Items for Assessment

of Learning Outcomes

Mathematics

Class 6
 CHAPTER 1
TOPIC: KNOWING OUR NUMBERS
LEARNING OBJECTIVES:
Comparing Numbers:
• Find the place value of the digit and list total numbers.
• List the total numbers which can be made from the given digits and know the
place value of the digit in the number.
• Arrange the digits of a given number and make smaller or bigger number.
• Add 1 to the greatest 1 digit, 2-digit, and 3-digit number and so on and get the
smallest next digit number.
• Expand the given number and know the place value of a given digit in a
particular number.
• Write the 6-digit number in expanded form and write its number name.
• Add and subtract one from number and find predecessor and successor of a
given number.
• Add bigger digit numbers and understand the situations dealing with larger
numbers.
• Use places of the digits of a particular number and read it easily.
Large Numbers in Practice:
• Read the given situation and find the approximately estimated number.
• Estimate the number to the nearest tens and round off.
• Estimate the outcome of a number and get a quick round off number.
• Round off the numbers and find their sum and difference easily.
• Round off the numbers and find their product easily.
Using Brackets:
• Use bracket to solve the problem and make calculation quick and to avoid
confusion.
Roman Numerals:
• Write numbers in the form of roman numerals and represent and interpret the
numbers written in a clock, time table etc.
• Apply the rules of roman numbers operations and perform arithmetic operation
on them.
LEARNING OUTCOME:
• Applies appropriate operations (addition, subtraction, multiplication and
division) in order to solve problems involving large numbers.

QUESTIONS:

1. What is the sum of 567 and -843?

A. -276
B. 843
C. -1410
D. 1500

2. Solve 274 + 367 - 540 = ______.

A. 1181
B. 987
C. 447
D. 101

3. 1345656 ____ 989456

A. >
B. <
C. =
D. none of these

4. Arrange the following numbers in descending order: 4000, 8500,50600,7235.

A. 50600,8500,7235,4000
B. 50600,8500,4000,7235
C. 50600,7235,8500,4000
D. 50600,7235,4000,850

5. Which of the following numbers comes just before 1000?

A. 999
B. 1001
C. 990
D. 909
6. What is the place value of 6 in 345673498?

A. 60000
B. 600000
C. 66666
D. 60

7. The smallest 4-digit number that can be made using the digits 6, 5, 0, 4
without repetition is ______.

A. 4560
B. 4056
C. 4065
D. 4506.

8. 1 crore = how many million?

A. 10000
B. 1000
C. 100
D. 10

9. Insert comma suitably in 67810138 by using International System.

A. 67,810,138
B. 67,81,01,38
C. 6,78,10,138
D. 678,10,138

10. In Roman Numerals L stands for

A. 100
B. 50
C. 70
D. 90
11. 60 in Roman numerals is ____.

A. LX
B. LXX
C. LXXX
D. XL

12. I made an expenditure of ₹2725 in November, 2009 and of ₹2275 in

December, 2009.What is the total expenditure made by me in November, 2009
and December, 2009 together?

A. 2000
B. 3000
C. 4000
D. 5000

Answers
1. A 2. D 3. A 4. A 5. A 6. B
7. B 8. D 9. A 10. B 11. A 12. D
 CHAPTER 2
TOPIC: WHOLE NUMBERS

LEARNING OBJECTIVES:
Concept of Predecessor:
Use the understanding of the predecessor of one and know the whole number.
Whole Numbers:
Explain the whole number and know the predecessor of 1 and the subtraction of the
two-same number.
The Number Line:
• Define ‘unit distance’ and construct the number line.
• Draw the Number line and represent the whole number.
• Draw a number line and find the predecessor and successor of a given number.
Properties of Whole Numbers:
Apply properties of whole number and simplify arithmetic expression.
Patterns in Whole Numbers:
Form number patterns and verbal calculation and to understand numbers better.

QUESTIONS:

1. The successor of 99999 is _____.

A. 99998
B. 100000
C. 10000
D. 999999

2. The natural number that has no predecessor is _____.

A. 1
B. 10
C. 100
D. 1000
3. The difference between the predecessor of a number and the number itself is
___.

A. 1
B. -1
C. 2
D. -2

4. Which of the following statement is true?

A. All natural numbers are also whole numbers.

B. All whole numbers are also natural numbers.
C. There is no smallest whole number.
D. The greatest whole number is 100.

5. Which of the following statement is true?

A. 1 is the smallest natural number.

B. 50 is the predecessor of 49.
C. 1 is the smallest whole number.
D. 599 is the successor of 600.

6. ‘Whole numbers are closed under addition and multiplication. This property
is known as ________.

