Mathematics 6

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Sindh Textbook Board, Jamshoro

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In charge in-chief
Qadir Bux Rind
Chairman Sindh Textbook Board

Written by
Mr. Arjan Lal S. Sudheria

Provincial Review Committee (PRC)

Mr. Muhammad Sagheer Shaikh Syed Afaq Ahmed
Mr. Aftab Ali Prof. Aijaz Ali Subehpoto
Mr. Haroon Laghari Mr. Nazir Ahmed Shaikh
Ms. Attia Tabassum Bhutto

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Mr. Arjan Lal S. Sudheria
Prof. Aijaz Ali Subehpoto

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Nazir Ahmed Shaikh

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 CONTENTS
Units Description Page No.

1 SETS 1

2 WHOLE NUMBERS 16

3 FACTORS AND MULTIPLES 36

4 INTEGERS 64

5 SIMPLIFICATIONS 88

6 RATIO AND PROPORTION 102

7 FINANCIAL ARITHMETIC 119

8 INTRODUCTION TO ALGEBRA 137

9 LINEAR EQUATIONS 154

10 GEOMETRY 166

11 PERIMETER AND AREA 194

12 THREE DIMENSIONAL SOLIDS 214

13 INFORMATION HANDLING 228

14 GLOSSARY 243

15 ANSWERS 247
 PREFACE
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Unit

1 SETS

In 19th century, George Cantor was

the first mathematician who gave the
concept of set.

1.1 SET
George Cantor
Define set

We often use some words in our

daily life that represent a
collection of things like dinner set,
sofa set, tea set, group of boys,
a team of players, a bunch of keys,
crowd of people, a cluster of
trees, a flock of sheep. The words
set, group, team, bunch, crowd,
cluster, flock are used to denote
collection of things in daily life.

In mathematics collection of things

is called set.
In mathematics we describe a set as:

A set is a collection of ‘well defined’ and ‘distinct’ objects.

The term ‘Well defined’ means a set must have some specific
property so, that it can easily be identified whether or not an
object belongs to the given set.
Whereas the word ‘Distinct’ means different objects.

1 Maths-6
Unit 1 SETS

Let us discuss some examples of collection.

(1) The students of class VI of your school. It is well defined
because students of class VI of your school can only belong
to it. Each student has unique identity. Thus it is a set.
(2) The collection of favourite books. It is not well defined
because a book may be favourite for one person but may
not be for another. Thus this collection is not a set.

(3) Name of days of week; Monday, Tuesday, Wednesday,

Thursday, Friday, Saturday, Sunday. It is a well defined
sets because every day is the member of this set, which
is distinct.
Recognize notation of a set and its objects/elements
English alphabets A, B, C, . . ., and Z are used to denote sets.
The objects of the set are called elements or members of the set.
The elements of the set are listed within brackets { } and separated
by commas.

The symbol ‘Î’ is used to show the membership to a set and read
as “belongs to” and ‘Ï’ is used for, “does not belong” to a set.

Let us consider the following examples.

Example 1:
(i) B = { 2, 4, 6, 8 }
The members of set B are 2, 4, 6 and 8.
As 2 belongs to set B
So, symbolically we write as 2 Î B
As 3 does not belong to Set B.
So, symbolically we write as 3 Ï B

Teacher should give some more examples of collections from class

Teacher’s Note room and daily life to clarify the concept of set such as name of books
in a bag for grade VI and name of instruments in geometry box..
1
2 Maths-6
Unit 1 SETS

(ii) D = { x, y, z }
The elements of set D are x, y and z.
Here, x Î D, but p Ï D
Describe tabular form of a set and demonstrate through
examples
As we have already described that all the elements of a set are
listed within { } and separated by commas, this form of describing
a set is called tabular form.
Let us demonstrate this form through examples.

Example 1: Set of the vowels of the English alphabet

In tabular form we write as {a, e, i, o, u} or {i, a, u, e, o}
Example 2: Set of natural numbers upto 100
In tabular form we write as {1, 2, 3, ..., 100}
Example 3: Set of names of three boys whose names start
with “A”.
In tabular form we write as {Ali, Ahmed, Ahmer}
Example 4: Set of name of days of a week.
In tabular form we write as
{Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}
Example 5: Explain, why are the following not sets:
(1) A = {5, 6, 6, 7, 8}
(2) B = Collection of intelligent students
Solution:
(1) A = {5, 6, 6, 7, 8}
This is not set because the element 6 is repeated.
(2) B = Collection of intelligent students
This is not set because it can not be decided that which
students are intelligent.
3 Maths-6
Unit 1 SETS

Activity 1 For A = {2, 4, 6, 8, 10 }

Fill in the blanks with symbols Î or Ï.

(i) Î A
4 ______ (ii) 1 ______ A (iii) 6 ______ A
(iv) 9 ______ A (v) 2 ______ A (vi) 8 ______ A

Activity 2 Write the given sets in tabular form.

Set Tabular Form

(i) Set of first five English alphabets. { a, b, c, d, e }

(ii) Set of all factors of 12

(iii) Set of names of days of a week

which start from “F”

(iv) Set of first five natural numbers

Points to remember
The name of a set is denoted by capital letter of
English alphabet.
Every element of a set is separated by a comma ‘,’ in
tabular form.
All the members of set are enclosed in brackets { } in
tabular form.
The order of writing elements does not matter in a set.
Elements of set do not repeat itself.

Teacher should perform the given activities on blackboard with

Teacher’s Note students and also give some more examples.

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4 Maths-6
Unit 1 SETS

EXERCISE 1.1
1. Tick ( ) which of the following are sets?
(i) Collection of the names of Presidents of Pakistan.
(ii) Collection of names of captains of hockey teams of Pakistan.
(iii) Collection of delicious dishes.
(iv) Collection of intelligent students in your class.
(v) Collection of greater numbers.
(vi) Collection of English teachers in your school.
2. If A = {5, 6, 7, 8} and B = {a, b, c, d}, fill in the blanks
with the symbols Î or Ï.

(i) 5 ______ A (ii) 9 ______ A (iii) m ______ A

(iv) c ______ B (v) b ______ B (vi) 7 ______ B
3. Write in tabular form.
(i) Set of name of capitals of the provinces of Pakistan.
(ii) Set of natural numbers from 50 to 70.
(iii) Set of first ten natural numbers exactly divisible by 2.
(iv) Set of letters in the word “pakistan”.
(v) Set of mathematics teachers in your school.
(vi) Set of name of colours of national flag.
4. If P = {a, e, i, o, u} and Q = {1, 2, 3, ..., 10} then which
of the following statements are true or false.
(i) aÎP ________ (ii) 1ÎQ ________
(iii) iÎQ ________ (iv) vÎP ________
(v) yÎQ ________ (vi) eÎP ________
(vii) 3ÎP ________ (viii) 7ÎQ ________
5 Maths-6
Unit 1 SETS

Define finite and infinite sets

Consider the sets given in the table 1.
Table 1

A = {2, 4, 6} , B = {1, 2, 3, ...}

C = {6, 4, 2} , D = {x, y, z}
E = {1, 3, 5, 7, ...} , F = {5, 10, 15, 20, 25, ...}

Let us consider set A. It has limited number of elements, so it

is finite set.

A set which has limited number of elements is called finite set.

In table 1, C and D are also finite sets.

Now consider set B = {1, 2, 3, ...}.
This set has unlimited number of elements. So it is infinite set.

A set which has unlimited number of elements is called

infinite set.

In table 1, E and F are also infinite sets.

Activity Tick (ü) the finite sets and cross (û)

the infinite sets.
(i) Set of all citizen of Pakistan
(ii) Set of all whole number less than 9999
(iii) Set of drops of water in river
(iv) The set of all English alphabets
(v) {1, 2, 3, ...}
(vi) {d, o, r}
(vii) {2, 4, 6, ...}

6 Maths-6
Unit 1 SETS

Define empty/void/null sets and singleton

Table 2

A={5}, B={x}
C = Set of natural numbers less than 1
D = Set of triangles with four sides

In table 2, C has no element because there is no natural number

less than 1.
So, C is an empty set, which is also called null or void set.

A set which has no element is called an empty or null or

void set. It is denoted by or { }.

In table 2, D is also empty set. Some other examples of

empty set are:
Examples:
(i) Set of squares with five sides.
(ii) Set of letters of English alphabet before A.
In table 2, there is a set A = { 5 } which has only one element
and is called singleton set.

A set having only one element is called singleton.

In table 2, set B is also singleton. Some other examples of

singleton are:

Examples:
P = { 8 } Q = { a }, R = {1} and S = {0}

7 Maths-6
Unit 1 SETS

Define equal and equivalent sets

Table 3

A = {1, 2, 3, 4} , B = {x, y, z}
C = {4, 3, 2, 1}, D = {a, e, i, o, u}
E = {2, 4, 6, 8, 10}, F = {y, z, x}

Consider sets A and C from the table 3. All the elements

of both sets are the same. So they are called equal sets.

Two sets A and B are called equal sets if they have all elements
same. Symbolically we represent as A = B and read as:
Set A is equal to set B

In table 3, B and F are also equal sets.

When we see D and E, they have same number of elements and
these are called equivalent sets.

Two sets A and B are called equivalent sets if the number

of elements of both sets are same. Symbolically we write as:
A ~ B and read as: Set A is equivalent sets to set B

Also, in the given table 3,

A ~C and B ~F
All equal sets are also equivalent sets but all equivalent
sets may not be equal sets.

For example in table 3, (i) A = C and also A ~C

(ii) D ~ E but D ¹ E.
Teacher should encourage students to make examples of different
Teacher’s Note types of sets themselves.

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8 Maths-6
Unit 1 SETS

Define subset and superset of a set

Consider the sets given in the following table 4.

Table 4

A={1}, B = {1, 2, 3}
C = {1, 2, 3, 4}, D = {4, 3, 2, 1}

Let us see sets B and C. All the elements of B are also elements
of C. So we say B is subset of C.

If each element of set A is also an element of set B then set A

is called subset of set B. Symbolically we write as A Í B.

In the given table 4,

A Í B, B ÍC , C ÍD and D ÍC
Remember that
Every set is subset of itself.

As B Í B and D Í D
Again, if we consider B and D.
B is subset of D. So D is called superset of B.

If A is subset of B then the set B is called superset of A.

Symbolically we write it as ‘ B Ê A’

In the given table 4,

B ÊA and D ÊB
9 Maths-6
Unit 1 SETS

Define proper and improper subsets of a set and demonstrate

through examples.
Now we consider set B and set D in table 4
Here B Í D and B ¹ D.
So set B is called proper subset of set D.
Proper Subset
If set A is subset of set B and also A is not equal to B then
“A is proper subset of set B. Symbolically we write as A Ì B.

In the given table 4, A ÌB and B ÌD

In table 4, we see that set D is subset of set C but set D is also
equal to set C. So D is called improper subset of C.
Improper Subset
If set A is subset of set B and A is also equal to B then “A is
called improper subset of set B”.

In table 4, set C is improper subset of set D.

Activity Identify and write the following sets,

from the given table.
(i) Two finite sets (ii) Two infinite sets
(iii) Two empty sets (iv) Two equal sets
(v) Two equivalent sets (vi) Two singleton
(vii) Two subsets (viii) Two super sets
Set of natural numbers between 2 and 3, Set of factors of 1
Set of triangles with four sides, D = {2, 4, 6, 8}
A = {1, 3, 5, 7, ...}, B = { 6 }, E = {5, 10, 15, 20, 25, ...}
C = {a, b, c, d}, F = {4, 6, 2, 8},
Set of first four letters of English alphabet

10 Maths-6
Unit 1 SETS

EXERCISE 1.2
1. Give reasons why following collections are not set.
(i) { d, o, o, r } (ii) { «, O, «, D }
(iii) { a, f, d, a } (iv) { 2, 2, 3, 3, 4, 4 }
(v) Set of beautiful birds (vi) Set of good players
2. Which of the following are finite or infinite sets?
(i) A = { 0, 1, 2, ..., 50 }.
(ii) B = { 100, 200, 300, 400, ... }.
(iii) Set of hair on the body of goat.
(iv) Set of legs of a cat.
(v) Set of stars in the sky.
(vi) Set of lines passing through a point.
(vii) Set of natural numbers greater than 20.
(viii) Set of all the cities of Pakistan.
(ix) Set of all the schools in Sindh.
(x) Set of all even numbers.
3. Which of the following are empty sets?
(i) Set of students of your class over 20 years of age.
(ii) Set of letters after Z in English alphabet.
(iii) Set of children whose names start with “K” in
your locality.
(iv) Set of name of solar calendar starting with Z.
(v) Set of fishes which live in sand.
(vi) Set of even numbers between 4 and 10.
(vii) { 0 } (viii) { }
4. Which pairs of the following are equal sets?
(i) { 1, 2, 3 } and { 2, 3, 1 } (ii) { p, a, t } and { t, a, p }
(iii) { k, i, t, e } and { b, i, t, e }
(iv) { x, y, z } and set of first three letters of English alphabet.
(v) Set of odd numbers less than 2 and { }
11 Maths-6
Unit 1 SETS

5. Which pairs of the following are equivalent sets?

(i) { m, i, l, e } and { n, i, l, e } (ii) { 1, 2, 3 } and {3, 2, 1}

(iii) { D, , , «, ÿ } and { 1, 2, 3, 4, 5 }
(iv) { 6, 66, 666, 6666 } and { 666, 7777, 77 }

6. Which of the following statements are true or false?

(i) B = { m, o, n } if B is Set of letters of word “MOON”.
(ii) A Í B if A = { 1, 2 } and B is { 2, 3, 4, 5 }
(iii) If A = { 4, 5, 10 } and B is { 5, 10, 20 } then A ~ B.
(iv) If A = { 0, 1, 2, 3, 5 } and B is Set of natural numbers
less than 6, then A = B.
(v) If X is equal to Y, then X is equivalent to Y.

7. Choose appropriate symbol to indicate the relation

between sets (=, Í , Ë , Ê , ~,Ì)
(i) { 10, 20, 30 } ______ { 5, 10, 15, 20, 25, 30 }
(ii) { 7, 14, 21, 28, 35, 42, 49 } _______ Set of
multiples of 7 less than 50.
(iii) { 5, 6, 7, 8, ... } _______ { 7, 5, 8 }
(iv) { 0 } _______ { }
(v) { t, e, a } _______ { a, e, t }
(vi) { Hyderabad, Karachi, Sukkur }_______Set of
all cities of Sindh.
(vii) { a, e, i, o, u } _______ Set of letters of English
alphabets .
(viii) { 11, 22, 33 } _______ { 1, 2, 3, ... }

12 Maths-6
Unit 1 SETS

REVIEW EXERCISE 1
1. Fill in the blanks.
(i) If A = { a, b, c } then a, b, c are __________ of a set A.
(ii) A set which has no element is called _____________ set.
(iii) A set which has limited number of elements is called
a ______ set.
(iv) If two sets A and B have ______________ elements, then
they are said to be equal sets.

2. Choose the correct answer.

(i) If B is set of vowels of English alphabet:
(a) p Î B (b) e Ï B (c) b Î B (d) a Î B

(ii) { f } is called:
(a) null set (b) infinite set (c) subset (d) singleton set
(iii) If sets A and B are equal, we use symbol
(a) Î (b) Ì (c) ~ (d) =
(iv) If A = { a, b, c } and B = { a, b, c, d, e } then
(a) A = B (b) A ~ B (c) A Ì B (d) B Ì A

3. Write two examples of set.

4. Write the following sets in tabular form.

(i) A is Set of all even numbers between 2 and 10.
(ii) B is Set of all odd numbers from 1 to 17.
(iii) C is Set of natural numbers divisible by 2 and less than 30.
(iv) D is Set of months of a solar calendar beginning with letter “J”.

13 Maths-6
Unit 1 SETS

5. Which of these sets are finite and which of these are

infinite.
(i) A is Set of members of your family
(ii) B is Set of all even numbers
(iii) C is Set of prime factors of 60
(iv) D is Set of all multiples of 7
(v) E is Set of one-digit natural numbers

6. Which of the following are empty sets.

(i) L is Set of the names of days of a week which start with “S”.
(ii) F is Name of months of a year having 32 days.
(iii) M is Set of odd numbers exactly divisible by 2.
(iv) N is Set of prime numbers exactly divisible by 2.

7. If A = { d } , B = { c, d } , C = { a, b, c } , D = { a, b } then
which of the following statements are true or false.
(i) D ÍC (ii) A ËC (Iii) B ÍD (iv) C ËD
8. Indicate which of the following statements are true and
false?
(i) The members of any set are always of same kind.
(ii) The order of the elements of a set does not matter.
(iii) An object can be included in a set repeatedly.
(iv) Any collection of objects is called a set.
(v) The notation “Δ is a symbol to indicate membership
of a set.
(vi) A well-defined collection of distinct objects is called
a set.
(vii) { a, b, c, d } is not a set.
(viii) The notation “Ï” is a symbol to indicate membership
of a set.
(ix) 1, 2, 3, 4 is a set.

14 Maths-6
Unit 1 SETS

SUMMARY
A set is a collection of well defined and distinct objects.
Each object in a set is an element or member of the set.
A set is described in two ways.
(i) Precisely described in words.
(ii) All the elements are listed down separately.
Finite set has limited number of elements.
Infinite set has unlimited number of elements.
A set having no element is an Empty or Null set.
Two sets are equal if they have all same elements.
Two sets are equivalent if they have same number of elements.
B is subset of A if every element of B is also an element of A.
A set having only one element is called singleton set.

Symbols to Remember
Î is member of
Ï is not member of
or { } empty set or null set
= is equal to
= is not equal to
~ is equivalent to
Í is a subset of
Ì is a proper subset of
Ê is a superset of
Ë is not a subset of

15 Maths-6
Unit
WHOLE NUMBERS
2 2.1 NATURAL AND WHOLE NUMBERS
We use numbers ‘1, 2, 3, 4, 5, ...’ for representing the quantity
of objects in our daily life.
These numbers 1, 2, 3, 4, ..., are called natural numbers.
When we include ‘0’ in the set of natural numbers, we will get
the set of whole numbers.
‘0, 1, 2, 3, 4, ...’ are called whole numbers.
Here 0 is predecessor of 1 and 1 is successor of 0. Similarly 1
is predecessor of 2 and 2 is successor of 1 and so on.
Differentiate between natural and whole numbers
The only difference between set of natural numbers and set of
whole numbers is of number ‘0’, ‘0’ does not belong to the set of
Natural numbers. All the other members of both the sets are the
same.
Identify natural and whole numbers, and their notations
We denote the set of natural numbers by N.
i.e N = { 1, 2, 3, 4, 5, 6, ...}
The set of whole numbers consist of zero and all natural
numbers. It is denoted by W,
i.e. W = { 0, 1, 2, 3, 4, 5, 6, 7, ... }
Look at the following sets:
N = {1, 2, 3, ...}
W = {0, 1, 2, ...}
Important facts about natural numbers and whole numbers are:
1 is the smallest and the first natural number.
The first and the smallest whole number is ‘0’.
The set of natural numbers is an infinite as we can not
count all natural numbers.
The set of whole numbers is an infinite set.

1
16 Maths-6
Unit 2 WHOLE NUMBERS

Represent a given list of whole numbers

Number line helps us to represent given whole numbers.
Whole numbers can be represented on a number line by using
following steps:
Let us represent numbers 0, 1, 2, 3, 4, 5, ..., on a number line.
Steps:
(i) Draw a line
0
(ii) Mark a point to represent the first whole number ‘0’ on the line.
(iii) Mark other points at equal distance and name them 1, 2,
3, 4, 5, ... respectively as shown below:
Thus we get a number line as under:

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

Note:
(i) On a number line, a number is greater than any number
on its left. For example, 1 > 0, 2 > 1 and 3 > 2 etc.
(ii) On a number line a number is less than any number on
its right. For example 0 < 2, 1 < 3, 5 < 12.
Represent whole numbers < (or >) a given whole number on a
number line
Let us represent whole numbers < (or >) a given whole number on
number line with the help of an example.
Example.
Represent the following on number line.
(i) Whole numbers Less than 6
(ii) Whole numbers Greater than 4
Solution:
(i) Whole numbers less than 6
Number less than 6 means number to the left side of 6.

0 1 2 3 4 5 6 7
1
17 Maths-6
Unit 2 WHOLE NUMBERS

Dark shaded dots represent the required whole numbers.

So, 0, 1, 2, 3, 4, 5 are the whole numbers less than 6.
(ii) Whole numbers greater than 4

0 1 2 3 4 5 6 7
Dark shaded dots represent the required whole numbers.
So, 5, 6, 7, ... are the required whole numbers.

Represent whole numbers > ( or < ) a given whole number on

a number line
Let us represent whole number > (or <) a given whole number on
a number line with the help of an example.
Example. Represent the following whole number on a number line.
(i) Whole numbers less than or equal to 7
(ii) Whole numbers greater than or equal to 3

Solution: (i) whole number £ 7

0 1 2 3 4 5 6 7 8 9 10

Dark shaded points represent the required whole numbers.

So, the whole numbers less than or equal to 7 are 0, 1, 2, 3, 4,
5, 6, 7.

(ii) Whole number ³ 3

0 1 2 3 4 5 6 7

Dark shaded points represent the required whole numbers with

continuation.
So, the whole numbers greater than or equal to 3 are 3, 4, 5, 6, 7, ...

Teacher should give more questions to students on blackboard to

Teacher’s Note represent whole numbers on number line.

1
18 Maths-6
Unit 2 WHOLE NUMBERS

Represent whole numbers > but < a given whole number on

a number line
Let us represent whole numbers > but < a given whole number
on a number line with the help of an example.
Example. Represent the even whole numbers greater than 1 but
less than 13 on number line.
Solution: Even whole numbers > 1 but < 13

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

Dark shaded points represent the required even whole numbers.

Hence the required even numbers are 2, 4, 6, 8, 10, 12.

Represent whole numbers > but < a given whole number on

a number line
Let us represent whole numbers > but < a given whole number on
a number line with the help of an example.
Example: Represent odd whole numbers greater than or equal to
5 but less than or equal to 11 on a number line.
Solution: Odd whole numbers ³ 5 but £ 11

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

Dark shaded points represent the required odd whole numbers.

Hence the required odd whole numbers are 5, 7, 9, 11.
Represent sum of two or more given whole numbers on the
number line
The method of adding two or more given whole numbers on the
number line is explained with the help of following example.

Teacher should draw the number line on blackboard and move a

Teacher’s Note student in front of it to show the sum of numbers on number line.

1
19 Maths-6
Unit 2 WHOLE NUMBERS

Example 1. Find the sum of 6 and 2 by using number line.

Solution: 6 + 2

0 1 2 3 4 5 6 7 8 9 10

Its procedure is described below:

Start from 0, and move 6 units on the right. Again, starting from
6 move 2 units on the right. We reach at number 8.
Hence, 6 + 2 = 8
Example 2.
With the help of a number line, find the sum of 1 + 3 + 5
Solution:
1 + 3 + 5

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

Therefore, 1 + 3 + 5 = 9

EXERCISE 2.1
1. Write, if possible:
(i) The smallest natural number
(ii) The smallest whole number
(iii) The largest natural number
(iv) The largest whole number
2. Write first ten natural numbers.
3. Write first ten whole numbers.
1
20 Maths-6
Unit 2 WHOLE NUMBERS

4. Represent on number line:

(i) Whole numbers > 8 (ii) Whole numbers < 8
(iii) Whole numbers ³ 8 (iv) Whole numbers £ 8
(v) Whole numbers > 3 but < 15
(vi) Whole numbers > 5 but £ 12
(vii) Whole numbers ³ 4 but £ 11
(viii) Whole numbers ³ 3 but < 9
(ix) Odd whole numbers greater than 3
(x) Even whole numbers greater than or equal to 8 but
less than 16.

5. Find sum of the following whole numbers by using

number line.
(i) 1 and 5 (ii) 6 and 3
(iii) 10 and 2 (iv) 8 and 4
(v) 2, 3 and 5 (vi) 3, 2 and 4

2.2 ADDITION AND SUBTRACTION OF

WHOLE NUMBERS
How to fill the triangle with
Add and subtract two 1, 2, 3, 4, 5, 6, 7, 8 and 9 to
given whole numbers get the sum of each side equal
to 17.
We already know how to add
and subtract two natural
numbers.
Same methods are applied for
whole numbers.

For example, the sum of 5 and 14 is 19 which is again a whole

number. Therefore we can say that the sum of whole numbers is
always a whole number.
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21 Maths-6
Unit 2 WHOLE NUMBERS

Similarly, 25941 + 58723 = 84664 which is a whole number.

The sum of two whole numbers is always a whole number.

When we subtract 23 from 53, we get 30. Here 23, 53 and 30 are
all whole numbers. Hence, the resulting number in subtraction
of whole numbers may or may not be a whole number.
Example 1: Add: 389 and 245 Example 2: Subtract 535
from 1000

1 1 0 9 9 1
3 8 9 As, 1 0 0 0 As,
9 + 5 = 14 10 – 5 = 5
+ 2 4 5 – 5 3 5
9–3=6
6 3 4 1 + 8 + 4 = 13 0 4 6 5 9–5=4
1+3+2=6 0–0=0

Hence 389 + 245 = 634 Hence 1000 – 535 = 465

Example 3: Aslam earns Rs 56835 in a month and his wife earns

Rs 35600. Their monthly expenditure is Rs 65000. Find their
total monthly income and saving.

Solution: Adding the monthly income of Aslam and his wife.

Monthly income of Aslam = 56835 rupees
Monthly income of his wife = + 35600 rupees
Total of monthly income = 92435 rupees
Now, in order to find monthly saving, we subtract monthly
expenditure from their total income.
Monthly income = 92435 rupees
Monthly expenditure = 65000 rupees
Monthly saving = 27435 rupees
Hence, their monthly income is Rs 92435 and monthly
saving is Rs 27435.
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Unit 2 WHOLE NUMBERS

Example 4: Find the sum of smallest five digit number and largest
four digit number.
Solution:
Smallest five digit number 10000
Largest four digit number + 9999
19999
Hence, required sum = 19999
Verify commutative and associative law (under addition)
of whole numbers.
(a) Commutative law under addition.
When we add 9 to 30, we get 39 and when we add 30 to 9, then
again we get 39. Similarly by adding 100 to 40 and by adding
40 to 100, we get the same whole number 140. In other words,
we have
9 + 30 = 30 + 9, and 100 + 40 = 40 + 100
It shows that, for any order of two given whole numbers, their
addition give us the same sum. This is known as the commutative
law of whole numbers under addition.
Thus commutative law under addition is:
The sum of two whole numbers, in any order, is always same.

Example:
Verify commutative law under addition for whole numbers 85 and 95.
Solution: By Commutative Law under addition, 85 + 95 = 95 + 85
85
LHS = 85 + 95 + 95
= 180
180
95
RHS = 95 + 85 + 85
= 180
180
Since, LHS = RHS, therefore 85 + 95 = 95 + 85
Hence, Commutative law under addition is verified.
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23 Maths-6
Unit 2 WHOLE NUMBERS

(b) Associative law under addition.

We can add only two whole numbers at a time. So, we can get
the sum of three whole numbers, say 3, 7 and 12 by two ways:
or
3 + 7 + 12 3 + 7 + 12
= 10 + 12 = 3 + 19
= 22 = 22
Therefore we can say
(3 + 7) + 12 = 3 + (7 + 12)
Hence, three whole numbers added in any order give same result.
This is known as associative law under addition.
Thus Associative law under addition is:
The sum of three whole numbers, in any order, is always same.
Example:
Verify Associative law under addition for 23, 59 and 87.
Solution:
By Associative Law under addition, (23 + 59) + 87 = 23 + (59 + 87)
23
LHS = (23 + 59) + 87 + 59
= 82 + 87 82
= 169 + 87
169

59
RHS = 23 + (59 + 87) + 87
= 23 + 146 146
= 169 + 23
169
Since, LHS = RHS, therefore (23 + 59) + 87 = 23 + (59 + 87)
So, Associative law under addition is verified.

Teacher should help the students to understand the concepts of

Teacher’s Note laws of whole numbers under addition.

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24 Maths-6
Unit 2 WHOLE NUMBERS

Activity 1 Fill in the following blanks by using

Commutative and Associative laws of addition.

(i) 56123
56123 + 71045 = 71045 + __________

(ii) 24125 + (41625 + 7123) = ( 24125 + _________ ) + 7123

(iii) 47813 + ___________ = 51623 + ___________

(iv) 567 + ( __________ + 1784) = ( __________ + 962) + _________

Recognize ‘0’ as additive identity
There is a whole number, which has a unique property that no
other whole numbers has. The number is 0, and the property is:
When 0 is added to any whole number, the sum is the whole
number itself.
For Example: 1 + 0 = 0 + 1 = 1
25 + 0 = 0 + 25 = 25
And the number “0” is called additive identity.

EXERCISE 2.2
1. What is the sum of the largest number of six digits and
the smallest number of seven digits?

2. Population of a village is 2700. If 1070 are men and 915

are women, find the number of children.

3. Arif deposited Rs 45800 in his bank account. After a

month he withdrew Rs 3500 from it. How much money
was left in his account?

4. Kashif had Rs 82000. He gave Rs 6500 to his wife,

Rs 10550 to son and Rs 15335 to daughter. How much
money was left with him?
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25 Maths-6
Unit 2 WHOLE NUMBERS

5. Verify commutative law under addition for the following.

(i) 7628 and 39780 (ii) 924981 and 228
(iii) 29000 and 10699 (iv) 50102 and 9019854

6. Verify associative law under addition for the following.

(i) 34006, 2389 and 44380 (ii) 583031, 127 and 3405
(iii) 231, 6090 and 25996 (iv) 412, 3007 and 102341

7. Fill in the blanks to make the following statements true.

(i) 5020 + 849 = ________________ + 5020

(ii) 97864 + 0 = ________________
(iii) 749 + 0 = 0 + ______ = ______
(iv) 3971 + (430 + 300) = (3971 + ____________) + 300
(v) 4853 + 93 = 93 + 4853 = _________________

8. Think a number. Double the number and add 9 to it then

add the number you started with. Then divide the amount
by 3 and also subtract 3 from the quotient. What the
number do you get?

2.3 MULTIPLICATION AND DIVISION OF

WHOLE NUMBERS
We know that multiplication is repeated addition and division is
repeated subtraction.

Multiply and divide two given whole numbers

(a) Multiplication:
The method of multiplying two whole numbers is same as the
method of multiplication of natural numbers.
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26 Maths-6
Unit 2 WHOLE NUMBERS

Consider the following multiplications:

5 ´ 4 = 20, 10 ´ 153 = 1530, 0 ´ 2453 = 0
In all these examples, the multiplication of two whole numbers
gives a whole number.

The product of two whole numbers is always a whole number.

Let us consider the following examples.

Example 1: Example 2: Zahida purchased 20
Multiply 2483 by 253 bangles at the price of Rs 80 each.
Solution: Find the total amount paid by
2483 Zahida.
´ 253 Solution:
7449 Number of bangles: 20
124150 Price: ´ 80
496600 00
628199 160 ´
Hence 1600
2483 ´ 253 = 628199 Hence the total amount is Rs 1600.
(b) Division: 4
If we divide 9 by 2, then the quotient is 4 and the 2 9
remainder is 1. –8
Let us consider division of some other whole numbers 1
along with their quotients and remainders.
Dividend Divisor Quotient Remainder
9 3 3 0
7 5 1 2
14 8 1 6
56 7 8 0
Note:
The quotient of a whole number divided by 1 is the
number itself.
The quotient of zero divided by a non-zero whole number
is zero.
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27 Maths-6
Unit 2 WHOLE NUMBERS

Example 1: Divide 435 by 3. Write quotient and remainder.

Solution:
145 quotient
divisor 3 435
–3 dividend
13
– 12
15
– 15
0 remainder
Hence, 435 ¸ 3 = 145.
Example 2: The cost of 15 books is Rs 600. Find the cost of one book.
Solution: In order to find the cost of one book we divide the
total cost Rs 600 by number of books, i.e. 15.
40
15 600
– 600
´
So, the cost of one book is Rs 40.
Example 3:
Find the greatest 4 digit number which is exactly divisible by 23.
Solution:
As greatest 4 digit number is 9999
434
23 9999
– 92
79
– 69
109
– 92
17 = remainder
Thus the required number = 9999 – 17
= 9982
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Unit 2 WHOLE NUMBERS

EXERCISE 2.3
1. Find the following products of whole numbers.
(i) 854 ´ 96 (ii) 736 ´ 103
(iii) 256 ´ 1008 (iv) 995 ´ 158
2. Divide and find the quotient and remainder.
(i) 7772 ¸ 58 (ii) 96324 ¸ 245
(iii) 16025 ¸ 1000 (iv) 92845 ¸ 300
3. A gardener plans to plant 570 trees in 19 rows. Each row
should contain equal number of trees. How many trees
will be in each row?
4. The shopkeeper purchased 125 television sets. If the cost
of each set is Rs 9820, find the cost of all sets.
5. Find the greatest 5 digit number which is exactly divisible
by 75.
6. Multiply the greatest number of four digits with the
smallest number of three digits.

Verify commutative and associative law

(under multiplication) of whole numbers
(a) Commutative law under multiplication
Consider the product of two whole numbers 5 and 6, which is
5 ´ 6 = 30. Also 6 ´ 5 = 30.
Thus 5 multiplied by 6 is the same as 6 multiplied by 5.
Similarly, 401 ´ 98 = 98 ´ 401 gives 39298 = 39298,
3756 ´ 23 = 23 ´ 3756 gives 86388 = 86388, 101 ´ 0 = 0 ´ 101
gives 0 = 0 and 255 ´ 1 = 1 ´ 255 gives 255 = 255.
Hence, two whole numbers multiplied in any order gives equal
product. This is known as commutative law under multiplication.
The product of two whole numbers, in any order, is always same.

1
29 Maths-6
Unit 2 WHOLE NUMBERS

Associative law under multiplication

Consider the product of three whole numbers 3, 2 and 4. If we first
multiply 3 and 2 and multiply the resulting number by 4, we get

(3 ´ 2) ´ 4 = 6 ´ 4 = 24.

On the other hand, if we multiply What are the things

2 with 4 and multiply their product we can do without any
with 3. definite order in our
we get 3 ´ (2 ´ 4) = 3 ´ 8 = 24 daily life?
Thus, (3 ´ 2) ´ 4 = 3 ´ (2 ´ 4)
Hence, three whole numbers multiplied in any order gives equal
product. This is the associative law under multiplication.

Thus associative law under multiplication is:

The product of three whole numbers, in any order, is always same.

Recognize ‘1’ as multiplicative identity

The whole number 1 has a special role in multiplication just as

the number 0 has in the case of addition. As 3 ´ 1 = 1 ´ 3 = 3
and 1 ´ 5 = 5 ´ 1 = 5 etc. Therefore 1 is the only whole number
with the property that when 1 is multiplied with any whole
number in any order, the result is the same whole number.

So “1” is called multiplicative identity.

Note: The number 0 also has a special property in multiplication.

We know that 8 ´ 0 = 0, 0 ´ 200 = 0 and 283450 ´ 0 = 0.

Therefore when 0 is multiplied with any whole number

the result is 0.

30 Maths-6
Unit 2 WHOLE NUMBERS

2.4 MULTIPLICATION AND ADDITION

(SUBTRACTION) OF WHOLE NUMBERS
Verify distributive law of multiplication over addition
For the three whole numbers 2, 4
and 7. First we consider 4 + 7 and What are the things
then 2 ´ (4 + 7) to get 2 ´ 11 = 22. in our daily life must
Also (2 ´ 4) + (2 ´ 7) = 8 + 14 = 22 be done in a certain
Therefore 2 ´ (4 + 7) = (2 ´ 4) + (2 ´ 7) order?

This is called distributive law of multiplication over addition.

Let us demonstrate the distributive law of multiplication over
addition with the help of example 5 (10 + 8) = 5 ´ 10 + 5 ´ 8

Solution:
L.H.S = 5 (10 + 8) R.H.S = 5 ´ 10 + 5 ´ 8
= 5 (18) = 50 + 40
= 90 = 90

L.H.S = R.H.S
5 (10 + 8) = 5 ´ 10 + 5 ´ 8
Hence distributive law of multiplication over addition is verified.

Verify distributive law of multiplication over

subtraction (with positive difference)
For the above three whole numbers 2, 4 and 7,
2 ´ (7 – 4) = 2 ´ 3 = 6 and (2 ´ 7) – (2 ´ 4) = 14 – 8 = 6
Therefore, 2 ´ ( 7 – 4) = ( 2 ´ 7) – (2 ´ 4)
This is called distributive law of multiplication over subtraction.
Let us demonstrate of Distributive law of multiplication over
subtraction with help of example 5 (20 – 2) = 5 ´ 20 – 5 ´ 2
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31 Maths-6
Unit 2 WHOLE NUMBERS

Solution:
L.H.S = 5 (20 – 2) R.H.S = 5 ´ 20 – 5 ´ 2
= 5 (18) = 100 – 10
= 90 = 90

L.H.S = R.H.S
5 (20 – 2) = 5 ´ 20 – 5 ´ 2
Hence distributive law of multiplication under subtraction is
verified.

