Gurukul’s

Mathematics
Step by Step
3

– by
Rajesh Singh Chauhan
B.Sc. (Hons) Maths, B.Ed.
TGT (maths)
edited by
Santosh Kumar Verma
M.Sc. (maths), B.Ed.
formerly TGT (maths)
Brahmanand Public School, Noida

GURUKUL PUBLICATIONS PVT. LTD

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Choose wisely, learn well

Edition : 2020

ISBN: 978-93-87017-81-8

` 320/-

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Preface
Gurukul's Mathema cs Step by Step is a well-knit series of five books from class 1 to 5. This
series divides the basic maths into five sec ons which gradually develops mathema cal
understanding and thinking among young learners. The content in the series makes the
subject enjoyable and exci ng.
In the Primary level, the purpose of the books is to generate curiosity among the children to
know about the mathema cs fun by telling deligh ul ways of doing maths. The facts and
concepts of maths are explained using apt examples in the books. The young learners can use
the books as a tool to achieve excellence in mathema cs.
The books in the series have been wri en in accordance with the latest syllabus and guidelines
suggested by the concerning board. The subject ma er in the books has been gradually graded
in the presence of senior educa onalists. The relevant exercises with variety of ques ons are
included so that the topics may be easy for the students to grasp.
Salient Features of the books:
· At the beginning of each chapter, Let us Recall makes children to review what they have
already learnt in the previous class.
· All-Important provides the essen al points regarding the content in each chapter that
keeps the students away from any doubt.
· All the chapters in the series have Remember which progressively makes children to
learn the extract of the par cular topic in the chapter.
· HOTS are included in each chapter to prepare students for compe ve exams step by
step.
· At the end of each chapter, Worksheet is given to assess the progress of the students.
· Mental maths is a consistent part of the books.
· The concept of Math Lab Ac vity runs throughout the series.
· Keeping the view in our mind that math game has become the fast favourite to the
students, Ac vity and Project Work have been given at the end of each Chapter.
· To make the math game feasible and handy, Dummies for cra fun are given at the end
of each book of the series.
· Fun Zone is a flick of making drawings with the help of numbers.
· Rough Pages are also given to do small calcula ons.
Thus, we have developed the series in a simple language with full of illustra ons, cartoons and
animal pictures that make the books child-friendly.
Any sugges on for the improvement of content or presenta on will be duly appreciated.
– Publishers
 Contents
1. 4-Digit Numbers 5

2. Addition 33

3. Subtraction 47

4. Multiplication 63

5. Division 78

6. Fractions 88

7. Geometry 102

8. Length 126

9. Weight 141

10. Capacity 152

11. Time and Calendar 163

12. Money 171

13. Data Handling 181

14. Patterns 193

 1 4 -Digit Numbers
In your previous class you have learnt numbers upto 999.
Now we will learn four digit numbers.
Before we go ahead, let us recall what we have learnt in class II.

Let Us Recall
1. Fill in the blanks.
Numeral Number Name Hundreds, Tens and Ones
Hundreds Tens
a. 132
Ones
Hundreds Tens
b. Two hundred and sixty-three
Ones
3 Hundreds Tens
c.
4 Ones
2. Count forward and fill in the boxes.
a. 443

b. 564

c. 625
3. Count backward and fill in the boxes.
a. 763

b. 822

c. 931
All-important: The number system contains ten digits.
0, 1, 2, 3, 4, 5, 6, 7, 8, 9

5
4. Before, A er and Between.
a. What comes before 115? ____ , 115
b. What comes in between 269 and 271? 269 , ____ , 271
c. What comes a er 363? 363 , ____
d. What comes before 437? ____ , ____ , 437
e. What comes a er 588? 588 , ____ , ____
f. What comes a er and before 649? ____ , 649 , ____
g. What comes a er and before 709? ____ , ____ , 709 , ____ , ____
h. What comes a er and before 827? ____, ____ , ____ , 827 , ____ , ____ , ____ .
5. Fill in the blanks.
a. H T O The digit at hundreds place is __________ .
The digit at tens place is __________ .
1 3 5 The digit at ones place is __________ .

b. The number with 2 at hundreds place, 6 at tens place H T O

and 4 at ones place is:

c. The place value of 3 is __________ .

H T O
The place value of 6 is __________ .
3 6 4 The place value of 4 is __________ .

d. The numeral for the number in which place value of 4 is 400, 2 is 20 and
that of 5 is 5 is:

e. Write in expanded form:

5 3 2 = ____ + ____ + ____ = ____ hundreds ____ tens ____ ones
6. Put the correct sign. ( > , = , < ) in the box.
a. 526 526 b. 628 736 c. 972 870
7. Write in ascending order:
543, 160, 760, 536

8. Write in descending order:

408, 407, 319, 918

6
9. Form the greatest and smallest three digit number by using the following digits.
a. 8, 5 and 3 (Repe on of digits is not allowed.)
Greatest : ________________ Smallest : ___________
b. 9, 7 and 3 (Repe on of digits is not allowed.)
Greatest : ________________ Smallest : ___________
10. Form the greatest and smallest four digit number by using the following digits.
a. 3, 6, 7 and 9 (Repe on of digits is not allowed.)
Greatest : ________________ Smallest : ___________
b. 1, 5, 4 and 8 (Repe on of digits is not allowed.)
Greatest : ________________ Smallest : ___________

Remember: Larget and smallest numbers

(a) The smallest one digit number is 1.
(b) The largest one digit number is 9.
(c) The smallest two digit number is 10.
(d) The largest two digit number is 99.
(e) The smallest three digit number is 100.
(f) The largest three digit number is 999.

11. Write in counts of 10.

410 420 430 500

12. Write in counts of 50.

250 300 650

13. Write in counts of 100.

200 900

Four Digit Numbers

In your previous class you have learnt numbers upto 999.
We know 999 = 9 hundreds + 9 tens + 9 ones
999 + 1 = 9 hundreds + 9 tens + 9 ones + 1
= 9 hundreds + 9 tens + 10 ones
= 9 hundreds + 9 tens + 1 ten
= 9 hundreds + 10 tens

7
 = 9 hundreds + 1 hundred
Remember: 100 + 100 + 100 + 100
= 10 hundreds
+ 100 + 100 + 100 + 100 + 100 + 100
= 1 thousand = 1000 or
10 hundreds make 1 thousand. 100 × 10 = 1000

Remember: The numeral for one thousand is 1000.

10 hundreds = 1 thousand (1000)

Let us count further in ones.
Ÿ When we add 1 to 1000 we get:
one thousand and one = 1000 + 1 = 1001
Ÿ When we add 2 to 1000 we get:
one thousand and two = 1000 + 2 = 1002
Ÿ When we add 3 to 1000 we get:
one thousand and three = 1000 + 3 = 1003
Ÿ When we add 4 to 1000 we get:
one thousand and four = 1000 + 4 = 1004
Ÿ When we add 5 to 1000 we get:
one thousand and five = 1000 + 5 = 1005
Ÿ When we add 6 to 1000 we get:
one thousand and six = 1000 + 6 = 1006
Ÿ When we add 7 to 1000 we get:
one thousand and seven = 1000 + 7 = 1007
Ÿ When we add 8 to 1000 we get:
one thousand and eight = 1000 + 8 = 1008
Ÿ When we add 9 to 1000 we get:
one thousand and nine = 1000 + 9 = 1009
Ÿ When we add 10 to 1000 we get:
one thousand and ten = 1000 + 10 = 1010
8
Now let us count further in tens.
One thousand and ten = 1000 + 10 = 1010
One thousand and twenty = 1000 + 20 = 1020
One thousand and thirty = 1000 + 30 = 1030
One thousand and forty = 1000 + 40 = 1040
One thousand and fi y = 1000 + 50 = 1050
One thousand and sixty = 1000 + 60 = 1060
One thousand and seventy = 1000 + 70 = 1070
One thousand and eighty = 1000 + 80 = 1080
One thousand and ninety = 1000 + 90 = 1090
One thousand and hundred = 1000 + 100 = 1100

Now let us count further in hundreds.

One thousand and one hundred = 1000 + 100 = 1100
One thousand and two hundreds = 1000 + 200 = 1200
One thousand and three hundreds = 1000 + 300 = 1300
One thousand and four hundreds = 1000 + 400 = 1400
One thousand and five hundreds = 1000 + 500 = 1500
One thousand and six hundreds = 1000 + 600 = 1600
One thousand and seven hundreds = 1000 + 700 = 1700
One thousand and eight hundreds = 1000 + 800 = 1800
One thousand and nine hundreds = 1000 + 900 = 1900
One thousand and ten hundreds = 1000 + 1000 = 2000

Now let us count further in thousands.

One thousand and one thousand = 1000 + 1000 = 2000
One thousand and two thousands = 1000 + 2000 = 3000
One thousand and three thousands = 1000 + 3000 = 4000
One thousand and four thousands = 1000 + 4000 = 5000
One thousand and five thousands = 1000 + 5000 = 6000
One thousand and six thousands = 1000 + 6000 = 7000
One thousand and seven thousands = 1000 + 7000 = 8000
One thousand and eight thousands = 1000 + 8000 = 9000
One thousand and nine thousands = 1000 + 9000 = 10000 (Ten thousand)

9
Remember: Less than 10000 is 9999. This is the largest 4 digit number.
Example 1: Which number is formed by the following blocks.

3 Thousands 2 Hundreds 6 Tens 5 Ones

Solu on: Blocks show: 3 thousands 2 hundreds 6 tens 5 ones
The number is 3265.
Let us see what numbers are shown by these blocks.

2113

3524

4230

Example 2: (a) Write the numeral for 6 thousands 5 hundreds 2 tens and 3 ones.
(b) Write 5863 in thousands, hundreds, tens and ones.
(c) Write 7264 in expanded form.
(d) Write the numeral for 8 × 1000 + 3 × 100 + 1 × 10 + 5.
Solu on: (a) 6523 (b) 5 thousands 8 hundreds 6 tens and 3 ones
(c) 7 × 1000 + 2 × 100 + 6 × 10 + 4 (d) 8315
All-important: Even numbers: The numbers that have 2, 4, 6, 8 and 0 in the ones place are
called even numbers.
Odd numbers: The numbers that have 1, 3, 5, 7 and 9 in the ones place are called odd
numbers.

10
 Exercise 1.1
1. Write the following in thousands, hundreds, tens and ones.
a. 1220

b. 2496

c. 3813

d. 4078
2. Write the numeral for each of the following:
a. 5 thousands 9 hundreds 2 tens and 7 ones

b. 6 thousands 5 hundreds 9 tens and 4 ones

c. 7 thousands 8 hundreds 5 tens and 1 ones

d. 8 thousands 0 hundred 8 tens and 3 ones

3. Write the following in expanded form:
a. 9762

b. 1841

c. 2305

d. 3089
4. Write the numeral for each of the following:
a. 4 × 1000 + 3 × 100 + 6 × 10 + 4

b. 5 × 1000 + 6 × 100 + 3 × 10 + 1

c. 6 × 1000 + 9 × 100 + 2 × 10 + 6

d. 7 × 1000 + 0 × 100 + 6 × 10 + 7

11
5. Count forward and fill in the boxes.
a. 1413

b. 3035

c. 5550

d. 7899
6. Count backward and fill in the boxes.
a. 2101

b. 4325

c. 6233

d. 8849

Number Names
Example 3: Write the number name for:
(a) 3 7 9 3 (b) 6 1 8 5 (c) 9 0 8 2
Solu on: (a) 3 7 9 3
Three thousand seven hundred ninety-three.
(b) 6 1 8 5
Six thousand one hundred eighty-five.
(c) 9 0 8 2
Nine thousand and eighty-two.
Example 4: Write the numeral for:
(a) Two thousand eight hundred fi y-seven.
(b) Four thousand five hundred two.
(c) Seven thousand twenty-nine.
Solu on: (a) Two thousand eight hundred fi y-seven
2 thousand 8 hundred and 57
2857
(b) Four thousand five hundred two
4 thousand, 5 hundred and 02
4502 Note : 2 will be wri en as ‘02.’
12
 (c) Seven thousand twenty-nine
As there are no hundreds, we can write this as:
7 thousand 0 hundred and 29
7029

Exercise 1.2
1. Write the number name for each of the following:
a.
1675

b. 3209
5263
c.
7403
d.
9312

2. Write the numeral for each of the following:

a.
Two thousand three hundred twenty-six
b. Four thousand nine hundred thirty-one
c. Six thousand six hundred eight

d. Eight thousand nine hundred nine

e. Nine thousand two hundred five

Successor and Predecessor Remember: We can

obtain the successor of a
Successor number by adding 1 to it.
— 7 comes just a er 6, so 7 is successor of 6. Successor of 7 is 7 + 1 = 8
— 54 comes just a er 53, so 54 is successor of 53.
— 265 comes just a er 264, so 265 is successor of 264.
— 8296 comes just a er 8295, so 8296 is successor of 8295.

All-important: The number that comes just after a number is called its Successor.

13
Forming Successor
successor of 53 is 53 + 1 = 54
We can add 1 to any
successor of 264 is 264 + 1 = 265
number, so every number
successor of 8295 is 8295 + 1 = 8296 has a successor.
Predecessor
Remember: We can
6 comes just before 7, so 6 is predecessor of 7.
obtain predecessor of a
78 comes just before 79, so 78 is predecessor of 79. number by subtracting
345 comes just before 346, so 345 is predecessor of 346. 1 from it. Predecessor
9872 comes just before 9873, so 9872 is predecessor of 9873. of 7 is 7 – 1 = 6.

Forming Successor
We cannot subtract
predecessor of 79 is 79 – 1 = 78.
1 from 0, so 0 has no
predecessor of 346 is 346 – 1 = 345. predecessor.
predecessor of 9873 is 9873 – 1 = 9872.
Example 5: (a) Write the successor of 4195.
(b) Write the predecessor of 5207.
(c) Write two numbers just a er 6399.
(d) Write two numbers just before 7178.
(e) Which number comes in between 8092 and 8094.
(f) Write the two numbers which come between 9276 and 9279.
Solu on: (a) Successor of 4195 = 4195 + 1 = 4196.
(b) Predecessor of 5207 = 5207 – 1 = 5206.
(c) Successor of 6399 = 6399 + 1 = 6400.
Successor of 6400 = 6400 + 1 = 6401.
Required numbers are 6400 and 6401.
(d) Predecessor of 7178 = 7178 – 1 = 7177.
Predecessor of 7177 = 7177 – 1 = 7176.
Required numbers are 7177 and 7176.
(e) 8092, 8093, 8094
Required number is 8093.
(f) 9276, 9277, 9278, 9279
Required numbers are 9277 and 9278.

All-important: The number that comes just before a number is called its Predecessor.

14
 Exercise 1.3
1. Write the successor for each of the following in the blank spaces:
a. 1576
b. 2687
c. 3861
d. 4748

2. Write the predecessor for each of the following:

a. 5526

b. 6935
c. 7657
d. 8290

3. Write the next two numbers for each of the following:

a. 2002

b. 4001
c. 6021
d. 8076

4. Write the two numbers that come just before each of the following:
a. 1186
b. 3249
c. 5180
d. 7197

15
5. Write the next three numbers for each of the following:

a. 1572

b. 2130

c. 3888

d. 4707

6. Write the three numbers that come just before each of the following:

a. 5474

b. 6236

c. 7858

d. 8947

7. Write the number that lies between, the following pair of numbers.

a. 1126 and 1128

b. 3357 and 3359

c. 5999 and 5001

d. 7019 and 7021

8. Write the two numbers that lies between, the following pair of numbers.
a. 2358 and 2361
b. 4529 and 4532
c. 6212 and 6215

d. 9549 and 9552

16
9. Write the three numbers which lies between, the following pair of numbers.
a. 3198 and 3202
b. 5169 and 5173
c. 7983 and 7987

d. 9549 and 9553

Odd and Even Numbers

1, 3, 5, 7, 9, 11, 13,... etc are odd numbers.
0, 2, 4, 6, 8, 10, 12,... etc are even numbers.
Let us understand how we can find out any number is odd or even.
If any number has 1, 3, 5, 7 or 9 at its ones place. It is an odd number.
Odd Numbers:
11, 21, 31, 41, 51, 61,...
23, 33, 43, 53, 63, 73,...
25, 35, 45, 55, 65, 75,...
47, 57, 67, 77, 87, 97,...
19, 29, 39, 49, 59, 69,...
If any number has 0, 2, 4, 6, or 8 at its ones place. It is an even number.
Even Numbers: 10, 20, 30, 40, 50, 60,...
12, 22, 32, 42, 52, 62,...
14, 24, 34, 44, 54, 64,...
16, 26, 36, 46, 56, 66,...
18, 28, 38, 48, 58, 68,...
Remember: Odd number + odd number = even number
11 + 33 = 44
Even number + even number = even number
14 + 24 = 38
Odd number + even number = odd number
21 + 30 = 51

17
1. Tick (P) the odd numbers and cross out (O) the even numbers.