A. closure property
B. commutativity of addition and multiplication
C. associativity of addition and multiplication
D. distributive of multiplication over addition.

7. I purchased 10 liters of milk in the morning and 5 liters of milk in the

evening. If the milk costs 30 per liter, how much money will I have to pay to the
milkman?

A. ₹ 450
B. ₹ 300
C. ₹ 150
D. none of these.
8. Which of the following is true?
A. The number 2 can be arranged as a line.
B. The number 2 can be arranged as a square.
C. The number 2 can be arranged as a triangle.
D. The number 2 can be arranged as a rectangle.

9. 2 × (3 + 4) = (2 × 3) + (2 × 4)

The above is known as

A. distributive of multiplication over addition
B. associativity of addition
C. associativity of multiplication
D. none of these.

Answers:
1. B 2. A 3. A 4. A 5. A
6. A 7. A 8.A 9. A
 CHAPTER 3
TOPIC: PLAYING WITH NUMBERS

LEARNING OBJECTIVES:

Finding the factors of a given number:

Arrange the numbers in a row and determine the factors of a given number.
Factors and Multiples:
Determine the numbers which exactly divide the given number and find the
factors.
Prime and Composite Numbers:
Write the factors of a given number and determine prime and composite numbers.
Common Factors and Common Multiples:
Evaluate the factors of given two or more numbers and find the common factors
and multiples.
Prime Factorization:
Factorize a number through prime factorization and list the prime factors.
Highest Common Factor and lowest common factor:
• List down the common factors of given numbers and determine their HCF.
• List down the common multiples of given numbers and determine their LCM.
• Apply the concept of HCF and solve related real-life problems.
• Apply the concept of LCM and solve related real-life problems.

LEARNING OUTCOME:
• Identifies number patterns through factorization in order to recognize and
appreciate (through patterns) the broad classification of numbers as even, odd,
prime, co-prime, etc.
• Applies the concept of HCF or LCM in order to solve problems in a real-life
situation.

QUESTIONS:

1. Which of the following numbers is not a factor of 36?

A. 2
B. 4
C. 18
D. 8
2. Which of the following number is not a multiple of 3?
A. 1
B. 3
C. 9
D. 6

3. The smallest prime number is ____.

A. 1
B. 2
C. 3
D. 4

4. 1 is ______________.
A. a prime number.
B. a composite number.
C. neither prime nor composite.
D. an even number.

5. The least prime number between 1 and 10 is ______.

A. 2
B. 5
C. 3
D. 7
6. Which of the following statements is true?
A. The product of two even numbers is always even.
B. The sum of three odd numbers is even.
C. All prime numbers are odd.
D. Prime numbers do not have any factors.

7. 128 is divisible by ____.

A. 2
B. 3
C. 5
D. 10

8. The greatest common factor of 8 and 20 is ____.

A. 2
B. 1
C. 4
D. 8
9. The HCF of 24 and 36 is ____.
A. 3
B. 6
C. 12
D. 24

10. The LCM of 9 and 45 is ____.

A. 3
B. 9
C. 5
D. 45

Answers
1. D 2. A 3. B 4. C 5. A
6. A 7. A 8. C 9. C 10. D
 CHAPTER 4
TOPIC: BASIC GEOMETRICAL SHAPES

LEARNING OBJECTIVES:
About geometrical shapes:
Give example(s) and explain the importance of a point.
A line segment and A line:
Give example(s) and describe a line segment and a line.
Intersecting Lines and Parallel Lines:
Examine the given lines and identify intersecting lines and parallel lines among
them.
Ray:
• Describe a ray and identify it from the give figures.
• Compare the given figures and identify a ray, line, line segment among them.
Curves:
• Give example(s) and demonstrate an understanding of a simple curve and a curve
that is not simple.
• Describe an open curve and a closed curve and distinguish between the two.
Polygons:
• Discuss the parts of a closed curve and determine the position of a point with
respect to it.
• Examine the given curves and identify polygons and non-polygons.
• Draw rough sketch of a polygon and label and describe its elements.
Angles, Triangles, Quadrilaterals and Circles
• Identify the elements of an Angle (Vertex, arm, interior and exterior angles) for
the given angles.
• Describe the elements of a triangle and identify it among the given figures.
• Describe the elements of a quadrilateral and identify it among the given figures.
• Draw a rough sketch of a circle and label and describe its elements.
• Describe the parts of a circle and identify them in the given circle.
• Draw a rough sketch of a circle and label and describe its elements.
• Determine the parts of closed curves and identify the position of a point with
respect to a polygon and a circle.
LEARNING OUTCOME:
Provides examples from surround in order to describes geometrical ideas like line,
line segment, open and closed figures, angle, triangle, quadrilateral, circle, etc.

