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Contents
Chapter 1 Knowing our Numbers ........................................01 – 10

Chapter 2 Whole Numbers ...................................................11 – 18

Chapter 3 Playing with Numbers ........................................19 – 28

Chapter 4 Basic Geometrical Ideas .....................................29 – 36

Chapter 5 Understanding Elementary Shapes ....................37 – 48

Chapter 6 Integers ................................................................49 – 60

Chapter 7 Fractions .............................................................61 – 80

Chapter 8 Decimals .............................................................81 – 90

Chapter 9 Data Handling ................................................. 91 – 104

Chapter 10 Mensuration ................................................... 105 – 116

Chapter 11 Algebra........................................................... 117 – 128

Chapter 12 Ratio and Proportion ...................................... 129 – 138

Olympiad Segment ....................................................... 139 – 147

[2023]
 1
Comparing Numbers
 The arrangement of numbers from the smallest to the greatest is called ascending order.
Ex: 2789, 3560, 4567, 7662, 7665
 The arrangement of numbers from the greatest to the smallest is called descending order.
Ex: 7665, 7662, 4567, 3560, 2789
 If two numbers have an unequal number of digits, then the number with the greater number of digits
is greater.
 The greatest single-digit number is 9. When we add 1 to this single-digit number, we get 10, which is
the smallest two-digit number. Therefore, the greatest single-digit number +1 = the smallest two-digit
number.
 The greatest two digit-number is 99. When we add 1 to this two-digit number, we get 100, which is
the smallest three-digit number. Therefore, the greatest two-digit number +1 = the smallest three-digit
number.
 The greatest three-digit number is 999. When we add 1 to this three-digit number, we get 1000, which
is the smallest four-digit number. Therefore, the greatest three-digit
number +1 = the smallest four-digit number.
 The greatest four-digit number is 9999. When we add 1 to this four-digit number, we get 10,000,
which is the smallest five-digit number. Therefore, the greatest four-digit number
+1 = the smallest five-digit number.
 The greatest five-digit number is 99999. When we add 1 to this five-digit number, we get 1,00,000,
which is the smallest six digit number. Therefore, the greatest five-digit number
+1 = the smallest six-digit number. The number, that is, one with five zeroes (100000), is called one
lakh.

Use of Commas

Commas in international system

As per international numeration, the first comma is placed after the hundreds place. Commas are then
placed after every three digits. Example: (i) 8,876,547.

The number can be read as eight million eight hundred seventy-six thousand five hundred and forty-
seven.
(ii) 56,789, 056

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The number can be read as fifty-six million seven hundred eighty-nine thousand and fifty-six.
Billions Millions Thousands Ones
Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

 Use the following place value chart to identify the digit in any place in the international
system.

Comparison of the Indian and the international numeration systems:

Indian Numeration Crore Ten Lakh Lakh Ten Thousand Thousand Hundred Tens Ones
Numbers 10000000 1000000 100000 10000 1000 100 10 0
International Ten Million Million Hundred Ten Thousand Thousand Hundred Tens Ones
Numeration Thousand

Units of measurement

 1 metre=100 centimetres
 1 kilogram = 1,000 grams
 1 kilometre = 1,000 metres
 1 litre=1,000 millilitres

Estimation of a Number

The estimation of a number is a reasonable guess of the actual value. Estimation means approximating a
quantity to the accuracy required. This is done by rounding off the numbers involved and getting a quick,
rough answer.

The numbers 1, 2, 3 and 4 are nearer to 0. So, these numbers are rounded off to the lower ten. The
numbers 6, 7, 8 and 9 are nearer to 10. So, these numbers are rounded off to the higher ten. The number 5
is equidistant from both 0 and 10, so it is rounded off to the higher ten.

Eg: i) We round off 31 to the nearest ten as 30

ii) We round off 57 to the nearest ten as 60
iii) We round off 45 to the nearest ten as 50

The numbers 1 to 49 are closer to 0. So, these numbers are rounded off to the lower hundred. The
numbers 51 to 99 are closer to hundred. So, these numbers are rounded off to the higher hundred. The
number 50 is rounded off to the higher hundred.

Eg: i) We round off 578 to the nearest 100 as 600.

ii) We round off 310 to the nearest 100 as 300.

Similarly, 1 to 499 are rounded off to the lower thousand, and 501 to 999 to the higher
thousand. The number 500 is equidistant from both 0 and 1000, and so it is rounded off to the
higher thousand.

Eg: i) We round off 2574 to the nearest thousand as 3000.

ii) We round off 7105 to the nearest thousand as 7000.

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Estimation of sum or difference:

 When we estimate sum or difference, we should have an idea of the place to which the rounding is
needed.

Examples

i) Estimate 4689 + 19316

We shall round off the numbers to the nearest thousands.
19316 is rounded off to 19000
4689 is rounded off to 5000
Estimated sum:
19000 + 5000=24000

ii) Estimate 1398-526

We shall round off these numbers to the nearest hundreds.
1398 is rounded off to 1400
526 is rounded off to 500
Estimated difference:
1400-500=900

Estimation of the product:

 To estimate the product, round off each factor to its nearest place, then multiply the rounded off
factors.

Examples

iii) Estimate 92 × 578

The first number, 92, can be rounded off to the nearest ten as 90.
The second number, 578, can be rounded off to the nearest hundred as 600.
Hence, the estimated product = 90 × 600 = 54,000

 Estimating the outcome of number operations is useful in checking the answer.

Use of Brackets

Using brackets: Brackets help in simplifying an expression that has more than one mathematical
operation. If an expression that includes brackets is given, then turn everything inside the bracket into a
single number, and then carry out the operation that lies outside.

Example: 1. (6 + 8) × 10 = 14 × 10 = 140
2. (8 + 3) (9 – 4) = 11 × 5 = 55

Expanding brackets: The use of brackets allows us to follow a certain procedure to expand the
brackets systematically.

Example: 1. 8 × 109 = 8 × (100 + 9) = 8 × 100 + 8 × 9 = 800 + 72 = 872

2. 105 × 108 = (100 + 5) × (100 + 8)
= (100+5) × 100 + (100 + 5) × 8
= 100 × 100 + 5 × 100 + 100 × 8 + 5 × 8
= 10000 + 500 + 800 + 40
= 11340

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Roman Numerals

Hindu–Arabic number system: Many years ago, Hindus and Arabs developed a number system called the
Hindu–Arabic number system. It is the name given to the number system that we use today.
Roman numerals:

It is the numeral system that originated in ancient Rome. This numeral system is based on certain letters,
which are given values and are used as numerals. The following are the seven number symbols used in the
Roman numeral system, and their values:

I V X L C D M
1 5 10 50 100 500 1000

Seven letters of English alphabet, i.e. I, V, X, L, C, D and M, are used to represent Roman numerals.
Roman numerals do not have a symbol for zero. Roman numerals are read from left to right, and are
arranged from the largest to the smallest. Multiplication, division and other complex operations were
difficult to perform on Roman numerals. So Arabic numerals were used. The Roman numerals for the
numbers 1 - 15 are shown below:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
I II III IV V VI VII VIII IX X XI XII XIII XIV XV

We can find these Roman numerals in some clocks.

Rules for Roman numerals

1. In Roman numerals, a symbol is not repeated more than thrice. If a symbol is repeated, its value is
added as many times as it occurs.

For example, if the letter I is repeated thrice, then its value is three.

1. The symbols V, L and D are never repeated.

2. If a symbol of smaller value is written to the right of a symbol of greater value, then its value gets
added to the symbol of greater value.
3. For example, in case of VI, I is written to the right of V. It means that 1 should be added to 5. Hence,
its value is 6.If a symbol of smaller value is written to the left of a symbol of greater value, then its
value is subtracted from the symbol of greater value.
For example, in case of IV, I is written to the left of V. It means that 1 should be subtracted from 5.
Hence, its value is 4.
4. The symbols V, L and D are never written to the left of a symbol of greater value, so V, L and D are
never subtracted.

For example, we write 15 as XV and not VX.

 The symbol I can be subtracted from V and X only. For example, the value of IV is four and the value
of VI is six.

 The symbol X can be subtracted from L, M and C only. For example, X is subtracted from L to arrive
at 40, which is represented by XL

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LEVEL - I

1. Fill in the blanks

(i) The smallest natural number is_____________.
(ii) _____________Thousands make a million.
(iii) The smallest six digit number using six different digits is_____________
(iv) 15 × 15 – 5 × 5 + 0 = _____________.
(v) LXIV – XIX = _____________.
(vi) 1 crore =_____lakhs
(vii) 1 Million =______thousands
(viii) 10 crores =_______millions
(ix) 1 Hundred thousand =______lakhs
(x) The number which is not used as a divisor is _____________.

2. Determine the difference of the place values of two 7’s in 257839705

3. Write the smallest three digit number which does not change if the digits are written in reverse
order.

4. Find the difference between the number 279 and that obtained by reversing its digits.

5. Write the greatest 7-digit number having three different digits.

6. Find the difference of the place value and the face value of the digits 2in 3124698.

7. How many three digit numbers can be formed using the digits 6,0,4 when
(i) repetition of the digits are not allowed
(ii) repetition of the digits are allowed

8. Find the difference of the place values of two 8’s in the number 578.493087.

9. In a four digit number the digit at the thousand’s place is 4 and the digit in the one’s place is twice
that in the thousand’s place. The numbers has no hundreds. The ten’s place digit is the difference
between the digits in the thousand’s place and the hundred’s place. Find the number.

10. Which digit have the same place value and the face value in 67821904.

11. The digits 9 and 3 of the number 49635 are interchanged. Find the difference between the original
number and the new number.

12. Write the numbers according to Indian or international system of numeration in words
(a) 19,15,60,050 (b) 3,00,00,009 (c) 97,97,97,997
(d) 1,286,475 (e) 49,637,582

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13. Write the numbers according to Indian or international system of numeration in numerals
(a) Five crores, five lakhs, five thousands
(b) Fifty six crores, nineteen lakh, eight thousand and fifteen
(c) One hundred ten million, two hundred thousand and three hundred forty eight
(d) Two hundred thirty four million, eighteen thousand and three hundred forty eight
(e) One million, one thousand and one
(f) One crore, one lakh, one thousand, one hundred and one

14. Write each of the following in the Expanded notation form

(a) 7,56,24,908 (b) 6,05,43,091 (c) 87,64,721

15. Write the Expanded notation form in numerals for the following
(a) 1,00,00,000+70,00,000+6,00,000+40,000+3,000+800+20+5
(b) 90,00,000+40,000+3000+20+6
(c) 8×10,00,000+6×1000+3×10+1

16. How many numbers exist between 51 and 100?

17. Write the Roman numerals for each of the following :

(a) 556 (b) 198 (c) 479 (d) 236

18. Show that each of the following is meaningless. Give reason in each case.
(a) VC (b) VVII (c) IXX

19. Write the following in Hindu-Arabic numerals

(a) XXIV (b) XLVI (c) LXXXVI (d) XCIX (e) CLXVI
(f) CDXLVI

20. Round off each of the following to the nearest

A. Tens
I. 8,364 II. 2,045 III. 173 IV. 16,378
B. Hundreds
I. 7,289 II. 8,074 III. 14,627 IV. 28,826
C. Thousands
I. 7,832 II. 9,567 III. 4,36,952 IV. 9,600

LEVEL - II
1. If the number 357 * 25 * is divisible by both 3 and 10, then what are least values of the missing
digits in units’ place and the thousands’ place?

2. Of six, consecutive numbers, the sum of first three is 27. What is the sum of next three?

3. A shopkeeper gives a discount of `12.50 on an article which costs `50. What is the selling price
of the article?

4. For what least value of n

2n  1 and 2n  1 are prime?

5. The monthly fee for a student in a school is Rs.310.If there are 620 students in the school, find the
total monthly collection of fees.

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6. Gita has `78,592 with her. She placed an order for purchasing 39 radio sets at `1234 each. How
much money will remain with her after the purchase?

7. There are fifteen students in a row. If there are 737 students, calculate the number of rows in
which they stand?

8. Find the largest six digits number which is divisible by 120 exactly

9. The distance between the park and house of a student is 1Km 575m. Everyday he walks both
ways between the park and his house. Find the total distance covered by him in a week’s time?

10. Find the sum of the greatest and the least numbers that can be written using the digits 9,8,0,6,4
each only once .

11. What is the product of the greatest prime number that is less than 50 and the smallest prime
number that is greater than 50?

12. List all the numbers which will be rounded off to the nearest ten as 470.

13. Find the greatest and the smallest numbers which will be rounded off to the nearest hundreds as
800.

14. Make the greatest and the smallest 5-digit numbers using different digits in which 5 appears at
ten’s place.

15. Estimate each of the following by rounding off each number to nearest tens:
(a) 17677 + 13589 (b) 11963 – 9369 (c) 76877 – 7783
(d) 87 × 32 (e) 1385 × 789

16. Which roman digit is never written to the left of X to form a roman numeral?

17. How many lakhs make five billions?

18. How many millions make 3 crores?

19. A mobile number consists of ten digits. First four digits are 9, 9, 7 and 9. Make the smallest
mobile number by using only one digit twice from 8, 3, 5, 6, 0.

20. Find the sum of the greatest and the least six digit numbers formed by the digits
2, 0, 4, 7, 6, 5 using each digit only once.

MULTIPLE CHOICE QUESTIONS

1. In a five digit number, the digit in the hundred’s place is 2 and the digit in the one’s place is twice
the digit in the hundred’s place. The number has no thousands. The digit in the ten-thousands
place is the sum of the digit in the hundred’s place and the digit in the one’s place. The digit in the
ten’s place is the digit in the ten-thousands place minus 1. The number is
(a) 52064 (b) 60254 (c) 60245 (d) 62054

2. If x and y are negative, then which of the following statements is/are always true?
I. x + y is positive II. xy is positive III. x – y is positive
(a) I only (b) II only (c) III only (d) I and III only

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Class VI: Knowing Our Numbers SynConnect - Mathematics
3. A number x, when divided by 7, leaves a remainder 1 and another number y, when divided by 7
leaves the remainder 2. What will be the remainder if x + y is divided by 7?
(a) 1 (b) 5 (c) 3 (d) 4

4. The product of the place values of two threes in 53432 is

(a) 9000 (b) 90000 (c) 10000 (d) 99000

5. What least number should be subtracted from 26492518 so that the resulting number is divisible
by 3 but not by 9?
(a) 1 (b) 3 (c) 4 (d) 7

6. A student was asked to find the sum of all the prime numbers between 10 and 40. He found the
sum as 180. Which of the following statements is true?
(a) He missed one prime number between 10 and 20.
(b) He missed one prime number between 20 and 30.
(c) He added one extra prime number between 10 and 20.
(d) None of these

7. If the digit 1 is placed after a two digit number whose ten’s digit is t and unit’s digit is u, the new
number is:
(a) 10t + u+ 1 (b) 100t + 10u + 1 (c) 1000 t + 10u + 1 (d) t + u + 1

8. The smallest three digit number having three distinct digits is

(a) 123 (b) 101 (c) 102 (d) 201

9. Find the least values of x and y so that the number 5x 423y is divisible by 88.
(a) 8, 2 (b) 7, 3 (c) 9, 4 (d) 6, 5

10. The sum of three consecutive odd numbers is always divisible by

I. 1 II. 3 III. 5 IV. 6
(a) Only I (b) Only II (c) Only I and III (d) II and IV



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LEVEL – I

1. (i) 1, (ii) 1000, (iii) 102345, (iv) 200, (v), XLV, (vi) 100, (vii) 1000, (viii) 100, (ix) 1, (x) 0
2. 6999300
3. 101
4. 693
5. 9999987
6. 19998
7. (i) 4, (ii) 18
8. 7.999920
9. 4048
10. 4
11. 5940
12. (a) Nineteen crore fifteen lakh sixty thousand fifty.
(b) Three crore nine.
(c) Ninety seven crore ninety seven lakh ninety seven thousand nine hundred ninety seven.
(d) One million two hundred eighty six thousand four hundred seventy five.
(e) Forty nine million six hundred thirty seven thousand five hundred eighty two.
13. (a) 5,05,05,000, (b)56,19, 08,015, (c) 110,200,348, (d) 234,018,348, (e) 1,001,001, (f) 1,01,01,101
14. (a) 7,56,24,908 = (7 × 10000000) + (5 × 1000000) + (6 × 100000) + (2 × 10000) + (4 × 1000) +
(9 × 100) + (0 × 10) + (8 × 1)
(b), (c), same as Question 14(a)
15. (a) 1,76,43,825, (b) 90,43,026, (c) 80,06,031.
16. 48
17. (a) DLVI, (b) CXCVIII, (c) CDLXXIX, (d) CCXXXVI
18. (a) V is never subtracted, (b) V, L, D are never repeated, (c) IX cannot occur to the left of X
19. (a) 24, (b) 46, (c) 86, (d) 99, (e) 166, (f) 446
20. A. (I) 8,360, (II) 2,050, (III) 170, (IV) 16,380
B. (I) 7,300, (II) 8,100, (III) 14,600, (IV) 28,800
C. (I) 8,000, (II) 10,000, (III) 4,37,000, (IV) 10,000

LEVEL – II

1. Units digit – 0, thousands digit – 2 2. 36 3. 37.50 4. n = 2

5. 192200 6. 30,466 7. 50 rows 8. 999960 9. 22.05 km
10. 98640 + 40689 = 139329 11. 2491

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12. 465, 466, 467, 468. 469, 471, 472, 473, 474 13. 849 and 751
14. 98756, 10253 15. (a) 31270, (b) 2590, (c) 69100, (d) 2700, (e) 1098100
16. IX 17. 50000 18. 30 19. 9979003568 20. 969987

MULTIPLE CHOICE QUESTIONS

1. (b) 2. (b) 3. (c) 4. (b) 5. (c)

6. (d) 7. (b) 8. (c) 9. (a) 10. (b)



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 2 Whole Numbers
Whole Numbers
The numbers used for counting are called natural numbers. The number that comes immediately
before another number in counting is called its predecessor. The number that comes immediately
after another number in counting is called its successor. To find the successor of any given
natural number, just add 1 to the given number. The value of nothing is represented by the
number zero. Example: 3 – 3 = 0.
Natural numbers together with the number zero are called whole numbers. When comparing two
whole numbers, the number that lies to the right on the number line is greater. When comparing
two whole numbers, the smaller number lies to the left on the number line.

IMPORTANT DEFINITIONS
Natural numbers: We are already familiar with the counting numbers 1, 2, 3, 4, 5, 6 etc. Counting
numbers are called natural numbers.

Whole Numbers: All natural numbers together with ‘0’ are called whole numbers.

Clearly, every natural number is a whole number but 0 is a whole number which is not a natural
number.

Properties of Whole Numbers

1. Closure Property
If two whole numbers are added, then the result is again a whole number. Which implies
whole numbers are closed with respect to addition.
2. Associative Property
If a, b, c are whole numbers, then
a + (b + c) = (a + b) + c
While adding whole numbers, we can group the numbers in any order. This is called the
associative property of addition.
3. Identity
If a is a whole number, a + 0 = 0 + a = a
A whole number added to 0 remains unchanged. Thus, 0 is called the additive identity in
whole numbers.
4. Commutative Property
If a, b, c are whole numbers, then
a+b =b+a
The addition of two whole numbers is the same, no matter in which order they are added.
This is called the commutative property of addition.

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5. Distributive Property of Multiplication over Addition

The sum of the products of a whole number with two other whole numbers is equal to the
product of the whole number with the sum of the two other whole numbers. This is called
the distributive property of multiplication over addition. i.e., If a, b, c are whole numbers,
then a × (b + c) = a × b + a × c.
Note
i) Whole numbers are not closed under subtraction and division.
ii) Subtraction and division are not commutative in whole numbers.
iii) No additive inverse exists for natural numbers.
iv) Associative property does not hold for subtraction and division of whole numbers.

TIPS FOR COMPETITIVE LEVEL

Magic Square
A magic square is an arrangement of different numbers in the form of a square such that the sum of the
numbers in every horizontal line, every vertical line and every diagonal line is the same.
One magic square is shown here:
2 7
It may be noted that:
Row-wise sum = (9 + 2 + 7) = (4 + 6 + 8) = (5 + 10 + 3) = 18 4 6 8
Column-wise sum = (9 + 4 + 5) = (2 + 6 + 10) = (7 + 8 + 3) = 18 5 10 3
Diagonal-wise sum = (9 + 6 + 3) = (7 + 6 + 5) = 18

Multiplication of Whole Numbers

Let us consider 4 bundles, each consisting

of 3 sticks.

Total number of sticks

= 3 + 3 + 3 + 3 = 12
Also, we may write:
Total number of sticks
= 4 times 3, written as
4 × 3 = 12

Again, consider 6 packets of 5 balls each

Total number of balls

= 5 + 5 + 5 + 5 + 5 + 5 = 30
Also, we may write:
Total number of balls
= 6 times 5, written as 6 × 5
Therefore, 6 × 5 = 30

It follows that multiplication is repeated addition.

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If the numbers are small, we can perform the operation of multiplication mentally as above and
find the product.

If the numbers are large, we multiply that using the multiplication tables about which you have
learnt earlier.

However, we now list the various properties of multiplication on whole numbers. These
properties help to easily find the products of numbers, however, large they may be.

Properties of Multiplication of Whole Numbers

1. Closure Property: If a and b are whole numbers, then (a × b) is also a whole number.

Examples: Let us take a few pairs of whole numbers and check in each case whether their
product is a whole number.

One whole Another whole Is the product a

Product
number number whole number?
9 8 9 × 8 = 72 Yes
12 7 12 × 7 = 84 Yes
16 10 16 × 10 = 160 Yes

Thus, we see that if we multiply two whole numbers, the product is also a whole number.

2. Commutative Law: If a and b are any two whole numbers then (a × b) = (b × a)

Example: i) 7 × 5 = 35 and 5 × 7 = 35
Is (7 × 5) = (5 × 7)? Yes
ii) 19 × 12 = 228 and 12 × 19 = 228
Is (19 × 12) = (12 × 19)? Yes

In general, commutative law of multiplication holds in whole numbers.

3. Multiplicative Property of Zero: For every whole number a, we have

(a × 0) = (0 × a) = 0.

Example: i) 9 × 0 = 0 × 9 = 0
ii) 37 × 0 = 0 × 37 = 0
iii) 2386 × 0 = 0× 2386 = 0

4. Multiplicative Property of 1: For every whole number a; we have (a × 1) = (1 × a) = a

Example: i) 8 × 1 = 1 × 8 = 8
ii) 76 × 1 = 1 × 76 = 76
iii) 2345 × 1 = 1 × 2345 = 2345

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5. Associative Law of Multiplication : If a, b, c are any whole numbers, then (a × b) × c =

a × (b × c).
Example: Take the whole numbers 9, 7 and 10
(9 × 7) × 10 = 63 × 10 = 630
9 × (7 × 10) = 9 × 70 = 630
 (9 × 7) × 10 = 9 × (7 × 10)

6. Distributive Law of Multiplication over Addition: For any whole numbers a, b, c, we

have a × (b + c) = (a × b) + (a × c).

Example: Consider the whole numbers 16, 9 and 8

16 × (9 + 8) = (16 × 17) = 272
(16 × 9) + (16 × 8) = (144 + 128) = 272
 16 × (9 + 8) = (16 × 9) + (16 × 8)

7. Distributive Law of Multiplication over Subtraction: For any whole numbers a, b, c

we have: a × (b – c) = (a × b) – (a × c).

Example: Consider the whole numbers 11, 6 and 4

11 × (6 – 4) = (11 × 2) = 22
(11 × 6) – (11 × 4) = (66 – 44) = 22
11 × (6 – 4) = (11 × 6) – (11 × 4)

Division in Whole Numbers

Division is the inverse operation of multiplication.

Let a and b be two whole numbers. Dividing a by b means finding a whole number c such that
b × c = a and we write a  b = c.

a
Thus a  b  c   c  a  bc
b

Examples: Dividing 48 by 8 is the same as finding a whole number which when

multiplied by 8 gives 48.
Clearly such a number is 6, as 8 × 6 = 48
Similarly, we have:
63  9 = 7, 84  14 = 6, etc

Division Algorithm

Suppose 75 is divided by 9, then the quotient is 8 and the remainder is 3. 9 8

-72
Clearly: 75 = (9 × 8) +3 3

In general, let a and b be two given whole numbers such that a > b. On dividing a by b, let q be
the quotient and r be the remainder.

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Class VI: Whole Numbers SynConnect – Mathematics

Then, we have a = bq + r, where 0  r < b

This result is known as division algorithm.

Thus, dividend = (divisor × quotient) + remainder.

Even and Odd Whole Numbers: A whole number divisible by 2 is called an even number:

e.g. 0, 2, 4, 6, 8 etc., are all even numbers.

A whole number which is not divisible by 2 is called an odd number.

e.g. 1, 3, 5, 7, 9 etc., are all odd numbers.

Properties of Division

1. If a and b are nonzero whole numbers, then a  b is not always a whole number.

Example: We know that 7 and 2 are whole numbers.

But 7  2 is not a whole number.

2. Division by 0: If a is a whole number, then a 0 is meaningless.

3. If a is a nonzero whole number, then 0 a = 0.

Example: (i) 0 3 = 0 (ii) 0 57 = 0 etc.

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Class VI: Whole Numbers SynConnect – Mathematics

LEVEL - I
1. How many whole numbers are there between 21 and 61?

2. Represent the following numbers on the number line: 2, 3, 5, 7, 11, 14

3. Arrange the following whole numbers in ascending order: 9, 4, 29, 6, 3, 1, 18

4. Find the difference between smallest 5 digit whole number and greatest 3 digit whole
number.

5. Form the largest and smallest 4 digit number using the digits, 2, 0, 4, 7, 3 (repetition of
digits is not allowed).

6. Write the successor and predecessor of largest 6 digit number.

7. Write down three consecutive whole numbers just preceding 8510001.

8. Which whole number does not have predecessor?

9. How many whole numbers are there between 70935 and 86237?

10. Name the property used in whole numbers:

If a, b, c are whole numbers, then

i) a + b is also a whole number ii) ab is also a whole number iii) a + b = b + a
iv) ab = ba v) a + (b + c) = (a + b) +c
vi) a × (b + c) = (a × b) + (a × c)

11. Find the sum using convenient groupings

i) 414, 5000, 486 ii) 2098, 3002, 3050

12. The cost of T.V is `40000. The T.V dealer allows a discount of `7,500 on Diwali. Find
the net selling price.

13. Find the product of greatest 3 digit number and smallest 4 digit number.

14. The bus travels at a uniform speed of 75km/hour. How much it travels in 5.5 hours?

15. The product of two numbers is zero. What can you say about the numbers?

16. Find the product 8739 × 102 using distributive property.

17. Arrange the following numbers in descending order :

925, 786, 1100, 141, 325,886, 0, 270

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Class VI: Whole Numbers SynConnect – Mathematics

18. What are the whole numbers which multiplied by themselves give the same number?

19. How many grams should be added to 2 kg 300 g to make it 5 kg 68 g?

20. Determine the sum of the two numbers as given below:

i) Predecessor of the predecessor of 56.

ii) Successor of the successor of 67.

LEVEL - II
1. Find the two consecutive numbers after 5009?

2. Find the three consecutive predecessors of 70010?

3. In a division sum, the divisior is 10 times the quotient and five times the remainder. What is the
dividend, if the remainder is 46?

