Developed by the National Curriculum and Textbook Board as a textbook according

to the National Curriculum 2022 for Class Six from the academic year 2023

Mathematics
Class VI
(Experimental Version)

Writers & Editors

Dr. Md. Abdul Hakim Khan
Dr. Md. Abdul Halim
Dr. Chandra Nath Podder
Nowreen Yasmin
Mohammad Monsur Sarker
Sakal Roy
Ratan Kanti Mondal
Md. Mokhlesur Rahman
Mst. Nurunnesa Sultana

Translated By
Professor Sajeda Banu
Muhammad Jahid Reza
AKM Azizul Haque

National Curriculum & Textbook Board, Bangladesh

 Published by
National Curriculum and Textbook Board
69-70 Motijheel Commercial Area, Dhaka-1000
[All rights reserved by National Curriculum and Textbook Board, Bangladesh]

Published: December 2022

Art Direction
Monjur Ahmed

Illustration
Moumita Shikder

Cover Theme
Monjur Ahmed

Cover
Faiaz Rafid

Graphics
Noor-E-Elahi

For free Distribution by the Government of the People’s Republic of Bangladesh

Printed by:
In this ever-changing world, the concept of livelihood is altering every moment. The advancement
of technology, in accordance with knowledge and skill, has accelerated the pace of change.
There is no alternative to adapting to this fast changing world. The reason is, the development
of technology is at its zenith compared to any time in the human history. In the fourth industrial
revolution era, the advancement of artificial intelligence has brought a drastic change in our
employment and lifestyles and this will make the relationship among people more and more
intimate. Varied employment opportunities will be created in near future which we cannot even
predict at this moment. We need to take preparation right now so that we can adapt ourselves to
that upcoming future.
Although a huge economic development has taken place throughout the world, the problems of
climate change, air pollution, migrations and ethnic violence have become much more intense
than before. The epidemics like COVID 19 has appeared and obstructed the normal lifestyle and
economic growth of the world. Different challenges and opportunities have been added to our
daily life.
Standing on the verge of these challenges and possibilities, implementation of sustainable and
effective solutions is required for the transformation of our large population into a resource. It
entails global citizens with knowledge, skill, values, vision, positive attitude, sensitivity, capability
to adapt, humanity and patriotism. Amidst all these, Bangladesh has graduated into a developing
nation from the underdeveloped periphery and is continuously trying to achieve the desired goals
in order to become a developed country by 2041. Education is one of the pivotal instruments
to attain the goals and there is no alternative to the modernization of our education system.
Developing an effective and updated curriculum has become crucial for this modernization.
Developing and revising the curriculum is a regular and vital activity of National Curriculum and
Textbook Board. The last revision of the curriculum was done in 2012. Since then, a lot of time
has passed. The necessity of curriculum revision and development has emerged. For this purpose,
various research and technical exercises were conducted under the supervision of NCTB during
the year 2017 to 2019 to analyze the prevalent situation of education and assess the learning needs.
Based on the researches and technical exercises, a competency-based incessant curriculum from
K-12 has been developed to create a competent generation to survive in the new world situation.
In the light of the competency based curriculum, the textbooks have been prepared for all
streams (General, Madrasah and Vocational) of learners for grade VI. The authentic experience
driven contents of this textbook were developed in such a way that teaching learning becomes
comprehensible and full of merriment. This will connect textbooks with various life related
phenomenon and events that are constantly taking place around us. We hope that learning will be
profound and life-long now.
Issues like gender, ethnicity, religion, caste, the disadvantaged and students with special needs
have been taken into special consideration while developing the textbook. I would like to thank
all who have put their best efforts in writing, editing, illustrating and publishing the textbook.
If any one finds any errors or inconsistencies in this experimental version and has any suggestions
for improving its quality, we kindly ask them to let us know.

Professor Md. Farhadul Islam

Chairman
National Curriculum & Textbook Board, Bangladesh
Dear Students,

Heartiest welcome to the joyful learning experience of mathematics. The National

Curriculum and Textbook Board (NCTB), Bangladesh has taken initiative to introduce
new textbooks for all the students of grade six. The mathematics textbook is one of those.
You will observe that two main aspects were taken into consideration while designing
this book for all of you and those are to solve mathematical problems by observing and
analyzing the surroundings and to create opportunity for applying mathematical calculation
and estimation skills in problem solving in the daily life.

This mathematics textbook is consisted of twelve learning experiences. In each of those

learning experiences, the topics are introduced in a way that it will ensure your active
participation as well as joyful learning. You will participate in different group work/pair
work to complete the activities. Your learning will end when you will be able to apply
those learning in your daily life. In this learning process the textbook will be considered
as an enabling material.

The teachers will facilitate and guide your learning thoroughly in this process. We hope
that this journey will empower you to achieve mathematical skills successfully and will
guide your journey in the language of mathematics. We are also hoping that this book
will help you to become more inquisitive to explore the world mathematics.

All the Best.

The Writers Panel

 Index

The Story of Numbers 1-19

The Story of Two Dimensional Objects 20-34

Information Investigation and Analysis 35-47

Trees of Prime Factors 48-65

Measurement of Length 66-76

The World of Integers 77-97

The Game of Fractions 98-145

World of Unknown expressions 146-164

Linear Equation 165-172

Story of Three Dimensional Objects 173-188

Unitary Method, Percentages and Ratio 189-222

Set the Formula, get the Formula 223-235

 Mathematics

The Story of Numbers

In our everyday life, we come across different kinds of numbers since waking up
in the morning and till we go to sleep at night. Let us see the following pictures-

How could human beings know the different kinds of numbers that you are
seeing now? Just think. How did they count and write numbers years ago?
The answer to this question will be found in “The Story of Numbers.” Let us now
learn the funny story of how the numbers came. Let us go back to a few thousand
years, when humans depended solely on hunting or forest fruits for food.

1
 The Story of Numbers

At that time they used to wake up in the morning hearing the chirping of the birds.
Afterwards, may be they washed their faces in river water and would start looking
for foods.
Is there any difference of counting and using numbers between our daily life and
the daily life of humans who lived many years ago?
Let us now see a few examples of counting numbers of ancient people-how they
counted numbers by tally marks, rope knots or by using stones.

Counting by Tally Marks

Human beings of different decades expressed number 8 in different kinds of

tally marks as shown above. Can you mention any other way like this to express
number 8?

Counting with Rope Knots

Do you know that humans expressed
numbers with rope knots?
Do you understand anything from
the picture below?

2
 Mathematics

Counting with Tally Marks

1 6
2 7
3 8
4 9
5 10

?
??? 27

Understanding Time on the Clock

Which watch shows what time?

1) 2)

3) 4)

3
 The Story of Numbers
Fill up the following table
Number How is it written Number How is it written on
on the clock the clock
1 7
2 8
3 9
4 10
5 11
6 12

Exercise
Now try writing the numbers 13, 20 and 67 in the same method of numbers
shown on the clock?

Puzzle
Do you know how the Mayans used to express numbers?
Can you fill up the following table?
Our Known Mayan expression Our Known Mayan expression
Numbers Numbers

0 6

1 7

2 8 ?

3 ? 10

4 14 ?

5 19 ?

4
 Mathematics

The Story of Decimal Number System

Mathematician Aryabhata (pronounced as Arjovotto) of Indian subcontinent introduced
a method of creating numbers by using 0,1,2,3,4,5,6,7,8,9 these ten signs. This method
is called Decimal Number System.
Let’s learn how Aryabhata thought and introduced this system.
Aryabhata thought, ‘If I want to express numbers then I’ll express as shown below:’

0 1 2 3 4 5 6 7 8 9
Then he thought, ‘All the signs I have are already used once. We see that each of the
numbers is increasing by 1 like the Roman System. That means if 1 is added with 1 then
we will get 2, again if 1 is added with 2 then we will get 3. Now, if I continue writing
numbers then what will I write after 9?’
1st Writing Completed:

0 1 2 3 4 5 6 7 8 9
0 ??
‘But I’ve used all the signs once and that has to be written in numbers. Where will I be
writing that?’
0 1 2 3 4 5 6 7 8 9
10

‘I’ve written zero to show that all the numbers are written once and written 1
at the left of each number to express that those numbers are already written
once.’ He further said, ‘Only 1 and the 1 used before 0 in 10, doesn’t mean the
same. That means, their value is not equal. Because, the 1 before 0 in 10 tells
that we’ve written all the numbers once. Now what will happen if we continue
writing numbers, after writing all the numbers once, as shown below?
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
Here the values of 2 in 20 and 2in 12 or only 2 are not same. We write XX in
Roman Numbers to mean 10 added with 10 resulting in 20 but, in our system if
we write 10 we don’t mean 1 added with 0 resulting 1. Aryabhatta didn’t name
the numbers so far. He just wanted to express how many times he had been sign
number. How long would he be able to write like this?
5
 The Story of Numbers
So, if we use the entire 9 signs twice in different manner then we can write up
to 99. At this point, again Aryabhatta got stuck on what to do next. He thought
of writing the numbers again following the same system. That means we have to
start from 0 and that has to be explained.
99 99 99
0 00 100
Now if we focus on the left sided numbers written above, we will see that we’ve
already written each of the numbers 9 times. Therefore, I’ve to put a zero.
Now, if we write 1 at the left side then,
The 1 at the left of 100 means how many times the numbers appearing at the left of the
double digit numbers are written. But then, what do we call the numbers appearing
at the right of double digit numbers? At this stage, Aryabhatta gave them names. He
named the left sided number appearing in double digit numbers as Tens (Doshok) and
the leftmost number appearing in three digit numbers as Hundreds (Shotok). That
means, 10 is the ten times multiple of 1 and 100 is the ten times multiple of 10.
From here he noticed a wonderful thing that, ‘If I keep writing the numbers side
by side and move from one digit place to the other, the number increases ten times.
Now, we learnt that with three numbers we can write up to 999 and if we want to
write more after that we just have to increase one more number to the left. Similarly,
every time the digit place changes, the number increases 10 times. The decimal
system is thus introduced from the thought of calculation. Now, if we see that a
number increases 10 times, every time the digit place is changed then that is called
number system. Have to add something
So, there are 10 signs or symbols in our number system and we call them
Onko in Bengali and Digit in English.
We’re seeing numbers from 1-9 and they express something which means they got
value. But 0 only has no value therefore 0 has to be with other numbers. This is
why 0 is called auxiliary number and the numbers from 1-9 are called significant
numbers. From our discussion of Roman Numbers we already know that writing
numbers side by side like XX or XC is called Notation. If we want to write a number
then we have to use the signs from 0-9 in a systematic way. According to the system,
every time a sign appears in the left, the formed number will be increased 10 times.
Now, let’s see,
123 is a number
Here, there are three digits. From right to left Aryabhatta named them ones, tens
and hundreds.
1 2 3
Hundreds Tens Ones

6
 Mathematics
We have to read it like: 1 Hunderds, 2 Tens 3 Ones
The real value of the number will be:
One Hundreds (100) + Two Tens (20) + Three Ones (3) = One hundred and twenty
three (123).
Just like this we’ve started writing numbers and as a result we got Decimal Number
System.
Place Values hidden in Paper Folds
Method of Folding

70 70

7 8 7

How to look at Place Values?

70 8 7 8

How not to look at Place Values?

70 8

Let’s create larger numbers

7 8 3 4

Local System
Lacs Thousands Hundreds Tens Ones
Crore Millions Lac Tens of Thou- Thousand
(Nijut) sands (Ajut)
Eighth Seventh Sixth Fifth Fourth Third Second First
1 3 0 8 2 5 2 4
One crore Thirty lacs Eighty Two thousand Five hundred Twenty Four

7
 The Story of Numbers

International System
Billions Millions Thousands Hundreds Tens Ones

Twelfth Eleventh Tenth Ninth Eighth Seventh Sixth Fifth Fourth Third Second First

2 4 4 2 1 3 0 8 2 5 2 4

Two hundred and forty four billion two hundred and thirteen million eighty
thousand five hundred and twenty four
Comparison between Local and International Systems
Lacs Thousands
Tens of Hundreds Tens Ones
Millions
? ? ? ? Crore Lac Thousands Thousand
(Nijut) (Ajut)
Twelf- Eleven- Ten- Eigh- Seven- Six- Four-
Ninth Fifth Third Second First
th th th th th th th
3 4 7 8 1 9 9 3 5 6 1 8
Billions Millions Thousands Hundreds Tens Ones
Express the above number in both Local and International System.
Is there anything above Crore in Local system?
You have to find it out. You can discuss it with all - teachers, guardians,
relatives and friends.

Pair Work
□ In each pair, make a total of 16 pieces of paper by writing 0, 1, 2,……9
digits with repetition. A sample is given below:
0 1 1 2
3 5 6 7
4 8 8 9
2 6 0 8

□ Now, each of the members of the pair has to take 8 pieces of paper through
lottery from the 16 pieces of paper made earlier.
□ Then, each student of the pair will arrange his 8 pieces of paper from the
lottery, forming highest and lowest possible numbers. They will write
them down in their exercise book.
□ Now, between the highest numbers written by the members of the pair,
the student whose highest number is greater will get 1 point. And the
other one will get 0 point.
8
 Mathematics
□ Now, between the smallest numbers written by the members of the pair, the
student whose lowest number is smaller will get 1 point. And the other one
will get 0 point.
□ The student having more points will be the winner; if the points are equal
then the game will be declared as a draw.

Exercise
1) Without any repetition, form the highest possible number and smallest possible
number of four digits using the digits given below.
a) 2, 8, 7, 4 b) 9, 7, 4, 1 c) 4, 7, 5, 0 d) 1, 7, 6, 2 e) 5, 4, 0, 2
(Hint: 0754 is a three digit number)

2) Form the highest and smallest number using any of the digits twice.
a) 3, 8, 7 b) 9, 0, 5 c) 0, 4, 9 d) 8, 5, 1
(Hint: Think about all the terms about using a digit twice)

3) Form the highest and smallest possible numbers by using four different digits
given below and by fulfilling all the terms stated below. (The first one is solved
for you)

a) Digit 7 has to be in the place of Ones.

Largest 9 8 6 7
Smallest 1 0 2 7
(The number must not begin with 0. Why?)
b) Digit 4 has to be in place of Tens.
Largest 4
Smallest 4
c) Digit 9 has to be in place of Hundreds.
Largest 9
Smallest 9
d) Digit 1 has to be in place of Thousands.
Largest 1
Smallest 1

9
 The Story of Numbers

Puzzle
There is a birthday gift for you in the box below. But the problem is the box is
locked. Just below the lock the digits from 0 to 9 are written. For opening the lock
you need a secret three digit number. Different features of that secret number are
mentioned in the paper below.
Now, find out the secret number and win gifts.
One digit is correct and the
6 8 2 digit is in right place.

One digit is correct but the

6 1 4 digit is in wrong place.
?
Two digits are correct but the
2 0 6 digits are in wrong place.

7 3 8 None of the digits are correct.

One digit is correct but the

? ? ? 7 8 0 digit is in wrong place.

Concepts of the four processes of Integers through Number Lines

Number Lines
Draw a straight line and mark any point on the line with 0.
Mark the second point at the right side of 0 with 1.
The distance between the points marked with 0 and 1 is called Unit Distance.
Now, mark a point with 2 on this straight line at the right side of 1 and at a unit
distance.
In the same way, mark 3, 4, 5 …. on the straight line maintaining unit distance.
Through this system you will be able to mark 0 at the right side, and all the
Integers greater than 0.

0 1 2 3 4 5 6 7 8
10
 Mathematics
Here, we will discuss about the 0 and its right side part on the above number

0 1 2 3 4 5 6 7 8
What is the distance between 2 & 4 here? Definitely, it’s 2 units. Will you be able
to tell the distance between 2 & 6, 2 & 7 respectively?
In the number line you will see that number 7 comes at the right side of number
4. This 7 is greater than 4 that means 7 > 4. Also, number 8 is at the right side of
number 6 therefore 8 > 6.
These observations help us saying that, between two Integers, the number
appearing at the right side is the greater number. We can also say that, the left
sided Integer is the smaller number.
Example: 4 < 9; 4 is at the left of 9. Similarly, 12 > 5; 12 is at the right of 5.
Now you give your opinion about 10 & 20.
Mark the integers 30, 12, 18 on a Number Line. Which number comes at the
farthest left side? Can you tell which number between 1005 & 9756 will be on the
right side of the other?
On a Number Line, mark the Integers appearing after 12 and before 7.
Addition on the Number Line
The addition of Integers could be shown on Number line. Let’s see the addition of 3 & 4.

0 1 2 3 4 5 6 7 8

3+4=7
Let’s start from 3. As we’re to add 4 with it, give 4 jumps on the right; 3 to 4,
4 to 5, 5 to 6 and 6 to 7 (As shown in the above picture). The last position of 4
jumps has to be on 7.
So, the addition of 3 & 4 will be 7. That means, 3+4=7
Mark the sums of 4+5, 2+6, 3+5 and 1+6 using the Number Line.

Subtraction on the Number Line

The subtraction of two Integers can also be shown on Number Line. Let’s find out 7-5.

0 1 2 3 4 5 6 7 8

7-5 = 2

11
 The Story of Numbers

Let’s start from 7. As we’re going to subtract 5 from the number, therefore it will
go to its left side, 1 unit in 1 jump. Following this system it would reach point 2 in
5 jumps.
So, the subtraction of 7 & 5 will be 2. That means, 7-5=2
Mark the subtractions of 8-3, 6-2 and 9-6 using a Number Line.

Multiplication by Number Line

The multiplication of Integers can be seen on the Number Line.

Let’s find out 4×3 using Number Line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13

3 × 4 = 12
Start from 0 Go 3 jumps in the unit at your right. You need to give 4 jumps like this.
Where will you reach? At 12.
So, we say that, 3×4=12.
Determine the multiplication of 6×2, 6×7 and 5×3 using the Number Line.

The Concept of Division by Number Line

We have seen addition, subtraction and multiplication on Number Line. Now,
we will see the concept of division. Division means subtracting divisor from
dividend again and again. And finally, when we reach a smaller number than
divisor, we call it the remainder.

0 1 2 3 4 5 6 7 8
8=3×2+2
Dividend= 8, Divisor = 3,
Quotient = 2, Remainder = 2
12
 Mathematics
Now, you divide 13 by 4 using Number Line and find out the Quotient and
Remainder.
Let’s divide 2 by 0 using Number Line.

0 1 2 3 4 5 6 7 8

Here, dividend = 2 and divisor = 0. As a result, a jump of 0 length from 2 if

attempted a number of times, that means every time 0 is subtracted, the position
will be 2. So this subtraction will never end. As a result the dividing process will
keep continuing. No quotient will be found. That means, no quotient is found as
per the definition of division process.
For this-
We call the process of dividing 2 with 0 as Undefined.
Similarly, we will call the process of dividing 1, 3, 4, 5, 6, 12 and similar numbers
with 0 as undefined.

But, what will be the result if 0 is divided by 0

0 1 2 3 4 5 6 7 8

This time something different has happened.

Here, dividend = 0 and divisor = 0. Therefore, a jump of 0 length from 0 if
attempted a number of times, that means every time 0 is subtracted, the position
will be 0. Even if no jump is attempted, that means if 0 is not subtracted even for
once, the same thing will happen. Therefore, the quotient can be anything like 0,
1, 2, 3, 8, 15, 16. In this case, determining one definite quotient is not possible.
This is why- we call the process of dividing 0 with 0 as Indeterminate.

13
 The Story of Numbers

Divisibility
Concept of Divisibility
If we get 0 as the remainder while dividing one Integer by another Integer then it is
said that the first Integer (Dividend) is divisible without remainder by the second
Integer (Divisor).
Find out whether 12 is divisible without remainder by 1, 2,3,4,5,6 & 7 in
conventional method or with the help of Number Line.

The rule of divisibility by 2 & 4 and explaining the reasons

with place values Divisible by 2
If we write a few multipliers of 2 then we get,
2×0 = 0, 2×1 = 2, 2×2 = 4, 2×3 = 6, 2×4 = 8
2×5 = 10, 2×6 = 12, 2×7 = 14, 2×8 = 16, 2×9 = 18 etc.
Let us see the process of getting the product. If any number is multiplied by 2 then
0, 2, 4, 6 or 8 will be in the place of Ones in the product. So, it is seen that, if any
number has 0, 2, 4, 6 or 8 in place of Ones then the number will be divisible by 2.
Now, let’s check whether our observation is true or not.
When 3516 is written as per place values:
3 5 1 6

The place value of 6 =6

The place value of 1= 1×10=1×2×5
The place value of 5= 5×100=5×2×50
The place value of 3= 3×1000=3×2×500

3516 = 3000 + 500 + 10 + 6

Here, digit in Ones is 6, that is divisible by 2. Moreover, all the place values of all
the digits coming at the left side of Ones are divisible by 2.
That means if the digit in the place of Ones is divisible by 2 then the number will
also be divisible by 2.
We call such numbers as Even Numbers.

14
 Mathematics
When 3517 is written as per place values:

3 5 1 7

The place value of 7 = 7

The place value of 1=1×10=1×2×5
The place value of 5=5×100=5×2×50
The place value of 3=3 ×1000=3×2×500
3517 = 3000 + 500 + 10 + 7

Here, digit in Ones is 7 which is not divisible by 2. But, all the place values of all
the digits coming at the left side of Ones are divisible by 2.
That means if the digit in the place of Ones is not divisible by 2 then the number
will also not be divisible by 2.
We know such numbers as Odd Numbers.
If a number has zero or even number in place of Ones then that number will
be divisible by 2.
Divisible by 4
When 3512 is written as per place values:
3 5 1 2

The place value of 2 = 2

The place value of 1 = 1 × 10
The place value of 5 = 5×100 = 5×4×25
The place value of 3 = 3 ×1000 = 3×4×250
3512 = 3000+500+10+2
Here, 10 is not divisible by 4. But, all the place values of all the digits coming at
the left side of Tens are divisible by 4.
Again, 3512=3000+500+12
Here, 12 is divisible by 4. So, the number 3512 is divisible by 4. Since the number
formed with the digits of Ones and Tens is divisible by 4, the whole number is
also divisible by 4.
15
 The Story of Numbers

If a number is formed with the digits of Ones and Tens of a given number and if
the formed number is divisible by 4 then the given one will also be divisible by 4.
Or, if the digits at Ones & Tens are zero, the number will be divisible by 4.

Group Work: Using the place values, present and explain

the reasons of the rule of divisibility by 8.

Divisible by 5
Let’s write a few multipliers of 5.
5× 0 = 0, 5×1 = 5, 5×2=10, 5×3 = 15, 5×4 = 20, 5×5 = 25, 5×6 = 30,
5×7 = 35, 5×8 = 40, 5×9 = 45 etc.
Let us see the process of getting the product. If any number is multiplied by 5 then
the digit in the place of Ones will be 0 or 5. So, it is seen that, if there is 0 or 5 in
place of Ones then the number will be divisible by 5.

Individual Work: Using the place values, present and

explain the reasons the rule of divisibility by 5.

The rule of divisibility by 3, 6, 9 using place values with presentation

and explanation of the reasons: Divisible by 3

1 4 7

The place value of 7 = 7

The place value of 4 = 4×10 = 4 × (9+1)
= 4×9+4×1 = 4×3×3+4
The place value of 1= 1×100=1× (99+1)
= 1×99+1×1=1×3×33+1

Here, 4×3×3 and 1×3×33 numbers are divisible by 3 and the sum of the digits at
Ones, Tens & Hundreds = 1+4+7=12; which is divisible by 3.
So, the number 147 is divisible by 3.

16
 Mathematics
Again, let’s consider the number 148.
1 4 8

The place value of 8= 8

The place value of 4= 4×10=4 × (9+1)
= 4×9+4×1=4×3×3+4
The place value of 1= 1×100=1×(99+1)
=1×99+1×1=1×3×33+1
Here, 4×3×3 and 1×3×33 numbers are divisible by 3. But, the sum of digits in
place of Ones, Tens & Hundreds= 1+4+8=13; is not divisible by 3.
So, the number 148 is not divisible by 3.
If the sum of all digits of a given number is divisible by 3, then the given
number is also divisible by 3.
Divisible by 6
If a number is divisible by 2 and 3 then the number will be divisible by 6.
Divisible by 9
Let’s consider the number 378.
3 7 8

The place value of 8=8

The place value of 7 = 7×10 = 7×(9+1)
= 7×9+7×1 = 7×9+7
The place value of 3=3×100 = 3×(99+1)
= 3×99+3×1 = 3×9×11+3
Here, 7×9 and 3×9×11 each is divisible by 9 and the sum of the digits at the place
of Ones, Tens and Hundreds= 3+7+8=18, which is divisible by 9. So, the number
378 is divisible by 9.
If the sum of all the digits of a given number is divisible by 9 then the
given number will be divisible by 9.
17
 The Story of Numbers

Group Work: Finding out easy rules of divisibility by 11

Divisibility by 11
308, 1331 and 61809 - all these numbers are divisible by 11.
Let us see whether we can find any easy pattern of divisibility by 11 using the
following table.
Numbers Sum of the digits from right Sum of the digits from right Difference
side (Digits positioned in side (Digits positioned in
Odd serials) Even serials)
308 8+3=11 0 11-0=11
1331 1+3=4 3+1=4 4-4=0
61809 9+8+6=23 0+1=1 23-1=22

Magic of Three Cards

Take a paper and tear it into 8 pieces. After that, write the numbers from1
to 8 on those papers.
1 2 3 4
5 6 7 8
Select any three pieces of paper from the eight pieces.
(Example)
Selected Number Cards

2 6 3
Take the three numbers from the selected three pieces of paper and form the
highest and smallest possible numbers. Now, subtract the smallest number
from the highest number.
(Example)
Highest Number of three digits
6 3 2
2 3 6 Smallest Number of three digits

3 9 6
18
 Mathematics

Now, it’s time for magic.

Each of you will take turns to tell the teacher about the digit you have in the
place of Ones of your subtraction result.
(In the above shown example, the digit in the place of Ones will be = 6)
Tell the other two digits situated in the places of Tens and Hundreds to your teacher.
Will you be able to show such magic as your teacher? Try on your own to find
the trick behind this magic.

Show this magic to your friends.

Show it to your family members, relatives and neighbours too.

Find out the age through favourite name

10 × Your Age =

9 × Total letter numbers in your favourite person’s name =

Tell the number you got in green portion to your teacher. Then the teacher will be
telling you, your age.

Show this magic to your friends.

Show it to your family members, relatives and neighbours too..

19
 The Story of Two Dimensional Objects

Greek Scholar Euclid

Geometry is an ancient but interesting branch of mathematics. We could measure
our playground, garden, house, lands just because we know geometry. You must be
curious to know what geometry means? It is known that in Greece, people meant lands
by ‘Geo’ and measurement by ‘ Metron’. These ‘Geo’ and ‘Metron’ together formed
Geometry, which we say as Jamiti (Geometry) in Bengali. Now you might ask, why
was this geometry even necessary?
Many years ago, civilizations were built depending on agriculture. For agriculture, lands
were necessary. And for measuring the lands, geometry was necessary. But nowadays,
geometry is used not only to measure the lands but also to solve many critical problems
of mathematics. The usage of geometry is also found in ancient Egyptian, Babylonian,
Indian, Chinese and South American Inca civilizations.
But the perfect and organized form of geometry is clearly seen only in Greek Civilization.
Greek scholar Euclid wrote his famous book “Elements” organizing the formulas of
geometry. Moreover, Thales, Pythagoras, Plato, Ptolemy, Archimedes and many more
mathematicians contributed in developing geometry.

20
 Mathematics

Basic Concepts of Geometry

Let’s look at the following table and fill in the blank portions.

Geometric Description Figure How to read

Name
Point Point has no length, height A Point
and width.
Line Line has no definite length. A B Line

Segment Segment has definite A B Segment

length.
Ray Ray has a starting point but A B Ray
has no definite length.

Face Face has only length and Face RJK

width. Face is two-dimen- R K
sional. J

Parallel lines Two parallel lines on the E F EF & GH

same face never intersect. lines are
G H parallel

Angle
Adjacent Angle
Right Angle

21
 The Story of Two Dimensional Objects

Triangle of Paper
Make a few triangles of paper. Now, attach or draw the triangles on your exercise
book. Prepare a table as given below and fill it up.

Figure 1st 2nd 3rd Sum of Length of Length of Length of the Type of
Angle Angle Angle the three the 1st Side the 2ndSide 3rdSide Triangle
Angles

All the sides of a triangle can be the face and

as per that there can be three heights as well

Acute Angle has three heights (Have some Correcions)

A

E
F

B C
D

Height of Right Angle (Have some Correcions)

A
A
A

B D
B C
D B C
D
C

22
 Mathematics

Height of an obtuse angled triangle (Have some Correcions)

In this figure, ABD is Acute Triangle and ACD is Obtuse Triangle. AE is the
height of both Triangles. By folding paper show the other heights.
A
A A A A

C B C B E
B D D B E D C B E D C
C
Find the median of a triangle (Have some Correcions)
A A
A

B C D B D C
D B

The green straight line connects the vertex of a triangle with the midpoint
of the opposite side. Hence we call it ‘the Median of the triangle’.

