New Edition

Countdown
LEVEL FIVE MATHS
Teachers Guide and Answer Key

L.W. Downes
Asima Ali

1
Great Clarendon Street, Oxford

OX 2

6DP

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This New Edition published in 2003

ISBN-13: 978-0-19-579978-1
ISBN-10: 0-19-579978-X
Second Impression 2006

Printed in Pakistan at
Ibn-e-Hasan Offset Printing Press, Karachi.
Published by
Ameena Saiyid, Oxford University Press
No. 38, Sector 15, Korangi Industrial Area,
P.O. Box 8214, Karachi-74900, Pakistan.

SOME IMPORTANT GENERAL NOTES

TO TEACHERS OF BOOK 5
1. Much of the work in Book 5 uses the same basic mathematical
concepts as in earlier books. But these concepts are extended
to greater numbers and more involved calculations. It is, therefore,
vital that teachers look carefully at the earlier books (3 and 4,
perhaps borrowed from the colleagues) to see how the various
topics and ideas progress from stage to stage.
2. Getting Ready and the various Reviews in the Book will
demonstrate the truth of what is said in 1 above. Careful analysis
of errors occurring and some basic reteaching at this stage will
prevent many error occuring and some basic reteaching at this
stage will prevent many errors occuring later.
3. It is imperative that, before asking children to do any work on a
particular page or topic, the teacher himself (or herself) must
work through all the examples and word problems. In this way he
can anticipate difficulties and satisfy himself (or herself) that all
the material is understandable by the children. That is good
teaching!
4. If the teacher himself (or herself) finds difficulty in understanding,
he should consult again these teachers notes for a particular
page (and also the authors notes at the beginning of the childrens
books). It is also useful to discuss difficulties with mathematical
colleagues.
5. Book 5 is not a workbook. Most of the work will be done in exercise
books. These should not be scrap books. The exercise should
be carefully set out so that the processes can easily be seen
(and marked!). Such careful setting out leads to better
understanding.
6. At certain stages (see later in these notes) there will be a need
for squared paper and graph paper. If these are loose they
should be pinned or pasted into the exercise books for later
reference.

7. Much greater use of the blackboard by the teacher will be

necessary to demonstrate new ideas and to give children
confidence that they are getting their work right and making
progress.
Pages 1 to 3. Getting Ready. These pages cover all the concepts
met in Books 3 and 4. But remember that much of this will, for the
time being, have been forgotten. The children will need to be
reminded of what they have previously worked on. The topics
covered in these pages include: place value, addition, subtraction,
long multiplication, long division, H.C.F., L.C.M., fractions,
decimals, divisibility, angles, perimeter, shapes, time, area, money,
and length.
A careful analysis will be required to see what reteaching is necessary.
You may find that it will take a considerable part of the first few weeks
of the first term.
If there are any items on pages 1 to 3 where a majority of the children
are failing, it would be wise to take examples from the pages and
work them out on the blackboard for the whole class, for example,
they might need to be reminded of lacs; of quick division by 10 and
100; of the rules of divisibility, etc. They will also need protractors
and set-squares.
Pages 4 to 6. Help the children to distinguish between block graphs
and line graphs. Block graphs (sometimes called column graphs or
bar graphs) provide information which is quickly and easily understood
by immediate observation, for example, the attendance in the class
each separate day of the school week; the heights of a group of
individual children measured separately on the same day; favourite
foods of a class. The information is always separate and discrete.
Line graphs, on the other hand, give information which is changing
from time to time or from a quantity of articles to another quantity.
Sometimes the line graph will indicate that the amount of growth is
different from one day to another (as in the illustration of the growth of
a plant on page 4). Other line graphs show straight growth, for example,
if the cost of one article is Rs 3 then 2 artciles will cost Rs 6 and 3
articles Rs 9 and so on.

Make sure:
(a) That the children have suitable graph paper.
(b) That they label their graphs with a title and that each dimension
(horizontal and vertical) is clearly indicated (e.g. time against
distance travelled). Without these labels the graph has no
meaning.
It is helpful if the children themselves can make up long-term
graphs which they can consult and discuss from time to time, for
example, the growth of a plant in the classroom; the temperature
over a period of a day or a week. They should also realize that on
a line graph they are able to interpolate information which is not
necessarily on the graph itself. For example, if the temperature at
9 oclock is 20 and at 10 oclock is 28, it can be assumed that at
9.30 it was probably 24.
Pages 7 to 15. Revise the idea of place-value which the children
have dealt with over several years. Look at local and national
newspapers which use the lac to indicate numbers higher than ten
thousand (i.e., 100,000). Discuss the relationship between the
Pakistani system and that used in the international situation (For
example the need to use millions, etc., in industry and banking
and exports when dealing with the outside world which may not
understand lacs). The important thing for them to remember is
that 10 lac = 1 million. The same thinking and discussion should
apply when introducing the crore which is equivalent to 10 million.
Give time for the slower children to work out the numbers. It is
almost impossible to visualize a lac, a crore, or a million. Perhaps
they may have seen a crowd on television numbering many
thousands but beyond that the number becomes very difficult to
comprehend. You can get near to it by building up a diagram with
the class. Use mm graph paper and a very large sheet of paper on
which to stick the strips which the children have made. (Use the
floor to display the whole million of cm squares).

< 100 cm >

< 100 cm >

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

A strip
of
100,000
squares

One million
cm squares

This may be the only time they will ever see a million of anything and
it will be memorable.
Pages 16 to 18. Addition and subtraction by big numbers. Some
children (and teachers) may enquire why it is necessary to calculate
such big numbers. This will particularly occur with those who have
seen or used the digital electronic calculators and computers which
are now very common. Discuss this with the class and emphasize
that these inventions depend on place-value. Furthermore, an ability
to calculate in the usual way prevents them making silly mistakes
which might occur if they press the wrong button, e.g. if they see
they are adding two numbers both of which are in millions, the total
should also be in millions. In other words they are getting sensible
answers.
It should also be pointed out that such calculations, if carried out
accurately and carefully and without boredom, will provide the children
with a mental discipline which will be valuable in their future learning.

The work in addition and subtraction becomes easier if the columns

of figures are accurately set out. To avoid errors, provide the children
with squared paper.
Pages 19 to 22. Rounding off. This is a technique which all of us
should have, i.e. the ability to make an intelligent guess (i.e an
approximate answer) when we do not need exact measurement. This
applies to numbers, time and all the measures.
To introduce the idea, draw on the blackboard a series of straight
lines, e.g. of an approximate length, about 50 cm, 92 cm, 28 cm,
45 cm.Ask the children to make an intelligent guess at the lengths.
Then bring out children to make a more accurate measurement. The
correct measurements were:
1.
2.
3.
4.
5.

51.3 cm.
92.8 cm.
28.6 cm.
45.4 cm.
27.5 cm.

This is rounded down to 51 cm.

This is rounded up to 93 cm.
This is rounded up to 29 cm.
This is rounded down to 45 cm.
This is half-way between 27 cm and 28 cm. It is usual
to round this up to 28 cm.

Let the children do the same with a series of lines on paper without
measurement. They then write an estimate for each. Then they
measure carefully and write a measurement which is rounded down
or rounded up. They do the same by estimating books, desks, etc.,
and writing rounded measurements for each to the nearest
centimetre. For example, Countdown Book 5 has an approximate
measurement of 18 cm by 24 cm.
Discuss the many examples on pages 19 to 22 and gradually bring
the class to understand the rounding off of bigger numbers. Put on
the blackboard the number 28764 which is taken from a newspaper
to indicate the attendance at a football match:

28760 to the nearest ten

28800 to the nearest hundred

28764

29000 to the nearest thousand

30000 to the nearest ten-thousand

Pages 23 to 26. Quickly, on the blackboard, go through the various

stages in multiplication to remind them of the method. Follow the
example on page 23 of the pupils book.
It is always helpful to put the place-value headings on each column
and to use squared paper to emphasize accuracy.
Do the same to remind them of the techniques in division using placevalue headings, for example,

Th H
9
8 4
8 1
3
2

T U
3 5
2 1
8421 9 = 935

2
7
5 1
4 5
6

rem. 6

Follow the stages of division outlined on page 24. Make sure that
guesses are sensible. Each guess must be tried out on a squared
piece of paper. The difficulties increase when the first guess is wrong
as is shown in the example on page 25. Here the try-out may be
done two or three times. Give help with the reading and understanding
of the word problems on page 26.
Page 27. When this page is completed make an analysis of errors
so that reteaching can be done on particular topics.
Pages 28 to 33. The first two pages show what to do when + x
come together and if there are no brackets. The children learn the
rule D.M.A.S. Do several examples on the blackboard so that they
learn the rule.
The next pages deal with brackets which help to simplify the example.
Go through the various types of brackets so that the children know
in which order to take them.

Pages 34 to 37. Most of the work on these pages is selfexplanatory. Provide plenty of cm. squared paper and where
necessary let them cut up composite shapes so as to understand
their area. Get the children also into the habit of making rough
drawings and labelling them with their measurements. This will
prevent silly mistakes. Note also that the triangles on these pages
are right-angled triangles.
Pages 38 and 39. Read the Teachers Notes on the second page of
the Introduction to Book 5 about areas of parallelograms. Check that
all the children understand what is meant by the height. They should
always draw a line (or dotted line) to show this. They should not multiply
the slant height by the length (the formula should really be l x h not
l x b). This idea can then be used to find the area of any triangle by
splitting it into 2 right-angled triangles.
Pages 40 to 45. Emphasize that volume of an object is not only
concerned with cuboids but is the amount of space occupied by an
object or the amount of space contained by an object (e.g. a
refrigerator, an empty box, etc.). When dealing with cuboids give
practical experience, showing how it is built first in strips of cubes,
then layers. This then leads to the formula V = (l x b) x h.
On page 43 go carefully on the blackboard, through the method of
finding the measurements of a cuboid, once the volume and one of
the lengths or heights is known. Check the results of Exercise C to
see whether the idea and method is understood.
In front of the class demonstrate the making of a 1000 cm cube
with cardboard and tape. (Grease the edges). Pour in a litre of water
and learn that 1000 cubic cm = 1 litre = 1000 millilitres.
As an extra, it is interesting that by using the idea of capacity
and the notion of displacement they can find the volume of an
irregular object (For example, a stone). Put a known quantity
of water in a measuring vessel and notice the level. Then put in
the stone and notice that the level is higher. The difference
between the 2 levels gives the volume of water displaced, which
is also the volume of the stone.

30 ml
20 ml

30 ml 20 ml = 10 ml. Volume of stone is 10 cm3

Page 46. As before, when the page is completed make an analysis
of errors so that reteaching on various topics can be given.
Pages 47 to 57. Before the class starts on this work, give a quick
blackboard review of multiples, factors, H.C.F., L.C.M., prime numbers
and prime factors (and co-prime numbers). Since this is not a
workbook, the children should be given copies of (or they should
draw) the crossword on page 47.
Though much of the work on these pages may be regarded as magic,
it is useful for the children (particularly the bright ones) to see the
logic and sense behind the methods. Use notebooks for all the
exercises on Review Page 58.
Pages 59 to 61. The work here is a review of the work done on
fractions in Book 3 and 4. Check from the blackboard that they know
what is meant by numerator, denominator, common denominator,
lowest terms, mixed numbers and improper fractions. Equivalent
fractions can be found by multiplying or dividing both the numerator
and the denominator by the same number:

40 4
10 2
=
=
48 4
12 2

e.g.

