MATHS MELA

Textbook of Mathematics for Grade 5

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 0533 – Maths Mela
ISBN 978-93-5729-818-6
Textbook of Mathematics for Grade 5

First Edition ALL RIGHTS RESERVED

June 2025 Ashadha 1947  No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any form or by any means,
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without the prior permission of the publisher.
 This book is sold subject to the condition that it shall not, by
way of trade, be lent, re-sold, hired out or otherwise disposed
of without the publisher’s consent, in any form of binding or
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 The correct price of this publication is the price printed on
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© National Council of Educational by a sticker or by any other means is incorrect and should
be unacceptable.
Research and Training, 2025
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 Foreword
The Foundational Stage in school education, as envisaged by the
National Education Policy (NEP) 2020, serves as the cornerstone
for the holistic development of children. It enables them not only
to imbibe the invaluable samskaras rooted in our country’s ethos
and constitutional framework, but also to acquire basic literacy and
numeracy. This foundation equips them to transition seamlessly
into the more challenging Preparatory Stage.
The Preparatory Stage acts as a bridge between the Foundational
and the Middle Stages, spanning three years from Grade 3 to Grade 5.
The education provided during this stage builds upon the pedagogical
approaches of the Foundational Stage. While the play-way,
discovery, and activity-based learning methods continue, children
are also introduced to textbooks and more formal classroom
settings. This introduction aims not to overwhelm but to establish
a foundation across curricular areas, promoting holistic learning
and self-exploration through reading, writing, speaking, drawing,
singing, and playing. This comprehensive approach encompasses
physical education, art education, environmental education,
languages, mathematics, basic science, and social science.
This comprehensive approach ensures children are well-prepared
both at the cognitive, sensitive, physical, and pranic (emotional)
levels to effortlessly transition to the Middle Stage.
The textbook, Maths Mela for Grade 5 Mathematics is
meticulously designed to align with these objectives. It adheres to
the recommendations of the National Education Policy 2020 and the
National Curriculum Framework for School Education 2023. The
textbook emphasises conceptual understanding, critical thinking,
creativity, values, and dispositions essential for this developmental
stage. It incorporates cross-cutting themes such as inclusion,
multilingualism, gender equality, and cultural rootedness integrating
appropriate ICT and school-based assessments. The engaging content
and activities are designed to captivate students and encourage
peer group learning, thus enriching the educational experience for
students as well as teachers.

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 It is crucial to remember the pedagogical focus of the textbook
emphasising understanding, critical thinking, reasoning, and
decision making. Children’s innate curiosity at this stage should
be nurtured by addressing their questions and designing activities
based on core learning principles. While the play-way method
continues, the nature of toys and games used for teaching evolves to
enhance engagement rather than mere attraction.
While this textbook is valuable, children should also explore
additional resources on the subject. School libraries should facilitate
this extended learning, and parents and teachers should support
their endeavours.
An effective learning environment motivates students, keeping
them engaged and fostering curiosity and wonder vital for learning.
With confidence, I recommend this textbook to all students
and teachers at the Preparatory Stage. I extend my gratitude to
everyone involved in its development, hopeful that it will meet
expectations. As NCERT remains committed to systemic reforms
and improving publication quality, we welcome feedback to refine
the textbook content.

Dinesh Prasad Saklani

Director
New Delhi National Council of Educational
23 June 2025 Research and Training

iv

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 About the Book

The textbook Maths Mela for Grade 5, has been developed based on
the recent documents — National Education Policy (NEP) 2020 and
National Curriculum Framework for School Education (NCF-SE)
2023. They aim to ensure that all children achieve basic numerical
skills and abilities to think mathematically and logically, solve
problems, develop intuitions regarding quantities and reasoning,
and feel a sense of joy, wonder, and curiosity. The Preparatory Stage
specifically focuses on the development of conceptual ideas about
numbers, shapes, and spatial relationships, measurement and data
handling, procedural skills and fluency, and computational thinking.
In light of this, the book for Grade 5 is designed to support
learners in consolidating their learnings in the Foundational
Stage and making progress towards dealing with more abstract
ideas. The chapters of the book cover the foundational ideas of
Mathematics: whole numbers and operations, fractions, shapes and
spatial relationships, measurement (length, weight, capacity, time),
and data handling. Chapters are woven around certain themes so as
to engage children with the ideas and their applications. Ideas will
keep recurring throughout the book, building deeper engagement
and complexity to suit the interest and curiosity of the growing child.
We firmly believe that young learners are capable of reasoning,
thinking, and problem-solving in different ways. Therefore, the book
provides several occasions for identifying and noticing ideas and
relationships across ideas, giving examples and counter-examples to
statements, creating objects using mathematical ideas, measuring
and quantifying, estimating, and solving problems. There are
also opportunities to hone one’s arithmetic skills through bare
exercises, games, and puzzles. At some places in the chapters, such
opportunities have been provided under the section ‘Let us Play’.
Another important purpose behind games and puzzles is to provide
learners a stress-free and joyful learning. Most of these need not be
assessed. Some tasks are aimed towards ‘computational thinking’
where learners are expected to observe and articulate patterns and
find exhaustive solutions and solutions under different constraints.

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 We also believe that learners should develop a liking for
Mathematics. The chapters of this textbook provide several enjoyable
activities, tasks, games, and puzzles that build on children’s
intuitions and tap into their experiences in the world around them.
These have been given under the section ‘Let Us Do’ at many places
in the chapters. These are sometimes used for making an entry to
the concept and at other times provide opportunities to consolidate
the ideas. The narrative in the chapters is supported through vivid
illustrations, which are also integral to the tasks. We hope that this
will allow learners to read pictures and use them for developing
important mathematical ideas. Mathematical vocabulary and
ways of communicating about mathematics have been emphsised
throughout the chapters. We continue to provide instructions and
explanation with as little use of language as possible.
Mathematics is an integrated body of knowledge, with a
connected and coherent set of ideas. It can be built logically
on commonly shared assumptions. Mathematical thinking and
reasoning are an important part of learning mathematics. The
book attempts to move away from rote memorisation of rules and
procedures which kill learners’ curiosity and burden them. It rather
pushes learners to explore and discover important mathematical
ideas. The sections named ‘Let Us Think’, ‘Let Us Explore’, and ‘Let
Us Discuss’, included at various places, aim at keeping learners
curious to reason out their thinking. These will give them reasons and
insights that can be used to remember ideas and apply ideas flexibly
and creatively, making further learning easier. It is important to
engage with these processes of Mathematics so that learners can go
beyond routine mathematical problems confidently and without fear
and anxiety. We hope that the carefully chosen learning activities
will help them make sense of the ideas, develop capacities to solve
problems, experience wonder and joy in the process, and be curious
about the world of mathematics. In addition to all of these, with
growing capacities of children we have introduced a section called
“Let Us Solve”. This is aimed to help children hone their skills of
using procedures, solving routine problems, and word problems.
We believe that the time available for children to work on
problems and share their solutions and ideas will be crucial to
achieve the objectives of NEP 2020 and NCF-SE 2023. The book
carries several suggestions for appropriate activities and experiences
(in class and in and around the home) to develop mathematical ideas.

vi

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 Teachers’ and parents’ support in changing conditions of learning
for our children will be very important to achieve the dreams of a
better and more confident nation.
The book also advises on the making of simple inexpensive
concrete materials for learners to work with, and to develop and
communicate their thinking. A few perforated sheets for some of
the tasks in the chapters are provided at the end of the book. There
are some more ideas in the ‘Note for the Teachers’ for activities and
materials. The chapters also show a gradual movement from the use
of materials to the use of pictures and making schematic diagrams
to make sense of the situation and identify better strategy. The
book tries to build models for the ideas using materials and pictures
so that learners can use them to develop independent thinking.
We would sincerely urge teachers and parents to use the sequence
of ideas suggested in the book for teaching and gradually arrive at
more formal rules and procedures. When children develop a better
understanding, they will be in a better position to appreciate the
rules and procedures. Similar care is also to be taken by parents
and elder siblings who may help their wards in learning through
this book. ‘Note for the Teachers’ may help teachers and parents in
appropriately enhancing the child’s learning.
Several activities and tasks in the book also require that children
talk and discuss their ideas. Learning will significantly improve in a
classroom that welcomes and respects learners’ ideas. They will see
different ways of thinking and using ideas, and alternative solutions
leading to better and independent solutions over a period of time.
They will get opportunities to scrutinise each other’s solutions
and develop fluency with mathematical language, symbols, and
procedures. These will also serve as good assessments of learning
for the teacher and also provide feedback to them. The exercises
given in the book are also examples of how learners can be assessed.
Assessment should be done in multiple forms — using materials
and pictures, problem situations and bare problems, activities,
creating objects, and sharing and explaining solutions. The book
provides enough opportunities for adaptive assessment, assessment
for learning, and assessment as learning while the child is engaged
in different activities. Teachers can note down their observations
while the learners discuss their ideas, replying to the questions
asked, and explaining the reasoning for their answer. Such records
can be included in the learner’s portfolio.

vii

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 Chapters have more paper and pen tasks in Grade 5 (questions, word problems,
and projects) that a child can complete in the classroom or at home. Such tasks
provide opportunities to practice writing and present their thinking on paper.
In the times to come, we will provide more resources to the teachers
and learners in the form of videos, worksheets for practice, and links to
online resources.
We hope that the book will be enjoyable to all and will lead to better
teaching-learning conditions.

Anup Kumar Rajput

Professor
Department of Elementary Education
NCERT, New Delhi

viii

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 National Syllabus and Teaching
Learning Material Committee (NSTC)
1. M.C. Pant, Chancellor, National Institute of Educational Planning
and Administration (NIEPA), (Chairperson)
2. Manjul Bhargava, Professor, Princeton University,
(Co-Chairperson)
3. Sudha Murty, Acclaimed Writer and Educationist
4. Bibek Debroy, Chairperson, Economic Advisory Council to the
Prime Minister (EAC – PM)
5. Shekhar Mande, Former Director General, CSIR; Distinguished
Professor, Savitribai Phule Pune University, Pune
6. Sujatha Ramdorai, Professor, University of British Columbia,
Canada
7. Shankar Mahadevan, Music Maestro, Mumbai
8. U. Vimal Kumar, Director, Prakash Padukone Badminton Academy,
Bengaluru
9. Michel Danino, Visiting Professor, IIT – Gandhinagar
10. Surina Rajan, IAS (Retd.), Haryana, Former Director General,
HIPA
11. Chamu Krishna Shastri, Chairperson, Bharatiya Bhasha Samiti,
Ministry of Education
12. Sanjeev Sanyal, Member, Economic Advisory Council to the Prime
Minister (EAC – PM)
13. M.D. Srinivas, Chairperson, Centre for Policy Studies, Chennai
14. Gajanan Londhe, Head, Programme Office
15. Rabin Chhetri, Director, SCERT, Sikkim
16. Pratyusha Kumar Mandal, Professor, Department of Education in
Social Sciences, NCERT, New Delhi
17. Dinesh Kumar, Professor, Department of Education in Science
and Mathematics, NCERT, New Delhi
18. Kirti Kapur, Professor, Department of Education in Languages,
NCERT, New Delhi
19. Ranjana Arora, Professor and Head, Department of Curriculum
Studies and Development, NCERT (Member-Secretary), New Delhi

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Prelims__Class 5.indd 10 04-07-2025 03:02:58
 Textbook Development Team
Rakhi Banerjee, Professor, Azim Premji University, Bengaluru,
(Team Leader)
Ajay Sharma, Assistant Professor, DEE, NCERT, New Delhi
Chhavi Kataria, Maths Educator, Tech Mahindra Foundation
Dharam Prakash, Former Professor, NCERT, New Delhi
Garima Pandey, Teacher, MCD School, New Delhi
Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi
Jasneet Kaur, Doctoral Student, Faculty of Science, University of
Auckland, New Zealand
Mukesh Malviya, Teacher Educator, Madhya Pradesh
Mukund Kumar Jha, Consultant, NCTE, New Delhi
Nazrana Khan, Senior Research Associate, DEE, NCERT, New Delhi
Nisha Negi, Former Senior Consultant, DEE, NCERT, New Delhi
Padmapriya Shirali, Former Principal, Sahyadri School, Pune
Pushpa Thantry, Director — Programme, Akshara Foundation
Ritu Giri, Assistant Teacher, DOE, Delhi
Ruchi Kumar, Assistant Professor, TISS, Mumbai
Shivkumar K M, Senior Consultant, NSTC Programme Office
Shravan S K, Senior Consultant, NSTC Programme Office
Surekha Bhargava, Assistant Teacher (Retd.), Jaipur
Anup Kumar Rajput, Professor, DEE, NCERT, New Delhi,
(Member-Coordinator)

Reviewers
Manjul Bhargava, Professor and Co-Chairperson, NSTC and
Member, Coordination Committee, CAG: Preparatory Stage
Anurag Behar, CEO, Azim Premji Foundation, Member, NOC

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 Constitution of India
Part IV A (Article 51 A)

Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle
for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to
do so;
(e) to promote harmony and the spirit of common brotherhood amongst all
the people of India transcending religious, linguistic and regional or
sectional diversities; to renounce practices derogatory to the dignity of
women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes,
rivers, and wildlife, and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and
reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective
activity so that the nation constantly rises to higher levels of endeavour
and achievement;
*(k) who is a parent or guardian, to provide opportunities for education to
his child or, as the case may be, ward between the age of six and
fourteen years.

Note: The Article 51A containing Fundamental Duties was inserted by the Constitution
(42nd Amendment) Act, 1976 S.11 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 S.4 (with effect
from 1 April 2010).

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 Acknowledgements
The National Council of Educational Research and Training (NCERT)
acknowledges the guidance and support of the esteemed Chairperson
and members of the National Curriculum Framework Oversight
Committee for their invaluable contributions in overseeing the
translation of NCF-SE perspectives into the textbook. NCERT is also
deeply grateful to the Chairperson, Co-Chairperson, and members of
the National Syllabus and Teaching-Learning Material Development
Committee for their continuous guidance and thorough review of
the textbook. Furthermore, NCERT extends its heartfelt thanks to
the Chairpersons and Members of the Sub-Group: Mathematics of
the Curricular Area Group (CAG) for their support and guidelines on
the cross-cutting themes.
The Council acknowledges the support of Amarendra Behera,
Professor, CIET; Pratyusha Kumar Mandal, Professor and Head,
DESS; Sunita Farkya, Professor and Head, DESM; Indrani Bhaduri,
Professor and Head, ESD; Vinay Singh, Professor and Head, DEGSN;
Milli Roy, Professor and Head, DGS; and Jyotsna Tiwari, Professor
and Head, DEAA, along with their teams, for their meticulous efforts
in ensuring the seamless integration of cross-curricular aspects
throughout the textbook and linkages with other curricular areas.
The efforts of Tarannum Khursheed, Junior Project Fellow, DEE,
NCERT are appreciated for providing support in the development of
this textbook. The Council also acknowledges the efforts of Nidhi M
Shashtri, Academic Consultant, Program Office, NCERT, Vijay Shukla,
DTP, Ayaz Ahmad Ansari, DTP, Pawan Kumar, DTP, and Gandharv,
DTP for editing and typesetting of this textbook.
The Council acknowledges the efforts of Pawan Kumar Barriar,
Incharge, DTP Cell; Sadiq Saeed and Sachin Tanwar, DTP Operators
(Contractual); Keshav Kumar and Rajat Subhra Roy, Proofreaders
(Contractual), Publication Division, NCERT, for their meticulous
attention to detail in finalising this textbook. We sincerely
thank Fatma Nasir, the artist, for her valuable contribution to the
finalisation of the cover.

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 CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these
Fundamental Rights
Right to Equality
 before law and equal protection of laws;
 irrespective of religion, race, caste, sex or place of birth;
 of opportunity in public employment;
 by abolition of untouchability and titles.
Right to Freedom
 of expression, assembly, association, movement, residence and profession;
 of certain protections in respect of conviction for offences;
 of protection of life and personal liberty;
 of free and compulsory education for children between the age of six and fourteen years;
 of protection against arrest and detention in certain cases.
Right against Exploitation
 for prohibition of traffic in human beings and forced labour;
 for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
 freedom of conscience and free profession, practice and propagation of religion;
 freedom to manage religious affairs;
 freedom as to payment of taxes for promotion of any particular religion;
 freedom as to attendance at religious instruction or religious worship in certain
educational institutions.
Cultural and Educational Rights
 for protection of interests of minorities;
 for minorities to establish and administer educational institutions;
 saving of certain Laws 31A–31D.
Right to Constitutional Remedies
 by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.

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 Contents

Foreword iii
About the Book v
Chapter 1: We the Travellers — I 1
Chapter 2: Fractions 17
Chapter 3: Angles as Turns 32
Chapter 4: We the Travellers — II 42
Chapter 5: Far and Near 57
Chapter 6: The Dairy Farm 70
Chapter 7: Shapes and Patterns 92
Chapter 8: Weight and Capacity 104
Chapter 9: Coconut Farm 119
Chapter 10: Symmetrical Designs 136
Chapter 11: Grandmother’s Quilt 142
Chapter 12: Racing Seconds 155
Chapter 13: Animal Jumps 164
Chapter 14: Maps and Locations 171
Chapter 15: Data Through Pictures 179
Learning Material Sheets 191

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 Gandhiji’s Talisman
I will give you a talisman. Whenever
you are in doubt or when the self
becomes too much with you, apply the
following test:
Recall the face of the poorest and
the weakest man whom you may have
seen and ask yourself if the step you
contemplate is going to be of any use
to him. Will he gain anything by it?
Will it restore him to a control over
his own life and destiny? In other
words, will it lead to Swaraj for the
hungry and spiritually starving
millions?
Then you will find your doubts and
your self melting away.

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 Chapter
We the
1 Travellers — I

When was the last time you went on a long trip? Where did you go? How did
you travel? What was the duration of your trip? How much distance did you
cover? Ask the elders who went with you to help you answer these questions.

Human beings have always been

interested in travelling. About a hundred
years ago, there were far fewer vehicles
than today. There were animal-drawn
carts, cars, and trains. Long before this,
thousands of years ago, people travelled
long distances on foot or used animals
to travel from one place to another.
They also built boats and ships to travel
across lakes, rivers, and seas. Boats were
probably the first form of transport invented by humans, much before bullock
carts! Do you know how many vehicles are currently there in your state?
Reading and writing large numbers
How do you write numbers to show several thousand objects?
Let us start with 1,000. What numbers do we get when we keep adding a
thousand?

1,000 2,000 9,000

What number do we get when we add a thousand to 9,000? We get ten

thousand. How do we write this number?

Chapter-1 We the Travellers-1.indd 1 7/2/2025 3:29:58 PM

 Look at the table below and notice the pattern of writing numbers. In the place
value chart, we have added another column, TTh. It stands for ten thousand.
×10 ×10 ×10 ×10
1 10 Ones = 1 Ten = 10

TTh Th H T O

1 0

1 0 0

1 0 0 0 10 Tens = 1 Hundred
= 100 10 Hundreds = 1 Thousand
1 0 0 0 0
= 1,000

In the same way, 10 Thousands = Ten Thousand = 10,000

We use a comma to
help us read large
1,000 1,000 1,000 1,000 1,000 numbers easily
10,000
1,000 1,000 1,000 1,000 1,000

Do you remember how we read and write numbers in the Indian place
value system? We use the same ten digits 0–9 in different places to write
larger numbers.
For example,
1,380 = 1 Thousand + 3 Hundreds + 8 Tens + 0 Ones.

1,000 100 100 10 10 10 10

100 10 10 10 10

9,123 = 9 Thousands + 1 Hundred + 2 Tens + 3 Ones.

1,000 1,000 1,000 100 10 1 1

1,000 1,000 1,000 10 1

1,000 1,000 1,000

Chapter-1 We the Travellers-1.indd 2 7/2/2025 3:29:58 PM

 Let us see how we write numbers beyond 10,000 and how we name them.
We write them in the same way as numbers below 9,999. You can use the
tokens given in the end of the book.

Token(s) Number TTh Th H T O Number Name

Ten thousand
10,000 1 10,001 1 0 0 0 1
one

Ten thousand
10,000 1 1 10,002 1 0 0 0 2
two

Ten thousand
10,000 10 10,010 1 0 0 1 0
ten

10,000 10 10

Ten thousand
1 1 1 10,024 1 0 0 2 4
twenty-four
1

10,000 10 10

10
Ten thousand
1 1
thirty-three
1

10,000 100 100

100 100 10

10 10 10 Ten thousand
10,458 four hundred
10 1 1 fifty-eight
1 1 1

1 1 1

Chapter-1 We the Travellers-1.indd 3 7/2/2025 3:29:58 PM

 Token(s) Number TTh Th H T O Number Name

10,000 1,000 100

100 10 1 1 1 2 1 4
1 1 1

10,000 1,000 1,000

Thirteen
1,000 100 100
thousand five
13,520
100 100 100 hundred
twenty
10 10

Twenty
10,000 10,000 20,000
thousand

10,000 10,000

10,000 10,000

1,000 1,000 1,000

1,000 1,000 100

100 100 100 Forty-five

thousand
100 100 100 45,867
eight hundred
100 10 10 sixty-seven
10 10 10

10 1 1

1 1 1

1 1

Chapter-1 We the Travellers-1.indd 4 7/2/2025 3:29:58 PM

 Let Us Do
1. Fill in the blanks by continuing the pattern in each of the following
sequences. Discuss the patterns in class.

(a) 456 567 678

(b) 1,050 3,150 4,200

(c) 5,501 6,401 7,301

(d) 10,100 10,200 10,300

10,900

(e) 10,105 10,125

(f) 10,992 10,993

(g) 10,794 10,796 10,798

(h) 73,005 72,004

(i) 82,350 83,350

Chapter-1 We the Travellers-1.indd 5 7/2/2025 3:29:58 PM

 2. Fill in the blanks appropriately. Use commas as required.

Number Number Name

8,045 Eight thousand forty-five

7,209

10,599

Ten thousand seven hundred forty-three

20,869 Twenty thousand eight hundred sixty-nine

13,579

Ten thousand ten

Fifty-six thousand four hundred ninety-one

45,045

39,593

50,005

26,050

81,200

Ninety thousand nine

Twenty-three thousand two hundred thirty

Thirty-six thousand one

3. Arrange the numbers below in increasing order. You can use the
number line below, if required.

40,347 34,407 40,473 34,740 73,404 74,430 47,340 18,926

0 20,000 40,000 60,000 80,000

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 4. A student said 9,990 is greater than 49,014 because 9 is greater than 4.
Is the student correct? Why or why not?
Use the number line below to find the position of the numbers. Fill in the
blanks.

5,000 10,000 50,000

TTh Th H T O
You can use this place value chart to
9 9 9 0 compare the numbers.

4 9 0 1 4

5. Digit swap
(a) In the number 1,478, interchanging the digits 7 and 4 gives 1,748.
Now, interchange any two digits in the number 1,478 to make a
number that is larger than 5,500
(b) Interchange two digits of 10,593 to make a number
i) Between 11,000 and 15,000.
ii) More than 35,000.
(c) Interchange two digits of 48,247 to make a number
i) As small as possible.
ii) As big as possible.

Nearest Tens (10s), Hundreds (100s), and Thousands (1,000s)

A rabbit is hungry. Its location is given in the pictures below. Its food has been
kept at two places. Help the rabbit to reach its food.

The rabbit is at 2,346. Its food has been

kept at its neighbouring tens. On which
tens should the rabbit go to get its food,
2,340 2,345 2,346 2,350
with the least number of steps.
2,350 is the nearest ten of 2,346. It will
need 4 jumps to reach 2,350.

Chapter-1 We the Travellers-1.indd 7 7/2/2025 3:29:58 PM

 The rabbit is at 2,346. Its food has been
kept at its neighbouring hundreds.
Which of the two hundreds should
the rabbit go to? 2,346
2,300 2,350 2,400
_______ is the nearest hundred of
2,346. It will need ______ jumps to
reach ______.

The rabbit is at 2,346. Its food has been

kept at its neighbouring thousands.
Which number should the rabbit go to?
2,000 2,346 2,500 3,000
_________ is the nearest thousand of
2,346. It will need _______ jumps to
reach ______.

Fill in the boxes appropriately.

Number Nearest Tens Nearest Hundreds Nearest Thousands

3,176

4,017

5,789

8,203

Let Us Think

1. Vijay rounded off a number to the nearest hundred. Suma rounded off
the same number to the nearest thousand. Both got the same result.
Circle the numbers they might have used.
7,126 7,835 7,030 6,999

Note for Teachers: Help the learners notice the placement of numbers in the
neighbouring range of tens, hundreds, and thousands. Encourage them to use such
images till they get comfortable identifying the nearest ten, hundred, and thousand.

Chapter-1 We the Travellers-1.indd 8 7/2/2025 3:29:59 PM

 2. Think and write two numbers that have the same—
(a) Nearest ten.
For example, 19 and 21 have the same
(b) Nearest hundred. nearest ten, that is, 20.
(c) Nearest thousand.
3. Think and write the numbers that have the same—
(a) Nearest ten and nearest hundred.
(b) Nearest hundred and nearest thousand.
(c) Nearest ten, hundred and thousand.

Travelling, Now and Then

We learnt that people in the past travelled on foot, on animals, and used boats
and sailing ships. The animals that have been used for travelling include
bullocks, horses, donkeys, mules, and elephants. In hilly and snow-covered
regions, yaks, dogs, and reindeers have been used, while camels have been
used in deserts.
Now, people use bicycles, motorbikes, cars, buses, trains, ships, and aeroplanes
to travel from one place to another. Submarines are used to go deep under
water. Humans are also using spacecraft to travel to outer space.