QUESTIONS:

1. How many vertices are there in the following figure?

A. 5
B. 3
C. 2
D. 4

2. How many lines can pass through two given points?

A. Only one
B. 2
C. 4
D. Countless

3. How many pairs of adjacent angles are there in a quadrilateral?

A. 1
B. 2
C. 3
D. 4
4. How many pairs of opposite sides are there in a quadrilateral?

A. 1
B. 2
C. 3
D. 4

5. How many angles are there in a triangle?

A. 1
B. 2
C. 3
D. 4

6. How many points are enough to fix a line?

A. 1
B. 2
C. 3
D. 4

7. How many diagonals are there in the following figure?

A. 4
B. 5
C. 2
D. 3
8. A _______ of a circle is a line segment joining any two points on the circle.
A. Radius
B. Diameter
C. Circumference
D. Chord

9. Two lines in a plane either intersect exactly at a point or are ________.

A. Perpendicular
B. Parallel
C. Equal
D. Equidistant

Answers:
1. A 2. A 3. D 4. B 5. C 6. B 7. B 8. B 9. B
 CHAPTER 5
TOPIC: UNDERSTANDING ELEMENTARY SHAPES

LEARNING OBJECTIVES:
Measuring Line Segments:
Measure the given line segments and compare them.
Angles– ‘Right’ and ‘Straight’:
Examine the rotation of angles and classify angles based on the amount of rotation.
Angles– ‘Acute', ‘Obtuse’ and ‘Reflex’:
• Examine the rotation of angles and classify angles based on the amount of
rotation.
• Compare the given angles and classify them as a right angle, straight angle or a
complete angle.
• Compare the given angles and classify them as an acute angle, obtuse angle or a
reflex angle according to their measure.
• Use a protractor and measure the given angle and classify its type.
• Use a protractor and draw an angle of the given measure.
Perpendicular Lines
• Describe perpendicular and a perpendicular bisector and identify the same in
the given figure.
• Give example(s) of perpendicular lines and demonstrate an understanding of the
same.
Classification of Triangles:
• Observe the measure of sides of a triangle and classify it into different types
(scalene, isosceles, equilateral) based on its sides.
• Observe the measure of angles of a triangle and Classify it into different types
(acute, obtuse, and right) based on its angles.
Quadrilaterals:
Examine the given figures and classify type quadrilaterals based on their
properties.
Polygons
• Examine the given figures and identify polygons.
• Describe polygons and classify them based on their number of sides and
angles. (Up to 8 sides)
• Give example(s) and distinguish between regular and irregular polygons.
 Three dimensional shapes:
• Describe solid shapes and distinguish them from flat shapes.
• Examine the given solid shapes and identify their type (Cubes, Cuboids,
cylinder, sphere, cone, prism, pyramid).
• Describe the faces, edges and vertices of a 3D shape and discuss the various
aspects of the given 3D object.
LEARNING OUTCOME:
• And demonstrate an understanding of angles: a) Identifies examples of angles
in the surrounding b) Classifies angles according to their measure c) Estimates
the measure of angles using 45°, 90°, and 180° as reference angles.
• Classifies triangles with different measurements in order to show different
types of triangle based on their angles and sides.
• Classifies quadrilaterals with different measurements in order to show different
types of quadrilaterals based on their sides and internal angles.
• Classifies commonly found 3-d objects from the surroundings in order to find
sphere, cube, cuboid, cylinder, cone etc.
• Labels different parts of a 3-d objects in order to explain edges, vertices and
faces of the given 3-d object.
Questions:

1. The angle measure for one-fourth revolution is ______.

A. 90°
B. 360°
C. 180°
D. none of these.

2. The angle measure for half a revolution is _______.

A. 90°
B. 180°
C. 360°
D. none of these.

3. What part of a revolution have you turned through if you stand facing north
and turn clockwise to face west?
A. 1/4
B. 1/2
C. 3/4
D. None
4. Find the number of right angles turned through by the hour hand of a clock
when it goes from 12 to 3.

A. 1
B. 2
C. 3
D. 4

5. The measure of a straight angle is _______.

A. 45°
B. 90°
C. 60°
D. 180°

6. The measure of an acute angle is _______.

A. < 90°
B. > 90°
C. = 90°
D. none of these.

7. The measure of an obtuse angle is _______.

A. < 90°
B. > 90° and < 180°
C. = 90°
D. none of these.

8. Which of the following angles is the measure of an obtuse angle?

A. 120°
B. 90°
C. 60°
D. 240°
9. A triangle having three unequal sides is called a _________.

A. scalene triangle
B. isosceles triangle
C. equilateral triangle
D. right triangle

10. Which of the following statement is true?

A. The opposite sides of a trapezium are parallel.

B. All the sides of a parallelogram are of equal in length.
C. The diagonals of a square are perpendicular to each other.
D. All the angles of a rectangle are not equal.