5
6

4 x5
20
=
7 x5
35

Give many examples on the blackboard and question the children

on them.
Page 61. Multiplying a fraction by a whole number. Some children
may be puzzled by the reversals in Exercise A where the whole
number comes first. Point out that this is exactly the same when
3 x 4 = 4 x 3 which they know well. Language used is important.
Encourage them to say and think, for example, 3 lots of
2 fifths! 3 x

"

2#
5$

Pages 62 to 64. It is important for the children to have notebooks

ready so that they can draw diagrams and be able to visualize
the fractions involved, for example, three-quarters of three-fifths

!3 x 3 = 9 #
! 3 x 3#
.
This
is
done
before
the
actual
multiplication
" 4 x 5 20 $ .
" 4 5$
Show many examples of drawings on the blackboard.
Pages 65 & 66. Again remind the children that, as for the equivalence
of fractions, they must divide both top and bottom of a fraction by the
same number to reduce it to its lowest terms. They also have to
remember when using brackets, that the order of the numbers
(fractions) does not alter the answer. Remind them of (2 x 3) x 4 = (3
x 2) x 4 = 4 x (3 x 2) etc. This, of course, is only true of addition and
multiplication.
Pages 67 to 70. The idea of cancelling can be misunderstood
and dangerous to getting a correct answer, unless the children
see that what they are doing is again the same as before with
equivalence, i.e. dividing the top and bottom by the same number,
for example,
11

22 x 15
=
5x5
1

22 x (15 5)
(22 2) x (15 5)
and later
(5 5) x 4
(5 5) x (4 2)

They have effectively divided the numerator and the denominator

by 5 and then by 2 (altogether division by 10). Cancelling is a
convenient way of showing this. If this is understood it will prevent
ridiculous errors in later mathematics, for example,
1

a+bc
cxb+a
1

1
2

Pages 71 to 81. The stages set out in the text of Book 5 are very
carefully arranged. Follow the argument and directions at each stage
with the accompanying exercises. Use the proper words as shown,
e.g. How many thirds in one whole? How many sevenths in 3 wholes,
etc. The table at the top of page 72 should be copied into their
notebooks. When it is completed, the class should be asked, What
do you notice?
1
9
1
3
7
1
5
8
2

How many ninths in 2 wholes?

How many sevenths in 3 wholes?
How many eighths in 5 wholes?

9
1
7
3x
1
8
5x
1
2x

18
21
40

etc.
Then:
12
9
6
3
7
5
10
8
2

How many two-ninths in 2 wholes?

How many six-sevenths in 3 wholes?
How many five-eighths in 10 wholes?

9
2
7
3x
62
2
8
10 x
52

2x

9
1
7
=3
2
2
16

They should notice from the table that the denominator in the divisor
is now a numerator and multiplication takes place. They learn the
rule To divide by a fraction you turn the divisor upside down and
multiply. The danger here is that some children will not understand
what is happening and later (For example on page 75 will not know
which fraction to invert. It must be the divisor.

10

This leads to the idea and discussion of reciprocals which should be

thoroughly understood. A problem of understanding may occur on
page 76 when they are asked How many twos make a quarter?
This at first does not make sense, but if put differently it does, for
example, Divide 6 by 12 is the same as saying What is a half of

1
1
1
. The answer is one eighth.
x
= . The use of reciprocal
4
4
2
8
and multiplication solves the division.

The simplification of the more complicated fraction examples on page

81 can be dealt with using the D.M.A.S. rule and the various types of
brackets, as shown earlier.
Pages 82 to 96. Page 82 requires that the class be given
squared paper and the use of their notebooks to show fractions
and their decimal equivalents and to complete the table and the
crossword.
Before going further, it is worthwhile to review once more the idea of
place-value on the blackboard and give particular attention to those
numbers which are less then a unit. Put this on the blackboard:

Th

th

tth
etc.

Then bring out various children in turn to the blackboard and ask
them to put in various numbers which you call out, e.g., four hundred
and twelve and 3 tenths; twenty and 6 hundredths; one thousand
and one and one thousandth, etc.
This will reinforce the work on pages 83 and 84. Where necessary,
get the children to put in place-value headings. They will also see
the value of using unlike and like decimals, though these terms
should be dropped when their place-value work is efficient.

11

Pages 85 to 99. These pages link decimal fractions with the ordinary
fractions: tenths, hundredths, thousandths. This is to promote the
understanding of what decimals are. When multiplying or dividing
decimals by a whole number it is exactly as they have done before.
But they must always remember to leave the decimal point in the
th
correct place. In the example HTU
174.62 x 28 the multiplication by 20
means that the 2 hundredths become 4 tenths (putting a zero in the
tenths place) and the 6 tenths becomes 1 ten and 2 units, etc. This
procedure is no different from long multiplication.
When the children have worked through the example on page 88
they will see that they have multiplied tenths by tenths giving
hundredths (in fractional form). The answer should therefore show 2
decimal places.
So that there is no possible misinformation, you must emphasize
that the squares pictured here are not cm squares. They are only
for illustration, to make the working clear.
The following pages use the idea of equivalence of fractions. They
will remember that in a fraction you can multiply or divide the top and
bottom by the same number without changing the value of the fraction,
for example,

2x4
3x4

8
12

and

84
12 4

0.12 0.6 as a fraction, for example,

2
3

. Similarly they can think of

0.12

. Multiply both numerator

0.6
and denominator by 10 so as to make the denominator into a whole
number. You then get

0.12 x 10
0.6 x 10

1.20
6

= 0.2.

Changing fractions into decimals by division is a necessary

preliminary to the work on later pages. What happens, of course, is
that the dividend is set out in decimal form and division takes place
in the usual way. When the divisor is a decimal, it is changed to a
whole number (For example, 1.04 0.2 becomes 10.4 2) as at the
top of page.

12

Pages 100 to 102. Go through the work on page 100 on the

blackboard, asking the class questions at each point. Remind them
of the idea of rounding off (see pages 19-22) and estimating (sensible
guessing).
On page 101 emphasize again that the cm rulers are illustrations
(they are seen as under a magnifying glass). They are not real
centimetres.
Pages 103 to 110. Since this is not a workbook the children will
need to be given squared paper to deal with page 103 and to give
answers in their notebooks.
The notion of percentage is very easy to understand when the
children realize that they are changing their fractions into hundredths
(by equivalence). These hundredths have the special name of
percentage. The fraction
fraction

2
3

is saying we have 2 in every 3. The

is saying we have 7 in every 100. Another way of

100
expressing this is we have 7 per cent. To change any fraction to a
percentage, we merely multiply the numerator by 100 and divide by
25

the denominator, e.g.

3 x 100

%
% 75%. In the case of fraction
4
41
where 100 is not a multiple of the denominator (e.g. 3, 7, 9, 11, 13,
etc.) then the division must go on to give an answer in decimals which
will be rounded off to the required number of decimal places, for
example,
Th H T
2 9
x
1

U
3
7

1 =

8 8 2

0 = 10 times 293

1 = 17 times 293

H T U
1 4 7
x
6

So

2
3

= 66.67%.

13

7 times 293

On page 104, in finding a percentage of a quantity, the children will

realize that they have the simple task of treating the percentage as a
fraction with the denominator as a 100. Thus 70% of 90 is
70

x 90 = 63 which they have learned to do many times before.

10010 1

Pages 111 to 113. When thinking about averages, the children may
already have read in the newspapers, or met on television and radio,
the scores of various cricketers in test matches. They will see that
some have a batting average over several games. Bowlers show
averages in a game indicating and any other sporting events.
Discuss also the fact that sometimes a simple average does not
make much sense. For example, if a factory employs 10 work people
who get Rs 1000 each and 2 managers who get Rs 10,000 each, we
could say that the average wage is Rs 2500. (Rs 10,000 + Rs 20,000)
12 = Rs 2500. That would not be of much use in negotiations
about wages.
Similarly if you were trying to find the average length of 5 lines,
and you had lengths of 7 cm, 8 cm, but the last line was 22 cm,
then the average is 10 cm, which does not tell us much about
the lines.
The children, of course, who go on to study mathematics including
statistics at a later level, will learn about measures of central
tendency and that there are various kinds of averages (mean,
mode, etc.).
Pages 114 to 118. On page 114 discuss the idea of profit and loss,
first by not mentioning percentages. Thus if they buy something for
Rs 10 and sell it for Rs 12, they make a profit of Rs 2. If they sell it for
Rs 8, they make a loss of Rs 2. Percentage profit or loss becomes
important when a businessman wants to find out whether one
particular item is more profitable than another (in which case he
perhaps will want to stock more of the more profitable one). This
discussion should lead to the idea of cost price (C.P.) and selling
price (S.P.).

14

On page 117 discuss with the class the idea of lending and borrowing,
perhaps playing a borrow-lend game at the front of the class. One
boy has a sum of imitation money. Another comes to the front and
asks to borrow, for example Rs 100. The first boy agrees but asks
When will you pay me back? It is agreed that the money will be paid
1 year later but the amount paid back will be Rs 105 (i.e. Rs 5 more
than was borrowed). Put on the blackboard.
Interest Rs 5 on Rs 100
Rate of Interest

5
100

% 5% for one year.

Ask How much should he pay back if he borrows for 2 years? Yes,
Rs 5 x 2 = Rs 10. Do this several times with other children and using
different amounts and different rates of interest for different amounts
of time.
Now go back to discussion and reading of pages 116 & 117 where
the children learn the vocabulary of banking and money lending,
e.g. bank account, deposit, loan, withdrawal, interest, principal,
percentage interest, amount (total after time x interest is added to
the original principal).
Ask Why do you think that the interest a bank charges on a loan is
greater than the interest it gives to someone depositing money in
the bank?
Pages 119 to 121. Provide the children each with a protractor, a
ruler and a sharp pencil. To measure the size of angles on these
pages it will be necessary to increase the length of the rays of each
angle, so that they can be seen through the protractor.
Pages 135 to 139. The work on these pages is very practical and
self-explanatory. Provide the children with the necessary materials
for the work and check on their accuracy. Make sure too that they
can spell words like radius, radii, diameter, chord, centre of a circle,
semi-circle, quadrant, compasses, arc. (Difficulties sometimes arise
when the pencil is not tightly screwed or is not an even length with
the point of the compass. Make sure that pencil points are sharp).

15

Another useful device for drawing a circle can easily be made by the
children themselves. They need a strip of card, marked in centimetres
and a drawing pin. Small holes are made at cm intervals. A pencil is
put in the hole and a circle is drawn.

