coach?
12 coaches have = 360 seats
1 coach will have = 360 seats 12 = 30 seats
E xam ple 3: Alex needs to buy a packet of sharpeners.

W hen he goes to the market he finds that 10 orange sharpeners cost Rs 20 and 12 blue
sharpeners cost Rs 36. If both the sharpeners are of the same quality, which is a better buy?
Here, we need to find out which of the two sharpeners is cheaper. As the quality of both is the
same, the cheaper sharpener is a better buy.
Cost of 10 orange sharpeners
Cost of 1 orange sharpener
Cost of 12 blue sharpeners
Cost of 1 blue sharpener
=
=
=
=
=
=
Rs 20
Rs 20 -j- 10
Rs 2
Rs 36
Rs 36 12
Rs 3
So, the price of one orange sharpener is less than the price of one blue sharpener. Therefore, it
is a better buy.
M any units are more than one unit. So to -find out the value
;f or many units, when tha t fo r one is known, we multiply.
One unit is less than many units. So to -find out the value fo r
one unit, when tha t fo r many units is known, we divide.
Finding Out for Many When We Know for Some

I f we know the pricefor some units, wefirstfind out the pricefor one unit by dividing. 'Then, wefin d how much
many units would cost by multiplying.
We write the known quantity on the left-hand side. O n the right-hand side, we write what is to
be found out.
E xam ple 1: 8 rows of flowers have 720 flowers. How many flowers are there in 6 rows?
8 rows have
1 row has
Now, 1 row has
So, 6 rows have
=
=
=
=
720 flowers
720 flowers + 8= 90 flowers
90 flowers
90 flowers x 6 = 540 flowers
E xam ple 2: Let us now solve R ah u ls problem.

Cost of 12 bananas
So, cost of 1 banana
Now, cost of 1 banana
So, cost of 6 bananas
=
=
=
=
Rs
Rs
Rs
Rs
24
24
12= Rs 2
2
2 x 6 = Rs 12
R e m e m b e r th a t th e u n ita r y m e th o d d o e s n o t w ork in s o m e situ a tio n s.

For instance, in solving Example 1 above, it is assumed that each row has an equal num ber of
flowers, or else we cannot apply the unitary m ethod.
The units which are divided and then multiplied need to be o f the same
object as the units o f the answer, else we cannot apply the u n ita ry method.
For example, if we know the price of a dozen apples, we can find the price of 6 apples. But we
cannot find the price o f 6 oranges, given the price of a dozen apples.
Similarly, if we know that a car has four wheels, we can find out how many wheels 8 such cars
will have. But we cannot find out how m any wheels 10 vehicles will have. This is because some
vehicles may be trucks with 6 wheels and some may be scooters with 2 wheels.
If we know that 1 tree has 420 mangoes, we cannot tell how many mangoes will be there on 6
trees, unless it is given that all trees contain 420 mangoes each. This is because some trees may
have m ore and some m ay have less num ber of mangoes.
Revision Exercise
Q j Use the unitary m ethod to fill in the boxes.
(a)
1bag weighs 4 kg, so 7 bags will weigh
kg
(b)
1ice cream costs Rs 3, so 20 ice creams will cost
Rs
(c)
1teddy-bear costs Rs 32, so 3 teddy-bears will cost
Rs
(d)
1cold drink botde contains 200 mf , so 3 cold drink bottleswill contain =
(e)
1step in a staircase is 25 cm high, so 8 steps in the staircase will be =
(f)
(g)
7pens cost Rs 49, so 1 pen will cost

8bags of flour have 120 kg, so 1 bag of flour will have
Rs
(h)
3drums of w ater have 210 I, so 1 drum of water will have
kg
t
(i)
(j)
1dozen pencils cost Rs 12, so 1 pencil will cost

8dozen bangles cost Rs 96, so 1 dozen bangles will cost
=
=
Rs
Rs
m
cm
Fill in the boxes.

You may need to use both division and multiplication in some cases.
(a) 1 book = Rs 23; 56 books
(b) 8 pencils = Rs 56; 3 pencils =

(c) 4 chairs = Rs 464; 7 chairs =
(d) 72 students need 24 benches; 93 students will need
benches.
(e) 48 boxes contain 576 crayons; 3 boxes will contain
crayons.
Solve the following word problems using the unitary method.
(a) 10 i of kerosene oil costs Rs 50. How much will 5 t of kerosene oil cost?
(b) A farm er tills 3 acres of land in 6 days. How m any days will he take to till his entire
field of 18 acres?
(c) 4 toy guns cost Rs 48. How m uch would 5 toy guns cost?
(d) A m atchbox has 52 matchsticks. How m any matchsticks will 4 matchboxes have?
(e) 2 school buses can seat 110 students in all. How m any students can be seated in 6 such
buses?
(f) 7 kg of rice costs Rs 98. How much would 15 kg of rice cost?
(g) A weaving mill produces 448 sarees in 8 days. How m any sarees will it produce in 15
days?
(h) There are 7 days in 1 week. How m any days are there is 52 weeks?
(i) 36 boxes of crayons have 864 crayons in all. How many crayons are there in each box?
(j) 10 toys cost Rs 500. How m uch would 17 toys cost?
14k
GEOMETRY
Let's Recap
1. D raw lines of symmetry to divide these shapes into symmetrical halves

(a)
(t>)
/7
(c)
2. D raw a line segment AB measuring 7 cm.
3. M easure the lengths of the line segments and fill in the blanks.
(a)
(b)
(c)
D
A
AB =
cm
BC =
cm
CD =
cm
AD =
cm
Perimeter = AB + BC + CD
+ AD
Perimeter =
cm
AB =
cm
BC =
cm
CD =
cm
AD =
cm
Perimeter = AB + BC
+ CD + A D
Perimeter = _________ cm
AB =
BC =
AC =
Perimeter = AB +
Perimeter =
cm
cm
cm
BC + AC
cm
4. How m any lines can be drawn through a p o in t?___

5. How m any lines can be drawn through two points?
Just before leaving the zoo, the threefriends reached the lions cage. When the lion growled, theygot scared and stepped back.
Line Segments
A line segment is a part of a line. It has two end-points. In Class III we have learnt how to draw
and measure line segments.
A
4 cm
This is line segment AB (or BA). It has two end-points A and B, and
measures 4 cm.
If you observe your centimetere ruler carefully, you will notice that each centimetre is again divided
into 10 smaller divisions. O ne small division is called a
millimetre (mm). Thus 1 cm = 10 mm.
A
Look at the line segment AB. It measures 3 cm and 5 m m or

3.5 cm.
ifinpmnni
12 3 4 5 6 7 8 9 10 11112 13114' 151
Measure the following line segments using your centimetre ruler.
milimlmilmilmilmiliiiiliiiilmilimlliiiliiM
D
X
N
cm
cm
cm
cm
Figures Formed Using Line Segments

Closed figures like squares, rectangles, triangles, etc., are formed using line segments. By measuring
the sides of these closed figures we can find out what type of figure they are.
Squares and Rectangles

Let us measure the sides of the following four-sided figures to find out if they are squares or
rectangles.
Fig. 1(a)
Fig. 1(b)
Let us measure the sides of Figure 1(a) using

a divider and a ruler.
Place one end-point of the divider on
point C. Then, adjust the other arm of the
divider such that the other end-point rests
on point D. Now lift the divider from points
D and C and compare the gap between the
two end-points against the ruler.
W hen one end-point is placed on the 0 cm mark of the ruler, we find that the other
end-point rests on the 4 cm mark. Thus, the length of side DC = 4 cm.
Similarly, if we measure the sides AD, AB and BC, we find that all the sides of this four-sided
figure are equal. As the figure ABCD stands upright and straight and all four sides are equal, it is
a s q u a re .
A square is afour-sidedfigure, that stands upright and straight and has all itsfour sides equal.
Let us now measure the sides of figure PQ R S (Figure 1(b)).
Using a divider and a ruler to measure side P Q o f the rectangle, we find that P Q = 5 cm.
Similarly, measuring the other sides of the figure, we find that
Q R = 3 cm
RS = 5 cm
SP = 3 cm
As the four-sided figure PQ R S stands upright and

straight and its opposite sides are equal, it is a re c ta n g le .
A rectangle is afour-sidedfigure that stands upright and straight and has its opposite sides equal.
N ote:
^
If a square leaned on one side, it would become a rhombus.
> If a rectangle leaned on one side, it would become a parallelogram.
Square
Rhombus
Rectangle
Parallelogram
Triangles
A triangle is a planefigureformed by three line segments.
Vertex
The segments meet each other at points called v e rtic e s.

We use the symbol A to represent a triangle.
M
Side
This is AMNO.
It has three sides: MN, N O and O M
Vertex
It has three vertices: M , N and O
A triangle is a closed figure with the least num ber of vertices. This is why a triangular shape is rigid
or strong. This activity shows us how a square shape is not as rigid as a triangular one.
Try this out!