4. How many whole numbers are between 23 and 62 and find their sum?

5. On dividing 55,390 by 299 remainder is 75. Find the value of quotient?

6. What least number must be subtracted from 13,601 to get a number exactly divisible by 87?

7. What least number should be added to 1330 to get a number exactly divisible by 43?

8. In a division sum, a student took 63 as divisor instead of 36. His answer was 24. What is the
correct answer?

9. If * means adding 6 times the second number in the first number, then (1 * 2) * 3 equals?

10. Find the remainder when 721 + 722 + 723 + 724 is divided by 25.
11. In a division, the divisor is 12 times the quotient and 5 times the remainder. If the
remainder is 48.Then what is the value of dividend?

MULTIPLE CHOICE QUESTIONS

1. 7589 – ? = 3434
(a) 11023 (b) 4245 (c) 4155 (d) None of these

2. 587 × 99 = ?
(a) 57213 (b) 58513 (c) 58113 (d) 56143

3. 4 × 538 × 25 = ?
(a) 32280 (b) 26900 (c) 43800 (d) 53800

4. 24679 × 92 + 24679 × 8 = ?
(a) 493580 (b) 1233950 (c) 2467900 (d) None of these

5. 1625 × 1625 – 1625 × 625 = ?

(a) 1625000 (b) 162500 (c) 156800 (d) None of these

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Class VI: Whole Numbers SynConnect – Mathematics
6. (888 + 777 + 555) = (111 × ?)
(a) 120 (b) 280 (c) 20 (d) 140

7. The sum of two odd numbers is

(a) an odd number (b) an even number (c) a prime number (d) a multiple of 3

8. The product of two odd numbers is

(a) an odd number (b) an even number (c) a prime number (d) None of these

9. The successor of the smallest prime number is

(a) 1 (b) 2 (c) 3 (d) 4

10. The predecessor of 16000 is

(a) 10001 (b) 9999 (c) 15999 (d) None of these

LEVEL – I

1. 39
1 2 3 4 5 6 7 8 9 10 11 12 13 14

2.
2 3 5 7 11 14

3. 1, 3, 4, 6, 9, 18, 29 4. 10000 – 999 = 9001

5. Largest - 7432, Smallest - 2034
6. Largest 6 - digit number - 999999, Successor - 1000000, Predecessor - 999998
7. 8510000, 8509999, 8509998 8. 0 9. 15301
10. (i) closure property, (ii) closure, (iii) commutative, (iv) commutative, (v) associative
(vi) distributive
11. (i) 5000 + (414 + 486), (ii) 3050 + (2098 + 3002) 12. `32500 13. 999000
14. 412.50 km 15. One of the numbers is zero 16. 891378
17. 1100, 925, 886, 786, 325, 270, 141, 0 18. 0, 1
19. 2768 g or 2 kg 768 g 20. 123

LEVEL – II
1. 5010, 5011 2. 70009, 70008, 70007 3. 5336 4. 38, 1615
5. 185 6. 29 7. 3 8. 42 9. 31
10. 0 11. 4848

MULTIPLE CHOICE QUESTIONS

1. (c) 2. (c) 3. (d) 4. (c) 5. (a)
6. (c) 7. (b) 8. (a) 9. (c) 10. (c)


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 3 Playing with Numbers
IMPORTANT DEFINITIONS

Factor
An exact divisor of a number is called its factor.
Ex: 1, 2, 3 and 6 are factors of number 6.
HCF: The greatest of the common factors of the given numbers is called their highest common factor
(HCF). It is also known as the greatest common divisor (GCD). Eg: Prime factorisation of
16 = 2 × 2 × 2 × 2
Prime factorisation of 40 = 2 × 2 × 2 × 5
HCF of 16 and 40 = 2 × 2 × 2 = 8

HCF [Highest Common Factor): The highest common factor can be found by the
following method.

1. By listing factors

Factors of 24 : 1 , 2, 3, 4, 6,8, 12, 24

Factor of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36
Highest Common factor of 24 and 36 = 12

2. By division method

24 1
24
12 24 2
24
0
HCF of 24 and 36 = 12

3. By prime factorization method

12 2 24
2 6 2 12
3 3 2 6
1 3 3
1
Common prime factors = 2 × 2 × 3
Their product = 12 is HCF

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Class VI: Playing with Numbers SynConnect – Mathematics

Note: 1. The HCF of two given numbers is not greater than any of the given numbers.
2. The HCF of two co-primes is 1.
3. The LCM of given numbers is not less than any of the given numbers.
4. The LCM of two co-primes is equal to their product.
5. The HCF of two given numbers is always a factor of the LCM.
Product of two numbers = Product of their HCF and LCM

For example: Consider the number 24 and 36

LCM of 24 and 36 = 72
HCF of 24 and 36 = 12
Therefore, 24 × 36 = 12 × 72 = 864

Tests of Divisibility
There are certain tests of divisibility that can help us to decide whether a given number is divisible by
another number.
i) Divisibility of numbers by 2
A number that has 0, 2, 4, 6 or 8 in its one’s place is divisible by 2.
Ex: 234, 830 are divisible by 2
ii) Divisibility of numbers by 3:
A number is divisible by 3 if the sum of its digits is divisible by 3.
Ex: 234543
Sum of digits = 2 +3 +4 + 5 +4 +3 =21 which is divisible by 3.
Therefore, 234543 is divisible by 3.
iii) Divisibility of numbers by 4
A number is divisible by 4 if the number formed by its last two digits (i.e. one’s and ten’s) is
divisible by 4.
Ex: 84560
The last two digits of the number is 60 which is divisible by 4.
Therefore, the given number is divisible by 4.
iv) Divisibility of numbers by 5
A number that has either 0 or 5 in its one’s place is divisible by 5.
Ex: 834345
The unit digit of the given number is 5.
Therefore, the given number is divisible by 5.
v) Divisibility of numbers by 6
A number is divisible by 6 if that number is divisible by both 2 and 3.
Ex: 603012
The last digit of the given number is 2 which is divisible by2.

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Class VI: Playing with Numbers SynConnect – Mathematics

Sum of digits = 6 +0+3+0+1+2 =12 which is divisible by3.

Therefore, the given number is divisible by 6.

vi) Divisibility Test of 7

Remove the last digit, double it, subtract it from the truncated original number and continue doing this
until only one digit remains. If this is 0 or 7, then the original number is divisible by 7.

Example : 1603

160 – (2 × 3)  154

15 – (2 × 4)  7

which is divisible by 7

so 1603 is divisible by 7.

vii) Divisibility of numbers by 8

A number is divisible by 8 if the number formed by its last three digits is divisible by 8.
Ex: 452640
The last three digits of the given numbers is 640 which is divisible by 8.
Therefore, the given number is divisible by 8.

viii) Divisibility of numbers by 9

A number is divisible by 9 if the sum of its digits is divisible by 9.

Ex: 926793
Sum of digits = 9 +2 +6+7+9+3 = 36 which is divisible by 9.
Therefore, the given number is divisible by 9.

ix) Divisibility of numbers by 10

A number that has 0 in its one’s place is divisible by 10.

Ex: 4245260
The given number has 0 in it one’s place.
Therefore, the given number is divisible by 10.

x) Divisibility of numbers by 11

If the difference between the sum of the digits at the odd and even places in a given number is either 0
or a multiple of 11, then the given number is divisible by 11.
Ex: 425425
Sum of the digits at odd places = 4 +5+ 2 =11

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Class VI: Playing with Numbers SynConnect – Mathematics

Sum of the digits at even places = 2 +4 +5 =11

Their difference =11 – 11 = 0
Therefore, the given number is divisible by 11.

xi) A number is divisible by 12, if it is divisible by both 3 and 4.

xii) Divisibility test of 13

A number is divisible by 13 if we add 4 times the last digit to the remaining truncated number. If the
result is divisible by 13, then so was the first number.
Apply this rule over and over again as necessary.
Example : 50661  5066 + (4 × 1)
 5070
 507 + (4 × 0)
 50 + (4 × 7)
 78
78 divisibility 13
So 50661 is divisible by 13.

xiii) A number is divisible by 14, it is divisible by both 2 and 7.

xiv)A number is divisible by 15, if it is divisible by both 3 and 5.
xv) A number is divisible by 16, if the number formed by the last four digits is divisible by 16.
e.g. 51792 is divisible by 16 as 1792 is divisible by 16.

TIPS FOR COMPETITIVE LEVEL

 The number 1 is a factor of every number.
 Every number is a factor of itself.
 The factors of a number are either less than or equal to the number itself.
 All numbers have a finite number of factors.
 The product of two numbers is called a multiple of each of the two numbers being multiplied.
 A number is a multiple of all its factors.
 Every number is a multiple of 1 and of itself.
 There are infinite multiples of a number.
 If the sum of the factors of a number is two times the number, then the number is called a perfect
number.
 Numbers that have only two factors in the form of 1 and the number itself are called prime
numbers.
 Numbers that have more than two factors are called composite numbers.
 The number 1 is neither a prime number nor a composite number.
 All numbers with 0, 2, 4, 6 or 8 in the unit’s or one’s place are multiples of 2, and are called even
numbers.
 All numbers with 1, 3, 5, 7 or 9 in the unit’s or one’s place are called odd numbers.
 The number 2 is the smallest prime number, and also the only prime number that is even.
 All prime numbers, except 2, are odd numbers.
 The sum of any two prime numbers, except with 2, is an even number.

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Class VI: Playing with Numbers SynConnect – Mathematics

Co-prime Numbers
If the only common factor of two numbers is 1, then the two numbers are called co-prime numbers.
General rules of divisibility for all numbers:
 If a number is divisible by another number, then it is also divisible by all the factors of the other
number.
 If two numbers are divisible by another number, then their sum and difference is also divisible by the
other number.
 If a number is divisible by two co-prime numbers, then it is also divisible by the product of the two
co-prime numbers.
Prime Factorisation
Writing a number as a product of its prime factors is called the prime factorisation of the number.
Eg: i) 18 = 2 × 3 × 3
ii) 40 = 2 × 2 × 2 × 5
TIPS FOR COMPETITIVE LEVEL
LCM: The smallest common multiple of the given numbers is called their Least Common Multiple
(LCM). Eg: The LCM of given numbers using their prime factorisation:
Prime factorisation of 4 = 2 × 2
Prime factorisation of 6 = 2 × 3
LCM of 4 and 6 = 2 × 2 × 3 =12
To find the LCM of the given numbers using the division method:
 Write the given numbers in a row.
 Divide the numbers by the smallest prime number that divides one or more of the given
numbers.
 Write the number that is not divisible, in the second row.
 Write the new dividends in the second row.
 Divide the new dividends by another smallest prime number.
 Continue dividing till the dividends are all prime numbers or 1.
 Stop the process when all the new dividends are prime numbers or 1.
Example By using Division Method, find the LCM of 24 and 18 ?
Answer: Steps of finding HCF by Successive Division Method are as :-
2 | 24, 18 Step 1 Write the given numbers as shown on the left and divide them with the
least prime number i.e. 2.
2 | 12, 9 Step 2 On division, write the quotient in each case below the number.
2 | 6, 9 Step 3 If any number is not divisible by its respective divisor, it is to be written
as such in the next line.
3 | 3, 9 Step 4 Keep on dividing the quotient until you get 1(as quotient of all) in the last
row.
3 | 1, 3 Step 5 Multiply all the divisors to get LCM of given numbers.
| 1, 1 Step 6 Hence, LCM = 2 × 2 × 2 × 3 × 3 = 72.

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Class VI: Playing with Numbers SynConnect – Mathematics

Example Find the LCM of 20, 30 and 40 by Division Method

Answer Steps of finding HCF by Successive Division Method is as :-

2 20 30 40
2 10 15 20
2 5 15 10
 L.C.M. = 2 × 2 × 2 × 3 × 5 = 120
3 5 15 5
5 5 5 5
1 1 1



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Class VI: Playing with Numbers SynConnect – Mathematics

LEVEL - I
1. Write five multiples of (i) 18 (ii) 20 (iii) 13

2. Write all prime numbers between 1 and 100.

3. Write all composite numbers between 18 and 50.

4. Write the smallest (i) even prime number (ii) odd prime number (iii) odd composite number
(iv) even composite number

5. Make a list of seven consecutive numbers, none of which is prime.

6. Is there any counting number having no factor at all?

7. Find all the numbers having exactly one factor.

8. Find numbers between 1 and 100 having exactly three factors.

9. Find the greatest number which divides 615 and 963, leaving the remainder 6 in each case.

10. Test the divisibility of the following numbers using divisibility rules:
i) (a) 2334 (b) 85361 (c) 4345 (d) 32497 ….by 2
ii) (a) 4539 (b) 34531 (c) 4345 (d) 32497 ….by 3
iii) (a) 81054 (b) 86264 (c) 4345 (d) 32420 ….by 4
iv) (a) 42456 (b) 85369 (c) 4345 (d) 454572 ….by 6
v) (a) 23128 (b) 498450 (c) 4345 (d) 76800 ….by 8

11. In each of the following numbers, replace x by the smallest number to make it divisible by 11:
i) 26x5 (ii) 39x43 (iii) 1723x4

12. Give the prime factorization of 20570.

13. Find the L.C.M of 24, 36 and 120.

14. In a morning walk three persons step off together. Their steps measure 80 cm, 85 cm and 90 cm
respectively. What is the minimum distance each should walk so that they can cover the distance
in complete steps?

15. Find the smallest number which when subtracted by 3 is divisible by 21, 28, 36 and 45.
16. Four bells ring at intervals of 8, 12, 18 and 20 minutes respectively. At what time will they ring
again simultaneously, if they start ringing together at 12 Noon?
17. What is the H.C.F. of 1.08, 0.36 and 0.9?
18. Find the longest tape which can be used to measure 7 m, 3 m 85 cm, 12 m 95 cm.
19. Find the sum of the prime numbers between 90 and 100?
20. Write the least 2 digit number that has 2, 5 and 8 as factors?

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Class VI: Playing with Numbers SynConnect – Mathematics

LEVEL - II
1. The HCF and LCM of two numbers are 131 and 8253 respectively. If one of the numbers is 917.
Find the another number.

2. Find the greatest number which divides 258 and 323 leaving remainders 2 and 3
respectively?

3. Find the smallest number which when divided by 4, 6, 10, 15 gives the remainder 3?

4. In a shop, there are three clocks, which chime at intervals of 15, 20 and 30 minutes respectively.
They all chime together at 10 a.m. At what time will they all chime together again?

5. Observe the following sums. Find the sum of 1 + 3 +5 + 7 + 9 + …. + 19?

1=1×1=1
1+3=2×2=4
1+3+5=3×3=9
1 + 3 + 5 + 7 = 4 × 4 = 16
1 + 3+ 5 + 7 + 9 = 5 × 5 = 25

6. Given that the H.C.F. of two numbers is 16 and their product is 6400, determine their L.C.M.

7. Can two numbers have 16 as their H.C.F. and 380 as their L.C.M.? Give reason.

8. If the 3-digit number 24x is divisible by 9 then find the value of x.

9. What is the least value of x so that 97215 x 6 is divisible by 11?

10. A 5 digit number xy235 is divisible by 3 such that x + y < 5 where x and y are digits, then
find the possible values of (x, y)?

11. The number exactly divisible by 99 is

(a) 3572404 (b) 135792 (c) 913464 (d) 114345

12. If P, Q and R are three numbers such that L.C.M. of P and Q is Q and the L.C.M. of Q
and R is R, then the L.C.M. of P, Q and R is?

6 24 42
13. Find the H.C.F. and L.C.M. of , and
7 35 49

14. The LCM of two numbers is 3718. Which of following number cannot be possibly the HCF of
these numbers?
(a) 13 (b) 26 (c) 14 (d) 143

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Class VI: Playing with Numbers SynConnect – Mathematics

MULTIPLE CHOICE QUESTIONS

1. Find the greatest number of 4 digits which when divided by 20, 24 and 45 leaves a remainder of
18 in each case.
(a) 9738 (b) 9838 (c) 7839 (d) none of these
2. Find the least five digit number which leaves a remainder of 9 in each case when divided
by 12, 40 and 75.
(a) 10208 (b) 10209 (c) 10207 (d) 20207
3. The H.C.F. of two numbers is 23 and their L.C.M. is 1449. If one of the numbers is 161,
find the other.
(a) 207 (b) 205 (c) 204 (d) 203
4. What is the H.C.F. of any two consecutive odd numbers?
(a) 1 (b) 2 (c) 3 (d) None of these
5. What is the H.C.F of any two consecutive even numbers?
(a) 1 (b) 2 (c) 0 (d) None of these
6. The H.C.F. and L.C.M. of two numbers x and y is 6 and 210 respectively. If x + y = 72,
which of the following is correct?
1 1 3 1 1 2 1 1 35
(a)   (b)   (c)   (d) not sufficient
x y 35 x y 35 x y 2
7. Find the greatest number which divides 2273, 1823 and 977 leaving a remainder 5 in each
case.
(a) 18 (b) 17 (c) 15 (d) 14
8. A rectangular courtyard is 20 m 16 cm long and 15 m 60 cm broad. It is to be furnished
with square stones of the same size. Find the least possible number of stones.
(a) 5460 (b) 5564 (c) 5540 (d) None of these
9. Find the largest number which divides 2011 and 2623 leaving remainders 9 and 5
respectively.
(a) 154 (b) 155 (c) 164 (d) 174



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Class VI: Playing with Numbers SynConnect – Mathematics

LEVEL – I
1. (i) 18, 36,54, 72, 90, (ii) 20, 40, 60, 80, 100, (iii) 13, 26, 39, 52, 65
2. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97
3. 20, 21, 22, 24, 25, 26, 27,28, 30, 32, 33, 34, 35, 36, 38, 39, 40, 42, 44, 45, 46, 48, 49
4. (i) 2, (ii) 3, (iii) 9, (iv) 4 5. 90, 91, 92, 93, 94, 95, 96 6. No
7. 1 8. 4, 9, 25, 49 9. 87
10. (i) (a), (ii) (a), (iii) (b), (d), (iv) (a), (d) (v) (a), (d) 11. (i) x = 9, (ii) x = 7, (iii) x = 0
12. 20570 = 2× 5 × 112 × 17 13. 360 14. 122.40 m 15. 1263
16. 6 p.m. 17. 0.18 18. 35 cm 19. 97 20. 40

LEVEL – II

1. 1179 2. 64 3. 63 4. 11 a.m. 5. 100

6. 400 7. No, since 16 is not a factor of 380 8. 3
9. 3 10. (1, 1) and (2,0) 11. (d) 12. R
6
13. H.C.F.  , L.C.M. = 24 14. (c)
245

MULTIPLE CHOICE QUESTIONS

1. (a) 2. (b) 3. (a) 4. (a) 5. (b)

6. (b) 7. (a) 8. (a) 9. (a)





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 4 Basic Geometrical Ideas

IMPORTANT DEFINITIONS
1. Point
The point is the simplest geometric concept. It has position, but not
magnitudes. A moving point describes a line. When two lines meet, they M
meet in a point. A point is therefore simply the boundary of a line, and
has no length, no breadth and no thickness.
P
That which has only position, without length, breadth or thickness, is
called a point.
In the given figure, A,M, P are points.

2. Line
The notion of line or straight line was introduced by the ancient mathematicians to represent
straight objects with negligible width and depth. Until seventeenth century, lines were defined
like this: "The line is the first species of quantity, which has only one dimension, namely length,
without any width nor depth.
Euclid described a line as "breadthless length", and introduced several postulates.
In modern mathematics, A line is defined as a collection of points
along a straight path that goes on and on in opposite directions. A
line has no endpoints.

3. Line Segment
A line segment is a part of a line that is bounded by two end
points, and contains every point on the line between its end
points. Examples of line segments include the sides of a triangle C
or square etc. D N
4. Ray
A ray is a part of a line which has one end point and extends without end in one direction.
GH Ray GH
G
5. Intersecting Lines
Lines that have one and only one point in common are known as D

intersecting lines. C
Note:
1. A minimum of two lines are required for intersection. B E
2. The common point where all the intersecting lines meet is called the Point of Intersection.
3. All the intersecting lines form angles at the point of intersection.

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Class VI: Basic Geometrical Ideas SynConnect – Mathematics

6. Parallel Lines

Two lines in a plane that do not intersect or meet are called B

A
parallel lines. Y
X
The parallel symbol is ||. For example, AB || XY indicates
Parallel lines are two coplanar lines that
that line AB is parallel to line XY. do not intersect. In the figure above AB || XY

7. Curves
If we join a number of points without lifting a pen or pencil on the paper and without retracing
any portion drawing other than single points, then the figure (drawing) so obtained is called a
plane curve.

A curve is defined as a line that deviates from straightness in a smooth, continuous fashion.

Types of Curves

i) Simple Curve: A curve is simple if it does not cross itself.

Simple Curve Nonsimple Curve

ii) Open Curve: A curve with end points (in other words, the ends don't join up) is called an
open curve.
Ends

iii) Closed Curve: A curve that joins up so there are no end points is called a closed curve.

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

(e) (f) (g) (h)

(i) (j)

iv) Jordan Curve: A Simple closed curve is called a Jordan Curve:

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Position In Various Regions: In a closed curve, thus, there are three parts.

i) interior (‘inside’) of the curve C

ii) boundary (‘on’) of the curve and

iii) exterior (‘outside’) of the curve.
B
In the adjacent figure, A is in the interior, C is in the exterior
and B is on the curve. The interior of a curve together with its
boundary is called its “region”.

8. Polygon

A polygon is traditionally a plane figure that is bounded by a closed path or circuit, composed of
a finite sequence of straight line segments (i.e., by a closed polygonal chain). These segments are
called its edges or sides, and the points where two edges meet are the polygon's vertices (singular:
vertex) or corners.

These shapes are all polygonal

Regular Polygon: A regular polygon is a polygon that is equiangular (all angles are equal in
measure) and equilateral (all sides have the same length). Regular polygons may be convex or star

Triangle Quadrilateral Pentagon Hexagon

Heptagon Octagon Nonagon Decagon

9. Angles
When two rays have a common end point, therefore an angle. This common point is called the
vertex. The magnitude of the angle is the amount of rotation that separates the two rays.

In the given figure ray OA and OB meet at a point O forming AOB .

O
B

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10. Triangle
A
A triangle is one of the basic shapes of geometry: a polygon
with three corners or vertices and three sides or edges Q

which are line segments. A triangle with vertices A, B, and R

C is denoted  ABC. Triangle is the smallest polygon. P

The three sides of the triangle are AB, BC and CA . The B C

three angles are BAC, BCA and ABC.

 The points A, B and C are called the vertices of the triangle. Being a polygon, a triangle has an
exterior and an interior. P is in the interior of the triangle, R is in the exterior and Q is on the
triangle.

The sum of interior angles of a triangle is 180°.

TIPS FOR COMPETITIVE LEVEL

1. Quadrilateral

A quadrilateral is a four sided polygon and it has four vertices.

C

D B

A
A quadrilateral has four angles, four sides and four vertices. The sum of the angles of a
quadrilateral is 360º
In quadrilateral ABCD
i) AB and BC; BC and CD ; CD and DA; DA and AB are adjacent sides (adjacent sides are
sides with common vertex)
ii) AB and CD; BC and DA are opposite sides. (opposite sides are sides with no common
vertex)
iii)  A and  B;  B and  C;  C and  D;  D and  A are adjacent angles. (adjacent
angles are angles with common side)
iv)  A and  C;  B and  D are opposite angles. (opposite angles are angles with no
common side)
Types of Quadrilaterals
i) Parallelogram : It is a quadrilateral whose
(a) opposite sides are equal and parallel
(b) opposite angles are equal.
(c) diagonals bisect each other

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ii) Rectangle : It is a parallelogram whose each angle measures 90º and whose diagonals are
equal.
iii) Rhombus : A rhombus is a parallelogram with all sides equal and its diagonals
bisect each other at right angles.
iv) Square : It is a parallelogram whose
(a) all sides are equal.
(b) all angles are right angles.
(c) diagonals are equal and bisect each other at right angles.
v) Trapezium : It is a quadrilateral with one pair of opposite sides parallel.

2. Circle

A circle is the path of a point moving at the same distance from

a fixed point. The fixed point is the centre, the fixed distance is
the radius and the distance around the circle is the
Centre
circumference. A diameter is a chord passing through the centre r Ra d
ius
ete
of the circle. The diameter of a circle divides it into two semi- i am
D
circles.

A chord of a circle is a line segment whose endpoints both lie on the circumference of the
circle.

o rd
Ch

A circular segment is an area of a circle informally defined as an area which is "cut off" from
the rest of the circle by a chord. A circular sector or circle sector, is the portion of a circle
enclosed by two radii

Sector
Se d

t
en
or
gm
Ch

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LEVEL - I
1. In the given figure, name all
(i) Points
(ii) Line A B

(iii) Rays O

2. Draw a triangle. Name the sides, vertices and angles of the triangle.
3. Draw a quadrilateral. Name the sides, vertices, angles and diagonals of the quadrilateral.
4. In the adjoining figure, name
P R B
(i) four line segments
(ii) four rays
C D
(iii) two non-intersecting line segments
Q S

H
5. The adjacent figure represents a cube. Fill in the blanks : G

(i) Plane ABCD is parallel to plane ________________.

E F
(ii) Plane ABCD is perpendicular to plane__________ or
__________. D C

(iii) Plane ADHE is _____________ plane BCGF.

A B
(iv) Plane ABFE is ______________ plane DCGH.
6. Draw a circle of radius 4 cm. Mark
(i) Two points on the circle and name them.
(ii) Two points in the interior of the circle and name them.
(iii) Two points in the exterior of the circle and name them.
7. In the adjacent figure, identify : D

(i) Minor arc. C B

(ii) Major arc.
(iii) Minor segment. O
(iv) Major segment
(v) Semi-circle A
(vi) Semi-circular region.

8. The line segment that joins the fixed point to any point on the circle is called ________________.
9. The radius of the circle is half the length of the ______________________.
10. The path of all points on the circle that are equidistant from a fixed point is _________________.

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MULTIPLE CHOICE QUESTIONS

1. A cuboidal box has ________ corner point?

(a) 10 (b) 6 (c) 12 (d) 8

2. In the given figure. Points P, O, Q are called O

Q
(a) Collinear
(b) Non collinear
(c) Concurrent
(d) None of these R S

3. In figure, BAC  90 and AD  BC. The number of right triangles in the figure is
A

B C
D
(a) 1 (b) 2 (c) 3 (d) 4

4. A line segment AB = 4.6 cm. Another CD = 3.8 cm. Then measure of the line segment
whose length is equal to the difference of AB and CD .
(a) 1.8 cm (b) 2.8 cm (c) 0.8 cm (d) 8.4 cm

5. If diameter of the circle is 7.12 cm then find the radius?

(a) 3.56 cm (b) 3.6 cm (c) 3.28 cm (d) 3.46 cm

6. Circumference of a circle is approximately equal to _________ the diameter.

(a) 4 times (b) 6 times (c) 3 times (d) 5 times

7. If l|| m and m|| n then

(a) l || p (b) l || q (c) m || n (d) l || n

8. XYZ can not be written as

Y P Z
(a) Y (b) ZXY (c) ZYX (d) XYP

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9. If the radius of a circle is increased by 3 times then the diameter increases _______.
(a) 6 times (b) 3 times (c) 9 times (d) None

10. When two lines are parallel, then the distance between them is ___________.
(a) Equal (b) Not equal (c) Increase (d) None

BASIC GEOMETRICAL IDEAS

LEVEL – I

1. (i) A, O, B, C; (ii) AB ; (iii) OC, OA, OB

4. (i) PR, PQ, RS , QS , (ii) PA, QC, RB, SD , (iii) PR and QS

5. (i) EFGH, (ii) ADHE or BCGF, (iii) parallel to, (iv) parallel to
7. (i) BDC, (ii) BAC, (iii) Segment BDC, (iv) Segment BAC, (v) Upper and lower arc of diameter AB
(vi) Upper and lower region of diameter AB.
8. Chord 9. Diameter 10. radius

MULTIPLE CHOICE QUESTIONS

1. (d) 2. (b) 3. (c) 4. (c) 5. (a)

6. (c) 7. (d) 8. (b) 9. (b) 10. (a)



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 5
Understanding
Elementary Shapes
IMPORTANT DEFINITIONS
1. Line Segment

A line segment is a part of a line that is bounded by two end points, and contains every point on
the line between its end points. To compare any two line segments, we find a relation between
their lengths. This can be done in several ways.
i) Comparison by Observation
ii) Comparison by Tracing
iii) Comparison using Ruler and a Divider

2. Revolution

Turning by two straight angles (or four right angles) in the same direction makes a full turn. This
one complete turn is called one revolution. The angle for one revolution is a complete angle.
We can see such revolutions on clock-faces. When the hand of a clock moves from one position
to another, it turns through an angle.