Drawing Pin

10

The pin is the centre of the circle and is fixed at that point on the
paper on which the circle is to be drawn.
Pages 122 to 132. When the children have learned the names of
various triangles (and can spell their names) ask them to look around
the classroom and other places to find examples of each. Rightangled triangles will be most obvious in the construction of buildings.
Ask why triangles are so frequently used in construction. Point out
and demonstrate that the triangle is the most rigid and safest shape
for the purpose. (A four-sided figure made of cardboard strips and
pinned at the corners will, under pressure, change its shape, but a
triangle constructed in the same way is rigid).

16

A rectangular (quadrilateral) shape can be reinforced and made rigid

by turning it into triangles. Other shapes can also be made rigid in
the same way.

The construction of triangles is clearly set out on pages 127 to 129

and is made easier if the children have good rulers, compasses,
protractors and sharp pencils.
Pages 133 to 134. The word perpendicular means extending in a
straight line to the centre of the earth, or at right-angles to a given
line or surface. It is useful to discuss this with the children. If they
attach a weight to a piece of string and hold it out, the string will be
perpendicular to the ground. But if they look at Exercises A and B
they can see which lines are perpendicular to other lines by finding
the right-angles.
They should be encouraged to look for perpendicular lines in what
they see around them (walls, doors, etc.). What happens if they are
not perpendicular?
Using their knowledge of the perpendicular they can then draw
parallel lines. (They are not necessarily horizontal). What would
happen if railway lines were not parallel? Look again for parallel lines
all around them (the opposite edges of a book or desk or table).
Pages 140 to 143. These Reviews of the Year are not in themselves
an examination. They are intended to provide the children with an
opportunity to refresh their understanding of mathematical topics.
But above all, the reviews are an opportunity for teachers to find out
what topics may need reteaching before the end of term (and perhaps
before examinations take place). To this end teachers should, as
each page is completed, make an analysis of errors and discuss the
results with the children as a class or individually.

17

Page 1 A
1.
3.
5.
7.

13 ; 5
2. 13 ; 26
1;6;5;7
4. 30 ; 21 ; 51 ; 35 ; 56 ; 5
85 ; 197
6. 3 ; 22 ; 25 ; 30 ; 5 ; 40
5 ; 1 ; 6 ; 6 ; 7 ; 1 ; 14 ; 8 ; 15 ; 14

B
1.

18

2.

2
5
8
(b)
(c)
4.
10
100
1000
5. 18 hr 15 min
6.
7. 9
8.
9. 86 r 59
10.
3
8
11
11. 2
+4
=6
12.
12
12
12
13. 28
14.
3.

(a)

32cm
0.042 m
Rs 8.10
496,320
143 m2
2.21
4.4

Page 2 A
1.
2.
3.
4.
5.
6.

Four lac, fifty thousand, two hundred and nineteen.

One lac, sixty thousand, five hundred and twenty four.
Eight hundred and thirty two thousand, eight hundred and seventy.
Ninety thousand and four.
Nine hundred thousand, six hundred and seventy five.
Eighteen thousand, three hundred and one.

B
1.
2.
3.
4.
5.
6.

26,503
1587.5
30,729.6
839.8
42706.7
9435.1

;
;
;
;
;
;

2,650.30
158.75
3072.96
83.98
4270.67
943.51

C
1.
3.

9000 or nine thousands

8 or eight units

2.
4.

18

0000 or zero ten thousands

400,000 or four lacs

5.
6.
7.
8.

6
or six hundredths
100
2
or 2 thousandths
.002 =
1000
0
or zero tenths
.0 =
10
30 or three tens
.06 =

D
1.
4.

123,168
7.224

2.
5.

127,660
137.466

3.
6.

48,412
167.120

16.25
23.02

2.
5.

1.32
9.18

3.
6.

12.14
20.35

E
1.
4.
F
1. 3.15, 3.165, 3.51, 3.55
3. 0.001, 0.02, 0.112, 0.121

2. 5.249, 5.492, 5.924, 5.942

4. 7.184, 7.481, 7.84, 7.841

G
1.
4.

1
100
5
10
1000
14

2.
5.

62
100
81
18
100

38
1000

75

3.

84

2.106
12.769

3.
6.

36.383
65.895

3A
1.
4.

56.05
9.5

2.
5.

B
1.
4.

23
10
97
11

2.
5.

113
6
113
10

3.
6.

19

51
4
77
5

C
1.
4.

9
8

2.
5.

2
12

3.
6.

5
20

D
3,06,054 ; 30.906 ; 118.53
E
1.
2.
3.
4.
5.

6.

(
7
4 (6

)
4
3
1
6) = 4 6 = 4 2

12 15
27
7
5 20 + 20 = 5
=6
20
20

2
3
5
1
+6
= 11
= 11
10
10
10
2
3
20
7
10
4
=5
24
24
24
4
13
9
1
14
14
18
13
5
=8
1
=7
14
14
14
4
11
20
+4
18
18
22
11
11
= 19
4
= 15
18
18
18

F
1.
4.

8.05
7.5

2.
5.

6.023
18.12

3.
6.

4.1
9.124

321,671
233,184

2.

77,441

3.

167,187

G
1.
4.

20

H
Pupils to do this.
I
Pupils to do this.
J
Pupils to do this.
Page 4 A
1.
4.

2 cm
3 cm

2.
5.

6 cm
3.
2nd & 3rd days 6.

6 cm
5

Rs 45
Rs 105

2.
5.

Rs 75
Rs 375

3.

3.

Rs 60

B
1.
4.

Page 5 A
300g ; 400g ; 500g : 600g
B
Pupils to do this.
C
1.

Rs 60

2.

Yes

D
1.
4.
6.

200km
2. 100km
3. 1st & 2nd
Brown: 150km ; Black: 75km
5. 1st hr.
It was travelling at a constant speed of 50km per hour and did
not stop on the way.

21

Page 6 A
1.
4.
6.
8.

9.00
2. 20km
6km
5. 10.00
From 10.00 to 10.30, i.e., 3rd half-hour.
10km

3. 11.00 ; 11.30
7. 4km

B
1.
4.
5.
6.

4000
2. 15,000
3. 9000
6000
From 9.30 a.m. to 10 a.m., i.e. 2nd half-hour. The match was
about to begin.
27,000

Page 7 A
1.
4.

fifteen lac
forty-eight lac

2.
5.

sixty lac
fifty-five lac

3.

twelve lac

19,00,000
62,00,000

2.
5.

84,00,000
13,00,000

3.

70,00,000

B
1.
4.
C
1.

31,19,624

2.

60,30,158

3.

74,68,301

4.
5.

95,00,463
10,57,600

Thirty-one lac, nineteen thousand six hundred

and twenty-four.
Sixty lac, thirty thousand, one hundred and fifty
eight.
Seventy-four lac, sixty-eight thousand, three
hundred and one.
Ninety-five lac, four hundred and sixty three.
Ten lac, fifty-seven thousand, six hundred.

D
1.
4.

71,12,042
18,04,272

2.
5.

50,23,905
69,72,835

22

3.

33,90,567

Page 8 A
1.
3.
5.

29,05,384 ; 2,905,384
64,70,317 ; 6,470,317
11,24,969 ; 1,124,969

2.
4.

13,20,059 ; 1,320,059
59,08,620 ; 5,908,620

B
1.
3.
5.

Four million.
2. Nine million.
Eight million.
4. Three million.
Six million, five hundred thousand.

C
1.
4.

2,500,000
9,900,000

2.
5.

4,100,000
1,850,000

3.

8,600,000

6,029,347
1,903,001

2.
5.

2,500,123
2,748,625

3.

8,417,869

D
1.
4.

Page 9 A
1.
3.
5.
7.

Two lac or 2,00,000

Six lac or 6,00,000
Twenty lac or 20,00,000
Sixty lac or 60,00,000

2.
4.
6.
8.

Seventy thousand or 70,000

Six hundred or 600
Ninety thousand or 90,000
Forty thousand or 40,000

B
1.
2.
3.
4.
5.

Seven hundred, two thousand and nineteen.

Six million, seven hundred fifty thousand and forty-two.
Sixty lac, three thousand and seven.
Five million, nine thousand and ninety-six.
Forty-three lac, forty-six thousand, two hundred and thirteen.

C
1.
4.

28,60,713
7,400,600

2.

5,008,023

23

3.

35,41,018

D
1.
2.
3.
4.
5.

4,000,000 + 500,000 + 30,000 + 2,000 + 400 + 80 + 1

20,00,000 + 8,00,000 + 10,000 + 6,000 + 10 + 9
10,00,000 + 7,00,000 + 50,000 + 3,000 + 200 + 20 + 4
6,000,000 + 90,000 + 3,000 + 40 + 8
1,000,000 + 900,000 + 30,000 + 7000 + 600 + 90 + 4

E
1.
2.
3.
4.
5.

18,06,259 ; 18,06,295 ; 18,60,995

4,033,965 ; 4,035,812 ; 4,053,612 ; 4,530,216
1,694,732 ; 1,964,732 ; 1,965,738 ; 1,966,327
24,05,031 ; 24,15,396 ; 24,51,9692 ; 4,51,996
9,09,499 ; 9,09,949 ; 9,09,999

F
1.
4.

18,20,199
8,014,299

2.
5.

6,242,999
94,15,099

3.

53,59,999

2.
5.

67,12,504
90,46,191

3.

3,742,069

Page 10 A
1.
4.

44,06,310
8,503,740

B
1.
2.
3.
4.
5.
6.
7.

Eight million, ninety-six thousand, four hundred and thirty-two.

Eighty-eight lac, sixteen thousand, and forty-seven.
Sixty-four lac, three thousand, one hundred and fifteen.
Nine million, one hundred, thirty thousand and thirty-two.
Ten lac, one thousand, one hundred.
One million, one hundred thousand and one.
Two million, eight hundred and forty-three thousand, three
hundred and forty-eight.

C
1.
2.
3.
4.
5.

15,00,962 ; 15,00,629 ; 15,00,269 ; 15,00,266

23,41,381 ; 23,41,380 ; 23,14,381 ; 23,14,038
5,691,441 ; 5,691,410 ; 5,690,410 ; 5,690,401
58,04,075 ; 58,03,275 ; 58,02,375 ; 58,01,735
9,401,062 ; 9,400,622 ; 9,400,266 ; 9,400,262

24

D
1.
2.
3.
4.
5.

4,084,620
18,50,119
23,62,731
5,116,290
64,03,495

>
<
>
=
<

4,084,260
18,51,119
23,26,731
51,16,290
64,04,495

Page 11 A
1.
4.

4 crore
5 crore

2.
5.

6 crore
9 crore

3.

2 crore

8,00,00,000
2,00,00,000

2.
5.

1,00,00,000
9,00,00,000

3.

7,00,00,000

B
1.
4.
C
2,08,678 ; 2,71,019 ; 2,71,200; 2,94,757 ;
2,69,802 ; 1,95,389
Page 12 A
1.
2.
3.
4.
5.