Chapter-1 We the Travellers-1.indd 9 7/2/2025 3:29:59 PM

 In an hour a person can generally travel—
(a) 3 – 5 km on foot. (e) 40 – 160 km by train.
(b) 10 – 15 km on horseback. (f) 25 – 45 km by ship.
(c) 12 – 20 km by cycle. (g) 750 – 920 km by aircraft.
(d) 40 – 60 km by motorbike. (h) minimum 28,000 km by
spacecraft.

Let Us Do
1. A cyclist can cover 15 km in one hour. How much distance will she
cover in 4 hours, if she maintains the same speed?
2. A school has 461 girls and 439 boys. How many vehicles are needed for
all of them to go on a trip using the following modes of travel?
The numbers in the bracket indicates the number of people that can
travel in one vehicle.
(a) Bicycle (2) (e) Tempo traveller (10)
(b) Autorickshaw (3) (f) Boat (20)
(c) Car (4) (g) Minibus (25)
(d) Big car (6) (h) Aeroplane (180)

Finding Large Numbers Around Us

We saw that the distance (in kilometre) covered by different means of transport
in an hour can range from a 1-digit number to a 5-digit number. Can we find
other contexts around us that contain numbers in this range? Let us consider
the situation below.
A book has around 200 pages, and each page has about 50 words. The book
therefore has about 10,000 words in all.
Find something in the textbook whose count is a 4-digit number.
Now, let us try this with our school.
(a) Our school has ________ classrooms.
(b) There are ________ students in my class.
(c) Our classroom has ________ books in total.

Usually, we measure distances in sea and air using nautical miles. For now, we will
use 1 km = 1,000 m. By now, you know different units of measuring length. We will
study the units for measuring length, kilometre, in detail in a later chapter.

10

Chapter-1 We the Travellers-1.indd 10 04-07-2025 11:44:57

 Find something in the classroom whose count is a—
(i) 4-digit number. (ii) 5-digit number.

List some quantities whose count is a 4-digit or a 5-digit number in the

context of—
(i) A tree.
(ii) Y
 our village/town/city, or any other place of your choice.

Pastime Mathematics

Sanju and Mira are traveling on a train. To pass time, they challenge each
other with games and puzzles.
1. Mira poses the river
crossing puzzle to Sanju.
A boatman wants to cross a river
in a boat. He has to take a lion,
a sheep, and a bundle of grass
with him. He can take one of
them at a time. If the sheep and
grass are left on the shore, the
sheep will eat the grass. And, if
the sheep and lion are left on the
shore, the lion will eat the sheep.
How can the boatman take the lion, sheep, and grass across the river?
Help him so that he can ferry the lion, sheep, and grass across the river
safely, and in the minimum number of trips.

11

Chapter-1 We the Travellers-1.indd 11 7/2/2025 3:29:59 PM

 2. Sanju introduces a game called pile of
pebbles to Mira.
There are two piles of pebbles. Each pile contains
7 pebbles. Each player can pick as many pebbles
they want from either of the piles. The player who
picks the last pebble wins.
Try this game with your friends. Now, how do you
play so that you win?
To find a winning strategy, try playing with 1 pebble in each pile, two in each,
three in each, and so on.
3. Now, it’s Mira’s turn. She gives a fun puzzle to Sanju with the following
steps —
For example
(a) Take any two different digits. 3 and 7
(b) Make two 2-digit numbers 37 and 73
using them.
(c) Subtract the smaller number
from the bigger number. 73 – 37 = 36
Now, use the two digits in the difference and repeat steps (b) and (c).
Continue this process until you get a 1-digit number. Even before everyone
could finish, Mira exclaimed, “Mind you! No matter which two numbers you
choose, you will get 9 in the end.”
The whole process will look as shown below.
73 63 72 54
-- 3 7 -- 3 6 -- 2 7 -- 4 5
36 27 45 9
How did Mira know what the 1-digit number in the end would be?
Let us explore.
(1) Observe the differences you get in each step above. Do you notice
anything in common?
(2) Try the puzzle using any other pair of digits. What is common to
these differences? What do you get in the end?
(3) What digits can you choose so that you get a 1-digit number in the
first step itself? Give some examples. Describe the pattern in the
digits.

Note for Teachers: Encourage the students to think logically and strategically while
solving these puzzles. Such thinking underlies all of mathematics.

12

Chapter-1 We the Travellers-1.indd 12 7/2/2025 3:29:59 PM

 (4) Now, find different digits such that the difference between the
numbers is 27.
(5) Mira found an interesting relationship between the two digits and
the difference obtained. Can you see it in the table that Mira made?
Difference in numbers
Digits Differences in digits
formed by the digits

3, 7 7–3=4 73 – 37 = 36

1, 9 9–1=8 91 – 19 = 72

2, 8 8–2=6 82 – 28 = 54

4, 5 5–4=1 54 – 45 = 9

Extend this table by choosing appropriate digits so that the resulting differences
are 2, 3, 5, and 7 respectively.
What do the differences between the digits indicate?
List the numbers that give a 1-digit number in the third subtraction.
Identify pairs of digits that lead to the 1-digit number after the maximum
possible number of subtractions. Compare your answers with your friends.

Let Us Do

1. Write 5 numbers between the numbers 23,568 and 24,234.

___________, ___________, ___________, ___________, and ___________

2. Write 5 numbers that are more than 38,125 but less than 38,600.
___________, ___________, ___________, ___________, and ___________
3. Ravi’s car has been driven for 56,987 km till now. Sheetal’s car has been
driven 67,543 km. Whose car has been driven more? ________________.
4. The following are the prices of different electric bikes. Arrange the prices
in ascending (increasing) order.

₹90,000 ₹89,999 ₹94,983 ₹49,900 ₹93,743 ₹39,999

13

Chapter-1 We the Travellers-1.indd 13 7/2/2025 3:29:59 PM

 5. The following table shows the population of some towns. Arrange them
in a descending (decreasing) order.

Town Population

Town 1 65,232

Town 2 53,231

Town 3 56,380

Town 4 51,336

Town 5 45,858

Town 6 66,540

__________ , __________ , __________ , __________ , __________, __________,

6. Find numbers between 42,750 and 53,500 such that the ones, tens,
and hundreds digits are all 0? .
7. Write the following numbers in the expanded form. One has been done
for you.

(a) 783 = 700 + 80 + 3

(b) 8,062 = .

(c) 9,980 = .

(d) 10,304 = .

(e) 23,004 = .

(f) 70,405 = .

8. Fill in the blanks with the correct answer. Share your thoughts in class.
90 Tens is 900, so remaining 83 will
be Ones
(a) 983 = 90 Tens + 83 Ones
(b) 68 = ___ Tens + 18 Ones

14

Chapter-1 We the Travellers-1.indd 14 04-07-2025 11:45:06

 (c) 607 = 4 Hundreds + ___ Ones
(d) 5,621 = 4 Thousand + ___ Hundreds + 2 Tens + ___ Ones
(e) 7,069 = ___ Thousand + 20 Hundreds + ___ Ones
(f) 37,608 = ___Ten Thousand + 17 Thousand + ___Hundreds + 8 Ones
(g) 43,001 = 3 Ten Thousand + ____ Thousand + ____ Hundreds + 1 Ones
3 Tens is 30, 90
9. Fill in the blanks with the correct answers. Tens in 900, and
700 Tens in 7000
(a) How many notes of ₹10 are there in ₹7,934? 793
(b) How many notes of ₹100 are there in ₹7,934? _________________
(c) How many thousands are there in 7,934? _________________
(d) How many ₹500 notes are there in ₹7,934? _________________
(Hint: Observe the answer of (iii))

(e) How many notes of ₹10 are there in ₹65,342? _________________

(f) How many notes of ₹100 are there in ₹65,342? _________________
(g) How many thousands are there in 65,342? _________________
(h) How many ₹500 notes are there in ₹65,342? _________________

King’s Horses

Once upon a time, there was a king who was

very fond of horses. He had 20 horses of the
best breed. The horses were kept in the royal
stable, and cared for by a caretaker.
One night, a thief stole one of the horses. Fearing
punishment, the caretaker arranged the horses
in the stable as shown in the picture here.
The next day, when the king came to check
on the horses, the caretaker led him around
the square stable. “Please count the number of
horses along each side, your majesty,” he said. The dots above show how the
horses were arranged in the stable.

15

Chapter 1.indd 15 05-07-2025 15:01:04

 The king counted 5 horses along each side. “We have 5 horses along each side
and there are 4 sides. So there are a total of 20 horses, your majesty,” the
caretaker explained.
Satisfied with the explanation, the king returned to his palace.
But wait, were there really 20 horses in the stable? Count the horses one by
one and check! What was the mistake in the caretaker’s explanation?
The following night, the thief stole another horse from the stable. Now, only 18
horses remained. The caretaker once again cleverly arranged the 18 horses,
so that there were 5 horses on each side of the square stable. How do you
think he was able to do it? Arrange the 18 horses in the stable with 5 on each
side.

How many more horses can the thief steal before the king notices something
is wrong? Try making the arrangements yourself.

16

Chapter-1 We the Travellers-1.indd 16 7/2/2025 3:30:00 PM

 Chapter

2 Fractions

Tamanna is a student of Grade 5. She has two chocolates of different

1 1
sizes. She says that of one of her chocolates is bigger than of the
3 2
other chocolate. Is that correct? Explain why this is so.

1
When can we say that of something
1 2
1 is greater than of something?
Identify 2 of 3
the chocolate 1
Identify 3 of the chocolate

To compare two fractions of two wholes, the wholes from which the
fractions are derived must be the same.

Playing with a Grid

A B C

1
ƒ Shade of Grid A in red.
8
1
ƒ Shade of Grid B in blue.
6
1
ƒ Shade of Grid C in yellow.
12
1
ƒ Do you see in any of the grids? Mark it.
3

Chapter-2 Fraction.indd 17 7/2/2025 3:30:30 PM

 1 2
Is equal to ? Let us find out.
3 6
Look at the picture and identify the fractions.

Are there two different ways to write the fraction represented by the
shaded part? ___________________

1 2
Do you see that = ? Yes. These are called ‘equivalent fractions’.
3 6
Let us see how equivalent fractions can be generated.

Fun with Fraction Kit

Gurpreet is playing with his fraction kit (a kit is given at the end of the
textbook). Do you remember how to make a whole with pieces of the same
1
size? How many pieces will you need to make a whole?
5
He makes a whole using two different fraction pieces. The whole looks like
the following.
1 1
One piece of and two pieces of make a whole. 1
2 4 2
1 1
What is the relation between and ? Discuss
2 4
in class. 1 1
4 4

1 2 1 2
= ( is equivalent to ).
2 4 2 4
1 1
When a piece is broken into 2 equal parts, each part is a piece.
2 4
1 1
2 pieces of are equal to .
4 2
1
What else is equivalent to ?
2
1 2 ____ ____ ____
= = = =
2 4

18

Chapter-2 Fraction.indd 18 7/2/2025 3:30:30 PM

 Let Us Do

1. In groups of 3 or 4, find different ways of making a whole with different

fraction pieces from your kit. Write the equivalent fractions for the
following that you may find in the process.
1 1
(a) = = = (b) = = =
3 4
1 1
(c) = = = (d) = = =
5 6
Do you see how to generate equivalent fractions for any given fraction?
Discuss in class.
2. Find the following using your kit. You can also shade and check by
shading the following. The first one is partially done for you.
1 1
A. How many s make ?
6 3

The shaded part is 1 . Identify

3
1 in the same whole and find
6
1
how many 1 s fit into ?
6 3

1
B. How many s make
8
1 1
(a) ? (b) ?
4 2

1
C. How many s make
12
1 1 1 1
(a) (b) (c) (d) ?
2 3 4 6

19

Chapter-2 Fraction.indd 19 7/2/2025 3:30:30 PM

 3. Do as instructed using your fraction kit.
1 1
ƒ Make a whole using only and pieces.
6 12
1 1 1
ƒ Make a whole using , , and pieces.
12 4 2
ƒ Make a whole using any five pieces of the same size.

ƒ Make a whole using any seven pieces.

Play in a group with this kit and find other interesting combinations to
make a whole. Write or draw your findings.

Making Equivalent Fractions

Sameer has shaded one-third of the following figures. He draws horizontal

lines to divide the shapes into more equal parts.

1 2 3 4
3 6 9 12

20

Chapter-2 Fraction.indd 20 7/2/2025 3:30:30 PM

 1 2 3 4
He observes an interesting pattern and says that , , , and show
3 6 9 12
the same shaded region.
2 3 4 1
, , and are all equivalent to . We use the word ‘equivalent’ to
6 9 12 3
indicate the same part of a whole, with different names.
Divide the wholes given below into more equal parts and find fractions
1
equivalent to . Write them in the boxes below the images.
3

Do you see any pattern in all the equivalent fractions that you found?
1 2 3 4
= = = = ______ = ______ = ______ = =
3 6 9 12 24 36

How do you know when a fraction is equivalent to another? Discuss in class.

2
The below pictures show of a whole. Find the different fractions that are
5
2
equivalent to and write your fractions below each image.
5

2 4 4 4
5 10 36 36

2 4
= = _____ = _____ = =
5 10 50 100

21

Chapter-2 Fraction.indd 21 7/2/2025 3:30:30 PM

 Let Us Do

1. Fill in the blanks with equivalent fractions. There may be more than
one answer.

1 2
(a) = _____ (b) = _____
7 3
3 3
(c) = _____ (d) = _____
4 5
2. Put a tick () against the fractions that are equivalent.

2 3 3 6
(a) and (b) and
3 4 5 10
4 2 6 1
(c) and (d) and
12 6 9 3
3. Fill in the boxes such that the fractions become equivalent.

2 3
(a) = (b) =
5 10 4 16
4 8 5 25
(c) = (d) =
7 9

Comparing Fractions — Same Denominator

1
Sevi and Shami divided a piece of chikki between themselves. Sevi ate
2 3
and Shami ate the rest, that is, . Who ate more?
3

2 pieces of 1 are more than

3
1
1 piece of . So, Shami ate more.
3
2 > 1
3 3

22

Chapter-2 Fraction.indd 22 04-07-2025 11:45:58

 Let Us Do

1. Compare the fractions given below using < and > signs.
1 3 7 3

(a) ______ (d) ______
4 4 8 8
3 4 5 6
(b) ______ (e) ______
5 5 10 10
5 2 2 1
(c) ______ (f) ______
7 7 6 6

Comparing Fractions — Same Numerator

I ate 4 paratha I ate 4 paratha

6 5
yesterday evening. yesterday evening.

Between Sevi and Shami, can you tell who ate more? Use your fraction kit
to find the answer.
Do the following pictures help you reason? Share your thoughts in
the class.
6
5 1
6

1 1 piece is smaller than 1

1

6 5
1
5

piece. Therefore, 4 < 4 .

1
1

1 1 6 5
6
5

5 6

Let Us Do

1. Compare the following fractions using < and > signs.

3 3 4 4

(a) ______ (b) ______
8 7 9 10
2 2 5 5
(c) ______ (d) ______
7 5 7 6
6 6 7 7
(e) ______ (f) ______
9 10 9 11
23

Chapter-2 Fraction.indd 23 7/2/2025 3:30:31 PM

 Fractions Greater Than 1

Raman’s father makes nice soft parathas. He cuts the parathas either
into halves (2 equal parts) or fourths (4 equal parts) before serving them.
He asks his children (Raman and Radhika) each day to find out the number
of parathas he made.
1
Maa took 5 pieces of paratha. How many parathas did she eat?
2

1
1 paratha 1 paratha paratha
2

1 + 1 + 1 + 1 + 1 We can also show the

2 2 2 2 2
1 1 same on a number line. Divide
5 pieces of 1 paratha = 5 parathas the distance between 0 and 1 in
2 2
two equal parts. Each part is 1 .
= 2 + 1 parathas 2
2 2 halves make 1. Placing 5 halves
1
= 2 2 parathas next to each other takes
us to 5 or 2 1 .
2 2

1 2
0 =1
2 2

1 2 3 4 5
0 =1 =2
2 2 2 2 2

24

Chapter-2 Fraction.indd 24 7/2/2025 3:30:31 PM

 1
Raman’s sister Radhika took 6 pieces of paratha. How many parathas
2
did she eat?

1 2 3 4 5 6
0 =1 =2
2 2 2 2 2 2

1 1 1 1 1 1 6
+ + + + + = parathas = 3 parathas.
2 2 2 2 2 2 2
1 1 1

1
Dadiji had 7 pieces of paratha. How many parathas did she eat?
2
Find out.

1 1
Raman ate 6 pieces of paratha, Dadaji ate 7 pieces of paratha and
2 2
1
Baba ate 5 pieces of paratha. How many parathas did each of them eat?
2
Use the number line to find the answer.

Quantity of Raman’s paratha

0 1

Quantity of Dadaji’s paratha

0 1

Quantity of Baba’s paratha

0 1

25

Chapter-2 Fraction.indd 25 7/2/2025 3:30:31 PM

 How many parathas were made on this day? Find out.

1
Another day, Raman’s father cut all the parathas in . Dadaji took 9 pieces
1 4
of paratha. How many parathas did he eat?
4

1
1 paratha 1 paratha paratha
4

1 1 1 1 1 1 1 1 1 9
+ + + + + + + + = parathas =
4 4 4 4 4 4 4 4 4 4
1 1 1
2+ parathas
4
1
= 2 parathas
4

We can also show the same

on a number line. Divide the
distance between 0 and 1 into
four equal parts. Each part is 1 .
4
1 2 3 4 4 one-fourths make 1. Placing
0 =1 9 one-fourths next to each other
4 4 4 4
takes us to 9 or 2 1 .
4 4

1 2 3 4 5 6 7 8 9
0 =1 =2
4 4 4 4 4 4 4 4 4

26

Chapter-2 Fraction.indd 26 7/2/2025 3:30:32 PM

 1 1
Raman ate 7 pieces of , Radhika ate 6 pieces of , Maa ate 8 pieces of
4 4
1 1 1
, Dadiji ate 10 pieces of , and Baba ate 12 pieces of paratha. Use a
4 4 4
number line to find out how many parathas were eaten by each of them.

Quantity of Raman’s paratha

0 1
Quantity of Radhika’s paratha

0 1

Quantity of Maa’s paratha

0 1

Quantity of Dadiji’s paratha

0 1

Quantity of Baba’s paratha

0 1

How many parathas were made on this day? Find out.

Raman’s family of 6 members ordered 2 pizzas and cut each pizza into
3 equal slices so that each family member had one slice. Dadiji and Dadaji
gave their slices to Raman, Maa, and Baba gave theirs to Radhika. How
much pizza do each of them have after this?

1 1 1 3
+ + = =1
3 3 3 3

Raman’s slice Raman’s total share

Raman’s total share — whole pizza

1 2 3
0
3 3 3
=1
27

Chapter-2 Fraction.indd 27 7/2/2025 3:30:32 PM

 Raman could eat only 2 slices of pizza. So, he gave 1 to Radhika. How much
pizza does Radhika have now?

Radhika’s slice Radhika’s total share

1 1 1 1 4 1 1
+ + + = = 1+ =1
3 3 3 3 3 3 3
1

1 2 3 4
0 =1
3 3 3 3

Let Us Do

1. Use parathas and number lines to show the following fractions in your
notebook.
2 5 3 5 4 9
(a) and (b) and (c) and
3 3 4 4 8 8
2. Circle the fractions that are greater than one (whole). How do you know?
Discuss your reasoning in the class.

7 3 9
7 9
9 9 4
11 4 4
2 9
5 5
7 7
5
3 13
4 2 12 12
3 11 5 8

28

Chapter-2 Fraction.indd 28 7/2/2025 3:30:32 PM

 Comparing Fractions With Reference to 1

Let us compare some more fractions. Between Sevi and Shami can you tell
who ate less?

I ate 8 paratha
I ate 7 paratha 6
8 yesterday evening.
yesterday evening.

6 6
1 1
7 is less than 1 and 8 is

6
6 6

1
1
8 6 1
more than 1. So, 7 < 8.
8 6

1
1
1

6
6
6

Let Us Do

1. Compare the following fractions using 1 as a reference. Share your

reasoning in the class.
8 9 13 17 7 8
(a)
______ (b) ______ (c) ______
7 15 20 15 6 8
6 19 12 4 15 16
(d) ______ (e) ______ (f) ______
6 12 9 5 5 4

1
Comparing Fractions with Reference to
2

8
6
1

1
8
1 1

6
1

1 1
8

8 6

4 1 3 1
= =
8 2 6 2

29

Chapter-2 Fraction.indd 29 7/2/2025 3:30:32 PM

 Let Us Do

1
1. Circle the fractions below that are equal to .
2

2 5 8
5 7
4 10 16
3 7 14
5 6 6
5 10
12 20 8
9

2. Some fractions are written in the box below. Circle the fractions that are
less than half. How do you know? Discuss your reasoning in the class.

2 11 3
3 12 8
4 12 15
9 15 15
4 1 7 11 6
15
8 3 11 16 18
31

Now let us compare fractions using 1 .

2

I ate 5 paratha I ate 3 paratha

8 6
yesterday evening yesterday evening

Who do you think ate more paratha?

8 6
1 1
3 is half. But 5
8
1

6 8
1
1

is more than .
6

2
1

1
8

5 3
1 1 So, > .
6 8 6
8 8

30

Chapter-2 Fraction.indd 30 7/2/2025 3:30:33 PM

 Let Us Do

1. Compare the following fractions. Where possible, compare the fractions

1
with .
2
2 4 11 7 5 3 6 4
and and and and
9 7 14 20 7 9 7 10
9 3 7 3 1 5 3 4
and and and and
17 15 12 11 3 9 9 7

Try This:

1
If the length of an ant is cm — then what is the total length of 16 such
4
ants walking in a line? Use the number line given below.

0
1 cm
4

31

Chapter-2 Fraction.indd 31 7/2/2025 3:30:33 PM

 Chapter

3 Angles as Turns

Can you recognise the child in the picture who has made a full turn? Who
has made a half turn? How do you know? Discuss in class.

Let us play “Statue”.

Keep turning around ... STATUE!

A B C D A B C D

Give examples of real-life situations where you observe turns.

Ashutosh and Sahana are making circles,

each having one foot fixed and rotating at
one spot on the ground.
Ashutosh made a complete circle by
making a full turn. Sahana is making a
half-moon shape with a half turn.

The minute hand makes a full turn

when it comes back to the initial
position.

Note for Teachers: Encourage the learners to play the “statue” game. Learners can
be asked to rotate themselves around and stop as the teacher announces “statue”.
The learners can notice how much they have turned with respect to their original
position.

Chapter-3 Angles as Turn.indd 32 7/2/2025 3:32:10 PM

 E
A giant wheel makes a full turn when it comes back
to the starting position E.
Reema takes two half turns in the same direction.
It is like a ______turn.
What happens if she takes 2 quarter turns in the
same direction?
It is like a ______turn.
What happens if she takes 4 quarter turns in the
same direction?
It is like a ____ turn.

Write some of the everyday objects that involve turns. For example, taps,
__________, __________, __________, __________, and __________.
What is the maximum possible turn in each of these cases? Check and tick.
Less than a 1
More than a
Object
4 turn
1 1
4 turn 4 turn
Clothes clip
Door with hinge
Tongs
Scissors
File cover

• Do any of the above objects make a half turn? Write their names
below—
………………………………………………………………

• Do any of the above objects make a full turn? Write their names below—
……………………………………………………………….

Pragya joined a green and yellow straw

with paper clips. She holds the green
straw steady and turns the yellow
straw around. Observe different turns
of the yellow straw.

33

Chapter-3 Angles as Turn.indd 33 7/2/2025 3:32:10 PM

 1
I made a quarter ( 4 ) of a full turn, so
it looks like a right angle.

I made less than a quarter turn, so A right angle

it looks like an acute angle.

Now I made more than a quarter turn, An acute angle

but less than a half turn. That looks like
an obtuse angle.
An obtuse angle It is a
I made two quarter turns. I wonder what straight
it is called? angle.

Angles arise in situations that involve a turn.

Let Us Do
(a) Making a paper fan. Take a rectangular paper, fold every 2 cm as
shown in the picture. Paste ice cream sticks as shown below to create
a paper fan.
1 2 3

4 5

Paste

Paste
Use your paper fan to show different acute angles and obtuse angles.

34

Chapter-3 Angles as Turn.indd 34 7/2/2025 3:32:11 PM

 Let us look at the turns made by the paper fan, keeping one side fixed.
1 Less than 1
Between a 4
2 turn
1
turn 1 1
Full turn (straight 4 a 4 turn and 2 turn
(right angle) (acute angle)
angle) (obtuse angle)

Make an acute turn with the straws or fan. Continue to make another acute
turn. Can the two acute turns together make another acute turn?

1
This shows a 4 turn, This shows a 1 turn, This shows a 3 turn, which is
2 4
or a right angle. or a straight angle. more than a straight angle.

(b) You might have built houses

using the hard covers of
notebooks or cardboard pieces.
Look at the angles marked in A
the house. What angles are
you able to see in this house?
Write your answers as right, C
acute or obtuse angle. B
H
A: ______________ B: _____________
C: ______________ D: _____________ G
D E
F
E: ______________ F: _____________
G: ______________ H: _____________
(c) Make a 5-sided shape with 2 right angles, 2 obtuse angles, and 1 acute
angle in your notebook.