Strips of cardboard (for the sides) are held together with paper clips (at the vertices) to make a
square and a triangular shape.
Step 1
See what happens when the shapes are turned. T he square shape leans to become a rhombus, but
the triangular shape is unchanged.
Step 2
o
Step 3
C an y ou s p o t th e trian gu lar sh a p e s in th e se stro n g stru ctu res?
A pyram id
A bicycle frame
r-'
"
'.V
A support bridge
*:.
'
A suspension bridge
'V- u---------------------------------------------b*
*;
The plural o f vertex is vertices.

x-------!-------------------------------The sum of any two sides of a triangle is always greater than the third side.
A
In AABC, AB = 4 cm, BC = 5
cm, AC = 3 cm
M ea su re o f S id es o f T riangle
AB + B C = 4 + 5 = 9 > 3 c m
BC + AC = 5 + 3 = 8 > 4 cm
AB + AC = 4 + 3 = 7 > 5 cm
B
5 cm
In APQR, P Q = 4 cm, Q R = 4 cm, PR = 4 cm

P Q + Q R = 4 + 4 = 8 > 4 cm
w P Q + PR = 4 + 4 = 8 > 4 cm
Q R + R P = 4 + 4 = 8 > 4 cm
In ALMN, LM = 3 cm, M N = 4 cm, LN = 5 cm

LM + M N = 3 + 4 = 7 > 5 cm
M N + LN = 4 + 5 = 9 > 3 cm
LM + LN = 3 + 5 = 8 > 4 cm
T ypes o f T rian gles
Let us measure the sides of the following three triangles, using a divider and a ruler, to find out how
these triangles are different.
D
R
DE = 3.5 cm
EF = 3.5 cm
FD = 3.5 cm
LM = 3.5 cm
N L = 3.5 cm
M N = 2.5 cm
PQ ,= 2 cm
Q R = 5 cm
R P = 4.5 cm
We observe that:
1. In ADEF, all the three sides are equal. Such a triangle in which all the three sides are equal is known
as an equilateral triangle.
2. In ALMN, two of the sides, LM and LN, are equal. Such a triangle in which two of the sides are equal
is known as an isosceles triangle.
3. In APQR, none of the sides are equal. Such a triangle in which none of the sides are equal is known as a
scalene triangle.
N o te:
^ A square is a 'four-sided figure and has all its sides equal.
A rectangle is a four-sided figure and has opposite sides equal.
triangle is a three-sided figure.
The sum o f any tw o sides o f a triangle is alw ays g re a te r than the th ird side.
A triangle in which all the three sides are equal is known as an equilateral
triangle.
A triangle in which two o f the sides are equal is known as an isosceles triangle.
^ A triangle in which none o f the sides are equal is known as a scalene triangle.
Exercise 14.1
1. Name the following closed figures and measure their sides.
D
B
(b)
(a)
D
Y
M
(e)
(d)
(f)
Dt
2. Name the following triangles. Write the vertices and sides of each.
(Do these sums inyour notebook)
(c) M
N

(a) A plane figure that stands upright and has all its four sides equal is a __________
(b) A plane figure that stands upright and has opposite sides equal is a ___________
(c) An equilateral triangle h a s __________equal sides.
(d) An isosceles triangle h a s __________of its sides equal.
(e) A scalene triangle h a s __________ of its sides equal.
4. The sum of any two sides o f a triangle is greater than the third side. Using this information
answer the following.
(a)
(b)
(c)
C an a triangle XYZ be constructed with sides 3 cm, 5 cm and 9 c m ? ___________

C an a triangle P Q R be constructed with sides 2 cm, 4 cm and 5 c m ? ___________
C an a triangle ABC be constructed with sides 1 cm, 2 cm and 4 c m ? ___________
Area
Take a square piece of paper. Dip it in water and place it on another piece of paper. Now remove
the wet paper. Notice that it leaves a wet square patch that matches exacdy with its square shape.
This wet patch is the a r e a which the square paper occupied.
Measurement of Area by the Tiling Method

I f on e sid e o f a sq u a re is eq u a l to 1 cm , th e area o f th e sq u a re is sa id to b e 1 sq u are
cen tim etre. It is w ritten a s 1 sq. c m or 1 c m 2.
Using this information, let us find the area of a square with side 5 cm.
ABCD is a square with each side m easuring 5 cm.
-*------------ 5 cm
F
G
u
T
t
r
i
i
'
i
L
!
-L!
!
1
i.
j_
M'
i
i
i
i
i
i
5 cm
|_
iL. _Li
N
O
'X
L
To find its area,
1. With the help of a ruler we m ark points P, Q ,

R and S on side AB, each point 1 cm away.
-----5 cm
------
-1_
1
------ 1------ *------ --------- B
A ------ A
a
r
2. Similarly, we m ark points with a 1 cm gap on

sides BC, C D and DA.
3. Now, we use a pencil and ruler to join the
points we m arked with those on the opposite
side. For example, join P (on AB) and E (on
CD), join O (on DA) and W (on BC), etc.
Now consider figure APXO. There is no need to measure its sides, as we have marked the points
at 1 cm gaps.
So, we have
AP = 1 cm;
OA = 1 cm;
X P = WB = 1 cm;
X O = ED = 1 cm
Thus, APXO is a square with each side measuring 1 cm. We know that the area of a square with
sides 1 cm is 1 sq. cm.
Thus, the area of square APXO = 1 sq. cm.
H ow m a n y su ch sq u a res w ith 1 c m s id e s are th ere in all?
There are 25 such squares within ABCD.
Thus, the area of ABCD = 25 X 1 sq. cm = 25 sq. cm
The method by which we found the area of square ABCD is known as the tilin g m e th o d
Now, let us find the area of rectangle ABCD, given the following:
AB = CD = 10 cm
BC = DA = 5 cm
10 cm
5 cm
N
1 cm
A
o
B
As we did earlier while finding the area of a square, we again m ark points 1 cm away from each
other on all the sides of rectangle ABCD. This way we divide the figureinto small squares of
side 1 cm each.
O ne such square is AM ON. T h e area of A M O N = 1 sq. cm.
How many such squares are there within the rectangle ABCD?
T here are 10 such squares along the length.
T here are 5 such squares along the breadth.
T here are 10 X 5 = 50 such squares in all.
Thus, the area of rectangle ABCD = 50 x 1 sq. cm = 50 sq. cm.
Estimation of Area
We can use the tiling m ethod to e s tim a te the area of figures, other than squares and rectangles,
that cover some squares fully and some squares partially. In such cases, the area we estimate is not
the exact area of the figure but it is close to the actual area.
This shape covers 5 whole squares. So if

each square is o f 1 sq. cm area, then area of
this shape = 1 sq. cm x 5 = 5 sq. cm.
This shape covers 2 whole squares and 8 partial

squares. So we can only estimate the area of this
shape.
Let us estimate the area of the following two figures using the tiling method.
As none of these figures can be m arked into equal square tiles, we draw the tiles over the figures as
shown. Each side of the square tile is 1 cm long.
Let us now estimate the area of triangle PQ R .

(a) N um ber of tiles that fall completely within P Q R = 4
(b) N um ber of tiles that fall mostly within P Q R = 7
(c) N um ber of tiles with less than half within P Q R = 10
Thus 4 + 7 = 11 tiles are either fully or mostly within PQ R . As the area of each tile is 1 sq. cm, the
area of triangle P Q R will be about 11 square centimetres.
Similarly, we can estimate the area of shape W.
(a) Num ber of tiles that fall completely within W = 4
(b) Num ber of tiles that fall mostly within W = 11
(c) Num ber of tiles with less than half within W = 7
Thus 4 + 1 1 = 15 tiles are either fully or mostly within W. As the area of each tile is 1 sq. cm, the
area of shape W will be about 15 sq. cm.
^ Count all complete squares.

Count all squares tha t are more than h a lf w ithin the area.
f\dd the two.
V o not add squares tha t are less than h a lf w ithin the area.
Exercise 14.2
Find the area o f figures from (a) to (d) and estim ate the area of figures from (e) to (j).
Take each box to be of 1 sq. cm area.
Perimeter
The length of the boundary o f any plane figure is known as its p e r im e te r.
Theperimeter is the sum of all the sides o f a planefigure.

4- r m
E xam ple 1: If we measure all the sides of the square ABCD,

we find,
AB = 4 cm
BC = 4 cm
CD = 4 cm
DA = 4 cm
4 cm
4 cm
Thus, the perimeter of square ABCD = 4 + 4 + 4 + 4 = 16 cm

or
4 x 4 = 1 6 cm
4 cm
The perimeter o f a square isfour times the length o f one side.
E xam ple 2: T he length of the sides PS and Q R of the

rectangle PQ R S are 5 cm each and the length of the
sides P Q a n d RS are 3 cm each.
Thus, the perimeter of rectangle PQ R S
5 cm
3 cm
3 cm
= 5 + 3 + 5 + 3 = 16 cm
= 2 x (5 + 3)
5 cm
= 2 x 8 = 16 cm
E
The perimeter o f a rectangle is twice the sum o f its length and breadth.
E xam ple 3: Triangle EFG is an equilateral triangle with all the sides
measuring 4 cm each.
T he perimeter of the equilateral triangle EFG = 4 + 4 + 4 = 12 cm
or
3 x 4 = 1 2 cm
The perimeter of an equilateral triangle is thrice the length o f one o f its sides.
E xam ple 4: Triangle M N O is a scalene triangle with no

two sides equal. O n m easurem ent of the three sides using a
divider and ruler, we find M N = 2 cm, N O = 5 cm and
O M = 6 cm. T he perim eter of the scalene triangle
M N O = 2 + 6 + 5 = 13 cm.
6 cm
The perimeter o f a triangle is the sum o f the lengths o f its three sides.
> The length o f the boundary o f any plane figure is known as its perim eter.
^ The p e rim eter o f a square is four times the length o f one side.
The p e rim eter o f a rectangle is tw ice the sum o f its length and breadth.
X The p e rim eter o f a triangle is the sum o f the lengths o f its three sides.
'y The p e rim e te r o f an equilateral triangle is th rice the length o f one o f its
sides.
Exercise 14.3
1. Measure the sides of the following shapes using a divider and a ruler and find out the
perim eter o f each.
(a)
(b)
(f) R
2. Jyoti walked along the entire boundary of a square field, with each side equal to 80 m. How
m uch distance did she cover?
3. Vijay takes two circuits along the boundary of a square field
with each side equal to 100 m. W hat distance does he cover?
4. Raju ran along the boundary of a rectangular park. If the park 150 m
was 300 m long and 150 m wide, how m uch distance did Raju
cover in all in completing one circuit around the park?
a
150 m
300 m
Angle
We have learnt about triangles. We know that a triangle is bound by three line segments. In the
word triangle, the first halftri signifies the num ber three, whereas the second half a n g le
describes a feature of all intersecting lines and closed figures with straight line segments.
Before defining an angle, let us understand what a r a y is.
g This is line segment AB. But having started at point A if we do not
stop at point B but keep on drawing a line that never ends, we get a
ray, represented as A B .
A is the only end-point of A B .
^
Thus, a ray has one end-point.
W hen two rays have a common end-point, they form an angle.
We see angles around us all the time.
A
Parts of an Angle
T he rays O A and OB form an angle at their common end-point O.
This common end-point, O, is called the v e rte x of the angle.
OA and OB are the a r m s of the angle.
T he above angle is called a n g le AOB or a n g le BOA. We use the symbol Z to represent an angle.
So, ZA O B means angle AOB and ZB O A means angle BOA.
The middle le tte r is always the vertex o f

the angle.
Measurement of an Angle
D e g re e is the unit in which an angle is measured. It is represented by the symbol .
For example, 30 is read as thirty degrees. A p r o tr a c to r is used to measure angles. A protractor is
an instrum ent in your geometry box, shaped like a D.
Observe the figure of the protractor given below. T he curved side has angle measurements from 0
to 180. T he straight side of the protractor has a mid-point clearly m arked which we place over
the vertex of the angle that we need to measure.
T he line on the straight side that runs through the
mid-point is placed over one arm of the angle
OB, such that the mid-point is over the vertex of the
angle as shown in the figure.
T he angle is then read off on the protractor,
counting from 0 to where the other arm OA lies.
In the given figure, the angle is m easured as 50.
mid-point
Confirm the m easurem ent of the following angles using a protractor.