EXERCISE 2.4

1. Fill in the blanks.

(i) 5 ´ 0 = __________
(ii) 6 ´ 1 = __________
(iii) 2 ´ 5 = 5 ´ ______
(iv) 3 ´ (1 ´ 4) = (3 ´ 1) ´ _____
(v) 5 ´ ( _____ ´ 8) = ( _____ ´ 7) ´ 8
(vi) 541 ´ (645 + ______ ) = 541 ´ 645 + 541 ´ 964
(vii) 345 ´ (650 – 125) = 345 ´ 650 ______ 345 ´ ______

2. Write True or False

(i) 545 ´ 248 = 545 + 248 _________
(ii) 67 – (125 – 12) = (67 – 125) – 12 _________
(iii) 64 ´ (245 – 10) = 64 ´ 245 – 64 ´ 10 _________
(iv) 95 ´ (25 ´ 14) = (95 ´ 25) + 14 _________

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32 Maths-6
Unit 2 WHOLE NUMBERS

3. Name and verify the law used in each of the following.

(i) 9´7=7´9 (ii) 4 ´ (6 ´ 3) = (4 ´ 6) ´ 3
(iii) 5 ´ (7 – 1) = 5 ´ 7 – 5 ´ 1 (iv) 2 ´ (8 + 3) = 2 ´ 8 + 2 ´ 3
4. Verify commutative law under addition for 530 and 750.
5. Verify Associative Law under multiplication for 240, 425
and 35.
6. Verify distributive law of multiplication over addition for
300, 615 and 975.

REVIEW EXERCISE 2
1. Fill in the blanks by using laws under multiplication of
whole numbers.
(i) 2 ´ _______ = 3 ´ ______
(ii) 112 ´ 528 = _______ ´ ______
(iii) 5 ´ (3 ´ 8) = (5 ´ 3) ´ _______
(iv) _______ ´ 7 = 7 ´ _______ = 0
(v) 9 ´ (2 + 16) = _______ ´ 2 + _______ ´ 16
(vi) (20 + 4) ´ 1 = _______ ´ 1 + 4 ´ _______
(vii) 17 ´ (8 – 3) = 17 ´ _______ – _______ ´ 3
(viii) (12 – 6) ´ 32 = 12 ´ _______ – 6 ´ _______

2. Fill in the blanks.

(i) 5´4= ´5
(ii) 15 ´ (10 ´ 6) = ( ´ 10)
(iii) 10 ´ (15 + 6) = (10 ´ 15) + ( ´ 6)
(iv) 10 ´ (100 + 60) = ( ´ 100) + (10 ´ )

1
33 Maths-6
Unit 2 WHOLE NUMBERS

3. Write True or False.

(i) 5–3=3–5 (ii) 3´1+7=3´8
(iii) 2 – (0 – 8) = (2 – 0) + 8 (iv) 9 + (7 + 5) = (9 + 7) + 5
(v) 4 ´ (35 ´ 2) = (4 ´ 35) ´ 2
(vi) 24 – (50 – 6) = (24 – 50) – 6
(vii) 14 ¸ 0 = 14 (viii) 0 ¸ 125 = 0
(ix) 18 ¸ 18 = 0 (x) 75 ¸ 75 = 1

4. Write the predessor and successor of the following

numbers:
(i) 671 (ii) 245

5. Choose the correct answer:

(i) The smallest natural number is _______.
(a) 0 (b) 1 (c) 2 (d) 100
(ii) The predecessor of 1 in the set of whole numbers
is ________.
(a) 0 (b) 2 (c) 3 (d) none
(iii) The smallest seven digit number is ________.
(a) 1234567 (b) 9999999
(c) 1111111 (d) 1000000
(iv) The greatest six digit number is ____________
(a) 876543 (b) 999999 (c) 111111 (d) 100000
(v) The numbers divisible by 2 are called_______numbers.
(a) prime (b) even (c) odd (d) whole
6. Draw a number line to represent the following whole numbers.
(i) 0, 1, 3, 9 (ii) Whole numbers > 3
(iii) Whole numbers £ 8
(iv) Whole numbers > 5 but < 10
(v) Whole numbers ³ 1 but £ 8
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34 Maths-6
Unit 2 WHOLE NUMBERS

7. Find the sum of 4, 2, 3 and 5 on number line.

8. Find two whole numbers whose sum is:
(i) 9 (ii) 24 (iii) 31
9. Verify commutative laws of addition and
multiplication for 190 and 330.
10. Verify Associative laws of addition and multiplication
for 20, 30 and 60.
11. Verify distributive laws of multiplication over addition and
subtraction for 700, 500 and 100.
12. What is the cost of 640 photocopies at Rs 1.50 per copy?
13. Find the greatest number of 4 digits which is exactly
divisible by 44.

SUMMARY
Natural numbers are used for counting.
Some of the set of numbers and their notations are:
Set of natural numbers, N = {1, 2, 3, ...}
Set of whole numbers, W = {0, 1, 2, ...}
Sum and product of two whole numbers is also a whole
number.
Addition of whole numbers is commutative and associative.
Multiplication of whole numbers is commutative and
associative.
Zero is additive identity in the set of whole numbers.
The multiplicative identity in the set of whole numbers is 1.
Multiplication is distributive over addition and subtraction
(with positive difference) in the set of whole numbers.
Division of two whole numbers is a whole number only if
divisor completely divides the number and remainder
is zero.
1
35 Maths-6
Unit
FACTORS AND MULTIPLES
3
3.1 FACTORS AND MULTIPLES
Define a factor as a number which divides the dividend
completely leaving no remainder.
We know that if a dividend is divided by a divisor, we get quotient
and remainder.
Let us consider division of 8 by 2 and 3 separately.
Division by 2 Division by 3
2 8 4 or 8 ¸ 2 = 4 3 8 2 or 8 ¸ 3 = 2
–8 remainder = 0 –6 remainder = 2
0 2
Here 2 is a factor of 8 because remainder is zero or 2 divides 8
exactly. 3 is not a factor of 8 because remainder is not zero
or 3 does not divides 8 exactly.

A factor is a number which divides the dividend

completely leaving no remainder.
Example: Which of the following are the factors of 10.
(a) 2 (b) 4 (c) 5 (d) 6
Solutions:
(a) 2 10 5 (b) 4 10 2
– 10 –8
10 = 2 ´ 5
0 2
Since Remainder = 0 Since Remainder is not zero
So, 2 is a factor of 10 So, 4 is not a factor of 10
(c)5 10 2 (d) 6 10 1
– 10 –6
10 = 5 ´ 2
0 4
Since Remainder = 0 Since Remainder is not zero
So, 5 is a factor of 10 So, 6 is not a factor of 10
So, 2 and 5 are the factors of 10.
36 Maths-6
Unit 3 FACTORS AND MULTIPLES

Example 2: Find all the factors of:

(a) 12 (b) 20
Solution:
(a) 12 (b) 20
As 12 = 1 ´ 12 As 20 = 1 ´ 20
12 = 2 ´ 6 20 = 2 ´ 10
12 = 3 ´ 4 20 = 4 ´ 5

So, 1, 2, 3, 4, 6 and 12 can So, 1, 2, 4, 5, 10 and 20 can

divide 12 exactly. divide 20 exactly.

Hence 1, 2, 3, 4, 6 and 12 are Hence 1, 2, 4, 5, 10 and 20 are

factors of 12. factors of 20.

The number itself and 1 are always the factors of the given number.

Define a multiple as a dividend into which a factor

can divide
Let us consider the division of 18 by 2.
2 18 9
– 18
0
18 = 2 ´ 9
Here the divisor 2 is called factor of 18 because remainder is zero.
The dividend 18 is called multiple of 2 because 2 is factor of 18.
Thus
Multiple of a given number is the dividend, for
which the given number is its factor.

So, a number has always unlimited number of multiples.

Teacher should help the students to differentiate between factors

Teacher’s Note and multiples by giving more examples.

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37 Maths-6
Unit 3 FACTORS AND MULTIPLES

Example 1: Is 20 a multiple of 3?
Solution:
3 20 6 Since 3 is not a factor of 20
– 18 So, 20 is not a multiple of 3.
2
Example 2: Find all multiples of 2.
Solution: Multiples of 2 can be found as:

2´1=2
2´2=4
2´3=6
2´4=8
and so on

So, the multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, ...

Example 3: Find the multiples of 3 less than 15.

Solution: The multiples of 3 are 3, 6, 9, 12, 15, 18, ...
So, the multiples less than 15 are 3, 6, 9, 12

Example 4: Find the multiples of 4 which are between 9 and 23.

Solution: The multiples of 4 are 4, 8, 12, 16, 20, 24, 28, ...
So, the multiples between 9 and 23 are 12, 16, 20.

Define even numbers as the numbers which are

multiples of 2
Any number which is multiple of 2, is called an even number.
As 2, 4, 6, 8, 10, 12, ... are multiples of 2.
So, 2, 4, 6, 8, 10, 12, ... are even numbers.
In other words, an even number is a number which is exactly
divisible by 2.

38 Maths-6
Unit 3 FACTORS AND MULTIPLES

Rule: A number having 0, 2, 4, 6, or 8 at its ones place is an

even number.

Example: Which of the following numbers are even:

(a) 257 (b) 7208 (c) 11114 (d) 15683
Solution:
(a) 257 is not even because digit at ones place is 7.
(b) 7208 is even because digit at ones place is 8.
(c) 11114 is even because digit at ones place is 4.
(d) 15683 is not even because digit at ones place is 3.
Define odd numbers as the numbers which are not multiples of 2
A number which is not multiple of 2 is called an odd number.
As 1, 3, 5, 7, 9, 11, 13, ... are not multiples of 2.
So, 1, 3, 5, 7, 9, 11, 13, 15, ... are odd numbers.
In other words
An odd number is a number which is not exactly divisible by 2.
Rule: A number having 1, 3, 5, 7 or 9 at its ones place is an
odd number.

Example: Identify the odd or even numbers as the multiple of 2

and explain.
(a) 3145 (b) 6784 (c) 9210 (d) 2461
Solution:
Number Type Explanation
As digit at ones place is 5, which is not even
(a) 3145 odd number. Hence, 3145 is odd number.
As digit at ones place is 4, which is even
(b) 6784 even number. So, 6784 is an even number.
As digit at ones place is 0, which is even
(c) 9210 even number. So, 9210 is even number.
As digit at ones place is 1,which is not even
(d) 2461 odd number. So, 2461 is odd number.

39 Maths-6
Unit 3 FACTORS AND MULTIPLES

Define prime numbers as numbers which have only two

factors (i.e., 1 and itself)
A natural number which has only two distinct factors 1 and
number itself is called a prime number.
As 2, 3, 5, 7, 11, 13, 17, 19, ... have only two factors.
So, they are prime numbers.
Example: Which of the following numbers is a prime number?
(a) 23 (b) 8
Solution:
(a) 23 has two factors 1 and 23. So, 23 is prime number.
(b) 8 has four factors 1, 2, 4, 8. So, 8 is not a prime
number.
Define composite numbers as numbers which have more
than two factors
A natural number which has more than two factors is called a
composite number.
As 4, 6, 8, 9, 10, 12, 14, 15, ... have more than two factors.
So, they are composite numbers.
Example: Identify the composite or prime
numbers with reasons.
(a) 8 (b) 17 (c) 9 (d) 5
Solution:
Number Type Reasons
As 1, 2, 4, 8 are the factors of 8,
(a) 8 Composite number which are more than two. Hence it is
composite number.

As 1, 17 are the only two distinct

(b) 17 Prime number factors so, 17 is prime number.

As 1, 3, 9 are the factors of 9, which

(c) 9 Composite number are more than two. Hence it is
composite number.

As 1, 5 are the only two distinct

(d) 5 Prime number factors of 5 so, 5 is prime number.

40 Maths-6
Unit 3 FACTORS AND MULTIPLES

Know that 1 is neither prime nor composite as it has only

one factor which is 1 itself
According to the number of factors, there are three types of
natural numbers as given below:

Natural Number Type Factors

1 Neither prime nor composite 1
2 Prime number 1, 2
3 Prime number 1, 3
4 Composite number 1, 2, 4
5 Prime number 1, 5
6 Composite number 1, 2, 3, 6

So 2, 3, 5, 7, 11, 13, ... are prime numbers.

4, 6, 8, 9, 10, 12, 14, 15, ... are composite numbers and 1 is
neither prime nor composite number because it has only one
factor which is 1 itself.
Example: Identify prime, composite and the number which is
neither prime nor composite from the following:
5, 8, 16, 1, 19

Solution:
Prime numbers are 5 and 19
Composite numbers are 8 and 16
The number which is neither prime nor composite is 1
Know that 1 is a factor of every number.
If we divide any number by 1, the remainder will always be zero.
as it is clear from the following examples:
(1) 1 is factor of 5
(2) 1 is factor of 8
(3) 1 is factor of 104
So, 1 is factor of every number because it produces 0 as remainder.

41 Maths-6
Unit 3 FACTORS AND MULTIPLES

Example: Find factors of 2, 5 and 6 and which number is factor

of each of 2, 5 and 6.
Solution:
Factors of 2 are 1, 2
Factors of 5 are 1, 5
Factors of 6 are 1, 2, 3, 6
Here ‘1’ is the only number which is factor of each of 2, 5 and 6.
Know that 2 is the only even prime number whereas all other
prime numbers are odd
We know that even natural numbers are 2, 4, 6, 8, 10, ....
From these numbers 2 has only two factors which are 1 and 2.
Whereas all other even numbers have more than two factors.
Hence 2 is the only even number which is also prime.

We know that all prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, ...
From these prime numbers 2 is only even prime number and all
other are odd.

EXERCISE 3.1
1. Which of the following are the factors of 20.
(a) 2 (b) 8 (c) 5 (d) 3

2. Write all the factors of each of the following.

(a) 15 (b) 30 (c) 50 (d) 125 (e) 150
3. Which of the following are multiples of 6.
(a) 10 (b) 18 (c) 96 (d) 200
4. Write first seven multiples of:
(a) 4 (b) 7 (c) 12 (d) 15 (e) 20

42 Maths-6
Unit 3 FACTORS AND MULTIPLES

5. Write prime numbers between:

(a) 6 and 15 (b) 20 and 40 (c) 60 and 95
6. Write an even prime number.
7. Which of the following is even or odd?
(a) 10 (b) 47 (c) 75 (d) 91 (e) 100 (f) 117

8. Write all the even numbers between 21 and 51.

9. Write all the odd numbers between 10 and 40.
10. Write all the composite numbers less than 40.
11. Write all the composite numbers between 71 and 101.
12. Write all the prime numbers between 20 and 60.
13. Why 1 is neither prime nor composite?

3.2 TESTS FOR DIVISIBILITY

Test by inspection whether the numbers 2, 3, 4, 5, 6, 8, 9, 10,
11, 12, 15 and 25 can divide a given number.
There are rules by which we can check whether a given number
is exactly divisible by 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 15 and 25.
These rules are called tests for divisibility.

Test of Divisibility by 2 :
A number is exactly divisible by 2 if the digit at units place
of the number is 0, 2, 4, 6 or 8.

Example: 50, 62, 724, 9126, 3338 are exactly divisible by 2.

Test of Divisibility by 3 :
A number is exactly divisible by 3 if the sum of the digits of the
number is divisible by 3.

Example: 24510 is exactly divisible by 3 because 2 + 4 + 5 + 1 + 0 = 12

and 12 is divisible by 3

43 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Tests for Divisibility)

Test of Divisibility by 4 :
A number is divisible by 4 if the number formed by the last two
digits of the number is divisible by 4 or the two digits are zeros.

Example: 1002316 is divisible by 4 because 16 is divisible by 4.

Test of Divisibility by 5 :
A number is divisible by 5 if digit at the units place of the number
is 0 or 5.

Example: 5210 and 4115 are exactly divisible by 5.

Test of Divisibility by 6 :
A number is divisible by 6 if the number is exactly divisible by
both 2 and 3.

Example: 2142 is divisible by 6 because it is exactly divisible by

both 2 and 3.

Test of Divisibility by 8 :
A number is exactly divisible by 8 if the number formed by the
last three digits is exactly divisible by 8 or the last three digits
are zero.

Example: 213832 is divisible by 8 because 832 is exactly divisible

by 8.

Test of Divisibility by 9 :
A number is exactly divisible by 9 if the sum of the digits of the
number is exactly divisible by 9.

Example:
9241011 is exactly divisible by 9 because 9 + 2 + 4 + 1 + 0 + 1 + 1 = 18
and 18 is exactly divisible by 9.

44 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Tests for Divisibility)

Test of Divisibility by 10 :
A number is exactly divisible by 10 if the digit at units place of the
number is zero.
Example: 25670 is exactly divisible by 10.

Test of Divisibility by 11 :
A number is exactly divisible by 11 if the difference of the sum of
digits at odd places from the sum of its digits at even places is
either 0 or exactly divisible by 11.

Example:
7546 is exactly divisible by 11 because (7 + 4) – (5 + 6) = 11 – 11 = 0
and 907665 is divisible by 11 because (9 + 7 + 6) – (0 + 6 + 5)
= 22 – 11 = 11 which is exactly divisible by 11.

Test of Divisibility by 12 :
A number is exactly divisible by 12 if the number is exactly
divisible by both 3 and 4.
Example: 234084 is exactly divisible by 12 because it is exactly
divisible by 3 and 4 (As 2 + 3 + 4 + 0 + 8 + 4 = 21 is divisible
by 3 and 84 is exactly divisible by 4).
Test of Divisibility by 15 :
A number is exactly divisible by 15 if the number is exactly
divisible by both 3 and 5
Example: 26130 is divisible by 15 because it is divisible by both
3 and 5.

Testof Divisibility by 25 :
A number is exactly divisible by 25 if the number formed by last
two digits is exactly divisible by 25 or the last two digits are zeros.
Example: 2341625 is divisible by 25 because 25 is divisible by 25.

45 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Tests for Divisibility)

Example: Test whether:

(i) 2412006 is exactly divisible by 3
(ii) 6123816 is exactly divisible by 8
(iii) 61710 is exactly divisible by 6
(iv) 36578146 is exactly divisible by 11
(v) 43210284 is exactly divisible by 12
(vi) 32412075 is exactly divisible by 15

Solution:
(i) 2 + 4 + 1 + 2 + 0 + 0 + 6 = 15. Since 15 is divisible by 3.
So, 2412006 is divisible by 3.
(ii) 6123816 is divisible by 8. Since 816 is divisible by 8.

(iii) 6 + 1 + 7 + 1 + 0 = 15. Since 15 is divisible by 3 and

digit at units place is 0, so it is divisible by 2.
Hence 61710 is divisible by 6.
(iv) Here (3 + 5 + 8 + 4) – (6 + 7 + 1 + 6) = 20 – 20 = 0
So, 36578146 is exactly divisible by 11

(v) As 4 + 3 + 2 + 1 + 0 + 2 + 8 + 4 = 24 is exactly
divisible by 3 and 84 is also exactly divisible by 4
So, 43210284 is exactly divisible by 3 and 4
Hence it is exactly divisible by 12

(vi) As 3 + 2 + 4 + 1 + 2 + 0 + 7 + 5 = 24 is exactly
divisible by 3 and there is 5 at ones place
So, 32412075 is exactly divisible by 3 and 5
Hence it is exactly divisible by 15

46 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Tests for Divisibility)

EXERCISE 3.2
1. Test whether.
(i) 251061 is exactly divisible by 3
(ii) 92348 is exactly divisible by 4
(iii) 49230 is exactly divisible by 9
(iv) 24150 is exactly divisible by 8
(v) 10005 is exactly divisible by 2
(vi) 241566 is exactly divisible by 3
(vii) 34268 is exactly divisible by 2
(viii) 241361 is exactly divisible by 4
(ix) 5123864 is exactly divisible by 8
(x) 4158720 is exactly divisible by 9
(xi) 210006 is exactly divisible by 2
(xii) 1234562 is exactly divisible by 3
2. Which of the following numbers are exactly divisible by 6?
(i) 2456 (ii) 7121700 (iii) 19206

3. Which of the following numbers are exactly divisible by 5?

(i) 24567 (ii) 230590 (iii) 111165

4. Which of the following numbers are exactly divisible by 10?

(i) 25670 (ii) 123600 (iii) 14675

5. Which of the following numbers are exactly divisible by 11?

(i) 215762 (ii) 52958400 (iii) 94857290
6. Which of the following numbers are exactly divisible by 12?
(i) 245168 (ii) 512100 (iii) 2561742

47 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Tests for Divisibility)

7. Which of the following numbers are exactly divisible by 15?

(i) 51300 (ii) 523449 (iii) 236790
8. Which of the following numbers are exactly divisible by 25?
(i) 2563400 (ii) 341236 (iii) 4102375
9. Which of the following numbers are exactly divisible
by 2, 3, and 6?
(i) 14562 (ii) 1101361 (iii) 518214

10. Which of the following numbers are exactly divisible

by 4 and 8?
(i) 513864 (ii) 617116 (iii) 2415848

11. Which of the following numbers are exactly divisible

by 2, 5 and 10?
(i) 120340 (ii) 210785 (iii) 412360

3.3 FACTORIZATION
The process of factorizing a number into its factors is called
factorization.
Rule: Product of factors of a given number is always equal
to the number.
For example: (i) 8 = 2 ´ 4 (ii) 12 = 6 ´ 2
Here 2 and 4 are Here 6 and 2 are
factors of 8 factors of 12
Define prime factorization as the process of factorizing a
number into its prime factors
The process of factorizing a number into its prime factors is
called prime factorization.

For example: (i) 8 = 2 ´ 2 ´ 2 (ii) 12 = 2 ´ 2 ´ 3

Prime factorization can be done by two methods as explained in
the following example.

48 Maths-6
Unit 3 FACTORS AND MULTIPLES (Factorization)

Example 1: Find the prime factorization of 60:

Solution:
Division method Tree method

60
2 60
2 30 2 ´ 30
3 15
2 ´ 2 ´ 15 (Divide 30
5 5 by 2)

1 2 ´ 2 ´ 3 ´ 5 (Divide
15 by 3)
So, 60 = 2 ´ 2 ´ 3 ´ 5 So, 60 = 2 ´ 2 ´ 3 ´ 5
which is prime factorization which is prime factorization
of 60 of 60
Example 2: Find the prime factorization of 540:
Solution:
Division method Tree method
540
2 540
2 270 2 ´ 270
3 135
2 ´ 2 ´ 135
3 45
3 15 2 ´ 2 ´ 3 ´ 45
5 5
1 2 ´ 2 ´ 3 ´ 3 ´ 15

2 ´ 2 ´ 3 ´ 3 ´ 3 ´ 5

So, So,
540 = 2 ´ 2 ´ 3 ´ 3 ´ 3 ´ 5 540 = 2 ´ 2 ´ 3 ´ 3 ´ 3 ´ 5
which is prime factorization which is prime factorization of 540.
of 540.

Teacher should help the students to practice both methods of prime

Teacher’s Note factorization.

1
49 Maths-6
Unit 3 FACTORS AND MULTIPLES (Factorization)

Recognize index notation

Consider the factors of 360. 2 360
2 180
2 90
3 45
360 = 2 ´ 2 ´ 2 ´ 3 ´ 3 ´ 5 3 15
Here, factor 2 is 3 times = 23 (index = 3) 5 5
factor 3 is 2 times = 32 (index = 2) 1
and factor 5 is 1 time = 51 (index = 1)
So, prime factorization of 360 can be expressed as
360 = 23 ´ 32 ´ 51

The prime factorization of 360 in the above form is known as

index notation.
Factorize a given number and express its factors in the index
notation
Let us factorize a given number and express its factors in the
index notation with the help of an example.
Example: Find prime factorization and express it in index notation.
(i) 432 (ii) 1500
Solution:
(i) 432 (ii) 1500
2 432 2 1500
2 216 2 750
2 108 3 375
2 54 5 125
3 27 5 25
3 9 5 5
3 3 1
Hence, 1 Hence,
432 = 2 ´ 2 ´ 2 ´ 2 ´ 3 ´ 3 ´ 3 1500 = 2 ´ 2 ´ 3 ´ 5 ´ 5 ´ 5
4 3 2 1 3
=2 ´3 =2 ´3 ´5
50 Maths-6
Unit 3 FACTORS AND MULTIPLES (Factorization)

EXERCISE 3.3
1. Write in index notation.
(i) 2´2´2´3´5´3 (ii) 3´5´5´5´7´7
(iii) 2 ´ 3 ´ 3 ´ 7 ´ 7 ´ 3 ´ 3
2. Find the prime factorization by division method and
express in index notation.
(i) 24 (ii) 48 (iii) 216 (iv) 250
(v) 468 (vi) 540 (vii) 1024 (viii) 5000
3. Can you write factorization of a prime number in index
notation.

3.4 HCF (Highest Common Factor)

Define HCF as the greatest number which is a common factor
of two or more numbers.

HCF of two or more given numbers is the common factor of the

given numbers which is the greatest of all the common factors.

Example: Find HCF of 24 and 40.

Solution:
Factors of 24 are: 1, 2, 3, 4, 6, 8, 12, 24
Factors of 40 are: 1, 2, 4, 8, 10, 20, 40
Common factors are: 1, 2, 4, 8
The greatest common factor is 8
Hence, HCF = 8
Find HCF of two or more than two numbers by prime
factorization and long division method
There are two main methods to find HCF. These methods are
explained below:

51 Maths-6
Unit 3 FACTORS AND MULTIPLES (HCF)

(i) Prime Factorization Method:

In this method, we use the following rule:

HCF = Product of common factors of two or more numbers.

Example: Find HCF of 48, 36 and 40.

Solution:
2 48 2 36 2 40
2 24 2 18 2 20
2 12 3 9 2 10
2 6 3 3 5 5
3 3 1 1
1
Here 48 = 2 ´ 2 ´ 2 ´ 2 ´ 3
36 = 2 ´ 2 ´ 3 ´ 3
40 = 2 ´ 2 ´ 2 ´ 5
Common factors are 2 and 2
So, HCF = 2 ´ 2
=4
(ii) Long Division Method:
In case of two numbers, first find the HCF by the method as
given below:
Divide greater number by the smaller number.
Take remainder as divisor and divide the first divisor by it.
Again remainder will be taken as divisor and 2nd divisor
will be treated as dividend.
Continue this process till remainder becomes zero.
The last divisor will be HCF.
Note: In case of three numbers, we first find HCF of any two
numbers and then continue the process on that HCF and the
remaining number till that last divisor, which is HCF of the all
three numbers.
52 Maths-6
Unit 3 FACTORS AND MULTIPLES (HCF)

Example 1:
Find HCF of 24 and 64 by long division method.

Solution: 24 64 2
– 48
16 24 1
– 16
HCF 8 16 2
– 16
0
So, HCF = 8

Example 2:
Find HCF of 16, 36 and 70.

Solution: First we find HCF of 16 and 36.

16 36 2
– 32
4 16 4
– 16
0
So, HCF of 16 and 36 = 4
Now we find HCF of 4 and 70.

4 70 17
–4
30
– 28
HCF 2 4 2
–4
0

Hence, the HCF of 16, 36 and 70 is 2.

53 Maths-6
Unit 3 FACTORS AND MULTIPLES

EXERCISE 3.4
1. Find the HCF of the following numbers by prime
factorization method.
(i) 50, 75 (ii) 98, 196 (iii) 144, 198
(iv) 120, 144, 204 (v) 106, 159, 265
(vi) 12, 48, 36, 24 (vii) 60, 70, 420, 480

2. Find HCF of the following numbers by long division

method.
(i) 12, 20 (ii) 81, 117 (iii) 935, 1320
(iv) 252, 576 (v) 2241, 8217, 747
(vi) 30, 120, 90, 210
3. What is the HCF of two prime numbers?
(Take any two prime numbers)

3.5 LCM (Least Common Multiple)

Define LCM as the smallest number which is a common
multiple of two or more numbers.
LCM of two or more given numbers is the smallest of all their
common multiples.
Example: Find the LCM of 3 and 4.
Solution:

Multiples of 3 are: 3, 6, 9, 12 , 15, 18, 21, 24 , 27, 30, 33, 36 , ...

Multiples of 4 are: 4, 8, 12 , 16, 20, 24 , 28, 32, 36 , ...

Common multiples of 3 and 4 are: 12, 24, 36, ...

The smallest common multiple = 12
i.e. LCM = 12
54 Maths-6
Unit 3 FACTORS AND MULTIPLES (LCM)

Find LCM of two or more number by prime factorization and

division method
There are two main methods to find LCM. These are explained
below:
(i) Prime Factorization Method:
In this method first we find prime factors of each given number
then we find LCM by the following rule.

i.e. LCM = Product of common and non-common factors.

Note: (i) In case of three numbers, we consider a factor as

common factor if it is common factor of two numbers or of three
numbers.
(ii) Same rule will be applied for more than three numbers.

Example: Find LCM of 12, 18, 24.

Solution:
2 12 2 18 2 24
2 6 3 9 2 12
3 3 3 3 2 6
1 1 3 3
1
Here
12 = 2 ´ 2 ´ 3
18 = 2 ´ 3 ´ 3
24 = 2 ´ 2 ´ 2 ´ 3
Here
Common factors are: 2, 2, 3
Non-common factors are: 2, 3
So, LCM = 2 ´ 2 ´ 3 ´ 2 ´ 3
= 72
55 Maths-6
Unit 3 FACTORS AND MULTIPLES (LCM)

(ii) Division Method:

The main points of this method are given as under.
1. Choose the smallest divisor that can divide at least one
of given numbers.
2. Write quotient and the undivided numbers in the second
row.
3. Again choose the smallest divisor that can divide at least
one of them
4. Continue this process until you get “1” as quotient for each
number i.e. (Last row contains all ones)
Then LCM = Product of all divisors.
Example 1: Example 2:
Find LCM of 3, 4, 5. Find LCM of 12, 15, 50.
Solution: Solution:
2 3, 4, 5 2 12, 15, 50
2 3, 2, 5 2 6, 15, 25
3 3, 1, 5 3 3, 15, 25
5 1, 1, 5 5 1, 5, 25
1, 1, 1 5 1, 1, 5
1, 1, 1
Here LCM = 2 ´ 2 ´ 3 ´ 5 Here LCM = 2 ´ 2 ´ 3 ´ 5 ´ 5
= 60 = 300
Relationship between HCF and LCM
Consider the two number 16 and 24.
Their product 16 ´ 24 = 384
HCF = 8 and LCM = 48
Now multiply HCF and LCM
8 ´ 48 = 384
Thus
The product of any two non zero numbers = The product of HCF and LCM

56 Maths-6
Unit 3 FACTORS AND MULTIPLES (LCM)

Example: The product of two numbers is 300 and their LCM is

60. What is their HCF?

Solution: The product of two numbers = 300

LCM = 60, HCF = ?
We known that
LCM ´ HCF = Product of two numbers
So, LCM ´ HCF = 300
60 ´ HCF = 300
300
HCF =
60
=5

Thus HCF = 5

EXERCISE 3.5

1. Using prime factorization, find the LCM of the following

numbers.
(i) 12, 25 and 40 (ii) 21, 49 and 63
(iii) 144, 180 and 384 (iv) 108, 135 and 162
(v) 35, 65 and 75 (vi) 24, 36, 48 and 72

2. Calculate the LCM of the following numbers by division

method.
(i) 45 and 55 (ii) 21, 35 and 70
(iii) 24, 40 and 60 (iv) 72, 108 and 120

3. The product of two numbers is 360. If their HCF is 6,

what is their LCM?

57 Maths-6
Unit 3 FACTORS AND MULTIPLES

3.6 Applications of HCF and LCM

Solve real life problems related to HCF and LCM
HCF and LCM are used in daily life as explained in the following
examples.

Example 1:
Find the greatest length of a measuring tape which can be used
to measure exactly 520 cm and 360 cm.

Solution: The greatest length of the tape is the HCF of 520 cm

and 360 cm.

Lets find the required HCF by division method.

360 520 1
– 360
160 360 2
– 320
40 160 4
– 160
´
The HCF of 520 and 360 is 40
Hence, the required length of the tape is 40 cm.
Example 2:
Find the greatest length of wooden scale which can be used to
measure 63 cm, 85 cm and 47 cm leaving remainders 3 cm, 5 cm
and 7 cm respectively.
Solution:
63, 85, 47
–3, –5, –7 Here, we have to find HCF
60, 80, 40 of 60, 80 and 40

Teacher should give more examples related to daily life to students

Teacher’s Note for their better understanding of applications of HCF and LCM.

1
58 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Application of HCF and LCM)

Lets find the HCF by division method.

60 80 1
– 60
20 60 3
– 60 As HCF of 60 and 80 is 20
0 Now we find HCF of 20 and 40

20 40 2
– 40 As the HCF of 60, 80, 40 is 20
0 So, the required length of
wooden scale is 20 cm.
Example 3: Find the least quantity of sugar which can be exactly
measured by 100 gm, 150 gm or 200 gm weights.
2 100, 150, 200
Solution: The required least quantity of 2 50, 75, 100
sugar can be found with the help of LCM. 2 25, 75, 50
Here LCM = 2 ´ 2 ´ 2 ´ 3 ´ 5 ´ 5 3 25, 75, 25
= 600 5 25, 25, 25
Hence the required quantity of sugar is 5 5, 5, 5
600 gm.
1, 1, 1
Example 4: Find the least number of children which can stand
in rows of 10, 30 and 60 children such that each row has
7 children short.
Solution: First of all we find LCM of 10, 30 and 60.
2 10, 30, 60
2 5, 15, 30
3 5, 15, 15
5 5, 5, 5
1, 1, 1
LCM =2´2´3´5
= 60
So, the required least number of children = 60 + 7 = 67
59 Maths-6
Unit 3 FACTORS AND MULTIPLES
(Application of HCF and LCM)

Example 5: Three bells ring at intervals of 10, 30 and 40 minutes

respectively. At what time will they ring together if they start
ringing simultaneously at 9 a.m.
Solution: First of all we find LCM of 10, 30 and 40.
2 10, 30, 40
2 5, 15, 20 Here LCM =2´2´2´3´5
= 120
2 5, 15, 10
They will ring together after 120 minutes
3 5, 15, 5 together i.e. 120 minutes = 2 hours
5 5, 5, 5 Hence the required time = (9 + 2) a.m
1, 1, 1 = 11 a.m

EXERCISE 3.6

1. Find the greatest length of a wooden scale which can be

used to measure 540 cm and 360 cm exactly.
2. Find the greatest number which divides 232 and 305
leaving 7 and 5, respectively as remainder.
3. Find the largest number which divides 245 and 1029
leaving remainder 5 in each case.
4. Two tankers contain 600 litres and 570 litres of petrol
respectively. Find the maximum capacity of the container
which can measure the petrol of either tanker in exact
number of times.
5. The length, breadth and height of a room are 8 m, 6 m and
4 m respectively. Determine the longest tape which can
measure the three dimensions of the room exactly.

6. Three bells ring at an interval of 5, 10 and 15 minutes

respectively. If these started ringing at 8 A.M. Find the time
when they will again ring together.

60 Maths-6
Unit 3 FACTORS AND MULTIPLES

7. Find the least number which when divided by 30, 45 and

60 leaves 9 as remainder.
8. Find the least quantity of milk which can be exactly measured
by buckets of capacity 12 litres, 16 litres and 24 litres.
9. The traffic lights at three different road-crossings change
after every 48 seconds, 72 seconds and 108 seconds
respectively. If they change simultaneously at 7 a.m, after
what time will they change again simultaneously?

REVIEW EXERCISE 3
1. Write all the factors of (i) 60 (ii) 250
2. Write first five multiples of (i) 13 (ii) 20
3. Write all prime numbers between 1 and 50.
4. Write all composite numbers between 30 and 60.
5. Which of the following are divisible by 2:
(i) 31621 (ii) 7008 (iii) 91130 (iv) 5178
6. Which of the following are divisible by 3:
(i) 51237 (ii) 30001 (iii) 1001001 (iv) 56712
7. Which of the following are divisible by 4:
(i) 2173 (ii) 41524 (iii) 71611 (iv) 40048

8. Which of the following are divisible by 5:

(i) 2010 (ii) 31625 (iii) 7128 (iv) 1001
9. Which of the following are divisible by 10:
(i) 2165 (ii) 71230 (iii) 10000 (iv) 25618

10. Find prime factors of the following by division method and

tree method. Also write in index notation.
(i) 450 (ii) 720
61 Maths-6
Unit 3 FACTORS AND MULTIPLES

11. Find HCF and LCM by factorization method:

(i) 18, 24 (ii) 12, 15, 40

12. Find HCF and LCM by division method:

(i) 65 and 80 (ii) 26, 65, 169

13. Find the greatest number, that will divide 42, 51 and 67
leaving remainders 2, 1 and 7 respectively.

14. Find the least number which when divided by 20, 30 and
45 leaving 6 as remainder in each case.

SUMMARY

A factor is a number which divides the dividend exactly.