35

Chapter-3 Angles as Turn.indd 35 7/2/2025 3:32:11 PM

 (d) Look at the angle formation between the legs of these gymnasts.
Identify whether the angles are acute, obtuse, right or straight.

Angle Measuring Tool

Let us make our tool to measure turns.

(a) Cut out a circle from a tracing paper
and fold it to make 8 equal parts. Point
(A)
Attach a straw to the centre and mark
the starting point as shown.
(b) Now, try this.
1
• Show a 8 turn of the straw.
2 1 3
• Show a 8
turn. Show a 4
turn. Show a 8
turn.
2 1
• What angle have you made with a 8
turn? A 8 turn is half of a
quarter turn.
4
• What angle have you made with a 8
turn?
5 6 7
Continue turning by , , , and 88 . Check when you have completed a
8 8 8
3
4
turn and a full turn.
1 2
Now, cut out 8 part and 8 parts of the circle and paste them on a
thicker paper or board. Use these as angle measuring tools.

36

Chapter-3 Angles as Turn.indd 36 7/2/2025 3:32:11 PM

 Let Us Think
1
1. In the following circles, the end points of 12 , 1
, and 8
turns are shown.
4
Draw arrows to show the starting points.
1 1 1
turn turn turn
2 8 4

Now, cut out a circle from a tracing paper. Steps:

(i)
First, fold the circle in half, and then
fold it again into 3 equal parts. Attach a
straw at the centre of the circle. Mark the
(ii)
starting point and show the turns equal to
1 2
, , and so on until you complete a full
6 6
circle. (iii)
1 2
Cut out 6 part and 6 part of the circle.
1
Fold one of the 6 parts into half. (iv)
Can you guess what turn of the straw will
1
be equal to half of a 6 turn? This is the
1
same as a 12 turn. (v)
Paste these parts on a thicker paper or
board and you can use them as angle
measuring tools.

Note for Teachers: Help the learners to make the angle measuring tools using
tracing paper. Use these for measuring various angles. Let them mark the starting
point. Also, help them fix a straw at the centre and measure the turns with respect
to the starting point.

37

Chapter-3 Angles as Turn.indd 37 7/2/2025 3:32:12 PM

 Let Us Do
1. Guess the measures of each of the angles shown below. Then, check
using your angle measuring tools. You may need to use a combination
of measures. Also, state whether each of the angles is acute, right,
or obtuse.

2. Guess the measure of the turns made by the arrow in each of the following
cases. Verify with a combination of angle measuring tools.

(a) (c)
1 1
4 + 8 turn
3 ____________ turn
or 8
turn

(b) (d)

____________ turn ____________ turn

3. Measure each angle in the given shapes. Write the measure of the
angles in terms of turns and describe whether they are acute, obtuse or
right angles. G'
F'
B'
E

B
C D
D'

A A' G
E' F
(a) (b) (c)
38

Chapter-3 Angles as Turn.indd 38 7/2/2025 3:32:15 PM

 4. Draw angles for the given measures of turns using the given lines.

1
4
turn
1
8
turn
1
2
turn

1
1 12
turn
4
turn

5. Draw the angles formed by the following turns in your notebook.

1 1 2 1 4 3 1 1

2
turn, 4
turn, 4
turn, 6
turn, 6
turn, 12
turn, 2
+ 4
turn, and
1 1
8 + 6 turn.
6. Guess the measure of turns the minute hand of a clock makes in each
of the following cases. The initial position of the minute hand is given.
Draw the final position of the minute hand on the clock face. Discuss
your reasoning in class.

(a) When the minute hand moves by 15 minutes,

it has made a _______ turn of the circle.

(b) When the minute hand moves by 30 minutes,

it has made a _______ turn of the circle.

(c) When the minute hand moves by 45 minutes,

it has made a _______ turn of the circle.

1
(d) When the minute hand has turned by 12 of a
full turn, it has moved by ______ minutes.

(e) When the minute hand has turned a full-circle,

it has moved by ______ minutes.

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Chapter-3 Angles as Turn.indd 39 7/2/2025 3:32:16 PM

 1
(f) When the minute hand has turned by 6 of a
full turn, it has moved by _____ minutes.

4
(g) When the minute hand has turned by 12
of a full
turn, it has moved by _____ minutes.

Which direction?
In which direction do the hands of a clock move?
The direction in which the hands of the clock move is called clockwise
movement. The opposite movement is called anti-clockwise movement.

The creatures below have made a quarter turn once. Tick the direction in
which they have moved.

(Clockwise/Anti-clockwise) (Clockwise/Anti-clockwise)

(Clockwise/Anti-clockwise) (Clockwise/Anti-clockwise)

Try these
Observe the direction of movement while opening a tap, unscrewing a lid or
loosening a nut. Do they move clockwise or anti-clockwise?

Fun with Turns

1. The children in a class are playing a game in which the teacher tells
them the direction in which they should rotate. Complete the table by
filling the direction the children will face on completing the given turns.

40

Chapter-3 Angles as Turn.indd 40 7/2/2025 3:32:17 PM

 NORTH

EAST
WEST
The starting direction is given in the table.
SOUTH

Starting Ending
Turns
Direction Direction
North Two right angles, clockwise
South Two right angles, anti-clockwise
East Four right angles, anti-clockwise
West Four right angles, clockwise
North 5 right angles, clockwise
South 3 right angles clockwise, 1 right angle
2
clockwise, 1 right angle clockwise
2
West right angles clockwise, four 1 right
2
angles anti-clockwise

2. Padma is facing the toy shop. What place will she face if she takes a half
turn clockwise?

What other way can she turn to face the same place?
41

Chapter-3 Angles as Turn.indd 41 7/2/2025 3:32:18 PM

 Chapter
We the
4 Travellers — II

Making Sums Equal

In each of the following, there are two groups of numbers. Look carefully at
the numbers in each group and their sums. Interchange pairs of numbers
between the two groups to make their sums equal. Try to do this using the
least number of moves. You could write each number on a small piece of paper.

Think what will happen to the sums if we interchange 2 and 5? Try

interchanging other pairs of numbers and find the one that will make
the sums equal.

(a) 1 3 (b) 5 9

2 4 7 11

7 5 12 13

+ 9 + 9 + 15 + 14

19 21 39 47

(c) 11 13 (d) 77 81

15 17 78 82

19 21 79 83

+ 23 + 25 + 80 + 84

68 76 314 330

Chapter-4 We the Travellers-2.indd 42 7/2/2025 3:33:00 PM

 Fuel Arithmetic

Different vehicles need different quantities of fuel. This quantity can vary
from 5 to 15 litres in the case of motorbikes, 15 to 50 litres in the case of cars,
150 to 500 litres in the case of lorries and trucks, and 5,000 litres in the case
of a train.
Remember — We must save fuel as it is a limited resource. Reducing fuel usage
also helps in cutting down pollution. Electric vehicles are now available that help
conserve natural fuel and reduce pollution.

1. A lorry has 28 litres of fuel in its tank. An additional 75 litres is filled.

What is the total quantity of fuel in the lorry?

The total quantity of fuel in the tank is 28 l + 75 l.

Do you remember how

to add two numbers using place
H T O
value of numbers? 1 1
Regroup,
2 8 10 Ones = 1 Ten

+ 7 5

1 0 1 3
Let us try one more.

2. Find the sum of 49 and 89. H T O

4 9
+ 8 9

Let Us Solve

Add the following numbers. Wherever possible, find easier ways to add the
pairs of numbers.
1. 15 + 79 4. 5 + 89
2. 46 + 99 5. 76 + 28
3. 38 + 35 6. 69 + 20

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Chapter-4 We the Travellers-2.indd 43 7/2/2025 3:33:00 PM

 Relationship Between Addition and Subtraction

1. Find the relationship between the numbers in the given statements

and fill in the blanks appropriately.
(a) If 46 + 21 = 67, then, (c) If 189 + 98 = 287, then,
67 – 21 = _______. 287 – 98 = _______.
67 – 46 = _______. 287 – 189 = _______.
(b) If 198 – 98 = 100, then, (d) If 872 – 672 = 200, then,
100 + _______ = 198. 200 + _______ = 872.
198 – _______ = 98. 872 – _______ = 672.

2. In each of the following, write the subtraction and addition sentences

that follow from the given sentence.

(a) If 78 + 164 = 242, then, (b) If 462 + 839 = 1301, then,

. .

(c) If 921 – 137 = 784, then, (d) If 824 – 234 = 590, then,

. .

More Fuel Arithmetic

A minibus has 18 l of fuel left. After refuelling, the fuel meter indicates 65 l.
How much fuel has been filled in the fuel tank of the minibus?

? T O
18 l 65 l 5 15 Regroup,
6 5 1 Tens = 10 Ones

The quantity of fuel filled is 65 l – 18 l.

– 1 8
Check if
4 7 18 + 47 = 65?

44

Chapter-4 We the Travellers-2.indd 44 7/2/2025 3:33:00 PM

 Let Us Solve
1. What is the difference between 82 and 37?

T O
Remember subtraction
8 2 using place value? Try this.

– 3 7
Check your answer.
Is 37 + ____ = 82?

2. 57 – 11 = ––––––––––– 5. 56 – 18 = ––––––––––– 8. 70 – 43 = –––––––––––

3. 23 – 19 = ––––––––––– 6. 93 – 35 = ––––––––––– 9. 65 – 47 = –––––––––––
4. 49 – 21 = ––––––––––– 7. 84 – 23 = –––––––––––

Sums of Consecutive Numbers

Numbers that follow one another in order without skipping any number are
called consecutive numbers. Here are some examples —
1, 2, 3, 4, 5 29, 30, 31, 32 512, 513 2023, 2024, 2025

Sum of 2 consecutive Sum of 3 consecutive Sum of 4 consecutive

numbers. numbers. numbers.
1+2=3 1+2+3=6 1 + 2 + 3 + 4 = 10
2+3=5 2+3+4=9 2 + 3 + 4 + 5 = 14
3+4=7 3 + 4 + 5 = 12 3 + 4 + 5 + 6 = 18
4+5=9 4 + 5 + 6 = 15 4 + 5 + 6 + 7 = 22

1. In each of the boxes above, state whether the sums are even or odd.
Explain why this is happening.
2. What is the difference between two successive sums in each box? Is it
the same throughout?
3. What will be the difference between two successive sums for —
(a) 5 consecutive numbers (b) 6 consecutive numbers

45

Chapter-4 We the Travellers-2.indd 45 7/2/2025 3:33:00 PM

 Let us see some more interesting patterns in sums.

1+2+3=6 2+3+4=9 3 + 4 + 5 = 12
4 6 8
5 7 9
1 + 2 + 3 + 4 = 10 2 + 3 + 4 + 5 = 14 3 + 4 + 5 + 6 = 18
5 7 9
6 8 10
1 + 2 + 3 + 4 + 5 = 15 2 + 3 + 4 + 5 + 6 = 20 3 + 4 + 5 + 6 + 7 = 25
6 8 10
Notice how the sums of 3, 4, and 5 consecutive numbers are related to the
numbers being added. Use your understanding to find the following sums
without adding the numbers directly.
(a) 67 + 68 + 69   (c) 48 + 49 + 50 + 51 + 52
(b) 24 + 25 + 26+ 27   (d) 237 + 238 + 239 + 240 + 241 + 242

The Longest Land Route — Adding Large Numbers

The longest distance one can

travel by road is between Talon
(in Russia) and Sagres (in
SRINAGAR
Portugal). It is 15,150 km long.
In 2019, the North–South
Corridor was the longest land 1885 km
route within India, starting
from Srinagar in Jammu
and Kashmir and ending
at Kanniyakumari in Tamil
Nadu. Do you know how long A

it was? Let us find out.

One of the places on the
North–South Corridor was 1862 km
1,855 km from Srinagar and
1,862 km from Kanniyakumari.
What was the total length of the
North–South Corridor in 2019?
KANNIYAKUMARI

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Chapter-4 We the Travellers-2.indd 46 7/2/2025 3:33:01 PM

 The total length of the North–South Corridor was 1,855 km + 1,862 km.
Do you remember how to add large numbers?

Th H T O
1 1
1 8 5 5
+ 1 8 6 2

3 17 1 1 7 Regroup,10 Tens = 1 Hundred

The total length of the North–South Corridor was 3,717 km in 2019.

Now, let us try finding the sum of 5-digit numbers.

Mahesh and his family decide to drive from Srinagar to Kanniyakumari.
He spends ₹21,880 on fuel and toll tax, and ₹38,900 on other expenses during
this journey. How much did he spend in total?

TTh Th H T O
1 1
2 1 8 8 0
Adding larger numbers is the
same as adding smaller numbers
+ 3 8 9 0 0

6 10 1 7 8 0

If we keep the digits aligned — Ones below Ones, Tens below Tens, and so on,
we do not need to label each place value.

1 1
2 6 7
Mentally track the positions of the
+ 5 4 digits as you add.

3 1 2 1 1

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Chapter-4 We the Travellers-2.indd 47 7/2/2025 3:33:01 PM

 Let Us Solve
1. Find the following sums. Try not to write TTh, Th, H, T, and O at the
top. Just align the digits properly, at least for the smaller numbers.
(a) 238 + 367 (c) 12+123 (e) 878 + 8,789
(b) 1,234 + 12,345 (d) 46,120 +12,890 (f) 1,749 + 17,490
2. The great Indian road trip!
Nazrana and her friends planned a road trip across India, starting from Delhi.
They first drove to Mumbai, then Goa, then Hyderabad, and finally Puri.
Look at the distances marked on the map and help them find the total distance
travelled.

1,600 km

PURI
MUMBAI

590 km
HYDERABAD
1,055 km
670 km

3. Find 2 numbers among 5,205, 6,220, 7,095, 8,455, and 4,840 whose
sum is closest to the following.
(a) 10,000 (b) 15,000 (c) 13,000 (d) 16,000

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Chapter-4 We the Travellers-2.indd 48 7/2/2025 3:33:02 PM

 Subtracting Large Numbers

The place where passengers

board a bus is called a bus
stand or bus station.
Similarly, a railway station
is the place where people
board trains.
The place where people
board ships is called a port.
The ports of Mumbai and
Chennai are two of the MUMBAI
PORT
important ports of India.
Ships going from Mumbai
to Chennai must pass by
1,083 km
another important port —
CHENNAI
Cochin Port. Spot these PORT

places on the map of India.

COCHIN
PORT

2700 km

The total distance of the sea route from Mumbai to Chennai is 2,700 km. A ship
starting from Mumbai first reaches the Cochin port, travelling 1,083 km by
sea. How much more distance does it have to travel to reach the Chennai port?
The remaining distance to be travelled by the ship is 2,700 km – 1,083 km.
Do you remember how to subtract numbers using place value?

Th H T O Regroup 1 H = 10 T.
6 9 10 and 1 T = 10 O
2 7 0 0
-- 1 0 8 3 Check if the solution is
correct.

1 6 1 7

The ship has to travel 1,617 km more to reach Chennai.

49

Chapter-4 We the Travellers-2.indd 49 7/2/2025 3:33:02 PM

 As you learnt earlier, the longest land route is 15,150 km between Talon
(Russia) and Sagres (Portugal). The longest highway in Africa is 10,228 km
long, connecting the cities of Cairo, in Egypt and Cape Town, in South Africa.
How much longer is the land route between Talon and Sagres compared to
the highway between Cairo and Cape Town?
The difference between the two roads is 15,150 km – 10,228 km.

TTh Th H T O
We subtract large numbers in the
4 11 4 10 same way as smaller numbers.
1 5 1 5 0
-- 1 0 2 2 8 Check if the answer
is correct.
0 4 9 2 2

The land route connecting Talon and Sagres is 4,922 km or longer than the
road connecting Cairo and Cape Town.
Like addition, here too we can try not to write the positions of the digits and
align the numbers appropriately.

For example:

5 10 13
6 1 3 Keep track of the position of the
digits mentally.
-- 1 5 4

4 5 9

Let Us Solve

1. Subtract the following. Try not to write TTh, Th, H, T, and O at the top.
Align the digits carefully.
(a) 4,578 – 2,222 (c) 5,423 – 423 (e) 77,777 – 777
(b) 15,324 – 11,780 (d) 123 – 12 (f) 826 – 752

50

Chapter-4 We the Travellers-2.indd 50 04-07-2025 11:46:23

 2. Mary’s train journey to Delhi.
Mary is on a train journey. She starts from Kolkata with ₹12,540.
She spends ₹3,275 on food and other expenses during her trip to Varanasi.
In Varanasi, her uncle gives her a gift worth ₹4,900. She then travels to Delhi,
spending ₹2,645 on the train ticket. She spends ₹1,275 on souvenirs in Delhi.
How much money is Mary left with at the end of the Delhi trip?

Delhi
₹1,275
Varanasi
₹2,645

Kolkata
₹3,275

3. Members of a school council have raised ₹70,500. They plan to

setup a Maths Lab with some games and models worth ₹39,785, buy
library books worth ₹9,545, and purchase sports equipment worth
₹19,548.
(a) Estimate whether the school council has raised enough money to
make the purchases. Share your thoughts in the class.
(b) Check your estimate with calculations.

4. A truck can carry 8,250 kg of goods. A factory loads 3,675 kg of cement

and 2,850 kg of steel on it.
(a) What is the total weight loaded onto the truck?
(b) How much more weight can the truck carry before reaching its
maximum capacity?

Quick Sums and Differences

Sukanta likes the numbers 10, 100, 1,000, and 10,000. He wants to figure
out what number he should add to a given number such that the sum is
100 or 1,000. Help him fill in the blanks with an appropriate number.

32 + _______ = 100

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Chapter-4 We the Travellers-2.indd 51 04-07-2025 11:46:58

 Sukanta’s friend Piku shows him an interesting way to solve the problems.
+1
32 32
+ 67 + 68
Do you think this method will 99 100
always work?

59 + _______ = 100 +1
59 59
Try this method for the number 59. + +
99 100

Now, use this method to solve the following.

877 + ________ = 1,000 and 666 + ________ = 1,000

4,103 + ________ = 10,000 and 5,555 + ________ = 10,000

Will this method work if the units digit is 0? What do you think? What other
methods can you use to find the missing number to fill in the blanks? Share
your thoughts in the class.
(a) 180 + ________ = 1,000
(b) 760 + ________ = 1,000
(c) 400 + ________ = 1,000

Namita likes the number 9. She wants to subtract 9 or 99 from any number.
Find a way to quickly subtract 9 or 99 from any number.

(a) 67 – 9 = ________ (d) 187 – 99 = ________

(b) 83 – 9 = ________ (e) 247 – 99 = ________
(c) 144 – 9 = ________ (f ) 763 – 99 = ________

Now, use the above solutions to find answers to the following problems. Do
not calculate again.
Namita wonders if she can get 9 or 99 as the answer to any subtraction
problem. Find a way to get the desired answer.
(a) 32 – ________ = 9 (c) 877 – ________ = 99
(b) 56 – ________ = 9 (d) 666 – ________ = 99

52

Chapter-4 We the Travellers-2.indd 52 7/2/2025 3:33:02 PM

 Let Us Think and Solve

1. Nitin likes numbers that read the same when read from left to right or
from right to left. Such numbers are called palindrome numbers. The
numbers 22, 363, 404, and 8,558 are some examples.
List all palindrome numbers between 100 and 200.
List all palindrome numbers between 900 and 1,200.
List all palindrome numbers between 25,000 and 27,000.

2. In a 3×3 grid, arrange the

numbers 1 to 9 such that
each row and each column
has numbers in an increasing This time, fill the grid such that each
(inc) order. Each number row and column has numbers in
should be used only once. decreasing (dec) order.

inc dec

inc dec

inc dec

inc inc inc dec dec dec

Now, fill the grids below with numbers (1–9) based on the inc (increasing) and
dec (decreasing) conditions, as indicated below.

dec dec inc

dec dec inc

dec inc dec

inc inc inc dec dec inc inc dec dec

53

Chapter-4 We the Travellers-2.indd 53 7/2/2025 3:33:02 PM

 Even and Odd Numbers

1. Circle the numbers that are even.

(a) 297 (e) 199 (i) 846
(b) 498 (f) 789 (j) 111
(c) 724 (g) 49 (k) 222
(d) 100 (h) 6,893 (l) 1,023

2. Observe the given arrangement.

Paired arrangement for 18 Paired arrangement for 23

Add 2 to 18. What changes or does not change in the arrangement?

Add 2 to 23. What changes or does not change in the arrangement?

3. What do you notice about the sums in each of the following cases?
Do you think it will be true for all pairs of such numbers? Explain
your observations. You may use the paired arrangement to explain
your thinking.
(a) 12 and 6 are a pair of even numbers. Choose 5 such pairs of even
numbers. Add the numbers in each of the pairs.
(b) 13 and 9 are a pair of odd numbers. Choose 5 such pairs of odd
numbers. Add the numbers in each of the pairs.
(c) 7 and 12 are a pair of odd and even numbers. Choose 5 such pairs
of odd and even numbers. Add the numbers in each of the pairs.

Let Us Think
1. Jincy opened her piggy bank. She found 8 coins of ₹1, 9 coins of ₹2
and 5 coins of ₹5. She wants to buy stickers worth ₹38. What possible
combination of coins can she use to pay the exact amount?
2. Raghu is fond of his grandfather’s torch. He starts playing with it. He
presses the switch once and the light turns ON. He presses it a second
time and the light turns OFF. He presses the switch a third time and
the light turns ON. He keeps doing this several times. Will the torch be
ON or OFF after the 23rd press? How do you know?

54

Chapter-4 We the Travellers-2.indd 54 7/2/2025 3:33:02 PM

 For what number of presses will the torch be ON? For what number of
presses of the switch will the torch be OFF?
3. Mountain climbing
Priyanka Mohite is the first Indian woman to climb five Himalayan peaks
above 8,000 metres. In addition to that, she has also climbed mountain peaks
in other parts of the world. Read the table below and answer the questions
that follow.

Height Climbed in
Mountain Range
(in metres) the Year
Mount Kanchenjunga
8,586 2022
(India and Nepal border)
Mount Everest
8,848 2013
(Nepal–China border)
Mount Makalu
8,485 2019
(China–Nepal border)
Mount Lhotse
8,516 2018
(Tibet–Nepal border)
Mount Kilimanjaro
5,895 2016
(Africa)

Mount Elbrus (Russia) 5,642 2017

Mount Annapurna I
8,091 2021
(Nepal)

(a) Which is the highest peak she climbed?

(b) What is the difference in height between the highest and lowest
peaks she has climbed, as per the table.
(c) What is the difference between heights of Mount Elbrus and Mount
Kanchenjunga?
(d) If Priyanka was 20 years old when she summited Mount Everest in
2013, in which year was she born?

The Tenzing Norgay National Adventure Award, formerly called the National Adventure
Award is the highest adventure sports honour in India. Priyanka Mohite received this
award in 2020.

55

Chapter-4 We the Travellers-2.indd 55 04-07-2025 11:47:10

 Math Metric Mela

A grand Math Metric Mela was held at the district level to celebrate young
math whizzes. Every participating student was to receive a certificate of
participation. The organisers got certificates printed for each district before
the Mela. The number of certificates printed and the number of students who
attended the competition in each district are as follows.

Certificates Students For each district, find out if

District the number of certificates
Printed Attended
were sufficient?
Chittoor, A.P. 18,225 18,104
If insufficient, calculate how
Jaunpur, U.P. 19,043 19,265 many certificates fell short.
Raigad, If extra, calculate how many
20,863 19,974
Maharashtra certificates were in excess.

Let Us Do

1. Add.
(a) 2,009 + 7,388 (d) 1,234 + 1,234 (f) 5,922 + 9,221
(b) 26,444 + 71,111 (e) 56 + 56,789 (g) 4,321 + 8,765
(c) 777 + 888 (f ) 777 + 77,777 (h) 50,050 + 55,000
2. Subtract.
(a) 458 – 226 (d) 1,234 – 123 (f) 87,326 – 11,111
(b) 7,777 – 4,449 (e) 12,345 – 1,234 (g) 878 – 52
(c) 65,447 – 47,299 (f ) 56,789 – 56 (h) 749 – 222
3. Ambrish saved ₹92,375 over a year to buy cows and goats. He buys
a cow for ₹26,000 and a goat for ₹17,000. He also buys a milking
machine for ₹19,873. Does he have enough money to buy these? How
much more or less does he have than he needs?
4. A factory produces 54,000 nuts and bolts in a day. An order is placed
for 85,300 nuts and bolts. How many more nuts and bolts does the
factory need to produce to complete the order?
5. Virat Kohli has scored 27,599 runs. He has 6,758 runs less than Sachin
Tendulkar. How many runs has Sachin Tendulkar scored?

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Chapter-4 We the Travellers-2.indd 56 7/2/2025 3:33:03 PM

 Chapter

5 Far and Near

We have learnt about measuring length and some standard units we use to
measure length. In this chapter we will learn some more units of measuring
distances and the relationships between different units.

Let Us Find

Identify the appropriate units for measuring each of the following.

Unit of measurement
Quantity
Metre (m) or centimetre (cm)

Height of India Gate 42

Length of a handkerchief 40

Depth of a well 50

Length of a mobile phone 13

Length of an elephant’s trunk 2

Distance between two buttons
5
on a shirt

Different Units but Same Measure

Shikha and Sonu are measuring the lengths of saris and stoles in the village
weaving centre. Find which measures represent the same sari or stole. You
can take help of the double number line below.

