Government of Tamil Nadu

REFRESHER COURSE MODULE

2021-2022

6
MATHEMATICS

Department of School Education

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 Contents
S.No Topics Page No

Fundamental concepts 1

1 Recognition of geometric properties. 17

2 Geometric circumference, area and angles. 20

3 Numbers, numbers in words and place value. 25

4 Numbers - Addition 27

5 Numbers - Subtractions 30

6 Numbers - Multiplication 33

7 Numbers - Division 35

8 Numbers - Factors 38

9 Measurements – Conversion of lower unit into Upper unit 40

10 Measurements – Addition and Subtraction (length) 41

11 Measurements – Conversion of Kilogram into gram 43

12 Measurements – Addition and Subtraction (weight) 44

13 Measurements – Conversion of higher unit into Lower unit (capacity) 47

14 Measurements – Addition and Subtraction (capacity) 48

15 Time 51

16 Algebra 55

17 Fractions 57

18 Pattern 64

19 Money 68

20 Information processing 72

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iv
 FUNDAMENTAL CONCEPTS

1 INTRODUCTION OF SINGLE DIGIT

NUMBERS

Learning Outcomes

Counting objects using the numbers from 1 to 9.

Teacher Activity

Introducing single digit numbers using beads, sticks and seeds.

Associating the number of objects with numerals 1 to 9 and introducing

them. Showing one bead telling one, showing two beads telling 2 and so on.
Introducing the members 1 to 9 and its numerals by showing appropriate
number of objects.

1 2 3 4 5 6 7 8 9

Student Activity

™™ Divide the class into two groups. One group is given the number cards
from 1 to 9 and the other group is given seeds. First group shows the
number card, second group count the number of seeds according to the
cards and show.
™™ Next second group shows the particular number of seeds, first group
shows the number card according to the number of seeds. Likewise two
groups play by interchanging their roles.
Evaluation

1. Count and tell the number of fingers in your hand.

2. Number of members in your family is ____
3. Number of flowers in the picture is

1
 2 ADDITION OF SINGLE DIGIT
NUMBERS

Learning Outcomes

Addition of numbers from 1 to 9.

Teacher Activity

Teacher takes 3 sticks in one hand and 2 sticks on the other hand. He adds
the sticks in his both hands and tells

+ =

3 + 2 = 5

In this way, teacher explains adding the numbers (Objects) is called

addition and it is represented by the symbol ‘+’.

Similarly he teaches the addition using different numbers.

Student Activity

Students are given a box of cards with single digit problems. Every student
has to take a card and numbers using objects. Involve all students in such
activities.

Evaluation

1. + = _______

2. 5+2= ___________

3. Sum of 6 pens and 3 pens is _________

2
 3 SUBTRACTION OF SINGLE DIGIT
NUMBERS

Learning Outcomes

Subtraction of numbers from 1 to 9.

Teacher Activity

Teacher takes 6beads and removes 2 beads from it. Count the remaining
beads and tell.

Removal of objects is known as Subtraction and it is denoted by the symbol (-)

In the same way, teaches Subtraction using different single numbers.

Student Activity

Students are divided into pairs. One student is given 9 objects (beads /
seeds…) and asked to give some of them to other student and count tell
the remaining objects.

In the same way, all the pairs are involved in Subtraction activity.

Evaluation

1.
– =

2. 7 - 3 = ___________

3. If you give two sweets out of 5 sweets to your friend, then the number
of remaining sweets are _________

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 4 INTRODUCTION TO ZERO CONCEPT

Learning Outcomes

Develop the concept of zero.

Teacher Activity

Teacher had five sweets. He distributed all 5 sweets to his friends and ask
the number of sweets he has now and got ‘no sweets’ as the answer. This is
introduced as ‘zero sweets’. It is represented as ‘0’.

Student Activity

Teacher calls two students and ask one student to take some beads from
the box. The taken beads are given to the other student one by one. After
all the beads are given he realized that he has zero beads.

Evaluation

1.The number of fruits in the tree is= _______

2. The number representation of zero is

___________

3. When all the 4 wheels are removed from the

car, the number of wheels in the car is _________

4
 5 INTRODUCTION OF TWO
DIGIT NUMBERS

Learning Outcomes

Reads and writes numeral for numbers up to 99.

Teacher Activity

Teacher adds a ball to a box with nine balls and introduces the number ten
with ten balls in the box. Its numeral form is ‘10’.

+ =

9 + 1 = 10

bY adding the balls one by one with ten balls, he introduces the numbers
11, 12…99.

Student Activity

Students are to be crowned with one digit numbers. Call two students
at a time and make them stand in front of the class. Ask the remaining
students to identify and read the two digit number formed. This can be
repeated with other students.

Evaluation

1. The number of flowers is = __

2. The number of students in your class is ___________

3. Your father's age is _________

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 6 PREDECESSOR, SUCCESSOR

Learning Outcomes

Knows the predecessor and successor of a number.

Teacher Activity

Teacher keeps a box of 12 pencils on the table. He has taken out one pencil
from that box and counts the number of remaining pencils and tells 11
pencils. This ‘11’ is predecessor of 12.
- =

12 - 1 = 11
+ =

12 + 1 = 13
Next the teacher adds one pencil to that box of 12pencils. He counts and tells
13 pencils in the box. This 13 is known as the successor of 12. Similarly teacher
explains predecessor and successor of different numbers. Hence when one is
removed from the given number, we get the predecessor of that number and
one is added to a given number, we get the successor of that number.
Teacher Activity

Students are given any number cards with ten consecutive numbers and
made to stand infront of the class in order. Any one student (except the
extreme end) is made to step forward. The remaining students are made
to say that number, predecessor and successor of that number. This may
be repeated with different numbers.

Evaluation

1. The predecessor of 37 is = _______

2. The successor of 84 is ___________
3. Find in between number : 54 ____ 56

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 7 PLACE VALUE

Learning Outcomes

To know the place value of two digit number.

Teacher Activity

Teacher keeps bundled with 10 sticks and some loose sticks on the table.
Teacher takes a bundle of ten sticks and 3 loose sticks on his left hand and
thirteen loose stick on his right hand. He counts both separately and shows
that the same 13 sticks are there in both the hands. With this he explains
that 13 ones can be grouped as one ten and 3 ones.

+ =

10 + 3 = 13

He explains in 13, 3 represents 3 ones and 1 represents one ten. The same
is repeated with different numbers and place value is explained. He also
explains that there are ten ones in a ten.

Student Activity

Students are divided into two groups. One group is given sticks in the
form of bundles of 10 and loose sticks. The other group is given two digit
number cards. The group with number cards will show a card and the other
group count and show the number of sticks according to that number. The
role may be interchanged and played with different numbers.

Evaluation
1. 43 = ___tens + ___ones
2. ____ = 6 tens + 7 ones
3. 80 = 8 tens + ___ ones

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 8 COMPARISON

Learning Outcomes

Comparison of two digit numbers.

Teacher Activity 1

Teacher writes two numbers say 23 and 35 on the board and explains the
students to find the bigger number by comparing the number based on the
concept of place value.

Step 1: Number of tens in 23 is 2

Number of tens in 35 is 3

Step 2: Now 3 tens are greater than 2 tens.

Therefore 35 is bigger than 23 and 23 is less than 35.

Teacher Activity 2

Next the teacher writes 42 and 47 on the board and explains the method
of finding bigger number as below.

Step 1: The number of tens in 42 is 4

The number of tens in 47 is 4.

Now both the numbers have 4 tens. Now let us compare the ones.

Step 2: The number of ones in 42 is 2.

The number of ones in 47 in 7.

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Step 3: Now 7 ones is bigger than 2 ones. Therefore 47 is bigger than 42
and 42 is smaller than 47. Hence to compare two numbers first compare
tens. If tens are equal then compare ones.

Student Activity

A box of two digit number cards is kept on the table. Students are called
individual and ask them to select two cards and identify the smaller and
bigger numbers.

Evaluation

1. Which is smaller than 45?

a. 54 b. 45 c. 25 d. 66

2. Which is greater than 68?

a. 58 b. 86 c. 63 d. 49

3. The number equal to 56 is_____

a. 65 b. 59 c. 95 d. 56

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 9 ASCENDING AND
DESCENDING ORDER

Learning Outcomes

To arrange the numbers in ascending and descending order.

Teacher Activity

Teacher explains the method of arranging the numbers in ascending

order as below. Teacher writes the following numbers 67, 45, 56, 38, 93
on the blackboard. The smallest number among the five is 38. Then the
smallest number among the remaining four is 45. The smallest number
among the remaining is 56. The smaller number of the remaining two is
67. The biggest number is 93. Now ascending order of the numbers is
38, 45, 56, 67, 93. The descending order is 93, 67, 56, 45, 38. Hence
when we writes the numbers from smaller to greater, it is known as
ascending order and when we write the numbers from greater to smaller,
it is known as descending order. Similarly the procedure is followed for
different numbers.

Student Activity

Students are divided into five groups and two digit numbers are distributed.
Each group will arrange their numbers in ascending and descending order.

Evaluation

1. Arrange in ascending order : 39, 18, 27, 44, 11

2. Arrange in descending order : 64, 84, 36, 72, 48

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 10 ADDITION

Learning Outcomes

To know the addition of two digit numbers.

Teacher Activity

Teacher writes 24 + 15 on the blackboard. First he represents the numbers

in the place value grid. Then adding the numbers in ones place and then ten
place as below. The answer is 39.
T O

2 4

(+) 1 5

3 9

Similarly he explains addition of numbers with carry over.

Student Activity

Students are made to select a card from the box and add the numbers
given. Then interchange the cards and practice the problems.