Six crore, seventy-three lac, one hundred and fifty-nine.

Three crore, eight lac, forty-six thousand and two.
Seven crore, thirty lac, fifty-two thousand, eight hundred and
fourteen.
one crore, twelve lac, twenty-one thousand, one hundred and
twenty.
Five crore, eighty-nine lac, sixty-four thousand, three hundred
and seventy-one.

B
1.
4.

3,11,42,300
6,00,49,703

2.
5.

8,30,19,461
7,00,00,356

3.

4,86,50,092

C
1.
3.
5.

Eight thousand or 8,000

2.
Ninety thousand or 90,000 4.
Four lac or 4,00,000
6.

25

8,00,00,000 or eight crore

Seventy lac or 70,00,000
Five hundred or 500

D
1.
2.
3.
4.
5.

6,00,00,000 + 10,00,000 + 8,00,000 + 30,000 + 500 + 90 + 6

7,00,00,000 + 5,00,000 + 10,000 + 2,000 + 800 + 40 + 7
1,00,00,000 + 10,00,000 + 90,000 + 5,000 + 700 + 30 + 8
4,00,00,000 + 60,000 + 7,000 + 100 + 40 + 3
5,00,00,000 + 90,00,000 + 4,00,000 + 3,000 + 70 + 5

E
1.
4.

3,18,72,500
9,58,00,000

2.
5.

4,08,24,000
2,30,00,000

3.

8,72,40,000

Page 13 A
1.
2.
3.
4.
5.

Thirty-eight million, one hundred thousand, five hundred and

eighty.
Fifty-one million, sixty-nine thousand, one hundred and
twenty.
Nineteen million, four hundred and five thousand, three hundred
and twenty-eight.
Seventy-two million, six hundred and seventeen thousand, one
hundred and thirty-four
Sixty million, one hundred and seventy-four thousand and
five.

B
1.
2.
3.
4.
5.

3,81,06,254
1,24,50,031
4,19,65,478
7,38,12,096
2,67,94,502

38,106,259
12,450,031
41,965,478
73,812,096
26,794,502

31,510,603
20,637,555

2.
5.

C
1.
4.

49,103,582
88,000,015

26

3.

78,400,812

Page 14 A
1.
2.
3.
4.
5.

Eighty-five million, six hundred and twenty-three thousand and

five.
Seven crore, forty-eight lakh, one thousand, six hundred and
twenty-three.
Ninety-four million, thirty-eight thousand, one hundred and sixtyeight.
Seventy-two million, four hundred and forty-six thousand, and
thirty-nine.
Eight crore, fifteen lac, sixteen thousand and seventy-five.

B
1.
4.

4,10,15,804
54,322,548

2.

86,027,320

3.

1,94,06,413

26,399,999
1,38,12,099

2.
5.

18,349,999
93,049,999

3.

4,24,09,999

C
1.
4.
D
1.
2.
3.
4.
5.

50,000,000 + 2,000,000 + 10,000 + 8000 + 600 + 20 + 3

1,00,00,000 + 20,00,000 + 9,00,000 + 40,000 + 2000 + 60
4,00,00,000 + 50,00,000 + 3,00,000 + 8000 + 400 + 90 + 2
60,000,000 + 4,000,000 + 200,000 + 30,000 + 100 + 50 + 9
3,00,00,000 + 2,00,000 + 40,000 + 9000 + 400 + 60 + 3

Page 15 A
1.
2.
3.
4.
5.
6.
7.
8.

50 million
30 million
Five hundred thousand
Eleven hundred thousand or one million one hundred thousand
Two million three hundred thousand
Eighteen million seven hundred thousand
Nine million eight hundred thousand
Sixty-two million five hundred thousand

27

B
8 crore 70 lac
4 crore 20 lac
2 crore 14 lac
5 crore 40 lac
1 crore 70 lac

;
;
;
;
;

4 crore 50 lac
1 crore 52 lac
13 crore 20 lac
15 lac
10 crore

Page 16 A
1.
4.
7.
10.

3,999,969
42,72,771
7,333,720
9,35,71,973

2.
5.
8.

39,99,999
54,95.330
88,680,191

3.
6.
9.

4,781,971
29,263,556
4,53,98,548

6,037,686
65,66,609
2,453,371
85,91,442

2.
5.
8.

94,43,300
2,692,219
2,49,01,878

3.
6.
9.

9,878,737
1,074,510
5,62,94,723

1,300,456
1,84,80,000

2.
5.

14,34,187
3,491,531

3.

20,050,624

1,291,610
13,53,784
84,64,653
14,542,372

2.
5.
8.

3,643,111
2,561,621
22,047,868

3. 14,46,207
6. 31,109,187
9. 1,61,86,609

99,99,999
1,00,000

2.

99,999,999
99,999

3.

B
1.
4.
7.
10.
C
1.
4.

Page 17 A
1.
4.
7.
10.
B
1.

98,99,999

99,900,000

28

1,00,00,000
9,99,999
90,00,001

C
1.
4.
7.
10.

68,402,276
2,37,71,134
3,43,77,513
7,94,86,516

2.
5.
8.

25,846,285
7,405,428
3,974,662

3.
6.
9.

1,99,61,615
2,476,567
30,569,512

49,838,328
7,592,700

2.
5.

8,625,189
52,08,864

3.

11,46,400

D
1.
4.

Page 18 B
1. 7,967,338
3. 21,227,213
5. 15,393,704

2. Sindh 56,321,107
4. Balochistan 42,960,065

Page 19 A
1.
4.
7.
10.

50
20
1250
2010

2.
5.
8.

50
100
2470

3.
6.
9.

20
1000
4060

200
800
4000
1700

2.
5.
8.

200
500
6900

3.
6.
9.

400
9700
2200

110
120
10,990

2.
5.
8.

500
21,320
6990

3.
6.

320
16,000

400
1700
14,000

2.
5.
8.

200
8800
19,700

3.
6.
9.

1000
1100
24,700

B
1.
4.
7.
10.

Page 20 A
1.
4.
7.
B
1.
4.
7.

29

C
1.
4.

Rs 2200
Rs 10,400

2.
5.

Rs 3500
Rs 8600

3.
6.

Rs 5700
Rs 4400

D
209,000 ; 112,000 ; 620,000 ;
131,000 ; 761,000
Page 21 A
1.
4.
7.
10.

12.15 p.m.
6.05 p.m.
4.00 a.m.
12.20 p.m.

2.
5.
8.

4.35 a.m.
11.20 a.m.
9.45 p.m.

3.
6.
9.

10.15 p.m.
1.00 p.m.
5.35 a.m.

11 years
11 years

2.
5.

9 years
8 years

3.

9 years

5.3 cm
5 cm
4.7 cm
5 cm

2.

4.5 cm
5 cm

3.

3.8 cm
4 cm

B
1.
4.
C
1.
4.

D
8100 ; 7,800 ; 7,700 ; 7,600
E
Difference
1.
2.
3.
4.
5.

30 + 40 + 20 = 90
60 + 40 + 40 = 140
30 + 30 + 20 = 80
90 + 50 + 40 = 180
60 + 100 + 50 = 210

2
5
5
4
1

30

Page 22 A
1.
4.

270,007
420,000

2.
5.

150,000
750,000

3.
6.

640,000
380,000

2,600,000
3,500,000

2.
5.

4,200,000
9,400,000

3.

6,300,000

B
1.
4.
C
7,000,000 ; 6,000,000 ; 1,000,000
5,000,000 ; 2,000,000
D
1.
4.

4,332,000
340,300

2.

47,000,000

3.

2,200,000

632,448
664,740

2.
5.

380,314
772,005

3.

412,830

1,658,057
2,923,708
2,278,892
4,400,344

2.
5.
8.

8,229,375
4,511,728
3,591,675

3.
6.
9.

3,823,446
2,476,899
4,378,752

843,600
Rs 7,51,275

2.

2372500 m
23725 Km

2.
5.

780 r 6
1563 r 23

3.

1600 r 8

Page 23 A
1.
4.
B
1.
4.
7.
10.
C
1.
3.

Page 24 A
1.
4.

1120 r 17
1484 r 32

31

B
1.
4.

203 r 2
447 r 45

2.
5.

91 r 61
606 r 10

3.

161 r 31

520
2,342

2.
5.

80
650

3.

1,080

104,136 r 20
116,895 r 28

2.
5.

118,245 r 18
109,603 r 32

3.

133,793 r 20

131 r 73
104 r 238

2.
5.

138 r 155
113 r 337

3.

157 r 5

119 r 332
75 r 121
78 r 357
1258 r 256

2.
5.
8.

125 r 169
54 r 42
78 r 182

3.
6.
9.

116 r 389
33 r 409
1,242 r 8

1750
1000
323

2.
5.
8.

1800
4000
30

3.
6.

1200
738

C
1.
4.
D
1.
4.

Page 25 A
1.
4.
B
1.
4.
7.
10.
C
1.
4.
7.

Page 26 A
1.
4.

70
2.
Rs 78 r Rs 115 5.

Rs 91,728
3. Rs 41,86,720
Rs 6,36,528 ; Rs 76,38,336

B
1.
4.

3165 km
2. 121,100
1,038,345 ; 10,38,000

32

3.
5.

71,288 mm
2,655.55 kg

Page 27 A
Pupils to do this.
B
1.
2.
3.
4.
5.

900,000 + 60,000 + 2000 + 400 + 30

4,00,000 + 80,000 + 9000 + 20 + 5
2,000,000 + 400,000 + 30,000 + 8000 + 500 + 90 + 2
10,000,000 + 600,000 + 20,000 + 400 + 80 + 2
20,00,000 + 2,00,000 + 40,000 + 6000 + 300 + 80 + 9

C
1.
4.

43,29,561
8,53,29,861

2.
5.

60,50,038
5,09,972

3.

7,24,86,017

4,732,691
28,403,141

2.
5.

618,572
8,659,002

3.

15,016,792

4,65,20,002

2.

5,871,016

3.

7,00,86,145

4,697,165
7,082,864

2.
5.

6,00,66,835
6,99,95,882

3.

6,721,260

1204 r 55
463 r 522

2.
5.

859 r 407
808 r 4

3.

820 r 384

438,000
6,825,000

2.
5.

57,000
10,05,000

3.

8,27,000

D
1.
4.
E
1.
F
1.
4.
G
1.
4.
H
1.
4.

33

Page 28 A
1.
4.
7.

9
12
15

2.
5.
8.

25
16
20

3.
6.

27
9

24
55
55
25

2.
5.
8.

120
60
16

3.
6.
9.

21
45
117

9
51

2.
5.

92
17

3.
6.

33
30

61
19
15

2.
5.
8.

74
6
56

3.
6.

111
85

21
19
9

2.
5.
8.

34
66
233

3.
6.

31
95

33
224

2.
5.

78
124

3.

54

35
12

2.
5.

4
2

3.
6.

36
32

Page 29 A
1.
4.
7.
10.
B
1.
4.
C
1.
4.
7.
D
1.
4.
7.

