STANDARD FOUREducation Department's Sanction Number : Pra Shi Sa/2009-2010/Manjuri/505(23)/7701 RE Second Reprint : 2011 Mathematics Subject Committee (Invite) Cover and Illustrations : a) ©Mabarashtra State Bureau a The Maharashtra State Bureau of Textbook Production and Curriculum Research reserves all the rights relating to the book. No part of this book should be reproduced without the written permission of the Director, Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. Dr Hemlata Parasnis Prof. R. G. Sakhare Dr Jayashri V. Atre Mrs Alka Sathe Dr Vaijayanta Patil Anand Mande, Sandeep Koli V.N. Shevale, Academic Secretary, (NL) Ujjwala Godbole, Subject Assistant, Mathematics ec atILae Becai Dr Jayashri Atre -Dhanavanti Hardikar, Academic Secretary, (L) Santosh J. Pawar, Subject Assistant, English Asha Shirke, Production Officer Prashant Hame, Production Assistant Textbook Bureau, Pune. 70 GS.M. Cr N/TECH/2041/12 (75000) Karishma Press Ltd. Vivek Utiam Gosavi, Controller, Maharashtra State Textbook Bureau, | Prabhadevi, Mumbai - 25.Preface The Textbook Bureau has launched a new series of mathematics textbooks for Std I to VIII from the academic year 2006-2007. The series is based on the ‘Primary Education Curriculum - 2004’ and is being Published in stages. We are happy to place the Mathematics textbook for Std IV in this series in your hands. Our approach while designing this textbook was that the entire teaching-learning process should be child-centred and activity- oniented; at the end of primary education the student should have attained the necessary competencies and that the Process of education itself should be enjoyable and interesting. We have tried to make this book Pictorial and activity based in keeping with the students’ natural liking for pictures and their insistence on doing things for themselves. The pictures are expressive and will also help to explain the mathematical concepts. Graded exercises have been included in the textbook to aid revision and reinforcement of mathematical concepts and to facilitate self-leaming. An effort has also been made to introduce variety into the exercises to prevent boredom. The principle of constructivism mentioned in “The National Curricular Framework - 2005’ has been taken into consideration while writing this book. This book was scrutinized by many teachers, educationists and experts in the field of mathematics from all parts of the State to make it as flawless as possible. Comments and suggestions received during the scrutiny, through letters from teachers and Parents, critical reviews appearing in newspapers were all duly considered by the Mathematics Committee (Invitee) while finalizing the book. The Bureau is grateful to all these people for their co-operation. The Mathematics Subject Committee and the artist have taken great pains to prepare this book. The Bureau is sincerely thankful to them all. We hope that this textbook will receive a warm welcome from students, parents and teachers, Pune (Shri. S. N./Pawar) Date: 19 January 2009 Director 29 Poush 1930 Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune.Objectives of teaching and learning mathematics in Std IV ) To develop the following competencies of the students. = To recoynize and write Devnagari numerals along with the intemmational ones. To read and write numbers up to one lakh. ‘To tell the place value of a digit in a number and to write the number in the expanded form. ‘To write numbers with up to 5 digits in ascending and descending order. ‘To write the biggest and smallest possible numbers using the given From given fractions, to identify the fractions with equal denominators. To decide whether a given fraction is bigger or smaller than others with the same denominator, To write fractions with the same denominators in ascending or descending order. ‘To identify proper, improper and mixed numbers. . To convert improper fractions into mixed numbers and vice versa. To add and subtract fractions with the same denominators. ‘To add two/three numbers with up to five digits and to solve word problems involving such numbers. To subtract a number with up to five digits from another five-digit number and to solve word problems involving them. To multiply a number with up to four digits by a three-digit number. edule a; mmnbes. ith, opto foe, digi, by 9 mumps wien «0 two digits. & FT sale rec pbc sivchvind asty noc ita tase Ara “> To find the factors of a given number as well as its multiples. & ® ee ® 8688 S 888% oe ‘To name the parts of some geometrical figures. To find the perimeter of a triangle, square and rectangle. © To identify symmetrical and asymmetrical figures. © To give the proper units for measuring length, mass and capacity. To convert from one given unit to another, ~ To tell the time in hours and minutes from a clock with hands. ~ To tell the time by the twelve-hour and by the twenty-four hour clock. ‘To tell the time taken for an event and the time between two events, ~ To read a calendar. ~~ To solve problems related to coins and currency notes and buying and selling. To read pictorial information of various types.53 everyday Four-colour pictures have been included in the textbook wherever possible to Suit the age group of the students. : ay ® Solved examples have been given with all topics, after which more examples have been given for practice. However, emphasis should be laid on comprehension and application rather than on the mechanical solving of _ problems. % Most lessons begin with some revision of previous learning. The new portion should be taught only after ensuring that children have learnt the required previous knowledge well. @ An attempt has been made, through the contextual situation of problems and by means of illustrations, to reinforce the values of secularism, gender equality, conservation of environment and a scientific temper. @ To encourage students’ creativity, open-ended questions (questions with more than one right answer) have been consciously included in the exercises. Teachers should ask such questions while teaching also. This provides ‘opportunities for independent thinking and free expression. As many educational aids as possible should be used in the teaching of the various topics. For this purpose, the proper teaching aids should be made with the help of students and other local people. These should be collected and preserved so that they can be used again whenever necessary. It must be remembered that verbal’ and active participation in the process of Tearing on the part of students improves retention. Hence, teachers should provide children with such opportunities in the class. ° Instead of carrying out the basic operations of addition, subtraction, multiplication, division at a stretch on the blackboard, they should be completed with the help of the children. ‘The National Curricular Framework 2005’ emphasizes constructivism. With | the idea “a student constructs knowledge for himself / herself’ at the centre, it is expected that teachers will make consistent efforts to give opportunities to students to ask questions, undertake activities, come together to discuss and to find solutions to given problems. With belief in the ‘principle that, ‘Every student can leam mathematics successfully’ teachers should give attention to every. student in the class. Efforts should be made to make the teaching-learning process joyful one.A continuous and consistent effort made to develop children’s innate skills for living their lives efficiently and successfully is what is. called *Life-skills education’. To achieve this, it is important to | children the necessary opportunities in the early stages of their lives. An additional objective is to facilitate the development of their personality by making them put their own physical and mental skills to use as much as possible. ae penton ce rearing ed ae ei (1) Self-awareness : The ability to recognise one’s own (2) Empathy : + The ability to share someone else’s feelings or Sxpeneoces by imagining oneself in their situation. (3) Problem solving : The ability to choose from available altematives the one that is proper and which it is possible to carry out and to undertake action accordingly, (4) Decision making : The ability, in the process of solving a problem, to find out several possible solutions and to accept the most suitable one. (5) Effective communication = The ability to express one’s thoughts verbally or non-verbally and achieve the desired effect. (© Critical thinking : The ability to analyse and examine given information objectively. (7) Creative thinking : The ability to think in an unconventional and innovative way about a problem or situation, rather than follow the dictates of tradition or habit. (8) Interpersonal relations : The ability to recognise one’s relationships with people one contacts in everyday life and to ‘maintain honest and cordial relations with them. (9) Coping with emotions = The ability to recognise one’s own and others’ emotions, and their consequences, and to keep them in ‘one’s control, (10) Coping with stress ‘The ability to identify the causes of stress, to recognise its physical and psychological effects and to ‘manage it effectively. Children are expected to acquire the above skills through the medium of school education. It will be possible to teach the children most of the above skills and give practice in using them, if they are properly related to the objectives of teaching mathematics.10. ll. 12. T3e 14, 15. 16. i. Know your Numbers Addition Measurement of Time Pictorial Information Subtraction Fractions with Equal Denominators Geometric Figures and Shapes Perimeter Miscellaneous Exercise 1 Multiplication Symmetrical and Asymmetrical Figures Coins and Currency Notes Operations on Fractions Division Measurement ; Length, Mass, Capacity Circle Calendar Word Problems Miscellaneous Exercise 2 14 20 38: 39 47 62 70 73 oe 89 94 100 105 119 130 135 138 1410, 1, 2, 3, 4, 5, 6, 7, 8, 9 are the numerals used in English writing. They are called international numerals. The table below shows the international numerals and the The following table shows the same numbers written using the Devnagari and international numerals. Observe them. Observe the numbers written in words and in Devnagari numerals in the table below. , Numbers written using international numerals have been rewritten in the Deynagari script below. 764 Whe 542 HER= ~+ ~ (Ciera ~4 ~ + ~ 4 4..4 Rewrite the following numbers in the Devnagari script. (1) 794 (2) 507 (3) 31 (4) 98 (5) 642 2. Rewrite the following numbers using international numerals, (1) 48 (2) ¥& (3) €o8 (4) Ro (5) WRB © Reading and writing four-digit numbers 1. Write the following numbers in words. A) SRO* i e E (4) 567 (2) 779 a tase, (5) 4000 (3) 2000 phat (6). 