Evaluation

1. +

2. 62+37 = ___?

3. 48+34= ____?

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 11 SUBTRACTION

Learning Outcomes

To know the subtraction of two digit numbers.

Teacher Activity

Teacher writes 48-13 on the blackboard. First he represents the numbers

in the place value grid. Then subtract them and gives the answer as 35.
T O

4 8

(–) 1 3

3 5

Similarly he explains subtraction of numbers with borrowing.

Student Activity

Students are made to select a card from the box and subtract the number
given in the card. Then interchange the cards and do the problems.

Evaluation

1. 87-34=___?

2. 64-25= ___?

3. Ramu had 15 marbles of which 6 is broken. Find the number of remaining

marbles?

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 12 ODD AND EVEN NUMBERS

Learning Outcomes

To know the odd and even numbers.

Teacher Activity

Teacher represents 21 and 14 in terms dots on the blackboard. Then he

circles two, two dots corresponding to both the numbers. He is left with
one dot for 21 and no dots for 14. He concludes that 21 is the odd number
and 14 is the even number. Similarly he explains with different numbers.

Student Activity

Students are distributed with number cards ending with 0 to 9. They are
asked to choose beads according to their number. Next they are asked to
keep the beads in twos.

Then those who are left with one need are asked to come one side and
remaining are in the other side and list out their numbers. They observed
that all odd numbers are ending with 1, 3, 5, 7, 9 and even numbers are
ending with 0, 2,4,6,8.

Evaluation

1.  By encircling twos, check whether the following is

odd or even.
2. Circle the odd number

14, 21, 28, 33, 36

3. Circle the even number

32, 35, 47, 44, 56

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 13 INTRODUCTION OF THREE DIGITS

Learning Outcomes

Reads and writes three digit numbers upto 999.

Teacher Activity
Teacher adds a bead to a collection of 99 beads and introduces the number
hundred with hundred beads and its numeral form is 100.

+ =

By adding the beads one by one with hundred balls, he introduces the
numbers 101, 102, 103…. 999 with its numerals.

Student Activity

Students are made to be crowned with one digit numbers. Call three
students at a time and make them stand in front of the class. Ask the
remaining students to identify and read the three digit number formed.
This can be repeated with other students.
Evaluation
1. The number of leaves in the picture is _____

2. Some of the three digit numbers formed by using 3, 5, 7 are_____

3. The biggest three digit number is _____

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 14 ADDITION

Learning Outcomes

To know the addition of three digit numbers.

Teacher Activity

Teacher writes 315 + 224 on the blackboard. First he represents the

numbers in the place value grid. Then adding the numbers in ones place and
then ten place as below. The answer is 539.
H T O
3 1 5
(+) 2 2 4
5 3 9
Similarly he explains addition of numbers with carry over.

Student Activity

Students are made to select a card from the box and add the numbers
given. Then interchange the cards and practice the problems.

Evaluation

1. 415 + 237 = ___?

2. 562 + 437 = ___?

3. find the total

H T O
6 8 4
(+) 2 5 4

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 15 SUBTRACTION

Learning Outcomes

To know the subtraction of three digit numbers.

Teacher Activity

Teacher writes 485 - 132 on the blackboard. First he represents the

numbers in the place value grid. Then subtract them and gives the answer
as 353.
H T O
4 8 5
(–) 1 3 2
3 5 3
Similarly he explains subtraction of numbers with borrowing.

Student Activity

Students are made to select a card from the box and subtract the number
given in the card. Then interchange the cards and do the problems.

Evaluation

1. 587 - 234=___?

2. 464 - 125= ___?

3. find the subtraction?

H T O
6 4 7
(–) 4 5 8

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 Recognition of
1 geometric properties.

Learning Outcomes : 509, 510

™™ Students describes types of angles and represents the same by

drawing and tracing.
™™ Identifies 2D shapes from the immediate environment that have
rotation and reflection symmetry.

Teacher Activity

Activity -1: Properties of cube and Cuboid.

Step – 1: T
 eacher shows the model of a cube to the students and explains
its properties. Asks the students to observe it and to count
the number of faces - (Faces-6). The point at which two faces
meets is called as edge and a student is asked count the edges
of the cube (12 edges). The point at which more than two edges
meet at a point is called as vertex (junction). Here the total
number of vertices are 8.
Step – 2: T
 eacher gives a model of a cuboid and asks the students to
observe and count the number of faces - (Faces-6). The point
at which two faces meets is called as edge and a student is
asked count the edges of the cube (12 edges). The point at
which more than two edges meet at a point is called as vertex
(junction). Here the total number of vertices are 8.
Step – 3: Describes the common properties of cube and cuboid.

Student Activity

Activity -1: To make cylindrical, conical and spherical shapes.

Step – 1: M
 ake students to sit in groups. Giving them paper or card in
rectangular shapes. Roll it into cylindrical shape and paste it
into a rectangular card or sheet. To feel the cylinder shape
touch and feel the cylinder on the top and bottom of it to know
that the two sides are equal.

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Step – 2: S
 eating students as a group. A rectangular sheet or a cardboard
given to the group. Asked to roll the rectangular card or
sheet to form a cylindrical shape and paste it. Touching the
top and bottom of the cylinder to make sure both are evenly
spaced.They are asked to realise that the base of the cone is
circle.
Step – 3: I
ntroducing the sphere to students with spherical objects.
Students learn that spheres have no ends or vertex.

Teacher Activity

Activity -2: Identifying symmetrical lines.

Step – 1: T
 aking a square shaped sheet, the teacher folds it vertically
into two equal parts as shown in the diagram below. Draw a
straight line on the folded area that divides it into two equal
parts. It is called as line of symmetry.

Step – 2: T
 eacher folds horizontally into two equal parts as shown in
the diagram below. Draw a straight line on the folded area
that divides it into two equal parts. It is called as line of
symmetry.

Step – 3: T
 eacher folds diagonally into two equal parts as shown in
the diagram below. Draw a straight line on the folded area
that divides it into two equal parts. It is called as line of
symmetry.

Thus drawing symmetrical lines for different shapes.

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 Student Activity

Activity -2: Finding symmetrical lines.

Step – 1: D
 ivide the students into two groups and draw the English
letters from A to Z on a white paper and give them to the two
groups separately.
Step – 2: A
 sk to draw symmetrical lines (horizontally, vertically, diagonally)
for each letter by both groups. Both groups show symmetrical
lines to everyone. Appreciate the group that drew the best
symmetrical lines.

Evaluation

1. How many plane surfaces are there in the cylinder?

a) 1 b) 2 c) 4 d) 3
2. The base of the cone is a _________________.
a) square b) rectangle c) circle d) triangle
3. How many edges are there for a cube?
a) 4 b) 6 c) 8 d) 12
4. How many rectangular faces are there in a cuboid?
a) 4 b) 6 c) 8 d) 12
5. How many corners are there in a cube?
a) 4 b) 6 c) 8 d) 12
6. Which alphabet has only one line symmetry?
a) C b) O c) H d) X

7. Which is the letter has many line of symmetries?

a) C b) P c) O d) T

8 Which is the shape has only one line of symmetry?

a) b) c) d)

9. A letter H has how many many line of symmetries?

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

10. A shape square has how many many line of symmetries?

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

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 Circumference,
2 area and angles

Learning Outcomes : 412, 509

™™ Explores the area and perimeter of simple geometrical shapes

(triangle, rectangle, square) in terms of given shape as a unit.
™™ Classifies and draws the angles and knows supplementary and
complementary angles.

Teacher Activity

Activity -1: F
 inding the perimeter and area of a square and a rectangular
shapes.

Step – 1: I
 ntroducing the perimeter and area of a square
as shown in the diagram below. In the square
all the four sides are equal.

Step – 2: Perimeter of the square = SIDE+SIDE+SIDE+SIDE = 4 x SIDE

Area of a square = SIDE x SIDE

Example: If a side of a square is 5cm, then find its perimeter
and area. Side of square = 5cm
Perimeter of a square = 4 x SIDE
= 4 x 5 = 20 cm
Area of a square = SIDE x SIDE
= 5 x 5 = 25 cm2

Step – 3: I
 ntroducing the perimeter and area of a square as shown in the
diagram below. In a rectangle we have 2 lengths and 2 breadths.

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Step – 4: Perimeter of the rectangle = (length+breadth)+(length+breadth)
= 2 x (length+breadth)
Example: If the length of a rectangle is 6m and width is 4m,then
find its perimeter and area. = (length+breadth)+(length+breadth)
= 2 x (length+breadth)
= 2 x (6+4)
= 2 x (10)
= 20m.
Area of a rectangle = length x breadth
= 6x4
= 24m2.

Student Activity

Activity -1: Finding the perimeter and area of quadrilaterals.

Step – 1: S
 eating students as a group. Giving different quadratic shapes
and their dimensions. Example: If the side of the square is 3cm,
then find the perimeter and area of the diagrams given below.

1) 2) 3) 4)

Step – 2: A
 sk each student to find the perimeter and area of a shape
(known).

Teacher Activity

Activity -2: Knowing the types of angles.

Step – 1: Explaining the types of angles.
(i) Acute angle
(ii) Obtuse angle
(iii) Right angle
(iv) Straight angle

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Step – 2: F
 irst you have to tell the students the right angle. Protector
explained to the students by showing the protector. How to
mark an angle 90° by using the protector. Also exercise were
given to draw a right angle.
Step – 3: s tudents knows types of angles by using protector. They were
explained if an angle is less than 90°, then it is acute (ex. 30°,
50°, 65°)
Step – 4: I
 f an angle is more than 90°, then it is described as an obtuse
angle (ex. 120°, 150°, 165°)
Step – 5: If an angle is 180°, then it is described as a straight angle.
Step – 6: I
 f the sum of two angles is 90° then two angles of a linear pair
are always complementary. (eg; 60° is a complement of 30°)
Step – 7: I
 f the sum of two angles is 180°, then two angles of a linear pair
are always supplementary. (eg; 150° is a supplement of 30°)

Student Activity

Activity -2: Finding the types of angles.