A number has limited number of factors.
Multiple of a given number is the dividend for which the
given number is its factor.
A number has unlimited number of multiples.
A number which is multiple of 2 is called even number.
A number which is not multiple of 2 is called an odd number.
A natural number which has only two distinct factors is
called prime number.
A natural number which has more than two factors is
called composite number.
1 is neither prime nor composite.
1 is factor of every number.
2 is the only even number which is also a prime number.

62 Maths-6
Unit 3 FACTORS AND MULTIPLES

Divisibility Test a number is divisible by

(i) 2 if digit at unit place is 0, 2, 4, 6 or 8.
(ii) 3 if the sum of digit is multiple of 3.
(iii) 4 if the number formed by last two digit is divisible by 4.
(iv) 5 if the digit at unit place is 0 or 5.
(v) 6 if the number is divisible by both 2 and 3.
(vi) 8 if the number formed by last three digits is divisible
by 8.
(vii) 9 if sum of digits is divisible by 9.
(viii) 10 if digit at units place is zero.
(ix) 11 if the difference of sum of digits at odd places from
the sum of digits at even places is either 0 or multiple
of 11.
(x) 12 if the number is divisible by both 3 and 4.
(xi) 15 if the number is divisible by both 3 and 5.
(xii) 25 if the number formed by last two digits is divisible
by 25.
Product of factors of a given number is always equal to the
number.
HCF = Product of common factors of two or more numbers.
LCM = Product of common and non-common factors.
Product of two non-zero number = LCM ´ HCF

63 Maths-6
Unit
INTEGERS
4
4.1 INTEGERS
Know that the natural numbers 1, 2, 3, ..., are also called
positive integers and the corresponding negative numbers
–1, –2, –3, ..., are called negative integers
We are familiar with natural numbers 1, 2, 3, .... These natural
numbers are also called positive integers and are used mainly to
count and measure the quantities, for example:
5 kilograms of apples,
15 litres of milk etc.
Similarly there are corresponding negative numbers –1, –2, –3, .....
which are called negative integers and are used mainly to measure
quantities for example:
–2 degree centigrade temperature
–5 metres altitude
(5 m below sea level)

The natural numbers 1, 2, 3, ... are also called positive

integers and the corresponding numbers –1, –2, –3, ... are
called negative integers.

Know that ‘0’ is an integer which is neither positive nor negative

Besides positive and negative integers, there is an integer which
is neither positive nor negative that is ‘0’.
‘0’ is an integer which is neither positive nor negative.

Recognize integers
All the integers are as under:
..., –3, –2, –1, 0, 1, 2, 3, 4, ...

Teacher should give some more examples of directed numbers from

Teacher’s Note daily life.

1
64 Maths-6
Unit 4 INTEGERS

These integers are also called directed numbers and they are
used to represent distance alongwith the direction or position, as
explained below:
Left Right

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10

A boy and girl starting walking from same point 0. One goes on
right covers 10 m and other goes on left covers 10 m. The starting
point is represented by “0”. The distance of 10 m on the right side
of starting point is shown by +10 m. The distance of 10 m on the
left side of starting point is shown by –10 m.
Example: Fill in the blanks.
(i) If +5 m represents, distance of 5 m towards east then
–10 m
distance of 10 m towards west is ___________.
(ii) If –6 m represents distance of 6 m below sea level then the
+8 m
distance of 8 m above sea level is __________

Activity By using integers fill in the blanks.

(i) +10 m
If –10 m represents, distance towards west then __________
represents distance towards east.
(ii) If +6 million shows increase in population then __________
shows decrease in population.
(iii) If +20 m shows 20 m distance above sea level then _______
shows 50 m below sea level.
(iv) If –20 rupees represents loss then _____________represents
profit in a business.
(v) If –50 m represents, distance of 50 m towards south then
___________ represents 60 m towards north.

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Unit 4 INTEGERS

4.2 ORDERING OF INTEGERS

Represent integers on number line
We already know how to represent a natural number on a number line.
Let us represent integers on a number line.

–3 –2 –1 0 +1 +2 +3 +4 +5

This line is called a number line.

Note: The space between any two points or numbers is always
same.
Know that on the number line any number lying to the right
of zero is positive
Consider a number line.

–2 –1 0 +1 +2 +3
We observe that all numbers to the right of zero are positive.
For example: +1 is at right of zero or +1 > 0.
+2 is at right of zero which is positive or +2 > 0 and so on.

Thus Any number lying to the right of zero is positive.

Know that on the number line any number lying to the left
of zero is negative
Let us consider number line.

–3 –2 –1 0 +1 +2 +3
On this line we observe that all numbers to the left of zero are
negative.
For example: –1 is to the left of zero. So –1 is negative or –1 < 0.
–2 is to the left of zero so, –2 is negative or –2 < 0 and so on.
Hence On a number line, any number to left of zero is negative.

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Unit 4 INTEGERS (Ordering of Integers)

Know that on the number line any number lying to the right
of another number is greater
Let us again consider the number line.

–3 –2 –1 0 +1 +2 +3 +4
We observe that any number to the right of any other number is
always greater.
For example +3 is to the right of +1. So, +3 is greater than +1.
i.e. +3 > +1
On a number line, any number to the right of another
Hence
number is greater.

Know that on the number line any number lying to the left
of another number is smaller
Let us consider the same number line once again.

–2 –1 0 +1 +2 +3
We observe that any number to the left of any other number is smaller.
For example: –2 is to the left of +1 so, –2 is smaller than +1 i.e. – 2 < +1.

On a number line any number to the left of another

Hence
number is smaller.

Example: Decide whether first number is greater or smaller using

number line.
(i) +5, –2 (ii) –6, 0 (iii) +4, 0 (iv) –3, –5

Solution:
(i) Let us represent the numbers on number line.

–6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5

The number +5 is at the right of –2

Therefore + 5 > –2.
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Unit 4 INTEGERS (Ordering of Integers)

(ii) Let us represent the numbers on number line.

–6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6

The number –6 is at the left of zero.

Therefore –6 < 0.

(iii) Let us represent the numbers on number line.

–6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6

The number +4 is at the right of zero.

Therefore +4 > 0.

(iv) Let us represent the numbers on number line.

–6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6

The number –3 is at the right of –5.

Therefore –3 > –5.

Activity 1 Fill in the blanks from given options.

(i) left
–2 is on _________ of +3. (left, right)
(ii) +5 is on ________ of –10. (left, right)
(iii) 0 is on _________ of –6 (left, right)

Activity 2 Fill in the blanks from given options.

(i) >
+5 _________ –5 (<, >)
(ii) +7 _________ +11 (<, >)
(iii) –9 ________ –4 (<, >)
(iv) +2 _______ –20 (<, >)

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Unit 4 INTEGERS (Ordering of Integers)

Know that every positive integer is greater than a negative

integer and every negative integer is less than a positive integer
Let us observe the relation between negative and positive
numbers from the following examples:
(i) +6 > –7 (ii) +1 > –20 (iii) +8 > –1
Let us represent the number on number line.

–20 –16 –10 –8 –7 –5 –1 0 +1 +5 +6 +8 +15

It is observed that:
(i) +6 > –7 because +6 is on right of –7
(ii) +1 > – 20 because +1 is on right of –20
(iii) +8 > –1 because +8 is on right of –1
From above examples it is clear that all positive numbers are on
right of negative numbers.
Hence,

Every positive integer is greater than a negative integer.

From number line it is obvious that all negative numbers are on

the left of positive numbers.

Hence,

Every negative integer is less than a positive integer.

For example: (i) –2 < +6 (iv) +7 > –2

(ii) –3 < +1 (v) +20 > –50
(iii) –36 < +2

Arrange a given list of integers in ascending and descending order

Given set of integers can be arranged in ascending and descending
order with the help of number line.
On a number line the right most number is the greatest and the
left most number is the smallest.

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Unit 4 INTEGERS

Example: Arrange the following numbers –3, 0, 7, 1 –5 in

ascending and descending order.

Solution: First of all we indicate the given numbers

( –3, 0, 7, 1, –5) on a number line as under.

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

Here the greatest number is 7 and the smallest number is –5.

So, Ascending order (smallest to greatest) is:
–5, –3, 0, 1, 7
Descending order (greatest to smallest) is:
7, 1, 0, –3, –5

4.3 ABSOLUTE OR NUMERICAL VALUE OF

AN INTEGER
Define absolute or numerical value of a number as its distance
from zero on the number line and is always positive
We know that every integer except zero, on number line
represents its distance from zero alongwith its direction as +5
means distance of 5 units on right of zero and –5 means distance
of 5 units on the left of zero.
If we ignore direction and just consider the distance then this
distance is called absolute or numerical value and we define as:

Absolute value or numerical value of a number is its distance

from zero on the number line and is always positive or zero.

Absolute value of a number is denoted by the symbol “| |”

for example |–6| = 6
we read as “Absolute value of –6 as 6”
Similarly
|+ 7| = 7, |–15| = 15 and |0| = 0

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Unit 4 INTEGERS
(Absolute or Numerical Value of an Integer)

Arrange the absolute or numerical values of the given integers

in ascending and descending order
Let us understand the ascending and descending order of
absolute or numerical values of given integers with the help of
example.
Example:
Write the absolute values of following numbers in ascending and
descending orders.
+4, –2, +1, –3, 0, –5, +6
Solution:
Here,
|+4| = 4 and |–3| = 3
|–2| = 2 | 0| = 0
|+1| = 1 |–5| = 5
|+6| = 6
Absolute values of the given integers are:
4, 2, 1, 3, 0, 5, 6
So, ascending order is:
0, 1, 2, 3, 4, 5, 6
And descending order is:
6, 5, 4, 3, 2, 1, 0

EXERCISE 4.1
1. Represent the following integers on a number line.
(i) –2, –1, 0, +1, +2 (ii) –3, –2, –1, 0, +1, +2, +3, +4
(iii) –4, –3, –2, –1, 0, +1, +2 (iv) +5, –5, –4, +3, +1, –2

2. Decide whether first number is greater or smaller.

(i) +15, –6 (ii) –8, 0 (iii) +16, 0
(iv) –2, –8 (v) +7, +9 (vi) –4, –1

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Unit 4 INTEGERS
(Absolute or Numerical Value of an Integer)

3. Fill in the blanks from given options.

(i) –5 is on _______ of + 6 (left, right)
(ii) +6 is on _______ of –7 (left, right)
(iii) 0 is on ________ of –15 (left, right)
(iv) 0 is on ________ of 20 (left, right)
4. Fill in the blanks from given options.
(i) +10 _______ –20 (<, >)
(ii) –16 _______ –4 (<, >)
(iii) +25 _______ –100 (<, >)
(iv) +30 _______ +50 (<, >)
(v) –17 _______ +17 (<, >)
(vi) 0 _________ –5 (<, >)
5. Arrange the given integers in ascending and descending
order.
(i) +5, –7, +1, 0, –3, –1 (ii) –3, +4, 0, –1, +2, +5
(iii) 0, –4, +4, –5, +5 (iv) –4, –1, –7, –2, –8
6. Write the absolute values of the following.
(i) –5 (ii) +20 (iii) 0 (iv) –18 (v) +50
7. Arrange the absolute values of given numbers in
ascending and descending orders.
(i) –4, +1, –6, +3, 0, +5 (ii) –25, 0, +17, –10, +30, –60
(iii) –20, –10, +11, +7, 0, –4 (iv) +8, –5, +13, –9, –12, +3

8. Write True or False.

(i) Positive integer is always greater than negative ( )
integer.
(ii) 0 is a positive integer. ( )
(iii) Every negative integer is less than zero. ( )
(iv) Absolute value of –5 is less than absolute of +4. ( )
(v) –5 is smaller than –10. ( )
(vi) –25 is greater than –100. ( )
(vii) Numerical value of a number can never be ( )
negative.
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Unit 4 INTEGERS

4.4 ADDITION OF INTEGERS

We have already learnt how to find sum of two or more whole
numbers on the number line.
Let us revise with the help of following examples.
Example 1: Add +2 and +3 using number line.
Solution:
+2 +3

–2 –1 0 +1 +2 +3 +4 +5 +6

+5

Here, (+2) + (+3) = +5

Explanation:
Starting from zero, first we move 2 steps on right side of zero
reaching at +2.
From there move 3 steps on right side reaching at +5
Thus, (+2) + (+3) = (+5)

Similarly we can add more than two whole numbers as mentioned

in the following example.

Example 2: Find the sum: (+4) + (+3) + (+5) using number line.

Solution: +4 +3 +5

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

+12

Here, (+4) + (+3) + (+5) = (+12)

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Unit 4 INTEGERS (Addition of Integers)

Use number line to display sum of two or more given

negative integers
Sum of two or more negative integers using number line is
explained by the following examples.

Example 1: Find the sum of –4 and –3.

Solution:
–3 –4

–9 –8 –7 –6 –5 –4 –3 –2 –1 0 +1 +2

–7
Here, (–4) + (–3) = –7

Explanation: Starting from zero, first we move 4 steps from zero

on its left reaching at –4
Then from there, we move 3 more steps on left reaching at –7

Thus, (–4) + (–3) = –7

Example 2: Find the sum: (–2) + (–5) + (–3).

Solution:
–3 –5 –2

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

–10

Here, (–2) + (–5) + (–3) = –10

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Unit 4 INTEGERS (Addition of Integers)

Use number line to display difference of two given positive

integers
The sum of a positive and a negative integer is explained with
the help of following example.
Example: Add +6 and –4.
+6
Solution:
(4 steps to left = _ 4)
–4

–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8
+2
Here, (+6) + (–4) = +2
Explanation:
First we move 6 steps from zero on its right reaching at +6.
Then from there, we move 4 steps on left reaching at +2.
Thus, (+6) + (–4) = +2

Use number line to display sum of two given integers

Sum of two given integers is explained with the help of following
examples.
Example: Add:
(i) +5 and +6 (ii) –7 and –2
(iii) +8 and –5 (iv) –6 and +2
Solution: (i) +5 and +6
+5 +6

–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11

+11

First we move 5 steps on right side of 0 reaching at +5.

Then from there, we move 6 steps on right side reaching at +11.
Here, (+5) + (+6) = +11
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Unit 4 INTEGERS (Addition of Integers)

Solution: (ii) Add –7 and –2 means to solve (–7) + (–2)

–2 –7

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

–9
First we move 7 steps from 0 on its left reaching at –7.
Then from there, we move 2 more steps on left reaching at –9.
Here, (–7) + (–2) = –9

Solution: (iii) +8 and –5

+8
–5

–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10

+3

First we move 8 steps from zero on its right reaching at (+8).

Then from there we move 5 steps on left; reaching at +3
Here, (+8) + (–5) = +3

Solution: (iv) –6 and +2

–6

+2

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2

–4
Starting from 0, first we move 6 steps from zero on its left,
reaching at –6. Then from there we move 2 steps on its right;
reaching at point –4.
Here, (–6) + (+2) = –4
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Unit 4 INTEGERS (Addition of Integers)

Add two integers (with like signs)

Two integers (with like signs) are added using the following
three steps.
(i) Take absolute values of given integers.
(ii) Add the absolute values.
(iii) Give the result the common sign.
Examples: Solve: (i) (+12) + (+13) (ii) (–10) + (–14)
Solution:
(i) (+12) + (+13) (ii) (–10) + (–14)
Here, |+12| = 12 Here, |–10| = 10
|+13| = 13 |–14| = 14
Now (+12) + (+13) Now (–10) + (–14)
= + (12 + 13) = – (10 + 14)
= + 25 = – 24
Add two Integers (with unlike signs)
Two integers (with unlike signs) are added using the following
three steps.
(i) Take absolute values of given integers.
(ii) Subtract the smaller absolute value from the larger.
(iii) Give the result the sign of integer with the larger absolute value.
Examples: Solve: (i) (+15) + (–10) (ii) (–20) + (+12)
Solution:
(i) (+15) + (–10) (ii) (–20) + (+12)
Here, |+15| = 15 Here, |–20| = 20
|–10| = 10 |+12| = 12
So, (+15) + (–10) So, (–20) + (+12)
= + (15 – 10)(Sign of integer = – (20 – 12) (Sign of integer
wtih greater with greater
absolute absolute
= +5 value is +) = –8 value is –)

Teacher should ask some easy oral questions for good practice of
Teacher’s Note addition of integers.

1
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Unit 4 INTEGERS

EXERCISE 4.2
1. Find the sum using number line.
(i) (+2) + (+7) (ii) (–5) + (–6) (iii) (+7) + (–4)
(iv) (–8) + (+2) (v) (+5) + (– 8) (vi) (+9) + (–9)
2. Find the sum using number line.
(i) (+5) + (+2) + (+3) (ii) (–5) + (–3) + (–4)
(iii) (+4) + (+5) + (+1) (iv) (–2) + (–6) + (–5)
3. Solve the following.
(i) (+10) + (+20) (ii) (–15) + (–25) (iii) (–20) + (–7)
(iv) (+5) + (–14) (v) (–14) + (+8) (vi) (–30) + (+30)

4.5 SUBTRACTION OF INTEGERS

Recognize subtraction as the inverse process of addition
Subtraction is the reverse process of addition because subtracting a
subtrahend from a given number means adding the subtrahend with
reverse direction in given number.
Let us understand with the following example.
Example 1: Subtract +2 from +5.
Solution: First of all we change the sign of +2 and get –2 then
add –2 in +5 on number line.
+5

–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8
+3 –2
So, (+5) – (+2)
= (+5) + (–2)
= +3
Hence in order to subtract +2 from +5 we have added +2 with
reverse direction (i.e. –2) in +5.
So, we say subtraction is the reverse process of addition.
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Unit 4 INTEGERS (Subtraction of Integers)

Example 2: Subtract +3 from +7 using number line.

Solution: To subtract +3 from +7 means;
to solve: (+7) – (+3)
+7
–3

–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9

+4
Here, (+7) – (+3) = +4

Subtract one integer from the other by changing the sign of

the integer being subtracted and adding according to the
rules for addition of integers
It is clear from previous example that if we subtract one integer
from other then we have to follow the following rule.
Subtract one integer from the other by changing the sign of
the integer being subtracted and adding according to the rules
for addition of integers.
Example 1: Subtract: (i) +2 from +6 (ii) –3 from +8
Solution:
(i) +2 from +6
Subtract +2 from +6 means to find difference between (+6) and (+2)
Difference = (+6) – (+2)
= (+6) + (–2) (changing sign and adding)
= + (6 – 2) |+6| = 6
= +4 |–2| = 2
(ii) –3 from +8
Subtract –3 from +8 means to find difference between (+8) and (–3)
Difference = (+8) – (–3)
= (+8) + (+3) (changing sign and adding)
= + (8 + 3) |+8| = 8
= + 11 |+3| = 3
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Unit 4 INTEGERS (Subtraction of Integers)

Note: We can solve (+6) + (+2) by adding inversely as under:

(+6) + (+2) = (+6) – (–2) = (+6) + (+2) = +(6+2) = +8

Example 2: Solve: (i) (–8) – (–5) (ii) (+7) – (+10)

Solution:
(i) (–8) – (–5)
= (–8) – (–5)
= (–8) + (+5) (changing sign and adding)
= – (8 – 5) |–8| = 8
= –3 |+5| = 5

(ii) (+7) – (+10)

= (+7) – (+10)
= (+7) + (–10) (changing sign and adding)
= – (10 – 7) |–10| = 10
= –3 |+7| = 7

EXERCISE 4.3
1. Find the difference using number line.
(i) (+6) – (+4) (ii) (–8) – (–3) (iii) (–9) – (–3)
(iv) (–9) – (+5) (v) (+9) – (–2) (vi) (– 7) – (+4)

2. Subtract.
(i) +6 from –10 (ii) –10 from –20 (iii) –8 from –7
(iv) 15 from +20 (v) –6 from + 14 (vi) –9 from –6

3. Solve the following.

(i) (+25) – (–15) (ii) (–30) – (–25) (iii) (–11) – (+5)
(iv) (+40) – (+30) (v) (–16) – (–18) (vi) (+15) – (–20)
(vii) (–29) – (+17) (viii) (–20) + (–30) (ix) (–27) + (+17)

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Unit 4 INTEGERS

4.6 MULTIPLICATION OF INTEGERS

We know that multiplication is the simple form of repeated
addition for example multiplying +3 by +4 means adding +3 four
times i.e. (+3) ´ (+4) = (+3) + (+3) + (+3) + 3

Representation on number line

+3 +3 +3 +3

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

+12
i.e. (+3) ´ (+4) = +12
Recognize that the product of two integers of like signs is a
positive integer
Consider the following examples of multiplication using number line.
(i) (+2) ´ (+3) (ii) (–3) ´ (–4)

Multiplying +2 with +3 means Multiplying –3 with –4 means

adding +2 three times in same adding –3 four times in
direction of +2. opposite direction of –3.
i.e.
+2 +2 +2 +3 +3 +3 +3

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

+6 +12

Here (+2) ´ (+3) = +6 (–3) ´ (–4) = (+12)

From these two examples we observe that.
Rule 1:
The product of two integers of like signs is a positive integer.
For example:
(i) (+3) ´ (+4) = +12 (ii) (–3) ´ (–6) = +18

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Unit 4 INTEGERS (Multiplication of Integers)

Recognize that the product of two integers of unlike signs is

a negative integer
Consider the following examples of multiplication using number line.
(i) (–2) ´ (+3) (ii) (+4) ´ (–2)
Multiplying –2 with +3 means Multiplying +4 with –2 means
adding –2 three times in same adding +4 two times in
direction of –2. opposite direction of +4.
i.e. –2 –2 –2 –4 –4

–7 –6 –5 –4 –3 –2 –1 0 +1 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 +1
–6 –8
So, (–2) ´ (+3) = –6 So, (+4) ´ (–2) = –8
From these two examples we observe that.
Rule 2:
The product of two integers of unlike signs is a negative integer.
For example:
(i) (–2) ´ (+5) = –10 (ii) (+3) ´ (–5) = –15
In multiplication of two integers we multiply the absolute values
of integers and apply the rules of multiplication of integers.
Examples: Find the product.
(i) (+15) ´ (–23) (ii) (–25) ´ (–14)
Solution:
(i) (+15) ´ (–23) (ii) (–25) ´ (–14)
= – (15 ´ 23) (Applying Rule 2) = + (25 ´ 14) (Applying Rule 1)
= – 345 = + 350
+15 -25
´ - 23 ´ -14
45 100
30x 25x
-345 +350
Note: Product of any integer and zero is always zero.
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Unit 4 INTEGERS

4.7 DIVISION OF INTEGERS

Recognize that division is the inverse process of multiplication
We know that the operation of division is the inverse process of
multiplication for example dividing +20 by +5 implies that to find
a number which when multiplied by +5 gives +20 as product.
i.e. 20 = 20 = ´5
5

Same number Guess it?

This number is 4.
because 20 = 4 20 = 4 ´5
5
Recognize that on dividing one integer by another if both the
integers have like signs the quotient is positive
Remember that
Dividing a number with any other number is in fact the
product of given number with reciprocal of the divisor.

For example:
(i) 20 ¸ (+2) = 20 ´ (+ 1 ) (ii) (–18) ¸ (–3) = (–18) ´ (– 1 )
2 3

= 20 = + 18
2 3
= 5 = +6
So, 20 ¸ (+2) = +5 So, (–18) ¸ (–3) = +6

From these two examples we observe that:

Rule 1: For integers of like signs, the quotient is positive.
For example:
(i) (+10) ¸ (+2) = +5 (ii) (–20) ¸ (–5) = +4

83 Maths-6
Unit 4 INTEGERS (Division of Integers)

Recognize that on dividing one integer by another if both

the integers have unlike signs the quotient is negative
Let us consider the following examples of division.
(i) (+8) ¸ (–2) (ii) (–15) ¸ (+3)
1
= (+8) ´ (– ) = (–15) ´ (+ 1 )
2 3
= – 8 = – 15
2 3
= –4 = –5
So, (+8) ¸ (–2) = –4 So, (–15) ¸ (+3) = –5

From these two examples we observe that:

Rule 2: For integers of unlike signs, the quotient is negative.

For example:
(i) (+6) ¸ (–2) = –3 (ii) (–8) ¸ (+4) = –2
In division of one integer by another, we just perform the division
of their absolute values and apply the rules of division.
Examples: Find the quotient.
(i) (–36) ¸ (–4) (ii) (+54) ¸ (–2)
Solution:
(i) (–36) ¸ (–4) (ii) (+54) ¸ (–2)
= (–36) ¸ (–4) = (+54) ¸ (–2)
= + (36 ¸ 4) (Applying Rule 1) = – (54 ¸ 2) (Applying Rule 2)
= +9 = – 27
4 36 9 2 54 27
– 36 –4
0 14
– 14
0

At this level, teacher should only consider division of those integers

Teacher’s Note which are perfectly divisible.

1
84 Maths-6
Unit 4 INTEGERS (Division of Integers)

Know that division of an integer by ‘0’ is not possible

Let us consider division of any integer by 0 for example.
Example: Divide +5 by 0.
Solution:
Dividing +5 by 0 implies to find a number by which when 0 is
multiplied the product should be 5

0 5 1 , 0 5 2 , ____ , ____ , ____

–0 –0
5 5
This process of division will continue and never finish.

It is impossible as such number does not exist.

Hence division of any integer by 0 is not possible.

EXERCISE 4.4
1. Find the product.
(i) (+15) ´ (–4) (ii) (+20) ´ (+17) (iii) (–16) ´ (–25)
(iv) (–36) ´ (+12) (v) (+35) ´ (–14) (vi) (–43) ´ (–16)

2. Find the quotient.

(i) (+25) ¸ (–5) (ii) (–35) ¸ (–7) (iii) (+100) ¸ (+4)
(iv) (–252) ¸ (+4) (v) (–234) ¸ (+3) (vi) (–126) ¸ (–6)

3. Write true or false.

(i) +5 ¸ 0 = 0 ( ) (ii) 0 ¸ +6 = 0 ( )
(iii) +9 ´ 0 = +9 ( ) (iv) +6 ´ 0 = 0 ( )
(v) (–10) ¸ (–10) = –1 ( ) (vi) (–20) ´ (–1) = +20 ( )
(vii) (+5) ¸ (–5) = 1 ( ) (viii) (–18) ¸ (–3) = (+6) ( )

85 Maths-6
Unit 4 INTEGERS

REVIEW EXERCISE 4

1. Write all numbers between –5 and + 5.

2. Represent the following integers on a number line.

(i) –5, –2, 0, +3, +5 (ii) –6, –3, –1, +1, +4, +6

3. Write the absolute values of:

(i) –3, +4, –4, +6, 0 (ii) +2, –7, +1, 0, +4, –2

4. Find the sum using number line.

(i) (+6) + (–9) (ii) (–9) + (–6)
(iii) (+9) + (+7) + (–5) (iv) (–1) + (–2) + (3)

5. Find the difference using number line.

(i) (+5) – (+3) (ii) (–7) – (–2) (iii) (+4) – (–3)

6. Solve the following:

(i) (+6) + (–10) (ii) (–10) + (–4)
(iii) (–8) + (+5) (iv) (+20) – (–10)
(v) (–20) – (–15) (vi) (+40) – (+25)

7. Solve the following:

(i) (+10) ´ (–5) (ii) (–6) ´ (–9)
(iii) (+20) ´ (+6) (iv) (–15) ´ (+3)
(v) (+6) ´ 0 (vi) (–10) ´ (–8)

8. Find the quotient.

(i) (+20) ¸ (–4) (ii) (–15) ¸ (–3)
(iii) (–36) ¸ (+6) (iv) (+40) ¸ (+10)

86 Maths-6
Unit 4 INTEGERS

SUMMARY

+1, +2, +3, ... are called positive integers.

–1, –2, –3, ... are called negative integers.
0 is neither positive nor negative.
Any number to the right of another number is greater.
Any number to the left of another number is smaller.
Every positive integer is greater than a negative number.
Every negative integer is less than a positive integer.
Absolute value of a number is always non-negative.
Sum of two positive integers is always positive integer.
Sum of two negative integers is always negative integer.
Product of two integers of like sign is always positive integer.
Product of two integers of unlike signs is always negative integer.
Product of zero and any other integer is always zero.
For integers of like signs, the quotient is positive.
For integers of unlike signs, the quotient is negative.
Division by zero is not possible.

87 Maths-6
Unit
SIMPLIFICATIONS
5
5.1 SIMPLIFICATIONS
In regular routine of our life, we add, multiply, subtract or
divide two numbers for different purposes. After each of those
cases we get our result as a simplified number. The process of
getting a simplified number is known as simplification.

Consider this expression.

3+4´2
We can simplify it by two ways:
(i) If we perform addition of 3 and 4 and then multiply the sum
by 2, we get the answer 14.
(ii) If we perform multiplication of 4 and 2 and then add 3 to
the product 8, we get the answer 11.
So to get a unique result of our simplification process, we must
follow some rules of preference; we use brackets to
show the preference of operations to be performed.

To know the Kinds of Brackets

We know that for simplification brackets are used to group two

or more numbers together with operations.

There are four kinds of brackets.

(i) ——— Vinculum or bar

(ii) ( ) parenthesis or curved brackets or round brackets
(iii) { } braces or curly brackets
(iv) [ ] square brackets

88 Maths-6
Unit 5 SIMPLIFICATIONS

Know the order of preference as, ———, ( ), { } and [ ], to

remove (simplify) them from an expression.
In problems involving more than one bracket, the brackets
should be removed in the order —, ( ), { } and [ ]. Removing
brackets means simplifying expression within the brackets to get
the simplified form and then remove the pair of brackets.

We use following rules to remove the brackets.

(i) If there is a plus ‘+’ sign before brackets, the brackets are
removed without changing the sign of the number within
brackets.
For example, + (2 – 5) = + (–3) = –3

(ii) If there is a minus ‘–’ sign before brackets, the brackets are
removed and the sign of the number within brackets is
changed.
For example, – (2 – 5) = – (–3) = 3

(iii) If there is a number before brackets, the number in the

brackets left after simplification is multiplied by this
number and the brackets are removed.
For example, 4 (2 – 5) = 4 (–3) = –12
Also –5 (3 – 7) = –5 (–4) = + 20

Example 1: Simplify : 5 + {16 – 4 ¸ 2 ´ 3 – (–6 ¸ 2)}

Solution: 5 + {16 – 4 ¸ 2 ´ 3 – (–6 ¸ 2)}

= 5 + {16 – 2 ´ 3 – (–3)}
= 5 + {16 – 6 + 3}
= 5 + (10 + 3)
= 5 + 13 = 18

89 Maths-6
Unit 5 SIMPLIFICATIONS

Example 2: Simplify : 2 [–2 {4 ´ 9 ¸ 8 (5 – 3 – 4)}]

Solution: 2 [–2 {4 ´ 9 ¸ 8 (5 – 3 – 4)}]
= 2 [–2 {4 ´ 9 ¸ 8 (5 – (–1)}]
= 2 [–2 {4 ´ 9 ¸ 8 (5 + 1)}]
= 2 [–2 {4 ´ 9 ¸ 8 ´ 6}]
= 2 [–2 [4 ´ 9 ´ 6]
8
1 3
= 2 [–2 { 4 ´ 9 ´ 6 }]
8
2
= 2 [–2 {9 ´ 3}]
= 2 [–2 ´ 27]
= 2 ´ –54
= –108

5.2 BODMAS RULE

Recognize BODMAS rule to follow the order in which the
operations, to simplify mathematical expressions, are
performed.
BODMAS indicates the sequence in which more than one
operations are performed in the simplification process of any
mathematical problem.
The chain of letters in BODMAS shows meaning of each
letter as:
B for “Brackets”
O for “order of operation”
D for “Division”
M for “Multiplication”
A for “Addition”
S for “Subtraction”
Removal of brackets and solving of operation ‘of’ with operations
of DMAS is known as BODMAS rule.
90 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

In BODMAS rule, the of denotes order of operation.

Then we perform the operations of division, multiplication,
addition and subtraction (DMAS) in sequence from left to right.
By using BODMAS rule we can simplify any expression involving
brackets and arithmetical operations to simplified form.
In short, to follow the BODMAS rule, we first remove brackets.
Next we perform the operation ‘of’. Then the operation of division
is performed followed by the operation of multiplication. Lastly
we perform addition followed by the operation of subtraction.
After learning about the sequence of operations, we can now apply
them to complete the simplification process.

Simplify mathematical expressions involving fractions and

decimals grouped with brackets using BODMAS rule

Let us solve some examples using BODMAS rule.

1 2 + 7 – 7 + 1 5 –2 2
Example 1. Simplify 3 ¸
4 5 8 12 6 5

1
Solution: 3 ¸ 2 + 7 – 7 + 5
1 –2 2
4 5 8 12 6 5
(Converting mixed
13
= ¸ 2 + 7 – 7 + 11 – 12 fractions into
4 5 8 12 6 5 improper fractions)

13 21 – 14 + 11 – 12 (Simplifying within
= ¸ 2 +
4 5 24 6 5 parenthesis)

13 2 + 7 + 11 – 12 (Removing
= ¸ parenthesis)
4 5 24 6 5

13 2 + 7 + 44 (Simplifying within
= ¸ – 12 braces)
4 5 24 5

91 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

13 2 + 51 – 12
= ¸ (Removing braces)
4 5 24 5

13 (Simplifying within
= ¸ 48 + 255 – 288 square brackets)
4 120

13 (Removing square
= ¸ 15 brackets)
4 120

2
30
13
= ´ 120 = 13 ´ 2
41 15
1
= 26

3
Example 2. Simplify: 1 ¸ 95 ¸ 2 + 8 2 ´ 4 1 –3 1
4 8 5 5 6 2

3
Solution: 1 ¸ 95 ¸ 2 + 8 2 ´ 4 1 –3 1
4 8 5 5 6 2

(Converting mixed
7
= ¸ 77 ¸ 2 + 42 ´ 25 – 7 fractions into
4 8 5 5 6 2 improper fractions)

7
= ¸ 77 ¸ 2 + 42 ´ 25 – 21 (Solving vinculum)
4 8 5 5 6

7 (Solving within
= ¸ 77 ¸ 2 + 42 ´ 4 parenthesis)
4 8 5 5 6
1

7 (Removing
= ¸ 77 ¸ 2 + 28 parenthesis)
4 8 5 5
6
7
= ¸ 77 ¸ 30 (Solving braces)
4 8 5
1

92 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

7
= ¸ 77 ´ 1 (Removing braces)
4 8 6
1 12
7
= ¸ 77 = 7 ´ 48 = 12 = 1 1
4 48 4 77 11 11
1 11

Example 3. Simplify: 6.4 – (3.3 – 1.2 ´ 2.5)

Solution: 6.4 – (3.3 – 1.2 ´ 2.5) (Solving viculum)

= 6.4 – (2.1 ´ 2.5) (Solving within parenthesis)

= 6.4 – 5.25 (Removing parenthesis)
= 1.15

Example 4. Simplify: 2.9 ´ 1.8 – 1.3 ´ 3.75

Solution: 2.9 ´ 1.8 – 1.3 ´ 3.75

= 2.9 ´ 0.5 ´ 3.75

= 5.4375
Example 5. Simplify: 3.05 + 2.34 ¸ 2.4 – 1.8 ´ 0.3 + 0.6

Solution: 3.05 + 2.34 ¸ 2.4 – 1.8 ´ 0.3 + 0.6

= 3.05 + 2.34 ¸ 2.4 – 1.8 ´ 0.9

= 3.05 + 2.34 ¸ 2.4 – 1.62

= 3.05 + 2.34 ¸ 0.78

= 3.05 + 3
= 6.05
93 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

EXERCISE 5.1
Simplify the following:

1 2 4 ´ 1 – 1 2
1. – ¸ +
5 5 15 2 2 5

3 4 1 + 2 + 4
2. + –
4 3 2 3 5

7 5 + 1 + 1 ¸ 5
3. +
8 7 2 3 6

5 5 2
4. ´ – ¸ 2 ´ 3 + 6
2 6 3 5 5 25

2 3
5. – ´ 1 ¸
2
–
3
+
5
3 4 8 3 4 8

1 + 1 2 4 1 3
6. 1 ¸ ¸ – +
2 3 5 5 10 5

1 3 9 ´ 1 1 – 2 1
7. + ¸
2 4 16 2 4

1 2 1 ¸ 3 2 – 1 1
8. 3 + 10 –5
2 5 3 3 5

3 2 ´ 1 1 ¸ 2
9. 2 +1
4 6 5 5

1 1 + 2 ¸ 1 5 1 ¸ 9
10. – 1 – –
2 3 3 9 3 6 6

1
11. 2 ´ 31 – 1 + 5 – 1 + 5
4 3 2 3 6 6

94 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

1
12. 3 ´ 5 1 – 10 2 ´ 31 –61 ¸21
2 3 5 8 2 6

1
13. 2 ¸ 32 ´ 4 2 ¸ 3– 1
5 25 5 5

14. 4.02 ´ 1.2 ´ 2.11 + 3.89

15. 4.093 + 5.2 ´ 1.5 + 2.4

16. 5.7 ´ 6.7 + 1.3 ´ 7.2 ¸ 1.5 ´ 2.4

17. 0.3 ´ 2.6 + 3.7 – 1.2 ´ 4.5 ¸ 1.5

18. 3.41 – 1.05 + 1.5 ´ 3.5 ¸ 1.25

19. 30.45 + 6.35 ´ 8.95 – 3.5 ¸ 0.7 ´ 0.01

20. 2.297 + 0.2 ´ 9 ¸ 0.3 – 0.09

21. 2.5 – 2 + 1.5 ´ 0.5 – 0.05

22. 2.04 + 2.82 ¸ 2.4 – 1.3 ´ 0.3 + 0.6

23. 7.45 – 1.35 + 1.5 ´ 1.25 ¸ 2.5

95 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

Solve real life problems involving fractions and decimals

Fractions and decimals are used in daily life as explained in the
following examples.
Example 1.
The maximum marks of Urdu test are 40 and passing marks
are 1 of maximum marks. How many marks at least should
4
Haris obtain to pass the test?