100 cm ___ cm 400 cm 500 cm 700 cm

×2

×100

1m 2m ___ m ___ m ___ m

Chapter-5 Far and Near.indd 57 7/2/2025 3:33:42 PM

 204 cm 5 metre 40 cm

540 cm 2 metre 204 cm

750 cm 2 metre 4 cm

240 cm 2 metre 40 cm

404 cm 6 metre 150 cm

Let Us Compare

1. Ritika is comparing the lengths of different rods. Compare them using

<, =, > signs.
(a) 456 cm ____ 5 m
(b) 55 cm + 200 cm ____ 200 cm + 54 cm
(c) 6 m 5 cm ___ 6 m 50 cm
(d) 2 m 150 cm ___ 3 m 50 cm
(e) 238 cm ____ 138 cm + 1 m

2. World’s tallest statue

(a) What is the difference between the height of the tallest statue in
the world and the Statue
of Liberty?
(b) Identify the statues
whose heights have the
least difference.
(c) Identify the statues
whose heights have the
largest difference.
182 m 108 m 91 m
Guanyin of The Motherland
(d) The height of which Statue of
Unity, India Nanshan, China Calls, Russia
statue will be equal to the 128 m 93 m 38 m
Spring Temple Statue of Christ the
height of the Statue of Buddha, China Liberty, USA Redeemer,
Brazil
Unity, if it is doubled? Some of World’s Tallest Statues

58

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 Measuring Long Distances

Here are some ways in which you can measure long distances.

Long Tape

Rangefinder
Laser Distance
Rodometer —
Meter
measuring wheel
Let Us Do

Measure 100 m and 200 m on your school playground, or any other place
in and around your school, using a Long Tape. Mark these points and
draw a straight line. Walk on the lines and count the number of steps. Use
this relationship between the number of steps taken and distance walked
to find distances around you for at least 3 locations. Wherever possible,
walk and find the number of steps. Otherwise, find the distance and estimate
the number of steps.
(a) Identify and write the locations that are the nearest and the farthest
from your home.
Nearest location _______________________________________________________.
Farthest location ______________________________________________________.
(b) Write the distances obtained above in increasing order.
_______________, _________________, _________________, __________________.
(c) Name a location that is equal to or more than 1,000 m from your home.

Let Us Explore Number of ropes

Length of rope
needed to make 1 km
When we walk 1,000 m, we say 1,000 m 1
we have walked 1 km. 100 m
1,000 m = 1 km 10 m
200 m
Kilo stands for thousand.
This unit is used to measure 500 m
long distances. 250 m

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 Kilometre Race

Sheena and Jennifer are helping to organise a 3-km race. Help them with
the arrangements for the race.
1. Water stations are to be arranged after every 500 m. How many water
stations must be set up? At what positions from the starting point will
these water stations be placed?
2. Children need to stand at an interval of 300 m to direct the runners.
How many children are needed? At what positions from the starting
point will the children be standing?
3. Red and blue flags are to be placed alternately at every 50 m.
How many red and blue flags are needed till the finish line?

Let Us Do
Longest Train Journey
The longest train journey in India is by The Vivek Express which runs from
Dibrugarh in Assam to Kanniyakumari in Tamil Nadu. Look at the stations
on the route shown in the table below and answer the questions.

Distance from
Station number Name of the station
Dibrugarh
9 Dimapur 306 km

14 Guwahati 556 km

22 Jalpaiguri Road 983 km

34 Bhubaneswar 2,007 km

40 Visakhapatnam 2,450 km

45 Vijayawada JN 2,800 km

55 Coimbatore JN 3,675 km

65 Kanniyakumari 4,187 km

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 1. The total length of the route from Dibrugarh to Kanniyakumari is
_______________ km.
2. The distance between Vijayawada and Jalpaiguri road is _______________.
3. Distance between Vijayawada and Visakhapatnam is _______________.
4. Which two stations are farther apart — Guwahati and Dimapur
or Bhubaneswar and Jalpaiguri Road?
5. What is the distance between Guwahati and Coimbatore JN?

Let Us Explore

The World of Small Things

How can we measure small things like the
ones shown here? sprout small screws nail
Let us look at the scale. Do you notice the small marks between 1 cm and
2 cm? Count how many marks are there between 1 cm and 2 cm?

1 2 3 4 5 6 7

One centimetre is divided into ten equal parts. Each part is called
1 millimetre (mm).

1 cm = 10 mm 1 cm = 10 mm
These small marks between any two centimetre marks help us measure the
smaller lengths. Thus, it adds to the precision in measurement.

Let Us Measure

Measure the lines in the design

and write their measurements in
cm and mm.

61

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 Let Us Do
Soak some seeds of whole moong or black or white chana overnight. Next
morning, take them out and wrap them in a moist cloth to sprout them.
Over the next 4 days, take out one seed each day and measure the length of
sprout. For ease of measurement, you can either place the seed on a paper
and mark the length of the sprout, or use a thread to find its length.

Number of days Length of the sprout (in mm)

Day 1
Day 2
Day 3
Day 4

Let Us Draw

Draw lines of the following lengths in your notebook using a scale.

1. 5 cm 5 mm
2. 3 cm 6 mm
3. 8 cm 3 mm
4. 36 mm
5. 67 mm
How did you draw lines of lengths 36 mm and 67 mm? Share your thoughts
in class.

Relationships between Different Units

10 mm = 1 cm
100 cm = 1 m
1,000 m = 1 km

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Chapter-5 Far and Near.indd 62 04-07-2025 11:47:33

 Let Us Do

1. Fill in the blanks appropriately in the double number lines given below.
(a) ×7
1 cm 7 cm 15 cm ____ cm ____ cm ____ cm 50 cm

×10 ×__

10 mm ___ mm ___ mm 250 mm 320 mm 450 mm ____ m

×__

(b)
×4
1m 4m 10 m ____ m ____ m ____ m 21 m

×100 ×__

____ cm ____ cm ____ cm 1,200 cm 1,400 cm 1,700 cm ____ cm

×__
(c) ×9
1 km 9 km 25 km ____ km ____ km ____ km 82 km

×1,000 ×__

1,000 m ____ m ____ m 41,000 m 55,000 m 67,000 m _____ m

×__

2. Use your understanding from above to fill in the blanks appropriately.

(a) 4 cm 5 mm = ______ mm
(b) 89 mm = ____ cm ____ mm
89 mm = 80 mm + 9 mm
(c) 234 cm = ____ mm = 8 cm 9 mm
(d) 514 mm = ____ cm ____ mm
(e) 6 m 34 cm = ____ cm
(f) 20 m 12 cm = ____ cm
(g) 397 m = ______ cm
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 (h) 5,792 cm = ______m ______ cm
5,792 cm = 5,700 cm + 92 cm
(i) 9,108 cm = ______ m ______ cm = 57 m 92 cm
(j) 34 km = _______ m
(k) 6,870 m = ____ km ____ m
(l) 10,552 m = ____ km ___ m
(m) 29 km 30 m = ____ m
(n) 32 km 359 m = ____ m

Adding and Subtracting Lengths

Saji saw on his smartphone that he walked 3 km 450 m in the morning

and another 4 km 650 m in the evening. How much did he walk in the
whole day? How would you solve this problem? Share your thoughts in class.

km m
I can add similar units.
3 km + 4 km = 7 km. 1
450 m + 650 m = 1,100 m
= 1 km 100 m. 3 4 5 0
+ 4 6 5 0

7 1 1 1 0 0
1,000 m = 1 km
7 km + 1,100 m = 8 km + 100 m = 8 km 100 m

1 1
I can convert everything into 3 4 5 0
metres and add, that is
3,450 m + 4,650 m + 4 6 5 0
8,100 m = 8,000 m + 100 m
= 8 km 100 m
8 1 1 1 0 0

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Chapter-5 Far and Near.indd 64 7/2/2025 3:33:43 PM

 Electricians are changing the cables in a house. They need 63 m of cable
for this purpose. They used 16 m 75 cm cable in the first room.
What is the length of the cable left?
Convert 1 m = 100 cm

cm
Convert the quantities in cm. 5 12 9 10
6,300 cm – 1,675 cm
6 3 0 0
-- 1 6 7 5

4 6 2 5

4625 cm = 4600 cm + 25 cm = 46 m 25 cm.

We can also subtract like units, as above.

m cm m cm
2 5 12 0 9 10
6 3 1 0 0 6 3 1 0 0
-- 1 6 7 5 -- 1 6 7 5

4 6 2 5

Therefore, 46 m 25 cm cable is left.

Note for the Teachers: Lengths can be added and subtracted in different ways.
We can orally calculate whenever the numbers are convenient, like 200, 250, 400,
500, or 750, etc. In fact, we should encourage the use of mental strategies so that
students can use mathematics for solving daily-life problems. When numbers are not
suitable for oral calculations, the learners can choose one of the column strategies
provided here based on their comfort. Help learners notice the similarity between
operations on numbers and on quantities like length.

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 Let Us Do

1. Rani has two red-coloured ribbon rolls, one of length 3 m 75 cm and

another 2 m 25 cm long. How much ribbon does she have?
2. The distance from Bhopal to Sanchi is 48 km 700 m. Bhadbhada Ghat
waterfall is on the way, and 17 km 900 m away from Bhopal. How far
is Sanchi from the waterfall?
3. Gulmarg Gondola in Gulmarg, Kashmir
is the second longest and second highest
cable car in the world. It is divided into
two sections. The first section covers
2 km 300 m and the second section
covers 2 km 650 m. What is the total
distance covered by the cable car?

4. Circle the bigger length and find the difference.

(a) 11 mm and 1 cm Difference — ________________
(b) 26 mm and 2 cm Difference — ________________
(c) 20 cm and 201 mm Difference — ________________
(d) 1,020 mm and 1m Difference — ________________
(e) 2 m and 245 cm Difference — ________________
(f) 5,678 m and 6 km Difference — ________________
(g) 6 km 1,480m and 7 km 479m Difference — ________________

Multiplying and Dividing Lengths

1.
We need a 1 m 80 cm cloth to make a shirt for a 10-year old child. How
much cloth will be needed to make shirts for 20 such children?
20 × 1 m 80 cm = 20 × 1 m and 20 × 80 cm
= 20 m + 1600 cm
= 20 m + 16 m Break the quantity into m and cm
and multiply. You can also convert
= 36 m. it into cm and multiply.

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 2. A shop sells cloth for making bags at ₹100 for 5 m. How much money
is needed to buy a 1 m cloth?
If 5 m cloth costs ₹100, then a 1 m cloth
costs 100 ÷ 5 = ₹20.
Now, use the double number line to find the
cost of the cloth or the length of cloth that we
can buy at a particular cost.

×__
5 m 10 m 20 m 40 m ____ m

×__

₹100 ₹ ____ ₹ ____ ₹ ____ ₹2000

×__

3. Anita is making an embroidery on the

border of a sari. She needs a 1 m long
thread to embroider a 50 cm sari. How
much thread would she need for a 5 m
sari border?
A 1 m long thread costs ₹50. How much
money will be needed to buy the thread?

4. A road 12 km 600 m long is being laid in a town. The workers lay

an equal length of road each day, and complete the work in 6 days.
How much road-laying work is done on each day?

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 Let Us Estimate

Height of a single-storeyed house Height of an electric pole

Estimate the following. Share your reasoning in class.

1. The height of the tallest building in your neighbourhood. What did you
use as a reference to estimate the height?
2. The height of the tallest tree in your neighbourhood. What did you use
as a reference?
3. The depth of a well or swimming pool in your neighbourhood. How did
you find out?

Let Us Explore

In daily life, we use other units of measuring length as well. Height is usually
measured in feet and inches. Look at your ruler to see if inches are also
marked on it. Find out how many cm and mm equal 1 inch.
centimetres

1 2 3

1 inch
1 inch = 2 cm 5 mm
1 foot = 12 inches or 30 cm.

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 Measure Your Height

2in
1in
4ft Stand against a wall and mark your height. Measure
the distance between the floor and the marked point
in feet and inches.
Similarly, other students in the class can also measure
their heights.
Find out who is the tallest student in your class. What
is his or her height in feet and inches?

69

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 Chapter

6 The Dairy Farm

By now, we know several multiplication facts. We have also learnt how

to multiply two numbers. We will continue to explore different ways of
multiplying in this chapter.

Let Us Think
1. The given shapes stand for numbers between 1 and 24. The same shape
denotes the same number across all problems. Find the numbers hiding
in all the shapes.

× = × =
a) d)

× = × =
b) e)

× = × = ×
c) f)

2. Place the digits 2, 5, and 3 appropriately to get

a product close to 100. Share your reasoning ×
in class.

3. A dairy has packed butter milk pouches in the following manner. Find
the number of pouches kept in each arrangement. One is done for you.

30 × 2 = 60 ___ × ___ = 60

Chapter 6.indd 70 05-07-2025 15:04:23

 ___ × ___ = 60

___ × ___ = 60
What other groups can you make?

4. Which number am I?
I am a two-digit number. Find me with the help of the following clues.
(a) I am greater than 8.
(b) I am not a multiple of 4. 0 1 2 3 4 5 6 7 8 9
(c) I am a multiple of 9. 10 11 12 13 14 15 16 17 18 19
(d) I am an odd number.
20 21 22 23 24 25 26 27 28 29
(e) I am not a multiple of 11.
(f) I am less than 50. 30 31 32 33 34 35 36 37 38 39
(g) My ones digit is even 40 41 42 43 44 45 46 47 48 49
(h) My tens digit is odd.
50 51 52 53 54 55 56 57 58 59
60 61 62 63 64 65 66 67 68 69
Did you use all the clues to 70 71 72 73 74 75 76 77 78 79
find the number? Which clues
did not help you in finding 80 81 82 83 84 85 86 87 88 89
the number?
90 91 92 93 94 95 96 97 98 99

5. Make your own numbers.

100 25 5 –
Choose any two numbers and one operation from
the grid. Try to make all the numbers between ×
10 2 36
0 and 20. For example, 2 can be formed as 4 – 2. +
Could you make all the numbers? ÷
12 4 3

Which numbers could you not make? Is it possible to make these

numbers using three numbers? You can use two operations, if needed.
Which numbers between 0–20 can you get in more than one way?

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 Order of Numbers in Multiplication

Daljeet Kaur runs a milk processing unit. She has arranged the butter packets
in the following ways. Find the number of butter packets in each case. What
pattern do you notice (or observe)? Discuss in class.

b)
a)
3×2= 8×5=
2×3=
5×8=

e) 10 × 5 =
Number of 5 × 10 =
groups: 6
f) 8 × 20 =
20 × 8 =
Group size: 13 g) 12 × 9 =
6 × 13 = 9 × 12 =
13 × 6 =
What is 9 × 0? 0 × 9?
Is this true for the product of any two numbers? Discuss in class.

The number of groups and the group size are interchanged in each case
above, but the total number of butter packets remain the same.

Patterns in Multiplication by 10s and 100s

1. Let us revise multiplication by 10s and 100s.
a) 4 × 10 = _____ d) 10 × 10 = 100 g) 3 × 100 = 100 × 3 = 300
b) 20 × 10 = _____ e) 20 × 50 = ______ h) 8 × 100 = _____ = ______
c) 10 × 40 = _____ f) 80 × 10 = ______ i) 10 × 100 = _____ = ______

Note for Teachers: Encourage the learners to understand that when we multiply a
number by 10, it becomes 10 times, and each digit moves one place value to the left.
Multiplying by 100 makes the number 100 times larger, shifting each digit two place
value to the left. Let them notice the pattern of zeros in the place value table.

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 2. Find answers to the following questions. Fill in the table below and
describe the pattern. Discuss in class.

100 × 90 = __,000 400 × 10 = ___ 60 × 50 = ____

30 × 20 = 600 700 × 4 = _,_ 00 10 × 45 = ____

30 × 10 = 300
How should we write 450 in the table below?
×2 ×2
30 × 20 = 600 Problem Th H T O
Notice the underlined numbers
10 × 45 =
30 × 20 =
30 × 20 = 6 0 0
3 × 10 × 2 × 10 = 6 × 100 400 × 10 =

700 × 8 =
Notice the underlined numbers.
Remember, we can multiply numbers 100 × 90 = 9 0 0 0
in any order.

Problem Th H T O Problem Th H T O

60 × 50 = 80 × 90 =

220 × 20 = 10 × 63 =

11 × 300 = 40 × 12 =

What will happen if we multiply numbers by 1,000?

2 × 1,000 = 2 thousand = 2,000 1,000 1,000

5 × 1,000 = 5 thousand = 5,000 1,000 1,000 1,000 1,000 1,000

10 × 1,000 = 10 thousand= 10,000 20 × 1,000 = 20 thousand = 20,000

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 Let us fill in the table and observe the patterns.

Problem TTh Th H T O Problem TTh Th H T O

2 × 1,000 = 2 0 0 0 20 × 100 =

5 × 1,000 = 5 0 0 0 40 × 500 =

10 × 1,000 = 1 0 0 0 0 60 × 300 =

20 × 1,000= 2 0 0 0 0 600 × 30 =

3 × 5,000 = 80 × 900 =

8 × 3,000 = 70 × 600 =

5 × 7,000 = 5 × 7,000 =

Many Ways to Multiply

Do you think they are
all correct? Why do
What is 18 × 5 you think so?

Half of 18 is 9. 9×5 is 45 and 9×5 is 45.

I added 45 and 45 together to get 90.

First, I doubled 18 to get 36. Then I doubled 36 to get 72

and then I added 18 to 72 to get 90.

I separated 18 into 8 and 10. 8×5 is 40. 10×5 is 50.

then I added 40 and 50 together to get 90.

18×5 = 9×10. So, 90.

I did 20×5, which is 100. Then I took away 2×5,

which is 10. So, 100 –10 = 90.

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 Doubling and Halving

Butter packets are arranged in the following ways. Let us find some strategies
to calculate the total number of packets.
a) 3 × 18
Double Half

Discuss why 6 × 9 = 54
these are the
same.
b)

22 × 5

__ × __ = ____

c) Solve the following problems like the previous ones.

14 × 3 = 38 × 5 =

Half Double Half Double

× ×

16 × 4 = 35 × 14 =

× ×

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 This halving and doubling strategy works well when we have to multiply
with numbers like 5 and 25. Discuss why?
(d) F
 ind the product by halving and doubling either the multiplier or the
multiplicand.
1) 5 × 18 2) 50 × 28 3) 15 × 22
4) 25 × 12 5) 12 × 45 6) 16 × 45
(e) G
 ive 5 examples of multiplication problems where halving and doubling
will help in finding the product easily. Find the products as well.

Nearest Multiple
(a) 4 × 19 Observe the picture and
find why we need to subtract 4

4 × 19 = 4 × 20 – 4
= 80 – 4
= 76

(b) 14 × 21

Observe the picture and

find why we need to add 14.

14 × 21 = 14 × 20 + 14
= 280 + 14
= 294

(c) Give 5 examples of problems where you can use the nearest multiple
to find the product easily. Find the products as well.
(d) Find the products of the following numbers by finding the nearest
multiple.
1) 7 × 52 2) 12 × 28 3) 75 × 31
4) 99 × 15 5) 8 × 25 6) 22 × 42

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 Let Us Solve
Use strategies flexibly to answer the following questions. Discuss your
thoughts in class.
1. A school has an auditorium with 35 rows, with 42 seats in each row.
How many people can sit in this auditorium?
2. Priya jogs 4 kilometres every day. How many kilometers will she jog in
31 days?
3. A school has received 36 boxes of books with 48 books in each box.
How many total books did the school receive in the boxes?
4. Priya uses 16 metres of cloth to make 4 kurtas. How much cloth would
she need to make 8 kurtas?
5. Gollappa has 29 cows on his farm. Each cow produces 5 litres of milk
per day. How many litres of milk do the cow produce in total, each day?
6. Maska Cow Farm has 297 cows. Each cow requires 18 kg of fodder per
day. How much total fodder is needed to feed 297 cows every day?

Waste and Composting

1. A family of 4 produces around 35 kg of kitchen waste in a

month. How much waste will the family produce in a year?
Quantity of kitchen waste in 1 month is 35 kg.
Quantity of kitchen waste in 12 months is 12 × 35 kg.

10 10 10 1 1 1 1 1
10 10 10 1 1 1 1 1
Nida’s solution
10 10 10 1 1 1 1 1
10 10 10 1 1 1 1 1
10 10 10 1 1 1 1 1 × 30 kg 5 kg
10 10 10 1 1 1 1 1
10 10 10 1 1 1 1 1 10 300 50
10 10 10 1 1 1 1 1
10 10 10 1 1 1 1 1
2 60 10
10 10 10 1 1 1 1 1
360 60
10 10 10 1 1 1 1 1
10 10 10 1 1 1 1 1 420

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 Kanti and John tried to solve it in the following ways.
John’s solution

35 ( 30 + 5 ) 35 ( 30 + 5 )
× 12 ( 10 + 2 ) × 12 ( 10 + 2 )
Kanti’s solution ------------------------- -----------------------------------------------
10 ( 2 × 5 ) 60 + 10 = 70 (2 × 35)
60 ( 2 × 30 ) 300 + 50 = 350 (10 × 35)
------------------------------------------------
50 ( 10 × 5 ) = 420
300 ( 10 × 30 )
------------ The family produces _____ kg of waste in
420 a year.
How are these solutions same or different? Discuss in class.
2. The family regularly composts the collected waste. They get around
150 kg of compost each year, which they use in their garden. 1 kg
of compost is often sold in the market at ₹24. By creating their own
compost, how much money have they saved in a year?
Savings on 1 kg compost is ₹24. Savings on 150 kg will be ₹24 × 150.

150 (100 + 50)

× 100 50
× 24 (20 + 4)
-------------------------
20 2,000 1,000 200 (4 × 50)
400 (4 × 100)
4 400 200 1,000 (20 × 50)
2,000 (20 × 100)
2,400 1200 -------------------------------
3,600
3,600
Another way:
150 (100 + 50)
The family saves ₹3,600. × 24 (20 + 4)
------------------------------------------------------------------
400 +   200 + 0 = 600 (4 × 150)
2,000 + 1,000 + 0 = 3,000 (20 × 150)
-------------------------------------------------------------------
= 3,600

Note for Teachers: Help the learners see the similarities and differences between
the solutions. Let them discuss and identify the more efficient solution. Draw the
similarities between the steps, especially highlighting the place values of the digits,
and multiplication by 10s and 100s in each step.

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 Let Us Multiply
(a) 32 × 8
32 (30 + 2)
× 30 2
× 8 32 (30 + 2)
------------------------- ×8
8 ____ (8 × 2) -------------------------
0 (8 × 30) ___ 0 + 16 = 256
--------------------------
256
(b) 69 × 45

× 60 9 69 (60 + 9)
×   45 (40 + 5) 69 (60 + 9)
-------------------------
40 × 45 (40 + 5)
    45 (5 × 9) -----------------------------------------------
___ 0 (5 × 60) 300 + __ = 345 (5 × 69)
5
___ 0 (40 × 9) ____ + ___ = 2760 (40 × 69)
----------------------------------
2700 405 00 (40 × 60) = 3,105
--------------------------
  3,105
3105

Let Us Do
1. Solve the following problems like Nida did.
a) 78 × 4 b) 83 × 9
× ×

c) 67 × 28 d) 53 × 37
× ×

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 2. Solve the following problems like Kanti.
a) 94 × 5 b) 49 × 6 c) 37 × 53 d) 28 × 79
3. Solve the following problems like John.
a) 86 × 3 b) 72 × 7 c) 94 × 36 d) 66 × 22
4. Solve the following problems:
(a) A movie theater has 8 rows of seats, and each row has 12 seats. If
half the seats are filled, how many people are watching the movie?
If 3 more rows get filled, how many total people will be there?

(b) In a test match between India and West Indies, the Indian team
hit twenty-four 4s and eighteen 6s across the two innings. How
many runs were scored in 4s and 6s each? 234 runs were made
by running between the wickets. If 23 runs were extras, how many
runs were scored by Indian team in the two innings?
(c) Anjali buys 15 bulbs and 12 tube lights from Sudha Electricals.
Each bulb costs ₹25 and each tube light costs ₹34. How much
money should Anjali give to the shopkeeper?
(d) A shopkeeper sold 28 bags of rice. Each bag costs ₹350. How much
money did he earn by selling rice bags?
(e) A school library has 86 shelves and each shelf has 162 books.
Find the number of books in the library.

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 Dairy Cooperative
1. A dairy cooperative in a small town
gets its milk from 268 villagers. Each
villager has at least 4 milk-giving
cows. What is the minimum number
of cows the dairy cooperative gets its
milk from?
1 villager has at least 4 milk-giving
cows. 268 villagers will have at least
268 × 4 cows.

268 (200 + 60 + 8) Remember!

× 4 4 × 6 Tens = 24 Tens = 240
-----------------------------------
4 × 2 Hundreds = 8 Hundreds = 800
800 + 240 + 32 = 1,072

30 is added to 4 × 60 = 240
200 is added to 4×200 = 800
30 from 32 is added to 4×60, not to 60

Mili says her father Th H T O

has taught her to use
place values of digits to
2 3
multiply large numbers. 2 6 8
200 from 270 is added to × 4
4×200, not to 200
Discuss how this multiplication is being carried out! 1 0 2 7 3 2

The dairy cooperative gets milk from a minimum of 1,072 cows.

