Math-5 BD

Elementary Mathematics
Class Five
100
100
National Curriculum And Textbook Board, Dhaka
CLASS FIVE
ELEMEMTARY MATHEMATICS
Prescribed by the National Curriculum and Textbook Board
as the textbook for class five from the academic year-2013
Written by
Translated & Edited by
NATIONAL CURRICULUM AND TEXTBOOK BOARD, DHAKA
Shamsul Haque Mollah
A.M.M. Ahsan Ullah
Dr. Amal Halder
Shawpon Kumar Dhali
Illustration
Art Editing
Hashem Khan
Kazi Saifuddin Abbas
Kazi Saifuddin Abbas
Dr. Munibur Rahman Chowdury
Sheikh Kutubuddin
Published by
National Curriculum and Textbook Board
69-70, Motijheel Commercial Area, Dhaka-1000
(All rights reserved by the publisher)
Trial Edition
First Print : December, 2012
Co-ordinator
Mohd. Manirul Islam
Graphics
Md. Abul Hossain
Design
NATIONAL CURRICULUM AND TEXTBOOK BOARD, DHAKA
To be distributed free of cost by the Government of the Peoples Republic of
Bangladesh under the Third Primary Education Development Program
Printing: Mousumi Of-set Press, 38 Banglabazar, Dhaka.
Preface
Profe ff ssor Md. Mostofa ff Kamaluddin Professor Md. Mostafa Kamaluddin
The children themselves are boundless wonder of the world. Exploration of
childrens world of wonder has been the subject of thinking of all scholars
from primitive age to the present age of information and technology. These
outcomes of thinking of the scholars have been the basis of children education,
and have been placed in Education policy of 2010. In the light of adapting
Education policy of 2010 and to help the children for their normal and gradual
development, aims and objectives of primary education have been re-fixed and
placed in curriculum document. The terminal competencies for primary
education, subject wise terminal competencies and class wise competencies for
all the subjects in the form of essential learning continua have been developed
in the light of re-fixed aims and objectives, giving proper importance and
emphasis on the total development of the children. Against this back-drop, all
the steps of the curriculum development have been reflected in the developed
textbooks. This book is the English version of the Bangla textbook prepared
for the students of Class Five. The book has been written on the basis of the
revised curriculum to be effective from 2013.Throughout the early years of
life, children notice and explore mathematical dimensions of their world. They
compare quantities, find patterns, navigate in space, and grapple with real
problems. Mathematics helps children making sense of their world-outside of
school and helps them to construct a solid foundation for success in school.
The revised curriculum takes note of it, and the textbook ensures that the
children get adequate mathematical understanding and skills. Special attention
has been given to make the contents of the book, as far as possible, plain and
lucid to our tender aged learners. The salient feature of the new book is that it
is learner-centered and activity-based. To make the book attractive to the
young learners, it is printed in four colours and varieties of pictures are
included in it. The book encourages that the students will learn through games.
Despite careful efforts of all concerned, some errors might have remained in
the book. Such errors, if any, will be removed in the next edition. Finally, I
would like to express my heartfelt thanks and gratitude to those who have
provided their valuable contributions in writing, editing, evaluating and
translating this book. I sincerely hope that the book will be useful to those for
whom it has been prepared.
National Curriculum and Textbook Board, Dhaka
Chairman
Chapter Subject Page
Content Content
One Multiplication 1
Two Division 6
Three Problems Involving the Four Rules 12
Four Average 22
Five G.C.D and L.C.M 27
Six Mathematical Symbols and Statements 36
Seven Common Fractions 42
Eight Decimal Fractions 75
Nine Percentage 86
Ten Measurement 92
Eleven Time 108
Twelve Arrangements of Data 118
Thirteen Geometry 130
Fourteen Calculator and Computer 134
Answers 141
Multiplication
We know
Multiplicand
Multiplicand
Multiplier
Multiplier
Multiplicand Multiplier Product
Product
Multiplicand Multiplier Product
Example 1.