Solution: Maximum marks = 40

Minimum passing marks = 1 of 40

4

= 1 ´ 40
4
= 10
Therefore, Haris should obtain at least 10 marks to pass the test.
Example 2.
1 2
Fouzia gave 4 of her cake to her sister, another 3 to her two
brothers and kept the rest of the cake for herself. What fraction
of the cake was left with her.

Solution: Fouzia has 1 cake

She gave 1 and 2 of the cake to her sister and two brothers
4 3
respectively.
Total cake given = 1 + 2
4 3
Cake left with Fouzia =1– 1 + 2 =1– 3+8
4 3 12
= 1 – 11 = 12 – 11 = 1
12 12 12
Hence 1 th part of the cake was left with Fouzia.
12
96 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)
3
Example 3. There are 5380 suits in a shop. 5 of these are in red
colour and 1 these are in green colour and the remaining suits
10
are in multi colours. Find the number of suits in multi colours.
Solution:
3 1076
The number of suits in red colour = 5 ´ 5350 = 3228
1
The number of suits in green colour = 10 ´ 5350 = 538

The number of suits in multi colours = 5380 – (3228 + 538)

= 5380 – 3766
= 1614
Hence the number of suits in multi colours are 1614.
Example 4.
Najeeb’s father bought the following items from market:

(i) 30 eggs at the rate of Rs 10.50 per egg.

(ii) 20 bars of washing soap at the rate of Rs 52.75 per bar.
(iii) 25 pieces of toilet soap at the rate of Rs 45.50 per piece.
(iv) 15 packets washing powder at the rate of Rs 120.80 per packet.
How much money is paid by him?

Solution:
Cost of eggs = 30 ´ 10.50 = Rs 315.00
Cost of washing soap = 20 ´ 52.75 = Rs 1055.00
Cost of toilet soap = 25 ´ 45.80 = Rs 1145.00
Cost of washing powder = 15 ´ 120.80 = + Rs 1812.00
Total Rs 4327.00

Total amount spent = 315 + 1055 + 1145 + 1812 = 4327

Hence Najeeb’s father paid Rs 4327.

97 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

EXERCISE 5.2

1. There are 640 students in total in a school. 3 of the

10
students use own vehicles, 5 use public transport and the
8
remaining students come on foot. How many students of
the school come on foot?

2. From a box of 140 oranges, 3 of the oranges were sold

7
and 1 got spoilt. What is the number of the oranges left in
14
the box?

3. A crowd of people was gathered for a cricket match. 1 of

8
crowd had come by train, 2 by bus, 1 by own vehicles
7 4
and the remaining people came on foot. Find the part of
people who came on foot.

4. Maira had Rs 58,000. She gave 16 of it to her mother and

29
1 of the remainder in Zakat fund. Find the amount left
4
with her?

5. Aamir planted 425 plants of tomatoes. After some days 25

plants died. What fraction of plants was survived?

6. Aijaz gave 2 of his money to his daughter, 1 to his son

5 7
and the remainder to his wife. What fraction of the amount
was given to his wife.

98 Maths-6
Unit 5 SIMPLIFICATIONS (BODMAS Rule)

7. Adeel had 26.50 metres of cloth. He used 5.80 metres of

cloth for his suit. He gives 11.50 metres of cloth to his
brother. How much cloth is left with Adeel in fraction?
8. Anum’s family purchased 5 packets of cooking oil at the
rate of Rs 121.80 per packet, 3 bags of rice at the rate of
Rs 235.50 per bag and 40 kg flour at the rate of Rs 42.70
per kg. Find the total amount paid by her.

9. Umair spent 0.06 of his pocket money on Monday, 0.25 on

Tuesday and 0.50 on Wednesday. Remaining money spent
on Thursday. What fraction of his pocket money he had on
Thursday?

10. Sobia purchased the following items for her home.

(i) Two electric bulbs at the rate of Rs 80.95 each.

(ii) Four small stools at the rate of Rs 105.50 each.
(iii) Three tables at the rate of Rs 530.95 each.
(iv) Six chairs at the rate of Rs 458.30 each.
Find the total amount paid by her.

REVIEW EXERCISE 5

1. Simplify: (i) 1 2 ¸ 2 3 – 1 1 – 2 ´ 1 1
5 5 4 3 7

(ii) 2 1 ¸ 2 ¸ 1 – 1 – 1 ¸ 1 1
4 3 3 2 5 2

(iii) 4.3 ´ [ 3.9 ´ 0.8 – 1.3 + {4.8 ¸ 1.2 – (1.3 – 1.2 ´ 2.5)}]
(iv) 2.9 – [1.05 ´ 1.17 + (1.04 – 2.5 + 1.9)}]

99 Maths-6
Unit 5 SIMPLIFICATIONS

2. Solve the following:

(i) Bilal sacrifies a goat and get 13 5 kg of meat. He gave
7
one third of meat in charity. How much meat is left with
him?
(ii) Azhar solved 15 questions out of 25 questions of
mathematics. Find the fractions of solved and unsolved
questions.
3. Fareena read 2 of the book in one day. Remaining of the
5
book was read on next day. What part of the book was read
on next day? If book contains 150 pages, then find the
number of pages she read on first day and the next day.
4. A contractor purchased tiles of different qualities for a
building repair as under:
(i) Local Tiles 240.34 square metres at the rate of
Rs 327.34 per square metre.
(ii) Imported Tiles 105.28 square metres at the rate of
Rs 539.99 per square metre.
Find the total amount paid by the contractor.
5. Write true (T) or false (F) for the following:
(i) The symbol for vinculum is [ ]
(ii) In simplification, if there is a negative sign before a
bracket, then the sign inside the bracket remains
unchanged, when removing the brackets.
(iii) The expression 35 + 2 ´ 8 is simplified by first
multiplying 2 by 8 and then adding 35 to it.
6. Fill in the blanks:
(i) In BODMAS, M stands for _________.
(ii) The bracket { } is called ____________.
(iii) Brackets are simplified in the order as:
vinculum, _____________, _____________ and ___________.
100 Maths-6
Unit 5 SIMPLIFICATIONS

SUMMARY

BODMAS indicates the sequence in which more than one

operations are performed in the simplification process of
any mathematical expression.
Where, B stands for bracket, O for the order of operation
of, D for division, M for multiplication, A for addition
and S for subtraction.

While simplifying mathematical expressions involving

brackets should be removed in the order first ——, second
( ) then { } and [ ].

The operations, division, multiplication, addition,

and subtraction (DMAS) are performed from left to right in
order sequence.

If there is a plus sign before brackets, the brackets are

removed without changing the sign of the number within
the brackets.

If there is a minus sign before a pair of brackets, the sign

of the number within the second brackets is changed and
brackets are removed.
If there is a number before brackets, the number in the
brackets left after simplification is multiplied by this
number and the brackets are removed.

101 Maths-6
Unit
RATIO AND PROPORTION
6
6.1 RATIO
The word ratio is commonly used in our daily life while
distributing the quantities and money and also in household
activities. Comparison of two quantities of the same kind is
called ratio. This comparison is always in the form of numbers.
A ratio is represented by a fraction or the symbol “ : ”.
So, if the cost of two toffees is Rs 2 and Rs 3 then their ratio will
be 2 or 2:3, read as the “ratio of 2 is to 3”. Similarly a:b read as
3
the “ratio of a is to b”. We can also express ratio for more than
two quantities as 3:5:4 or a:b:c.
Define ratio as a relation which one quantity bears to another
quantity of the same kind with regard to their magnitudes
Let us learn more about ratio from the following Activity.

Activity Weights of Sahar and Shabana are

45 kg and 15 kg respectively. To relate their
weights, consider the following statements.
Sahar is 30 kg heavier than Shabana.
Sahar’s weight is 3 times of Shabana’s weight.
Shabana is 30 kg lighter than Sahar.
Shabana’s weight is 1 of Sahar’s weight.
3
Now answer the following:
Which of the above statements are showing comparison
by addition and subtraction?
Which statements are showing comparison by
multiplication and division?

Teacher should help the students to enhance the concept of ratio

Teacher’s Note by giving more examples from daily life.

1
102 Maths-6
Unit 6 RATIO AND PROPORTION (Ratio)

In the above activity the ratio of magnitudes of Sahar to

Shabana’s weight is 45:15, where as of Shabana to Sahar’s
weight is 15:45 which are different ratios.
The order in which a ratio is written is important.

How can we find the ratio between 3 km and 21 m?

We use ratio to compare quantities of the same kind and same
units. Such as magnitudes of two lengths, two masses, two
volumes etc. Consider the following.
The ratio between quantities of 3 bats and two dolls cannot be
written as 3:2 because bat and doll are not of the same kind but
we can establish a ratio between 3 bats and 2 bats as 3:2 and
2 dolls and 3 dolls as 2:3
Know that a ratio has no units
When ratio between two quantities is established, no unit is
written with the ratio, as ratio represents a number.
For Example:
If Arif has 9 rupees and Saleem has 20 rupees then ratio of their
amounts is written as 9:20 (with no unit mentioned)
Example 1.
The age of Amaan is 9 months. The age of his elder sister is 3 years.
The relation between their ages cannot be written as 9:3 because
the age of Amaan is given in months and the age of his sister is
given in years, these are two different quantities.
So, age of his sister must be converted into months.
As 3 years = 36 months
So, the ratio between the ages of Aman to his sister will be 9:36
To find ratio between two quantities it is necessary that they
must be of the same kind.
Hence we can conclude that, ratio is a relation in which one
quantity bears to another quantity of the same kind with regard
to their magnitudes.
103 Maths-6
Unit 6 RATIO AND PROPORTION (Ratio)

Know that of the two quantities forming a ratio, the first one
is called antecedent and the second one consequent
If a and b are two quantities of the same kind, the ratio between
them will be written as a:b. Here the first element a is called the
antecedent and the second element b is called consequent.
For Example:

Ratio Antecedent Consequent

2:3 2 3
5:7 5 7
18:23 18 23

Calculate ratio of two numbers

Example: Find the ratio of the following:
(i) Ali has Rs 500 and Seema has Rs 309. Write the ratio of
their amounts.
Solution: The required ratio is 500:309
(ii) Nazir get 35 litres of fuel filled in his car and Aijaz filled
48 litres of fuel in his car. Write the ratio of quantities of
their fuel.
Solution: The required ratio is 35:48
Reduce given ratio into lowest (equivalent) form
We can find lowest equivalent ratios by dividing each
element of the ratio by the same number.
Example 1: Find equivalent ratios of 40:8
Solution:
40 : 8
= 40 ¸ 2 : 8 ¸ 2 (Dividing by 2)
= 20 : 4

104 Maths-6
Unit 6 RATIO AND PROPORTION (Ratio)

or 40 : 8
= 40 ¸ 4 : 8 ¸ 4 (Dividing by 4)
= 10 : 2

or 40 : 8
= 40 ¸ 8 : 8 ¸ 8 (Dividing by 8)
= 5 : 1
So, 20 : 4, 10 : 2 and 5 : 1 are some of the lower equivalent
ratios of 40 : 8.

Note: In the above example, 5 : 1 is the lowest equivalent form

of 40 : 8 as both 5 and 1 are natural numbers having no common
factor.
Example 2: Find the ratio between Rs 210 and Rs 105 and write
in lowest equivalent form.
Solution: Ratio = 210 : 105
= 70 : 35 (Dividing both by 3)
= 14 : 7 (Dividing both by 5)
= 2 : 1 (Dividing both by 7)
Which is the required ratio.
Example 3: Find the ratios of the following quantities and write
in lowest form.
(i) 15 kg and 700 g (ii ) 9 hours and 36 minutes.
Solution:
(i) In the given ratio 15 kg : 700g, the units are different.
As 1 kg = 1000 g
Therefore, 15 kg = (15 ´ 1000) = 15000 g
Hence, the ratio in the lowest form
= 15 kg : 700 g
= 15000 g : 700 g
= 15000 : 700
= 150 : 7 (dividing both by 100)

105 Maths-6
Unit 6 RATIO AND PROPORTION

(ii) 9 hours and 36 minutes

As 1 hour = 60 minutes
Therefore, 9 hours = (9 ´ 60) minutes = 540 minutes
So, the ratio in the simplest form
= 9 hours : 36 minutes
= 540 minutes : 36 minutes
= 540 : 36
= 15 : 1 (dividing both by 36)
Describe the relationship between ratio and fraction
Ratio is a form of common fraction, where numerator is called
antecedent and the denominator is known as consequent.
For example. The fraction 3 is written 3:4 as ratio.
4
or 3 =3:4
4

Also 2 = 2 : 5, 3 = 3 : 1, 25 = 25 : 39 etc.
5 1 39
Example 1: Two pieces of cloth are of 2 m 50 cm and 75 cm
length respectively. Find the ratio between their lengths.

Solution: Let us convert the given lengths in the same units.

As, 1 m = 100 cm,
So, 2 m 50 cm = (2 ´ 100)cm + 50 cm
= (200 + 50)cm = 250 cm
Hence, the ratio of their lengths = 2m 50cm : 75cm
=
250cm : 75cm
10

= 250
75 3

= 10 = 10:3
3
106 Maths-6
Unit 6 RATIO AND PROPORTION (Ratio)

Example 2: Find ratio of the following and write in lowest form.

(i) 1 and 2 (ii) 1 3 m and 7 m
5 3 5 10
(iii) 1.5 and 7 1 (iv) Rs. 3.45 and Rs. 6
2
Solution:
1 : 2 1
(i) = ´ 15 : 2 ´ 15
5 3 5 3
(Multiplying both by LCM of 5 and 3)
= 3 : 10

(ii) 1 3 : 7 = 8 : 7
5 10 5 10
= 8 ´ 10 : 7 ´ 10
5 10
(Multiplying both by LCM of 5 and 10)
= 16 : 7

(iii) 1.5 : 7 1 = 1.5 : 15

2 2
5
15
= 1.5 ´ 10 : ´ 10 (Multiplying both by 10)
21

= 15 : 15 ´ 5
= 1:5 (dividing both by 15)
(iv) 3.45 : 6 = 345 : 600
(As 3.45 is two degree decimal, so we have convert it in to
a whole number by multiply 100. Convert both components
of ratio into whole numbers so, we multiply both numbers
by 100).
= 69 : 120 (Dividing both by 5)
= 23 : 40 (Dividing both by 3)

107 Maths-6
Unit 6 RATIO AND PROPORTION (Ratio)

EXERCISE 6.1
1. Reduce the following into lowest equivalent form.
(i) 4 : 50 (ii) 0.8 : 72 (iii) 3.5 : 4.9

(iv) 13 : 7 (v) 5 : 3 (vi) 2 :5

60 15 6 10 3
(vii) 2 1 :4 (viii) 1 : 1 : 1 (ix) 1.5 : 5 : 5.8
2 3 6 9
(x) 3 2 : 0.6 : 3.5 (xi) 1: 1 : 1 (xii) 1: 1 : 1
5 5 10 15 7 14 21
2. Find ratio of the following and write in lowest form.
(i) Rs 150 and Rs 180 (ii) 250 cm and 1 m
(iii) 700 g and 2 kg (iv) 3 hours and 210 minutes
(v) 5 years and 3 months
(vi) 15 days, 2 weeks and 1 month
3. Convert the following fractions into ratio form.
(i) 2 (ii) 5 (iii) 1 (iv) 3 (v) p
9 6 75 q
4. Represent the following into fractions.
(i) 1:5 (ii) 2:19 (iii) 8:1 (iv) 75:76 (v) x : y
5. In a Science test, 25 students out of 45 students of class
VI were passed. Find the ratio between the passed students
and total students.
6. Arshad earns Rs 20,000 per month. Find the ratio of his
monthly income and expenditure if he saves Rs. 5000 per
month.
7. The measures of sides of two squares are 2 cm and 5 cm.
Find the ratio of their perimeters.
8. Weight of a sack of flour is 16 kg and the weight of another
sack is 14kg 400g. Find the ratio among their weights.
o o o
9. Measures of angles of a triangle are 30 , 60 and 90 . Find
the ratio of these angles according to the given order.
108 Maths-6
Unit 6 RATIO AND PROPORTION

6.2 PROPORTION
Two equivalent ratios form a proportion.
For example: 3 : 4 = 6 : 8 is a proportion.
Read as 3 is to 4 equals 6 is to 8.
Know that an equality of two ratios constitutes a proportion,
e.g., a : b :: c : d, where a, d are known as extremes and b, c
are called the means
In a proportion, the equality sign can be replaced by “::”.
So, for the proportion 2:7 = 6:21, we can write 2:7 :: 6:21
The two middle elements of a proportion are called means, where
as the elements at both ends of a proportion are known as
extremes. For example:
Means
2 : 7 :: 6 : 21
Extremes
Also, 2,7,6 and 21 are called first, second, third and fourth
proportionals respectively of the given proportion.
The equality of two given ratios can be proved by the fact that
2 = 6
2:7::6:21 can also be written as or 2´21=6´7 or 42=42
7 21
This can also be proved with the help of this formula of proportion.

Product of extremes = product of means.

If means are same for example, 1:2 = 2:4 then 2 is called the mean
proportional between 1 and 4.
Also 1, 2 and 4 are said to be in continued proportion. In this
case the third element 4 is called a third proportional of the first
and second. By using these properties of proportions we can find
any missing proportional. As shown in the following examples.

Teacher should give more examples for practice to clear the concept
Teacher’s Note of students about proportion.

1
109 Maths-6
Unit 6 RATIO AND PROPORTION (Proportion)

Example 1: Identify means and extrems in the following:

(i) 2 : 3 = 10 : 15 (ii) 5 : 1 = 10 : 2
Solution: Solution:
Here Here
Means are 3 and 10 Means are 1 and 10
Extremes are 2 and 15 Extremes are 5 and 2

Example 2: Decide whether the following numbers are in

proportion or not.
(i) 2, 3, 4, 6 (ii) 5, 10, 15, 20

Solution: (i) 2, 3, 4, 6
Here
2:3 = 4:6

Here Product of means = 3 ´ 4 = 12

and product of extremes = 2 ´ 6 = 12
\ Product of means = Product of extremes
\ 2, 3, 4, 6 are in proportion

Solution: (ii) 5 : 10 = 15 : 20
Product of means = 10 ´ 15 = 150
Product of extremes = 5 ´ 20 = 100
\ Product of means ¹ Product of extremes
\ 5, 10, 15, 20 are not in proportion

Example 3: Find the value of unknowns in the following

proportionals:
(i) 33 : 3 :: x : 27 (ii) 9 : 6 :: 6 : y
110 Maths-6
Unit 6 RATIO AND PROPORTION (Proportion)

Solution:
(i) 33 : 3 : : x : 27 (ii) 9:6::6:y
(product of extremes = product of means)
or 9´y = 6´6
or 33 ´ 27 = 3 ´ x or y = 26 ´ 6 2
9
or 33 ´ 27 = x 9 31
3
or y = 2´2
or x = 33 ´ 9 or y = 4
or x = 297

Example 4: Find fourth proportional of 2, 5, 8.

Solution: Let fourth proportional be x.
So, we have

2:5 = 8:x

or 2´x = 5´8

or 2´x = 5´8
2 2
or x = 20
So, fourth proportional is 20.

Example 5: Find the mean proportional of 4 and 9.

Solution: Let x be the mean proportional, then
4:x::x:9
2
or 4´9 = x
or x2 = 36
or x2 = 62
or x = 6
Hence 6 is the mean proportional of 4 and 9.

111 Maths-6
Unit 6 RATIO AND PROPORTION (Proportion)

EXERCISE 6.2
1. Identify means and extremes in the following:
(i) 2 : 5 = 8 : 20 (ii) 3:4 = 6:8 (iii) a : b = c : d
2. Decide whether the four numbers given in each of the
following are in proportion or not:
(i) 18, 24, 30 and 40 (ii) 14, 19, 3 and 4
(iii) 6, 8, 12 and 16 (iv) 15, 20, 16 and 21
(v) 20, 30, 40 and 50 (vi) 21, 57, 28 and 76
3. Find the value of x if the proportion 2 : x = 3 : 7.
4. Find the fourth proportional in the following:
(i) 2, 3 and 6 (ii) 11 , 7 and 5 (iii) 16, 12 and 8
24 15 8
(iv) 76, 28 and 57 (v) 36, 45 and 4 (vi) 40, 30 and 24
5. Find the mean proportion in the following:
(i) 15 and 60 (ii) 18 and 32 (iii) 28 and 63
(iv) 27 and 12 (v) 40 and 90 (vi) 44 and 99

Find proportion (direct and inverse)

(1) Direct proportion:
Consider the following chart.

Quantity of Pencils Cost What is the

4 Rs 20 proportion of
3 Rs 15 number of
pencils and
2 Rs 10
their cost.
1 Rs 5
In this chart, we can easily observe that the cost of pencils
increases or decreases with the corresponding increase or decrease
in the quantity of pencils.
112 Maths-6
Unit 6 RATIO AND PROPORTION (Proportion)

Hence we can say that when two quantities are related in such
a way that if one quantity increases in a given ratio, the other
also increases in the same ratio (and vice versa).
In this situation, there is a Direct Proportion between both
quantities.

Note: In the above chart, the ratio between 1 pencil and 2 Pencils
is same as between the cost Rs 5 and Rs 10.
Examples:
(i) More construction, more materials
(ii) Less money, less shopping
(iii) More students, more teachers
(iv) Less workers, less work

(2) Inverse Proportion:

The following chart is showing number of persons required to
complete a work in the given time.

No. of Persons Time What type of

2 40 hours proportion is
4 20 hours between number
of person and
8 10 hours
time required.
16 5 hours
In the above table, we observe that by increasing the number of
persons the time required is decreased. (and vice versa).
Hence we can say that when two quantities are related in such a
way that if one quantity increases in a given ratio, the other
decreases in the same ratio.
In this situation, there is an inverse proportion between both
quantities.
Note: In the above chart the ratio between 2 persons and 4
persons is same as between 20 and 40.

113 Maths-6
Unit 6 RATIO AND PROPORTION (Proportion)

Examples:
(i) Less speed; more time taken
(ii) More speed; less time taken
(iii) More time; less workers required
(iv) Less time; more workers required

Solve real life problems involving direct and inverse proportion

Consider the following examples.
Example 1: If 20 metre cloth is used to make 4 dresses. How
much cloth is required to make such 15 dresses?

Solution: Suppose the required cloth is x metre

Dresses Cloth in metres
4 20
15 x
(More cloth more dresses) Direct Proportion

4 : 15 : : 20 : x

As product of means = Product of extremes

or 4 ´ x = 15 ´ 20
5
or x = 15 ´ 20
41
or x = 75
Hence the required cloth is 75 metre.

Teacher should discuss other examples from daily life with the
Teacher’s Note students and help them in solution.

1
114 Maths-6
Unit 6 RATIO AND PROPORTION (Proportion)

Example 2: If 3 pipes can fill a tank in 80 minutes. How long will

it take to fill the tank if 5 pipes are used?
Solution:
Let x minutes are required.
Pipes Time in minutes
3 80
5 x
(More time less pipes) Inverse Proportion

5 : 3 : : 80 : x

As product of means = Product of extremes

or x ´ 5 = 3 ´ 80
16
or x = 3 ´ 80
51
or x = 48

Hence 48 minutes are required.

EXERCISE 6.3
1. Ahmed secured 60 marks in a paper of 100 marks. What
shall be his score if the paper were of 75 marks?

2. The weight 5 of a piece of metal is 35 kg. What is the

9
weight 2 of the piece?
7
3. On a map, 80 km are represented by 5 cm. If the distance
between two cities on the map is 15 cm. Find the actual
distance between them.

115 Maths-6
Unit 6 RATIO AND PROPORTION

4. If a dozen eggs costs Rs 60, find the cost of 32 eggs.

5. Tabassum earns Rs. 42,000 in a month and spends
Rs 39,800. Find the ratio of her savings to her income.
Also find the ratio of her expenditure to her income.
6. If Naveed can read 45 pages of a book in 75 minutes, find
the time he takes to read the book of 876 pages.
7. A book covers 130 pages with 24 lines on every page. If we
make the same book of 90 pages with increasing number
of lines. How many lines would be there on each page?
8. If 80 workers complete a work in 6 days. Find the number
of days required to complete the same by 10 workers.

REVIEW EXERCISE 6

1. Find the ratio in lowest form between the following:

(i) Length and breadth of your copy.

(ii) Number of students present and absent in your class.
(iii) Weight in kg of your two class mates.
(iv) Daily pocket money of your three friends.

(v) Number of pages of the text books of your class of

Mathematics, English, and Social Studies.

2. Write equivalent ratio for:

(i) 2 : 3 = ___________ (ii) 10 : 8 = ___________

(iii) 1 : 4 = ___________ (iv) 21 : 35 = ___________

116 Maths-6
Unit 6 RATIO AND PROPORTION

3. Find the value of x in each of the following:

(1) 2 : 5 : : x : 10 (2) 5 : x : : 10 : 14

(3) 15 : 30 : : 1 : x (4) x : 12 : : 3 : 4

(5) x : 200 : : 18 : 25 (6) 132 : 216 : : 33 : x

4. Which of the following are inverse proportions?

(i) The number of copies you buy and their total cost.
(ii) The number of men doing a job and the time taken to
finish it.
(iii) The amount of time taken in a journey and speed of the
vehicle.
(iv) The number of boxes and the number of Pencils packed in
them.

5. Out of 670 students in a school, 350 are boys and rest are
girls. Find the ratio of:

(i) Boys to total students. (ii) Girls to total students.

(iii) Girls to boys of the school. (iv) Boys to girls of the school.

6. Rehana can write 26 words in 2 minutes. How much time

she will take to write 325 words.
1
7. 12 kg milk costs Rs 1200. What is the cost of 13 kg
2
milk?

8. 24 metre high wall is made by 16 workers in a perticular

time. How many workers will construct a 18 metre high
wall in the same time?

9. Food was stored for 600 persons for 18 days. How many
persons will eat the same food in 27 days?

117 Maths-6
Unit 6 RATIO AND PROPORTION

SUMMARY

Comparison between magnitudes of two quantities of the

same kind is called ratio.
Ratio of two numbers a and b, where b ¹ o, is written as
a Numerator
Antecedent a:b or .
Consequent b Denominator

Order of ratio is important i.e. a : b ¹ b : a in general

A ratio remains unchanged if all its elements are multiplied
(or divided) by the same number.
Equality of two ratios is called proportion.

If a, b, c, d are in proportion, then,

a : b : : c : d or a : b = c : d
Where a, b, c and d are called the First, Second, Third
and Fourth proportionals respectively.
In a, b and c are in continued proportion then,
a:b::b:c
For every a : b : : c : d, ad = bc
Here a and d are extremes and b and c are means we have,
Product of extremes = Product of means

When two related quantities, increase or decrease together

in the same ratio, they are called directly proportional to
each other.

When in two related quantities, increase in one causes

decrease in the other, and decrease in one causes increase
in the other, then they called inversely proportional to each
other.

118 Maths-6
Unit
FINANCIAL ARITHMETIC
7
7.1 PERCENTAGE
You have often heard the sentences like
“Sale Sale i.e Discount upto 50 percent”. Discount 10-60 percent
and reduction 10% etc.
Buy two
In our daily life, we apply get one
FREE
percentage on many things
like discounts, during
shopping etc. To calculate
percentage is an important
skill during shopping. DISCOUNT
The word percent is a short form of the Latin word “per centum”.
Its meaning is “out of hundred”.
Recognize percentage as a fraction with denominator of 100

Look at this figure.

It has been divided into 100 equal parts.
3 out of 100 parts, are coloured.
i.e. 3 of the figure is coloured.
100
We say that “3 percent” of the figure is coloured.
Percentage is denoted by the symbol %. So, we can say that 3%
of the figure is coloured.
Any fraction with 100 as a denominator can be expressed as
percentage.
Percentage is a special type of fraction which indicates parts
out of hundred parts.

In order to clarify the concept of percentage, teacher should put

Teacher’s Note emphasis on daily life examples and geometrical shapes.

1
119 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)
Convert a percentage to a fraction by expressing it as a
fraction with denominator 100 and then simplify
We can convert a percentage to a fraction by expressing it as a
fraction with denominator 100 and then simplify.
Consider the following examples.
Example 1: Convert 5% into fraction.
5
Solution: 5% =
100
5 1
= =
100 20
20

Example 2: Convert 72% in fraction.

72
Solution: 72% =
100
18
72 18
= =
100 25
25

1
Example 3: Convert 7 % into fraction.
2
1 15 15 ´ 1
Solution: 7 % = % =
2 2 2 100
15
=
200
3
=
40

Convert a fraction to a percentage by multiplying it with 100%

The fraction having denominators as 100 can easily be converted
into percentage.

For example: 5 = 5% and 97 = 97%

100 100

120 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

The fractions having denominators other than 100 are converted

into percentage by two ways:
(i) First convert the fraction into equivalent fraction
having denominator as 100 and then express as
percentage.
(ii) Convert any fraction into percentage by multiplying
and dividing with 100 or multiplying by 100%.

Example 1: Convert 1 into percentage.

2
Solution: By converting into equivalent fraction with 100
denominator.
1 1 ´ 50 50 1 1
= = = 50 ´ = 50% ( = 1%)
2 2 ´ 50 100 100 100
By multiplying with 100%
1 1 100
= ´
2 2 100
100 1 = 50% ( 1
= ´ = 1% )
2 100 100

Example 2: Convert 3 into percentage.

5
Solution: By converting into equivalent fraction
3 3 ´ 20 60
= = = 60%
5 5 ´ 20 100
By multiplying with 100%
3 3 100
= ´
5 5 100
20
3 ´ 100
=
51
1
= 60% ( = 1% )
100

121 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

Example 3: Convert 5 into percentage.

8

Solution: 5 5 100
= ´
8 8 100
5 25 1 125
=( ´ 100 ) = %
82 100 2

Convert a percentage to a decimal by expressing it as a

fraction with denominator 100 and then as a decimal
Method of converting a percentage to a decimal is explained
through following examples.

Example 1: Convert 3% into decimal.

3
Solution: 3% = = 0.03
100
5
Example 2: Convert % into decimal.
2
5
Solution: % = 2.5%
2
2.5
= = 0.025
100
Example 3: Convert 135% into decimal.
135
Solution: 135% = = 1.35
100
Convert a decimal to percentage by expressing it as a fraction
with denominator 100 then as a percentage
Method of converting a decimal fraction into percentage is
explained through following examples.
Example 1: Convert 0.5 into percentage.
5 5 ´ 10 50
Solution: 0.5 = = = = 50%
10 10 ´ 10 100

Teacher should ensure that students can convert simple questions

Teacher’s Note of percentage into fraction and fraction into percentage orally.

1
122 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

Example 2: Convert 0.25 into percentage.

Solution: 0.25 = 25 = 25%
100
We can also convert decimal into percentage by multiply with 100%.
Example 3: Convert 0.125 into percentage.
Solution: 0.125 = 0.125 ´ 100%
1
125
= ´ 100%
1000
10

125 %
=
10
= 12.5%
Finding percentage of a given quantity
In the following examples, we explain the method of finding the
percent of a given quantity.
Example 1: Find 15% of 75.
3
Solution: 15
15% of 75 = ´ 75
100
4

45
=
4
1
= 11
4
Example 2: Is 20% of 140 greater than 25% of 150.
1
Solution: 20
20% of 140 = 140 ´ = 28
100
5
1
25 75 1
25% of 150 = 150 ´ = = 37
100 2 2
4
1
As 28 < 37
2
Therefore, 20% of 140 is not greater than 25% of 150.

123 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

Example 3: Write the following fractions in ascending and

descending order using percentage.
1 7 3
2 5 4
50
Solution: 1 1
= ´ 100% = 50%
2 2
1

20
7 7
= ´ 100% = 140%
5 5
1
25
3 3
= ´ 100% = 75%
4 4
1

As 50% < 75% < 140%

So, Ascending order is:
1 3 7
2 4 5
and Descending order is:
7 3 1
5 4 2

EXERCISE 7.1

1. What percent of the following figures is shaded.

(i) (ii) (iii)

124 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

2. Convert the following into fractions and decimal.

(i) 25% (ii) 1% (iii) 31% (iv) 15%
1
(v) 8 % (vi) 20.5% (vii) 175% (viii) 115%
2
1
(ix) 225% (x) 2 %
2
3. Convert the following fractions into percentage.
(i) 1 (ii) 7 (iii) 8 (iv) 5
4 20 25 4

4. Write the following percentage into decimals.

1
(i) 25% (ii) 31% (iii) 1% (iv) 2 % (v) 6.5%
2
5. Convert the following decimal into percentage.
(i) 0.025 (ii) 0.4 (iii) 0.85
(iv) 0.105 (v) 12.5 (vi) 125.5

6. What percentages are the following of 1 metre?

(i) 70 cm (ii) 50 cm (iii) 75 cm (iv) 125 cm (v) 100 cm

7. The sale of the books on science on a certain store is

30%, write it in fraction.
8. Khalida obtained 96 marks out of 150. What percentage
of marks has she obtained?
9. Find the following percentages.
(i) 10 % of 50 (ii) 30 % of 70
(iii) 25% of 250 (iv) 50 % of 50
(v) 75 % of 750 (vi) 125% of 50 cm
(vii) 60 % of 300 litres (viii) 20% of Rs 13.25
(ix) 60.5 % of 8 hours (x) 25% of 172 metres
(xi) 15 % of 210 (xii) 75 % of 1011
(xiii) 65% of 910 (xiv) 35 % of 301
125 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

10. Write the following fractions in ascending and descending

order using percentage.
2 1 3
5 4 4
Solve real life problems involving percentage
Percentages are used in daily life as explained in the following
examples.
Example 1: Naheed has Rs 120. She spends 25% of the amount.
How much money is left with her?

Solution: Total amount = Rs 120

Rate of expenditure = 25% of the total amount
25
Amount spends = Rs 120 ´ = 30
100
Amount left with Naheed = Rs 120 – 30 = 90

Example 2: 75% students out of 40 were present in a test.

How many students were absent?

Solution: Total students = 40

percentage of present students = 75%
Number of students present = 75% of 40
75
= 40 ´ = 30 students
100
Number of students absent = 40 – 30 = 10 students

Second method.
As, percentage of the students present = 75%
So, percentage of the students absent = 100% – 75% = 25%
So, number of students who were absent = 25% of 40
25
= 40 ´ = 10 students
100
126 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

Sometimes we need to find total quantity if percentage and given

quantity (Percent of quantity) are given. In this case we use the rule

Total quantity = Given quantity ¸ Percentage

Example 3: Find the quantity if 75% of it is 123.

Solution: By using the formula
Required Quantity = Percent of the quantity ¸ Rate

Here rate = 75% and percent of the quantity = 123

So, Required quantity = 123 ¸ 75%
75
= 123 ¸
100
4
41
100 Part of quantity
= 123 ´ Since, Percentage = ´ 100%
75 Quantity
3
= 164

Hence, the required quantity is 164.

Example 4: 25% of Hassan’s salary is Rs 1250. Find his salary.
Solution: Here rate = 25%
Percent of salary = 1250 rupees
Now Salary = percent of salary ¸ rate
= 1250 ¸ 25%
25
= 1250 ¸
100
4
100
= 1250 ´
25
1

= 5000 rupees

Hence the salary of Hassan is Rs 5000

127 Maths-6
Unit 7 FINANCIAL ARITHMETIC (Percentage)

Example 5: In an examination Akram obtained 510 marks out

of 850. Find the percentage of the marks obtained by him.
Solution: This question can be solved by the following formula.
Part of quantity
Percentage = ´ 100%
Quantity

Here, Quantity = 850 marks

Part of quantity = 510 marks
510
So, Percentage =
850 ´ 100% = 60%

EXERCISE 7.2
1. I obtained 60 marks out of 75 marks. What is the percentage
of my marks?
2. Saima spent Rs 300 out of Rs 500. Find percentage of her
expenditure.