Step – 1: ( Paired activity)

Give students a suction tube and create a complementary angle
and a supplementary angle and write down approximately the
angle formed.

Step – 2: ( Individual activity)

Explain and train students on the blackboard to draw a
complementary angle and a supplementary angle with the help of
a protector.

Step – 3: ( Group activity)

Explain and train each students in the group to draw a
complementary angle and a supplementary angle with the help of
a protector.

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 Evaluation

1. Perimeter of square _________________.

a) 4cm b) 8cm c) 2cm d) 6cm

2. Perimeter of the rectangle _________________.

a) 21m2 b) 10m2 c) 20m2 d) 42m2

3. The circumference of the following unit squares _________________.

a) 6 b) 9 c) 12 d) 3

4. Which of the following shapes is less in circumference made up of

squares per unit?

a) b) c) d)

5. Find the perimeter.

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6. If an angle is 45°, then it is _________________ angle.
a) straight
b) obtuse
c) right
d) acute

7. If an angle is 90°, then it is _________________ angle.

a) straight
b) obtuse
c) right
d) acute

8. If an angle is 110°, then it is _________________ angle.

a) straight
b) obtuse
c) right
d) acute

9. The measure of straight angle is _________________.

a) 90°
b) 110°
c) 45°
d) 180°

10. The supplementary angle of 30° is _________________.

a) 150°
b) 30°
c) 60°
d) 180°

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 3
Numbers, numbers in
words and place value

Learning Outcomes : 501

™™ Reads and writes numbers bigger than 1000.

Teacher Activity

Motivational activity

 iving number cards from 1 to 9 to students and preparing them to read

G
the numbers by placing them in the correct order according to the numbers
the teacher says.

Student Activity

Activity -1: Knowing numbers more than 10000.

Step – 1: C
 reating numbers using the number cards on the plugin by
moving up and down and training to read the created new
numbers.
Step – 2: T
 abulate the given numbers according to the place value.

T. Th Th H T O
3 5 4 2 5

Step – 3: P
 ractice writing the given numbers in expanded form.

80000 + 3000 + 7000 + 90 + 2 = 83792

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 Student Activity

Activity -1: Finding numbers more than 10000.

Step – 1: ( Group activity)

Divide students into two groups and give number cards written
from 10,000 to 90,000 to students and ask them to play the
number fan game (எண் விசிறி விளையாட்டு).

Step – 2: ( Individual activity)

Giving the insert card (செருகு அட்டை) to students and telling
them to create new numbers.

Step – 3: ( Paired activity)

Divide the students into two groups and give them number cards
and tell them to compare the numbers and find the greater
number and the smaller number.

Evaluation

1. Fill in the blanks in the following table.

Number Number in words Expanded form

8354

10000 + 2000 + 700 + 90

2. Write the place value for the underlined number.

54367 =           67850 =
3. Fill with the suitable symbols. (<, >, =) .
12455 ______ 12545 8699 ______ 6899
10101 ______ 10001

4. Place the commas (according to place value) for the following:

55438    18810    9544    100000

5. Write the following numbers in words :

8599    17384    100000

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 4 Numbers - Addition

Learning Outcomes : 403

™™ Applies the four fundamental arithmetic operations in solving problems

involving money, length, mass, capacity and time intervals.

Teacher Activity

Activity : 1 Addition of 4 digit numbers(Without Regrouping)

Step – 1: Add: 3420 + 4136 + 322
Step – 2: Arrange the Numbers according to place value

Th H T O
3 4 2 0

4 1 3 6

(+) 3 2 2

Step – 3: T
 eacher add the Ones, Tens, Hundreds and Thousands using
lines or fingers. First add Ones (0+6+2=8), Tens (2+3+2=7),
Hundreds (4+1+3=8), Thousands (4+3=7) and finds the sum.

Th H T O
3 4 2 0

4 1 3 6

(+) 3 2 2

7 8 7 8

3420+4136+322= 7878.
Similarly, Teacher solving various addition problems.

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 Student Activity

Activity -1: Solving life oriented problems using addition( with regrouping)

Step – 1: I
 n a grocery store John bought a dhal at a cost Rs.2456 and
Peanuts Rs.3747. What is the total amount paid by john?
Step – 2: John bought;
The cost of dhal = Rs.2456
The cost of Peanuts = Rs.3747
By adding together gives the total amount.

Th H T O
2 4 5 6

(+) 3 7 4 7

Step – 3: T
 eacher add the Ones, Tens, Hundreds and Thousands using
lines or fingers. First add Ones (6+7=13), if the addition is more
than 10 then add 1 to 10th place
Step – 4: A
 dd Tens (5+4+1=10), if the addition is more than 10 then add 1
to 100th place. add Hundreds (4+7+1=12), if the addition is more
than 10 then add 1 to 1000th place. (2+3+1=6)

Th H T O

1 1 1

2 4 5 6
(+) 3 7 4 7

6 2 0 3

The Total amount of Nut is= Rs.6203

Similarly, Teacher solving various addition problems.

28
 Evaluation

1. In a temple festival, 4320 men and 4514 women were attended. How
many of peoples attended the festival in total?

2. In a poultry, if there was 4256 chickens in the first unit and 3748
chickens in the second unit, then how many chickens are there in
total?

3. A book store sold 2453 books on the first day and 3289 books on the
second day .find the total number of books sold in two days?

4. Kumar stocked 2547 mangos and 1375 oranges for sale in his fruit
shop. Then how many fruits are there totally in the shop?

5. A book is published in three volumes. If the first volume contains

1185 pages, second volume contains 1078 pages and the third volume
contains 986 pages, then all together how many pages are there in all
the volumes?

6. Find the total

Th H T O

4 4 6 7

(+) 5 8 4 9

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 5 Numbers - Subtraction

Learning Outcomes : 403

™™ Applies the four fundamental arithmetic operations in solving problems

involving money, length, mass, capacity and time intervals.

Teacher Activity

Activity -1: Subtraction of four digit numbers (Without regrouping)

Step – 1: Subtract: 5458 - 2035
Step – 2: Arrange the numbers according to the place value.

Th H T O
5 4 5 8

(-) 2 0 3 5

Step – 3: T
 eacher subtract the Ones, Tens, Hundreds and Thousands
using lines or Fingers. First subtract Ones (8-5=3),
Tens (5-3=2), Hundreds (4-0=4), Thousands (5-2=3) and
finds the subtraction.

Th H T O
5 4 5 8

(-) 2 0 3 5

3 4 2 3

5458-2035 = 3423.
Teacher solves various subtraction problems.

30
 Student Activity

Activity -1: Solving life oriented problems using subtraction (with regrouping)

Step – 1: T
 he length of the running track is 3000 meters. Within 2 days
they have to mark the track. If they marked the track for
about 1695 meters for first day, then how many more metres
remains there in the runway to mark?

Step – 2: Total length of the track = 3000m

First the lined the Runway = 1695m

Remaining meters in the run way to draw lines =?

Step – 3: S
 ubtract the length of the first line from the total length of
the runway to find how many more meters available to mark.

Th H T O
3 0 0 0

(-) 1 6 9 5

 sing lines or fingers we can subtract Ones, Tens and Thousands

U
with regrouping.

Step – 4: F
 irst Subtract Ones (0-5=?),it is not possible. If the values in
tenth and hundredth places are zero, then take 1 thousand in
1000th place(3-1=2) and convert it in to 100th, 10th and ones places
consecutively as shown above. Then we get 9 h’s, 9 t’s, 10 o’s.

31
Step – 5: S
 ubtract Ones (10-5=5), Tens (9-9=0), Hundreds (9-6=3), and
Thousands (2-1=3 respectively as shown below.

Th H T O

2 9 9 10

3 0 0 0
(-) 1 6 9 5
1 3 0 5

Remaining meters to mark the runway is 1305m

In the same way, Teacher explains more subtraction problems ( without
regrouping ).

Evaluation

1. 
The total population of a town is 6756.If the number of males are
3634, then find the number of females?

2. If Mani peeled 2354 coconuts out of 4550 coconuts in his coconut
grove, then find the unpeeled coconuts by him.

3. In a day 7568 males and 5595 females passengers arrived at railway
station. How many more men arrived there than the women?

4. The are 3000 sarees in a clothing store. Out of it 975 sarees are
unsold. Find the number of sarees sold?

5. 8500 bricks were purchased to build a house, if 7450 bricks were used,
then how many bricks are remaining?

32
 6 Numbers - Multiplication

Learning Outcomes : 403

™™ Applies the four fundamental arithmetic operations in solving problems

involving money, length, mass, capacity and time intervals.

Teacher Activity

Activity -1: Multiplication of numbers (Napier Method)

Step – 1: Multiplication of two digit number by a two digit Number
Here the multiplicand is 80 and multiplier is 16 and by multiplying

we get 80 x 16 = 1280

Step – 2: M
 ultiplication of three digit number by a two digit number
4
 38x 30. Here the multiplicand is 438 and multiplier is 30 and by
multiplying

we get, 438 x 30 = 13140

33
 Student Activity

Activity -1: Creating life oriented problem using multiplication.