In the second step
multiplication by 3 tens has
been written down one place
to the left; in the third step
multiplication by 2 hundreds
has been written down
two places to the left.
In the second step
multiplication by 9 tens has
been written down putting 0 in
ones place; in the third
step multiplication by 2
hundreds has been written
down putting zero in ones
and in tens places.
Solution :
Solution :
4 3 7
2 3 5
2 4 5 6
2 9 3
7 3 6 8 2 4 5 6 3
9 0
2 0 0
2 4 5 6
2 4 5 6
2 2 1 0 4 0
Fill in the blanks :
(a)
(b)
(c)
(e)
(d)
(f)
823
8452
356
795
357
723
287
8527
29
64
375
672
10353
46272
4 9 1 2 0 0
7 1 9 6 0 8
2 1 8 5 4 3 7 5
3 tens
2 hundreds
4 3 7
4 3 7
Product
Multiplicand
Here, multiplicand
Here, multiplicand
Multiplier
multiplier
multiplier
Product
product
product
1 3 1 1
8 7 4
1 0 2 6 9 5
Multiply 437 by 235.
Example 2. Multiply 2456 by 293.
Chapter One
Multiplicand
Multiplier
Example 3.
Solution :
Solution :
Solution :
Multiply 6582 by 308.
6 5 8 2
6 5 8 2 8
3 hundreds
The tens place of the
multiplier is 0 ; so multiplication
by tens is not shown. In the
second step multiplication by
3 hundreds has been written
and in tens places.
The ones as well as
tens place of the multiplier is 0;
so multiplication by ones and tens
is not shown. Multiplication by
6 hundreds has been written
and in tens places.
The ones place of the
multiplier is 0; so multiplication
by ones is not shown. In the first
step multiplication by 2 tens has
been written down by putting zero in
ones place; in the second step
multiplication by 4 hundreds has
been written down by putting
zero in ones and in tens places.
6 5 8 2
5 2 6 5 6
1 9 7 4 6 0 0
2 0 2 7 2 5 6
7 3 9 6
3 2 7 1
3 2 7 1 2 tens
4 hundreds 3 2 7 1
4 2 0
6 5 4 2 0
1 3 0 8 4 0 0
4 5 8 6
4 9
9 2 0 7
6 4
3 6
5 5 2 4 2 0
0 5 8 9 2 4
2 8 0
(a) (b)
4 2 7 4
1 8 3 4 4 0 0
1 8 7 5 6
1 3 7 3 8 2 0
7 3 9 6 6 hundreds 6 0 0
6 0 0 4 4 3 7
3 0 8
Product
Product
Product
2
Multiplication by Easy Method
Example 6. Multiply by easy method
Multiply by Easy Method
(a)
(a) (b)
(b)
(c) (d)
9999 8254
8254
8254
8254000
8171460
82540
8254
990
10000 10000
10000
4250000
4249575
3010 9099
9990 5010
5000 358
5000
1790000
358
358
10000
10000
4570000
1 2
5 1 0
4 5 9 0
0 0
0
0 3 6 1 5
5 7 0
9
1 8
1 8
2 2 8
1 8 2 4 0 0
1 0 4
4 3 6 6
5 4
5 8 5 6
0
457
457
457
9100
9100
7798700
7797843
857
1
857
857
857 1 857
3000
3000
2679000
2687930
8930
10
10
893
893
893 893
1 10
10 1000
425
425
425
425 1
425
3
Example 7. A person's daily income is 216 taka.
Example 8. In a plantation there are 2605 betelnut trees. How many
betelnut trees are there in 316 such plantations ?
In 1 plantation there are 2605 betelnut trees
2605 316
Solution :
Solution :
What is her income in one year ?
1 year =365 days
1 year =365 days
In one day she earns 216 taka
in 365 days she earns 216 365 taka.