3. To Find the Angle between the Hands of a Clock

If “H” are the hours and “M” are the minutes then angle can be directly obtained by
ANGLE = 30 H – (11/2) M
Example: When the time is 9 : 30 the angle between the hands of the clock is
11
30  9   30  270  165  105
2

Types of Angles:

S.No. Name Of The Angle Definition

1. Acute angle < 90°
2. Right angle = 90°
3. Obtuse angle > 90° but < 180°
4. Straight angle = 180°
5. Reflex angle > 180° but < 360°
6. Complete angle = 360°

4 Measuring angle using Protractor

Angles are most commonly measured by degrees, but for those of you who are sticklers for
accuracy, even smaller units of measure can be used: minutes and seconds. These kinds of

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minutes and seconds are like the ones on a clock — a minute is bigger than a second. So think of
a degree like an hour, and you've got it down: One degree equals 60 minutes. One minute equals
60 seconds.

Before measuring an angle, speak it out and estimate which type you think it is. Is it a right angle?
A straight angle? Acute or obtuse? After you estimate it, then measure the angle. Follow these
steps:

Step 1: Place the notch or center point of your protractor at the point where the sides of the
angle meet (the vertex).

Step 2: Place the protractor so that one of the lines of the angle you want to measure reads
zero (that's actually 0°).
Using the zero line isn't necessary because you can measure an angle by getting the
difference in the degree measures of one line to the other. It's easier, however, to
measure the angle when one side of it is on the zero line. Having one line on the zero
line allows you to read the measurement directly off the protractor without having to
do more calculation.

Step 3: Read the number off the protractor where the second side of the angle meets the
protractor.

TIPS FOR COMPETITIVE LEVEL

 Make sure that your measure is close to your estimate. Doing so tells you whether you chose the
proper scale. If you were expecting an acute angle measure but got a seriously obtuse measure, you
need to rethink the scale you used. Try the other one.
 If the sides of your angle don't reach the scale of your protractor, extend them so that they do.
Doing so increases the accuracy of your measure.
 Remember that the measure of an angle is always a positive number.

So what do you do if the angle doesn't quite fit on the protractor's 225°
180°
scale? Look at Figure given below for an example. The angle in this
figure has a measure greater than 180°. Now what? Sorry, but in this 45°
case, you're going to work a little extra. Yes, you have to do some
The measure of this angle is
calculation. These angles are known as reflex angles and they have a 180° + 45° = 225°

measure of greater than 180°.

Draw a line so that you have a straight line (see the extended dots on the Figure). The measure of this
portion of the angle is 180° because it's a straight angle. Now measure the angle that is formed by the
extension line you just made and the second side of the original angle you want to measure. Once you
have the measure of the second angle, add that number to 180. The result is the total number of degrees of
the angle. In the above figure, 180° + 45° = 225°.

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5. Perpendicular Lines
Perpendicular simply means 'at right angles'. A line is perpendicular to another if they meet at
90 degrees.

C B D

6. Perpendicular Bisector
Bisect means dividing into two equal parts. If a perpendicular line drawn to a line segment
divides the line segment into two equal parts, then the perpendicular line is called perpendicular
bisector.

TIPS FOR COMPETITIVE LEVEL

Classification of Triangles

1. Based on Sides

Sl. No. Name of the Triangle Nature of the Sides of the Triangle

1. Scalene triangle If all sides of a triangle are of unequal length

2. Isosceles triangle If any two sides of a triangle are of equal length

3. Equilateral triangle If all sides of a triangle are of equal length

2. Based on Angle

Sl. No. Name of the Triangle Nature of the angles of the Triangle

1. Acute angled triangle If all angles of a triangle are < 90° (i.e., acute)

2. Obtuse angled triangle If any one angle of a triangle is > 90° (i.e.,
obtuse)

3. Right angled triangle If any one angle of a triangle is = 90°

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Classification of Polygons

S. No. Name of the Quadrilateral Properties

1. Trapezium One pair of parallel sides

2. Parallelogram Two pairs of parallel sides

3. Rectangle Parallelogram with 4 right angles

4 Rhombus Parallelogram with 4 sides of equal length

5 Square A rhombus with 4 right angles

Classification of Quadrilateral

No. of sides Name Illustration

1. Triangle

2. Quadrilateral

3. Pentagon

4. Hexagon

5. Octagon

Three Dimensional Shapes

1. Cuboid

Edge

Face
Vertex

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2. Cube

Edge

Vertex

3. Triangular Prism
C E

Face
D
A
Vertex F
B

Edge
4. Triangular Pyramid

5. Cylinder
Circular face

Curved Surface

Circular face

A cylinder has no vertex and 2 curved edges, curved surface doesn’t count as faces. Faces
are flat

6. Cone

A cone has 1 vertex, 1 circular face and edge.

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7. Sphere

A sphere has no vertices, no edges and no faces.

Classification

S. No. Solid No. of faces No. of edges No. of vertices

1. Cuboid 6 12 8
2. Cube 6 12 8
3. Triangular Prism 5 9 6
4. Square Pyramid 5 8 5
5. Cylinder 2 2 0
6. Cone 1 1 1
7. Sphere 0 0 0

LEVEL - I
1. Draw the following line segment by (a) a ruler and (b) a pair of compasses :
(i) 4.6 cm (ii) 4.3 cm (iii) 9.9 cm (iv) 8.7 cm
(v) 6.5 cm

2. Draw a line AB. Produce it to C so that AC = 3 AB.

3. If AB = 8 cm and CD = 5.5 cm, construct a line segment whose length equals

(i) AB + CD (ii) AB – CD (iii) 2 CD

4. Fill up the table given below by classifying the angles in the appropriate category :
(i) 75º (ii) 90º (iii) 30º (iv) 230º
(v) 120º (vi) 150º (vii) 180º (viii) 165º
(ix) 95º (x) 100º (xi) 45º (xii) 270º

5. Using only a ruler, draw an acute angle, a right angle, an obtuse angle and a reflex angle.

6. Using protractor, construct the following angles :

(i) 30º (ii) 50º (iii) 90º (iv) 120º
(v) 155º (vi) 15º (vii) 110º (viii) 180º

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7. A bicycle wheel has 36 spokes. Find the angle between a pair of adjacent spokes.

8. From figure, name

(i) an equilateral triangle A 6 cm D 10 cm G

(ii) an isosceles triangle 10

cm 1 0 cm
(iii) a scalene triangle 6 cm 6 cm
(iv) a right angled isosceles triangle 6 cm
B C F
(v) a right angled scalene triangle 8 cm
(vi) a trapezium. 4 cm

9. Construct an acute angle and name it as AOB. Using ruler and compasses only,
construct angle double of the above.

10. Give three examples each of (i) intersecting lines and (ii) parallel lines from your
surroundings.

LEVEL - II
1. If x + y + z = 240º, find the value of each of the four angles.
D
A
z
y x
u

B
C

2. Two complementary angles are such that two times the measure of one is equal to three
times the measure of the other. What is the measure of the larger angle?

3. The given road sign is an equilateral triangle. What is the measure of each angle?

4. p and q are straight lines. If a = b = c = d, find a.

q

b 97°
c
d

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5. The measure of p is

A D
H
E G P F

I 111°

C B

MULTIPLE CHOICE QUESTIONS

1. Measure of x° in the figure is
A

34º

xº 87º
B D
C
(a) 56° (b) 146° (c) 53° (d) 34°

2. Measure of angle ACD in the given figure is:

A

x° x°

30°
B D
C
(a) 130° (b) 120° (c) 150° (d) 115°

3. In the given figure, measure of b and x are

b
90°

(a) x = 90° b = 60° (b) x = 90° b = 30°

(c) x = 90° b = 90° (d) x = 90° b = 180°

4. Measure of NOP in the given figure is

L M
60° 30°

60°
O P
(a) 90° (b) 30° (c) 120° (d) 80°

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5. The interior opposite angles of the exterior angle ACD are

A

D C B
(a) B, C (b) A, C (c) A, B (d) B, E

6. In a quadrilateral ABCD, A + C = 180° then B + D =

(a) 360° (b) 100° (c) 180° (d) 80°

7. At 9 o’clock, the angle formed between the hands of a clock is

(a) complete angle (b) reflex angle (c) zero angle (d) none

8. A quadrilateral is a rectangle but not a square when

(a) its diagonals do not bisect each other (b) its diagonals are not perpendicular
(c) all angles are not equal (d) its diagonals are not equal

9. Two angles are adjacent and form an angle of 100º. The larger is 20º less than five times the
smaller. The larger angle is
(a) 90º (b) 70º (c) 80º (d) 75º
10. 8 m 5 cm = _________ cm
(a) 850 (b) 8005 (c) 88050 (d) 805

11. By what measure is the line A longer than line B?

line A

line B

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

(a) 1 cm (b) 2 cm (c) 3 cm (d) 4 cm

12. An angle which measures more than 0° and less than 90° is called
(a) obtuse (b) acute (c) right (d) none
A

O B
13.
AOB is a/an _______ angle
(a) acute (b) right (c) obtuse (d) none

14. Number of rays that can be drawn from a given point is

(a) 2 (b) 5 (c) 8 (d) infinite

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15. At 5:20 the angle formed between the two hands of a clock is
(a) obtuse (b) right (c) acute (d) none

16. Number of angles formed in the given figure is

(a) 3 (b) 2 (c) 1 (d) 4

17. 89° is an example of

(a) obtuse (b) acute (c) right (d) none

18. In ROP vertex is

(a) R (b) P (c) O (d) None

19. In PRQ the two arms are

(a) PR, RQ (b) RP, RQ (c) QR, QP (d) None

20. PQ is perpendicular to RS is symbolically written as

(a) PQ  RS (b) PQ || RS (c) PQ  RS (d) PQ  RS

21. DC  AB . The CDB =

C

A B
D

(a) 180° (b) 45° (c) 90° (d) 120°

22. A line AB is parallel to the line CD. This is symbolically written as

(a) AB  CD (b) AB  CD (c) AB  CD (d) AB || CD

23. Number of pairs of parallel lines in the given figure is

A B

D C
(a) 2 (b) 1 (c) 4 (d) 3

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24. Number of right angles formed in the given figure is

P Q

S R
(a) 5 (b) 3 (c) 2 (d) 4

25. Straight angle is _________

(a) 90° (b) 180° (c) 60° (d) 45°

26. The complementary angle of 30° is

(a) 60° (b) 90° (c) 150° (d) 45°

27. Supplementary angle of 100° is

(a) 180° (b) 90° (c) 80° (d) 60°

28. Each angle of a square is of measure

(a) 30° (b) 45° (c) 60° (d) 90°

29. Which of the following statement is false?

(a) Using protractor, angle of any measure between 0° and 180° can be drawn.
(b) A line has two end points.
(c) An angle whose measure is greater than 90° is an obtuse angle.
(d) Two coinciding rays with a common end point form an angle of measure 0°

30. Two adjacent angles whose sum is 180° is called

(a) complementary angles (b) linear pair
(c) vertically opposite angles (d) none

31. The measure of angle y in the given figure is ________.

C

115° y°
A B D

(a) y = 65° (b) y = 85° (c) y = 75° (d) y = 80°

32. Supplement angle of

(a) 122.7° (b) 131.7° (c) 132.5° (d) 132.4°

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33. Complement angle of

12.7°

(a) 77.4° (b) 67.3° (c) 76.3° (d) 77.3°

34. A rotating ray after making a complete rotation coincides with its initial position. The angle
formed is
(a) right angle (b) straight angle (c) reflex angle (d) complete angle

35. A triangle with one right angle and two acute angles is called
(a) right angled triangle (b) acute angled triangle
(c) equilateral triangle (d) none

UNDERSTANDING ELEMENTARY SHAPES

LEVEL – I
4. (i) acute, (ii) right angle, (iii) acute, (iv) reflex, (v) obtuse, (vi) obtuse, (vii) straight, (viii) obtuse
(ix) obtuse, (x) obtuse, (xi) acute, (xii) reflex
7. 10°
8. (i) GDF, (ii) ADB and DCB, (iii) DCF, (iv) DCB, (v) DCF, (vi) ADFB
LEVEL – II
1. x = 60°, y = 60°, u = 120°. z = 120° 2. 54° 3. 60° 4. 24.25°
5. 139°

MULTIPLE CHOICE QUESTIONS

1. (c) 2. (c) 3. (c) 4. (b) 5. (c)

6. (c) 7. (b) 8. (b) 9. (c) 10. (d)
11. (d) 12. (b) 13. (c) 14. (d) 15. (c)
16. (d) 17. (b) 18. (c) 19. (b) 20. (a)
21. (c) 22. (d) 23. (a) 24. (d) 25. (b)
26. (a) 27. (c) 28. (d) 29. (b) 30. (b)
31. (a) 32. (c) 33. (d) 34. (d) 35. (a)



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 6 Integers
IMPORTANT DEFINITIONS
1. Integers

Integers are …. 3, 2, 1, 0, 1, 2, 3, … …

2. Integers representation on number line

Positive integers

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
Negative integers

Note i) 0 is greater than all negative integers but it is lesser than all positive integers.
ii) 1 is the smallest positive integer.
iii) –1 is the largest negative integer.

3. Operations on integers

We are going to learn the following operations on integers.

i) Addition ii) Subtraction
iii) Multiplication and iv) Division

i) Addition of two integers

Rules to add two integers

Rule 1: If a and b are positive integers, then add a and b and put + sign.
Rule 2: If a is positive integer and b is negative integer, and subtract the smaller one from bigger one
and put the sign of bigger number to the result.
Rule 3: If a is a negative integer and b is positive integer, then also subtract the smaller one from
bigger one and put the sign of bigger number to the result.
Rule 4: If a and b are negative integers, then add ‘a’ and ‘b’ and put ‘–’ sign to the result.

Example 1: Find the value of 8 + 3.

Solution: Both 8 and 3 are positive integers.

 8 + 3 = 11 (using rule 1)

Example 2: Find the value of 8 + (–13)

Solution: 8 is positive integer and –13 is negative integer. Also 13 > 8

 Following rule 2, 8 + (–13) = – [13 – 8] = – 5

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Example 3: Find the value of (–8) + 3

Solution: –8 is negative integer and 3 is positive integer by rule 3, (–8) + 3 = – (8 – 3) = –5

Example 4: Find the value of (–8) + (–3)

Solution: (–8) and (–3) are negative integers. By rule 4

(–8) + (–3) = –(8 + 3) = –11

Addition of three or more integers

Hint: This can be done by method of grouping. Group first two integers the next two integers
and so on.

Example 5: Find the value of (–5) + (–6) + (+7)

Solution: (–5) + (–6) + 7 = {(–5) + (–6)} + 7 (Group first two integers)

= (– 11) + 7 {Using Rule 4}
= –4 {Using Rule 3}

Example 6: Find the value of (–5) + (–4) + (–3) + (–2) + (–1)

Solution: (–5) + (–4) + (–3) + (–2) + (–1)

= {(–5) + (–4)} + {(–3) + (–2)} + (–1) (Group first two and next two integers)
= {(–9) + (–5)} + (–1) (Use rule 4 and then group first two integers)
= (–14) + (–1) (Using rule 4)
= –15 (Using rule 4)

Example 7: Find the value of (–25) + (13) + (–49)

Solution: (–25) + (13) + (–49) = {(–25) + (13)} + (–49) (By grouping)

= (–12) + (–49) (Using rule 2)
= –61 (Use rule 4)

Example 8: Find the value of 1000 + (–999) + (–1)

Solution: 1000 + (–999) + (–1) = {1000 + (–999)} + (–1) (By grouping)

= 1 + (–1) (Using rule 2)
= 0 (Using rule 2)
ii) Subtraction of two integers
Rules to subtract two integers.
Rule 1: If a and b are positive integers, then to get a – b, subtract the smaller number from bigger
number and put the sign of bigger number to the result.
Rule 2: If a is positive integer and b is negative integer, then to obtain a – b, add a and b and put +
sign to the result
Rule 3: If a is negative integer and b is positive integer, then to obtain a – b, add a and b and put –
sign to the result.
Rule 4: If a and b are negative integer, then to obtain a – b, subtract the smaller number from
bigger number and put (i) ‘+’ sign if b is bigger. (ii) ‘–’ sign if a is bigger.

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Example 9: Find the value of 8 – 3.

Solution: 8–3=5 (Using rule 1)

Example 10: Find the value of 8 – (13)

Solution: 8 and 13 are positive integer and 13 > 8

 8 – 13 = – (13 – 8) = – 5 (Use rule 1)

Example 11: Find the value of 8 – (–3)

Solution: 8 – (–3) = + (8 + 3) = + 11 (Use rule 2)

Example 12: Find the value of (–8) – (3)

Solution: (–8) – (3) = –(8 + 3) = –11 (Use rule 3)

Example 13: Find the value of (–8) – (–13)

Solution: (–8) – (– 13) = + (13 – 8) = 5 (Rule 4 : 13 – 8 = 5) (13 > 8)  (–8) – (–3) = + 5

Example 14: Find the value of (–8) – (–3)

Solution: (–8) – (–3) = – (8 – 3) = –5 (Rule 4 : 8 – 3 = 5) (8 > 3)  (–8) – (–3) = – 5

Subtraction of two (or) more integers

Method : Grouping first two integers only.

Example 15: Find the value of (–5) – (–6) – (7)

Solution: (–5) – (–6) – (7) = {(–5) – (–6)} – 7 (Grouping first two terms)
= 1–7 (Using rule 4)
= –6 (Using rule 2)

Example 16: Find the value of (–5) – (–4) – (–3) – (–2) – (–1)

Solution: (–5) – (–4) – (–3) – (–2) – (–1) = {(–5) – (–4)} – (–3) – (–2) – (–1) {Grouping first
two}
= [(–1) – (–3)] – (–2) – (–1) {Using rule 4}
= [(+2) – (–2)] – (–1) {Using rule 4}
= 4 – (–1) {Using rule 2}
= 5 {Using rule 2}

Example 17: Find the value of 100 – 1 – 99

Solution: 100 – 1 – 99 = (100 –1) – 99 {Grouping first two}

= 99 – 99
= 0

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iii) Multiplication of integers

In order to multiply integers, we use the following rule:

Rule 1: The product of two integers of opposite signs is equal to the additive inverse of the
product of their absolute values.
Thus to find the product of a positive and a negative integer, we find the product of their
absolute value and assign minus sign to the product.
For example: i) 7  (4)  (7  4)  28
ii) (8)  (5)  (8  5)  40

Rule 2: The product of two integers with like sign is equal to the product of their absolute values.
Thus, to find the product of two integers, both positive or both negative, we find the
product of their absolute values.
For example: i) 7 × 12 = 84
ii) (–8) × (–13) = 8 × 13 = 104

Note: i) Positive × Positive = Positive

ii) Positive × Negative = Negative
iii) Negative × Positive = Negative
iv) Negative × Negative = Positive
v) If there are odd number of negative integers in multiplication, then the result will be
negative integer.
vi) If there are even number of negative integers in multiplication, then the result will be
positive integer.

iv) Division of Integers

We have the following definitions:
Dividend: The number to be divided is called dividend.
Divisor: The number which divides is called the divisor.
Quotient: The result of division is called the quotient.

Note: If the Dividend is negative and divisor is negative, then quotient is positive when the dividend is
negative and divisor is positive, then quotient is negative.

Rule 1: The quotient of two integers both positive or both negative is a positive integer equal to
the quotient of the corresponding absolute values of the integers. Thus, for dividing two
integers with like signs, we divide their values regardless of their sign and gives plus sign
to the quotient.
Rule 2: The quotient of a positive and a negative integer is a negative integer and its absolute
value is equal to the quotient of the corresponding absolute values of the integers. Thus,
for dividing integers with unlike signs, we divide their values regardless of their sign and
give minus sign to the quotient.

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Division of two Integers: Rules to Remember

Note: i) Positive  Positive = Positive
ii) Negative  Positive = Negative
iii) Positive  Negative = Negative
iv) Negative  Negative = Positive

TIPS FOR COMPETITIVE LEVEL - I

Properties of addition and subtraction of integers
1. Closure property : If a and b are integers, then (i) a + b is also an integer (ii) a – b is also an
integer.
Hence, closure property holds for both addition and subtraction of integers.
2. Associative Property : If a, b, and c are integers, then
i) a + (b + c) = (a + b) + c
ii) a – (b – c)  (a – b) – c
Hence associative property holds for addition but not for subtraction.
3. Commutative property : If a and b are integers, then
i) a + b = b + a
ii) a – b  b – a
Hence commutative property holds for addition but not for subtraction.
4. Inverse : If a is an integer, then
(i) a + (–a) = 0
(ii) a – a = 0
‘–a’ is called additive inverse of a (or) negative of ‘a’
5. Role of Zero : If a is an integer, then
(i) a + 0 = 0 + a = a
(ii) a – 0 = a but 0 – a  a [as 0 – a = –a]

Example 18: Find the value of (–8) × 5

(–8) × 5 = – 40
Solution: [1 number (odd) of negative integer]
Example 19: Find the value of (– 8) × (– 5)
(–8) × (–5) = + 40
[2 number (even) of negative integers]
Example 20: (–1) × (–2) × (–3) × (–4) × (–5)
(–1) × (–2) × (–3) × (–4) × (–5) = – 120

2 6 24 120 [5 (odd) number of negative integers]

Example 21: (–1) × (–2) × (–3) × (–4) × (–5) × (–6)
(–1) × (–2) × (–3) × (–4) × (–5) × (–6) = +720
120

2 6 24 120 720 [6 (even) number of negative integers]

Example 22: (–15) × (40) × (–5) = ?
(–15) × (40) × (–5) = + 3000

600 3000 [15 × 40 = 600, 600 × 5 = 3000]

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Division of two Integers: Rules to Remember

Example 23: Find the value of 140  (–20)
140 14
Solution:   7
20 2
Example 24: Find the value of (–140)  (–20)
140 14
Solution:  7
20 2
Example 25: The value of (–100)  20
100 10
Solution:   5
20 2

TIPS FOR COMPETITIVE LEVEL - II

Properties of Multiplication and Division of integers

1. Closure property : If a and b are integers, then

i) a × b is an integer
ii) a  b need not be an integer

2. Commutative property : If a and b are integers, then

i) a×b=b×a
ii) a b  b a
Hence commutative property holds for multiplication but not for division.

3. Associative property : If a, b and c are integers, then

i) (a × b) × c = a × (b × c)
ii) (a b) c  a  (b c)
Hence multiplication of integers is associative but not for division of integers.

4. Role of 1 : If a is an integer, then

i) a×1=1×a=a [Here a is called multiplicative identity]
ii) a/1 = a but 1/a a

5. Inverse : If a is an integer, then

1 1
i) a    a  1 [1/a is called multiplicative inverse of a]
a a
a
ii)  1; i.e. a  a  1
a

6. Distributive property of multiplication over addition :

If a, b, c are integers, then a × (b + c) = a × b + a × c

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BODMAS
B – BRACKET  ( ), { },[ ]
O – OF (Means multiplication)
D – Division
M – Multiplication
A – Addition
S – Subtraction

Example 26: Find the value of (–8) + {(–2) + [3 × 4]  2} × (–15) – 8

Solution: (–8) + {(–2) + [3 × 4]  2} × (–15) – 8

= (–8) + {(–2) + 12  2} × (–15) – 8 [First simplify the innermost bracket]
= (–8) + {(–2) + 6} × (–15) – 8 [Secondly, follow the hierarchy as mentioned
above]
= (–8) + {4} × (–15) – 8 [By hierarchy]
= (–8) – 60 – 8 [By taking first two integers]
= {(–8) – 60} – 8 = (–68) – (8) = –76

Example 27: Find the value of 7  [16  (12  8)  4  2]  (16  8) 10 [4  2  (4  2)]

Solution: [First simplify brackets starting from the innermost]

= 7  [16  (12  8)  4  2]  (16  8) 10
= 7 + [16 – 8]  8 × 10
= 7 + 8  8 × 10 [Follow hierarchy]
= 7 + 1 × 10 = 7 + 10
= 17

Example 28: Simplify (–50) [5 – (–5)]  10

Solution: (–50) [5 – (–5)]  10 = (–50) [10]  10 = (–500)  (10) = –50

Example-29 Simplify – (– (– 58)) × 10

Solution: – {–(–58)} × 10 = –(+58) × 10

= – 58 × 10
= – 580

Note : i) – (–) = + [Like signs  Positive]

ii) – (+) = – [Unlike signs  Negative]
iii) + (–) = –
iv) + (+) = +

Example 30 Find the value of [(54)  (80  10)]  (5  2) 8  5

Solution: [(54)  (80  10)]  (5  2) 8  5

= –[–(54) × (–90)]  (3) × 3 [On simplifying brackets]
= –[4860]  3 × 3
= – 1620 × 3
= – 4860

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TIPS FOR COMPETITIVE LEVEL - III

Use of Brackets

In complex expression, sometimes it is necessary to have brackets within brackets. Since same type of
brackets one within another can be confusing, so different types of brackets are used. Most commonly
used brackets are:
Brackets symbol Name
() Parenthesis or common bracket
{} Braces or curly brackets
[] Brackets or square brackets or both brackets
|| Vinculum

Removal of Brackets: In order to simplify expression involving more than one brackets, we use the
following steps:

Step 1: See whether the given expression contains a vinculum or not. If a vinculum is present,
then perform operations under it. Otherwise go to next step.

Step 2: See the innermost bracket and perform operations within it.

Step 3: Remove the innermost bracket by using following steps :

Rule 1: If a bracket is preceded by a plus sign, remove it by writing its terms as they
are.

Rule 2: If bracket is preceded by a minus sign, change positive sign within it to

negative and vice versa.

Rule 3: If there is no sign between a number and a grouping symbol, then it means
multiplication.

Rule 4: If there is a number before some brackets then multiply the numbers inside the
bracket with the number outside the brackets.

Step 4: See the next innermost bracket and perform operation within it. Remove the second
innermost bracket by using the rule to Step 3. Continue this process till all the brackets are
removed.