Page 31 A
1.
4.
B
1.
4.

34

C
1.
4.

5
8
5
7

2.
5.

2
10
13
15

3.

8
6

3.

15.3

D
1.
4.

9
4

2.
5.

15.2
9.5

E
1.
3.

2 x 2 x (2 2) = 0
(18 6) 3 = 4

2.

2 + 2 + (2 2) = 5

Page 32 A
1.
4.

14
101

2.
5.

18
200

2.

3.
6.

72
278

B
1.
4.

1
24
1
1
2
2

5.

1
20
1
1
30

3.
6.

11
30
15
18

Page 33 A
1.
4.

3
8
19
12
20

2.

7
8

5.

2.
5.

600
15,200

2
5

3.

3.
6.

18
238.2

9
40

B
1.
4.

28
1890

35

C
1.

5
12

2.

Rs 123

2.

3@ sq. cm

Page 34 A
1.
4.

7 sq. cm
4 sq. cm

3.

9 sq. cm

B
Pupils to do this.
C
160 sq. cm ; 52 cm
270 sq. cm ; 66 cm
954 sq. cm ; 142 cm

63 sq. cm ; 48 cm
216 sq. cm ; 66 cm

D
perimeter 21 m
1. area = 15.0 sq. m ; perimeter = 17 m
2. area = 26 sq. m ; perimeter = 21 m
3. area = 52.5 sq. m ; perimeter = 31 m
E
1.

8m

2.

18 m

2.

42 sq. m

Page 35 A
1.
4.

37.0 sq. m
26.5 sq. m

B
Playroom = 410 sq. m
Classroom A = 144 sq. m
Classroom B = 166.5 sq. m
Bathroom = 35 sq. m
Total = 755.5 sq. m

36

3.

38.5 sq. m

Page 37 A
1. 10 sq. m

2. 15 sq. m

Page 38 A
3 cm ; 2 cm
3 cm ; 5 cm
2 cm ; 3 cm

a = 6 sq. cm
b = 15 sq. cm
c = 6 sq. m

B
1.
2.
3.
4.

3 cm ; 2 cm ; area = 6 sq. cm
2 cm ; 1 cm ; area = 2 sq. cm
3 cm ; 2.5 cm ; area = 7.5 sq. cm
2 cm ; 2 cm ; area = 4 sq. cm

C
1.
2.
3.
4.

2 cm ; 3 cm
2 cm ; 4 cm
1 cm ; 3 cm
2 cm ; 4 cm

;
;
;
;

6 sq. cm and 3 sq. cm

8 sq. cm and 4 sq. cm
3 sq. cm and 1.5 sq. cm
8 sq. cm and 4 sq. cm

Page 39 A
1.

5 sq. cm

2.

10.5 sq. cm

3.

6 cm ; 7.5 sq. cm

2.
5.

4
18

3.
6.

16
20

Page 40 B
1.
4.

5
10

C
1. No a = 40 ; b = 32
3. No a = 24 ; b = 32

2.

No a = 36 ; b = 32

Page 42 A
1.

25

2.

3.

37

125

B
b. 10 ; 4 ; 40

c.

15 ; 3 ; 45

Page 43 A
1.
4.

9 cu. cm
16 cu. cm

2.

10 cu. cm

3.

12 cu. cm

27 cu. cm
24 cu. cm

36 cu. cm

3.

30 cu. cm

120 cu. cm
1080 cu. cm

2.
5.

360 cu. cm
288 cu. cm

3.
6.

528 cu. cm
600 cu. cm

B
1.
4.
C
1.
4.
D
1. 120 cu. cm

2. 112 cu. cm

3. 168 cu. cm

2.
5.

3.
6.

693 cu. cm
117.6 cu. cm

3.

1120 cu. cm

Page 44 A
1.
4.

54 cu. cm
190 cu. cm

120 cu. cm
129.6 cu. cm

B
h = 6 cm, b = 5 cm, l = 12 cm
C
1.
4.

1500 cu. cm
2m

2.
5.

1008 cu. cm
20 cm

Page 45 A
1.
2.
3.
4.

Vol. = 30 cu. cm ; Cap. = 300 ml

Vol. = 48 cu. cm ; Cap. = 48 ml
Vol. = 315 cu. cm ; Cap. = 315 ml
Vol. = 288 cu. cm ; Cap. = 288 ml

38

Page 46 A
1.
4.

56
28

2.
5.

9
31

1.

200

2.

4.

10.8
5.
7
8
37
1
+ =
=2
6
9 18
18

3.
6.

53
12

3.

10.5

6.

67
3
1
8

7.

3
1
= 1
6
2
18

8.

C
1.
3.

1 x 6 sq. m = 3 sq. m
2
2 m ; 8 sq. m + 24 sq. m = 32 sq. m

2.

14.0 sq. m

D
1.
3.

357 cu. cm ; 357 ml

441 cu. m ; 441 ml

2.
4.

1232 cu. cm ; 1232 ml

644 cu. cm ; 644 ml

Page 47
1.
4.
7.
10.

multiples
coprime
itself
four

2.
5.
8.

prime
remainder
factor

3.
6.
9.

composite
two ; twelve
six ; seven

2.
5.

99
21

3.
6.

28
36

Page 48 A
1.
4.

24
80

B
28 ; 2 ; 7 ; 4 ; 14 ; 1
1, 2, 4, 7, 14, 28

39

C
1.
2.
3.
4.
5.
6.
7.
8.
9.

1, 2, 3, 4, 6, 8, 12, 24
1, 5, 25
1, 2, 3, 5, 6, 10, 15, 30
1, 2, 4, 7, 8, 14, 28, 56
1, 2, 4, 5, 10, 20, 25, 50, 100
1, 3, 9, 27, 81
1, 3, 5, 15, 25, 75
1, 7, 13, 91
1, 2, 4, 17, 34, 68

8 factors
3 factors
8 factors
8 factors
9 factors
5 factors
6 factors
4 factors
6 factors

D
1.

2.

3.

4.

5.

6.

15 :
39 :

1, 3 , 5, 15
1, 3 , 13, 39

H.C.F. = 3

12 :
60 :

1, 2, 3, 4 , 6, 12
1, 2, 3, 4 , 5, 6, 10, 12, 15, 20, 30, 60

H.C.F. = 12

22 :
55 :

1, 2, 11 , 22
1, 5, 11 , 55

H.C.F. = 11

21 :
17 :

1 , 3, 7, 21
1 , 17

H.C.F. = 1

14 :
49 :

1, 2, 7 , 14
1, 7 , 49

H.C.F. = 7

40 :
32 :

1, 2, 4, 5, 8 , 10, 20, 30
1, 2, 4, 8 , 16, 32

H.C.F. = 8

E
18 and 19 ; 23 and 27 ; 81 and 71
Page 49 A
1.
4.

units
9

2.
5.

even
20

3.

40

B
2.

306

3.

5,481

5.

82,602

C
48,16495 ; 17, 03,760
D
4892742
1049850

9035109
3278934

5296383
6279876

E
4960 ; 11,000 ; 11,624,340
F
3496 ; 17,504 ; 23,656 ; 280,072 ; 3,645,064
Page 50 A
8622 ; 53,622 ; 4626 ; 39,582
B
4707 ; 84,903 ; 9645 ; 270,063
Page 51 A
1. 56 =
3. 48 =
5. 118 =
7. 66 =

2x2x2x7
2x2x2x2x3
2 x 59
2 x 3 x 11

2. 94 = 2 x 47
4. 100 = 2 x 2 x 25
6. 212 = 2 x 2 x 53
8. 164 = 2 x 2 x 41

B
1.
4.
7.
10.

12
42
36
75

2.
5.
8.

45
28
105

3.
6.
9.

41

20
140
40

C
1.
4.

9
7

2.
5.

6
9

3.
6.

5
6

Page 52 A
1.
5.
9.

4
2
28

2. 2
6. 35
10. 4

3.
7.

2
9

4.
8.

36
1

10
8
75

2. 6
6. 15
10. 21

3.
7.

20
22

4.
8.

9
30

2.

10

3.

2. 36
6. 7
10. 25

3.
7.

24
56

4.
8.

12
7

B
1.
5.
9.
C
1.

Page 53 A
1.
5.
9.

44
22
30

Page 54 A
1.

1
93

105
93
12

7
93
84
9

1
12
9
3

3
9
9
0

H.C.F. = 3

42

2.

1
851

999
851

148

851
740

111

148
111

37

111
111
0

H.C.F. = 37

3.

1
460

598
460
138

3
460
414
46

3
138
138
0

H.C.F. = 46

4.
649

913
649
264

2
649
528
121

2
264
242
22

5
121
110
11

2
22
22
0

H.C.F. = 11

43

5.

380 418
380

10

38

380
380
0

H.C.F. = 38

Page 54 B

1.

1
1100

1490
1100
390

2
1100
780

320 390
320
70

4
320
280
40

1
70
40
30

1
40
30
10

3
30
30
0

H.C.F. = 10

44

2.

1
901

1272
901
371

2
901
742

159

371
318

53

159
159
0

H.C.F. = 53

3.

1
1278

2272
1278
994

1
1278
994

284 994
852
142

2
284
284
0

H.C.F. = 142

4.

2
1175

3055
2350
705

1
1175
705
470

1
705
470
235

2
470
470
0

H.C.F. = 235

45

5.

1
722

1406
722
684

1
722
684
38

17
684
646
38

1
38
38
0

H.C.F. = 38
Page 55 A
1.
4.

126
392

2.
5.

165
225

3.

84

84
36
60

2.
5.
8.

24
50
90

3.
6.

100
120

12 and 14
18 and 12
60 and 12

2.
5.
8.

8 and 12
50 and 10
18 and 30

3.
6.

20 and 25
30 and 40

48
330
490

2.
5.
8.

135
160
120

3.
6.

72
375

2.
5.

120
60

3.

90

B
1.
4.
7.
C
1.
4.
7.
D
1.
4.
7.

Page 56 A
1.
4.

90
90

46

B
1.

20

2
30

2.

24

5
L.C.M. = 60

12

42

L.C.M. = 24

3.

90

3
18

2
2
3

4.

28

L.C.M. = 90

L.C.M. = 84

C
1.

2.
4

2
8

5
3

10

30

L.C.M. = 60
3.

L.C.M. = 120

15

4.
20

5
2

3
2
7

L.C.M. = 315

10

L.C.M. = 140

47

70

Page 57 A
1.

H.C.F = 5
L.C.M. = 75
H.C.F. x L.C.M. = 5 x 75 = 375
5 x 75 = 375

2.

H.C.F = 2
L.C.M = 330
H.C.F x L.C.M = 2 x 330 = 660
22 x 30 = 660

3.

H.C.F = 8
L.C.M = 48
H.C.F x L.C.M = 8 x 48 = 384
16 x 24 = 384

4.

H.C.F = 16
L.C.M = 192
H.C.F x L.C.M = 16 x 192 = 3702
48 x 64 = 3072

5.