11. The following shape is of a ________.

A. cone
B. cylinder
C. sphere
D. pyramid.

12. The number of faces of the shape is _______.

A. 2 B. 4 C. 5 D. 3
13. Every flat surface of a cuboid is ________.

A. rectangular
B. square
C. circular
D. none of these

Answers:
1. A 2. B 3. C 4. A 5. D 6. A
7. B 8. A 9. A 10. C 11. D 12. C
13. A
 CHAPTER 6
TOPIC: INTEGERS

LEARNING OBJECTIVES:
Significance of Integers:
• Represent integers with their signs and differentiate positive number, negative
number and zero from each other.
• Denote numbers with their signs and represent real life situations like
temperature scale, credit, debit etc.
Integers:
• Represent the integer on Number Line and determine its position with respect to
other integers.
• Determine one more and one less of a given integers and find its predecessor and
successor.
• Determine the order of integers and represent them on a number line and draw
comparison between them.
Addition of Integer, Subtraction of Integers with the help of a Number Line
• Represent the integers on number line and perform arithmetic operations on
them.
• Use the rules to perform arithmetic operations on integers.
LEARNING OUTCOME:
Applies addition and subtraction rules involving positive and negative integers and
solve real life problems.

Questions:

1. The preceding number of the number 0 is _____.

A. 1
B. –1
C. 0
D. none of these.

2. Which of the following is true?

A. 0 <– 8
B. 0 >– 8
C. 4 <– 4
D. 0 > 6.
3. Which of the following statements is true?
A. Every positive integer is larger than every negative integer.
B. Zero is greater than every positive integer.
C. Zero is smaller than every negative integer.
D. Farther a number from zero to the right, smaller is its value.

4. Solve (+ 1) + (+ 2) =?
A. + 1
B. + 2
C. + 3
D. – 3

5. Which of the following statements is true?

A. Greatest negative integer is – 1.
B. – 10 is to the right of – 8 on a number line.
C. – 50 is to the left of – 100 on a number line.
D. – 11 is larger than – 10.

6. The preceding number of the number 6 is ____.

A. 2
B. 3
C. 4
D. 5

7. 10 +? = 0

A. -1
B. -10
C. 0
D. 1

8. The multiplicative inverse of 67 is _____.

A. -67
B. 0
C. 1/67
D. 67
9. The additive inverse of 4+3-8 is ____.

A. 1
B. 2
C. 4
D. 2

Answers
1. B 2. B 3. A 4. C 5. A 6. D 7. B 8. C 9. A
 CHAPTER 7
TOPIC: FRACTIONS
LEARNING OBJECTIVES:
Concept of Fraction:
Represent a number as a part of the whole and determine the fraction.
A Fraction:
Determine part and whole and label numerator and denominator of a fraction.
Fraction on the Number Line:
Draw equal parts between the whole numbers and represent fractions on a number
line.
Proper Fractions:
Write proper fractions and deduce that they are always less than one /numerator is
less than denominator.
Improper and Mixed Fractions:
• Write fractions where numerator is greater than denominator and determine
improper fractions.
• Write the improper fraction in the form of mixed fraction and represent it as
combination of whole and a part.
Equivalent Fractions:
• Multiply /Divide the numerator and denominator by the same number and find
equivalent fractions
• Perform cross multiplication among two fractions and verify their equivalence.
Simplest Form of a Fraction
• Reduce the fraction and determine its simplest form
Like Fractions
• Check the denominators of the fractions in order distinguish between like and
unlike fractions.
Comparing Fractions:
• Inspect the numerators of the like fractions and determine larger and smaller
fraction(s).
• Determine the LCM of the unlike fractions and compare them.
Addition and Subtraction of Fractions:
• Solve (addition /subtraction) the numerator and retain the denominator of the like
fractions and perform addition and subtraction on the given fraction.
• Convert the given fractions into its equivalent fractions and perform addition and
subtraction on them.
LEARNING OUTCOME:
• Calculates fractions and decimals in different real-life situations in order to
identify the appropriate quantity of money, length, temperature etc.

• Calculates addition and subtraction of fractions and decimals in order to solve

daily life problems involving quantities that measure between two integers.
QUESTIONS:
1. The fraction representing the shaded portion is _____.