7000 2. Write the following numbers in numerals, (1) Eight hundred and sixty-two (2) One thousand (3) Two hundred and five (4) Four hundred and fity- three (5) ‘Three hundred and ‘ fae nine (6) Three thousand Read the number 5,367. How many digits are there in/5,367 2 [4] Here, the digit 5 is in the thousands place. We read the number 367 as three hundred and sixty-seven. Hence, should we read 5,367 as shown below ? thousand three hundred and sixty-seven! Yes, 2. sixty-two will be written in numerals as Read the number below and write it in numerals. Seven thousand three hundred and sixty-two. How should we write this number in numerals ? How many digits does this number have ? Write three hundred and sixty-two in numerals Hence, seven thousand three hundred and For example, 7,504 is read as ‘seven thousand five hundred and four’. 9,764 is read as nine thousand seven hundred and sixty-four. ‘Six thousand eight hundred and fifty’ is written in numerals as : 6. 8. [S| oO We write eight thousand five hundred and thirty-seven in numerals as : i845 43) 74 ee ~~ TEE He 1. Read the given numbers and write them in words. (1) 3,267. (2) 7,059. (3) 8,888. ...(4), 4,001 2. Read the given numbers and write them using numerals. (1) Five thousand six hundred and ninety-four (2) Seven thousand five hundred (3) Nine thousand eight hundred and five (4) Three thousand four hundred. 3. Read the given statements. Correct those that are ‘wrong. (1) 8,353 is eight thousand three hundred and five three. (2) Two thousand seven hundred and nineteen is 20,00,719. (3) One thousand nine hundred and fifty-seven is written as 1,957.Reading and writing five-digit numbers 5,367 is read as five thousand three hundred and sixty-seven How many digits does the number 85,367 have? : The digit on the extreme left of the number 85,367 Whaat is the place of the digit 8 in the number 85,367 2 Hence, the number 85,367 is read as : Read the number 73,815. If you said words : 37,567 ; 80,021 ; 52,302 ; 357,042 Check if your answers are as given below. 37,567 Thirty-seven thousand five hundred and sixty-seven. 80,021 Eighty thousand and twenty-one. 52,302 Fifty-two thousand three hundred and two. 57,042 Fifty-seven thousand and forty-two. All the above numbers are five-digit numbers. Write the following number in numerals. ‘Sixty-two thousand three hundred and six. How many thousands are there in this number ? : [ie] Hence, how many digits does this number have ? : (EET write, the three-digit mumber 306 in front of 62. Thus, this number is written as 4ee pm we ~~~ 1. Write the given numbers in words. (1) 69,752 (2) 75,231 (3) 43,091 (4) 56,102 (5) 30,759 (6) 20,089 + (7) 50,007 — (8) 20,000 2. Write the given numbers in numerals. (1) Sixty-three thousand seven hundred and fifty-one (2) Fifty-one thousand and seventy-two (3) Ten thousand and five (4) Seventy-seven thousand two hundred and seventeen. 3. Write four five-digit numbers which-have the digit 1 in the ten thousands place. 4. Write five five-digit numbers which have the digit 4 in the thousands place. Which is the biggest five-digit number? : 99,999. If 1 is added to this number, which number do we get ? 1,00,000. 99999 1,00,000 is a six-digit number. Hence, we - 4 have to introduce a new place on the left. The "700000 __ digit 1 is in the lakhs place. This number is read as ‘one lakh’ or ‘one hundred thousand’.FA Nt hw ~~ tT eT eT 1. Read the given numbers and write them in words. (1) 5,37,621 (2) 6,21,753 (3) 7,70,081 (4) 8,00,093 (5) 2,00,005 (6) 4,32,106 2. Write the following numbers in numerals. (1) Two lakh fifteen thousand three hundred and twelve (2) Three lakh five thousand six hundred and nine (3) Nine lakh seventeen thousand five hundred and seven (4) Four lakh three thousand five hundred and twenty-four (5) Six lakh one hundred and thirty-seven . Write each digit of the given number in its proper place in the table.2. Study the place value of the underlined digit in cach of Ge inn APE ~¥# ~+<4~4 ~ rc ~+ ~ + ~+~4+~+ 1. Write each digit of the following numbers in its proper place in the table. ;+a aw ww ~ ret tt 1. Complete the following table by filling in the blank spaces. © Write the proper sign > or < between each pair of numbers given below. 300 [|] 505; 7os[_]737; 405[__] 21 Numbers can be compared by counting the number of digits they have. If they have the same number of digits, we start comparing, digit by digit, from the left. If they are the same, then we compare the next digit in the two numbers to decide which number is the bigger one and which, the smaller. For example, (1) Of the two numbers 4,765 and 765, the number 4,765 is a four-digit number and 765 a three-digit number. Hence, | 4,765 > 765 (2) The numbers 53,681 and 53,819 are both five-digit numbers. Two digits on the left, 5 and 3 are serially the same. After these two-digits, one number has the digit 6 and the other 8. Now 6 < 8, hence, 53,681 < 53,819 9Example. Write the proper sign > or <,between the numbers in each of the following pairs. 3,567 367 | 5,767 STI 45295 [—pasa5 1) 613459 aes 5,36,706 [_] 8,991 | 673,827 6,73,952 Were vour answers as given below ? 3,567 367. |, 5,767 5,716 45,325: (EST: 4535 -400167,;345 73,653 5,36,706 [>] 8,991 | 6,73,827 [-<] 673,952 $a tH AS SE RN Sp * Which of the numbers in each pair is the bigger How do we work out the ascending and descending order of the given numbers ? First, We must select either the smallest or the biggest of the given numbers, 10Example. Arrange the following numbers in the ascending and in the descending order. i a nding order | Descending order saa — FF Ascending order means Smallest number — middle number - biggest number Descending order means Biggest number — middie number — smallest number e Arrange the following numbers in the ascending and descending order and check your answers. (1) 5,555 ; 50 ; 5,050 (2) 2,901 ; 22,901 ;°290 (3) 66,060 ; 66,606 ; 66,666 a Giccotin aa ee PUYR = | (1) 5,555 ; 5,050 ; 50 (2) 22,901 ; 2,901 ; 290 ng (1) 50; 5,050; 5,555 put ~~ t+ ~+~+GGierciseg~ + +4 ~~ + ~ + e In the table below, sets of three numbers have been written in the ascending and descending order. Correct those in which the order is incorrect. __ Ascendi Descending order (1) 69 ; 769; 5,300” | (1) 5,300 ; 69; 769 (2) 4,597 ; 4,537 ; 4,569 (2) 4,597 ; 4,569 ; 4,537 (3) 19,468 ; 16,057 ; 13,507 | (3) 13,507 ; 16,057; 19,468 (4) 30,799 ; 57,468 ; 97,300 | (4) 97,300 ; 57,468 ; 30,799 byYou have learnt how to write the smallest and biggest possible numbers using each of the given digits only once. Example. Using the digits 3, 5, 7 each only once the smallest number is 357 and the biggest number is 753. © Making numbers by repeating one of the given digits, Example I. Use the digits 9, 1, 3 to make the smallest possible four-digit number, The smallest possible three-digit number with the digits 9, 1, 3 is 139. Here, 1 is the smallest digit. Now, let us consider the four-digit numbers we get by repeating the same digit 1, ie. |1) 139, 139[1] ana 13] i} 9. Which of these numbers is the smallest ? : It is 1139, Example 2. Use the digits 5, 0, 2 to make the smallest possible four-digit number. The smallest three-digit number made by using the digits 5, 0, 2 each only once is 205. i Here, 0 is the smallest digit. So, let us consider the numbers 2005, 2050, 2500, the four-digit numbers we get by repeating the digit zero, The smallest of these numbers is ‘2005. What does this tell us ? eon teeExample 3. Using the digits 9, 1, 3, make the biggest possible number. The biggest possible three-digit number with the digits 9, 1, 3 is 931. Here 9 is the biggest digit. So, let us consider the four-digit numbers made by repeating the digit 9, thats, [9] 931 , 931[9] ana 93] 9] 1. Of these, 9931 is the biggest number. What does this tell us ? When making the biggest possible four-digit number using three given digits, repeat the biggest of the digits. $04 ~+~4~+ ~~ ~~ ttt 1. Using each of the given digits only once make the smallest possible four-digit number. QQ): 27 (2) 0, 3, 2, 6 @) 1 4,5, 7 2. Using each of the given digits only once make the biggest possible four-digit number. (1) 8, 4, 3, 5 (2) 9, 1, 7, 4 3) 5; 0, 3,9 3. Using the given digits make the smallest possible four-digit number. ()) 5, 2,7 QLLs (3) 6, 0, 3 4. Using the given digits make the biggest possible four-digit number. (i) 2 1,9 Q) 4, 6,0 @) 8, 5,4(13205 + 143 (2) 6437 +1252 (3) 43720 + 2246 (4) 54853 + 14125 Check if your addition gave you the following answers : @ malt 0How did you arrange the | - additions ? oe (2 Vertically. From which place of the 1 7 ” digits did you start the addition ? Digits in the units place. . How did you complete the | rest of the addition ? | Added digits in the tens, | hundreds, thousands and ten thousands places in that In a_ three-digit number, | oes which is the last place on the | left? ! Hundreds In a four-digit number, which ; is the new place created ? | In a five-digit number, which | is the new place created ? | Ten thousands Carey ne NE omens ete NS a horizontal arrangements. Example 1, 2143 + 1325 Check if your addition, gave you the following answers. Vertical ‘arrangement Horizontal arrangement 2143 2143 + 1325 = 3468 1325 3468 What difference do you see in the addition in the vertical and the horizontalearrangements ? None. Thousands . You have added three three-digit numbers. Now carry out the following addition by the same method. (1) 3205 + 1672 + 2112 (2) 45402 + 20213 +14233Check if your additions were as follows : @ siete @) 45402 +1672 io ok. 8 its oes 3 6989 79848 Carry out the addition in the horizontal arrangement and write the sum in the empty box. (1) 3205 + 1672 + 2112 (2) 45402 + 20213 + 14233 wt What difference do you see in the addition carried out in the vertical and the horizontal arrangements ?_ _—- None, tat ~+~+~+~ +i ~+~ +~ +s 404 1. Add in the vertical arrangement. - (1) 4252 + 35 (2) 5563 + 3401 + 24 (3) 6352 + 3000 (4) 24263 + 52012 (5S) 56723 + 32103 (6) 31252 + 50230 2. If 3000 + 2000 = 5000, how much is 3001 + 1999 = 2 3. Find three pairs of numbers whose sum is 10,000. 4. Add. (1) 3142 + 5 (2) 5403 + 35 (3) 5034 + 310 (4) 3013 + 4225 (5) 5121+ 1240 '(6) 2054 + 322 (7) 2540 + 3245 (8) 35651 + 44241 (9) 73552 + 25331 (10) 8602 + 6352 + 41 (11) 7921 + 1002 + 45 (12) 9012 + 721 + 13 16(1) 3267 + 456 (2) 5736 + 1695 (3) 61035 + 24968 (4) 40037 + 58291 (5) 27349 + 1085 (© 32683 + 28412 Check if your additions were as follows : @ 49 6 °F Q 573 6 + + 4 Sind 13-6:39), 5 3: teae® 3 1. ee Fy. A @) ES 6, 120 305 (4) i 4. OOS 7 24968 5 22° 9 1 86 003 9 83 28 7In the first example, from which place of the digits did you start the addition ? In the first example, what was the sum of the digits in the units place ? Where did you write the 1 to be carried over ? To what did you add the carried over 1 ? How did you complete the rest of the addition ? What is the obtained ? sum Units place. 13 Held it in the mind. To the sum in the tens column. Added the digits in each place in the order I | | I | | l | | | | | | | | | | l hundreds, thousands, | | 3723 ‘The other additions have been carried out in the same way. * Add in the horizontal arrangement. Write the sum in the empty box. (1) ee + 456 CJ (3) 61035 + 24968 = (S) 27349 + 1085 W [7] @) 5736 + 1695 = (@) + i (4) 40037 + 58291 (©) 32683 + 28412 Eat W What difference do you find in the additions carried out in the vertical and horizontal arrangements ? ~ There is no difference. 