H.C.F = 9
L.C.M = 54
H.C.F x L.C.M = 9 x 54 = 486
27 x 18 = 486

6.

H.C.F = 2
L.C.M = 864
H.C.F x L.C.M = 2 x 864 = 1728
18 x 96 = 1728

7.

H.C.F = 4
L.C.M = 864
H.C.F x L.C.M = 4 x 864 = 3456
108 x 32 = 3456

8.

H.C.F = 5
L.C.M = 525
H.C.F x L.C.M = 5 x 525 = 2625
25 x 105 = 2625

9.

H.C.F = 32
L.C.M = 160
H.C.F x L.C.M = 32 x 160 = 5120

48

10. H.C.F = 14
L.C.M = 210
H.C.F x L.C.M = 14 x 210 = 2940
42 x 70 = 2940
B
1.
4.

70
1,845

2.
5.

3
75

3.

24

Page 58
A
B
C

624 ; 3,060 ; 57,312

1572 ; 18,060 ; 480,504
3021 ; 1239 ; 5013

D
1.

360

2.

126

3.

1260

4.

660

E
1.
3.
5.

2 x 2 x 37
5 x 73
2 x 11 x 19

2.
4.
6.

2x3x5x7
2 x 2 x 3 x 5 x 13
2x2x2x2x2x3x7

36 = 2 x 2 x 3 x 3
108 = 2 x 2 x 3 x 3 x 3
H.C.F. = 36

2.

56 = 2 x 2 x 2 x 7
120 = 2 x 2 x 2 x 3 x 5
H.C.F. = 8

F
1.

3
36

56

108
108

120
112
8

7
56
56
0

3.

24 =
112 =
72 =
H.C.F.

2x2x2x3
2x2x2x2x7
2x2x2x3x3
=8

4.

49

38 =
95 =
114 =
H.C.F. =

2 x 19
5 x 19
2 x 3 x 19
19

G
1

1.
182

308
182

126

182
126
56

2
126
112
14

4
56
56
0

H.C.F. = 14
2.

1
368

506
368

138

368
276
92

1
138
92
46

2
92
92
0

H.C.F. = 46
1

3.
1457

1612
1457
155

9
1457
1395
62

2
155
124
31

2
62
62
0

H.C.F. = 31

50

5.

1
731

1204
731
473

1
731
473

258

473
258
215

1
258
215
43

5
215
215
0

H.C.F. = 35
H
1.

24

2.

315

3.

300

4.

350

126

2.

240

3.

210

4.

120

126

2.

21

4.

9
11

I
1.
J
1.

Page 59
(Tent of Transformation)
1.
4.

20
3
47
11

2.
5.

37
8
75
7

3.

68
9

Wheel of Reduction
1.
5.

9
14
10
3

2.
6.

7
9
21
8

3.
7.

51

7
9
7
2

Addition Hoopla
1.
4.

2
3
17
7
30
5

16
1
=1
15
15
34
8
63

2.
5.

5
6

3.

3.

14 12
;
21 21

Common Denominator Corner

1.

15
8
;
20 20

15
4
;
18 18

2.

Subtraction Shooting
1.

2.

3.

4.

5
6

2.

5
11

3.

8
9

4.

21
29

20
35

2.

49
56

3.

5
8

Page 60 A
1.
B
1.
C
1.
4.

1
3
7
5
9
8

2.
5.

2
5
4
4
11
6

3.
6.

4
7
5
7
8
2

D
1.
4.

37
8
71
12

2.
5.

51
7
70
11

3.
6.

91
11
52
15

E
1.

84
96

2.

112
126

3.

52

3
4

F
1.
3.
5.

38
19
3
=
=2
16
8
8
32
8 = 13
=
20
5
5
75
5
1
=
=2
30
2
2

2.
4.
6.

56
8
2
=
=2
21
3
3
44
11
5
=
=1
24
6
6
81
9
1
=
=2
38
4
4

G
1.

4
3
;
14
14

25
6
;
40
40

2.

3.

15
16
;
27
27

H
1.

13
20

2.

17
24

3.

8
15

4.

1
20

3
4

2.

7
12

3.

7
12

4.

11
30

4.

I
1.

Page 61 A
1.
4.

5
2
3
6

4
4
5
4

2.
5.

3.
6.

3
5
4
3

B
1.

4.

5
6

2
3

1
4
4
2
5

2.

5.

3.
6.

7
8
1
1
7
1

C
1.

2.

5.

3
5

6.

3.

1
2

7.

53

3
4
1
2

8.

1
3
1
1
2

Page 62 A
2.

1
2

3.

1
2

4.

5.

1
4

B
1.

2.

1
2

1 of 1
5
2

1
2

3.

3 of 1
4
2

4.

1
3

1 of 1
4
3

5.

1
3

1 of 1
3
3

2
3

1 of 2
2
3

6.

1
4

1 of 1
2
4

Page 63 A
1.

1 1
1
;
of
4 3
4

2.

1 1
1
;
of
2 2
2

54

3.

1 1
1
;
of
5 2
5

B
1.

2.

1
2

1x 3 = 3
2 4
8

1
3

3.

1x 1 = 1
3 4
12

4.

1
3

1x 3 = 3
3 4
12

1
4

5.

1
5

1x 2 = 2
5 3
15

1
5

1x 1 = 1
5 4
20

1
5

1x 2 = 2
5 3
15

6.

C
1.

55

1x 2 = 2
4 5
20

2.

1
4

1x 3 = 3
4 4
16

3.

1
3

1x 3 = 3
3 5
15

4.

1
7

1x 3 = 3
7 4
28

5.

1
6

1x 4 = 4
6 5
30

C
1.
4.

2
15
3
28

2.
5.

3
16
4
30

56

3.

3
15

D
1.
4.

2
27
5
48

2.
5.

3
42
3
70

3.

3
44

E
1.
4.

4
84
6
90

2.
5.

5
90
4
35

3.
6.

3
56
5
32

Page 64 A
1.

2.

2
3

2 x 1 = 2
3 4
12

3
4

3.

3
5

3 x 2 = 6
5 3
15

4
5

4 x 1 = 4
5 2
10

4.

57

3 x 2 = 6
4 3
12

5.

5
6

5 x 2 = 10
6 3
18

B
1.
4.

5 x 2
6 5
1x 4
2 9

2.
5.

5 x 3
6 8
3 x 3
7 4

3.

2 x 5
3 7

C
1.

2.

2
5

2 x 2 = 4
5 3
15

3.

2
3

2 x 4 = 8
3 5
15

4.

5
6

5 x 2 = 10
6 3
18

58

3
4

3 x 2 = 6
4 3
12

5.

4
5

4 x 3 = 12
5 4
20

D
1.
4.

12
21
28
90

2.
5.

15
32
21
32

3.

35
90

Page 65 A
1.
5.
9.

5
9
1
4
3
10

5
8
1
6.
4
18
10.
35

2.

3.
7.

3
5
7
15

4.
8.

14
27
3
18

B
1.
5.
9.

63
80
16
27
9
55

1
3
5
6.
27
9
10.
28

2.

3.
7.

20
27
1
5

4.
8.

7
20
9
35

C
1.

1
40

2.

1
30

3.

59

1
30

4.

1
60

Page 66 A
1.
4.

1
120
1
252

1
280
1
96

2.
5.

3.
6.

1
270
1
350

B
1.
4.

1
15
1
8

1
4
10
27

2.
5.

3.
6.

1
10
4
25

C
1.
4.

2
7
1
3

7
100
2
21

2.
5.

3.
6.

15
128
18
125

D
1.
4.

25
108
16
35

3
8
15
88

2.
5.

3.
6.

54
175
35
96

Sids Magic Fraction Corner

(a)

1
10

5
36

(b)

Page 67 A
1.
5.
9.

1
5
11
12
15
3
16

2.

20

6.

2
3

10. 14

5
8

3
10

60

3.

20

7.

7
10

1
4

3
5
1
8. 1
27

4. 11

Page 68 A
1.

5.

12

9.

45

12
35

2.

1
3

3.

6.

20

7.

1
2
3
13
4

4.

18

8.

10. 15

B
1.
4.

56
1
= 11
5
5
7
14
12

2.

3
7
2
11
5

23
35

12

3.

2.

33

3.

Rs 330

5.

20 1 kg.
8

5.

Page 69 A
1.
4.

7 1 cm
5
1
cm
2

B
1.

1
6

Page 71 A
1.
2.
3.
4.
5.

How
How
How
How
How

many
many
many
many
many

eights make 112?

fifties make 250?
fours make 324?
seventeens make 391?
fifteens make 270?

14
5
81
23
18

B
1.
4.
7.

3 (third)
8 (eighths)
9 (thirds)

2.
5.
8.

5 (fifths)
8 (quarters)
15 (fifths)

61

3.
6.
9.

7 (seventh)
12 (sixths)
12 (quarters)

Page 72 A
1.
2.
3.
4.
5.

How
How
How
How
How

many
many
many
many
many

sevenths make 3 wholes?

eights make 5 wholes?
thirds make 8 wholes?
sixths make 7 wholes?
tenths make nine wholes?

21
40
24
42
90

B
1.
4.

1
= 12
3
1
= 16
4
4
4

2.
5.

1
= 10
2
1
5
= 30
6
5

3.
6.

1
= 15
5
1
4
= 40
10
3

C
1.
5.
9.

54
270
323

2. 84
6. 92
10. 600

3.
7.

110
196

4.
8.

Page 73 A
1.
4.
7.

3
2
8
7
12
1

2.
5.
8.

6
5
12
5
13
8

3.
6.
9.

10
9
9
2
18
5

B
1.
4.
7.

2
3
3
8
8
13

2.
5.
8.

4
13
6
25
7
17

62

3.
6.
9.

5
21
2
7
7
25

182
182

Page 74 A
1.
4.
7.

4
1
12
1
100
1

2.
5.
8.

7
1
17
1
302
1

3.
6.
9.

8
1
22
1
1000
1

B
1.
4.
7.

10
1
;
1 10
38
1
;
1
38
103
1
;
1
103

2.
5.
8.

18
1
;
1 18
51 1
;
1 51
121
1
;
1
121

3.
6.

25
1
;
1
25
64
1
;
1
64

C
1.
5.

6
4

2.
6.

2
50

3.
7.

2
40

4.
8.

3
4

3.
7.

147
192

4.
8.

256
528

62
3
46 2
3

4.

12

8.

126

Page 75 A
1.
5.
9.

36
270
216

2. 75
6. 1000
10. 648

B
1.

2. 10

3.

5.

12 1
2
58 4
5

6. 30

7.

9.

10. 76

63

Page 76 A
1.
5.
9.

1
6
1
40
1
130

1
20
1
6.
88
1
10.
220
2.

3.
7.

1
10
1
63

4.
8.

1
48
1
36

B
1.
5.
9.

1
3
2
15
4
21

1
4
5
6.
42
5
10.
81
2.

3.
7.

3
20
1
18

4.
8.

5
24
3
16

Page 77 A
1.
5.
9.

1
2
1
2
2

2.

1
2

3.