X
D
T ry this!
M easure the angle
using a protractor.
Types of Angles
W hen rays or line segn
formed.
^90<
O
1. A cu te a n g le s m easure less than 90. Thus, Z C O B is an acute angle
2. R ig h t a n g le s m easure exactly 90. Thus, Z F O E is a right angle.
3. O b tu s e a n g le s measure m ore th an 90. Thus, Z R O Q is an obtuse angle.
Solid Figures and Plane Figures
You have learnt about plane figures and solid figures in your earlier classes. You know that we can
make plane shapes by tracing the flat face of the corresponding solid figures.
i< k
Solid figures
Plane figures
Rectangle
Triangle
Square
Circle
Circle
We can find these shapes in objects of use in daily life.

For example, a ball is spherical, a bangle is circular, a dice is a cube, a tent is pyramidal in shape, etc.
Sphere
Cube
Symmetry
S y m m e try refers to the exact m atch in size and shape between two halves, parts or sides of an
object or figure.
T he following figures are symmetrical. T he dotted lines show the lines of symmetry.
T ry this!
T he following shapes do not have symmetry.
X)
T he following shapes have more than one line of symmetry.
D ra w the lines o f
sym m etry.
......
Exercise 14.4
1. Complete the following table.
S olid Figure
C u b oid
P rism
C ube
C ylinder
y N
Edges
Vertices
Curved Faces
Plane Faces
12
12
Sphere
C on e
0
6
2. Identify the shapes o f the following objects and fill in the blanks.
3. Draw the lines o f sym m etry for the following figures.
4. Measure the following angles using a protractor. Then state what type of angle they are
(right angle, acute angle or obtuse angle).
Revision Exercise
Q
Measure the sides of the following figures.

A
B
(a)
(c)
(d)
Say whether the following statements are true or false. If a statement is false, write the correct one.
(a) A line has two end-points.
(b) A rectangle has all its sides of equal length.
(c) If a square leaned on one side, it would form a rhombus.
(d) A scalene triangle has none of its sides equal.
(e) An isosceles triangle has two of its sides equal.
(f) T he area of a square with each side 1 cm is 2
sq. cm.
(g) T he perim eter of a square is 6 times the length of one of its sides.
11
Fill in the blanks.

(a)
(b)
(c)
(d)
A square is a _
figure, while a cube is a
A cylinder has
_ plane faces.
A cone h a s __ __ curved face.
An isosceles triangle h a s _____ line(s) of symmetry.
figure.
Use your protractor to measure the following angles.

(b)
(c)
E
(d)
Choose the correct vertical arrangem ent and add.

1.
1 kg 50 g + 1 kg 150 g
kg
(a)
+
2.
3.
4.
3 m 30 cm + 2 m 2 cm
m
cm
(a)
30
3
+
2
2
4 km 222 m + 2 km 1 m
(a)
km
m
4
222
+
2
1
(b)
+
(b)
kg
1
1
g
50
150
cm
3
2
30
2
km
4
2
m
222
1
(b)
6 t 415 m l + 3 t 52 m l
(a)
+
5.
1
1
g
50
150
ml
6
3
415
52
2 i 994 m l + 4 t 9 m f
(a)
t
ml
2
994
+
4
9
(b)
ml
6
3
2
4
415
52
(b)m l
994
9
Worksheet 2 - Subtraction)
Choose the correct vertical arrangem ent and subtract.
1. 5 kg 5 g 3 kg 500 g
(a)
kg
g
5
5
- 3
500
2.
3.
4.
6 m 60 cm 3 m 3 cm
(a)
m
cm
6
60
3
3
8 km 548 m - 4 km 23 m
km
m
(a)
548
8
4
23
9 I 288 m l - 4
(a)
5.
6
9
4
(b)
-
(b)
(b)
-
kg
5
3
g
5
500
m
6
cm
60
km
8
4
m
548
23
ml
9
4
288
4
t 4 ml
ml
(b)
288
4
1 I 14 m l + 3 l 3 m l
(a)
-
ml
14
3
(b)
-
7
3
mX
14
3
Worksheet 3 - Angles)
Identify the marked angles form ed by the hands of the following clocks.
Acute Z
Right Z
\ 12
/ I 10
Acute Z
Obtuse Z
2A
J
straight z
Reflex z
Right Z
\ 12
Obtuse Z
18
4/
Acute Z
Right Z
\ 12
Straight Z
\^ g
4y
Reflex Z
fa
|
Right Z
12
Obtuse Z
t )
2A
^
Acute Z
Right Z
\ 12
|
V 8
StraigHt Z
Reflex Z
^
^
^ r \| 12
I
L
Right z
] 12
( A
^
^
S"a,Eh,Z
Reflex Z
Right Z
Obtuse Z
^ 1 Stra'ght Z
y j A
Refl,;x z
Acute Z
Obtuse Z
23 J
J
StraightZ
Refiexz
Acute Z
Acute Z
Obtuse Z
2q J
4y
ReflexZ
Acute Z
Obtuse Z
\ \ 12
fg 0
C ^ g l
4y
Right Z
Obtuse Z
Straight Z
Reflex ^
IZZ1
Worksheet 4 - Shapes with Matchsticks

1.
15 matchsticks have been used to make two squares.
2.
Now make two squares using exacdy

(a) 7 matchsticks
(b) 10 matchsticks
(c) 11 matchsticks
(d) 18 matchsticks
(c) 12 matchsticks
(g) 21 matchsticks
(d) 15
(h) 22
Now make three squares using exacdy

(a) 9 matchsticks
(e) 16 matchsticks
(b) 10 matchsticks
(f) 20 matchsticks
Make a square grid 3 matchsticks long. A shape with

two squares has been m ade using 7 matchsticks.
(a) Can you make a shape with one square using
(i) 4
(ii) 8
(iii) 12 matchsticks?
(b) Can you make a shape with two squares using
(i) 8
(ii) 10
(iii) 11
(iv) 12 matchsticks?
(c) Can you make a shape with three squares using
(i) 10
(ii) 11
(iii) 12 matchsticks?
(d) C an you make a shape with five squares using 12 matchsticks?
(e) C an you make a shape with four squares using 12 or less matchsticks?
5.
The shape on the right has 9 matchsticks and makes five triangles.
(a)
(b)
(c)
(d)
6.
Remove
Remove
Remove
Remove
2
3
3
6
matchsticks,
matchsticks,
matchsticks,
matchsticks,
leaving
leaving
leaving
leaving
two
two
one
one
triangles.
triangles.
triangle.
triangle.
T he shape on the right has 16 matchsticks.

(a) Remove 2 matchsticks, leaving eight triangles.
(b) Remove 4 matchsticks, leaving four triangles.
(c) Remove 6 matchsticks, leaving four triangles.
Worksheet 5 - Mental Maths

1. Answer in each of the following.
(a)
(b)
20 x 750
40 x 20
Product of underlined digits (2 x 75 = 150)
3 digits
Sum of zeroes to right of underlined digits
2 digits
Product will have
5 digits
Product of underlined digits

| digits
| digits
Product will have

(c) 7 x 8 0
(d) H O x HO
2.
"] digits
digits
digits
Product will have
digits
digits
digits
Product will have
digits
Put a tick mark (*) against the correct answer,

(a) 398 x 49
9,502
19,502
1,952
(398 ~ 400 and 49 ~ 50, so 398 x 49 * 400 x 50 = 20,000. Nearest choice

above is 19,502.)
(b) 295 x 55
(295 -
] 16,225
and 55 * |
61,225
and
6,225
. Nearest choice
above is
(c) 4 1 3 x 9
37,171
(413 *
and 9
and
3,717
x
7,317
Nearest choice
above is
(d) 97 x 48
(97
465
and 48 ~
and
456
X
4,656
Nearest choice
above is
(e) 355 x 97
34,435
53,435
54,435
(f) 4 9 x 4 8
352
2,352
23,522
(g) 11 x 6,981 =
7,791
17,791
76,791
(h) 5,092 x 9
4,828
45,828
4,85,828
C O M P R E H E N S IV E T E S T PA PER S
Complete these test papers in your notebook.
T est P aper I
1.
Insert commas and write the numerals in the required system of num eration.
N u m era l
In d ian p la ce-v a lu e s y s te m
In tern a tio n a l p la ce-v a lu e s y s te m
3567
99000
105000
388956
2.
Arrange the following num bers in ascending order.

6,78,463;
1,01,010;
8,98,989;
6,78,436;
1,10,010;
8,98,898;
6,76,863;
1,01,101;
8,98,899;
3.
6,76,836; 6,78,643
1,01,100; 1,01,011
8,98,988; 8,98,998
Arrange the Rom an numerals C, M, X, L, I, D, V in descending order.
4.
Perform the following fundam ental operations.

(a)
(d)
(g)
(j)
4,63,489 +
8,54,786 638 x 16
59,045 + 7
2,91,045 (b) 1,07,995 +

6,89,546(c)
2,68,775 (e) 5,00,000 - 2,35,217
(f)
(h) 535 x 208
(i)
(k) 2,06,964 + 18
a)
3,62,116 + 54,780 + 5,040

3,85,684 + 2,15,732 - 2,84,552
1,862 x 168
2,93,556 + 34
Fill in the missing digits to complete the following.