Many women dairy entreprenuers are playing significant role in the dairy sector.
Jamanaben Maganbhai Naku of village Tuked in Surat possesses 27 Gir cows and
rears the cows through Low-cost Farm Investment.

Note for Teachers: The algorithm for multiplication is challenging for learners to
understand. While learners should surely be able to multiply large numbers using
the ways they have learnt till now, this last step (Mili’s father’s method) need not be
over-emphasised. Please support them if your students are ready for this. Otherwise,
it is perfectly fine if learners can carry out multiplication of large numbers using
John’s methods.

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 2. The villagers rear various breeds of cows.
Gir is an Indian cow breed from Gujarat,
with a high milk-producing capacity. Among
the villagers, there are 453 Gir cows. Each
of these cows give 13 litres of milk each
day. How many litres of milk does the dairy
cooperative receive from Gir cows everyday?
One Gir cow produces 13 litres of milk.
453 Gir cows will produce, 453 × 13 litres
of milk.

100 is added to
3 × 400 = 1200

453 (400 + 50 + 3)
× 13 (10 + 3)
---------------------------------
1200 + 150 + 9 = 1359 (3 × 453) 3 × 5 T = 15 T = 150
4000 + 500 + 30 = 4530 (10 × 453) 3 × 4 H = 12 H = 1,200
-----------------------------------------------
= 5889

Th H T O
1
The 100 from 150 is 4 5 3
added to 3×400 = 1200,
not to 400 × 1 3 1 Ten × 453
= 453 Tens = 4530
1 3 1 5 9
Mili’s father’s method
+ 4 5 3 0
5 8 8 9
The dairy cooperative receives 5,889 litres of milk from Gir cows every day.

Note for Teachers: The learners’ attention needs to be drawn continuously to the
place values of numbers and their products. Draw similarities with the steps between
the different methods. Remind them to put appropriate zeros when multiplying by
10s and 100s.

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 3. The dairy cooperative sells 1 kg cow ghee for ₹574.
The cooperative is able to produce around 125 kg of
ghee in a month. How much do they earn by selling
ghee in a month? Discuss what the
same coloured digits
might mean.

574 (500 + 70 + 4)
× 125 (100 + 20 + 5)
-----------------------------------------------------------------
2,500 + 350 + 20 = 2,870 (5 × 574)
10,000 + 1,400 + 80 = 11,480 (20 × 574)
50,000 + 7,000 + 400 = 57,400 (100 × 574)
----------------------------------------------------------------------
= 71,750

T Th Th H T O
1
3 2
5 7 4
× 1 2 5
2 Tens × 574 = 2 × 3,740
2 2 8 3 7 2 0
1 1 1 1 4 8 0
+ 5 7 4 0 0
7 1 7 5 0 1 Hundred × 574
= 574 Hundreds = 57,400

The cooperative earns ₹ 71,750 from the sale of cow ghee.

Let Us Solve

1. Solve the following problems like Nida.

a) 548 × 6 b) 682 × 3 c) 324 × 18 d) 507 × 23 e) 190 × 65

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 2. Solve the following problems like John.
a) 123 × 84 b) 368 × 32
c) 159 × 324 d) 239 × 401
e) 592 × 5 f) 101 × 22

3. Let us solve a few questions like Mili’s father.

Th H T O
Th H T O
8 0 6
3
× 9
4 5 5
× 2 6

3
T Th Th H T O

1 4 3
× 2 0 8

3 2

+ 0 0

Now use Mili’s father’s method to solve the following questions.

(a) 807 × 5 (d) 450 × 38 (g) 604 × 54
(b) 143 × 28 (e) 584 × 23 (h) 112 × 23
(c) 309 × 9 (f) 302 × 13 (i) 237 × 19

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 Check, Check!

Check if the following children’s solutions are correct. If correct, explain

why the solution is correct. If it is incorrect, then identify the error and
correct the solution.
a) Asma’s solution b) Pankaj’s solution
for 46 × 59 for 203 × 54
46 203
× 59 × 54
--------------- -------------------
2,000 80 + 12 = 92
300 100 + 15 = 115
360 ----------------------------
= 135
54
--------------
2,714
c) Lado’s solution d) Kira’s solution
for 38 × 150 for 193 × 272
  38 193
× 150 × 272
----------------------- -----------------------------
1,500 + 400 =   1,900 200 + 180 + 6= 386
3,000 + 800 = 3,800 700 + 630 + 21 = 1,351
----------------------------------- 20,000 + 18,000 + 600 = 38,600
= 5,700 ----------------------------------------------------------
= 40,337
e) Asher’s solution
T Th Th H T O
1
1
1
6 2 6
× 3 2 3
1 8 7 1 8
1 2 5 1 2

+ 1 8 7 1 8

5 0 1 8
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 Let Us Do

1. Identify the problems that have the same answer as the one given at the
top of each box. Do not calculate.

12 × 17 26 × 11

11 × 18 6 × 34 26 × 10 and 26 × 1 20 × 11 and 6 × 11

18 × 4 55 × 9

9×8 20 × 4 – 8 50 × 9 and 5 × 9 54 × 10 55 × 10 – 55

101 × 42 247 × 8

100 × 42 and 100 100 × 42 and 42 250 × 8 – 24 247 × 10 – 247

1001 × 5 1999 × 2

1,000 × 6 1,000 × 5 and 5 2,000 × 2 – 4 2,000 × 2 – 2

2. Find easy ways of solving these problems.

(a) 16 × 25 (b) 12 × 125 (c) 24 × 250
(d) 36 × 25 (e) 28 × 75 (f) 300 × 15
(g) 50 × 78 (h) 199 × 63 (i) 128 × 35

3. Write 5 other examples for which you can find easy ways of getting
products.

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 4. Find the answers to the following questions based on the given
information.
(a) 17 × 23 = 391 (b) 17 × 24 = _______ (c) 17 × 22 = _______
(d) 16 × 23 = _______ (e) 8 × 9 = 72 (f) 18 × 9 = _______
(g) 28 × 9 = _______ (h) 108 × 9 = _______ (i) 18 × 23 = _______

23 24

17
17

To find 17 × 24, how much is to

23 be added to 17 × 23 — 17 or 23?

To find 18 × 23, how much is to

18
be added to 17 × 23 — 17 or 23?

Let Us Think
1. Find the possible values of the coloured boxes in each of the following
problems. The same colour indicates the same number in a problem.
Some problems can have more than one answer.
a) b) c)

× 3 × 3 × 3
---------------------- ----------------------------------- --------------------------------------------

87

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 d) e) f)

× 5 × 5 × 5
---------------------- ----------------------------------- --------------------------------------------
1 0 0 1 0

g) h) i)

× 9 × ×
-----------------------------------
----------------------------------- -----------------------------------
5, 9 9 9 2, 0 0 0

2. Estimate the products on the left and match them to the numbers
given on the right.

25 × 31 2,600
Discuss how you
estimated.
132 × 19 12,500

101 × 11 300

248 × 49 750

12 × 25 1,000

The King’s Reward

One day, a king decided to reward three of his most talented ministers. The
king called them to his court and said, “You all have served my empire with
great dedication. As a reward, I give you three choices of gold.

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 Choose wisely!
Choice 1: Take 5 gold coins and double the number of coins every day for
7 days.
Choice 2: Take 3 gold coins and triple the number of coins every day for 7
days.
Choice 3: Take 1 gold coin and multiply the number of coins by 5 every day
for 7 days.
Minister 1 — I will take 5 gold coins and double the number of coins every
day for 7 days.
Minister 2 — I will take 3 gold coins and triple the number of coins every
day for 7 days.
Minister 3 — I will take 1 gold coin and multiply the number of coins by 5
every day for 7 days.
The King gave 5 coins to Minister 1, 3 coins to Minister 2 and 1 coin to
Minister 3.
Which of the rewards would you have chosen?
After a week, the 3 ministers were surprised at the final amount of gold
coins. Guess who received the most gold coins? Calculate how much gold
coins each minister received.

Multiplication Patterns

1. Notice how the multiplier, multiplicand, and products are changing in

each of the following. What is the relationship of the new product with
the original product? Solve a) completely, and then predict the answers
for the rest.

a) 16 × 44 = 704
1) 8 × 88 = 704 2) 8 × 22 = 176
3) 16 × 22 = ______ 4) 32 × 44 = ______

b) 12 × 32 = 384
1) 6 × 16 = ______ 2) 24 × 16 = ______
3) 24 × 64 = ______ 4) 12 × 16 = ______

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 2. Observe and complete the given patterns

5×5 = 25 5 × 5 = 25
1×1 =1 2×1=2
15 × 15 = 225
11 × 11 = 121 5 × 5 = 25
25 × 25 = 625
111 × 111 = 12,321 3×2=6
35 × 35 = 1,225
1111 × 1111 =________
45 × 45 = ________
55 × 55 = ________

H T O
1×1 1+2 1×2
11 × 12 = 132
11 × 34 = 374 H T O
1×3 3+4 1×4
1×9+1 = 10
11 × 56 = 616 12 × 9 + 2 = 110
11 × 78 = 858 123 × 9 + 3 = 1,110
11 × 54 = ________ 1,234 × 9 + 4 = ________
11 × 82 = ________

Here are some numbers. Remember number pairs from Grade 4? Any
two adjacent numbers in a row or a column are number pairs. Can you
identify the pair whose product is the smallest and another pair whose
product is the largest? Do you need to find every product or can you
find this by looking at the numbers?

8 35 75

32 62 13

66 11 14

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 Let Us Solve

1. Mala went to a book exhibition and bought 18 books. The shop was
selling 3 books for ₹150. After buying the books, she still had ₹20 left.
How much money did Mala have at the beginning?
2. A village sports club organises a women’s football tournament.
The club earned money by selling match tickets and charging fees for
team participation.
They sold 57 tickets for ₹115 each.
They had 3 teams joining the tournament, with each team paying a
participation fee of ₹1,599.
The teams paid ₹1,750 in total to rent the football ground and ₹1,129
for food and water.
(a) H
 ow much money did the club collect in total from ticket sales and
team participation fees?
(b) W
 hat were the total expenses on renting the ground and food and
water?
3. Ananya is watching Republic Day celebrations on the city’s public
ground. There are 12 rows of students sitting in front of her and 17
rows behind her. There are 18 students to her right and 22 students
to her left.
(a) How many rows of students are there in total?
(b) How many students are there in Ananya’s row?
(c) What is the total number of students on the ground?
4. Multiply.
(a) 67 × 78 (b) 34 × 56 (c) 45 × 263
(d) 86 × 542 (e) 432 × 107 (f) 310 × 120
5. If 67 × 67 = 4489, without multiplication find 67 × 68.
6. If 99 × 100 = 9900, without multiplication find 99 × 99.

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 Chapter
Shapes and
7 Patterns

Weaving Mats

You ma y ha ve seen woven ba skets

of different kinds. If you look closely,
you will notice different wea ving
pa tterns on ea ch ba sket.
We will try wea ving some ma ts with
pa per strips.
1. Let us make paper mats.
You will need — A coloured pa per (30 cm long
a nd 20 cm wide) a nd eight pa per strips of
two dif ferent colours (3 cm wide a nd longer
tha n 20 cm).
(a) Take a coloured paper 30 cm long and
20 cm wide.
(b) Fold the coloured paper in half along the
longer side.
(c) Draw vertical lines at equal distances from the closed
end a nd cut slits lea ving a ga p of 3 cm a t the top.
(d) Carefully unfold the paper. There will be no cuts in the
pa per a t the top a nd the bottom.
(e) Now cut 8 paper strips of 3 cm width in 2 colours and
of length slightly longer than 20 cm.
(f) Take one colour strip and weave it across the slits going
1 under and 1 over, and again 1 under and 1 over.
Repeat it for the first row.
(g) Take one more strip of another colour and weave it
across the slits going 1 over and 1 under, and again
1 over and 1 under. Repeat it for the second row.
(h) Weave all the strips in the same alternating pattern.
Neatly fold any extra strip ends behind the mat.
Your mat is ready!
We ca n describe the pa ttern of the a bove wea ve a s f ollows.
Row 1 — 1 under, 1 over, 1 under, 1 over, … (repea t)
Row 2 — 1 over, 1 under, 1 over, 1 under, … (repea t)

Chapter-7 Shapes and Patterns.indd 92 7/2/2025 3:35:10 PM

 2. Can you figure out how to make this mat?
Let us try to understand how this mat is woven by looking
at the pattern in the first two rows.
Row 1 — 2 over, 1 under, 2 over, 1 under, ...
Row 2 — 2 under, 1 over, 2 under, 1 over, …
You can use strips of the same colour or 2 different
colours, one for each row.
3. Try to weave a pattern, using the rules given below.

Row 1 — 2 over, 1 under, 2 over, 1 under, ... (repeat).

Row 2 — 1 under (do not repeat), 3 over, 3 under, 3 over,
3 under, ... (repeat).
Row 3 — 2 under, 1 over, 2 under, ... (repeat).
Row 4 — 1 over (do not repeat), 3 under, 3 over ... (repeat).
Continue weaving in this order.

4. Can you work out the steps

for any of these designs and
weave the pattern?
Write the steps of the pattern
in your notebook for each row
until it starts repeating.

Let Us Try
Draw the following pattern on a grid
paper. Part of it is done for you.
Now, complete
the rest of the
grid to get the
full design.

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Chapter 7.indd 93 05-07-2025 16:03:07

 Tiling and Tessellation

We often use tiles of the same shape or a combination of shapes to cover

a region.
You can see pentagons (5-sided figures) in this figure.
As all its sides are equal it is a regular pentagon.
Shapes that have equal sides are called regular shapes.
We have placed 3 pentagons around a point. Can we fit
one more into the empty space?
Pentagons cannot fill a region without leaving gaps. So,
we say that regular pentagons do not tessellate.

Find Out

Can regular triangles fit together at a point without any gap? How many
of them fit together? (A sample triangle is given at the end of the book).
Do you see that regular triangles fit around a point as
shown here?
Regular triangles when fitted around a point leave
no gaps and there is no overlap.
Triangles with all equal sides are also called equilateral
triangles.
Therefore, equilateral triangles tessellate. Can squares
(a regular 4-sided shape) fit together around a point without
any gap or overlap? Try it out using cutouts of squares (a sample square is
given at the end of the book). How many squares did you need?

Can five squares fit together around a point without any gaps or overlaps?
Why or why not?

Can regular hexagons (6-sided shapes with equal sides) fit

together around a point without any gaps or overlaps? Try
and see (a sample hexagon is given at the end of the book).
How many fit together at a point?

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Chapter 7.indd 94 05-07-2025 16:03:08

 Here is a tessellating pattern with more than one shape.
What shapes have been used in this pattern? _____________, _____________.

Continue the pattern given below and colour it appropriately.

A regular octagon means a shape with eight

equal sides.
Do regular octagons fit together without any gaps or
overlaps? Try drawing the same and check.
Regular octagons do not tessellate.

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Chapter 7.indd 95 05-07-2025 16:03:12

 Look at the pattern given below. What shapes are coming together at the
marked points? Are the same set of shapes coming together at these points?
Continue the pattern and colour it appropriately.

Here is a tiling pattern made using two different shapes — squares and
triangles. Are the triangles equilateral? Why or why not?

What shapes are coming together at the marked points?

Are the same set of shapes coming together at these points?
Continue the pattern and colour it appropriately.
Create similar patterns using other cutouts of shapes.
A rhombus is a shape with all equal sides. It has been divided
into four triangles.

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 You will find a copy of this rhombus at the end of the book. Cut out the
triangular pieces for the following activities.
What geometrical shapes can you make by fitting 2 of these triangles
together? Trace the shapes you created.

1. How many different types of triangles can you make?

Now, observe and measure the sides of these triangles. What do you
notice?
Each triangle has 2 equal sides. Such triangles are called isosceles triangles.
Trace the isosceles triangles on a paper and cut them out. Fold them in
half. What do you notice about their angles?

Each isosceles triangle has 2 equal angles.

2. Is it possible to make a triangle where all three sides are equal
(equilateral triangle)?
3. Is it possible to make a triangle where all three sides are unequal?

Try This

Cut the equilateral triangle provided at the end of the book. Check if all
the angles of an equilateral triangle are equal—just like you did with the
isosceles triangle.

Equilateral triangles have equal angles.

Now, cut the equilateral triangle in half. How many

sides of each new triangle are equal?
Triangles that have no equal sides
are called scalene triangles.
Check in scalene triangles whether any two or more angles are equal?

Note for Teachers: Encourage the learners to use paper folding methods to compare
the angles of a shape.

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 4. How many different 4-sided shapes (quadrilaterals) can you make?
Here are three possible shapes.

Have you made a shape like the one shown on

the right? 1 2
This shape is called a kite.
What do you notice about the sides of a kite?
Side 1 = Side 2.
Similarly, Side 3 = Side 4. 4 3
These sides are called adjacent sides.
Here are two other possible quadrilaterals that are not kites.

A B

5. Measure the sides of each of these two quadrilaterals A and B. What do

you notice?
Are there any pairs of sides that are equal? Which pairs are equal—
adjacent or opposite?

Quadrilaterals whose opposite sides are equal are called parallelograms.

What types of angles do quadrilaterals A and B have? Which angles are
equal in each of the above parallelograms?
In parallelogram A, opposite angles are equal.
In parallelogram B, all angles are equal and are right angles. Such a
parallelogram is called a rectangle.
A rectangle is a special type of parallelogram.

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 6. In the grid given below, draw two different kites and parallelograms each.

7. Now, use 3 triangles from the rhombus to form shapes. How many
sides do each one of them have?
Using 3 triangular pieces of the rhombus, try creating a (a) 3-sided shape,
(b) 4-sided shape, and (c) 5-sided shape.
8. Which of these shapes can be made with all 4 pieces? Try and find out.
(a) Square (d) Pentagon (5-sided)
(b) Rectangle (e) Hexagon (6-sided)
(c) Triangle (f) Octagon (8-sided)

Tangram

Look at the tangram set given at the end of your textbook.

Cut out all the shapes. Name them.
(a) How are they same or different from each other?
(b) What do you notice about the angles of each of the
shapes?
(c) What do you notice about the sides of each of the shapes?

Now, use some or all of the pieces of your tangram set to make the following
sha pes. There ma y be more tha n one wa y to do it.

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 Which Shape Am I?

Match the statements with appropriate shapes. Do some of them describe

more than one shape?

Statement Shape
All my angles are right angles, but all
1. my sides are not equal.
All my sides are equal, but all my angles
2. are not. (Square)

My opposite angles are equal, but my

3. sides do not make a right angle.
Two pairs of sides are equal, but they do (Rectangle)
4. not make a right angle.
All my sides make right angles with
5. each other and are equal.
(Rhombus)
My opposite angles are equal and so are
6. my sides.
My opposite angles are equal and my
7. sides make right angles. (Parallelogram)

(B)
Kites
Make your own kite shape.
(a) Start with a square piece of paper.
(b) Take one corner of the paper and fold it
towards the opposite corner, creating a sharp
crease along the diagonal.
(A)
(c) Open and fold the corner A inwards, aligning
the edge with the crease you just made.
(d) Repeat on the other side, folding the other B
corner B inwards to align with the crease at
the centre. A
You have a kite shape!
What shapes do you see in the kite?

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Chapter 7.indd 100 05-07-2025 16:03:36

 Play with Circles

Do you remember a circle?

(a) Draw a circle with a compass and mark its centre.
(b) Draw its diameter. Mark the endpoints of the diameter.
(c) Draw another diameter of the circle and mark the endpoints.
(d) Now join the four points.
What sha pe is formed? Check the sides of the
qua drila tera l a nd the a ngles obta ined.
Try with a dif ferent pa ir of dia meters.
Wha t do you notice a bout the sha pe tha t is formed?
Is it possible to crea te a 4-sided sha pe other
tha n a recta ngle through this process?

Circle Designs
Look a t the circle given below. It is ma rked with points 1 to 24.
Join points 1 to 11, 11 to 2, 2 to 12, a nd so on till you rea ch ba ck a t 1.
(Try it with diff erent coloured threa ds on a thick pa per or cloth.)

Step 1 1 2
Step 2 1 2
Step 3 1 2
24 24 24
3 3 3
23 23 23
2 2 2
4

4
2

2
21

21

21
5

5
20

20

20
6

6
19

19

19
7

7
18

18

18
8

8
17

17

17
9

9
6

6
1

1 0 1 0 1 0
11 11 11
15 15 15
14 13 12 14 13 12 14 13 12

Ca n you think of a wa y to ma ke a design

exa ctly like the ima ge given here? Try to
ma ke it.

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 Cube Connections

1. Here are three views of a cube. Can you draw them on the net in the
correct order?

2. Here are some big solid cube frames. How many small cubes have been
removed from ea ch cube?
(a)
(c)

(b)

3. Nisha has glued 27 small cubes together to make a large solid

cube. She paints the large cube red. How many of the original
small cubes have—
(a) three faces painted red? ______ (b) two faces painted red? ______
(c) one face painted red? ______ (d) no faces painted red? ______

Puzzle

Ta nu a rra nged 7 sha pes in a line. She used 2 squa res, 2 tria ngles, 1 circle,
1 hexa gon, a nd 1 recta ngle.
Find her a rra ngement using the following clues:
(a) The square is between the circle and the rectangle.
(b) The rectangle is between the square and the triangle.
(c) The two triangles are next to the square.
(d) The hexagon is to the right of the triangle.
(e) The circle is to the left of the square.
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 Icosahedron and Dodecahedron

What do these names mean? Once you count their faces, you will know.

Use the nets provided at the end of the book to make icosahedron and
dodecahedron models.

What shapes do you see in an icosahedron and a dodecahedron?

Icosahedron: ........ Dodecahedron: ........

Do all the faces look the same?

Icosahedron: ........ Dodecahedron: ........

How many faces meet at a vertex (point)?

Icosahedron: ........ Dodecahedron: ........
Do the same number of faces meet at each vertex?
Icosahedron: ........ Dodecahedron: ........

How many edges do you see?

Icosahedron: ........ Dodecahedron: ........

How did you count them such that you do not miss out any edge or count
an edge twice?
Can you think of any other solid shapes that have faces that look the same?
Do the same number of faces meet at each common vertex? ………..
You can also build some 3-D shapes using straws or ice-cream sticks and
clay or play dough.
Which shapes did you make ?

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 Chapter
Weight and
8 Capacity

Check! Check!
Anu has recorded the weights of the items in her house. Check if she has
recorded them correctly by putting a tick against them if they look correct.
1. Iron Almirah – 40 g
2. Bed – 60 kg
3. Rice Bag – 5 kg
4. Sofa – 30 g
5. Bucket – 1 kg 800 g
6. Water Bottle – 650 g
7. Refrigerator – 50 g

Let Us Do
Read the scales. Write the correct weight in the space given below.
a b c
0 0 0
4 kg 2 kg 6 kg
5 kg 1 kg
3 kg 1 kg
4 kg 2 kg
2 kg 1 kg 3 kg

............g ......kg.......g ......kg.......g

d e f
0 0 0
4 kg 1 kg 1 kg

3 kg 1 kg 750 g 250 g 750 g 250 g

2 kg 500 g 500 g

......kg.......g ...............g ...............g

Note for Teachers: The learners should be capable of reading various types of
weighing scales in different settings for measuring weights of different objects.
Help learners to make sense of each of the scales and make them understand how
the ‘0’ works in each scale.

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 Different Units but Same Measure

Bags are weighed on two different weighing balances. One weighing balance
displays weight in kilograms and other displays weight in grams.

2 kg 2000 g

Match the bags that have the same weights. You can use the double number
line given below.

Weighing Balance 1 Weighing Balance 2

5 kg 3,000 g

10 kg 6,000 g

3 kg 10,000 g

6 kg 30,000 g
Notice the
25 kg 5,000 g
relationship
between
30 kg 25,000 g
kg and g.

×3

1 kg 3 kg 8 kg ____ kg 20 kg ____ kg 30 kg

×1000

1,000 g _____ g _____ g 15,000 g _____ g 25,000 g _____ g

×___
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 Let Us Find

Shrenu is baking cakes for her shop. She needs 3 kg 500 g flour.
Her kitchen scale measures only in grams. What should her kitchen scale
show for 3 kg 500 g of flour?
3 kg = 3,000 g
3 kg 500 g = 3,500 g

3000 g

What would be 2 kg 250 g flour in grams?

2 kg = 2,000 g
2 kg 250 g = 2,250 g

Let Us Find

1. Shamim and Rehan observed someone buying sugar weighing 5 kg 50 g.

They thought of the quantity in grams. How much is it?

5,050 g No, it is
5,500 g

Who do you think is right and why?

2. Complete the conversions by filling in the blanks. You can use the double
number line given below on which some numbers have been marked.
1 kg 3 kg ___ kg 7 kg 8 kg ___ kg ___ kg ___ kg ___ kg
___ g ___ g

1,000 g ____ g 4,000 g ____ g ____ g 10,000 g 12,000 g ____ g ____ g

(a) 7 kg 67 g = ___________ g (d) 10,760 g = _____ kg ____ g

(b) 3 kg 300 g = ___________ g (e) 4,080 g = _____ kg ____ g
(c) 8 kg 69 g = ___________ g (f) 12,042 g = _____ kg ____ g

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 Comparison between Different Weights

1. Harpreet's family planned a picnic over the weekend. Her mother and
father packed different food items to take along. The following is the
list of fruits they carried.