3 6 5
2 1 6
In one year the income of the person is 78840 taka.
2 1 9 0
3 6 5 0
7 3 0 0 0
7 8 8 4 0
2 6 0 5
3 1 6
1 5 6 3 0
2 6 0 5 0
7 8 1 5 0 0
8 2 3 1 8 0
in 316 plantations there are
In 316 plantations there are 823180 betelnut trees.
betelnut trees
4
5 8 9
1 6 2
Exercise 1
1. Find the products :
2. Multiply :
3. Fill in the blanks :
4. Find the products by the easy method :
5.
6.
7.
8.
9.
10.
11.
12.
Multiplicand is 6381 and multiplier is 215; what is the product ?
The price of a bicycle is 5825 taka. What is the price of 165 such bicycles ?
A ream of paper has 500 sheets. How many sheets of paper are there in 298 reams ?
A person's daily income is 275 taka. What will be her income in one year ?
The price of a chair is 800 taka. What is the price of 2614 such chairs ?
A book has 439 pages. How many pages are there in 2038 such books ?
A nursery has 5834 saplings. How many saplings are there in 486 such nurseries ?
A godown has 8326 kg of rice. How many kg of rice are there in 602 such godowns ?
1 year =365 days
9
3
1 4 2
0
0
0
0
0
2
0
7
3
1
1
4
3 1 0
0 0
0 0
9 1
1
1 9
567
9999 9999 400 607
99 99 990 6273 999
6 2
8
(a) (b) (c)
(a)
(a) (b)
(e) (f)
(c)
990 8593 (d)
(b)
2
6
6
0 2 1
0
5
3
0
0
8
4
7
(c)
(d)
(e) (f) (g) (h)
7 6 9 5
6 2 0
537 by 560
7091 by 890
(a)
(d)
(b)
(e)
(c)
(f)
746 by 635
9236 by 903
2674 by 628
6759 by 900
5 0 3 6
3 8 7
8 6 3 4
7 0 0
7 6 9 2
6 0 9
4 2 7
3 0 7
7 0 3
2 4 9
2 4 70
3 5 9
5
Chapter Two
Division
We know, in case of division without remainder :
In case of division with remainder :
Example 1. Divide 8368 by 16. Example 2. Divide 6489 by 47.
Solution :
Solution :
1 6 8 3 6 8
47 6 4 8 9 1 3 8
4 7
1 7 8
1 4 1
3 7 9
3 7 6
3
5 2 3
Quotient is 523
Quotient is 138, remainder is 3
8 0
3 6
3 2
4 8
4 8
0
Dividend
Dividend
Dividend
Dividend
Dividend
Dividend
Divisor
Divisor
Divisor
Divisor
Divisor
Divisor
Quotient
Quotient
Quotient
Quotient
Quotient
Quotient
Remainder
Remainder
Remainder
Example 3. Divide 9415 by 23
Example 4. Divide 79513 by 25 Example 5. Divide 49735 by 245
Solution :
Solution : Solution :
25 3180 7
7 5
4 5
2 5
2 0 1
2 0 0
1 3
1 3
0 0
9 5 1 3
245 203 4 9 7
4 9 0
73
00
73 5
73 5
0
Quotient is 203
Which digit or digits, when placed in the blank space, will make the quotient
less than 10 ?
84 8
7
5
3 5
23 9 4 1 5
9 2
9 2
2 1 5
2 0 7
8
Here one step has been suppressed.
2 1
0 0
2 1 5
2 0 7
8
4 0 9
23 9 4 1 5 4 0 9
8
To divide by 10 or by 100 by the easy method, we put a comma before one digit, or two
digits, from the right of the dividend, respectively. The number to the left of the comma
is the quotient; the number to the right of the comma is the remainder.
Example 6. Divide 2465 by 10.