Exercise

A
1)
In the figure if AB = 100 cm, AC = 120 cm and
D BD = 80 cm, then CE =?
E

B C
A
In the figure, BD is the Median of the triangle
2) ABC and the length of the side BC is twice the
D length of AD.
What is the type of the triangle? Show reasons
for your answer.
B C
3) The lengths of the three sides of a right-angled triangle are 5 cm, 12 cm and 13 cm.
a) Draw a proportionate diagram.
b) Find the length of the perpendicular drawn from the right-angled vertex
to the opposite side.
23
 The Story of Two Dimensional Objects

Let’s find objects of different shapes

There are objects of different shapes around us. All the objects do not appear
same, their characteristics are also different. Today we shall learn about the
shapes and characteristics of different objects and we shall look for the similari-
ties/differences among them.

Wha
t
arou are the o
nd y bjec
o
class u in yo ts
room ur
?

What are the

shapes of the
There are objects?
books Class : Six
Students : 32
Present : 27
Subject : Math

Lunchboxes

The objects of different shapes in your classroom. Think about the reasons
for the differences of the shapes of the objects. Are there any differences
among the planes of these objects? Are the numbers of sides of these
objects around us different? Identify the angles, sides and planes of these
by intensive observations.

24
 Mathematics

Let us observe the

following pictures
closely and complete
the table.

Name of the Two Dimen-

Picture Name Sides Angles Planes geometrical sional/Three
shape Dimensional

Rectangular three
Book 12 24 6
solid dimensional

25
 The Story of Two Dimensional Objects

What shapes are these

objects made of ? May be they are made combining
more than one elementary shapes.
What shall we call these objects?

rt
Again, what so
of shapes are
these?

These objects are compound shaped. Have you ever seen such objects?
Think and answer.

Now can you say which shape with which com-

bines to make the following objects?

26
 Mathematics

In the picture two students are discussing about Geometric shapes

“The object I am think-

ing about has six planes.
Can you tell the shape of
the object?”

Connect the pictures on the left with the conditions on the right

3 sides and 1 plane

4 sides and 1 plane

6 planes and all planes equal

1 closed curve and 1 plane

6 planes but all are not equal

1 curved surface

27
 The Story of Two Dimensional Objects

There are different objects around us. We can measure

them using different methods. Sometimes we use a ruler.
Again, sometimes we use grid/graph to measure objects
of different shapes.

(a) (b)
1cm 1 cm

1cm 1 cm

Technique
to measure a
Quadrilateral
using grid
1 square cm 0.5 square cm

● (A) In the first figure (A), area of 16 red marked squares = 16 x 1 cm2 =
16 cm2. There is no square marked blue in it. So, there is no chance that
the measurement will be more or less.
● (B) In the second figure (B), area of 12 red marked squares = 12 x 1
cm2 = 12 cm2. In figure (B) the area of 12 squares marked blue = 12 x
0.5 cm2 = 6 cm2
● → Area obtained from the grid = 12 cm2 + 6 cm2 = 18 cm2
● Here, each of the blue coloured squares has exact area 0.5 cm2
● Can you find the areas in figures (A), (B) using any other Geometric
methods?
● So, are the areas obtained using the grids in figures (A) and (B) correct
or exact, or near or approximate area?

28
 Mathematics

The teacher is exhibiting a leaf in the classroom. Observe it carefully.

Think and determine a plan how you can measure the leaves.

“Are the leaves in my

hand 2-dimensional or
3-dimensional? Why?”

“How can we
measure the “We can use the
leaves?” grid method in this
case.”

29
 The Story of Two Dimensional Objects

The method to measure 1 cm

leaves in grid 1 cm

“The red coloured

squares in the grid are “The blue coloured
completely covered squares in the grid
by the leaf.” are partially covered
by the leaf.”

● → Area of the 23 red coloured squares = 23 x 1 cm2

= 23 cm2
● → Area of the 25 blue coloured squares = 25 x 0.5 cm2
= 12.5 cm2
● → Approximate area of the leaf = 23 cm2 + 12.5 cm2
= 35.5 cm2
● But the areas of all the blue coloured squares are not exactly 0.5 cm2.
So, is the area of the leaf obtained by the method of grids, exact or
approximate?
● Now find the approximate area of the same leaf in the picture by taking
length of each square of the grids as 2 cm and 0.5 cm respectively.
● According to you, which area of the leaf obtained will be nearer to the
actual area of the leaf? Justify your answer.

30
 Mathematics

“Now each of you find 1 cm

the approximate area of
each of the figure below.”
1 cm.

a)

1 cm
1 cm
1 cm
1 cm

b) c)

Group activities/task/work: How big is our Classroom?

“How big is “How many

the wall?” tiles may you
need to cover
the floor?”

You will measure the wall and the floor of your classroom through this task. All of you in
the group will perform the task by planning. Here you will complete the process of peer
evaluations according to the instructions given by the teacher. Help your friends with
special need (vision impaired or physically challenged) to take part in the group task.

31
 The Story of Two Dimensional Objects

Worksheet: Let us measure the study room

What is the area of the floor of your study room?

How many tiles may you possibly need for that floor? (including
some extras) ( choose your own size and design of the tiles)
What is the area of the space inside the classroom including the
ceiling that needs to be painted? (If necessary, get help to find the
measurement and complete the task).

Puzzle

A 15 unit B
× × ? 7 unit
it
un

“Fill up the diagram

10

F C of the classroom using

7 unit
tiles of this size dia-
Classroom gram of classroom”
Tiles
28 unit

20 unit ?

E D
30 unit

A 15 unit B
10 unit × ×

F C

20 unit

E D
30 unit
a) How many tiles were needed to fill up diagram of the classroom?
b) Calculate the number of tiles needed by finding the area of the classroom in the
diagram and the area of a tile.
(Clue : AB and ED are parallal lines. You can draw the heights of ABF and BCF.)
c) Give a logical explanation if there is any difference between the results obtained
in parts (a) and (b)
32
 Mathematics

“There is 1 metre wide

road across the middle
Real life related “Let us find the area
of the garden. What problem of the two roads.”
is the perimeter of the
garden?”

1.

eter
30 m 40m
eter

2. The area of a rectangular field is equal to the area of a square. The length of the
rectangular field is 4 times the width. The cost of rope per metre is Tk 7. The
cost of the rope to make fence twice around the field is Tk 5600.
a) What will be the perimeter of the rectangular field?
b) If you sow a papaya plant in every 4 m2 area how many papaya plants will
be needed?
3.

D 2 × a meter C

a meter a meter
5 meter

A F 2 × a meter B
In the diagram, the perimeter of the parallelogram field is 180 metre. The area of the
parallelogram can be obtained in more than one way.
a) Find the area of the parallelogram in more than one way with logical expla-
nations.
b) Show that the area of the parallelogram field = twice the area of the triangle
ABD.
4. The length of the floor of a room is 26 metre and the width is 20 metre. How
many mats of length 4 metre and width 2.5 meter will cover the whole floor?
What will be the total cost if each mat costs Tk 45?

33
 The Story of Two Dimensional Objects

Sample rubrics for peer evaluation in Group task on measuring

two dimensional objects
Each student will use this Rubric for peer evaluation for the
members of his/her Group. Teachers will instruct the stu-
dents how to conduct this evaluation process.

During group activity, observe the activity of members of your group and conduct the
process of peer evaluation. If your classmate completes the whole work, then award three
stars, if done partial work, then award two stars and if completed the measurement, but
results are incorrect, then award star one star. Here if needed, you can take help from
your teacher.
Completed fully Done partially Measured, but incor- Did not participate
rect result in task

Name of evaluating student : Name of other members in group

Field of evaluation A B C D E F

Successful in finding the area of the walls in the

classroom
Successful in finding the part of the wall to be
painted
Successfully found the area of the floor of the
classroom
Determined the number of tiles needed for the floor
During group activity/task , discussed with the
other members of group.
During group activity helped everyone

To determine the correct result, took measurement

two/three times
Comments:

34
 Mathematics

Information Investigation and Analysis

We use diverse types of information in our daily life. The present era is known as the era
of Information Technology. Living in this era of Information Technology it is our absolute
necessity to know about information, information investigation and analysis and gathering
the skill to apply them. It is particularly important to reach to a logical decision from
several results obtained from the information analysis.
Information and Data
You must have noticed that your teacher takes your attendance in the classroom every
day and keeps a record of your presence/absence. At the end of each test/examination
in different subjects, they keep records of your marks obtained and they identify your
weaknesses basing on these records. They also take appropriate steps to remedy them. At
many a time, we go to the market and can directly collect the market prices of different
commodities. Many of you have visited stadiums watch live football or cricket games.
Many of you have gone to the zoo and learnt many things about different animals and
birds. We can also find out different information from daily newspapers, radio, television
etc about weather, games, commodity prices, health issues etc.
Data: You know that, in examination, marks are awarded in numerical values. When
information is expressed and presented in numerical values, we get the data. For example,
Ahona is 11 years old – this is information but the number 11 is a data.
Arranged and non-arranged data
There are 40 students in your class. Divide yourselves in two groups A and B. Weigh
yourselves and write down your weights (in Kg) in your exercise books. Suppose the
weights (in Kg) of the members in group A are as follows:

Group A: 45, 50, 42, 43, 56, 40, 46, 51, 55, 57, 44, 45,
50, 54, 53, 42, 46, 47, 52, 49

“Our data is arranged

in a disordered
manner.” “Let us arrange
the data in
increasing order”

“Surely the “Arranging the data

data is not in increasing order,
ordered” we get 40, 42, 42,
43, 44, 45, 45, 46,
46, 47, 49, 50, 50,
51, 52, 53, 54, 55,
56, 57. What type
of data are these?”

35
 Information Investigation and Analysis

Collection, arrangement and presentation of data using a bar diagram are

shown through a practical work:
Tally for Birth Month
Let’s fill up the following table for finding our birth month:

Tally Marks Total number of

Month
the Tally
January
February
March
April
May
June
a) What does each Tally indicate?
July b) In which month most of the students was
August born?
September c) In which month least number of students
was born?
October d) Is there any relationship between the total
November number of Tally and the total number of
students?
December

Total number in the Tally mark may be called the frequency

Now each of us shall use the table of birth month on the board to draw a bar diagram.
You know about bar diagram from your previous classes. Using these diagrams, we can
easily compare the data of different elements
7
“In the bar diagram, name 6
5
of different elements
Number

4
3
are written below the 2

horizontal line and the number

1
0
Pen Pencil Sharpner Note Eraser

of elements or quantity are

book
Bar diagram

expressed along the vertical

line.”

Prepare a bar diagram like the sample below using same size small papers with your
names written on them or using your (stamp size) pictures or using chart paper or back
pages of old calendars. Arrange it according to your birth month.
36
 Mathematics

Calendar for Birthdays

6

5
Sumon Panna

4
Shuvo Mukta Rafi

3
Habib Luipa Aumi Atia Mim

2
Karim Sakir Disha Bokul Nisha Abir Reza Omor Bidhan

1
Riya Luna Abul Dipa Nayan Dipti Bindu Bithi Usha Ahana Rina Mitu

0
Janu Feb Mar Apr May June July Aug Sep Oct Nov Dec

Presentation of Information using Bar Diagram

There are 40 students in your class. The number of students absent in the last week in
your class is given in the following table:

Days Sunday Monday Tuesday Wednesday Thursday

Number of absentees 5 3 4 6 2

Let us present the numbers of absentee students using a bar diagram.

7
6
Number of absentees

5
4
3
2
1
0
Sunday Monday Tuesday Wednesday Tursday

Bar Diagram
In the above bar diagram 5 days of the week are shown along the horizontal line and
the number of students absent on each of those days is shown along the vertical line.

37
 Information Investigation and Analysis

Report of Individual work

Prepare a report by collecting 5/6 bar diagrams of the same kind from dif-
ferent sources (Daily Newspapers, magazines, Internet, Yearly reports of
different Organizations, ….)
Table representing the Individual Work
Pictures of Bar Sources of Pictures Time Brief Description Comments

Mean
In Mathematics, Mean is a number which represents in general a collection of numbers or
a data set. Some samples are collected and their total is divided by their number. That is,
divide the sum of all the numerical values of the numbers by the total number of quantities
in the Data. We see or hear a lot about the Mean in our daily lives. For example: our
income per head, yearly average production of Hilsha, average number of wickets taken
by a bowler per over in cricket games, mean number of students present in class, etc.

Measure the height (in cm) of each individual and find the mean/average height

Table: Complete the following list by measuring individual heights (in cm) and
find the mean height:
Serial Height (cm) Serial Height(cm)
number number
1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 19
10 20

38
 Mathematics

“What is the sum of the

“What is the mean/av-
numerical values of our
erage of our heights?”
heights?”

a. Sum of the numerical values of our heights …………… cm.

b. Mean/average of our heights…………………. cm.
Many a time, the decision taken from the arithmetic mean of some collected data does not
agree with the reality. You do not understand the matter, right? Let us then try to understand
this through a story.
Suppose some of your friends and all their families decided to go to a picnic. There would
be arrangements of different games in the picnic and the winners would be awarded prizes.
There would be arrangement of games for the members who are 20 years of age or older.
Another game would be for those who are under 20 years. Counting all the family mem-
bers, you found that there are 9 members who are under 20 years of age. Amongst them,
5 are 3 years old, 2 are 12 years old, 1 is 14 years and 1 is 19 years. So, the average/mean
age of these 9 members is:
= (3+3+3+3+3+12+12+14+19)/9
= 72/9 = 8 years
Now suppose a game of quiz has been arranged keeping this mean/average age in mind.
And the questions of this quiz are appropriate for 8 years old students:
a) 27+21+15 =?
b) 2639-305 =?
c) 79 x 63 =?
d) How many Tk 20 notes = Tk 500?
Hope you can understand what the results of this quiz may be.
Children who are 3 years old will be unable to answer these. Again, those who are 12,14
and 19 years old, they will be able to solve them very easily. Hence nobody will have fun
in the game. Here, computing the mean/average is correct, but the application is not ap-
propriate. So we can conclude that the idea of real situation cannot always be understood
from the idea of mean/average. So, it is essential to know which number/numbers occur in
the middle and which numbers occur maximum times when the data is arranged in some
order of their values.

39
 Information Investigation and Analysis

Median
Median is the number which occrs in the middle of the collected Data. The value which
divides the data into two equal parts when the given data is arranged according to some
order of their values is the Median of the data.
Determining the mean/average is not always useful in making decisions on many
occasions of our daily life. In such cases the median plays relatively better role. For
example: in the game you played in the picnic, you obtained the average age was 8
years. But if you had arranged the ages of the 9 members from the lowest to the highest,
i.e., in increasing order, then the numbers would be – 3, 3, 3, 3, 3, 12, 12, 14, 19. Here
the person in the middle is 3 years old. This 3 is the median of the numbers. If the quiz
or the questions of the game are made suitable for the 3 years old children, then the
questions will be relatively better than those made for the average age of 8 years old.
To understand the idea of Median better, observe following examples:

1. 10 9 12 6 15 7 8 14 13

Arranging the data in order of their values, get

6 7 8 9 10 12 13 14 15

6 7 8 9 10 12 13 14 15

Median = 10

2.
6 4 7 8 5 12 10 11 14 15

Arranging the data in order of their values, get

4 5 6 7 8 10 11 12 14 15

4 5 6 7 8 10 11 12 14 15

Median = (8 + 10) ÷ 2 = 9

40
 Mathematics

3. Identify the median from the following objects

1 2 3 4 5 6 7

Mode
a. Given a set of data, the data that occur mostly, is called the Mode.
Observe the following example:

1 1 2 2 2 1

3 3 2 3 3 2

b. Among the numbers in the picture above, 1 occurs 3 times, 2 occurs 5 times, 3
occurs 4 times. Since 2 occurs the most, 5 times, 2 is the Mode of the given data.

5 7 6 2 8 3 2 1 4 5

Arranging the numbers in order of their values, get

1 2 2 3 4 5 5 6 7 8

Since 2 and 5 occur the most, 2 times, hence 2 and 5 are Mode

41
 Information Investigation and Analysis

c.

3 4 7 8 5 9 2 6 10 11

Arranging the data in order of their values, we get

2 3 4 5 6 7 8 9 10 11

Since each number in the data occurs once, that is there is no repetitions,
hence the data has no Mode.

Line Graph
Line Graph is a presentation of data in a picture form which continuously changes with
time. In line graph the data is primarily represented by dots. Then the separate dots are
joined by straight lines to form a line graph. Line graph is formed by two axes or lines.
One of them is horizontal axis/line and the other is vertical axis/line. The horizontal
axis/line is known as the x-axis and the vertical axis/line is known as y-axis. The point,
where the x-axis and y-axis intersect each other, is known as the origin. In line graph,
the lines are horizontally arranged and change from left to right.

Let us draw a line graph with the following information:

In a game of cricket of the Bangladesh cricket team, runs obtained per over are given
in the following table:

Over 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Run 8 10 6 5 0 8 6 4 7 12

42
 Mathematics
Y
14
13
12
11
10
9
8
7
Run

6
5
4
3
2
1
0 X
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Over

Line Graph
In a graph paper, a line graph is drawn by considering every five little squares along
the horizontal x-axis as an over and every two little squares along the vertical y-axis as
the number of runs.
Assigned Work/Problem: With the help of your guardian, fill up the following list of
the expenses for the last 6 months on grocery, education, transport, medical and other
miscellaneous things. Prepare a plan, how you can make adjustments on the monthly
expenses so that from the next month you can save 10% of the average expenditures of
the last 6 months.

Expenditures in my January February March April May June

house
Grocery

Education

Transport

Medical

Miscellaneous

Total

43
 Information Investigation and Analysis

Using the completed list, answer the following questions:

a) Find the average grocery expenses from the list.
b) Find the median of the medical expenses of the last six months.
c) In which item the mode occurs in the prepared list?
d) Draw a line graph using the item wise expenses in the list.
At the end of this assignment, your guardians will evaluate your work with comments
(Rubrics for the guardians for the evaluation is attached on page 56). Submit your
assignment to your teacher together with the comments of the guardians.

Exercises

1. Marks obtained by 40 students in a class test in Mathematics are as follows:

8, 7, 9, 4, 6, 8, 9, 10, 5, 4, 9, 8, 7, 6, 8, 7, 9, 10, 6, 4, 5,
8, 9, 7, 10, 6, 10, 8, 9, 8, 6, 5, 8, 9, 10, 7, 4, 10, 8, 6

a) Arrange the data in decreasing order.

b) Prepare a table using tally marks.

2. Amiya is a student of class six. The number of students in her school from class one
to class six are:

Class One Two Three Four Five Six

Number of 180 160 150 170 190 200

students

Draw a bar chart taking the number of students along the vertical line. [Hint: Mark
the numbers of students along the vertical line in such a way that all the numbers are
in the bar chart.]

44
 Mathematics
3. In a one-day cricket match between Bangladesh and Australia, a bowler of
Bangladesh team bowled ten overs. Runs conceded by him in different overs are
shown in the bar chart below:
13
12 Answer the following ques-
11 tions from the diagram:
10
Run

9 a. In which over the maxi-

8 mum runs were conceded?
7 b. What is the total run con-
6 ceded in ten overs?
5
4
c. What is the average/mean
3 runs per over?
2
1
0
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Over

4. Write down the prime numbers less than 50. Find the average/mean and the medi-
an of the numbers.
5.
24 25 25
23
21 21 20 19
18
16 15
13 14
12 11
9 10
7

Heights (in metre) of the bars are given. Find the median of the data.
6. Find the average/mean, median and the mode of the data:

12 7

23 11 9 14
25 5 18 13 21 17
3 10 16 24 19 15 8 27
17 15 12 26 23 22 28 12 29 17

45
 Information Investigation and Analysis

7. Talk to 20/25 students of your class/ your previous class/ your following class.
Collect the following data (their ages, daily study times, daily games times, daily
sleeping times etc) and prepare a list or a table according to the sample below.

Serial Name of student Age Daily study Daily games Daily TV Daily sleeping
Number (years) (hours) (hours) watching (hours)
(hours)

Using the List or table, find the answers to the following questions.
a) Using the different types of information of the students mentioned in the list, find
the mean/average, median and mode of any three. In this case, which one is more
effective according to you – comment with justification.
b) Draw a line graph using the daily study time of the students.
c) “Those who have more study time, they have less sleep time”—verify the validity
of the proverb from the list prepared by information obtained by you.
d) Is there a relationship between more study time of students with their games time
and TV watching time? Find out.
e) Is there any relationship between students having more games time, with their
study time, sleeping time and TV watching time? Find out.
f) Write a summary of your own opinion about the differences/ similarities of the
study time and games time of the students of the classes of which you collected
and analysed the data.

46
 Mathematics

A sample Rubrics to evaluate the ability to analyze more than

one result and make logical decisions

The rubrics will be used by the guardians to evaluate the report of their children and the
students will submit a copy of this evaluation with the report to their teachers.

Guardians of students will make observations of the report prepared

and express their own opinions beside the statements below.

Field of evaluation Agree Disagree

Could compute the mean/average expense of different

expenditures of the family

Could identify the items on which expense is the most

Through discussion with guardians, coordinating the various

monthly expenses of items, made a logical savings plan
from the next month, to make 10% savings of the average
expenses of last 6 months.

My child learned the importance of planned expenditures

through this work.

My child became interested in savings by preparing this

report through this work

Overall comments of guardian:

47
 Trees of Prime Factors

In nature, some trees are seen to have no brunches

and stalks like Betel Nut tree, Palm tree, Coconut
tree and Date Palm tree etc. Again, there are few
trees having lots of brunches and stalks like Mango
tree, Java Plum tree, and Pepper Plant etc.

Palm tree, Betel Nut tree, Coconut tree and Date

Palm tree can be named as Prime trees whereas
Mango tree, Java Plum tree and Pepper plant can be
named as Compound trees.

You may wonder, what can be the relationship between Prime Factors and Trees!

You’ll understand it from the picture below.

2
2 2
3

2 4 2
6

12 8

96

You’ll see that the prime numbers are drawn as yellow flowers. Now, think
why we didn’t write them like: 3 = 3 or 1 or 2 = 2 or 1
1. Do you know whether 1 is a prime number or not?

48
 Mathematics
Again, a tree of factorization for number 96 can be drawn like below:
Now, you along with your classmates, find out how many
more factorization trees can be drawn for the number 96.
2 At this point, each of you will pick a natural number through
3 lottery.
Find out how many more factorization trees can be drawn
2
6 for the number you got through the lottery.
2 Draw all the factorization trees on a poster paper or on an
2
12 old calendar and show it to your teachers, classmates and
24
2 others.
4
You can draw the trees as you like. Just write the prime num-
96 bers in yellow.
Combining all yours’ factorization trees in one place, you
can form factorization orchard and then can exhibit to others.
Now, make factorization trees with the following numbers.
However, if necessary, you can draw the tree of factorization from top to bottom as in
the picture below. In that case, can you mention the advantages you may have? These
tree-like diagrams are called Tree diagram.

12 12

2 6 2 6

2 3

Now, let’s see the factorization tree for number 12 given in the picture below.

12

2 2 3

See, only the prime numbers are taken here from the factorization tree of number 12.

49
 Trees of Prime Factors

Now, fill up the Trees of prime factors.

30 28 81

5 4 9

2 2

60 72
56

2 15

3
The game of Multiple and Factor
Now, we will play a fun game with the multiple and factor of any number.
You surely know how to find out the multiple and factor of a number, right?
Let me share an interesting matter.
Factorization and factor are no different things.
That means, you can use the tree of factorization concept for finding out the factors of
any number. 1
Rules of the game:
□ At first, draw the trees of prime factors of 1st and 2nd number.
□ If all the prime factors of 1st number remains present in the 2nd number then:
□ The 1st number is the factor of 2nd number and the 2nd number is the multiple of the
1st number.
□ Again, if all the prime factors of 2nd number remains present in the 1st number then:
□ The 2nd number is the factor of 1st number and the 1st number is the multiple of the
2nd number.

50
 Mathematics
Look at the pictures below for better understanding:

2 2 3 3

2nd number is multiple of 1st number 2nd number is multiple of 1st number
1st number is multiple of 2nd number 1st number is multiple of 2nd number

4
2 3
2 2 2
2nd number is not multiple of 1st number
1st number is not multiple of 2nd number 2nd number is multiple of 1st number
1st number is factor of 2nd number
but not multiple

6 4 6
3 2 3 2 2 2 3

2nd number is multiple of 1st number 2nd number is not multiple of 1st number
1st number is factor of 2nd number
but not multiple 1st number is not multiple of 2nd number

Then fill up the table below with √ or × sign.

Is the 2nd Is the 2nd Is the 1st
Is the 1st number
1st 2nd number a number a number a
a factor of the 2nd
Number Number multiple of the factor of the multiple of the
number?
1st number? 1st number? 2nd number?
2 2 √ √ √
3 3
2 3
2 4 √ √ × ×
3 6
4 6
Pair work:
□ Select two numbers for each pair through lottery.
□ Play the game of multiple and factor in each pair, taking the two
numbers in the lottery as the 1st and 2nd numbers.

51
 Trees of Prime Factors

The game of H.C.F

You have learned multiple methods of determining H.C.F in your previous class.
You’re also familiar with the system shown below:

2 18, 12
But, can you tell why H.C.F is determined like this?
3 9, 6
Let’s understand the meaning of H.C.F.
3, 2
H.C.F stands for Highest Common Factor.
H.C.F = 2 × 3 = 6
You have already come to know from ‘The game of Multiple and Factor’ that:
If all the prime factors of a number remain present in another number then the 1st number
will be a multiple of the 2nd number.
The common factor of two numbers will be such a number whose all prime factors will
remain present in those two numbers’ tree of prime factors.
Now, H.C.F means Highest Common Factor that is the biggest common factor.
In that case, if you can find out all the prime factors of two numbers from their tree of prime
factors then the multiplication of those prime factors is actually their H.C.F.
If you want, you can try and see if any number greater than this multiplication can be a
common factor for both the numbers or not?
Now, think how you may play the game of determining H.C.F with help of tree of
prime factors?
Rules of H.C.F’s Game:
□ Draw trees of prime factors for two numbers.
□ Identify the prime factors that are common in both the tress. These are the common
prime factors of those two numbers.
□ Now, the multiplication of common prime factors will be the H.C.F of that number.
Please see how the H.C.F of 18 & 12 is determined through the game of H.C.F
in the picture below:

18 12
Can you find any similarity
2 3 2 2 between the method of determining
3 3
H.C.F with the tree of prime factors
as shown above and the method
shown at the beginning of the
H.C.F’s game section?
2 × 3
H.C.F = 2 × 3 = 6

52
 Mathematics

If you see the picture below, you’ll easily understand that both the systems are identical.

18 12
Even though 1 is not there in the
2 3 3 2 2 3 tree of prime factors, yet it is the
factor for all numbers.

If two numbers do not have any

2 18 , 12
common factor other than 1, that
3 9, 6 is, if their H.C.F is 1, then we
9 6
3, 2 call the two numbers Co-prime
number.
3 3 2 3
2 3
For example: H.C.F of 4 & 9 is 1.
H.C.F = 2 × 3 = 6 So, 4 & 9 are Co-prime numbers.
3 2

3 2

Individual Work : Everyone must select three numbers of two digits.

Then, determine the H.C.F of the three numbers through the game of H.C.F
and with the help of the tree of prime factors.

Let’s Do the following task

Now, determine the H.C.F of the following numbers through the game of H.C.F and
with the help of the tree of prime factors
1) 28, 24
2) 35, 25, 105
3) 45, 18, 99
4) 28, 48, 72
5) 31, 32, 341
Determine the HCF of the numbers making a list of factors.

53
 Trees of Prime Factors

Determining HCF through the division method following Euclidean method

Determining H.C.F in Picture
You already have known two systems of determining H.C.F for two numbers.
 First System:
 Make a list of all the factors of those two numbers.
 Find out the common factors of those two numbers from the list.
 Among the common factors, the highest number found will be the H.C.F of
those two numbers.
Example
Factors of 20 1, 2, 4, 5, 10, 20
HCF = 4
Factors of 32 1, 2, 4, 8, 16, 32

 Second System:
 Factorize the two numbers with the help of tree of prime factors.
 Find out the common prime factors of both the numbers.
 The multiplication of all common prime factors will be the H.C.F of those two
numbers.
In both the systems mentioned above, for making a list of factors or even for doing
prime factorization, you need to divide both the numbers many times. And if the
numbers are too big then it would take much time to determine the H.C.F following
the above methods.

For making the task of determining H.C.F a

little easier, mathematician Euclid (300 BC)
found a different but interesting system.
However, Nichomacus, another mathema-
tician also knew of this method. Check the
image beside.

Copyright : Wikipedia

54
 Mathematics

Now, the H.C.F of 44 and 18 will be determined following that system.