24 27 12 11 109

32 51 69 440 82

202 301 118 113 91

29 99 88 104 16

50 77 217 620 300

2. Write an odd and an even number in the following boxes to get the odd number
given.
odd even
a. + = 21

b. + = 37

c. + = 73

d. + = 85

e. + = 99

f. + = 29

18
3. Write the:
a. Greatest 2 digit even number
b. Greatest 4 digit even number
c. Smallest 2 digit odd number
d. Smallest 3 digit odd number

Place Value
We already know about ones place, tens place and hundreds place. We extend the
number system to thousands place. We shall denote it by "Th or TH”.
Let us consider the number 4317. In 4317:
Let us move from right to le , one digit at a me. 7 is at ones place.
1 is at tens place.
Th H T O 3 is at hundreds place.
4 3 1 7 4 is at thousands place.

Example 6:
(a) The digit at ones place in 4096 is ___________ .
(b) The digit at tens place in 5913 is ___________ .
(c) The digit at hundreds place in 6365 is ___________ .
(d) The digit at thousands place in 7182 is ___________ .
Solu on:
(a) Th H T O (b) Th H T O
4 0 9 6 5 9 1 3
The digit at ones place is 6. The digit at tens place is 1.
(c) Th H T O (d) Th H T O
6 3 6 5 7 1 8 2
The digit at hundreds place is 3. The digit at thousands place is 7.
Example 7: The number with 3 at ones place, 8 at tens place, 6 at hundreds place and 5
at thousands place is _____________ .
Solu on: Th H T O
5 6 8 3 The number is ‘5683’.
19
 Place Value of Digits
Consider the number 7634. Th H T O
We know: 7 6 3 4
7 is at thousands place.
6 is at hundreds place. We can say:
3 is at tens place. Place value of 7 is 7000.
4 is at ones place. Place value of 6 is 600.
Place value of 3 is 30.
Place value of 4 is 4.

Exercise 1.4
1. Fill in the blanks.
The digit at thousands place is _______ .
Th H T O The digit at hundreds place is _______ .
a.
2 2 0 5 The digit at tens place is _______ .
The digit at ones place is _______ .

The digit at thousands place is _______ .

Th H T O The digit at hundreds place is _______ .
b. The digit at tens place is _______ .
4 7 2 3
The digit at ones place is _______ .

The digit at thousands place is _______ .

Th H T O The digit at hundreds place is _______ .
c.
5 3 6 2 The digit at tens place is _______ .
The digit at ones place is _______ .

The digit at thousands place is _______ .

Th H T O The digit at hundreds place is _______ .
d. The digit at tens place is _______ .
8 1 5 4
The digit at once place is _______ .
2. Write the numeral for the following:
3 at thousands place ; 4 at hundreds place Th H T O
a.
2 at tens place ; 3 at ones place

20
 4 at thousands place ; 0 at hundreds place Th H T O
b. 6 at tens place ; 1 at ones place

5 at thousands place ; 2 at hundreds place Th H T O

c.
0 at tens place ; 9 at ones place

7 at tens place ; 7 at ones place Th H T O

d. 3 at thousands place ; 8 at hundreds place
3. Fill in the blanks.

Th H T O Place value of 4 is ____ . Place value of 3 is ____ .

a.
4 3 9 5 Place value of 9 is ____ . Place value of 5 is ____ .

Th H T O Place value of 5 is ____ . Place value of 0 is ____ .

b. Place value of 4 is ____ . Place value of 1 is ____ .
5 0 4 1

Th H T O Place value of 7 is ____ . Place value of 4 is ____ .

c.
7 4 3 2 Place value of 3 is ____ . Place value of 2 is ____ .

Th H T O Place value of 9 is ____ . Place value of 0 is ____ .

d.
9 0 2 4 Place value of 2 is ____ . Place value of 4 is ____ .
4. Write the numeral for the following:
a. Place value of 1 is 1000, 4 is 400, Th H T O
2 is 20 and 5 is 5.

b. Place value of 2 is 2000, 5 is 500, Th H T O

3 is 30 and 7 is 7.

c. Place value of 4 is 4000, 6 is 600, Th H T O

5 is 50 and 1 is 1.

d. Place value of 6 is 6000 , 2 is 200, Th H T O

7 is 70 and 4 is 4.

21
 Abacus Time A three pin abacus can be used to show
To show Numeral on the Abacus numeral for a three digit number.
We need 4 pin abacus to show 4 digit
An abacus is a coun ng tool.
number.
Remember: The pin on the left is for thousands then hundreds.
There after comes tens and that on the right is for ones.
Example 8:
Show 5764 on the abacus.
5764 = We put 5 in thousands place + 7 in hundreds
place + 6 in tens place + 4 in ones place.
This can be shown by 5 beads on Th, 7 beads on H, Th H T O
Note: Show 5764 on abacus
6 beads on T and 4 beads on O.

Exercise 1.5
Draw the beads in the box to show the numeral.
a. 4835 b. 7421 c. 5621

Th H T O Th H T O Th H T O

d. 9763 e. 2346 f. 4707

Th H T O Th H T O Th H T O

g. 6024 h. 8235 i. 3598

Th H T O Th H T O Th H T O

22
 j. 5217 k. 2495 l. 6146

Th H T O Th H T O Th H T O

To Read Numeral on the Abacus.

Example 9: Read the number shown on the abacus.
Solu on:
We count the number of beads on pins Th, H, T and O.
There are 9 beads on Th, 4 beads on H, 7 beads on T
and 3 beads on O.
The numeral has 9 at thousands place, 4 at hundreds Th H T O
place, 7 at tens place and 3 at ones place. Note: Show 9473 on abacus.

The number shown on the abacus is 9473.

Exercise 1.6
Write the numeral shown in the abacus.
Show beads on the pins of abacus.
a. 5017 b. 9999 c. 3304

Th H T O Th H T O Th H T O

d. 8492 e. 1526 f. 3568

Th H T O Th H T O Th H T O

23
 g. 5895 h. 7012 i. 5954

Th H T O Th H T O Th H T O

j. 6461 k. 2301 l. 4347

Th H T O Th H T O Th H T O

Comparison of Numbers
Example 10 : Compare 9627 and 6947. Th H T O
Solu on: First we consider the digits in thousands’ place. 9 6 2 7
As 9 thousand > 6 thousand. 6 9 4 7
9627 > 6947
Also, 6947 < 9627.
Example 11: Compare 3720 and 3240.
Solu on: Both the numbers have the same digits in thousands’ place.
So, we compare their hundreds place.
As 7 hundreds > 2 hundreds. Th H T O
3720 > 3240 3 7 2 0
Also, 3240 < 3720. 3 2 4 0
Example 12: Compare 5235 and 5238.
Solu on: Both the numbers have the same digits in thousands’ place, hundreds’
place and tens’ place.
So, we compare their digits in ones place.
As 8 ones > 5 ones. Th H T O
5238 > 5235 5 2 3 5
Also, 5235 < 5238. 5 2 3 8

24
Example 13: Arrange in ascending order : 3489, 1390, 9171.
Solu on: Hence, in increasing
Th H T O order: 1390, 3489,
3 4 8 9 9171.

1 3 9 0
9 1 7 1
Comparing thousands place: 1 < 3 < 9.
Then : 1390 < 3489 < 9171.
Example 14: Arrange in descending order : 2378, 3489, 1237, 7104.
Solu on:
Th H T O
Hence, in decreasing
2 3 7 8 order: 7104, 3489,
3 4 8 9 2378, 1237.
1 2 3 7
7 1 0 4
Comparing thousands place: 1 < 2 < 3 < 7.
Then : 1237 < 2378 < 3489 < 7104.

Exercise 1.7
1. Tick (ü) the greater number in each of the following pairs.
a. b.
5299 5298 8862 8865
c. d.
5699 5600 4762 5762

2. Tick (ü) the smaller number in each of the following pairs.

a. b.
2076 2058 2145 2143
c. d.
9263 5200 2076 2058

3. Arrange the following in descending order.

a. 6062, 6163, 6792 ________ ________ ________
b. 7529, 7326, 7726, 7820 ________ ________ ________ ________
c. 6005, 6098, 5123, 5286 ________ ________ ________ ________
d. 4095, 4099, 4026, 4165 ________ ________ ________ ________
25
4. Arrange the following in ascending order.
a. 3267, 4132, 5129 ________ ________ ________
b. 6892, 6962, 6542 ________ ________ ________
c. 5168, 5172, 5796, 5199 ________ ________ ________ ________
d. 4200, 4231, 4296, 4900 ________ ________ ________ ________
Forming the greatest and smallest number with given digits.
Example 15: Write the largest and the smallest number using each of the digits 4, 2, 7
and 5 exactly once.
Solu on: We have the digits 4, 2, 7, 5. Smallest number:
Let us arrange the digits in
Largest number:
increasing order. 2, 4, 5 and 7.
Let us arrange the digits in
The number is 2457.
decreasing order 7, 5, 4 and 2.
The number is 7542.

Example 16: Form the largest and smallest number using each of the digits 3, 0, 6
and 5 exactly once.
Solu on: We have the digits 3, 0, 6 and 5.
Smallest number:
Largest number: Let us arrange the digits in increasing
Let us arrange them in order 0, 3, 5 and 6. But we cannot put 0 in
decreasing order 6, 5, 3 and 0. the thousands place as this will make our
The number is 6530. number a three digit number. So we
interchange 0 and 3. 0 ←→ 3 , 5 and 6. We
get 3, 0, 5 and 6. The number is 3056.

Example 17: Write the largest and the smallest number of 4 digits using the digits 2, 1,
5 and 6 . (Repe on of digits is allowed.)
Solu on: We have the digits 2, 1, 5 and 6.
Largest number: Smallest number:
The largest of the given digits is ‘6’ The smallest digit is 1, so the
so the largest number is 6666. smallest number is 1111.

Example 18: Write the smallest number of 4 digits using the digits 4,6,0,3. Repe on
of digits is allowed.
Solu on: We have the digits 4, 6, 0 and 3. The smallest digit is 0. But we cannot write 0
at thousands place. So we write 3 at thousands place and the required number is
3000.
26
 Exercise 1.8
1. Form the largest and the smallest numbers using each digit once only.
Digits Largest Number Smallest Number
a. 5, 3, 7, 1
b. 6, 2, 3, 9
c. 3, 4, 7, 6
d. 0, 3, 1, 8
2. Form the largest and the smallest numbers of 4 digits using the given digits. (You
may repeat the digits.)
Digits Largest Number Smallest Number
a. 3, 4, 7, 1
b. 7, 9, 3, 4
c. 2, 8, 7, 3
d. 5, 2, 0, 8
3. Form the largest and the smallest numbers of 4 digits using the digits given below.
(Repe on of digits is not allowed.)
Digits Largest Number Smallest Number
a. 4, 1, 2, 5, 9
b. 9, 3, 4, 7, 6
c. 0, 5, 2, 1, 8
d. 8, 3, 0, 2, 9
4. Form the largest and the smallest numbers of 4 digits using the given digits. (You
may repeat the digits.)
Digits Largest Number Smallest Number
a. 2, 9, 6, 3, 5
b. 7, 5, 2, 8, 4
c. 1, 9, 0, 6, 3
d. 0, 2, 4, 6, 7
27
 Rounding off Numbers
To get the idea of the
A florist sold 6052 flowers during the week. number, we round off the
A friend asked him “How many flowers did number. This rounding off
you sell this week? ” may be to the nearest tens,
The florist replies, “nearly 6000.” hundreds, thousands, etc.
Many mes we don’t have or we don’t
require the exact number of items or people.
Rounding off to the Nearest Tens

Rule 1: If the digit in the ones place is 0 or 1 or 2 or 3 or 4 (less than 5) then we

make the ones place 0.
Example 19: (a) Round off 6574 to the nearest tens.
Solu on: Ones digit of 6574 is 4.
Clearly rule 1 is applicable.
To round off the number to nearest 10 we replace 4 by 0.
Hence, 6574 rounded off to nearest tens is 6570.
Rule 2: If the digit in the ones pace is 5 or 6 or 7 or 8 or 9 (more than or equal to 5)
then we make the ones place zero and add 10 to the number.
(b) Round off the following numbers to the nearest tens.
(i) 4266 (ii) 7545
(i) Ones digit of 4266 is 6.
Clearly rule 2 is applicable.
To round off the number to nearest tens, we replace 6 by 0 and add 10.
4260 + 10 = 4270
Hence, 4266 rounded off to nearest tens is 4270.
(ii) Ones digit of 7545 is 5.
Clearly rule 2 is applicable.
To round off the number we replace 5 by 0 and add 10.
7540 + 10 = 7550
Hence, 7545 rounded off to nearest tens is 7550.
Rounding off to the Nearest Hundreds
Rule 1: If the digit in the tens place is 0 or 1 or 2 or 3 or 4 (less than 5) then we make
the tens and the ones places both as zero.
Example 20: (a) Round 6012 to the nearest hundreds.
Solu on: a. Digit in tens place of 6012 is 1.
All-important: Rounding off means to keep the number’s value class to what it was.

28
 Clearly rule 1 is applicable.
To round off the number we replace the ones and tens place both by zeros.
Hence, 6012 rounded off to nearest hundreds is 6000.
Rule 2: If the digit in the tens place is 5 or 6 or 7 or 8 or 9 (more than or equal to 5)
then we make the tens place and ones place both as zeros and add 100 the number.
(b) Round off the following numbers to the nearest hundreds.
(i) 4262 (ii) 8952
(i) Digit in tens place of 4262 is 6.
Clearly rule 2 is applicable.
To round off the number we replace the ones digit and tens digit
both by zeros and add 100.
Hence, 4262 rounded off to hundreds is 4200 + 100 = 4300.
(ii) Digit in tens place of 8952 is 5.
Clearly rule 2 is applicable. To round off the number we replace the
unit digit and tens digit both by zeros and add 100.
Hence, 8952 rounded off to hundreds place is 8900 + 100 = 9000.

Rounding off to Nearest Thousands

Rule 1: If the digit in the hundreds place is 0 or 1 or 2 or 3 or 4 (less than 5) then we
make the hundreds, tens and ones places all as zeros.
Example 21: (a) Round off the 4342 to nearest thousands.
Solu on: Digit in hundreds place of 4342 is 3.
Clearly rule 1 is applicable.
To round off the number we replace the digits in hundreds, tens and
ones places by zeros.
Hence, 4342 rounded off to nearest thousands is 4000.
Rule 2: If the digit in the hundreds place is 5 or 6 or 7 or 8 or 9 (more than or equal
to 5) then we make the hundreds, tens and ones places as zeros and add 1000.
(b) Round off the 7982 to the nearest thousands.
Digit in hundreds place of 7982 is 9.
Clearly rule 2 is applicable.
To round off the number, we replace the digit in hundreds, tens and
ones places by zeros and add 1000.
Hence, 7982 rounded off to nearest thousands is : 7000 + 1000 = 8000.
29
 Exercise 1.9
1. Round off the following to their nearest tens:
a. 4786 b. 3263 c. 5245 d. 1395 e. 6796
2. Round off the following to their nearest hundreds:
a. 7226 b. 3162 c. 5251 d. 9934 e. 5986
3. Round off the following to their nearest thousands:
a. 5711 b. 1145 c. 4316 d. 7894 e. 8241

Worksheet
1. Fill in the blanks.
a. The number name for 1721 is _________ .
b. Numeral for Five thousand two hundred seventy five is __________ .
c. _________ comes before 3400.
d. _________ comes in between 4462 and 4464.
e. _________ comes a er 5499.
f. The number with 6 at thousands place , 4 at hundreds place , 3 at tens place and
0 at ones place is _________ .
g. In the number 7876, digit in thousands place is _________ , digit in hundreds
place is _________ , digit in tens place is _________ and digit in ones place is
_________ .
h. In the number 8468 place value of 8 is _________ , place value of 4 is
_________ , place value of 6 is _________ and place value of 8 is _________ .
i. Expanded form of 9579 is _________ .
j. Smallest out of 2398, 9273, 6876 and 5915 is _________ .
k. Greatest out of 7293, 8650 and 2167 is _________ .
l. Greatest and smallest four digit numbers that can be wri en using digits 7, 9, 6
and 4, if repea ng a digit is allowed are _________ and _________ .
m. The largest four digit number is _________ .
n. The smallest four digit number is _________ .
o. A four-pin abacus shows 8 beads on Th , 5 beads on H , 7 beads on T and 6 beads
on O. The number represented on it is _________ .