Solution :
Solution :
10 246 2 4
2 0
4 6
4 0
6 5
6 0
5
Quotient is 246, remainder is 5.
There is one zero (0) to the right
of 1 in the divisor. Putting a comma
before one digit from the right of the
dividend we get 246, 5. The number 246 to
the left of the comma is the quotient; the
number 5 to the right of the comma
is the remainder.
There are two zeros (00) to the
right of 1 in the divisor. Putting a
comma before two digits from the right of the
dividend we get 308, 45. The number 308 to the
left of the comma is the quotient; the number
45 to the right of the comma is the remainder.
Similarly, the quotient and remainder of a
number upon division by 1000, or by
10000, are easily written down.
6 5
100 308 3 0 8
3 0 0
8 4 5
4 5
Quotient is 308, remainder is 45.
8 0 0
45
Division by 10 or 100
4 7 3 2 9 6
9 6
6 4
6 4
0
6 4 3 2 68 7 5
6 8
71 0
61 2
9 8
1 1 0 9 0
(a) (b) (c)
5 6
4 7
9 4
9 4
Example 8. Divide 42578 by 100
Solution : In the divisor there are
two zeros (00) to the right of 1.
Putting a comma before two digits
from the right of the dividend,
we get 425, 78.
So, the quotient is 425 and the
remainder is 78.
Find out the mistake and rectify :
(a)
(b)
(c)
(d)
(e)
433
4050
2700
56789
3795
9
remainder
remainder
remainder
remainder
remainder
12
19
30
100
50
0
4 1 2 0
quotient
quotient
quotient
quotient
quotient
Solution : Here the divisor is 50. We
multiply both dividend and divisor by 2 :
63524 2=127048; 50 2 =100.
Putting a comma before two digits form
the right of the dividend we get 1270, 48.
So the required quotient is 1270, and
the required remainder is 48 2 =24.
Explanation: Multiplying Dividend
and divisor by 2 does not change the
required quotient,but the required remainder
is multiplied by 2. So we have to divide
48 by 2 to get the required quotient.
Example 10. In a division problem,
the dividend is 37037, the quotient
is 89 and the remainder is 13. What
is the divisor ?
Example 12. The price of 325 kg
of rice is 7800 taka. What is the price
of 1 kg of rice ?
Example 13. The price of 1 quintal
of rice is 4200 taka. What is the price
of 1 kg of rice ?
price of 1 kg =4200 taka 100
Here the divisor is 100.
Putting a comma before two digits
of the dividend from the right, we
get 42,00.
325 7 8 0 0
6 5 0
24
1 3 0 0
1 3 0 0
0
The price of 1 kg of rice is 24 taka. The price of 1 kg of rice is 42 taka.
quotient is 42
Solution :
Solution :
Price of 100 kg =4200 taka
Example 11. In a division problem,
dividend is 28087, the divisor is 264
and the remainder is 103. What is the
quotient ?
Solution : We know,
divisor =(dividend remainder)
Here, dividend remainder
=37037 13 =37024
divisor
divisor is 416
37024
416
89
quotient
Solution :
We know,
quotient =(dividend remainder)
Here, dividend remainder
=28087 103 =27984
quotient
quotient is 106
27984
106
264
divisor
10
[1 quintal =100 kilogram]
Price of 325 kg =7800
price of 1 kg =7800 taka 325
Exercise 2
1.
2.
Divide
Here dividend
How many days are there in 10008 hours ?
Divide by 87 the largest number of five digits.
A basket can hold 355 mangoes. How many such baskets will be needed to hold 25560
mangoes ?
Dividing a number by 54, the quotient is18 and the remainder is 50. What will be the
quotient when the number is divided by 73 ?
Divide the largest number of 5 digits that can be formed by using the digits
8, 3, 5, 0, 7 once, by the largest number of three digits.
10500 taka is needed if every person is given 140 taka. What is the number of persons ?
3.
4.
5.
6.
7.