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LEVEL - I
1. Find the value of
i) 15625 × (2) + (– 15625) × 98
ii) 18846 × 99 – (18846)
iii) 1569 × 887 – 569 × 887

2. Verify the following:

i) 19 × {7 + (–3)} = 19 × 7 + 19 × (–3)
ii) (–23) {(–5) + (+19)} = (–23) × (–5) + (–23) × (+19)

3. Two cars started from the same point. First car went towards the east and covered 64 km in one
hour, the second car went towards the west and covered 58 km in one hour. Find the distance
between the two cars after one hour.

4. State which is greater:

i) (8 + 9) × 10 and 8 + 9 × 10
ii) (8 – 9) × 10 and 8 – 9 × 10
iii) {(–2) – 5} × (–6) and (–2) – 5 × (–6)

5. Find the value of

i) 1487 × 327 + (–487) × 327
ii) 28945 × 99 – (–28945)

6. Which of the following statements are true?

i) The product of a positive and a negative integer is negative.
ii) The product of three negative integer is a negative integer.
iii) Of the two integers, if one is negative, then their product must be positive.
iv) The product of a negative and a positive integer may be zero.
v) There does not exist an integer a such that for a > 1, b × a = b
7. Find the value of
i) [12  2 17  (6)] 15
ii) | – 11 | – | – 14|

8. Simplify: (5)  (48)  (16)  (2)  6

9. Find the value of

i) (3)  (4)  (2)  (1)
ii) (3)  (8)  (4)  2  (2)
iii) (15)  4  (5  3)
iv) (40)  (1)  (28)  7
v) 16  8  4  2  3
vi) 21  12  3  2
vii) 32  (3  5)  4

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Class VI: Integers SynConnect – Mathematics

10. Classify the following statements as true or false :

i) 5 + (3) < 2
ii) The negative of a negative integer is always positive.
iii) The difference of two integers is always an integer.
iv) If a and b are two integers such that a < b, then a – b is always a positive integer
v) If a and b are two integers, then a – b = b – a.

11. The sum of two integers is 27. If one of them is 260. Find the other.

12. Using bracket, write a mathematical expression for each of the following:
i) Nine multiplied by the sum of two and five.
ii) Twelve divided by the sum of one and three
iii) Twenty divided by the difference of seven and two.
iv) Eight subtracted from the product of two and three
v) Forty divided by one more than the sum of nine and ten.
vi) Two multiplied by one less than the difference of nineteen and six.

13. Subtract the sum of –250 and 138 from the sum of 136 and –272.

14. Find 34 – (–72) and (–72) – 34. Are they equal?

LEVEL - II
1. A man bought some pencils for `30 and some pens for `90. The next day, he again bought some
pencils for `25. Then, he sold all the pencils for ` 20 and pens for ` 70. What was his net gain or
loss?

2. One day in Srinagar, the temperature at 6 p.m. was 1°C but at midnight that day, it dropped to
–4°C. By how many degrees did the temperature fall?

3. What mathematical operation should replace? in the equation

2? 6 – 12  4 + 2 = 11

4. Simplify:
(a) 1056 + (–798) + (–38) + 44 + (–1) (b) (–145) + 79 + (–265) + (–41) + 2

5. Verify the following:

(a) (–13) × [(–6) + (–19)] = (–13) × (–6) + (–13) × (–19)

6. Insert the appropriate symbol < or > or = in the following blanks:

(i) (12) – (8) ______________ (8) + (12)
(ii) (7) + (9) _______________ (9) 7

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Class VI: Integers SynConnect – Mathematics

(iii)13 + (8) ____________ 13 – (8)

(iv) 3 – (4 + 5) __________ 4 + 5(1)
(v) (–7) – 3 _______ (–3) – (–7)

7. Find the value of

(i) 8 – |– 7| (ii) | 7 – 4|

8. Fill in the blanks:

(i) –273  ______ = 1 (ii) ______ 137 = – 2
(iii) ______ 238 = 0 (iv) ______ (–13) = – 5

9. A car travelled 60 km to the north of Patna and then 90 km to the south from there. How far from
Patna was the car finally?

10. Find the value of

(i) |–9| (ii) |0| (iii) |15| (iv) –|–3|
(v) 7 + |–3| (vi) 8 – |–7|

11. Simplify each of the following:

i) 15  (3){4  7  3}  [3{5  (3)  (6)}]
ii) 118  [121  (111)  (4)  {3  9  2}]
iii) {16  (9)}  (24)  6}
iv) [29  (2){6  (7  3)}]  [3 {5  (3)  (2)}]
v) 63  (3){2  8  3}  3{5  (2)(1)}
1
vi) 22  {5  (48)  (16)}
4
1
vii) 4  [{10  (25  13  3)}  (5)]
5
viii) 2550  [510  {270  (90  80  70)}]

MULTIPLE CHOICE QUESTIONS

1. Calculate the sum : 3 + (3) + (3) + 3 – 3 + 2 – 1
(a) 3 (b)  1 (c) 2 (d) None of these

2. Simplify : 3 – 2(5 + 1) – 3(4 + 9) :

(a) 0 (b) 2 (c) 3 (d) 4

3. p and q are two integers such that p is the predecessor of q. Find the value of p – q.
(a) 2 (b) +1 (c) 2 (d) 1

4. The successor of –18 is

(a) –19 (b) 17 (c) –17 (d) 19

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Class VI: Integers SynConnect – Mathematics

5. The predecessor of –16 is

(a) –15 (b) –17 (c) 15 (d) 17

6. The value of (8  88) × 8888088 is

(a) 808008 (b) 808080 (c) 808088 (d) 8008008

7. If P = 2(1) + 2(5 + 1), Q = 2(5 + 3 + 9) + 5, R = 2(3) + 4(1). Find 2P + Q + 5R = ?

(a) 52 (b) 50 (c) 51 (d) none of these

3 5
8. If I   , II  3  [(4  5)  6], III  [3  (4  5)]  6, IV  3  4  12  6, then
4 6
(a) I and II are equal (b) I and IV are equal (c) I and III are equal (d) none are equal

9. The sum of two integers is –25. If one of them is 30 then the other is
(a) 55 (b) 5 (c) –55 (d) none of these

10. On subtracting –9 from –6, we get

(a) –15 (b) –3 (c) 3 (d) none of these

LEVEL – I
1. (i) –1500000, (ii) 1846908, (iii) 887000 3. 122 km
4. (i) 1st is greater, (ii) 1st is greater, (iii) 1st is greater 5. (i) 327000, (ii) 2894500
6. (i) True, (ii) True, (iii) False, (iv) False, (v) True 7. (i) 8/3, (ii) –3
8. –20 9. (i) –7, (ii) –2, (iii) –13, (iv) 36, (v) 12, (vi) 13, (vii) 21
10. (i) True, (ii) True, (iii) True, (iv) False, (v) False 11. –233
12. (i) 9 × (2 + 5), (ii) 12  (1 + 3), (iii) 20  (7 – 2), (iv) (2 × 3) – 8, (v) 40  [(9 + 10) + 1], (vi)
2 × [(19 – 6) – 1]
13. –24 14. 106, –106, No

LEVEL – II
1. 55 loss 2. 5°C 3. Multiplication (×)
4. (a) 263, (b) –370 5. 325 = 325 6. (i) >, (ii) =, (iii) <. (iv) >, (v) < 7. (i) 1, (ii) 3
8. (i) –273, (ii) –274, (iii) 0, (iv) 65 9. 30 km south
10. (i) 9, (ii) 0, (iii) 15, (iv) –3, (v) 10, (vi) 1
5 438
11. (i) , (ii) 99, (iii) –52/9, (iv) 1, (v) , (vi) 24, (vii) 10, (viii) 2370
23 7

MULTIPLE CHOICE QUESTIONS

1. (c) 2. (d) 3. (d) 4. (c) 5. (b)
6. (a) 7. (c) 8. (d) 9. (c) 10. (c)

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 7 Fractions
IMPORTANT DEFINITIONS
1. Fractions

A fraction is a number representing a part of a whole.

A fraction is a part of an entire object.

1
4 One fourth is white
3 Three fourths are black
4
Two fourths are white.
2 Half part is black
4 or
Two fourths are black

3
4 Three fourths are white
1 One fourths are black
4

4
Four fourths are white
4

2. Fractions on Number Line

4
 Suppose we want to represent the fraction on the number line.
7

 Take a line segment OA of the unit length.

 Divide OA into 7 equal points and take 4 parts out of it to reach the point P.
4
Then the point P represents the number .
7

O 4/7 A

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3. Types of Fraction

We can define the three types of fractions like this:

i) Proper Fractions The numerator is less than the denominator
1 3 2
Examples : , ,
4 4 7

ii) Improper Fractions The numerator is greater than the denominator

4 11
Examples: ,
3 4

iii) Mixed Fractions: A whole number and proper fraction together

1 1 2
Examples: 1 , 2 , 16
3 4 5

4. Equivalent Fraction

Equivalent fractions are fractions that have the same value or represent the same part of an object.
If a pie is cut into two pieces, each piece is also one-half of the pie. If a pie is cut into 4 pieces,
then two pieces represent the same amount of pie that 1/2 did. We say that 1/2 is equivalent
to 2/4.

Rule: To get a fraction equivalent to a given fraction. We multiply the numerator and the
denominator of given fraction, by the same non-zero number.

To compare 1/2 and 3/7 we would multiply 1/2 by 3/3 to produce 3/6. Since 3/6 is not the same as
3/7, the fractions are not equivalent.
 Fractions equivalent to 1/2 are 2/4, 3/6, 4/8, 5/10, 6/12 ...
 Fractions equivalent to 1/3 are 2/6, 3/9, 4/12, 5/15, ...
 Fractions equivalent to 1/4 are 2/8, 3/12, 4/16, 5/20, ...
 Fractions equivalent to 1/5 are 2/10, 3/15, 4/20, 5/25, ...
 Fractions equivalent to 2/5 are 4/10, 6/15, 8/20, 10/25, ...

5. Like and Unlike Fraction

Like Fractions: Fractions having the same denominator are called like fraction.
2 7 11
E.g. , , etc., the like fraction.
15 15 15
Unlike fractions: Fraction with different denominators are called unlike fractions for e.g.
2 7 2
, , etc. the unlike fraction.
13 24 125

6. Comparing Fractions
Comparing Fractions with the Same Denominator
Rule 1: Among the fraction with the same denominator, the one with the greater numerator is the
greater of the two.
8 5 7 6 9 7
Example: (i)  (ii)  (iii) 
9 9 11 11 10 10

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Comparing Fractions with the Same Numerator

Rule 2: Among the fractions with the same numerator, the one with the smaller denominator is
the greater of two.

5 5 3 3 9 9
Example: (i)  (ii)  (iii) 
6 8 5 7 10 11

General Method of Comparing Two Fractions

i) Method of Cross Multiplication

a c
Let and be two given fractions
b d
c
Cross multiply, as shown b d
Find cross products ad and bc.
a c
(a) if ad > bc then 
b d
a c
(b) if ad < bc then 
b d
a c
(c) ad = bc then 
b d

5 6
Example: Compare the fractions and ?
9 11
By multiplying, we get
6
5 × 11 =55 and 9 × 6 = 54 9 11
Clearly, 55 > 54
5 6
Hence, 
9 11
ii) Method of converting the given fractions into like fractions

Rule 3: Change each one of the given fraction into an equivalent fraction with the
denominator equal. Now, the new fractions are like fractions which may be compared
by Rule 1.

5 8
Example Compare the fractions and ?
6 9

Solution: L.C.M. of 6 and 9 = (3 × 2 × 3) = 18

5 8
Now, we convert each one of and into an equivalent fraction having 18 as
6 9
denominator.

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5 5  3 15 8 8  2 16
=   and  
6 6  3 18 9 9  2 18
15 16
Clearly, 
18 18
5 8
Hence, 
6 9

TIPS FOR COMPETITIVE LEVEL

1. Addition of Fractions

i) Adding Fractions with the Same Denominator

Fractions consist of two numbers. The top number is called the numerator. The bottom
number is called the denominator.

numerator
denominator

To add two fractions with the same denominator, add the numerators and place that sum over
the common denominator.

ii) Adding Fractions with Different Denominators

How to Add Fractions with different denominators:

 Find the Least Common Multiple (LCM) of the denominators of the fractions
 Rename the fractions to have the LCM
 Add the numerators of the fractions
 Simplify the Fraction

Example: Find the Sum of 2/9 and 3/12

 Determine the Least Common Multiple of 9 and 12 which is 36
 Rename the fractions to use the Least Common Multiple
(2/9 = 8/36, 3/12 = 9/36)
 The result is 8/36 + 9/36
 Add the numerators and put the sum over the LCM = 17/36
 Simplify the fraction if possible. In this case it is not possible

iii) Adding Mixed Numbers with the Same Denominator

Mixed numbers consist of an integer followed by a fraction.

How to add two mixed numbers whose fractions have the same denominator:
 Add the numerators of the two fractions
 Place that sum over the common denominator.
 If this fraction is improper (numerator larger than or equal to the denominator) then
convert it to a mixed number
 Add the integer portions of the two mixed numbers
 If adding the fractional parts created a mixed number then add its integer portion to the
sum.

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2 2
Example: 3  5  ?
3 3

Add the fractional part of the mixed numbers 2/3 + 2/3 = 4/3

Convert 4/3 to a mixed number 1

4/3 = 1
3

Add the integer portions of the mixed numbers 3+5=8

Add the integer from the sum of the fractions 8+1=9

State the final answer: 1

9
3

How to add two mixed numbers whose fractions have different denominator:
 Add the fractional part of the two mixed numbers.
 If the addition of fractional part is improper (numerator larger than the denominator) then
convert it to a mixed number
 Add the integer portions of the two mixed numbers
 If adding the fractional parts created a mixed number then add its integer portion to the sum.
1 2
Example: 3  5  ?
2 3
Add the fractional part of the mixed numbers 1/2+ 2/3 = 3/6 + 4/6 = 7/6
Convert 7/6 to a mixed number 1
7/6 = 1
6
Add the integer portions of the mixed numbers 3+5=8
Add the integer from the sum of the fractions 8+1=9
State the final answer: 1
9
6

2. Subtraction of Fractions
i) Subtracting Fractions with the Same Denominator

Fractions consist of two numbers. The top number is called the numerator. The bottom
number is called the denominator.
numerator
denominator

To subtract two fractions with the same denominator, subtract the numerators and place that
difference over the common denominator.

ii) Subtracting Fractions with Different Denominators

To Subtract Fractions with different denominators:

 Find the Least Common Multiple (LCM) of the denominators of the fractions

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 Rename the fractions to have the LCM

 Subtract the numerators of the fractions

 The difference will be the numerator and the LCM will be the denominator of the answer.

 Simplify the Fraction

Example: Find the difference between 3/12 and 2/9.

 Determine the Least Common Multiple of 9 and 12 which is 36

 Rename the fractions to use the Least Common Multiple (2/9 = 8/36, 3/12 = 9/36)

 The result is 9/36 - 8/36

 Subtract the numerators and put the difference over the LCM = 1/36

 Simplify the fraction if possible. In this case it is not possible

iii) Mixed Numbers Consist of an Integer Followed by a Fraction.

How to subtract mixed numbers having the same denominator:

 Make the first numerator larger than the second if it is not.

 Subtract the second numerator from the first

 Place that difference over the common denominator.

 Subtract the integer portions of the two mixed numbers

 State the answer

1 1
Example: 5  3
3 3

Make the first numerator larger than the second 1 1

5 3
3 3

Subtract the fractional parts of the mixed numbers 1 1

 0
3 3

Subtract the integer portions of the mixed numbers 5–3=2

State the final answer: 2

How to subtract two mixed numbers whose fractions have different denominator:

 Subtract the fractional part of the two mixed numbers.

 If the subtraction of fractional part is improper (numerator larger than or equal to the
denominator) then convert it to a mixed number

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 Subtract the integer portions of the two mixed numbers

 If subtracting the fractional parts created a mixed number then subtract its integer portion
to the sum.

1 2
Example: 3  5 
2 3
Subtract the fractional part of the mixed numbers 1/2 - 2/3 = 3/6 - 4/6 = -1/6

Subtract the integer portions of the mixed numbers 3 - 5 = -2

State the final answer: 1

2
6

SOLVED EXAMPLES
7 2 2 1
Example 1: Add: (i)  (ii) 2  3
10 15 3 2

Solution: (i) LCM of 10 and 15 is (5 × 2 × 3) = 30

So, we convert the given fractions into equivalent fractions with denominator
at or 30.
7 7  3 21 2 2 2 4
We have,   and  
10 10  3 30 15 15  2 30
7 2 21 4 21  4 25 5
      
10 15 30 30 30 30 6

(ii) We have,
2 1
2 3
3 2
2  3  2 3 2 1 8 7
   
3 2 3 2

8 2 7 3  
   LCM of 3 and 2 is 6. So, convert each fraction 
3 2 2  3  to an equivalent fraction with denominator 6 
16 21 16  21 37
   
6 6 6 6
5 3 7
Example 2: Simplify: 4  2  3
6 8 12
Solution: We have 6 8 12
5 3 7
3 3 4 6
4 2 3 2 1 4 2
6 8 12
2 1 2 1
6  4  5 2  8  3 3  12  7
   1 1 1
6 8 12

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29 19 43
  
6 8 12
29  4 19  3 43  2
   [ LCM of 6, 8, 12 is 2  3  2  2  24]
6  4 8  3 12  2
116 57 86 116  57  86 202  57 145
     
24 24 24 24 24 24

Example 3: Arrange the following fractions in descending order:

2 2 8 1 3 7 13
(i) , , (ii) , , ,
9 3 21 5 7 10 28

Solution: (i) First we convert the given fractions into the fractions i.e. fractions having common
denominator. For this, we first find the LCM of the denominators of the given
fractions. Denominators are 9, 3, 21.
LCM of (9, 3, 21) = 3 × 3 × 7 = 63
Now, we convert each fraction into equivalent fractions 9 3 21
With 63 as its denominator 3 3 1 7
we have, 7 1 1 7
2 2  7 14 1 1 1
  [ 63  9  7]
9 9  7 63
2 2  21 42
  [ 63  3  21]
3 3  21 63
8 8  3 24
  [ 63  21  3]
21 21 3 63
We know that
42 > 24 > 14
42 24 14 2 8 2
     
63 63 63 3 21 9

(ii) Denominators of the given fractions are: 5, 7, 10, 28

LCM of denominators = 5 × 7 × 2 × 2 = 140
We now convert each fraction into an equivalent fraction with 140 as its
denominator.
1 1 28 28 5 7 10 28
   [ 140  5  28]
5 5  28 140 7 1 2 2 28
3 3  20 60 2 1 1 2 4
  [ 140  7  20]
7 7  20 140 1 1 1 2
7 7 14 98
  [ 140 10  14]
10 10 14 140
13 13  5 65
  [ 140  28  5]
28 28  5 140
98  65  60  28
98 65 60 28 7 13 3 1
      
140 140 140 140 10 28 7 5

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Example 4: Simplify:
3 7 9 4 1 5
(i) 2  (ii) 4  (iii)  (iv) 8  3
5 8 11 15 2 8

Solution: (i) We have,

3 2 3  2
2     2 
5 1 5  1
2  5 3 1
  [ LCM of 1 and 5 is 5]
1 5 5  1
10 3 10  3 7
   
5 5 5 5
(ii) We have,
7 4 7  4
4     4  1 
8 1 8
4  8 7 1
  [ LCM of 1 and 8 of 8]
1 8 8  1
32 7 32  7 39
   
8 8 8 8
(iii) The LCM of 11 and 15 is 11 × 15 = 165.
9 4 9 15 4 11 135 44 135  44 91
       
11 15 1115 15 11 165 165 165 165
(iv) We have
1 5
8 3
2 8
17 29
 
2 8
17  4 29 1
  [ LCM of 2 and 8 is 8]
2  4 8 1
68 29 68  29 39 7
    4
8 8 8 8 8
Alter
We have
1 5
8 3
2 8
 1  5
 8    3  
 2   8 
1 5 1 5
 8 3  83 
2 8 2 8
1 4 5 1 4 5
5   5 
2  4 8 1 8 8
45 (1)
 5  5
8 8
5 1 5  8 11 40 1 40  1 39 7
        4
1 8 1 8 8 1 8 8 8 8 8

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2 3
Example 5: Find the value of 
1 5 3 5
1 of 
1 6 2 4
1
2
2 3 2 3 2 3
Solution:      2
1
1 15 5
 1  2 15  4 3 1
1 12 4 12 5
2

1 3
Example 6: Sameera purchased 3 kg apples and 4 kg oranges. What is the total weight of fruits
2 4
purchased by her?

 1 3
Solution: Total weight of the fruits purchased by Sameera is  3  4  kg
 2 4 
1 3 7 19
Now, 3 4  
2 4 2 4
7  2 19 1
 
2  2 4 1
14 19 14  19 33 1
    8
4 4 4 4 4
1
Hence, total weight is 8 kg
4

3. Multiplication of Fractions
3 1
Let there be a rectangle of length 7 and breadth 5 cm. If we want to calculate the area of the
4 2
3 1 31 11
rectangle, we will have to find the product of its length and breadth i.e., 7  5 or,  .
4 2 4 2
This can be calculated if we know how to multiply two fractions. So, we define the multiplication
of fractions as follows:

Product of their numerations

Product of two fractions =
Product of their denominations
a c (a  c)
i.e.  
b d (b  d )
For example,

3 4 3  4 12 7 5 7  5 35
(i)    (ii)   
7 5 7  5 35 3 2 3 2 6

3 5 3 5  3 15 5 5 9 45 15
(iii) 5      (iv) 9    
7 1 7 1 7 7 12 12 1 12 4

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SOLVED EXAMPLES
Example 1: Multiply
2 4 3 1 2 3 3
(i) by (ii) by12 (iii) 2 by (iv) 5 by2
9 5 5 3 5 4 7

Solution: We have,
2 4 2 4 8
(i)   
9 5 9  5 45
3 3 12 3 12 36 1
(ii) 12     7
5 5 1 5 1 5 5
1 2 7 2 7  2 14
(iii) 2     
3 5 3 5 3  5 15
3 3 23 17 23 17 391 27
(iv) 5  2      13
4 7 4 7 47 28 28

Example 2: Multiply and reduce to lowest form (if possible):

2 5 1 15 4 12 5 10
(i)  (ii)  (iii)  (iv) 
3 4 3 8 5 7 16 12

Solution: We have,
2 5 2  5 1 5 5
(i)    
3 4 3 4 3 2 6
1 15 1 15 1 5 5
(ii)    
3 8 3  8 1 8 8
4 12 4 12 48 13
(iii)    1
5 7 5  7 35 35
15 10 15 10 5  5 25
(iv)    
16 12 16 12 8  4 32

Example 3: Simplify:
3 2 14 35 34
(i) 5   (ii)  
20 15 25 51 49

Solution: We have,

3 2 5 3 2 5  3  2 11 2 1 1
(i) 5         
20 15 1 20 15 1 20 15 1 4  5 2  5 10

14 35 34 14  35  34 2 1 2 4
(ii)     
25 51 49 25  51 49 5  3  1 15

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2 3 3 5
Example 4: Which is greater? of or of
7 4 5 8

2 3 2 3 2  3 1 3 3 3 5 3 5 3  5 3 1 3
Solution: of =     and of     
7 4 7 4 7  4 7  2 14 5 8 5 8 5  8 1 8 8
In order to compare these fractions, we convert them into equivalent fractions having
some denominator equal to the LCM of 14 and 8.

LCM of 14 and 8 = 2 × 7 × 4 = 56
3 3  4 12 3 3  7 21
   and  
14 14  4 56 8 8  7 56

Clearly, 21 > 12
21 12 3 3
  
56 56 8 14
Alter: We know that if numerators of two fractions are same, then the fraction having
smaller denominator is greater.

Example 5: Find:
3 3 2
(i) of a rupee (ii) of a year (iii) of a day
5 4 3
5 2 7
(iv) of a kilogram (v) of an hour (vi) of a litre
8 3 25
Solution: (i) We have, 1 rupee = 100 paise.
3 3
 of a rupee  of 100 paise
5 5
3 3 3 100 3 100 3  20
Now, of 100   100      60
5 5 5 1 5 1 11
3
of a rupee = 60 paise
5
(ii) We have, 1 year = 12 months
3 3
 of a year = of 12 months
4 4
3 3 3  12 3  3
Now, of 12 =  12   9
4 4 4 1 11
3
 of a year = 9 months
4
(iii) We have, 1 day = 24 hours
2 2
 of a day = of 24 hours
3 3
2 2 2 24 2  24 2  8
Now, of 24   24      16
3 3 3 1 3 1 11
2
 of a day = 16 hours
3

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(iv) We have, 1 kilogram = 1000 gram

5 5 5 
 of a kilogram = of 1000 grams   1000  grams
8 8 8 
5 5 1000 5 1000
Now, 1000     625
8 8 1 8 1
5
 of a kilogram = 625 grams
8

(v) We have 1 hour = 60 minutes

2 2 
 of an hour    60  minutes
3 3 
2 2 60 2  60 2  20
Now,  60      40
3 3 1 3 1 11
2
 of an hour = 40 minutes
3

(vi) We have, 1 litre = 1000 ml

7  7 
of a litre   1000  ml
25  25 
7 7 1000 7 1000
Now, 1000     7  40  280 ml.
25 25 1 25 1

3 1
Example 6: Sugar is sold at ` 17 per kg. Find the cost of 8 kg of a sugar.
4 2

Solution: We have,
3 71
Cost of 1 kg of sugar = ` 17 = `
4 4
1  71 1 
 Cost of 8 of sugar = `   8 
2  4 2
 71 1   7117   1207  7
`  8  = `  =   = ` 150
 4 2  4 2   8  8
1 7
Hence, the cost of 8 kg of sugar is ` 150
2 8
3
Example 7: A car runs 16 km using 1 litre of petrol. How much distance will it cover using 2 litre
4
of petrol.

Solution: In 1 litre petrol, car runs 16 km.

3  3   11 16 
In 2 litres of petrol car will travel   2 16  km     km
4  4  4 1
= (11 × 4) km, = 44 km
3
Hence, car travels 44 km in 2 litres of petrol.
4

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4. Division of Fractions

Reciprocal of Fraction: Two fractions are said to be the reciprocal or multiplicative inverse of
each other, if their product is 1.