A. 1/4
B. 1/2
C. 1/3
D. 1/8

2. The fraction representing the shaded portion is _____.

A. 1/4
B. 1/2
C. 3/4
D. None
3. What fraction of ₹1 is 50 paise?
A. 1/2
B. 1/3
C. 3/4
D. 1/4
4. Which of the following is a proper fraction?
A. 0/1
B. 5/2
C. 7/4
D. 11/3
5. What fraction is 10ml of L?
A. 1/10
B. 1/100
C. 1/1000
D. none of these
6. Which of the following is a proper fraction whose numerator is 1 and
denominator is 3?
A. 1/6
B. 1/3
C. 1/12
D. 1/9
7. The simplest form of 12/20 is ____.
A. 3/5
B. 2/3
C. 3/4
D. 4/5

8. Apala typed 50 pages of a book containing 100 pages. Meenu typed 25 pages
of the same book. Who typed more?

A. Apala
B. Meenu
C. Both A and B
D. none of these

9. Find 1/4 + 1/4 + 1/4 + 1/4 = ______.

A. 3/4
B. 2/4
C. 4/5
D. 1

10. Apala bought 21/2 kg of potatoes whereas Meenu bought 11/2 kg of potatoes.
Find the total amount of potatoes purchased by Apala and Meenu both.

A. 10 kg B. 12 kg C. 13 kg D. 16 kg

Answers
1. B 2. C 3. A 4. A 5. B 6. B 7. A 8. A 9. D 10. D
 CHAPTER 8
TOPIC: DECIMALS

LEARNING OBJECTIVES:

Decimal point:
Write rupees and paisa in decimal form and know the meaning and relevance of dot
point.
Tenths:
• Represent number in its unit and tenth part in order to write it in decimal form.
• Determine the place value of decimal numbers up to tenth and write the
number in expanded form.
• Divide the numbers into ten equal parts and represent decimal numbers up to
tenth place.
Hundredths:
• Represent number in its unit and hundredth part and write it in decimal form.
• Determine the place value of decimal numbers up to hundredth and write the
number in expanded form.
• Determine the part and whole of a given decimal number and represent it in the
form of fractions.
• Determine the place of the digits of a decimal number and write it in words.
• Compare the units and parts of the decimal numbers and compare them as a
whole.
Using Decimals:
Represent /Convert the money, length and weight into smaller units and represent it
into decimal form.
Addition of Numbers with Decimals & Subtraction of Decimals:
Add and subtract the whole and parts of decimal numbers and find their sum and
difference.

LEARNING OUTCOME:

• Calculates fractions and decimals in different real-life situations in order to

identify the appropriate quantity of money, length, temperature etc.
• Calculates addition and subtraction of fractions and decimals in order to solve
daily life problems involving quantities that measure between two integers.
QUESTIONS:
1. Manu had 35.50 rupees. He bought cake for 20.50 rupees. The balance
amount left with Manu is _________.
A. 15 rupees B. 15.50 rupees
C. 14.50 rupees D. 15.50 rupees

2. The value of 9.765 – 6.25 is ______.

A. 9.14
B. 3.515
C. 6.515
D. 3.545

3. Which of the following is the smallest?

A. 1.05
B. 0.34
C. 0.0098
D. 0.05

4. Write Four hundred seven and six – hundredths as a decimal.

A. 407.06
B. 407.6
C. 407.600
D. 407.00

5. The length of a young gram plant is 65mm. Its length in cm will be _____.
A. 6.5 cm
B. 0.65cm
C. 0.065cm
D. 6.05 cm

6. Puja is 150 cm tall. What is her height in metres?

A. 1 metre
B. 1.5 metres
C. 15.0 metres
D. 0.15 metres
7. What will be value of (8.5 x 5.8+ 8.5 x 4.2)/ (1.7 x 7.6 - 1.7 x 6.6)?
A. 13.56
B. 5.25
C. 10
D. 50
8. On which side is the place value chart extended to provide place for
fractions?
A. Right side
B. Left side
C. Neither right nor left side
D. Both left & right sides

ANSWERS:
1. A 2. B 3. C 4. A 5. A 6. B 7. D 8. A
 CHAPTER 9
TOPIC: DATA HANDLING

LEARNING OBJECTIVES:

Interpretation of a table of data:

Observe different tables and gather the information recorded in the table of data
Recording Data:
Group and compare raw data systematically and infer the relevant information
quickly
Organization of data:
Organize raw data into a table using tally marks and organize the given data

Pictograph, interpretation of a Pictograph, Drawing a Pictograph:

• Observe and understand pictograph representation of data and answer the

question on data at a glance
• Analyze pictograph and reason the information Presented
• Draw a pictograph and represent the given information using appropriate
symbols
A Bar Graph:

• Observe bar graph and reason the information presented

• Choose an appropriate scale and represent a given information in the form of a bar
graph