3. There were 8500 voters in a village. 34% did not cast their
votes. Find the number of voters who cast their votes.
4. The population of a village is 15000. If the population
increases by 5% in a year, find the population after one year.
5. Rahila pays 5% of her salary in charity in a month. If she
pays Rs 200, find her monthly salary.
6. The 18% of the distance between two cities is 36 km. Find
the distance between two cities.

7. Naeem’s monthly income is Rs 8000 and he spends Rs 6000

per month. Find the percentage of his expenditure.

8. On a rainy day 600 students out of 750 were present in a

school. What percentage of the students were absent.

128 Maths-6
Unit 7 FINANCIAL ARITHMETIC

9. If one angle of a triangle is 90o. Find the other two angles if

these angles are 30% and 70% of 90o respectively.

10. Area of square is 100 sq. cm. Find the area of a rectangle
whose area is 10% more than the area of given square.
11. In a shop there is a double discount of 10% and 20%
on an article having price of Rs 100. Calculate the total
discount.

7.2 PROFIT, LOSS AND DISCOUNT

Define selling price and cost price
In every business goods are sold and purchased. Every business
is established to earn profit but sometimes a loss to be borne.
The amount which is paid to purchase goods is called “Cost price”
and the amount which is received by selling goods is called
“Selling price”.

Define profit, loss and discount

1. Profit Percentage and Loss Percentage

If in a business selling price of an item is more than cost price
then there is a profit in such transaction. But if selling price of an
item is less than cost price then there is a loss in such transaction.
Thus
Profit = Selling Price (SP) – Cost Price (CP)
Loss = Cost Price (CP) – Selling Price (SP)
Businessmen generally compare and calculate the profit and loss of
goods in percent. For example if a shopkeeper purchases a juice
for Rs 50 and sells for Rs 60. Similarly he purchases a milk pack
for Rs 100 and sells for Rs 110. In both transactions, he earned
Rs 10 as a profit. It seems that in above two cases he earned the
same profit which is not fact. So, profit percent or loss percent
are useful in such cases.

129 Maths-6
Unit 7 FINANCIAL ARITHMETIC
(Profit, Loss and Discount)

Now
Profit Loss
Profit percent = ´ 100% and Loss percent = ´ 100%
CP CP

10
Profit Percent of juice = ´ 100% = 20%
50
10
Profit Percent of milk pack = ´ 100% = 10%
100
This shows that the profit percent is not same in both cases.
Thus profit percent determines the transaction which gives more profit.
2. Discount
The reduction made on the list price or marked price of an article
is called discount i.e. Net Selling price = Marked Price – Discount.
Remember: The discount percent is calculated only on the
marked price and not on selling or cost price.
Example: The marked price of an article is Rs 400 and it is
sold at a discount of 10%, find the net selling price of the article.
Solution: Discount = 10% of Rs 400
4
= 10 ´ 400 = 10 ´ 400 = Rs 40
100 100
So, Net Selling Price = Marked Price – Discount
= Rs 400 – Rs 40 = Rs 360
Solve real life problems involving profit, loss and discount
Example 1: A school bag is purchased for Rs 180 and is sold out
for Rs 225. Find the profit percent.
Solution: Profit = selling price – cost price
= 225 – 180 = 45 rupees
Profit
Now Profit Percent = ´ 100%
CP
45 450
= ´ 100% = %
180 18
= 25%
So, Profit = 25%
130 Maths-6
Unit 7 FINANCIAL ARITHMETIC
(Profit, Loss and Discount)

Example 2: A fruit seller purchased 40 dozens bananas in all and

their cost price is Rs 50 per dozen. He sells all the bananas at the
rate of Rs 60 per dozen. Find his total profit and profit percent.
Solution: Bananas = 40 dozen
Cost price per dozen = 50 rupees
Total cost price = 50 ´ 40 = 2000 rupees
Selling price per dozen = 60 rupees
Total selling price = 60 ´ 40 = 2400 rupees
Profit = selling price – cost price
= 2400 – 2000 = 400 rupees
Profit
Profit Percent = ´ 100%
CP
400
= ´ 100%
2000
1
= ´ 100%
5
= 20%
Example 3: Saima purchased a mobile set for Rs 15000. After
some time she sold it for Rs 12000. Find her loss percent.

Solution: Here CP = 15000 rupees

SP = 12000 rupees
Since SP < CP, so there is loss
Now Loss = CP – SP
= 15000 – 12000 = 3000 rupees
Loss
So, Loss Percent = ´ 100%
CP
1
3000
= ´ 100%
15000
5
1
= ´ 100%
5
= 20%

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(Profit, Loss and Discount)

Example 4: Bismah purchased a T.V for Rs 20000 and sold it for

Rs 18000 to purchase a new model T.V. Find her profit or loss
percent.
Solution: Here CP = 20000 rupees
SP = 18000 rupees
Since SP < CP, so there is loss
Now, Loss = CP – SP
= 20000 – 18000 = 2000 rupees
Loss
Loss Percent = ´ 100%
CP
2000
= ´ 100%
20000
1
= ´ 100%
10
= 10%

Example 5: A trader marked his goods at 30% above the cost

price. If he allows his customer 20% discount, find his profit
percent.
Solution: Let the cost price be Rs 100.
Then marked price = Rs (100 + 30) = Rs 130
Discount = 20% on marked price
20 ´ 130 = Rs 26
100
So, Net Selling Price = Marked Price – Discount
= 130 – 26 = Rs 104
Thus Profit = Selling Price – Cost Price
= 104 – 100 = Rs 4
Hence, the profit is 4%.

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EXERCISE 7.3

1. Find the profit or loss percent in the following.

(i) Eggs are purchased at Rs 120 per dozen and are sold out at
Rs 130 per dozen.
(ii) A shopkeeper purchases 25 breads at Rs 10 per bread. He
sells breads at Rs 13 per bread as 7 breads are spoiled.

(iii) A man purchases pencils at Rs 60 per dozen and sells at

Rs 70 per dozen.
(iv) A man purchases 10 dozen eggs at the rate of Rs 120 per
dozen. 3 dozen eggs are broken. Rest of the eggs are sold at
the rate of Rs 130 per dozen.
(v) A milkman purchases milk at the rate of Rs 75.50 per litre
and sells at the rate of Rs 80 per litre.

2. A book seller purchases 20 books of Mathematics at

Rs. 120 per book and sells at Rs 125 per book. Find his
profit and profit percent.

3. A grocer purchases 10 kilograms of rice at Rs 120 per

kilogram and sells at Rs 125 per kilogram. Find profit
percent.

4. A shopkeeper bears 15% loss on the sale of a jacket. If the

cost of the jacket is Rs 1000, find his loss.

5. Umaima bought a dinner set for Rs 52000 at 20% discount.

Find the actual price of the dinner set.

6. The marked price of ladies purse is Rs 1500 and it is

sold at discount of 15%. Find net selling price of the purse.

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REVIEW EXERCISE 7
1. Karim bought 50 dozen of pencils at Rs 60 per dozen. He
sold them at Rs 13 per pencil. Find his profit or loss
percent.
2. A television (T.V) manufacturing company declares that a
colour T.V is now available for Rs 13050. Its previous price
was Rs 17400. Find the percentage reduction in the price
of colour T.V offered by the company.
3. Imran obtained 548 marks out of 800 and his sister
obtained 459 out of 600. Whose performance is better?
4. A fruit seller purchases 50 dozen bananas at the rate of
Rs 60 per dozen. 10 dozen bananas are spoiled . Rest of
the bananas are sold at the rate of Rs 70 per dozen. Find
his gain or loss percent.
5. A car was sold at price of Rs 875,000 with a discount of
2 1 %. What is actual cost of the car?
2
6. Which is greater?
(i) 0.045 or 5% (ii) 0.64 or 62% (iii) 0.8 or 8%
(iv) 0.15 or 19% (v) 1 or 40% (vi) 1 or 25%
2 5
(vii) 3 or 70% (viii) 1 1 or 130% (ix) 1 or 9%
4 4 10
7. (a) Fill in the blanks:
(i) 3 (ii) 5
= % = %
4 8
(iii) 30% = (fraction)
(iv) 0.125 = %
(v) 38% = (decimal)
(vi) 36% of 120 = (vii) S.P + Loss =
(viii) S.P – C.P =
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(b) Write true (T) or false (F) for the following.

(i) If S.P < C.P so, there is gain.
(ii) If C.P > S.P so, there is loss.
(iii) Loss = C.P – S.P
(iv) S.P + gain = C.P
Loss
(v) Loss % = ´ 100%
S.P
(vi) Profit = S.P – C.P
Profit ´ 100%
(vii) = Profit %
C.P

SUMMARY
The word “percent” means “out of hundred”. Percentage
is denoted by the symbol %
Percentage can be converted into common or decimal
fraction.
(a) To convert a percent into a common fraction, we
multiply the number indicating the percent by 1 and
100
simplify the resulting fraction.
(b) To convert a percent into a decimal, we remove the %
symbol and shift the decimal point two places to the left.

Fraction or a decimal fraction can be converted into

percentage.
(a) To convert a decimal into a percent, we shift the
decimal point two places to the right and insert percent
symbol (%).
(b) (i) The fractions having their denominators as 100 can
easily be converted into percentage.

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(ii) The fractions having their denominators other than

100 are converted into percentages in the following
ways:
First convert the fraction into equivalent fraction
having denominator as 100 and then convert it into
percentage.
First convert the fraction into decimal and then
convert it into percentage.
Multiply the given fraction by 100%.

Percent of a quantity = Quantity ´ rate

Quantity = Percentage of Quantity ¸ rate

Part of Quantity
Percentage = ´ 100%
Whole Quantity

When S.P > C.P, then Profit = S.P – C.P

When S.P < C.P, then Loss = C.P – S.P

Profit Loss
Profit % = ´ 100% and Loss % = ´ 100%
C.P C.P

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INTRODUCTION TO
8 ALGEBRA
HISTORY OF ALGEBRA
Algebra is the invention of muslims. In 820 AD,
a muslim mathematician Muhammad Ibne
Mosa Al Khwarzmi wrote a book named
Algebra-wal-Almuqabla. The first translation of
this book named “Algebra” was published in
Europe in Latin which is the base of the subject
“Algebra”.

8.1 ALGEBRA
Explain the term algebra as an extension of arithmetic in
which letter replace the numbers
Man has been using natural numbers 1, 2, 3, ... in his life. As
time passed his needs increased and the calculation became more
complex. Algebra provides methods to transform and solve
difficult and complex mathematical problems in easy way.
In Arithmetic we usually perform calculation of numbers with the
help of fundamental operations addition, subtraction,
multiplication and division, for example Rafay has 5 apples and
Taha has 8 apples. So, the total number of apples is 5 + 8.
The term algebra is an extension of
arithmetic in which letters or
symbols replace the numbers or
quantities. For example Bisma has
5 toffees in a plate and Hifza has some
toffees in her purse.
We can represent the
total toffees as 5 + x.
In this example we have shown the
unknown quantity of toffees of
Hifza by “x”.

Teacher should give some more examples of unknown quantities

Teacher’s Note from class room or daily life and represent them by x,y or z. Also add or
subtract them with known quantities.
1
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Hence ‘the sum of 5 and x’ is written in symbols as ‘5 + x’

Similarly other expression can be written in symbols as explained
in the example.
Example: Represent into symbols.
In symbols
In words (Algebraic expression)

Sum of 6 and x 6+x

Three times a number y 3y
The product of two numbers x and y xy
Five is greater than four 5>4
Double of a number e 2e

Know that a sentence is a set of words making a complete

grammatical structure and conveying full meaning
We speak sentences to convey some ideas in our daily life.
For example: Sum of two and seven is nine.
Symbolically, we write as 2 + 7 = 9
This sentence conveys full meaning.
In languages a sentence is set of words making a complete
So,
grammatical structure and conveying full meaning.

Example: Represent the following sentences symbolically.

(1) Double of a number x is 8
Solution: Symbolically we represent it as 2x = 8.
(2) Five is greater than three
Solution: Symbolically we represent it as 5 > 3.
Know that Sentences that are either true or false are known
as statements and a statement must be either true or false
but not both information
We, sometimes speak true sentences or false sentence for example.
(1) Difference of nine and two is seven
i.e. 9 – 2 = 7
It is a true sentence.
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(2) Sum of two and five is four

i.e. 2 + 5 = 4
It is a false sentence.
Such sentences are known as statements.
Sentences that are either true or false are known as
Thus
statements.

A sentence that does not include enough information required

to decide whether it is true or false is known as open
statement (e.g. D + 2 = 9) and a number that makes an open
statement true is said to satisfy the statement (e.g. D = 7
makes the statement D + 2 = 9 true). Also use English alphabet
x in the open statement D + 2 = 9 to modify it to x + 2 = 9

We know that a statement must be either true or false. But in

some cases we have to decide whether a statement is true or false.
Such statement is called open statement.
For example: D + 5 = 12 is an open statement.
if we replace D with 4 it becomes false i.e. 4 + 5 = 12 but if we replace
D with 7 it becomes true. i.e. 7 + 5 = 12.
If D = 2, 2 + 5 = 7, which is not equal to 12. So, it becomes false.
So, we say 7 satisfies the statement
and if we replace D with English alphabet x it still remains open
i.e. x + 5 = 12
Example 1: Think and write the value of D which makes the
following statements true.
(i) D + 6 = 18 (ii) D–3=7
Solution: (i) D + 6 = 18
It will be true if D = 12 i.e. 12 + 6 = 18
(ii) D – 3 = 7
It will be true if D = 10 i.e. 10 – 3 = 7

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Example 2: Replace the unknowns by the numbers to make

statement true.
(i) 2 +  = 8 (ii) 17 – D = 9
(iii) 10 ¸ O = 5 (iv) 6 ´ x = 42
Solutions:
(i) 2+=8
It will be true if =6 i.e. 2+6=8
(ii) 17 – D=9
It will be true if D = 8 i.e. 17 – 8 = 9

(iii) 10 ¸ O=5
It will be true if O=2 i.e. 10 ¸ 2 = 5

(iv) 6 ´ x = 42
It will be true if x=7 i.e. 6 ´ 7 = 42

EXERCISE 8.1
1. Write the following sentences in symbols.
(i) Sum of a number x and two is eight.
(ii) Product of a number y and seven is greater than two.
(iii) Sum of six and a number z is less than four.
2. Which of the following are true or false statements?
(i) 5 + 9 = 18 (ii) 8 + 3 = 11 (iii) 20 + 3 = 26
(iv) 21 – 8 = 13 (v) 18 – 13 = 15 (vi) 16 – 10 = 6
3. Which of the following are open statements?
(i) D+3=9 (ii) 3a + 4 = 8 (iii) 9 + 4 = 13
4. Find the values of the number D or  which makes the
following statements true.
(i) 6 + D = 15 (ii) ÿ + 5 = 8 (iii) 14 – D = 8
(iv) 24 – D = 20 (v) 3ÿ + 1 = 10 (vi) 35 – ÿ = 29

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Define variables as letters used to denote numbers in algebra

Consider an open statement x + 5 > 2
It will be true for different values of number x.
For example:
for x = 1 we get 1 + 5 > 2 or 6 > 2
for x = 2 we get 2 + 5 > 2 or 7 > 2
for x = 3 we get 3 + 5 > 2 or 8 > 2
and so on
It means the value of number x is not constant, but it is varying.
So, x is called variable.
Hence
Any of the letter of English alphabet which is used to denote
number in algebra is called variable.

Know that any numeral, variable or combination of numerals

and variables connected by one or more of the symbols ‘+’
and ‘–’ is known as an algebraic expression (e.g., x + 2y)
In daily life, we often speak set of words which are not sentences.
For example:
(1) Difference of a number x and two
Symbolically we write as x – 2
(2) Sum of thrice of a number x and twice of a number y
Symbolically we write as 3x + 2y
Such expressions like x – 2 and 3x + 2y are known as algebraic
expression. In these expressions we see variables, numerals and
fundamental operations.
Thus
Algebraic expression is the combination of variables, numerals
and fundamental operations.

2 + x, 5x, 6x – 3y + 8 are few examples of algebraic expressions.

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Example 1:
Moomal has three brothers. Every brother gives x rupees to
Moomal. She already has Rs 7.
(i) Write an algebraic expression for the amount she has.
(ii) If each brother gives Rs 10. Find the amount that Moomal has.
(iii) If each brother gives him Rs 15. Find the amount that she has.
Solution:
(i) Three brothers give her x + x + x = 3x
Already Moomal has Rs 7
Total amount that Moomal has 3x + 7
(ii) If x = 10, then Moomal has
3x + 7 = 3 ´ 10 + 7 = 37 rupees
(iii) If x = 15, then Moomal has
3x + 7 = 3 ´ 15 + 7 = 52 rupees

8.2 ALGEBRAIC EXPRESSIONS

Know that x, 2y and 5 are called the terms of the expression
x + 2y + 5
The parts of an algebraic expressions are connected to each other
by the signs of addition and subtraction, for example in 5x + 4y,
there are two parts, 5x is 1st part and 4y is 2nd part. They are
connected by plus sign. The parts 5x and 4y are called the ‘terms’
of the expression 5x + 4y.
Similarly a+b is an algebraic expression having two terms i.e.a and b.
The expressions a ¸b or a and ab, contain only one term.
b
An algebraic expression consists of terms which are connected
by the operations of addition (+) and subtraction (–).

Note: Operations of multiplication (´) and division (¸) do not

connect terms.

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Example: Write the number of terms in the following expressions:

(1) 5x + 7y (2) 6x ¸ 7 + y (3) 3x – 4y – 7 (4) 4 ´ p ´ q
Solutions:
(1) 5x + 7y (2) 6x ¸ 7 + y
Number of terms = 2 Number of terms = 2

(3) 3x – 4y – 7 (4) 4 ´ p ´ q
Number of terms = 3 Number of terms = 1
Know that the symbol or number appearing as multiple of a
variable used in algebraic term is called its coefficient (e.g. in
2y, 2 is the coefficient of y)
In algebraic expression 3x + 7, the term 3x contains a variable x
and a number 3 which is multiplied with x. In this term 3 is the
coefficient of x.
In algebraic expression, the symbol or number appearing as
multiple of a variable used in algebraic term is called its
coefficient. e.g. in 4x, 4 is the coefficient of x.
Similarly, in algebraic expression 4a – 3c, 4 is the coefficient of
a and –3 is the coefficient of c.
Similarly, Coefficient of x is 1, which is not written.
and the coefficient of –x is –1, which is also not written.
Generally x, y and z are used to write variable and a, b, c are
used to denote numbers.
Know that the number, appearing in algebraic expression,
independent of a variable is called a constant term
(e.g. in x + 2 y + 5, number 5 is a constant term).
In the algebraic expression 3x + 7 if x = 10, the value of 3x is 30
and for x = 15, the value of 3x is 45. In both cases the second
term 7 of the expression 3x + 7 does not change because 7 is a
constant. Similarly in 2x + 9, 9 is constant.
In algebraic expression number appearing independent of a
variable is called constant term.

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Example: Write coefficients, constants and variables of the

following expressions.
(1) 6z – 8 (2) 2x + 3y + 8
Solution:
(1) 6z – 8
Here Coefficient is: 6
Constant is: –8
Variables are: z
(2) 2x + 3y + 8
Here Coefficients are: 2, 3
Constant is: 8
Variable is : x, y

Differentiate between like and unlike terms

The terms having same variable are called ‘like terms’. In like
terms coefficients and their signs may differ.
5
For example, 2x, – 3x and x are like terms.
2
The terms having different variables are called ‘unlike terms’.
For example 3x and 4y are unlike terms. Similarly –3l and 5m
are unlike terms.

Like terms can be combined to give a single term.

As 2x + 3x = 5x
Here two like terms 2x and 3x have been combined to give a single
term 5x.

So, Addition or subtraction can not be performed with

unlike term

As unlike term 5x and 7y can not be combined to give single

term i.e. 5x + 7y can not be further simplified.

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EXERCISE 8.2
1. Write the number of terms of the following expressions.
(i) 3´m´n (ii) p (iii) 2x + 3y
(iv) 4y + 7 (v) 4l + 3m + 9 (vi) 7x + 5 + 8

2. Write the variables of the following expressions.

2x
(i) 8x + 3 (ii) –7x + 1 (iii) 6x + y (iv)
y
(v) 2xy (vi) 5 ¸ 3yz (vii) 3xyz (viii) 3xy + 9yz
3. Write the constants of the following expressions.
(i) 2x + 2 (ii) –3 + x (iii) xy + 1
(iv) xy + yz + 1 (v) 5x + 9 (vi) 2x + 2y + 10
2
4. Write the coefficients of variables of the following.
(i) –7x (ii) 5y (iii) 2x + 3y
1 1 1
(iv) x + y – z (v) 5x + 9 (vi) x + 6y + 1
2 4 4
5. Write like terms in the following.
1 1
2xy, 4lm, –7xz, 140xy, 13mn, xz, xy, –9xyz, xy, – 2p,
5 4
1
xy, –2xy, 5xy, xyz, 46p, 5lm
3
Add and subtract given algebraic expressions
1. Addition of algebraic expressions
We know that x + x = 2x and x + x + x = 3x
Here coefficient shows how many times the variable is added.
2x + 3x = (x + x) + (x + x + x)
= x + x + x + x + x = 5x
Thus, to add like terms only their coefficients are added and bases
and exponents remain the same.
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Let us see some examples.

Example 1: Add 7x and 5x
Solution:
Writing the terms vertically: Writing the terms horizontally:
7x 7x + 5x = (7 + 5) = 12x
+ 5x
12x

It should be noted that in the addition of 7x and 5x only coefficients

are added and variable x remains the same.

Example 2: Find the sum of 3a + 2b + c and 8c + 6b + a

Solution:
Writing the terms vertically: Writing the terms horizontally:
+ 3a + 2b + c Sum = (3a +2b + c) + (a + 6b + 8c)
+ a + 6b + 8c = 3a + 2b + c + a + 6b + 8c
4a + 8b + 9c = 3a + a + 2b + 6b + c + 8c
= 4a + 8b + 9c
Example 3: Add the following:

Solution: x + 2xy + y, 3x + 5xy, 5x + xy + 7y

x + 2xy + y
3x + 5xy
5x+ xy + 7y
9x + 8xy + 8y

While adding vertically like terms are arranged in same

column and then added.
While adding horizontally like terms are arranged together
and added.

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2. Subtraction of Algebraic Expressions

We know that subtraction is the inverse operation of addition.
For example to subtract 3 from 4 is equivalent to “add – 3 in 4”.
(+4) – (+3) = (+4) + (–3)
=1
So to subtract a number from a given number simply change the
sign of subtrahend (from – to + and + to –) and add it in the given
number.
Example 1: Subtract 6x from 9x.
Solution:
Writing the terms horizontally: Writing the terms vertically:
Difference = (+9x) – (+6x) = (+9x) + (–6x) 9x
= 9x – 6x = 3x + 6x
3x

Example 2: Subtract –6y from 10y.

Solution:
Writing the terms horizontally: Writing the terms vertically:
Difference = (+10y) – (–6y) = (+10y) + (+6y) 10y
= 10y + 6y = 16y – 6y
+
16y

Example 3: Subtract 3x – 2y from 8x + 4y

Solution: (8x + 4y) – (3x – 2y) = 8x + 4y – 3x + 2y
= (8x – 3x) + (4y + 2y)
= 5x + 6y

This question can also be solved as under:

+ 8x + 4y
+ 3x +
– 2y (by changing signs)
5x + 6y

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Example 4: Subtract 5x + 2y from 8x + 5y

Solution:
+ 8x + 5y
+ 5x + 2y (by changing signs)
3x + 3y

EXERCISE 8.3
1. Add the following expression.
(i) 2x, x, 4x (ii) 2a, 3a, 6a, a
(iii) 8lm, 4lm, lm, 6lm (iv) 2xy, 4xy, xy, 6xy, 3xy
2. Simplify:
(i) 2x + 9x (ii) a + 2a + 3a
(iii) x + 3x + 6x + 10x (iv) 2st + 3st + 5st + 7st
3. Add:
(i) 3a + 2b, a + b, 4a (ii) 6x + 5y + 7z, 2x + 3y + z, y + 2x
(iii) pq + qr + pr, qr + 4pr + 2pq, 3pq + 2pr
(iv) 3c + 4d + 5f, 5c + 7d + 6f
4. Subtract
(i) 5x from 8x (ii) –3y from 9y
(iii) 2x + 3y from 6x + 8y
(iv) Subtract – 20f + 30g + 40 from 20 + 10f + 20g.
5. Perform the subtraction.
(i) 8x (ii) 12ab (iii) 5z
+ 5x – 9ab + 3z

(iv) 10xy (v) 2x + 7y (vi) 2x + 15xb + 9y

– 17xy – 3x + 5y + x + 20xb + 3y

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Simplify algebraic expressions grouped with brackets

We know that brackets are used to indicate the order for
performing operations. The four kinds of brackets are:
(i) “ — ” is called a bar or vinculum.
(ii) “( )” is called a round or curved brackets or parentheses.
(iii) “{ }” is called a curly brackets or braces.
(iv) “[ ]” is called box brackets or square brackets.
In algebra, sometimes, we can’t simplify an expression into a
single term within the brackets. For example, in 2x – (x + y) we
can’t simplify the expression (x + y). For such a situation.
(i) Expand the brackets
(ii) Simplify the whole expression as given below:
2x – (x + y) = 2x – x – y = x – y
Hence, x – y is the simplest form of the above mentioned
algebraic expression.
–ve sign before the brackets means, change the signs of all the
terms within brackets, i.e. – (a + b) = –a – b.

Example 1: Simplify the following.

(i) [5a – {3b + (6a – 2a + b)}]
(ii) [2a + {c – a + (a + 2b + c)}]
(iii) xy – [yz – {zx + xy + 9yz – zx + xy)}]
Solutions:
(i) [5a – {3b + (6a – 2a + b)}] (ii) [2a + {c – a + (a + 2b + c)}]
= [5a – {3b + (4a + b)}] = [2a + {c – a + (a + 2b + c)}]
= [5a – {3b + 4a + b}] = [2a + {c – a + a + 2b + c}]
= [5a – {4a + 4b}] = [2a + {2b + 2c}]
= [5a – 4a – 4b] = [2a + 2b + 2c]
= [a – 4b] = a – 4b = 2a + 2b + 2c

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(iii) xy – [yz – {zx + xy + (yz – zx + xy)}]

= xy – [yz – {zx + xy + (yz – zx – xy)}]
= xy – [yz – {zx + xy + yz – zx – xy}]
= xy – [yz – yz] = xy – [yz – yz] = xy – 0 = xy

Example 2:
Simplify the following expression
25 – [ – 7a – { – 6a + (3 – 5 – 6a)}]
Solution:
= 25 – [ – 7a – { – 6a + (3 – 5 – 6a)}]
= 25 – [ – 7a – { – 6a + (– 2 + 6a)}]
= 25 – [ – 7a – { – 6a – 2 + 6a)}]
= 25 – [ – 7a – { – 2}]
= 25 – [ – 7a + 2}]
= 25 + 7a –2
= 7a + 23

Evaluate and simplify an algebraic expression when the

values of variables involved are given
The process of finding the value of an expression by using numbers
in place of variables is called evaluation.
Some examples of evaluation are given as under.

Example: If a = 2, b = –3 and c = –4, then evaluate the following.

(i) ab + bc + ca (ii) bc (b – c)
Solution: a
bc (b – c)
(i) ab + bc + ca (ii)
a
= 2 ´ (–3) + (–3) ´ (–4) + (–4) ´ 2 (–3) ´ (–4) [(–3) – (–4)]
= –6 + 12 – 8 =
2
= –14 + 12 = –2
12 [–3 +4] 12 ´ 1
= 2 = =6
2
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EXERCISE 8.4
1. Simplify the following expressions.
(i) [x + x + (y + y + 2x)]
(ii) [5a – {3a + (3b – 6b + 4a)}]
(iii) [2a – {5b – 3 (2a + b – 3a)}]
(iv) 5l – [2 – (3 + 11l + 3m + 8l)]
(v) 2 (x + y) – 3 [4x + {7x + 3y + (5x – 4y)}]
2. (i) If x = 2, find the values of 3x and – 5x
(ii) If y = – 3, find the values of
(a) –3y (b) 5y + 7 (iii) 5 y (iv) 6 y + 9
3 24
3. If a = –3, b = 5 and c = –2, evaluate the following:
(i) a+b+c (ii) 2a – 3b + c

(iii) a – bc (iv) 2a + b + c
c abc
(v) a + b + b + c (vi) 2a + b – c
c a a – 3b + c
(vii) a(2b + 3c) (viii) a + 3abc – b + c
3ca
(ix) 3a + 4b + 5c (x) a – b + c – a
a+b–c b c a c
4. If x = 2, y = 3 then evaluate the following expression.
8x + [3y – {6x + (5 – 4x)}
5. Abid purchased 5 bags at the rate of Rs x per bag. After
paying he has left Rs 3.
Then,
(i) Find the cost of 5 bags.
(ii) Write an algebraic expression for paying the cost of
5 bags and Rs 3 left with him.
(iii) If x = 30, find the total amount that Abid had.
151 Maths-6
Unit 8 INTRODUCTION TO ALGEBRA

REVIEW EXERCISE 8
1. Write in symbols.
(i) Cost of x books, when price of one book is Rs 18.
(ii) 9b plus 5a (iii) 3 times x plus 5
(iv) Twice of y minus two third (v) 6 more than p
2. Write the following in words.
(i) x+2 (ii) 3y – 4 (iii) x+5
x–y
(iv) s + 2t (v)
2
3. Write the number of terms in each of the following
expression.
(i) 2a + 5b (ii) 16x (iii) 2bc + 2a – c
(iv) 3xy – 8x + 6y – 2 (v) 6x ¸ 5y + 2z – 6
4. Write three expressions containing one term, two terms
and three terms respectively.
2 3
5. Simplify: (i) 4xy + 2xy + xy (ii) 9ab + 3ab + ab
3 5
6. Add: (i) 3x + 4y, 5x + 9y
(ii) 2d + 5c + 3b, 7c + 5d + 9b
(iii) 12xy + 3x + 4y, 5x + 6y + 8xy
7. Subtract x + 3y from 2x + 7y
8. Subtract x + 3y + 5z from 2x – 15y – 9z
9. Which of the following are true or false statements?
(i) 13 – 5 = 3 ( )
(ii) 13 – 5 = 5 ( )
(iii) 13 – 5 = 8 ( )
10. Find the value of variable which makes the statement true.
(i) x = 15 – 6 (ii) y – 8 = 5 (iii) 14 = b + 8
(iv) 4x – 10 = 2 (v) 12 – 2m = 8
152 Maths-6
Unit 8 INTRODUCTION TO ALGEBRA

SUMMARY

Algebra is generalized arithmetic in which letters (called

variables) are also used as numbers.
A sentence is a set of words making a complete grammatical
structure and conveying full meaning.
A sentence is called TRUE if it satisfies the given condition
and FALSE if it does not satisfy the condition.
A statement is called OPEN if it is either true or false.

An algebraic expression is the combination of variables,

numerals and fundamental operation.
The number appearing before a variable in a term of
algebraic expression is called its coefficient.

The terms having the same variables are called like terms
otherwise, they are unlike terms.
To add two (or more) algebraic expressions, add their like
terms according to the rules for the addition of integers.
To subtract one expression from the other, change the sign of
each term of the expression to be subtracted and add to the
expression from which the subtraction is to be performed.
If an algebraic expression involves two or more than two
operations, it is simplified following the rules of BODMAS.
To evaluate any algebraic expression means to find its value
after substituting the given numerical values of each variable
in the expression.

153 Maths-6
Unit
LINEAR EQUATIONS
9
9.1 ALGEBRAIC EXPRESSIONS
Define an algebraic equation

An algebraic sentence involving the sign of equality “=” is called

an algebraic equation or simply an equation e.g.

(i) 6–2=4
(ii) 2x + 4 = 8

are examples of an algebraic equation.

An equation can be compared to the pans of

common balance in equilibrium. The two
sides of the equation are like the two scale
pans and the equality sign shows that 2x+4 8
scale pans are balanced.

In equation ‘2x + 4 = 8’ the left hand side

2x + 4 is equal to the right hand side 8.

Differentiate between equation and an expression

An algebraic expression is a combination of numbers, variable
and arithmetical operations.

Thus 2a, y, 31 + z, 2x – 3y ´ 4 are all examples of algebraic

expressions. Whereas two expressions connected by sign of
equality is called an equation. In an equation, the two expressions
are equated with the symbol “=”.

2x + 3 = 9, x – y = 7 are examples of equation.

Teacher should bring real common balance in class or by any

Teacher’s Note available material make a balance and explain equations by
putting different objects or number cards in it.
1
154 Maths-6
Unit 9 LINEAR EQUATIONS

9.2 LINEAR EQUATIONS

Define linear equation in one variable
An equation in which there is only one variable with degree one,
is called linear equation in one variable.
Construct linear expression and linear equation in one variable
We know that an algebraic expression is a combination of
numbers, variables and arithmetical operations.
Few examples of expression:
(i) Four is added to twice of a number i.e. twice of a number
plus four is: 2x + 4
(ii) Five is subtracted from thrice of a number i.e. thrice of a
number minus five is: 3y – 5.
(iii) 6 is multiplied by a number i.e. six times of a number is: 6z
(iv) A number is divided by 8 i.e. eight part of a number is: m
8
(v) Two is added to thrice of a number i.e. thrice of a number
plus two is: 3n + 2
(vi) Five times a number is divided by 7 i.e. seventh part of five
times of number is: 5a
7
All the above are algebraic expressions in one variable.
We also know that an algebraic equation is a statement involving
the sign of equality. Let us learn how to construct a linear
equation.
(i) Four is added to twice of a number the result is 10
i.e. 2x + 4 = 10
(ii) Three subtracted from thrice of a number the result is 1
i.e. 3y – 3 = 1
(iii) Three multiplied by a number is 9 i.e. 3z = 9
m
(iv) A number divided by 8 is 3 i.e. =3
8
(v) Two added to thrice of a number is 5 i.e. 3n + 2 = 5
5a
(vi) Five times of a number divided by 7 is 10 i.e. = 10
7
All these are linear equations in one variable.

155 Maths-6
Unit 9 LINEAR EQUATIONS

Example 1: Construct the linear equations in one variable of the

following.
(i) Four times a number increased by 5 equals 11.
(ii) If a number is subtracted from another number which is 5
more than thrice the first number, the result is 31.
Solution:
(i) Let x be the number. Then four times of x is 4x and
increasing this by 5 gives 4x + 5 which is equal to 11.
Hence the required equation is:
4x + 5 = 11
(ii) Let x denote the number.
Then thrice the number is 3x. Now other number which is
5 more than 3x is 3x + 5. The difference of 3x + 5 and x is
(3x + 5) – x which is equal to 31.
Hence the required equation is:
(3x + 5) –x = 31

EXERCISE 9.1
Construct the following linear equations.

(1) The difference of a number and twenty is thirty two.

(2) The sum of a number and 8 is 15.
(3) Five multiplied by a number is 35.
(4) Sixteen divided by four is equal to 4.
(5) A number increased by two is 4.
(6) Fifteen decreased from a number, the result is 5.
(7) Twice of a number increased by 4 is 20.
(8) My age is 15 years greater than my brother’s age.
.
156 Maths-6
Unit 9 LINEAR EQUATIONS

Solve simple linear equations involving fractional and

decimal coefficient like 1 x + 5 = x – 1 .
2 3
Consider a problem in which there is weight of 10 gm on one pan
of physical balance and there are two weights on other pen one is
8gm and other is unknown.
Let us represent the unknown weight by x. So this problem is
written as: x + 8 = 10 to keep the balance.
If we put x = 2, then 2 + 8 = 10 is true statement.
Thus, a weight of 2 grams is placed with the weight of
8 grams to keep the scale in balance.

Here the sentence x + 8 = 10

is called equation and 2 is its
solution.
This equation contains one 8 gm
10 gm
x gm
variable and its degree is also
one. Such equation is called
linear equation in one variable
as we have already studied.
Following are some examples of linear equations.
x = 4 , x + 8 = 15 , 5y = 30
and 5 – 2 = 3t + 8
An open sentence which contains the symbol “=” is called
equations. The value of the variable which makes the equation
true, is called the solution of the equation.

Activity Let us solve x + 5 = 8. Putting different

values of x, we get.
For x = 1, we get 1 + 5 = 8, which is a false statement.
For x = 2, we get 2 + 5 = 8, which is a false statement.
For x = 3, we get 3 + 5 = 8, which is a true statement.
Construct any two linear equation in one variable.
157 Maths-6
Unit 9 LINEAR EQUATIONS

Example 1: Solve x +5 = 11
Solution:
x + 5 = 11
Subtracting 5 from both sides, we get.
x + 5 – 5 = 11 – 5
or x + 0 = 6
or x = 6
Same number can be subtracted from both sides of
the equation.
Example 2: Solve x – 8 = 21
Solution: x – 8 = 21
Adding 8 to both sides we get
x – 8 + 8 = 21 + 8
or x = 29
checking x – 8 = 21
29 – 8 = 21 (by putting x = 29)
or 21 = 21 which is a true sentence.