Watermelon – 3 kg
Pineapple – 1 kg 750 g
Apples – 1 kg 250 g
Mangoes – 2 kg

Among the fruits they carried, which one has the

(a) highest weight? __________
(b) least weight? __________
(c) Arrange the items in descending order of their weight.
__________ __________ __________ __________

2. Compare the weights using <, =, > signs.

(a) 1 kg 600 g __________ 1,700 g

(b) 1 kg 600 g __________ 1 kg 60 g
(c) 10 kg 35 g __________ 10035 g
(d) 1 kg 600 g __________ 2 kg 500 g
(e) 5 kg 50 g __________ 4 kg 500 g
(f) 900 g + 7,000 g __________ 7 kg + 900 g

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 Milligram
How much weight can an ant carry?
How much does an ant weigh?
Ants weigh between 1 milligram and 5 milligrams. They can carry a lot
more weight than their own weight.

What is a
1 g = 1,000 milligram (mg)
milligram?

Let Us Find

1. If a sugar sachet weighs 5g, how much will it be in milligrams?

2. Complete the double number line below appropriately.

1000 mg _____ mg 12,000 mg 20,000 mg _____ mg 31,000 mg

1g 5g 12 g _____ g 25 g _____ g

3. An ornament weighs 4 g 100 mg. What will be the weight in milligrams?

Converting g to mg is similar to
converting kg to g.
4 g = 4,000 mg
4 g 100 mg = 4,100 mg

4. A goldsmith has made an ornament weighing 10 g 500 mg. What will its
weight be in milligrams? _____________________

Note for Teachers: Discuss objects that are light and measured in milligrams (mg),
like ingredients in medicine, gold ornaments, etc. Encourage the learners to explore
and find similar objects around them.

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 5. Compare the weights using <, =, > signs.

(a) 20 g ___________ 200 mg

(b) 16 g 50 mg ___________ 50 g 16 mg
(c) 2,010 mg ___________ 2 g 100 mg
(d) 9,000 mg ___________ 90 g
(e) 5,000 g ___________ 7,500 g
(f) 800 mg + 88 mg ___________ 880 mg + 8 mg

Did you know?

100 kg = 1 quintal
1,000 kg = 1 tonne
10 quintals = 1 tonne

6. Observe the pictures given below and fill in the blanks.

× 40

5,000 kg ............ kg
7. Answer the following questions.
(a) 5,000 kg = ______ quintals = _____ tonne
(b) 9,000 kg = _____ quintals
(c) ______ kg = 8 tonnes

King’s Weight
In a kingdom, the king donates wheat
grains equal to 10 times his weight on
his birthday.
(a) If he donates 800 kg of wheat grain this
birthday, what is his current weight? _______ kg.
(b) If he had donated 780 kg of wheat grain on his last birthday,
what was his weight last year? _______ kg.
(c) How much weight did he gain in a year until this birthday?_______ kg.

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 From Tiny to Big

1,000 mg = 1 g
1,000 g = 1 kg
100 kg = 1 quintal
10 quintals = 1 tonne

The Grocery Store

Rathna went to the local grocery store and bought several items.
She bought 2 kg 500 g rice for daily use and 1 kg 750 g additional rice for
the upcoming Pongal festival. How much total rice did she buy?

I can think like this kg g We can add

2 kg 500 g + 1 kg 750 g 1 and
= 3 kg + 500 g + 750 g. subtract like
500 g + 750 g 2 5 0 0 quantities.
= 500 g + 500 g + 250 g
= 1 kg + 250 g + 1 7 5 0
So, total rice bought is 4 kg
250. 4 1 2 5 0

1 Grams 1,000 g = 1 kg
2 5 0 0 We can also convert
the quantities into grams.
+ 1 7 5 0 2,500 g + 1,750 g

4 1 2 5 0 = 4 kg 250 g
How much extra rice did she buy for household use than for the Pongal
festival?

Note for Teachers: Please note that three different ways have been suggested above
for adding and subtracting weights. The need for these different strategies arises
depending on the numbers used. If the numbers are 250, 500, 750 or even 200, 400,
500, etc., we can add and subtract numbers orally. In fact, we should encourage
these mental strategies to be able to use mathematics for daily life problem-solving.
When numbers are not amenable to such oral calculations, the learners can choose
one of the column strategies provided here, based on their comfort. Help learners
observe the similarity between subtraction of numbers and subtraction of quantities
like weights.

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 kg g kg g
I can also think like this.
We have to do 1 1 0 14 10
2 kg 500 g – 1 kg 750 g.
Take away 500 g from 2 1 5 0 0 2 1 5 0 0
2 kg 500g.
We get 2 kg. – 1 7 5 0 – 1 7 5 0
Take away 1 kg from
2 kg. We get 1 kg. Convert 0 7 5 0
Now, take away 250 g. 1 kg = 1000 g
We get 750 g.
Grams
1 14 10 Convert the
2 5 0 0 quantities into grams.
We get 2500 g and 1750 g.
– 1 7 5 0 Now subtract as before.

0 7 5 0 = 750 g

Let Us Do

1. A restaurant owner uses 5 kg 200 g, 8 kg 900 g, and 12 kg 600 g of

onions over 3 days. What is the total weight of onions used by the
restaurant owner in 3 days?
2. Aarav is helping his grandfather at the fruit stall. He lifts two baskets
of apples weighing 2 kg 100 g and 3 kg 950 g. What is the total weight
of apples he lifted?
3. 4 kg 500 g of sand is used from a sack weighing 10 kg. How much
sand is left in the sack?
4. A rice sack weighs 9 kg 750 g. After some rice is used, it weighs
3 kg 700 g. How much rice was used?
5. A delivery truck delivered 17 kg 900 g of supplies in the morning and
12 kg 700g in the afternoon. How much total supplies did it deliver?
6. A box of books weighs 14 kg 750 g. After removing some books,
the weight of the box is 10 kg 500 g. What is the weight of the
books removed?
7. In a community kitchen of a Gurdwara, 65 kg of flour was purchased
on one day. Out of this, 42 kg 275 g flour was used for preparing
langar. The next day, an additional 52 kg 500 g of flour was bought.
What is the total quantity of flour now available in the kitchen store?

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 More Operations on Weight

1. A farmer weighs a sack of potatoes and finds it to be 10 kg 500 g.

If the farmer has 4 such potato sacks, what is the total weight of all
the sacks?
4 × 10 kg 500 g You can find the product by
= 4 ×10 kg and 4 × 500 g multiplying the kg and g separately
= 40 kg + 2000 g and adding the two. You can also
convert the quantity into grams and
= 40 kg + 2 kg = 42 kg. then multiply.

2. A box of nuts weighing 4 kg 800 g is equally distributed into 4 smaller

boxes. What is the weight of each small box in grams?
4 kg ÷ 4 = 1 kg
We can also convert the
800 g ÷ 4 = 200 g quantity into grams and
So, 4 kg 800 g ÷ 4 = 1 kg 200 g divide
4800 ÷ 4 = ?
Let Us Do

1. The cost of some grocery items is given in the following table.

Find the total cost of each item.
Item Weight Cost of 1 kg Total cost

Rice 12 kg 500 g `60

Flour 7 kg 250 g `40
Sugar 5 kg `45
Chana dal 3 kg 600 g `70
Besan 4 kg `60
Jaggery 1 kg 400 g `50

2. 4 people need 500 g rice for a meal. How much rice will be needed for
8 people if they eat similar quantity of rice?

4 people ×2 8 people

500 g ×.... ..........g

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 3. 5 kg of tomatoes cost `73. How much will 10 kg of tomatoes cost?

5 kg ×2 10 kg

`73 ×.... `..........

4. Nitesh is a scrap dealer. How much would he

have paid for
(a) 16 kg of old newspaper, if he paid `8 for
every 1 kg of newspaper?
(b) 20 kg iron, if he paid `200 for every 10 kg of
iron?
(c) 10 kg plastic, if he paid `30 for 5 kg of plastic?
 ake double number lines for answering (b)
M
and (c).

Measuring Capacity

1. You must have seen tea being prepared at your home. How much
water and milk do we need to make 2 cups of tea?
Do we need 1 l of water to make 2 cups of tea?
Is 500 ml of water enough for 2 cups of tea?
2. A bucket can hold a maximum of 20 ml of water. Is this statement
correct? Which unit should be used in such a situation?

Big to Small, Small to Big

1. Ramiz brings a 500 ml water bottle to school. He drinks two bottles at

school. How much water does he drink at school?
Ramiz drinks ___________ml + ___________ml = _________ml.
Ramiz drinks ____ l of water in a day.
2. Muskaan drinks 3 l of water in a day. How many times would she need
to refill a 500 ml water bottle? ________________.
Muskaan drinks _________ ml of water in a day.

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 3. Write the total capacity of the following containers in each blank.
1l 1l
500 ml
500 ml
400 ml
100 ml 400 ml
500 ml 300 ml 500 ml 300 ml
200 ml
50 ml 200 ml
100 ml
100 ml

_____ l ________ ml ______ l ________ ml

1l 1l
500 ml
100 ml 100 ml 400 ml
100 ml
300 ml 500 ml 500 ml
50 ml 50 ml 200 ml 50 ml
100 ml

_____ l _________ ml _______ l ________ ml

Different Units but Same Measure

The Milkman’s Delivery

Khayal chacha delivers fresh cow milk to homes.

Bhalerao’s family orders 2l of milk everyday.

This family has a vessel marked in ml only. What mark

will you see in the vessel corresponding to 2 l ?

1l
2l 6l 8l ____ l 14l ____ l ____ l

2000 ml ___ ml ___ ml 12,000 ml ___ ml 20,000 ml 25,000 ml

1000 ml
Khayal chacha delivers the following amounts of milk each week to different
families.
Milk Delivered in
Family Quantity in ml
a Week in l
Arora’s 8
Nair’s 14
Shrivastava’s 12,000
Das’s 20,000
Rao’s 25,000

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 Dev’s family needs 1 l milk every day. On Sunday, they need 500 ml more.
Quantity of milk they need on Sunday = 1 l + 500 ml
= 1,000 ml + 500 ml = 1,500 ml.

Let Us Think

1. Mary and Daisy filled their bottle with 1l 400 ml of water. They wondered
about the capacity of the bottle in ml. How much is it?

No, it is
1,400 ml 1,040 ml.

Who do you think is correct and why?

2. Convert and fill in the blanks appropriately. You can use the double
number line given earlier.
(a) 3 l 8 ml = _____ml (b) 9 l 90 ml = _____ ml (c) 14,075 ml = ____l ____ml
(d) 8 l 86 ml = ____ ml (e) 12,200 ml = ____l _____ml (f) 18,350 ml = ____l ____ml

Let Us Compare

1. Kiran owns a petrol pump.

She records the details of
the sales of petrol in a day.

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 2.
No. of Quantity of Fuel in Total Quantity of
Vehicle
Vehicles Each Vehicle (in litres) Fuel (in litres)
Truck 3 500
Bus 6 300
Car 10 50
Auto Rickshaw 12 8

Two-wheeler 25 5

(a) How much more fuel is bought for buses than for trucks?
(b) What is the total quantity of fuel filled from the petrol pump on
that day?
3. Compare the following quantities using the signs <, =, >.

(a) 5 l 600 ml ___________ 5,400 ml

(b) 10 l 100 ml ___________ 1 l 600 ml
(c) 190 ml + 800 ml ___________ 800 ml +109 ml
(d) 3 l 600 ml ___________ 3,600 ml
(e) 4 l 50 ml ___________ 4 l 500 ml

4. Sam and Tina fill petrol in their bikes. Tina bought 2 l 500 ml of petrol.
Sam bought 2 l 800 ml more petrol than Tina. How much petrol did
Sam buy?

Sam found the quantity of petrol by adding like quantities.

l ml
2 l 500 ml + 2 l 800 ml 1
= 2 l + 2 l and 500 ml + 800 ml
2 5 0 0
= 4 l and 1,300 ml
= 4 l and 1 l and 300 ml + 2 8 0 0
= 5 l 300 ml.
5 1 3 0 0

1 l =1,000 ml

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 Tina converted the quantities into ml, that is, 2,500 ml and 2,800 ml.

1 ml
2 5 0 0

+ 2 8 0 0
5 13 0 0

Total quantity of petrol bought by Sam = 2,500 ml + 2,800 ml = 5,300 ml =

5 l 300 ml.
After refueling, Sam found his fuel gauge reading 9 l. How much fuel did his
bike have before refueling?
Quantity of fuel Sam’s bike had before refueling is–

+ 5 l 300 ml Convert
1 l =1,000 ml.
? 9l
9 l – 5 l 300 ml
l ml
8 10

We can do this by 9 0 0 0
converting both the
quantities in ml also, – 5 3 0 0
9,000 ml – 5,300 ml.

3 7 0 0

Sam’s bike had 3 l 700 ml of fuel before refuelling.

Note for Teachers: Explain the addition and subtraction algorithm as was done in
the case of weight. Encourage the learners to choose the strategy they are comfortable
with. Teachers can create several more problems like this. To help learners master
such problem-solving, choose numbers mindfully — preferably multiples of 10, 100,
or 1000.

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 Let Us Solve

1. Riya is filling water bottles for a picnic. She fills one 2 l bottle and four
500 ml bottles. Her friend, Aarav fills three 750 ml bottles. Who filled
more water, Riya or Aarav? How much more?

2. A bottle of milk is poured equally into 8 glasses, leaving 120 ml of milk

in the bottle.

(a) If each glass has a capacity of 360 ml, what is the total capacity of
8 glasses?
(b) How much milk was there in the bottle initially?
(c) If 1 l of milk costs `40, how much will 3 l milk cost?

3. A juice vendor has a 5 l container of orange juice. Each glass has a

capacity 250 ml.

(a) How many full glasses can he serve before the container becomes
empty?
(b) If he has already served 10 glasses, how much juice is left?
(c) If 250 ml of juice is sold at `25, how much will he earn by selling
5 l juice?
4. In a factory, 8 l 400 ml of oil needs to be equally poured into 7 containers
for storage. How much oil will each container hold?
5. If one container can hold 1 l 75 ml of buttermilk, how much buttermilk
will be there in 8 such containers?

Use the double number line whenever needed to solve such problems.

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 Chapter

9 Coconut Farm

Observe the following array of coconuts. Write two division facts using the
given multiplication fact.

35 ÷ 7 = 5
5 35 split into 7 groups has 5 in each group.

5 × 7 = 35

Think and answer

35 ÷ 1 = ______

35 ÷ 5 = 7
35 split into 5 groups has 7 in each group.

sion 5 × 7 = 35
Divi cts Notice!
Fa 35 ÷ 5 = 7
Dividend (N) = Divisor (D) × Quotient (Q)
35 ÷ 7 = 5

Dividend (N) Divisor (D) Quotient (Q)

Write the appropriate multiplication fact for the array shown below. Write
two division facts that follow from the multiplication fact.

_______ ×_______ = _______

_______ ÷ _______ = _______
_______ ÷ _______ = _______

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 Let Us Play

Identify the numbers that can fill the circles such that the numbers in the
squares are the products or the quotients of the numbers in the circles.

72 60 48 36 24 40

36 x 2 x x x x x

54 42 56

÷ ÷ ÷ 54 ÷ 42 ÷ 56 ÷

Let Us Do

1. Solve the following multiplication problems. Write two division

statements in each case.

30 × 30 = ________ 15 × 60 = _______
_______ ÷ _______ = _______ _____________________
_______ ÷ _______ = _______ _____________________

400 × 8 = ________ 200 × 16 = _________

_____________________ _____________________
_____________________ _____________________

Observe the relationship

between the divisor, dividend, and quotient.

Note for Teachers: Encourage the learners to recognise the connection between
multiplication and division. Help them observe that every multiplication statement
can lead to two related division statements. Help them notice the relationship between
the number, divisor, and quotient. Provide opportunities to practice multiplication
tables through games and puzzles like the ones above.

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 2. Solve the following division problems. Notice the patterns and discuss
in class.
How many 3s in 150?
5 × ______ = 500
_____ × 3 = 150

150 ÷ 3 = _____ 80 ÷ 4 = _____ 500 ÷ 5 = _____

100 ÷ 10 = _____ 300 ÷ 100 = _____ 500 ÷ 50 = _____

200 ÷ 20 = _____ 440 ÷ 44 = _____ 630 ÷ 63 = _____

44 × __ = 440

Patterns in Division and Place Value

10 × ______ = 1000 37 × ______ = 3700

1000 ÷ 10 = _____ 1000 ÷ 100 = _____ 1600 ÷ 4 = _____

2000 ÷ 2 = _____ 2000 ÷ 20 = _____ 3700 ÷ 37 = _____

3300 ÷ 3 = _____ 3300 ÷ 300 = _____ 4000 ÷ 40 = _____

Now fill the place value chart.

What is happening to the
Problem H T O quotients in each case?
Discuss.
40 ÷ 10 = 4
400 ÷ 10 = 4 0 Problem H T O
4000 ÷ 10 = 4 0 0 110 ÷ 11 =
700 ÷ 70 = 860 ÷ 86 =
1400 ÷ 100 = 7500 ÷ 750 =
220 ÷ 20 = 8800 ÷ 88 =
2200 ÷ 20 = 2400 ÷ 24 =

What patterns do you notice here?

440 ÷ 22 =

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 Let Us Do

1. Sabina cycles 160 km in 20 days and the same distance each day.
How many kilometres does she cycle each day?
2. How many notes of ₹100 does Seema need to carry if she wants to buy
coconuts worth ₹4200?
3. The owner of an electric store has decided to distribute ₹5500 equally
amongst 5 of his employees as a Diwali gift. What amount will each
employee get?
What will happen if he distributes the same amount of money among
10 employees? Will each employee get more or less? How much money
would he have to distribute if everyone must get the same amount
as earlier?
4. Place the numbers 1 to 8 in the following boxes so that all the four
operations, division, multiplication, addition and subtraction are
correct. No number must be repeated.

÷ =

– ×
How did you think about solving
this?

Is there more than one answer?

+ =

5. Fill in the blanks

(a) _____ ÷ 18 = 100. (e) 870 ÷ _____ = 87.
(b) _____ ÷ 10 = 610. (f) _____ ÷ 100 = 70.
(c) _____ ÷ 100 = 72. (g) 200 ÷ _____ = 2.
(d) _____ ÷ 100 = 10. (h) 130 ÷ _____ = 13.

Note for Teachers: Encourage learners to notice relationships between simple

multiplication facts and multiples of tens and hundreds in division problems like
the above.

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 Mental Strategies for Division
I can do it in a
different way.
Observe the division carefully.

I can split the number 2. 1992 ÷ 4

into convenient parts. 1992 = 2000 – 8
2000 ÷ 4 = 500
1. 1248 ÷ 6 8÷4=2
1248 = 1200 + 48 So, 1992 ÷ 4 = 500 – 2 = 498.
I know 1200 ÷ 6 = 200
and 48 ÷ 6 = 8
Can you give 5 such examples where
So, 1248 ÷ 6 = 200 + 8 = 208. you can split the number conveniently?

For which other divisors and dividend might 3. 128 ÷ 4

this strategy of repeated halving work? To divide by 4, I can halve twice.
? Half of 128 is 64.
? ? Half of 64 is 32.
Try It!
1. 64 ÷ 4 2. 265 ÷ 5

+ +
÷4 ÷4 ÷5 ÷5
+ = + =

3. 1560 ÷ 8 4. 4824 ÷ 24

– +
÷8 ÷8 ÷ 24 ÷ 24
– = + =

Halve 168 Halve _____ Halve _____

5. 168 ÷ 8

Halve 144 Halve _____

6. 144 ÷ 4

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 Let Us Solve

Solve the following problems using strategies used in the previous question.
(a) 256 ÷ 4 (c) 147 ÷ 7 (e) 648 ÷ 12 (g) 775 ÷ 25
(b) 545 ÷ 5 (d) 1212 ÷ 6 (f) 9648 ÷ 48 (h) 796 ÷ 4

Susie’s Farm in Kerala

1. Susie and Sunitha have a large coconut farm

and they have harvested 1,117 coconuts in April.
They sold 582 coconuts equally to 6 regular
customers. How many coconuts did each
customer get?
They sold 582 ÷ 6 coconuts to each customer.

6) 582 (20+20+20+20+10+7
–120 Estimate the answer first.
------------ Do you realise that each
462 Susie’s solution customer will likely get less than
–120 100 coconuts?
------------
342 9 7
–120
------------
222 6) 582 (90 + 7
–120 –540
Sunitha says she has a
------------ ------------ better way to do this
102 42
–60 –42
------------ ------------
42 00
–42
------------ Each customer gets 97 coconuts.
00
Do you think Sunitha’s method is better? Discuss which one you would
prefer and why.
Each bag can hold 25 coconuts. How many bags would be needed to
pack 97 coconuts?
3 bags will hold 75 coconuts. They will need another bag to fill the
remaining coconuts. So, each person will get 4 bags.

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 2. They pack the remaining coconuts for drying and extracting oil. They
can pack 25 coconuts in each bag. How many bags
will they need to pack the remaining coconuts?
The number of coconuts left after selling 582
coconuts, is 1117 – 582 = 535.
The number of bags needed is 535 ÷ 25.
Guess the number of bags
needed. Use the strategies 2 1
learnt.

25) 535 (20 + 1

Let us take away
–500 maximum groups of 25 in
------------
35 multiples of tens. Can we
write 30 here?
–25
------------
Remainder 10
(R)
They need 21 full bags and 1 more bag to pack the 10 remaining coconuts,
that is, 22 bags.

Let Us Learn to Divide

726 ÷ 4 902 ÷ 16
4) 726 (100 + + 16) 902 ( +6
– –800 What should we write
------------ Could we have ------------
326 here so that we get a
written 200 here? number close to 902 but
–320 – 96 less than it? Could we
------------ ------------
6 6
have multiplied
16 by a larger tens?
–
------------
2
Sometimes, the divisor (D) does not completely divide the dividend (N) and
leaves a remainder (R). What is the relationship between the dividend (N)
and divisor (D), quotient (Q), and remainder (R)? Try to find out!
Is 726 = 4 × 181? Yes/No. So, 726 = 4 × 181 + ________.
N=D×Q+R
Is 902 = 16 × 56? Yes/No. So, 902 = 16 × 56 + ________.

Note for Teachers: Encourage the learners to divide using partial quotients and
work like Susie. But we may also push them to choose a more optimal strategy
(like Sunitha’s) by choosing the multiplier or quotient more carefully to reduce the
number of steps. This will help us reach closer to the standard algorithm.

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 Let Us Solve

Solve the following word problems

1. Rani is planning to host a party. She estimates that 250 guests will
attend. She plans to serve one samosa to each guest. Samosas are
available in packs of 6 or 8. Which pack should Rani buy? Explain
your answer.
2. 342 students from a school are going on a trip to the Science Park.
Each bus can carry a maximum of of 41 students. How many buses
does the school need to arrange ?
3. Sofia has only ₹50 and ₹20 notes. She needs to pay ₹520 using these
notes. How many ₹50 and ₹20 notes does she need to make ₹520?
Find out the different possible combinations.
4. Three friends decide to split the money spent on their picnic equally.
They buy snacks and sweets for ₹157, juice and fruits for ₹124 and
pulav and paratha for ₹136. How much should each person pay to
share the cost equally?
5. Identify the remainder, if any. Check if N = D × Q + R.
(a) 887 ÷ 3 (d) 767 ÷ 26
(b) 283 ÷ 8 (e) 530 ÷ 41
(c) 745 ÷ 5 (f) 888 ÷ 67

Kalpavruksha Coconut Oil

1. In a particular year, Susie and Sunitha used 4376
coconuts for extracting coconut oil. They can extract 1l
of oil from 8 coconuts. What quantity of oil were they
able to extract?
They would get 4376 ÷ 8 litres of coconut oil.
8) 4376 (200+200+100+40+7
5 4 7
–1600
------------
2776 Susie’s solution 8) 4376 (500 + 40 + 7
–1600 –4000
------------ ------------
Sunitha shows
1176 376 her solution again
– 800 –320
------------ ------------
376 56
–320 – 56
------------ ------------
56 00
–56
------------ They extracted 547 l of oil in the year.
126 00

Chapter-9 Coconut Farm.indd 126 7/2/2025 6:28:27 PM

 H T O
How much will they earn if they sell the
5 4 7
oil at ₹175 for 1 l ?
× 1 7 5
They will earn ₹ 547 × 175. Find out.
?
? ?
2. Coconut husk is used for making coir. Coir is a
natural fibre used in gardening, farming, boat
making, and making decorative items.
Susie and Sunitha’s farm sells coconut husk at
₹23 per kilogram. They earned ₹ 9913 from the
sale of husk in May. What quantity of husk did
they sell in May?
The quantity of husk sold in May is 9913 ÷ 23 kg.
Make a guess first.

4 3 1
What would happen if 23 is
23) 9913 (400 + 30 + 1 multiplied by 300 or 500?
–9200
------------
713 Let us take away maximum
groups of 23 in multiples of
–690 hundreds and tens.
------------
23
–23
------------
00
Susie and Sunitha’s farm sold 431 kg of coconut husk in May.

3. In the hot summer months, tender coconuts are sold for ₹35. Ibrahim
earns ₹8890 in a week. How many tender coconuts did he sell?
The number of tender coconuts sold by Ibrahim is 8890 ÷ 35.

35) 8890 ( + 50 +
–7000
------------
1890
– Ibrahim sold ______ tender coconuts.
------------
140
–
------------
00
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 Ibrahim had bought the tender coconuts for ₹20 each. How much extra
money did he earn by selling the coconuts at ₹35?
The cost of _______ coconuts at ₹20 each = _______ × ₹ 20 = ₹_______.
He earned ₹8890 from the sale.
The extra amount he earned is ₹8890 – ₹_______ = ₹_______.