8 8 8

26
18 18 18
44 44 44 44
2 2
8 8
18 18
8
2

□ At the very outset, cut a strip of paper that is 44cm long and 5cm wide using a
scale.
□ Now, cut a few strips of paper that is 18 cm long and 5cm wide. (Here, the mea-
surement of length is important in determining the H.C.F. So, you can take any
width other than 5 cm as per your convenience. However, it would be convenient
if all the widths are same
□ Now, place the 18cm strip beside the 44 cm strip. It’s yet 26 cm to be equal to 44
cm.
□ Determine the maximum number of strips of 18 cm length that can be placed
without exceeding 44 cm length?
□ In the picture you can see that, after placing two 18 cm strips only 8 cm is left.
□ Now, make a few 8 cm long strips and place those beside one 18 cm long strip.
□ In the picture you can see that, after placing two 8 cm long strips only 2 cm is left
to meet the length of 18 cm.
□ Now, make a few 2 cm long strips and place those beside one 8 cm long strip.
□ See in the picture, after placing four 2 cm long strips, the required 8cm length is
met.
□ Now, our task is finished. At last, we could fill up the 8 cm length of the strip
with 2cm long strips. Therefore, the H.C.F of 44 and 18 will be 2.
But we need to know how we could determine the H.C.F through filling up paper
strips. The answer lies in the concept of multiple.

55
 Trees of Prime Factors

See in the following picture.

8

2
18
8 44
8 18
2
8
18

In the end, we could fill up one 8cm long strip with 2 cm long strips.
So, 2 is the factor of 8.
From the picture, it is also evident that 2 is the factor of both 18 and 44.
Therefore 2 is the doubtless common factor of 18 and 44.
Now, the last question to you is:
Can it be proved from the picture, following the above method, that 2 is the biggest or
Highest Common Factor of 44 and 18?
Think individually first.
Then share your thoughts or opinions to everyone according to the teacher’s instruc-
tions and find out the proof through group discussions and other needful activities.
The relationship between, division process and the activity for determining
H.C.F as per Euclidean method:

18 18 ) 44 (2
44 36
8 ) 18 ( 2
2 16
8 H.C.F 2) 8 (4
8
0
2

56
 Mathematics

Individual Task:
◊ Now, each of you must select two numbers through lottery.
◊ Make paper blocks with the numbers you selected through lottery and then
complete an activity of determining H.C.F. Besides, show by drawing, the
relationship between determining H.C.F through the method of division
with the two numbers selected through lottery.
◊ Draw all your work on poster paper / old calendar and present it to your teach-
ers and classmates in the next class by attaching blocks of paper with glue.

Determining the H.C.F of three numbers in picture:

“Can you
determine the
HCF of 44, 18 “Does this
and 24 from the image have
image beside?” any relation 44
with division
method?”
24
18

44
2
8 24

57
 Trees of Prime Factors

Exercise

1) Through the picture, determine the H.C.F of the following numbers according to the
method of division.
(a) 24, 45, 62 (b) 56, 78, 90 (c) 120, 56, 78 (d) 99, 33, 123 (e) 95, 57, 23
2) The H.C.F of 100 and 44 can be determined from the following picture. Can you tell how?

100 meter

(Inside the rectangle

in the picture, there
44 meter

are many squares of

different colours)

Let’s take a look at some examples of how and why H.C.F is needed in various
real life problems.
3) There are two ropes of 15 m and 40 m length. Cut these two ropes into small
pieces of the same length so that no part of the rope is damaged. What can be the
maximum length of the small pieces?
4) A shopkeeper sells candles in both packets of 12 and 8. To have one candle for
each candle stand, what is the minimum number of candles and candle stands that
Ayesha has to buy?
5) A florist wants to arrange 24 bouquets in different rows. In how many different
ways can he arrange them with the same number of bouquets in each row?
6) 210 Oranges, 252 Apples and 294 Pears are evenly packed in cartons so that no
fruit is left out. What is the maximum number of cartons that will be needed there?
7) The length, width, and height of a room are 6 m 80 cm, 5 m 10 cm and 3 m 40 cm
respectively. You will be given a stick only, not a scale. The length of that stick will
be as you want but you can only demand it once. That means you’ll get only one
stick. With this stick you have to make sure that the length, width and height of the
room are measured accurately. What is the maximum length of stick you can ask for?

58
 Mathematics

8) H.C.F of two numbers is 6, if one number is 42, find the other number?
9) Activity with the help of bucket and water:
a) How to measure 4 liters of water with 3 liter and 5 liter water buckets?
In this case, there will be no measuring marks on the bucket. Again, other measur-
ing instrument such as scale or measuring scales etc. cannot be used.
b) Which of the following amount of water can be measured with 4 liter and 6 liter
water buckets?
(In this case, there will be an opportunity to keep in other containers for 8, 8, 9, 10 liters)

5 Liter 3 Liter

Amount of water Can it be measured with 4 liter Write how to measure step
(Liters) and 6 liter water buckets? by step
1
2
3
4 √
5
6 √
7
8
9
10

Individual Task : Each student will find a similar real life problem and
solve it. They will also present it in the next class.

59
 Trees of Prime Factors

Game of L.C.M
1. Take two numbers and then ask the students to draw the tree of prime factors of those
two numbers. Also, ask the students to draw a separate L.C.M box below the tree where
there will be the prime factors of L.C.M. From their previous idea, the students will take
the factor from the 1st number and for determining its multiple, they’ll match the factor
of the 1st number with the same factor from the 2nd number, if there is any. Moreover,
they’ll look for more prime factors of the 2nd number and if found then they’ll write
down those prime factors in L.C.M box to determine the multiple of 1st number. The
teacher will demonstrate it to the students first.

2 2 3 3 2 3

2 3 2 3
L.C.M = 2 L.C.M = 3 L.C.M = 2 × 3 = 6

2 4 3 6 4 6

2 2 3 2 2 2 2 3

2 2 3 2 2 2 3
L.C.M = 2 × 2 = 4 L.C.M = 3 × 2 = 6 L.C.M = 2×2×3 = 12
◊ Here, drag down the factors of the 1st number as shown below. And for the 2nd
number, if there is any same factor then that has to be matched with the 1st number.
If there is more left, drag it down to make a multiple of the 1stnumber.Here, from
the 1st number 4, at first 2, 2 prime factors will come down. Then match the same
prime factor 2 from the 2nd number 6 and drag 3 down.

4 6 4 6

2 2 2 3
2 2 2 3

2 2 3 2 2 3

L.C.M = 2×2×3 = 12 L.C.M = 2×2×3 = 12

2. If you can find L.C.M following this method, then take two big numbers. Let’s
suppose the numbers are 30 and 45. At first, then you will create tree of prime
factors for these two numbers.

60
 Mathematics
Then, according to the rules described earlier, you’ll drag down the prime factors of the
1st number in L.C.M box. After that, they’ll match the similar prime factors with the 2nd
number and drag down the rest of the prime factors.
Finally, you’ll find out the L.C.M from the prime factors of L.C.M itself.

30 45 30 45

2 3 5 3 3 5 2 3 5 3 3 5

2 3 5 2 3 5 3

L.C.M = 2 × 3 × 5 × 3 = 90

□ In this way of finding out L.C.M, you will be able to establish the relationship
between finding out L.C.M through finding out the common multiples and finding
out L.C.M from the prime factors. In the same way, if you consider the prime
factors of L.C.M in both the 1st and 2nd number and if you find any similarity then
you need to drag it down in the box below using an arrow sign. At the same time,
the dissimilar ones have to be dragged down as well following the same manner. If
you find the L.C.M in this method then you’ll get the same L.C.M.

30 45 30 45 30 45

2 15 3 15 2 15 3 15 2 15 3 15
3 5 3 5 3 5 3 5 3 5 3 5

2 2 3 2 3 5

30 45

2 15 3 15
3 5 3 5

2 3 5 3
L.C.M = 2×3×5×3 = 90

This time you will also get an idea of how to find out the L.C.M of 18,
12, 14.

61
 Trees of Prime Factors

18 12 14

2 3 3 2 2 3 2 7

2
9 6 7

3 3 2 3 7
2 18, 12, 14
3 9, 6, 7
3, 2, 7

2 3

3 2 7

3 2 7

7
2 3 3 2

The above mentioned procress of measuring L.C.M is called Euclidean Procress.

Try to answer the following questions
a) In this process, why this minimum two numbers have been chosen or
divide with this number?
b) At first, Instead of 2, divide with the numbers 7 or 3 and see whether the
L.C.M becomes same
What we know measuring L.C.M through Euclidean Procress.
Determining the L.C.M of 12, 18, 20 and 105.
2 12, 18, 20, 105
2 6, 9, 10, 105
3 3, 9, 5, 105
5 1, 3, 5, 35
1, 3, 1, 7
Determined L.C.M= 2 × 2 × 3 × 5 × 3 × 7
62
 Mathematics

Let’s see the rule from the given example:

Line (L) is drawn below the numbers by writing the numbers in a row with the (,) sign.
At least two of the given numbers are divided by common prime factors.
Quotient of the numbers that are infinitely divisible by the factor is also written below.
Those not divisible are written unchanged.
The numbers that are in the bottom row were worked out following the previous rule.
Dividing this way, when the numbers in the bottom row became co-prime numbers then
they were not divided any longer.
The consecutive product of the numbers in the bottom row and the divisors is the deter-
mined L.C.M.

The maximum number of prime factors of L.C.M is shown in the book. Explain that method
following the above method.
Least Common Multiples (L.C.M)

We know, The multiples of 4: 4, 8, 12, 16, 20, 24 , 28, 32, 36, 40, 44, 48
The multiples of 6: 6, 12, 18, 24 , 30, 36, 42, 48 , 54 etc.

And , The multiples of 8: 8, 16, 24 , 32, 40, 48 , 56, 64 etc.

It is seen that, the common multiples of 4, 6 and 8 are 24, 48 etc. and the least multiple
is 24.
∴ the L.C.M of 4,6 & 8 is 24.
4 = 2 × 2, 6 = 2 × 3, 8 = 2 × 2 × 2
Here, 2 appears for a maximum of 3 times and 3 appears for a maximum of 1 time
among the prime factors of the numbers 4, 6, 8.
So, if a consecutive multiplication is done taking 2 three times and 3 for a single time
then we get, 2 × 2 × 2 × 3 or 24, which is the L.C.M of the given numbers.

□ The highest numbers of L.C.M’s prime factors are already shown in the book.
Explain that system through the above process and show reasons.

Individual Task :
Now, each of you please select two numbers through lottery.
Make paper blocks with those numbers and take help from the tree of prime factors to
determine the L.C.M following all the methods as discussed in the ‘Tree of L.C.M’.
Draw all your work on poster paper /old calendar and present it to your teachers and
classmates in the next class by attaching blocks of paper with glue.

63
 Trees of Prime Factors

Exercise:

1) Determine L.C.M following all the possible ways as discussed in the section
‘Tree of L.C.M’ with the help of tree of prime factors.
(a) 14,15,12 (b) 66,78,100 (c) 120,56,60 (d) 55,15,143 (e) 25,57,95
2) Relation between L.C.M & H.C.F
The prime factors are being determined taking two random numbers 10 and 30.
10 = 2 × 5, 30 = 2 × 3 × 5
H.C.F of 10 and 30 = 2 × 5 = 10
And, L.C.M = 2 3 5 = 30
Again, the product of the numbers 10 and 30 = 10 × 30 = (2×5) × (2×3×5)
= H.C.F × L.C.M
∴ The product of two numbers is equal to the product of H.C.F and L.C.M.
Product of two numbers= H.C.F of both the numbers × L.C.M of both the num-
bers
Now,
‘The product of two numbers is equal to the product of both the numbers’ H.C.F
and L.C.M.’
Will you be able to prove the above mathematical statement for any two numbers
through the method as discussed in the ‘Game of H.C.F’ and ‘Tree of L.C.M’ sec-
tions?
Let’s take a look at some examples of how and why L.C.M is needed for various real life prob-
lems.
3) What is the minimum number of students that can be arranged in groups of 3, 4,
6 and 8 so that no one is left out?
4) There are 2 types of buses in a local bus service that starts from 8 am. The first
type of buses leave after every 15 minutes and the second type of buses leave
after every 20 minutes. How many times do the first and second type of buses
leave at the same time between 8 am and 11 am on a given day?
5) Three painters, Ron, Habib and Shelley, are designing a hotel room. The hotel
has room numbers from 15 to 200. Ron has to work in all the rooms. Habib has
to work in the rooms where the room number is a multiple of 3. Shelley has to
work in the rooms where the room number is a multiple of 5. In which rooms
will they all work together?
6) Sara goes to a shopping mall every 6th day in a week. Andy goes to the same
shopping mall every 7th day. How many times will they meet each other in the
mall in December and January if the counting starts from 1st December?

64
 Mathematics
7) Sami can jump 4 steps at a time and Nina can jump 5 steps at a time. If the two starts
jumping together, at what step will they meet?
8) Amia has a music class every 2nd day and a painting class every 3rd day. On which
day will she have both the classes?
9) Today, both the football team and the basketball teams were playing. The football
team plays 3 days in a week and the basketball team plays 5 days in a week. When
next the two teams will play on the same day?
10) You look at your friend in every 4 seconds and smile and your friend looks at you in
every 8 seconds and smiles back. When you and your friend will laugh at the same
time? (Hint: Smile among yourselves and find out)
11) In the picture two separate piles are being made side by side using two different
shaped square boxes. What is the minimum number of orange and blue boxes that
will be required to equalize the height of the two piles? What is the minimum height
required for the two piles to be equal?

12 inch
12 inch

12) In a marathon race, two people start drinking water after starting the race at regular
intervals. The first person drinks water in every 9 minutes. 72 minutes after the start of
the race, two men drank water at the same time. At what interval does the second person
drink water? How many times does the second person drink water in 72 minutes?
13) Bus A and Bus B are two intercity service of Dhaka. Bus A service leaves the bus
stand in every 60 minutes and Bus B service leaves the same bus stand in every 80
minutes. Everyday they start their journey at 6 AM. How many times and at what
times in a day they leave the bus stand together?

Individual Task : Each student will find a similar real life problem
and will present it to the next class with solution.

65
 Measurement of Length
We have to the task of measuring in almost every task of our daily life. When you go
to market for buying a variety of essential commodities such as: rice, pulses, oil, salt,
sugar, rope, electricity, etc., then the shopkeeper measures the commodities according
to your needs. And we call this measuring system as measurement. You must have
seen that, the shopkeeper doesn’t measure all the commodities in the same system. For
example: The tool he uses for measuring rice and pulses is different from the tool he
uses for measuring rope and wire. We measure different things at different times by
comparing all these ideal quantities. And this ideal quantity is known as unit.
You must be wondering to know, why this measurement system is needed. Just think,
if the system of measurement were not invented, could a tailor made your clothes to
the exact size of your body? Again, you can
easily tell the distance between your school
and home just because of this measurement
system. You’ll have more fun in knowing
that from the very beginning of human
society, humans have created a variety of
measurement systems. The earliest traces of
the measurement system are found through the
inhabitants of ancient Egypt, Mesopotamia,
the Indus Valley, and from the aboriginals
of Ilam (located in Iran). The earliest unit
of length measurement came from ‘cubit’, a
conventional unit commonly used by the then
Egyptians. They used ‘cubit’ just the way we
use ‘meter’ now.
If you look at the picture minutely then you Copyright : Wikipedia
will understand how the Egyptians measured length by using their hands. The length of
a normal cubit was from the elbow to the tip of the middle finger. It was further divided
into “Bighot”, the distance between the thumb and the little finger (half a cubit).
Again, time was measured by the periodical span / duration of sun, moon, and other
heavenly objects. And if it was necessary to measure the carrying capacity of earthen
or metal vessels then those vessels were filled up with seeds and grains, in this way
both their carrying capacity and volume were measured. After the system of weighing
was invented, grain and stone weights were considered as the ideal. The gold sold by
the gold sellers has 18 carats, 21 carats or 24 carats inscribed/engraved/written in them.
You’ll be surprised to know that, the carat unit, used to measure gold, has its origin
from caraway seeds. But the problem is, not all human hands are of the same size;
again, not all grain seeds are of the same size. For all these reasons, people felt that it
was necessary to determine a standard or specific measure for doing any measurement.

66
 Mathematics
You’ll understand this better in the upcoming pages of this chapter. Now, let’s do the
work given below.
Observe your classroom minutely. Now write the name and approximate size of the
classroom including its doors, windows, benches for keeping your books and notebooks,
table, black or white board etc. and fill up the table below. You can do the same task for
your reading room as well. This task will be easier for you if you have idea about feet,
meters and inches. If necessary, discuss the matter with your teacher or your father/
mother/elder siblings.

Measurement of length
Serial Name of the Approximate Measurement/Size
number measured thing Hand feet meter Inch
1
2
3
4
5
6
7
8
9
10

Highlight the instruments you have for determining the approximate measurement of
the table accurately. Write down the names of the instruments and describe their units
to one of your peers.

67
 Measurement of Length

Let’s Make Paper Scales

Materials: Old calendar or hard paper, Glue, Centimeter Scale, Pencil, Scissors Method:
1. Cut two paper pieces of same size from the old calendar or hard paper
considering the length and width of centimeter or inch scale.

2. Attach the two paper pieces together with glue. This will make the body of the
scale harder.

3. Now, cut two pieces of white paper and attach them in both the sides of the
scale with glue.

4. Place a centimeter or inch scale on any side of the scale, and mark the lines
aligning to the lines of centimeter or inch scale with different colour pens.

5. Mark the centimetre lines longer and with different colour. Also, place digits
0, 1, 2, 3, 4, 5, 6…… in the beginning point of the line.

6. Now, design the scale as per your own likings and it is made.

8.5 cm

Draw the table in your exercise book. Now fill in the table by measuring the approximate
length of pencil, pen and eraser with the centimeter scale you have made with paper.
Then again, measure the accurate length of the above items with a purchased scale and
write it in the table. Now, write comments comparing the lengths you got by measuring
in two different ways.
Exact length in Comment on
Approximate length in
Serial Name of the centimeter the comparison
centimeter
number measured thing (with the purchased of the
(with the scale you made)
scale) measurement
1
2
3
4

68
 Mathematics
Joya went to visit her maternal uncle’s house with her parents during school holiday.
Joya has a very good relation with her cousin Anik as they both read in class six. They
usually gossip about their schools whenever they get time. They also discuss about
their studies. Joya wants to know how far Anik’s school is from home. Anik thought
for a while and said it’s about 3 kilometers. Joya imagined the distance of 3 kilometers.
Anik sometimes goes to market with his father for purchasing necessary goods. One
day he went to a store to buy electric wire. The shopkeeper asked, how many yards do
they need? Once Anik’s father told the amount, the shopkeeper measured it by the scale
drawn on his table and gave it.
Then they went to another store for buying necessary commodities. They purchased 1
kg pulses, 1litre oil along with a few other things and returned home. Both Joya and
Anik had one question in mind that is there any fixed amount with which a comparison
is made while measuring this distance, length of wire and other things? If yes then what
that fixed amount is called of measurement? Both of them thought that they would try
to know this from their teacher in school. The standard physical quantity (in the Science

and Technology chapter of your Science book, there is a detailed discussion about the
measurement of different quantities) comparing to which the measurement of other
quantities are done is called the unit of measurement. Every measurement requires
a standard compared to which the measurement of physical quantities are done. This
standard is called the unit of measurement.
Measurement has been in practice since ancient time for doing daily and trade activities.
This measurement had many local and area based units for different quantities. For
example, just a few years back in our country we used mon, sher, chotak, tola as the units
for measuring mass. Again, yards, feet, inches and miles are still in use for measuring
length and distance. These units still might have been used locally. Since there were
different measurement systems used in different countries for doing the measurement,
various problems in international trade and commerce and in the exchange of scientific
69
 Measurement of Length

information began to arise. This is why the same standard of measurement was badly
needed all over the world. From this it was decided in 1980 to introduce similar units
of different quantities all over the world. This system of units is called International
System of Units or in short SI.
In this chapter, we will discuss about the unit for measuring length. There are two
conventional systems for measuring length: 1) British System and 2) Metric System.
In British system, yards, feet and inches are used as the units for measuring length. But
nowadays, metric system is used in most of the countries of the world for measuring
length. One of the features of measurement in this system is, it is tenfold/ ten times. In
this system, measurement can easily be done through decimal fractions.

Conversion of Units to measure length in Metric System: Stair

Method

× 10 To You have to multiply by ten

Kilo p to
Bo for every step if you want to
× 10 tto convert large unit to small unit.
Hecto m
× 10 or
÷ 10 lar
Deca ge
to
× 10 sm
÷ 10 Meter all
Bo ÷ 10
tto Deci
× 10
m
to ÷10 × 10
To
p or Centi
sm ÷ 10
all Mili
to
lar
ge ÷ 10
You have to divide by ten
for every step if you want to
Rule of Multiplication- Division by 10
convert small unit to large
unit.

70
 Mathematics

Individual Task : Make stairs of Unit Conversion by paper.

(You can take help of the following diagram)

Centimeter
Decameter
Hectometer

Decimeter
Kilometer

Milimeter
Meter

ersion
ir s o f U nit Convter
Sta Kilom
e
erer
Hectom
erer
Decam
r
Mere rer
ime
Dec rer
e n time
C er
met
Mili

This method was first introduced in France in the eighteenth century. And it was
introduced in Bangladesh on 1 July 1982. In this system, meter, centimeter and
kilometer are used as the units of length measurement. You’ll be surprised to know,
scientists have defined the unit of length meter or centimeter differently at different
times. The definition of metre got changed with the advancement of science. After
a long 200 years of experiment, the scientist have defined ‘meter’ in 1983 as stated
below: ‘The length travelled by light in 1 share of 29,97,92,458 shares of a second.’
Modern science has recognized this definition of meter as the most prime definition.
You will find out more about this when you get to the higher classes.

Pair Work: Students will measure each other’s height by using scale or
measuring tape.
□ At first, guess and write down the height of a peer in any of the units.
□ Now, express the height, you got earlier by measuring with scale or
measuring tape, in centimeters, meters and feet.
□ Determine the difference, if found, between the guessed and measured
heights.

71
 Measurement of Length

Individual Work: Measure the length, width and height of the math
textbook in inches and centimeters by using a scale. Make a table in your
exercise book and write down the findings. Now, observe the table and veri-
fy the relationship between inches and centimeters.
Original Length (measured with purchased scale)
Math
Textbook Inches Centimeters Relationship between inches
and centimeters
Length
Width
Height

Group Work : Measure the length and width of your classroom and
any of the stairs situated between two floors of the school with measuring
tape. Now, fill up the table below with the findings.

Our classroom and stairs

Approximate Actual length measured by purchased scale,

Measurement tape or any other measuring instrument
Yard Feet Inch C.M Meter
Our Length
classroom
Width
Stair of Length
school
Width

Measuring the thickness of a 2 taka coin by centimeter scale

Materials: Few 2 taka coins, Centimeter scale
System 1:
a) Guess the thickness of a 2 taka coin.
b) Write down the thickness in exercise book.
c) Now, measure the thickness of the coin in centimeter scale as shown in the
picture at right side.
d) Find out the difference, if any, between the guessed and measured value of
thickness.

72
 Mathematics
System 2 :
a) Assemble a few coins, putting one on the top of the other, as shown in the
picture.
b) Now, measure the length of the assembled coins with centimeter scale.
c) Divide the total length with the total number of coins and you’ll get the
thickness of one coin.
Measure the diameter of a circular coin in various ways.

Exercise
1. What is the length of the pencil as shown in the picture?

2. How many meters is the length of the guitar

as shown in the picture?

73
 Measurement of Length

3. Which of the following lines is longer? Guess it. Now, measure the lines A and
B in centimeters and verify your guess.

(a)

(b)

4. Determine the length of the chili in centimeter and in millimeter. Then express
the length determined in milimeter to centimeter.

5. The distance covered by 5 students of class six in the long jump event of
school’s annual athletic competition is given below:

Student’s NameDistance
Covered
Sadia Islam 3.50m
Shuborna Roy 4.05m
Monika Chakma 4.50m
Adiba 3.80m
Rina Gomez 3.08m

a) Express the covered distances in

meter and in centimeter.

b) Which three students will stand in

the 1st, 2nd and 3rd positions in the
victory stand to show respect to the
national flag?

74
 Mathematics

6. Draw pictures of three candles, having different heights, with flames as shown
below. Measure the drawn candles and fill up the following table.

Whose length
Approximate Length Length
has to be length (cm and mm) (cm)
measured
Candle- 1
Flame-1
Candle- 2
Flame-2
Candle- 3
3 2 1 Flame-3

7. Measure the diameter of a marble in centimeters and inches by using centimeter

or inch scale.
8. Puzzle of Distance: Determining distance

10
km
r

l
ete

. ita
sp
0m

Ho
60

House School

12 km.

eter
10600 m
8400 meter

Market
River
Bank

a. Which paths lead to the market from home? Determine the distance of each path
and find out the path having the shortest distance.

b. Which paths can lead to the hospital from the riverbank? Determine the distance
of every path and find out the shortest one.

75
 Measurement of Length

Peer evaluation rubrics for measuring the length and width of the
classroom and the distance between two stairs of the school

During the group work, complete the assessment after observing your group
members’ activities.
The activities (while assessing) you need to observe are listed at the left column in
the following table. If you don’t understand anything then get it clarified from the
teacher. You need to fill up the table for every group member of your group. At first,
write the names of the team members in the allotted box below. You’ll understand the
peer evaluation better from the following example. Suppose a member of your group,
“Mita”, completed a task mentioned in the lower left column - “Determine the width
of the classroom in meters”. Give her three stars if she has completed
the task. And if she completes it partially then give her two stars. And if it
happens that Mita has measured but the result is not correct then give her a single
star. Again, if she doesn’t participate in the group work, then you’ll write, ‘Not
Participated’.

Finished Finished Partially Measured but the Not

Completely result is not accurate Participated

Assessment Field Names of Group Members

Measuring The method of measurement using
the length tape has been followed accurately
of the Determined the value in different
classroom units (yards / feet / inches / cm /
m) while measuring length
Determined the relationship
between the values of different
units
Measuring Can follow the method
the width of measuring the width by tape.
the classroom
Measured the length of the stair

Measured the width of the stair

Measured the distance between the two stairs

How did you feel doing this peer evaluation? What

kind of problems did you face? Write those in the
side column.

76
 Mathematics

The World of Integers

Anita went to market for buying a pen. She only got 10 taka. But the pen costs 15 taka.
The shopkeeper wrote 5 taka as the due amount to be paid by Anita. He wrote 5 taka
next to Anita’s name in his account book just to remember later on. Ratul also came to
the shop at that time to buy the pen. To buy the pen he gave the shopkeeper a 20 taka
note. As there was no change, the shopkeeper asked Ratul to take 5 taka some other
time. Again, he wrote 5 taka next to Ratul’s name in his account book just to remember
later on.

Ratul 5 taka
Anita 5 taka

Ratul 5 taka
Anita 5 taka

How about we use the Two different colours

But a problem occurred. words due and debt to can also differentiate
How will the shopkeeper identify? them?
remember that Anita has
to pay him 5 taka and he
needs to pay Ratul 5 taka?
Can you solve this problem
of the shopkeeper?

77
 The World of Integers

Afterwards, Anita and Ratul went to school and there they faced a similar problem
while playing a game named, “One pawn, two players.” Let’s observe how they got
the solution of that problem.

One pawn, Two players

 At first, Anita and Ratul folded an A4 sized paper as shown in the following
picture. Then they cut the paper into four strips and wrote down the numbers as
shown below.

0 8 1 9
1 9 2 10
2 10 3 11
3 11 4 12
4 12 5 13
5 13 6 14
6 14 7 15
7 15 8 16

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 Mathematics

□ Then they took two strips of paper and arranged those as shown below.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

□ To play the game, one pawn and one dice will

be required.
In the opening, they only kept a pawn on 8.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

After this, the rule of this game is quite similar to playing Ludu.
But there are two dissimilarities:
1) Here, there’s only one pawn.
2) For the first roll of the dice, the pawn must go to the right side. And for the
second roll of the dice, the pawn must go to the left side. For both, the pawn
will move to right or left as per the drawn number of the dice. After that, the
first one will roll the dice again and thus the game will continue.
The first one will be the winner once she reaches 15 and the second one will be the
winner if he reaches 0.
So, Anita rolled the dice first and then Ratul. Then again Anita and thus the game
continued.
At one point of the game the pawn was on 4. In such condition, Ratul rolled the dice
and got 5. Now, in which direction Ratul will place the pawn? There is nothing at the
left of 0.

?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Ratul got 5 from rolling the dice. Where will he place the pawn?

From 4, if you go 5 steps But the rule of the game

left then surely you need says, you’ll only win
when you reach 0. Your
to cross 0. That means I pawn didn’t reach 0. So,
won the game. you’re not the winner yet,
the game will continue.

79
 The World of Integers

But how will the game continue? There’s no number at the left of 0. Then, Anita and
Ratul cracked an idea. They took the two paper strips and placed those at the left of
0. Now, when Ratul got 5 from rolling the dice, he could go 1 step left to 0 and could
place his pawn.
Ratul got 5 from rolling the dice

8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8

8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8
But now it’s seen that, at the right and left side of 0 there is repetition of the same number.
So to differentiate, they painted the numbers appearing at the left of 0 with green colour.
Then they changed the rules of the game a little and started playing again.
Now, at the beginning the pawn will be on 0.
The rules for winning will be the same for the first person, that is, s/he will be the winner
only if s/he reaches 8.
But there will be new rules for the second person.
If the second person can reach 8 to the left of 0, that is, the green 8, then s/he will be the
winner.