8.
9.
The product of two numbers is 43290. One number is 555; what is the other number ? 10.
Divide by 165 the smallest number that can be formed by using the digits
9, 4, 0, 2, 6 once.
11.
The product of two numbers is 89262. One number is 342; what is the other number ? 12.
Dividend is 37920, quotient is 12 and remainder is 0. What is the divisor ? (a)
(b)
(c)
(d)
Dividend is 73635, quotient is 152 and remainder is 67. What is the divisor ?
Dividend is 35792, divisor is 47 and remainder is 25. What is the quotient ?
Divisor is 325, quotient is 72 and remainder is 9. What is the dividend ?
divisor quotient
Here dividend divisor quotient
(a)
(a) (b) (c)
(d) (e) (f)
(g) (h) (i)
(j) (k) (l)
(m) (n) (o)
(b)
(c)
(e)
76965
21547
7358
3652
25748
75089
14970
325
365
43560
39768
37 197
342
10
100
100
289
10
100
100
54871
52889
24135
65900
83090
42835
43702
87520
67500
93500
100
100
98
(d)
(f)
52895 149
213 52185
419406
317724
29 743
15 5131
11
Example 1. Mina and Rina together have 7532 taka. Mina has 560 taka more
than Rina. What amount of money does Mina and Rina each have ?
Example 2. Mr Altaf's monthly pay is 9870 taka. Every month he spends 3800
taka on house rent and 5650 taka on household expenses. The remaining money
he saves in a bank. What amount of money does Mr. Altaf save in a year ?
Example 3. The sum of ages of a father and his daughter is 80 years. Father's age
is four times the age of the daughter. What are their ages ?
Solution : Subtracting Mina's excess amount from the total amount, will render
their amounts of money equal.
Solution : Every month he spends (3800 +5650) taka =9450 taka on house
rent and household expenses.
Solution : Daughter's age =1 time daughter's age
Father's age =4 times daughter's age
Sum of father's and daughter's ages =5 times daughter's age
5 times daughter's age =80 years
daughter's age = 80 years
father's age =16 years
father`s age is 64 years and daughter`s age is 16 years.
[Alternatively, father's age =total age - daughter's age =(80-16) years =64 years]
4 =64 years
5 =16 years
Every month he saves ( 9870 9450 ) taka =420 taka
In 1 year he saves 420 12 taka =5040 taka
7532 taka 560 taka =6972 taka
Rina has
Mina has
Mina has 4046 taka and Rina has 3486 taka.
3486 560 taka =4046 taka
6972 2 taka =3486 taka
13
Example 1. Mina and Rina together have 7532 taka. Mina has 560 taka more
than Rina. What amount of money does Mina and Rina each have ?
Example 2. Mr Altaf's monthly pay is 9870 taka. Every month he spends 3800
taka on house rent and 5650 taka on household expenses. The remaining money
he saves in a bank. What amount of money does Mr. Altaf save in a year ?
Example 3. The sum of ages of a father and his daughter is 80 years. Father's age
is four times the age of the daughter. What are their ages ?
Solution : Subtracting Mina's excess amount from the total amount, will render
their amounts of money equal.
Solution : Every month he spends (3800 +5650) taka =9450 taka on house
rent and household expenses.
Solution : Daughter's age =1 time daughter's age
Father's age =4 times daughter's age
Sum of father's and daughter's ages =5 times daughter's age
5 times daughter's age =80 years
daughter's age = 80 years
father's age =16 years
father`s age is 64 years and daughter`s age is 16 years.
[Alternatively, father's age =total age - daughter's age =(80-16) years =64 years]
4 =64 years
5 =16 years
Every month he saves ( 9870 9450 ) taka =420 taka
In 1 year he saves 420 12 taka =5040 taka
7532 taka 560 taka =6972 taka
Rina has
Mina has
Mina has 4046 taka and Rina has 3486 taka.