18e Add (1) 58443 + 73269 (2) 32683 + 41305 + 28042 Check if you carried out the addition as shown below. @ LprmthHTu @ LThh HTU qo) 8d eS 32683 7326-9 " ros Es. 7 Le 28042 1, 0 2,0 3,0 What is the new place created in the above examples ? — The lakhs place Carry out the additions in the horizontal arrangement and write the sum in the empty box. (1) 58443 + 73269 = Nae! (2) 32683 + 41305 + 28042 = z= What is the difference in the sums obtained in the vertical and the horizontal arrangements ? — None. — dey +> > +> eres ~~ ~~ > + e Add in the vertical arrangement. (1) 2462 + 28 (2) 4785 + 356 (3) 7526 ++ '2689 (4) 19068 + 71865 (5) 72345 + 70395 (6) 2614 + 30 + 598 (7) 15353 + 46789 + 56831 (8) 37252 + 41680 + 26789 19:3. Measurement of Time What is the time if the | It’s 20 minutes hour hand has crossed 1 | 1 o'clock. (Minute hand on 4 and the minute hand is on | means 20 mindtéS~after the hour.) 4? | past What do the small The small lines mark off lines on the dial show ? minutes, 20Why is one hand of the The small hand shows clock longer than the other’? | hours. The long hand shows | minutes. —_—— 5 x 8 = 40 minutes S x 11 = 55 minutes When the minute hand starts from any number on the clock and reaches the next, we know that five minutes have gone by. 21In 5 minutes, the minute hand travels from one number to the next, passing through five small divisions, Each division stands for one minute. The clock has 60 such divisions for 60 minutes. Sixty minutes make one hour. In the clock, the hour The minute hand is on 10 hand has moved a little and the hour hand is close to 7 past 7 and the long hand is but has not reached 7. oe: What time is it? What time does the There are still 10 minutes to clock show ? the hour, iL. 7 o'clock. That is, it is 50 mit past 6 o'clock. It is 10 ‘minutes past THe 7 o'clock, How many lines are there in each of these clocks ? : Sixty. 22Here, the hour hand has passed 10 and the minute hand is on 4. 5 x 4 = 20 minutes It is 20 minutes past Begs tie bod ed iad crossed 6 and the minute hand is on 5. 5 x 5 = 25 minutes It is 25. minutes past 6 o'clock, i ue Here, the hour hand has crossed 3 and the minute hand is on 1. 5 x 1 =5 minutes It is 5 minutes past Here, the hour hand has crossed 8 and the minute hand is on 7. 5 xX 7 = 35 minutes It is 35 minutes past 8 o'clock. ee ++ erie ~+~+~" aS © Look at the clocks shown below and write in the boxes the time they show. am SJam : before noon The clock we use is a 12 hour clock, When a clock shows 12 o'clock during the day we say it is noon. The period ftom noon, i.e., 12 o’clock during the day, to midnight, ic., 12 o’clock at night, is called ‘post meridiem’ (pm). The clock alongside shows 20 minutes past 11 at night or 11:20 pm. The period from 12 o'clock midnight to 12 o'clock noon is called ‘ante meridiem’ (am). The clock alongside shows 20 minutes past 14 in the morning or 11:20 am. Thus, 9:25 am means 25 minutes past 9 in the morning and 4:45 pm means 45 minutes past 4 in the evening. 24Neen) aa OCT at) DT BI) What is meant by 20 20 minutes past 21 means minutes past 21 ? 20 minutes past 9 at night. Sree rai PIMPRI to BEED nya 00:30 The twenty-four hour method is useful for telling whether the time ‘ante meridiem (am)’ or ‘post meridiem (pm)’. 25Let us count the hours after 12 noon. 13:00 means | pm. 14:00 means 2 pm. 15:00 means 3 pm. © 16:00 means 4 pm. 24:00 means 12 midnight. This is shown as 00:00 hours. Aa ~~ ~~ Gilerciseg)+~+ ~+~4~4~4 Match the following. 24-hour method 12-hour method (1) 20: 10 (a) 10 minutes past 7 pm 2)\a 220 (b) 10 minutes past 5 pm G) 17: 10 (c) 10 minutes past 11 pm (4) 23: 10 (d) 10 minutes past 8 pm * oe 26rine ssantes ot] “Example 1. 2 2 ce bers = = 2x 60 110 minutes tnt~ ty t~ +~ 4 Gercise i ~ +~ +~ 4~ 4~ + « Convert into minutes. (1) 3 hours. (2) 7 hours (3) 4 hours 15 minutes (4) 10 hours 5 minutes (5) 8 hours 25 minutes Example 1. Convert 80 minutes into hours and minutes. 60 minutes make 1 hour. 80 So, take away“60 minutes. ~ 60 Thus, 80 minutes means. 20 minutes 1 hour 20 minutes.Example 2. Convert 215 minutes into hours and minutes. 60 minutes make | hour. Hence, take away 60 minutes from 215 minutes, 155 minutes remain. Again, subtract 60 minutes from 155 minutes. 95 minutes remain. Once again, subtract 60 minutes from 95 minutes. 35 minutes remain. Thus, we could subtract 60 minutes from 215 three times. Hence, 215 minutes means 3 hours 35 minutes, tu wt w+ ~~ reise ~~ + ~4 ~4 ~+ e Convert the minutes into hours and minutes. (1) 90 minutes = hours minutes. (2) 75 minutes = hours (3) 120 minutes = hours (4) 200 minutes hours minutes. minutes. minutes. a (5) 255 minutes hours minutes. (6) 100 minutes hours minutes. hours f=25} minutes. Oo Cec (7) 65 minutes 28The sum of 15 and 10 is 25. oH Write that in the 3 and 1 add up to 4. Write that in the hours ———— rockin. $Me T+ ~~ ~+ (ERASED: ~)-~+. ~hi~4e ~+ e Add. (1) 6 hours 30 minutes and 2 hours 15 minutes. (2) 4 hours 35 minutes and 3 hours 10 minutes. (3) 2 hours 30 minutes and 7 hours 25 minutes. f (4) 4 hours 55 minutes and 5 hours. ; 30 and 42 add up to 72. This sum is greater than 60. Hence, we will separate 72 minutes into hours and minutes. 72 minutes = 1 hour 12 minutes. We carry over the 1 hour to the hours column. Total hours 4+ 2 +1 = 7 hours Hence, the answer is ees) 7 hours. and. 12:minutes, 29uN bt t+ ++ inercis€ TD) ~+ ~~ 4 ~4~4 e Add (1) 6 hours 32 minutes and 3 hours 45 minutes, (2) 5 hours 22 minutes and 4 hours 55 minutes, (3) 8 hours 50 minutes and 1 hour 25 minutes. (4) 7 hours 55. minutes and 2 hours 10 minutes. % Subtraction of hours and minutes (without borrowing) We get 10 minutes on subtracting 30 from 40. ‘Write that in the minutes column. ttt tt ~~ erie ~ + ~ + ~~ 4 ~ + e Subtract. (1) 3 hours 15 minutes from 6 hours 35 minutes. (2) 1 hour 22 minutes from 4 hours 45 minutes. (3) 2 hours 20 minutes from 7 hours 48 minutes. (4) 5 hours 28 minutes from 8 hours 40 minutes. ‘Subtraction of hours and minutes (by borrowing) Example We cannot subtract 40 from 30. Hence, we borrow 1 hour from the 4 hours. | hour means 60 minutes. 60+ 30 = 90. We subtract 40 from 90 and have 50 minutes left. Now we subtract 2 from 3. The answer is 1 hour 50 minutes. 30hace het ~ ni rise ~+ ~+~ + ~4t~+ © Subtract. (1) 1 hour 45 minutes from 8 hours 15 minutes. (2) 3 hours 30 minutes from 7 hours 25 minutes. (3) 4 hours 27 minutes from 6 hours 10 minutes. (4) 2 hours 58 minutes from 5 hours 35 minutes. bbs = Example 1. On the first day, Abdul worked on the computer for 2 hours 15 mi \utes and on the second day for 1 hour 35 minutes. For how long did he work altogether ? 3 hours 50 minutes Example 2. Amrit Kaur travelled for 3 hours 30 minutes by bus and for 1 hour 15 minutes-on the bicycle. For how much longer did she travel by bus than on the bicycle ? 2 hours 15 minutes 31Example 3. Sadanand started work in his field at 7 am and was working till 11:30 am. For how long was he working ? a 4 hours 30 minutes bets ty t~ orcs + ~ ~~~ + ® Solve the following problems. (1) “Tf Sanjay travelled for 1 hr 45 min on the bicycle and 3 br 20 min by train, how long did he travel altogether ? (2) If the music competition began at 30 minutes past 8 in the morning and ended at 45 minutes past 10 in the morning, how long did it carry on ? (3) Pankaj left for Sangli at fifteen minutes past 3 pm and- reached Sangli at 19:10. For how long was he travelling ? i (4) An ST Bus left a village at 5:35 am and reached the next village at 9:15 am. How long did the journey > take?" ++ 32Example 1, The table below shows the number of children in a certain class, learning to play various musical instruments. Observe the table carefully and answer the following questions. (1) How many students are learning to play the guitar ? (2) Which is the instrument that 4 students are learning to play? (3) How many students are learning to play the tabla ? (4) Which instrument are the maximum number of children learning to play ? 33Example 2. The various sherbets that were sold in a shop, are shown in the table below. Study this pictorial nies frame as many questions as you can. Did you ask questions iike the following ? (1) How many customers had a raw mango sherbet ? (2) Which was the sherbet that five customers had ? (3) Which was the sherbet that four customers had ? (4) Which sherbet had the most customers ? (5) Which sherbet had the least customers ? (6) By how many was the number of people-who had orange sherbet Jess than the number who had the raw mango sherbet ? % (7) By how miny was the number of people who had lemon sherbet more chan the number who had orange sherbet ? Now, make more questions like the ones given above. 34Activity i 7 © Read the pictorial information given in the table below, Divide the class into two groups. Put questions based on. the information in the table to one another and answer them. 35Did the two groups have the following questions and answers ? Questions Answers (1) How many people travel by bus ? : (1) Nine. (2) Which yehicle is used by six people ? (2) Train. (3) What is the total number of passengers ? (3) Twenty-one. | 4) By how many are the train passengers less than the bus passengers *? (4) Three. (5) . How many people altogether travel by aeroplane or by car? 7 (5) Six. Questions Answers (1) How many people travel by car ? i (1) Four. (2) By which véhicle do the least os number of people travel’? ~ |» (2) Aeroplane. m3 Ri (3) How many types of vehicles | are shown in the table ? (3) Four. 36passengers more than people | is By how many are bus 1 it BIO | travelling by air? (4) Seven. | (5) By which vehicle do the most number of people travel ? (5) Bus. si Now, make more questions like the above and answer them. fv e~ + ~~ + ~ + Gercised + + ~ +~ +~ +~4+ © Read the pictorial information given below and, based on it, frame as many questions as you can. 37oP tosses B sae F sessssssy TFe Carry.out the following subtractions. (1) 5768 — 542 (2) 9874 — 4242 - ay (3) 23487 — 2075 (4) 39586 = 25125 © Check if your subtractions are as follows: j QQ 9874 #2 Rg) 5632 23487 obo a a ant the subtraction in the first : the units»place. What was the differefiée ih’ the : - units places in the first example ? | 8-2=6. 39wnleal subtract 4T from 67. | What is the difference ? lo Sisits? from which | place next ? | Hundreds place. What a ite in the column in the 5. =r sul "What is the answer ? | 5226 1. 4, ENE T+ Tt ~ + eH GRETA ~ i ~ 4 ~ 4 ~ 4 ~4 Subtract. ORG Se Cr 3.3, 28 2346 2 ohvdi @ @O) 2 as 6 @”. 375.89 S342 PDE" 66 ® 99999 He ede 6 a5) ded 22.913 2 54-3) Ie) If 3000 — 1000 = 2000, what is 3999 — 1999 = ? Make three examples of subtraction in which the difference will be 5000. Arrange vertically and subtract. (1) 4444 - 1111 (2) 5679 — 2345 (3) 7950 — 3720 (4) 8653 — 2430 (5) 67542 — 35321 (6) 97777 — 32222« Carry out the following subtractions. (1) 5781 — 3863 (3) 2426 — 119 Cheek if your subtractions are as follows. | an 5 ES 1 48). 6 Loyd 8) 2426 ee Ge 2307 In the above examples, we | cannot subtract the units from the | units. So, what do we do? As there is 0 (zero) in the We borrow one tens column, from where do we | hundreds into the tens place. borrow ? (2) 54607 — 35428 (4) 25682 - 4794 1 @® 51 bo 0 7 3 —~a F418 8 SHE oe al] 7 () 25682 = G9 4 20888 ie ke We borrow one tens into the units place. | | Then borrow one tens into | the units place. 