(a)
2 4 5 3 7 8
(b)
+ 4 3 9
Q 6 8 5 Q 3
-
6 8 0
(c)
30
1 8
6 2 0 4 3
22 5
85
1 9 5
30
9 6 7
8 8 8 9
6.
List the first three even multiples of 7.
8 . Find the H C F of 624 and 330.
7.
List the even factors of 24.
9.
Find the LC M of 504 and 756.
10. Perform the following operations with fractions.
1
(b) - +
I-*
(c) 2
V' 6 5
4
5
2 7
11. Arrange the following decimals vertically and perform the following operations.
(a) 6.06 + 2.2
(b) 7.86 + 5.9 + 3.09
(c) 8 - 2.64
(a) 7,638 eg into g and eg
(b) 3 t into c
(c) 434 m into dam and dm
(a)
13. Perform the following operations with time.

(a) 1 h 22 min 48 s + 34 min 22 s
(b) 3 h 28 min 30 s - 1 h 28 min 50 s
14. Is a triangle ABC possible where AB = 6 cm, BC = 12 cm and AC = 6 cm?
15. How many lines of symmetry can be drawn through the star figure shown
alongside?
T e st P aper
II
1. Write the successors and predecessors of the following numbers.

S u c c e sso r
N u m b er
P r e d e c e ss o r
48,729
23,499
6,14,910
5,00,000
2.
Arrange the following numbers in descending order.

82,597;
1, 10, 110;
3,25,523;
82,759;
1,00 , 100 ;
3,23,523;
82,579;
1,01 , 110 ;
3,25,532;
82,795;
1,01 , 100;
3,25,253;
82,599
1,00,110
3,23,253
3.
Write the H indu-A rabic num eral for XL.
4.
Perform the following fundam ental operations.

(a) 2,56,985 + 1 ,8 5 ,0 9 0 (b) 7,13,629 + 1,89,647
(d) 8,79,667 - 6,14,537 (e) 8,50,000 -4 ,8 1 ,0 8 9
(g) 764 x 18
(h) 498 x 317
(j) 1,98,888 + 8
(k) 1 ,1 0 ,1 4 7 -2 3
5.
(c)
(f)
(i)
(1)
4,06,733
4,58,653
2,543 x
1,01,379
+ 88,564 + 9,187
+ 3 ,2 1 ,5 6 9 - 1,18,659
164
+ 47

(a)
7 0 3 2 6 1
(b)
+ 8 3 9
9 6 9
3 5 9 0
2 3
(c)
8 3 5
1 6 5
4 6 4 0 9
2 8 2
1 3 4 7 2
9 9 5 0
6.
Find the H C F of the first 10 prim e numbers.
7.
Find the LC M of the first 5 multiples of 5.
8.
Find the H C F of 147 and 189.
9.
Find the LC M of 204 and 306.
10. Perform the following operations with fractions.

- + (b) - + ^
4
75
11. Express the following fractions as decimals.
3
7
(a)

(a) 23 g into eg
(c) 3 -
93
1-
13
W 10
^ 100
(b) 540 d into i
(c) 85 m into km
13. Perform the following operations with time.

(a) 3 h 4 m in 4 s x 5
(b) 1 h 15 m in 22 s x 8
14. If 4 oranges cost Rs 28, how much will 12 oranges cost?
15. W hat is the perim eter of an equilateral triangle in which one side measures 2.5 cm?
T est P aper I I I
1.
Write the following in expanded form.

N u m eral
/ E xpan ded fo rm
3,03,030
5,84,253
7,00,967
8,59,000
2.
Arrange the digits 2, 6, 3, 0, 1 and 9 to make the greatest 6-digit num eral without repeating
any digit.
3.
Find the difference: X L - X X V III
4.
Perform the following fundamental operations.

(a)
(d)
(g)
(j)
5.
67,894 + 7,98,543
7,10,000 - 3,54,658
836 x 19
3,32,289 -5- 9
(b)
(e)
(h)
(k)
9,06,754 + 74,689
6,20,176 - 2,90,466
296 x 178
2,13,122 + 26
(c)
(f)
(i)
(1)
2,89,547 + 66,385 + 7,998

5,07,586 + 1 ,8 2 ,2 5 4 - 3,42,779
2,518 x 185
2,45,947 - 3 8

(a)
4 1 0 8 7 9
(b)
+ 8 5 1
Q 3 7 0 ^ 8
-
8 6 2
2 8
(c)
4 1 8 6
1 7 5
3 7 3 9 2
3 2 5
1 6 0 0 7
____ 7
6.
List the first three odd multiples of 5.
7.
List the odd factors of 420.
8.
Find the H C F of 648 and 756.
9.
Find the LCM of 504 and 756.
10. Seemas height is
.3
.2 3
m. If her father is ~
m taller, what is Seem as fathers height?
11. Expess the following decimals as fractions.

(a) 0.5
(b) 1.75
(c) 2.25

(a) 1,051 g into hg and dg
(c) 78
(b)7 ftI into d
7 6 5
dm into dam
13. Clock A runs on time while Clock B loses 4 minutes every hour. If both clocks are set at
1:00 p.m., what time will clock B show at 1:00 pm the next day?
14. If three FM radios cost Rs 336, how much would five such radios cost?
15. There are three triangles. O ne is equilateral, the other is isosceles and the third one is a
scalene triangle. Through which triangle will you not be able to draw a line of symmetry?
Answers to Select Questions

C hapter 1: Large N um bers
L ets Recap
1. (a) Seven thousand eight hundred and fourteen
(b) Ten thousand five hundred and thirty-two
(c) Sixty-seven thousand three hundred and ninety-one
2. (a) 9871
(b) 20780
3. (a) 40; 4
(b) 900; 9
(c) 3000; 3
(d) 50000;
4. (a) 7231,7563, 7653, 8930
(b) 1213, 3012, 10123, 11023
5. (a) 2980, 2561, 2190, 2109
(b) 64291, 25381, 4382, 4328
E x ercise 1.1
(c) 10,00,000; Ten lakhs

1. (a) 99,999; Ninety-nine thousand nine hundred and ninety-nine (b) 1,00,000; One lakh
(d) 99,99,999; Ninety-nine lakhs ninety-nine thousand, nine hundred and ninety-nine
(e) 9,99,999; Nine lakhs ninety-nine thousand nine hundred and ninety-nine
2. (a) Six lakh thirty-four thousand five hundred and twenty-one
(b) Two lakh thirty-five thousand one hundred and sixty-five
(c) Thirty-five lakh fifty-eight thousand one hundred fifty-four
(d) Fifty lakh thirty-three thousand eight hundred and forty-seven
3. (a) 6,34,205
(b) 8,07,009
(c) 53,38,249
(d) 77,00,707
4. (a) 6,74,354; Six lakhs seventy-four thousand three hundred and fifty-four
(b) 46,25,417; Forty-six lakhs twenty-five thousand four hundred and seventeen
(f) 48,75,565 (g) 56,90,000 (h) 10,00,000
6. (a) 3,21,697
(b) 73,48,720 (c) 4,00,000
(d) 40,001
(e) 8,67,429
7. (a) 76,314
(b) 69,21,347 (c) 12,99,999 (d) 3,00,000
(e) 88,23,935 (f) 37,48,209 (g) 43,88,887 (h) 21,00,007
E x ercise 1.2
3.
4.
5.
6.
7.
8.
(d) 2 million 6 hundred thousands

(a) 10 lakhs
(b) 7 million
(c)
3 lakhs
(d) 73,42,630
(e) 54,98,139
(f) 42,10,367
(a) 1,873
(b) 29,365
(c)
6,32,786
(d) 653,210
(e) 1,789,360
(f) 7,304,059
(a) 3,490
(b) 88,314
(c)
378,177
(e) 3; 3; Ones
(f) 3;3,00,000; Lakhs
(b) 3; 3,00,000; Lakhs
(c) 3; 30,000; Thousands
(d) 3; 3,00,000; Lakhs
(b) 500000 + 20000 + 3000 + 700 + 80
+4
(a) 60000 + 8000 + 400 + 8 0 + 1
(d) 700000 + 50 + 1000 + 300+ 10 + 4
(c) 900000 + 60000 + 5000 + 400+ 10 + 2
(f) 6000000 + 800000 + 200+ 10 + 8
(e) 1000000 + 300000 + 40000 + 1000+ 100 + 80 + 7
(h) 3000000 + 900000 + 60000 + 1000+ 400 + 50 +
5
(g) 4000000 + 100000 + 20000 + 9000 + 700 + 3
(j) 800000 + 60000 + 7000
(i) 8000000 + 30000 + 6000
(d) 10 thousands
(e) 10 lakhs
(f) 10 lakhs
(a) 1,000 tens
(b) 10 lakhs
(c) 10,000 tens
E x ercise 1.3
1. (a) <
(b) >
(c) <
2 . (a) 2,99,510
(b) 17,645
(c) 12,46,846
3. (a) 9,96,543
(b) 27,01,010
(c) 78,25,306
4. (a) 33,333; 3,33,033; 3,33,333; 33,03,303; 33,33,333
(c) 7,37,241; 7,98,147; 8,12,939; 8,21,120; 8,92,347
(a) 6,83,765; 6,83,675; 6,83,657; 6,83,576; 6,83,567
(c) 78,93,174; 38,71,348; 29,84,562; 8,36,245; 2,76,209
6 . (a) Greatest: 8,76,541 and Smallest: 1,45,678
7. (a) Greatest: 98,64,321 and Smallest: 12,34,689
(d)
(e)
(f)
(b) 7,25,485; 7,25,548; 7,25,584; 7,25,845; 7,25,854