3486 560 taka =4046 taka
6972 2 taka =3486 taka
13
Unitary Method
In day-to-day life we need to do calculations. As an example, let us find the price of
4 pencils, given that the price of 10 pencils is 60 taka. First we divide the price of 10
pencils by 10, and thus find the price of 1 pencil. Then we multiply the price of
1 pencil by 4, which gives us the price of 4 pencils, This process of solving
problems is called the unitary method. The quantity to be determined has to be placed
towards the end of every working line; see the following examples.
Example 4.
Solution :
Example 5.
Solution :
Solution :
Solution :
The price of 9 books is 216 taka, what is the price of 12 books ?
The price of 12 dozen writing pads is 2304 taka, what is the price
of 8 writing pads ?
Example 6.
Example 7.
The price of one hundred lychees is 300 taka. What is the price
of 25 lychees ?
A worker earns 1575 taka per week. What amount of money will
she earn in 12 days ?
In 7 days she earns 1575 taka
In 1 day she earns 1575 7 taka =225 taka
In 12 days she earns 12 225 taka =2700 taka
12 dozen =
Price of 100 lychees is 300 taka
price of 1 lychee is
price of 25 lychees is 25 3 taka =75 taka
300 100 taka =3 taka
12 12
144
1 dozen =12
Price of 144 writing pads is 2304 taka
price of 1 writing pad is
price of 8 writing pads is
2304
8 16
taka =16 taka
taka =128 taka
144
Price of 9 books is 216 taka
price of 1 book is 216 9
price of 12 books is 12 24
taka =24 taka
taka =288 taka
14
Solution :
Example 8. In a hostel there is food for 40 students for 20 days. If 10 new
students arrive, how long will the food last ?
We observe : For consuming a given amount of food, the less the number of
consumers the more the number of days; the more the number of consumers
the less the number of days. So, in the second step we have multiplied by
20 and in the third step we have divided by 50
6 persons can harvest the crop of a piece of land in 21 days.
In how many days will 18 persons harvest that crop ?
6 persons can harvest the crop in 21 days
1
18
21 6 days =126 days
=7 days
days 126 18
Example 9.
Example 10. 200 persons need 15 days to excavate a pond. How many additional
persons must be employed if the pond is to be excavated in 10 days ?
Solution :
15 days are needed to excavate the pond by 200 persons
1 day is needed to excavate the pond by
300 200 =100
100 additional persons must be employed.
10 days are needed to excavate the pond by 3000 10
persons =3000 persons
persons =300 persons
200 15
Solution :
With the arrival of 10 new students, the number of students will be 40+10=50.
For 40 students the food will last 20 days
for 1 student the food will last
for 50 students the food will last 800
20
50
40 days =800 days
days =16 days
15
Exercise 3 (A)
1.
2.
3.
If 1 dozen bananas cost 30 taka, 3 dozen bananas will cost (a)
(b)
(c)
(d)
(e)
If 10 eggs cost 40 taka, 1 egg will cost
If 6 pencils cost 24 taka, 1 pencil will cost
3 baskets hold 48 mangoes. 1 basket will hold mangoes.
1 basket holds 8 mangoes. 9 baskets will hold mangoes.
20 persons can do a piece of work in 15 days. In how many days can
15 persons do that work ?
16 persons can do a piece of work in 5 days. In how many days can
20 persons do that work ?
4. 8 persons can harvest the crop of a land in 21 days. In how many days will
14 persons harvest that crop ?
5. A certain quantity of food can be consumed by 200 persons in 20 days. How
many persons will consume that food in 40 days ?
6. A worker earns 490 taka per week (working 7 days a week), How many days will
she need to earn 1050 taka ?
7. A certain amount of food serves 45 persons for 20 days. How many persons will
that food serve for 25 days?
8.
In a girls' hostel 16 students have food for 25 days.. Some new students came in;
as a result the food was consumed in 20 days. What is the number of new students ?