41| We carry out the | subtraction in the — tens, | hundreds , thousands ten | thousands place in that . th ~~ + ~~ Sp ny How do we complete the test of the subtraction ? 2, Arrange vertically and subtract. b (1) 27865 — 9879 (2) 35421 — 21867 (3)56123 — 38756 (4) 10000 — 9999 42@ (2) 8) @ Rahim bought a school-bag for Rs 240 and ja uniform for Rs 345. How much did he spend altogether? In the library, there are 960. books,,.Of theses 687 have been given to the children to read. How many books remain in the library ? Rajabhau planted 125 tamagind, 308 chickoo and 220 mango trees. How many trees did he plant altogether ? The sum of two numbers is 935. If one of these numbers is. . 402, what is the other number ? 43(S) Father bought a chair for Rs 374 and a table for Rs 625. How much did he have to pay the shopkeeper altogether ? (©) Gauri obtained 488 marks in the half-yearly exam and 530 in the annual exam. How many more marks did she score in the annual exam ? © Solve the following problems. (1) If there are 1268 boys and 1025 girls in a school, what is the total strength of the school ? Check if you have solved the problem as shown below, +1268 What was asked ? | The total number 1025 | 3 ., of students 2 2.9 3. students! What was given ? | 1268 boys | 1025 girls What operation was | done ? | Addition. ————(2) Mary had Rs 27,680. She spent Rs 9,715 from this sum to buy a cupboard. How much money does she have left ? Check if you have solved the probl m as follows. 27680 239 MP AS: Rs 17965 types ? 121.30, 30455 vlad a 40545 10090 PS 32'S. — 30455 3) In a nursery, 40,545 saplings were prepared. Of these, 12,130 were teak saplings and 18,325 were mango saplings. The rest were of other types. How many saplings were of other Check if you have solved the problem as follows. What was given ? Mary had Rs 27,680 | The cupboard cost | Rs 9,715 What was asked? | The money left with | Mary. | What operation was) done”? | Subtraction. ‘What was asked ?| Number of saplings of other types. What was given? | Total number of saplings | 40,545. | Teak saplings 12,130 | Mango saplings 18,325 Which operation wa First additon and then done ? | subtraction. What was added ? The numbers of teak : | and mango saplings. 4 What was subtracted ?} The sum obtained | from the total aumber | of saplings. 45tot t hat + terse D+ ~~ we x4 Solve the following problems. _ 1. Ten kilograms wheat was bought for Rs 160. and twenty kilograms rice, for Rs 420. What was the total amount spent ? 2. Rambhau bought hay worth Rs 2,570 and animal féed worth Rs 3,900. How many rupees did he spend altogether ? 3. Roshni bought a TV set for Rs 15,750 and a dish antenna for Rs 3,575. How much did Roshni spend altogether ? 4. What is the difference between the biggest five-digit number and the biggest four-digit number ? ’ 5. If the sum of two numbers is 12,591 and_ one of the numbers is 10,409, what is the other number ? 6." Astadium has a seating capacity of 20,750. A-certain match was attended by 19,500 spectators. How many seats remained vacant ? tO?e 5 parts of the 7 equal parts of one whole object is shown as the fraction >. ©The numerator of the fraction > is 5 and its denominator is 7. e The fraction >is read as ‘five upon seven’. I groups. Did you make the following two groups ? Group (1) Group (2) ee oh ‘ey ie & apres What is the characteristic of the fractions in Group (1)? All the fractions in Group (1) have 9 in-their denominator. Hence, the fractions in Group (1) are fractions with equal denominators. The two fractions in Group (2) have different denominators. 47Example + Separate the following fractions into groups of fractions with equal denominators, 57 a En Bae epe eer ng: 6* J]? 16° TI iL 16° 11° 16°'6* Group (1) : 2, < (Fractions with denominator 6) [eo T? tr (Fractions with denominator 11) |- Group (2) : I Group (3) : id = i: (Fractions with denominator 16) OE Nt tt ~ ERE ~~ 4 ~~ 4 1. Write fractions to represent the coloured part of each figure. Group together those with equal denominators. BGPSBDOS 2. Say whether the two fractions in each pair below have equal denominators or not. : J, aged etd @dedow zs wh IS ea CO Ba 2D O15 17 O79 19 a7. ay Se a For each of the following fractions, write three more fractions with equal denominators. OF 02.0% ..02. 8 EE lai 48Study the following examples. Example 1. Which is bigger, 2 or 2 2 5 How do we decide which fraction is bigger ? 2 2 2 : 5 and = have equal denominators. Hence, we can decide this by dividing a single figure into 5 equal parts. “The colbuiéd part of the figure is + and the rest is 2. What do we see when we compare the coloured portion and: therbladkiportion ? ‘The coloured portion 2 is bigger than the blank portion 2 3 3252) Hence, 5 7 5- The numerator 3 of the fraction 3 is greater than. the ainiie 28 ie aE RE teas Ue wets eee, has the bigger numerator. 49Example 2. Compare the fractions 4. and 3. 4 is the denominator of the given fractions, Hence, we must divide the same figure into 4 equal parts. The coloured portion of the figure is f. The bank portion What does this tell us ? The coloured portion is smaller than the blank portion, Hence, which of the given fractions is the smaller one ? F is the smaller fraction, sed Dick 2 That is, ase: When denominators are equal, the smaller fraction has the smaller numerator, Now, is it possible to decide which of the given fractions is smaller or bigger, without the help of a figure ? 50e Study the following examples: 1 Example 1, Compare the ) Example 2. Compare the 3 5 £ fractions + and >. fractions 77 a and +; 3 = and 2 have equal 2 and - have equal denominators. denominators. . Their numerators are 3 Misia eteniinreheea gece ee: and 6. $45 9>6 3 5 Hence, =< = eo Le. t 7 Hence, 77 > 7] I~ k~ ~~ EX Exercise 26)~ +~ +~ HS HAE 1. Write fractions to show the coloured portions of the given figures and tell which fraction is bigger. ® wW 2. Put the proper sign > or < in the box between the fractions in each pair. 4 C4 eg7 OO Os] eis 17 3. Draw figures to compare the fractions in each pair and ‘say which one is bigger and which, smaller. i w2.t @2.2 @44 o@ td i qd) ale ie gle Ie ajo talus 31e Arrange the numbers in the examples below in ascending and descending orde: The entire figure shown below In the figure — The fraction for the red portion is > The fraction for the blue portion is 4 The fraction for the green portion is 2 What do you see on observing the portions in different colours ? i Their ascending order is | Ascending order of numerators ; | 1 2 4 Bas ee Their descending order is | Descending order of numerators : BP Zoe. 4, 2,1 ee e's What does this tell us ? be Study the following examples. Example Arrange the given fractions (with equal denominators) in the ascending and descending order. 9 : Q) o> i$ > 4% (Without drawing a figure) Ascending order of the Descending order of the numerators of given fractions : | numerators of given fractions : 3759 97,3 Hence, ascending order of Hence, descending order of fractions : fractions : a 1Q),.7 20 17-10. ior 4 OG6°s6 Ascending order : 4 , 2 Descending order : 2, 4 4 +b Nt Te w+ ~ RET ~~ 4 ~ 4 ~ 4 ~4 e Arrange the given fractions in ascending and descending order. 5 6 2 2 442. o eas pe ge Be le ee £ 2i3 Opird Of 3 Os 3i r PR Sh yout Look at the following fractions. — Soe Dees 2S seer tee Compare the numerator of each of the above fractions with its denominator. What do you see ? In each fraction, the numerator is greater than the denominator. Such fractions are called improper fractions. Look at the following fractions. bey cae tS, Bern aay te Oien 0 * Compate ‘the numerator of each of the above fractions with its denominator. What do you see 2°” In each fraction, the denominator is greater’ tah the ‘numerator. What can we call these fractions ? We call them proper fractions.® Study the following example. Example Separate the following fractions into proper and improper fractions. + Proper fractions : $ : zd “hen i a 1. Separate the following fractions into proper and improper fractions. i 19 B Oo 8 seg sae ey 2. Some fractions have been classified as proper and improper fractions below. Check the classification and correct it if necessary. Improper fractions Proper fractions SS 21 33 aT Lem I2 eg Il’ 42” 22 a Bb 3 A 31 50 ya a 92a 35If one whole is divided into 2 equal parts, then $ is the fraction that represents each part. Of the one whole figure alongside, 4 is coloured. 1 is the numerator and 2 the denominator of the fraction 5. Here, the denominator 2 tells us into how many equal parts the entire figure has been divided and the numerator 1 tells us how many of the parts we have taken into consideration. 4 is a proper fraction, How do we explain the meaning of the improper 3 4 " fraction + ? In the figure, 3 coloured parts, each equal to 5, have been shown. 1 . “ @ taken 3 times, means... i be 5 « 56Then what is the meaning of + 2 2 parts each equal to = are together equal to 1, and 1 patt-equal to t means i. 3 1 Hence, 7 = 1+ 5, Hence, the coloured portion = 1 + 4 l+ t is written in short as 15. In 15, 1 is the integer and $ is the proper fraction. Thus, we see that 13; is a fraction with a whole number in it, or a ‘mixed number’. | oF % > l= is read as ‘one and one upon two’. 35 and 72 are some more examples of mixed numbers, How will you read them? AON EN ~~ RCT ~ + ~ + ~~~ + A: Identify the mixed numbers from the following. coe ieee SR a Be TE Gel eee tas TE Write the following mixed numbers in words. 3 3 A, dl dy & 2 2g 37, WG. 4g. Soy 27 95 Write the following fractions in words. (1) Five and seven upon fifteen. (2) Nine and three upon five. (3) Thirteen and nine upon thirteen. 21 7.6 St- es a le object or figure is divi into two equal parts, the fraction showing each of these parts is 4. If we have 7 such parts, the fraction showing them is z Below, the parts that add up to > have been coloured. 0000 1 1 ‘ 4 As shown above, 2 parts together make 1 whole figure. Hence, divide 7 by 2 to find out how many whole figures we have. 2 goes into 7, 3 times. It means that there are 3 whole figures or objects. 1 part remains. This ! part is 5. Hence, £ =344 which is the same as 34. Here, u is an improper fraction and | 34. is a mixed number. It is tead as three | and one upon two. Xv, 1 mia a} 58sadmma basis @. Study the piate ects to tan how to convert an improper fraction into a mixed number. 1B 44 Example 1, i Example 2. ee Gite genet al a: 4 _ Hence, \ oa Hence, a3 SSS, gE ONS ga ema cee =12 gaggia ee Ge >. ; ; ee | f ‘What does this tell us ? ANS +N + ~ 4 ~ + Giercise 0} ~4+~ + ~4~4~4 1. Convert the following fractions into mixed numbers. on . oF of 2 m2 oH 419 32! oF oF & 2 o 38 ao22 is a mixed number. Colour the diagram to represent it. DH @e 2 4 2a 24+ 4 =27 Each whole figure is divided into | From the last figure,we 4 equal parts, each being +. {take 3:0f the:4- equal From 2 such whole figures, we parts,each equal to - get 8 equal parts each equal to ; 11 equal parts, each equal to + means a Here, the numerator is 11 and denominator 4. Each whole figure had been divided into 4 equal parts. ig 4 Thus, 2+ = We also see that 23 = 28443. any@ Study the following examples to learn how to convert a mixed number into an improper fraction. Example 1. at Example 2. 