(d) 44,25,617; 45,22,671; 54,52,716; 54,52,761; 55,22,176
(b) 79,88,462; 77,88,462; 76,88,462; 75,88,462; 73,88,462
(b) Greatest: 9,74,320 and Smallest: 2,03,479
(b) Greatest: 76,54,320 and Smallest: 20,34,567
R ev isio n E xercise
(d) 98,75,432
(b) 38,62,539
(c) 56,32,738
1. (a) 5,63,249
(d) 6,321,825
(b) 8,432,124
(c) 756,329
2. (a) 326,542
3. (a) Six lakhs sevnty-three thousand four hundred and twenty-nine (b) Five lakhs eighty-six thousand three hundred and twenty-one
(c) Forty-five lakhs thirty-two thousand six hundred and fifty-five (d) Twenty-two lakhs thirty-five thousand and one
4. (a) Three hundred fifty-three thousand and four hundred twenty-nine
(b) Seven million six hundred fifty-two thousand, three hundred and twelve
(c) One million six hundred and five thousand, five hundred and ninety-five
(d) One hundred thirty-five thousand, six hundred and eighty-one
C h a p te r 2: R o m a n N u m e r a ls
E xercise 2.1
B. (a) VII
C. (a) 6
(b) XVIII
(b) 9
(c) XXV
(c) 25
(d) XXX
(d) 27
(e) XLIX
(e) 10
(f) C
(f) 61
R evision E xercise
2. (a)
3. (a)
4. (b)
5. (a)
6. (b)
4
VIII
<
IIIX
IX
(b)
(b)
(c)
(d)
(c)
35
XXVII
<
IIV
XIV
(c)
(c)
(d)
(e)
(d)
12
XV
<
WI
XXIX
(d)
(d)
(e)
(f)
(e)
40
XXXV
<
LLII and
XL
(e)
(e)
(f)
(h)
3
(f) 19
(g) 24
XIX
(f) XI
(g) XXXII
>
VXV are not Roman numerals.
(h) 36
(h) X
C h a p te r 3: A d d it io n a n d S u b t r a c t io n
L e t s R e c a p
L (a) 1435
2. (a) 7287
3. (a) 4122
(b) 58700
(b) 9759
(b) 6211
(c) 1
(c) 10491
(c) 891
(d) 4790
(d) 8679
(d) 1428
(e) 56835
(e) 56756
(e) 40076
(f) 9743
(f) 48121
(f) 31103
(g) 48769
(g) 68243
(g) 8239
(h) 84383
(h) 26679
E xercise 3.1
1. (a) 788989
2. (a) 817887
3. (a) 693210
4. (a) Addend =
(b) 286843
(c) 344455
(b) 999869
(c) 728876
(b) 796310
(c) 44952
31140; Sum = 99875
(d)
(d)
(d)
(b)
545135
576746
160079
Addend =
(e) 577769
(e) 886266
(e) 0
473322
(f)
(f)
(f)
(c)
938878
899528
779346
Addend
E xercise 3.2
1. (a)
(b)
2. (a)
(h)
3. (a)
(h)
4. (a)
262153
(b) 174442
476394
(i) 420988
252231
(b) 32111
(i) 606954
325422
230000
(b) 490000
450000
(i) 156104
Subtrahend = 34442
(d) 231432
(k) 225000
(d) 69000
(e) 325314
(1) 566473
(e) 268056
(f) 654314
(g) 322488
(f) 26722
(g) 301653
(c) 240000
(d) 332000
(j) 248055
(b) Subtrahend = 17434
(e) 120005
(f) 136340
(g) 481685
(c) 534332
(j) 287978
(c) 377252
(c) 65789- 23272 :=42517
(d) 59857-22436 = 37421
E xercise 3.3
2. Rs 314780
1. 89397 flowers
3. 87940 bulbs
4. 39118 reference books
5.
6. 510875
25459 females
R evision E xercise
(b) 594229
(a) 998585
(b) 171289
(a) 241948
(b) 234156
(a) 0
900939 sq. km
9. Rs 264000
1.
2.
3.
5.
(c) 796938
(d) 937899
(e) 936630
(f) 813511
(g) 689688
(h) 576746
(c) 390288
(d) 242105
(e) 500001
(f) 577960
(g) 143210
(h) 292601
(i) 33914
(c) 0
(d) 809341
4. (a) Addend = 12434
(b) Subtrahend = 156147
6. 798576 people
7. Rs 193815
8. 61235 girls
10. 186375
11. 551348
C h a p te r 4: M u lt ip lic a t io n
L e t s R e c a p
1. (a) 0
(c)
(c)
(c)
(i)
(b) 6580
(b)
4
(b) 9306
(h) 91962
2. (a) 1533
3. (a) 4826
(g) 83725
24500
18947
28374
12231
(d)
(d)
(d)
(j)
32000
86430
65016
10620
(e) 83
(f) 194
(e) 84206
(k) 79130
(f) 36096
(1) 95400
E xercise 4.1
1. (a)
(i)
2. (a)
(i)
3. (a)
0
2210000
4460
6000000
7
(b)
(j)
(b)
(j)
(b)
5591
3551000
6390
9612000
27
(c) 0
(k) 3878000
(c) 48840
(d) 27850
(1) 1623000
(d) 862400
(c) 3
(d) 22
(c)
(k)
(c)
(k)
(d)
(1)
(d)
a)
(b) 719200
(e) 34770
(f) 476090
(g) 586400
(m) 87190000 (n) 522150000 (o) 31200000 (P) 5896700000
(h) 2760000
(e) 99600
(f) 80800
(g) 4862000
(e) 643
E xercise 4.2
1. (a)
(i)
2. (a)
(i)
21824
186850
632716
908572
(b) 139859
(j) 123948
(b) 232715
(j) 627936
35853
153315
865600
913900
95298
138150
619344
986996
(e) 84420
(m) 88880
(e) 425852
(f) 39900
(n) 84777
(f) 714618
(g) 49500
(o) 990990
(g) 825275
(h) 42368
(P) 848958
(h) 418180
Exercise 4.3
2. Rs 44408
1. 78195 sheets
4. 3870 pencils
3. 35668 pages
5. 8760 hours
3. (a) 75933
(b) 82000
(g) 178930
(h) 118446
4. 24990 pages
5. 571200g
9. 21072 bars of chocolate
(c) 120244
(d)
(i) 84942
(j)
6. Rs 196150
7.
10. 850 apartments 11.
(f) 644279
(e) 664872
(1) 837800
(k) 61620
8. 172800 seconds
12. 99000
13. 98901
212058
916464
3850 people
3900 letters
C h a p t e r 5: D iv i s i o n
L e t s R e c a p
1. (a) 8; 8
2. (a) 210
3. (a) 13210
(b) 60; 420

(c) 120; 120
(b) 2320
(b) 21013
(h) 200
(d) 0
(e) 0
(f) 1
(g) 361
(c) 517
(d) Q_= 1163; R = 2
(d) 253
(c) Q,= 9262; R = 2
(i) 64; 9
E xercise 5.1
1. (a) 164
(b) 136
2. (a) 672
(b) 50
3. (a) 34
(b) 27
(i) 1500
(j) 264
4. (a) Q,= 122; R = 5
(e) Q= 258; R = 2
(i) Q = 321;R = 11
(m) Q,= 232; R = 8
(q) Q.= 1690; R = 37
(c) 229
(c) 7
(C)
(k)
(b)
(f)
(j)
(n)
(r)
(d) 137
(d) 800
(d) 286
21
189
(1) 107
325;
R
=
2
Q=
Q.= 298; R = 6
0 .= 254; R = 9
0,= 179; R = 14
0 .= 1658; R = 15
(e) 116
(e) 70
(e) 138
(m)
(c)
(g)
(k)
(o)
(f) 108
(f) 6
(f) 147
1103
(n) 2381
Q.= 46;R = 2
379; R = 4
Q_= 479; R = 11
107; R = 2
(g) 140
(h) 250
(o) 1671
(d)
26; R = 5
(h) Q = 128; R = 19
(1) Q,= 376; R = 10
(p) Q,= 1006; R = 10
E xercise 5.2
1. Rs 115
2. 20 rows
3. 70 pizzas
4. 500 tiles
5. 8250
6. 5680
R ev isio n E x ercise
2. (a) 77
(g) 108
3. (a) Q,= 219; R = 4
(g) Q,= 83; R = 24
4. Rs 90
10. 9420
(b) 174
(c)
(h) 127
(i)
(b) Q,= 318; R = 5i (c)
(h)
104; R = 21 (i)
5. 60 boxes
6.
11. 92
12.
87
(d) 373
20
(j) 90
Q = 126; R = 8 (d) Q,= 96; R = 6
Q.= 16; R = 69 (j) Q = 56; R = 3
152 seeds
7. 24 sacks
986
13. 623 dozens
(e) 207
(f) 263
(k) 20
(1) 89
(e) 0 ,= 129; R = 5 (f) Q,= 158;R = 45
(k) 0 .= 326; R = 4 (1) Q = 156; R = 11
8. 200 m l
9. 9240
14. 319 scores
C hapter 6: M ultiples and Factors

E x ercise 6.1
1. (a) 8,16,24,32,40
(b) 9,18,27,36,45
(e) 12,24,36,48,60
(f) 15,30,45,60,75
6. (a) 99
(b) 998
7. Common multiples of 3 and 6 = 6, 12, 18, 24, 30
9. (a) 20,40
(b) 63,126
(e) 36,72
(f) 90, 180
10. (a) 12,24,36
(b) 15,30,45
(c) 10, 20, 30, 40, 50

(g) 20,40,60,80,100
8.
(c)
(g)
Common
35,70
30,60
(d) 11,22,33,44,55
(h) 22, 44, 66, 88, 110
multiples of2 and 4= 4, 8, 12, 16, 20, 24,28

(d)
24,48
(h)
60,120
E x ercise 6.2
(b) F
(c)
T
(b) F
(c)
T
6. (a) 2 and 3
(b) 11and 3
(c) 1 and 72
7. (a) Multiples: 32 and 64; Factors: 2 and 4
(c) Multiples: 25 and 50; Factors: 1 and 5
(e) Multiples: 300 and 400; Factors: 2 and 10
8. (a) 1,2
(b) 1,3
(c)
1
1.
(i) (a) T
(ii) (a) T
(d)
(d)
(d)
(b)
(d)
(f)
(d)
T
(e) F
(f) T
F
(e) F
(f) T
5 and 20 (e) 7 and 5
(f) 1 and 300
Multiples: 40 and 80; Factors: 2 and 5
1,5
(e) 1,2
(f) 1,2, 3, 6
(g) T
(g) T
(h) F
(h) F
(g) 1,2,5, 10 (h) 1, 13
E x ercise 6.3
3.
4.
7.
10.
(a) 2, 4, 6, 8
(b) 6, 12, 18,24
8472, 9008, 1340, 8706, 9110 and 3744
50,360, 4955, 98340 and 49385
300,89100, 20000 and 73600
(c) 4,8, 12, 16