30
2. Who am I? Match the following:
a. I am more than 3000 but less than 3200. 9998
b. I am the largest 4 – digit even number. 1975
c. I am less than 2000 and have 5 as my ones digit. 2446
d. All my digits are even numbers. 3136

Hots: 1. How many numbers are there which contain three digits?
2. Write the numbers from 1 to 15 one after the other 1 2 3 4 5 6 7___________ 13 14 15. Delete
18 digits from this number so that you would get the highest possible number of three
digits when arranged the remaining digits in descending order. What is this number?

Activity
Objective: To express and read four digit numbers on abacus.
Requirement: A four pin spike abacus ; nine rings each of yellow, blue, red and
green colours ; and a pack of number cards.
Instructions:
A. Let us first express a number.
1. Pick up a number card from the pack.
2. Read the digit at ones’ place. Put as many red rings on the spike marked ‘O’.
3. Read the digit at tens’ place. Put as many yellow rings on the spike marked ‘T ’.
4. Read the digit at hundreds place. Put as many blue rings on the spike marked ‘H’.
5. Read the digit at thousands’ place. Put as many green rings on the spike marked ‘Th’.
6. We have expressed our number.
Suppose the number card Th H T O
we picked reads.
3 4 6 8
Put 8 red rings on the spike marked ‘O’. Put 6 yellow rings on the spike marked ‘T’.
Put 4 blue rings on the spike marked ‘H’. Put 3 green rings on the spike marked ‘Th’.

Th H T O

31
 7. Now pick up another number card and start again.
8. Let us make a list of all the numbers we represent on our four pin spike abacus.

Th H T O Th H T O Th H T O Th H T O

B. Now, let us read the numbers expressed on the four pin spike abacus.
1. Take some green rings and put them on the spike marked ‘O’.
2. Now take some red rings and put them on the spike marked ‘T’.
3. Now take some blue rings and put them on the spike marked ‘H’.
4. Now take some yellow rings and put them on the spike marked ‘Th’.

Th H T O

5. Read the expressed number from the abacus and write it in the following
blank.
Th H T O

6. Take out all the rings from the abacus.

7. Now represent some other number in the same way and read it.
8. Let us make a list of all the numbers we read on our four pin spike abacus.

Th H T O Th H T O Th H T O Th H T O

32
 2 Addition
In the previous class, you have learnt the addi on of numbers upto 3-digits.
Now, we will learn the addi on of numbers upto 4-digits.
Before we go ahead let us recall what we have learnt in the previous class.

Let Us Recall
1. Add by grouping hundreds, tens and ones.
225 + 543
= ( hundreds + tens + ones) + ( hundreds + tens + ones)
= + hundreds + + tens + + ones
= hundreds + tens + ones = _____________

2. Add the following:

a. H T O b. H T O c. H T O d. H T O
3 7 3 3 6 1 3 4
4 5 9 3 5 7
+4 6 1 +5 2 2 +2 7 2 +2 0 5

3. There were 435 students in a school. 243 more

students joined them. How many students does the +
school have now?

4. 729 passengers were travelling in a metro train. At a

sta on, the number of passengers increased by
173. How many passengers in all were there in the +
train?

33
5. Fill in the boxes.

a. 142 + 268 = + 142 b. 412+173 = + 412 c. 351+ = 108+351

d. 435 + 0 = e. 252 + = 252 f. + 0 = 369

6. Es mate the sum by rounding off to nearest tens.

144 + 286
Es mate : ______+ ______ = ______
7. Es mate the sum by rounding off to nearest hundreds.
358 + 221
Es mate : ______ + ______ = ______

More on Addition of Three Digit Numbers

On adding a three digit number with a one or two or three digit number, we might get
a sum which is a four digit number.
Example 1: Add 997 and 7. Th H T O
Step 1: Let us add ones digits. 1 1 1
7 + 7 = 14. 9 9 7
We write 4 in ones column and carry over 1 to tens + 7
column. 1 0 0 4
Step 2: Let us add the digits in tens column.
1 + 9 = 10.
We write 0 in tens column and carry over 1 to hundreds column.
Step 3: Let us add the digits in hundreds column.
1 + 9 = 10.
We write 0 in hundreds column and carry over 1 to thousands column.
Step 4: We write 1 in thousands column.
Sum is 1004.

34
Example 2: Add 959 and 65.
Step 1: Let us add ones digits. Th H T O
9 + 5 = 14 . 1 1 1
We write 4 in ones column and carry over 1 to tens 9 5 9
+ 6 5
column.
1 0 2 4
Step 2: Let us add the digits in tens column.
1 + 5 + 6 = 12.
We write 2 in tens column and carry over 1 to hundreds column.
Step 3: Let us add the digits in hundreds column.
1 + 9 = 10.
We write 0 in hundreds column and carry over 1 to thousands column.
Step 4: We write 1 in thousands column.
TH H T O
Sum is 1024.
1 1 1
Example 3: Add 945 and 476. 9 4 5
Step 1: Let us add ones digits. + 4 7 6
5 + 6 = 11 1 4 2 1

We write 1 in ones column and carry over 1 to tens column.

Step 2: Let us add the digits in tens column.
1 + 4 + 7 = 12
We write 2 in tens column and carry over 1 to hundreds column.
Step 3: Let us add the digits in hundreds column.
1 + 9 + 4 = 14
We write 4 in hundreds column and carry over 1 to
thousands column.
Step 4: We write 1 in thousands column.
Sum is 1421.

Remember: Addition of 3- digit numbers is done by arranging the digits of ones, tens and
hundreds in their proper place. First we add ones, then tens and then hundreds.

35
 Exercise 2.1
1. Add the following:
a. Th H T O b. Th H T O c. Th H T O
9 9 6 9 9 5 9
+ 8 + 7 + 9 9 7

2. Add the following:

a. Th H T O b. Th H T O c. Th H T O
9 6 8 9 9 4 7 8
+ 7 4 + 5 7 + 9 8 5

3. Add the following:

a. Th H T O b. Th H T O c. Th H T O
4 5 6 9 7 8 8 9 8
+ 8 8 3 + 3 4 6 + 7 6 7

d. Th H T O e. Th H T O f. Th H T O
6 6 5 4 6 8 5 6 7
+ 5 7 2 + 8 2 1 + 7 5 6

4. Add the following:

a. Th H T O b. Th H T O c. Th H T O
4 4 8 9 1 6 8 5
9 7 0 9 7 6 6
+ 9 + 6 5 8 + 9 3 7

36
 Addition of Four Digit Numbers (without carry over)
Now let us learn how to add any two 4-digit numbers
We arrange the digits in
without carry over. columns of thousands,
Now we add numbers in each column separately. hundreds, tens and ones. We
Example 4: Add 3215 and 6673. write zero for vacant places.

Th H T O Add ones. 5 + 3 = 8 ones

3 2 1 5 Add tens. 1 + 7 = 8 tens
7 Add hundreds. 2 + 6 = 8 hundreds
+6 6 3
9 8 8 8 Add thousands. 3 + 6 = 9 thousands
The sum = 9888.

Example 5: Add 3213, 2430 and 4315.

Th H T O Add ones. 3 + 0 + 5 = 8 ones
3 2 1 3 Add tens. 1 + 3 + 1 = 5 tens
3 Add hundreds. 2 + 4 + 3 = 9 hundreds
2 4 0
+4 3 1 5 Add thousands. 3 + 2 + 4 = 9 thousands
9 9 5 8 The sum = 9958.

Exercise 2.2
Add the following:
a. Th H T O b. Th H T O c. Th H T O
4 2 3 6 5 7 0 4 3 0 3 6
+3 5 4 0 +2 1 1 1 +2 7 4 2

d. Th H T O e. Th H T O f. Th H T O
4 2 2 5 3 4 6 3 6 2 4 2
+4 3 4 3 +6 1 3 5 +2 3 4 2

37
 g. Th H T O h. Th H T O i. Th H T O
3 0 2 5 6 0 6 3 8 2 5 1
2 3 6 4 +1 1 2 2 +1 3 4 0

j. Th H T O k. Th H T O l. Th H T O
1 3 5 0 3 6 4 1 2 1 3 2
4 5 2 4 2 1 4 6 4 3 1 3
+2 1 1 3 +1 0 1 0 +3 5 2 2

Addition of Four Digit Numbers (with carry over)

Let us recall carry over in addi on.
6 hundreds + 7 hundreds = 13 hundreds
5 ones + 7 ones = 12 ones = 10 hundreds and 3 hundreds
= 10 ones and 2 ones = 1 thousands and 3 hundreds
= 1 ten and 2 ones

8 tens + 6 tens = 14 tens

= 10 tens and 4 tens
= 1 hundred and 4 tens

We need to carry over in addi on when the sum in any column (place) is greater than 9.
Study the following:
Let us add 4 3 7 5 and 3 6 4 7
4375+ 3647
Let us write them in expanded form before we add.
4000 + 300 + 70 + 5
+ 3000 + 600 + 40 + 7
7000 + 900 + 110 + 12

38
 = 7000 + 900 + [ 100 + 10 ] + [ 10 + 2 ]
= 7000 + 900 + 100 + 10 + 10 + 2
= 7000 + [ 900 + 100 ] + [ 10 + 10 ] + 2
= 7000 + 1000 + 20 + 2
= [7000 + 1000] + 20 + 2
= 8000 + 20 + 2 = 8022
Example 6: Add 4429 and 2857.
Solu on:
Step 1: Let us add the ones digits. Th H T O
9 + 7 = 16 1
= 10 + 6 4 4 2 9
= 1 tens + 6 ones. 2 8 5 7
6
We write 6 in ones column and carry over 1.

Step 2: We add tens digits and carried over. Th H T O

1 +2+5=8 1
We write 8 in tens column. 4 4 2 9
2 8 5 7
8 6

Step 3: We add the hundreds digits. As there in no carry

over we don’t add it. Th H T O
4 + 8 = 12 1 1
4 4 2 9
= 10 + 2 2 8 5 7
= 1 thousand + 2 hundreds. 2 8 6
We write 2 in hundreds column and carry over 1.

Step 4: We add the digits in thousands places and Th H T O

carried over. 1 1
1+4+2=7 4 4 2 9
We write 7 in thousands column 2 8 5 7
Our sum is 7286. 7 2 8 6

39
 Exercise 2.3
Add the following:
a. b. c.
Th H T O Th H T O Th H T O
4 4 9 5 5 2 7 4 2 1 3 7
+2 3 0 9 +2 9 0 5 +6 4 8 1

d. e. f.
Th H T O Th H T O Th H T O
6 3 8 4 3 0 8
+4 1 5 9 +5 3 5 7 + 4 4 2

g. h. i.
Th H T O Th H T O Th H T O
5 8 4 2 5 7 0 5 4 4 1 3
+1 5 1 7 +2 4 8 1 +3 6 5 0

j. k. l.
Th H T O Th H T O Th H T O
4 7 8 9 2 9 6 4 3 6 3 7
3 5 3 0 1 0 3 8 4 9 8 0
+ 1 4 2 +3 1 9 2 +1 2 4 3

Addition Stories
Example 7: 1465 students were a ending an adventure camp. 1231 more joined
them. How many students in all were there in the camp?

40
Solu on: Th H T O
Number of students in the camp. 1 4 6 5
Number of students who join them. +1 2 3 1
2696 students were a ending the camp. 2 6 9 6
Example 8: A factory produced 3075 items on Tuesday and 4296 items on Wednesday.
How many items did it produce in two days taken together?
Solu on: Th H T O
1 1
Items produced on Tuesday 3 0 7 5
Items produced on Wednesday +4 2 9 6
Sum = 7 3 7 1
The total number of items produced in two days is 7371.
Example 9: In an elec on Mr Gopal got 2075 votes, and Mr Sohan got 3562 votes.
1209 voters did not turn up. How many voters were there in all?
Solu on: Th H T O
1 1
Voters who voted for Mr Gopal. 2 0 7 5
Voters who voted for Mr Sohan. 3 5 6 2
Voters who did not turn up. +1 2 0 9
Sum = 6 8 4 6
The number of voters was 6846.

Exercise 2.4
1. There are 2430 boys and 2250 girls in a school. How many students study in this
school?
2. Popula on of a village is 1247. Popula on of another village is 1752. What is the
total popula on of the two villages?
3. A wall was made using 3250 bricks. Another wall was made using 5965 bricks. How
many bricks were used in all?
4. A toy exhibi on was visited by 4096 children on Monday and 4223 children on
Tuesday. How many children visited the exhibi on in all?
5. A train is carrying 6394 bags of sugar. Another train is carrying 2343 bags of sugar.
In all how many bags of sugar are being transported by these two trains?
6. Floor of a hall was covered using 1985 les. Floor of another hall was covered
using 2615 les. Find the total number of les used.
41
7. Popula on of a small town was 7980 two years ago. It has increased by 1600 since
then. What is the present popula on of the town?
8. A website received 1233 hits in first week, 3372 hits in second week and 4015 hits
in third week. How many hits did it receive in the three weeks?

While adding, if we change the order of

Properties of Addition the numbers, the result will be the same.
Property 1: We can say 1325 + 1281 = 1281 + 1325.
Let us add 1325 and 1281, in two ways.
1325 + 1281 = 2606 1281 + 1325 = 2606
We get the same sum in both the cases.
So we can change the order of two numbers when finding their sum.
Remember: 1st number + 2nd number = 2nd number + 1st number
A and B be any two numbers then: A + B = B + A
Property 2:
Let us add 2167, 1384 and 1295, in two ways.
(2184 + 1367) + 1295 2184 + (1367 + 1295)
= 3551 + 1295 = 2184 + 2662
= 4846 = 4846
We get the same sum in both the cases.
So, we can change the grouping of three numbers when finding their sum.
Remember: (1st number + 2nd number) + 3rd number = 1st number + (2nd
number + 3rd number)
A, B and C be any three numbers then: (A + B ) + C = A + ( B + C)
Property 3:
Add 1992 and 0 Now let us add 0 and 1992
1992 0
+ 0 + 1992
1992 1992
Thus 1992 + 0 = 1992 and 0 + 1992 = 1992.
We see that when 0 is added to a number or a number is added to zero, the sum is the
number itself.
Remember: Zero added to any number is equal to the number itself. If A is any number then:
A + 0 = A and 0 + A = A

42
 Exercise 2.5
Fill in the blanks.
a. 3152 + 4258 = _________ + 3152 b. 3219 + 5363 = _________ + 3219
c. 1052 + _________ = 2780 + 1052 d. _________ + 2140 = 2140 + 3524
e. _______ + 2360 = _______ + 4519 f. 4652 + ________ = 2146 + _______

g. (3252 + 1237) + 4041 = 3252 + (1237 + _________ )

h. (1239 + 3263) + 4047 = 1239 + ( _________ + 4047)
i. (1574 + 3572 ) + 3041 = _________ + (3572 + 3041)
j. (4875 + 1628) + _________ = 4875 + (1628 + 2147)
k. (1807 + _________ ) + 4188 = 1807 + (3814 + 4188)
l. ( _________ + 3024) + 3074 = 2004 + (3024 + 3074)

m. 3352 + 0 = ___________ n. 4152 + ___________ = 4152

o. ___________ + 0 = 4279 p. 0 + 5457 = ___________
q. ___________ + 2455 = 2455 r. 0 + ___________ = 6169

Estimating Sum
In a warehouse 3517 bags were stored in the first hall and 3492 bags were stored in
the second hall.
Let us es mate the total number of bags stored in the warehouse by rounding off to
nearest tens.
3517 rounded off to nearest tens is 3520.
3492 rounded off to nearest tens is 3490. 3520 + 3490 = 7010.
The total number of bags is nearly 7010. (Es mate)
We can also es mate sum by rounding off to nearest hundreds and thousands also.

43
Example 10: Es mate 3904 + 4888 by rounding off to nearest hundreds.
Solu on: Rounding off to hundreds
3904 = 3900
4888 = + 4900
Es mated sum 8800
Example 11: Es mate 3708 + 3214 by rounding off to nearest thousands.
Solu on: Rounding off to thousands
3708 = 4000
3214 = + 3000
Es mated sum = 7000

Exercise 2.6
1. Es mate the sum by rounding off to nearest tens.
a. 3323 + 5734 b. 3128 + 4337
c. 4013 + 5735 d. 5815 + 1947
2. An encyclopedia has 2597 pages. Another encyclopedia has 4948 pages.
Es mate the total number of pages in the two encyclopedias by rounding off to
nearest tens.
3. Es mate the sum by rounding off to nearest hundreds.
a. 1619 + 2839 b. 4192 + 2469
c. 5529 + 2199 d. 3182 + 4539
4. In the first month a shopkeeper sold 3921 items. In the second month he sold 4199
items. Es mate the total number of items sold in the two months by rounding off
to nearest hundreds.
5. Es mate the sum by rounding off to nearest thousands.
a. 4129 + 3299 b. 3672 + 2749
c. 3101 + 2841 d. 2557 + 1171
6. Rampur and Sampat are two nearby small towns. Rampur has a popula on of 4053
and Sampat has a popula on of 5015. Es mate the total popula on of the two
towns by rounding off to nearest thousands.