7d Numerator = 4 x 2+ 1) Numerator = 17 x 5 + 3 Sea = 85 +3 6 = 88 Hence, numerator ; 9 Hence, numerator ; 88 Denominator : 2 Denominator : 5 Ss 88 1 9 Thus, 17 a oe Thus, 4a ne nA SHS HS 1, Convert into improper fractions. Os M67 9 Wd OB3s Ome @ 212 @) 303 2. Match the following. A B 5 101 eT Laat 3 ! icp Qas ra 2 seme Oi bane esA A triangle has three sides. Each side is a line segment or ‘seg’ in short. Look at the triangle ABC shown alongside. Seg AB, seg BC and seg AC are its three sides. The three B c vertices of this triangle are A, B, C. (2) Rectangle ; A rectangle has four sides, Each side is a line segment. 62A B Look at the rectangle ABCD alongside. [4 Seg AB, seg BC, seg CD and seg DA are its D c four sides. A, B, C, D are its four vertices. (3) Square : A square has four sides. Each side is a P D ine segment. Given alongside is the square PDUL... Seg PD, seg DU, seg UL and seg LP are its four sides. P, D, U, L are the four t Fe vertices of this square. ~~ ~~ ~ a Gierciseg) + ~+ ~ 4+ ~ 4+ ~4~4 ® Look at the *gures and complete the chart,6 BAB EI I | leds 0 0 ope Look at the pictures given below. Classify them into two groups. (Write the serial numbers of the pictures in each group.’ pte an, (neh ae) . ‘b @ Le "a © i 7) Did you make the following classification ? Group | : Picture : 1, 4, 5, 7, 9 Group 2 : Picture : 2, 3, 6, 8 What is the | All their faces are flat. The objects characteristic of the jin the first group are cuboids. figures in the first | group ? I What is the | One face is curved. characteristic of the | The objects in the second group figures in the second | are cones. group ? | | 64The shape of the brick cuboid. Cuboid What is the name of the shape shown above ? How many corners does it have ? hat are these corners called’? How many vertices does this cuboid have ? | ‘#’ is one of the | vertices of this cuboid. Which are the others ? the picture below is»called a D A Cuboid- Vertices. B) CD, BQ. B.S.AB is one of the edges of this cuboid. In the same way, which are its other edges ? How many edges does it have ? The coloured portion ADRS in the figure above is a ‘face’ of the cuboid. In the same way, which are the other faces of the cuboid ? ‘How-many faces does it have ? What is the shape of the face of a cuboid ? BC, CD, DA, PQ, QR, RS, SP, BP, CQ. AS, DR. bs ie ABCD, PQRS, BASP, CDRQ, BCQP. Activity : Check if the answers given above are correct by observing cuboids like a matchbox, a steel cupboard or a book. 66“ ‘The dice in the picture below is cubic in shape. Observe this cube. x M Ww le. N Z K What is the name of the shape Cube shown above ? How many corners does a cube have ? What are the corners of the cube called 2 vertices does this cube have ? W is one of the vertices of the cube ‘above. Which are the other _ vertices ? | | | i | | | | | | | How many ; | ! ! | | |WL is one of the edges of this cube. Which are the other edges of this cube ? How many edges does the cube have ? 3 The coloured portion | WXML in the figure above | is one ‘face’ of the cube. | Which are the other faces of I this cube ? | | | | How many faces does a cube have ? What is the name of | the shape of each face of | the cube ? Square. Every face of a cube is a square. Activity : Observe different coloured cubic blocks and check the answers given above, 68yA gn ee ~~ aap t ttt tt 1. Answer in short. (1) B i) 6 c 8) (4) E G 6) H 2. Answer the following. (1) What is this figure ? (2) Write the names of the edges of this figure. (3) How many — faces does this figure have ? 3. Compare a cube and a cuboid with respect to : Number of edges. length of edges, number of faces, shape of faces, number of vertices. Name the vertices of this cuboid. How many faces does it have ? Name any four of its faces. What is the shape of the face DCGH? How many edges does the cuboid have ? 69A coloured: tape is to be pasted along all four sides of the table-top shown in the picture alongside. What is the length of the * tape required ? If we add the lengths of the four sides of the table-top, we will get the length of the tape required. 85m SSm Observe the playground shown in the figure above. , Name the shape of the playground Rectangle. Length of the playground 85 m Breadth of the playground 55 m Shyam takes one round of the playground every day. What is the distance that Shyam covers in one round.? 70The distance covered by Shyam in one round = 85455485455 = 140+ 140 = 280 "Thus, Shyam’covers 280 m in one round. ‘Compare your answer with the one above to see if it is 3 5m Look at the figure alongside. Sm 5m Identify the shape of sa the figure alongside. Square. What is the length of each of the sides ? Sm Find the perimeter of Perimeter of the square this square. =) 5+5454+5 = 20 = Perimeter of the square 20 m. 7ax 7 oe pS of PF Find the perimeter of the 6m triangle in the picture alongside. 3m =3 £64:7 =18im 1. + b eer oe Te Perimeter of the triangle 7m wee ewe The length and breadth of some rectangles are given below. Find their perimeters, The lengths of the sides of some squares are given below. Find their perimeters. (1) 6 cm (2) 10m (3)9m (4) 13 cm The lengths of the sides of some triangles are given below. Find their perimeters. (1) 9 cm, 6 cm, 4.cm (2) 11 cm, 13 em, 14 em G5 m, 3m, 4m The length of the side of a square is 30 m. It has to be fenced in by 3 rounds of compound wire. What is the total length of wire required ? >= ee He 722. 6. Match the following. Number in numerals Number in words (1) 4,005 (a) Four lakh and five (2) 40,005 (b) Four hundred and five (3) 405 (c) Four thousand and five (4) 4,00,005 (d) Forty thousand and five Write the following numbers in their expanded form. Using the given digits, make the smallest possible four-digit number. @) 2,.9,°3 (2) 5,4, 7 3) 1, 0,8 Add in the vertical arrangement. (1) 3572 + 61283 (2) 72103 + 88923 (3) 43125 + 68210 + 53067(4) 24346 + 38120 + 49152 Write the time by the 24-hour method. (1) 25 minutes past 3 pm (2) 40 minutes past 7 pm (3) 35 minutes past 9 am (4) 10 minutes past 11 am Add 4 hours 40 minutes to 3 hours 55 minutes. 737. Subtract ; 8 hours 35 minutes - 5 hours 15 minutes. 8. Subtract in the vertical arrangement. i. 12. 13. 14. 15. 16. (1) 85297 — 52173 (2) 73103 — 21987 k. Tf 7999 — 3999 = 4000, then 7000 - 3000 = How many 2 . Ina school 1050 laddoos were bought for students. If 987 laddoos were distributed, how many remained ? Identify the pairs of fractions with equal denominators. Saved itv? satan tos le eca, dea 2 OP Bg MONE HOT Ty OG rues Write the proper sign, > or < in the boxes below. 3 2 19 29 is 2B. Oy CTF @ F a O83 C3 Convert the given improper fractions into mixed numbers. DF MS OB Fill in the proper words in the blanks. (1) A cuboid has ——- vertices, (2) A cube has -—- edges, (3) A square has ———— sides. (4) A rectangle has —-—- vertices, A rectangular table has a length of 72 cm and a breadth of 30 cm, What is its perimeter ? Find the perimeter of the figure alongside, 8 m 7m 6m 74Multiply. (19 XS QW x F GB) 35 x2 (4)44x3 (5) 122 x 6 (6) 100 x 9 (7) 215 x 4 (8) 123 x 5 (9) 207 x 2 (10) 425 x 2 2. What is the cost of 83 articles, if each costs Rs 7 ? 3. If there are 8 orange trees in a row, how many are there in 50 rows? 4. If 60 students stand in a row, how many students are there in 8 rows ? 5. One pen costs Rs 9. What is the cost of 72 such pens ? 3 x 2 = How many? You asbvhlehhecie/is. 6: Example 1. 3 tens x 2 = how many units ? How will we find this out using the meaning of multiplication ? 3T x 2 means 3°tens taken twice, which means 6 tens. 6T means how many units ? 60 units. Example 2. 3H x 2 means how many? Now, 3H x 2 means 3 hundreds taken twice. How many does that make ? 3H x 2 = 6H = 600 75Example 3. Could 3T x 2 and 3 x 2T be the same? Try this out. = “Thus, “31 2 = 29x 3 Example 4, Are 3H x 2 and 2H x 3 the same? Try this out. Thus, 3H x 2 = 2H x 3 Ott ~~ rea ~ + ~~ 4 ~4~4 © Write the proper numbers in the boxes. 13T = []u: [30 =[]u x2) =a] Ob er ot yo x2 =[]u | 44 x3 =[_]u 55S fix 4.3 [1 x2 Med SgezesExample 1, 23 x 14 = ? How shall we work out 23 x 14 using the meaning of multiplication ? 23 x 14 means, 14 times 23, means adding 23, 14 times. Such an addition will take a long time. Is there another way to carry out this multiplication ? Yes, there is, 23 means 20 + 3 We can, therefore, multiply 20 or 2T by 14 and then 3U by 14. 2T 3U x 14 x_14 237 42U What is to be done next with 28T and 42U ? 28T means 280 units. We add 42 units to 280 units. 280 + 42 = 322 Hence, 23 x 14 = 322 We shall use the following method to carry out this multiplication. Example 23 x 14=? What do we see from this ? . First multiply 23 by 4 units. ~ The product is 92. Then multiply 23 by 1T. 23 x 1T = 23 x 10 = 230 Add 92 and 230 Hence, 23 x 14 = 322 T7Example 2. The multiplication 23 x 14 can also be done by using the 14 times table. First multiply 3 units by 14, TU Fourteen threes are forty-two. Write the 2 23 units from 42 in the units place of the product Mab g and keep the carried over 4T in your mind, ao Now, multiply 2T by 14. Fourteen twos are twenty-eight. Add the carried over 4 to 28. Write 32 on the left of 2 in the product. vba ~ + ~ Rit ~+ ~4+~4~4~04 © Multiply. OO 536 © 47 Ce 60.) 75 “29 mee 9: § 727 Dn Bae naa OR ga Olas oa *39 al ie be ~ 66 eRe es © — Study the following multiplication, What do you see ? Example 1. HTU 2 Tote 123 xa x 8 984¢—__—_ 99 gg — 2 4:00 Multiplying 123 by 2T 3444 ‘ The product is 3444, ee ee eeExample 2. 347 x 59 = HTU 46 29 347 3.47 347 4) ee x 9 x 57 , 3123 &— 3123 PTS ST 1.73.5 0 ¢€———————_ 17 3 59 20473 - The product is 20473. ano = RH 44 e Multiply. Z OD 2g a 198 Qe) 35 Kees x 5-4 4 ® Study the following. What do you see ? Example 1. 279 x 345 = ? pgig 229 i te 8 x 5sU x 4T 279 Se Te: eg aS, L ¥ 9-5, ee 1395 | Muiplying by SU. + 1 1 1 6 O | Multiplying by 41. 279 + 8 3 7.0 0 | Muttiptying by 3H. Re 96255) 837H 83700 79Example 2. 237 x 134 = 9 eaeet 1°3% 9-458 ———239-x 4 =" fy4e Tye Tle 130 237 x 3T = 7110 Se a ee Be ag The product is 31758 tut t= ++ ~~ + ~ + ~ 40454 © Multiply. AD ge A De ae ator) GD 444 Maia 5 cule’ a me ay Me = Sears Oke etaia eles aN *32°2°3 e Study the following multiplication, Example 1. Example 2. 469 x 230 = 2 340 x 300 = 2? 469 5 AG one ee) X300 + 000 Multiplying by OU. i: 2 eeg: 4 £4.07 0 Muttiplying by ar. | + ae J 35800 Multiplying by 2H. a6 20.00 107870 16 20.0 6Toone 3. ° Example 4." 369 x 107 =? 608 x 235 =? 3 6.9 6608 1 OFF MH SAS 23s 3 Fe 3040 ~ 0000 4. 1824.0 36900 121600 39483 1402-880 pret ~ + ~ erie ~ 4+ ~ ~~~ + e Multiply @). 3252 (2) 605 .9) 760 Ft m2 02 = 40-0 Gi oa 6 419 © 240 Bo 3-0 B53 3) 2 a 5 { Muliping four nme ya one umber e Study the following multiplication. Example 1. 2413 x 2 = How many? 1:3 413 | x 9 x 2 I You haye learnt how to 26 826 do these multiplications. | | From which place do we start multiplying 2413 | by2? * 2_| From the units place. * 4826 | Multiply the four-digit number by the one-digit | number in the same way as you multiplied the three-digit number. 81Example 2. 