(d) 10,20,30,40
5. 39,282,636,8808
8. 2934, 7206, 83184 and 68754
11. 600, 750, 555 and 1785
(e) 6, 12, 18,24

(f) 14, 28, 42, 56
6. 48, 732, 9124, 18764 and 99812
9. 216, 666, 7281, 9999, 1377 and 9036
Exercise 6.4
1. (a)
(e)
(g)
2. (a)
83,89,97
(b) 127
(c) 151,157,163,167,173,179,181,191,193,197,199
21
(f) 3 and 5, 11 and 13, 17 and 19, 149 and 151, 197 and 199
13 and 17, 19 and 23, 37 and 41, 67 and 71, 79 and 83
F
(b) T
(c) F
(d) F
(e) T
(f) F
(g) F
(h) F
(d) 25
(i) T
(j)
E xercise 6.5
1. (a) F
3. (a) 3x17=51
(e) 2x2x5x5=100
(i) 5x127=635
4. (a) 2x2x2x2x2=32
(e) 2x2x2x3x5=120
(i) 2x5x5x7=350
(b)
(b)
(f)
(j)
(b)
(f)
(j)
F
2x2x19=76
5x37=185
2x2x2x2x2x3x7=672
2x2x2x5=40
2x2x2x2x2x2x2=128
3x5x5x7=525
(c)
(c)
(g)
F
2x2x3x7=84
2x2x7x13=364
(d)
(d)
(b)
T
2x7x7=98
2x2x2x2x2x2x2x5=640
(C)
(g)
2x3x3x3=54
2x2x3x3x7=252
(d)
(h)
2x2x2x2x2x3=96
2x2x2x5x7=280
R evision E xercise
1. (a) 100
(d) 98
4. (a) 21,42, 63
(e) 28, 56, 84
7. (a) 1,5
(e) 1,2, 4,8
11. (a) 2x3x3x5x5=450
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48

(c)
999
3.
2. 60, 36, 45
10, 20, 30
(d)
(c) 6, 12, 18
2, 6, 5, 10, 3
6. 7, 5, 10
1,3
(d)
(c) 1,2, 3, 4, 6, 8, 12, 24
8. 39, 25
9. 54,219, 444, 1203
10.
(b) 2x2x2x3=24
(c) 5x43 =215
(d) 2x2x2x5x13==520
(b)
(e)
(b)
5.
(b)
55, 66, 77, 88, 99

26, 16, 46, 56
42, 84, 126
1,3, 5, 15
126, 162, 306, 324, 144
(e) 2x2x2x5x5=200
C hapter 7: HCF and LCM

E xercise 7.1
1. (a)
(i)
2. (a)
(i)
3
13
15
28
(b)
(i)
(b)
(j)
6
12
18
16
(c)
(k)
(c)
(k)
4
27
7
24
(c)
(c)
(k)
(c)
(k)
LCM= 12
55
(d) 30
16
a) 144
336
(d) 360
2400
a) 2100
(c)
(k)
(c)
(k)
20
18
60
192
(d) 2
a) 16
(d) 15
a) 65
(g) 12
(h) 14
(g) 12
(h) 26
(f) 30
(n) 20
(f) 360
(g) 84
(0 ) 24
(g) 300
(h) 70
(P) 91
(h) 720
(e) 1
(f) 1
(g) 12
(h) 15
(e) 216
(f)
(g) 360
(h) 390
(e)
(m)
(e)
(m)
5
54
16
33
(f)
(n)
(f)
(n)
9
15
42
21
E xercise 7.2
1. (a) LCM= 12 (b) LCM=10

2. (a) 12
(b) 24
(i) 60
(i) 60
3. (a) 48
(b) 120
(i) 2730
(j) 2520
(e) 35
(m) 20
(e) 1092
R evision E xercise
2. (a)
(i)
3. (a)
(i)
4. Yes
12
6
4
978
(b)
(j)
(b)
(j)
5.
81
17
36
567
No
(d) 3
a) 14
(d) 100
a) 144
114
Chapter 8: Fractional N um bers

Lets Recap
1 and,
1 are not equivalent
,
.
2.
fractions
2
3
H
3. (a) N = 2, D = 3
(b) N = 1, D = 4
4.
, , 3
(C) 5
<b) 7
w I
(c) N = 4, D = 5
E xercise 8.1
1
6
2. (b) 2
3. (b) 10
1. (a)
(b)
10
(c) 8
(c) 4
1 \
(c)
(d)
(d)
3
74
9
5
(d) ^
16
(e) 6
(e) 1
w j
(f) 7
(f) 6
2
(f) 1D
(g) 9
(h) 4
E xercise 8.2
1. (a), (b), (d), (e), (g), (h) and (k) are like fractions
2.
1
3
1
4
7
10
1
(b)
6
(b) 1-1
10
(b)
11
\3
3
(c)
(c)
11
(C)
7
9
7
(e)
8
3
5
6
(d)
7
12
(d)
(e)
(d) l i
7
(e) .1
4a) 6 (j) 8
(k) 3 5
6
8
7
4
26
i0
15
(d)
(b)
(c)
3
3
3
9
99
74
283
65
(k)
a)
(j) 14
12
3
4
2 3 4
6 9 \2
(b)
10i5 *20
6*9*12
4 6 8
6 9 \2
(f) 8*12*16
203040
10 15 20
H 2i 28
(j) 18 27, 36
18 *27 *36
8 12 16
i0 15 20
(b)
6 9 12
4 6 8
40 60 80
14 21 28
(f) 10*15*20
2 2 3344
9. (b), (d), (f), (h) and (k) are equivalent fractions.
(e)
(c)
(g)
(k)
(c)
(g)
33
5
1
5
1
(f) 2
7
1
(g) 3
(f) 2 2
(g) *1
3
(f)
(f)
(g)
8
9
7
(h)
10
(h)
(H) 4*
44
106
10
(g)
10 15 20
1421*28
8 12 16
14*21*28
10 15 20
16:24 *32
24 36 48
10*15*20
18 27 36
10 15* 20
(d)
00
a)
(d)
(h)
(H)
72
82
15
8 12 16
18*27*36
2 3 4
16*24*32
14 2! 28
20*30*40
!8 27 36
14*21*28
20 30 40
14*21*28
E xercise 8.3
(b) 24
(b) >
1. (a) 30
2. (a) <
1111I
8*8*888
,(a)%6 ,6 6 6 6
v'
13 10 9 8 7
(d) 5
(d) >
(c) 9
(c) <
5 4 3 2 J_
' } 5 5 5 5 5
1 2 4 6 9
(b)
3 3 2 2 2
(f) 7
(f) >
(e) 8
(e) <
(c)
24 17 f5 10 _6_
1616161616
(d)
(c)
1 I I 11 _Z_ 1
(d)
(d)
(e)
5*2o2oio*4
(g) 25
(g) >
21 13 _9_ 1_ 2_
1010101010
3 5 15 6 10
1 3 1 2 1
(e) ,
or I A A 1 1
v ' 8 20 5 10 4
8 20105 4
5. (a) >
(b) <
(c) >
(f) >
E xercise 8.4
1. (a)
1_
13
2. (a) -
(b)!
< b,|
/\
3
(C) 4
(d) -
(c) -
(d)
3. (a), (c) and (d) are in their simplest form
(h) -
(f) -
6
(b) -
()
' 3
E xercise 8.5
1. 23 buses
2. 17 apples
1. (a) 1 7
2. (a)
3
13
(g)
4
(b) 'u
(b) ^
(h)f
0
(c) 1
15
/ x 17
<c) IT
<i)
(d) 3fj
(d)
22
3
46
(j)
3
() 3
14
/ \ 59
(e) T
(h) 15
(h) <
(i) 45
(i) <
(e) 2,1
4 4 4 4 4
3-
(a) 9
(b) 48
4. (a) 1
and
(c) 39
(b) |
and |
(d) 4
(c) j |
and i
(e) 2 -
(d) ^
(e) ad
(f) ^
12
/ \
^ 15
20
(g) 55and 55
- 39
w Is and 71
5.
(a) | and ^
6
9
6. (a) A 12 16
10 15 20
(b) and
15
21
14 21 35
162440
(c) and
18
22
7- (a) f
(b) |
(c) |
(d) and
40
36
IS 2736
22 33 44 10 15 20 22 33 44
( ) l 6 2 4 32
4 6 S
(d) I
(e) i
3
^ 2
(f, i
4
(j)
8. 20 roses
9. 30 boys
C h a p te r 9: A d d itio n a n d S u b t r a c t io n o f F r a c t io n s
L e t s R e c a p
3
5
1
2. (a)
3
5
7
3
(b)
5
1. (a)
(b)
(c) I
(d) L
(e ) i -
(f)
11
13
/jx 2
(d) 9
(e) -L
li
(c) 7
JL
16
,x 1
(f)
10
17
E xercise 9.1
8
9
5
2. (a)
12
13
(g)
18
1. (a)
3. (a)
ii
2
9
13
(b)
(c)
(d) 77
17
15
2
5
8
(h)
9
(b)
(b)
2
3
3
4. (a) 5
6
(g) 7 ^
105
(c)
(d)
<e> 1
<f) 73
(s) 72
<h)
(i) 3
23
(c)
57
(d>>li
<f>5
(i)
15
fi) '57
(k) 1
75
()
(b) 8i i
12
(b) 8I
2
ei
(f)
7i
(g)
lo i
(h)
6|
3
(i)
9 -
li
d>
w u |
(0 231
(j) yi |
(., 5-L
E xercise 9.2
1
5
7
2. (a)
12
2
(g)
15
1. (a)
<d > i
1
6
1
(b)
8
(b)
3. (a) 2
(g)
(o i
<b> 5
(b) 3
si
(b)
11
4. (a) 2
15
4 ^
13
CM
(b)
(g)
(h)
(i,
(0) I
(.) f
(I)
(i) II
15
<k) 55
(c) 7
(d) 8
(e) 1
(*)
2
5
2. 4 - - km
10
(j) 5I
(fc) 2I
a)
<c> 5777
30
<d> ^
() s i 10
(f) 3
14
20
51
3
(i) 3 ?
(k)2]5
E xercise 9.3
1. 7m
=> i i
'
(b) 2!
4
(g) 2 2
(.)
4. Rs 6 -
5. 45 I
6. Rs 7 -
5I
R evision Exercise
11. (a)
10
13
(b) 1
(h) 1
14
2
(b)
23
1
(h)
9
(g) 1
2. (a) ' 7
(g)
3.
15
19
35
7
(i) 8
7
(c)
20
1
(i) 8
(c)
4. 13 m
12
5. 20 plants
(b) 2.2
(h) 0.03
231
(b)
10
101
(h)
100
(c) 22.2
(i) 4.263
(d) 3I
4
(j) I**
24
5
(d)
22
1
(j)
12
(e) 3
(f) 8
10
6
(1)
7
(k)
70
(e) 3A
(f) l 5i
(k)
(1) lH
14
11
35
24
C h a p t e r 10: D e c i m a l s
E xercise 10.2
1. (a) 0.2
(g) 39.41
(d) 63.4
(j) 0.718
9
7
(d)
2- <a) To
10
2
2371
38492
(i)
(j)
loo
1000
1000
2 + 3 + 4
3. (a) 30+6+0.2+0.03+0.004; 30+6+
(b) 6+0.4; 6+
10 100 1000
10
1
(c) 2+0.6+0.01; 2 + +
(d) 1+0.05; 1+---10 100
100
o / x 36
(f) 70.3+0.007; + 7
10
(h)'9+0.6; 9+
10
1000
(c)
(f) 2.61
(1) 0.1
(e) 0.62
(k) 0.005
1826
(e)
100
11001
(k)
1000
2103
100
6
(1)
1000
(f)
(e) 0.2+0.003;
2+ 3
10 1000
(g) 60+3+0.7+0.01+0.008; 60+3+ +------+-----10 100 1000
(i) 20+1+0.3+0.07; 20+1+ +
10 100
(j) 400+30+2+0.2+0.03+0.001; 400+30+2+ + + i
10 100 1000
E xercise 10.3
(d) >
(e) <
(f) >
1. (a) <
-(b) >
(c) <
2. (a) 344.34,34.3,4.43,4.34,3.44,3.43
(b) 8.282, 8.228, 2.822, 2.282, 2.228
(d) 555.55, 55.555, 55.5, 5.555, 5.55, 5.5
3. (a) 2.579,2.638,3.961,281.39,461.38
(b) 7.77, 7.777, 77.77, 777.7, 777.77
(d) 1.001, 1.01, 1.101, 10.01, 10.1, 11.1
(g) >
(h) <
(i) <
(c) 1101, 1.1, 1.001,0.101,0.011,0.01
(c) 9.696, 9.699, 9.969, 69.96, 96.69
E xercise 10.4
1. (a) 0.02
(g) 0.12
(m) 8.888
2. (a) 13.3
(g) 0.04
(m) 4.726
(b)
(h)
(n)
(b)
(h)
(n)
3.33
3.81
11.111
0.01
3.89
0.009
(c)
(i)
(o)
(c)
(i)
(o)
5.86
8.6
0.014
2.24
1.67
2.014
(d)
(j)
(p)
(d)
(j)
(p)
8.06
33.63
4.653
5.95
0.003
2.478
(e)
(k)
(q)
(e)
(k)
(q)
56.1
0.008
6.497
22.52
1.008
1.445
(f) 28.34
(1) 4.559
(r) 4.253
(f) 6.7
(1) 4.432
(r) 7.307
E xercise 10.5
1. (a) Rs 3.25
2.
3.
4.
5.
(g) Rs 99.90
(a) 0.5 km
(g) 0.021 km
(a) 0.4 m
(g) 0.003 m
(a) 0.25 kg
(g) 0.003 kg
(a) 0.2 e
(g) 0.002 t
(b)
(h)
(b)
(h)
(b)
(h)
(b)
(h)
Rs 10.10
Rs 75.64
0.514 km
0.003 km
0.36 m
5.691 m
0.5 kg
0.001 kg
(b) o .5 e
(h) 2.002 t
(c) Rs 4.45
(d) Rs 10.01
(e) Rs 30.03
(c)
(i)
(c)
(i)
(c)
(i)
(c)
(d)
(j)
(d)
(j)
(d)
(j)
(d)
(e) 0.1 km
0.612 km
0.002 km
0.137 m
2.302 m
0.75 kg
7.125 kg
0.785 e
(i) 5 e
0.264 km
6.003 km
0.24 m
1.001 m
0.333 kg
10.9 kg
0.25 t
(f) Rs 99.09
(f) 0.01 km
'
(e) 0.024 m
(f) 0.03 m
(e) 0.05 kg
(f) 0.01 kg
(e) 0.05 e
(f) o.oo 5 e
(j) 7.008 e
2. (a) 0.005
3. (a) 2+0.6+0.07
(d) 55.103
(b) 3.54
(c) 6.032
(b) 40+0.3+0.01+0.004
(c) 6+0.003
(d) 80+8+0.1+0.008
(e)
100+70+0.01
4.
5.
6.
7.
78.638, 78.963, 493.638, 493.64, 493.963