Step – 1: (Group 1) In a Rice shop, If the price of rice is Rs.75 per
kilogram, then How many rupees did banu has to spend for
buying 50kg of rice?
Step – 2: P
 rice of 1kg rice is = Rs75
Banu buys = 50kg
What is the cost of 50kg rice ?
Step – 3: T
 he total sale price of rice can be found by multiplying the price
of rice by Rs.75 per kg in Napier method. The total cost of 50
kg can be found. i.e. 75 x 50
Step – 4: I
 f the price of dhal is Rs.90 per kilogram, then How many
rupees did Bala has to spend for buying 140 kg of dhal?
The total sale price of dhal can be found by multiplying the
price of dhal by Rs.90 per kg in Napier method. The total cost
of 140 kg can be found. i.e. 140 x 90 = 12600. Hence Bala spend
Rs 12600 to buy 140kg of dhal.

Evaluation

1. Multiply the following using Napier method

a) 47 x 5   b) 427 x 2   c) 710 x 23   d) 45 x 12   e) 27 x 34

2. In a boys hostel there are 438 boys. If 50 gram boiled black toad were
given to each student, then how many gram boiled black toad needed to
supply?
3. If a sugarcane merchant sells a cane for Rs 25, then how much money
did he earned by selling 75 canes?
4. If 10 laddus can be placed in a plate, then how many laddus can be placed
in 549 plates?
5. If 14 saplings are planned to be planted per row, then How many saplings
can be planted in 98 rows?
6. If a factory produces 234 medical tablets per day, then how much
tablets would have been produced in 45 days?

34
 7 Numbers - Division

Learning Outcomes : 403

™ ™ Applies the four fundamental arithmetic operations in solving

problems involving money, length, mass, capacity and time
intervals

Teacher Activity

Activity -1: Division of three digit numbers by one digit number

Step – 1: Divide :437 ÷ 2

Step – 2: H
 ere dividend is 437 and devisor is 2. Take 4 Hundreds from
437

2 ) 437 ( 2
4 4 divides 2 times by 2

0 reminder

So, divide by 2 and write quotient 2 and add the remaining 0

(4-4=0) to the next number 3 to get 03

2 ) 437 ( 21
4

03 (03 divides 1 time by 2)

02

35
Step – 3: S
 o, divide 3 and write quotient part as 1 (21) and add the
remaining 1 (03-02=1) and add to the next number 7 to get 17

2) 437 ( 218
4
-----
03
02
-----
17 (2 divides 17 by 8 times only)
16
-----
1
-----

Step – 4: S
 o divide 17 by 2 and write the quotient as 8 (218) and add the
remaining 1 (17-16). Then quotient is 218 and remainder is 1.

Student Activity

Activity -1: Solving life oriented problems using Division

Step – 1: I
 n a school, Out of 1255 note books, 5 note books were given
to a student, then How many students can be given?

Step – 2: Total number of note books = 1255

Note books issued to each student = 5

Step – 3: D
 ivide the total number of note books by number of note books
per student issued and find how many students can be given.
Here dividend is 1255, divisor is 5.

Step – 4: T
 ake number 1 in dividend 1255. 1 cannot be divided by 5. Then
consider the next number 2 together with1 and divide by 5. Now
12 is divided by 5. We get quotient 2 (5 x 2 = 10) and remainder
is 2. It is written together with 5 as 25.

Step – 5: 2
 5 is divided by 5. We get quotient 5 (5 x 5 = 25 ) and
remainder is 0. It is written together with 5 as 05.

36
Step – 6: 0
 5 is divided by 5 . We get quotient 1 (5 x 1 = 5) and remainder
is 0.Then the quotient is 251 and remainder is 0.

So, a total of 1255 note books can be given to 251students at

the rate of 5 note books per students?

Evaluation

1. A tailor have 1687 buttons. If he stitches 7 buttons per shirt, then

How many shirts can be used to stitch buttons?

2. In a hostel, 475 idly were prepared. If 5 idly per student given then,
How many students can be benefited?

3. In the flower garland, there are 2736 jasmine flowers. If a rose
flower is garlanded after every 4 jasmine flowers, then how many
roses will be in the flower garland ?

4. If a person plant one sapling for every 4th day, then how many
saplings will be planted in 4276 days?

5. 372 apples were arranged. If an apple is taken out after every 3

apples, then how many apples will be taken from the arrangement?

6. 600 pomegranate were arranged. If an pomegranate is taken out

after every 5 pomegranate, then how many pomegranate will be
taken from the arrangement?

37
 8 Numbers - Factors

Learning Outcomes :403

™™ 
Applies the four fundamental arithmetic operations in solving
problems involving money, length, mass, capacity and time intervals

Teacher Activity

Motivational activity

Draw a number line and mark numbers from 1 to 20. Asks the students to
jump in multiples of 2,3,4 on the number line marked and can find the
number of factors

Giving piles of stones or tamarind seeds to students and asked to divide

them equally. If there is a remainder, then it is concluded that it’s not a
factor.

If there is no remainder, then it is concluded that it’s a factor.

Teacher calls each and every student in the classroom to roll a dice and
asked to the multiplicative number shown on the die.

Activity -1: E
 xplaining the method of viewing factors using the T CHART
method.

Example : Find the factors of 24.

As one is a factor of each number, hence 1 is a factor of 24.

24
1 24

38
As the number 24 is ending by 4, it is divisible by 2. Hence 2 is a factor.
We can find whether the number will be divisible by 3, 4, 5, 7, 9, 10
24
1 24
2 12
3 8
4 6

Explaining the factors of 24 are 1,2,3,4,6,8,12,24.

Student Activity

Activity -1: Finding factors.

Teacher divides the students into 3 groups. Each group is provided with
table as given below and asked to find factors of the numbers and put tick
mark ( ) in the respective box.

Find factors for the following numbers.

Factors
Numbers
1 2 3 4 5 6 7 8 9 10
32
40
72
60
100

Evaluation

1. Circle the factors of 15 in the following

10, 3, 7, 5, 2
2. Circle which are not the factors of 14 in the following
4, 7, 1, 3, 2, 14
3. Write the factors for 30 which are between 11 and 20.
4. Find the factors of 48
5. Find the factors for 18 and 32.

39
 Measurements – Conversion
9 of lower unit into Upper unit
(Length)

Learning Outcomes : 413, 514

™™ Conversion of metre into centimeter and vice versa., Estimates the length
of an object/distance between two locations, weight of various objects,
volume of liquid, etc., and verifies them by actual measurement.
™™ Solves problem involving daily life situations related to length, distance,
weight, volume and time involving four basic arithmetic operations.

Teacher Activity

Activity -1: converting kilo meter into meter and meters into centimeters
Step – 1: Converting kilo meter in to meter
1 km = 1000 m 7 km = 7000 m 3 km 50 m = 3050 m

Step – 2: Converting meter in to centimeter

1 m = 100 cm 7 m = 700 cm 12 m 15 cm = 1205 cm

Student Activity

Activity -1: Converting meter in to kilo meter and centimeter into meters
Step – 1: Converting meter in to kilo meter
1 m = 1/1000 km 5000 m = 5 km 3050 m = 3 km 50 m

Step – 2: Converting centimeter in to meter

1 cm = 1/100 m 500 cm = 5 m 1543 cm = 15 m 43 cm

Evaluation

1. 400cm = _________ m.
2. 760cm = _________ m. _________ cm.
3. 8400km = _________ cm.
4. 500m = _________ km.
5. 48m = _________ cm.

40
 Measurements -
10 Addition and subtraction
(Measurement of Length)

Learning Outcomes : 514

™™ 
Solves problem involving daily life situations related to length,
distance, weight, volume and time involving four basic arithmetic
operations
Teacher Activity

Activity -1: Addition operation (Measurement of Length)

Step – 1: Add : 28 km 30 m + 10 km 42 m
First add the meter (30 + 42 = 72) .whose sum is less than 100. Next add the
kilometer (28 + 10 = 38)
km m
28 30
(+) 10 42
38 72
Step – 2: I
 f the length of one side of a compound wall of a school is 42 m
59 cm and the length of the other side of the wall is 38 m 67 cm,
then find the total length of the compound wall.
First add cm (59 + 67 = 126). Whose sum is greater than 100 (100 + 6). Convert
100 cm = 1 m and add 1 metre. Then add the meters (42 + 38 + 1 = 81).

km m
42 59
(+) 38 67
81 26

The total length of the compound wall = 81m 26cm

Evaluation

1. Add: 8km 10m + 1km 12m

2. Add: 18km 40m + 20km 30m

41
3. Add: 44m 30cm + 22m 25cm
4. 
If the lengths of the two tapes are 48m 28cm and 32m 85cm
respectively, then find the total length of the tapes.
5. If the lengths of the two wires are 43 km 75 cm and 29 km 45 cm
respectively, then find the total length of the two wires.

Student Activity

Activity -1: Subtraction Operation (Measurement of Length)

Step – 1: Find the answer. 49 km 80 cm - 24 km 50 cm
First subtract meter (80-50 = 30) and subtract the kilo meter (49-24 = 25).
km m
49 80
(-) 24 50
25 30
Step – 2: T
 he length of a compound wall of a school is 52m 38cm, If the
length of the compound wall 24m 49cm is painted, then find
the length of the unpainted side of the wall.
First we have to subtract cm (38-49 =?). Cannot be subtracted so take 1 m
from 52 m and convert it into 100 cm and add with 38cm. then we get 138 cm
from that subtract 49cm (138-49 = 89), we get 89cm. Next subtract the
meter (51-24 = 27).
km m
52 38
(-) 24 49
27 89

Length of the unpainted side wall = 27 m 89 cm

Evaluation

1. Find : 29km 60m - 19km 50m

2. Find : 9km 10m - 7Km 10m
3. Find : 59m 45cm - 28m 30cm
4. There are two pipes 25km 80m and 18km 95m of length respectively.
What is the difference between the lengths of the pipes?
5. If Meera cuts 44m 40cm length of a ribbon from a 50m 20cm long
ribbon piece. What is the remaining piece of the ribbon left?