1354 x 3 = How many? Every digit in the four-digit number is multiplied by the multiplier 3. What do you see 2 Multiply first the units, next tens, then hundreds and lastly, the thousands by 3. The product is 4062. tt wa + ~ ered ~t we wp © Multiply. OSS A2 Se epee 4502 = a - 2 x 4 O42 So AAS) 5003 -@ . 4 31215 x 5 x 2 a 2 © Study the following multiplication, Example 2459 x 38 = 2? 2459 eee 19672 — Multiplying by su. 93-979 Multiplying by 37. 93442 82gagur woH t 4u~ ~~ +> 1 Gitercised~4+~ +~4+~4+~+ e Multiply. Murs 2-sig Qe arcoroiss O. 5 3 82 x on x 32 x 49 4 7301°8).4678 © 6712 x 55 x 62 x nS by a three-digit number Study the following solved example. Example 5389 x 107 = ? S38 (S Th. HT) x 7 5 38 9 PF T23U x £04 te ee | Multiplied by 7U. 5389 00.0.0 0 | Multiplied by OT. x) oF 5389900 | Mulipied by 1H. 0000 SFG G2 BA 5389 How to multiply a four-digit number * 1H by a three-digit number ? 53 89H met OG this 533900 When multiplying by a three-digit number, multiply first by the units, next by the tens and last, by the hundrcds digit. Hence, 5389 x 107 = 576623 83tt ~ t+ ~ + ~ cee ~+ so 4.424 e Multiply. Ons 54 OE going — Gl bss xe 3 1s Roe th Ged erat 2 o> Seer Rw OS eS et ——— ES | ie Example 1. Find a number than which the Product of 65 x 47 is definitely greater, The number 65 has 6 tens. 65 > 60 The number 47 has 4 tens. 47 > 40 Will the product 65 x 47 be greater than 60 x 40 ? Let us see. 6x 4 = 24. Hence, 60 x 40 = 2400 The product 65 x 47 will be greater than 2400. Example 2. Find a number than which the product of 625 x 47 is definitely greater. The number 625 has 6 hundreds. 625 > 600 The number 47 has 4 tens. 47 > 40 600 x 40 = 24000 Hence, the product 625 x 47 is greater than 24000. 84fat wa ~ + ~ Re ~~ ~~ t « Finda number than which the product is definitely greater. (1) 65 x 48 (2) 52 x 96 (3) 73 x 72 (4) 544.x 71 (5) 437 x 35 (6) 519 x 83 You know that 6 x 1 = 6 ; 6 x 10 = 60 ; 6 x 100 = 600 What do we see when numbers are multiplied by 10, 100, 1000 ? Observe the following multiplications. 18 x 10 = 180 18 x 100-= 1800 18 x 1000 = 13000 —_— 27 x 10 = 270 27 x 100 = 2700 27 x 1000 = 27000 35 x 10 = 350 35 x 100 = 3500 < 35 x 1000 = 35000 235 x 10 = how many ? 235 x 100 = how many ? = aoe | 235 x 1000 = how many ?© Study the following multiplications. bear ieraneserpaen get. What do you notice ? 3 x 10 = 30 3 x 20 = 60 3 x 30 = 90 3 x 40 = 120 3 x 50 = 150 3 x 60 = 180 Wit tule can you obtain from the answers you get ? 3 x 100-= 300 3 x 200 = 600 3 x 300 = 900 3 x 700 = 2100 3 x 800 = 2400 3 x 900 = 2700 What rule can you obtain from the answers you get? Fats +4 ~ + ~ RCRD ~ + ~ 4 seep ° Carry out the following multiplications. (1) 45 x 10 (2) 321 x 300 @) 79 x 20 (4) 74 x 60 (5) 862 x 400 (6) 517 x 1000 (7) 34x 100 (8) 7.x 1000 @) 17. x 100 (10) 107 x 10 (11) 12 x 1000. (12) 21 x 30 St ee elie eaceey 86Example 1. Write the number 36 as the product of two nunsbers. 36 = 9 x 4. Here 9 and 4 aenfactors of 36. Other factors of 36 are given below. Factors of 36 36 = 18 x 2 18, 2 36 =6 x6 6, 6 36 = 12 x3 1253) 36 = 36% 1 36, 1 Example 2. Find the factors of 15. What should we do first ? Write the number 15.as the product of two numbers. 1S =3 *1 S215 X47 Factors of 15: 3, 5 Factors of 15% 15, 1 © Study the factors of 13, 7, 99 ‘ 1343 x4 39:35 39. 8 TT eA 39 = 13°* 3 wt hs Find the factors of the following numbers. Write all pairs of factors. (1) 50. (2) 27: (3) 82 (4) 61 ~G) 47 ©) 91 2. Take any five two-digit numbers, Write them as products of two numbers and syrite the factors. r+ 87Now, sindy the multiplication of 23 x 14 as carried ont below. What do we see? 23 means 20 + 3. Also, 14 means 10 + 4. ty nimiber in the multipticand is multiplied by every number in the multiplier, The products obtained are added. The product is the same. ‘Carty out the following multiplications. a) (2) 88Fold each of the pictures below along the given broken line. Are the two parts of each picture exactly alike ? Classify the pictures into two groups depending on whether the two parts are alike or not. (3)mee eee a eid igor bid a easy a ees ange tho? Group 1 : Picture Nos. : 1, 3, 4, 5, 6, 8, 9, 10, 11 Gear Picture Nos. : 2, 7, 12°” What is’ the The dotted line divides characteristic of the picture into two like the first group ? ‘parts. These pictures are | symmetrical. it is the The dotted line does not istic of the divide the picture into two second) group ? like parts. These pictures are Trace the picture of this teddy-bear and the dotted line on to another sheet of paper. Cut out the shape and fold it along the dotted line. The fold divides the picture into two parts which fit exactly on each other. Hence, this picture is symmetrical with respect to this line. Take a square piece of paper as shown in the figure alongside. Draw a broken line on it as shown. Fold the paper along this broken line. Weyse@athat one part of the square fits exactly on the other. Hence, the square is a symmetrical figure with respect to this line. 90‘ Take a leaf of a tree like the one shown alongside. Fold this leaf along its main vein. The two parts on either side of the. vein fit each other exactly. Hence, the leaf is symmetrical with cep to ey vein. / ; Take a triangular piece of 7. j Paper as shown in the figure alongside. Fold the paper along the given broken line. The two parts formed do not fit each other. 1 Hence, this figure is not symmetrical with respect to this line. Take a piece of paper in the | shape of a capital G Draw a broken line across the letter, as I shown here. Fold the Paper along i this line. We see that one part of : the paper does not-fit exactly on | the other. Hence, this is an i asymmetrical figure. 91Take a piece of paper in the shape of the figure shown alongside. Draw the broken line on it as shown. Fold the paper along this line. The two parts of the figure formed by the fold do not fit exactly on each other. Hence, with respect to this line, the figure is asymmetrical. Now, if we fold this figure along another broken line as shown in the figure here, we find that the two parts of the same figure fit on each other exactly. Thus, this figure is not symmetrical with respect to the first broken line which was horizontal but is symmetrical with respect to ‘the second line which is vertical.$a ~ ~~ + ~ 4G tt tt tt 1. Which of fhe following figures are symmetrical ? 2. Identify the symmetrical figures from the following. Draw the line with respect to which they are symmetrical. AHIJK 3. Identify the symmetrical numerals from the following. Draw the line with respect to which they are a 93* Look at the coins and currency notes shown below. Write the total amount they make.Conversion between rupees and paise. Re 1 Rs 6 Re 1.= 100 paise 100 paise Rs 4 = 400 paise 600 paise e Study the following examples. Example 1. Add in horizontal arrangement. “(I) Re 1 + Rs 5 = Rs 6 (2) Rs 8 + Rs 3 = Rs IL : (@) Re 1 p50 + Rs2 p25 =Rs 3 p75 (4) Bs 4.p15 + Rs 4 p75 = Rs 8 p90 Example 2, Add in vertical arrangement. Rs 3 paise 40 + Rs 2 paise 10|Rs 4 paise 30 + Rs 3 paise 35 w 7+ <~+- ie +~ 44> "+ 1. Convert rupees into (1) Rs3. @)Rel @)Rs7 (4)Rs9 (5)Rs5 2. Convert paise into rupees. (1) 500 paise (2) 300 paise (3) 400 paise (4) 700 paise 3. Add. (1) Rs 2 p 15 + Rs 3 p20 (2)'Rst-p 25 + Rs 2 p10» (3) Rs 2 p 40 + Rs 4 p40 (4) Rs 3 p 30 +Re 1 p35 95(1) Najma bought apples worth Rs 85 and guavas worth Rs 60, What is the total amount she spent ? (2) If we buy guavas for Rs 10 and 75 p and bananas for Rs 6 and SO paise, what is the total amount we will have Spent ? 75 paise and 50 paise make Re | and 25 paise altogether, 10+6+1=Rs 17 tot t~ ~~ HR 4 4 3 3 1. If we buy mangoes for Rs 50 and sweetlime for Rs 26 p 50, what is the total amount we have spent ? 2. If Shruti bought a papaya for Rs 12 and 75 paise and custard apples for Rs 60 and 50 paise, what is the total amount she spent on the fruits ? 96e Study the following examples. 10 paise cannot be subtracted from 0 paise. Hence, borrow Re 1 from Rs 30, +“ LS ~~ + ~ + +5 RCD ~ + ~ 4 ~4 4 ~4 jubtract. s (1) Rs 15 paise 75 - Rs 4 paise 25 (2) Rs 7 paise 30 — Rs 3 paise 60 (3) Rs 125 paise 40 — Rs 70 Ppaise 80 2. (1) Sapna bought a compass box for Rs 36 p 50 and an umbrella for Rs 43 p 25. By how much is the cost of the umbrella more than the cost of the compass box ? (2) Sunil bought a ball for Rs 17 p 50. He gave the shopkeeper a Rs 50 note. How much money did the shopkeeper return to him? - se 97 eosStudy the following example. Rs 7 paise 50 x 3 =? 50 x 3 = 150. paise 150 paise = Re 1 paise 50 Write, 50 in the paise column. 7 eos 21 + 1 = Rs-22 Answer : Rs 22 p 50 ee es ~+ ~ rcs ~+ ~+ ~+ ~ pe ~t e Read the prices of the articles shown below and find the cost of the articles bought. (1) Skites (2) 3 water bottles (3) 6 books (4) 4 dishes (5) 7 balls (6) 10 glasses (7) Chimanlal bought | ball, 1 dish and | kite. What was the total cost of these articles ? 98* 2 e following example. If 6 handkerchiefs cost Rs 72, what is : 6) the cost of 1 handkerchief ? nt 6 Let us divide Rs 72 into’6 equal parts. 2 One handkerchief costs Rs 12. 12 te eS HT ee ~~ HA HS 1. (1) If Rs 873 are distributed between’ 9 children, how many rupees will each child get ? (2) If we get 5 bunches of flowers for Rs 170, what is the cost of one bunch ? 2. Read the prices of the articles shown below and solve the problems. Rs 60 (1) Rashida has brought Rs 100 for buying some of the things shown above. Which of the above things can she buy ? (2). If John wants to buy 1 book, 1 flower vase and I schoolbag, how much money will he have to spend ? t+ 992 and Look at the figure above. How much is T 2 7 altogether ? 2 and 2 > altogether. 3 2 , Es ; 7 and 7 are fractions with equal denominators. So gee eee 7 7 i gk 2. The figure below has been divided into 9 equal parts. 2 2 1 9 2 9 Look at the figure above and find the sum of @ . ol— ol ln z 100The sum of 3, 2 and 5 is $ o & . & and 7 are fractions with equal denominators. 32,1 geae 6 gek ga 9 sana: Now, can you tell how to add fractions with equal denominators without drawing a figure ? Study the following examples to leam how to add fractions with equal denominators without using 2 figure. i 2 Example 1, G7 + | =? and 3 are fractions with equal denominators, ale : = =? Example 2. 77+ qy7 + Ty * °+b he - 5 =? ttn tet ts GED + 4 4 4 © Subtract. Sf Aas ist: & 3 2 iia Ts sich oe ers = 15 19 Bete gi: Se add Oy - 2B. O47 - 77 is — 16 2 Wo aS cee Oiap =F Bag > 99 19 7 19 te@evision): Divide. 242. «954 sys0 «759 3)60- = (Divisor less than 20) Example 86 +12 = How many ? Here, what is the dividend ? +86 0 What is the divisor ? 12 12986 Let us-arrange the division vertically. 20. 5 86 86 = 8 tens and 6 units. First, let us divide 8 (ens into 12 parts. We cannot divide 8 tens into 12 equal parts, 07 hence, we write 0 in the quotient above 8. 12986~ 8=0=8 : a We write 6 units in front of 8. ee Now let us divide 86 into 12 parts. 2 Say the 12 times table to do this. 12 sevens are 84, 12 eights are 96. 84 < 86, 96 > 86. Hence, 12 will divide 86, 7 times, We write this 7 above the line. 86 — 84 = 2. The remainder is 2. tute te te tq ice tw t~ te tet. + © Divide. 14y98", 15)90. 12)74 . 17)85 > 16)86 > 18)78 1052 Divide. (Divisor greater than 20) Example Divide 86 + 37 9 3786 sae 8 02 37)86 ~9 86 ~ 14 12 In this example, what is the divisor? 37 What is the dividend? 