• Interpret bar graph and find the relevant information represented by the bar graph

LEARNING OUTCOME:
Arranges given /collected information such as expenditure on different items in a
family in the last six months, in the form of table, pictograph and bar graph in order
to interpret them.
QUESTIONS:

Marks obtained by 6 students in a test are 75, 72, 95, 78, 25 .Observe this data
and answer the questions 1 and 2
1. The minimum marks obtained by any student is ____.
A. 95
B. 78
C. 75
D. 25

2. The difference between the maximum and minimum marks obtained is ____.

A. 60
B. 50
C. 70
D. 80

Observe the following table and answer the related questions: (3 to 10)

3. Which blood group is the most common?

A. A
B. B
C. O
D. AB
4. Which blood group is the rarest?

A. AB
B. B
C. A
D. O

5. What is the total number of students?

A. 30
B. 15
C. 20
D. 10

6. The maximum frequency is _____.

A. 12
B. 9
C. 6
D. 3

7. The minimum frequency is _____.

A. 3
B. 6
C. 9
D. 12

8. The difference between maximum and minimum frequency is ______.

A. 3
B. 6
C. 9
D. 12

9. The ratio of the frequencies of blood groups AB and B is ______.

A. 1:2
B. 1:3
C. 2:3
D. 3:4
10. The ratio of the frequencies of blood groups B and O is ______.
A. 1:3
B. 2:3
C. 3:4
D. 1:2

11. Observe this bar graph which is showing the sale of shirts in a ready-made
shop from Monday to Saturday. On which day were the minimum number of
shirts sold?

A. Wednesday
B. Friday
C. Tuesday
D. Monday

Answers
1. D 2. C 3. C 4. A 5. A
6. A 7. A 8. C 9. A 10. D
11. C
 CHAPTER 10
TOPIC: MENSURATION

LEARNING OBJECTIVES:
Perimeter:
• Give example(s) and define perimeter of closed figures.
• Deduce and apply the formula to determine the perimeter of a rectangle.
• Deduce and apply the formula to determine the perimeter of a square.
• Deduce and generalize the formula to determine the perimeter of a regular
polygon.
• Give examples and defend that different shapes can have the same
perimeter.
Area:
• Count the squares and estimate the area of the given closed curve in the squares
grid sheet
• Deduce and apply the formula and determine the area of a square and rectangle.
LEARNING OUTCOME:
• Calculates perimeter and area of rectangular 2-d and 3-d objects to measure them
for real life objects
• Finds out the perimeter and area of the rectangular objects in order to calculate
them for commonly found objects from the surroundings like floor of the class
room, surfaces of a chalk box etc.

QUESTIONS:

1. Perimeter of a rectangle =___________.

A. Length × Breadth
B. Length + Breadth
C. 2 × (Length + Breadth)
D. 2 × (Length × Breadth).

2. Perimeter of an equilateral triangle is ________.

A. 2 × Length of a side
B. 3 × Length of a side
C. 4 × Length of a side
D. 6 x Length of a side.
3. Aman went to a park 20 m long and 10 m wide. She took one complete round
of it. The distance covered by her is ____.

A. 30 m
B. 60 m
C. 20 m
D. 10 m

4. The area of the figure is ______.

A. 12 meter square
B. 14 meter square
C. 24 meter square
D. 7 meter square

5. The perimeter of the figure is _____.

A. 8m
B. 16m
C. 4m
D. none of these
6. A page is 25 cm long and 20 cm wide. Find the perimeter of this page.

A. 90 cm
B. 45 cm
C. 500 cm
D. 5 cm

7. The perimeter of the figure is ______.

A. 5 cm
B. 10 cm
C. 15 cm
D. 20 cm

8. Meenu wants to put a lace border all around a rectangle table cover 2 m
long and 1 m wide. Find the length of the lace required by Meenu.

A. 3 m
B. 4 m
C. 5 m
D. 6 m

9. An athlete takes 10 rounds of a rectangular park, 40 m long and 30 m wide.

Find the total distance covered by him.
A. 1400 m
B. 700 m
C. 70 m
D. 2800 m
10. Find the cost of fencing a rectangular park of length 10 m and breadth 5 m
at the rate of 10 per meter.
A.₹300
B.₹600
C.₹150
D.₹1200