8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8

Then one day while playing they could not find green colour and started to wonder if
the numbers to the left of 0 could be distinguished in a simpler way. Eventually they
agreed that the numbers would be preceded by a minus sign or a negative sign ‘-’. As
these numbers are appearing at the left of 0 so they will be smaller than zero. And we
call these numbers as Negative Numbers.

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

Integer Game on the Number Line

“Let’s play a fun game today. At the beginning, all must
stand up and extend their right hand to the right side. Now,
lower down the right hand and extend the left hand to the left
side. Please remember to keep your head and legs in a static
position. Now, extend both the hands (right hand to the right
and left hand to the left). If the right hand, relative to the
head, is named as positive then what the left hand, relative
to the head, would be called?”

80
 Mathematics

Right
Right
Left Right
Left
Left
Left Right

“Now, we’ll create a big number line.”

“How to start? At first we need to fix the place of

point zero (0).”

“Now, we have to mark where to place point 1

from point zero (0). You can call it unit distance.”

“Now mark the points at both right and left side

of zero maintaining the same unit distance.”

Unit Distance

Zero Point

Now the game will begin. The game will be played in pairs. One of the students from
each pair will stand on one of the steps of the number line according to his choice.
The other student in the pair will stand on the point of zero (0) and will advance one
step at a time, to where the first student of the pair is.

81
 The World of Integers

And then he will write the position of the first student 1st student 2nd student
with figure. Here, mark the steps appearing at the right
of zero (0) with ‘+’ and the steps appearing at the left of
zero (0) with ‘-.’

‘The first student of

the pair has crossed
5 steps at the right;
therefore mark his
position with +5.’
2nd student 1st student

0 1
‘The student has
crossed 4 steps at the Zero Point
left; so mark with -4.’
2nd student
1st student

0 1 +5

Zero Point

Fill up all the steps of your number line with numbers and signs through playing the game.
□ Write down each step below with a ‘+’ or ‘-’ sign depending on their position:
a) 4 steps to the left of zero
b) 7 steps to the right of zero
c) 11 steps to the right of zero
d) 6 steps to the left of zero

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 Mathematics

Decrease and Increase of Numbers

The Game on the number line tells you that the numbers to the right of zero are positive
but the numbers to the left are negative. If you go 1 step to the right of a number, you
will get the next number of that number and if you go 1 step to the left, you will get the
previous number of that number.

1) Fill in the table below by writing the numbers before and after the given numbers:

Previous Number Given Numbers Next Numbers

10
8
–5
3
0
–1
–2
1
– 10

Use of negative numbers

The use of positive and negative numbers in real life is discussed below:
Income, Expense
Profit, Loss
Increase, Decrease
These are our familiar words. The first of the pair is the opposite of the second.
Income, profit and increase mean growth in quantity.
Again, expense, loss and decrease reduce the quantity.
If 5 taka income is marked with +5 taka then 7 taka expenditure can also be marked
with -7 taka.
Similarly, +6 means profit of 6 taka whereas -8 means loss of 8 taka.
Observe from the above discussion that, to clarify the difference between two similar
quantities having opposite directions, if we mark one with (+) sign then the other will
be marked with (-) sign.
(+) marked quantities are called positive quantities and (-) marked quantities are
called negative quantities. For this reason (+) and (-) symbols are called positive
and negative symbols.

83
 The World of Integers

Game of Antonyms
There are some words and their opposite words given in the table below. Fill in the
table with few more words you know and with their opposites. Now express the
words in each row of the table and the opposite pairs of words as per your wish
through positive (+) and negative signs (-).

(Here, you may consider any word of the pair as positive. But in that case the
opposite word of that word must be negative.)

Word Opposite Word

Big + Small –
Light – Heavy +
Income Expense
Left Right

1) Write a phrase that has the opposite meaning for each of the following phrases:

Given Phrases Phrases with opposite meaning

Increase of weight Decrease of weight
30 km north
Market is 8 km north from home
700 taka loss
100 meters above sea level

2) Write the numbers mentioned in the following sentences with appropriate signs:
a) An Airplane is flying two thousand meters above the ground.
b) A submarine is moving at a depth of eight hundred meters from the sea level.
c) Depositing two hundred taka in bank.

d) Taking a loan of seven hundred taka from the bank.

84
 Mathematics

Integer
The numbers 1,2,3, ... were first discovered for the needs of the humans.
These are called natural numbers or positive integers. If we take 0 with normal
numbers then we get 0,1,2,3.........which are called whole numbers or non-negative
integers.
Again, -4, -3, -2, -1 these numbers are called negative integers.
Combining negative integers and non-negative integers, we get,

-4, -3, -2, -1, 0, 1, 2,3,........These numbers are integers.

Numbers can be reresent by the following diagram

Negative Integgers Zero Natural Numbers Positive Integers

Whole Numbers Non-negative Integers

Integers

Placing integers on number line (Determining the place of integers)

Draw a straight line and take a point 0 on it.
So, the point 0 divides the straight line into two parts. One part extends limitlessly to
the right and the other limitlessly to the left. The right side of 0 is considered positive
and the left side is considered negative. Take a certain length as the unit. Mark points
at both right and left side of 0 maintaining equal distance. Mark the points appearing
at the right side of 0 alternately with or only 1,2,3,4... and the points
appearing at the left side with Use sign at the right and sign
at the left side to denote infinity or limitlessness.
Now, to place a positive integer 2 on the number line, enclose the point with a deep
circle that is 2 units to the right of the 0 point .The enclosed point with the deep circle
will be the place of 2.

85
 The World of Integers

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 +
Again, to place a negative integer -6 on the number line, enclose the point with a
deep circle that is 6 units to the left of the 0 point. The enclosed point with the deep
circle will be the place of -6.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +

□ Now, place the following numbers on number line:

a) +5 b) -10 c) +8 d) -1 e) -6
Order of Integers
There is a stairway pond in the village where Rama and Rani live. There are 10 stair
steps from the side of the pond to the water level. One 2
day, after reaching the pond-side they discovered that

1
the water is only 5 stair steps away. They marked the

0
current level of water with 0 to see up to where the
water level rises during the rainy season. They also
marked the top steps with 1,2,3,4,5. After the rains
in the monsoon they saw that the water level rose up to 3 steps. A few months after
the rainy season they saw that the water level dropped 3 steps below the 0 mark. They
pondered over the ways to mark the steps below. Can you think of any suggestion that
you can share with them ?
At last they thought that since the water level goes down once water decreases, then
and there they thought that the integers smaller
2
than 0 is called negative integers. So, as they’ve
1

marked the current level of water with 0, anything

0
-1

coming after that 0 should have a (-) minus sign

and it would be much helpful. Accordingly, they
marked the steps below 0 with -1, -2, -3. The
water level decreased more after a few days. Then, they marked that step with -4.

So, it is seen that, . Similarly, it can be said that, .

Let us once again place the integers on the number line:

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +

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 Mathematics
We know, 7 > 4 and in the number line we see that 7 is in the right of 4.
Similarly, 4 > 0 that means 4 is in the right of 0. Again, 0 is in the right of -3, so 0> -3.
Similarly, -3 is in the right of -8 so -3 > -8. Thus we see that the value of the number
increases when we go to the right of a number line and the value decreases when we go
to the left of a number line. Therefore ...-3 <-2, -2 <-1, -1 <0, 0 <1, 1 <2, 2 <3, ...
That is, we can write the integers alternately in the form of ...- 4, -3, -2, -1, 0, 1, 2, 3, ...
1) Look at the following picture.
8
7
6
5
4
3
2
1
-1
-2
-3
-4
-5
-6

Fill in the blanks below by taking idea from the picture by using signs.
(a) 1 1 (b) 0 1 (c) 4 9
(d) 1987 2999 (e) 64 59, (f) 9 9
(g) 57 59, (h) 2 159
2) Arrange the numbers 5, 7, 8, 3, 1, 2, 1, 0, 9, 3 in ascending order with
the help of number lines.
3) The temperature of four different places, on any given day, from various
countries are listed in the following table:
Name of place Temperature Empty Column
Dhaka 00C above 300C
Kathmandu 00C below 20C
Sreenagar 00C below 60C
Riyadh 00C above 400C

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 The World of Integers

a) Write the temperature of different places in the blank column above using
integers with appropriate signs.
b) The numbers on the number line below indicate temperature.

25 20 15 10 5 0 5 10 15 20 25 30 35 40 +
(i) Write the names of the above places on number line according to the temperature.
(ii) Which place is the coolest?
(iii) Write the names of places where the temperature is above 100c
Show on the number line which of the following numbers will appear to the right of the other
:
2, 9

25 20 15 10 5 0 5 10 15 20 25 30 35 40 +

2, 5

25 20 15 10 5 0 5 10 15 20 25 30 35 40 +

0, 1

25 20 15 10 5 0 5 10 15 20 25 30 35 40 +
11, 10

25 20 15 10 5 0 5 10 15 20 25 30 35 40 +
6, 6

25 20 15 10 5 0 5 10 15 20 25 30 35 40 +

5) Write the integers between the given numbers in ascending order:5)

(ক) 0 and 7 (খ) 4 and 4
(গ) 0 and 7 (ঘ) 30 and 23
৬) Write four negative integers greater than -20.
a) Write four negative integers smaller than -10.

b) Write four negative integers between -10 and -5.

৭) Mark (√) for true and (×) for false next to the following sentences.
If the given sentence is false, write it correctly.

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 Mathematics

Is it Correct Sentence
Given Sentence
true? (If the given sentence is false)

-4 appears in the right of -10 on

number line √
-70 appears in the right of -10 on
number line ×
The smallest negative integer is -1

- 26 is greater than- 20

The number -25 is located

between the numbers-5 and 15

0 is a positive number

0 is a negative number

A negative number is greater than

any non-negative number

Addition of Integers
In Tarek’s one storey building, Roof top
there is a staircase to go to the roof
and to the warehouse below. Each
stair leading upward from the floor
of the house is a positive integer,
and all the stairs going down to the
warehouse is a negative integer.
Floor
The ground floor indicates 0.

Storage

89
 The World of Integers

a) Now read the following sentences and fill in the blanks. (Two are done for
you)

a) If ascended 6 stairs above the ground level then,

+6
b) If descended 5 stairs down from the ground level and then ascended 7 stairs up,

( 5) + 7 = 2
c) If descended 4 stairs down from the ground level,

d) If ascended 2 stairs up from the ground level and then ascending 3 stairs more
from there,

e) If descended 4 stairs from the ground level and then descending 2 more stairs there,

f) If descended 5 stairs down from the ground level and then ascending 3 stairs up,

g) If ascended 4 stairs from the ground level and then descending 8 stairs from there,

□ Draw a number line in group and prepare few questions and answers like
seen above. Follow teacher’s instruction while exchanging and evaluating the
questions and answers with other groups.
Addition of integers with the help of number line
a) Addition of 3 and 5 through number line to determine 3 + 5:
3 5
At first let’s draw a number line,

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +

8
Let’s go 3 steps right from the 0 point of number line to reach point 3. Then let’s
move 5 steps more right to reach point 8.
Then, the sum of 3 and 5 will be, 3+5=8

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 Mathematics
(b) Addition of -5 and -3 through number line that means, determining (-5) + (-3):
At first let’s draw a number line,
-3 -5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
-8
Let’s go 5 steps left from the 0 point of number line to reach point -5. Then
let’s move 3 steps more left to reach point -8. Then, the sum of -5 and -3 will
be, (-5) + (-3) = (-8)
(c) Addition of 5 and -3 through number line that means determining 5+ (-3):
At first let’s draw a number line,
5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
2 -3

Let’s go 5 steps left from the 0 point of number line to reach point -5. Then let’s move 3
steps more left to reach point -8. Then, the sum of -5 and -3 will be, (-5) + (-3) = (-8)

(d) Addition of -5 and 3 through number line that means determining (-5)+ 3:
Let’s draw a number line first,
-5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
3 -2

Let’s go 5 steps left from the 0 point of number line to reach point -5. Then, let’s
move 3 steps right from there to reach point -2.
So, the sum of -5 and 3 will be, (-5) + (3)= -2

From the above discussion we observe that:

□ If a positive integer is added to an integer, then the sum is greater than the
integer.
□ If a negative integer is added to an integer, then the sum is smaller than the
integer.

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 The World of Integers

Let’s determine the sum of two integers 3 and -3. At first, let’s move 3 steps right from
the 0 point of number line to reach the point +3. Then, let’s move 3 steps left from
there. Which point did we reach?
-3
3

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
From the above diagram we observe that, 3+ (-3) = 0 that means we reached the point 0.
Therefore, we get zero by adding two integers 3 and (-3). That means, if a positive
integer is added with its negative integer then the sum is zero.
In this case -3 is said to be the positive opposite of +3 and +3 is said to be the
positive opposite of -3.

1) Write some positive and negative integers along with their positive opposites
and then show them on number line.

2) Determine the sum of the followings using number line:

(a) ( 2) + 6 (b) ( 6) + 2 (c) ( 9) + 6
(d) 5 + ( 11) (e) ( 1) + ( 7) (f) ( 7) + 20

3) Prepare two more questions like this on your own and solve those using number
line.

Finding out the sum of multiple integers

Till now, you have observed the way of determining the sum of two integers.
Now, let’s find out the sum of multiple integers using this concept.
□ In the beginning, we will determine the sum of -9,+4 and -6 these three
integers. That means, we will determine, (-9)+ (+4)+(-6).
Solution: Arranging the negative integers side by side from the given integers we get,
( 9) + (+4) + ( 6)
= ( 9) + ( 6) + (+4)
= ( 15) +(+4)
= 15 + 4
= 11

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 Mathematics
□ Now, we will determine the sum of +30,-23, -63 and +55 that means we will
find out,

Solution: Arranging the positive and negative integers side by side from the given
integers we get,
(+30) + (-23) + (-63) + (+55)
= (+30) + (+55) + (-23) + (-63)
= (-63) + (-23) + (+30) + (+55)
= (+85) + (-86)
= 85 - 86
= -1
Now solve the following problems.
1) Determine the sum without using number line.
(a) 137 and -35 (b) -52 and 52
(c) -31, 39 and 19 (d) -50, -200 and 300
2) Determine the sum without using number line.
(a) (+7) + (-11) (b) (-13) + (-10) (c) (+10) + (-5)
(d) 11 + (-7) (e) (-13) + (+18) (f) (-10) + (19)
(g) (-1) + (-2) + (-3) (h) (-2) + 8 + (-4) (i) (-7) + (-9) + 4 + 16
(j) 37 + (-2) + (65) + (-8) (k) (-10) + 92 + 84 + (-15)
3) Prepare five more questions like this and solve those on your own without using
number line.
Subtraction of integers with the help of number line
We have learned to add a positive integer to any number with the help of number
line. Here we observed that, to add a positive integer to any number, we have to
move towards the right side from the positional point of that very number.
For example: 6+2
+6 +2

-6 -5 -4 -3 -2 -1 0 1 2 3 4+8 5 6 7 8 9 +

5 +3
-5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
+3 -2

93
 The World of Integers

Again, to add a negative integer to any number, we have to move towards the
left side from the positional point of that number.
For example: 6+ (-2)
+6 -2

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 +
+4
5 + ( 3)
-3 -5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
-8
Now, we will learn how to subtract an integer from another integer.
(a) Subtracting 2 from 6 with the help of number line, that means determining,
6-(+2).
For subtracting 2 from 6 using number line, we have to move 2 steps left from 6 and
we will reach the point 4. So, we get, 6-(+2) = 6 -2 = 4.
+6
-2

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
+4
(b) Subtracting -2 from 6 with the help of number line, that means determining, 6-(-2).
For determining 6-(-2), which direction do we go from the point 6, right or
left? If we move two steps left from point 6, we will reach to point 4. Then we
have to express-
6-(-2) = 4 ; but it is not correct.
We know, 6-2 = 4
So 6-(-2) 6-2
If moving 2 steps left from point 0 is ‘-2’ then we can say moving ‘-2’ steps
left from 0 is actually moving 2 steps right from point 0.
So, 6-(-2) = 6+2 = 8
So we have to move 2 steps right from point 6.
+6
+2

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
+8
Let’s observe, -(-2) = +2 = 2
Let’s consider the solution of the problem differently, we know that, the positive
opposite of (-2) is 2. For this, the sum we get from adding the positive opposite of
(-2) with 6 is equal to the result we get from subtracting (-2) from 6.

94
 Mathematics
To subtract a number from the other means, adding the positive opposite of the
second number with the first number.
So, we can write, 6-(-2) = 6+2 = 8.
It is clear from the above example that, when a negative integer is subtracted from an
integer, then we get a bigger number than the integer.
(c) Determining the value of -5-(+4) using number line.
-4 -5

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
-9
So, we get, -5+(-4) =-9. So, -5-(+4) =-9.
(ঘ) Determining the value of -5-(-4) using number line.
-5
4

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +
-1
So, we get, -5+4 =-1 so, -5-(-4) =-1.
Activity
1. Determine the value of -8-(10).
2. Subtract -4 from -10.
3. Subtract +3 from -3.
4. Two students of class six, Raisa and Fariha reach the points A and B respectively
after crossing 6 steps right and 5 steps left from the center (point 0) of their school
field. Right side represents positive.
a) Write the positional numbers of A and B with markings.
b) Show Raisa and Fariha’s locations on number line.
c) If Raisa and Fariha advance one step further then add their positional indicators
using number line.
Centre of
field
Fariha Raisa
B

-8 -7 -6 -5-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 +

Left Side Right Side

Negative Positive

95
 The World of Integers

Exercise

1) What is the positive opposite of –a?

1 1
(a) + a (b) a (c) (d)
a a
2) If we add the positive opposite of 12 with 12 itself then the sum becomes-
(a) 24 (b) 12 (c) 0 (d) 24
3) if 15 = 10 then what is the number in ?
(a) 25 (b) 5 (c) 25 (d) 5
Answer the questions 4 and 5 considering the information given below:
-7, -8 and -9 are three integers.
4) If you add the positive opposite of second integer with the first integer then the
sum is,
(a) 15 (b) 1 (c) 1 (d) 15
5) If the second integer is added with the sum of 1st and 3rd integers’ positive
opposites then the result becomes A,
(a) A< 15 (b) A > 90 (c) A > 97 (d) A < 97
6) if A = 45 ( 11) and B = 57 + ( 4) then,
(i) A = 56 (ii) B = 53 (iii) A B = 3
Which of the following is correct?
(a) (i) & (ii) (b) (i) & (iii) (c) (ii) & (iii) (d) (i), (ii) & (iii)

7) The marked portion in the picture has 0 1 2 3 4

(i) Non-negative integer (ii) All prime numbers (iii) All even numbers

Which of the following is correct?

(a) i & ii (b) i & iii (c) ii & iii (d) i, ii & iii
8) Determine the subtraction.
(a) 35 20 (b) 72 90 (c) ( 20) 13
(d) ( 15) ( 18) (e) ( 32) ( 40) (f) 23 ( 12)

96
 Mathematics
9) Use > or < or = in the blanks below.
(a) ( 3)
(b)
(c)
(d)

10) Fill up the blanks below.

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

11) Determine the value.

(a)
(b)
(c)
(d)
12)
(a) Determine the value of B.
(b) Prove that A < B.
(c) Determine (A+B) after placing the value of A and B on number line.

97
 The Game of Fractions
Ratul is a sixth grader student of Adarshagram High School. Ratul came to know
about fractions in class four and five, therefore whenever it is required and possible,
he calculates using his idea of fractions. We can divide things between ourselves easily
using fractions. Again, fractions help us understand things that cannot be expressed
by integers. For example, the other day Ratul’s mother was making traditional cakes
(Pithas) and there were five traditional cakes (Pithas).Ratul divided those five traditional
cakes (Pithas) with his sister Riya. Riya is a student of class three. At first, Ratul gave
Riya two traditional cakes (Pithas) and took the same amount for himself. And for
the 5th one, Ratul divided it equally into two portions. Then, he gave Riya half of the
portion and kept the other half portion for himself. Seeing this Pitha sharing process of
Ratul and Riya, their mother became happy.

In which cases have you used the concept of

fractions as done by Ratul above? Think and
answer.
If we write the amount of Pithas, that Ratul and Pic-1
Riya got after sharing,in numbers then how it
would be like? Pic-2
Ratul knew that we could write half of a Pithaas
. Then again while eating Pithas, Ratul asked Riya,
if the half portion of the Pitha is again divided into
two portions (as shown in picture 1), then what a 3 3
4 6
portion would be of the whole Pitha?
Pic-3 Pic-4

98
 Mathematics
Hearing this question from Ratul, Riya divided her half portion Pitha into two portions
and kept those besides Ratul’s Pitha. It is observed from there that if four equal parts are
kept together then it represents one whole Pitha (as shown in picture 2). Therefore, we can
say that, each of the portion here is one fourth of the full sized Pitha that means . Again,
if all these four portions are kept together then we get or 1wholePitha. Riya and Ratul
continued their discussion while having Pithas.If we take three equalportionsfrom four
equal portions of a Pitha then we will say (as shown in picture 3). And if we take three
equal portions from six equal portions of a Pitha then we will say (as shown in picture 4).

Riya then thought that fraction is a type of number that helps us in expressing parts
of a whole thing. Ratul also thought that, to express a fraction the whole thing needs
to be divided equally just like they divided the Pitha into two parts at first and then
made four equal parts out of that.
Fraction is a number that represents parts of a whole thing. For example:
In the above picture, (Picture-3) is a fraction that we call as “Three out of
four.” Here, 4 means equal parts of the whole Pitha or number of portions
and 3 represents the extracted portions. In mathematical language, 4 is
called as Denominator and 3 is called as Numerator.

Let’s suppose, you along with 5 other friends have purchased three watermelons of
same size. Then, those watermelons are being cut into pieces as shown in the pictures
below.

99
 The Game of Fractions

Now, write your name and your 5 friends’ names. Now, consider one watermelon as
whole or 1part. Then, fill up the empty boxes writing the amount, in fractional form,
each of your friends got as shown through the pictures.

Your name Name of friend 3

Watermelon you got

Watermelon he got

=
=

Name of friend 1 Name of friend 4

Watermelon he
Watermelon he got
got

=
=

Name of friend 2 Name of friend 5

Watermelon he
got Watermelon he got

= =

Picture-5
Now, if you are asked who among your 5 friends was given more watermelon?
You can easily find the answer to this question if you can play the following game
maintaining all the rules.
100
 Mathematics

Name of the Game : Comparison of Fraction

Necessary Materials: checkered paper, colour pencil
Instruction: You can take help from your teacher in the classroom to understand the
steps of the game. If you want to play the game in home, you can take help from your
father/mother/ elder siblings to understand the steps.
Steps of the Game:
□ Cut two strips from the checkered paper. Then divide a strip into three equal parts and
paint two parts. That means, you’ll paint 2 parts only. Similarly, you’ll divide another
3
strip into four equal parts and will attach three parts in your exercise book and will paint
those. That means, you’ll paint 3 parts only.( Follow the image below)
4
□ Now compare the two painted parts- which one is bigger and which one is smaller. You’ll
fail in doing the comparison as the painted parts and the divided parts are different for
both the strips.

□ Now, draw two equal sized rectangular tables. Name the tables as Table A and Table B. If
necessary, follow the teacher’s instruction. Then, divide the Table A vertically into three
parts and paint two parts (that means, 2 parts. Again, divide Table B into four parts
3
3
horizontally and paint three parts (that means, 4 parts).

2 3
3 4
Fig.-a Fig.-b
□ In the next step, draw the straight lines of Table-A in Table-B and draw the straight lines
of Table-B in Table-A (Follow the picture below). You’ll observe that the number of cells
are equal in both the tables. For example: The number of the cells of the above table will
become 12 (See the picture below). We can call the total number of cells as denominator and
write this number in place of denominator in the fraction written above the table.
□ Now, you count the number of cells in the parts you painted. Write counted number above.
For example; in the following picture, Table A has 8 painted cells whereas Table B has 9
painted cells. These two numbers are the numerators of both the fractions. Now, write as per
the following picture.

8 9
12 12

Fig.-a Fig.-b
101
 The Game of Fractions

□ The denominator or the divided parts of both the fractions are same. So, only by
seeing the painted parts or numerators, it can be determined which fraction is greater.
Here, 9>8, so, 9 > 8 .
12 12

□ Practice a few more examples like this. Get your teacher’s feedback on your work.
Tips: Make sure that you’re drawing the rectangular cells or grids as per the instructions.

Now, try to answer the question asked above. First, write the
part of the watermelon given to you by your friends in the
blank space in fractions. Now, find out who got more and who
got less watermelon among them and write the answers to the
following questions.
Question 1: In the above picture, who got more share by comparing the
watermelons received by friend-1 and friend-4??
Question 2: In the above picture, who got lesser share by comparing the
watermelons received by friend-2 and friend-5?
Question 3: In the above picture, who got more share by comparing the
watermelons received by friend-1 and friend-5?

Now observe an interesting thing, for question no.-1 and 2 you could easily find the
answers, but in for question no.-3 you could not find the answer following the same rule,
right? Think about the difference you got in question no.-3.
The difference is that the denominator of each fraction is different here. To make a
comparison between them, the denominator of each fraction has to be converted to the
same denominator. And for that, we need to find out the H.C.F of those two denominators.
In previous class, you already have learned how to determine H.C.F.
For example, the denominators of the two fractions and are different. If we want to find
out which of these two is bigger, then first we have to find out the H.C.F of 3 and 10. The
H.C.F of 3 and 10 is 30. So, we need to make the denominators of both the fractions
30. To make the denominator of fraction to 30, its numerator and denominator has
to be multiplied by 10. Then, will become Similarly, will be . This time the
comparison shows that fraction is larger between and fractions. So, between
and fractions ; is the larger fraction.

Now, you have understood how to compare between two fractions if the
denominators are different. Now solve the question-3 in the above table.

102
 Mathematics

Improper Fraction and Mixed Fraction

Now, let’s go back to Ratul. Ratul took 5 Pithas made by his mother to school for tiffin
the next day.He will share the cake with his friends Mili, Harun and Tania during tiffin.
Ratul started thinking how to divide these 5 Pithas among 4 people. Then, Tania said,
there are 5 Pithas here and we will divide it among
4 people, we will take 1 Pithas each and then will
divide the last Pitha into 4 parts and will take 1 part
each from there. So, is it possible to find out, through
addition, how much of Pithas each of them would
get? You’ve learned the addition and subtraction of
fractions in class five. Do the following addition
accordingly and write the result in the blank space.

+ =

1 + 1 =
4
From the above discussion we could understand that Ratul and each of his
friends will get parts of Pithas. Notice one thing here, the numerator of
fraction is greater than the denominator. Fractions like this are known
as Improper fractions. Again, we can break down the fraction as 1
where the fraction is written in coordination of an integer and a fraction.
Thus, the fraction obtained by combining an integer and a fraction is
called a .mixed fraction. This 1 fraction is thereby a mixed fraction. So,
we understood that mixed fraction is not something different.

We can express improper fraction as mixed fraction 1 . Now, let’s see how to get
improper fractions from mixed fractions.

= 5×1+2 = 5+2 = 7
2
1
5 5 5 5

Individual Task: Solve the following problems in your exercise book

and submit it to your teacher.

103
 The Game of Fractions

1. Express the following painted parts in fractions.

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

(e) (f) (g)

2. Paint specific parts of the pictures to express the fractions given beside the
pictures. One is done for you.

4 2 3
8 6 4

1 5 1
4 8 2

104
 Mathematics
3. Determine which pairs of fractions are larger and which are smaller from the 4
pairs of fractions given below.

3 5 4 2 7 9
and 2 and 4 and and
10 5 9 7 9 3 15 12

4. Draw the following mixed fractions on paper as grid and express them as
improper fractions.
3 5 2
a) 2 b) 5 c) 3
7 8 5
Addition and Subtraction of fractions
Let’s learn the techniques of addition and subtraction of fractions with the help of grid.

a) + =

1 + 1 = 2
3 3 3

2 1
b) 3 5

2×5 10 1×3 3 10 3 13
= 5×3
= 15 + =
3×5 15 15 15 15

+ =

c)

3 1 2
=
4 4 4

105
 The Game of Fractions

d) 3 1 2
4 4 4

=
e)
2 1
3 5

2×5 10 1×3 3 10 3 7
3×5
= 15 5×3
= 15 15
= 15

= =

Individual worksheet: Complete the worksheet and submit it to your teacher on the
next day.

Let’s learn the techniques of addition and subtraction of fractions with the help of grid.

a) b) c) d)

e) f) g) h)

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 Mathematics

Multiplication of Fractions and Integers

It requires 27 liters of milk to prepare one box of ice-cream. To prepare such three
boxes of ice-cream, how much milk would be required?

We can use the following sentence to determine the total amount.

Milk required for one × Total number of Total amount of

box of ice-cream ice-cream boxes = milk required

2
0 (liter) 2
7 (liter)
7

0 1 3 (boxs)
0 1 2 3 (boxs)

Here, 2 1
= 2 units of
7 7 2
× 3=
2 1 7
× 3 = (2 × 3) units of
7 7

Let’s calculate,

2 2×3 6
×3= = Litre
7 7 7

To multiply a fraction by an integer, we

need to multiply the numerator by the A × A×C
integer keeping the denominator as it is. C = B
B

Let’s think how to calculate, 5 × 6

12

107
 The Game of Fractions

Let’s compare and explain the following multiplications.