Division Using Place Value

Sunitha’s mother has 62 candies to be distributed equally among 5 children.

How many candies would each child get? She shows the following way of
doing division using place value.

1. 62 ÷ 5 → Divide 62 into 5 equal parts.

We need to regroup this into

10 Ones and divide 12 Ones
into 5 equal parts.

T O

Remainder
5) 62 (1 2
–5
Each part has 12 ----------
12 (Ones)
–10
------------
2
2. 75 ÷ 8 → Divide 75 into 8 equal parts.

Can we divide this into 8 equal

parts without breaking them? T O
What can we do?

Regrouping this into 8) 75 (0 9

Ones, we get 75 Ones.
–72 (Ones)
----------
How much is 3
each part?

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 3. 324 ÷ 3 → Divide 324 into 3 equal parts.
324 = 3 Hundreds + 2 Tens + 4 Ones 100 10 1
3 Hundreds ÷ 3 = 1 Hundred.
2 Tens ÷ 3 → Not possible without 100 10 1
regrouping, so everyone gets 0 Tens.
1
Regroup 2 Tens into Ones. 100
20 Ones + 4 Ones = 24 Ones.
1
24 Ones ÷ 3 = 8 Ones.
Divide into
3 equal
Cannot be divided into
H T O parts
3 equal parts without
regrouping. Regroup
3) 324 (1 0 8 into Ones.

–3 (Hundreds)
------------
2 (Tens)
–0 Why do we put a
------------ 0 here?
24 (Ones)
–24
------------
00

4. 136 ÷ 6 → Divide 136 into 6 equal parts.

H T O
136 = 1 Hundred + 3 Tens + 6 Ones.
1 Hundred ÷ 6 → not possible without 6) 136 (0 2 2
regrouping into Tens –12 (Tens)
Regroup 1 Hundred into 10 Tens. ------------
16 (Ones)
Total 13 Tens. Continue dividing. –12
------------
4

Can you tell just by looking at the divisor and dividend, how many digits the quotient
would have? Look at the problems above and find this out. Explain your thoughts.

Note for Teachers: Place-value based division is commonly used by adults. Learners
often struggle with long division, especially correctly placing zeros at different positions
of the quotient. Encourage students to use place-value based division, but if they
find it difficult, they can use the partial quotients method instead which reduces the
chances of errors.

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 Let Us Divide

(a) 7,032 ÷ 6 7,032 ÷ 6

Th H T O
6) 7,032 (1,000 + + 70 + 6) 7,032 ( 1 1 7 2
– –6   (Thousands)
------------ ------------
1,032 10 (Hundreds)
– 600 – 6
------------ ------------
432 43 (Tens)
– –42
------------ ------------
12 12 (Ones)
– – 12
------------ ------------
0

(b) 3,005 ÷ 5 3,005 ÷ 5

Th H T O
5) 3,005 ( + 5) 3,005 ( 0
–3,000 –30 (Hundreds)
------------ ------------
5 00 (Tens)
– –00
------------ ------------ Discuss why
0 0 (Ones) we have to
write this 0
– 5
------------ here.
0

(c) 2,874 ÷ 14 2,874 ÷ 14

Th H T O
14) 2,874 ( + 14) 2,874 (
–2,800 –28 (Hundreds)
------------ ------------
( )
–
------------ –
------------
7 ( )
–
------------

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 (d) 9,805 ÷ 32 9,805 ÷ 32
Th H T O
32) 9,805 ( + 32) 9,805 (
– –   (Hundreds)
------------ ------------
205 ( )
–
------------ –
------------
( )
–
------------
Compare both solutions. Also, remember to put 0 in the right places.

Let Us Do

1. Find the missing numbers such that there is no remainder.

Remember, there could be more than one solution.

4)480( 0 3)906( 0

20 ) 4 0 0 ( 0 50 ) 1 0 0 ( 0

)8 8( 2 1 3) 36 (3

) 88( )9 0(

)180( ) 6, 4 8 0 (

I am a 3-digit number.
● If you divide me by 5, you get 42. ?
● If you multiply me by 2, you get 420.
What number am I?.
? ?

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 Let Us Solve

1. A theatre company can accommodate 45 people during one show.

(a) A total of 475 people bought tickets for a puppet show. How many
shows are needed to seat all the people who bought tickets?
(b) There are 2 shows in a day. How many days will be needed to
accomodate all the people?

2. Naina bought 5 kg of ice cream as a birthday treat for her 23 friends.

400 g ice cream was left after everyone had an equal share. How much
ice cream did each of her friends eat?

3. Megha packs 15 packets of ragi-oats biscuits for a 4-day group trip.

Each packet contains 8 biscuits. There are 6 people in the group. If
distributed evenly, how many biscuits can one person have each day.

4. Solve the following and identify the remainder, if any. Check whether
N = D × Q + R in each case.

(a) 9,045 ÷ 5 (c) 2,504 ÷ 7 (e) 9,876 ÷ 32

(b) 1,034 ÷ 4 (d) 8,900 ÷ 15 (f) 7,506 ÷ 24

5. Find the solutions for part A. Observe the relations between the
quotient, divisor and dividend and use it to answer parts B and C.

A. B. C.
(a) 340 ÷ 34 = 10 (a) 192 ÷ 4 = 48 (a) 352 ÷ 11 = 32
(b) 340 ÷ 17 = ___ (b) 192 ÷ 8 = ___ (b) 704 ÷ 22 = ___
(c) 680 ÷ 17 = ___ (c) 384 ÷ 8 = ___ (c) 704 ÷ 11 = ___
(d) 680 ÷ 34 = ___ (d) 384 ÷ 4 = ___ (d) 352 ÷ 22 = ___
(e) 170 ÷ 17 = ___ (e) 384 ÷ 8 = ___ (e) 1,408 ÷ 44 = ___
(f) 680 ÷ 68 = ___ (f) 86 ÷ 2 = ___

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 6. A company in Mumbai organises
cycle rallies from Mumbai to Panjim,
Goa every year. They aim to cover
576 km in 12 days.
(a) How much distance should they
cycle every day, to cover the
distance evenly?
(b) After reaching Ratnagiri, they
rest for 1 day. How much
distance should they cycle each
day to reach Goa in 4 days?
Assume that they cover the distance evenly.
7. Given below are a few problems. You may need some additional
information to solve these. Identify the missing information. Write the
missing information and find the answer.
(a) A fruit vendor sells 6 baskets of mangoes. Each basket contains
12 mangoes. How much did the vendor earn in total?
(b) A school has 8 classrooms, and each classroom has an equal
number of desks. How many desks are there in each classroom?
(c) Rahul buys 5 cricket bats for his team. The total bill is ₹3500.
How much does one bat cost?
(d) A restaurant serves 125 plates of idlis in a day. The total earnings
from selling all the idli plates is ₹6250. How many idlis are there
in each plate?

8. To make one bookshelf, a carpenter needs the

following things—
4 long wooden panels
8 short wooden panels
16 small clips
4 large clips
32 screws

The carpenter has a stock of 264 long wooden panels, 306 short wooden
panels, 2400 small clips, 120 large clips, and 2800 screws. How many
bookshelves can the carpenter make? Discuss your thoughts.

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 Vegetable Market

Munshi Lal has a big farm in Bihar. Every Saturday, he sells the vegetables
from his farm at Sundar Sabzi Mandi. Munshi ji maintains a detailed record
of the quantity of vegetables he sends to the Mandi and the cost of each
vegetable. The following table shows his record book on one Saturday.
His naughty grandson has erased some numbers from his record book.
Help Munshi Lal complete the table.

Quantity
S.No. Vegetable Cost of 1 kg Total Amount
Supplied (in kg)

1. Radish ₹26 78 ₹ _______

2. Potato ₹20 _______ ₹2,240

3. Cabbage ₹32 56 ₹_______

4. Green peas _______ 125 ₹3,125

Total money earned through the sale _______

What information is recorded in this table?

ACTIVITY
Ask students to collect bills from shops and read them carefully to identify the
information recorded. Discuss in class.
Role-play—Students can take turns to be the shopkeeper and issue bills to
their customers. Students posing as customers can calculate and pay their
bills.

Let Us Solve

Divide the following. Try dividing using place values, whenever you can.
Identify the remainder, if any, and check whether N = D × Q + R.
1. 506 ÷ 5 4. 9,324 ÷ 4 7. 934 ÷ 12 10. 8,704 ÷ 32
2. 918 ÷ 8 5. 876 ÷ 6 8. 829 ÷ 23 11. 6,790 ÷ 45
3. 8,126 ÷ 7 6. 7,008 ÷ 3 9. 705 ÷ 18 12. 5,074 ÷ 21

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 Mathematical Statements

1. 
Find out whether the following 2. C
 omplete the following
statements are True (T) or False statements such that they
(F). A true sentence is one where are true.
both sides of the ‘=’ sign have the (a) 7 × 6 = ____ + 17
same value. (b) 87 + 6 = ____ × 31
(a) 8 × 9 = 70 + 2 (c) 63 + ____ = 74 – 4
(b) 20 – 6 = 7 × 3 (d) ____ ÷ 9 = 16 ÷ 2
(c) 48 ÷ 3 = 4 × 4
(d) 89 – 9 = 90 + 0
(e) 25 + 10 = 45 – 10

3. Think about the following statements and find examples as suggested

below.
(a) “When two odd numbers are added, the sum is even.”
Find 5 examples for the above statement. Can you find an
example to show that the statement can be false?
Always true
(b) “Multiplying a number by 2 can give an odd number.”
Give some example for this statement. Can you find any?
Never true
(c) “Halving a number always leads to an even number.”
Give 3 examples for the statement. Can you find 3 examples
when this is not true?
Sometimes true

4. Tick in the appropriate cell for the following statements.

Always Sometimes Never

Statement
True True True
Adding 10 to a number gives a multiple of ten.
Changing the order of the numbers in
subtraction makes no difference.
In multiplication, doubling one number and
halving the other keeps the product the same.
Multiplication by an odd number gives an even
number.
Multiplying a number by 5 leads to numbers which
have ‘0’ in the Ones place.

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 Chapter
Symmetrical
10 Designs

Alphabet Cutout

Prem and Manu want to paste ‘Happy Birthday’ cutouts on a wall for Lali’s
birthday. While preparing cutouts of letters, they observe that some letters
can be cut out in an easy way.
They remember that they learnt about reflection symmetry and lines of
symmetry in Grade 4. They used their knowledge of lines of symmetry to
make the cutouts. The letter A has a vertical line of symmetry. So, to cut
Step 1 Step 2
out the letter ‘A’—
1. Fold a paper in half.
2. Draw half of the letter A along the fold.
3. Cut along the outline.
Step 3 Step 4
4. Open the paper to see the full letter A.

The letter H has two lines of symmetry. Step 1 Step 2

1. Fold the paper into one-fourth (once
vertically, once horizontally).
2. Draw one-fourth of the letter H along the
fold.
Step 3 Step 4
3. Cut along the outline.
4. Open the paper to see the full letter H.

Which of the following alphabet cutouts can be made by just drawing half ( 1 )
2
or quarter ( 1 ) of the letter? You can do it by drawing lines of symmetry on
4
the letters.
E N X T K V O
Which of the letters have a horizontal line of symmetry? _________________
Which of the letters have a vertical line of symmetry? ____________________
Which letters have both vertical and horizontal lines of symmetry?________

Let Us Do
Use lines of symmetry to make paper cutouts of diya, boat, and other
designs. Look along the border of the page to find the pictures.

Chapter-10 Symmetrical Design.indd 136 7/2/2025 6:31:14 PM

 Let Us Make a Windmill Firki

Lali makes firkis for her friends. Follow the steps given below to make your
own firki.
1. Take a square paper.
2. Fold the paper in half diagonally to make two triangles.
3. Open and fold it the other way to make two more triangles.
4. Open it again. You will see an ‘X’ shape on the paper.
5.  se scissors to cut along the four lines of the ‘X’. Stop cutting
U
about halfway to the centre.
6.  ake one corner of each triangle and fold it gently towards the
T
centre of the paper. Do not press it flat.
7. Fold every other corner towards the centre.
8.  ush a pin through the folded corners and the centre of the
P
paper.
9. Push the pin through a stick or straw.

Make sure the pin is not too tight.

Check if your windmill spins when the wind is blowing.

Observe the dot in the firki. Does the firki look the same after 1 , 1 , 3 , and a
4 2 4
full turn? ___________________.

Initial 1 turn 1 turn 3 turn Full turn

position 4 2 4

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 Observe the letters below. Do they look the same when turned? Dots have
been marked on the letters to keep track of the orientation of letters. You may
also cut out the letters and fix the centre point of the letter by a nail or use
a tracing paper to check if the letter looks the same when turned.
Rotational
Original 1 turn 1 turn 3 turn Full turn symmetry
letter 4 2 4 (Yes/No)

Yes, at 1 turn
2

The letter H has rotational symmetry, as it looks the same when

rotated by half a turn.
A firki has rotational symmetry, as it looks the same when rotated
by 1 , 1, and 3 turn.
4 2 4

Let Us Do
Find symmetry in the digits.

Which digit(s) have reflection symmetry? ___________________________

Which digit(s) have rotational symmetry? ___________________________
Which digit(s) have both rotational and reflection symmetries? ________
Now, let us look at the following numbers: || , |00|
Do these have (a) rotational symmetry, (b) reflection symmetry or (c) both
symmetries?
Give examples of 2-, 3-, and 4-digit numbers which have rotational symmetry,
reflection symmetry, or both.

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 Making Designs

(a) Does the design have rotational symmetry?

Yes/No.
(b) Try to change the design by adding some
shape(s) so that the new design looks the
same after a 12 turn. Draw the new design in
your notebook.
(c) Now try to modify or add more shapes so that the new design looks the
same after 14 turn. Draw the new design in your notebook.
(d) Do the new designs have reflection symmetry? If yes, draw the lines of
symmetry.

Let Us Think

1
Does this design look the same after 2 turn? __________
1
Does the design look the same after turn?__________
4
Colour the square given in the adjoining figure using
two colours so that the design looks the same after
1
every turn.
4
How many times does this shape look the same during
a full turn?
Do these designs have reflection symmetry also? Draw the line(s) of
symmetry.

Let Us Do
Cut out squares and equilateral
triangles with the same side
length. These are provided at the
end of the book.
Make different symmetrical
designs by using these two shapes.

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 Does this shape have reflection symmetry?
If yes, draw its line(s) of symmetry.
Does it have rotational symmetry?
If yes, at which turn?
Does it have both symmetries?
Now, make your designs. Sort your designs in 3 categories — designs with
only rotational symmetry, designs with only reflection symmetry, and
designs with both rotational and reflection symmetry.

Let Us Explore
Wooden Block Print
Block printing is a traditional craft of
Rajasthan, known for beautiful patterns and
bright colours.
Artisans use carved wooden blocks to print
designs on fabric.
This art has been practised for centuries and
makes Rajasthan’s textiles special.
Below are images of wooden blocks and a part of their prints. Match each
block to its correct print by drawing a line. One is done for you.

(i) (ii) (iii) (iv) (v)

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

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 Observe the pattern made by the wooden block below. We get the final print
by using the block 4 times.
Print
Wooden Block

The design A looks

1
the same after every 4
turn.

The design B looks the same after every ____________

turn. This design has _________________symmetry.

Let Us Do
Observe the shapes given on the border. Which of the shapes have reflection
symmetry? Put a () mark on them. Put a * on the shapes that have
rotational symmetry.

Project Work

Create symmetrical patterns and designs using vegetable blocks.

Some are shown below.
(a) (b)

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 Chapter
Grandmother’s
11 Quilt

Preetha and Adrit’s grandmother made a quilt cover using old clothes.
Now she wants to decorate it with lace. Tick the lace option that would cover
the entire border of the quilt.

(i) Red lace

40 units

(ii) Green lace

50 units

(iii) Blue lace

25 units

She decides to use two different coloured laces. How much lace of each kind
will be needed to cover the entire border?
Recall that the length of the border of a shape is called its perimeter.

Let Us Do

1. Find the perimeter of the following shapes. All sides of the following
shapes are equal.
5 cm
4 cm

2. Draw two rectangles each having the following perimeters.

(a) 26 cm (b) 18 cm

Chapter-11 Grandmother's Quit.indd 142 7/2/2025 6:18:33 PM

 Preetha and Adrit’s grandmother is making a rug with square patches.
The picture below shows the rug. How many patches have they used to
make this?

Preetha and Adrit are trying to cover their table with different shapes.
Preetha covered it with triangles and circles. Adrit covered with squares
and rectangles.

Table 1 Table 2 Table 3 Table 4

They found that __________, __________ and __________ shapes cover the top
of the table without gaps and overlaps. __________ shape leaves gaps.
__________ triangles cover Table 1.
__________ squares cover Table 3.
__________ rectangles cover Table 4.
The region covered by the triangles, squares or rectangles is called the area
of the table.
To find the area of a region, we usually fill it with shapes that tile (no gaps
and overlaps), like squares, rectangles and triangles.
Do circles tile? Can we use them to cover a region?
The area of Table 1 is __________ triangle units.
The area of Table 3 is __________ square units.
The area of Table 4 is __________ rectangle units.
Now, try to cover the top of your table without gaps and overlaps with the
following objects of same size.
(a) Notebooks (b) Lunch boxes
(c) Pencil boxes (d) Maths textbooks
Which of the above objects covered the region completely?

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 Let Us Do

Preetha is playing with tiles. She covers her desk with different shapes as
shown below.
Look at the different tiles on her desk and answer how many of the following
shapes will cover the desk.
(a) Green triangles __________
(b) Red triangles __________
(c) Blue squares __________

Comparing Shapes

A B C

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 Which of the above rectangles has the largest area? Trace these shapes
on to a paper and cut them to find out the one that has the largest area.
Do you see that the area of rectangle A is larger than that of B? What about
B and C?
Which shape has a larger area among A and C? How will you find out?
Let us put these rectangles on a square grid. Now, can you identify the
rectangle that has the largest area?
Using square grids is the most convenient way to find the area of regions.
We say that the area of a square with sides 1 unit is 1 unit square.

1 unit Area = 1 unit square

Let Us Do

1. Compare the areas of the two gardens given below on the square grid.
Share your observations.
1 cm

Garden B
Area of Garden A = _____ cm square
Area of Garden B = _____ cm square
Garden A

Note for Teachers: Tiles of several shapes like triangles, rectangles, and squares can
be used to measure the area of a region. We choose a square as a unit for measuring
area as its sides are of equal length. Therefore, we can define the area of a unit square
as 1 unit square. This allows us to measure area, similar to that of measuring length.

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 2. Trace your palm on the square grid given below and find the approximate
area of your palm. Compare the area of your palm with your friend’s
palm. Who has a bigger palm?
1 cm

3. Collect leaves of different kinds. Put them on a square grid and find
their area.
(a) Name the leaf with the largest area.
(b) Name the leaf with the smallest area.

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 4. The following mats are made of square patches of equal size.
How many square patches will be required to cover each mat? Would
both mats require an equal or different number of patches? Trace and
cut out a small square of the size give below and find the area.
(a) (b)

Area = ______________ Area = ______________

Perimeter = _________ Perimeter = _________

Trisha makes these two rectangles. She says, “I increased the area of my
rectangle, and the perimeter increased.” Do you think this is always true?

Let Us Explore

1. Tick the shapes with the same area. Find the perimeters of these
shapes. What do you notice? Discuss.
1 cm (b)

(a)

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 (c) (d)

(e)

(f)

2. Tick the shapes with the same perimeter. Find the areas of these shapes.
What do you notice? Discuss.
1 cm

(a)

(b) (c)

(d) (e)

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 Let Us Do

1. Draw different shapes having the same area as the given shape.
Write the perimeter of each shape. What do you notice? Discuss.
1cm

(a)

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 2. Is the area of shape (a) less than the area of shape (b) given below?
Discuss.
(a)
What are other
ways of finding
area?
(b)

Preetha and Adrit’s grandmother is making another square patchwork.

She arranges the patches as shown below. Can you guess how many patches
she will need? How did you find it?
We don’t need to
count them all. Look!
There are 6 rows of 4
patches each. That is
6 × 4 = 24 patches.
Breadth

Length
Did you notice that 6 is the length
of one side and 4 is the length of the
non-equal side of the rectangle?
Go back to the previous examples
and check whether the product of
the length and the breadth of the
rectangles is the same as the area
you had calculated by counting.

Area of Rectangle = Length × Breadth

Area of square patch work = 6 cm × 4 cm
= 24 square cm
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 Similarly, we can also find the
perimeter of the rectangular shape. The lengths of
the opposite sides
of a rectangle are
Perimeter = Length + Length +
equal.
Breadth + Breadth
= 2 × Length + 2 × Breadth

What will happen if all the sides of a rectangle are equal, that is, the case
of square?
6 cm

5 cm
4 cm

Let us think about a square whose sides are 5 units long.

Area of Square = Length × Length

Area = 5×5
= 25 square cm
Perimeter of Square = Length + Length + Length + Length
= 4 × Length
= 4×5
= 20 cm

Let Us Do

1. Find the area of your classroom floor in square meters. Take the help
of your teacher to measure the length and breadth of the floor. What is
the perimeter of the classroom floor?

Note for Teachers: Instead of counting each square, see that rectangles can be
tiled by a row-column arrangement of unit squares. To find the area, they can
simply multiply the number of rows by numbers of columns. This will also build an
understanding of area as a model for multiplication.

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 2. Find the area and perimeter of the following shapes.
1cm
↔
(a) (b)

_____ cm
_____ cm

_____ cm

_____ cm

_____ cm

(c)

_____ cm

_____ cm _____ cm

(d) (e)

_____ cm

_____ cm

152

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 3. Find the area and perimeter of the following objects. Use a scale or
measuring tape to find the length and the breadth of each of the objects.
S. No. Name of the objects Area Perimeter
1. Cover of the Notebook
2. Newspaper
3. Blackboard
4. Ludo board
5.
6.

4. Find the area of a rectangular field whose length is 42 m and breadth

is 34 m.
5. The area of a rectangular garden is 64 square m and its length is 16 m.
What is its breadth?
6. Find the area of the following figure with the dimensions as marked in
the figure.

32cm

6cm

12cm

153

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 Let Us Play

1. Take some square tiles and a 4. Do not move the tiles. The
die and play the game in pairs. second player can take turn
and add tiles to the same tiled
figure.
1
1
1
1 1
1 1
1 1
1 1
1 1
=12
2. Roll the die and pick the
number of tiles equal to the
5. Take turns and add tiles to the
dots on the die. Arrange them
same figure till the perimeter
to make a shape or figure.
becomes 24.
1
1 1
1 1 1

1 1

1 1 1
1 1
1
1 1
1
1
1 1

1
3. Find the perimeter of the tiles. 1
1
1
=24
1 1 1
1 1
The one who makes the perimeter
1 1 24 wins the game.
1

=10

154

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 Chapter

12 Racing Seconds
1
2
Min. Sec.
Min. Sec.
01:55 3
Min. Sec.
01:56 01:57
Raghav practices yoga in the morning.

Let us find out

1. At what time did Raghav start practising Yoga? ……………….
2. At what time did he finish? …………….
3. How much time did he spend practising Yoga? ....................
4. Find the time elapsed between the given time periods. Share your
strategies.
(a) 01:15 p.m. to 01:42 p.m.?
(b) 03:18 p.m. to 08:18 p.m.?
(c) 09:15 a.m. to 11:30 a.m.?
5. The table below shows the time taken by 3 children to paint a picture.

Name Time Taken

Raghav 1 hour 20 minutes
Rani 2 hours 10 minutes
Ritu 1 hour 35 minutes

(a) Who took the longest time?

(b) Who took the least time?

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 6. Fill in the blanks by writing the time in the appropriate format.
Time in 12-hour fromat Time in 24-hour fromat

05:30 a.m. 05:30 hours

………… 08:35 hours
11:55 a.m. ……… hours
02:30 p.m. 14:30 hours
05:30 p.m. ……… hours
09:35 p.m. ……… hours

7. Match the following.

Time in 12–hour format Time in 24–hour format

06:30 a.m. 01:30 hours

08:45 p.m. 23:45 hours

11:45 p.m. 06:30 hours

04:30 a.m. 20:45 hours

07:30 p.m. 04:30 hours

01:30 a.m. 19:30 hours

School Race

Akira, Sunita, and Mary are participating in a 200 m-walking race.

1
2
Min. Sec.
Min. Sec.
01:55 3
Min. Sec.
01:56 01:57
156

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 Do you notice the use of a new unit ‘seconds’ in the picture?

1 min = 60 seconds

In situations like a race, ‘seconds’ help us observe small differences in time

taken by participants. Each participant took 1 minute but how much more?
Identify the child who won the race. How much time did the child take?

Let Us Do

Estimate whether you would take seconds or minutes to complete the

following activities. Tick the appropriate cell.

Activity Seconds Minutes

Blinking of eyes
Switching on and switching off the
lights
Counting from 1–20
Filling a glass from the tap
Melting of an ice-cube
Making a phone call
Sitting down on the floor
Drinking a glass of water
Snapping fingers
Washing hands

Note for the Teachers: Let the learners observe and discuss who stood first, who stood
second, and who stood third and why. Help them understand the difference between
minutes and seconds and seconds as a unit which adds precision in measuring short
time duration. Get the learners to observe that 60 movements of the seconds hand
leads to a shift in the minute hand.