44
 Worksheet
1. Add the following:
a. b.
3 4 6 7 1 4 5 6
+ 5 1 2 + 5 3 1 0

c. 5 4 5 3 d. 4 6 7 3
+ 7 8 8 + 2 7 9 8

2. A packet has 3145 key rings. Another packet has 1254 key rings. What is the total
number of key rings in both the packets?
3. A shopkeeper sold 2539 notebooks in the first month and 4522 notebooks in the
second month. How many notebooks did he sell in the two months?
4. A factory made 1023 items in the first week, 2342 items in the second week and
3145 items in the third week. How many items in all were made in the three weeks?
5. Es mate 2356 + 5528 by rounding off to nearest tens.
6. Es mate 3233 + 4184 by rounding off to nearest hundreds.
7. Es mate 2908 + 3419 by rounding off to nearest thousands.
8. Popula on of a village is 5412. Popula on of another village is 2489. Es mate
the total popula on of the two villages by rounding off to nearest hundreds.
9. A library has 4215 story books and 4782 fic on books. Es mate the number of
books the library has by rounding off to nearest thousands.
10. A godown has 1867 bags of salt. Another godown has 2345 bags of salt. Es mate
the number of bags in the two godowns by rounding off to nearest thousands.
Hots: 1. The two number sentences shown below are true.
+ =6
+ = 12
Write the values for and which make both number sentences true.
2. A 4- digit number is written in the boxes below. If the sum of any three consecutive digits
is 20, find the value of A. A 5 7 8

45
 Activity
Objective: Adding two four digit numbers(without carry over)using abacus.
Requirement: Two four-pin spike abacuses; nine rings each of yellow, blue, red and
green colours; and a pack of cards with addi on sums.
Instructions:
1. Pick up a card with addi on sum from the pack.
2. Read the number on the top and represent it on the four pin abacus. (Abacus A)
3. Read the number below it and represent it on the four pin abacus. (Abacus B)
4. Transfer:
Ÿ all green rings of abacus B to Os’ pin of abacus A.
Ÿ all red rings of abacus B to Ts’ pin of abacus A.
Ÿ all blue rings of abacus B to Hs’ pin of abacus A.
Ÿ all yellow rings of abacus B to Ths’ pin of abacus A.
Example: Suppose the addi on sum card we picked reads as:
Th H T O
1 2 3 5
2 4 6 3
– Number at top is 1235. – Number below it is 2463.
It is represented on abacus A as: It is represented on abacus B as:

A B
Now let us transfer rings from abacus B to abacus A.
Now abacus A looks as follows:

The sum is 3698

5. Let us make a list of all the addi on sums we did using the abacus.
Th H T O Th H T O Th H T O Th H T O

46
 3 Subtraction
In class II we have learnt the subtrac on of numbers upto 3-digits.
Now we will learn the subtrac on of numbers upto 4-digits.
Before we go ahead let us recall what we have learnt in class II.

Let Us Recall
1. Subtract by grouping tens and ones.
664 – 223
= ( hundreds + tens + ones) – ( hundreds + tens + ones)
= – hundreds + – tens + – ones
= hundreds + tens + ones = _____________

2. Subtract the following:

a. b. c. d.
H T O H T O H T O H T O
2 5 7 6 7 9 9 7 4 9 5 5
– 2 –2 3 3 – 3 7 –9 3 6

3.
A shopkeeper had 763 pencils in his stock. He sold 542 H T O
of these. How many pencils are le with him?
–

4.
There was a party at Dolly’s house. She invited 250 H T O
guests.
However only 187 guests came. –
How many guests did not come?

47
5. Fill in the boxes:

a. 441 – 441 = b. 752 – =0 c. – 0 = 904

d. 342 – 0 = e. 207 – = 207 f. – 0 = 369

6. Es mate the difference by rounding off to nearest 10.

948 – 375
Es mate: ______ – ______ = ______
7. Es mate the difference by rounding off to nearest 100.
648 – 291
Es mate: ______ – ______ = ______

Subtraction of Four Digit Numbers (without borrowing)

Let us learn how to subtract a smaller four-digit number from a bigger four-digit
number without borrowing.
We arrange the digits in
columns of thousands,
hundreds, tens and ones. We
We subtract numbers in each column separately. write zero for vacant places.
Example 1: Subtract 2542 from 5869
Solu on:
Th H T O Subtract ones 9 – 2 = 7 ones.
Subtract tens 6 – 4 = 2 tens.
5 8 6 9
Subtract hundreds 8 – 5 = 3 hundreds.
–2 5 4 2 Subtract thousands 5 – 2 = 3 thousands.
3 3 2 7 The difference = 3327

Exercise 3.1
Find the difference:
a. b. c.
Th H T O Th H T O Th H T O
7 2 8 9 9 2 7 3 6 6 8 7
–2 1 0 6 –2 1 4 2 –2 4 5 4

48
 d. e. f.
Th H T O Th H T O Th H T O
7 2 8 9 9 2 7 3 6 6 8 7
–2 1 0 6 –2 1 4 2 –2 4 5 4

g. h. i.
Th H T O Th H T O Th H T O
7 9 7 8 8 7 6 7 5 4 9 8
–3 2 4 2 –5 1 2 2 –2 0 3 4

j. k. l.
Th H T O Th H T O Th H T O
5 4 6 8 8 5 8 6 6 8 6 9
–3 3 1 2 –7 3 1 4 –5 2 3 4

More Subtraction without Borrowing

Subtrac ng three-digit, two-digit and one-digit numbers from four-digit numbers.
Example 2: Subtract 4 from 5036.
Solu on:
Th H T O
5 0 3 6
– 4
5 0 3 2
The difference = 5032
Example 3: Subtract 25 from 2488.
Solu on:
Th H T O
2 4 8 8
– 2 5
2 4 6 3 The difference = 2463
49
Example 4: Subtract 735 from 4968.
Solu on:
Th H T O
4 9 6 8
– 7 3 5
4 2 3 3 The difference = 4233

Exercise 3.2
1. Subtract the following:
a. Th H T O b. Th H T O c. Th H T O
9 7 8 9 6 5 9 5 6 7 5 9
– 3 – 2 – 7

d. Th H T O e. Th H T O f. Th H T O
6 1 4 8 4 4 7 9 3 5 8 4
– 2 5 – 4 6 – 6 2

g. Th H T O h. Th H T O i. Th H T O
7 6 4 6 3 6 3 5 4 8 6 9
– 2 3 4 – 4 1 4 – 4 5 2

j. Th H T O k. Th H T O l. Th H T O
8 4 3 5 3 7 5 6 5 7 8 9
– 1 1 3 – 1 2 2 – 4 3 2

50
 Subtraction of Four Digit Numbers (with borrowing)
Let us recall borrowing in subtrac on.

1 ten and 5 ones – 6 ones

= 10 ones and 5 ones – 6 ones 1 hundred and 3 tens – 8 tens
= 15 ones – 6 ones = 10 tens and 3 tens – 8 tens
= 9 ones = 13 tens – 8 tens
= 5 tens

1 thousands and 2 hundreds – 9 hundreds

= 10 hundreds and 2 hundreds – 9 hundreds Th H T O
= 12 hundreds – 9 hundreds
2 12
= 3 hundreds
7 1 3 2
Example 5: Subtract 4705 from 7132. – 4 7 0 5
Solu on:
7
Step 1: 5 ones cannot be subtracted from 2 ones,
so we borrow 1 ten from 3 tens. We cross Th H T O
out 3 and write 2. Also we cross out 2 and 2 2
write 12. 7 1 3 2
12 ones – 5 ones = 7 ones. We write 7 in – 4 7 0 5
ones column. 2 7
Step 2: 2 tens – 0 tens = 2 tens.
Th H T O
We write 2 in tens column.
6 11 2 12
Step 3: 7 hundreds cannot be subtracted from 1
7 1 3 2
hundred, so we borrow 1 thousand from – 4 7 0 5
7 thousands, We cross out 7 and write 6.
Also we cross out 1 and write 11. 4 2 7
11 hundreds – 7 hundreds = 4 hundreds Th H T O
We write 4 in hundreds column. 6 11 2 12
Step 4: 6 Thousands – 4 thousands = 2 thousands 7 1 3 2
We write 2 in thousands column. – 4 7 0 5
Ans. 2427 2 4 2 7

51
 Exercise 3.3
1. Subtract the following:
a. b. c.
Th H T O Th H T O Th H T O
9 6 1 3 5 9 2 7 9 1 0 7
–3 1 3 7 –2 7 5 4 –6 2 4 6

d. e. f.
Th H T O Th H T O Th H T O
8 1 9 7 7 3 2 4 7 5 4 2
–5 7 2 1 –2 7 6 3 –2 9 4 4

g. h. i.
Th H T O Th H T O Th H T O
8 2 3 9 6 3 5 7 5 0 3 4
–2 5 5 3 –2 3 6 4 –3 5 2 0

j. k. l.
Th H T O Th H T O Th H T O
7 8 2 2 7 1 5 4 6 8 7 2
–3 5 3 6 –2 5 4 9 –3 5 9 8

52
More subtrac on with borrowing
Subtrac ng three-digit, two-digit and one-digit numbers from four-digit numbers.
Example 6: Subtract 6 from 4124.
Solu on:
Th H T O
1 13
The difference = 4117.
4 1 2 3
– 6
4 1 1 7

Example 7: Subtract 35 from 6932.

Solu on:
Th H T O
12
8 2 12 The difference = 6897.
6 9 3 2
– 3 5
6 8 9 7

Example 8: Subtract 258 from 4317.

Solu on:
Th H T O
10
2 0 17 The difference = 4059.
4 3 1 7
– 2 5 8
4 0 5 9

53
 Exercise 3.4
Subtract the following:
a. Th H T O b. Th H T O c. Th H T O
5 5 1 1 6 3 6 2 7 4 5 6
– 7 1 5 – 3 8 4 – 4 6 8

d. Th H T O e. Th H T O f. Th H T O
8 3 8 0 9 7 1 4 1 0 3 6
– 2 7 1 – 5 3 2 – 3 2 4

g. Th H T O h. Th H T O i. Th H T O
4 5 3 2 3 3 8 5 2 6 2 8
– 2 9 6 – 6 7 6 – 6 6 2

j. Th H T O k. Th H T O l. Th H T O
5 3 3 4 6 7 9 3 7 9 1 0
– 8 2 – 5 8 – 9 5

Remember: First we subtract ones, then tens and then hundreds.

Subtraction Stories
Example 9: 3463 children were a ending a camp. A er one
week 2231 children le the camp. How many children were Th H T O
le in the camp? 3 4 6 3
Solu on: Number of children in the camp 3463.
–2 2 3 1
Number of children who le 2231
1232 children were le in the camp. 1 2 3 2
54
Example 10: A fruit mart has 5926 apples. 1028 of these are ro en. Find the number
of good apples. 11
Solu on: 8 1 16
Number of apples in the store = 5 9 2 6
Number of ro en apples = – 1 0 2 8
Number of good apples = 4 8 9 8
Thus, there are 4898 good apples.
Example 11: There are 4681 students in a school. 1835 of them are boys. How many
girls are there in the school?
Solu on: 3 16 7 11
Number of students in the school = 4 6 8 1
Number of boys in the school = – 1 8 3 5
Number of girls in the school = 2 8 4 6
Thus, there are 2846 girls in the school.

Exercise 3.5
1. There are 8430 males and 7310 females in a small town. How many more males
than females are there in the town?
2. Popula on of a small town is 7287. A year ago popula on of this town was 6055.
What is the increase in the popula on of the town during the past year?
3. In a cold storage 7080 bags of potatoes were stored at the start of the week.
A er one week only 1275 bags were le . How many bags were sold during the
week?
4. In a stadium there are 4500 seats. On a par cular day, 3870 persons saw the
match. How many seats were vacant?
5. A goods train was carrying 9690 bags of wheat. Out of this 1470 bags were
offloaded at a sta on. How many bags of wheat were le in the goods train?
6. Last month 8200 eggs were produced in an egg farm. However 560 got cracked
so could not be sold. How many eggs were sold?
7. There were 8345 pouches of salt in a store. 4790 pouches were sold during a
week. How many pouches were le in the store?
8. 6500 bricks were brought to make a wall. 1875 bricks were le behind. How
many bricks were u lized?

55
 9. 4325 plants were planted in a Van Mohatsava. 167 of these did not survive.
How many plants survived?
10. I think of a number. If I add 79 to it I get 7209. What is the number?

Properties of Substraction
Property 1. When we subtract 0 from a
Let us subtract 0 from 4546. number, the difference is the
4546 – 0 = 4546. number itself.
We get the same number 4546. Let A be any number then
A – 0 = A

When a number is subtracted Property 2.

from the same number, the Let us subtract 8796 from 8796.
difference is 0. (zero). 8796 – 8796 = 0
Let A be any number then We get 0.
A – A = 0

Exercise 3.6
Fill in the blanks.
a. ______ – 0 = 1106 b. 2340 – 2340 = ______
c. 3152 – 0 = ______ d. 4819 – ______ = 4819
e. 5236 – ______ = 0 f. ______ – 6214 = 0
g. 7142 – 0 = ______ h. 8341 – ______ = 8341
i. ______ – 0 = 9214 j. 3642 – 3642 = ______
k. 5998 – ______ = 0 l. ______ – 8339 = 0

Checking Subtraction by Addition

Example 12: Check the answers of the following:
a. 7 8 6 4 b. 8 5 3 8
– 4 0 3 8 – 6 2 8 4
3 8 2 6 2 2 7 4

56
Solu on: We add last two numbers.
If we get their sum as the first number, our answer is correct, otherwise
wrong.
a. 4 0 3 8 b. 6 2 8 4
+ 3 8 2 6 + 2 2 7 4
7 8 6 4 8 5 5 8
Same as the first Different from the first number.
number. So, the answer is incorrect.
So, the answer is correct.

Exercise 3.7
Check the following subtrac ons by addi on:
a. 5 2 8 9 b. 8 6 0 4
– 3 1 5 4 – 4 0 5 7
2 1 3 5 4 5 5 7

c. 5 6 7 9 d. 8 6 2 4
– 2 1 8 0 – 4 6 5 7
3 4 8 9 3 9 6 7

Addition and Subtraction Together

Example 13: Simplify: 3439 –1056 + 555
First term has no sign before it. It is taken as + .
Add the terms with plus sign and then subtract the term with minus sign.
3 4 3 9 3 9 9 4
+ 5 5 5 – 1 0 5 6
3 9 9 4 2 9 3 8
Ans. 2938

Exercise 3.8
Simplify:
a. 2582 – 3375 + 3180 b. 5132 + 4120 – 7196
c. 3140 + 5018 – 6156 d. 4901 – 2234 + 4415
e. 3145 + 2142 – 4217
57
 Estimating Difference
A small town has 8175 males and 5293 females.
Let us es mate how many more males than females are there in the town by rounding
off to nearest tens.
8175 rounded off to nearest tens is 8180.
5293 rounded off to nearest tens is 5290. 8180 – 5290 = 2890.
Hence, the town has nearly 2890 more males than females.

We can also estimate

difference by rounding off
to nearest hundreds and
thousands.

Example 14: Es mate 6904 – 3888 by rounding off to nearest hundreds.