My guess My guess
is is
5 × 5×6 1
6= 5×6
12 12 5
12 6 = 122
5 ×
30
= 12
2 5
5 = 2
= 2

Individual work: Solve the following problems by drawing grids

in your exercise book and get it checked by your teacher.

Serial
Problem Solution
no
It takes 1 deciliter of color to paint 7 square meters of a board.
15
1. How many square meters can be painted by 5 deciliters of
color?

It takes 3 kilogram sugar to prepare a bowl of Payesh.

8
2. How many kilograms of sugar would be required to make such
16 bowls of Payesh?
Ask your parents, how many kilograms of rice your family
needs every day?
3. Then as per that amount, calculate the amount of rice required
for your family in one month.
5
4. The weight of a 1 meter long metal tube is 3 kg.
What would be the weight of such a 6 meter long metal tube?

Find out how many students in your class like Math, how many
students like English and how many students like both Math and
5. English.
Then determine, how much of the total students each
information represents.

108
 Mathematics
Meaning of Multiplication:
Think about it, what does mean? How can we do this kind of multiplication?
You must remember the method of multiplication by ‘adding again and again’. Isn’t it?

Well let’s try to find out the meaning of ,

means taking for 3 times. That is, if we add for 3 times, we will get the
product.

That is + + = =

Now let’s verify the problem in another way:

Let’s try to solve this problem by using paper strips or round paper. You all must try
to do this with strips of paper.

Take a strip, divide it into 5 equal parts then take 2 parts. So, this 2 parts will be equal
to 2/5. Then make 3 bunches of . [2 parts of will form 1 bunch of , there will be
3 such bunches] If the strip of is used then the solution would look like the picture
below.

Now, count the pieces, there are 6 pieces of in

total or 3 bunches of .

That is × 3 = .
1
If we want, we can also write the product as 5
below- 1
5
If we want, we can also write the product as
below- 1 1 1 1 1 1
5 5 5 5 5 5
2 1 2 2 2
5 , 2 units of 5 So,
5 5 5

× 3 = (2×3) units of = 6 units of = units.

109
 The Game of Fractions

So we can say, when multiplying an integer with a fraction, the product is obtained
by multiplying the integer with the numerator of the fraction. The denominator
remains unchanged.

Individual task: Solve the following problems by drawing grids in

your exercise book and get it checked by your teacher.
2 3 7 5 2
a) 7 × 7 b) 5 × 15 c) 3 × 9 d) 6 × 8 e) 3 × 3

Division of Fractions and Integers

If liter of juice is divided equally between 2 people, how many liters will each of
them get?

Total amount of Amount of juice

÷ Number of man =
juice for 1 person

4
0 5 (liter)

0 1 2 (number of peoples)

Express the problem through mathematical sentences:

4 1
Here, 5 = 4 units of 5
4
4 1 5 ÷2=
So, 5 ÷ 2 = (4 ÷ 2) units of 5

2
÷ 2 = 4 5÷2 = 5
4
Let’s calculate,
5
∴ Each of them will get ……..liters of juice.
Now think about it, if we divide liters of juice equally among 3 people, then how to
do it?

110
 Mathematics

4 4 ÷3
Mathematical sentence 5 ÷3= 5
4
5 ÷3 but 4 can’t be divided by 3 directly.

We can change the numerator for 4

dividing the fraction by 3. 5 ÷3
4 4×3
5 = 5×3 4×3
= 5× 3 ÷3

4 × 3÷3
= 5×3
4
= 5×3

4
= 15

When dividing a fraction by an integer, the

denominator has to be multiplied by that A
A
integer, keeping the numerator as it is. ÷C = B × C
B

I will I will
express the fraction as express the fraction
least /smallest at the end of the as least /smallest during the
calculation calculation

20 20
÷ 5 = 9×5 20 4
9 20
4 ÷ 5 = 9×5
20 9 1
= 45
9
= 4
= 4 9
9

The calculation becomes easier if the fraction is expressed as the

smallest/least form during the calculation.

111
 The Game of Fractions

4 4
Now, let’s think about the reasons why ÷ 3 = 5 × 3 with the help of grid.
5
4 4
÷3= 5 × 3
5
(Liter) (Liter)

4
5

1
5 ×3
(number of peoples)
0 1 2 3
4
Now, let’s try to determine ÷ 2 with the help of grid following the same way.
5 4 4
÷ 2 = 5 ×2
5
(Liter) (Liter)

4
5

1
5×2 (number of peoples)
0 1 2

Individual task: Solve the following problems by drawing grids

in your exercise book and get it checked by your teacher.

Serial no Problem Solution

1 5
If liters of milk is divided equally among 5
6
people, how many liters will each person get?
2 It takes 7/3 grams of sugar to make tea for everyone
in your family. How many grams of sugar will be
needed to make tea for only you?
3 If 15/4 kg potatoes are divided equally among 5
people, how many kg will each of them get?

4 It takes 2 deciliters of colour to paint 3/7 square

meter walls. How many square meters of walls can
be painted with 1 deciliter colour?

112
 Mathematics

Individual task: Solve by drawing grid.

4 8 18 5 4
a) 3 ÷ 6 b) 7 ÷ 4 c) 11 ÷ 4 d) 2 ÷ 10 e) 9 ÷ 5

Pair work : On A4 paper or poster paper, mark 4/5 parts with a strip of
paper. Find the quotient by dividing the marked part by 2. Create a few
more similar problems and solve them using paper strips. Exchange the
exercise book with your classmates to identify the mistakes and try to solve those
through discussion. Take help from the teacher if needed.

Multiplication between Fractions

4
Think of a colour with 1 deciliter of which square meters can be painted.
5

(1) How many square meters can be painted by 2 deciliters of colour?

Area of ​​painted part Total area of

× Amount of colour =
by 1 deciliter colour painted part

4
0 5 square meter

0 square liter
1 2

4 8
Let’s calculate,
5
× 2 = 5 square meter

(2) How many square meters can be painted by 1 deciliter color?

3
4 1
The number line shows that
5
× 3 = 4 ÷ 3.
5

113
 The Game of Fractions

4
Now let’s determine ÷ 3
5
How to solve it? on a grid.
1 sq. meter

4 1
Then we can calculate 5 × as
3
follows: 4
4 1 4 4 4 5 ÷3
5 × 3 = 5 ÷ 3 = 5 × 3 = 15 0 1 1 de. liter
3

sq. meter

2
3) How many square meters of area can be painted by deciliter color?
3
4
Here, the mathematical sentence: × 2
5 3
Let us first try to understand through the number line:

÷3 4 sq. meter
4
0 5
÷3 5

0 1 2 1 (deci liter)
3 3
÷3

Area of ​​painted part by deciliter = Area of ​​painted part by deciliter

Now, think with the help of the following grids:

1 sq. meter 1 sq. meter

4 4
5 ÷3 5 ÷3 × 2
0 1 1 (deci liter) 0 1 2 1 (deci liter)
3 3 3
Now, think with the help of the following grids:

114
 Mathematics

4 4
5
× 2 = 5 ÷3 × 2 Then we can calculate as
3 follows:
4
= 5×3 ×2 4 2 4×2 8
5 × =
3 5×3 = 15
4 2
= 5 × 3

8
= 15 sq. meter

When multiplying a fraction by a fraction, the A×C

numerator has to be multiplied by the numerator
A
×C =
B D B×D
and the denominator by the denominator.

3 4
∴ Let’s think about how to calculate 5
× 2 and 3 ×
7

We can turn an integer into a fraction

containing 1 denominator and then
can calculate.

3 3 2 4 2 4
2× 7 = 1 × 7
5 ×2= 5 × 1
3×2 2×4
= 5×1 = 1×7

6 8
= 5 = 7

3 3×2 6
Surely, this is right: 5 × 2 = = 5
5

115
 The Game of Fractions

1 2
* How to calculate 2 3 × 1 5 ?

We can calculate by turning

mixed fractions into 7 7
1 2
improper fractions. 2 × 1 = ×
3 5 3 5
49 4
= 15 (or 3 15 )

* Let’s compare and explain how to calculate, 12 × 5

25 6

2 1
12 5
60 12 5 12 5
× = × = ×
25 6 150 25 6 25 6
5 1
60 2
= 2
150 5
=
2 5
=
5

Again,
1 2 3
2 10 9
2 10 9 3 1
× × = × × = =1
5 3 8 5 3 8 2 2
1 1 4 2

Wow, even though it’s a multiplication

problem, we’re not doing any multiplication;
we’re just expressing fractions in the smallest/
least form.

116
 Mathematics

Individual task: Solve with the help of grid and number line.
4 3 3 10 5 5
1. a) × b) × c) ×
3 4 5 7 12 10
7 3 9 3 2
d) × e) × ×
4 5 8 5 27
2. Solve by drawing a grid in your exercise book and get it checked by
your teacher by filling in the blanks.
Serial Fill in the blanks Serial Fill in the blanks
no no
1. × 5. ×
2 1 11 21
× = = × = =
5 3 13 32
× ×
2. × 6. 8
5 4 2 2×
× = = × = =
9 9 5 15
×
5×
3. 1 1 7. 2 2
×3 1 ×
6 2 5 17

1 × 2 ×
= × = = = × = =
6 2 × 17 ×
4. 2 2 8.
2 ×3
3 3
3 × 3 12
×
= × = =
= × = 5 35
5×
×

Group work: Check the accuracy of the multiplication between

fractions with the help of grid.

Material: Poster paper, A4 paper, Markers, Colour pencils.

* Fix groups as per the instructions of the teacher.

117
 The Game of Fractions

* Solve the following problem using the method of multiplication of fractions.

6
Let us determine the area of a rectangular board whose length is m and width
2 7
is 5 m.

Let us first remember the formula of determining

the area:
Area of rectangular field= Length × Width

Express the problem in mathematical sentence:

6
meter
7
× = Square meter.

2
meter
5
Draw a grid using A4 paper to express fractions and observe the method of
multiplication of two fractions.

12
Let’s verify that the area of the rectangular board is sq.m
35
with the help of the following diagram.

1 meter

6 2
Here,
7
×5 =
1
(6 × 2) × sq.m 1
7×5 = 7×5
6×2 sq.m
So, it is sq.m
7×5
1 meter
12
∴ area is
35
sq.m

118
 Mathematics
□ Discuss in groups, how the multiplication of fractions can be done with the
help of grid and without even multiplying those fractions. If necessary, ask your
queries to the teacher.
□ Solve the mathematical problems given by the teacher and exchange the exercise
bookswithin the group to check the accuracy.

Individual task: Solve the problems by drawing grids on A4 paper.

3
a) Let us determine the area of a​​ rectangular wall with a length of 2 m
5 5
and a width of m.
6
2
b) If the length of one side of a square garden is 3 3 m, then determine
the area of the garden.
c) Check the solutions of mathematical problem a and b with the help of grid.

Reciprocal of Fraction
Riya and Ratul are playing an interesting game. Riya said to Ratul, “I will write a
fraction in my exercise book. You also need to write such a fraction so that the product
of the two fractions becomes 1.
I think, as per the condition
The fraction I of the game mine one has
3 7
wrote is 7 . to be 3 .

Think like Ratul a little and say whether the fraction written by Ratul is correct or
not? Okay, let’s calculate and see:
1
3 7
× 3 =1
7

119
 The Game of Fractions

Why should the product of two fractions be 1?

The game has to be named. This game is called Reciprocal of Fraction game. Think,
whether we can have any other name for the game or not. We can give another name
to the game. The name is - Multiplicative Inverse game.
So we can say,
If the product of two non-zero fractions is 1, then any of the fractions is the reciprocal
of fraction of the other or multiplicative inverse of the other.
But keep in mind that the idea of ‘Additive
​​ Inverse’ that you got from the idea of ​​
negative numbers is totally different. If the sum of two fractions is zero (0), then they
can be called ‘positive inverse fraction’ to each other.

Pair game: Just like Riya and Ratul, you can also play the game of
reciprocal of fraction or multiplicative inverse game with your classmate
by taking 10 fractions.

Multiplicative Inverse in Grid

Let’s determine multiplicative inverse of fractions by using the concept of
determining the product of fractions.

1 1 1 1
Multiplicative inverse of = Multiplicative inverse of =
2 2 3 3
1 1

1 1 1 1
2 3
1 1 1
1 1 1 1
3
2 1
1 ×3=1
×2=1 3
2

120
 Mathematics

2 2
3 3 Multiplicative inverse of =
1

2 1
3
÷2 3
1

2 1
( 3
÷ 2) × 3 1
3
1 1 1 1
3
2 2
( 3
× 1 )×3=1 3
× 3 =1
2 2

Again.

2 2
3 3 Multiplicative inverse of =
1

2 2 2 2
3× 3
+
3
+
3
1 1 1

1 1

1 1 1
2 1
2 2
× = (3 × )÷ =1
3
2 =1
3
×

121
 The Game of Fractions

2
2
3 Multiplicative inverse of =
3
1

2 ÷2 1 1
3 3 3
1 1

2 1
3
1 1
2 1
1+1
2
3 2 3
× =1
3 2
2

Individual work: Determine the multiplicative inverse of the

following fractions using grid.
2 3 9 3
a) 1 b) 5 c) d) e) f) 2
5 7 7 8

By analyzing Ratul and Riya’s game and through the example of the grid we can
reach the following conclusion-

The multiplicative inverse of a fraction can Multiplicative inverse

be obtained by interchanging the numerator A B
and denominator of a fraction. B A

Now try to find the answer to the two questions of Ratul and Riya. Determine the answers
to the two questions with two or more examples and get it checked by the teacher.

How to determine What will be the additive

the multiplicative 8
inverse fraction of
inverse of integers?
15 ?

122
 Mathematics

Individual task:

Serial Fraction Reciprocal Serial Fraction Reciprocal

no of fraction or no of fraction or
multiplicative multiplicative
inverse inverse
1. 8 6. 1
5 3
2. 3 7. 2
11 ®3
3. 4 8. 0
7 5
4. 8 9. 8
17
5. 2 10.
® 12

Field of Magic
There is a huge magic field just besides Robin’s house. The length and width of the
field changes every morning but the shape of the field remains rectangular and the
area also remains unchanged. So, one day Robin walked around and measured the
length and width of the field and found both as 1 kilometer. That day Robin knew it
for sure that the shape of the field was square. So, the area of ​​the field = 1 sq. km.
And since the area of ​​the field doesn’t change, then the area of ​​the field remains 1
square kilometer every day. The next day Robin went to the magic field and saw
that the width of the field had decreased to 2 meter.
3
Now he began to think how long the length could be now? Definitely, it’s more than
1 km now. But Robin doesn’t feel like walking so far along the length. If you want
to help Robin, then determine, what was the length of the field that day?

123
 The Game of Fractions

1 km

1
km
1 km 3

2
3
km
Robin

km

Shishir

Robin then came up with a simple idea to know both length and width. He used to go
to the magic field every day with his friend Shishir. To measure the length and width
of the field, Robin and Shishir would start walking at the same speed along both sides
of the field, as shown in the picture. Whenever one of them reached the far end of the
field, that is, the length or width, he would shout loudly and tell his friend to stop. Then
the other friend did not have to walk the full distance. Whenever a distance of length
or width was found, they would determine the other distance from there. See if you can
come up with the same idea in the case of the events of the following days.

Individual task : Now think about it, if the length of the magic field
is too big, what will be the width? Again, if the width is much smaller and
close to zero, what will be the value of length?

124
 Mathematics

Day Distance of Distance of Who has covered the full distance

the field to the the field to the and why
direction Robin direction Shishir
was walking was walking
(Length or width) (Length or width)
1
1 Robin because 2 < 2
01/01/2022 2
2

1
1 Shishir because <3
02/01/2022 3 3
3

1 because
03/01/2022
4

04/01/2022 2 because
5

because
05/01/2022 1
10

1 because
06/01/2022 10000

because
07/01/2022 10000

because
08/01/2022 7
3

2 because
5 =
09/01/2022 3

125
 The Game of Fractions

Division between Fractions

Blue colour was bought to paint the walls of your house. With 2 deciliter of the
18
colour sq.m wall can be painted. How much of that wall can be painted with 1
5
deciliter of colour?
Let us first express the problem in mathematical sentences with the help of number line:

18
(sq.meter)
0 5

0 1 2 (deciliter)

Total area of ÷ Amount of = Area of ​​painted wall by

painted wall colour 1 deciliter colour

18 18
Let’s calculate, ÷ 2 = 5×2 = .................Square meter
5

Let’s solve another problem.

It takes 1 deciliter colour to paint 3 sq.m walls. How many square meters of that
3 5
wall can be painted with 1 deciliter of colour?

Total area of Amount of Area of painted

​​ wall by 1
÷ =
painted wall colour deciliter colour

126
 Mathematics

We can think of it through

How can we calculate this? the following design:

3 (sq.m)
0 5
3 1
Mathematical Statement : ÷
5 3
0 1 1
3 (deciliter)

3 1
Let’s think how to calculate, ÷ using diagrams.
5 3
We will determine the area which 1 deciliter of colour can paint.

1 sq.meter
1 sq.meter

3 1
3
sq.meter
( 5 ÷ 3 ) sq.m
5

1 1 1 (deciliter)
(deciliter) 3
3

∴ 1 deciliter is 3 times of 1
3
deciliter.

∴ 1 deciliter colour can paint 3 times more of the parts than 13 deciliter colour can paint.

=
(sq.meter)

Now let’s try to solve the following problem with the help of the above two solving methods.

Solve the following problem

It takes 23 deciliter colour to paint 35 square meter of wall. How many square meters
of that wall can be painted with 1 deciliter of colour?

127
 The Game of Fractions

Let us check the accuracy of the division of fractions in a few more ways.

Counting the pieces/ parts of shape with the help of grid.

In grid 1 square meter area is divided into 5×3 rectangular shape.

1 m.

1 m.

1
sq.meter. 0 1 2 1 deciliter
5×3
3 3

There are (3×3) pieces of size.

As a result, each rectangular part, its area = square m.

Now, 3 × 3 of sized pieces can be painted by 1 deciliter of color.
So, 1 deciliter can paint:

Through Reciprocal of Fraction:

The quotient doesn’t change if the divisible and the divisor is multiplied or divided by
the same number.
For example : 6÷2= 3 so, (6×5) ÷(2×5)=30÷10=3
Again, (6÷2)÷ (2÷2)=3÷1=3

128
 Mathematics

In case of fractions, we multiply or divide The concept of multiplication and

the numerator and the denominator by the division of fractions with integers and
same number in order to get equivalent through reciprocal of fractions, two
fraction. We can use the same concept in fractions can be divided into several
regard to division of two fractions. more ways.One such way is shown
below:

So, according to all the above methods we can say:

In case of division of fractions,

A A×D
we first multiply the fraction ÷C A × D
=
with the reciprocal of fraction. B D B C B×C

4 5
5 1 ÷2
4 7 14
Now, think how to calculate, 1 ÷2
7 14
At first, let’s express the two = ÷
fractions as improper fractions.

= ×

129
 The Game of Fractions

5 15 1
Now, let’s think how to calculate, ÷ × .
8 32 12

At first, let’s multiply 58 with the

15
reciprocal fraction of .
32

5 15 1 5 1
÷ × = × × =
8 32 12 8 12

Individual task: Calculate by drawing the grid, fill up the table and
show it to the teacher.

Serial Fill up the table Serial Fill up the table

no no
1. 5. 11
8 2 8÷2
÷ = = 13
9 3 9÷3
11
÷ = × =
13

2. 12 1 6. 1 2
÷1 3 ÷
25 5 5 5

= ÷ = ÷

= × = = × =

3. 4
7. 20 ÷
8 20 4
÷ 15 = × = ÷ = =
5 45 45 ÷ 5

4. 32 8.
2 2 25
÷2 = ÷ ÷ = ×
12 3 45 2

× 25 3
= × = = =
× 2 4

130
 Mathematics

Now read the story of the flute player of Subarnapur and find out how
the prize of the shepherd boy can be divided.

The flute player of Subarnapur

There was a shepherd named Bashir in Subarnapur village. Bashir goes to the field with
a herd of cows very early in the morning and returns home before evening. However,
the villagers know Bashir as the flutist shepherd. Since, Bashir used to play flute in his
leisure. The melody of his flute was strangely charming. At noon when the cows graze
in the field on their own at that time Bashir sits under the shadow of a tree and brings
out his flutes from his bag. As soon as the flute is played, all the magical tunes start
coming out, and if someone passes by at that time then he is forced to stand because of
the wonderful melody. One day the king of Subarnapur was passing by that field. The
time was around noon, Bashir’s herd of cattle was grazing in the field and Bashir was
playing the fluteas usual. The king became astonished hearing the melody of the flute,
he has never heard such wonderful melody ever before! All at once, he sent his Uzir
to inquire who in his kingdom plays flute such melodiously. Uzir came before the king
with Bashir.Bashir was too scared that he was brought before the king, he could not think
of what he had done wrong. The king then removed the fear of Bashir by admiring his
flute playing skills, and also invited him to the royal court to play the flute the next day
in front of everyone. Afterwards, the king asked for Bashir’s leave and said goodbye.
• Bashir was very happy as he had never been to the royal court before.But soon he
fell into tension. Ashe has no good clothes, no shoes to go to the royal court, not
even a car / vehicle to travel so far!Bashir hurriedly returned to his house with the
herd of the cows from the field. He then shared everything with his neighbours and
asked for their help.
• An old woman came forward.She said, ‘I will make you a beautiful dress.But in
return you have to give me one tenth of the reward you will get.’ Bashir calculated in
his mind, “If I get 50 gold coins, I have to give to the old woman.” Bashir agreed
to the old woman’s proposal.
• Then a shoemaker came forward. He said, ‘I’ll make you a shoe. But in return you
should pay two-tenths of what reward you will get.’Bashir calculated in his mind,
‘If I get 50 gold coins, I have to give to the shoemaker.’ Bashir also agreed to the
shoemaker’s offer.
• Finally, a blacksmith came forward. He said, ‘I will make you a very strong vehicle.
But in return you have to give me one-fifth of the reward you will get.’Bashir calculated
in his mind,’ If I get 50 gold coins, I have to give to the blacksmith.’Bashir also
agreed to the blacksmith’s offer.
• On the next day Bashir went to the king’s court with his new clothes, shoes and
vehicle. After taking the king’s permission, he played the flute. Everyone in the
royal court became very pleased. The king was also very pleased and gave Bashir
100 gold coins. Bashir became very happy to receive this gift.

131
 The Game of Fractions

Now, answer the questions:

a. How many gold coins will the old woman get?
b. How many gold coins will the cobbler get?
c. How many gold coins will the blacksmith get?
d. How many gold coins will remain with Bashir’s finally?

Group work : First, all the members of the group should read the story.

‘The old woman of Achinpur and her herd of goats’

An old woman lived in a village called Achinpur. There was no one in her three
clans. There were only 3 girls and 19 goats. The old woman decided one day that
she will divide all the goats among her daughters. The old woman said,

□ The elder daughter will get 12 of my goats,

□ The second daughter will get 14 of my goats,

□ The youngest daughter will get 15 of my goats.

The girls got stunned hearing this. 19 goats cannot be divided into 2 parts, or 4
parts, or 5 parts! How will they divide the goats now? The three daughters of
the old woman were not getting any idea to divide the goats as per the condition
given by the old woman. At that time, a small boy from the neighborhood was
taking his goat from there. Seeing the tensed daughters of the old woman, the
boy asked about the reason. The little boy heard everything and said it is not a
problem at all. You take my goat and then the total number of goats is 20. Now,
divide the goats as your mother wants. But don’t forget to return my goat once
you finish dividing the goats.
Now you discuss in groups and decide how the old woman will divide the goats
among her daughters. Act out this story in the classroom with all the members
of the group.

132
 Mathematics

Individual work : Solve the problems in the table below by drawing a

grid on A4 paper.

Serial no Problem Solution

1. 1
6 part of a bamboo is on the ground, 14 part
is inside water and the rest is above water. If
the length of the upper part of the water is1 14
meters, how many meters of bamboo is inside
the water?

2. The area of a​​ garden is 30 sq.m . Fruits have been

1
cultivated in 35 of this garden and flowers in 10
part. Determine the area of the
​​ cultivated part.
3. a)
Mr. Mokbul kept 15 of his property for himself
and divided the remaining property equally
between his two children.
a) How much of the total property did each b)
children get?
b) If Mr. Mokbul’s own share is worth Taka
2,00,000, how much did each child get in
monetary value?
4.
Record the time you take from your home to
school for 5 days. Then calculate your average
speed in hours for one day.

133
 The Game of Fractions

Game of Decimal Place Value

You’ve learned about the decimal place value in your previous class. In here, you’ll
be able to determine the decimal place value much easily through a game. Play the
game with your classmates following the instructions given below and with the
assistance of your teacher. You can also try this game at home.

Steps of the game

□ Make a pair with your classmate as per the teacher’s instruction.
□ At first, divide a white A4 size paper into four parts as shown in the picture
below. Then you will start the game with a piece from those four parts.

□ Take a look at how to make numbers by folding the paper as shown in the
picture. You will create secret numbers from tenths to thousands following this
way. For example: How to make the number 0.7983 is shown in the picture-

□ At first, you have to write the number 0.0003 on the far right side of the paper.

134
 Mathematics

□ Fold the paper from the edge of the “0” on the left side and cover the three “0”
after the decimal point so that only the “3” is visible.
□ Then write the number 0.008 on the paper.

8 3

□ Then fold the paper in the same way and write the number to make the number
0.7983 at the end like the following figure on the paper.

7 9 8 3

□ Show your folded paper to your teacher. Like in the above picture 0.7938 is
seen. Again, open the folded paper to observe the place value of each number.
For example: The figure below shows the place value of each digit of the
number 0.7938.

7 9 8 3

135
 The Game of Fractions

□ You’ll preserve and verify your work. Finally, the teacher will verify the
accuracy of your work.
□ Every time you make a number, you must write the number in words and
numbers in your exercise book.

Individual task: You learned about decimal numbers in the previous

class. Let’s try to remember the idea of decimal numbers by filling up
the table below.

Name of place

Number
Hundreds Tens Ones Decimal Percentage Thousands
(100) (10) (1) (0.1) (0.01) (0.001)

3 1 2 4 7 2 312.472

5 3 7 9 1 4

0 5 4 3 85.143

7 2 5 721.654

620.801

136
 Mathematics

The relationship between addition and subtraction of decimal

fractions and of common fractions
Addition and subtraction of fractions Addition and subtraction of decimal fractions
4 2 6 0.8 + 0.4 = 1.2
+ =
5 5 5

+ =

4 8 2 4 6 12
= = 0.8 = = 0.4 = = 1.2
5 10 5 10 5 10
4 2
- 0.8 - 0.4 =
5 5

- =

4 8 2 4 2 4
= = 0.8 = = 0.4 = = 0.4
5 10 5 10 5 10

Individual task : Complete the table below with pictures

Addition of fractions Addition of decimals

4 3
+ = ?+? =
5 10

4 3
- = ?-? =
5 10

137
 The Game of Fractions

Multiplication of decimal fractions and integers

Solve through number lines and grids.

Adding the number 3

0.4 × 3, what does it times, that means, 0.4 ×
mean?
3 = 0.4 + 0.4 + 0.4

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3
As per the instructions of the teacher draw and write the product in your exercise book.
Now solve the above mathematical problem through grid or rectangular cell.
Now, each of you have to draw three grids, each of the grids must have ten cells, in your
exercise book.
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0

0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0

0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
Now fill 0.4 = parts from each grid using color pencil.
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0

0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0

0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0

Now, take 0.4 for 3 times to determine 0.4 × 3.

Then, calculate through the grid and see what the product is if you take 0.4 for 3 times?
Let’s see how the product is calculated using the grid:

From the method of multiplying by grid we found an easy way to do this

multiplication of 0.4 × 3 = 1.2.

138
 Mathematics

Numbers need to be multiplied like normal multiplication without thinking about

decimal points. For example: 4 × 3 = 12.

We need to place decimal points (calculating digits) in the product following the
decimal point’s place in the multiplicand. That means, 0.4 × 3 = 1.2.

And this is the traditional method of multiplying decimal fractions by integers.

Individual work : Solve by drawing grids.

a) 0.4 x 5 b) 0.7 x 9 c) 0.2 x 13 d) 0.72 x 6 e) 0.27 × 3

Division of decimal fractions and integers

Solve through number lines and grids.

What does 0.6÷3 0.6 should be divided

mean? into 3 parts.

: 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4

Picture-1

0.2 0.2 0.2

: 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4

Picture-2

139
 The Game of Fractions

Draw and write the quotient in your exercise book as per the instructions of the teacher.
Now solve the above mathematical problem through grid or rectangular cell.

Draw a grid in each of yours’ exercise Now, to find 0.6 ÷ 3, divide 0.6 into
book and divide the grid into ten three parts and see how many parts are
equal parts. there in each divided part.

6 After dividing in grids, it will look like

Now mark 0.6 = part from the grid. the following;
10
0.2 0.2 0.2
0.3
0.0
0.1
0.2

0.4
0.5
0.6
0.7
0.8
0.9
1.0

0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
Then, calculate through the grid and see what the quotient is if 0.6 is divided by 3?
Here is how to find the quotient with the help of grid:

From the method of dividing by grid we found an easy way to divide 0.6 ÷ 3 = 0.2
The numbers have to be divided like normal divisions without thinking of decimal
points.
For example: 6 ÷ 3 = 2
The decimal point should be placed at the point where the divisor has a decimal
point (or as many cells as there are after the decimal of the divisor) that means,
0.6 ÷ 3 = 0.2

And this is the traditional method of dividing decimal fractions by integers.