42
 Measurements - Conversion
11 of higher unit into lower unit
( Weight)

Learning Outcomes : 414, 415

™™ Conversion of metre into centimeter and vice versa., Estimates the length
of an object/distance between two locations, weight of various objects,
volume of liquid, etc., and verifies them by actual measurement.
™™ Solves problem involving daily life situations related to length, distance,
weight, volume and time involving four basic arithmetic operations

Teacher Activity

Activity -1: Conversion of kilograms into gram and gram into milligram
(Measurement of weight)
Step – 1: Conversion of kilogram into gram (weighing)
1kg = 1000g 7kg = 7000g 3kg 50g = 3050g

Step – 2: Conversion of gram into milligram (weighing)

1g = 1000mg 7g = 7000mg 12g 15mg = 12015mg

Student Activity

Activity -2: C
 onversion of grams into kilogram and milligram into gram
(Measurement of weight)
Step – 1: Conversion of gram into kilo gram
1g = 1/1000kg 7000g = 7kg 3050g = 3kg 50g

Step – 2: Conversion of mile gram into gram

1mg = 1/1000g 7000mg = 7g 1236mg = 12g 36mg

Evaluation
Convert the following
1. 40kg = _______ g. 2. 7900 g = _______ kg. _______ g.
3. 84g = _______ kg. 4. 8000 mg = _______ g.
5. 6750 kg = _______ kg. _______ g.

43
 12 Measurements - addition
and subtraction (weight)

Learning Outcomes : 514

12 ™™ Solves problem involving daily life situations related to length,

distance, weight, volume and time involving four basic arithmetic
operations

Teacher Activity

Activity -1: 1 Addition (Measurement of weight)

Step – 1: Find the sum of 18kg 600g + 41kg 320g
First sum the grams (600 + 320 = 920) whose sum is less than 1000g. Next
sum the kilogram (18 + 41 = 59).

kg g
18 600

(+) 41 320

59 920

Step – 2: I
 f the weight of one bag of rice is 43g 590mg and the weight
of another bagof rice is 28g 790mg, then find the total
weight of the two bags of rice.
First we need sum of mile grams (790 + 590 = 1380) whose sum is greater
than 1000mg. convert 1380mg into g (1000 + 380). Here Convert
1000mg = 1g and sum with the grams (43 + 28 + 1 = 72).

g mg
43 790

(+) 28 590

72 380

The total weight of the two bags of rice = 72 g 380 mg

44
 Evaluation

1. Add: 1 kg 100g + 5kg 200g

2. Add: 23kg 450g + 23kg 300g

3. Add: 72g 600mg + 21g 200mg

4. The weight of a bag is 5kg 200g and the weight of another bag is 8kg
800g. Find the total weight.

5. If the weight of the grapes in a baskets are 20g 450mg fruits and 14g
680mg fruits were sold respectively, then what is the total weight of
grapes sold?

Student Activity

Activity -1: Subtraction Operation (Measurement of weight)

Step – 1: Find: 28kg 600g - 17kg 500g

You have to subtract the grams (600-500 = 100). Then Kilogram should be
subtracted (28-17 = 11).

kg g

28 600

(-) 17 500

11 100

Step – 2: I
 n a bag of rice weighs 84g 350mg. From the bag 38g 490mg
rice is sold. find the amount of remaining rice in the bag.
First you have to subtract the mg (350-490 =?). You can't subtract so
you have to take 1g from 84g (84-1 = 83) and convert as 1000 mg and
add to 350mg. Next subtract 490mg from 1350gms (1350-490 = 860)
and we get 860gms. Next we have to subtract 38gm from 83gm
(83-38 = 45) and we get 45gms.

45
 g mg
84 350

(-) 38 490

45 860

The amount of remaining rice in the bag = 45g 860mg

Evaluation

1. Find : 8kg 100g - 1kg 100g

2. Find : 12kg 350g - 12kg 200g

3. Find: 48g 650mg - 21g 550mg

4. 25kg 200g cement was brought for the construction of the school
building. 19kg 350g of cement was used. What is the amount of cement
remaining?

5. A sweet shop sold 29g 500mg from 48g 450mg of sweets. Find the
quantity of unsold sweet.

46
 Measurements -
13 Conversion of higher unit
into lower unit (capacity)

Learning Outcomes : 512, 514

™™ Conversion of metre into centimeter and vice versa., Estimates

the length of an object/distance between two locations, weight of
various objects, volume of liquid, etc., and verifies them by actual
measurement.
™™  Solves problem involving daily life situations related to length, distance,
weight, volume and time involving four basic arithmetic operations

Teacher Activity

Activity -1: Conversion of litres into millilitres (capacity)

Step – 1: C
 onvert 18 liters into milliliters
1 liter contains 1000 ml.
I.e. 1 liter is equal to 1000 ml.
Step – 2:  1 l = 1 x 1000 ml = 1000 ml.; 2 l = 2 x 1000 ml = 2000 ml
3 l = 3 x 1000 ml = 3000 ml.; 18 l = 18 x 1000 ml = 18000 ml
Student Activity

Activity -1: Conversion of milliliters into litres (capacity)

Step – 1: C
 onvert 1200 ml into litres
1 liter contains 1000 ml.
I.e. 1000 millilitres is equal to 1 litre
Step – 2:  1000 ml = 1000/1000 l = 1 l.;   2000 ml = 2000/1000 l = 2 l.
3000 ml = 3000/1000 l = 3 l.; 1200 ml = 1200/1000 l = 1.200 ml

Evaluation
Convert the following
1. 20 l = _______ ml. 2. 36 l = _______ ml.
3. 44 l = _______ ml. 4. 6000 ml = _______ l.
5. 4250 ml = _______ l _______ ml.

47
 Measurements -
14 Addition and subtraction
(capacity)

Learning Outcomes : 414, 514

™™ Conversion of metre into centimeter and vice versa., Estimates the length
of an object/distance between two locations, weight of various objects,
volume of liquid, etc., and verifies them by actual measurement.
™™ Solves problem involving daily life situations related to length, distance,
weight, volume and time involving four basic arithmetic operations.

Teacher Activity

Activity -1: Addition Operation (Capacity)

Step – 1: Add: 12L300 ml + 21L 540 ml
First add millilitres 300 and 540 (300 + 540 = 840) whose sum is less than
1000ml. Next add 12 and 21 litres (12 + 21 = 33). Then we get 33 litres.

l ml
12 300
(+) 21 540
33 840

The answer we get 33litres 840 ml.

Step – 2: I
 f the capacity of a jar is 42 l 250 ml and the capacity of another
jar is 28 l 850 ml, then find the total capacity of the two jars.
First add millilitres250 and 850 (250 + 850 = 1100), whose ml more than
1000. Convert 1100 ml into as litre.(1000 + 100 = 1 ml + 100 ml). Next add 1
litre with 42 litre (42 + 28 + 1 = 71). We get 71 litres

l ml
42 250
(+) 28 850
71 100

The total capacity of jars = 71 litres 100 ml.

48
 Teacher Activity

Activity -1: Subtraction Operation (Capacity)

Step – 1: Find : 18 l 900 ml - 12 l 400 ml
First you have to subtract millilitres 900 and 400 (900-400 = 500).we get
500 ml. Then subtract litres 18 and 12(18-12 = 6).we get 6 litres.

l ml
18 900
(-) 12 400
6 500

Step – 2: I
 n a water tank with a capacity of 34 l 150 ml, 17 l 250 ml water
is filled. Find how much of water is needed to fill the rest.
First you need to subtract milliliters (150-250 =?). It is not possible to
subtract so take 1 liter from 34 l (34-1 = 33) and convert 1 l = 1000 ml and
add with150mlwhere we get 1150 ml. Then subtract 250ml from 1150ml,
we get 900ml(1150-250 = 900). Next subtract 17 l from 33, we get 16 l
(33-17 = 16).

l ml
34 150
(-) 17 250
16 900

The amount of remaining water to be filled = 16 l 900 ml.

Evaluation

1. Add

l ml
35 450

(+) 27 650

49
2. Add: 2l 100 ml + 1 l 140 ml + 4 l 120 ml

3. Add: 62 l 210 ml + 21 l 320 ml

4. What is the total amount of water if 5 litres 650 ml of water in a

bucket is mixed with 3 litres 560 ml of water?

5. If Rani bought 19 l 550 ml of refined oil and 71 l 650 ml of groundnut

oil, then what is the total amount of oil she bought?

6. Find : 19 l 900 ml - 13 l 600 ml

7. Find : 48 l 500 ml - 32 l 300 ml

8. Find : 58 l 650 ml - 32 l 450 ml

9. The tank with a capacity of 45 l 300 ml contains 15 l 750 ml of water.

Find the amount of water that needs to be filled in the tank.

10. What is the amount of petrol remaining if you fill 80 l 650 ml petrol
from a lorry to a car with a capacity of 64 l 750 ml?

50
 15 Time

Learning Outcomes : 416

™ ™ Reads clock time in hour and minutes and expresses the time in
a.m. and p.m.