For example:

3 4 3 4
(i) and are the reciprocals of each other, because   1 .
4 3 4 3

1 7 1 7
(ii) The reciprocal of is i.e. 7, because   1
7 1 7 1

3 13 5 3 5
(iii) The reciprocal of 2 i.e. is , because 2  1
5 5 13 5 13
Reciprocal of 0 does not exist because division by zero is not possible.

a b
Clearly, the reciprocal of a non-zero fraction is the fraction .
b a

a c
Division of Fractions: The division of a fraction by a non-zero fraction is defined as the product of
b d
a c
with the multiplicative inverse or reciprocal of .
b d
a c a d
i.e.,   
b d b c

For example,
3 5 3 9 3  9 27 2 2 1 2 1 1
(i)      (ii) 8    
5 9 5 5 5  5 25 3 3 8 3  8 12
6 4 6 4 7 4  7 14 2 2 1 14 7 14 2 14  2 4
(iii) 4        4 (iv) 4  3      
7 1 7 1 6 1 6 3 3 3 2 3 2 3 7 3 7 3

SOLVED EXAMPLES
Example 1: Divide
5 2 7 2 14
(i) by (ii) 28 by (iii) 36 by 6 (iv) by 11
9 3 4 3 9

Solution: We have,
5 2 5 3 5  3 5 1 5
(i)      
9 3 9 2 9  2 3 2 6
7 28 7 28 4 28  4 4  4 16
(ii) 28        
4 1 4 1 7 1 7 1 1 1
2 20 36 20 36 3 27 2
(iii) 36  6  36       5
3 3 1 3 1 20 5 5
14 14 11 14 1 14 1 14
(iv) 11      
9 9 1 9 11 9 11 99

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Example 2: Simplify:
4 2 4 5 3 8 3 23
(i)  (ii) 1  (iii) 3  (iv) 15  1
9 3 7 7 7 21 7 49

Solution: We have,
4 2 4 3 4  3 2 1 2
(i)      
9 3 9 2 9  2 3 1 3
4 5 11 5 11 7 11 7 11
(ii) 1       
7 7 7 7 7 5 7 5 5
3 8 24 8 24 21 24  21
(iii) 3       9
7 21 7 21 7 8 7 8
3 23 108 72 108 49 108  49 3  7 21
(iv) 15 1       
7 49 7 49 7 72 7  72 1 2 2
Example 3: Simplify:
 16 8   15 3   3 4   9 10 
(i)        (ii)       
 5 20   5 35  2 5 5 3 
Solution: We have,
 16 8   15 3   16 20   15 35 
(i)               
 5 20   5 35   5 8   5 3 
16  20 15  35 8 35
     43
58 5 3 1 1
 3 4   9 10   3 5   9 10  3  5 9 10
(ii)                 
 2 5   5 3   2 4   5 3  2 4 53
15 6 15 6  8 15 48 15  48 63 7
        7
8 1 8 1 8 8 8 8 8 8

2 1
Example 4: The cost of 5 kg of sugar is ` 101 , find its cost per kg.
5 4
Solution: We have,
2 1
Cost of 5 kg of sugar = ` 101
5 4
27 405
Cost of of sugar `
5 4
Cost of 1 kg of sugar
 405 27   405 5 
 `    `  
 4 5   4 27 

 405  5  75 3
 = ` = ` 18
 4  27  4 4

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LEVEL - I
1. Compare the following fractions by using the symbol < or > = :
8 7 11 5 37 19 17 119
(i) and (ii) and (iii) and (iv) and
13 9 9 9 41 30 15 105

2. Arrange the following fraction is in descending order:

4 7 11 17 2 11 9 13
(i) , , , (ii) , , ,
5 10 15 20 7 35 14 28

3. Simplify:
2 1 2 1 5 3 7 13 3 61
(i) 1  2  (ii) 13  3 (iii) 7  4  2 (iv) 2 
3 6 9 2 6 8 12 14 7 21
2 4
4. Suman studies for 5 hours daily. She devotes 2 hours of her time for Science and
3 5
Mathematics. How much time does she devote for other subjects?

3
5. A piece of wire is of length 12 m. If it is cut into two pieces in such a way that the length of
4
1
one piece of 5 m, what is the length of the other piece?
4

5 5
6. A candidate in an examination was asked to find of a certain number. By mistake he found
14 4
of it. Thus his answer was 25 more than the correct answer. What was the number?

1 6 2 3
7. Which is greater of or of ?
2 7 3 7

8. Shikha plants 4 saplings in a row in a her garden. The distance between two adjacent saplings is
3
m . Find the distance between the first and the last sapling.
4

3
9. Lipika reads a book for 1 hours everyday. She reads the entire book in 6 days. How many hours
4
in all were required by her to read the book?

2 3
10. Find the area of a rectangular park which is 41 m long and 18 m broad.
3 5

1 2
11. Sharda can walk 8 km in one hour. How much distance will she cover in 2 hours?
3 5

2
12. Each side of a square is 6 m long. Find its area.
3

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Class VI: Fractions SynConnect – Mathematics

3
13. There are 45 students in a class and of them are boys. How many girls are there in the class?
5

14. In a school 20 students out of 25 passed in VI A, while 24 out of 30 passed in VI B. Which

section gave better result?

3 5 7 2
15. What is the smallest fraction of the fractions: , , ,
4 6 12 3
LEVEL - II
5 1
1. If a man spends th part of money and then earns part of the remaining money, what part of
6 2
his money is with him now?

5 7
5
6
8  3 13  3
2. The expression 8 of 11   2   of equals ?
3 1 9  11 22  5
6 9
7 8
1 1 1
3. What is the least fraction that must be added to 1  1  1 to make the result an integer?
3 2 9
1 1
4. A lamp post has half of its length in mud, of its length in water and remaining 3 m above the
3 3
water. Find the total length of the post?
5. If we multiply a fraction by itself and divide the product by its reciprocal, the fraction thus
26
obtained is 18 . What is the original fraction?
27
7 1 5
 1 of
6. A student was asked to solve the fraction 3 2 3 and his answer as 1 . By how much was
2 4
2 1
3
his answer wrong?

1 1 1 1 145
7. Add , , and . If the sum is , find the missing denominator x.
2 3 x 2 308
25 13 6
3 4 7

 1  1  1  1  x
8. If 1   1   1   1    , then what is the value of x?
 2  3  4  70  70
9. Vijay had 95 cm of rope. He cut 3 pieces from it, each 3 cm long. What fraction of the rope
remained?

1 1 1 1 1 1 1 1
10. Find        is equal to?
20 30 42 56 72 90 110 132

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MULTIPLE CHOICE QUESTIONS

8
1. A fraction equivalent to is
12
84 84 84
(a) (b) (c) (d) None of these
12  4 12  4 12  4

3 x
2. If is equivalent to then the value of x is
4 20

(a) 15 (b) 18 (c) 12 (d) None of these

3. Which of the statement is correct?

3 3 3 3 3 3
(a)  (b)  (c) = (d) Cannot be compared
4 5 4 5 4 5

3
4. is an example of
8

(a) a proper fraction (b) an improper fraction (c) a mixed fraction (d) None of these

1 7
5. If x  1  , then the value of 2x  is
1 4
1
1
1
1
1
2
(a) 3 (b) 4 (c) 5 (d) 6

2 2 x 1 2 1
6. Find the value of x in the following : 1   1  
3 7 7 4 3 6

1
(a) 0.006 (b) (c) 0.6 (d) 6
6

4 1
7. What fraction of must be added to itself to make the sum 1 ?
7 14

1 4 7 15
(a) (b) (c) (d)
2 7 8 14

8. Which of the following fractions is the largest?

13 7 31 63
(a) (b) (c) (d)
16 8 40 80

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Class VI: Fractions SynConnect – Mathematics

9. If the difference between the reciprocal of a positive proper fraction and the fraction itself be
9
, then the fraction is
20

3 3 4 5
(a) (b) (c) (d)
5 10 5 4

1 2 3 4 5 6
10. What is the value of 999  999  999  999  999  999 when simplified?
7 7 7 7 7 7

(a) 5990 (b) 5997 (c) 6997 (d) none of these




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Class VI: Fractions SynConnect – Mathematics

LEVEL – I
17 4 11 7 9 13 11 2
1. (i) <, (ii) >, (iii) >. (iv) = 2. (i)    , (ii)   
20 5 15 10 14 28 35 7
65 19 145 59 43 15
3. (i) , (ii) , (iii) , (iv) 4. hours 5. metre 6. 28
18 2 24 42 15 2
9 21
7. 1st one 8. m 9. hours 10. 775 m2 11. 20 km
4 2
400 2 7
12. m 13. 18 14. Both have the same result 15.
9 12

LEVEL – II
1 5 1 8
1. 2. 3. 4. 20 m 5.
4 12 5 3
47 86 1
6. 7. 5 8. 1 9. 10.
44 95 6

MULTIPLE CHOICE QUESTIONS

1. (c) 2. (a) 3. (b) 4. (a) 5. (c)
6. (d) 7. (c) 8. (b) 9. (c) 10. (b)




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 8 IMPORTANT DEFINITIONS
1. Decimals

The decimal numeral system (also called base ten or occasionally denary) has ten as its base. It
contains a decimal point. It is the numerical base most widely used by modern civilizations.

Decimal notation often refers to a base-10 positional notation such as the Hindu-Arabic numeral
system; however, it can also be used more generally to refer to non-positional systems such as
Roman or Chinese numerals which are also based on powers of ten.

Ex: 3.14159265358979323846264338327950288419716939937510

2. Place Value

For place value of all digits before decimal point International number system for whole numbers
can be followed.

The place value of the first digit after the decimal point is tenth place. The place value of the
second digit after the decimal point is hundredth place and so on. The place value chart is given
as below:

Example 1: Give the place value of 8 in the following decimal numbers:

(a) 0.856 (b) 0.384 (c) 0.4386 (d) 0.16982

8
Solution: a) The 8 is in the tenths place. So, it represents .
10
8
b) The 8 is in the hundredths place. So, it represents .
100
8
c) The 8 is the thousandths place. So, it represents .
1000
8
d) The 8 is the ten thousandths place. So, it represents .
10000
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Example 2: Write each of the following in a decimal number:

4 3 5 2 6 8
a) 3  b) 4   c) 7   
10 10 100 10 100 1000
3 8 9 3 7
d)   e) 
10 100 1000 100 1000
6 4
f) 9  
1000 10000

4
Solution: a) 3   3.4
10
3 5
b) 4   4.35
10 100
2 6 8
c) 7    7.268
10 100 1000
3 8 9
d)    0.389
10 100 1000
3 7
e)   0.037
100 1000
6 4
f) 9   9.0064
1000 10000

Example 3: Write each of the following numbers in expanded fractional form:

a) 2.7 b) 3.46 c) 17.328 d) 486.638
e) 28.03 f) 9.008 g) 7.0006 h) 84.205

7
Solution: a) 2.7  2 
10
4 6
b) 3.46  3  
10 100
3 2 8
c) 17.328  17   
10 100 1000
6 3 8
d) 486.638  486   
10 100 1000
3
e) 28.03  28 
100
8
f) 9.008  9 
1000
6
g) 7.0006  7 
10000
2 5
h) 84.205  84  
10 1000

Example 4: Write each of the following decimal numbers in words:

a) 7.3 b) 84.6 c) 3.189 d) 18.3478
e) 0.008 f) 0.000043

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Class VI: Decimals SynConnect - Mathematics

Solution: a) 7.3 represents seven units and three tenths.

b) 84.6 represents eight tens, four units and six tenths.
c) 3.189 represents three units, one tenth, eight hundredths and nine
thousandths.
d) 18.3478 represents one tens, eight units, three tenths, four hundredths, seven
thousandths and eight ten-thousandths.
e) 0.008 represents eight thousandths.
f) 0.000 043 represents four hundred-thousandths and three millionths.

3. Representation of Decimals on a Number Line

To represent a decimal on a number line, divide each segment of the number line into ten equal
parts. E.g. To represent 8.4 on a number line, divide the segment between 8 and 9 into ten equal
parts.

The arrow is four parts to the right of 8 where it points at 8.4. Likewise, to represent 8.45 on a
number line, divide the segment between 8.4 and 8.5 into ten equal parts.

The arrow is five parts to the right of 8.4 where it points at 8.45. Similarly, we can represent
8.456 on a number line by dividing the segment between 8.45 and 8.46 into ten equal parts.

The arrow is six parts to the right of 8.45 where it points at 8.456.

Example 5: Write the decimal number that the arrow points at in the following diagrams:
a)

b)

c)

Solution: a) 24.3 b) 3.005 c) 6.378

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Class VI: Decimals SynConnect - Mathematics

4. Expressing Decimals into Fractions

Step 1: Write down the decimal divided by 1, like this: decimal/1

Step 2: Multiply both top and bottom by 10 for every number after the decimal point. (For
example, if there are two numbers after the decimal point, then use 100, if there are three
then use 1000, etc.)
Step 3: Simplify (or reduce) the fraction :
Example: Express 0.75 as a fraction

0.75
Step 1: Write down 0.75 divided by 1:
1

Step 2: Multiply both top and bottom by 100 (there were 2 digits after the decimal point so that is
10×10=100):

× 100

0.75 75
=
1 100

× 100

Step 3: Simplify the fraction (this took me two steps):

÷5 ÷5

75 15 3
_____ = _____ = _____
100 20 4

÷5 ÷5

Step 4: Answer = 3/4

Note: 75/100 is called a decimal fraction and 3/4 is called a common fraction.

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Class VI: Decimals SynConnect - Mathematics

TIPS FOR COMPETITIVE LEVEL

1. Application of Decimals in Money, Length and Weight

a) Money

Sl. No. PAISE RUPEES

1. 1p Re 0.01
2. 5p Re 0.05
3. 10p Re 0.1
4. 20p Re 0.2
5. 25p Re 0.25
6. 50p Re 0.50
7. 100p Re 1
b) Length

0.0000006

c) Weight

2. Addition of Decimals

How to add Decimals that have different numbers of decimal places

 Write one number below the other so that the bottom decimal point is directly below and
lined up with the top decimal point.
 Length of all decimal numbers must be equal. If their lengths are not equal add up with zeros
to get equal length
 Add each column starting at the right side.

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Class VI: Decimals SynConnect - Mathematics

Example 6: Add 3.2756 + 11.48

03.2756
(+) 11.4800  Adding up with zeros to get equal length
––––––––
14.7556
Example 7: Add 23.143 + 3.2756 + 11.48
1
2 3. 1 4 3 0
0 3. 2 7 5 6
(+) 1 1 . 4 8 0 0
–––––––––––
37.8986

3. Subtraction of Decimals
How to subtract decimals that have different numbers of decimal places.
 Write the number that is being subtracted from. Write the number that is being subtracted
below the first number so that the decimal point of the bottom number is directly below and
lined up with the top decimal point.
 Add zeros to the right side of the decimal with fewer decimal places so that each decimal has
the same number of decimal places.
 Subtract the bottom number from the top number.
Example 1: Evaluate: 11.48 - 3.2756
1 1 . 4 8 0 00000
(-) 0 3 . 2 7 5 6
8.2044

Example 2: Evaluate: 24 – 8.327

13 99 10
24 00 0
(-) 8 . 32 7
15 . 67 3

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Class VI: Decimals SynConnect - Mathematics

LEVEL - I
1. A water pitcher weighs 0.64 kg when empty and 1.728 kg when filled with water. How much
does the water weigh?

2. A cyclist has travelled 145.8 km in the first stage of a race, 136.65 km in the second stage and
162.62 km in the third. How many kilometers must the cyclist still complete if the entire race is
1000 km in length?

3. Todays temperature is 27.5ºC. Yesterday, it was 31.4ºC. By how many ºC temperature has
decreased?

4. It rained 0.8 inches on Saturday and 0.2 inches on Sunday. How much did it rain on Saturday and
Sunday combined?

5. Brandi bought two watermelons. The first watermelon was 6.9 pounds, and the second
watermelon was 7.6 pounds. How many pounds of watermelon did Brandi buy?

6. Rama carried a bag weighing 1.785 kg. Her mother carried a bag weighing 2.5 kg. How much
more weight did the mother carry?

7. A carpenter bought a piece of wood that was 0.9 meters long. Then she sawed 0.2 meters off the
end. How long is the piece of wood now?

8. Brenda bought 4.2 pounds of melon and 7.9 pounds of cherries. How much fruit did she
buy in all?

9. Martin biked 3.8 kilometers on Thursday and 8.3 kilometers on Friday. How far did Martin bike
in all on Thursday and Friday?

10. A postman walked 3.8 km on Monday, 4.25 km on Tuesday and 2.870 km on Wednesday. How
far did he walk on all the three days.

11. Mario weighed two colored metal balls during a science class. The yellow ball weighed 2.2
pounds and the blue ball weighed 8.2 pounds. If Mario places both balls on the scale at the same
time, what will the scale read?

12. Ellen wanted to buy the following items: A DVD player for $49.95, a DVD holder for $19.95 and
a personal stereo for $21.95. Does Ellen have enough money to buy all three items if she has $90
with her?

13. Melissa spend $39.46 in groceries at a store. The cashier gave her $1.46 in change from a $50
bill. Melissa gave the cashier an angry look. What did the cashier do wrong? How much change
should Melissa get from the cashier?

14. If a 10-foot piece of electrical tape has 0.037 feet cut from it, then what is the new length of the
tape?

15. The times for three runners in a 100-yard dash are 9.85 s, 9.6 s, and 9.625 s. What is the winning
time?

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16. There was 82.5 kg of sugar in a shop. On a particular day, 180.250 kg of sugar arrived in the
shop. If 93.550 kg sugar was sold on that day, how much sugar is left in the shop?

17. Bottle A holds 4.3 litres of water and bottle B holds 2.9 litres less water than bottle A. What is the
volume of water in bottle B?

LEVEL - II
1. A man covers a journey by car in 3 hours. He covers a distances by 64 km 324 m during the first
hour, 58 km 56 m during the second hour and 62 km 8 m during the third hours. What is the
length of his journey?
2. Mrs. Jain bought 14.5 litres of refined oil for `1194.88. Find the cost per litre?
3. Multiply: 0.0325 by 0.0239.
4. The distance between Reeta’s house and her office is 14 km. She covers 10 km 65 m by Scooter,
3 km 75 m by bus and the rest on foot. How much distance does she cover by walking?
5. What number do you get by adding 2 thousandth and 73 ten thousandths together to 49
Hundreds?
6. The restaurants sells 2110.36 litres of milk on Saturday and 114.1 litres more than this amount on
Sunday. The following day, 174.64 litres of milk more than on Sunday were sold. How many
litres of milk did they sell on the Monday?
7. How many buckets of equal capacity can be filled from 586.5 litres of water, if each bucket has
capacity of 8.5 litres?
8. I purchased 2.500 kg of potatoes and 3.750 kg of onions. Some onions were lost in transit. On
reaching home, I found that I am left with only 4.650 kg of vegetable (potatoes and onions). How
much onion is lost?
9. Express in rupees, using decimal
(i) `26 and 75 paise (ii) `35 and 8 paise (iii) 104 paise (iv) 9 paise
10. Mr. Sidhu purchased 15.500 kg rice, 25.750 kg flour and 3.250 kg sugar. Find the total weight of
his purchases. Is it 50 kg or less? If less, how much less?

MULTIPLE CHOICE QUESTIONS

4
1. The fraction which is not equal to is
5
40 12 16 9
(a) (b) (c) (d)
50 15 20 15
5
2. The two consecutive integers between which, the fraction lies are
7
(a) 5 and 6 (b) 0 and 1 (c) 5 and 7 (d) 6 and 7
1
3. When is written with denominator as 12, its numerator is
4
(a) 3 (b) 8 (c) 24 (d) 12

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4. Which of the following is not in the lowest form?

7 15 13 27
(a) (b) (c) (d)
5 20 33 28
5 20
5. If  , then value of p is
8 p
(a) 23 (b) 2 (c) 32 (d) 16
6. Which of the following is not equal to the others?
6 12 15 18
(a) (b) (c) (d)
8 16 25 24
7. Which of the following fractions is the greatest?
5 5 5 5
(a) (b) (c) (d)
7 6 9 8
8. Which of the following fractions is the smallest?
7 9 3 2
(a) (b) (c) (d)
8 8 8 17
4 15
9. Sum of and is
17 17
19 11 19 2
(a) (b) (c) (d)
17 17 34 17
5 19
10. On subtracting from , the result is
9 9
24 14 14 14
(a) (b) (c) (d)
9 9 18 0

11. 0.7499 lies between

(a) 0.7 and 0.74 (b) 0.75 and 0.79
(c) 0.749 and 0.75 (d) 0.74992 and 0.75

12. 0.023 lies between

(a) 0.2 and 0.3 (b) 0.02 and 0.03 (c) 0.03 and 0.029 (d) 0.026 and 0.024

11
13. can be expressed in the form
7
1 1 4 1
(a) 7 (b) 4 (c) 1 (d) 11
4 7 7 7

4
14. The mixed fraction 5 can be expressed as
7
33 39 33 39
(a) (b) (c) (d)
7 7 4 4

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Class VI: Decimals SynConnect - Mathematics

15. 0.07 + 0.008 is equal to

(a) 0.15 (b) 0.015 (c) 0.078 (d) 0.78

16. Which of the following decimals is the greatest?

(a) 0.182 (b) 0.0925 (c) 0.29 (d) 0.038

17. Which of the following decimals is the smallest?

(a) 0.27 (b) 1.5 (c) 0.082 (d) 0.103

18. 13.572 correct to the tenth place is

(a) 10 (b) 13.57 (c) 14.5 (d) 13.6

19. 15.8 – 6.73 is equal to

(a) 8.07 (b) 9.07 (c) 9.13 (d) 9.25

20. The decimal 0.238 is equal to the fraction

119 238 119 119
(a) (b) (c) (d)
500 25 25 50

LEVEL – I

1. 1.088 kg 2. 554.93 km 3. 3.9°C 4. 1 inch 5. 14.5 pounds

6. 0.715 kg 7. 0.7 meters 8. 12.1 pounds 9. 12.1 km 10. 10.92 km
11. 10.4 pounds 12. No 13. $ 10.54 14. 9.963 foot 15. 9.6 seconds
16. 169.2 kg 17. 1.4 litres
LEVEL – II

1. 184.388 km 2. `82.4055 3. 0.00077675 4. 0.86 km 5. 4900.0093

6. 2399.1 litres 7. 69 buckets 8. 1.6 kg
9. (i) `26.75, (ii) `35.08, (iii) `1.04, (iv) `0.09
10. 44.500 Kg

MULTIPLE CHOICE QUESTIONS

1. (d) 2. (b) 3. (a) 4. (b) 5. (c)

6. (c) 7. (b) 8. (c) 9. (a) 10. (b)
11. (c) 12. (b) 13. (c) 14. (b) 15. (c)
16. (c) 17. (c) 18. (d) 19. (b) 20. (a)



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 9
Data: Collection of observations is called data.

Data are of two type:

(a) Primary Data: When an investigator collects data himself with a definite plan or design in
his (her) mind, it is called primary data.

(b) Secondary Data: Which are not originally collected by the investigator, but they are obtained
from some sources are called secondary data.

Data Representation
Any information collected can be first arranged in a frequency distribution table, and this
information can be put as a visual representation in the form of pictographs or bar graphs. Graphs
are a visual representation of organised data. They are of following types:

1. Bar Graphs 2. Pictograph 3. Pie charts 4. Line Graph

1. Bar Graph: A bar graph is the representation of data using rectangular bars of uniform
width, and with their lengths depending on the frequency and the scale chosen. The bars can
be plotted vertically or horizontally. You can look at a bar graph and make deductions about
the data. Bar graphs are used for plotting discrete or discontinuous data, i.e. data that has
discrete values and is not continuous. Some examples of discontinuous data are ‘shoe size’
and ‘eye colour’, for which you can use a bar chart. On the other hand, examples of
continuous data include ‘height’ and ‘weight’. A bar graph is very useful if you are trying to
record certain information, whether the data is continuous or not.

Use of Graph for Comparative Analysis: Graphs can also be used for comparative
analysis. Double bar graphs are used for comparing data between two different things. The
difference between a bar graph and a double bar graph is that a bar graph displays one set
of data, and a double bar graph compares two different sets of information or data.

2. Pictograph: A pictograph can be used to illustrate data that can be counted using symbols to
represent amount.

Bus
Car
= 20 objects
Key or persons
= 20 peoples Walk
Cycle
Train

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Central Value

The central value or representative value of a group of observations or data is the value that represent
the entire data.

Measure of Central Tendency

The most commonly used measures of central tendency are:
1. Arithmetic mean 2. Mode 3. Median
1. Arithmetic mean: Arithmetic mean is a number that lies between the highest and the
lowest value of data.

sum of observations
Arithmetic mean =
number of observations
Note: Arranging the data in ascending or descending order is not needed to calculate
arithmetic mean.
2. Mode: Mode refers to the observation that occurs most often in a given data. The following
are the steps to calculate mode:
Step – 1: Arrange the data in ascending order.
Step – 2: Tabulate the data in a frequency distribution table.
Step – 3: The most frequently occurring observation will be the mode.

Note:  It is possible for a set of data values to have more than one mode.
 If there are two data values that occur most frequently, we say that the
set of data values is bimodal.
 If there is no data value or data values that occur most frequently, we
say that the set of data values has no mode.
3. Median: The mid-value of the sorted list of numbers

15  16 31
Middle Value =   15.5
2 2
4. Range: Range = Highest observation – Lowest observation

Mode of Large Data

Example 1: Following are the margins of victory of goals in the football matches of a league.
1, 3, 2, 5, 1, 4, 6, 2, 5, 2, 2, 2, 4, 1, 2, 3, 1, 1, 2, 3, 2,6, 4, 3, 2, 1, 1, 4, 2, 1, 5, 3, 3, 2, 3, 2,
4, 2, 1, 2
Find the mode of this data.
Solution: Let us put the data in a tabular form:

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Since 2 has occurred the highest number of times, 2 is the mode. Thus, most of the
matches have been won with a victory margin of 2 goals.
Bar Graphs of Grouped Data
In this section we will learn to draw and interpret the bar graphs of grouped data. The bar
graphs of grouped data are graphs with no spacing between the bars. To draw bar graphs of
grouped data, we use the following steps:
(a) Draw the perpendicular axes.
(b) Mark class boundaries on the horizontal axis.
(c) Mark frequencies on the vertical axis.
(d) Construct rectangles with the respective class intervals as the bases and the
corresponding frequencies as the heights. The areas of rectangles must be proportional
to the frequencies of their classes.

Example 2: The height of 20 students of a class are given as under:

Heights (in cm) Number of students
120 – 125 1
125 – 130 2
130 – 135 4
135 – 140 2
140 – 145 6
145 – 150 4
150 – 155 1

Solution: Take heights along horizontal axis and frequencies along vertical axis. We
represent each class interval by 10 small divisions along horizontal axis and
take heights proportional to the corresponding frequencies. Since the scale on
horizontal axis starts at 120, a kink (break) is indicated near the origin to show
that the graph is drawn to scale beginning from 120 and not from the origin.
The bar graph is shown in figure.
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Pie Charts
There is another type of graph known as pie graph or pie chart which is drawn in circle to represent
data.

A diagram used to represent statistical data by dividing a circle into sectors is known as pie chart or
pie graph.

Pie graphs are circular, so they are also called circle graphs. Each sector of a pie graph shows a
fraction of the data. It shows the relation of the part with the whole.

Example 3: A survey was made to find the types of music that a certain Semi-classical
group of young people liked in a city. The pie chart in 20%
Light
figure depicts the finding of this survey. From this pie chart Classical
40%
answer the following questions : 10% Folk
30%
(a) If 20 people liked semi-classical music, how many
young people were surveyed?
(b) Which type of music is liked by the maximum number of people?
(c) If a cassette company were to make 1000 CDs, how many of each type would they
make?
Solution : (a) 20% of the total people surveyed = 20
20 100 20
Total people surveyed =  100 20% 
20 100
(b) Maximum percentage = 40%
Light music is liked by maximum number of people
40 1000
(c) CDs of light music = 40% of 1000 =  400
100
30 1000
CDs of folk music = 30% of 1000 =  300
100
10 1000
CDs of classical music = 10% of 1000 =  100
100
20 1000
CDs of semi-classical music = 20% of 1000 =  200
100
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METHOD OF DRAWING PIE CHARTS

We follow the under mentioned steps to draw pie graphs (charts):

1. From the given data, we find the total of the frequencies.

2. For each variable, we calculate the angle of the sector (i.e., angle at the centre of the circle). This
angle is called central angle.
Frequency of the var iable
Central angle for a variable =  360º
Total of frequencies

3. We draw a circle of convenient radius.

4. We draw the sectors corresponding to the central angles calculated in step 2 above.

5. Write down the names of the variables and their corresponding central angles of the sectors.

Note : Sum of all the central angles is 360º.