86 What to do next 2 We have to divide by 37. So, prepare the table of 37. Let us consider the 8 on the left of the dividend. We cannot divide 8 by 37, So, let us consider 86. Instead of writing the full 37 times table, we can work out only how many times 37 will go into 86. Let us see how. The first digit on the left of the divisor is 3, 3 twos are 6, 6 < 8, 3 threes are 9, 9 > 8 Hence, let us take 37 x.2 37 x2= 74 86 - 74 = 12 The quotient is 2. The remainder is 12. ees 4~ + ~ 4 ~ Geri ~ 4+ ~ + ~ py © Divide. C) 24795 (4) 29958 1) 31V6T (2) 36)74— 3) 45)94~ (3) sI)78 © 2890 (8) 21)57~ (9) 37)49— 106(Divisor less than 20) Example Divide 379 +12 The dividend has 3 digits and the divisor has two. So, we will first divide the number made by the first two left digits in the dividend. 31 Let us start with~37. . 127379 © Say the 12 times table till 37. > =a 12 threes are 36, 12 fours are 48. . 2 56 37 AR ST. 019 Write 3 in the quotient. 37 — 36 = 1. _= 12 Write 9 from the dividend in front of 1. ae Divide 19 by 12. How many times does 12 divide 19? Once. What is the quotient ? What is the remainder ? Quotient : 34 Remainder : 7 Mb +4 ~4 ~4 arc Ott Wt TH © Divide. @) 159690 . @ 16)728- GB) 14)302- @ sa7 () i) 11901 M iyo . ©) 13410 ) 18)830- 107| two-digit number (Oivise: greater than 20) Example Divide. 954 +27 How many digits does the dividend have ? ...3 How many digits does the divisor have? ...2 35 As the divisor has two digits, we will begin 277954 with the first two digits on the left of the dividend, =e First divide 95 by 27. = Look at the left-hand-side digit of these two —— numbes. As 2 fours are 8, let us try 27 x 4 27 x 4 = 108 but 108 > 95 Now, what to do next? Let us try 27 x 3 27 %:3 = 81, 81 < 95, Hence, 27 divides 95, 3 times. 95 — 81 = 14 Write the 4 units in front of 14. Now, to divide 144, let us prepare the 27 times table. 27 x 4 = 108, 27 x 5 = 135, 27 x 6 = 162 162 > 144 So, we will consider 135. Hence, the quotient is 35, The remainder is 9, aE TE Ne ~~ Gere ~~ 4 ~~ wy e _ Divide. 48/630» 67)810 . 28)595 . 36)880 °, 55) 930 108(Divisor up to 20) ® Study the following divisions, 450 361 11) 7658 1475056 “£3 vee 085 = 84 008 016 = 02 8 Quotient : 450, Remainder : 8 309 187 1sy4635~ i ; —45 ort =a - EE: 0123 ="135 ere 34 000 013 * Quotient : 309, Remainder 7 0 |Quotient : 187, Remainder : 13 tate te t+ ++ era ~+~ $~ t~4~+ © Divide. Write the quotient and remainder. 5036+ 17, 4828 + 12, 7492 + 16 7605 + 14, 6528 + 18, 6853 + 17 i 109Example 4000 + 20 = 2 pid Which of the following divisions is correct ? Think for yourself and find the answer. soatlies ag 1@ 20 1@) Bain oh a =40 _ -40 si aa 00 eS | 000 20° Mts ore =00 | | | | | | 00 | | | | | | | I | | Quotient : 2 Quotient :20 | Quotient : 200 Remainder : 0 Remainder : 0 Remainder : 0 This division This division | This division is wrong. is wrong. is correct. Why? | Why ? | Because, even though the remainder is 0, Here We do not find that SF . * find thst Divisor x Quotient = Dividend | Divisor = Quotient I = Dividend. | s | htm 45 ty 4~ 1 Gere ~ +~ ee te @ Divide, 840 + 14, 6000 + 10, 9000 + 18 3000 + 15, 3900: + 13;, 6600 + 12 £ Tc eS eee TODividing a four-digit number by a two-digit (Divisor greater than 20) Example Divide. 3781+ 47 Let us begin with the two digits on the left of the dividend. The number 37 is less than 47, so we will ‘i 80 4ya7 81 consider the three digits on the left of the —376 dividend. We must divide 378 by 47. We 021 could prepare the table of 47. But, instead, we - 00 ay could make an estimate of how many times 47 will go into 378. Say the table of the 4 in 47 up to 37. 4 nines are 36. Hence, let us try 47 x 9. 47 x 9 = 423. But, 423 > 378 Hence, 47 will not go into 378 9 times. 47 X 8 = 376. 376 < 378. Hence, 47 will go 8 times into 378. 378 — 376 = 2. , Write 1 from the dividend in front of 2. 47 cannot divide 21. Hence, we write 0 in the quotient. Quotient : 80, Remainder : 21 ane ~~ ~~ Gra ~ tt tt e Divide. 5796+ 84 , 1348232 , 1767 + 48 2188 +52 , 5004+61 , 3657+ 42 i» Dividing by 10, 100, . Study the following divisions and fill in the boxes below. aw 7 1), 7 | @ Z 1073 | 1000735 | 1000) 7354 112.tw ~~~ + ~ erie) ~+ ~ + ~4~4+~4 e Divide. (Write the quotient and the remainder.) e Word Problems Example If Jasuben bought 8 mirrors for Rs 720, what is the cost of one mirror ? Given : from the cost of many, One mirror costs : Rs 90 ++ ~~ 4+ ~ + ~ +ikercise 62)+~+ ~+~+~4+~+ Solve the following problems. (1) 105 litres of milk was kept in 7 pots. All the pots hold the same amount of milk. How much milk does each pot hold ? (2) Forty-one chairs cost Rs 8200. What is the cost of one chair ? ee 113 | 90 No. of mirrors bought : 8 | sytag Total cost of mirrors : Rs 720 ral What is asked ? Cost of one mirror. | 7 What operation should we do ?' Division. | ee Why ? We have to find the cost of one |© Study the following examples. . Example 1. Is 3 a factor Example 2. Is 3a factor of 15% of 17? 15 is there in the 3 times 17 is not there in the 3 table. times table. 1S=3-*% 5 Hence, 3 is not a factor of Hence, 3 is a factor of 15. I If the dividend is there in the table of the divisor, then the divisor is a factor of the dividend. If the dividend is not there in the table of the divisor, what can we do to determine if the divisor is a factor of the dividend or not? ‘We have to actually divide the dividend to find out if the divisor is its factor or not. Example 3. Is 3a factor of 42 ? Let us divide to find out. The remainder is 0. ‘It means that~-3 divides 42 completely. Hence, 3 is a factor of 42. Example 4.57 + 3 319, 57+ 19 =3 Hence, 3 and 19 are both factors of 57.TGIQe 1 Wwayiee Example 5. Is 3 a factor of 49 ? Let us find out by actually dividing it.” 16 349 ‘The remainder is 1. “3 : Example 1. pS Example 2. i ne 15 2 nes Me The number 15 is the The number 17 is the dividend. dividend. What is the remainder when What is the remainder 15 is divided by 3? when 17 is divided by 3? aN cA Te Weis Seal ee 2 Hence, the number 15 is Hence, the number 17 divisible by 3. is not divisible by 3. Numbers divisible by 3 are 3, 6, 9, 12, 15,..., 30, 33, 36, 39, 42,... All these numbers can be divided by 3 without getting a remainder. Hence, the numbers 3, 6, 9, ..., 42, 45, ... are all completely divisible by 3. They are called multiples of 3. Example 3, Is the number 235 a multiple of 5? We can decide this by actually dividing 235 by 5. 47 5)235 The remainder is 0. =20 Hence, 235 is divisible by 5. a Hence, 235 is a multiple of 5. 00 116i 3. 5. +L T NT Which of the following numbers are multiples of 6 2 Circle them. 18, 30, 46, 52, 78, 120 Which of the following numbers are not multiples of 4? Circle them. 10, 16, 38, 42, 52, 64, 80 Write five multiples of 7. Write any five numbers which are multiples of both 2 and 5, Write any three numbers which are multiples of 2 but not of 3. Of which of the following numbers is 544 a multiple : . 5, 4, 6, 7, 9, 2? Find out by dividing. 117@ Find the approximate quotient. (1) 65 + 32 The cémplete tens number close to 65 is 60. Thecomplete tens number: close to 32 is 30. If 60 is divided by 30 we get 2. Hence, 65 + 32 will also be close to 2, (2) 683+ 57 The complete hundreds number close to 683 is 600. The complete tens number close to 57 is 50. 600 + 50 = 12 Hence, the approximaté quotient of 683 + 57 is 12. @) 985 + 47 The complete hundreds number close to 985 is 1000. The complete tens number close to 47 is 50. _ 1000 + 50 is 20 Hence, the approximate quotient of 985 + 47 is 20. is OE Et cesane RO Estimate the quotient in each of the following divisions. (1) 110 + 27 (2) 160 +5 (3) 270+ 8 (4) 350 + 43 (5) 462 + 21 (6) 612 + 41 ton fe rrr 118‘The standaid unit for the measurement of length, mass (weight) and capacity are metre, gram and litre respectively. Units that are bigger than these and smaller than these are shown below. “a RS aps © The units of mass are kilogram, hectogram, decagram, gram, ~ The units of capacity are kilolitre, hectolitre, decalitre, litre, decilitre, centilitre, millilitre. The units of length are kilometre, hectometre, decametre, metre, decimetre, centimetre, millimetre. # Uaisotteng Let us see how we convert the units from kilometre, the biggest unit, to millimetre which is the smallest unit of length. e Divide the kilometre into 10 equal parts. The name of each of these parts is hectometre.@ Divide the hectometre into 10 equal parts. The name of each ofthese paris decamete, RECS =O AS] © Divide 1 decametre into 10 equal paris. The name of each of tee pars is meme’ (LES 1 ma) ® Divide | metre into 10 equal parts. The name of each of these parts is decimetre: | ® Divide 1 decimetre into 10 equal parts. The name of each of these parts is centimetre. [f decimetre = 10 centimetres | @ Divide 1 centimetre into 10 equal parts. The name of each of these parts is millimetre. 1 kilogram = 10 hectograms | 1 kilolitre = 10 hectolitres 1 hectogran = 10 decagrams | 1 hectolitre = 10 decalitres 1 decagram = 10 grams 1 decalitre = 10 litres 1 gram = 10 decigrams | 1 litre = 10 decilitres 1 decigram = 10 centigrams | 1 decilitre = 10 centilitres 1 centigram = 10 milligrams | 1 centilitre = 10 millilitres 1201. Measure the length of the objects shown below. What devices will you use to do that ? @ e Q) (3) @ Did you use any of the following devices ? (1) Notebook — ruler (2) Compass box — ruler (3) Blackboard — metre scale/tape (4) Cloth — metre scale/tape (5) Width of the window — metre scale (6) Wall chart — ruler 2. Which unit should be used to measure each of the following objects ? Centimetres or metres ? (1) School-bag (2) Classroom (3) Pencil (4) Book (5) Eraser (6) Electric pole 121% Conversion between millimetres and centimetres ® Study the following solved problems. Example L. How many millimetres is 3 cm ? jem = 10 mm 3x 10 = 30 Hence, 3em = 30 mm Example 2. How many centimetres is 40 mm ? 10 mm = Icm 40+10=4 Hence, 40 mm’= 4 cm tn4~ + ~~ + ~ 4c ~ + ~ + ~~ 4 ~ 4 1. Convert the millimetr s into centimetres. (1) 60 mm (2) 100 mm (3) 50 mm 2.. Convert the centimetres into millimetres. (1) 6 cm Q) 13 cm (3) 21 cm 3. Match the following. A B qd). Sem 13 cm Q2) 10mm 50 mm G) 77cm lcm 4) 130 mm 60 mm 6) 8cm . 70 mm ©) 990mm 80 mm 80 cm 9 cm 122% Conversion between, metres and centimetres, © Study the following solved examples. Example 1. How many centimetres is 4 m? 1 m = 100 cm. 4x 100 = 400 Hence, 4 m = 400 cm. Example 2. How many metres is 600 cm ? 100 cm = 1m 600 + 100 = 6 Hence, 600 em = 6 m +74 ~+~4+~ + ~ + Giese ~+ ~+~4+~4+~+ 1. Convert the metres into centimetres. () 5m (27m @G) 10m (4) 15 m (5) 17m (6) 19 m (7) 22 m (8) 30 m 2. Convert the centimetres into metres. (1) 100 em (2) 2000 cm (3) 700 cm (4) 400 cm (5) 3000 cm (6) 5000 em 3. Fill in the blanks. (i) 3m = ceases cm (2) 800 cm (3) 200 cm (4) 6m (5) 16m = cm 1231 km = 1000 m | 5000 m = 5 km 2 km = 2000 m ! 7000 m = 7 km 3 km = 3000 m j 15000 m= 15 km Observe the information given above and tell what you notice. Do you notice the following ? There are as many thousand metres as kilometres. © Study the following solved examples. Example 1. How many metres is 11 km ? 1 km means 1000 m 11 x 1000 = 11000 Hence, 11 km = 11000 m. Example 2. How many kilometres is 8000 m ? 