6.

7.

3.

4
9

7.

1
2

4.

2
3

8.

4.

1
2

1
3

10. 2

1.

5
6

2.

5.

6.

2
1

2.

multiplying

9.

1
4
1
1
5

5
8

1
5
5
10. 1
6

C
1.

64

1
20

8.

3
15
3
7

Page 78 A
1.
5.
9.

1
10
1
5
12
11
1
14

13
30
2
6. 3
7
10
10. 2
21

2.

3.
7.

14
17
1
2
10

4.
8.

2
5
11
2
17

B
1.
5.
9.

3
25
23
5
26
8
2
29

17
55
8
6. 4
31
13
10. 1
14

2.

3.
7.

24
25
8
2
27
2

4.
8.

5
23
5
1
6
1

C
1.
5.

T
F

2.
6.

T
T

3.
7.

F
T

4.
8.

F
T

3.

9
4

4.

7.

8.

10
3

Page 79
1.

5.

40
39

9.

8
11
5
6.
14
4
10.
7

2.

Page 80 A
1.

12

2.

(a)

2
m
5

(b) 40 cm

3.

450

4.

12 117
245
68
28
69

Page 81 A
1.
5.

1
12
1
16
3

2.

3
16

6.

15

3.
7
8

7.

65

3
4
1
24
5

17

8.

B
1.
4.

61
72
1
23
3

22

2
45

2.

5.

5.0

3.

13

3
4

Page 82
1. 0.7 ; 0.15 ; 0.5 ; 0.99
47
8
38
69
; 0.003 ;
;
; 0.019 ; 0.245 ;
; 0.14
2. 0.2 ;
100
10 1000
100
3.
1. Ten ; two
2. thousandths
3. right
4. tens
5. zero zero
6. hundredths
7. half
8. factor ; fractional
9. ten
10. nine
11. point
Page 83 A
1.

2.3

2.

16.1

3.

8.9

4.

12.5

3.5

2.

4.2

3.

10.6

4.

22.4

1
100

2.

24

22
100

3.

18

4.

6.5 cm

2.

10.1 cm

3.

15.9

4.

8.7 cm

1
2

2.

25

1
4

3.

18

1
5

4.

100

B
1.
C
1.

10

5
100

9
10

D
1.
E
1.

50

66

9
20

F
1. 0.06 x 10 = 0.6
3. 5.91 10 = 0.591

2.

0.75 x 10 = 7.5

G
1.

49.06

2.

9.005

3.

260.74

2.005
6.117

2.
5.

4.021
7.035

3.
6.

8.09
18.3

3 hundredths
4 hundredths

2.
5.

4 thousandths
5 tenths

3.
6.

0 tenths
4 units

6.012
8.035

2.
5.

3.16
6.36

3.
6.

2.4
99.8

t
5
0
5
8
6
9

h
1
6

th

3
0
5

701.160
571.956

2.
5.

86.09
585.06

3.

196.396

Rs 158.15
Rs 117.20

2.

Rs 204.70

3.

Rs 26.60

H
1.
4.
I
1.
4.
J
1.
4.

Page 84 A
H
1.
2.
3.
4.
5.
6.

1
2
1

T
3
1
1
6
8
4

u
9
0
4
0
6

.
.
.
.
.
.
.

B
1.
4.
C
1.
4.

67

D
1.
4.

94.24
52.117

2.

278.046

3.

110.814

6.09 ; 7.40
8.190 ; 7.321

2.
5.

15.11 ; 16.32
41.50 ; 6.95

3.

4.200 ; 14.663

32.67
6,278.137

2.
5.

1136.048
39.964

3.

91.084

40.64
217.011

2.
5.

703.178
56.316

3.

82.76

55.2
391.2

2.
5.

199.5
152.25

3.
6.

113.75
217.6

Rs 164.65
77.70

2.
5.

169.23
32.55

3.
6.

158.72
78.311

1.35
46.322

3.
7.

Page 85 A
1.
4.
B
1.
4.
C
1.
4.

Page 86 A
1.
4.
B
1.
4.

Page 87 A
1.
5.

3.2
0.28

2.
6.

1.98
148.464

4.
8.

20.80
227.552

B
1.
5.

5.2
14.2

2. 1.8
6. 0.45

3.
7.

68

0.25
2.1

4. 1.22
8. 0.31

C
1.
5.
9.

2.08
6.153
8.54

2. 4.39
6. 5.98
10. 9.99

3.
7.

14.06
9.49

4. 18.21
8. 7.63

48
0.02

2.
6.

0.3
14.63

3.
7.

56.5
104.9

4.
8.

127
45.21

530
7
1280

2. 1900
6. 80
10. 6450

3.
7.

465
103

4.
8.

8200
1250

Page 88 A
1.
5.
B
1.
5.
9.

Page 89 A
1.
4.

180
21.13

2.
5.

6400
5170

3.

869

695
3490

2.
5.

48.11
1112

3.

507.6

10
100

2.
5.

100
1000

3.

10

5.317
7.762

2.
5.

1.6
3.842

3.

1.893

2.
5.

0.624
0.083

3.

1.19

B
1.
4.
C
1.
4.
D
1.
4.

Page 90 A
1.
4.

0.318
0.075

69

B
1.
4.

0.0037
0.0072

2.
5.

0.0028
0.0103

3.

0.0041

10
100

2.
5.

100
10

3.

10

C
1.
4.

Page 91 A
1.
3.
5.

672 sq mm; 6.72 sq cm

5460 sq mm; 54.60 sq cm
2808 sq mm; 28.08 sq cm

2.
4.

1596 sq mm; 15.96 sq cm

2511 sq mm; 25.11 sq cm

2.

0.10 sq cm; 10

B
1.
3.
5.

sq mm
100
sq mm
0.30 sq cm; 30
100
sq mm
0.63 sq cm; 63
100

0.28 sq cm; 28

4.
6.

sq mm
100
sq mm
0.24 sq cm; 24
100
sq mm
0.24 sq cm; 24
100

C
1.
4.

0.42
2.88

2.
5.

0.36
2.72

3.

0.78

3.792
23.37

2.
5.

15.566
13.038

3.

4.095

85.68
54.52

2.
5.

85.485
4.536

3.

25.515

Page 92 A
1.
4.
B
1.
4.

70

C
1.
3.
5.

8586
= 8.586
1000
22815
= 22.815
1000
22302
= 22.302
1000

2.
4.

29336
= 29.336
1000
8772
= 87.72
100

Page 93 A
1.
4.

5.5518
28.496

2.
5.

0.8232
5.6709

3.

9.8147

B
1.
3.
5.

68256
= 68.256
1000
487136
= 48.7136
1000
195472
= 19.5472
10000

2.
4.

5236
= 5.236
1000
647882
= 64.7882
10000

Page 94 A
1.
4.

3.456
29.2105

2.
5.

0.3776
6.6172

3.
6.

5.7931
8.1512

8.804
0.238

2.
5.

79.68
8.6019

3.
6.

34.751
83.167

84 12 = 7
96 16 = 6

2.
5.

35 7 = 5
63 21 = 3

3.
6.

219 3 = 73
8.5 5 = 1.7

4
9

2.
5.

4
5

3.

0.8

B
1.
4.

Page 96 A
1.
4.
B
1.
4.

71

C
1.
4.

4
5

2.
5.

2
40

3.

Page 97 A
1.
5.
9.

0.8
5
50

2. 50
6. 8
10. 50

3.
7.

20
4221

4.
8.

60
30

20

2.

3.

18

4.

B
1.

33

Page 98 A
1.
4.

0.5
0.2

2.
5.

0.625
0.25

3.
6.

1.333
0.5

0.25
0.05

2.
5.

0.2
0.55

3.

0.375

15.582
62.7

2.
5.

107.68
213.717

3.

28.154

6.252
1.743

2.
5.

88.9
65.96

3.
6.

9.07
21.1

five
0.649
13

2. 100
6. 0.1705
10. 23.808

B
1.
4.

Page 99 A
1.
4.
B
1.
4.
C
1.
5.
9.

3.
7.

72

1000
0.2369

4.
8.

6.085
0.45

Page 100 A
1. 2.1 cm ; 2 cm
3. 2.6 cm ; 3 cm

2. 1.5 cm ; 2 cm
4. 1.3 cm ; 1 cm

B
1.
4.
7.

11
22
17

2.
5.
8.

6
19
79

3.
6.
9.

7
46
90

Page 101 A
1.
5.

8.7
2.4

2. 4.1
6. 7.9

3.
7.

5.9
6.8

4. 3.8
8. 3.0

7.0
15.4

2. 4.3
6. 27.1

3.
7.

10.2
39.5

4. 12.1
8. 83.5

3.
7.

56.1
83.9

B
1.
5.
C
1.
5.

8.5
64.0

2.
6.

23.0
71.8

4.
8.

49.0
28.0

D
1.
4.

54.2 ; 54
607.6; 608

2.
5.

52.8 ; 53
2,711.4 ; 2,711

3.
6.

396.2 ; 396
133.6; 134

11.25 = 11.3
47.65 = 47.7

2.
5.

2.31 = 2.3
33.26 = 33.3

3.
6.

44.21 = 44.2
352.81 = 352.8

E
1.
4.

Page 102 A
1.
4.

6.13
11.33

2.
5.

7.49
14.11

73

3.

8.03

B
1.
3.
5.

27.235 ; 27.24
13.437 ; 13.44
113.925 ; 113.93

2.
4.
6.

21.798 ; 21.80
22.63 ; 22.36
53.097 ; 53.10

Page 103

3 ; C : 7 ; D : 18 ; E : 33
20
50
100
10
3 = 30 ; C : 7 = 35
B:
20
100
10 100
B:

D:

18
36
33
33
=
;E:
=
10
100
100
100

B,E,C,D,A
Page 104 A
1.
5.
9.

70
100
20
100
90
100

80
100
42
6.
100
74
10.
100
2.

3.
7.

65
100
45
100

4.
8.

28
100
58
100

B
1.
4.
C

50
100
60
100

2.
5.

25
100
95
100

3.
6.

94
100
32
100

Page 105 A
1.

62 1
2 ; 62.5
100
100

2.

87 1
2 ; 87.5
100
100

74

3.

6 1 6.25
4 ;
100 100

B
1.

62.5

2.

12.51

3.

37.5 km.

70 per cent
15 per cent
60 per cent

2.
5.
8.

19 per cent
25 per cent
58 per cent

3.
6.

87 per cent
90 per cent

35 %
60 %

2.
5.

80 %
56 %

3.
6.

99 %
78 %

Page 107 A
1.
4.
7.
B
1.
4.
C
1.
5.

3
10
9
20

2.
6.

6
25
8
25

3.
6.

1
20
27
100

4.
8.

9
10
99
100

D
1.
4.

28.57 %
63.64 %

2.
5.

55.56 %
71.43 %

3.

23.08 %

425 %
635 %

2.
5.

160 %
380 %

3.
6.

730 %
272 %

316.67
414.29

2.
5.

266.67
628.57

3.
6.