Solu on: Rounding off to hundreds.
6904 = 6900
3888 = – 3900
Es mated difference 3000
Example 15: Es mate 9107 – 2995 by rounding off to nearest thousands.
Solu on: Rounding off to thousands.
9107 = 9000
2995 = – 3000
Es mated difference 6000

Exercise 3.9
1. Es mate the difference by rounding off to nearest tens.

a. 6129 – 3299 b. 7312 – 2149

c. 8101 – 3841 d. 6577 – 4611

e. 7316 – 3420 f. 8569 – 5212

58
2. Rampur and Sampatpur are two nearby small towns. Rampur has a popula on of
8003 and Sampatpur has a popula on of 5095. Es mate how many more people
live in Rampur than in Sampatpur by rounding off to nearest tens.
3. Es mate the difference by rounding off to nearest hundreds.

a. 6321 – 4731 b. 7124 – 2335

c. 6319 – 3739 d. 7518 – 2942

e. 5322 – 2909 f. 6145 – 1903

4. An encyclopedia on dance has 5097 pages. Another encyclopedia on music has

6345 pages. Es mate how many more pages the encyclopedia on music has than
the encyclopedia on dance by rounding off to nearest hundreds.
5. Es mate the difference by rounding off to nearest thousands.

a. 7019 – 2439 b. 5169 – 2389

c. 7159 – 3029 d. 8132 – 4219

e. 7471 – 1241 f. 8559 – 2332

6. In the first month a shopkeeper sold 7921 items. In the second month he sold 4199
items. Es mate how many more items were sold in the first month than in the
second month by rounding off to the nearest thousands.

Hots: 1. Krishna lives 150 metres from Durga’s house and 225 metres away from
Madhavi’s house. How far does Durga live from Madhavi’s house?
2. Find the value of:
19 - 18 + 17 - 16 + 15 - 14 + 13 - 12.

59
 Worksheet
1. Subtract the following:

a. b.
8 8 9 2 7 4 5 7
– 5 7 2 – 3 3 1 5

c. 3 6 4 5 d. 7 8 0 2
– 7 7 9 – 2 3 6 8

2. A primary school has 5867 students. Out of these 3425 are boys. How many girls
are there?
3. A carton had 2300 toys. Out of these 1235 were distributed. How many toys
were le in the carton?
4. Es mate 8282 – 4332 by rounding off to nearest tens.
5. Es mate 9124 – 2534 by rounding off to nearest hundreds.
6. Es mate 9234 – 3981 by rounding off to nearest thousands.
7. A camp was a ended by 4315 children last year. This year the number of children
was 5674. Es mate how less number of children a ended the camp last year by
rounding off to nearest tens.
8. A store had 8781 bags of wheat. Out of these 4129 were used up. Es mate the
number of bags le in the store by rounding off to nearest hundreds.
9. A website received 2356 hits in first week and 6209 hits in second week.
Es mate how many more hits did it receive in the second week as compared to
the first week by rounding off to nearest thousands.
10. A bag had 2344 coins. Out of these 1502 coins were taken out and distributed.
Again 175 coins were put in it. How many coins does the bag have now?

60
 Activity
Lab Activity 1. Topic : Subtrac on
Objective: Subtrac ng a smaller four-digit number from a greater four-digit
number (without borrowing) by using abacus.
Requirement: Two four-pin spike abacuses ; nine rings each of yellow, blue, red
and green colors; and a pack of cards with subtrac on sums( without borrowing).
Instructions:
1. Pickup a card with subtrac on sum from the pack.
2. Read the number on the top and represent it on the four pin abacus. ( Abacus A )
3. Read the number below it .
• Read the digit at ones place. Take out as many green rings on the spike
marked ‘O’.
• Read the digit at tens’ place. Take out as many red rings on the spike marked ‘T ’.
• Read the digit at hundreds’ place. Take out as many blue rings on the spike
marked ‘H’.
• Read the digit at thousands’ place. Take out as many yellow rings on the
spike marked ‘Th’.
4. Read the number from abacus. This is the required difference.

Suppose the subtrac on sum card we picked reads as:

Th H T O
5 7 5 4
3 2 4 1
Number at top is 5754.
It is represented on the abacus as:

Th H T O

61
Number below is 3241.
We take out one green ring, four red rings and two blue rings and three
yellow rings.

Th H T O

Now the abacus looks as:

Th H T O
The answer is: 2 5 1 3

5. Let us make a list of all the subtrac on sums we did using the abacus.

Th H T O Th H T O Th H T O Th H T O

62
 4 Multiplication
In class II, we have learnt tables up to 10.
We have also learnt the mul plica on of numbers upto 3-digits.
Now we will learn the mul plica on of numbers upto 4-digits.
Before we go ahead, let us recall what we have learnt in class II.

Let Us Recall
1. Fill in the boxes to complete the mul plica on grid.
x 1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
2. Fill in the boxes.
a. 6 + 6 + 6 + 6 + 6 = x 6
b. 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = 9 x
c. 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = x
All-important: Multiplication is a repeated addition.

63
3. Mul ply the following:
a. b. c. d.
3 4 2 2 1 3 1 2 4 1 3 8
× 2 × 3 × 4 × 5

4. A packet has 110 pens. How many pens will six such packets
×
have?

5. A bag has 126 brushes. How many brushes will seven such
×
bags have?

Vertical Multiplication without Carry Over

Example 1: Mul ply 1101 x 8
Solu on:
Th H T O — 8 × 1 = 8, we write 8 in Ones place.
— 8 × 0 = 0, we write 0 in Tens place.
1 1 0 1
— 8 × 1 = 8, we write 8 in Hundreds place.
× 8 — 8 × 1 = 8, we write 8 in Thousands place.
8 8 0 8 Thus, the product is 8808.

Exercise 4.1
Mul ply the following:
a. b. c.
2 4 3 1 4 3 1 0 1 2 0 3
× 2 × 2 × 3

All-important: The number to be multiplied is called the MULTIPLICAND.

The number by which we multiply is called the MULTIPLIER.
The answer is called the PRODUCT.

64
 d. e. f.
1 2 2 0 1 2 0 2 1 1 0 1
× 4 × 4 × 5

g. h. i.
1 1 1 1 1 0 1 1 1 1 0 1
× 5 × 6 × 6

j. k. l.
1 1 0 1 1 0 1 0 1 0 1 1
× 7 × 7 × 8

m. n. o.
1 1 0 0 1 0 1 1 1 0 0 1
× 8 × 9 × 9

Vertical Multiplication with Carry Over

Example 2: Mul ply 517 × 7.
Solu on: Th H T O
3 1 4
5 1 7
× 7
3 6 1 9

— 7 × 7 = 49, we write 9 at Ones place and carry over 4.

— 7 × 1 + 4 = 11, we write 1 at Tens place and carry over 1.
— 7 × 5 + 1 = 36, we write 6 at Hundreds place and carry over 3.
— We write 3 at Thousands place.
The product is 3619.

65
Example 3: Mul ply 1313 × 6.
Solu on: Th H T O
1 1
1 3 1 3
× 6
7 8 7 8
— 6 × 3 = 18, we write 8 at Ones place and carry over 1.
— 6 × 1 + 1 = 7, we write 7 at Tens place.
— 6 × 3 = 18, we write 8 at Hundreds place and carry over 1.
— 6 × 1 + 1= 7, we write 7 at Thousands place.
Hence, product is 7878.

Exercise 4.2
Mul ply the following:
a. b. c.
Th H T O Th H T O Th H T O
6 4 2 5 7 3 5 3 2
× 2 × 3 × 4

d. e. f.
Th H T O Th H T O Th H T O
7 9 1 4 7 8 5 2 9
× 5 × 6 × 7

g. h. i.
Th H T O Th H T O Th H T O
3 7 8 2 3 4 2 3 4 6
× 8 × 9 × 2

64
66
 j. k. l.
Th H T O Th H T O Th H T O
1 9 5 7 1 4 6 9 1 3 8 7
× 3 × 4 × 5

m. n. o.
Th H T O Th H T O Th H T O
1 2 4 6 1 0 7 3 1 1 0 9
× 6 × 7 × 8

Multiplication Stories
Example 4: A dress needs six bu ons.
How many bu ons are needed for 237 such dresses?
Solu on: Number of dresses : 2 3 7
Number of bu ons needed for each dress : × 6
Total number of bu ons required
= 1 4 2 2
Example 5: In a box there are 1110 combs.
How many combs will 8 such boxes have?
Solu on: Number of combs in each box : 1 1 1 0
Number of boxes : × 8
Total number of combs :
= 8 8 8 0
Example 6: There are 1056 items in each crate.
How many items will nine such crates have?
Solu on: Number of items in each crate : 5 5
Number of crates 1 0 5 6
Total number of items
× 9
= 9 5 0 4
Exercise 4.3

a. A pouch has two pens. How many pens will 750 such
pouches have? ×

67
b. Each booklet has three pages. How many pages are
needed to print 650 copies of this booklet?
×

c. A school building has 435 fans. Each fan has four blades.
What is the total number of fan blades in the school
×
building?

d. A carton has 1100 pouches. How many pouches will five

such cartons have?
×

e. A packet contains 1475 brushes. How many brushes will

six such packets have?
×

f. A wagon can carry 936 bags. How many bags can seven
such wagons carry?
×

g. A cart can carry 724 chairs. How many chairs can eight
such carts carry? ×

h. There are 1035 soap cakes in each carton. How many soap
cakes will nine such cartons have?
×

68
 Multiplying by 10, 100 and 1000
• To mul ply a number by 10 put one zero to the right of the number.
7 × 10 = 70 14 × 10 = 140 245 × 10 = 2450
• To mul ply a number by 100 put two zeros to the right of the number.
4 × 100 = 400 73 × 100 = 7300
• To mul ply a number by 1000 put three zeros to the right of the number.
8 × 1000 = 8000 9 × 1000 = 9000

Exercise 4.4
Mul ply the following:
a. 2 × 10 = __________ b. 3 × 10 = __________
c. 46 × 10 = __________ d. 54 × 10 = __________
e. 651 × 10 = __________ f. 739 × 10 = __________
g. 8 × 100 = __________ h. 9 × 100 = __________
i. 12 × 100 = __________ j. 37 × 100 = __________
k. 5 × 1000 = __________ l. 9 × 1000 = __________

Multiplying by 20, 30, …, 90

Example 7: Mul ply 4 by 20.
4 × 20 = 4 × 2 tens
= 8 tens
= 80
Mul ply 4 by 2 and put a zero on the right of the product.
Example 8: Mul ply 18 by 30.
18 × 30 = 18 × 3 tens
= 54 tens
= 540
Mul ply 18 by 3 and put a zero on the right of the product.

Exercise 4.5
Mul ply the following:
a. 2 × 20 = __________ b. 5 × 30 = __________ c. 9 × 40 = __________
d. 3 × 50 = __________ e. 6 × 60 = __________ f. 8 × 70 = __________
69
 g. 4 × 80 = __________ h. 7 × 90 = __________ i. 31 × 20 = __________
j. 52 × 30 = __________ k. 13 × 40 = __________ l. 22 × 50 = __________
m. 43 × 60 = __________ n. 62 × 70 = __________ o. 34 × 80 = __________

Multiplying Two Multiples of 10

Example 9: Mul ply 60 by 80.
Solu on: 60 × 80 = 6 tens × 8 tens
= 4800
Mul ply 6 and 8 and put two zeros a er the product.

Exercise 4.6
Mul ply the following:
a. 20 × 90 = __________ b. 60 × 30 = __________
c. 40 × 30 = __________ d. 50 × 30 = __________
e. 50 × 60 = __________ f. 70 × 40 = __________
g. 40 × 90 = __________ h. 80 × 40 = __________
i. 70 × 70 = __________ j. 60 × 20 = __________

Multiplying by 200, 300, 400, ……….., 900

Example 10: Mul ply 4 by 200. H T O
Solu on: 4 × 200 = 4 × 2 hundreds 2 0 0
= 8 hundreds
× 4
= 800
8 0 0
Mul ply 4 by 2 and put two zeros on the right of the product.
Th H T O
Example 11: Mul ply 7 by 800 or change the number.
7 × 800 = 7 × 8 hundreds 8 0 0
= 56 hundreds × 7
= 5600 5 6 0 0
Mul ply 7 by 8 and put two zeros on the right of the product.

Remember: To multiply a number by 200, 300, 400, etc. we multiply the given number
respectively by 2, 3, 4, etc. and insert two zeros on the right of the product.

70
 Exercise 4.7
Mul ply:
a. 2 × 300 = __________ b. 3 × 400 = __________
c. 4 × 700 = __________ d. 7 × 600 = __________
e. 6 × 500 = __________ f. 6 × 400 = __________
g. 5 × 900 = __________ h. 8 × 500 = __________
i. 9 × 600 = __________ j. 9 × 800 = __________

Multiplication of (i) Two Digit Number with Two-Digit Number

(ii) Three Digit Number with Two-Digit Number
Example 12: Mul ply 43 by 65.
Solu on:
Step 1: We mul ply 43 by 5 ones Th H T O
43 × 5 = 215 ones 4 3
Step 2: We mul ply 43 by 6 tens
43 × 6 = 258 tens = 2580 × 6 5
Step 3: We add both products 2 1 5 !43 × 5
215 + 2580 = 2795 2 5 8 0 !43 × 60
Thus, the product is 2795. 2 7 9 5
Example 13: Mul ply 235 by 28.
Solu on:
Step 1: We mul ply 235 by 8 ones Th H T O
235 × 8 = 1880 ones 2 3 5
Step 2: We mul ply 235 by 2 tens × 2 8
235 × 2 = 470 tens = 4700
1 8 8 0 !235 × 8
Step 3: We add both products
1880 + 4700 = 6580 4 7 0 0 !235 × 20
Thus, the product is 6580. 6 5 8 0

Exercise 4.8
Mul ply the following:
a. Th H T O b. Th H T O c. Th H T O d. Th H T O
2 8 4 5 3 4 4 3
× 7 3 × 5 6 × 6 5 × 6 5

71
e. Th H T O f. Th H T O g. Th H T O h. Th H T O
1 3 5 1 5 9 1 2 8 2 4 3
× 4 7 × 5 9 × 6 3 × 3 4

Multiplication by Expanded Notation

Example 14: Mul ply the following: (a) 23 × 7 (b) 326 × 8

Solu on:
a. 23 × 7 = ( 20 + 3 ) × 7 b. 326 x 8 = ( 300 + 20 + 6 ) × 8
= 20 × 7 + 3 × 7 = 300 × 8 + 20 × 8 + 6 × 8
= 140 + 21 = 2400 + 160 + 48
= 161 = 2608

Example 15: Mul ply the following: (a) 23 × 37 (b) 32 × 48

Solu on:
(a) 23 × 37 (b) 32 × 48
= (20 + 3) × (30 + 7) = (30 + 2) × (40 + 8)
× 20 + 3 × 30 + 2
30 600 + 90 = 690 40 1200 + 80 = 1280
+ +
7 140 + 21 = 161 8 240 + 16 = 256
Total 851 Total 1536
Hence, 23 × 37 = 851 Hence, 32 × 48 = 1536

Exercise 4.9
Mul ply using expanded nota on:
a. 46 × 5 = ( 40 + 6 ) × 5 = ___________________________________________
b. 78 × 9 = ___________________________________________
c. 127 × 8 = ___________________________________________
d. 762 × 7 = ___________________________________________

72
e. (i) 45 × 71 (ii) 38 × 62
= (40 + 5) × (70 + 1) = (30 + 8) × (60 + 2)
× 40 + 5 × +
70 + = + =
+ +
1 + = + =
Total Total
Hence, 45 × 71 = __________ Hence, 38 × 62 = __________

Multiplication Facts
Property 1.
7 6 5 8 7 3 6 4 7 9 1 7 3 5
× 1 × 1 × 1 × 1 × 1
7 6 5 8 7 3 6 4 7 9 1 7 3 5

Remember: Product of any number and 1 is the number itself.

Let A be any number. Then A × 1 = A. also 1 × A = A.

Property 2.
We know : 6 × 7 = 42. also 7 × 6 = 42
So, 6×7=7×6
We get the same product in both cases.
Remember: The product of two numbers remains the same even if the order of numbers is
changed.
Let A and B be two numbers then A × B = B × A.

Property 3.
Let us mul ply 12, 14 and 15.
[12 × 14 ] × 15 12 × [ 14 × 15 ]
= 168 × 15 also = 12 × 210
= 2520 = 2520

73
We get the same product in both cases.
Remember: So we can change the grouping of the three numbers when finding their
product. [1st number x 2nd number] x 3rd number = 1st number x [2nd number x 3rd
number] . Let A, B and C be three numbers, then
[A×B]×C=A×[B×C]
Property 4.
9×0=0 0× 9=0 Remember: The product of a
number and zero (0) is zero (0).
12 × 0 = 0 0 × 12 = 0
Let A be any number. Then
235 × 0 = 0 0 × 235 = 0 A x 0 = 0. also 0 x A = 0.
4175 × 0 = 0 0 × 4175 = 0

Exercise 4.10
Fill in the blanks.
a. 1 × 1516 = ________
b. 1 × ________ = 2869
c. ________ × 3105 = 3105
d. 4326 × 1 = ________
e. ________ × 1 = 5092
f. 6196 × ________ = 6196
g. 2368 × 3219 = 3219 × ________
h. ________ × 5136 = 5136 × 8123
i. 5195 × ________ = 6132 × ________
j. ________ × 2731 = ________ × 3182
k. (5219 × 3126 ) x 2163 = 5129 × ( 3126 × ________ )
l. ( 4128 × ________ ) × 7165 = 4128 × ( 3063 × 7165 )
m. ( ________ × 6427 ) × 3162 = 4012 × ( ________ × 3162 )
n. 2295 × 0 = ________
o. 4138 × ________ = 0
p. 0 × 5729 = ________
q. ________ × 9169 = 0
r. 1204 × 1608 × 0 = ________
s. 2124 × 0 × 5853 = ________

74
 Estimating Product
Mr Clark bought 82 packets each containing 31 pencils.
Let us make as es mate as to how many pencils did he buy by rounding off to nearest ten.
82 rounded off to nearest tens is 80.
31 rounded off to nearest tens is 30.
80 × 30 = 2400.
Mr Clark bought roughly 2400 pencils.