Teacher Activity

Activity -1: Recognizing hours and minutes in the clock

Step – 1: T
 eacher demonstrates minute hand and hour hand with a model
clock by rotating it.
Step – 2: 5,10,15, ... 60 were written around the clock on a cardboard.
Teacher demonstrates:
¾¾ If the long hand (minute hand) moves from 12 to 1, then it is 5 minutes.
¾¾ If the long hand (minute hand) moves from 12 to 2, then it is 10
minutes… and
¾¾ If the long hand (minute hand) moves from 12 and returns to 12, then
it is 60 minutes.
Students knows that 60 minutes = 1 hour.
Step – 3: Teacher demonstrates:
¾¾ If the small hand (hour hand) moves from 12 to 1, then it is 1 hour.
¾¾ If the small hand (hour hand) moves from 12 to 2, then it is 2 hours… and
¾¾ If the small hand (hour hand) moves from 12 and returns to 12, then
it is 12 hours.
Teacher explains 12 hours = half a day (1/2 day)
Step – 4: Teacher demonstrates with the model clock as:
¾¾ From mid -night 12 to noon 12 is 12 hours. It is called as forenoon.
¾¾ From noon 12 to mid-night 12 is 12 hours. It is called as afternoon.

Step – 5: Teacher demonstrates that:

¾¾ Students arriving to school, lunch hour and students returning to
home as forenoon, noon and afternoon.

51
 Student Activity

Activity -1: Marking times

Step – 1: G
 iving everyday activities
as pictures to all students.
1. Waking up in the morning.
2. Cleaning teeth.
3. Bathing.
4. Breakfast.
5. Going to school.
6. School starting time

Step – 2: S
 tudents are asked to write their day-today activities below
the picture in hours and minutes. Also they were asked to
mention whether it’s a forenoon, noon and after noon.

Teacher Activity

Activity -2: Finding addition (Time)

Example: Add: 6 hour 25 minutes + 3 hour 55 minutes
Step – 1: First add 25 and 55 minutes (25+55= 80), we get 80 minutes.

Hour Minutes
6 25
(+) 3 55
80

Step – 2: 8
 0 minutes is more than 60 minutes, so convert 80 minutes into
hour and minutes. 80 minutes = 60 minutes + 20 minutes
(60 minutes = 1 hour) = 1 hour + 20 minutes.
Next add 1 hour with 6 and 3 hours (6+3+1), we get 10 hours.

Hour Minutes
6 25
(+) 3 55
10 20

We get answer as 10 hours and 20 minutes.

52
 Student Activity

Activity -2: (Group activity)

Step – 1: T
 eacher divides the students into two group and gives fifth
standard time-table to each group.
Step – 2: S
 tudents in the first group are asked to ask questions regarding
time.
Example : (i) When did the first hour commences and ends?
(ii) What is the duration of the first hour?
Step – 3: S
 tudents in the second group are asked to find answer for
questions regarding those time.
Example : (i) The first hour commences by 9 hours 30 minutes
and ends by 10 hours 30 minutes
(ii)   The duration of the first hour is 1 hour or 60
minutes.

Hour Minutes
10 30
(-) 9 30
1 00

The duration of the hour = 1 hour or 60 minutes.

Similarly, teacher must ensure that all the students in the group participates
and must be review that they respond correctly.
Students are asked create and solve problems regarding subtraction.

Activity -2: (Individual activity)

Students are asked to choose their favorite train and their train schedule.
Next they are asked to mark departure time, arrival time and travel time.

Evaluation

1. What does 2 hours mean.

a) 5 minutes b) 120 minutes c) 60 minutes d) 1 minute

2. The time taken by the small hand (hour hand) to move from 1 to 2 is
a) 5 minutes b) 120 minutes c) 60 minutes d) 1 minute

53
3. The time taken by a minute hand to move from 12 to 6
a) 6 minutes b) 10 minutes c) 60 minutes d) 30 minute

4. 10:10 refers to the time ____________.

a) b) c) d)

5. Which clock that indicates 8.30 pm? ____________.

a) b) c) d)

6. 2 hours 15 minutes + 1 hour 30 minutes = ____________.

7. 6 hours 45 minutes - 2 hours 30 minutes = ____________.
8. If Karthick Wakes daily in the morning by 5.30 am, walks for 45
minutes and do 30 minutes breathing exercise, then when he will
complete exercise?.
9. If a drama begins by 7.00pm and ends by 9.30pm, then the duration is
____________.
10. In the diagram What is the shortest distance between the point ‘A’
and ‘C’ ?.

54
 16 Algebra

Learning Outcomes :

™ ™ Understanding algebric expressions and its values.

™ ™ Able to write on the value of expressions in parity
™ ™ Knowing to Comparison of algebraic expressions.

Motivational activity:
Put the numbered cards in an urn as written below and select a number from
them, appreciate and equip students who find more solutions to that number.
Example:
10 = 5+ 5 4+ 6 9+ 1 8+ 2 7+ 3 10+0
12 = 6+6 5+7 4+8 3+9 2+10 1+11 12+0

Teacher Activity

Activity -1:
Step – 1: T
 each the students about function of seeing the same number
of answers using the four basic operations of mathematics.
1) Solution of a number 10:
5+5=10 15-5=10 5x2=10 20÷2=10

2) Solution of a number 8:
6+ 2=8 10-2=8 4x 2=8 16÷2=8

Students are taught how a number can be expressed by using four

fundamental operations.
Step – 2: L
 arger and smaller in algebraic expressions
Teacher teaches how to use symbols in the algebraic expressions.

1. 4+6  17-10 2. 5+3  8-3

Skills are developed among students able in using symbols (<, > and =) in
the box.

55
 Student Activity

Activity -1: (Individual activity)

Step – 1: c
 reating algebraic equations using four fundamental operations
whose solution is 5.

3 + 2 =5 7-2=5 5 x 1= 5 10÷2=5

Also, asking them to create algebraic equations using four fundamental

operations whose solution is 12.
Step – 2: To identify smaller and bigger algebraic expression.
1) 3+5  4-2, 2) 3x4  5x2

Step – 3: (Group activity)

Seating the students in the group and asked to find the missing number.

1. (8+3)-  = 7 2. (5x2)÷ =5

Evaluation

1. Fill the appropriate numbers in the box:

a)  +2=7 b) 10-  =7 c) 14÷  =7

2. Fill the appropriate symbols (<, > and =) in the box:

a) 3+5  4-2 b) 5÷1  3+2 c) 8x2  8+7

d) 3x4  5x2 e) 6÷10  3x2 f) 44  11x3

3. Match the following

a) 12+2 11
b) 14÷2 10x2

c) 8+3 14

d) 20 20÷4

e) 5 7

56
 17 Fractions

Learning Outcomes : 405,406

™™ Represents the fractions as half, one fourth and three-fourths by using

numbers/numerals.
™™ Shows the equivalence of a fraction with other fractions

Teacher Activity

Activity -1: Introduction of Numerator, denominator

Step – 1: Divide a circle into 8 equal parts, a part is
colored and shown by the teacher to the students. We
say it as one-eighth and written as 1/8
Denominator: In the diagram the circle is divided into 8 equal parts.
Numerator: In the diagram a part is coloured. That is in 1/8, here the
numerator is 1 and the denominator is 8.
Step – 2: Divide the circle into 8 equal parts and if two
parts of them are coloured, we say it as 2/8 which is read
as two parts of eight. Here the numerator is 2 and the
denominator is 8.
Step – 3: Divide the circle into 8 equal parts and if
three parts of them are coloured, we say it as 3/8 which
is read as three parts of eight. Here the numerator is 3
and the denominator is 8.
Step – 4: Divide the circle into 8 equal parts and if four
parts of them are coloured, we say it as 4/8 which is read
as four parts of eight. Here the numerator is 4 and the
denominator is 8. Also it is simplified as ½.
Also repeat the process to find the other fractions with their numerator and
denominator by colouring.

Student Activity

Activity -1: Finding the numerator and denominator using the numerals
Step – 1: Seating the students in two equal groups inside a circle. In that group
of students are asked to stand. A group of two equal groups with one group
standing is one by two (½). Here the numerator is 1 and the denominator is 2

57
Step – 2: Divide the students into four equal groups and place one group
to stand in them. A group of four equal groups with one group standing is
one by four (1/4).Here the numerator is 1 and the denominator is 4.
Step – 3: Divide the students into four equal groups and place three
groups to stand among them. A group of four equal groups with three
groups in standing is three by four (3/4).Here the numerator is 3 and the
denominator is 4.
Asking the students to write the numerator and denominator of the
fractions as ¼, ½, ¾ in their note book.

Evaluation

1. Find the numerator and the denominator of the fraction of the shaded
part of the image given below.

2. Find the numerator and the denominator of the fraction of the shaded
part of the image given below.

3. Find the fraction with numerator 3? a) 2/3 b) 1/3 c) 3/4 d) 4/3

4. Find the fraction with denominator 5? a) 5/6 b) 5/8 c) 4/5 d) 5/4
5. Find the fraction with numerator 3and denominator 6?
a) 2/3 b) 1/3 c) 3/4 d) 4/3

Teacher Activity

Activity -2: Recognizing equivalent fractions

Step – 1: Take a rectangular piece of coloured paper. Fold the sheet into
two equal parts and colour one part. Fraction of the coloured area = 1/2.
Step – 2: Fold the same sheet again to get four equal parts and colour 2
parts. Now Fraction of the coloured area = 2/4.
Step – 3: Fold the same sheet again to get eight equal parts and colour 4
parts. Now The fractionof the coloured area = 4/8.
By doing the same thing continuously, we can know the formation of equivalent
fractions like ½, 2 / 4,4 / 8, ....