Individual task : Solve through grid.

a) 7.5 ÷ 5 b) 9.6 ÷ 8 c) 1.4 ÷ 7 d) 1.05 ÷ 5 e) 0.09 ÷ 3

140
 Mathematics

Multiplication between decimals

Let’s figure out - how to multiply a decimal fraction with another decimal fraction? Is it like
the multiplication of decimal fractions with integers or in some other way? Let us think of a
solution to the following mathematical problem.
Now if we divide 1 of the whole rectangle
10
into 10 more equal parts like the picture
At first, let’s see the picture below: below, then the dotted square will be 1 of
10
1 part of the whole rectangle. That is,
10

0.1 × 0.1 = × = = = 0.01

The rectangle in the picture is divided

into 10 equal parts. The marked
part indicates 1/10 part of the whole
rectangle. We know, 1 = 0.1
10
Now let’s find the product of 0.2 × 0.3 through
the grid.
2 3 2×3 1
0.2 × 0.3 = × = = (2 × 3) ×
10 10 10 × 10 100
1 6
= 6 × 100 = = 0.06
100
Then, From the method of multiplying by grid we found a
simple way to find the product of 0.2 × 0.3 = 0.06.
Numbers need to be multiplied like normal multiplication without thinking about
decimal points. For example: 2 × 3 = 6
After calculating the digits in regard to decimal points’ place in both multiplier and
multiplicand, the number of digits after decimal point have to be calculated, and
from the right side of the product, the decimal point should be placed to the left of
total calculated digits after decimal point. That means, 0.2 × 0.3 = 0.06
And this is the traditional method of multiplying a decimal fraction by another
decimal fraction.
Individual task : Solve through drawing grid.
a) 0.2 × 0.4 b) 0.5 × 0.8 c) 0.6 × 0.4 d) 0.8 × 0.5 e) 0.7 × 0.3

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 The Game of Fractions

Division of decimals
Let’s figure out - how to divide a decimal fraction with another decimal fraction? Is
it like the division of integers, or in some other way? Let us think of a solution to the
following mathematical problem.

You already know 1.2 = and 0.3 =

Now,

We can get the idea of dividing

​​ the decimal to the decimal in another way.
Multiplying or dividing the divisor and the dividend by the same number does not
change the quotient.
Let us try to divide the decimal by the decimal using this rule.
1.2 ÷ 0.3 = (1.2 × 10) ÷ (0.3 × 10) = 12 ÷ 3 = 4
From the above discussion we found an easy way to find the quotient of 1.2 ÷ 0.3 = 4.

□ Multiplying the divisor and dividend by the same number we need to try to
get both to numbers to integers.
□ In this case it is necessary to see if the number of digits is equal after the
decimal point of the divisor and the dividend.
□ Then the divisor and dividend have to be multiplied by 10, 100, 1000 etc.
accordingly.
□ Then we need to find out the quotient as usual.

Pair work : Each of the pair should create five problems like this.
After solving the problems, exchange the exercise books. Find out each
other’s mistakes. Correct the mistakes through discussion. If needed,
take help from the teacher.

Individual task : Solve through grid.

a) 4.5 ÷ 1.5 b) 9.12 ÷ 0.06 c) 10.4 ÷ 2.6
d) 9.5 ÷ 0.38 e) 0.09 ÷ 0.03

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 Mathematics

Exercise

1. Use the fractions in the middle

of the image. When you move
upwards, multiply each pair 6 ×1
to fill in the blanks and when 5 2
Multiply
you go downwards, fill in the for going
1 1 3 1 1 1 6 1 upwords
blanks by dividing the left
2 5 5 2 2 4 5 2
fraction by the right fraction Divide
for going
of each pair. Like this, find the downwords
last fraction of both the top and 6 1
÷
bottom positions. 5 2
Calculate
Step by Step

2. Ria is interested to put up a fence on three sides of her garden. The lengths of
these three sides are 15 meter, 13.5 metre and 12.3 metre. It costs Ria 75.75 taka
per metre of fencing to put up the fence.
a. How many metres of fencing will Ria need to put up?

b. How much would the fence cost Ria?

3. Determine the range and area of the following diagrams:

2.3 cm
6.8 cm
a)
3.6 cm c)
b)
5.5 cm
4.2 cm
3.6 cm

Square Rhombus
Rectangle

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 The Game of Fractions

4. We have 29 bones in
our skull
The mass of our head
1
is 45 of our total mass

The amount of water in

2
our body is about 3 of our
body mass

Observe the above diagram and think about our body.

a. What is the mass of your head?

b. If the number of bones in your head are of total bones in your body, how
many bones do you have?
c. How many kgs of water does our body need to remain healthy?
5. Ratul planted some young flower saplings along the length and width of his
rectangular garden, planting four and three saplings in each row, respectively. The
distance between two consecutive saplings is metre. Draw a picture and think
about it.

a. Find the area of Ratul’s garden?

b. How many flower saplings did Ratul plant?many bones do you have?

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 Mathematics

6. Ria’s family has 8 members. Ria made 0.56 litres of tea to serve equally amongst
all. But Ria does not drink tea. How many litres of tea will be in each cup?

7. Ratul bought 1.5 kg of lentils at Tk 105 per kg, 5 kg onions at Tk 45.50 per kg from
the market. How much will he pay the shopkeeper?

8. Shumon can travel 8 km distance per hour by a cycle.

a) How many km of distance can Shumon go in 6 hours?

b) How many hours will Shumon take to travel a distance of 30 km?

9. Auhona used the following ingredients of salad to make salad for her younger
brother and herself:

Ingredients Amount

Tomato 1
kg
2
Cucumber 1
kg
4
Onion 1
kg
20

Green chili 1
kg
100
Coriander leaves 1
kg
125
Salt 1
kg
500

a) Determine the total weight of Auhona’s salad in kg.

b) If you have to make the salad for 5 members of the family, including the
parents, present the necessary ingredients of the salad in a Table form and
find out the total weight in kg, of the salad made.

145
 World of Unknown
Expressions

Abu-Abdullah Muhammad Musa

al-Khwarizmi (780-850 AD)
Reference : Wikipedia
We have learnt about numbers and their characteristics. We have also learnt to solve
various mathematical problems using numbers. Besides, we have learnt about the shapes
of two-dimensional and three-dimensional objects. We can measure the perimeter, area
and volume of some objects. Now we shall learn about algebra, one of the important
branches of mathematics. Algebra is an old treatise and one of the basic branches of
mathematics. The English word algebra has come from Arabic word “Al-Jabur”. The
famous Persian Mathematician Abu-Abdullah Muhammad Musa al-Khwarizmi
(780-850) used the word in 820(AD) in one of his famous books.
Al-Khwarizmi was a mathematician, geographer and astrologer at the same time. But
basically, he is mostly known for algebra. For this reason, he is known as the father of
algebra.

Use of Algebra
Probably you are thinking, why should we learn algebra, right? Are there any uses
of algebra in our real life? The answer is ‘yes’. Algebra is used everywhere in our
daily life. Starting from our cooking in the house, it is used in various fields, such as
business, science, engineering etc.
Many of you must be surprised, where is the use of algebra in the field of cooking?
Your mother regularly cooks for you; does she do the same even when you have guests
in the house? Or does she change the ratios of the familiar ingredients? Have you ever
thought, how does your mother maintain the consistency of the recipe? Even if you
think it is hilarious, your mother has used algebra here.
If you take a loan from or invest money in any financial organization, you must count
the interest or profit. Algebraic formulae are used to compute the long-term profit.

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 Mathematics
Simply stated, as algebra bridges between all branches of mathematics, similarly, it
maintains an important role in almost every stage of our daily life.
What’d you say if we start with a game?
Rules of the game:
• Write a number in your exercise book according to your choice. The number
can be a whole number or a fraction or in any other form.
• Now multiply the number of your choice written in your exercise book by 3.
• Add 30 to the result obtained after multiplication.
• Divide the result by 3.
• Subtract the number of your choice from the quotient obtained.
If your friend knows the game, then he/she can tell what the subtracted result is.
Although your friend does not know the number of your choice, he/she can tell you –
the subtracted result will be 10.
The game is not very complicated. If you think a little bit, you will understand how
your friend could tell the subtracted answer without looking at the number you wrote.

Now have a look, if you arrange the rules of the above game, they become as follows—
Considering any number in the blank space or multiplying, adding, and dividing by any
number, you can play the game. Do you want to try?

Pair work : Play the game several times with your classmate. You may
also play with your family members or neighbours.

Algebraic symbol and variable

The main characteristics of algebra are the use of letter symbols. Using the letter
symbols, we can consider any number instead of a fixed number. Surely you remember
we used 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 as number symbols or digits in arithmetic. The number
symbols or the digits in algebra are 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. Besides, letter symbols
are also used in algebra together with the number symbols. And known or unknown
number or quantity is expressed by the English lower-case letters.

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 World of Unknown Expressions

In the diagram below, Samir and Anannya made a pattern of the English letter C using
matchsticks. Samir used 3 sticks (fig 1) to make the first C. Annanya added 3 more
sticks (fig2) to the C Samira made. In this way, both (fig 3) are making more C’s.

1 2 3
Their friend Amiya joins at this stage. Looking at the patterns, she asks Samir and
Anannya how many sticks will be required to make fig 6? Then Samir and Anannya
prepare the following table:

Figure no 1 2 3 4 5 6 7 - - -

Necessary
matchsticks 3 6 9 12 15 18 21 - - -

fig- 1

Amiya got her answer by looking at the Table. She said 18 sticks will be needed for the
6th pattern.

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 Mathematics
Samir and Anannya could realize during making the table that the number of sticks
needed was 3 times the picture number. That is number of sticks needed = 3 × picture
number.
If the number of pictures is expressed by n, then for the first C, n = 1, for the second C,
n = 2, for the third C, n = 3, ………
So, the number of the picture n = 1, 2, 3, …… etc, are natural numbers. According to
the table, number of sticks = 3 × n = 3n and this is a rule.
Anannya said, I can tell you how many matchsticks will be needed to make the 100th
figure using this rule. In this case, I shall not need to prepare a table. Amiya and Samir
both agreed with Anannya.
We can see from the above that, if n changes, number of sticks needed also changes.
That is n is not fixed value. It can attain any value. n is an example of a variable. You
may have a query; can we not use any other letter than n as a variable?
Of course, you can. Instead of the symbol n, x, y, z, …… etc symbols may also be used.
We also find use of variables in real life.
Let us observe the following picture and try to find the answers to the following
questions.

Speed of car

Temperatures of different places Growth of children with time

□ Does the speed of car remain same with change of time?

□ Does the daily temperature of different places of the world change?
□ Does the growth of a child change with the change of time?
□ Does the age of human being increase or decrease year after year?

149
 World of Unknown Expressions

None of the events of the above picture is fixed. That is all the numbers used are
changeable. Hence, we can name these numbers as variables. Value of the variable
changes with place and time.
Work in Pairs: Make patterns of the English letter F using matchsticks like Samir
and Anannya. Then show the pattern using a table. By observation of the Table, find
a formula or a rule to express the relationship between the picture and the number of
sticks needed. Using the formula, find the number of sticks for the 120th picture.

Let’s learn more about variables

Let us try to understand variable through an example. What is the number of daily
presences in your class? Surely the number is a wanderer. That is, it is not same every
day. The number may be 0, if all in the class have made a pact not to come, again all of
them in the class may be present on a exam day. Although the total number of students
in your class is fixed, daily presence will change (on different days). Hence, we can
name this quantity of presence as a variable and we say humorously, “since it changes
instead of staying fixed, it is called variable, since it varies”.

Variable
1. Variable is such a symbol whose
value changes.
2. The value of a variable is not fixed.
3. Variable can have different values.

Cons tant
If we know light, we have to know darkness too. Similarly, if we know variable, we
need to know about constant too. Constant is a measurable quantity too, like variable,
the value of which is not changeable. The numbers we work with: 1, 2, 3, 4, ……….,
100,……,500,…….., 1000000, ………., each one of them is a constant, since there is
no change in their values.
One morning, if a sad friend of yours tells you “I saw one stirling”, then you will
imagine exactly one stirling, not 5 or 10. These numbers are without a unit, it is not
difficult to find constants with units. For example, if we say that the speed of sound is
332 m/s through air at 00 C, then you will think sound travels in this fixed speed.

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 Mathematics

Symbols of Operations:
Earlier, we have learnt about the operations of addition, subtraction, multiplication,
division, greater and smaller in Arithmetic. Symbols used for these operations are
called the symbols of operations.
Observe the following Table:
Operation + - ×
symbol in
arithmetic Addition Subtraction Multiplication Division Bigger Smaller
Operation
symbol in
algebra Plus Minus Into or dot Division Grater than Less than

fig- 2
Application of Symbols of Operation
Can you name an item where + and – symbols are used?
Surely you can name the two objects in this
picture. Can you think where this is used?
Can you name some other objects where the
operation symbols may be used?

And now let us use the operation symbols to make different relationships between the
variables x and y, in the following table:

Serial relation between x and y

relation between x and y (using operation symbols)
number (in words)

plus
minus
times
x division y
or
x times 5
for multiplication first number is written, then
the letter e.g. 3x, 10y, 9z etc.
x is bigger than y
x is lesser than y

fig- 3
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 World of Unknown Expressions

Algebraic Expression, Term and Coefficient

In the story of arithmetic or numbers, you have created numerous mathematical
relationships combining two or more numbers. For example:
etc.
These relationships have been made using the digits or numbers 3, 4, 5, 100, 25, 8,7 etc.
Observe that the digits or numbers have used the operations +, etc.
Similarly, using operation symbols, numerical signs or variables, constants etc, in
Algebra, a type of quantity is made, known as Algebraic Expression. Remember one
thing, “There must be one or more variables in an algebraic expression”:
Example: , etc.

Pair work : Construct at least 10 Algebraic Expressions using several

variables and write them in your exercise books. Then exchange copies of
each other and identify mistakes, if any.

Pair work : Construct at least 10 Algebraic Expressions using several

variables and write them in your exercise books. Then exchange copies of
each other and identify mistakes, if any.

Serial Algebraic/Arithmetic Logical

Problem
no expression Explanation
You know your age. Age of your
mother is 2 years more than four
times your age.

The cost of one Kg of rice is Tk 30

less than the cost of one Kg of lentil.

The present age of Shila’s father is

four times of Shila’s age. The age of
Shila’s grandfather is fifteen years
more than the sum of Shila’s and
her father’s age. How old is Shila’s
grandfather?

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 Mathematics

Serial Algebraic/Arithmetic Logical

Problem
no expression Explanation

Total number of apples if each

box has 50 apples

The speed of a bus per hour in a

highway is 12 km more than the
speed of a truck

Four times of a number minus

three times of another number

Nafisa made oral saline using

proportionate amount of water,
molasses and salt

Total cost of ten exercise books,

five pens and three pencils

Amena has some chocolates.

Liana has 5 more than Amena.
Liton has 7 chocolates. What is
the total number of chocolates
among the three?

fig- 1

153
 World of Unknown Expressions

Complete the following table:

Serial Expression through
General description Variable
no algebraic quantity
Oishi has 5 more chocolate than Suppose Mita has x Number of chocolates
Mita chocolate Oishi has is (x+5)

Binoy is 11 years younger than Suppose Manik is x

Manik years old

Rifa has tk 15 more than the Suppose Kajol has

double of Kajol has tk y

How old will Bikash be after 4 Suppose present

years? age of Bikash is x

How old was Lamia 7 years ago? Suppose present

age of Lamia is y
years
Shihab obtained 3 more marks Suppose marks
than half of Matin’s mark in obtained by Matin
mathematics is x
What is the perimeter of a Suppose width of
rectangular garden if the length the garden is y
is double the width?
If 4 students sit on a bench, 3
benches remain empty. How
many benches are there in your
classroom? Suppose there are
x students in your
If 3 persons sit on a bench, 6 class
students remain standing. In this
case how many benches are there
in your class?

Mr Rahim gave Tk 500 to his

friend from his savings

Mr David had some money in the

bank. He deposited Tk 1000 more
in the bank.

fig- 5

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 Mathematics

Term
Each part of an algebraic expression connected only a by plus sign is called a Term.

Example: etc.

Here there is one term 2x in the first expression, two terms 5x and 2yz in the second
expression and three terms 3x, and in the third expression.

You must be wondering, in the expression is not

connected by a plus sign. How is this a term then?

Let us rearrange the expression as follows again:

So now we can say, “The terms in algebraic expression are connected by plus sign”.

Individual tasrk : How many terms are here

in the following expressions? Find the terms:

If there is more than one term in some algebraic expression, then we can
separate them like a tree in the following diagram:

Algebraic expression

2 x − 3 y ÷ 2 + 5z × k

2x − 3y ÷ 2 5z × k

Work in Pair : Write down at least 3 algebraic expressions involving

three terms, at least 2 algebraic expressions involving four terms and
separate the terms using tree diagram.

155
 World of Unknown Expressions

Individual task : Complete the following Table:

Serial General description write using Number The terms

of terms are
Subtract three times y from
five times x
Add four times c to product
of a and b
Subtract 3 from product of
x and 12
Divide 3 by x, 7 by y and 9
by z and add the quotients
Divide the sum of p and q
by r

fig- 6

Factors of a term
We have already learnt that there are the two terms 5x and – 2yz in the expression
5x – 2yz.
Here the factors of 5x are 5 and x and the term – 2yz is the product of – 2, y, z.
Very easily, we can express the terms of any algebraic expression by tree as in the
following diagram.

Algebraic
Expression 2 3

Term 2 3

Factors 2
3

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 Mathematics

Coefficient
We have learnt how we can write the terms as a product of two or more factors. We
have also understood which factors of the term are numbers and which are algebraic
expression or symbol. If a number is included as a multiplier with the variable of some
term, then that multiplier will be called the numerical coefficient or just coefficient.

Example: The numerical coefficients of 4x, 6xy, – 15xyz are 4, 6, – 15 respectively.

Individual task : Write down one algebraic expression of three terms

and one of four terms. Then show the factors of each term using tree.

If there is no numeric multiplier included in any term of an algebraic expression, then

the coefficient of that term is considered to be 1. As we write 1x only as x, –1xy only
as –xy etc. hence the coefficients of x and –xy are 1 and –1 respectively.

When a letter symbol is included as a multiplier with a variable, then that multiplier is
called the letter coefficient of that expression or term.

Suppose 10abc is a one term expression. Here 10 is the numerical coefficient of abc,
a of 10bc, b of 10ac and c of 10ab are the letter coefficients.

Now let us have a quick look at what we get when we split up an algebraic
expression:

variable
ient
e ffic con
stan
co t

Algebraic
expression 3

Terms

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 World of Unknown Expressions

Individual Task : Complete the following Table:

Algebraic Term with

Serial Coefficient Term with y Coefficient
Expression

fig- 7
LIKE AND UNLIKE TERMS
Samira and Anannya went to a shop. Samira bought five pens and three exercise
books and Anannya bought four pens and two pencils from the shop.
Surely, you can tell the
similarities or differences of the
items both bought. The similar
item (pen) both bought is the
‘like’ item. Both bought two
more different items (exercise
book and pencil). Then those
two different things are ‘unlike’
items. So, you get some idea
about ‘like’ and ‘unlike’ items.
Now let’s try to find like and
unlike terms in algebraic
expressions.
Thoroughly examine the following algebraic expressions:

158
In number (i), factors of 2x are 2, x and factors of 3x are 3, x. It is apparentMathematics
that the
algebraic factors of both are same. That is, the only difference in the two terms is their
numerical coefficients. This type of terms is called like terms.
Similarly, can you think about, if the terms of the expressions in (ii) and (iii) will be
like terms or unlike?
Again, observing the expressions
, we can see that the
algebraic factors of terms 3xy and in number (iv) are different. Hence, we say
that these terms are unlike. If the algebraic factors of several terms are different, then
the terms are unlike even if their numerical coefficients are same.
For example: In , the terms 13p and 13q are unlike.

Pair work : Write down at least 5 like and 5 unlike terms individually.
Then interchange your notebook with your pair and discuss about the
errors. Then correct them.

Individual task : Explain, with reasons, if the two terms given in the
following table are like or unlike:

like/
Serial Pair of terms Factors Logical Explanation
unlike

algebraic factors of both

Like
are same
.
unlike algebraic factors of both
are different

fig- 8

159
 World of Unknown Expressions

Addition of Algebraic Expressions

We have known that Samira bought five pens and three exercise books and Anannya
bought four pens and two pencils from the shop. If you are asked, how many items in
total did they buy? All of you will probably answer nine pens, three exercise books and
two pencils. Think about it once – you have added only the pens both bought, and said
nine pens, the remaining two items you quoted separately. That is, you can only add the
same or like items, and the unlike items are added separately.
Now let us learn how to add two or more algebraic expressions. And for this reason,
you need to be able to add numbers with signs.

We have of course learnt how to add numbers with signs in the previous chapter.

Example: 5 + 3 = 8, 5 + (-3) = 2, - 5 + 3 = -2, - 5 + (-3) = -8 etc.

Again, we discussed in detail, about coefficients of algebraic terms, like terms and
unlike terms.
Now if we want to add two or more algebraic terms, then first add the signed numeric
coefficients of the like terms only. Then write the letter symbols in the right of the
newly calculated coefficients.
Question is, what will happen to the unlike term or terms?
You have to include the unlike term or terms together with their signs, with the sum.
Then you will get the sum of two or more algebraic terms.
Let’s try to understand the matter with the help of examples:
□ Suppose 7x and 9x are two terms. Obviously, they are like terms. Hence sum of
the two terms = 7x + 9x
=
=
□ Let us give another example. and are four terms. Are
they all like terms? Think about it.
Sum of the terms

Now we shall discuss how to find the sum of two or more algebraic expressions.

Suppose and are two Algebraic expressions.

Have to find the sum of the two expressions.
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 Mathematics

First Method :
Sum

Second Method :
Write the like terms with their signs under each,

Sum obtained :

Work in pairs : Each of you construct at least three algebraic

expressions containing three to four like and unlike terms including
plus-minus symbols. Then compute the sum of the expressions and ex-
change your exercise books. Mark each other’s mistakes (if any) and do
the corrections through discussions. Take help if necessary.

Subtraction of Algebraic Expressions

In previous chapters, we have learnt about the Additive Inverse. Let us refresh it a bit.
If sum of two numbers is zero (0), then one will be called the Additive Inverse of the
other.

Example:
Here the additive inverse of 3 is । Similarly the additive inverse of 7 is
The additive inverse of 2 is -2

-3 -2 -1 0 1 2 3

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 World of Unknown Expressions

Can you tell what the additive inverse of 0 is?

x is a quantity and since x + ( = 0, hence the additive inverse of x is .
Similarly, the additive inverse of is
Since = + (b =0+0=0
Now we shall discuss how to subtract an algebraic expression from another algebraic
expression.
Subtracting an algebraic expression from another algebraic expression means, to
add the additive inverse of the second expression to the first expression. This means,
changing the signs of each term of the second expression and then adding to the first.
We shall explain this with the help of an example:
Suppose we have to subtract .

First Method : Second Method :

The additive inverse of
5x + 4 y − 5z
3x − 4 y − 6 x
Hence adding the additive inverse of the
second to the first expression, by writing
( −) ( + ) ( + )
the similar terms under each, we get 2x + 8 y + z

5x + 4 y − 5z Here also the like terms have been

− 3x + 4y + 6Z written underneath their counterparts
changing the signs of each term of
2 x +8 y + z
second expression and added.

Work in Pairs : Each one of you construct two Algebraic

expressions containing three or four terms with two like terms, having
plus-minus signs. Then subtract the second expression from the first
expression and exchange the exercise books. Identify the mistakes (if
any) of each other and correct them through discussions. You can get
help from your teacher if necessary.

162
 Mathematics

Exercise

1. What is meant by the following algebraic expressions?

2. Express the following relations in algebraic expressions, using the processing

symbols:
I. Add four times y to five times x
II. Subtract 3 times a number from double of another number
III. Shawpna bought four oranges at the rate of x taka per dozen, one
dozen banana at the rate of y taka per four, from a shop. How much did
Shawpna spend?
IV. Multiply a by b, then divide the product
obtained by 7 times c.
V. If there are x number of bubble gums in a
packet, then how many bubble gums are
there in the picture?
VI. Robin bought five chocolates for his sister and three for each of his
friends. How many chocolates did he buy in total?
3. The cost of an exercise book is x taka, cost of a pencil is y taka and cost of an
eraser is z taka.
a) How much did Mita spend, buying one dozen exercise books and half a
dozen pencils?
b) Shajib bought eight pencils and two erasers. How much did he spend?
c) Pryanka bought three exercise books, four pencils and one eraser and
gave the shopkeeper a 100 taka note. How much did the shopkeeper
return Pryanka?
4. Add the following:

163
 World of Unknown Expressions

5. Subtract the second expression from the first expression:

( 3) meter
6.

2 meter
a) Find the perimeter of the board Rectangular Board
b) Find the area of the board.

7. The following picture is a pattern made by marbles. How many marbles will be
required to make the 100th column?

8. Suppose you want to make a soup of your choice at home. Make a list of the
ingredients you will need for that. If many people want to have that soup, then
express the ingredients of the soup and the number of people using an algebraic
expression.

9. If then show that,

164
 Mathematics

Linear Equation
Do you know the name of the object in the
diagram on the side?
This is called balance. You will find this used
for weighing different commodities for sell-
ing in shops. At present, we usually say the
weight of an object is 1 kg, 2 kg etc. But say-
ing ‘weight 1 kg’ is really not correct. You will
notice things are weighed in grams or kg (ki-
logram) units. So, you understand, it is not the
weight, but mass is being weighed.

If you want to understand this matter well,

study the topic ‘measurement of different quantities’ in ‘Chapter 1- Science and
Technology’ of Class Six science textbook. Do you know how objects are weighed
using a balance? The balance has two scales, one pan at the left, one at the right.
The scale pan which has more weight has more mass. Hence that side becomes
down. That is the scale pan which has things of less weight, goes up. Example:

A shopkeeper put a weight of 5 kg on the left scale pan and some potato on the right.
Are the weights of the two scale pans equal?
Will it be possible here to say what the exact weight of potato is?

Then we can say the weight of

potato is not known or unknown.

Now the shopkeeper put a

weight of 2 kg in the right scale
pan with the potato. As a re-
sult, the weights of the things
on both scale pans are equal.

Now if we assume that

the unknown weight
of potato is x, then the total weight on the right scale pan is (x + 2) kg.
Then the equilibrium of the two scale pans can be expressed as an algebraic relation
and that is: x + 2 = 5

165
 Linear Equation

This is a mathematical statement and equality. Mathematical statement with the sign of
equality is called an Equation. Here we say, the unknown quantity x is a variable. Usually,
the small letters in the English alphabets are used for the unknown quantity or the variable.
Now think if you can find any similarities between the ‘balance’ and ‘equation’. The
balance has two scale pans. One is the left scale pan; the other is the right scale pan.
The balance becomes equilibrium if both the scale pans have equal weights. If you
reduce the weight of one scale pan, the other will come down. That means, weight
on that side becomes more. In that case the balance is not in equilibrium position.
Can you imagine how you can bring the balance back to equilibrium again? Probably you
are thinking right – there are two ways you can bring the balance back to equilibrium.
1. Reducing the weight from the scale pan, which went down or
2. Increasing the weight of the scale pan which went up.

On the other hand, an equation also has

two sides. One is the left side, and the oth-
er is right side. There is an (=) sign in be-
tween them. The quantity on the left side
of the equal sign is called Left Hand Side,
and the quantity on the right side is called
Right Hand Side. The left hand side and
the right hand side of the equation must
be equal for a fixed value of the variable. 2x + 3 = x+6
We can cite some examples: etc
are equations. Here x, y and z have been used as variables and for fixed values of the
variables, left hand side and right hand side of the equations are equal.

Individual Task : Each one of you write five equations using the
variables x, y and z.

Let’s learn more about Equations

Many among you have queries about equations. Then let us try to un-
derstand the topic through a story. Suppose Shopnil is 2 years young-
er to Mita. If Mita is x years old, then the age of Shopnil will be (x – 2),
is it not? Now suppose, Shopnil is 12 years old. Then, surely there is
a relationship between (x – 2) and 12. The relationship is x – 2 = 12.
This is an equation in variable x.
166
 Mathematics
Now let us fill up the following Table for the values of (x – 2) for different values of x:

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

0 – – – – – – – – – 10 11 12 13 – –

Fill up the empty spaces of the table. Note the table, you will find that the left hand
side and the right hand side are equal for the relation x – 2 = 2 only for the value x =
14. For any other value of x, e.g. x = 12, x = 16 etc, the left hand side and right hand
side are not equal for the relation x – 2 = 12. At last we can say that we shall call it an
equation only if the left hand side and right hand side are equal for a fixed value of
the variable.
Surely you know that an algebraic expression with variables can also be expressed
using the symbols greater than or smaller/less than .
Example: etc. But these types of algebraic
expressions with variables cannot be termed as equations. Think a little bit, and say,
why they cannot be called equations? Does the symbol (=) exist? Are they valid for
a fixed value of the variable? Of course not, right? The expressions with the symbols
‘greater than’ or ‘smaller than’ are valid when variables have numerous values.
Observe the relation below:
, Is this an equation? The symbol (=) is there in the relation! Think and
answer.