Exercise 4.11
1. Es mate the product by rounding off to nearest tens.

a. 39 × 88 b. 83 × 45
Es mate: Es mate:
______ × ______ = ________ ______ × ______ = ________

c. 45 × 21 d. 73 × 26
Es mate: Es mate:
______ × ______ = ________ ______ × ______ = ________

e. 89 × 38 f. 78 × 32
Es mate: Es mate:
______ × ______ = ________ ______ × ______ = ________

2. Each packet has 84 pins. Es mate the number of pins contained in 45 such
packets by rounding off to nearest tens.
Es mated number of pins is ___________

Hots: 1. Swaraj wants to buy 3 bags of potato chips. Each bag of potato chips costs
` 50. If he uses a coupon for ` 20 off, how much will Swaraj pay for the 3 bags of chips?
2. There are few pencils in a box. Rahul took out these pencils from the box and put them in
five groups of 4 each. Three pencils were left in the box. How many pencils were there in
the box?

75
 Worksheet
1. Mul ply the following:

a. b.
1 2 3 1 6 3 2
× 3 × 4

c. 1 4 5 6 d. 1 4 7 9
× 5 × 6

2. A carton has 1045 items. How many items will seven such cartons have?
3. When 2467 is mul plied by a number the product is 0. What is the number?
4. Mul ply the sum of 565 and 435 by 8.
5. Subtract 2835 from 3200 and mul ply the difference by 9.
6. Mul ply 2018 by 4 and round off the product to nearest tens.
7. Mul ply 1623 by 5 and round off the product to nearest hundreds.
8. Mul ply 986 by 6 and round off the product to nearest thousands.
9. Find the following products:
a. 237 × 1 0 b. 12 × 100 c. 6 × 1000 d. 341 × 20
e. 32 × 300 f. 40 × 50 g. 20 × 300 h. 2 × 4000
10. Mul ply: a. 23 × 32 b. 176 × 38
11. Mul ply using expanded nota on.
a. 23 × 5 b. 173 × 6 c. 45 × 72
12. Es mate 89 × 93 by rounding off to nearest tens.

76
 Activity
Vedic Maths
Mul plica on of a 2 digit number by a 2 digit number.
Example: Mul ply 43 by 26.
Solu on:
43 × 26 1
2

4 3 × 2 6
3
4

1 2 3 4
4×2 4×6 3×2 3×6
$ $ $ $
8 24 6 18
8 / (24 + 6) / 18
8 / 30 / 18
8 / 30 / 18
+3 +1
11 31
43 × 26 = 1118

Now try the following:

(a. and b. have been done)
a. 23 × 34 b. 56 × 29
2 2
1 1

2 3 × 3 4 5 6 × 2 9
3 3
4 4

c. 67 × 28 d. 35 × 43

77
 5 Division
In class II, we have learnt division facts using mul plica on tables of 1 to 10.
We have also learnt division of a number up to three digits by numbers 2 to 10.
Now we shall learn division of a number up to four digits by numbers 2 to 10.
Before we go ahead, let us recall what we have learnt in class II.

Let Us Recall
Divide using long division.
a. 362 ÷ 2 b. 645 ÷ 3 c. 864 ÷ 4

Q = ______ R = ______ Q = ______ R = ______ Q = ______ R = ______

d. 675 ÷ 5 e. 744 ÷ 6 f. 497 ÷ 7

Q = ______ R = ______ Q = ______ R = ______ Q = ______ R = ______

g. 897 ÷ 8 h. 785 ÷ 9 i. 678 ÷ 10

Q = ______ R = ______ Q = ______ R = ______ Q = ______ R = ______

All-important: Division is a process of dividing into groups.
78
j. A carton has 534 soap cakes. They have to be packed into
packets of six soap cakes each. How many packets can be
packed?
______________________________

k. There are 735 flowers. They have to be arranged into bunches

of six flowers each. How many bunches can be made? How
many flowers will be le behind?
______________________________

Long division without Remainder

Division of four-digit numbers by numbers 2 to 10 can be done using long division.
Example 1: Divide using long division.
a. 2418 ÷ 3 b. 6765 ÷ 5 c. 4284 ÷ 7 d. 3465 ÷ 9
Solu on:
a. 2418 ÷ 3 b. 6765 ÷ 5 c. 4284 ÷ 7 d. 3465 ÷ 9
806 1353 612 385
3 2418 5 6765 7 4284 9 3465
–2 4 –5 –2 7
–4 2
0018 17 76
08
–18 –1 5 –72
–0 7
00 026 45
14
–25 –45
–14
015 00
00
–1 5
00
Quo ent = 806 Quo ent = 1353 Quo ent = 612 Quo ent = 385

All-important: Dividend: It is the number we divide.

Divisor: It is the number with which we divide.
Quotient: It is the result obtained on division.

79
 Exercise 5.1
Divide using long division.
a. 3374 ÷ 2 b. 2504 ÷ 2 c. 3426 ÷ 3

d. 4743 ÷ 3 e. 8536 ÷ 4 f. 2725 ÷ 5

g. 7910 ÷ 5 h. 6546 ÷ 6 i. 6024 ÷ 6

j. 3962 ÷ 7 k. 7658 ÷ 7 l. 9472 ÷ 8

m. 7407 ÷ 9 n. 7110 ÷ 9 o. 4360 ÷ 10

80
 Long Division with Remainder
Division of four-digit numbers by numbers 2 to 10 can be done using long division.
Example 2: Divide using long division.
a. 2416 ÷ 3 b. 6763 ÷ 5 c. 4284 ÷ 8 d. 3465 ÷ 10
Solu on:
a. 2416 ÷ 3 b. 6763 ÷ 5 c. 4284 ÷ 8 d. 3465 ÷ 10
805 1352 535 346
3 2416 5 6763 8 4284 10 3 4 6 5
–2 4 –5 –4 0 –3 0
16 17 028 46
–15 –15 –24 –40
01 026 44 065
–25 –40 –60
13 04 05
–10
03
Quo ent = 805 Quo ent = 1352 Quo ent = 535 Quo ent = 346
Remainder = 1 Remainder = 3 Remainder = 4 Remainder = 5

Exercise 5.2
Divide using long division.
a. 4671 ÷ 2 b. 3729 ÷ 2 c. 4298 ÷ 3

d. 4366 ÷ 3 e. 5518 ÷ 4 f. 4365 ÷ 4

All-important: It is the number left undivided.

81
 g. 3499 ÷ 5 h. 3245 ÷ 6 i. 6127 ÷ 6

j. 6654 ÷ 7 k. 4735 ÷ 8 l. 6328 ÷ 9

m. 5129 ÷ 9 n. 6406 ÷ 10 o. 5623 ÷ 10

Division Stories
In our lives some daily situa ons require division of a bigger number by a smaller
number. They may or may not leave a remainder.
Example 3: 3465 pouches of salt were equally divided into nine heaps. How many
pouches were there in each heap?
Solu on: Number of pouches = 3465
Number of heaps = 9
Number of pouches in each heap = 3465 ÷ 9

82
 385
9 3465
–27
76
–72 Each heap has 385 pouches.
45
–45
00
Example 4: 3740 toffees are to be packed in pouches. Eight toffees can be packed in one
pouch. How many pouches will be packed completely? How many toffees are le behind?
Solu on: Number of toffees = 3740
Number of toffees in each pouch = 8
Number of complete pouches = Quo ent of 3740 ÷ 8
Number of toffees le behind = remainder of 3740 ÷ 8
467 It is also considered
3740 as a process of
8 repeated
–32
subtraction.
54
–48 Quo ent = 467, Remainder = 4
60 Thus, 467 complete pouches can be made.
–56 Also four toffees will be le behind.
04

Exercise 5.3
Divide using long division.
a. 2764 roses have to be arranged in b. A box had 1628 pens. They were
bunches of two roses each. How packed into packets of three pens each.
many such bunches can be formed? How many such packets can be made?
How many pens are le behind?
c. A group of 1024 men, have to be d. 1936 combs are to be packed in packets
divided into four equal groups. How of five combs each. How many such
many men will be there in each group? packets can be made? How many
combs are le behind?

83
e. At a bakery 6450 pan cakes were f. 2445 items have to be equally packed
packed in packets of six pan cakes each. in six bags. How many items must be
How many such packets can be made? packed in each bag? How many items
are le behind?
g. 4152 shu lecocks have to be packed h. A trader has 2635 paintbrushes. These
into containers. Each container should were packed in pouches of nine
have eight shu le cocks. How many brushes each. How many such pouches
containers can be completely packed? did he get? How many paintbrushes
were le behind?
i. A carton has 2070 soap cakes. They j. There are 2353 bu ons. They have to
have to be packed into packets of be packed into pouches of ten
nine soap cakes each. How many bu ons each. How many such
packets can be made? pouches can be made? How many
bu ons were le behind?

Division by 10, 100 and 1000

Observe the following pa erns.
Dividing mul ple of 10 by 10:
10 ÷ 10 = 1 (Cancel 0 from both : 10 ÷ 10 = 1 ÷ 1 = 1)
30 ÷ 10 = 3 (Cancel 0 from both : 30 ÷ 10 = 3 ÷ 1 = 3)
240 ÷ 10 = 24 (Cancel 0 from both : 240 ÷ 10 = 24 ÷ 1 = 24)
4210 ÷ 10 = 421 (Cancel 0 from both : 4210 ÷ 10 = 421 ÷ 1 = 421)
Dividing mul ple of 100 by 100:
100 ÷ 100 = 1 (Cancel 00 from both : 100 ÷ 100 = 1 ÷ 1 = 1)
500 ÷ 100 = 1 × 5 (Cancel 00 from both : 500 ÷ 100 = 5 ÷ 1 = 5)
2300 ÷ 100 = 23 (Cancel 00 from both : 2300 ÷ 100 = 23 ÷ 1 = 23)
Dividing mul ple of 1000 by 1000:
1000 ÷ 1000 = 1 (Cancel 000 from both : 1000 ÷ 1000 = 1 ÷ 1 = 1)
7000 ÷ 1000 = 1 × 7 (Cancel 000 from both : 7000 ÷ 1000 = 7 ÷ 1 = 7)
Dividing any number by 10:
93 ÷ 10 quo ent = 9, remainder = 3
234 ÷ 10 quo ent = 23, remainder = 4
3417 ÷ 10 quo ent = 341, remainder = 7
(remainder = ones digit, quo ent = remaining number)
Dividing any number by 100:
234 ÷ 100 quo ent = 2, remainder = 34
3843 ÷ 100 quo ent = 38 , remainder = 43
(remainder = number formed by last two digits, quo ent = remaining number)
84
Dividing any number by 1000:
1243 ÷ 1000 quo ent = 1, remainder = 243
3474 ÷ 1000 quo ent = 3 , remainder = 474
(remainder = number formed by last three digits, quo ent = remaining number)
Remember: A number with ‘0’ at ones’ place is divisible by 10.
A number with ‘0’ or ‘5’ at ones’ place is divisible by 5.
A number with 0, 2, 4, 6 or 8 at ones’ place is divisible by2.
If the sum of the digits of a number is divisible by 3, then the number is divisible by 3.
These are called divisible rules.

Exercise 5.4
Divide and find the quo ent:
a. 40 ÷ 10 = _____________ b. 370 ÷ 10 = _____________
c. 5830 ÷ 10 = _____________ d. 900 ÷ 10 = _____________
e. 4200 ÷ 100 = _____________ f. 3200 ÷ 100 = _____________
g. 5700 ÷ 100 = _____________ h. 6000 ÷ 100 = _____________
i. 5000 ÷ 1000 = _____________ j. 6000 ÷ 1000 = _____________
k. 7000 ÷ 1000 = _____________ l. 8000 ÷ 1000 = _____________
Divide and find the quo ent and remainder:
a. 23 ÷ 10 : Q = ___________ ; R = ___________
b. 808 ÷ 10 : Q = ___________ ; R = ___________
c. 732 ÷ 100 : Q = ___________ ; R = ___________
d. 1254 ÷ 100 : Q = ___________ ; R = ___________
e. 7870 ÷ 1000 : Q = ___________ ; R = ___________
f. 32713 ÷ 1000 : Q = ___________ ; R = ___________

Division Facts
Property 1:
3527 ÷ 3527 = 1 Let A be any
Ÿ If a number is divided by itself the answer is always 1. number. Then
A÷A=1

Property 2:
Let A be any 5345 ÷ 1 = 5345
number. Then Ÿ If a number is divided by 1 the answer is the number itself.
A÷1= A

85
 Exercise 5.5
Fill in the blanks.
a. 2363 ÷ 2363 = _________ b. 3446 ÷ 3446 = _________
c. 5416 ÷ _________ = 1 d. 4188 ÷ _________ = 1
e. _________ ÷ 6345 = 1 f. _________ ÷ 9441 = 1

Hots: 1. Mala divided 498 by 8 and obtained a quotient of 62 and remainder 2 for this
problem which of these checks will help Mala to find out her mistake.
(a) Check if quotient × dividend + remainder = divisor.
(b) Check the calculations of 8 × 6 and 8 × 2
(c) Check if remainder < divisor.
(d) Check if remainder < dividend.
2. Meena has 47 pineapples to put in 5 baskets. She wants to put the same number of
pineapples in each baskets. If the evenly divides the pineapples among the 5 baskets,
how many pineapples will be left over?

Worksheet
1. Divide the following:
a. 9024 ÷ 4 b. 8645 ÷ 7 c. 8575 ÷ 8 d. 7612 ÷ 9
2. Divide the sum of 1344 and 4662 by 3.
3. Subtract 4785 from 9285 and divide the difference by 5.
4. Mul ply 1264 by 5 and divide the product by 10.
5. There are 7857 balls. They have to be packed into packets of six balls each. How
many packets can be made? How many balls will be le behind?
6. There are 2000 bu ons in each box. Four such boxes were opened. Now bu ons
were repacked into packets of ten bu ons each. How many packets will be
obtained?
7. Round off 7182 to nearest hundreds and divide the result by 8.

Activity
Vedic Maths / Remainder on division by 9.
To find remainder on division by 9 we have to divide by 9. If the number is big ( six
or more digits) the process becomes lengthy and error prone. Using the method
shown in examples below, we can find the remainder without actual division.

86
Example 1: Find the remainder obtained on dividing 3592 by 9.
Solu on: First we find the sum of digits ( also called digit sum )
S = 3 + 5 + 9 + 2 = 19.
When 19 is divided by 9 remainder is 1. So, on dividing 3592 by 9, remainder will
be 1.
Remainder on dividing a number by 9 is same as the remainder on dividing its
digit sum by 9. Also if remainder is 0 the number is divisible by 9.
The process can be made a li le easier by dele ng all 9’s or groups of digits whose
sum is 9.
Example 2: Find the remainder obtained on dividing 3945 by 9.
Solu on:

3 9 4 5 (We delete 9. We also delete 4 and 5 as 4 + 5 = 9)

Now we find the digit sum of remaining digits.
4+5=9 S = 3.

When 3 is divided by 9, remainder is 3 itself.

So, on dividing 3945 by 9, remainder will be 3.
Lets try the following:
1. 3467
sum of digits = ______________________ : remainder = _____________

2. 9087
sum of digits = ______________________ : remainder = _____________
3. 8629
sum of digits = ______________________ : remainder = _____________
4. 2390
sum of digits = ______________________ : remainder = _____________

87
 6 Fractions
We o en hear sentences like these:
• I was half an hour early.
• Nearly one-third of the class was absent today.
• Almost three-fourth of those invited came for the party.
Words like half, one-third, three-fourths represent parts of the whole or a part of the
collec on. A fraction
Let us observe some frac ons. represents the part
of a whole.
Half
A B C D

A : Take a sheet of paper.