Same number can be added to the both sides of the equation.

Example 3: Solve: 7x = 84
Solution: 7x = 84
Dividing both sides by 7, we get
7x 84
=
7 7
or x = 12
checking 7x = 84
7 ´ 12 = 84 (by putting x = 12)
or 84 = 84 which is a true sentence.
Both sides of equation can be divided by the same
non-zero number.

158 Maths-6
Unit 9 LINEAR EQUATIONS
x
Example 4: Solve =7
3
x
Solution: =7
3
Multiplying both sides by 3, we get
x
´3=7´3
3
or x = 21
checking: x
=7
3
21
= 7 (by putting x = 21)
3
or 7 = 7 which is a true sentence
Both sides of equation can be multiplied by the
same number.

Both sides of the equation can be interchanged

Let us solve some more equations.

Example 5: Solve: 3t + 5 = 20
Solution: 3t + 5 = 20
3t + 5 – 5 = 20 – 5 (subtracting 5 from both sides)
or 3t = 15
or 3t 15 (Dividing both sides by 3)
=
3 3
or t=5
Verification
3t + 5 = 20
By using t=5
we get 3 (5) + 5 = 20
or 15 + 5 = 20
or 20 = 20
Which is true sentence hence verified.
159 Maths-6
Unit 9 LINEAR EQUATIONS

Example 6: Find the solution of the following equations:

1 1 x+1 x+4 3x + 4
(i) a+5=a– (ii) = (iii) =1
2 3 2 3 5 + 2x
1 1
Solution: (i) a+5=a–
2 3
multiplying both sides by L.C.M 6.
1 1
6 a+5 =6 a–
2 3
3 2
1 1
6 a +6(5)=6(a)–6
2 3
3a + 30 = 6a – 2
30 + 2 = 6a – 3a
32 = 3a
or 3a = 32
32
a=
3
x+1 x+4
Solution: (ii) =
2 3
6 ´( x + 1 ) = 6 ´ ( x + 4 x + 4) (Multiplying by LCM 6)
2 3
3 (x + 1) = 2 (x + 4)
3 x + 3 = 2x + 8
3x – 2x = 8 – 3
x =5
3x + 4
Solution: (iii) =1
5 + 2x
(5 + 2x ) ´( 3x + 4) = (5 + 2x ) ´1 (Multiplying both sides (15 + 2x)
5 + 2x
3x + 4 = 1 (5 + 2x)
3x + 4 = 5 + 2x
3x – 2x = 5 – 4
x=1

Teacher should help the students in understanding the rules and

Teacher’s Note solving linear equations at every step.

1
160 Maths-6
Unit 9 LINEAR EQUATIONS

EXERCISE 9.2
Solve the following equations.
(1) x–7=8 (2) y + 5 = 12 (3) x+2=8
(4) 7y = 14 (5) 3x = 30 (6) y – 16 = 2
x
(7) =3 (8) 6x + 1 = 49 (9) 8x = 32
4
(10) 7y + 2 = 44 (11) 6=x+9 (12) 9x – 21 = 78
6x – 4 x 1 5x – 4 x + 6
(13) =2 (14) +4=x– (15) =
2x + 2 2 3 8 4
Solve real life problems involving linear equations
The method of solving word problems is explained through the
following examples.

To solve a word problem remember the following steps.

(i) Read the problem carefully. Draw its outline and
(ii) Find what is asked.
(iii) Whatever is asked represent it by a variable x or y.
(iv) Construct an equation according to the given conditions.
(v) Solve the equation to get required answer.
(vi) Check the answer so obtained.

Example 1: Hashim and Qasim both deposited a sum of Rs 47 in

the fund of Hilal-e-Ahmer. If the Hashim’s share was Rs 25.
Find the share of Qasim.
Solution: To solve this problem first read it carefully. In this
problem share of Qasim is to be found.
Deposited by both = 47 rupees
Suppose the share of Qasim = x rupees
Share of Hashim = 25 rupees
Share of both = x + 25

Teacher should give more real life examples for practice to students
Teacher’s Note to clear their concepts more effectively about linear equations.

1
161 Maths-6
Unit 9 LINEAR EQUATIONS

So, according to the given condition of the problem, we have

x + 25 = 47
Let us solve it
x + 25 = 47
or x + 25 – 25 = 47 – 25
or x = 22

Hence share of Qasim is Rs 22.

Example 2: Zubeda and Farah jointly planed to go to visit Zoo

for entertainment. They both collected Rs 44. Farah paid Rs 6
more than Zubeda. Find the share of Zubeda.
Solution:
Suppose Zubeda paid = x rupees
Farah Paid (Rs 6 more) = x + 6 rupees
Total amount = x + (x + 6) rupees
Amount collected = 44 rupees
So, according to the condition of the problem
x + (x + 6) = 44
x + (x + 6) = 44
or x + x + 6 = 44
or 2x + 6 = 44
or 2x + 6 – 6 = 44 – 6
or 2x = 38

or 2x 38
=
2 2
or x = 19

Hence, Zubeda paid Rs 19

162 Maths-6
Unit 9 LINEAR EQUATIONS
Example 3: If the sum of a number and 8 is multiplied by 5, then
60 is obtained. Find the number.
Solution: Let the required number be x.
Sum of number and 8 =x+8
Sum multiplied by 5 = 5 (x + 8)
Given product of sum and 5 = 60
So, according to the condition of the problem
5 (x + 8) = 60
or 5x + 40 = 60
or 5x + 40 – 40 = 60 – 40
or 5x = 20

or 5x 20
=
5 5
or x =4
Hence, the required number is 4.

EXERCISE 9.3
1. Sara stitches 44 mirror pieces on a red and green shirt. If
6 more mirror pieces are stitched on red shirt than green
shirts, find the mirrors stitched on green shirt.
2. In a cricket match Jamil and Saleem enhanced the score
of the team by 84 runs. If Jamil scored 12 runs more than
Saleem. Find the score of the Saleem.
3. Sum of a number and its double is 9. Find the number.

4. The product of 7 and the sum of a number and 6 is 77.

Find the number.
5. The sum of 6 and four times a number is 42. Find the
number.

163 Maths-6
Unit 9 LINEAR EQUATIONS
6. The sum of the ages of mother and her daughter is 22 years.
The daughter is 20 years younger than mother. Find the
age of her daughter.

7. When Dua opens a book there are two pages in front of her.
The sum of the page numbers is 155. If one page number is
50, what is the other page number?

8. The price of a toy was decreased by Rs 7. If new price is

25 rupees. Find the original price.

REVIEW EXERCISE 9

1. Write the algebraic expression of the following:

(i) Sum of x and 4
(ii) A number less than 7
(iii) 9 times a number x
(iv) A number y divided by 6
(v) Sum of two numbers x and y
(vi) Product of a variable x with itself

2. Write an equation for each of the following:

(i) A number x decreased by 3 is 10
(ii) Thrice a number y increased by 5 is 17
(iii) Twice a number z more 4 is 20
(iv) Half of a number m subtracted from 7 is 4
(v) Sum of two consecutive even numbers is 16
(vi) After 8 years I will be thrice as old as I am now
3. Solve the following equations:

(i) 5x – 3 = 18 (ii) y+1=5 (iii) m–1 =1

2 3
p 1
(iv) 4y – 10 = 1 (v) –3=2 (vi) q=3
7 2

164 Maths-6
Unit 9 LINEAR EQUATIONS

4. A pole x metres long is broken into two parts, one part is

3 metres long and other part is 2x – 17 metres long. Find the
original length of the pole.
5. If a number is tripled and the result is increased by 5, we
get 44. Find the number.

6. Twice a number added to half of itself equals 20. Find the

number.

7. Thrice a number decreased by 5 exceeds the number by a

unit. Find the number.
8. The sum of two consecutive even integers is 34. Find the
smallest of them.

SUMMARY

An algebraic sentence involving the sign of equality “=” is

called an algebraic equation.

An algebraic equation in which there is only one variable

and degree one is called Linear Equation in One Variable
or Simple Linear Equation.

‘Solving a Simple Linear Equation’ means to find that value

of unknown variable which satisfies the given equation.

Several real life problems are, first of all, converted into

mathematical form i.e linear equations and then solved for
the unknown by using addition, subtraction, multiplication
and division rules.

165 Maths-6
Unit
GEOMETRY
10Geometrical shapes are found every where around us. Geometry
is one of the oldest branch of mathematics which links
mathematics with practical objects of our lives.

10.1 LINE SEGMENTS

Segment means a part. Line segment is a part of line. It has two
distinct end points.
In the following figure we can see a line l with points P and Q
marked on it.

P Q
The part from P to Q of the above line l is called How many
the line segment PQ (denoted by PQ or QP) and Points are
points P and Q are its end points. there on a
line?
P Q

Line segment can be observed in our environment as edges of

door, window, desk, board, table, copy, ruler etc.
Let us revise the differences between line, line segment and Ray
with the help of following chart.

With respect to Line Line Segment

Ray
One end
End points No end point Two end points point
No definite
Length No definite length Definite length length
Line segment Ray
Symbol Line AB or AB AB or AB AB or AB

Teacher should help the students to build the concept of

Teacher’s Note line segment and differentiate it with line and ray.

1
166 Maths-6
Unit 10 GEOMETRY (Line Segment)

Add measures of two or more line segments

Adding measures of two or more line segments, means to find
an another line segment whose length is the sum of measures of
two given line segments.
Example: Add the given line segments

mWX = 4 cm and mYZ = 3 cm.

Using pair of compasses, pencil and ruler.

W Y

1. Draw a line m of any suitable length and mark a point A

on it.
m
A
2. Use pair of compasses to measure the length of WX = 4 cm.

X
m
4c
W
167 Maths-6
Unit 10 GEOMETRY (Line Segment)

3. Keep the radius equals to 4 cm, with centre at point A, draw

an arc to cut line m at point B.

m
A 4 cm B

4. Repeat step 2 to get radius equal to 3 cm and with centre B,

draw an arc to cut line m in the same direction at point C.
7 cm
m
A B C
4 cm 3 cm

Therefore, mAC = mWX + mYZ = 4 cm + 3 cm = 7 cm

Hence AC is the required line segment which shows the
sum of measures of two line segments.
We can also add measures of more than two line segments
in the same way.

Subtract measure of line segment from a longer one

For subtracting measure of one line segment from a longer one,

we are going to find another line segment whose measure is the
difference of measures of two given line segments.
Example: Subtract the measure of line segment YZ from the
measure of line segment WX. Using pair of compasses, pencil
and ruler.
X
m
5c
Y 3c
m

W Z

168 Maths-6
Unit 10 GEOMETRY (Line Segment)

1. Draw a line m of any suitable length and mark a point A

on it.
m
A

2. Measure the length of WX with centre A, draw an arc to

cut line m at point B.
5 cm

m
A B
3. With centre B and radius equals to YZ draw another arc to
cut line m at point C in the opposite direction.
5 cm

m
A C B
5 cm - 3 cm 3 cm
Therefore, mAC = mWX – mYZ = 5 cm – 3 cm = 2 cm
Hence AC is the required line segment which shows the
difference of a line segment from a longer one.
Draw a right bisector of a given line segment using compasses
Right bisector of a given line segment is a
Bisector

line which makes an angle of 90o with the

given line segment and divide it into two Line Segment
equal parts. A B
Right

In the given figure the line l is the right

Mid Point
bisector of AB.

Note: Right bisector is also known as perpendicular bisector.

Teacher should help the students to understand about right bisector

Teacher’s Note of a line segment.

1
169 Maths-6
Unit 10 GEOMETRY (Line Segment)

Example: Draw a right bisector of WX measuring 6 cm by using

pair of compasses.
Consider the given line segment WX measuring 6 cm.

W X

Now follow the following steps by using pair of compasses, pencil

and ruler.
Steps of construction:
Step I: With centre W and radius more
than half of WX (say 3.5 cm),
draw two arcs on each side of W X
WX.

Step II: With centre X draw two arcs

of same radius to cut each other Y
at points Y and Z.

W X
Step III: Draw YZ which cuts WX at point O.
Z
Therefore YZ bisects the given line
segment WX at point O.
as mWO = mOX.

Hence YZ is the required right Y

bisector of WX.

W O X
Note: OY and OZ are also right bisectors
of WX.
Z

170 Maths-6
Unit 10 GEOMETRY (Line Segment)

Draw a perpendicular to a given line from a point on it using

compasses
Example: Draw a perpendicular to the line PQ at point R on it by
using pair of compasses.

Steps of construction:
Step I: Draw a line PQ, mark point R on it.

P R Q

Step II: With centre R draw an arc of suitable radius to cut

PQ at points A and B, such that mRA = mRB.

A B
P R Q

Step III: With centre A and B draw two arcs of radius more than
mRA, to cut each other at point S.
S

A B
P R Q
Step IV: Join point R and S, and extend it on both sides of line
PQ to form RS.
S

A B
P R Q

RS is the required perpendicular to PQ from a point R on it.

171 Maths-6
Unit 10 GEOMETRY (Line Segment)

Draw a perpendicular to a given line, from a point outside the

line, using compasses
Example: Draw a perpendicular to the line PQ from a point R
out side the line by using pair of compasses.
Steps of construction:
Step I: Draw a given line PQ, mark a point R outside it.
R

P Q
Step II: With centre R draw an arc of suitable radius to cut
PQ at points A and B.
R

P A B Q

Step III: With centres A and B, draw two arcs of radius more
than half of AB, to cut each other at point S (in the
opposition direction of R).
R

P A B Q
S

Step IV: Join point R and S

and draw RS. R

P A B Q

RS is the required perpendicular of PQ from a point R outside it.

172 Maths-6
Unit 10 GEOMETRY (Line Segment)

EXERCISE 10.1
1. Find the sum of measures of the following pairs of line
segments geometrically.
D
R
cm
(i) P (ii) 4.7
2 cm

3 cm

A C
Q 3.6
S cm

B
3.2 cm
(iii) (iv)
cm F J R
2.
3 H L
cm
4
E

2.5 cm
cm J
5
1.

G I
M
4.3 cm

O N
2. Find the difference of measures of the following line
segments geometrically.
A
R
(i) (ii) (iii)
4.
P 3
c m

M P
D
cm
3.5 cm

5 cm

2
cm B
4
L cm
6.4

O Q
S C
173 Maths-6
Unit 10 GEOMETRY (Line Segment)

(iv) 4 cm (v) M
J K
cm
M 6.7

cm
5.8

L
L
L

5.
2
cm

3. Draw right bisectors of the line segments of the following

measures.
(i) 5 cm (ii) 6.3 cm (iii) 8 cm

4. Draw perpendicular from given points on the following line

segments.

(i) (ii) D
B
C

F
A E

(iii) I
K J

174 Maths-6
Unit 10 GEOMETRY

5. Draw perpendiculars from given points outside the

following line segments.

C
(i) B (ii) D
F

A E

(iii) I
J
K

10.2 CONSTRUCTION OF ANGLES

We already know how to construct angles of various measures
by using protractor. Let us learn the same with the help of
compasses through examples.

Use compasses to construct an angle equal in measure of a

given angle

P
Example: Construct an angle equal in
B
measure of the angle PQR.

Q A R
Consider the given angle PQR.

Steps of construction:

Step I: Draw MN
M N
Step II: With center Q draw an arc of any suitable radius, to cut
QR and QP at points A and B respectively.
175 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Step III: With centre M, draw an arc of

radius equals to mQA to cut MN M X N
at point X.
Y
Step IV: With centre X and taking same
radius draw an arc to cut the
previous arc at point Y. M X N
Step V: Join point M with Y and extend to
the point L through point Y. Measure L
it with protractor as Y
mÐLMN = mÐPQR
Hence ÐLMN is the required angle. M X N
Use compasses to construct an angle twice in measure of a
given angle
P
Example: Construct an angle twice in
measure of the given angle PQR.
Consider the given angle PQR
and measure it. Q R
Steps of construction:
Step I: Now follow the steps from I to IV Y
of the previous example and get M X N
the arc XY as shown in figure.
Z
Step II: Taking same radius with centre Y,
draw another arc to cut the previous Y
arc at point Z.
M X N
Step III: Draw ML passing through
point Z.
L
Here ÐLMN is the required angle as
Z
mÐLMN = 2 mÐPQR.
We can verify measure with the help of Y
protractor as the required angle is double
M X N
of angle ÐPQR
176 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Use compasses to bisect a given angle

P
Example: Draw the bisector of the angle PQR.
Consider the given angle PQR.

Q R

Steps of construction:
P
Step I: With centre Q draw an arc of any
B
suitable radius to cut QR and QP
at points A and B respectively.
Q A R

P
Step II: With centres A and B draw two B
arcs of suitable radius to cut each S
other at point S.
Q A R

Step III: Join point Q with S and draw QS. P

Here QS bisects ÐPQR in two
B
equal angles i.e mÐPQS = mÐRQS S

We can verify the result by measuring Q A R

both the angles with protractor.

Teacher’s Note Teacher should give more examples to students for practice.

1
177 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Use compasses to divide a given angle into four equal angles

Example: Divide the angle PQR into four P

equal angles.
Consider the given angle PQR.

Steps of construction:
Q R
Step I: First of all bisect the given angle PQR
in two equal angles PQS and RQS
using compass as shown in the figure P

B
Step II: Name the intersecting point of S
QS as O.
O
Q A R

Step III: With centres O and B and taking any P

suitable radius, draw two arcs to cut B T
each other at point T. Join Q with T S
to get QT. O
Q A R

Step IV: With centres O and A, repeat the P

same process to get QU. T
B
S
Now the given ÐPQR has been divided into
O U
four equal angles.
Q A R
i.e mÐPQT = mÐTQS = mÐSQU = mÐUQR

Note: We can verify measure with the help of protractor.

178 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Use compasses to construct the following angles:

60o, 30o, 15o, 90o, 45o, (22 1 )o, 75o, (67 1 )o,120o, 150o, 165o,
2 2
135o, 105o
o
1: Construction of angle of 60 :
o
Angle of 60 is the basic angle in construction of angles by using
pair of compasses.
Steps of construction:
O P
Step I: Draw OP.

Step II: With centre O draw an arc

of any suitable radius to cut OP
at point A. O A P

Step III: With centre A, draw another arc B

of the same radius to cut the
previous arc at point B.
Step IV: Join points O and B and extend O A P
to the point Q.
Q
Hence ÐPOQ is the required angle of 60o,
B
i.e mÐPOQ = 60o.
o
60
Note: We can verify it by using protractor.
O A P
2: Construction of angle of 30o:
60o
As = 30o, so we construct an angle of 60o and bisect it in two
2
equal angles of 30o.
Q
Steps of construction:
B
o
Step I: First construct an angle of 60 o
60
by using compass as shown in
the figure. O A P
Teacher should help the students in every step of constructing
Teacher’s Note angles of different measures with the help of geometrical instruments
on blackboard as well as in their copies.
1
179 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Step II: With centres A and B draw two Q

arcs of any suitable radius to
B R
cut each other at point R. C

Step III: Join O and R and to draw OR 30o

which cuts the arc AB at point C. O A P
o
Here, mÐPOR =30 is the required angle.
We can measure the angles ÐPOR and ÐROQ by using protractor.

Note: As mÐQOP is bisected, so mÐQOR is also of 30o.

o
3: Construction of angle of 15 :

As ( 30 )o = 15o, so we construct an angle of 30oand bisect it to get

2
o
the angle of 15 .
Q
Steps of construction: B
C R
o
Step I: First construct angle of 30 as
shown in the figure. 30o
O A P

Step II: Name the intersecting point of OR

as C. Q
Step III: With centres C and A and draw B
C R
two arcs of any convenient radius
to cut each other at point S. S
15o
O A P
Step IV: Join O to S to get OS
o
Here mÐSOP = 15 is the required angle.
Measure the angles SOP and ROS by using
protractor.
o
Note: As ÐROP is bisected, so mÐROS is also of 15 .

180 Maths-6
Unit 10 GEOMETRY (Construction of Angle)
o
4: Construction of angle of 90 :
As 60o + 30o = 90o, so we construct an angle of 60o twice and then
o
bisect its outer angle to get the angle of 90 .
Steps of construction:
Step I: Draw BA.
Step II: With centre B and any convenient C
radius, draw an arc to cut BA
at point P.
Step III: Keeping the radius same with
centre P, draw another arc to R Q
cut the previous arc at point 90
o

Q. (It is the mark for our first

B P A
60o angle).
Step IV: With centre Q and same radius, draw another arc to cut
nd
the previous longer arc at point R (It is the mark for 2
angle of 60o).
Step V: With centres Q and R and same radius, draw two arcs
to cut each other at point C (Bisecting the 2nd angle of
o o
second 60 to get measure of 30 ).
Step VI: Join points B and C and extend to form BC.
o
Here mÐABC = 90 is the required angle.
Measure the angle ABC by using protractor. What is the
o other way
5: Construction of angle of 45 :
to draw a
o
As ( 90 )o = 45o, so we will construct an angle 45 angle?
2 C
of 90o and bisect it to get the angle of 45o.
Steps of construction:
D
Step I: First construct angle of 90o as S Q
R
shown in the figure. O
o
Step II: With the centre B draw an arc 45
PS to cut BA at P and BC at S. B P A
181 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Step 3: With centres S and P and any convenient or similar

radii, draw two arcs to cut each other at point D.

Step 4: Join point B to D and extend it to get BD.

Measure the angle ABD by using protractor as measurement is 45o.
o
mÐABD = 45 . It is the required angle.
Note: As ÐABC is bisected, so ÐCBD is also of 45o.

1 o
6: Construction of angle of (22 ):
2
45 o 1
As ( ) = (22 )o, so we construct an angle of 45o.
2 2
1
and bisect it equally to get the angle of (22 )o.
2
C
Steps of construction:
D
First construct angle of 45o and follow S
R Q
the following steps: T E
1
(22 )o
2
Step I: Name the intersecting point of B P A
BD as T.

Step II: With centres T and P and any convenient similar radii,
draw two arcs to cut each other at point E.

Step III: Join B to E and extend it to get BE.

Hence mÐABE = (22 1 )o is the required angle.

2
1
Note: As ÐABD is bisected, so, ÐDBE is also of (22 )o.
2

182 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

7: Construction of angle of 75o:

As 90o – 15o = 75o, so we will first construct a 90o angle then

o o o
subtract 15 from it by bisecting the angle of 30 between 60 and
90o angles to get the angle of 75o.

Steps of construction:
Step I: First construct an angle of 90o
as shown in the figure.
C D
Step II: Name the intersecting point of
arc PR with BC as S.
Step III: With centres S and Q draw two S Q
R
arcs of equal radius to cut each
o
other at point D. 75
B P A

Step IV: Join point B to D and extend it to get BD.

Measure the angle ABD by using protractor as mÐABD = 75o.

Hence it is the required angle.
1
8: Construction of angle of (67 )o:
2
1 1
As 75o – (7 ) =(67 ) , so we will first construct an angle of 75o and
2 2
1 o o
then subtract (7 ) from it by bisecting the angle of 15 between
2
o o 1o
60 and 75 angles to get the angle of (67 ) .
2 D
C
Steps of construction:
E
o
Step I: First construct an angle of 75 .
as shown in the figure. ST
R Q
Step II: Name the intersecting point of 1 o
(67 )
arc PR with BD as T. 2
B P A

183 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Step III: With centres T and Q draw two arcs of any same radius,
to cut each other at point E. (Which gives us (7 1 )o
2
measure after 60o)

Step IV: Join point B with E and extend it to get BE.

1
Measure the angle ABE by using protractor mÐABE = (67 )o.
2
Hence it is the required angle.

9: Construction of angle of 120o:

As 60o + 60o = 120o, so we will construct 60o angle twice to get the
o
angle of 120 .
Steps of construction:
Step I: Follow the process of
R
constructing angle of 60o.

Step II: With cetnre B and keeping

the radius same, draw
another arc to cut the
B
previous large arc AB at C
o
point C. 120
Step III: Join point O to C and extend O A P
it to form OR.
Measure the angle POR by using protractor mÐPOR = 120o.
Hence it is the required angle.

10: Construction of angle of 150o:

As 180o – 30o = 150o, so we will construct an angle of 60o thrice to
o o
get an angle of 180 and then subtract 30 from it by bisecting the
last portion of 60o between 120o and 180o to get the angle of 150o.
Steps of construction:
Step I: First construct an angle of 120o.

184 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Step II: With centre C and

keeping the radius
same, draw another R
arc to cut the arc AC C B
thrice at point D. o
(It will give us the 150
D
angle of 180o). O A P

Step III: With centres C and D and some convenient similar

radius, draw two arcs to cut each other at point R.

Step IV: Join point O to R and extend it to form OR.

Measure the angle POR by using protractor mÐPOR = 150o.
Hence it is the required angle.
o
11: Construction of angle of 165 :
o o o o
As 150 + 15 = 165 , so we will first construct an angle of 150
and bisect 30o of its outer part to get the angle of 165o.

Steps of construction:
R
First construct an angle AOR
C B
of 150o as shown in the figure E
and follow the following steps: S 165
o

D O A P
Step I: Name the intersecting point
of the arc AD with OR as E.

Step II: With centres E and D draw two arcs of any convenient
same radii, to cut each other at point S.

Step III: Join point O with S and extend it to get OS.

o
Measure the angle POS by using protractor mÐPOS = 165 .
Hence it is the required angle.

185 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

12: Construction of angle of 135o:

As 90o + 45o = 135o, so we will construct an angle of 90o and
o
then an angle of 45 by bisecting its outer part to get the angle
of 135o.
Steps of construction: D
o
C
First construct an angle of 90
as shown in the figure and follow
the following steps: R T
Q
o
Step I: Name the intersecting point of S 135
arc PR wit BC as T. B P A
Step II: With centre R and keeping the radius of arc QR, draw
another arc to cut the base arc thrice at point S.
Step III: With centre S and T and any suitable radius, draw two
arcs to cut each other at point D.

Step IV: Join point B with D to get BD.

o
Measure the angle ABD by using protractor ÐABD = 135 .
Hence it is the required angle.
13: Construction of angle of 105o.
o o o o
As 90 + 15 = 105 so, we will construct an angle of 90 and
then bisect is outer portion of 30o between 90o and 120o to get
o
the angle of 105 .
Steps of construction:
First construct an angle of 90o as shown
in the figure and follow the following steps: C
D
Step I: Name the intersecting point of
arc PR with BC as S. S
Step II: With centres R and S and any R Q
o
convenient same radii, draw two 105
arcs to cut each other at point D. B P A

186 Maths-6
Unit 10 GEOMETRY (Construction of Angle)

Step III: Join point B with D to get BD.

o
Measure the angle ABD by using protractor mÐABD = 105 .
Hence it is the required angle.

EXERCISE 10.2
1. Bisect the following angles with the help of compasses.

(i) (ii) (iii)

A A A

o o
80
o
110 125
B C B C B C

2. Divide the following angles with the help of compasses into

four equal angles.
(i) (ii) (iii)
A
A

95o 115o 145o

B C B C B C

3. Draw the angle of equal measures and twice of the

following angles with the help of pair of compass and ruler.
Check your answers with protractor.
(i) (ii) (iii) R
A
E

B C F G T S
187 Maths-6
Unit 10 GEOMETRY

4. Draw the following angles with the help of pair of

compasses and ruler.
o 1 o 1 o o
(i) 30 (ii) (22 ) (iii) (67 ) (iv) 75
2 2
o o o o
(v) 105 (vi) 120 (vii) 135 (viii) 165

10.3 CONSTRUCTION OF TRIANGLES

Triangle is a plane closed geometrical figure bounded by three
sides. It has three sides and three angles.
We are going to learn different ways of constructing triangles
according to the given elements.

Construct a triangle when three sides (SSS) are given.

Caution: Sum of two sides should be greater than the third side

Example: Construct a triangle ABC when

mAB = 4 cm, mBC = 6 cm and mAC = 7 cm.
Steps of construction:
Can we construct
Step I: Draw mAC = 7 cm. a triangle with sides
Step II: With centre A and measures 4cm, 3 cm
radius equal to 4 cm, and 2 cm?
draw an arc.
B
Step III: With centre C and
radius equal to 6 cm,
draw another arc to 6
cm
m

cut the previous arc

4c

at point B.

Step IV: Join point B to A and C.

The DABC is constructed. A 7 cm C

Construction of triangle is possible only if the sum of any two

sides is greater than the third side.

188 Maths-6
Unit 10 GEOMETRY (Construction of Triangle)

Construct a triangle when two sides and their included

angle (SAS) are given
Example: Construct a triangle DEF when
o
mDE = 6 cm, mDF = 4 cm and mÐD = 70 .
G
Steps of construction:
F
Step I: Draw mDE = 6 cm.
o
Step II: At point D draw mÐEDG = 70

m
by using protractor.

4c
Step III: With centre D and radius
equal to 4 cm, draw an arc
o
to cut DG at point F. 70
Step IV: Join point F with E. D 6 cm E

Hence, the required DDEF is constructed.

Construct a triangle when two angles and included side (ASA)

are given
Example: Construct a triangle MNO when
o o
mNO = 5 cm, mÐN = 60 and mÐO = 55 .

Steps of construction:
M
Step I: Draw mNO = 5 cm.

Step II: At points N and O, draw angles

o o
of 60 and 55 respectively
with the help of protractor.
Name the point where they
intersect each other. o o
60 55
Step III: The arms of both angles N 5 cm O
intersect at point M.
Hence, the required DMNO is
constructed.
189 Maths-6
Unit 10 GEOMETRY (Construction of Triangle)

Construct a triangle when hypotenuse and one side (RHS) for

a right angled triangle are given
Example: Construct a right angled triangle PQR when
hypotenuse PQ is 7 cm long and a side QR is 5 cm long and
o
mÐR = 90 .
Steps of construction:
Step I: Draw RA greater than B
7 cm.
Q
Step II: At point R draw
mÐARB = 90o.
Step III: With centre R and radius
equal to 5 cm, draw an
arc to cut RB at point Q. 7
cm
Step IV: With centre Q and radius
equal to 7 cm, draw an
arc to cut RA at point P. 90o P
Step V: Join point P and Q. R A
Hence, the required DPQR is constructed and it is the right angled
triangle.

EXERCISE 10.3
Construct a triangle ABC when:
1. mAB = 3 cm, mBC = 5 cm and mCA = 7 cm.
2. mAB = 2 cm, mBC = 5 cm and mCA = 5 cm.
3. mAB = 5 cm, mBC = 7 cm and mCA = 9 cm.
4. mAB = 8 cm, mBC = 6 cm and mCA = 10 cm.

Teacher should help the students to construct the triangles of

Teacher’s Note different measures on blackboard as well as in their copies by
geometrical instruments.
1
190 Maths-6
Unit 10 GEOMETRY (Construction of Triangle)

Construct a triangle MNO when:

o
5. mÐN = 63 , mNO = 3 cm and mMN = 5 cm.
6. mÐN = 75o, mNO = 3.4 cm and mMN = 4 cm.
7. mÐN = 80o, mNO = 3.5 cm and mMN = 4.3 cm.
o
8. mÐN = 90 , mNO = 4 cm and mMN = 3 cm.

Construct a triangle PQR when:

o o
9. mPQ = 5 cm, mÐQ = 40 , mÐP = 60 .
10. mPQ = 7 cm, mÐP = 65o, mÐQ = 60o.
o o
11. mQR = 6.5 cm, mÐQ = 45 , mÐR = 30 .
12. mQR = 7.5 cm, mÐQ = 35o, mÐR = 40o.
o
Construct a right angled triangle XYZ when m ÐZ = 90 .
13. m XY = 7 cm, m XZ = 5 cm.
14. m XY = 10 cm, m XZ = 6 cm.
15. m XY = 14 cm, m XZ = 10 cm.
16. m XY = 8 cm, m XZ = 6.5 cm.

REVIEW EXERCISE 10
1. Give four examples of objects which represent the line
segments from your environment.
2. If mAB = 4.3 cm, mCD = 3.5 cm and mEF = 2 cm, construct
geometrically a line segment whose length is equal to:
(i) mAB + mCD + mEF
(ii) mAB – mCD
(iii) mAB – mEF
191 Maths-6
Unit 10 GEOMETRY

3. Draw a line segment measuring 7.6 cm and draw its right

bisector. Then bisect its each part into equal parts.
4. Draw angles of the following measures with the help of
compasses and bisect them.
o o o
(i) 30 (ii) 75 (iii) 105
5. Construct a triangle ABC according to the following
conditions and write steps of construction in each case.
(i) mAB = 8 cm, mAC = 6 cm, mÐA = 65o
o o
(ii) mÐA = 45 , mÐC = 45 , mAC = 7.5 cm
o
(iii) mAB = 5 cm, mAC = 7 cm, mÐB = 90

6. Draw is a line segment and name it.

7. Tick the perpendicular bisector of a line AB.
(i) D (ii) (iii) D
D

A C B A B A C B
C

8. Choose the correct answer.

(i) Line segment AB is denoted by:
(a) AB (b) AB (c) AB (d) BA

(ii) Bisector divides a line segment into ______ equal parts.

(a) two (b) three (c) four (d) five
(iii) In PQ, the right bisector passes through its:
(a) end point (b) mid point
(c) point P (d) point Q
(iv) An angle is measured by:
(a) Ruler (b) Compasses
(c) Protractor (d) Set squares

192 Maths-6
Unit 10 GEOMETRY

9. Write True (T) or False (F) for the following:

(i) A line has a definite length.
(ii) A ray has two end points.
o o
(iii) An angle of 15 is formed by bisecting the angle of 30 .
(iv) A triangle has 6 elements.
(v) A triangle is formed when sum of measures of any two
sides is less than the third side.

SUMMARY

Line segment is a part of line. It has two distinct end points.

Right bisector is a line, line segment or a ray, which is

perpendicular to a given line and also bisects it.

Line segments and angles can be bisected with the help of

ruler and a pair of compasses.
1
Angles of measures 60o, 30o, 15o, 90o, 45o, (22 )o, 75o,
1 o o o o o o
2
(67 ) , 120 , 150 , 165 , 135 and 105 can be drawn with
2
the help of ruler and pair of compasses.

Triangle is a closed geometrical figure bounded by three

sides. It has three angles.

A triangle can be constructed if one of the following set of

elements of triangle are known:
(i) Measures of three sides (SSS).
(ii) Measures of two sides and included angle (SAS).
(iii) Measures of two angles and included side (ASA).
(iv) Measures of hypotenuse and one side (RHS).

To construct a triangle by SSS, the sum of measures of any

two sides must be greater than the third side.

193 Maths-6
Unit
PERIMETER AND AREA
11
PERIMETER AND AREA
We learnt the concept of perimeter and area in previous class.
Let us recall.
Perimeter is the length of boundary of a plane closed figure
and area is the measurement of surface of plane closed figure.
Find perimeter and area of a square and a rectangle
Perimeter of square:
We know that the sum of measures of all the sides of a square
is its perimeter. s
D C
In the figure, the length of each side of square
is S units.
s s
Perimeter = Sum of all sides
So, Perimeter = S + S + S + S
= 4S A B
S
i.e. Perimeter of square = 4 ´ Side

Where S denotes the length of a side.

Example 1. Find the perimeter of a 5 cm
square whose each side is 5 cm long. S R

Solution: Here side = 5 cm

Now Perimeter = 4 ´ side 5 cm 5 cm

= 4´5
= 20 cm P Q
5 cm
Remember that
Perimeter of square
Side of square =
4

Teacher should revise the concept and formula of perimeter and

Teacher’s Note area of square and rectangle.

1
194 Maths-6
Unit 11 PERIMETER AND AREA

Example 2. Find the length of side of a square whose perimeter

is 40 cm.
Solution: Here perimeter = 40 cm
Perimeter of square
We know that side of square =
4
10
40
= = 10 cm
41

So, length of each side is 10 cm.

Perimeter of rectangle: O N
We know that the sum of the
measures of all sides of a rectangle
Breadth (b)
is called its perimeter. In the figure
length and breadth of rectangle are
L and B respectively. L Length (l ) M

Now
Perimeter = Length + Breadth + Length + Breadth
= l+b+l+b
= 2 l + 2 b = 2 (l + b)

So, Perimeter of rectangle = 2 (l + b)

Example 3. Find the perimeter of rectangle whose length and

breadth are 12 cm and 8 cm respectively.
Z Y
Solution: Here l = 12 cm
b = 8 cm
Perimeter of rectangle = 2 ( l + b) B = 8 cm
= 2 (12 + 8)
= 2 (20)
= 40 cm W l = 12 cm X

So, the required perimeter of given rectangle is 40 cm.