Fill up the following table:

Unknown Comments with
Algebraic Put (if equation if
Serial quantity or logical explana-
relation not put (x)
variable tion
(i)
(ii)
(iii)

(iv)
(v)
(vi)
(vii)

Individual Work : Make a grid like the above on your khatas. Then write
down at least five algebraic relations and fill up the Table and submit it.

167
 Linear Equation

Linear Equation
A simple equation with unknown quantity or variable is known as a Linear Equation.

Example : etc. Because each of them is

of one variable and each is linear.

Individual task : Write down at least five linear equations of one variable.
Give logical explanations why the equation you wrote is a linear equation.

Expression of real life problems using linear equations in single variable

Use linear equations in single variable to express the real life problems in the follow-
ing table and complete it. Here you may use the unknown quantity or the variable of
your own choice.

Unknown quan-
Serial Real life problems Equation
tity or variable
Raju is 12 years old; Mita is three years Mita’s age is
1.
younger to Raju. years
If 7 is added to the double of a number
2. The number is y
the number the sum will be 21

4 chocolates remain with you after giv-

3. ing away 5 of your chocolates to your
younger sister

The length of your rectangular class-

4. room is 2 m more than the width and the
perimeter is 60 m

Sadia has some money and Apu has tk

5.
20. Both together have tk 45.

You had 15 plums, from which your Number of eat-

6.
friends ate some and 7 plums remain. en plums is x

168
 Mathematics

Group Task : The group leader will make a table similar to the table
above in his/her exercise book. Then all the members of the group will
discuss amongst them and write at least five real life problems and then
will fill up the table.

Solution of Linear Equation

The process of finding the unknown quantity or the variable in an equation is called
the solution of the equation. The value of the solution is the root of the equation. If the
value of the root is substituted on both sides of the equation, then the left hand side and
right hand side are equal.

Things to know for finding solutions of equations

1. If a quantity is added to each equal quantity of an equation, then the sums
will be equal to each other.
2. If a quantity is subtracted from each equal quantity, then subtracted results
will be equal to each other
3. If each equal quantity of an equation is multiplied by a quantity, then the
products will be equal.
4. If each equal quantity is divided by a non-zero quantity, then the quotients
will be equal.

Testing the solution by trial-and-error process we can reach the solution of linear
equations.

Individual Task : Write an equation for each of the above four

information given and solve the equations by simplifying.

Put ( ) if solution
Value of
Serial Equation Check accuracy correct put (x)
variable
otherwise

= 14
1. +5=9
=4

169
 Linear Equation

Put ( ) if solution
Value of
Serial Equation Check accuracy correct put (x)
variable
otherwise

= 17

2. 6 = 11

=5

= 12
2 + 1 = 25
3.
= 13

=4

4. = 12
= 36

= 14

5. 4 = 10

= 6

=5

6. 3 8= +2

=4

170
 Mathematics

Exercises
1.
1. Prepare a table and determine which of the followings
are equations and which are not. Present with reasons.

2. Express the following problems in the table below as equations:

Root of
Serial Problems Equations equation
7 added to the double of a number yields the sum 23
Sum of two consecutive natural numbers is 36
and the smaller one is y.
5 subtracted from four times of a number x, the sub-
tracted result is 19 more than the double of the number.
The length of a rectangular pond is x m, width is 3 m less
than the length and the perimeter of the pond is 26 m.
Present age of son is y years. Age of father is 6
times the age of son. Sum of their ages is 35 years.

3. Pick out the correct root from the values in the column beside each
equation. Explain why the remaining values are not roots.

Serial Equations Values

2 + 5 = 15 10, 5, - 5
5 -y=7 12, 2, -2
5x - 2 = 3x + 8 5, 1, -5
2y + 2 = 16 18, 9, 7
4z - 5 = 2z + 19 12, 7, 4
171
 Linear Equation

4. Mina went to the market with a 100 taka note. She bought one dozen pens, each
costing x taka from a shop. The shopkeeper returned her 40 taka. Mina bought
y exercise books, each costing 12 taka from another shop and was left with 4
taka.
a) Find the cost of each pen.
b) How many exercise books did Mina buy?
5. Mr Karim invested some of his tk 56000 at 12% profit per annum and the
remaining at 10% per annum. After one year he received total profit of tk 6400.
How much money did he invest at 10% profit?
6. Shakib scored double the runs of Mushfiqur Rahim in a cricket match. Total
runs of both were 2 short of double century. Who scored how many runs?
7. Fill up the empty squares

a) + = 10 b) + = 15
+ + +

-
- = 12 + = 15
=

=
17 10 12 2
8. A water bottle weighs 150 gm. Mina put some water bottles in a bag which
weighs 50 gm. The number of water bottles is denoted by x and the weights of
the water bottles plus the weight of the bag is denoted by y.
a) Write down the relation between x and y using an equation.
b) Find the value of y when x = 15
c) Find the value of x when y = 1100

9. The cost of x packets of biscuits and 1 bottle of drink together is y Taka. The
cost of 1 packet of biscuit is tk 20 and cost of 1 bottle of drink is tk 15.
a) Write down the relation between x and y using an equation.
b) Find the value of y when x = 25.
c) Find the value of x when y =255.

10. The length of the playground of your school is 16 m more than the width.
(a) If the width of the field is x m, find the perimeter of the field in terms of x.

(b) If the perimeter of the field is 120 m, find the area of the field.

172
 Mathematics

Story of Three Dimensional Objects

We have different shapes of two dimensional and three dimensional objects around us.
Example: boxes of varied sizes, bricks, football, cricket ball, cupboard, papers, pages
of exercise books, newspapers, matchbox, pipe, apple, orange, books etc. All the ob-
jects do not look alike, their characteristics are also different.
Can you talk about the characteristics of two dimensional and three dimensional objects?
What are the differences between the shapes of the two dimensional and three dimen-
sional objects?

Observe the following pictures. Write down which one is two dimensional and which
is three dimensional in the fixed boxes below in the table and draw a rough picture.

Name Two dimensional Three dimensional

Paper

Individual task : Name at least10 two dimensional and three

dimensional geometric shaped objects found around you and bring their
names with picture drawn, in the next class.

173
 Story of Three Dimensional Objects

Fill up the following Table

Name of
Other charac-
Image Name Sides Angles Planes geometric
teristics (If any)
shape

174
 Mathematics

Let’s Measure the planes of boxes

Observe the following image
Op Wha
pos t is t
ite of th he sh
lar pla e bo ape
angu nes x
Rect equ are how
man
and
al
Solid Six planes does
it ha
y pla
nes
ve?
be
Cu

We have learnt different methods to find the area of the planes of two dimensional
objects. Now we shall find the areas of all the planes of three dimensional objects in
more than one method.
In the following picture, the length, breadth, height and 6 planes of a cube will be
identified and shown:
t
Lef

Ba
ck
To
p
height

Fr
on
t ht
Rig
Le
ng
th h
idt
W

Let us open the planes of the box. Bottom

What is the shape of the box now?
How can this shape be measured?

Is each plane
two dimen-
sional?

175
 Story of Three Dimensional Objects

Is there anything around you which

has a similar size and look like it?
If you have, write 5 names of those.

a
b 6 b
6 a b b
a
3 c
2 4 c c 2 c c 4 c
1 1 3

5 a
a
b
a b 5 b
b b
a

□ Is there any relationship between each plane of the box and the plane
opposite?

□ Without measuring the areas of all the planes, is it possible to find the total
surface area of all the planes in any other way?

□ Is it possible to measure areas of all the planes of the box by only measuring
the areas of the planes numbered 1, 2, 3? If not, then by measuring which
three planes, you can find the total surface area of all the planes of the box?

h Instructions:

1. Identify the planes.

2. Measure the areas of all the

planes and write them down.

3. Find the sum of all the areas.

4. This sum is the total area of

your book/ khata/ diary.
Sample of real problems:

Let’s take a look at the next picture

176
 Mathematics

177
 Story of Three Dimensional Objects

178
 Mathematics
Do you know the adverse effects on the environment due to excessive use of paper/
plastic/ polythene?

Individual task : Now look at the following picture:

Height
h
Length Widt
Collect some packets/boxes in your household and complete the Table below:
Adverse effect on
Surface
Name of product Length Breadth Height environment
area
(Much/Medium/Little) 1
Packet of mango 2
juice
Tissue box
...
...
Real life problems:
The length of sides of a cube is 6 cm. Find the total surface area of the object.

1) The length, breadth and height of a rectangular solid object are 25cm, 20cm
and 15 cm respectively. Find the total surface area of this.
2) You want to give a gift to your friend on his/her birthday. Hence you bought a
present. The present is kept in a cubic box of length 12 cm. If you want to wrap the
box with wrapping paper, what is the minimum size of coloured paper needed?
3) The length of the gift box in the following picture is 24 cm, breadth 12 cm and
height 8 cm. How much coloured/white paper will be needed to wrap the box?
4) The length of the gift box in the following picture is 24 cm, breadth 12 cm and
height 8 cm. How much coloured/white paper will be needed to wrap the box?

179
 Story of Three Dimensional Objects

You can present a similar gift box on your friend’s ox

birthday, wrapping it with coloured/ white paper.
i ftb
G Wrapping Paper
At list how match paper is needed to wrap the gift ?

5. The length, breadth, and height of Boo

the book in the following picture k
are 10 cm, 6 cm and 4 cm respec-
tively. How much paper will be
needed to cover the book, where
the width of the blue part around
the paper is2 cm?

You may cover your textbooks with coloured/white paper/old calendar pages.

Making three dimensional models and their measurement

Make some similar three dimensional objects and measure them.

180
 Mathematics

Boxes enclosed inside boxes

(Measurement of volumes of three dimensional objects)

Making cubic boxes

1. Draw on a paper 2. Cut out the piece from the paper

4. Use scotch tape 3. Fold according to the picture

Let us make some cubic boxes by cutting papers according to the instructions given above.

□ First take a paper (old calendar page or thick paper), then taking length
of fixed units and using ruler and pencil, draw 6 squares (approximately)
according to instructions in number (1).

□ Then cut the marked part of the paper as in picture number (2) and separate it.
□ Next, according to the instructions in number (3), fold the paper to make a box.
□ Finally, according to the instructions in number (4), fix the planes of the box
with gum or scotch tape to construct the cubic box.

181
 Story of Three Dimensional Objects

Making box of rectangular size solids

1. Draw on a paper 2. Cut out the piece from the paper

4. Use scotch tape 3. Fold according to the picture

Let us cut some papers like the pictures above and make rectangular solid
boxes.

182
 Mathematics

Do you want to glue the planes

of the box with each other?
**********************
Then cut some extra part when
cutting the paper as in the pic-
ture beside.

Boxes enclosed inside boxes

Many of you must have bought a dozen of match boxes from shops. What are the sizes
of the match boxes? All are of same size, aren’t they? Keep the twelve small match
boxes of same size inside another larger box. Can you tell:
a. Which box was made first, the small box or the larger box?
b. Is there any relationship between the sizes of the small box and the larger box?
• To know the answer, according to the instructions of your teacher, choose a mea-
surement of model of three dimen-
sional cubic and rectangular solid
through lottery.
• According to the measurement ob-
tained by lottery, make a model of a
three dimensional solid object and
measure the areas of the planes and
submit it in the next class.
• Now according to the instructions of
your teacher, arrange the small boxes
made by you to fill up the larger box
as shown in the picture.

183
 Story of Three Dimensional Objects

Fill up the following table by counting the necessary number of smaller boxes to
fill up the larger box.

number of
size of
Serial smaller boxes
shapes of smaller boxes of smaller
number needed to fill
box
the larger box

1 length=1 inch, breadth=1 inch, height=1 inch ? ?

2 length=1 inch, breadth=1 inch, height =2 inch ? ?

3 length=2 inch, breadth=2 inch, height=1 inch ? ?

Why is there difference in number

The smaller boxes which have less
space, use them to fill up the larger of smaller boxes of different sizes
box. to fill up the larger box?

How will you measure the

size of the 1st smaller box?

The larger box has space for 16 times the first smaller box.
Volume of the larger box = 16 x volume of 1st smaller box.

184
 Mathematics

Why do we need units to measure volume?

1 unit 1 cubic unit

1u
nit 1 unit

1 cm 1 cubic cm
1 cm
1 cm

1 inch 1 cubic inch

1 inch
1 inch

h
nc
2i
2 inch

4i
nch

1 cubic inch 1 inch

1 inch 1 inch

Find the relationship between the volume of the large box with the volumes of the
other smaller boxes of two different measurements.

Volume of larger box = 16 x volume of 1st smaller box = 16 x 1 cubic inch = 16 inch3

185
 Story of Three Dimensional Objects

Exercise

1. Cut out some paper according to the measurement shown in the picture and then
fold and attach with scotch tape to form a rectangular solid object. What will be
the volume of the rectangular solid object?

7 cm

2
2 cm
cm

5 cm

2
cm

2 cm

5 cm

2. The following diagram is an open rectangular box. The measurements are given
centimetre unit.
a) Find values of a, x, y.
a 4
b) Find the volume of the box.
y

10

186
 5.
4.
Class
Class six
six Class six
Class six Class six
Class six Class six

Class six Class six

Class six Class six

Class six Class six
Class six
shown in the picture?

Class six

for the truck to carry?

Class six
Class six Class six
Mathematics Mathematics
Class six Class six
Class six Class six
Class six Class six
Class six
Class six
Class six Class six
Class six
Class six Class six
Class six Class six
Class six Class six

187
Class six
Mathematics Class six
Class six Mathematics
Class six Class six
Class six
Class six Class six
Class six Class six
shelf of the Bookshelf of the library of your school?

Class six Class six

Class six
Class six Class six

Class six Class six

Class six
Class six Class six
Class six Class six

Class six Class six

Class six Mathematics
Mathematics Class six
Class six
3. How many small cubic size pieces will be needed to make each of the shapes

Find out how many Mathematics Books of class 6 will be needed to fill up one

size of each carton is 2 feet x 2 feet x 1 foot, how many cartons may be possible
A truck has space of 12 feet x 6 feet x 8 feet, to fill up with cartons to carry. If the
Mathematics
 Story of Three Dimensional Objects

6. A pile of pages was made by putting 200 pieces of papers, like the one in the pic-
ture, with one on top of another.

a) What will be the volume of the pile of pages?

b) What is the thickness of one page?

3 cm

4c m
m 7c
1 01টি
pieceকাগজ
of paper 200টি
200 কাগজ
pieces of papers

7. A packet of A4 size papers is seen in the following picture:

Observe what’s written on the packet and according to that, fill up the following Ta-
ble. You may take help from your teacher if necessary.
Length of one Width of one Colour Weight of paper per Number of pages
Page (mm) page (mm) of paper square metre (in gm) per packet

Now answer the following questions:

a) What is the weight of 1 page?
b) What is the weight of the whole packet?
c) By measuring what is the height of the packet, can you find the thickness
of one page?

188
 Mathematics

Unitary Method, Percentages and Ratio

Unitary Method
A day in an egg shop
the cost of egg is
tk 32 per four piec-
es (hali)’
Give me a
dozen of eggs

Then what will

be the cost of one
dozen? How did you find
the cost of eggs so
quickly without us-
ing pen and paper?
That will cost tk 96.

There is a technique
by which I can eas-
ily count mentally, Really!!
don’t much need pen
and paper

32 Taka

4 eggs make a hali,

and costs tk 32

96 Taka
You will buy a dozen
of eggs, i.e., 12 eggs.
That means 12 4 = 3
hali. So, the cost will
be 3 x 32 = 96 taka. 32 Taka 32 Taka 32 Taka

189
 Unitary Method, Percentages and Ratio

Oh, this is even easier.

But if I want to buy 10
This is no prob- eggs, that will not be 3
lem. 10 eggs hali (multiple of four),
mean 2 hali = 2 x there will be 2 eggs less
4 = 8 eggs plus 2 than that. How shall I
more eggs know the cost then?’

The cost of 8 eggs

(2 hali) = 2 x 32 =
64 taka.
And if 4 eggs
make a hali, 2
eggs is half of one
hali, you can call
this a pair too.

16 Taka

32 Taka 32 Taka

And the cost of 2 eggs will be half the cost of one hali, i.e.32 2 = 16 taka. Now, very
easily, you can add the cost of half a hali to the cost of 2 hali to get the cost of 10 eggs
= 64 + 16 = 80 taka.

80 Taka

32 Taka 32 Taka 16 Taka

190
 Mathematics

Mina liked the method of the shopkeeper very much. But she still had a question in mind.

Well, what if someone That is why it is

wants to buy 9 eggs, convenient to sell
what will happen eggs in halis or in
then? Then there will pairs. But if some-
be one egg more than one insists to buy 9
2 hali. Then you can- eggs, then you have
not half it as half of a to find the cost of 1
hali or a pair egg.

Mina thought:
The cost of one
hali or 4 eggs is
= 32 taka

32 Taka

Then, the cost of 1 egg = 32 4 = 8 taka

8 Taka

191
 Unitary Method, Percentages and Ratio

Then, the cost of 9 eggs

= cost of (2 x 4 + 1) eggs
= cost of 2 hali eggs + cost of 1 egg
= 2 x 32 taka + 8 taka
= 64 taka + 8 taka
= 72 taka
72 Taka

8 8 8 8 8 8 8 8 8

32 Taka 32 Taka 8 Taka

Now, Mina noticed something interesting. If the cost of 1 egg is known, then you do not
need to know the cost of one hali etc. You just multiply that cost directly by the number
of eggs required.
Example: the cost of 9 eggs = 9 x cost of 1 egg = 9 x 8 taka = 72 taka

72 Taka

8 8 8 8 8 8 8 8 8

Now there is an interesting task for you. Complete the task according to the fol
lowing steps and write down the full details of the task in your exercise books
with pictures and show them to your teacher in the next class.

192
 Mathematics
□ Count the total number of eggs consumed by all in your home in a month. Take
help from your guardian if necessary.
□ Now go to a shop in your area and ask what the cost of a dozen of eggs is. Can
you find out what was the cost of eggs for that month for you, without using
paper-pencil?
□ After returning home, find out the cost using paper-pencil and pictures and de-
termine if the cost figured out while you were in the shop was correct.
□ Figure out the total expenses for buying eggs for your family throughout the
year from the expense of that one month.
□ What sort of problems do you think you may face to compute the total expense
for the whole year if the cost of eggs is not same every month?

Painting a Wall
□ 6 people want to paint a wall
Here you have to assume that each person can paint the same area of the wall per day.
Now look at the diagram below, how 6 people can paint the complete wall.

Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1

Man 1
(Day 1) (Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7 (Day 8)

Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 (Day 9)

(Man 2
(Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8)
(Day 1)

Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3

Man 3
(Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
(Day 1)

Man 4 Man 4 Man 4 Man 4 Man 4 Man 4 Man 4 Man 4

Man 4
(Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
(Day 1)

Man 5 Man 5 Man 5 Man 5 Man 5 Man 5 Man 5 Man 5

Man 5
(Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
(Day 1)

Man 6 Man 6 Man 6 Man 6 Man 6 Man 6 Man 6 Man 6

Man 6 (Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
(Day 1)

So, they can complete painting the wall in 9 days.

193
 Unitary Method, Percentages and Ratio

□ Now, think about how much time will one person take to paint the whole wall?

You can guess it will take a very long time. But exactly how long? You can find in the diagram.

Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1

(Day 1) (Day 7) (Day 13) (Day 19) (Day 25) (Day 31) (Day 37) (Day 43) (Day 49)
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 2) (Day 8) (Day 14) (Day 20) (Day 26) (Day 32) (Day 38) (Day 44) (Day 50)
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 3) (Day 9) (Day 15) (Day 21) (Day 27) (Day 33) (Day 39) (Day 45) (Day 51)
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 4) (Day 10) (Day 16) (Day 22) (Day 28) (Day 34) (Day 40) (Day 46) (Day 52)
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 5) (Day 11) (Day 17) (Day 23) (Day 29) (Day 35) (Day 41) (Day 47) (Day 53)
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 6) (Day 12) (Day 18) (Day 24) (Day 30) (Day 36) (Day 42) (Day 48) (Day 54)
It is seen in the table that if 1 person is painting the whole wall, then he is doing the
work alone for 6 persons. Hence it has taken 6 times more time.
1 person painted the whole wall in = 9 × 6 or 54 days.

Here, total time needed for 1 person to paint the whole wall is obtained by
multiplying the time taken by 6 people to complete painting the whole wall by 9.
□ Now, how much time will be needed if 3 people are told to paint the whole wall?
Surely, it will take less time than completed by 1 person. But exactly how much less
time will be needed, find that from the table.
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 1) (Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2
(Day 1) (Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3
(Day 1) (Day 2) (Day 3) (Day 4) (Day 5) (Day 6) (Day 7) (Day 8) (Day 9)
Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1 Man 1
(Day 10) (Day 11) (Day 12) (Day 13) (Day 14) (Day 15) (Day 16) (Day 17) (Day 18)
Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2 Man 2
(Day 10) (Day 11) (Day 12) (Day 13) (Day 14) (Day 15) (Day 16) (Day 17) (Day 18)
Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3 Man 3
(Day 10) (Day 11) (Day 12) (Day 13) (Day 14) (Day 15) (Day 16) (Day 17) (Day 18)

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 Mathematics

It can be seen in the picture that, when people are painting the whole wall, then the
work of 1 person is divided amongst 3 persons. Hence the time required is also one
third of one person.
54
That is, time taken for 3 people to complete painting the whole wall = days = 18 days.
3

Here, the time taken to complete painting the whole wall by one person is
divided by 3 to obtain the time required for 3 persons.

If the number of people is reduced, the number of days to complete the work in-
creases. Again, if the number of people increases, the number of days decreases.

Food Problems
□ In a hostel, there is food for 4 days for 50 students. How many days can 20
students be fed with that amount of food?
Here we assume that each student may eat the same amount of food each day.
Now see from the image, how the 50 students can eat all the stored food in the hostel.

Student 1 Student 1 Student 1 Student 1

Day 1 Day 2 Day 3 Day 4
Student 2 Student 2 Student 3 Student 4
Day 1 Day 2 Day 3 Day 4
Student 3 Student 3 Student 3 Student 3
Day 1 Day 2 Day 3 Day 4
Student 4 Student 4 Student 4 Student 4
Day 1 Day 2 Day 3 Day 4
... ... ... ...
... ... ... ...
... ... ... ...
Student 48 Student 48 Student 48 Student 48
Day 1 Day 2 Day 3 Day 4
Student 49 Student 49 Student 49 Student 49
Day 1 Day 2 Day 3 Day 4
Student 50 Student 50 Student 50 Student 50
Day 1 Day 2 Day 3 Day 4

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 Unitary Method, Percentages and Ratio

Now think in how many days, only one student can consume that amount of food.
He/she will be eating all the food alone, so he/she can eat for a longer period. Look at
the picture, how many days will it be.

Student 1- Day 1 Student 1- Day 51 Student 1- Day 101 Student 1- Day 151
Student 1- Day 2 Student 1- Day 52 Student 1- Day 102 Student 1- Day 152
Student 1- Day 3 Student 1- Day 53 Student 1- Day 103 Student 1- Day 153
Student 1- Day 4 Student 1- Day 54 Student 1- Day 104 Student 1- Day 154
... ... ... ...
... ... ... ...
Student 1- Day 48 Student 1- Day 98 Student 1- Day 148 Student 1- Day 198
Student 1- Day 49 Student 1- Day 99 Student 1- Day 149 Student 1- Day 199
Student 1- Day 50 Student 1- Day 100 Student 1- Day 150 Student 1- Day 200

That means, 1 person can eat the same amount of food 50 times more days.
Hence 1 student has food for 200 or 4 x 50 days.
Remember, 20 students will have to eat the food that one student can eat for 200 days.
Now find out from the table, how many days can 20 students eat and fill up the (empty) spaces.

Student 1- Student 1- Student 1- Student 1- Student 1-

... ...
Day 1 Day 2 Day 3 Day 4 Day -≥
Student 2- Student 2- Student 2- Student 2- Student 4-
... ...
Day 1 Day 2 Day 3 Day 4 Day ≥
Student 3- Student 3- Student 3- Student 3- Student 3-
... ...
Day 1) Day 2 Day 3 Day 4 Day ≥
Student 4- Student 4- Student 4- Student 4- Student 4-
... ...
Day 1 Day 2 Day 3 Day 4 Day ≥
... ... ... ... ... ... ...
... ... ... ... ... ... ...
... ... ... ... ... ... ...
Student 18- Student 18- Student 18- Student 18- Student 18-
... ...
Day 1 Day 2 Day 3 Day 4 Day -≥
Student 19- Student 19- Student 19- Student 19- Student 19-
... ...
Day 1 Day 2 Day 3 Day 4 Day ≥
Student 20- Student 20- Student 20- Student 20- Student 20-
... ...
Day 1 Day 2 Day 3 Day 4 Day ≥

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 Mathematics
A little attention will tell you that, 20 students will be able to eat for one twentieth of
days 1 student can eat. Here 20 students will share the food of 1 student.

50 4 200
Hence 20 students have food for = 20
10 days.
20

If the number of students decreases, the same amount of food may be eaten
for more days and if the number of students increases, number of days
decreases.

Did you understand when it is multiplied and

when it is divided by, in the Unitary Method?

Now solve the following real life problems using pictures

1) If the cost of 7 kg rice is Tk 280, what is the cost of 15 kg rice?

2) A hostel has food stored for 15 days for 50 students. In how many days can 25
students eat the same amount of food?

3) Shafiq walks 10 hours daily and can travel 480 km in 12 days. How many days
will he take to travel 360km in the same pace?

4) 6 persons can cut the crops of a field in 28 days. How many days will 24 per-
sons take to cut the crop of that field?

h Find an incident that happens in your real life around you and that
you can solve applying the unitary method.

h Then you write the problem and describe the process of solution
and draw a picture of it on a poster paper and present it in front of
your teacher and classmates in the next class.

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 Unitary Method, Percentages and Ratio

Percentage
Percentages in Hundred grids
Materials:
□ Appropriate number of A4 size papers (each with 100 square grids)
□ Appropriate number of small pieces of papers with 1 – 10 written on them
□ Appropriate number of colour pencils (of two colours)
Today we shall play an interesting game. The game will be in pairs.
For each pair, take one A4 size paper and draw a grid of 100 squares as in
the picture below. Take help from your teacher if necessary.

Grid of 100 squares

□ Each pair of students takes colouring pencil of two colours in your hand.

□ Each pair makes 10 small pieces of papers writing 1 – 10 on them.

□ Fold these 10 pieces of papers and draw a lottery. The student who gets
whichever number in the lottery, he/she will colour that many squares of the
grid with the colour pencil in hand.

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 Mathematics

I got the number 5 in I got the number 8 in

lottery. I shall colour lottery. I shall colour 8
5 squares in red. squares in green.

5
8

¾ Then draw another lottery. This time also, similarly, colour the squares according
to the number each obtained. Carry on colouring through lottery, until all the
squares are coloured.

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 Unitary Method, Percentages and Ratio

□ At the end stage, a student must get the same number through the lottery, as the
number of empty squares is left in the grid. Only then he/she can fill up with the
colour pencil. If that number is not obtained, then must draw the lottery again.

□ There were 100 squares in total. Count the number of squares coloured by your
own colour pencil, and find out who coloured how many squares?

□ Be aware that the sum of the squares coloured by both must be 100. Hence find
out who painted how many out of the 100.
□ The student, whose number of coloured squares is more, is the winner.

Total First student of the Second student of the

squares pair pair
100 56 44
¾ There were 100 squares in total. The 1st student of the pair coloured 56 squares
out of 100, and the 2nd student of the pair did 44 out of 100.

¾ We can write the matter as follows-

56
¾ The 1st student of the pair coloured 56 out of 100 or 100 part or or 56%.

44
¾ The 2ndstudent of the pair coloured 44 out of 100 or 100 part or 44%

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 Mathematics

□ You must be thinking, what symbol is this?

□ This is the symbol of Percentage.

‘Percentage is such a fraction whose denominator is 100’
The name ‘percent’ explains that this is related to hundred or 100.
You can see from the example above, if the denominator of a fraction is 100, then the
value of the numerator what part of 100 it is and that is the percentage.

Again, the sign % means 1 part out of 100

or .

In the picture beside, % or is shown

using green colour.

Again, this sign can also express 1% =

□ You will understand the meaning of the percentage symbol and its use, from the
following examples:

15% =

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 Unitary Method, Percentages and Ratio

80% =

Individual Task : Now solve the following problems:

1. (a) Here, what is the percentage of the green coloured part?

Green coloured = %

(b) What is the name of the green coloured shape? Have you seen such shape before?

Your Answer :

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 Mathematics
2. What is the percentage of green coloured part and of red coloured part, out of
the whole part in the following pictures?

a) Green coloured part = %

Red coloured part = %

b) What is the name of the green coloured shape? Have you seen such shape
before?