B : Fold the paper by bringing its opposite edges together.
C : Now unfold the paper.
D: We find that the sheet of paper has been divided by a crease into two equal parts
such that each part covers the other completely.
It shows that each of these parts is a half of the whole.
Since, a half means one part out of two equal parts, we express it by the symbol ½.
Shade half of the parts.
In the above figure, the shaded and the un-shaded por ons represent ½.
We can see that
two halves make a
One-Fourth and Three-Fourths whole.

A B C D E

All-important: A part of a whole is called a fraction.

88
A: Draw a circle on a sheet of paper and cut it out.
B: Fold it in half by bringing the two opposite sides together.
C: Fold it again into half.
D: We get a quarter-circle.
E: A part of a whole is called a frac on. Unfold it. We observe that the whole circle has
been divided into four equal parts. Each part is called one fourth or a quarter of the whole.
Let us shade one part out of the four equal parts.
This shaded part is called one fourth or a quarter of the whole. Since for three fourths
Since for one fourth, we take 1 out of 4 equal parts, the we take 3 out of 4 equal
parts, the expression is
expression is wri en as ¼ written as ¾ .
The un-shaded part contains three equal parts out of the four.
Thus, the un-shaded part is three fourths of the whole.

One-third and two-thirds

We divide a circle into three equal parts.
Each part is called one third. 2
3
Let us shade one part out of the three equal parts.
1
The un-shaded part represents two-third. 3

One third is expressed as 13 and two thirds as 23 .

A collec on can be divided into a number of equal parts.

One third is expressed as 13 and

two thirds as 23 .

Equal Parts in a Collection

Frac ons can also be shown as equal parts of a collec on.

The coloured part shows:

1/2 1/3 2/3 1/4 3/4

89
 Exercise 6.1
1. Shade ½ part of each of the following figures.
A B C D E

2. Shade ¼ part of each of the following figures.

A B C D E

3. Shade ¾ part of each of the following figures.

A B C D E

4. Shade ⅓ part of each of the following figures.

A B C D E

5. Shade ⅔ part of each of the following figures.

A B C D E

6. What frac on of each of the following is shaded?

A B C D

90
 E F G H I

7. What frac on of each of the following is un-shaded?

A B C D E F

More About Fractions

Look at the figure given below:

The strip is divided into five equal parts. Each part is one-fi h of the whole.

Here, the shaded part is one out of five equal parts. It represents one-fi h.
We write one-fi h as 1/5 which is read as ‘one by five’ or ‘one over five.’

Here, the shaded part is two out of five equal parts. It represents two-fi hs.
We write two-fi hs as 2/5 which is read as ‘two by five’ or ‘two over five.’

Here, the shaded part is three out of five equal parts. It represents three-fi hs.
We write three-fi hs as 3/5 which is read as ‘three by five’ or ‘three over five.’

Here the shaded part is four out of five equal parts. It represents four-fi hs.
We write four-fi hs as 4/5 which is read as ‘four by five’ or ‘four over five.’

If we shade five equal parts of the strip, then the whole strip is shaded.
So, five-fi hs make a whole, i.e. 5/5 = 1.
91
 Now let us divide the strip into six equal parts.

Each part is one-sixth of the whole.

The shaded part represents 1/6.

The shaded part represents 2/6.

The shaded part represents 3/6.

The shaded part represents 4/6.

The shaded part represents 5/6.

The shaded part represents 6/6 or 1.

Fractional Numbers
• The symbols 1/2, 1/3, 1/4, 2/5, 5/6.....etc. are called frac ons.
Remember: For each fraction, we have a fractional number and for each fractional number,
we have a fraction.
Example 1: Write a frac onal number and its frac on for the shaded por on of the
given figure.

Solu on: Here, the figure is divided into ten equal parts. Out of 10 equals parts,
3 parts are shaded. So, the shaded por on represents three-tenths.
Then the corresponding frac on is 310 .
All-important: The numbers such as half, one-third, one-fourth, two-fifths, five-sixths, etc.
are called fractional numbers.
92
 Exercise 6.2
1. Write the frac on which represents the shaded por on in each figure.

2. Write the frac on which represents the un-shaded parts in each figure.

3. Write the frac on for each of the following:

a. four-fi hs b. one-sixths c. six-sevenths
d. five-eighths e. seven-ninths f. three-tenths
4. Write the frac onal number for each of the following:
a. 2 ____________ b. 3 ____________ c. 1 ____________
3 4 5
d. 5 ____________ e. 8 ____________ f. 7 ____________
7 9 10

Numerator and Denominator

Given below is a strip divided into 9 equal parts.

Number of shaded parts = 5

Total number of equal parts = 9
5
Here, the shaded por on represents
5 9
In the frac on , the numeral 5 is the numerator numerator
9 5 vinculum
and the numeral 9 is the denominator. 9 denominator
The ‘bar’ drawn in between ‘ — ’ is called ‘vinculum’.
Remember: The numeral written above the vinculum is called the numerator of the fraction.
The numeral written below the vinculum is called the denominator of the fraction.

93
The denominator tells us the number of equal parts into whole is divided.
The numerator tells us the number of equal parts taken together.

3
Consider the fraction : 7 This means that
the whole was divided into 7 equal parts 7
Consider the fraction : 10 This
and 3 out of them were taken.
means that the whole was divided
into 10 equal parts and 7 out of them
were taken.

Exercise 6.3
1. Write the numerator and denominator of each of the following frac ons:
a. 1 b. 3 c. 5 d. 5 e. 7 f. 9
3 5 7 8 9 10
2. Write the following frac ons if.
a. numerator is 4 and denominator is 9.
b. numerator is 5 and denominator is 11.
c. numerator is 4 and denominator is 7.
d. numerator is 3 and denominator is 8.
e. denominator is 12 and numerator is 7.
3. Write the following frac ons if.
a. denominator is 8 and numerator is 1 less than the denominator.
b. denominator is 9 and numerator is 5 less than the denominator.
c. numerator is 8 and denominator is 5 more than the numerator.
4. Fill in the blanks.
a. 3 : The whole was divided into ____ parts and ____out of them were taken.
10
b. 3 : The whole was divided into ____ parts and ____out of them were taken.
11
c. 5 : The whole was divided into ____ parts and ____out of them were taken.
12
5. A basket has 12 apples, out of which 5 were found to be ro en. What frac on of
apples are good?
6. A box has 12 balls, out of which are red and remaining are blue. The frac on for
number of red balls is 5/12. How many balls are blue?

94
 Ordering of Fractional Numbers
Look at the shaded por ons of the following strips of the same size:
1.
Whole 1
2.
Halves 1/2
3.
Thirds 1/3
4.
Fourths 1/4
5.
Fi hs 1/5
6.
Sixths 1/6
7.
Sevenths 1/7
8.
Eighths 1/8
9.
Ninths 1/9
10.
Tenths 1/10
— The shaded por on of the first strip is more than the shaded por on of the second
strip. Therefore, 1 > 12 .
— The shaded por on of the second strip is more than the shaded por on of the
third strip. Therefore, 1 > 1 .
2 3
95
— The shaded por on of the third strip is more than the shaded por on of the fourth
strip. Therefore, 13 > 14 .

Similarly, we see that 14 > 15 , 15 > 16 , 16 > 17 , 17 > 18 , 18 > 19 and 19 > 10
1

Taking any two strips say (second and fourth), we find that
If two fractions have the
same numerator, then
Also, 13 > 15 , 14 > 17 , 16 > 19 , 15 > 18 , 17 > 10
1
the fraction with smaller
denominator is the
Here, the numerator remains the same, greater fraction.
but the denominator goes on increasing.
Look at the shaded por ons of three figures of the same size.

The shaded por on is 1/4 The shaded por on is 2/4 The shaded por on is 3/4
of the whole. of the whole. of the whole.
The shaded por on of the second figure is more than the shaded por on of the first
figure. So, 2 > 1 .
4 4
If two fractions have
The shaded por on of the third figure is more than the same denominator,
then the fraction with
the shaded por on of the second figure. So, 3 > 2 . greater numerator is
4 4 the greater fraction
Thus, 24 > 14 , 34 > 24 and 34 > 44

Here, the denominator remains the same, but the numerator goes on increasing.

Example 2: Which frac on represents the greater frac onal number, 4 or 7?

9 9
Solu on: Given frac ons are 4 or 7 .
9 9
Here both the frac ons have the same denominator 9.
Now, compare their numerators.
Since 7 > 4, frac on 7 represents the greater frac onal number.
9
96
Example 3: Which frac on represents the smaller frac onal number, 58 or 11
5?

Solu on: Given frac ons are 58 or 11

5 .

The numerators of both the frac ons are same.

5 represents the smaller frac onal number.
Since 11 > 8 frac on 11

Exercise 6.4
1. Compare and write the correct sign (> or <) in each of the following:
a. 2 2 b. 3 , 3 c. 4 4 d. 5 , 5
, 7 8 , 9 10
5 7 9 7
2. Compare and write the correct sign (> or <) in each of the following:
a. 5 4 b. 3 , 1 c. 5 7 d. 9 , 7
, 4 4 , 10 10
6 6 8 8
3. Choose the frac on which represents the smaller frac onal number.
a. 3 3 b. 5 , 5 c. 4 5 d. 5 , 7
, 7 9 , 8 8
5 7 9 9
4. Choose the frac on which represents the greater frac onal number.
a. 3 5 b. 2 , 3 c. 5 5 d. 5 , 7
, 5 5 , 8 8
7 7 8 9
5. Arrange the following in ascending order of frac onal number.
a. 7 7 b. 5 , 2 , 7 c. 4 , 4 , 4
, 9 9 9 9 5 11
10 8
6. Arrange the following in descending order of frac onal number.
a. 1 , 3 , 5 b. 3 , 6 , 5 c. 3 , 3 , 3
12 12 12 10 10 10 4 9 7

Types of Fractions
• If in a frac on, the numerator is 1 then the frac on is said to be a unit frac on.
Hence, 1 , 1 , 1 , etc. are unit frac ons.
2 3 4
• If in a frac on, the numerator is less than the denominator, the frac on is said to
be a proper frac on.
Hence, 7 , 5 , 3 , etc. are proper frac ons.
11 12 5
97
• If in a frac on, the numerator is more than the denominator, the frac on is said to
be an improper frac on.
Hence, 8 , 7 and 17, etc. are improper frac ons.
7 3 5
Example 4: Which of the following are proper frac ons and improper frac ons? Give
reason.
a. 12 b. 15 c. 7 d. 8
17 8 18 6
Solu on:
a. Proper frac on : Numerator is less than the denominator.
b. Improper frac on : Numerator is more than the denominator.
c. Proper frac on : Numerator is less than the denominator.
d. Improper frac on : Numerator is more than the denominator.

Mixed Fractions
You must have also heard sentences like these:
• What will be the cost of two (2) and a half ( 12 ) liters of milk?
• I am five (5) and a quarter ( 14) feet tall.
• What are two and a half, five and a quarter, four and three quarters, etc.?
These are called mixed frac ons because they have two parts– a whole number
part and a frac onal part.
Let us see how we write them.
1 1
• 2 and a half means 2 + 2 and is wri en as 2 2 .
• 5 and a quarter means 5 + 14 and is wri en as 5 14 .

Representing Improper Fractions as Mixed Fractions

An improper frac on can be expressed as a mixed frac on.
Example 5: Express (a) 23 as a mixed frac on. (b) 2 13 as an improper frac on.
5
Solu on: (a)
• We divide the numerator ( dividend) by the denominator. (divisor)
• We obtain the quo ent and the remainder. remainder
quo ent
• Then the mixed frac on is: denominator
98
 Let us go ahead 4
We divide 23 by 5 5 23
–20
Quo ent is 4 and remainder is 3.
3 3
So the mixed frac on is 4 .
5
Solu on: (b) a bc = a × cc + b 1 2×3+1
_____ 7
2 3 3
3

Like and Unlike Fractions

Two frac ons are said to be like frac ons if they have same denominator and unlike
frac ons if they have different denominator.
1 2 1 1
Thus, and are like frac ons, whereas and are unlike frac ons.
3 3 2 3

Exercise 6.5
1. State which of the following frac ons are proper or improper. Give reason.
a. 13 b. 11 c. 12 d. 8
9 19 5 17
2. Write the following as mixed frac ons:
a. seven and one-third b. 3 and 2 c. 11 and 9 d. 3 + 2
13 14 7
3. Express each of the following as a mixed frac on.
a. 17 b. 21
7 10
4. Express each of the following as an improper frac on.
a. 4 1 b. 5 2
3 3
5. Classifly the following as like/unlike frac ons.
a. 1/3 and 2/3 b. 4/11 and 7/11 c. 7/13 and 13/7

Addition of Like Fractions

If ca and bc are two frac ons, then ca + bc = a+ b

c
2 4
Example 6: Find the sum of and .
7 7
Solu on: 2 + 4 = 2+ 4 = 6.
7 7 7 7
99
Subtrac on of like frac ons a b
If c and c are two fractions,
Example 7: Subtract 3 and 5 .
7 7 then a – b = a– b , where a > b?
c c c
Solu on: 5 – 3 = 5 –3 = 2 .
7 7 7 7

Exercise 6.6
1. Find the sum of:
a. 3 , 5 4, 3 c. 3 , 1 7 5 e. 2 5 , 1 3
7 7 b. 5 5 8 8 d. 10 , 10
11 11
2. Subtract:
a. 3 from 7 b. 4 from 6 c. 2 from 5 5 from 7
d. 10 e. 5 from 8
8 8 7 7 9 9 10 11 11

Hots: 1. There are 40 match sticks in a match box Sonia uses 3

match sticks every day. Find the fraction of match sticks she used in 7
days.
2. How many more equal-sized pieces would you need to make a whole
for the given figure?

Worksheet
1. Write the frac on for the frac onal number ‘three-seventh’.
2. Write the frac onal number for 5/8.
3. Write the numerator and denominator of 7/13.
4. Write a frac on with numerator 5 and denominator 7 more than the numerator.
5. Write a frac on with denominator 15 and numerator 7 less than the denominator.
6. Which is greater in each of the following pairs: a. 1/7 and 1/6 b. 3/8 and 5/8.
7. Arrange in ascending order : 1/7, 6/7, 4/7, 5/7.
8. Arrange in descending order : 2/11, 3/11, 9/11, 1/11.
9. Add 5/11 and 4/11.
10. Subtract 3/13 from 11/13.

100
 Activity
Make a chart showing most commonly used frac ons such as 1/2, 1/3 , 1/4, 3/4,
etc. by means of paper strips, circular sheets , square sheets, etc.

1/2

1/3

1/4

3/4

You have seen 1/2, 1/3, 1/4 in the figure above.

Now use red and white stripes to make the following frac ons.
1/2, 1/3, 1/4, 2/3, 2/5, 3/5, 4/5
Paste them in your scrapbook.
Example:
= 15

= 34

Project
Make a collec on of sentences which contain frac ons.
Example:
• 12 a cup of tea
• This beaker is two-thirds full, etc.
You may support your answers by drawings and pictures.

(See the pages a ached in the end of the book for the cut-outs of red and white stripes.)

101
 7 Geometry
In class II you have learnt about plane and solid shapes.
Now we will learn more on geometry.
Before we go ahead, let us recall what we have learnt in class II.

Let Us Recall

1. A triangle has ________ sides and ________ corners.

2. A square has ________ sides and ________ corners.
3. A rectangle has ________ sides and ________ corners.
4. A cube has ________ faces, ________ edges and ________ corners.
5. A cuboid has ________ faces, ________ edges and ________ corners.
6. A cone has ________ faces, ________ edges and ________ corners.
7. A cylinder has ________ faces, ________ edges and ________ corners.
8. A sphere has ________ faces, ________ edges and ________ corners.

(a) Edges and Corners

Straight Edges
Many things around us have straight edges.
Let us mark the straight edges in the following figure.
An edge which is a
4 part of a straight line is
called a straight edge.

3 1

The number of straight edges in the figure above is 4.

102
Curved Edges
All things need not have straight edges. An edge which is a
Many things around us have curved edges. part of a curved line
is called a curved
edge.

Let us mark the curved edges in the following figure.

The number of
curved edges in
the figure is 2.

Corners
B C
The point where
the two edges
A D In the figure, edges meet meet is called a
corner.
at A, B, C and D.
Hence, A, B, C and D are
corners of the figure.
Some figures may have no corners.

All-important: If we put the sharp tip of a pencil on a sheet of paper and move from one
point to the other, without lifting the pencil, then the shapes so obtained are called curves.

103
 Exercise 7.1
1. In each figure, find the number of straight edges.
a.

Number of straight edges: ________.

b.