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 Student Activity

Activity -2: Finding Equivalent Fractions

Step – 1: Ask the students to stand in two rows in such a way they are to
opposite each other.
Step – 2: Distribute the coloured beads as 1,2,3, ... to students who are
standing in the first row.
Step – 3: Distribute the coloured beads in multiples accordingly to the
students in the second row.
¾¾ That is, giving a bead to the first student in the first row and 2 beads
to the first student who is standing in front of him (opposite row),
¾¾ 2 beads to the second student in the first row and 4 beads to the student
who is standing in front of him (opposite row).
¾¾ Distribute all the beads to all the students in both rows as said above.
¾¾ we can create many equivalent fractions as 1/2, 2 / 4, 3 / 6, 4 / 8, 5 / 10, ....
Thus by changing the multiples we can create more equivalent fractions.

Evaluation

1. For a given fraction, write two equivalent fractions:

a) 1/2= b) 3/6= c) 4/8= d) 5/10= e) 2/4=

Teacher Activity

Activity -3: Identifies types of fractions

Step – 1: Teacher distributes 10 apples equally to 2 students.
Step – 2: Each students received 5 apples and its fraction is 5/10 = ½,
here the numerator is less than the denominator. It is said to be as a
proper fraction. Teacher describes that “In a fraction, if the numerator is
less than the denominator, then the fraction is known as Proper fraction”.
Step – 3: Teacher distributes 10 apples equally to 4 students.
Step – 4: Each students received 2 1/2 apples and its fraction is 2 + 1/2 =5/2,
here the numerator is greater than the denominator. It is said to be as a
improper fraction. Teacher describes that “In a fraction, if the numerator
is greater than the denominator, then the fraction is known as Improper
fraction”.

59
 Student Activity

Activity -3: Finding types of fractions.

Step – 1 Step – 2

Step – 3: By giving various pictures like in step 1 & 2, students are asked
to find types of fractions.

Evaluation
1 1
1. The proper fraction is _______ a) 3/9 b) 12/9 c) 2 d) 5
2 2

1 1
2. The Improper fraction is _____ a) 3/9 b) 12/9 c) 2 d) 5
2 2

1 1
3. The mixed fraction is _______ a) 3/9 b) 12/9 c) 2 d) 5
2 2
4. 2 21/28 is _____ Fraction.
a) proper b) equivalent c) mixed d) improper
5. 1 21/121 is _____ Fraction.
a) proper b) equivalent c) mixed d) improper

Teacher Activity

Activity -4: Addition of like fractions

Step – 1: Teacher shows a pack of 10 pens. From that, he distributes 4
pens to a student and 3 pens to 2 another student.
Step – 2: Teacher calls a student and asks him to write the pens distributed
to them in a fraction.
The fractional form of the Pen distributed to the first student = 4/10
The fractional form of the Pen distributed to the second student = 3/10
The fractional form of the Pen distributed to both of them = 4/10 + 3/10
Step – 3: Teacher describes that the numerators of two fractions can be
added if the denominators are same. 4+3 7
=
The fractional form of the Pen distributed to both of them = 10 10

60
 Student Activity

Activity -4: Addition of like fractions.

Step – 1: Create like fractions with circular

disks and add them.
Example : 1/3, 2/3
Step – 2: Create like fractions with
rectangular sheets and add them. Example :
1/4, 2/4 and 3/4

Evaluation
Find the answer for the following:
1) 1/2 + 3/2 = 2) 4/5 + 3/5 = 3) 9/12 + 8/12 =
4) 11/10 + 7/10 = 5) 28/13 + 18/13 =

Teacher Activity

Activity -5: Subtraction of like fractions

Step – 1: Teacher have 12 flowers. From that, he distributes 7 flowers to a
student and 5 flowers to another student and explains that how many more flowers
received by the first student more than the second student using fraction.
Step – 2: The fractional form of the flowers distributed to the first
student = 7/12.
The fractional form of the flowers distributed to the second student = 5/12
The fractional form of the flowers received by the first student more than
the second student = 7/12 - 5/12.
Step – 3: Teacher describes that the numerators of two fractions can be
subtracted if the denominators are same.
The fractional form of the flowers received by the first student more than
7-5 2
the second student = =
12 12

Student Activity

Activity -5: Subtraction of like fractions

Step – 1: Create like fractions with circular

disks and subtract them. Example : 1/3, 2/3

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Step – 2: Create like fractions with rectangular
sheets and subtract them. Example : 1/4, 2/4
and 3/4

Evaluation
Find the answer for the following:
1) 3/2 - 1/2 = 2) 4/5 - 3/5 = 3) 9/12 - 8/12 =
4) 11/10 - 7/10 = 5) 28/13 - 18/13 =

Teacher Activity

Activity -6: Converting fractions into decimal.

Step – 1: Cutting the flower picture with ten petals.
Step – 2: from that 6 petals are coloured. The fractional part of coloured
petals = 6/10.
Step – 3: We can write 6/10 in the other form as 0.6 . 0.6 is the decimal
number.
The decimal number can be expressed as fraction. The numerator may be
10 or multiples of 10’s.
Also, teacher explains that the decimal number consists of two parts as
(i) real part and (ii) decimal part. The point (.) will be placed between real
part and decimal part.
In 0.6, 0 is the real part and 6 is the decimal part were explained.

Student Activity

Activity -6: Finding decimals

Step – 1: Students were given flash cards,
which has fractions and decimals and they are
asked classify fractions and decimals.
Example :
Fractions ; 3/10, 5/100, 7/8, …
Decimals: 0.03, 4.05, …

Step – 2: Students are asked convert fractions into decimals.

1. 4 = _______ 2. 9 = _______ 3. 4 = _______ 4. 17 = _______
20 100 6 26

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 Evaluation
Convert the following into decimal:

1. 12 = _______ 2. 23 = _______ 3. 146 = _______ 4. 106 = _______

10 10 100 100

Teacher Activity

Activity -7: C
 onverting decimal into fraction.
Step – 1: Converting 15.6 into fractions. In 15.6, 15 is the real part and
6 is the decimal part were explained.
Step – 2: Tell students that the decimal point has 10 decimal places on
the right side of the decimal point.
Step – 3: In the decimal 15.6 there is only one digit to the right , so it
should be divide by 10.
Step – 4: Explaining to the students that 15.6 = 156/10, where 156/10 is
a fraction.

Student Activity

Activity -7: Finding fractions

Step – 1: Students were given flash cards,
which has fractions and decimals and they are
asked classify fractions and decimals.
Example :
Fractions ; 3/10, 5/100, 7/8, …
Decimals: 0.03, 4.05, …

Step – 2: Students are asked convert decimals into fraction

1. 0.6 = _____ 2. 0.013 = _____ 3. 0.27 = _____ 4. 11.83 = _____

Evaluation
Convert the following decimal into fraction:
1) 0.7 = 2) 25.67 = 3) 8.61 =
4) 23.0 = 5) 10.8 =

63
 18 Pattern

Learning Outcomes : 515

™™ Find the structural pattern of triangular numbers and square numbers

and create patterns with the number of angles and its types.

Teacher Activity

Motivational activity:
1. Mention the angles which you know.
2. The picture represents acute angle or obtuse angle.

3. What is the angle formed by tracing a pencil?

Activity -1: Patterns of triangles

Step – 1: Observe the angles at the vertices of a triangle.
It is an equilateral triangle. Here 3 angles at the 3 vertices
are equal. All the angles are 60° and the sum of the angles
are 180° were explained.

Step – 2: Creating the hexagon formed by using equilateral triangle and

findinig the angles in it.

64
In the hexagon placinng the equilateral triangle as shown above. The angle
formed in a regular hexagon is 360°
Step – 3: finding the angles by using
square.An angle in a circle will be 360°.
Finding angles in a square by using a circle. = 360° ÷ 4 = 90°
In the diagram we learn that the angle of
a circle is 360°.
Now the angle formed in a square = 360° ÷ 4 = 90°.

Student Activity

Activity -1: 
Step – 1: Creating various pattern by using
equilateral triangles and asked to find the
angles in it.

Step – 2: Creating various pattern by

using equilateral triangles and asked to
find the angles in it.

Evaluation

1. Find the angles of the following diagrams using an equilateral triangle.

2. Find the angles in squares using a circle.

3. How will you find the angle of the given shape?

4. An angle formed at the centre of a regular hexagon is __________

65
3. Match the following

1) Zero angle a) Equals to 90°

2) Acute angle b) Equals to 180°
3) Straight angle c) Equals to 0°
4) Obtuse angle d) Equals to 90°
5) right angle e) an angle between 90° and 180°

Teacher Activity

Activity -2: Creating square numbers

Step – 1: Take 100 seeds / beeds.

Step – 2: First keep one seed once.
Keep two seeds twice.
Keep three seeds thrice.
Keep four seeds four times.
Keep five seeds five times.
Like the above we can create so many.
Step – 3: From the above pattern we can explain that, “If a number is
multiplied by the number itself will be a square number”.
Step – 4: Explain the following numbers are square numbers. 1, 4, 9,
25,36,49,64, ……..

Student Activity

Activity -2: Nunbers other than the square numbers.

Step – 1: Ask the students to tell any number. Let us consider they say
the number as 8.

Step – 2: Demonstrating that the number 8 is a square number or not a

square number.

Step – 3: Keep 8 seeds in the following way.

Here 8 seeds does not form a square.

Hence explaining that 8 is not a square number.

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 Evaluation

1. Fill it: 4, 9, 12, ___ , 35

2. Find the square numbers between 49 and 81.
3. How many square numbers are between 3 and 100?
4. Check whether 56 is a square number using ____ (dots).
5. Draw the square pattern for 64.