183.33
311.11

600 %
1700 %

2.
5.

900 %
2300 %

3.
6.

1100 %
4500 %

Page 108 A
1.
4.
B
1.
4.
C
1.
4.

75

Page 109 A
1.

Rs 52

2.

Rs 3400

3.

Rs 47.50

Rs 5
20

2.
5.

500 km
Rs 63

3.

Rs 30

9
30 kg

2.
5.

4.5 m
Rs 48

3.

24 g

6
Rs 3,850 ; Rs 46,200

2.

B
1.
4.
C
1.
4.
D
1.
3.

Rs 5,100

Page 110 A
1.
2.

50 per cent ; 53.33 per cent

48 per cent ; 54.167 per cent

B
1.
2.
3.

66 % ; 70 % : General Knowledge
70 % ; 67 % : English
49 % ; 70 % : Sara

Page 111 A
1.
4.

15
18 cm

2.
5.

42
Rs 28

3.
6.

43
31.71

14
44

2.
5.

3
2220; 3 ; 740

3.

370

B
1.
4.

Page 112 A
37.0 kg

76

B
1.
5.

Rs 9.25
2. 21.38
3. Rs 984
4. 2.79 kg
(a) 23 girls
(b) 21.57 boys
(c) 312 (d) 22.29

Page 113 A
1. Sun :
Mon :
Tues :
Wed :
Thur :

25
28
27
24
21

2. 25
3. Mon ; Tues
4. Wed ; Thur
B
13 ; Bop, Jiff, Kit
Page 114 A
1.
4.

Rs 2550
Rs 4650

2.
5.

Rs 5925
Rs 11,200

3.
6.

Rs 3550
Rs 10,650

20 %
8.85 %

2.
5.

33# %
11.67 %

3.
6.

10.59 %
2.5 %

2.
5.

Rs 2775
Rs 311

3.
6.

Rs 506
Rs 3620

B
1.
4.

Page 115 A
1.
4.

Rs 850
Rs 1750

B
1. Rs 500 ; 20 %
3. Rs 1250 ; 17.24 %

2. Rs 1250 ; 27.78 %
4. Rs 700 ; 12.5 %

77

Page 117 A
1.

Rs 3600

2.

Rs 1075

3.

Rs 690

Rs. 12,720

2.

Rs 22,500

3.

Rs 19,980

2.
5.

35.02
143.10

3.
6.

70.01
475.20

B
1.

Page 118 A
1.
4.

18.49
102.59

B
1.

7
25

11
20

2.

3.

18
25

9
20

4.

C
1.
4.

48
= 0.48
100
5
= 0.025
2
100

2.
5.

3
= 0.03
100
57
= 0.57
100

3.
6.

16
= 0.16
100
2
= 0.02
100

D
1.
4.

Rs 192
Rs 40

2.
5.

450 L
10.8 m

3.

350 km

E
1.

Rs 49.50

2.

Rs 2080

3.

Rs 212.50

4.

Rs 9.30

Page 119 A
1.
4.

Straight
Acute

2.
5.

Obtuse
Right

B
Pupils to do this.

78

3.

Reflex

C
1.
4.

360
Obtuse

2.
5.

90
270

3.
6.

180
180; 360

D
1.
3.

& ABC = 40
& PQR = 130

2.
4.

& XYZ = 180

& UVW= 50

2.
4.
6.

& ABC = 55
& JKL = 110
& XYZ = 130

Page 120 A
1.
3.
5.

& RST = 30
& PQR = 120
& MNO = 90

B
Pupils to do this.
C
1.

Acute

2.

AB ; BC

3.

B ; vertex

4.

73

2.

340

3.

345

4.

250

Page 121 A
1.

310

B
Pupils to do this.
Page 122 A
1.
4.

equilateral
equilateral

2.
5.

scalene
scalene

3.
6.

isoceles
scalene

B
Equilateral

Scalene

Isoceles

79

Page 123 A
3.5 ; 60 , 3.5 ; 60 , 3.5 ; 60
equilateral ; They are all equal (60)
B
5 ; 66 , 5 cm ; 48 , 4 cm ; 66
Isosceles ; 2 angles are equal.
Page 126 B
1.

a = 45
b = 47
c = 37

e = 74
f = 90

C
'
'
'
'
'

2
3
4
5
6

Page 128 A
2.

3.

4.

2.
5.
8.

Parallelogram
Kite
Ten

3.
6.

Trapezium
Rhombus

Page 130 A
1.
4.
7.

Opposite
Sixty
Rectangle

Page B
1.

Parallelogram
&s : 70 , 70 , 110, 110
Sum = 360

80

2.

Kite
&s : 81 , 124 , 31, 124
Sum = 360

3.

Trapezium
&s : 101 , 130 , 50, 79
Sum = 360

4.

Rhombus
&s : 110 , 70 , 110, 70
Sum = 360

Page 131 A
1.
2.
3.
4.
5.
6.

parallelogram, kite, rhombus

square, rhombus
square, rectangle, rhombus, parallelogram
square, parallelogram, rectangle, rhombus
square
rhombus

B
Pupils to do this.
Page 132 A
1.
2.
3.
4.
5.
6.

a
a
a
a
a
a

and c = 70, b and d = 110

and d = 105, b and c = 75
= 36, b = 133, c = 58, d = 133
and c = 60, b and d = 120
= 110, b = 110, c = 70, d = 70
= 90, b = 90, c = 120, d = 60

B
Pupils to do this.
C
1.

22.4 cm

2.

19.2 cm

3.

81

15.6 cm

4.

25.2 cm

Page 133 A
CD, MN, ST
B
1.

AE

2.

AB, DE

3.

AE

4.

AE

C
PQ, TU, VW, CD
Page 136 A
1.

2.4 cm

2.

2.6 cm

3.

3 cm

4.

2.8 cm

1.2

2.

1.3

3.

1.5

4.

1.4

B
1.
C
1.
4.
7.

4.82
2. 11.69
Quadrant
5. 180
Centre ; circumference

3.
6.

Radius
Diameter ; radius

Page 138 B
1.
5.
9.

8 cm
13 cm
9 cm

2. 10 cm
6. 4 cm
10. 6.6 cm

3.
7.

C
1.
2.
3.

XA, XB, XC, XD

AB = 2.5 cm ; CD = 2.5 cm
Arc ASC ; arc CQB ; arc BRD,
Arc DPA ; arc SCQ ; arc QBR,
Arc RDP ; arc PAS

82

12 cm
7 cm

4.
8.

14 cm
11 cm

Page 139 C
E, F, H, I, M, N, W, Z
Page 140 : 1
1.

56,72,318
Fifty six lac, seventy two thousand, three hundred and
eighteen.

2.

60,09,053
Sixty lac, nine hundred and fifty three.

3.

7,40,28,301
seven crores, forty lac, twenty eight thousand, three hundred
and one.

4.

9,07,55,620
Nine crores, seven lac, fifty five thousand, six hundred and
twenty.

2.
1. 4,203,721
Four million, two hundred and three thousand, seven hundred
and twenty one.
2. 5,047,834
Five million, forty seven thousand, eight hundred and thirty
four.
3. 31,672,049
Thirty one million, six hundred and seventy two thousand and
forty nine.
4. 80,246,118
Eighty million, two hundred and forty six thousand, one
hundred and eighteen.

83

3
1.
2.
3.
4.
5.
6.

Six hundred thousand or 600,000

Twenty lac or 20,00,000
Four million or 4,000,000
Four lac or 4,00,000
Eighty million or 80,000,000
Five crore or 5,00,00,000

4
1.
2.
3.
4.

(a)
2,347,999
14,17,599
6,09,99,999
83,999,999

(b)
2,348,001
14,17,601
6,10,00,001
84,000,001

5
1.
4.

10,05,155
488.75

2.
5.

3,055,494
411.030

3.
6.

18,96,27,197
75,067.389

6
1.
3.
5.

640 ; 600
7040 ; 7000
1,29,390 ; 1,29,400

2.
4.
6.

1870 ; 1900
82,560 ; 82,600
4,651,020 ; 4,651,000

7
1.
4.

2.5 ; 2.46
13.1 ; 13.06

2.
5.

3.7 ; 3.71
84.1 ; 84.10

3.
6.

6.2 ; 6.19
100.3 ; 100.34

508,248
134.096

2.
5.

2,736,240
295.092

3.
6.

4,787,882
817.125

255
902.36

2.
5.

4.72
1111.88

3.
6.

996.57
2162.84

8
1.
4.
9
1.
4.

84

10
1.
4.

44
7
5
12

2.
5.

148
10
5
13

3. 36
6.

0.73

51
4
98.46

Page 141
11
1.

12.7056

2.

9.09

3.

4.

79

5.

6100

6.

12
1.
2.
3.
4.
5.
6.

80 km
Second hour from 11 a.m. to 12 noon.
70 km
From 12 to 12.30 p.m.
180 km
60 km/hr.

13
1.

17.5 sq m 2.

18 sq m

3.

28 sq m

4.

15 sq m

14
1.
3.

31.5 cu m
631.35 cu m

2.
4.

150.5 cu m
85.45 cu m

10332
7020

2.
4.

297608
82,272 ; 1,06,056

15
1.
3.
16
1.

24

2.

630

3.

85

200

4.

16,170

Page 142
17
1.

2.

28

3.

4.

270

18
1.
4.

17
74

2.
5.

19
459

3.
6.

23
47

19
1.

420

2.

180

3.

1248

4.

1.

4
27

2.

3
11

3.

1
45

5.

36

6.

7.

25

9.

2
3

7
10
1
8.
16
1
12. 2
3

20

22
35

10. 1

15
16

11. 1

25
33

4.

21
1.
2.
3.
4.
5.
6.

(a)
48
0.3
14.7
68.7
30.19
45.35

(b)
480
3
147
687
301.9
453.5

(c)
4800
30
1470
6870
3019
4535

22
1.

1000

2.

10

3.

1000

4.

100

0.24
2410
20

2. 6
6. 13.9095
10. 0.3522

3.
7.

3
5000

4.
8.

0.780
8

23
1.
5.
9.

86

24
1.
3.

107874
= 10.7874
10000
628092
= 63.8092
10000

2.

11343
= 1.1343
10000

25
1.
2.
3.
4.
5.
6.

0.45
0.57
0.69
0.74
6.67
2.78

0.455
0.571
0.692
0.737
6.667
2.778

70%
15%

2.
5.

70%
425%

3.
6.

94%
340%

4
5

2.

1
4

3.

4
25

0.45

2.

0.07

3.

0.12

26
1.
4.
27
1.
28
1.
30
1.
2.
3.

60
80
Scalene as well as obtuse angle '

33
Rs 408

87

Page 144
11
20
5. 86
17
9. 1
18
13. 12

1.

2.

60%

3.

504

4.

14
17
10. 1
18
14. 14

7.

14

8.

6.

11. 60%

88

12

70%
13
12. 2
20

Notes

89

Notes

90

ISBN 0-19-579978-X

9 780195 799781