9.
In a hostel 500 students have food for 50 days. After 10 days 300 more students
joined the hostel. How many days will the ramaining food last ?
10.
11.
A family of 8 persons has food for 26 days. After 5 days 1 person went away. How
many days will the remaining food last ?
200 persons are needed to excavate a pond in 25 days. How many additional
persons are needed if the pond is to be excavated in 20 days ?
12 30 persons can complete a piece of work in 18 days. How many more persons are
needed if the work is to be completed in 12 days ?
13. 16 persons need 56 kg of rice in 1 week. How much rice will be needed by
24 persons in four weeks ?
taka.
taka.
taka.
16
Use of Brackets
We use brackets to form one mathematical statement from two mathematical statements.
Apurba's father gave him 50 taka to purchase writing pads and
pencils. Apurba bought a writing pad for 16 taka and two pencils
for 12 taka. After buying writing pad and pencilsApurba was left
with 22 taka.
Mathematical statement
Mathematical statement
50
50
Observing the two methematical statements we find that brackets ( ) have been used to
combine the two numbers to be subtracted from 50; the numbers inside the brackets
have been added; finally their sum has been subtracted from 50. We observe that
50 (16 +12) = 50 28 =22 and 50 16 12 =34 12 =22
Thus 50 (16 +12) = 50 16 12.
In other words, if there is a minus sign before a bracket, then the signs of the numbers
inside the brackets must be changed upon removal of the brackets. In a mathematical
statement, work involving muliplication and division has to be carried out before addition
or subtraction. If there are brackets, then calculations inside the brackets has to be carried
out first. For example : 15 42 (11 +3) =15 42 14 =15 3 =12
Let us remember the Rules of Simplification :
Calculations are to be done from left to right.
First we do work involving division, muliplication then we do work
involving addition and subtraction.
If there are brackets, calculations inside the brackets has to be carried
out first.
First we do work on first brackets ( ), then we do work on second brackets { };
finally we do work on third brackets [ ].
50 16 12 22
28 22
16 12
17
25 Example 1. Simplify :
Solution :
Example 2. Simplify :
Solution :
Solution :
Solution :
25 5
25 5 5
25 5
25
5
200
78
78
78
78
78
78
78
1
56 165
56 165 8
72 2
9 2
56 165
56 165 144
56
77
48
48
48
48
48
48
48
6
36
36
12
12
12
96
8
4
4 5
2
4 1 8
3
3 4 5 4 8 1
4 5 4 8 1
8
4 28
4 28
4 28
4 28 7
4
4
4 4
4
4 12
12
7 3
3
4 28 4 12 7 3
21
48 6 9 2
56 165 48 6 9 2
40
5 40
5 8
5 24
24 3
18 15
5 5 24 18 15
18
Example 5. The price of 6 chairs and 4 tables
totals 9570 taka. The price of one chair is
625 taka; what is the price of one table ?
Example 6. In a division problem, the divisor is 78, the quotient is 25 and
the remainder is one-third of the divisor. What is the dividend ?
We know
The required dividend is 1976.
Divisor
78
1950
1976
26
25 78 3
Quotient Remainder
Solution :
Price of 1 chair is 625 taka
Brief solution :
Price of 1 table
9570
9570
5520
1380 taka
4050
675 6 4
4
taka
taka
4
taka
Price of 6 chairs is
Total price of 6 chairs and 4 tables is
9570 taka.
Price of 6 chairs is 4050 taka.
Price of 4 tables is
9570
5520 taka
Price of 1 table is
Price of 1 table is
1380 taka.
5520 taka =1380 taka. 4
4050 taka
675 6 taka
4050 taka
Solution :
19
Dividend
Dividend
Exercise 3 (B)
1.
2.
Minuend is 985214 and subtrahend is 97465; what is the difference ?
Subtracting 68975 from a number, the difference is 794768. What is the number ?