157

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 List events other than the ones listed above that you can do or that can
happen in less than a minute or in a few seconds.
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………

Estimate and verify how many of these you can do in a minute.

Activity Estimated Number Actual Number

Number of balloons blown

Number of push-ups

Number of breaths

Number of hops on one leg

Let Us Find

1. Find out the number of times you can skip the rope
in 10 seconds.
2. How long does it take you to write the word FRIEND?
3. How long does it take you to run 100m?

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 Let Us Do

Observe the clocks and fill in the blanks.

Rani took __________ sec. to get out of her bed.

Raghav took ________ sec. to move from his room to the kitchen.

Ritu took ________ sec. to pick up a piece of paper from the floor.

Raghu took ________ sec. to wash his spoon and plate.

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 Draw the missing seconds hand on the clocks on the right side.

Raghu took 20 sec. to read a sentence in his book.

Rani took 30 sec. to color a rectangle.

Raghav took 60 sec. to move from his home to the garden.

Ritu took 40 sec. to wash a plate.

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 Conversion of Hours to Minutes

Zainab and Remo were converting time from hours to minutes and vice-versa.

We know 1 hr = 60 min.
So, 2 hr will have
This means that
2 × 60 = 120 min.
180 min = 3 hr.
As 3 hrs = 3 times 60
= 180 min.

Let Us Do

1. Use the double number line below to complete the conversions.

(a)
×2

1 hr ___ hr 4 hr 7 hr __hr 9 hr ____hr ____hr

60 min 120 min ___ min ___ min 480 min ___ min 660 min 720 min

(b) Do as instructed. You can use the above double number line for
the following conversions.

(i) 1 hours 10 minutes = _____ minutes

(ii) 2 hours 45 minutes = _____ minutes
(iii) 3 hours 15 minutes = _____ minutes
(iv) 4 hours 20 minutes = _____ minutes
(v) 75 minutes = ____ hour ____ minutes
(vi) 150 minutes = ____ hours ____ minutes
(vii) 220 minutes = ____ hours ____ minutes
(viii) 390 minutes = ____ hours ____ minutes

161

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 (c) Fill in the blanks in the double number line to complete the
conversions.
×5

1 min 5 min
___min 10 min 15 min ___min ___min

× 60

120 sec ___ sec ___ sec 1200 sec 1500 sec
60 sec ___ sec

(i) 320 sec = ____ min ____ sec

(ii) 225 sec = ____ min ____ sec
(iii) 700 sec = ____ min ____ sec
(iv) 1,000 sec = ____ min ____ sec
(v) 10 min 13 sec = ____ sec
(vi) 4 min 8 sec = ____ sec
(vii) 15 min 40 sec = ____ sec

2. Raghav studies Mathematics, English, Hindi, and The World Around

Us subjects. He took 50 minutes to study each of the subjects. Find
the total time taken in hours and minutes. Share your strategies with
your class.
3. Raghu left his house at 08:00 hours and arrived at his Nana ji’s house
at 09:05 hours. How long did he take to reach his house?

08:00 hours to 09:00 hours is

1 hour.
So, Raghu took 1 hour
5 minutes to reach his Nana ji’s
house.

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 4. Jyoti went to play at 06:15 PM. She came back after 1 hour 45 minutes.
At what time did she reach home?
5. Ragini took 1 hour 10 minutes to do her homework. She finished it at
09:40 PM. What time did she start?
6. A group of children left for a picnic at 08:30 AM. They returned after
4 hours and 10 minutes. At what time did they return?
7. Raji started her homework at 06:00 PM. She finished her homework in
1 hour 30 minutes. At what time did she finish?
8. Alya goes out to play at 05:30 PM and comes back after 1 hour
10 minutes. At what time does she come back?
9. If the lunch break of a school starts at 12:30 PM and ends in 35 minutes,
what time will lunch end?
10. It is 08:35 PM right now. What time will it be after 8 hours and
25 minutes?

Note for the Teachers: Encourage learners to solve these problems orally and not by
aligning them in columns and using algorithms.

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 Chapter

13 Animal Jumps

Find the hidden numbers.

Numbers put in this box get
multiplied by a number and come out.
(a) Can you guess the multiplier if
you see the 4 numbers coming
out of the box?
(b) Is there more than one possible
multiplier?
(c) What numbers might have been
put inside the box?

Share your thoughts in the class.

You can also play this game with your friends.
The multipliers 1, 2, and 4 that you found above are the factors of the
numbers that have come out of the box, that is, 28, 36, 48, and 72.
In fact, these are the common factors of all the numbers. The numbers 28,
36, 48, and 72 are multiples of 1, 2 and 4.
The product of two or more factors gives a multiple.
A number, when arranged in an array, shows the factors of that number.
Are there other numbers that are factors of 15? Try to make other arrays
for the number 15.

3 × 5 = 15

Factors Multiple

Let us make arrays for the number 12.

1 × 12 = 12
2 × 6 = 12
3 × 4 = 12

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 1, 2, 3, 4, 6, and 12 are all factors of 12. Each of the numbers can divide
12 completely. 12 is a multiple of these numbers.
Do you see why 12 is a multiple of 1, 2, 3, 4, 6, and 12?
2 × ____ = 12 3 × ____ = 12
12 × ____ = 12 1 × ____ = 12
The number itself is always
a multiple of itself.

Let Us Do

Make different arrays for the following numbers. Identify the factors in each
case.
(a) 10 (d) 20 (g) 37
(b) 14 (e) 25 (h) 46
(c) 13 (f) 32 (i) 54
Numbers like 13 and 37 are
called prime numbers.Why?

Animal Jumps

A rabbit takes a jump of 4 each time. A frog takes a jump of 3 each time.
Use the number line to figure out the numbers they will both touch. If the
rabbit and the frog start from 0, the numbers both of them will touch are
called the common multiples of 3 and 4.

0 3 4 6 8 9 12
12 is the first common multiple of 3 and 4. What are some other common
multiples of 3 and 4? You can continue the number line or take help from
the times tables of 3 and 4.

What do you notice about the common multiples of 3 and 4? Discuss in class.

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 A spider takes a jump of 3 every time. A grasshopper takes a jump of 6 each
time. Use the number line to find the common multiples of 3 and 6.

0 3 6 9 12

6 and 12 are two common multiples of 3 and 6. You can continue the
pattern to find more common multiples. What do you notice about the
common multiples of 3 and 6? Discuss.

Let us write the multiples of two numbers— 4 and 6.

Multiples of 4— 4, 8, 12 , 16, ...
Multiple of 6— 6, 12 , 18, ...
12 and 24 are two of the common multiples of 4 and 6. List a few more.

Let Us Do

1. Find 5 common multiples of the following pairs of numbers.

(a) 2 and 3 (d) 3 and 9 (f) 8 and 12
(b) 5 and 8 (e) 5 and 10 (g) 6 and 8
(c) 2 and 4 (f ) 9 and 12 (h) 6 and 9
What do you notice about the common multiples of different pairs of
numbers? Discuss in class.

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 2. Food is available at the end of a cobbled road. Robby, the rabbit, takes
a jump of 4 each time. Deeku, the deer, takes a jump of 6 each time.
They both start at 0. Will both Robby and Deeku reach the food? Who
will reach first? How do you know? Explain your answer.

3. Mowgli’s friends live along the trail on the marked places below. Which
of his friends will he be able to visit, if he jumps by 2 steps starting
from 0?

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

13
27 26 25 24 14
23 22 21 15
28 20 19 18 17 16
29

30
39 40 41 42 43 44
31 37 38 45
32 33 34 35 36
46

47
49 48
52 51 50
59 59 58 57 56 55 54 53

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 Did Mowgli meet the ant, frog, bird and the rabbit? Notice their positions— 4,
12, 14, and 50. 2 is a common factor of these numbers.
Which of his friends will he be able to meet if he jumps by 3 steps?
3 is a common factor of the numbers 9, 21, 39, and 57.
Which numbers will he touch if he jumps by 5 steps?
.
5 is a common factor of the numbers _________________________.
Which numbers will he touch if he jumps by 10 steps?
.
10 is a common factor of the numbers _________________________.

A common factor of two or more numbers exactly divides each the numbers.

4. Let us find some common factors of the numbers 24 and 36. Note that
all jumps in the following questions start from 0.

(a) Can we jump by 2 steps at a time to reach both 24 and 36? Yes/
No. 2 is/is not a common factor of 24 and 36.

(b) Can we jump by 3 steps at a time to reach both 24 and 36? Yes/
No. 3 is/is not a common factor of 24 and 36.

(c) Can we jump by 4 steps at a time to reach both 24 and 36? Yes/
No. 4 is/is not a common factor of 24 and 36.

(d) What other jumps can we take to reach both 24 and 36?

(e) How many common factors can you find for 24 and 36? List them.

(f) What about jumping by 1 step each time to reach both 24 and 36?

5. What are the common factors of 12 and 13?

The number itself and 1 are
always factors of any number

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 6. Find which of the following numbers can be reached by jumps of 4 steps?

0 10 16 27 36 48
4 is the common factor of the numbers _____________________________.

7. Find the common factors of the following pairs of numbers.

(a) 12 and 16 (d) 2 and 9 (f) 20 and 5
(b) 8 and 12 (e) 3 and 5 (g) 9 and 21
(c) 4 and 16 (f ) 12 and 15 (h) 6 and 27
What do you notice about the common factors of different pairs of numbers.
Discuss in class.

8. State whether the following statements are true (T) or false (F).
(a) Factors of even numbers must be even.
(b) Multiples of odd numbers cannot be even.
(c) Factors of odd numbers cannot be even.
(d) One of the common multiples of two consecutive numbers is their
product.
(e) The only common factor of any two consecutive numbers is 1.
(f) 0 cannot be a factor of any number.

9. Sher Khan, the tiger, goes hunting every 3rd day. Bagheera, the panther,
goes hunting every 5th day. If both of them start on the same day, on
which days will they be hunting together?
10. (a) In the trail shown earlier, Sher Khan’s house is on number 25 and
that of Baloo the bear is on number 30. Mowgli wants to meet his
friend Baloo the bear but wants to avoid Sher Khan’s house. How long
(in steps) could each jump be?
(b) What number of jumps (in steps) he could choose so that he can
meet both Kaa, the snake, at 21 and Akela, the wolf, at 35?

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 11. Sort the following numbers into those that are—
(a) divisible by 2 only
(b) divisible by 5 only
(c) divisible by 10 only
(d) divisible by 2, 5, and 10.

90 22 38 30 75

45 66 78 62 40

84 56 25 95 55

Numbers divisible only by 5

Numbers divisible
only by 2

Numbers divisible by
2, 5, and 10

Numbers divisible only

by 10

170

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 Chapter
Maps And
14 Locations W
N
E
S
Finding Directions …

I visited the Bharatpur

Bird Sanctuary in Four Little Chicks
Rajasthan and saw an
Four Little Chicks of a bird set out to fly,
amazing bird called the
Spreading their wings they all flew high.
Siberian Crane!
They flew away from East to West,
flew North to South, without any rest.

Wow! Do you know that As they flew and explored the land,
these birds fly all the way finally, they returned home, hand in hand.
from Siberia, a very cold With their mother, they had so much to share,
place, to India? Our home is the best, beyond compare!”

I wonder how they find

their path.

Human beings also keep

track of directions. One of the
ways we figure out directions
is by facing the rising Sun.
Let’s try!

Manu is facing the rising Sun.

That direction is ___________.
His left hand is pointing in the_______
direction.
His right hand is pointing in the
____________ direction.
which way is west?

Note for Teachers: Help the learners in naming the four cardinal directions. Ask the
children to figure out the directions by facing the rising sun. Also, discuss with them
other ways of finding directions, such as using a compass. To spark curiosity, you
may talk about or encourage the learners to find out how birds find their directions
during migration.

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 Bird Watching!

Children are at a bird-watching camp. Read the clues and colour the tents
in the camp accordingly.

The tent to the west of the road is

blue.
The tent closest to the lake is
green.
The tent north of the green tent
is purple.
The tent south of the lake is
yellow.
Now, draw a tent to the east of
the lake.
N
W E
S

Map of a Room

Write the directions of the following in relation to the girl.

Window _____________

N
Bed _________________ W E
S
Cupboard ___________

Bedside table ________

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 Make a drawing of your room and locate the direction in which different
things have been placed in relation to you standing at the centre of the
room. Make the direction arrow for your room.

Write the names of the things that are placed in the following directions.
East_____________________________________________________
West_____________________________________________________
North_____________________________________________________
South _____________________________________________________

Zoo Trip

Children! Be ready at your nearby bus stop by

8:00 a.m. The school bus will take you to the
Qutb Minar in Delhi. After that, we will visit the
zoo by a metro train.

The street map shows the bus route with dotted lines. The bus will pick up
children from Stop 1 and Stop 2 marked on the map.
Observe the map carefully and help the children board the bus.

173

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 Bus Route
The bus will start from the parking area. It will go north and then it will
take a right turn onto ___________ Road driving in the ___________ direction
to reach Stop 1(S1).
To reach Stop 2(S2), it will turn _______ (right/left) onto ___________ Road
driving in the ___________ direction.

Children’s Park
Lali’s HOSPITAL N
House
W E
Hospital Road
S
Tinku’s House Golu’s House
Rohan’s

Park Road
House
Prem’s House
Jaideep’s House

Ravi’s House
Raju’s House
Basketball Court

Market Road
Shopping Centre

PARKING

(a) Whose houses are situated to the east of Jaideep’s house?____________

(b) Mark the route from Ravi’s house to the children’s park.
(c) Which stop is closer to Lali’s house? __________________
(d) Golu is running late. Trace the route to help him reach the nearest bus
stop.
(e) In which direction would Prem have to move to reach Stop 2?

Note for Teachers: Encourage the learners to read the street map. Ask them to
discuss the distances and directions on the map. Encourage the learners to ask
questions by looking at the map.

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 Delhi Metro Train Stations

Children will get off the bus at the Qutb Minar metro station. To reach the
zoo, they need to get off the metro at the Supreme Court metro station.
Here is the metro map for your reference.
Read the key to the symbols and identify them on the map.
What do the different coloured lines represent?
Mark the Qutb Minar station on the Yellow Line and the Supreme Court
station on the Blue Line.
Metro Map

Study the map carefully and answer the questions that follow.

Note for Teachers: Encourage the learners to observe the metro map carefully. Let
them understand what different symbols mean on the map. Discuss with them that
the coloured lines indicate different metro routes, making it easier for passengers
to identify and navigate the routes. Let the learners work in groups to answer the
questions.

175

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 (a) Look at the metro map and trace different routes from the Qutb Minar
metro station to the Supreme Court metro station.
(b) Lali says, “We can take the Yellow Line and change the metro at Hauz
Khas to take the Magenta Line.”
If the children follow Lali’s suggestion, at which station(s) do they need
to change the metro line again to reach the Supreme Court metro
station?
(c) Which route has the least number of stations between Qutb Minar and
Supreme Court?
(d) Which metro route(s), do you think, is/are the best way to reach the
zoo from Qutb Minar? __________________________

Let Us Do

Make a map showing the different places in your school. Make a key for the
symbols used in the map. Hide some objects in these places.
Mark the positions where things are hidden with red dots or flags. Now,
challenge your friends to find the hidden things by reading the map.
A sample map and its key are given below.

176

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 Anthill in the Zoo

To collect food, the ant can only crawl along the dotted lines on the grid.
The arrows show the direction in which the ant can move.

1cm
N 1cm

W E
S

Fill in the blanks below with the distances and the directions in which the
ant must move from its starting position.
(a) To get to the laddoos, the ant has to crawl 2 cm towards the east.
(b) To get to the sugar, the ant has to crawl ____cm in the _______direction.
(c) To get to the bread, the ant has to crawl ____cm in the _______ direction;
then ____cm in the _______direction.
(d) To get to the apple, the ant needs to crawl ______cm towards _________,
and then ____cm towards _________, and finally ___cm towards______.

Identify other routes to reach the point where apple is located. Which one
is the shortest?

177

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 N

Locating the Animals in the Zoological Park (Zoo) W E

9 10 11 12
Children observe a map of the zoo
drawn on a grid. Each vertical
line (column) and horizontal line
(row) is marked with a number.
To reach the Panda, we will

8
start from zero. Move one step

7
horizontally east and reach the

6
first column.

5
Move up (vertically) one step north
and reach the first row. 4
The panda is where the first row
3

and the first column meet.

2
1

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

First move horizontally from 0 and then vertically.

We write the meeting point of the first row and the first column as (1,1).
To reach the tortoise, move ________ steps towards east and reach the
_________ column.
Then move _______ step(s) _______ and reach the first _______.
The location of the tortoise is (4,1). What is at (1,4)?
Answer the following questions now—
1. Locate the animal at the following positions on the map.
(a) (11,11) ________ (c) (6,4) ________ (e) (11,3) ________
(b) (2,6) ________ (d) (3,10) ________ (f) (10,9) ________
2. Write the position of the following animals on the map.
(a) Lion _________ (c) Tortoise ________ (e) Panda _________
(b) Elephant ____ (d) Deer _________ (f) Crocodile ______
3. Place dots of different colours on the following positions.
(a) (8,3) (Red) (c) (7,3) (Blue) (e) (8,6) (Black)
(b) (2,9) (Green) (d) (3,8 (Orange) (f) (6, 6) (Pink)
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 Chapter
Data Through
15 Pictures

Child TV Reporter

Samaira and Kabir decided to act like reporters and collect information from
their friends.
How many hours a day do you
spend watching TV?

They collected data from 35 friends and recorded it in a notebook as shown

below.

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 No. of Hours Spent
No. of Children
Watching TV
1
2 hour
1 hour

11
2 hour
2 hours

More than 2 hours

Look at the table and answer the following questions.

Can watching
1. How many children watch TV for more than half an TV for a long time
hour? be harmful to the
2. How many children watch TV for less than two hours? eyes?

3. The number of children who watch TV for more than

two hours is ________.
4. More children watch TV for two hours than half an
hour. (True/False)

Stock-Taking in a Shop

Joseph Uncle takes stock of the play items (toys, board games, and sports
items) in his store a week before the summer break. He tries to record the
items in his shop using a pictograph.

How can I He notices that there are too many items of

show these
with each kind in his shop and it is not easy to
pictures?
make a picture for every item.

Suggest some ways to

him.

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 Dipesh, one of his helpers, suggested using one picture (icon) for every
5 items of each kind.

= 5 toys
= 5 board games
= 5 sports items

His pictograph is shown below.

Name of the Item Number of Items

Toys

Board games

Sports items

Dipesh used a scale while recording the items in the pictograph. A scale helps
record a large number of things using fewer icons.
Now, answer the following questions based on the above pictograph.
(1) How many toys does Joseph Uncle have? __________
(2) How many board games does Joseph Uncle have? __________
(3) How many total play items does Joseph Uncle have? __________
Is there any other scale that you can use to make the pictograph? Choose
your scale and show the same data using a pictograph in your notebook.

Two-wheelers on the Road

Deepti noted down the number of two-wheelers passing her house in one hour
on three different days.

She used one icon ( ) to

show 3 two-wheelers.

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 Number of Two-wheelers
Day
= 3 two-wheelers

Monday

Wednesday

Friday

Observe the pictograph and answer the following questions.

1. Which day had the most two-wheelers passing her house? ________
2. How many total two-wheelers did she record over three days? ________
3. How many fewer two-wheelers were seen on Wednesday than on
Monday? ________
4. How many more two-wheelers were seen on Friday than on Wednesday?
___________
5. Choose any other scale and represent the same data using a pictograph
in your notebook.

Recording a Day

One day Raman and Sheela decided to record how they spent their day.
Raman recorded his daily routine in the table below.

Activites No. of Hours ( =1 hour)

Time spent sleeping

Time in school
Time spent studying
Time spent eating and
playing
Other activities

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 Sheela recorded her routine in the following manner.

Vertical line 10 Horizontal

I have shown the showing the base showing
number of 9 different
number of hours hours activities
spent on each 8
activity by a vertical 7
bar.
6

Number of Hours
5
4
3
2
1
The bars
show how
0
Sleeping Time in Studying Eating Other
much time is school and activities
spent on each playing
activity
Activities

How is Sheela’s recording different from Raman’s recording? Discuss in class.

Sheela’s way of recording the data is called a bar graph.
Observe Raman’s and Sheela’s routines and answer the following questions.
1. Whose daily routine shows more time spent on sleeping?
_____________________
2. Who spends more hours in the school? _____________________
3. How many more hours does Sheela spend studying compared to
Raman? ______________________
4. Is there any activity on which they spend the same amount of time?
If yes, name the activity _________________________
5. Based on their data, whose routine do you think is more balanced?
Why? ___________________________________

Day in My Life

Record your daily routine (24 hours) in hours and minutes, as necessary.
Note the time spent on activities like sleeping, studying, playing, eating, and
others.

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 Activity No. of Hours

Sleeping
Time in school
Studying
Eating

Make a bar graph of the time you spend on different activities in the space
given below.
9
8
7
6
5
Number of Hours

4
3
2
1
0
Sleeping Time in Studying Eating
School

Activities

Whose Index Finger is Longer?

Cut long paper strips from waste paper. Give one strip
(each of the same width) to each of your friends. Now, put
the paper strip on your index finger and tear off the extra
strip extending above your fingers.
Paste these paper strips along the horizontal line in the
given bar graph.

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 Paste the strips in the space given below.

10

1
1cm

Mine ________ ________ ________ ________

Write the answers to the following questions based on your graph.

1. Whose index finger is the longest? ________ .
2. The length of the longest index finger is _________ cm.
3. The smallest index finger is ___________ cm long.
4. It belongs to __________.

Food Wastage in the School Canteen

Rani stays in a residential school. Her school’s

dining hall displays the amount of food wasted and
the number of children the food could have fed.

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 Given below is the data collected over the weekdays for different food items.

Food Wastage (kg)

9
8
7
6
5
4
3
2
1
0
Sandwich Paratha Khichdi Puri-Sabzi Idli-Sambar
Monday Tuesday Wednesday Thursday Friday

Rani was shocked to see the data. What do you think about food wastage?
How can we reduce the wastage of food? What can we do with the leftover
food?
Observe the above graph and answer the following questions.
1. Which food item had the highest amount of wastage? _____________
2. Which food item had the least amount of wastage? _______________
3. How much total food wastage was recorded in these days?
_________________
4. If 1 kg of food waste can feed 3 children, how many
children could have been fed with the total food wasted?
________________
5. _______ day had less food wastage than _______ day.
6. If the same food items are to be repeated next week, can you predict
which food item is likely to be wasted the most?

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 True or False

Observe the above picture carefully. Based on your observation, find out
which of the following statements are true or false.

TRUE TRUE
All girls are 10 children are wearing
wearing glasses. FALSE caps on their heads. FALSE

TRUE More than half of the TRUE

More boys are holding
children are wearing
books than girls. FALSE FALSE
glasses.

The number of children The number of boys

holding books is greater TRUE wearing glasses is TRUE
than the number of FALSE
greater than the number FALSE
children wearing caps. of girls wearing glasses.

There is no child who

Some children are TRUE TRUE
has all three items—
wearing both glasses
FALSE a cap, a book and FALSE
and caps.
a backpack.

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 Notes

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 Notes

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Chapter-15 Data through pictures.indd 190 04-07-2025 04:04:45
 Fractions Kit

-- 1
3 --

----

----
----
2

3
1
1

1
2
-- 3
1 --

1 -- -- 1 1 -- -- 1
-- 5 5 -- -- 6 6 --
1 --
-- 1
4 --

-- 4

----

----
6
1

6
1
----
5
----
5

1
1
4---
-- 4

-1
1 --

5 6-- --6
---- --1 1--
1

1
1-- --1 1
---- --1 1
---- ----
--7 7-- 8 8-- 9 9

1--
---1-

--9
----
----

1
1

9
8
----

8
----
1

1
7

----
----

9
9

1
1
---1-
8
----
8
1
-- 7

7 --

-- 9
1 --

-- 1

8 9 --
7 8 ---- -- 1 9 1 --
---- ---- 1 ----
1 1 1

1- -1 1 - --1 1 -1
---0 --- ---1 -- - ---
---2
1 10 1 11 1 -- 1 12
-- 2
1--- 12 12
-- 1 11 1----1

1 -- --

- 12
--11
-- 1

1
-- 0 10 10--

----0 10 10--

1
1

---- ----
- --
1 --1
1 12

1
1-- --1--

11 11--
1
-- --1
---- -- 1
1 -- ----

1
1

---2

1
1

---12
1

1 2
1
----0 1--0--
-- 1 11 11-- 1 - 12 12 1----1
1 -- ---- -- 1 ---- ----
1 1 1 1 1

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 Tessellation and Shapes

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 Number Tokens
10,000 10,000 10,000 10,000 10,000

10,000 10,000 10,000 10,000

1,000 1,000 1,000 1,000 1,000

1,000 1,000 1,000 1,000

1,000 1,000 1,000 1,000 1,000

1,000 1,000 1,000 1,000

100 100 100 100 100

100 100 100 100 100

100 100 100 100 100

100 100 100 100 100

10 10 10 10 10 10 10

10 10 10 10 10 10 10

10 10 10 10 10 10

1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1

1 1 1 1

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 Cut along the dotted lines and fold along the solid lines

Net of a Icosahedron

Net of a Dodecahedron

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