Example 4: Pooja spends different hours of a working day as follows :

Activity School Home assignments Play Sleep Others
No. of hours 8 3 2 8 3

Draw a pie chart to represent the above data.

Frequency of the var iable
Solution: We know that central angle for a variable =  360º
Total of frequencies
Total frequency = 8 + 3 + 2 + 8 + 3 = 24
45º School
8 30º
 Central angle for school =  360º  120º Home Play 120º
24 assignment
120º º
3 45 hers
Central angle for home assignment =  360º  45º Sleep
O t
24
2
Central angle for play =  360º  30º
24
8
Central angle for sleep =  360º  120º
24
3
Central angle for other activities =  360º  45º
24
Now we draw a pie chart as shown in Figure.

Example 5: The shoppers who come to a departmental store are marked as: man (M), woman
(W), boy (B) or girl (G). The following list gives the shoppers who came during the
first hour in the morning:
WWWGBWWMGGMMWWWWGBMWBGGMWWMMWWWMWBWG
WWWWGWMMWWMWGWMGWMMBGGWM
Make a frequency distribution table using tally marks. Draw a bar graph to
illustrate it.

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Solution: Boy observing the data given above, we can make a frequency distribution table as
follows:
Shopper Tally marks Number
W 28
M 15
B 5
G 12

The bar graph of this data can be drawn as follows:

Example 6: The weekly wages (in `) of 30 workers in a factory are:

830, 835, 890, 835, 886, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845, 804, 808,
812, 840, 885, 835, 835, 836, 878, 840, 868, 890, 806, 840, 807
Using tally marks make a freqeuncy table with intervals as 800 – 810, 810 – 820 and
so on.
Solution: A frequency distribution table by using tally marks for the above data is as follows:
Interval Tally marks Number
800 – 810 |||| 4
810 – 820 | 1
820 – 830 | 1
830 – 840 8

840 – 850 5

850 – 860 1
860 – 870 3
870 – 880 1
880 – 890 2
890 – 900 4

Note: Interval 800 – 810 contains entries 800 to less than 810.
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Example 7: Draw a histogram for the frequency table made for the data in Example 6 and Answer
the following questions.
(i) Which group has the maximum number of workers?
(ii) How many workers earn `850 and more?
(iii) How many workers earn less than `850?

Solution: A histogram for the above frequency distribution table is as follows:

10
9
8
7
Number of workers

6
5
4
3
2
1
0
810 820 830 840 850 860 870 880 890 900
Weekly wages

(i) 830 – 840 is the group which has the maximum number of workers.
(ii) The workers who earn more than are equal to `850 are the number of workers
who fall in the group of 850 – 860 or 860 – 870 or 870 – 880 or 880 – 890.
Hence, the total number of workers earning more than or equal to 850 will be the
sum of the numbers of all these workers, i.e., 1 +3 + 1 + 2 + 4 = 11.
(iii) The workers who earn less than `850 are the number of workers who fall in the
grouop of 800 – 810 or 810 – 820 or 820 – 830 or 830 – 840 or 840 – 850.
Hence, the total number of workers earning less than 850 will be the sum of the
numbers of all these workers i.e., 4 + 1 + 1 + 8 + 5 = 19.

Example 8: The number of hours for which students of a particular class watched television
during holidays is shown through the given graph.
Answer the following
(i) For how many hours did the maximum number of students watch TV?
(ii) How many students watched TV for less than 4 hours?
(iii) How many studetns spent more than 5 hours in watching TV?
32
28
24
Number of Students

20
16
12
8
6
4

2 3 4 5 6 7
Hours of TV watched per day

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Solution: (i) From the graph, it can be observed that the maximum number of students
(i.e., 32) watched TV for 4 – 5 hours.
(ii) The students who watched TV for less than 4 hours are the students who watched
TV for 1 – 2 hours or 2 – 3 hours or 3 – 4 hours.
Hence, total number of students = 4 + 8 + 22 = 34
(iii) The studetns who watched TV for more than 5 hours are the studetns who
watched TV for 5 – 6 hours or 6 – 7 hours.
Hence, total number of students = 8 + 6 = 14

Example 9: A survey was made to find the type of music that a certain group of young people
liked in a city. Adjoining pie chart shows the findings of this survey. From this pie
chart answer the following:
(i) If 20 people liked classical music, how many young people were surveyed?
(ii) Which type of music is liked by the maximum number of people?
(iii) If a cassette company were to make 1000 CD’s, how many of each type would
they make?

Solution: (i) Number of people who like classic music = 10%

This 10% represents 20 people.
20 100
100% represents =  200 people
10
Therefore, 200 young people were surveyed.
(ii) From the pie chart, it can be easily observed that the light music is
represented by the maximum part of the pie chart (i.e., 40%). Hence, most
of the people like light music.
(iii)Number of CD’s of classical music = 10% of 1000
10
 1000 = 100
100
Number of CD’s of semi-classical music = 20% of 1000.
20
 1000 = 200
100
Number of CD’s of folk music = 30% of 1000
30
 1000 = 300
100
Number of cassettes of light music = 40% of 1000
40
 1000 = 400
100
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Example 10: A group of 360 people were asked to vote for their favourite season from the three
seasons rainy, winter and summer.
(i) Which season got the most votes?
(ii) Find the central angle of each sector.
(iii) Draw a pie chart to show this information
Season Number of votes

Summer 90

Rainy 120

Winter 150

Solution: (i) Winter

(ii) total number of votes = 90 + 120 + 150 = 360
Season Number of votes Central angle

Summer 90 90°

Rainy 120 120°

Winter 150 150°

(iii) A pie chart can be drawn for the above data as follows:

Example 10: List the outcomes you can see in these experiments.
(a) Spinning a wheel

A C

(b) Tossing two coins together

Solution: (a) On spinning the given wheel, the possible outcomes area A, B, C, D.
(b) By tossing two coins together, the possible outcomes are HT, TH, HH, TT where
H and T represents Head and Tail of the coins respectively.

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Example 11: When a dice is thrown, list the outcomes of an event of getting
(i) (a) a prime number
(b) not a prime number
(ii) (a) a number greater than 5
(b) a number not greater than 5

Solution: When a dice is thrown, the possible outcomes are 1, 2, 3, 4, 5 and 6.

(i) (a) Out of these outcomes, 2, 3, 5 are prime numbers. Hence, these are the
outcomes of an event of getting a prime number on the face of a dice.
(b) Out of these outcomes, 1, 4, 6 are not prime numbers. Hence, these are the
outcomes of an event of not getting a prime number on the face of a dice.

(ii) (a) Out of these outcomes, a number of greater than 5 is possible when 6 comes
on the face of the dice.
(b) Out of these outcomes, a number not greater than 5 is possible when the
number on the face of the dice is any one of the outcomes 1, 2, 3, 4, 5.

IMPORTANT TIPS FOR COMPETITIVE EXAMS

1. The word data means information in the form of numerical figures or a set of given
information.

2. Data obtained in the original form is called a raw data

3. Arranging the numerical figures of a data in ascending or descending order is called an

array.

4. Arranging the data in a systematic tabular form is called tabulation or presentation of

the data

5. Each numerical figure in a data is called an observation

6. The number of times a particular observation occurs is called its frequency

7. The difference between the highest and lowest values of the observations in a given
data is called its range.
sum of all observations
8. Mean 
number of observations

9. A table showing the frequencies of various observations of data is called a frequency

distribution or simply a frequency table.

10. When the number of observations is large. We make use of tally marks to find the
frequencies.

11. Tallies are usually marked in a bunch of five for the case of counting.

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12. When the list of observations is long, the data is usually organised into groups called
class intervals and the data so obtained is called a grouped data

13. The lower value of a class interval is called its lower limit and the upper value is called
its upper limit.

14. The difference between the upper and lower class limits is called the width or the size
of the class interval.

15. Mean: Mean in statistics is same as the average in arithmetic.

For a raw data:
sum of all observations
Mean 
number of observations



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LEVEL - I
1. The mean of 10 observation is 25. If one observation, namely 25, is deleted, find the new
mean.
2. Find the mean of 17, 19, 20, 21 and 23.
3. If each entry of a data is increased by 5, then find the new arithmetic mean.
4. The arithmetic mean of five given numbers is 85. What is their sum?
5. The average weight of sample of 10 apples is 52 g. Later it was found that the weighing
machine had shown the weight of each apple 10 g less. What is the correct average weight of
an apple?
6. The mean of 6, y, 7, x and 14 is 8. Then find the relation between x and y
7. Find the mean of 994, 996, 998, 1000 and 1002
8. Find the median of 8, 6, 10, 12, 14.
9. If the averages of the given data 6, 10, 12, x, 16 is 14. Find the value of x

LEVEL - II
1. In class of 100 students the mean marks obtained in a subject is 30 and in another class of 50
students the mean marks obtained in the same subject is 60. What is the mean marks obtained
by the students of two classes taken together?
2. The average noon temperature for Monday, Tuesday and Wednesday was 53° and for
Tuesday, Wednesday and Thursday it was 56°. If the noon temperature on Thursday was 60°.
Find the noon temperature on Monday.
3. Draw a pie chart showing the following information. The table shows the colours preferred
by a group of people.
Colours Number of people
Blue 18
Green 9
Red 6
Yellow 3
Total 36

4. The adjoining pie chart gives the marks scored in an examination by a student in Hindi,
English, Mathematics, Social Science and Science. If the total marks obtained by the students
were 540, answer the following questions.
S. S
(i) In which subject did the student score 105 marks? c ie n
ce
(Hint: for 540marks, the central angle = 360°. So, for 105 90°
65°
Science

marks, what is the central angle? 80°

sh

55°
gli

(ii) How many more marks were obtained by the student in 70°
En

Mathematics than in Hindi? Hindi

(iii) Examine whether the sum of the marks obtained in Social

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Class VI: Data Handling SynConnect - Mathematics
Science and Mathematics is more than that in Science and
Hindi.
(Hint: Just study the central angles)

5. The number of students in a hostel, speaking different languages is given below.

Display the data in a pie chart.
Language Hindi English Marathi Tamil Bengali Total
No. of students 40 12 9 7 4 72

6. Numbers 1 to 10 are written on ten separate slips (one number on one slip), kept in a box and
mixed well. One slip is chosen from the box without looking into it. What is the
probability of :
(i) getting a number 6?
(ii) getting a number less than 6?
(iii) getting a number greater than 6?

7. If you have a spinning wheel with 3 green sectors, 1 blue sector and 1 red sector, what is the
probability of getting a green sector? What is the probability of getting a non blue sector?

MULTIPLE CHOICE QUESTIONS

1. The arithmetic mean of first five natural numbers is:
(a) 3 (b) 4 (c) 5 (d) 6
2. If the arithmetic mean of 6, 8, 5, 7, x and 4 is 7, then x is:
(a) 12 (b) 6 (c) 8 (d) 4
3. The arithmetic mean of first ten natural numbers is :
(a) 5.5 (b) 6 (c) 7.5 (d) 10
4. The mean of x, x + 3, x + 6, x + 9 and x + 12 is:
(A) x + 6 (B) x + 3 (C) x + 9 (D) x + 12
5. 20 years ago, when my parents got married, their average age was 23 years, now the average
age of my family, consisting of myself and my parents only is 35 years. My present age is:
(a) 34 years (b) 42 years (c) 24 years (d) 19 years
6. The daily sale of kerosene (in litres) in a ration shop for six days is as follows:
75, 120, 12, 50, 70.5 and 140.5. The average daily sale is :
(a) 150 (b) 10 (c) 142 (d) 78
7. The mean of five numbers is 27. If one of the numbers is excluded the mean gets reduced
by 2. The excluded number is:
(a) 35 (b) 27 (c) 25 (d) 40

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8. Of three numbers, the first is twice the second and thrice the third, the average of all the three
numbers is 88, then the smallest number is
(a) 72 (b) 46 (c) 48 (d) 52

9. The average age of m boys is ‘b’ years and ‘n’ girls is ‘c’ years. Find the average age of all
together
mb  nc mb  nc mb  nc mb  nc
(a) (b) (c) (d)
mn mn mn mn

1 1 2 3
10. The average of 31 , 32 , 31 and 33 is :
2 4 3 4
7 7 23 1
(a) 42 (b) 32 (c) 17 (d) 31
23 24 24 3

LEVEL – I

1. 25 2. 20 3. Increased by 5 4. 425 5. 62 g
6. x + y = 13 7. 998 8. 10 9. x = 26

LEVEL – II

1. 40. 2. 51° 4. (i) Hindi, (ii) 30 marks, (iii) Yes

1 1 2 3 4
6. (i) , (ii) , (iii) 7. ,
10 2 5 5 5

MULTIPLE CHOICE QUESTIONS

1. (a) 2. (a) 3. (a) 4. (a) 5. (d)

6. (d) 7. (a) 8. (c) 9. (c) 10. (b)



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10
IMPORTANT FORMULAE
1. Rectangle D E

Area of rectangle =l×b

Perimeter = 2(l  b) d b

Area
Length (l) =
Breadth A B
Area
Breadth (b) =
Length

Diagonal (d) = l 2  b2

2. Square D a C

Area of square = a × a = a2
Perimeter 4a a a
p
Side of a square = a   a2
4
Diagonal (d) = a 2  a 2  2a 2  a 2
a
A B

C
3. Parallelogram D

Area of parallelogram = b × h
Area
Base =
Height
A b B
Area
Height =
Base
Perimeter = 2 × (sum of two adjacent sides)

4. Triangle
1
Area of Triangle = b h
2
2  Area
Base =
Height
2  Area
Height =
Base b
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5. Circle

Area of Circle =  r2
Circumference = 2 r
Diameter = 2r
22
Where   or 3.14
7

TIPS FOR COMPETITIVE LEVEL

1. Area of Quadrilaterals (Area of General Quadrilateral)
A simple quadrilateral may be considered as made up of two triangles separated by a
diagonal.

In the given figure, ABCD is quadrilateral with diagonal AC. Two triangles thus, formed are
ABC and ACD.

Area of quadrilateral may be found by adding

the areas of two triangles.
1
Area of ABC   AC  h1
2
1
Area of ACD   AC  h2
2
Area of Quadrilateral ABCD
1 1
  AC  h1   AC  h2
2 2
1
  AC  (h1  h2 )
2
1
  d (h1  h2 )
2
Where d = diagonal, h1 and h2 are perpendicular to the diagonal from opposite vertices.

2. Area of Rhombus

A rhombus is a parallelogram with all side equal. An

important property of rhombus is that its diagonals are
perpendicular bisectors of each other. ABCD is a
rhombus with diagonals AC and BD.
1  1 
   AC  OD     AC  OB 
 2   2 
1
 AC  (OD  OB)
2
1
  AC  BD
2
1
 d1  d 2
2
1
 Product of diagonals
2
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By using Pythagoras theorem, we can also find the side of rhombus if the length of diagonals
are known if diagonals bisect at O such that AOD is right triangle, then
AD2  AO2  OD2
2 2
 1st diagonal   2nd diagonal 
AD     
 2   2 
2 2
 d1   d 2 
Side of rhombus =      where d1, d2 are diagonal
2  2

3. Area of Trapezium
D C
A trapezium is a quadrilateral in which one pair of
opposite sides is parallel. ABCD is a trapezium in
which AB and CD are two parallel sides while AD and
h h
BC are non-parallel. Each of the parallel sides is called
a base. The distance between the two bases is called
the height or altitude of the trapezium.
B
Consider the trapezium ABCD as made of two ABC
and ACD.
 Area of trapezium ABCD
= Area of ABC + Area of ACD.
1
Area of ABC   AB  h
2
1
Area of ABC   DC  h
2
1 1
Area of trapezium ABCD   AB  h  DC  h
2 2
1
  (AB  DC)  h
2
1
  (Sum of parallel sides)  (Distance b/w the parallel sides)
2

4. Area of a Polygon

The area of this pentagon may be found by C

splitting it into 3 triangles and 1 trapezium.
B
The area of a regular hexagon may be found in 1 2 3
more than one ways as shown.
D
1
4
2 2

3 E
By adding area of By adding triangels
trapezium (1) and (2) (1) and (3) and the
area of rectangle (2)
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5. Surface Area of Cuboid

Total surface area of cuboid = 2( b  bh  h)

Lateral surface area of cuboid = 2h(  b)

6. Surface Area of Cube

Total surface area of cube = 6a2

Lateral surface area of cube = 4a2

7. Surface Area of Cylinder

Curved surface area = 2rh

Total surface area = 2rh + 2r2

= 2r(h + r)

Example 1: Find the area of the shaded triangle in the given figure.

Solution: This figure consist of 1 rectangle or 3 3 cm

unshaded and 1 shaded triangle.
Area of rectangle = 8 × 6 = 48 cm2 4 cm A
1 B
Area of triangle A =  4  5
2 6 cm
= 10 cm2
1 2 cm C
Area of triangle B =  6  3 = 9 cm2
2
8 cm
1
Area of triangle C =  8  2 = 8 cm2
2
Area of shaded triangle = Area of rectangle – Area of unshaded triangle
= 48 – (10 + 9 + 8) = 48 – 27
= 21 cm2
Example 2: The shape of a garden is rectangular in the middle and semicircular at the ends. Find
the area of the garden?
Solution: To find the area of the given figure, it
may be considered as the sum of area
of a rectangle and 2 semicircles. A 7m
Length of rectangle.
=20 – (3.5 + 3.5) = 20 – 7
20 m
= 13 m
Width of rectangle = 7 cm

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2
Area of rectangle = 13 × 7 = 91 m
1  22 
Area of semicircle A    3.5  3.5
2 7 
1  22 
Area of semicircle B    3.5  3.5
2 7 
22
Area of A and B   3.5  3.5  38.5m2
7
Total area = Area of A + B + C
= (91 + 38.5)m2 =129.5 m2
Example 3: Find the area of a quadrilateral ABCD in which diagonal BD = 12 cm and
perpendicular from vertices A and C measures 8 cm and 4 m, respectively.

Solution: Area of quadrilateral ABCD

= Area of ABD and area of CBD
1 1 1
=  BD  AX   BD  CY =  BD  (AX  CY)
2 2 2
1
= 12(8  4) = 72 sq.m
2

Example 4: The diagonal of a rhombus are 15 cm and 18m find its area and side.
1
Solution: Area of rhombus = × product of two diagonals.
2
1
= 15 18 = 135 cm2
2
2 2
 d1   d 2 
Side of the rhombus =    
2  2
2 2
 15   18 
=    
 2  2
225 324
= 
4 4
549 3 3
=  61   7.81 = 11.71 cm
4 2 2

Example 5: The area of a trapezium is 90 cm2 and its height is 6 cm. If one of the parallel sides is
twice that of the others. Find the two parallel sides.
Solution: Let the length of the smaller parallel side be x cm
Then length of the other parallel sides = 2x cm
1
Area of trapezium =  (Sum of parallel sides)  height
2
1
90   ( x  2 x)  6
2
90 = 3(3x)
90 = 9x
90
x = 10 cm. The other side is 2x = 20 cm
9
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Example 6: An agriculture field has a shape of an irregular polygon as shown below. Its
dimensions are AB = 220m, AL = 20 cm, AM = 30m, BN = 160 m, OB = 40 cm,
TM = OS = 60 m, LP = 20 m, NQ = 60m, MN = 30 m. Find area of the field.
B R

N Q

T M
L P

A
Solution: To find the area of the field we need to find the sum of area of its parts.
1
Area of ALP =  AL  LP
2
1
=  20  20  200m2
2
1
Area of trapezium PLNQ =  LN  (LP  NQ)
2
1
=  40  (20  60)
2
1
=  40  80 = 1600 m2
2
Area of rectangle QNBR = BN × NQ
= 160 × 60 = 9600 m2
1 1
Area of AMT =  AM  MT =  30  60 = 900 m2
2 2
Area of rectangle MOS = TM × OM
= 60 × 150 = 9000 m2
1
Area of SOB =  OS  OB
2
1
=  60  40 = 1200 m2
2
Therefore, the area of field = (200 + 1600 + 9600 + 900 + 9000 + 1200) m
= 22,500 m2

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LEVEL – I
1. Following figures are formed by joining six unit squares. Which figure has the smallest
perimeter in figure.

(ii) (iii) (iv)

(a) (ii) (b) (iii) (c) (iv) (d) (i)

2. A square shaped park ABCD of side 100 m has two equal A B

5m
rectangular flower beds each of size 10m ×5 m (figure). Length 10 m
of the boundary of the remaining park is:
(a) 360 m (b) 400 m
(c) 340 m (d) 460 m D C

3. Choose the correct answer from the given four options:

In figure, a square of side 1 cm is joined to a square of side
3 cm. the perimeter of the new figure is:
(a) 13 cm (b) 14 cm
(c) 15 cm (d) 16 cm 3 cm

4. Which of the following statements are true for false?

(a) Geeta wants to raise a boundary wall around her house. For this, she must find the area of
the land of her house.
(b) A person preparing a track to conduct sports must find the perimeter of the sports ground.

5. Fill in the blanks to make the statements true:

(a) Perimeter of a triangle with sides 4.5 cm, 6.02 cm and 5.38 cm is _____.
(b) Area of a square of side 5 cm is _____.

6. Sabina wants to cover the floor of her room whose length is 4 m and breadth is 3 m by square
tiles. If each square tile is of side 20 cm, then find the number of tiles required to cover the
floor of her room.
(a) 200 (b) 300 (c) 400 (d) 500

7. The side of a square is 10 cm. How many times will the new perimeter become if the side of
the square is doubled?
(a) 2 times (b) 4 times (c) 6 times (d) 8 times

8. Length and breadth of a rectangular sheet of paper are 20 cm and 10 cm, respectively. A
rectangular piece is cut from the sheet as shown in figure. Which of the following statements
is correct for the remaining sheet?
2 cm

10 cm 5 cm

(a) Perimeter remains same but area changes.

(b) Area remains the same but perimeter changes.
(c) Both area and perimeter are changing.
(d) Both area and perimeter remain the same.
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9. Two regular Hexagons of perimeter 30 cm each are joined as

shown in figure. The perimeter of the new figure is:
(a) 65 cm (b) 60 cm
(c) 55 cm (d) 50 cm

10. In figure, which of the following is a regular polygon?

(ii) (iii) (iv)

(a) (i) (b) (ii) (c) (iii) (d) (iv)

11. A rectangle and a square have the same perimeter (figure) 6

(a) The area of the rectangle is______.

(b) The area of the square is ______.

12. (a) 1m = ___________ cm.

(b) 1 sq. cm = ___________ cm × 1 cm.
(c) 1 sq. m. = 1 m × ___________ m = 100 cm × ___________ cm.
(d) 1 sq. m. = ___________ sq. cm.

13. Perimeter of an isosceles triangle is 50 cm. If one of the two equal sides is 18 cm, find the
third side.
(a) 14 cm (b) 15 cm (c) 10 cm (d) 16 cm

14. Three squares are joined together as shown in figure. Their

sides are 4 cm, 10 cm and 3 cm. Find the perimeter of the
figure.
(a) 52 cm (b) 53 cm
10 cm 3 cm
(c) 54 cm (d) 55 cm

15. In Figure, all triangles are equilateral and AB = 8 units. Other

triangles have been formed by taking the mid points of the 1 1
sides. What is the perimeter of the figure?
(a) 40 unit (b) 42 unit 4

(c) 45 unit (d) 46 unit

B C

16. Find the diameter of a circle whose radius is 4.5 cm.

(a) 8 cm (b) 9 cm (c) 10 cm (d) 11 cm

17. Find the radius of a circle whose diameter is 7 cm.

(a) 3 cm (b) 3.2 cm (c) 3.4 cm (d) 3.5 cm

 22 
18. Find the circumference of a circle whose radius is 3.5 cm.  Take  = 
 7 
(a) 20 cm (b) 21 cm (c) 22 cm (d) 23 cm

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19. Find the circumference of a circle whose radius is 5 cm. [Take  = 3.14]
(a) 31 cm (b) 31.4 cm (c) 31.5 cm (d) 35 cm

 22 
20. Find the radius of a circle whose circumference is 44 cm.  Take  = 
 7 
(a) 7 cm (b) 3.5 cm (c) 8 cm (d) 10 cm

 22 
21. Find the diameter of a circle whose circumference is:  Take  = in each case 
 7 
(a) 66 cm (b) 35.2 cm (c) 30.8 cm)
22. The circumference of a circle is 88 cm. Its diameter is
(a) 28 cm (b) 42 cm (c) 56 cm (d) None of these

23. How many envelops can be made out of a sheet of paper 72 cm by 48 cm, if each envelope
requires a paper of size 18 cm by 12 cm?
(a) 4 (b) 3 (c) 12 (d) 16

24. The area of a rectangle is 126 m2 and its length is 12 m. The breadth of the rectangle is
(a) 10 m (b) 10.5 m (c) 11 m (d) 11.5 m

25. The area of rectangle carpet is 120 m2 and its perimeter is 46 m. The length of its diagonal is
(a) 15 m (b) 16 m (c) 17 m (d) 20 m

26. If the ratio between the length and perimeter of a rectangle for plot is 1 : 3, then the ratio
between the length and breadth of plot is
(a) 1 : 2 (b) 2 : 1 (c) 3 : 2 (d) 2 : 3

27. Perimeter of square of side 16 cm is

(a) 25 cm (b) 64 cm (c) 32 cm (d) 48 cm

28. The diameter of a wheel of a car is 70 m. How much distance will it cover in making 50
revolutions?
(a) 350 m (b) 11000 m (c) 165 m (d) 220 m

29. A room is 5 m 40 cm long and 4m 50 cm broad. Its area is

(a) 23.4 m2 (b) 24.3 m2 (c) 25 m2 (d) 98.0 m2

30. The three angles of a quadrilateral are 80°, 70° and 120°. The fourth angle is
(a) 110° (b) 100° (c) 90° (d) 80°

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LEVEL - II
1. Square and a rectangular field with measurements as given in
the figure have the same perimeter. Which field has a larger
area? 80 m
(a) (b)

2. Mrs. Kaushik has a square plot with the measurement as shown

in the figure. She wants to construct a house in the middle of 20 m

the plot. A garden is developed around the house. Find the total

15 m
25 m House

cost of developing a garden around the house at the rate of 55

paise per cm2 Garden

25 m

3. A flooring tile has the shape of a parallelogram whose base is 24 cm and the corresponding
height is 10 cm. How many such tiles are required to cover a floor of area 1080 m2? (If
required you can split the tiles in whatever way you want to fill up the corners).

4. An ant is moving around a few food pieces of different shapes

scattered on the floor. For which food-piece would the ant have to
take a longer round? Remember, circumference of a circle can be
obtained by using the expression c = 2r, where r is the radius of the
circle
2.8 cm

1.5 cm
(a) (b) (c)
2.8 cm 2 cm 2 cm
2.8 cm

5. The shape of the top surface of a table is a trapezium. Find its area if
its parallel sides are 1 m and 1.2 m and perpendicular distance 0.8 m

between them is 0.8 m.

1.2 m

2
6. The area of a trapezium is 34 cm and the length of one of the parallel sides is 10 cm and its
height is 4 cm. Find the length of the other parallel side.

7. Length of the fence of a trapezium shaped field ABCD is 120 m. If D

BC = 48 m, CD = 17 m and AD = 40 m, find the area of this field.