Teacher Activity

Activity -3: Saying triangular numbers

Step – 1: Asking students to say natural numbers
1,2,3,4,5,6,7,8,910,11,12,….
Step – 2: S
 umming the consecutive numbers from natural numbers we get
Triangular numbers
Step – 3: 1 – 1, 1+2=3, 1+2+3=6 …..
1,3,6,10,15,21, are the triangular numbers.

Student Activity

Activity -3: C
 reating a triangle using dots / dotted sheet.
Step – 1: Shown the various triangles by pictures.
Step – 2: D emonstrating by drawing the picture that the
number 11 does not form a triangle.
Step – 3: Explaining that the number 11 is not a triangular
number.

Evaluation

1. Fill the triangular numbers between 10 and 21 ______ .

2. Write the triangular numbers up to 50.

3. Is 45 a triangular number? Prove it by diagram.

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 19 Money

Learning Outcomes : 514

™™ Applies the four fundamental arithmetic operations in solving problems

involving money, length, mass, capacity and time intervals.

Teacher Activity

Motivational activity

1. D
 urga what is the cost of your pen? What is the value of the rupees
by adding any two of the following specimen rupee notes?
2. Vetri what is the cost of your pen, rubber, colour carryon?
3. Motivating the students by showing model rupee notes:
Identify the following notes.
What is the value of the rupees by adding two rupees with the following
rupees?

Teacher Activity

Activity -1: Addition (Money)

Step – 1: Students are divided into 4 groups according to the strength
of the classroom.
Group 1: Asked to purchase sufficient pencils, erasers and scribbling notes.

68
 Group 2: Asked to purchase sufficient newspapers, cardboards and coloured
pens.
Group 3: Asked to purchase sufficient sweepers, puckets, cups, and sanitizer.
Group 4: Asked to purchase sufficient milk packets (1/4 l. and ½ l ).
Example:
1. If the cost of a pen is Rs 5, then the cost of 10 pens is ___.
2. If the cost of a milk is Rs 40 per litre, then the cost of 1/2 litre is ___.
The above examples will experience the students in buying and selling
using rupees. Teacher explains the above examples using black board.

Student Activity

Activity -1: Addition (Money)

A model grocery shop formed in the school campus. A model bag of rice,
dhal, sugar, chilly were arranged with price list. Students are divided into
2 groups. In that group 1 acts as seller and the group 2 acts as a buyer.
Both groups are asked to do addition for the purchase of grocery items.

Teacher Activity

Activity -2: Addition (Money)

Find addition for 8987.75 + 9565.50 + 7693.50
First add the paise , 0.75 + 0.50 + 0.50 = 175 paise . convert 175 paise into
rupees as 1 rupee and 75 paise using ‘1 rupee = 100 paise’. Next they are
asked to rupees 8987, 9565 and 7693 ( 8987+ 8565 + 7693 + 1 = 26246 )
we get, 26246
Rs P
8987 75
9565 50
7693 50
26246 75

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 Student Activity

Activity -2: Addition (Money)

Step – 1:
796.00 917.00 9.00 101

Students can select two or three flash cards like the above from many
flash cards and can write them in black board for explaining the same.
Step – 2:

Eraser Geometric Colour Pencil

1 dozen box pencils box
`60.00 `.75.00 `.115.00 `.15.00

From the above price list, asking the students to add the prices of 1 dozen
erasers and pencil box in the board. They can say the sum of the prices of
the geometric box and colour pencils box. Activities can be done like this.

Evaluation

` `
1. Add: a) 50 + 100 =      b) 639 + 1875 =
2. Converting into denominations
` 500 = ` + ` + `

` 7200 = ` + ` + `

` 2000 = ` + ` + `

3. Match the values:

`50 = `196 + `250 + `350
`796 = `123 + `33 + `17
`173 = `32 + `16 + `2

Teacher Activity

Activity -3: Introducing speed, time and distance.

Step – 1: Finding the relationship between speed, time and distance.
Finding the answers for the following:

70
 1. I f a person travels a distance 20 km per hour and another person
travels a distance 5 km per half an hour, then who will travel faster?
2. If a person travels 5 km at a speed of 8 km/ hour, then what will be
the distance covered in 10 hours?
Step – 2:
1. S
 peed = Distance / Time taken; 2. T
 ime taken = Distance / Speed
3. Distance = Speed x Time taken
Finding the solutions by using the above formulae. Explaining the relationship
between speed, time and distance.

Student Activity

Activity -3: Finding speed, time and distance.

Step – 1: Distributing the questions related to speed, time and distance
to all the students.
For example students are asked to fill the following table:
Speed (km / h) Time taken Distance (km)
40 2 ?
20 ? 50
? 3 40

Step – 2:
1 . Speed = Distance / Time taken 2. T
 ime taken = Distance / Speed
3. Distance = Speed x Time taken
Students are asked to create problems and to find the solutions by using
the above formulae.

Evaluation

1. If a person travels a distance 200km at a speed, then what will be the
time consumed by him?
2. Akbar spend Rupees 4 per kilometre. What will be the amount by him to
cover 15 kilometres?
3. If Kavitha runs 14 km / h, then what will be the distance covered by her
in 12 hours?
4. If a person covers 65 km / h, then what will be the distance covered by
him in 4 hours?
5. If a person covers a distance 480 km at a speed of 65 km / h, then what
will be the time taken by him?
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 20 Information Processing

Learning Outcomes : 516

™™ Collects data related to various daily life situations, represents it in

tabular form and as bar graphs and interprets it.

Teacher Activity

Activity -1: Knowing the details through pictures.

Step – 1: Teacher prepares detailed pictures of fruits used in a family in
4 days and clarifies the answers to the following questions.

1 2 3 4
Days
Step – 2:
1. Number of fruits used by the family on the fourth day _______.
2. W
 hat is the day that the most fruits were used? And What is the
name of the fruit ?
3. How many apples were used?
4. What is the number of fruits used on the second day?
Get to know the details through questions like the above.

72
 Student Activity

Activity -1: V
 iew details through
rectangular bar diagram
Step – 1: The runs scored by 5 players
in a cricket match are given in a bar
diagram.
Step – 2: Divide the students into two groups and ask the first group of
students few questions from the above bar diagram.
For example:
1. Who are the players have taken equal runs?
2. Who is the player has scored 70 runs?
3. What is the number of players?
4. What is the number of runs taken by the third player?

Step – 3: Students of second group has to answer the questions asked by

the students of the first group.
Thus by various bar diagrams, students can clearly know the data given in them.

Evaluation

1. The marks taken by the Rani are given in the bar diagram as below. Use
them to answer the following questions.

i. What is the marks obtained in Tamil subject?

a) 60 b) 80 c) 70 d) 50

ii. In which subject she got the highest score?

a) Tamil b) Mathematics c) English d) Science

73
iii. In which subject she got the lowest score?
a) Tamil b) Mathematics c) English d) Science

iv. What is the marks obtained in the science subject?

a) 60 b) 80 c) 70 d) 50

v. What is the marks obtained in the social sciences subject?

a) 60 b) 80 c) 70 d) 50

2. The pie diagram is given below. Details of 40 people who drink tea,
coffee and milk at a tea shop in a day are given. Answer the following
questions from it.

i. How many people drink coffee?

a) 40 b) 20 c) 30 d) 10

ii. How many people drink milk?

a) 40 b) 20 c) 30 d) 10

iii. How many people drink tea?

a) 40 b) 20 c) 30 d) 10

3. The data of the diners in a restaurant are given below. Answer the
following questions from it.

10

Dosa Idly Poori

74
i. How many people ate Idly?
ii. What is the number of people who ate dosa?
iii. How many people ate Poori?

4. Data about the readers of Tamil, English, Telugu newspaper are given in
the table as below. Draw a pie diagram for the details.

Newspaper Number of readers

Tamil 20

English 15

Telugu 18

5. Data about pencil, eraser, pen and notebook in a shop are given in the
table as below. Draw a bar diagram for those details.

Items Number of items

Pencils 40
Erasers 60
Pens 70
Scribbling pad 50

Teacher Activity

Activity -2: Simplest way of multiplication

Step – 1: Multiplying a number by another number is equal to the addition
of multiplying ones by ones, tens by tens and hundreds by hundreds.
423x125 = (423x5) + (423x20) + (423x100)
= 2115 + 8460 + 42300
= 52875
Step – 2: Simplest way of multiplying complicate multiplication problems.
328 x 47 = (328 x 7) + (328 x 40)
569 x 721 = (569 x 1) + (569 x 20) + (569 x 700)
987 x 650 = (987 x 0) + (987 x 50) + (987 x 900)

75
 Student Activity

Activity -2: Simplest way of multiplication

Students are divided into two groups. Group 1 were given complicate
multiplication problem. and Group 2 were asked to find answer by
multiplication as given in the table

Problems Group 1 Group 2

473x583 (473x3)+(473x80)+(473x500) 1419+37840+236500=275759

540x780 (540x0)+(540x80)+(540x700) 0+43200+378000=421200

654x543 (654x3)+(654x40)+(654x500) 1962+26160+327000=355122

123x342 (123x2)+(123x40)+(123x300) 246+4920+36900=42066

Evaluation

1. If a number 456 multiplied by a zero, then it is __________

a) 45 b) 1 c) 0 d) None

2. If a number is multiplied by the number __________ then we get the

same number..
a) 0 b) 1 c) 10 d) None

3. 56 x 100 = __________
a) 56 b) 560 c) 5600 d) 0

4. The tenth digit multiplication of 543 x 142 is __________

a) 543 x 2 b) 543 x 4 c) 543 x 1 d) 543 x 10

5. Write the hundredth digit multiplication of 543 x 142.

76