(c) 0.23, 0.32, 2.03, 2.3, 3.02, 3.2
(b) 3.46, 3.64, 4.36, 4.63, 6.34, 6.43
8.45
(b) 9.99
(d) 35.53
(e) 14.78
(f) 10.444
(c) 37.91
4.81
(b) 6.15
(d) 14.34
(e) 13.66
(f) 2.787
(c) 12.27
2.2
(b) 3.35
(d) 6.431
(c) 4.356
1891
45231
b v -----3543
8. (a)
(d) 61237
(c) 1000
v ' 100
100
v ' 1000
(a)
(a)
(a)
(a)
9. (a) 30+5+0.8; 30+5+
(b) 60+1+0.2+0.03; 60+1+ +

10 100
10
2 -f- 3
(c) 5+0.1+0.02+0.003; 5 + +
10 100 1000
10. (a) Rs 5.05
(b) Rs 62.50
(c) 7.5 kg
(d)
4
(d) 1+0.8+0.05+0.004; 1 + A + J L
10 100 1000
83.083 P
(e) 6.75 km
(f) 0.074 km
(g)
3.1
(h)
15.5
C h a p te r 11: M e a s u r e m e n t o f L e n g th , M a s s a n d C a p a c it y
1.
2.
3.
4.
(a)
(a)
(a)
(a)
3000 m
7 kg 445 g
12 m 44 cm
149 m
(b)
(b)
(b)
(b)
850 cm
5 kg 975 g
6 km 702 m
164 g
(c)
(c)
(c)
(c)
3000 g
21 m 50 cm
10 kg 700 g
95 m f
(d)
(d)
(d)
(d)
1500 g
2 km 46 m
24 P 648 m
234 m f
(e) 1800 m f
(e) 9 P 230 m l
(b)
(h)
(n)
(b)
(b)
(b)
(b)
(h)
0.1 m
0.001 hg
0.001 U
100010 cm
80080 dg
6.122 P
3 hm 64 m
4 P 312 m f
(c)
(i)
(o)
(c)
(c)
(c)
(c)
(i)
300 dm
6300 eg
7400 P
37 m
840300 eg
6030 P
36 dam 4 m
63 d a l 9 P 8 A t
(d)
(j)
(P)
(d)
(d)
(d)
(d)
(j)
0.04 m
46 hg
0.0036 U
1386 m
1480 g
31.9 P
6 km 7.4 hm
3d l9 d 8 ml
(e)
(k)
(q)
(e)
(e)
(e)
(e)
(b)
(h)
(b)
(h)
(b)
(h)
(b)
(h)
00
L e ts R e c a p
(c)
(i)
(c)
(i)
(c)
(i)
(c)
(i)
5 km 550 m
19 kg 650 g
3 cm 2 mm
15 dag 5 dg
12 g 330 mg
34 km 370 m
8 km 200 m
278 e
(d)
(j)
(d)
(j)
(d)
(j)
(d)
(j)
10 U 88 P
12m
4 kg 5 hg
965 P 75 cf.
25 hm 12 m
226 U 24 dal
4 dag 2 g
429 g
(e) 54 dag 31 dg
109 dal 162 ml