Your Answer :

c)

Green coloured part = %

Red coloured part = %

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 Unitary Method, Percentages and Ratio

d)

Your answer:

Green coloured part = %

Red coloured part = %

3. What percentage of the gallery is full and what percentage is empty in the fol-
lowing image?

Your answer, Full part = %

Empty part = %

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 Mathematics

Relationship between Fractions and Percentages

□ Draw a graph of 10 columns like the picture, in your exercise books.

□ Now, colour any 6 of the columns of the graph. Use green colour.

“If 6 out of 10 cells are

coloured in green, how
may we express that in the 6
form of fraction?” 10

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 Unitary Method, Percentages and Ratio

Now how can we express as a percentage?

In that case, we have to make the denominator

100. How is that possible?

Divide each of the 10 rectangles of the graph

into 10 parts to get total of 100 parts.

Now see in the image and count that there are 60 green parts out of 100.

Therefore, coloured 6 parts out of 10 means or are coloured or 60% are

coloured.
Observe, according to the technique above, dividing each of the 10 rectangles of the
graph into 10 parts and according to the idea of equivalent fractions, multiplying the
denominator and numerator by 10, means the same thing.

In this case also we get the same result: = = 60%

Again part of 100 parts = 100 = 10 6 = 60 parts of the graph.

In this way also we can transform into percentage.

Now solve the following percentage related problems.

1. Use green pencil and express the following fractions as percentages with colour:

a.

3
10 100

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 Mathematics

1
b) 2

1
2 10 100
1
c) 4

1 1×
= = = again, 1 = = = %
4 20 100 4 4× 100

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 Unitary Method, Percentages and Ratio

7
d) 25

7 7 7
or, 100 Hence,
25 100 25 25 100

2. You obtained 240 marks out of 300 in some examination. Then what is the per-
centage of your marks out of the total mark?

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 Mathematics

240
Expressing the fraction in the simplest form, we get:
300 100
240
Again, marks obtained out of 100 = 100
300

3) In the picture, part of a wall is painted. Then what percentage of the wall is painted?

4) What part of the following image is baby girl?

Baby girl within the total image is =

100

Then, out of total image part is baby girl.

5) What is the percentage of green/raw mangoes in the picture below?

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 Unitary Method, Percentages and Ratio

Percentage in Bar Model

Use the scale shown in picture. Find what percentage of the bars is coloured green and

what percentage is coloured red:

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Green part Red part

Green part Red part

Green part Red part

Green part Red part

Now let us listen to a story.

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 Mathematics
Tisha’s journey to Sylhet
Tisha boarded a bus from Khulna to go to Sylhet, with 2500 taka in hand. She paid
800takas for the bus fare.

When the bus stopped on the way, Tisha bought some food.

After reaching Sylhet, Tisha found that 80% of her total money is already spent.
Now, can you answer the following?
□ What is the percentage of the bus fare out of the total amount Tisha had?
□ What is the total expenditure of Tisha?
□ How much money Tisha was left with?
□ How much did Tisha spend on food?
□ What is the percentage of money spent on food out of the total money?
□ What is the percentage of money spent on food out of the total spent?

“You may use the bar graph model to use the

idea of percentages.”

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 Unitary Method, Percentages and Ratio

“Let’s put all the information obtained from the beginning of

the story, in a bar model.”

100%
Bus fare Cost of food Remaining

0 Taka Taka Taka Taka

‘But you could not fill up the empty box just from the
information of the story.’

‘Now you can find all the answers using the bar model
and the empty boxes will be filled too.’

bus fare
Bus fare out of total money 100% 100% %
total money
□ Amount of money Tisha spent out of the total % Taka
100
□ So, money left with Tisha = Total money – Total spent = Taka

If you want, you can find the remaining money Tisha has, using percentage too.

The remaining money from total = 100% - % %

Hence, the remaining money is % of toal = of %= = Taka

□ Cost of Tisha’s food = total expense – bus fare = - = Taka

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 Mathematics

□ Cost of food out of total money = cost of food 100% 100%

total money

If you want, you can find the percentage of the cost of food out of the total
money, without finding the actual amount of cost of food.
Percentage of cost of food = percentage of total expenses – percentage of bus fare.
That means, cost of food out of total amount

cost of food
□ Cost of food out of total expense 100% 100%
total money

If you want, you can find the percentage of cost of food, from the percentage of
total expense, without finding the total expense.

Cost of food out of total money = Total taka

100%
And total expenditure out of total money Total taka
100
Total taka
100 100
Then, cost food out of total cost
Total taka
100 100

Ratio
We often compare two similar objects in our daily life. For example, suppose the
height of Nabil is 150 cm and the height of his sister, Nova is 143 cm. Now can you
suggest how you can compare the heights of the two? One way is, find the difference
by subtracting. That is, the height of Nabil is (150 – 143) cm or 7 cm more than his
sister Nova. Now let us compare the lengths of a lizard and an ant. Suppose length of
a lizard is 8 cm and length of an ant is 1 cm. Here also the difference of the lengths of
lizard and ant is (8-1) cm or 7 cm.
It can be seen here, difference of
heights of Nabil and Nova and, lizard
and ant are the same. But the idea you
get from ‘the difference of heights of
Nabil and Nova is 7 cm’; is same as
‘the idea of difference of lengths of
lizard and ant being 7 cm’; then how
much appropriate will it be? Think
about it!

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 Unitary Method, Percentages and Ratio

You will rather get a better idea if you find how many ants lined up one after another to be equal
to the length of a lizard.
If you divide the length of a lizard by the length of an ant, you will get =
That means, putting 8 ants one after another, will make the length equal to length of a lizard.
You can also say, length of lizard is 8 times the length of ant, or, a lizard is 8 times longer than
an ant.
Comparing substances through division, how many times bigger or smaller, is known as
Ratio.
Mathematical symbol for ratio is ‘:’
Mathematically it is written, ratio of lengths of lizard and ant = 8:1.
Again, if you divide the length of ant by length of lizard you will get: .
That is the length of ant is equal to one eighth of the length of lizard. Again, you may also say,
an ant is 8 times smaller compared to the length of lizard.
Mathematically written, ratio of lengths of ant and lizard = 1 : 8
Therefore, ratio is really a fraction.
You can understand it better from the picture, what a ratio is. 30

 Find similar some incidents where it is easier to compare through division or

ratio instead of finding differences.
 For each of the incidents, objects being compared, find their difference and
ratio, both.
 Why is it easier to compare through ratio, give your reasons.
 What do you understand by ratio for each incident, show it by drawing pictures
(Can draw similar pictures as above, of ratio of lengths of lizard and ant.

Let us now solve real life problems using ratio.

□ Weight of Shawkat is 30 kg and weight of his father is 60 kg. How many
times more is the weight of father than that of Shawkat?

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 Mathematics

Ratio of the weights of father and Shawkat is:

=

= (dividing the numerator and denominator by 30) = 2 :

Here, weight of father is of Shawkat or 2 times more.

Collect the information for your class and fill up the empty boxes.

Number of male students

Number of male students

Total number of students

Ratio of male – female students

(dividing numerator and denominator by )

Ratio of number of male students and total number of students

(dividing numerator and denominator by )

Ratio of number of female students and total number of students

(dividing numerator and denominator by )

Ratio of total number of students and male students

(dividing numerator and denominator by )

Ratio of total number of students and female students

(dividing numerator and denominator by )

¾ All the rectangles below are of same length.

1 unit

Ratio of the lengths of green coloured part and yellow coloured part

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 Unitary Method, Percentages and Ratio

Ratio of the lengths of yellow coloured part and green

= :
coloured part

Ratio of the lengths of green coloured part and length

of rectangular part = = :

Ratio Ratio of the lengths of yellow coloured part and

length of rectangular part =
= :

Rafique bought 6 packets of red pens and 2 packets of blue pens from the shop.
Ratio of packets of red pens and packets of blue pens
=

(dividing numerator and denominator by )

Each packet of red and blue pen has10 pens.

So Rafique bought red pens = 6 =

And blue pens = 2 =
Ratio of number of red pens and blue pens

(dividing numerator and denominator by )

Is the ratio of packets of red pen and blue pen same as the ratio of numbers of
red pens and blue pens? yes no

Monika bought 6 packets of red pens and 2 packets of blue pens from the shop.
Ratio of packets of red pens and packets of blue pens

(dividing numerator and denominator by )

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 Mathematics
Each packet of red pen has10 pens. Each packet of blue pen has 12 pens.
So, Monika bought red pens. = 6 =

And blue pens = 2 =

Ratio of number of red pens and blue pens

(dividing numerator and denominator by )

Are ratio of packets of red pens and blue pens and ratio of number of red pens and blue
pens same? yes no

If each packet of red and blue pens has the same number of pens, you can
find the ratio of number of pens from the ratio of number of packets. But that
is not possible if the packets of red and blue pens have different number of
pens.

 Ratio of the weight of the baby and fish show in the picture

(dividing numerator and denominator by )

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 Unitary Method, Percentages and Ratio

Now think, is it possible to compare the age of a baby with the weight of another baby?
Never! In case of comparisons, the two objects/subjects must be of the same type.
 Let us consider again, age of the brother is 3 years and age of the sister is 6
months. What will be the ratio of their ages?
Here, two similar quantities, the ages of brother and sister is being compared. Be
careful, the age of brother is more than the age of sister. That is, the brother is
older than the sister.
Now if we compare directly, without considering the units, do you know what will happen?
Ratio of the ages of brother and sister = .

Then the matter will be more like the age of the brother is = of the age of sister,
that is half the age.
But is it really so? The age of brother is certainly not less than the age of the sister
and 3 years is definitely not half of 6 months. Surely something is wrong in the
computations.
Observe that, in all previous cases we compared two quantities of the same unit.
Hence the ratios gave the correct ideas.
Here, we are not getting the correct ratio, since we are comparing with two units,
year and month.
In this case, though they are similar type of quantity, we cannot directly compare the
ages of both. The two quantities to be compared must be of same unit.
Hence, the ages of both need to be converted either into years or months.
In this case, we shall convert the ages of both into months.
Then the age of brother is 3 years= 36 months ( 1 year = 12 months) and
The age of sister is 6 months.
Then the ratio of the ages of brother and sister is =
) =6:1
Suppose a child is 6 years old and another child is 9 years and 6 months old.
Then how will you find the ratio of the ages of the two children?
We know that, to find the ratio, the units of both the quantities must be same.
First, convert the ages of both the children into months.
Here, age of the first child = 6 years = months
Age of the other child = 9 years 6 months = months

(dividing numerator and denominator by )

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 Mathematics

□ Convert the ages of both children into years and find the ratio of their ages.
□ Compare the ratio obtained by converting the ages of both children into
months.

• How many times or what part of one of two similar quantities is, compared
to the other, can be expressed as a fraction. This fraction is known as the
ratio of the two quantities.
• But for this comparison, the quantities must be of same type. The quantities
are be converted to same type or same.
• The ratio has no unit since it is the quotient of two similar quantities or of
same units.

Now solve the problems below according to the rules of Ratios:

1. Find the ratios of the first quantity to the second quantity of the following pairs
of numbers:
(a) 25 and 335 (b) (c) 1.25 and 7.5 (d) and 0.125
(e) 1 year 2 months and 7 months (f) 7 kg and 2 kg 300 g (g) tk 2 and 40 poysa
2. Count the number of books and exercise books you brought to class and complete
the following tasks:
(a) Find the ratio of numbers of exercise books and.
(b) Find the ratio of the total numbers of pages of the exercise books and of the
books.
3) Find the length and breadth of your Mathematics book using a ruler and find their
ratio.
4) Find 3 different tables in your classroom or home or somewhere else.
(a) Find the length and breadth of each table and find the ratio amongst them.
(b) Find for which table the ratio of the length and breadth is the greatest.
5) Do you know any story or incident where the word ‘ratio’ has been used? Or have
you seen the word ‘ratio’ or the symbol ‘:’ written anywhere? Find some real
incidents and draw pictures or describe how and where you found them and tell
your teachers and classmates.
6. Search and find some examples around your real life or you heard about, where
same types or similar two quantities have been compared, but their units were
different. Then describe how the units were converted to the same unit.

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 Unitary Method, Percentages and Ratio

Equivalent Ratios
Rabi has 8 marbles and David has 12 marbles.

Rabi

David

Then ratio of numbers of marbles of Rabi and David = 8 : 12

Now Rabi and David made packets of their marbles with two marbles per packet.

Rabi

David

Now, number of packets of marbles Rabi has =

And number of packets of marbles David has =

Hence, the ratio of number of packets of Rabi and David = 4 : 6
Since each packet of marbles has the same number of marbles,
Hence the ratio of number of marbles of Rabi and David will be:

8 : 12 = =

Now Rabi and David made packets of their marbles with 4 marbles per packet.

Rabi

David

Now, number of packets of marbles Rabi has = =2

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 Mathematics

And number of packets of marble David has =

Hence, now the ratio of number of packets of Rabi and David = 2:3
So, now, the ratio of number of marbles of rabi and David will be:

8 : 12

So, observe that, the value of the ratios, 8:12, 4:6 and 2:3 are same. Hence these ratios
can be said to be equivalent ratios.

And theratio 2:3 is the simplest form the ratio.

Example: 2:3 = = 4:6

2 : 3 and 4 : 6 are equivalent ratios
Any ratio has infinitely many equivalent ratios. For example, 2:3, 4 : 6 and 8:12 are
equivalent ratios.
Observe:
• The value of a fraction does not change, if the numerator and denominator of a
fraction are multiplied by a number other than zero (0).
• Dividing the numerator and denominator of a fraction by their highest common
factor, the fraction can be expressed in the simplest form.
• We know that the ratio is a fraction.
If a ratio is converted to a fraction –
• The first term of the ratio is written as the numerator of the fraction and it is called
the fore quantity of the ratio.
• The second term of the ratio is written as the denominator of the fraction and is called
the after quantity.
Equivalent fractions and equivalent ratios are of same meaning. So, we can say-
• If the fore and after quantity of a ratio is multiplied or divided by a non-zero number, the
value of the ratio does not change, and ratios are called equivalent ratios.
• Equivalent ratios can be formed in the same method of forming equivalent fractions.
• A ratio can be simplified by dividing the two quantities of the ratio by their highest
common factor.

Now let us solve the following problem involving equivalent fractions.

Fill up the blank:
10 15 3 6

Write the ratios as fractions:

10 6
15 3
Here the value of the three ratios is same, that is, they are equivalent ratios.

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 Unitary Method, Percentages and Ratio

So, we can use the equivalent fractions or equivalent ratios and their characteristics to
find the numbers in the empty boxes: 10 5
3 5 3 3 5
10
That is, 10 5 or, 2
5

Again,

That means, we can write the three equivalent fractions and ratios, including the empty boxes as

10 2 6
or, 10 15 2 3 6 9
15 3 9
Solve the following problems:
1) Simplify the following ratios:
(a) 9 : 12 (b) 15 : 21 (c) 45 : 36 (d) 65 : 26

2) Identify the equivalent ratios below:

12 : 18; 6 : 18; 15 : 10; 3 : 2; 1 : 3; 2 : 6; 12 : 8

3) In a school, there are 450 boys and 500 girls. Write the ratio of the boys and girls
of the school in the simplest form.

4) Fill up the empty boxes of the following equivalent ratios: 2

(a) 2 : 3 = 8 : (b) 5 : 6 = : 36
(c) 7 : = 42 : 54 (d) : 9 = 63 : 81

5) The ratio of the width and length of a hall room is 2 : 5. Fill up the following
table with possible values of the width and length:
Width of hallroom 3
10 40 160 2.25 15 5
(metre)
Length of hallroom 3
25 50 200 4
(metre)

• Measure the length and width of any three rooms of your school or
collect the information with the help of a teacher.

• Find the ratio of the length and width of each room.

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 Mathematics

Set the Formula, get the Formula

We shall celebrate birth month today. You all know that we celebrate birthday on a day
of each month of someone who was born on that month. We all shall eat chocolates
today on birthday today. I have 900 chocolates in total. But we shall play a fun
game today while distributing the chocolates. The game is- the first person will take
1 chocolate. The 2nd person will take 2 more than the first person. The 3rd person
will take 2 more than the 2nd person. In this way, each of next person will be taking
2 more chocolate than the previous person. In our class there are 30 students in all,
and I brought chocolate for everyone. Now let me check and count before distribution
whether everyone will get a chocolate or not.

Distribution
of chocolate
will continue
like this
1st person got 2nd person got 3rd person got

According to the rule,

Number of chocolate of 1st person = 1 = 1
Total number of chocolates of 1st 2 persons = 1 + 3 = 4 = 2
Total number of chocolates of 1st 3 persons = 1 + 3 + 5 = 9 = 3
Total number of chocolates of 1st 4 persons = 1 + 3 + 5 + 7 = 16 = 4
Total number of chocolates of 1st 5 persons = 1 + 3 + 5 + 7 + 9 = 25 = 5
Distributing the chocolates, it is seen that for the 1st 6 persons, (6 ) chocolates will be
needed, for the 1st 7 persons, (7 chocolates will be needed and so on.
Hence, we can say that total number of chocolates needed for 30 students = (30 × 30) = 900.

That means, if we want, we can distribute the 900 chocolates to everyone, according to
the rule of the game.
Hence, we can say that if the number of students is n, then according to rule of game,
number of chocolates will be n × n.

Individual task : Distribute 992 chocolates among some people. The

first person gets 2, second person gets 2 more than the first, third person
gets 2 more than the second person and so on. How many persons will get
chocolates in this manner?

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 Set the Formula, get the Formula

Let us cut some papers colour them and make some designs
Cut some rectangular papers, use two different colours of your choice. Then make
some designs of paper blocks as the pictures below.

Fig 1 Fig 2

Fig 3 Fig 4 Fig 5

Now fill up the following table:

Figure Number of
Figure Blocks
Number lines

1st 2 7

2nd ? ?

3rd ? ?

4th

5th

6th

7th

8th

9th

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 Mathematics
Number of lines of each picture of the table above can be expressed through a Mathe-
matical formula or rule. Write the Mathematical formula or rule using abstract quanti-
ties and give logical explanation. Similarly, if you want to create the 50th picture, find
what will be the number of blocks and lines.

To find the mystery of a secret number

Ishan and Bindu are playing two similar interesting games. The game is- Ishan thought
of a whole number between 1 and 100. Ishan gave some hints to find the secret number.
You have to find the secret number by analysing the hints.

 The number consists of two

“What is my secret digits
number?”  The number is larger than half of
100
 It lies between 51 and 75
 Product of the digits of the
number lies between 31 and 40.
 Sum of the two digits is 12

 The number consists of two digits “What is my secret

 The number is lesser than half of number?”
100
 Difference of the two digits is 7
 Number in the unitary position is 9
 It is a prime number

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 Set the Formula, get the Formula

Analysis of Mathematical formula or rule

Let us closely observe the following diagram. In the diagram ABCD is a square. The
lines EF and GH intersect each other perpendicularly at the point M and divide the
square into four parts. A 5 Unit E 2 Unit D
In the Diagram
AB = AG + GB = (5 + 2) units or 7 units,

10 Sq. Unit
5 Unit

5 Unit
BC = BF + FC = (5 + 2) units or7 units 25 Sq. Unit

CD = CH + HD = (2 + 5) units or 7 units and

M
G H
AD = AE + ED = (5 + 2) units or 7 units 10 Sq. Unit 4 Sq. Unit

2 Unit
2 Unit
B 5 Unit F 2 Unit C

You already know that area of a square = length of side breadth of side
Area of square ABCD = AB BC = 7 units 7 units or 49 units2
In the diagram, AGME is a square, where AG = GM = ME = AE = 5 units
Area of square AGME = AG AE = 5 units 5 units or 25 units2.
In the diagram, CHMF is a square, where CH = HM = MF = FC = 2 units
Area of square CHMF = FC CH = 2 units 2 units = 4 units2 .
In the diagram, BFMG is a rectangle, whose length BF = 5 units and width BG = 2 units
Area of rectangle BFMG = BF BG = 5 units 2 units or 10 units2 .
In the diagram, HDEM is a rectangle, whose length HD = 5 units and width DE = 2 units
Area of rectangle HDEM = HD DE = 5 units 2 units or 10 units2 .

Since area of rectangle BFMG = area of rectangle HDEM = 10 units2 ,

Area of rectangle BFMG + area of rectangle HDEM = 2 area of rectangle BFMG
= 2 ×10 units 2 or 20 units2
Now area of square AGME + area of square CHMF + area of rectangle BFMG + area
of rectangle HDEM = (25 + 4 + 10 + 10) = 49 units2
Hence, we can say that,
Area of square ABCD = area of square AGME + 2 area of rectangle BFMG + area of
square CHMF

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 Mathematics

Verify with paper cutting

5 unit
3 unit
5 unit

5 unit

3 unit

2 unit
3 unit
3 unit

3 unit

5 unit 2 unit
2 unit

3 unit

2 unit

2 unit
2 unit

Sum of Natural numbers

Now fill up the following table:

Sum of numbers 1-10 1 + 2 + 3+……………..+10 55

Sum of numbers 1-100 1 + 2 + 3 +……………….+ 100 5050

Sum of numbers 1 – 1000 1 + 2 + 3 +………………+ 1000 500500

Sum of numbers 1 – 10000 1 + 2 + 3+………………..+ 10000 ?

Sum of numbers 1 –100000 1 + 2 + 3 +………………..+ 100000 ?

Sum of numbers 1 – 1000000 1 + 2 + 3 +…………………+ 1000000 ?

Well, can you find any Mathematical formula or rule in the above table? Now see, if
you can find the sum of the numbers from 1 to 50 in using the same rule? Add the num-
bers consecutively from 1 to 50 and verify the accuracy of the sum obtained according
to the rule in the table.
You can understand that the formula or rule of finding the sum of numbers from 1 to
100 is somewhat different from the formula or rule in finding the sum of numbers from
1 to 50.

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 Set the Formula, get the Formula

Then it would have been better if there was a formula or rule with which you could
find the sum of natural numbers from 1 to any number.
Alright, let us see if we can find some trick or rule from the following diagrams.

In the last diagram you may find out the number of blocks without counting each one.
Can you think of how it can be done? Mind one thing, in the diagram, the number
of orange and green blocks are same. Now if you divide or halve the total number of
blocks in the last diagram, then you will know the number of orange coloured blocks.
Now you have to think, how you can find the sum of the numbers from 1 to 5 in an
easier way instead of adding the blocks serially. Can you similarly find the sum of the
numbers from 1 to 80? If you want, in a similar way you can find very easily the sum
of numbers from 1 to 9000.

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 Mathematics
Do you know which great Mathematician invented this easy method?

Carl Friedrich Gauss

(1777 – 1855)

He is Carl Friedrich Gauss. Interestingly, he invented this method when he was study-
ing in school like you.
Let us tell that story now.
This is a story of long time ago; Carl Friedrich Gauss was then very young. School
teachers used to solve Mathematical problems and puzzles to increase the intelligence
of the students and to apply them and justify them. On one such day, Gauss’s teacher
told (the students) to find the sum of the numbers from 1 – 100. He thought it will take
a long time to solve this. Gauss observed everyone in the class was in great distress.
Little Gauss thought of a trick. Using a special rule, he found the sum of the numbers
1 – 100 and in a very short time he submitted his work to the teacher. The teacher was
surprised that Gauss submitted his work to him before he could even sit down on his
chair and relax. The classmates of Gauss were awestruck at this.
Now you must be wondering how he solved this so easily.
Look at the image below, what was his technique of solution.

1
2
3
.
. 101 101 101
.
98
99
100

Here the first number is 1 and last number is 100, sum of these two is101. Similarly,
sum of 2 and 99 is 101, sum of 3 and 98 is 101. Adding in this way, will get 50, 101s.
So, you understand easily, the sum of 1 – 100 will be 50 x 101 = 5050. And this is how
young Gauss found the sum of numbers from 1 – 100 very easily.

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 Set the Formula, get the Formula

The interesting matter is- from this technique of Gauss, we find an easy Mathematical
formula or rule to obtain the sum of natural numbers from 1 to any natural number. Try
and see if you find the Mathematical formula or rule?

Individual work: worksheet

Make the designs using matchsticks

1st picture 2nd picture 3rd picture 4th picture 5th picture

a) Make the designs as above using matchsticks.

b) Similarly, using matchsticks of same length make the 4th and 5th designs.
Now fill up the following table:
Picture Number of Mathematical
Picture matchsticks principle
number
1st
2nd
3nd
4th
5th
.
.
10th
c) Express the number of matchsticks required to make the designs in an
Algebraic formula.
d) Using the Algebraic formula, find the number of matchsticks required for the
50th design.
e) What will be the total number of matchsticks required to make the 1st 50 designs?

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 Mathematics

Exercise

1. The geometrical figures below are made up of lines of equal length.

1st diagirm 2nd picture 3rd picture

a) Make the fourth diagram and find the number of lines.

b) Which mathematical formula or rule is satisfied by the number of lines,
explain with logic.
c) Find out the number of lines required to make the 1st 100 diagrams

2. Anowara Begum saves Tk 500 in the first month from her salary and in the
following month she saves Tk 100 more than the previous month.
a) Express, with explanation, the account of savings with a mathematical
formula or rule.
b) How much does she save on the 30th month?
c) What are her total savings in the first 3 years?

3. Aurobindu Chakma bought 3 yearly savings certificates with 3 monthly

interests, for 5 lac taka from his pension money. The rate of interest is 8% per
annum.
a) Find a Mathematical formula or rule, with explanation, to find the interest.
b) How much interest will he get in the first installment i.e. that is after the
first 3 months, use your formula to find that.
c) How much interest will he get at the end of 3 years?

4. You are told to donate 100 kg rice. But you cannot donate the whole amount at
a time. On the 1st day you can donate half of 100 kg, i.e. 50 kg; on 2nd day can
donate half of 50 kg, i.e., 25 kg. In this way, every day you must donate half
the remaining rice. How many days will you take to donate the entire amount
of rice in this way?
[N.B. you cannot donate less than 1 kg in any way]

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 Set the Formula, get the Formula

5. The following trapezium shaped floor has to be covered by 12 inch square tiles. The
number of tiles in each row will be 1 less than the previous row.
10 feet

20 feet
a. How many tiles in total will be required to cover the floor?
b. If the cost of tiles is Tk 75 per square feet, how much will be spent for the tiles?

6. A mason/bricklayer got some bricks from a heap of bricks and arranged them in
15 steps. He made two rows in the lowest step and kept 30 bricks on each row.

Then for each following step above, he kept 2 less bricks from each row of the step below.
a) How many bricks will be there at the topmost step?
b) Express the process of brick arrangements using a Mathematical formula or
rule, with logical explanations.
c) How many bricks has he arranged?
7. Make square tiles of edge 2 cm by cutting paper. Then arrange the tiles as the
following diagrams using gum.

a) Make the next diagram

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 Mathematics

b) Fill up the following table by counting the tiles of each diagram.

Diagram number 1 2 3 4 5 6 ..... 10

Number of tiles
c) Express the number of diagrams and the tiles with a common formula.
d) Draw a line graph using graph paper, taking the diagram number along the
x-axis and number of tiles along the y-axis.

8. Mondira sowed 2 sunflower saplings in the courtyard of her home on a Friday.

During the sowing, the heights of two plants were 10 cm and 15 cm respectively.
She measures the heights of the plants at a fixed time every week. Mondira no-
ticed that the height of the 10 cm high sapling increases 2 cm per week and the 15
cm high sapling increases 1.5 cm every week.

a) Make a list of the increments of heights for two months, of the two saplings
from the day they were sown.

b) Express the growth of the two saplings by a Mathematical formula with the
definitions of the variables.

c) Draw a line graph taking the weeks along the x-axis and the heights of the two
saplings along the y-axis for the data of the first 3 months.

d) Find the point of intersection of the two graphs from the line graph. Explain
what is meant by the point of intersection with reference to the two plants.

e) Solving the Mathematical formula obtained in part (b), justify the accuracy of
the point of intersection obtained from the graph in part (d).

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 Set the Formula, get the Formula

9. The heights of 10 students of class six are as follows (in centimetre) :

Student 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Height (cm) 115 114 122 127 116 x 125 116 117 128

a) If the average height of the students is 120 cm, find the value of x.
b) Find the median and the mode of the heights of the students.

10. The picture is a water tank, whose base is square. Length of the base is 3 metre
and the height is x metre.

x m.

3m .
. 3m

a) Express the volume V of the tank with a Mathematical formula or rule.

b) Fill up the following table for different values of x:
x 1 2 3 4 5 6 7
V

c) Draw a line graph using the table obtained in part (b)

d) What height of the tank will give its volume 15 metre3?

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 Mathematics

11. Kamal thought of a three digit number. He gave Shihab few hints to find the number.
The hints are:

 The number is less than half of 1212.

 It lies between 502 and 606
 It is not possible to draw a triangle with sides of lengths equal to the three
digits of the number.
 The digit in the units place of the number multiplied by the digit in the units
place gives a number whose sum of digits will be equal to the digit in the units
place.
 The tenth and the units digits are relatively prime.
Like Shihab, you also solve the case of the secret number of Kamal.

12. a) In the picture below, how many oranges are there in the lowest layer?
b) What is the total number of oranges in the picture?
c) Have you seen any other fruits or vegetables arranged like this in shops?
Find few more examples like this and draw pictures.

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