Answers
1. C 2. B 3. B 4. A 5. A 6. A 7. D 8. D 9. A 10. A
 CHAPTER 11
TOPIC: ALGEBRA

LEARNING OBJECTIVES:
Algebraic expression and arithmetic expressions:
Describe algebraic expressions and distinguish them from arithmetic expressions.
Matchstick Patterns & More Matchstick Patterns
• Examine patterns and identify relationship in patterns.
• Introduce a variable and form a rule for the given pattern.
More Examples of Variable:
• Use variable with different operations and generalize a given situation.
Use of Variables in Common Rules
• Use variable(s) and express some mathematical rules and formulae.
Expressions with Variables
• Use variable with different operations and for man algebraic expression.
Using Expressions Practically:
Change the given algebraic expression in statements and describe the situation in
ordinary language.
What is an Equation?
• Explain the meaning of an equation and identify equations from the given
options.
Solution of an Equation:
• Use trial and error and find the solution of the given equation.
• Evaluate the given values of variable as possible solution of the equation
LEARNING OUTCOME:
• Involves use of variables with different operations to generalize a given situation
and find a solution to a given problem.
• Uses unitary method in problem solving to calculate the quantity for one unit in
order calculate the total quantity for larger quantities.

Questions:

1. The rule, which gives the number of matchsticks required to make the
matchstick pattern F, is _____.
A. 2 n
B. 3 n
C. 4 n
D. 5 n
2. The rule, which gives the number of matchsticks required to make the
matchstick pattern C, is _____.
A. 2 n
B. 3 n
C. 4 n
D. 5 n

3. The length of an edge of a cube is l. The total length of its edges is ________.
A. 3l
B. 4l
C. 6l
D. 12l

4. Which of the following is an expression is monomial?

A. x + 1
B. 2x
C. 1 – x
D. 3+4x-2y

5. Which of the following is an expression with numbers only?

A. 2(4 – 3) + 5 × 6
B. 2 × 3 – 4x
C. 4 × 5 – 10 × 2 – 25 + x
D. x/8

6. The expression for ‘1 added to p’ is _____.

A. p+1
B. p–1
C. 1–p
D. –1 – p

7. The expression for added’ is ‘2 times x’ is added to 1 is ______.

A. 2x + 1
B. x+2
C. 1 – 2x
D. 2x – 1
8. If Aryan’s present age is x years, what will be her age in years after 20 years
from now?

A. x + 20
B. x – 20
C. x/20
D. 20x

Answers
1. C 2. B 3. D 4. B 5. A 6. A 7. A 8. A
 CHAPTER 12
TOPIC: RATIO AND PROPORTION
LEARNING OBJECTIVES:
Comparison of two quantities:
• Represent two quantities in same unit and compare them Compare two
quantities and find their ratio
• Compare two quantities and find their ratio
Ratio:
Multiply /divide numerator and denominator by same number and find equivalent
ratio.
Proportion:
• Compare ratio and determine whether they are in proportion.
• Solve the proportion and find out the missing term.
Unitary Method:
Solve daily life problems with the help of unitary method and compute the value of
one article, given the value of many.
LEARNING OUTCOME:
Represents the measurement as ratios in order to compare two quantities in real
life.

Questions:

1. The monthly salary of Hari Kishan is Rs.80000. The monthly salary of

Manish is Rs.40000. How many times of the salary of Manish is the salary
of Hari Kishan?

A. 2 times
B. 4 times
C. 3 times
D. 8 times

2. There are 30 boys and 20 girls in a class. The ratio of the number of girls to
the number of boys is _______.

A. 2:3
B. 3:2
C. 2:5
D. 3:5
3. The cost of a car is ₹3, 00, 000. The cost of a motorbike is ₹50,000. The ratio
of the cost of motorbike to the cost of car is ______.
A. 1:6
B. 1:5
C. 1:4
D. 1:3

4. The speed of Shubham is 6 km per hour. The speed of Yash is 2 km per

hour. The ratio of the speed of Shubham to the speed of Yash is _____.
A. 2:3
B. 3:1
C. 1:3
D. 3:2

5. The ratio 40 cm to 1 m is ____.

A. 2:5
B. 1:3
C. 2:3
D. 1:2

6. Which of the following ratios is equivalent to 2:3?

A. 4:8
B. 4:9
C. 6:9
D. 6:12.

7. Find the ratio of number of circles and number of squares inside the
following rectangle:

A. 3:1
B. 2:1
C. 2:3
D. 3:2
 8. Out of 30 students in a class, 20 like cricket and 10 like Hockey. The ratio of
the number of students liking Hockey to the total number of students is
A.3:1
B.1:3
C.2:3
D.1:2

9. If 15:45 then what would be 9:_____?

A. 45
B. 27
C. 15
D. 18

10. Rs.100 are divided between Sangeeta and Manish in the ratio 4:1. Find the
amount Sangeeta gets.
A. Rs. 80
B. Rs. 20
C. Rs. 60
D. Rs. 50