1000 m means | km 8000 = 1000 = 8 Hence, 8000 m = 8 km Ant ~ + ~~ + ~ erie) ~F ~ + ~~ +4 1. Convert the metres into kilometres. (1) 2000 m (2) 20000 m_~—_ (3) 10000 m 2. Convert the kilometres into metres. () 9 km (2) 5 km @G) 7 km (4) 12 km 124The common balance The picture alongside is that of a common balance, This is a device used to weigh things. We can see such a balance in a provision store or with the vegetable vendor. | What is being weighed in the picture alongside ? A mound of jaggery. What is the weight of the jaggery ? 2kg. Do you know other measures of weight ? Look at the weights shown below. The weights shown above are used to measure weight. 125Example 1. Convert 3 kilograms into grams, 1 kg = 1000 g = 3x 1000 = 3000 Hence, 3 kg = 3000 g ‘What does this tell you ? Example 2. How many kilograms will 7000 ¢ make ? 1000 g = 1 kg 7000 + 1000 = 7 Hence, 7000 g = 7 kg Example 3. How many kilograms is 5000 2g? 5000 grams= 5 kg Example 4. How many grams are there in 15 kilograms ? 15 kg = 15000 g tut ~~~ + ~ ee ~ + ~ 4 ~ 4 ~ 4 ~ 4 1. Convert the kilograms into grams. (1) 8 kg (2) 12 kg (3) 2 kg (A) 6 kg G)4kg (10 kg (7) ke (B) Ng 2. Convert the grams into kilograms. (1) 9000 g (2) 17000 g (3) 21000 g (4) 8000 g (5) 6000 g (6) 10000 g 126Let us measure the capacity of this bucket. The bucket becomes full when 6 measures of water are poured into it using a | litre can. It means that the bucket has a capacity of 6 litres. Let us now measure the capacity of the same bucket with a 500m! can. The bucket becomes full only when. 12. measures of water are poured into it using a 500m/ can. It means that the capacity of the bucket is 500 x 12 = 6000mi The bucket also becomes full when 30 measures of water are poured into it using a 200ml can. Hence, capacity of bucket 200ml x 30 = 6000ml How many litres is 6000 millilitres ? 6000! = 6 litres. Thus, the capacity of the bucket is 6 litres, 127Conversion teen ie cad mires Example 1. Convert the litres into millilitres, (1) 4.1 = How many millilitres 7 4 X (2) 12 1 = How many millilitres ? 12 x 1000 = 12000 Hence, 12 / = 12000 ml What does this tell us ? (3) 2 1 = How many millilit 2-1 = 2000 ml (4) 5 1= How many millilitres ? 5.1 = 5000 mi Example 2. (1) How many litres is 9000 ml ? 1000 mi= 11 9000 + 1000 = 9 Hence, 9000 ml = 9 J (2) How many litres is 14000 mi? 14000 + 1000 = 14 tres ? Hence, 14000 mi = 14 / 128(3) How many litres is 15000 ml? 15000 mi =15 | (4) How many litres is 8000 ml ? 8000 ml = 8 I ub ~ ~~~ 4 Gercise ~~ ~~~ + 1. Convert into millilitres. ().3 1 (2) 81 B91 (4) 15 1 2. Convert into litres. (1 10000 ml (2) 7000 ml (3) 13000 mi 3. Choose the correct answer and put a tick mark (“) om it. (1) 5 1 = 5000 mal 7500 ml / 50 ml (2) 71 = 70 ml / 70000 mi / 7000 ml (3) 4000 mi = 41/40 1 / 40000 1 (4) 55000 ml = 550 1. / 55 1. / 5500 1 129Fix a peg in the ground and tie one end of a string to it, Hold the other end and stretching the string straight, take one round about the Peg. When you complete one round, which figure have you traced ? A circle, With respect to the circle, what is the point where you have The centre fixed the peg calied? | of the circle. What is point C in the circle shown above ? The centre. | Take points F and R on a circle whose centre is P. Join points P and R. Join point P and F. 130R With respect to | the circle, what is | A radius of the seg PR called? | cine. With respect to | F the circle, what is seg | A radius of the PF called ? | circle. Activity : Take a circular piece of paper. Fold it in half. Fold it once again, thus dividing the circle into quarters. Now, ——— AO folds with a pencil. Name the segments AB and CD. The segments AB and CD pass through the same point P. P is the common point of segments AB and CD. 131With respect to the! circle above : What is point P called ? What is seg PB called ? Which are the other radii of this circle ? What is segment AB in this circle ? Which is the other diameter ? 132 Centre of the circle. Radius of the circle. Segments PC, PA, PD. A diameter of the circle. Segment CD.Look at the figure alongside. P r LM With respect to | *\the circle above, what ! A diameter is the segment PF? —|_ of the circle. | Join the points G and M on the circle. The segment GM is a chord of this circle. Which is the other | chord in this circle? , The segment TL $4545 4+~+ ~+ Giri ~+ ~~ ~ tt 1. Answer im short. (1) Name the centre of the circle. s (2) Name the radii of this circle. (3) Name the chords of this circle. (4) Name the chords which are not diameters. AM 2. ‘The diameter of a certain circle is 10 cm. What is the length of the longest chord of this circle ? 133The figure shown alongside is : a ring made from a wire. Break this ring at any point. Straighten out the wire and measure its length. This length is the circumference of the circle made by the wire. LL For the Maths Laboratory Take a bangle. Mark a point on the pbangle. Stick one end of a thread on this point. Turn the thread along the outer edge of the bangle. When it reaches the fixed point again, cut the thread. Now, remove the thread from the bangle and measure its length. With respect to the circle, what is the length of this thread called ? Carry out the same activity on the inner edge of the bangle and measure the length of this thread. What is this length called ? Which are the other ways for measuring the circumference of a circle ? Sets Geert vor 1344 (1), To which year does this calendar | belong? Q) ®) @ 6) (6) ‘What day of the week is the Ist of the month ? Which dates fall on a Friday ? Which day of the week is the last day of the month ? How many Sundays are there in this month ? Which month is this calendar showing ? 435 | | | | | | | | 2009 Tuesday 4, 11, 18, 252 Eee Calendar Observe the calendars of two different years. ~ In 2008, the month of February had 29 days, hee But, in 2009, February has 28 days. Why. is. that? The month of February may have 28 or 29 days, The year in which February has 29 days is called a ‘leap year’. A leap year has 366 days. ~ Wes Wars se If the figure which denotes a year is divisible is a leap year, for example, 1996, 2000, 2004, 2008, etc. However, the century years which can be divided by 4 but which cannot be divided by 400 are not leap years, for example, 1900, 2100, ete, Some century years which can be divided by 400 are 1600, 2000, 2400, ete. 136pn ~~ + ~ + ~ aE ~~ tt 1. Look at the month of December in the calendar of the year 2009 and answer the following questions. 2. 3. ( (2) QB) (4) G) What day is it on the 19th ? Which dates fall on a Tuesday ? What date is it on the second Thursday of the month ? How many Mondays does this month have ? How many days does this month have a Fill in the blanks. a Q) @) The month of February may have .......-.. or days. The year 2009 has ......... The year 2008 had .......... days. ‘Write the number of days that February has in the following years. 2002, 1998, 2012, 2800. Look at the calendar of the current month. Frame five questions based on it. eed ee eee aor 137(47. Word Probiems ) & © Study the following example... _ A car travels 12 km in 1 litre of petrol. How many litres of petrol will it require for travelling 384 km ? «Given: “ 11 petrol required for a distance | Method ; of 12 km, diroucgs What is asked? How much petrol is | 129384" required for a journey = | ~ 36 of 384 km ? 1a Which operation todo? | 24 aie ! =i 32 J petrol will be required. 7 |Study the following example (Based on two/three operations) in 3 years. _A manufacturer decided to make 20,000 bicycles He produced 3,558 bicycles in the first year, 6,230 in the second and 7,115 in the third, Did he meet his target 7 not, by how many did his production fall short ? Given : Method Target for 3 years e 3558 Production in three years. | +6230 (What'is the question ? : * 115 By how many did production fall short? | 16903 Which operation to do ? First addition then subtraction. ; 20000 | 16903 Production fell short by 3097 bicycles. | 3097 eee He EO Gxercise 13)+~+~ +#~+~+~4 1. Solve the following problems. qd) (2) @) (4) (3) If one sack of jowar costs Rs 2350, what will the cost of 17 such sacks be ? The ticket for air travel between two cities is Rs 7589. What will 9 such tickets cost ? If we get 95 coconuts for Rs 950, what is the cost of each coconut ? If 55 textbooks of English cost Rs 1925, find the cost per book. There were 1004 chickens in a poultry farm. If 865 of them were sold, how many were left at the farm ? io(8) (9) (10) a) _ Saplings were planted in each of a total of 212 rows, What is the remainder if the sum of 3896 and 2789 is subtracted from 9370 ? How many trees were planted altogether, if 12 A worker ears Rs 80 per day. He works 2064 days in a year. What is his annual income ? There were 1100 sacks of wheat in a godown. They were distributed to 5 fair price shops, each shop getting 210 sacks. How many sacks were left in the godown ? If ten groups of 84 students each, of the 900 children in a school, took part in a prabhat pheri, how many students did not take part in it ? Of 5750 farmers, 3163 used organic fertilizers in their fields, 1930 used chemical fertilizers and the rest used both. What is the total number of farmers who made use of organic fertilizers ? 140| | 9% | 2. 4. 8. Carry out the following multiplications. | (1) 83 x 47 (2) 527 x 39 (3) 812 x 63 (4) 567 x 235 (5) 701 x 353° (6) 684 x 413 | (7) 3051 x 8 (8) 8072 x 43 (9) 3859 x 305 | Find the number than which the product is definitely | greater. | (1) 32 « 57 (2) 611 x 69 (3) 703 x 81 Carry out the following multiplications. (1) 312 x 10 (2) 519 x 30 (3) 763 x 100 | (4) 827 x 1000 (5) 53 x 50 (6) 710 x 70 | | Which are the two numbers which are factors of each | of the following numbers ? (1) 63 (2) 37 (3) 91 (4) 85 Which of the following figures are symmetrical ? Draw | the lines of symmetry of each of those figures. (1) Square (2) Rectangle (3) Circle | Shiamak bought notebooks for Rs 48 p 60 and pens | for Rs 12 p 50. If he pays for them with a Rs 100 | note, what amount will he get back ? A book costs Rs 16 p 50. How much will three of these books cost ? 5 7 Add. (1) fg + 16 @) ta Subtract. (1) 4 - Fp. @) Bibs ae | | |10. Divide. Write the quotient and femainden QQ) 13357 (2) 22)42- (3) 21)413 4) 247845 (5) 1995809 (©) 51) TOOT | aL. Divide. (1) 270 + 10 (2) 4600 = 100 12. Which of the following numbers are factors of 24? 13) 57 2608 (38 Make ‘an eta of he et in cach af the following divisions, () 386 + 43 Q)857=61 G3) 75539 14. Fill in the blanks. : ()4kg=— 2 (2) 5000 mi = — 1 | 9@) 1000 cm = — m (4) 5 km = —m 15. Look at the figure. : 3 Y (1) Name the centre of the KY circle: Q) (2) Name the diameter. Oy (3) What are the segments AX | and AY called ? Sn (4) Name a chord of the circle. 16. Look at the page of the calendar which has the month of your birthday on it. Frame five questions based on this page. a. One table costs Rs 890. If 19 such tables are to be | bought for a school, what will the expenditure be ? 18. If 12 umbrellas cost Rs 636, what will 17 umbrellas of | the seme Kind cont? Te? 142 |143A Fy Fa a g E FA 3 & | fe Ei J Bs Ey s 5 3 z Ei 3 iS Es x rs AB FS Fi bi Ps ro 3 $ E a F; FA E R= Fi = E 3 =