5 Rf 6 e
1 P 92 d
16 P 404 m l
41 kg 850 g
2 P 110 ml
278 m
(f) 41 m 112 mm
(e) 2 P 600 ml
(f) 4 g 445 mg
(e) 36 af 61 mi.
(f) 71 dag 70 dg
(e) 2 hg 101 dg
(f) 3 d l 26 ml
(f) 7400 m l
(f) 2 P 650 m l
Ixercise 11.1
1. (a)
(g)
(m)
2. (a)
3. (a)
4. (a)
5. (a)
(g)
1,00,000 cm
100 dag
10 d l
604 m
16160 mg
434 d
3 m 4 cm
46 dag 8 g 3 dg
7.18dm
492000 mg
6430 d
349 m
0.325 g
8.1 P
3 kg 479 g
(f)
(1)
(r)
(f)
(f)
(f)
(f)
64.931 m
0.23496 dag
0.23496 d J
2.15 m
7-2 g
3100 P
800 dg 9 eg
E xercise 11.2
1. (a)
(g)
2. (a)
(g)
3. (a)
(g)
4. (a)
(g)
9 g 9 eg
11 dg 54 mg
2 kg 400 g
259 dm 78 mm
6 km 900 m
186 P 348 m l
1 kg 11 g
1 dg 64 mg
E xercise 11.3
1. 65 km 350 m
2. 70 kg 50 g
3. 4 P 50
mf
of water
4. 1 P 650 m f of water
R evision E xercise
1. (a) 3004 m
(g) 8 ^
2. (a) 18 m 43 cm
3. (a) 2 m 36 cm
4. (a) 14 m 16 cm
5. (a) 23 kg 112 g
6. 1 P 200 m f of milk
12. 16 o f 8 m f of oil
(b)
(h)
(b)
(b)
(b)
(b)
7.
13.
27600 d
67100 cm
5 km 25 m
6 dam 3 m
114 kg
11 km 16 dam
11 m 34 cm
15 P 225 m l
0.674 m
30 g
6 dag 35 dg
42 g 35 mg
(C) 212km
(C) 10 P 13 m l
8. 52 km 500 m
(c)
(i)
(c)
(c)
(d) 560g
(e) 47.84 m
(f) 0.21 dal
(d) 1 g 704 mg
(d) 14 kg 570 g
(d) 4 dag 30 dg
(e) 3 U 3 P 42 m f
(e) 5 P28 mP
(e) 40 dl 90 m f
(f) 38 f 377 m f
(f) 3 P 28 d
(f) 257 P 600 m f
10.
11.
9. 150 g
30 minutes
25
f,
5 buckets
C h a p te r 12: T im e
L ets R e c a p
1. (a)
(g)
2. (a)
3. (a)
4. (a)
42 days
420 min
7 a.m.
19 h
10 h
(b)
(b) 10 days
(h) 200 min
5 p.m.
(c) 5 p.m.
(b) 42 min
(b) 31 min
(C) 30 days
(i) 600 s
(d) 7 a.m.
(c) 7 h 50 min
(c) 8 h 24 min
(d) 72 hours
(e) 50 hours
(j) 400 s
(e) 9:20 p.m.
(f) 1:30 p.m.
(g)
(d) 8 h 40 min
(d) 26 h 9 min
(f) 160 hours

7 p.m.
(h)
'
1 a.m.
Exercise 12.1
1. (a) 1:32
(b)
3. (a) 0600 hours
(f) 0000 hours
4. (a) 4 p.m.
(f) 8:08 p.m.
10:20
(b)
(g)
(b)
(g)
(c) 11:05
2200 hours
0430 hours
2:30 p.m.
1:51p.m.
(c)
(h)
(c)
(h)
(d) 9:55
1130 hours
1950 hours
12:45 p.m.
3:40 p.m.
(e)
9:40
(f) 5:00
(d) 1230 hours
(i) 1720 hours
(d) 12:45 a.m.
(i) 4:20 p.m.
(e)
(j)
(e)
(j)
0345 hours
1410 hours
12:20 p.m.
1:50 a.m.
E xercise 12.2
1.
(a)
(e)
(i)
(a)
(e)
(i)
(a)
(e)
(i)
(a)
(e)
(i)
5. (a)
(e)
30 min 30 s
5 h 59 min
13 h 01 min 07 s
3 h 36 min
3 h 5 min 20 s
4 h 55 min 29 s
6 h 08 min
5 h 37 min 30 s
28 h 42 min 40 s
2 h 04 min
3 h 12 min 07 s
1 h 03 min 04 s
40 min 40 s
12 midnight
(b)
(f)
(j)
(b)
(f)
(j)
(b)
(f)
(j)
(b)
(f)
(j)
(b)
(f)
8 h 35 min
10 h 21 min 20 s
15 h 23 min 11 s
2 min 31 s
3 h 16 min 10 s
6 h 21 min 37 s
10 min 09 s
30 h 51 min 45 s
35 h 53 min 20 s
3 min 12 s
1 h 10 min 05 s
1 h 05 min 04 s
1 h 53 min 06 s
10 min
(c) 5 h 33 min 35 s
(g) 10 h 10 min 30 s
(d) 7 h 48 min 29 s
(h) 12 h 45 min 20 s
(c) 3 h 22 min 21 s
(g) 4 h 37 min 12 s
(d) 41 min 20 s
(h) 8 h 30 min 21 s
(c) 8 h 24 min 48 s
(g) 19 h 01 min 30 s
(d) 8 h 08 min 48 s
(h) 47 h 32 min 30 s
(C) 3 h 21 min 18 s
(g) 1 h 02 min 03 s
(d) 2 h 06 min 09 s
(h) 1 h 06 min 04 s
(C) 1 h 46 min 55 s
(g) 900 s
(d) 9 min 50 s
(h) 120 caps
1. (a) 0900 hours
(c) 0735 hours
(b) 1815 hours
2. (a) 5:40 a.m.
(b) 1:15 p.m.
(c) 5:20 p.m.
3. (a) 96 h
(b) 60 h
(c) 83 min
4. (a) 50 min 17 s
(b) 4 h 05 min 22 s
(ej 4 h 57 min 58 s
(f) 3 h 41 min 16 s
(i) 25 h 27 min 52 s
(j) 13 min 14 s
(m) 4 h 14 min 30 s
(n) 2 h 48 min 28 s
(q) 8 h 04 min 03 s
(r) 2 h 51 min 20 s
5. 48 min 21 s
6. 2 h 03 min 45 s
(d) 1850 hours

(d) 1:20 a.m.
(d) 374 s
(c) 2 h 46 min 08 s
(g) 16 min 16 s
(k) 53 min 42 s
(o) 3 h 28 s
7. 23 min
(e) 0810 hours

(f) 0910 hours
(e) 12:00 midnight (f) 12:00 noon
(e) 8 min
(f) 1 h 10 min
(d) 16 min 25 s
(h) 6 h 42 min 30 s
(1) 1 h 15 min 19s
(p) 22 h 07 min 04 s
8. 120h
C h a p t e r 13: U n it a r y M e t h o d
1. (a) 28 kg
(g) 15 kg
2. (a) Rs 1288
3. (a) Rs 25
(g) 840 sarees
(b)
(h)
(b)
(b)
(h)
Rs 60
70 e
(c) Rs 96
(i) Re 1
Rs 21
36 days
364 days
(c) Rs 812
(c) Rs 60
(i) 24 crayons
(d)
(j)
(d)
(d)
(j)
600 mi
(e) 200 cm
Rs 12
93 students
(e) 36 crayons
208 matchsticks (e) 330 students
Rs 850
(f) Rs 7
(f) Rs 210
C h a p t e r 14: G e o m e t r y
E xercise 14.1
3. (a) square
(b) rectangle
4. (a) No, 8 cm < 9 cm
(c) all
(b) Yes
(d) two
(e) none
(c) No, 3 cm < 4 cm
E xercise 14.2
(a) 9 sq. cm
(g) About 11 sq. cm
(b) 12 sq. cm
(c) 12 sq. cm
(h) About 12 sq. cm (i) About 18 sq. cm
(d) 18 sq. cm
(e) About 5 sq. cm
(j) About 14 sq. cm
(f) About 12 sq.
E xercise 14.3
2. 320
3. 800 m
4. 900 m
2. (a) False, a line has no end points

(b) False, the opposite sides of a rectangle are equal
d True
(e) True(f) False, the area of a square with each side 1 cm, is 1 sq. cm.
(g) False, the perimeter of a square is 4 times the length of one of its sides.
3. (a) plane, solid
(b) two
(c) one
(d) one
4. (a) 40
(b) 90
(c) 100
(d) 60
(e) 120
(c) True
(f) 80

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O XFO RD

Oxford University Press is a department of the University of Oxford.

> Numbers up to Seven Digits

> Roman Numerals

Addition and Subtraction.........................................................................2 6

> Addition of Large Numbers

M u ltip lic a tio n ............................................................................................. 38

> Multiplication Properties

> Division Properties

Multiples and Factors...............................................................................5 6

HCF and LCM ............................................................................................ 7 9

> Highest Common Factor

Addition and Subtraction of Fractions....................

> Addition of Fractions

> Decimal Fractions

Measurement of Length, Mass and Capacity........

> Units of Measurement

> Reading Time

> Unitary Method

G eom etry.................................................................................................. 166

Figures Formed Using Line Segments

Solid Figures and Plane Figures

Comprehensive Test Papers

Answers to Select Questions

2. Write the num bers shown on the following abacus.

4. Arrange the following numbers in ascending order.

11023, 3012, 10123, 1 2 1 3 ;__________________________

5. Arrange the following numbers in descending order.

2109, 2561 , 2980, 2 1 9 0 ;_____________________________

(b) 64291, 4382, 4328, 2 5 3 8 1 ;__________________________

Rahul and Priya were discussing theirfuture plans.

Numbers up to Seven Digits

O ne lakh has five zeroes.

We write L to show the lakhs place in the place-value chart.

In words: Nine lakh, ninety-nine thousand,

In words: Ten lakhs

In words: Ninety-nine lakh, ninety-nine

Some more 6- and 7-Digit Numbers

Exam ple 1: Write the numbers in words.

215267 = Two lakh fifteen thousand two hundred and sixtyseven.

Exam ple 2: Write the numbers in figures.

W rite the num ber in words.

Let us now represent large num bers on an abacus.

In words: Four lakh, thirty-five thousand,

In words: Sixty-one lakh, thirty-five

Successors and Predecessors

1. Write the following numbers in figures and in words.

(a) Greatest 5-digit num ber

4. Write the number represented on the abacus in figures and in words.

5. Draw beads on the abacus below to represent the following numbers.

6. Write the successor in each o f the following.

7. Write the predecessor in each o f the following.

8. Complete the following series by observing the pattern.

421340, 421342, 42 1 3 4 4 ,____________ , _________

381220, 381240, 381260,_____________, _________

461100, 461200, 4 6 1300,_____________, _________

Place Value and Face Value

The -face value o f a digit is the

Starting from the right, we see that 3 is in the lakhs place.

3 lakhs + 3 ten thousands + 1 thousand + 4 hundreds + 2 tens + 1 one

4 ten lakhs + 4 lakhs + 2 ten thousands + 6 thousands + 7 hundreds

2 ten lakhs + 0 lakhs + 6 ten thousands + 6 thousands + 0 hundreds

6 ten lakhs + 3 lakhs + 2 ten thousands + 7 thousands + 7 hundreds

421340, 421342, 42 1 3 4 4 ,____ , _

381220, 381240, 381260,_____, _

461100, 461200, 4 6 1300,_____, _

(d) 26 lakhs = m illion__hundred thousands.