Side AB is perpendicular to the parallel sides AD and BC. B C

8. The diagonals of a rhombus 7.5 cm and 12 cm. Find its area.

9. Find the area of a rhombus whose side is 5 cm and whose altitude is4.8 cm. If one of its
diagonals is 8 cm long, find the length of the other diagonal.

10. The floor of a building consists of 3000 tiles which are rhombus shaped and each of its
diagonals are 45 cm and 30 cm in length. Find the total cost of polishing the floor, if the cost
per m2 is `4.

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50 cm
11. There are two cuboidal boxes as shown in the 50 cm
adjoining figure. Which box requires the lesser
40 cm 40 cm
amount of material to make? 50 cm
(a) (b)
12. Find the side of a cube whose surface area is 600 cm2.

13. Daniel is painting the walls and ceiling of a cuboidal hall with length, breadth and height of
15 m, 10 m and 7 m respectively. From each can of paint 100 m2 of area is painted. How
many cans of paint will she need to pain the room?

14. A closed cylindrical tank of radius 7 m and height 3 m is made from a sheet of metal. How
much sheet of metal is required.

15. The lateral surface area of a hollow cylinder is 4224 cm2. It is cut along its height and formed
a rectangular sheet of width 33 cm. Find the perimeter of rectangular sheet?

MATRIX MATCH TYPE QUESTIONS

1. Match the following:

(A) Area of rectangle (i)  r 2
(B) Area of a square (ii) 4  side
(C) Perimeter of a rectangle (iii) l × b
(D) Perimeter of square (iv) (side)2
(E) Area of circle (v) 2 (l + b)
(a) (A) – (iii), (B) – (iv), (C) – (v), (D) – (ii), (E) – (i)
(b) (A) – (i), (B) – (ii), (C) – (iv), (D) – (iii), (E) – (v)
(c) (A) – (ii), (B) – (iii), (C) – (iv), (D) – (v), (E) – (i)
(d) None of these

2. Match the shapes (each sides measures 2 cm) in column I with the corresponding perimeters
in column II.
Column I Column II

(A) (i) 16 cm

(B) (ii) 20 cm

(C) (iii) 24 cm

(D) (iv) 28 cm

(v) 32 cm
(a) (A) – (iv); (B) – (i); (C) – (ii); (D) – (iii) (b) (A) – (iii); (B) – (ii); (C) – (i); (D) – (iv)
(c) (A) – (i); (B) – (ii); (C) – (iii); (D) – (iv) (d) None of these
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3. Match the following:

Column I Column II

(A) (i) 10

(B) (ii) 18

6
(C) (iii) 20
6
equilateral triangle

4
(D) (iv) 24
2
isosceles triangle

(a) (A) – (iv); (B) – (i); (C) – (ii); (D) – (iii) (b) (A) – (iii); (B) – (iv); (C)–(ii); (D) – (i)
(c) (A) – (i); (B) – (ii); (C) – (iii); (D) – (iv) (d) None of these

LEVEL – I

1. (d) 2. (b) 3. (b)

4. (a) False – Boundary wall is around her house, so she must know the perimeter of the land and
not the area.
(b) True – Track is prepared along the boundary of the sports ground.
5. (a) 15.9 cm, (b) 25 sq.cm. 6. (b) 7. (a) 8. (a)
9. (d) 10. (b) 11. (a) 12 sq. units, (b) 16 sq. units
12. (a) 100, (b) 1, (c) 1, 100, (d) 10000 13. (a) 14. (c) 15. (c)
16. (b) 17. (d) 18. (c) 19. (b) 20. (a)
21. (a) 21 cm, (b) 11.2 cm, (c) 9.8 cm 22. (a) 23. (d) 24. (b)
25. (c) 26. (b) 27. (b) 28. (b) 29. (b)
30. (a)

LEVEL – II

1. Square 2. `1787500 3. 45000 4. (b) 5. 0.88 m2

6. 7 cm 7. 660 m2 8. 45 m2 9. 24cm2, 6 cm 10. `810
11. Box (b) 12. 10 cm 13. 5 14. 440 m2 15. 322 cm

MATRIX MATCH TYPE QUESTIONS

1. (a) 2. (a) 3. (b)



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 11
IMPORTANT DEFINITIONS
1. Algebra
Algebra is about finding the unknown or it is about connecting real life problems into equations
and then solving them. Unfortunately many textbooks go straight to the rules, procedures and
formulas, forgetting that these are real life problems being solved.
2. Algebraic Expression
An algebraic expression is an expression formed from any combination of numbers and
variables by using the operations of addition, subtraction, multiplication, division, exponentiation
(raising to powers), or extraction of roots.
5 x3  1
For example : 7, x, 2 x  3 y  1, , r 2 and r r 2  h 2 are algebraic expressions. By an
4 xy  1
algebraic expression in certain variables, (1) we mean an expression that contains only those
variables, and by a constant. (2) If numbers are substituted for the variables in an algebraic
expression the resulting number is called the value of the expression for these values of the
variables.

3. Algebraic Terms

The basic unit of an algebraic expression is a term. In general, a term is either a number or a
product of a number and one or more variables. Below is the term –3ax.
Unconstant coefficient
Numerical
Coefficient Variable
a x

Different types of terms are (i) Constant term, (ii) Like term, (iii) Unlike term.
(i) Constant term: A term of the expression having no literal factor is called constant term.
(a) In the expression 3x + 5, the constant term is 5.
4 4
(b) In the expression x 2  y 3  , the constant term is  .
5 5
(ii) Like term: The term having same terms literal factors are called like or similar terms.
(iii) Unlike term: The terms not having the same literal factors are called unlike or dissimilar
terms.

Example: In the expression 6 x2 y  5xy 2  8xy  7 yx 2 we have 6x 2 y and 7 yx 2 as like terms,

whereas 5xy 2 and –8xy are unlike terms.

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4. How to Form Algebraic Expressions

Example 1: Sarita has some marbles. Ameena has 10 more. Appu says that he has 3 more
marbles than the number of marbles Sarita and Ameena together have. How do
you get the number of marbles that Appu has?

Solution: Since it is not given how many marbles Sarita has, we shall take it to be x.
Ameena then has 10 more, i.e., x + 10. Appu says that he has 3 more marbles
than what Sarita and Ameena have together. So we take the sum of the numbers
of Sarita’s marbles and Ameena’s marbles, and to this sum add 3, that is, we take
the sum of x, x + 10 and 3.

Example 2: Ramu’s father’s present age is 3 times Ramu’s age. Ramu’s grandfather’s age is
13 years more than the sum of Ramu’s age and Ramu’s father’s age. How do
you find Ramu’s grandfather’s age?

Solution: Since Ramu’s age is not given, let us take it to be y years. Then his father’s age is
3y years. To find Ramu’s grandfather’s age we have to take the sum of Ramu’s
age (y) and his father’s age (3y) and to the sum add 13, that is, we have to take
the sum of y, 3y and 13.

Example 3: In a garden, roses and marigolds are planted in square plots. The length of the
square plot in which marigolds are planted is 3 meters greater than the length of
the square plot in which roses are planted. How much bigger in area is the
marigold plot than the rose plot?

Solution: Let us take x meters to be length of the side of the rose plot. The length of the
side of the marigold plot will be (x + 3) meters. Their respective areas will be l2
and (x + 3)2. The difference between (x + 3) 2 and x2 will decide how much bigger
in area the marigold plot is. In all the three situations, we had to carry out
addition or subtraction of algebraic expressions. There are a number of real life
problems in which we need to use expressions and do arithmetic operations on
them. In this section, we shall see how algebraic expressions are added and
subtracted.

5. Various types of algebraic expression are as follows:

(i) Monomial: An expression which contains only one term is known as monomial. Thus,
3x, 5xy 2 ,  8 etc. are all monomials.

(ii) Binomials: An expression containing two terms is called a binomial. Thus 6 – y, 2x + 3y,
x2 – 5xy2z are all binomials.
(iii) Trinomials: An expression containing three terms is called a trinomial. Thus, 2 + x – y,
a + b + c, x3 – y3 + z3, 6 + xyz + x2 are all trinomials.
(iv) Quadrinomials: An expression containing four terms is called a quadrinomial. Thus,
x2 + y2 + z2 – xy2, x3 + y3 + 23 + 3xy2 etc., are quadrinomials.
(v) Polynomial: An expression containing two or more terms is known as a polynomial.
Ex. 10x2 + 5x + 6, 7x3 + 8x2 + 5x + 3.

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6. Addition and Subtraction of Like Terms

The simplest expressions are monomials. They consist of only one term. To begin with we shall
learn how to add or subtract like terms.

Example 4: Add 3x and 4x.

Solution: To add 3x and 4x, just add the co-efficients of each like term.

i.e., 3x + 4x = (3 × x) + (4 × x)
= (3 + 4) × x (using distributive law) = 7 × x = 7x or 3x + 4x = 7x

Example 5: Add 8xy, 4xy and 2xy

Solution: 8xy + 4xy + 2xy = (8 + 4 + 2) × xy = 14 × xy = 14xy or 8xy + 4xy + 2xy = 14xy

Example 6 : Subtract 4n from 7n.

Solution: 7n – 4n = (7 × n) – (4 × n) = (7 – 4) × n = 3 × n = 3n or 7n – 4n = 3n

Example 7: Subtract 5ab from 11ab.

Solution: 11ab – 5ab = (11 – 5) ab = 6ab

Thus, the sum of two or more like terms is a like term with a numerical coefficient equal to the
sum of the numerical coefficients of all the like terms. Similarly, the difference between two like
terms is a like term with a numerical coefficient equal to the difference between the numerical
coefficients of the two like terms.

Note: Unlike terms cannot be added or subtracted the way like terms are added or subtracted.
We have already seen examples of this, when 5 is added to x, we write the result as (x +
5). Observe that in (x + 5) both the terms 5 and x are retained. Similarly, if we add the
unlike terms 3xy and 7, the sum is 3xy + 7. If we subtract 7 from 3xy, the result is
3xy – 7.

7. Adding and Subtracting General Algebraic Expressions

Rule of Addition: The sum of several like terms is another like term whose coefficient in the sum
of the coefficient of the like terms.

Let us take some examples:

Example 8: Add 3x + 11 and 7x – 5

Solution: (3x + 11) + (7x – 5) = 3x + 11 + 7x – 5

= 3x + 7x + 11 – 5 (rearranging terms)
= (3x + 7x) + (11 – 5) (grouping like terms) = 10x + 6

Hence, 3x + 11 + 7x – 5 = 10x + 6

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Example 9: Add 3x + 11 + 8z and 7x – 5.

Solution: (3x + 11 + 8z) + (7x – 5) = 3x + 11 + 8z + 7x – 5

= (3x + 7x) + (11 – 5) + 8z (grouping like terms) = 10 x + 6 + 8z
Therefore, the sum = 10x + 6 + 8z

Example 10: Subtract a – b from 3a – b + 4

Solution: (3a – b + 4) – (a – b) = 3a – b + 4 – a + b
= (3a – a) + (b – b) + 4 (grouping like terms )
= (3 – 1) a + (1 – 1) b + 4 (using Distributive law ) = 2a + (0) b + 4 = 2a + 4
(or) 3a – b + 4 – (a – b) = 2a + 4

Example 11: Collect like terms and simplify the expression:

12m2 – 9m + 5m – 4m2– 7m + 10

Solution: Rearranging terms, we have

12m2 – 4m2+ 5m – 9m – 7m + 10 = (12 – 4) m2 + (5 – 9 – 7) m + 10
12m 2 – 4m 2+ 5m – 9m – 7m + 10 = 8m2 + (– 4 – 7) m + 10
= 8m2 + (–11) m + 10 = 8m2 – 11m + 10

Column Method: In this method, each expression is written in separate such that their like terms
are arranged one below the other in a column. Then, addition or subtraction of the terms is done
column wise.

Example 12: Subtract 24ab – 10b – 18a from 30ab + 12b + 14a.

Solution: 30ab + 12b + 14a – (24ab – 10b – 18a) = 30ab + 12b + 14a – 24ab + 10b + 18a
= 30ab – 24ab + 12b + 10b + 14a + 18a
= 6ab + 22b + 32a
Alternatively, we write the expressions one below the other with the like terms
appearing exactly below like terms as:
30ab + 12b + 14a
24ab – 10b – 18a
(– ) (+ ) (+)
–––––––––––––––––––––––––––––––
6ab + 22b + 32a
–––––––––––––––––––––––––––––––

Example 13: From the sum of 2y2 + 3yz, – y2 – yz – z2 and yz + 2z2, subtract the sum of
3y2 – z2 and –y2 + yz + z2.

Solution: We first add 2y2+ 3yz, – y2 – yz – z2and yz + 2z2.

2y2 + 3yz
– y2 – yz – z2
(+) + yz + 2z2
––––––––––––––––
y2 + 3yz + z2 (1)
––––––––––––––––

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We then add 3y2 – z2 and –y2 + yz + z2

3 y 2– z 2
(+) – y2 + yz + z2
––––––––––––––––
2y2 + yz (2)
––––––––––––––––
Now we subtract sum (2) from the sum (1):
y2 + 3yz + z2
2y2 + yz
(–) (–)
––––––––––––––––
– y2 + 2yz + z2

8. Finding the Value of an Algebraic Expression

We know that the value of an algebraic expression depends on the values of the variables forming
the expression. There are a number of situations in which we need to find the value of an
expression, such as when we wish to check whether a particular value of a variable satisfies a
given equation or not. We find values of expressions also, when we use formulas from geometry
and from everyday mathematics. For example, the area of a square is l2, where l is the length of a
side of the square. If l = 5 cm., the area is 52 cm2 or 25 cm2; if the side is 10 cm, the area is
102cm2or 100 cm2 and so on. We shall see more such examples in the next section.

Example 14: Find the values of the following expressions for x = 2.

(i) x + 4 (ii) 4x – 3 (iii) 19 – 5x2 (iv) 100 – 10x3

Solution: Putting x = 2
i) In x + 4, we get the value of x + 4, i.e., x + 4 = 2 + 4 = 6
ii) In 4x – 3, we get 4x – 3 = (4 × 2) – 3 = 8 – 3 = 5
iii) In 19 – 5x2, we get
19 – 5x2= 19 – (5 × 22) = 19 – (5 × 4) = 19 – 20 = – 1
iv) In 100 – 10x3, we get
100 – 10x3 = 100 – (10 × 23) = 100 – (10 × 8) (Note 23 = 8)
= 100 – 80 = 20

Example 15: Find the value of the following expressions when n = – 2.

(i) 5n – 2 (ii) 5n2 + 5n – 2 (iii) n3 + 5n2 + 5n – 2

Solution: i) Putting the value of n = – 2, in 5n – 2, we get, 5(– 2) – 2 = – 10 – 2 = – 12

ii) In 5n2 + 5n – 2, we have, for n = –2, 5n – 2 = –12
and 5n2 = 5 × (– 2)2 = 5 × 4 = 20 [as (– 2)2 = 4]
Combining, 5n2 + 5n – 2 = 20 – 12 = 8
iii) Now, for n = – 2, 5n2+ 5n – 2 = 8 and
n3 = (–2) 3 = (–2) × (–2) × (–2) = – 8
Combining, n3 + 5n2+ 5n – 2 = – 8 + 8 = 0

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We shall now consider expressions of two variables, for example: x + y, xy. To

work out the numerical value of an expression of two variables, we need to give
the values of both variables. For example, the value of (x + y), for x = 3 and y = 5,
is 3 + 5 = 8.

Example 16: Find the value of the following expressions for a = 3, b = 2.

(i) a + b (ii) 7a – 4b (iii) a2 + 2ab + b2 (iv) a3 – b3

Solution: Substituting a = 3 and b = 2 in

i) a + b, we get a + b = 3 + 2 = 5
ii) 7a – 4b, we get 7a – 4b = 7 × 3 – 4 × 2 = 21 – 8 = 13.
iii) a2 + 2ab + b2, we get
a2 + 2ab + b2 = 32 + 2 × 3 × 2 + 4 = 9 + 2 × 6 + 4 = 9 + 12 + 4 = 25
iv) a3 – b3, we get
a3 – b3 = 33 – 23 = 3 × 3 × 3 – 2 × 2 × 2 = 9 × 3 – 4 × 2 = 27 – 8 = 19

TIPS FOR COMPETITIVE LEVEL

9. Simple Equation

Equation: A statement of equality which involves one or more variables is called equation.

Note: An equation has an equal sign (=) between its two sides. The equation means that the
value of the left hand side (LHS) is equal to the value of the right hand side (RHS). If
the LHS is not equal to the RHS, we do not get an equation. For example , The
statement 2n is greater than 10, i.e. 2n > 10 is not an equation. Similarly, the statement
2n is smaller than 10 i.e. 2n < 10 is not an equation.

Solution of an Equation: The value of the variable in an equation which satisfies the
equation is called a solution to the equation. Thus, n = 5 is a solution to the equation 2 n = 10.

10. Method for Solving an Equation

In this section we shall look at some simple equations and the methods used to find their solution.
There are four basic rules:

Rule 1: An equal quantity may be added to both sides of an equation.

Rule 2: An equal quantity may be subtracted form both sides of an equation.
Rule 3: An equal quantity may multiply both sides of an equation.
Rule 4: An equal non-zero quantity may divide both sides of an equation.

The application of these rules is illustrated in the following examples:

Example 17: Solve the equations

x
a) 3x – 8 = x + 10 b)  6
2

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Solution: a) By Rule 1 we may add 8 to both sides:

3x – 8 + 8 = x + 10 + 8 i.e. 3x = x + 18
By Rule 2 we may subtract x from both sides.
3x – x = x + 18 – x i.e. 2x = 18
Finally, by Rule 4 we may divide both sides by 2 giving x = 9
b) By Rule 3 we may multiply both sides by 2,
2  x
      2  (6) i.e. x = –12
1 2

Example 18: Find the solution to the equation

5 (x – 3) – 7(6 – x) = 24 – 3(8 – x) – 3
Solution: Removing the brackets from both sides first and then simplifying:
5 (x – 3) – 7(6 – x) = 24 – 3(8 – x) – 3
 5x – 15 – 42 + 7x = 24 – 24 + 3x – 3
 5x + 7x – 15 – 42 = 3x – 3
 12x – 57 = 3x – 3
Adding 57 to both sides:
12x = 3x – 3 + 57 = 3x + 54
Substracting 3x from both sides: 12x – 3x = 54
i.e., 9x = 54, giving x = 6
When fractions occur we can sometimes transform the equation to one that does not involve
fractions.
Example 19: Find the solution to the equation
(4x/5) – (7/4) = (x/5) + (x/4)
Solution: The least common multiple of the denominators in the equation is 4 × 5 = 20 and
we proceed as follows:
 4x 7   x x
 20    = 20   
 5 4 5 4
20 4 x 20 7 20 x 20 x
    =   
1 5 1 4 1 5 1 4
 16x – 35 = 4x + 5x
 16x – 35 = 9x
Adding 35 to both sides and subtracting 9x from both sides leads to 7x = 35 so x
= 5 the solution to the equation.

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LEVEL - I

1. Add:
i) 3mn, – 5mn, 8mn, – 4mn
ii) t + 7tp, 8tp + 8t, 8t – 7tp
iii) – 7mn + 5, 12mn + 2, 9mn – 8, – 2mn – 3
iv) a + b – 3, b – a + 3, a – b + 3
v) 14x + 10y – 12xy – 13, 18 – 7x – 10y + 8xy, 4xy

2. Subtract:
i) –5y2 from y2
ii) 6xy from –12xy
iii) (a – b) from (a + b)
iv) a (b – 5) from b (5 – a)
v) –m2 + 5mn from 4m2– 3mn + 8

3. a) What should be added to x2+ xy + y2 to obtain 2x2 + 3xy?

b) What should be subtracted from 2a + 8b + 10 to get – 3a + 7b + 16?

4. a) From the sum of 3x – y + 11 and – y – 11, subtract 3x – y – 11.

b) From the sum of 4 + 3x and 5 – 4x + 2x2, subtract the sum of 3x2 – 5x and –x2 + 2x + 5.

5. If m = 2, find the value of: (i) m – 2 (ii) 3m – 5 (iii) 9 – 5m (iv) 3m2 – 2m – 7

6. If p = – 2, find the value of: (i) 4p + 7 (ii) – 3p2 + 4p + 7

7. Find the value of the following expressions, when x = –1:

(i) 2x – 7 (ii) – x + 2 (iii) x2 + 2x + 1(iv) 2x2 – x – 2

8. If a = 2, b = – 2, find the value of: (i) a2 + b2 (ii) a2 + ab + b2 (iii) a2 – b2

9. When a = 0, b = – 1, find the value of the given expressions:

(i) 2a + 2b (ii) 2a2 + b2 + 1 (iii) 2a2b + 2ab2+ ab (iv) a2 + ab + 2

10. Simplify the expressions and find the value if x = 2.

(i) x + 7 + 4 (x – 5) (ii) 3 (x + 2) + 5x – 7; (iii) 6x + 5 (x – 2) (iv) 4(2x – 1) + 3x + 11

11. Simplify:
(i) 21b – 32 + 7b – 20b (ii) p – (p – q) – q – (q – p)
(iii) 3a – 2b – ab – (a – b + ab) + 3ab + b – a

12. (i) If z = 10, find the value of z3 – 3(z – 10); (ii) If p = – 10, find the value of p2 – 2p – 100

13. What should be the value of a, if the value of 2x2 + x – a equals to 5, when x = 0?

14. Simplify the expression and find its value when a = 5 and b = – 3. 2(a2 + ab) + 3 – ab

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LEVEL - II

1. Rakhi travelled 4x km distance by walk, 2y km by cycle and 9 km by bus. The total distance
covered by Rakhi in an algebraic expression is ________.

x x
2. I had `200 with me. I gave `x to Seema. ` to Vidhu and I am left with ` . The amount I gave
2 2
to Vidhu is ______.

3. If six times of a number is 48, then the number is ______.

4. If half the number is added to 18, then sum is 46, find the number?

5. Match the items of column-I with that of column-II :

Column-I Column-II
(i) The number of corners of a quadrilateral (a) =
(ii) The variable in the equation 2p + 3 = 5 (b) Constant
(iii) The solution of the equation 2p + 3 = 5 (c) +1
(iv) A sign used in an equations (d) 4
(e) p
(f) x

x 1
6. Find the value of x if  4?
4 2

7. Meera bought packs of trading cards that contain 10 cards each. She gave away 7 cards.

x = No. of packs of trading cards.

Which expression shows the number of cards left with meera?
(a) 10x – 7 (b) 7x – 8 (c) 5 – 10x (d) 8 – 5x
2 1 1
8. Find the value of p if, p2 3 ,
3 2 2
9. Find the value of x for which the equation is 16(x + 7) = 144?
10. The number of girls in a class is 5 times the number of boys. Which of the following can not be
the total number of children in the class?
(a) 36 (b) 40 (c) 48 (d) 108

11. When Raju multiplies a certain number by 17 and adds 40 to the product, he gets 227 find that
number?
12. Write down 7xy2 × 3x2y × 5y4 in the exponential form.
13. The volume of a cuboid is given by the product of its length, breadth and height. The length of a
3
cuboid is 2x2 times its breadth and the height is xy times of length. Find the volume of the
2
cuboid if its breadth is 6y2.

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14. In a large hall there are 4x2 rows of benches. If each row has 5x2y3 benches and each bench can
accommodate xy2 persons, determine the total number of persons if its is full up to its capacity.

15. The cost of painting a rectangular metal sheet is square of its area. If the length and breadth of the
rectangle are 2xy and 3x2y, find the cost. Given that area of a rectangle is the product of its length
and breadth.

16. Ravish cover 3x2y centimeters in one step. What is the distance moved by him in 2xy2 minutes, if
he takes xy steps in one minute.

17. Aarushi spends `x daily and earns `y per week. How much money she saves in xy2 weeks?

18. One ball pen costs `x and one fountain pen cost `y. Find the cost of y2 ball pens and x2 fountain
pens.

19. Simplify: (a3 – 2a2 + 4a – 5) – (– a3 – 8a + 2a2 + 5).

20. Simplify: 5x – [4x – {(2x – 5) – 3 (3x – 4)}].

a b c
21. If a = 3, b = 2, c = – 1 then   equals.
b c a

1 1 
22.  x  y   5 x  6 y  is equal to_____.
5 6 
23. If A  7 x2  5xy  9 y 2 , B  4 x2  xy  5 y 2 and C  4 y 2  3x2  6 xy . Then find A + B + C.
24. Let P  a2  b2  2ab, Q  a 2  4b2  6ab, R  b2  6, S  a 2  4ab and T  2a2  b2  ab  a
Find the value of P  Q  R  S  T ?
25. Mona’s father is thrice as old as Mona. After 12 years, his age will be twice as that of his
daughter find their present ages?