Answers
1. A 2. A 3. A 4. B 5. A
6. C 7. D 8. D 9. B 10. A
 CHAPTER 13
TOPIC: SYMMETRY

LEARNING OBJECTIVES:

Concept of Symmetry:
Explain the meaning of symmetry and identify symmetric figures in our
surrounding.
Making Symmetric Figures: Ink-blot Devils:
Identify symmetrical 2-Dimensional shapes which are symmetrical along one line
and demonstrate an understanding of the same.
Figures with Multiple (more than two) Lines of Symmetry:
Draw line(s) of symmetry and classify the given shapes as shapes with no symmetry,
one line of symmetry, two lines of symmetry or multiple lines of symmetry.
Reflection and Symmetry:
• Draw the mirror image of the given 2D shapes or objects and identify objects
with reflection symmetry.
• Give example(s) and discuss the applications of reflection symmetry in real life.

LEARNING OUTCOME:
In order to demonstrate an understanding of line symmetry:
a. Identifies symmetrical 2-dimensional (2-D) shapes which are symmetrical along
one or more lines Creates symmetrical 2-Dshapes.
b. Creates symmetrical 2-D shapes.
QUESTIONS:

1. How many lines of symmetry does the figure have?

A. 1
B. 2
C. 3
D. 4
2. How many lines of symmetry does the figure have?

A. 1
B. 2
C. 3
D. 4
3. How many lines of symmetry does a circle have?
A. one
B. two
C. three
D. many
4. Which of the following alphabets has many lines of symmetry?
A. A
B. O
C. Q
D. B
5. Which of the following letters has horizontal line of symmetry?
A. C
B. A
C. J
D. L
6. Which of the following letters has Vertical line of symmetry?
A. S
B. W
C. D
D. N

ANSWERS:
1. B 2. A 3. D 4. B 5. A 6. B
 CHAPTER 14
TOPIC: PRACTICAL GEOMETRY
LEARNING OBJECTIVES:
Construction:
Discuss the different tools of construction and describe their uses.
The Circle:
List and execute steps of construction and construct a circle when its radius is
known.
A line segment:
• List and execute steps of construction and construct a line segment when its
length is known.
• List and execute steps of construction and construct a copy of the given line
segment.
Perpendiculars:
• List and execute steps of construction in order to construct a perpendicular to
a line through a point on it.
• List down and execute steps of construction and construct a perpendicular to a
line through a point not on it.
Angles:
• Use a protractor and ruler and construct an angle of the given measure.
• List and execute steps of construction and construct a copy of the given angle of
unknown measure using a compass.

• List and execute steps of construction and construct the bisector of an angle and
construct angles of measures 30-degree, 45 degrees and so on.

• List and execute steps of construction and construct angles of measures 60-degree,
90 degrees and 120 degrees.

QUESTIONS:

1. Which of the following can be drawn on a piece of paper?

A. A line
B. A line segments
C. A ray
D. A plane
2. At 7 a.m. the angle between the Sun’s ray and the ground at a point is 43°.
What would be the angle at 10 a.m.?

A. 40°
B. 90°
C. Between 43° and 90°
D. Greater than 90°

3. Identify the uses of a ruler.

A. To draw a line segment of a given length.

B. To draw a copy of a given segment.
C. To draw a diameter of a circle.
D. All the above.

4. X and Y are two distinct points in a plane. How many lines can be drawn
passing through both X and Y?
A. 0
B. 1
C. Only 2
D. Infinitely many

5. Identify the pair of parallel lines.

(i) Lines m and n have two points in common.

(ii) Lines p and q do not have any point in common.
(iii) Lines p and q have a point X in common.
A. (i) and (ii) only
B. (ii) only
C. (ii) and (iii) only
D. (i), (ii) and (iii)

6. How do you draw a 90° angle?

A. By drawing a perpendicular to a line from a point lying on it.

B. By bisecting a 120° angle.
C. By bisecting a 60° angle.
D. By drawing multiples of 45° angle.
7. Identify the instruments used to bisect a given line segment.

A. A scale and a protractor

B. Scale and compasses
C. Scale and set squares
D. A scale

8. Two lines are said to be perpendicular to each other when they meet at
____angle.

A. 180°
B. 90°
C. 60°
D. 360°

Answers
1. B 2. C 3. D 4. B 5. B 6. A 7. B 8. B
Contributor

• Mr. Ravinder Kumar (ARP, Maths)

Education Department

UT Chandigarh

Reviewer

• Ms. Pooja Sharma (PGT)

SCERT UT Chandigarh

Co-ordinator

• Dr. Deepika Gupta

Assistant Professor

SCERT UT Chandigarh
 “Live as if you were to die

tomorrow. Learn as if you were

to live forever”

- Mahatma Gandhi

2021