195 Maths-6
Unit 11 PERIMETER AND AREA

Example 4. Find the length of rectangle whose breadth is 6 cm

and its perimeter is 28 cm.
Solution: Here l = ?
b = 6 cm
Perimeter of rectangle = 28 cm
Now Perimeter of rectangle = 2 (l + b)
i.e. 28 = 2 (l + 6)
28
or = l+6
2
or 14 = l + 6
or 14 – 6 = l
or 8 cm = l
or l = 8 cm
So, the required length is 8 cm.
Area of square:
We know that:

Area of square = side ´ side

Example 5. Find the area of a square whose each side is 5 cm.

Solution: Here Side = 3 cm I 3 cm H

We know that
Area of square = Side ´ Side
3 cm 3 cm
= 3´3
= 9 sq. cm

F 3 cm G
Area of rectangle:
We know that:

Area of rectangle = length ´ breadth

196 Maths-6
Unit 11 PERIMETER AND AREA

Example 6. Find the area of rectangle in which length is 6 cm

and breadth is 2.5 cm O N
Solution: Here Length = 6 cm
Breadth = 2.5 cm 2.5 cm

Now Area = length ´ breadth = 6 ´ 2.5 L 6 cm M

= 15.0 sq. cm
We can also find area and perimeter of complex figures as
explained in the following example.
Example 7: Find area and perimeter of the following figures.
H G
(i) 8 cm (ii) S 7 cm R

4 cm 4 cm
3 cm
3 cm 3 cm N O
A B E F 7 cm 7 cm
2 cm 2 cm
5 cm 5 cm
C D
2 cm
L M P Q
2 cm 2 cm
Solution: (i) H G
8 cm
Perimeter of figure 4 cm 4 cm
According to the figure
Perimeter = 8 + 4 + 3 + 2 + 2 A 3 cm 3 cm F
B E
+2+3+4 2 cm 2 cm
= 28 cm C D
Area of figure 2 cm
In the figure there is a rectangle and square.
According to the figure:
Area of figure = Area of rectangle + Area of square
=8´4+2´2
= 32 + 4
= 36 sq. cm

Teacher should ensure that the students have done enough practice
Teacher’s Note of problems related to area and perimeter of square and rectangle.

1
197 Maths-6
Unit 11 PERIMETER AND AREA

Solution: (ii) S 7 cm R
Perimeter of figure
According to the figure: 3 cm
N O
Perimeter = 7 + 7 + 7 + 2 + 5
+3+5+2 7 cm 7 cm
= 38 cm 5 cm 5 cm
Area of figure In the figure there is a
L M P Q
square and a rectangle. 2 cm 2 cm
According to th figure
Area of figure = Area of square – Area of rectangle
=7´7–3´5
= 49 – 15
= 34 sq. cm

EXERCISE 11.1
1. Find the perimeter and area of each of the following squares.
(a) D 5 cm C (b)
H 3.5 cm G

5 cm 5 cm 3.5 cm 3.5 cm

A 5 cm B E 3.5 cm F

(c) 6 cm
P O

2 cm
6 cm K L 6 cm
3 cm

3 cm

I J M N
2 cm 2 cm
198 Maths-6
Unit 11 PERIMETER AND AREA

2. Find the perimeter and area of the following rectangles.

(a) (b)
O 5 cm T
Z Y

2.5 cm
3 cm

R S W 6 cm X

(c) A 4.8 cm E

2.7 cm

O I
(d) 10 cm
O N

2 cm

L M

3. Find the perimeter and area of:

(i) Rectangle with sides 5 cm, 2.5 cm, 5 cm and 2.5 cm
(ii) Square with each side 5 cm.
4. Find the side of square whose perimeter is:
(a) 48 cm (b) 50 cm

5. Find the length of rectangle whose perimeter is 100 m and

breadth is 20 m.
6. Find the area of rectangle whose adjacent sides are 6.2 cm
and 8.5 cm long.

199 Maths-6
Unit 11 PERIMETER AND AREA

Find area of path (inside or outside) of a rectangle or square

Outer length
In the adjacent figure shaded

Outer breadth
Inner length
portion represents the path.

breadth
Inner
Here
Area of the large rectangle (including path)
= Outer length ´ outer breadth
Also area of the small rectangle (excluding path)

= Inner length ´ Inner breadth

So, Area of path = Area of large rectangle – Area of small rectangle

Example. A field is 60 m long and 40 m wide. A path 5 m wide

is constructed all around it inside the field. Find the area of
the path.

Solution: 60 m

Area of large rectangle

40 – 10 = 30m

60 – 10 = 50 m
=l´b
40 m
= 60 ´ 40
= 2400 sq. m
Area of small rectangle = l´b
5m
= 50 ´ 30
= 1500 sq. m
So, Area of path = 2400 – 1500
= 900 sq. m

200 Maths-6
Unit 11 PERIMETER AND AREA

EXERCISE 11.2
1. Find the area of shaded portion in the following figures.
(i) 5 cm
5 cm

20 cm

25 cm

10 cm
(ii)

25 cm

10 cm

35 cm
(iii)
35.5 cm

40.5 cm

45.5 cm

50.5 cm

2. A field whose length and breadth are 35 cm and 30 cm

respectively. A path 5 cm wide constructed all round inside
it. Find the area of the path.
3. A path of 5 cm wide is constructed all round outside a
field with dimension 20 cm and 10 cm. Find the area of the
path.
201 Maths-6
Unit 11 PERIMETER AND AREA

Solve real life problems related to perimeter and area of a

square and rectangle
Example 1. Danish and Rafay go for jogging every morning.
Danish goes around a rectangular field with length 400 m and
breadth 300 m. Rafay goes around a square of 300 m length.
Who covers more distance.

Solution:
Jogging track Jogging track
for Rafay for Danish

300 m 300 m

300 m 400 m
Distance covered by Rafay = Perimeter of square
= 4 ´ side
= 4 ´ 300
= 1200 m

Distance covered by Danish = Perimeter of rectangle

= 2 (l + b)
= 2 (400 + 300)
= 2 (700)
= 1400 m
So, Danish covers more distance than Rafay.

Teacher’s Note Teacher should give some more examples from daily life.

1
202 Maths-6
Unit 11 PERIMETER AND AREA

Example 2. Find the cost of ploughing a piece of land 50 m long

and 30 m wide at the rate of Rs 50 per sq. m.
Solution:
Area of land = Length ´ breadth
= 50 ´ 30 30 m
= 1500 sq. m 1
Cost of ploughing = 1500 ´ 50 1
50 m
= 75000 rupees Rs 50/-

EXERCISE 11.3
1. Find the cost of fencing a square shaped park of side 250 m
at the rate of Rs 30 per metre.
2. Find the cost of fencing a rectangular park of length 200 m
and breadth 150 m at the rate of Rs 30 per metre.
3. Bismah and Umaima goes for jogging every morning.
Bismah covers distance around a square of length 200 m
and Umaima goes around a rectangular field with length
and breadth of 150 m and 100 m respectively. Who covers
more distance.
4. Find the length of a plot of width 15 m whose area is
615 sq. m.
5. The length and breadth of a play ground are 35.5 m and
30.5 m respectively. Find the cost of grassing the ground
at the rate of 150 sq. m.
6. A garden 120 m long and 8 m wide has a road 3 m wide all
around on the garden outside. Find the cost of paving the
road at the rate of Rs 200 per sq. m.
7. Find the area of the floor of a room which is covered by
650 tiles, each tile has area of 0.5 sq. m.

203 Maths-6
Unit 11 PERIMETER AND AREA

Recognize altitude of a geometric figure as the measure of

the shortest distance between the base and its top
Altitude is the shortest distance from the top to the base of a
geometrical figure.
A
In the adjacent figure point A is
the top and BC is base.

Here AD represents altitude because

it shows the shortest distance of 6cm 5cm 7cm
5cm from top to the base. 90
B E D F C

Remember that: Altitude makes right angle with the base

Example. Identify the altitudes in the following figures.

(i) A (ii) S R

8cm

5cm 4cm 7cm 6cm

90
B F E D C P T Q

Altitude is AE of 4 cm Altitude is ST of 6 cm

(iii) D C

7cm
5cm

A F E B

Altitude is DF of 5 cm
204 Maths-6
Unit 11 PERIMETER AND AREA

Find area of a parallelogram when altitude and base are given

Consider the following figure of a parallelogram A B C D
D P C D P C

4 cm 4 cm

5 cm 5 cm
A (i) B A (ii) B

P¢ D P P¢ P

4 cm 4 cm

5 cm 5 cm
A (iii) B A (iv) B

In figure (i) a perpendicular BP is drawn on the base AB

In figure (ii) the triangular area PBC is being cut and separated.
In figure (iii) this triangular area is placed with AD. In this way
we get a rectangular area ABPP¢ which is shown in figure (iv)
These activities show that a parallelogramic area can be converted
into rectangular area. Since we know how to find the area of
rectangle, So, it is also easy to find the area of parallelogram.
P¢ D P C
4 cm

5 cm
A B

Area of rectangle = length ´ breadth

= m AB ´ m BP
If the value of line segment BP is known then the area of
parallelogramic region can be found. The line segment BP is called
the “altitude” of the parallelogram.

205 Maths-6
Unit 11 PERIMETER AND AREA

So, area of the parallelogram in above figure is = base ´ attitude

= 5 ´ 4 = 20 sq. cm
Here AB is called the base of the parallelogram.
Hence area of a parallelogram = base ´ altitude
If h represents altitude and b represents base then
Area of parallelogram = b ´ h

Example 1. Find the area of parallelogram whose base is 10 cm

and altitude is 6 cm. D C
Solution: Here
6 cm
Base = 10 cm
Altitude = 6 cm A E
10 cm B
Now,
Area of parallelogram = b ´ h
= 10 ´ 6
= 60 sq. cm

Example 2. The area of parallelogram is 60 sq. cm and its base

is 5 cm. Find its altitude.
Solution: Here
Base = 5 cm
Area = 60 sq. cm
Altitude = ?
We know that
Area of parallelogram = b ´ h
i.e. 60 = 5 ´ h
12
60
= h
5
12 = h
So, its altitude is 12 cm long.
206 Maths-6
Unit 11 PERIMETER AND AREA

EXERCISE 11.4
1. Identify altitude with its length in the following figures.
(a) A (b) O N

7cm

7cm 4cm 5cm 4.5cm

B F E D C L P M

Y
(c) T S (d)

5cm 4cm 8cm 6cm

P Q Z R X Z T

2. Find the area of a parallelogram when its altitude and

base are given:
(i) Base = 10 cm, altitude = 6 cm
(ii) Base = 15 cm, altitude = 8 cm
(iii) Base = 4.5 cm, altitude = 5.5 cm
(iv) Base = 6.5 cm, altitude = 4.7 cm
3. The area of a parallelogram is 192 sq. cm and its altitude
is 12 cm. Find its base.
4. The base of parallelogram is 15 m and its area is 180 sq. m.
Find its altitude.
5. The altitude of a parallelogram is 1.5 cm and its area is
4.50 sq. cm. Find its base.
207 Maths-6
Unit 11 PERIMETER AND AREA

Define trapezium and find its area when altitude and measures
of the parallel sides are given
A trapezium is a quadrilateral D b2 C
whose only one pair of opposite
sides is parallel.
h h
The adjacent trapezium
ABCD is divided into two
triangles ABD and BCD. A b1 B

Area of trapezium ABCD = Area of DABD + Area of DBCD

1 1
= h ´ b1 + h ´ b2
2 2
1
= h (b1 + b2)
2
Where b1, b2 are the lengths of
parallel sides and
h = altitude or height
1
So, Area of trapezium =
2
´ altitude (sum of lengths of parallel sides)

Example. Find the area of trapezium with parallel sides of

lengths 6 cm and 10 cm and altitude is 5 cm.
Solution: Here
Altitude = 5 cm
Parallel sides are 6 cm and 10 cm long.
1
Area of trapezium = ´ altitude ´ (sum of parallel sides)
2
1 6 cm
=
2
´ 5 (6 + 10)
8 5 cm
5
=
2
´ 16 = 5 ´ 8
= 40 sq. cm 10 cm

Teacher should ensure that the skill of using formulas have been
Teacher’s Note developed in the students.

1
208 Maths-6
Unit 11 PERIMETER AND AREA

Find area of a triangle when measures of the altitude and

base are given.
D C
Look at the parallelogram ABCD
which is divided into two equal h
triangles ABD and BCD.
A b B
So,
Area of DABD = Half of area of parallelogram

1
= (Base ´ altitude)
2

1
= b´h
2
Where b = base and h = altitude or height

Example 1. Find the area of triangle in which altitude and base

are 20 cm and 8 cm respectively.

Solution: Here
Base = 20 cm
8 cm
Altitude = 8 cm

We know that 20 cm
1
Area of triangle =
2
´ base ´ altitude
10
1
=
2
´ 20 ´ 8

= 80 sq. cm

209 Maths-6
Unit 11 PERIMETER AND AREA

EXERCISE 11.5
1. Find the area of trapezium when parallel sides and
altitude are given as under.
(i) Parallel sides are of 5 cm and 6 cm where altitude is
4 cm.
(ii) Parallel sides are of 3.5 cm and 4.5 cm where altitude
is 2 cm.
(iii) Parallel sides are of 4.5 cm and 6.5 cm where altitude
is 5.5 cm.
2. The parallel sides of trapezium are 6 cm and 8 cm, its
altitude is 5 cm. Find its area.

3. If the parallel sides of trapezium are 15 cm and 20 cm and

its area is 140 sq. cm. Find the altitude.
4. Find the area of triangle when its base and altitude are
given as under.
(i) Base = 8 cm, altitude = 6 cm
(ii) Base = 9 cm, altitude = 5cm
(iii) Base = 7 cm, altitude = 2.5 cm
(iv) Base = 6.5 cm, altitude = 3.5 cm

5. Find the area of triangle whose base and altitude are 6 cm

and 5.5 cm respectively.
6. The area of triangle with base 5 cm is 40 sq. cm. Find its
height.

7. Find the area of parallelogram in the figure

if area of shaded triangle is 20 sq. m.

210 Maths-6
Unit 11 PERIMETER AND AREA

REVIEW EXERCISE 11
1. Find the perimeter and area of the following figures:
(i) (ii)

5.3 cm

8 cm
5.3 cm
11 cm
2. Find the area of the following figures:
(i) (ii)

2.5 cm 6 cm

6 cm 8 cm
3 cm
(iii)
2.5 cm

10 cm
3. Find area of the shaded portion of the given figure.
2m
21 m
2m

25 m

36 m
2m

40 m
4. A tile is a square of side 20 cm. How many such tiles would be
required to cover the floor of a square bath-room of side 3 m?

211 Maths-6
Unit 11 PERIMETER AND AREA

5. The area of a square of side 16 cm is the same as that of a

rectangle of length 64 cm. What is the breadth of the
rectangle?
6. The area of a triangle is 72 sq. cm. If its height is 8 cm, find
its base.
7. The area of a triangle is 60 sq. cm. If its base is 12 cm, find
its altitude.
8. The sides of a right angled triangle forming the right angle
are 12 cm and 9 cm respectively. Find the area of that
triangle?
C
9. In DABC, CD is perpendicular to AB.
such that m AB = 18 cm, length of
CD = 7.5 cm.
Find area of the DABC.
A D B

10 The parallel sides of a trapezium are 9 cm and 7 cm

respectively. Its height is 5 cm. Find its area?

11. If the parallel sides of a trapezium are 20 cm and 30 cm

and its area is 200 sq. cm. Find its height.

12. Area of a trapezium is 120 sq. cm. If its height is 8 cm and

one of the parallel sides is 20 cm, find the length of the
other side.
6cm

13. Find the area of shaded

portion in the adjacent
figure.
4cm

2cm
212 Maths-6
Unit 11 PERIMETER AND AREA

14. Fill in the blanks.

(i) Area is commonly measured in __________.
(ii) Perimeter is commonly measured in ___________.
(iii) Area of a rectangle is the ___________ of the length and
breadth.
(iv) Perimeter of a rectangle is the __________ of its 4 sides.
(v) Area of a square is the product of _______________ and
_______________.
(vi) Perimeter of a square = ________ ´ ________.
(vii) Formula for finding the perimeter of a rectangle is
___________.
(viii) Formula for finding area of a parallelogram is
__________.
(ix) Formula for finding area of a triangle is ___________.
(x) Area of a trapezium is _____________.

SUMMARY
Perimeter of a Rectangle = 2 ´ (L + B).
Perimeter of a square = 4 ´ side
Perimeter
and side of a square =
4
Area of a Rectangle = (L ´ B) sq. unit
Area of a square = (side ´ side) sq. unit
Area of a parallelogram = (Base ´ Altitude) sq. unit
1
Area of a Triangle = ´ (Base ´ Altitude) sq. unit
2
1
Area of a Trapezium = ´ (sum of parallel sides) ´ altitude sq. unit
2

213 Maths-6
Unit
THREE DIMENSIONAL
12 SOLIDS
VOLUME AND SURFACE AREA
In daily life we come across with solid objects like dice, tea box,
tin of ghee, football, funnel etc.

All these objects are three dimensional figures or 3D figures,

because they have three dimensions length, width and height.

Let us consider a 3D object

tea box as shown here. It has Face
eight vertices, six faces and 10cm
twelve edges.
Height Edges
It has length of 8 cm, width
of 6 cm and height of 10 cm.
6cm Vertex
8cm
So, it is three dimensional Width
solid figure. Length

Identify 3D figure (cube, cuboid, sphere, cylinder and cone)

with respect to their faces, edges and vertices

There are many solid figures but we will discuss the

properties of five basic 3D figures cube, cuboid, sphere,
cylinder and cone. These are shown below:

Cube Cuboid Sphere Cylinder Cone

Teacher should give some more examples of solid figures from

Teacher’s Note daily life.

1
214 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Three Dimensional Figures

No. of No. of No. of
3D Figure Property Faces Edges Vertices
Cube
It is a solid figure
whose length,
6 12 8
width and height
are equal

Cuboid It is a solid figure

whose length,
6 12 8
width and height
are not equal

Sphere
It is a solid
figure with
No No No
complete round
surface.

Cylinder
It is a solid
Circular edge

figure with two 2 2

opposite circular circular Circular No
faces and a faces edges
curved surface.

Cone
Vertex

It is a solid 1 1
figure with one Circular
Circular 1
circular face and
face edge
a curved surface.
Circular edge

In order to teach 3D-figures, teacher should use

Teacher’s Note available 3D-objects.

1
215 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Activity Name the following 3D shapes and

fill in the blanks.

(1) Cylinder
Name of figure __________________
Number of circular faces = _____

E D
Cuboid
Name of figure _________
F G
(2) C DE represents _________
Points A, B represent _________
A B

C B
Cone
Name of figure ______
(3) Point A represents ________
Shaded portion represents ________________
A

EXERCISE 12.1
1. Identify the objects and write the names of the 3D-figures
which represent these objects.

(i) (ii) (iii)

(iv) (v) (vi)

216 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

2. Fill in the blanks for the following figures.

E D

F G

(a) Number of edges = __________

(i) H (b) Number of faces = __________
C
(c) Number of vertices = ________

A B
Cuboid
A

(a) Point A represents _________________

(ii)
(b) Number of circular faces __________
B C

Cone
E D

G (a) AB represents _________________

F
(iii) C (b) Point A represents ____________
H
(c) Number of faces ______________
A B
Cube
Define and recognize units of surface area and volume
1. Surface area:
We know that area is the measurement of space occupied by a
plane closed figure. Area is found by filling the space by square
of one unit length as shown in the figure. 1 sq. cm
Area of square of one unit length is D C
1 square unit or 1 sq. unit.
There are 8 squares of area 1 sq. cm. 2 cm
So, area of rectangle = 8 square cm
= 8 sq. cm A 4 cm B
Similarly surface area is the measurement of space occupied by
the surface of 3D figure which is also measured in square units.
217 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Note: In measurement of surface area of cube and cuboid, we use

square of same unit which is used in length, width and height.
Some examples of units of area are sq. cm, sq. m, sq. km etc.
E 3c
m D

F We will use sq. cm to measure surface area of

5cm G
given cube because its length, width and height
4cm

H are given in centimetres.

C

T S

4cm
A B V
U
Similarly, we will use sq. cm for given R
cuboid to measure the surface area.

m
6cm

3c
P Q
2. Volume:
We know that volume of solid object is the measurement of the
space occupied by a 3D-object. Volume is measured by fitting the
cubes of one unit length in the space as shown in the figure.
There are 144 cubes of
volume of 1 cubic cm each

4cm
So,
Volume of cuboid
= 144 cubes of volume of 1 cubic cm.
= 144 cubic cm.
m
6c
6cm
Note:
In measurement of volume of cube and cuboid, we use cubes
of same unit which is used in length, width and height.
Some units of volume are cubic cm, cubic m, cubic km etc.
C D
For example: In the given cuboid we will B
6cm

E
use cubic cm to find its volume because
G
its length, width and height are given in
m
4c

centimetres. A
5cm F

218 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Similarly,

3m
The volume of given cuboid will
be measured in cubic m.

2m
Activity: Fill in the blanks.
5m
(i) The volume of cuboid of dimensions 5 m, 6 m, 7 m is
cubic m
measured in _________________.
(ii) The volume of cube of each side 6 cm is measured in ________.
(iii) The surface area of cuboid of dimension 6 m, 7 m, 8 m is
measured in _________.
(iv) The surface area of cube of length 5 cm is measured
in __________.
Find surface area and volume of cube and cuboid F
S
1. Surface area of cube
We know that length, breadth and height are D C l
equal in cube.
E
So, each surface is of same area.
Surface area of cube = Area of 6 equal faces l
= 6 ´ Area of face A B
= 6 ´ (l ´ l ) l
=6l2
Example: Find the surface
area of cube with each side
of 5 cm.
Solution: 5 cm
Here
Length = l = 5 cm
We know that
Surface Area = 6 l 2
= 6 ´ (5)2 5 cm
=6´5´5
= 150 sq. cm 5 cm

Teacher should teach the concept of surface area with the help of
Teacher’s Note available solid objects, for example chalk box and geometry box.

1
219 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

2. Surface area of cuboid.

In order to find total surface area of h
cuboid, we unfold all the six faces as
shown in the figure and find the total l
area of its six faces. b

l
Surface area of faces of cuboid b 1 b
= Area of 1 + Area of 2 + Area of 3
3
+ Area of 4 + Area of 5 + Area of 6 h 2 4 h
=l´b+b´h+h´l+b´h l
+l´b+h´l 5 b
= 2 (l ´ b) + 2 (b ´ h) + 2 (h ´ l )
= 2 (l ´ b + b ´ h + h ´ l ) 6 h

l
Example: Find the
surface area of a cuboid
in which
length = 7 cm
breadth = 5 cm 6 cm
and height = 6 cm.

Solution:
Here
Length = l = 7 cm 5 cm
Breadth = b = 5 cm
Height = h = 6 cm 7 cm
Surface area of cuboid = 2 (l ´ b + b ´ h + h ´ l )
= 2 (7 ´ 5 + 5 ´ 6 + 6 ´ 7)
= 2 (35 + 30 + 42)
= 2 (107)
= 214 sq. cm
220 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

3. Volume of Cube
We know that length, breadth and height
are equal in any cube.
l
So, Volume of cube = l ´ l ´ l
=l
3 l
Example: Find volume of a cube l
whose each side is 5 cm long.
Solution:
Here
Length = l = 5 cm 5 cm
We know that
Volume of Cube = l 3
=5´5´5
= 125 cubic cm 5 cm

5 cm
4. Volume of Cuboid
In order to find
formula for volume
of cuboid, let us
consider a cuboid
as shown in the 5 cm
figure.
Here
volume of cuboid
= Area of base ´ height
= (6 ´ 6) ´ 5 cubic cm
= 180 cubic cm 6 cm
6 cm
So, Volume of cuboid = l ´ b ´ h
Where
l = Length
b = Breadth
and h = Height
221 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Example: Find the

volume of a cuboid
in which length = 8 cm,
breadth = 6 cm and
height = 4 cm.
4 cm
Solution:
Here
l = 8 cm
b = 6 cm
8 cm 6 cm
h = 4 cm
We know that
volume of cuboid = l ´ b ´ h
=8´6´4
= 192 cubic cm

EXERCISE 12.2
1. Write the units of surface area and volume of the given
figures.

(i) Unit of surface area = _____________

8 cm
Unit of volume = __________________
5 cm
6 cm

(ii) Unit of surface area = _____________

5 mm
Unit of volume = __________________
4 mm
3 mm

Teacher should use solid objects like juice packet and milk packet
Teacher’s Note to teach concept of volume.

1
222 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

2. Find the surface area and volume of each of the

following.

(i) (ii)
2 cm 3 cm

2 cm
2 cm 2.5 cm
6.5 cm

(iii) (iv)
3.5 cm

6 cm

3.5 cm

3.5 cm

1.5 cm

2 cm

3. Find the volume of the following cubes whose each

side is:
(i) 5 cm (ii) 6.2 cm (iii) 2.5 m

4. Find the volume of each of the following cuboids in

which:
(i) Length = 9 cm, breadth = 6 cm, height = 4 cm
(ii) Length = 5 cm, breadth = 3.5 cm, height = 4 cm
(iii) Length = 3.5 cm, breadth = 2 cm, height = 2.5 cm

223 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Solve real life problems involving volume and surface area

Example 1: Find the cost of painting a wooden cuboid at the rate
of Rs 50 per sq. m if dimensions are 6 m, 5 m and 4 m.
Solution:
Here
l=6m
b=5m 4m

h = 4m
We know that
surface area of cuboid
5m
= 2 (l ´ b + b ´ h + h ´ l )
6m
= 2 (6 ´ 5 + 5 ´ 4 + 4 ´ 6)
= 2 (30 + 20 + 24)
= 2 (74)
= 148 cubic m
Total cost = Surface area x Rate
= 148 ´ 50
= 7400 rupees

Example 2: How much coloured paper is required to cover a cube

of side 5 m completely.
Solution:
Here l = 5 m
5m
Now
2
Surface area of cube = 6 (l )
=6´l2
5m
= 6 (5 ´ 5)
= 6 ´ 25 5m

= 150 sq. m
Required quantity of paper 150 sq. m

224 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

Example 3: Find the capacity of water tank of dimension 6 m,

5 m and 3 m.
Solution:
Here 3m
l=6m
b=5m
h=3m 5m

6m
Now
Volume of cuboid = l ´ b ´ h
=6´5´3
= 90 cubic m
So, the required capacity of water tank is 90 cubic m.
Example 4: Find the cost of kerosine oil to fill a cubic tin with
each side 15 cm at the rate of Rs 100 per cubic cm.

Solution:
Here l = 15 cm
15 cm
3
Volume of cubic tin = l ´ l ´ l or l
= 15 ´ 15 ´ 15
= 5625 cubic cm
Required cost = 5625 ´ 100 15 cm

= 562500 rupees 15 cm

EXERCISE 12.3
1. Find the cost of polishing cupboard with dimension 3 m,
2 m and 1 m at the rate of Rs 500 per sq. m.
2. A tank is 5 m long, 4 m wide and 2.5 m high. Find the
capacity of the tank?
3. The dimension of a brick are 25 cm ´ 10 cm ´ 4.5 cm. How
much space will be occupied by 1000 such bricks?

225 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

4. Find the cost of painting a wooden cubic box with an edge

of 2.5 m long at the rate of Rs 50 per sq. m.
5. Find the capacity of cubical oil tank with each side 5 m long.
6. How many boxes of dimensions 15 cm ´ 10 cm ´ 5 cm are
required to fill a box of dimensions 30 cm ´ 20 cm ´ 10 cm.

7. If the cost of cake of dimensions 10 cm ´ 5 cm ´ 5 cm is

Rs 100. What is the cost of the cake with dimensions
20 cm ´ 15 cm ´ 15 cm

8. Find the capacity of milk tank of dimensions

3.5 m ´ 3.4 m ´ 5.5 m
9. The dimensions of a tea box are 20 cm ´ 21 cm ´ 11 cm.
3 4 2
How much space will be occupied by 100 such boxes.

10. Find the cost of painting steel cube of each side 5.2 m long
at the rate of Rs 15.5 per square metre.

REVIEW EXERCISE 12

1. Fill in the blanks.

(i) Cube has ___________ vertices.

(ii) Cone has ___________ circular face.
(iii) Cuboid has_________ faces.
(iv) Cylinder has _________ circular faces.
(v) Cube has __________ edges.

2. Give three examples of 3D figures from daily life.

226 Maths-6
Unit 12 THREE DIMENSIONAL SOLIDS
(Volume and Surface Area)

3. Find the surface area and volume of the following:

(i) (ii)

2.5 cm
1.5 cm

2 cm
2.5 cm
3.5 cm
2.5 cm

4. Find the volume and surface area of a cube whose each

side is 1.5 cm long.
5. Find the cost of painting an iron cuboid with dimensions
5 m, 6 m and 7 m at the rate of Rs 100 per sq. m
6. How much milk can be filled in a tank with dimension of
6.5 m 2.7 m and 10 m.

SUMMARY
Solid objects have three dimensions and are called 3D objects.
Length, breadth and height of cube are equal.
Length, breadth and height of cuboid are not equal.
Cylinder has two circular faces and one curved surface.
Cone has a circular and a curved surface.
Sphere has complete round surface.
3
Volume of cube = l where l = Length of each side.
Volume of cuboid = l ´ b ´ h
Surface area of cuboid = 2 (l ´ b + b ´ h + h ´ l )
Surface area of cube = 6 l 2

227 Maths-6
Unit
INFORMATION HANDLING
13
13.1 TYPES OF DATA
Define data and data collection
We have learnt in previous class that the information collected
from any field of study is called data. “A data is set of information
and facts which is collected in the form of figures by observation
and measurement.
We can collect data by several ways i.e observation, survey,
interview, questionnaire etc.
We can analyze and represent the data to derive the result that
helps us to examine the given information.

In routine surveys, we collect the information by using a

questionnaire like
Tick ( ) your favourite food.
Biryani Tikka Fried Fish Karahi

Few more examples of data:

Information of favourite game

Information of favourite subject of students of any school
Information of most eaten food in any restaurant etc.

We represent the collected data or information in diagram or

graphs and interpret it

In previous class we have learnt tally chart which is used for

representing simple data.

Teacher should develop the questionnaire and complete it with the

Teacher’s Note help of students in the classroom.

1
228 Maths-6
Unit 13 INFORMATION HANDLING (Types of Data)

Activity

List the months of the year.

Ask each student in the class which months they were born.
Make a tally chart of this information.
Solution:
Month Tally marks No. of students

January

February

March

April

May

June

July

August

September

October

November

December

Teacher’s Note Teacher should complete the table by involving students.

1
229 Maths-6
Unit 13 INFORMATION HANDLING (Types of Data)
Distinguish between grouped and ungrouped data
Data which shows the individual information is known ungrouped
data.

For example:
Students marks in English test are given in the following table.

Name Ali Sana Umer Ahmed Raza Rahila Saba Maria Faraz Huma

Marks 46 50 30 42 69 59 70 75 40 72

If we arrange or classify the data in groups, it is called

grouped data.

Example:

Following are the marks scored out of 100 by 15 students of

class VI in test of Science.
76, 51, 65, 62, 70, 63, 69, 62, 75, 61, 80, 55, 65, 59, 60.
The student marks range from 50 to 80.
The marks can be organised into following groups.

51 – 60, 61 – 70, 71 – 80
No. of
Marks Marks obtained
Students
51 – 60 51, 55, 59, 60 4
61 – 70 61, 62, 62, 63, 65, 65, 69, 70 8
71 – 80 75, 76, 80 3

Represent the above data using tally chart.

230 Maths-6
Unit 13 INFORMATION HANDLING (Types of Data)

EXERCISE 13.1
1. Define data.
2. What is difference between grouped and ungrouped data?
3. Which table is showing a grouped data?
(i) Total marks secured by 12 students in an examination.
Names of Ali Sana Sara Adil Amir Huma Arif Babar Anis Anil Umar
Student
Marks 581 786 678 725 788 580 690 780 599 509 619 560
(ii) Raza Book Store’s sale in a month is shown by the table:
Number of books sold Days
512 – 611 8
612 – 711 5
712 – 811 4
812 – 911 9

(iii) Visitors in Sindh Museum.

Number of visitors Days

150 – 199 3
200 – 249 4
250 – 299 1
300 – 349 2
350 – 399 3
400 – 499 2

(iv) Runs scored by players of our school cricket team in one

day match.
Player 1 2 3 4 5 6 7 8 9 10 11
Runs 62 41 15 59 22 10 8 2 43 7 21

231 Maths-6
Unit 13 INFORMATION HANDLING (Types of Data)
13.2 BAR GRAPH
Draw horizontal and vertical bar graphs
We have learnt about Bar Graph in previous classes. A lot of
information can be represented by a bar graph. In bar graph data
is represented by a number of rectangular bars of the same width
with equal spacing. We use two ways to draw bar graph.
1- Vertical Bar Graph
2- Horizontal Bar Graph
This bar graph represents the test marks of Fozia in different
subjects through vertical bars.
Vertical bar graph showing marks of Fozia
Y

35

30

25
MARKS

20

15

10

0 X
Urdu Science Maths English S. Studies

SUBJECTS

232 Maths-6
Unit 13 INFORMATION HANDLING (Bar Graph)
This is the horizontal bar graph represents the same test marks of
Fozia in different subjects.
Horizontal bar graph showing marks of Fozia
Y

S. Studies

English
SUBJECTS

Maths

Science

Urdu

X
0 5 10 15 20 25 30 35
MARKS
Steps to draw horizontal and vertical bar graphs.
Step 1. Take a graph paper and draw two lines OX and OY,
perpendicular to one another. OX is called X-axis and
OY is called Y-axis and O is the origin. Give the graph
a title.
Step 2. Decide a scale for each axis.
Step 3. Make bars of equal breadth at equal distances
according to the information.
233 Maths-6
Unit 13 INFORMATION HANDLING (Bar Graph)
Example: Draw a vertical bar graph showing the following information.
Class I II III IV V
Number of students 45 30 25 36 45
Step I: In this graph the “number of students” are shown on
Y-axis and classes are shown on X-axis.
Y
(No. of students)
y - axis

X
O x - axis
(Classes)
Step II:
Scale: Two small square on Y-axis represents one student.
Length of each bar is taken according to the number of students.
Breadth of each bar is 10 small squares and distance between
them is 10 small squares on X-axis.
Step III:
In Class I: There are 45 students. Every two small squares on
Y-axis represents a student, so we draw the bar graph up to 45
square to represent number of student.
Similarly, draw bars for representing other classes upto the required
heights.

Teacher’s Note Teacher should give some more related questions.

1
234 Maths-6
Unit 13 INFORMATION HANDLING (Bar Graph)

Vertical Bar Graph representing number of students in

classes I to V.
Y
50

45

40

35

30
Number of Students

25

20

15

10

O I II III IV V X
Classes

Check list for drawing the bar graph.

1. Read the information carefully.

2. Select proper axes for given information.
3. Make a scale.
4. Draw the bar for each information.
5. Label the graph and give a title.

235 Maths-6
Unit 13 INFORMATION HANDLING (Bar Graph)

Example: Games played by students of Class V in a

school are given in the table below. Represent data in
horizontal bar graph.
1. Read the table, there are
Game No. of
seven different types of games
played students
played by students.
Hockey 36
2. We select x-axis for number
of students and y-axis for Cricket 43
games played. Badminton 16
3. Make a scale for number of Football 20
students and played games. Volleyball 8
1 unit represents 2 students.
Basketball 12
4. Draw horizontal bar for each Boxing 5
game.
5. Lable both axis and give the graph a title.
Y

Hockey

Cricket
(Games played)

Badminton

Football

Volleyball

Basketball

Boxing
0 5 10 15 20 25 30 35 40 45
X

Number of students

236 Maths-6
Unit 13 INFORMATION HANDLING

Activity Write three sentences about the

information you get from the previous graph.

1. Cricket is played by most of the students than any other

game. So the longest bar will represent cricket with length
of bar at 43 units.

2.

3.

13.3 PIE GRAPH

A pie chart is circle graph. When we have many quantities in
data, we used a pie graph or pie chart to represent it.

Read a pie graph

In this graph circle is used to represent data. Different quantities
are represented by sectors. We know that there are 360o in a
circle. The quantities are represented by sectors of a circle . It is
useful to show or to compare various quantities at a glance.

Example 1: The data of cone ice cream of different flavours sold

at a shop in a day are shown in the pie graph as under.

Represents mango flavour.

Straw
berry

Mango
Represents chocolate flavour.

Vanilla
Chocolate
Represents vanilla flavour.

Represents strawberry flavour.

237 Maths-6
Unit 13 INFORMATION HANDLING (Pie Graph)

Study the graph and answer the following questions:

(i) Name the flavour with most sale. Vanilla
How do you come to know? Because the representing
sector is largest in size.

(ii) Name the falvour with least sale. Strawberry

How do you come to know? Because the representing
sector is smallest in size.

(iii) Select the flavour which is sold Chocolate

more from mango and vanilla.

Activity The number of 600 pilgrims in a plane

is shown by the following Pie graph.