MULTIPLE CHOICE QUESTIONS

1. If each match box contains 50 matchsticks, the number of matchsticks required to fill n such
boxes is
(a) 50 + n (b) 50n (c) 50 + n (d) 50 – n

2. Amulya is x years of age now 5 years ago her age was?

(a) (5 – x) years (b) (5 + x) years
(c) (x – 5) years (d) (5 – x) years
3. Which of the following represents 6 × x ?
x
(a) 6x (b) (c) 6 + x (d) 6 – x
6
4. Which of the following is an equation?
(a) x + 1 (b) x – 1
(c) x – 1 = 0 (d) x + 1 > 0

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5. If x takes the value 2, then the value of x + 10 is :

(a) 20 (b) 12 (c) 5 (d) 8
6. If the perimeter of a regular hexagon is x metres, then the length of each of its sides is
(a) (x + 6) metres (b) (x – 6) metres
(c) (x  6) metres (d) (6 + x) metres

7. Which of the following equations has x = 2 as a solution?

(a) x + 2 = 5 (b) x – 2 = 0
(c) 2x + 1 = 0 (d) x + 3 = 6

8. For any two integers x and y, which of the following suggests that operation of addition is
commutative?
(a) x + y = y + x (b) x + y > x
(c) x – y = y – x (d) x – y = y – x
9. Which of the following equations does not have a solution in integers?
(a) x + 1 = 1 (b) x – 1 = 3
(c) 2x + 1 = 6 (d) x – y = y – x
10. In algebra, letters may stand for
(a) known quantities (b) unknown quantities
(c) fixed numbers (d) none of these
11. “Variable” means that it
(a) can take different values (b) unknown quantities
(c) can take only 2 values (d) can take only three values
12. 10 – x means
(a) 10 is subtracted x times (b) x is subtracted 10 times
(c) x is subtracted from 10 (d) 10 x is subtracted from x
13. Savitri has a sum of Rs. x She spent Rs. 1000 on grocery, Rs. 500 on clothes and Rs. 400 on
education, and received 200 as a gift. How much money (in Rs.) is left with her?
(a) x – 1700 (b) x – 1900 (c) x + 200 (d) x – 2100
14. The perimeter of the triangle shown in figure is

x x

(a) 2x + y (b) x + 2y (c) x + y (d) 2x – y

15. The area of a square having each side x is
(a) x × x (b) 4x (c) x + x (d) 4 + x

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16. The expression obtained when x is multiplied by 2 and then subtracted from 3 is
(a) 2x – 3 (b) 2x + 3 (c) 3 – 2x (d) 3x – 2

q
17.  3 has a solution
2
(a) 6 (b) 8 (c) 3 (d) 2
18. x – 4 = 2 has a solution
(a) 6 (b) 2 (c) 6 (d) 2

LEVEL – I

1. (i) 2mn, (ii) 17t – 8tp, (iii) 12mn – 4, (iv) a + b + 3, (v) 7x + 5

2. (i) 6y2, (ii) –18xy, (iii) 2b, (iv) 5b – 2ab + 5a, (v) 5m2 – 8mn + 8
3. (a) x2 + 2xy – y2, (b) 5a + b – 6 4. (a) y + 11, (b) 4 + 2x
5. (i) 0, (ii) 1, (iii) – 1, (iv) 1 6. (i) –1, (ii) – 13
7. (i) –9, (ii) 3, (iii) 0, (iv) 1 8. (i) 8, (ii) 4, (iii) 0
9. (i) –2, (ii) 2, (iii) 0, (iv) 2 10. (i) –3, (ii) 15, (iii) 12, (iv) 29
11. (i) 8(b – 4), (ii) p – q, (iii) a + ab or a (1 + b) 12. (i) 1000, (ii) 20
13. a=–5 14. 38

LEVEL – II

1. 4x + 2y + 9 2. `50 3. 8 4. 56
5. (i) – (d), (ii) – (e), (iii) – (c), (iv) – (a) 6. x = 14 7. (a) 8. 9
9. 2 10. (b) 11. 11 12. 105x3y7 13. 1296x5y7
14. 20x y5 5
15. 36x6y4 16. 6x4y4 17. `(y – 7x)xy2 18. y2x + x2y
1 11xy
19. 2a3 – 4a2 + 12a – 10 20. 7 – 6x 21. 22. x 2   y2
6 30
23. 0 24. a2 + 5b2 – 13ab + a + 6 25. 12 years, 36 years

MULTIPLE CHOICE QUESTIONS

1. (b) 2. (c) 3. (a) 4. (c) 5. (b)

6. (c) 7. (b) 8. (a) 9. (c) 10. (b)
11. (b) 12. (c) 13. (a) 14. (a) 15. (a)
16. (a) 17. (a) 18. (b)



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12
IMPORTANT DEFINITIONS
1. Ratio

The ratio of two quantities of the same kind and in the same units is a fraction that shows how
many times the one quantity is of the other.
a
Thus, the ratio of two quantities a and b ( (b  0) is a b or and is denoted by a : b
b
In the ratio a : b, the quantities (numbers) a and b are called the terms of the ratio. The former a is
called the first term and the later ‘b’ is known as the second term.
Note 1: In a ratio, we compare two quantities. The comparison becomes meaningless if the
quantities being compared are not of the same kind i.e. they are not measured in the
same units.
For example: It is just meaningless to compare 20 bags with 20 cross. Therefore, to
find the ratio of two quantities, they must be expressed in the same units.
Note 2: Since the ratio of two quantities of the same kind determines how many times one
quantity is contained by the other. So the ratio of any two quantities of the same kind
is an abstract quality.
Note 3: The order of the terms in a : b is very important. The ratio 3 : 2 is different from 2 : 3.
2. Proportion
An equality of two ratios is called a proportion.
Sign of Proportion: The Sign of Proportion is denoted as “: :”
For example, the ratios 1:4 and 4:16 are equal means both the ratios are in proportion. It can be
written as 1:4::4:16.
Consider the two ratios 6 : 18 and 8 : 24 we find that
For example: 6 : 18 = 1 : 3 and 8 : 24 = 1 : 3
 6 : 18 and 8 : 24
Thus, 6 : 18 = 8 : 24 is a proportion.

Note: Four numbers a, b, c d are said to be a proportion, if the ratio of the first two is equal to the
ratio of the last two i.e. a : b = c : d.

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(i) Continued Proportion: Three numbers a, b, c, are said to be in continued proportion if

a, b, b, c are in proportion.
Thus if a, b, c are in continued proportion, then
a, b, b, c are in proportion i.e. a : b : : b : c
 Product of extreme terms = product of mean terms
 a×c=b×b
 ac = bb
 b2 = ac

(ii) Mean Proportion: If a, b, c are in continued proportion then b is called the mean
proportional between a and c clearly, if b is the mean proportional between a and c
then b2 = ac.

Example 1: Express the ratio 45:108 in its simplest from?

Solution: In order to express the given ratio in it simplest form we divide its first and
second term by their HCF.

We have, 45 = 3 × 3 × 5 and 108 = 2 × 2 × 3 × 3 × 3

So, HCF of 45 and 108 is 3 × 3 = 9

45 45  9 5
 45 :108     5 :12
108 108  9 12

Example 2: Divide `1,500 among A, B, C in the ratio 3 : 5 :2

Solution: We have,
Sum of the terms of the ratio = 3 + 5 + 2 = 10
 3 
A’s share = `  1,500  = ` 450
 10 
5 
B’s share = `  1,500  = `750
 10 
 2 
C’s share = `   1,500  = `300
 10 

Example 3: If (4 x  5) : (3x  11)  13:17, find the value of x.

Solution: We have,
(4 x  5) : (3x  11)  13:17
4 x  5 13
 
3x  11 17
17(4 x  5)  13(3x  11)
68x  85  39 x  143
68x  39 x  143  85
29 x  58
58
x 2
29

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Example 4: A bag contains Rs.187 in the form of 1 rupee, 50 paise and 10 paise coin in the
ratio 3 : 4 : 5. Find the number of each type of coins?

Solution: Let the number of 1 rupee, 50 paise and 10 paise coins be 3x, 4x and 5x
respectively, Then,
50 10
3x  4 x   5x   187
100 100
x
3x  2 x   187
2
11
x  187  x  34
2
3x  3  34  102, 4 x  4  34  136 and 5x  5  34  170
Have, the number of 1 rupee, 50 paise and 10 paise coins are 102, 136 and 170
respectively.

Example 5: What must be added to the number 6, 10, 14 and 22 so that they are in
proportion?

Solution: Let the required number be x then,

6  x,10  x,14  x,22  x are in proportion.
 (6  x)(22  x)  (10  x)(14  x)
 132  6 x  22 x  x2  140  10 x  14 x  x2
 132  28x  140  24 x
 28x  24x  140  132
 4x  8
8
 x 2
4
 x=2

Example 6: If 3 : x : : 12 : 20, find the value of x?

Solution: We have,
3: x ::12 : 20
 3, x, 12, 20 are in proportion
 Product of extremes = product of means
 3 × 20 = x × 12
 60 = 12x
12 x 60
 
12 12
 x=5

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TIPS FOR COMPETITIVE LEVEL

1. Suppose that A : B, B : C, C : D are given then A : D can be easily found using the following
relation :
A A B C
  
D B C D
A A B
A : C can also be found using the relation :  
C B C

2. If a and b are two quantities then

i) Duplicate ratio of a : b = a2 : b2
ii) Square root of the ratio of a : b = a : b
iii) Triplicate ratio of a:b = a3:b3
iv) Cube root ratio of a : b = 3 a : 3 b
1 1
v) Inverse of reciprocal ratio of a: b = :
a b

Example 1: What do we mean by the ratio of two natural numbers?

Solution: It is their relationship with respect to relative size that we can express verbally in
a sentence. Specifically, one number is a multiple of the other (so many times), a
part of it, or parts of it.

Example 2: What ratio has 15 to 5?

Solution:. 15 is three times of 5.

That is the ratio of the relationship of 15 to 5 is 3 : 1.

Example 3: Let’s suppose you earn `200 a week. Your house rent is `40 weekly. What is the
ratio of your rent to your income?

Solution: Make a ratio with the rent on top (numerator) and the weekly income on the
bottom (denominator). Then reduce.
Rent 40 1
  or 1: 5
Income 200 5

Example 4: On a workplace mathematics test of 20 questions, you missed 2 questions. What

is the ratio of the number you answered correctly to the number you missed?

Step 1: Subtract the number of questions you missed from the total number
of questions.
Total questions - 20
Number missed - 2
Number correct - 18

Step 2: Make a ratio with the number you answered correctly on top
(numerator) and the number you missed on the bottom
(denominator). Then reduce if necessary.
Number correct 18 9
   9 :1
Number missed 2 1

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Proportions

Example 1: 5 is to 15 as 8 is to 24. Is this a proportion?

Solution : This is a proportion because
5 : 15 = 5/15 = 1/3
8:24 =1/3

Example 2: Why is this a proportion? 16 is to 2 as 80 is to 10.

Solution: This is a proportion because 16: 2 =16/2= 8

80:10 = 80/10 =8

Example 3: Complete this proportion: 8 is to 32 as 9 is to ?

Solution: Let the missing number be x, then 8 : 32 :: 9:x

USE: Product of extremes = Product of means
 8  x  32  9
32  9
x
8
288
x  36
8

Example 4: Complete this proportion: 27 is to 3 as ? is to 5

Solution: Let the missing number be x, then 27:3:: x :5

USE: Product of extremes = Product of means
 27  5  3  x
27  5
x
3
135
x  45
3

Example 5: Read this proportion, and complete it:

8 20

2 ?

Solution: Let the missing number be x

8 20

2 x
 8  x  20  2
20  2 40
x  5
8 8

Example 6: Complete this proportion

7 4
 :
21 ?

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Solution: Let the missing number be x

7 4
  7  x  21 4
21 x
21 4 84
x   12
7 7

Example 7: Complete this proportion:

2 ?

3 12

Solution: Let the missing number be x

2 x
  2 12  x  3
3 12
2  12 24
x  8
3 3

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LEVEL - I
1. Let’s assume there are 150 employees at your facility and 105 employees belong to some type of
recreation club. What is the ratio of the number of employees who do not belong to a recreation
club to the total number of employees?

2. In a workplace mathematics class with 20 students, there are 12 women. What is the ratio of the
number of women to the total number of students?

x 2
3. Simplify the ratio :: .
4 3

4. Out of a total weekly budget of $180.00, $30.00 is spent for food. What is the ratio of the amount
spent for food to the amount not spent on food?

5. Divide `77 in the ratio 2:9

6. If a : b = 3:7 and b:c = 6:7, find a:c

7. What must be added to each term of the ratio 7:12 so that the ratio becomes 3:4?

8. A scooter travels 120 km in 3 hours and a train travels 120 km in 2 hours. Find the ratio of their
 distance travelled 
speeds.  Hint : speed  .
 time taken 

9. Simplify : 8 : 20 : : x : 10.

a b c abc
10. If   then find the value of
2 5 2 c

4m  3n
11. If m:n = 3:5, find the value of
6m  2n

12. Reshma prepared 18 kg of Burfi by mixing khoya with sugar in the ratio of 7 : 2. How much
khoya did she use?

13. The difference between the present ages of P and Q is 12 years and the ratio of their present ages
is 2:5 respectively. What is P’s present age?

14. Find x in the proportion 6:9 :: 36 : x?

15. The monthly salary of A, B and C are in the proportion 3:4:6. If C’s monthly salary is Rs.2400
more than A’s monthly salary, then find B’s monthly salary.

16. A line segment 56 cm long is to be divided into two parts in the ratio of 2 : 5. Find the length of
each part.

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LEVEL - II
1. Divide `1,250 between Aman and Amit in the ratio 2 : 3?

2. The ratio of copper and zinc in an alloy is 5 : 3. If the weight of the copper in the alloy is
30.5 gm, find the weight of zinc in the alloy?

3. What must be added to each term of the ratio 2 : 5 so that it may become equal to 5 : 6?

4. The sides of triangle are in the ratio 2 : 2 : 3. If the perimeter is 35 cm. Find its sides?

5. If x : y = 3 : 5 find the ratio 3x + 4y : 8x + 5y.

6. The boys and the girls in a school are in the ratio is 7 : 4. If total strength of the school be 550,
find the number of boys and girls.

7. The ratio of monthly income to the saving of a family is 7 : 2. If the saving be of Rs.500. Find the
income and expenditure.

8. The scale of a map is 1 : 30,00,000. What is the actual distances between the two towns, if they
are 3 cm part on the map?

9. If three loaves by bread are consumed by 9 people, how many people will consume 9 loaves of
bread?

10. A electric pole casts a shadow of length 20 meters at a time when a tree 6 metres high casts
shadow of length 8 metres. Find the height of the pole.

11. The shadow of a 3m long stick is 4m long. At the same time of the day, if the shadow of a flag
staff in 24 m long, how fall is the flag staff?

12. A car can travel 240 km in 15 litres of petrol. How much distance will it travel in 25 litres of
petrol?

13. In a cricket coaching camp, 1,200 children are trained one of which 900 are selected for various
matches. Find the ratio of non-selective children to the total number of children?

1 1
14. If 33 of A = 1.5 of B = of C, then what is A : B : C?
3 8

15. A sum of money is divided into 2 parts such that 6 times of one part added to 15 times the other
gives 8 times the whole. What is the ratio of one part to the other?

16. If 3x = 2k and 5y = 8k then find the ratio of x : y?

17. Shivangi is suffering from anaemia as haemoglobin level in her blood is lower than the normal
range. Doctor advised her to take one iron tablet two times a day. If the cost of 10 tablets is
Rs. 17, then what amount will she be required to pay for her medical bill for 15 days?

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5a  3b 23
18. If  , the what is the value of a : b?
2a  3b 5

19. A farmer planted 1890 tomato plants in a field in rows each having 63 plants. A certain type of
worm destroyed 18 plants in each row. How many plants did the worm destroy in the whole field?

20. A carpenter had a board which measured 3m × 2m. She cut out a rectangular piece of
250 cm × 90 cm. What is the ratio of the area of cut out piece and the remaining piece?

PART – II: MULTIPLE CHOICE QUESTIONS

1. The ratio of 8 books to 20 books is

(a) 2 : 5 (b) 5 : 2 (c) 4 : 5 (d) 5 : 4

2. The ratio of the number of sides of a square to the number of edges of a cube is
(a) 1 : 2 (b) 3 : 2 (c) 4 : 1 (d) 1 : 3

3. A picture is 60 cm wide and 1.8 m long. The ratio of its width to its perimeter in lowest form is
(a) 1 : 2 (b) 1 : 3 (c) 1 : 4 (d) 1 : 8

4. Neelam’s annual income is Rs. 288000. Her annual savings amount to Rs. 36000. The ratio of her
savings to her expenditure is
(a) 1 : 8 (b) 1 : 7 (c) 1 : 6 (d) 1 : 5

5. Mathematics textbook for Class-VI has 320 pages. The chapter ‘symmetry’ runs from page 261 to
page 272. The ratio of the number of pages of this chapter to the total number of pages of the
book is
(a) 11 : 320 (b) 3 : 40 (c) 3 : 80 (d) 272 : 320

6. In a box, the ratio of red marbles to blue marbles is 7 : 4. Which of the following could be the
total number of marbles in the box?
(a) 18 (b) 19 (c) 21 (d) 22

7. On a shelf, books with green cover and that with brown cover are in the ratio 2 : 3. If there are 18
books with green cover, then the number of books with brown cover is
(a) 12 (b) 24 (c) 27 (d) 36

8. The greatest ratio among the ratios 2 : 3, 5 : 8, 75 : 121 and 40 : 25 is

(a) 2 : 3 (b) 5 : 8 (c) 75 : 121 (d) 40 : 25

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9. There are ‘b’ boys and ‘g’ girls in a class. The ratio of the number of boys to the total number of
students in the class is
b g b bg
(a) (b) (c) (d)
bg bg g b

10. If a bus travels 160 km in 4 hours and a train travels 320 km in 5 hours at uniform speeds, then
the ratio of the distances travelled by them in one hour is
(a) 1 : 2 (b) 4 : 5 (c) 5 : 8 (d) 8 : 5

LEVEL – I

8
1. 3:10 2. 3:5 3. 4. 1 : 5 5. 14, 63
3
9
6. 18 : 49 7. 8 8. 2 : 3 9. x = 4 10.
2
27
11. 12. 14 kg 13. 8 years 14. 54 15. `3200
8
16. 16 cm, 40 cm

LEVEL – II

1. 500, 750 2. 18.3 gm 3. 13 4. 10 cm, 10 cm, 15 cm

29
5. 6. 350, 200 7. `1750, `1250
49
8. 9000000 cm 9. 27 10. 15 m 11. 18 m 12. 400 km
13. 1 : 4 14. 9 : 200 : 2400 15. 7 : 2 16. 5 : 12 17. `51
18. 4 : 1 19. 540 20. 3 : 5

MULTIPLE CHOICE QUESTIONS

1. (a) 2. (d) 3. (d) 4. (b) 5. (c)

6. (d) 7. (c) 8. (d) 9. (a) 10. (c)



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 OLYMPIAD SEGMENT

1. What is the largest 4-digit number which is exactly divisible by 3, 4, 7, 8 and 9 ?

(A) 9756 (B) 9856 (C) 9576 (D) 9676

2. In a quadrilateral
(i) opposite sides are equal and parallel
(ii) opposite angle are equal
(iii) diagonals bisect each other at right angles
The quadrilateral can be
(A) either a rectangle or a square (B) either a parallelogram or a rhombus
(C) either a rhombus or a square (D) either a square or a parallelogram

3 3 B
3. In the equation 5  A = 14 , the sum of A and B would be
7 4 14
(A) 14 (B) 15 (C) 16 (D) 17

4. Which one of the following relations is always true ?

(A) The sum of two acute angles is an obtuse angle
(B) The sum of one acute angle and one obtuse angle is reflex angle
(C) The sum of two obtuse angles is a reflex angle
(D) The sum of a reflex angle and an acute angle is a reflex angle

5 4 3 2 1 
5. 1 −  −  −  simplifies to
6 5 4 3 2 
7 9 7 9
(A) (B) (C) (D)
16 16 32 32

7 3
6. What should be subtracted from the sum of and such that the result is equal to the
16 8
difference of these fractions ?
3 3 5 3
(A) (B) (C) (D)
4 8 8 16

7. Find the value of x in the following equation:

 4 7 1 1 1
 4 17  3 9    2 − 4 − 8  + 4 x = 2.5

(A) 1 (B) 0.25 (C) 0.125 (D) 0.0125

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8. Which relation is incorrect for Roman Numerals ?

(A) L – XXIX = XXI (B) C – L – XXI = XXIX
(C) XXVII + IX – XVI = XX (D) C – XXIX – XXVII – XXXI = XXIII

9. Find the greatest number which can divide exactly the numbers 476, 884 and 969.
(A) 17 (B) 19 (C) 21 (D) 23

10. The sides of a rectangle are in the ratio 5 : 3. If the perimeter of this rectangle is 56 cm, then its
area would be
(A) 184.25 cm2 (B) 183.75 cm2 (C) 182.75 cm2 (D) 183.25 cm3

11. Which one of the following statements is incorrect ?

(A) The sum of first 30 odd natural numbers is 900
(B) The sum of first 40 even natural numbers is 1640
(C) The sum of first 35 natural numbers is 630
(D) Only one of the above results is wrong

12. Which statement is incorrect ?

(A) When 3897 is divided by 13, the quotient is 299
(B) When 3897 is divided by 11, the remainder is 3
(C) When 3897 is divided by 15, the remainder is 12
(D) When 3897 is divided by 7, the quotient is 557

13. Rajan’s score in 4 tests in Mathematics (out of 100) is shown in the bar graph, given below.

100
90
80
70
Marks in Mathematics

60
50
40
30
20
10

I II III IV
(No. of tests)
What is Rajan’s average percentage of marks obtained in all the four tests ?
(A) 72.5% (B) 75% (C) 77.5% (D) None of these

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14. In the following long division

13 4 D
2A 3 8 B C6
2A
9B
87
12 C
116
11 complete further
Which one of the following statements is incorrect ?
(A) The dividend is 38976 (B) The divisor is 29
(C) The sum of A + B + C + D is 28 (D) The remainder in the problem is zero

15. Find the value of (2b – a – c – d ) in the figure given below:

(A) 50° (B) 60° (C) 40° (D) 80°

16. When 80 is subtracted from 80 % of a number, the result is 80. The number is
(A) 150 (B) 160 (C) 200 (D) 320

17. If x + y = 40, y + z = 58 and z + x = 52, then find the value of (z – y).

(A) 10 (B) 12 (C) 14 (D) 15

18. Number P is 8 less than three-times the number Q. If the sum of numbers P and Q is 32, find
number P. Difference between P and Q would be
(A) 10 (B) 12 (C) 8 (D) 14

19. The sum of prime numbers, lying between 10 and 50, is

(A) 301 (B) 307 (C) 311 (D) 321

0.0729  0.144  100

20. simplifies to
0.324  0.081  0.625
(A) 1.25 (B) 12.5 (C) 8 (D) 0.8

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21. In a medicine bottle of 30 mL, the medicine and water are in the ratio 1 : 5. But for better result,
the doctor advises the patient to have the ratio of medicine and water as 1 : 100. How much water
is to be added to the whole of the medicine, transferred to a bigger bottle, to get the required
ratio?
(A) 450 mL (B) 400 mL (C) 475 mL (D) 480 mL

22. Two numbers P and Q are in the ratio 2 : 3, while numbers Q and R are in the ratio 4 : 5. If the
sum of the numbers P, Q and R is 280, then the difference between numbers R and Q would be
(A) 18 (B) 24 (C) 56 (D) 32

23. The sum of CXXXIX, CCXXXIV and CXXVI can be expressed in Roman numerals as
(A) CDLXXXIX (B) CDLXXIX (C) CDXCIX (D) CDLLIX

1 2 3 4 5
24. – + – + is equal to
2 3 4 5 6
27 37 13 23
(A) (B) (C) (D)
60 60 60 60

8 2 3
1  2 1
11 19 8  8 2 1 1
25. of  3  1  3   equals
8
1 1 1
8 4  9 7 5 8
17 9 5
(A) 1 (B) 2 (C) 0.5 (D) 4

26. In the following figure, numbers indicate the length in cm. Find the area of the following figure.

(A) 55 cm2 (B) 53 cm2 (C) 49 cm2 (D) 47 cm2

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27. At present, the ratio of ages of Shanti and Sushma is 5 : 8, but seven years ago the ratio of their
ages was 1 : 3. Find the ratio of their ages after 14 years.
(A) 2 : 3 (B) 4 : 5 (C) 4 : 7 (D) 3 : 5

28. Mohindra had two sons Ram and Shyam and a daughter Prabha. In his will, his property was to be
distributed in the ratio 5 : 4 for Ram and Shyam and in the ratio 3 : 2 for Shyam and Prabha. If
Mohindra’s his property was worth Rs 35,070,000, what was the share of Prabha ?
(A) Rs 8,164,000 (B) Rs 8,032,000 (C) Rs 8,116,000 (D) Rs 8,016,000

29. Which one of the following statements is incorrect ?

(A) Number 94,248 is divisible by 17 (B) Number 94,248 is divisible by 13
(C) Number 94,248 is divisible by 11 (D) Number 94,248 is divisible by 9

30. If all the three numbers 7735, 3920 and 34A5 have one highest common factor, then A stands for
which numeral?
(A) 8 (B) 7 (C) 6 (D) 5

31. Sum of two acute angles may not be

(A) an acute angle (B) a right angle (C) a straight angle (D) an obtuse angle

32. In the following equivalent ratios

15 A 60 C 45
= = = =
24 60 B 120 D
the value of [A + B + C + D] would be equal to
(A) 279.5 (B) 280.5 (C) 282.5 (D) 281.5

33. The sum of all the prime numbers less than 100, with 7 as units digit, would be equal to
(A) 282 (B) 291 (C) 272 (D) 271

34. Simplify the following expression:

1 1
+ 1.6 − 0.725 + 1.5 − + 0.75
8 4
(A) 1.5 (B) 2.5 (C) 3.0 (D) 4.0

35. If the sum of one-third, one-fourth and one-fifth of a number is 376, then the number is
(A) 560 (B) 480 (C) 520 (D) 440

36. Which one of the following statements is not correct ?

(A) In Roman numerals, 999 is written as CMXCIX
(B) In Roman numerals, 445 is written as CDVL
(C) In Roman numerals, 1950 is written as MCML
(D) In Roman numerals, year 1900 is written as MCM

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37. Lengths are in metre (m). What is the area of the plot of land ABCDEA, shown below ?

(A) 100 m2 (B) 96 m2 (C) 90 m2 (D) 84 m2

38. The length and the breadth of a plot of land are in the ratio 4 : 3. If the length as well as the
breadth of this plot are increased by 50 m each, the ratio of their lengths become 5 : 4. The area of
the plot is
(A) 36,000 m2 (B) 30,000 m2 (C) 27,000 m2 (D) 24,000 m2

39. At 8:30, the angle between the hour hand and the minute hand of a clock would to
(A) 75° (B) 67.5° (C) 90° (D) 82.5°

40. Find the difference between the following two values :

(i) the sum of two largest prime numbers of two digits
(ii) the sum five smallest prime numbers of two digits
(A) 113 (B) 103 (C) 100 (D) 106

41. A small delivery van has the capacity to carry 750 kg of weight. 1200 boxes, each containing 25
small medicine bottles, are loaded to the capacity of the van. The weight of each medicine bottle
is
(A) 25 g (B) 30 g (C) 20 g (D) 15 g

42. Which one of the following statements is not correct about Roman Numerals/Numbers?
(A) Only I, X, C and M are repeated for more than one time but not for more than 3 times
(B) There are only 7 Roman Numberals to express any number but there is no Roman numeral for
zero
(C) X can be subtracted only from L and C only
(D) V, L and D cannot be used for subtraction

43. Which one of the following relations is not correct between Roman Numbers and Indian
Numbers ?
(A) 1999 : MCMXCIX (B) 2848 : MMDCCCXLVIII
(C) 2486 : MMCDLXXXVI (D) 1889 : MDCCCLXXIX

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44. Each side of a rectangle is increased by 50%. The area of the new rectangle will increase by
(A) 50% (B) 100% (C) 125% (D) 150%

45. Which one of the following is not correct about zero ?

(A) Zero is a whole natural number
(B) Zero is an even number
(C) Any number raised to power zero has value of 1
(D) Division by zero is not allowed in mathematics

46. Four squares of sides 3 cm, 6 cm, 12 cm and 24 cm, respectively, are placed symmetrically within
themselves, as shown under. What is the ratio of areas marked as I, II, III and IV ?

(A) 1 : 3 : 9 : 27 (B) 1 : 3 : 18 : 36 (C) 1 : 3 : 24 : 48 (D) 1 : 3 : 12 : 48

47. Numbers show lengths in cm. The area of the following figure is equal to

(A) 72 cm2 (B) 68 cm2 (C) 64 cm2 (D) 56 cm2

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Class VI: Olympiad Segment SynConnect - Mathematics

48. Find the value of the following expression :

5 + 0.1875 − 0.375 + 5 − 3
8 16 4
(A) 1 (B) 0.5 (C) 2 (D) zero

49. The difference between the sum of one-third, one-fourth and one-fifth of 120 and the sum of one-
fourth, one-fifth and one-eighth of 160, is equal to
(A) zero (B) 2 (C) 3 (D) 4

50. In the following relation

5 = 20 + A = A + B = A + B
8 56 72 32 + C
the sum of values of A, B and C is equal to
(A) 75 (B) 80 (C) 85 (D) 90

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Class VI: Olympiad Segment SynConnect - Mathematics

1. C 2. C 3. B 4. C 5. A

6. A 7. C 8. D 9. A 10. B

11. D 12. D 13. B 14. C 15. B

16. C 17. D 18. B 19. C 20. C

21. C 22. B 23. C 24. B 25. B

26. B 27. B 28. D 29. B 30. C

31. C 32. B 33. C 34. C 35. B

36. B 37. B 38. B 39. A 40. B

41. A 42. C 43. D 44. C 45. A

46. D 47. B 48. D 49. B 50. C

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