Number of straight edges: ________.

c.

Number of straight edges: ________.

2. In each figure, find the number of curved edges.

a.
Number of curved edges: ________.

b.

Number of curved edges: ________.

c.

Number of curved edges: ________.

3. Find the number of straight and curved edges in the following figures.
a.
Number of straight edges: ________.
Number of curved edges: ________.
b. Number of straight edges: ________.
Number of curved edges: ________.
104
4. Find the number of corners in each of the following.

a.
Number of corners: ________.

b.
Number of corners: ________.

c.
Number of corners: ________.

Remember: 1. The curves which have different beginning and end points are called open
curves.

2. The curves which have same beginning and end points are called closed curves.

(B) Comparing Plane Shapes

Shapes having only length and breadth are called plane shapes. Triangle, square,
• A plane shape may or may not have corners. rectangle, circle are
• A plane shape has at least one side. some examples of
• Sides may be straight or curved. plane shapes.
Before we compare plane shapes let us observe them one by one.
a. Triangle A triangle has:
= 3 corners.
= 3 sides ( 3 straight ; 0 curved).

b. Rectangle A rectangle has:

= 4 corners.
= 4 sides ( 4 straight ; 0 curved).

105
c. Square A Square has:
= 4 corners.
= 4 sides ( 4 straight ; 0 curved).

d. Kite A kite has:

= 4 corners.
= 4 sides ( 4 straight ; 0 curved).

e. Pentagon
A figure with five straight edges is called a
pentagon. It has:
= 5 corners.

= 5 sides ( 5 straight ; 0 curved).

f. Hexagon
A figure with six straight edges is called a
hexagon. It has:
= 6 corners.

= 6 sides ( 6 straight ; 0 curved).

g. Circle A circle has:

= no corners.
= 1 side which is curved.

h. Oval An oval has:

= no corners.
= 1 side which is curved.

106
 Exercise 7.2
1. Fill in the blanks.
a. A triangle has ____ sides, ____ corners, ____straight sides, ____curved sides and
____diagonals.
b. A square has ____sides, ____corners, ____straight sides, ____curved sides and
____diagonals.
c. A rectangle has ____sides, ____corners, ____straight sides, ____curved sides
and ____diagonals.
d. A kite has ____sides, ____corners, ____straight sides, ____curved sides and
____diagonals.
e. A pentagon has ____sides, ____corners, ____straight sides, ____curved sides
and ____diagonals.
f. A hexagon has ____sides, ____corners, ____straight sides, ____curved sides and
____diagonals.
g. A circle has ____sides, ____corners, ____straight sides, ____curved sides and
____diagonals.
2. Tick (ü) the shape with less number of sides.
(a) triangle, square (b) rectangle, pentagon (c) hexagon, kite
3. Circle ( ) the shape with more number of sides.
(a) triangle, kite (b) rectangle, hexagon (c) pentagon, square
4. Underline the shape with less number of corners.
(a) circle, square (b) hexagon, rectangle (c) oval, pentagon
5. Cross out (û) the shape with more number of corners.
(a) Triangle, pentagon (b) hexagon, oval (c) triangle, square
6. Fill in the blanks.
a. Square, __________ and __________have same number of corners.
b. A pentagon has __________side more than rectangle.
c. A rectangle has __________corners less than a hexagon.
d. A kite has 7 diagonals less than a __________.
e. Rectangle, __________and __________have same number of sides.
f. Kite, __________and __________ have same number of diagonals.
g. A square has three diagonals less than a __________.
h. A __________has three corners more than a triangle.

107
 Plane and Curved Surfaces
Some solids
The part of a solid object, which we can see and touch is have both kinds
called its surface. of surface.
This may be a plane surface or a curved surface.
[ The page of notebook, table top, blackboard in class room, etc. have only plane surface.

[ A ball, an orange, a globe, an onion have a curved surface only.

[ A pencil, a candle, a ba ery cell have both plane and curved surfaces.

Comparing Solid Shapes

Shapes having length, breadth and height are called solid shapes.
• A solid shape may or may not have corners.
• A solid shape has at least one face. Cube, cuboid,
• Face may be plane or curved. cylinder, cone and
• A solid shape may or may not have an edge. sphere are examples
• Edges may be straight or curved. of solid shapes.
Before we compare solid shapes let us observe them one by one.

1. Cube = 8 corners
= 6 faces (6 plane; 0 curved)
= 12 edges (12 straight; 0 curved)
2. Cuboid = 8 corners
= 6 faces (6 plane; 0 curved)
= 12 edges (12 straight; 0 curved)

108
3. Cylinder = no corners
= 3 faces (2 plane; 1 curved)
= 2 edges (0 straight; 2 curved)
4. Cone = 1 corner
= 2 faces (1 plane; 1 curved)
= 1 edge (0 straight; 1 curved)
5. Sphere = no corners
= 1 face (0 plane ; 1 curved)
= no edges

Exercise 7.3
1. Fill in the blanks.
a. A cube has ____ corners, ____faces and ____edges.
b. A cuboid has ____corners, ____faces and ____edges.
c. A cylinder has ____corners, ____faces and ____edges.
d. A cone has ____corners, ____faces and ____edges.
e. A sphere has ____corners, ____faces and ____edges.
2. Tick (ü) the shape with less number of edges.
a. cube, cylinder b. cone, cuboid
3. Cross out (û) the shape with more number of edges.
a. sphere, cube b. cuboid, cone
4. Underline the shape with less number of corners.
a. cube, sphere b. cylinder, cone
5. Tick (ü) the shape with more number of corners.
a. sphere, cone b. cuboid , cylinder
6. Fill in the blanks.
a. Cuboid and _________ have same number of corners.
b. A cuboid has _________edges more than cylinder.
c. A _________has 1 face more than a cone.
d. Cube and _________have same number of edges.
e. A cone has _________edges less than a cube.
f. A cube has _________corners more than a cone.
g. A _________has 1 face more than a sphere.

109
 (C) Point, Line Segment, Ray and Line
An impression made by the p of a sharp pencil represents a point.
A point determines a loca on.
.P
It is represented by a capital le er.
The corners of the page of a notebook are points.
If a line segment is stretched infinitely on one side, we get a ray.
Ray AB is shown as AB.
The star ng point ( A ) is called ini al point.
Length of ray cannot be measured as it extends indefinitely in one A
.
B
.
direc on. AB
Ray AB and ray BA are not the same.
If we stretch a line segment infinitely, on both sides we get a line.
Line AB is shown as AB.
.
A
.B
It has no end point and no definite length. AB
‘Line AB’ and ‘line BA’ are same.
The part of a line between two points on a line is called a line
segment.
Line segment AB is shown as AB.
It has two end-points and a definite length. . .B
Line segment ‘AB’ and line segment ‘BA’ are same.
A . AB
.
Length of a line segment can be measured using a scale.
Sides of a blackboard are line segments.

Exercise 7.4
1. Mark two points as A and B and draw a line segment joining them. Name the line
segment in two ways.
. .
A B
2. Draw as many line segments as possible by joining the points P, Q and R.
P .
.R
Q .
How many line segments are formed? ________ .
110
3. How many line segments can you see in the line given below? Name them.
.
x
.Y .z
4. How many lines can you see in the figure below? Name them.
A C F
C
B
E
5. How many rays can you see in the figure below? Name them.
X
P Q
A
B Y
a. If a line segment is stretched infinitely on both sides, we get a __________ .
g. A line has no __________ whereas a line segment has __________ end points.
h. If a line segment is stretched infinitely on one side, we get a __________ .

Map Reading
Rohit is on a visit to his Aunt’s house.
He wants to go to the nearby park to enjoy the rides and swings there.
He does not know the way.
His aunt tells him the way and he makes a map so that he does not get lost.

111
 1. Step out of the house and turn to your right.
2. Keep walking straight ll you see a temple to your right.
3. Turn le and keep walking straight.
4. You will see a school in front of you.
5. Now turn to your right and keep walking straight.
6. You will soon see the park on your right.
Remember: A map tells the location of an object or a place in relation to other objects.
On a map we use directions and symbols for important landmarks.
Landmarks are buildings, places, etc, that helps us to locate a place.
In the above map, the temple and the school are the land marks that make sure that
we are moving in the right direc on.

Exercise 7.5
1. Sonika made a map of places nearby her home.
MARKET
POST OFFICE

BANK

HOME

PARK

TEMPLE SCHOOL

a. How will you go from her home to the bank if you have to go to the market first?
b. If you have to go to the park which route will you take? Which landmarks will
come in the way? (There are two answers of the ques on.)
c. You are at temple. You want to go to Sonika’s home by the shortest distance.
Which route will you take? Which landmark will come on the way?
2. Draw a simple map to show how to reach from your home to the nearest market.

112
 Tangram
Tangram is a Chinese puzzle. A square is cut into five pieces

8 cm
called tans. A tangram may have 5 or 7 pieces. (a)
5-Piece Tangram
Let us perform an ac vity.
8 cm
1. Draw a square of side 8 cm on a thick paper or cardboard.
2
2. Cut it out. 1
3
3. Draw a grid of squares of side 4 cm inside the big square.
(b)
4. Draw lines as shown in (b). This divides the square into 5 parts.
These do not overlap. Number the parts as shown. 4 5
5. Cut out these parts.
6. Our Tangram puzzle is ready. 2
1
Using all tans we have to make specific shapes. Tans must
touch each other but not overlap. (c) 3
Let us see some shapes made by Tangrams. 4
5

2 5

1 4

7-Piece Tangram
Now we shall learn about 7-piece tangram.
Let us prepare one.
1. Draw a square of side 8 cm on a thick paper or cardboard.
2. Cut it out.
3. Draw a grid of squares of side 2 cm inside the big square. 3 6 5
4. Draw lines as shown. This divides the square into 7 parts.
8 cm

(d) 4 2
These do not overlap. Number the parts as shown in the figure. 7
1
5. Cut out these parts.
6. Our Tangram puzzle is ready. 8 cm

Remember: Using all tans we have to make specific shapes. Tans must touch each other but
not overlap.

All-important: Tangram is also called a wisdom puzzle.

113
Let us see some shapes made by Tangrams.

4 5 5 6
6
6
1 7
1 1
3 2
4 3 4
2 5
7 2
3 7

Exercise 7.6
1. Number the Tans ( 1, 2, 3, … 5) in each of the following shapes.
a. b. c.

2. Number the Tans ( 1, 2, 3, ... 7) in each of the following shapes.

a. b.

3. Match the tans with the shape. (One has been done for you.)

3 6 5

4 2
7
1

114
4. Make the following shapes using Tangrams.
a. Rabbit b. Hen c. Le er E
Hints

Tessella on (Tiling)
We o en see ling pa erns on floors and walls.
Such pa erns can also be seen on rugs, towels, curtains, etc.

These are formed by polygons to cover a plane without leaving any gaps or
overlapping. These are called Tessella ons or ling pa erns.
A tessella on is an arrangement of repea ng shapes. You can go on adding more les
to any such pa ern.

115
Can all shapes tessellate (form ling pa erns)?
Let us observe some unit shapes and pa erns formed by them.
Unit Shape Pa ern
There is no overlapping
a. and no gaps. This tiling
pattern is a tessellation.

There is no overlapping
b. but there are gaps. This
tiling pattern is not a
tessellation.

c. There are no gaps but

there is overlapping.
This tiling pattern is not
a tessellation.

Exercise 7.7
1. Draw the unit shape(s) in the given tessella on.
a.

116
 b.

c.

d.

2. Create a tessella on using the unit shapes given below.

a.

b.

c.

117
 d.

3. Tick (ü ) the shape that will tessellate. Cross out (û ) the shapes that will not
tessellate.
a. b. c.

d. e. f.

Designs Using Tiles

Tiles of any standard shape can be arranged to make different pa erns.

Red and blue triangular les have been arranged to make a design.

Red and blue hexagonal les have been arranged to make a ling pa ern.

118
 Exercise 7.8
1. Colour the les marked as ‘A’, in green and the les marked as ‘B’, in Blue.
A A A A
B B B B
A A B A A B A A
A A A
A A A A A A
A
B A A B A A B A A B A A A
A A A A
B B B B
A A B A A B A A
B B B B
A A A A A
A A A
B A A B A A B A A B A A
A A A A A A A
A A B A A B A A B B B B

2. Now use any colour combina on to make your own design.

3. Match the le with the design they make on the floor.

Tile Floor design
a. 1.

b. 2.

c. 3.

119
 4. d.

5. e.

Symmetry

Let us take one of our ink demons and cut it along the crease.
— This gives us two half ink demons. The crease is called the line
— Let us place one of them along the mirror. of symmetry. Each half is
— The other half can be seen in the mirror. called symmetrical half.
— What we have observed is called symmetry.
The crease is called the line of symmetry.
Each half is called symmetrical half.
If we are able to draw a line which divides an object into two iden cal mirror halves,
the object is said to be symmetrical about that line.
Are all objects symmetrical?
Observe the following figures.

It is not possible to draw a line which divides them into two iden cal mirror halves.
Such figures are not symmetrical because they do not have a line of symmetry.
Such figures are called asymmetrical.

120
 Exercise 7.9
1. Taking the do ed line as axis of symmetry to complete the following figures.
a. b. c.

d. e. f.

2. Is the do ed line the axis of symmetry? Tick (ü) the right choice.
a. b. c.

Yes No Yes No Yes No

d. e. f.

Yes No Yes No Yes No

g. h. i.

Yes No Yes No Yes No

j. k. l.

Yes No Yes
6 No Yes No
121
3. Using a do ed line, divide the figure into two symmetrical halves if possible.
Cross out (û) the figure if not possible.
a. b. c.

4. Guess the alphabet from its half and write it in the box provided.
a. b. c.

M T H

d. e. f.

X K A
5. Guess the word from its half and write it in the box provided.

Hots: 1. How many triangles can be seen in this drawing?

2
2. In the figure below, a rectangle, a triangle and a circle 4 5
overlap and the different regions formed are numbered 1 3
to 7. How many regions are there in exactly two shapes. 6 7
1

122
 Worksheet
1. In the given figure: EE DD
a. Straight edges are: ___________
b. Curved edge is: ___________
CC
c. Corners are: ___________
d. Each straight edge is a: ___________ A
e. Each corner represents a: ___________ A B
B
2. Draw a square and a rectangle. What is common between them? How is a square
different from a rectangle?
3. Draw a cube and a cuboid. What is common between them? How is a cube
different from a cuboid?
4. In the given figures what type of surfaces are A, B, C and D.
A : ______________ surface B C
A D
B : ______________ surface
C : ______________ surface
D : ______________ surface
5. Draw a tessella on using the given unit figure.

6. Is the do ed line the axis of symmetry? Tick (ü) the right choice.

Yes No Yes No

7. Using a do ed line divide the picture into two symmetrical halves if possible.
Cross out (û) the figure if not possible.

123
 8. Guess the alphabet from its half and write it in the box provided.
a. b.

9. Guess the word from the half.

a. b.

10. Fill in the blanks.

a. The le er D has one __________ edge and one __________ edge.
b. __________are formed by polygons to cover a plane without leaving any gaps
or overlapping.
c. A __________ has one face more than a cone.
d. On a map we use __________ and __________ for important landmarks.
e. A triangle has __________corners less than a pentagon.
f. On a map __________are buildings, places, etc. that help us to locate a place.
g. Number of pieces in a tangram is __________or __________ .
h. If a line segment is extended on one side only, we get a __________ .
11. Say True or False.
a. Both oval and circle have only one edge. T/F
b. A tessella on can go on and on forever. T/F
c. A map tells the loca on of an object or a place in rela on to other objects. T/F
d. A cube has less faces than a cuboid. T/F
e. A cone has no corners. T/F
f. A cylinder has two curved faces and one flat face. T/F
g. If a line segment is extended endlessly on both sides we get a line. T/F

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 Activity
Objective: Observing symmetry in Ink demons.
Requirement: Piece of paper, ink and a dropper.
Instruc ons:

1. Fold a sheet of paper and press to obtain a crease.

2. Unfold and put a drop of ink on the crease.

3. Now fold again and press.

4. Unfold again. We get an ink demon.

An ink demon shows symmetry. The crease is the line of symmetry.

Let’s try the following:
Draw the remaining half of the ink demon for the following:

Project
— Draw a map to show the path to be taken from your home to the nearby park / local
shopping center, etc. Show various landmarks.
— Use tangram cut-out to make the following figures– house, rabbit.
— Colour the cut-outs of the les to make the pa erns and paste them in your scrapbook.
(See the pages a ached in the end of the book for the cut-outs of tangram and ling pa ern.)

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