Women Here represents men

Ch
ild
re
n represents women

represents children
Men

Read the pie graph and answer the following questions:

1. Who are the most on the plane? Men

2. Who are least on the plane?

3. Are there children equal to women passengers?

4. Are men passengers more than women
passengers?

238 Maths-6
Unit 13 INFORMATION HANDLING (Pie Graph)

EXERCISE 13.2
1. Draw a vertical bar graph to represent the information
given below:
Monthly Sale of Fans in a Shop
Name of
January February March April May June
Months
No. of
70 50 35 60 90 95
Fans

2. Represent the following information in a vertical bar

graph.
Monthly Expenses of a Akbar’s Family

Items Food Education Rent Telephone Electricity Gas

Expenses
(in rupees) 6000 5000 4500 1500 2000 300

3. Represent the following information in a horizontal

bar graph.
Sale of Variety Show Ticket

Name of cities Hyderabad Sukkur Larkana Dadu

Number of 10,000 6,000 3,000 9,000
Tickets sold

4. Draw a horizontal bar graph showing the marks

obtained by Amjad during annual examination.

Subject Islamiat English Urdu Maths S.Studies Science Sindhi

Marks 70 60 65 90 45 55 80
Obtained

239 Maths-6
Unit 13 INFORMATION HANDLING (Pie Graph)

5. Following pie graph is representing the games played

by the students of class VI.

Study the pie graph and answer the

Fo
following questions. ot
ba
Hockey
ll
(i) Which game is played less?
Tennis
(ii) Which game is played most?
Cricket
(iii) Which games are played equally?

6. The marks obtained in different subjects by Aftab are

shown by the following pie graph.

Study the pie graph and answer the following questions.

(i) In which subject, Aftab secured highest

marks?
Is
la Maths
m
(ii) In which subject, Aftab secured lowest ia
t
marks?
English
(iii) In which subject, Aftab secured more
Science
marks in science or maths?

7. The following pie graph shows the attendance of the

students of different classes of a school on Saturday.

Study the pie graph and answer the

following questions. V I
IV
(i) In which class, attendance was the highest?
(ii) In which class, attendance was the lowest?
III II
(iii) Which classes have same number of students?

240 Maths-6
Unit 13 INFORMATION HANDLING

REVIEW EXERCISE 13
1. The marks obtained by Saira are shown by a vertical
bar graph. Answer the given questions by reading the
bar graph.
Graph represents marks obtained by Saira in different subject.
Y

80

70

60
Marks Obtained

50

40

30

20

10

0 X
O Sindhi Urdu English Sciece Social Islamiat Maths
Studies
Subjects
(i) In which subject Saira obtained highest marks and
how many?
(ii) In which subject Saira obtained lowest marks and
how many?
(iii) In which subjects Saira obtained equal marks and
how many?
(iv) Prepare a chart which represents the marks in each
subject.
241 Maths-6
Unit 13 INFORMATION HANDLING

2. Are the following statements true or false?

(i) The reading of numerical data in pictograph is easy.
(ii) In bar graphs numerical data is represented by the
rectangular boxes of uniform width.
(iii) To arrange the data in some order is called
ungrouped data.
(iv) A rectangular diagram is called pie chart.
3. Fill in the blanks.
(i) To represent numerical data pictorially is called______
graph.
(ii) Representation through_________graphs is easier and
better than the pictograph.
(iii) In bar graphs, bars can be drawn either horizontally
or ________________.

(iv) _______________ is defined as a set of facts.

(v) Numerical facts which are obtained from field is

known as ____________.

SUMMARY
Data is defined as “a set of observation, measurements
or facts”.
Data is called Group Data if classified under certain criteria
otherwise it is ungrouped Data.
In bar graph the quantities are represented by bars of
equal width.
In a bar graph, the bars may be vertical or horizontal.
In a Pie graph, a circle is divided into a number of sectors,
with one sector for each category of Data.

242 Maths-6
 GLOSSARY
Acute angle: An angle which is less than 90o.
Acute angled A triangle which has one of its angle acute angle.
triangle:
Adjacent angles: Two angles with a common vertex and a common arm are called
adjacent angles.
Angle: The amount of turning between two arms about a common point.
Antecedent: The first element of a ratio.
Altitude: Shortest distance from top to the base of a geometric figure.
Arc: A part of a circle.
Area: The space occupied within the boundary of a shape is called an area.
Area of parallelogram: Area of Parallelogram = Base x Altitude
Area of triangle: Area of Triangle = 1 x Base x Altitude
2
Associative The property that when any three numbers (fractions)
property are added in any order, their sum is always the same.
addition:
Associative The property when any three numbers (fractions) are
property added in any order, their sum is always the same.
multiplication:
Average: The quantity that represents the given quantities.
Bar graph: It represents each part of the information in the form of bars
(vertical or horizontal).
Block graph: The graph in which we choose a suitable symbol to represent
each part of the information.
Bisecting: Dividing into two equal parts.
______
Bracket: Symbols , ( ), { } and [ ]
Capacity: The amount of liquid a container can hold.
Chord: A line segment joining any two points of a circle.

Commutative The property that any two numbers when multiplied

property of to each other in any order, their product is always
Multiplication: same.
Commutative The property that when any two numbers (fractions)
property of are added in any order their sum is always same.
addition:

243 Maths-6
 GLOSSARY

Consequent: The second element of a ratio

Composite number: A natural number having more than two factors.
Cube: A three dimentional solid object having equal length, width and
height.
Cuboid: A three dimentional solid object having un equal length, width and
height.
Data: Information presented in the form of numbers.
Decimal fraction: A common fraction with a denominator as 10,000,
written with a decimal point.
Denominator: Lower number of the common fraction.
Direct proportion: The relationship between two ratios in which increase in one
quantity causes a proportional increase in the other quantity and
decrease in one quantity causes a improportional decrease in
the other quantity.
Directed numbers (Integers): Zero, positive numbers and negative numbers are
called directed numbers or integers.
Divisibility: A division in which when a number is divided by
another, the remainder is zero.
Edge: A one dimensional line segment joining two vertices.
Equation: A sentence which shows the relation of equality between two
algebraic expressions.
Equivalent The fractions that have the same value.
fraction:
Equivalent triangle: A triangle in which all the three sides are equal in length.
Even number: A number which is exactly divisible by 2.
Factors: The divisor of a number.
Factorization: A number represented as a product of its factors.
Graph: A pictorial representation of a data.
HCF: Highest Common Factor.
Hypotenuse: Side of a triangle which is opposite to the right angle.
Index notation: A short way of writing a number being multiplied by itself several
times.
Integer: A whole number that can be positive, negative or zero.
Inverse proportion: The relationship between the two ratios in which increase in one
quantity causes a proportional decrease in the other quantity and
a decrease in one quantity causes a proportional increase in the
other quantity.
244 Maths-6
 GLOSSARY
Isosceles triangle: A triangle with its two sides equal in length.
L.C.M Least Common Multiple.
Like decimals: The decimals having same number of decimal places.
Like fractions: Fraction having same denominator.
Mass: Quantity of matter present in a body.
Million: The smallest seven digit number i.e. 1,000,000 (Ten hundred thousand).
Mixed fraction: A fraction contains both a whole number and a
proper common fraction.
Natural number: A number that occurs commonly and obviously in nature.
Obtuse angle: An angle which is more than 90o.
Obtuse angled triangle: A triangle which has one of its angles obtuse angle.
Odd number: A number which is not exactly divisible by 2.
Parallelogram: A quadrilateral having two pairs of opposite sides parallel.
Percentage: The word percent is a short form of the Latin word “Percentum”.
Percent means out of hundred or per hundred.
Perimeter: The distance along the sides of a closed shape.
Pie Graph: A circular graph used to show many data quantities.
Positive integer: A natural number.
Prime factorization: A factorization in which every factor is a prime factor.
Prime number: A natural number having exactly two distinct factors.
Proper fraction: A fraction whose numerator is less than the denominator.
Proportion: The quality of two ratios.
Quadrilateral: A four sided closed figure.
Quotient: The number shows how many times the divisor has been
repeatedly subtracted.
Ratio: A comparison of two quantities of the same kind.
Radius: The distance from the centre of the circle to the boundary of
the circle.
Rectangle: A quadrilateral whose opposite sides are equal and
have four right angles.
Reflex angle: An angle of measure greater than 180o.
Right angle: An angle whose measure is 90o.
Right angled triangle: A triangle which has one of its angle of the measure 90o.
Right bisector: A bisector which makes a right angle with the given line segment.

245 Maths-6
 GLOSSARY
Round off decimals: To round off a decimal nearest to the whole number, check the
first decimal place and accordingly round off the number.
Scalene triangle: A triangle whose all sides are of different measures.

Simplification: The process of getting a simplified number.

Sentence: Group of numbers and terms which has complete sense and a
relation. There are three types of sentences.
1. True sentences
2. False sentences
3. Open sentences
Square: A quadrilateral whose all four sides are equal and has four right
angles.

Straight angle: An angle whose measure equals to 180o.

Subtraction: Symbol (–). The process of finding the difference between two
numbers/quantities.

Supplementary angles: Two angles whose sum of the measures is equal to 180o.

Symbol: A sign used to represent an operation, element or relation.

Trapezium: A quadrilateral having one pair of opposite sides parallel.

Unit fraction: Numerator is equal to the denominator.

Unitary method: The process of finding the price of one (unit) item, from which we
find the price of a number of similar items.

Unlike decimals: The decimals having different number of decimal places.

Unlike fractions: Fractions whose denominators are not same.

Variable: An alphabetical letter which represents any of the given numbers.

Vertex: An angular point of any shape.

Volume: The measurement of the space occupied by a three dimentional
solid object.

Volume of a cube: Volume of a cube = Side x Side x Side

Volume of a cuboid: Volume of a Cuboid = Length x Breadth x Height
Whole number: A number having no fractional or decimal part and no negatives.

246 Maths-6
 ANSWERS

EXERCISE 1.1
1. (i), (ii) and (vi) are sets 2. (i) Î (ii) Ï (iii) Ï (iv) Î (v) Î (vi) Ï
3. (i) {Karachi, Lahore, Quetta, Peshawar, Gilgit}
(ii) {50, 51, 52, ..., 69, 70} (iii) {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
(iv) {p, a, k, i, s, t, n} (vi) {White, Green}

4. (i) True (ii) True (iii) False (iv) False (v) False
(vi) True (vii) False (viii) True

EXERCISE 1.2
1. (i) “0” is repeating (ii) “«” is repeating (iii) “a” is repeating
(iv) “2” and “3” and “4” are repeating
2. (i) Finite (ii) Infinite (iii) Infinite (iv) Finite (v) Finite
(vi) Infinite (vii) Infinite (viii) Finite (ix) Finite (x) Infinite

3. (i), (ii), (iv) and (v) are empty sets 4. (i) and (ii) are equal sets
5. (i), (ii) and (iii) are equivalent sets

6. (i) True (ii) False (iii) True (iv) False (v) True

7. (i) Í (ii) = (iii) Ê (iv) Ê (v) ~

(vi) Í (vii) Ì (viii) Í

REVIEW EXERCISE 1
1. (i) elements (ii) empty set (iii) all same

2. (i) d (ii) d (iii) d (iv) c

4. (i) A = {4, 6, 8} (ii) B = {1, 3, 5, ..., 15, 17}
(iii) C = {2, 4, 6, ..., 26, 28} (vi) D = {January, June, July}
5. (i) A is a finite set (ii) B is an infinite set (iii) C is a finite set
(iv) D is an infinite set (v) E is a finite set

247 Maths-6
 ANSWERS
6. F and M are empty sets

7. (i) True (ii) True (iii) False (iv) True

8. (i) True (ii) True (iii) False (iv) False (v) True
(vi) True (vii) False (viii) False (ix) False

EXERCISE 2.1
1. (i) 1 (ii) 0 (iii) Not possible (iv) Not possible
2. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 3. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

1. (i)
0 1 2 3 4 5 6 7 8 9 10 11 12

(ii)
0 1 2 3 4 5 6 7 8

(iii)
0 1 2 3 4 5 6 7 8 9 10 11 12

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

(v)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

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

(vii)
0 1 2 3 4 5 6 7 8 9 10 11 12

(viii)
0 1 2 3 4 5 6 7 8 9 10

(ix)
0 1 2 3 4 5 6 7

(x)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

248 Maths-6
 ANSWERS
5. (i) 1 + 5

0 1 2 3 4 5 6 7

6
(ii) 6 + 3

0 1 2 3 4 5 6 7 8 9 10

(iii) 10 + 2

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

12
(iv) 8 + 4

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

12

(v) 2 + 3 + 5

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

10

(vi) 2 + 3 + 4

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

9
249 Maths-6
 ANSWERS

EXERCISE 2.2
1. Required sum is 1,999,999 2. Number of children is 715
3. Rs 42300 left in account 4. Rs 49615 left with him
7. (i) 849 (ii) 97864 (iii) 749,749 (iv) 430 (v) 4946
8. The starting number

EXERCISE 2.3
1. (i) 81984 (ii) 75808 (iii) 258048 (iv) 157210
2. (i) Quotient = 134, Remainder = 0 (ii) Quotient = 393, Remainder = 39
(iii) Quotient = 16, Remainder = 25 (iv) Quotient = 309, Remainder = 145

3. 30 trees in each row 4. Rs 1,227,500

5. Required number = 99975 6. 999900

EXERCISE 2.4
1. (i) 0 (ii) 6 (iii) 2 (iv) 4 (v) 7, 5 (vi) 964 (vii) –, 125

2. (i) False (ii) False (iii) True (iv) True

REVIEW EXERCISE 2
1. (i) 3, 2 (ii) 528, 112 (iii) 8 (iv) 1, 7 (v) 1, 1
(vi) 0, 0 (vii) 9, 9 (viii) 20, 1 (ix) 8, 17 (x) 32, 32
2. (i) False (ii) False (iii) False (iv) True (v) True
(vi) False (vii) False (viii) True (ix) False (x) True

3. (i) Predessor = 670, Successor = 672 (ii) Predessor = 244, Successor = 246
4. (i) b (ii) a (iii) d (iv) b (v) b

5. (i)
0 1 2 3 4 5 6 7 8 9 10

(ii)
0 1 2 3 4 5 6 7 8

250 Maths-6
 ANSWERS

(iii)
0 1 2 3 4 5 6 7 8 9 10

(iv)
0 1 2 3 4 5 6 7 8 9 10 11

(v)
0 1 2 3 4 5 6 7 8 9 10

4 + 2 + 3 + 5

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

14

11. Rs 960 12. Required number = 9988

EXERCISE 3.1
1. a and c
2. (a) 1, 3, 5, 15 (b) 1, 2, 3, 5, 6, 10, 15, 30 (c) 1, 2, 5, 10, 25, 50
(d) 1, 5, 25, 125 (e) 1, 2, 3, 5, 6, 10, 15, 25, 30, 50, 75, 150
3. b and c
4. (a) 4, 8, 12, 16, 20, 24, 28 (b) 7, 14, 21, 28, 35, 42, 49
(c) 12, 24, 36, 48, 60, 72, 84 (d) 15, 30, 45, 60, 75, 90, 105
5. (a) 7, 11 and 13 (b) 23, 29, 31 and 37
(c) 61, 67, 71, 73, 79, 83 and 89
6. 2 is an even prime number
7. (a) even (b) odd (c) odd (d) odd (e) even (f) odd
8. 22, 24, 26, 28, 30, 32, 34, ..., 48, 50
9. 11, 13, 15, 17, 19, ..., 37, 39
10. 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28, 30,
32, 33, 34, 35, 36, 38, 39.
11. 72, 74, 75, 76, 77, 78, 80, 81, 82, 84, 85, 86, 87, 88, 90, 91, 92, 93,
94, 95, 96, 97, 98, 99, 100.
12. 23, 29, 31, 37, 41, 43, 47, 51, 53, 59.
13. Because 1 has only one factor.

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EXERCISE 3.2
1. (i) Yes (ii) Yes (iii) Yes (iv) No (v) No (vi) Yes
(vii) Yes (viii) No (ix) Yes (x) Yes (xi) Yes (xii) No

2. (ii) and (iii) 3. (ii) and (iii) 4. (i) and (ii) 5. (ii) and (iii)
6. (ii) 7. (i) and (iii) 8. (i) and (iii) 9. (i) and (iii)
10. (i) and (iii) 11. (i) and (iii)

EXERCISE 3.3
1. (i) 23 ´ 32 ´ 51 (ii) 31 ´ 53 ´ 72 (iii) 21 ´ 34 ´ 72
2. (i) 23 ´ 31 (ii) 24 ´ 31 (iii) 23 ´ 33 (iv) 21 ´ 53
(v) 22 ´ 32 ´ 131 (vi) 22 ´ 33 ´ 51 (vii) 210 (vii) 23 ´ 54
3. Yes

EXERCISE 3.4
1. (i) 25 (ii) 98 (iii) 18 (iv) 12 (v) 53 (vi) 12 (vii) 10

2. (i) 4 (ii) 9 (iii) 55 (iv) 36 (v) 747 (vi) 30

EXERCISE 3.5
1. (i) 600 (ii) 441 (iii) 5760 (iv) 1620 (v) 6825 (vi) 144
2. (i) 495 (ii) 210 (iii) 120 (iv) 1080

3. LCM = 6

EXERCISE 3.6
1. Greatest Length = 180 cm 2. Greatest Number = 75
3. Largest Number = 16 4. Maximum Capacity = 30 litres
5. Longest Tape = 2 m 6. Required Time = 8.30 a.m.
7. 189 8. Least Quantity = 48 litres
9. Required Time = 7 minutes 12 seconds

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REVIEW EXERCISE 3
1. (i) 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60,
(ii) 1, 2, 5, 10, 25, 50, 125, 250
2. (i) 13, 26, 39, 52, 65 (ii) 20, 40, 60, 80, 100
3. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47
4. 32, 33, 34, 35, 36, 38, 39, 40, 42, 44, 45, 46, 48, 49, 50, 52, 54, 55,
56, 57, 58.
5. (ii), (iii) and (iv) 6. (i), (iii) and (iv) 7. (ii) and (iv)
8. (i) and (ii) 9. (ii) and (iii)
10. (i) 21 ´ 32 ´ 52 (ii) 24 ´ 32 ´ 51
11. (i) HCF = 6, LCM = 72 (ii) HCF = 1, LCM = 120
12. (i) HCF = 5, LCM = 1040 (ii) HCF = 13, LCM = 1690
13. Greatest Number = 10 14. 186

EXERCISE 4.1
1. (i)
–3 –2 –1 0 +1 +2 +3 +4

(ii)
–4 –3 –2 –1 0 +1 +2 +3 +4 +5

(iii)
–5 –4 –3 –2 –1 0 +1 +2 +3

(iv)
–5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6

2. (i) +15 > –6 (ii) –8 < 0 (iii) +16 > 0 (iv) –2 > –8 (v) + > < +9 (vi) –4< –1
3. (i) Left (ii) Right (iii) Right (iv) Left
4. (i) > (ii) < (iii) > (iv) < (v) < (vi) >
5. (i) Ascending order: –7, –3, –1, 0, +1, +5
Descending order: +5, +1, 0, –1, –3, –7
(ii) Ascending order: –3, –1, 0, +2, +4, +5
Descending order: +5, +4, +2, 0, –1, –3

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(iii) Ascending order: –5, –4, 0, +4, +5
Descending order: +5, +4, 0, –4, –5
(iv) Ascending order: –8, –7, –4, –2, –1
Descending order: –1, –2, –4, –7, –8

6. (i) 5 (ii) 20 (iii) 0 (iv) 18 (v) 50

7. (i) Ascending order: 0, 1, 3, 4, 5, 6
Descending order: 6, 5, 4, 3, 1, 0
(ii) Ascending order: 0, 10, 17, 25, 30, 60
Descending order: 60, 30, 25, 17, 10, 0
(iii) Ascending order: 0, 4, 7, 10, 11, 20
Descending order: 20, 11, 10, 7, 4, 0
(iv) Ascending order: 3, 5, 8, 9, 12, 13
Descending order: 13, 12, 9, 8, 5, 3
8. (i) True (ii) False (iii) True (iv) False
(v) False (vi) True (vii) True

EXERCISE 4.2

+2 steps +7 steps

1. (i)
–2 –1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10

+9 steps
Students may draw number line in their own copies themselves
(ii) –11 steps (iii) +3 steps (iv) – 6 steps
(v) – 3 steps (vi) 0 steps

2. (i) +10 steps (ii) –12 steps (iii) +10 steps (iv) –13 steps
3. (i) +30 (ii) – 40 (iii) –27 (iv) – 9
(v) –6 (vi) 0

EXERCISE 4.3
1. (i) +2 steps (ii) –5 steps (iii) – 6 steps (iv) –14 steps
(v) +11 steps (vi) –11 steps

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2. (i) –16 (ii) –10 (iii) +1 (iv) +5 (v) +20 (vi) +3

3. (i) +40 (ii) –5 (iii) –16 (iv) +10 (v) +2 (vi) +35
(vii) –46 (viii) –50 (ix) –10

EXERCISE 4.4
1. (i) –60 (ii) +340 (iii) +400 (iv) –432 (v) –490 (vi) +688
2. (i) –5 (ii) +5 (iii) +25 (iv) –63 (v) –78 (vi) +21

3. (i) False (ii) True (iii) False (iv) True (v) False (vi) True
(vii) False (viii) True

REVIEW EXERCISE 4
1. – 4, –3, –2, –1, 0, +1, +2, +3, +4

2. (i)
– 6 –5 – 4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6

(ii)
–7 –6 –5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5 +6 +7

3. (i) 3, 4, 4, 6, 0 (ii) 2, 7, 1, 0, 4, 2
4. (i) –3 steps (ii) –15 steps (iii) +11 steps (iv) 0 steps
5. (i) +2 steps (ii) –5 steps (iii) +7 steps

6. (i) – 4 (ii) –14 (iii) –3 (iv) +30 (v) –5 (vi) +15

7. (i) –50 (ii) +54 (iii) +120 (iv) – 45 (v) 0 (vi) +80
8. (i) –5 (ii) +5 (iii) – 6 (iv) +4

EXERCISE 5.1
7 43 33 7 1
1. 2. 1 3. 2 4. 5.
20 60 56 8 68

5 –1 15 1 1
6. 9 7. 8. 3 9. 12 10. 14
6 2 22 4 6

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7 1 6
11. 10 12. 1 13. 1 14. 28.944 15. 24.373
12 30 49
16. 53.01 17. 0.88 18. 2.408 19. 86.965 20. 8.207
21. 0.95 22. 4.04 23. 3.8

EXERCISE 5.2
1. 48 students 2. 70 oranges left 3. 19 on foot
56
16 16
4. Rs 19500 left 5. required fraction 6. required fraction
17 35
92
7. required fraction 8. Rs 3023.50 total amount
265
19
9. required fraction 10. Rs 4926.55 required amount
100

REVIEW EXERCISE 5
21 9
1. (i) (ii) (iii) 23.951 (iv) 4.475
29 20
1 3 2
2. (i) 9 kg left (ii) solved and unsolved questions
7 5 5
th
3
3. part on next day, 60 pages on 1st day, 90 pages on next day
5
4. Rs 135523.03 required amount 5. (i) True (ii) False (iii) True
6. (i) Multiplication (ii) Braces or curly brackets
(iiii) Parenthesis, braces, square brackets

EXERCISE 6.1
1. (i) 2 : 9 (ii) 5 : 6 (iii) 1 : 75 (iv) 3 : 1 (v) p : q
x
2. (i) 1 (ii) 2 (iii) 8 (iv) 75 (iv)
5 19 76 y
2. (i) 2 : 25 (ii) 1 : 90 (iii) 5 : 7 (iv) 3 : 28 (v) 25 : 9
(vi) 2 : 15 (vii) 5 : 8 (viii) 6 : 3 : 2 (ix) 15 : 50 : 58 (x) 34 : 6 : 35
(xi) 6 : 3 : 2 (xii) 6 : 3 : 21

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3. (i) 5 : 6 (ii) 5 : 2 (iii) 7 : 10 (iv) 6 : 7 (v) 20 : 1

(vi) 15 : 14 : 30
4. 5:9 5. 4:3 6. 2:5 7. 10 : 9 8. 1:2:3

EXERCISE 6.2
1. (i) means = 5 and 8, extremes = 2 and 20
(ii) means = 4 and 6, extremes = 3 and 8
(iii) means = b and c, extremes = a and d
2
2. (i), (ii) and (vi) are in proportion 3. x = 4
3
7
4. (i) 9 (ii) (iii) 6 (iv) 21 (v) 5 (vi) 18
11
5. (i) 30 (ii) 24 (iii) 42 (iv) 18 (v) 60 (vi) 66

EXERCISE 6.3
1. 45 marks 2. 18 kg 3. 240 km 4. Rs 160
5. 11 : 210 , 199 : 210 6. 1460 minutes 7. 39 lines 8. 48 days

REVIEW EXERCISE 6
2. (i) 4 : 6 (ii) 5 : 4 (iii) 2 : 8 (iv) 3 : 5
3. (i) 4 (ii) 7 (iii) 2 (iv) 9 (v) 144 (vi) 54
4. (ii) and (iii) are inverse proportions

5. (i) 35 : 67 (ii) 32 : 67 (iii) 32 : 35 (iv) 35 : 32

6. 25 minutes 7. Rs 1350 8. 12 workers 9. 400 persons

EXERCISE 7.1
1. (i) 20% (ii) 22% (iii) 75%

2. (i) 1 , 0.25 (ii) 1 , 0.01 (iii) 31 , 0.31 (iv) 3 , 0.15

4 100 100 20

(v) 17 , 0.085 (vi) 41 , 0.205 (vii) 7 , 1.75 (viii) 23 , 1.15

200 200 4 20

(ix) 9 , 2.25 (x) 1 , 0.025

4 40

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3. (i) 25% (ii) 35% (iii) 32% (iv) 125%

4. (i) 0.25 (ii) 0.31 (iii) 0.01 (iv) 0.025 (v) 0.025 (vi) 0.065
5. (i) 2.5% (ii) 40% (iii) 85% (iv) 10.5% (v) 1250% (vi) 12550%
6. (i) 70% (ii) 50% (iii) 75% (iv) 125% (v) 100%

3
7. 8. 64%
10
125 1125
9. (i) 5 (ii) 21 (iii) (iv) 25 (v) (vi) 62.5 cm
2 2
(vii) 180 litres (viii) Rs 2.65 (ix) 4.84 hours
63 3033 1183 2107
(x) 43 metres (xi) (xii) (xiii) (xiv)
2 4 2 20

10. Ascending order: 1 , 2 , 3 , Descending order: 3 , 2 , 1

4 5 4 4 5 4

EXERCISE 7.2
1. 80% 2. 60% 3. 5610 4. 15750 5. Rs 4000 6. 200 km
7. 75% 8. 20% 9. 27o, 63o 10. 110 sq. m 11. Rs 28

EXERCISE 7.3

1. (i) Profit: 25 % (ii) Loss: 32 % (iii) Profit: 50 %

3 5 3
(iv) Loss: 145 % (v) Profit: 5.96%
6

2. Profit: Rs 100, 25 % 3. Profit: Rs 50, 25 %

6 6
4. Loss: Rs 150 5. Rs 65000 6. Rs 1275

REVIEW EXERCISE 7
1. Profit: 160% 2. 25%
3. Imran: 68.5%, Sister: 76.5% sister performs better 4. Loss: 20 %
3
5. Rs 897435.80

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6. (i) 5% (ii) 0.64% (iii) 0.8% (iv) 19% (v) 1

2
3 1
(vi) 25% (vii) (viii) 130% (ix)
4 10
3
7. (a) (i) 75 (ii) 62.5 (iii) 10 (iv) 12.5
(v) 0.38 (vi) 43.2 (vii) C.P (viii) Profit
(b) (i) False (ii) True (iii) True (iv) False
(v) False (vi) True (vii) True

EXERCISE 8.1
1. (i) x + 2 = 8 (ii) 7 ´ y > 2 (iii) 6+z<4
2. (i) False (ii) True (iii) False (iv) True (v) False (vi) True
3. (i) Open statement (ii) Open statement (iii) Not open statement
4. (i) 9 (ii) 3 (iii) 6 (iv) 4 (v) 3 (vi) 6

EXERCISE 8.2
1. (i) 1 (ii) 1 (iii) 2 (iv) 2 (v) 3 (vi) 2
2. (i) x (ii) x (iii) x, y (iv) x, y (v) x, y (vi) y, z
(vii) x, y, z (viii) x, y, z
1
3. (i) 2 (ii) –3 (iii) 1 (iv) (v) 9 (vi) 10
2
1, – 1
4. (i) –7 (ii) 5 (iii) 2, 3 (iv) 1,
2 4
1,6
(v) 5 (vi)
4

5. 2 xy, 140 xy, 1 xy, 1 xy, 1 xy, –2xy, 5xy are like terms,
5 4 3
4 lm, 5 lm are like terms, –7xz, xz are like terms,
– 9xyz, and xyz are like terms and –2 p and 46 p are like terms.

EXERCISE 8.3
1. (i) 7 x (ii) 12 a (iii) 19 lm (iv) 16 xy

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2. (i) 11 x (ii) 6 a (iii) 20 x (iv) 17 st

3. (i) 8a + 3b (ii) 10x + 9y + 8z (iii) 6pq + 2qr + 7pr
(iv) 8c + 11d + 11f
4. (i) 3x (ii) 12y (iii) 4x + 5y (iv) 30f – 10g – 20

5. (i) 3x (ii) 21ab (iii) 2z (iv) 27xy

(v) 5x + 2y (vi) x – 5xb + 6y

EXERCISE 8.4
1. (i) 4x + 2y (ii) –2a + 3b (iii) –a – 2b
(iv) 24l + 3m + 1 (v) 5y – 46x

2. (i) 6 and –10 (ii) (a) 9 (b) –8 (c) –5 (iv) 33

4

3. (i) 0 (ii) –23 (iii) – 7 (iv) – 1 (v) –2

2 10
(vi) – 1 (vii) – 2 (viii) 80 (ix) 1 (x) 16
20 3 4 15
4. 16 5. (i) Rs 5x (ii) 5x + 3 (iii) Rs 153

REVIEW EXERCISE 8
2
1. (i) Rs 18x (ii) 9b + 5a (iii) 3x + 5 (iv) 2y – (v) 6 + p
3
2. (i) Sum of x and 2 (ii) Three times y minus four
(iii) Sum of x and 5 (iv) Sum of s and twice of t
(v) Half of difference of x and y
3. (i) 2 (ii) 1 (iii) 3 (iv) 4 (v) 3
4. 5x, 3x + 4 and 6x + 5y + 7

5. (i) 20 xy (ii) 63 ab
3 5
6. (i) 8x + 13y (ii) 12b + 12c + 7d (iii) 20xy + 8x + 10y
7. x + 4y 8. x – 18y – 14z
9. (i) False (ii) False (iii) True
10. (i) 9 (ii) 13 (iii) 6 (iv) 3 (v) 2

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EXERCISE 9.1
16
1. x – 20 = 32 2. x + 8 = 15 3. 5x = 35 4. 4 = 4
5. x+2=4 6. x – 15 = 5 7. 2x + 4 = 20
8. a = 15 + b where a = my age b = brother’s age

EXERCISE 9.2
1. 15 2. 7 3. 6 4. 2 5. 10
6. 18 7. 12 8. 8 9. 4 10. 6
26 16
11. –3 12. 11 13. 4 14. 3 15. 3

EXERCISE 9.3
1. 19 2. 36 runs 3. 3 4. 5 5. 9
6. 1 year 7. 105 8. Rs 32

REVIEW EXERCISE 9
4
1. (i) x + 4 (ii) x – 7 (iii) 9x (iv)
6
(v) x + y (vi) 8x
m
2. (i) x – 3 = 10 (ii) 3y + 5 = 17 (iii) 2z + 4 = 20 (iv) 7 – =4
2
(v) 2x + 4 = 16 (vi) x + 8 = 3x
21 11
3. (i) (ii) 9 (iii) 4 (iv) (v) 35 (iv) 6
5 4
4. 14 metres 5. 13 6. 8 7. 3 8. 16

EXERCISE 10.1
1. (i) 5 cm (ii) 8.3 cm (iii) 7.8 cm (iv) 10.0 cm

2. (i) 2 cm (ii) 1.5 cm (iii) 2.1 cm (iv) 1.8 cm (v) 1.5 cm

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REVIEW EXERCISE 10
2. (i) 9.8 cm (ii) 0.8 cm (iii) 2.3 cm

6. PQ 8. (i) False (ii) False (iii) True (iv) True (v) False

9. (i) b (ii) a (iii) b (iv) c

EXERCISE 11.1
1. (a) 20 cm, 25 sq. cm (b) 114 cm, 12.25 sq. cm (c) 30 cm, 30 sq. cm
2. (a) 16 cm, 15 sq. cm (b) 17 cm, 15 sq. cm (c) 15 cm, 12.96 sq. cm
(d) 24 cm, 20 sq. cm
3. (i) 15 cm, 12.5 sq. cm (ii) 20 m, 25 sq. cm

4. (a) 12 cm (b) 12.5 cm

5. 30 cm 6. 52.7 sq. cm

EXERCISE 11.2
1. (i) 350 sq. cm (ii) 800 sq. cm (iii) 430 sq. cm
2. 550 sq. cm 3. 400 sq. cm

EXERCISE 11.3
1. 30,000 rupees 2. 21,000 rupees 3. Bismah covers more distance
4. 41 m 5. 162412.5 rupees 6. 160800 rupees 7. 325 sq. m

EXERCISE 11.4
1. (a) AE, 4 cm (b) OP, 4.5 cm (c) ZS, 4 cm (d) YT, 6 cm
2. (i) 60 sq. cm (ii) 120 sq. cm (iii) 24.75 sq. cm (iv) 30.55 sq. cm
3. 16 cm 4. 12 m 5. 3 cm

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EXERCISE 11.5
1. (i) 22 sq. cm (ii) 8 sq. cm (iii) 30.25 sq. cm
2. 35 sq. cm 3. 8 cm
4. (i) 24 sq. cm (ii) 22.5 sq. cm (iii) 3.75 sq. cm (iv) 211.375 sq. cm
5. 16.5 sq. cm 6. 16 cm 7. 40 sq. cm

REVIEW EXERCISE 11
1. (i) 21.2 cm, 28.09 sq. cm (ii) 38 cm, 88 sq. cm
2. (i) 7.5 sq. cm (ii) 48 sq. cm (iii) 16.25 sq. cm
3. 244 sq. m 4. 225 5. 4 cm 6. 18 cm 7. 10 cm
8. 54 sq. cm 9. 67.5 sq. cm 10. 40 sq. cm 11. 8 cm
12. 10 cm 13. 20 sq. cm
14. (i) sq. units (ii) Units (iii) Product (iv) Sum
(v) Length, breadth (vi) 4, length of side (vii) Perimeter = 2 (l + b)
1
(viii) Area = Base ´ height (ix) Area = 2 (Base ´ height)
(x) Area = h (b1 + b2)
2

EXERCISE 12.1
1. (i) sphere (ii) cylinder (iii) cone (iv) cube (v) cuboid (vi) cuboid
2. (i) (a) 12 (b) 6 (c) 8 (ii) (a) vertex (b) 1
(iii) (a) edge (b) vertex (c) 6

EXERCISE 12.2
1. (i) sq. cm, cubic cm (ii) sq. mm, cubic mm
2. (i) 24 sq. cm, 8 cubic cm (ii) 86.5 sq. cm, 48.75 cubic cm
(iii) 73.5 sq. cm, 42.875 cubic cm (iv) 48 sq. cm, 18 cubic cm
3. (i) 125 cubic cm (ii) 238.328 cubic cm
(iii) 15.625 cubic cm

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EXERCISE 12.3
1. Rs 11000 2. 50 cubic m 3. 1125000 cubic cm
4. Rs 1875 5. 125 cubic m 6. 8 7. Rs 1800
8. 65.45 cubic m 9. 19250 cubic cm 10. Rs 2514.72

REVIEW EXERCISE 12
1. (i) 8 (ii) 1 (iii) 6 (iv) 2 (v) 12
2. Tennis ball, Geometry box and Brick
3. (i) 37.5 sq. cm, 15.625 cubic cm (ii) 30.5 sq. cm, 10.5 cubic cm
4. 13.5 sq. cm and 3.375 cubic cm 5. Rs 21400 6. 175.5 cubic m

EXERCISE 13.1
3. (ii), (iii)

EXERCISE 13.2
5. (i) Tennis (ii) Cricket (iii) Hockey and football
6. (i) Science (ii) English (iii) Science
7. (i) Class II (ii) Class V (iii) Class III and IV

REVIEW EXERCISE 13
1. (i) Maths, 79 marks (ii) Social Studies, 40 marks
(iii) Urdu and Sindhi, 50 marks each
(iv)

Subject Sindhi Urdu English Science Social Islamiat Maths

Studies
Marks 50 50 60 70 40 78 79

2. (i) True (ii) True (iii) False (iv) False

3. (i) (ii) (iii) Vertically (iv) Data (v) Data

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