3. From the smallest number of six digits, subtract the largest number of five digits.
4. What number when added to the largest number of four digits will make the sum 9 lac ?
5. What is the difference between the largest number and the smallest number of six digits
that can be formed by using each of the digits 6, 8, 9, 5, 0, 4 once?
6. Raju's father sold paddy for 25830 taka, wheat for 30645 taka and lentil for 9786 taka;
he then bought jute costing 45927 taka. What amount of money remained with him ?
7. A school had 785 students. At the beginning of the year 142 students left the school
and 250 students were newly admitted. What became the number of students of the
school ?
8. Proma, Rimi and Monisha made 70 flags to decorate the school on Victory Day. It was
found that Proma had made 5 more flags than Rimi, again Monisha had 6 more flags
than Proma. How many flags did each one of them make ?
9. Mina has 45987 taka, Raju has 8250 taka less than Mina. Rony has 985 taka more than
Raju. What is the total amount of money of the trio ?
10. The sum of four numbers is 468520. The first two numbers are 73584 and 64209. The
third number is less than the first number by 9485. What is the fourth number ?
11. 9 dozen pencils cost 1620 taka. What is the cost of 1 pencil ?
12. 38 hali of bananas cost 1216 taka. What is the cost of 1 banana ?
[ 1 hali is any collection of 4 objects of the same kind ]
13. The sum of the ages of a father and his son is 96 years. The age of the father is 3 times
that of the son. What are their ages ?
14. A basket holds 168 mangoes. From the mangoes of 15 such baskets, Mina was given 780,
and Rani was given 750 mangoes. The rest of the mangoes was given to Raju; how many
mangoes did Raju get ?
20
15. In a division problem, the dividend is 8903, the divisor is 87 and the remainder is 29.
What is the quotient ?
16. In a division problem the divisor is 12 times the remainder and the dividend is 9896.
The remainder is 8; what is the quotient ?
17. The product of two numbers is 6272, 4 times of one of the numbers is 256; what is the
other number ?
18 The price of 2 cows and 3 goats together is 25080 taka. The price of 1 goat is 3560 taka;
what is the price of 1 cow ?
19. The price of 14 chairs and 6 tables together is 17650 taka. The price of one table is 1250
taka; what is the price of one chair ?
20. Raju and Rony together have 690 lychees. Rony has 86 lychees less than Raju. How
many lychees does Raju, as well as Rony, have ?
21. The pays of Farida and Fatema total 19950 taka. Fatema's pay is 2450 taka more than
that of Farida. What are the pays of Farida and Fatema each ?
22. Mr. J alal's monthly salary is 8765 taka. Every month he spends 3225 taka on house rent
and 4850 taka on other items; the rest of the money he deposits in a bank. What will be
his saving in 8 months ?
23. From a departmental store Zahidul Hasan bought 40 kg of rice, Soyabean oil for 265 taka
and fish for 588 taka. Each kg of rice costs 18 taka. He gave 2000 taka to the cashier.
What amount will the cashier refund him?
21
Chapter Four
Average
In the first row of the picture above, there are 7 mangoes in the first tray, 9 mangoes in the second tray,
11 mangoes in the third tray, 9 mangoes in the fourth tray. The mangoes in these four trays are put
together in one large tray (middle row of the picture); so there are in all 7 +9 +11 +9 =36 mangoes
in the large tray. Dividing by 4, which is the number of trays in the first row, we get 9. If each of the
original four trays had contained 9 mangoes, then also the total number of mangoes in the four trays
would have been the same, because 9 +9 +9 +9 =36 (see last row of the picture).
We express this fact by saying that the average number of mangoes in the four trays is 9.
Here, 9 36 4
Total number of mangoes in the four trays number of trays
In the example above, there were in all 36 mangoes in the 4 trays; so the
average number of mangoes in the trays was 9. Observe that 9 4 =36
In general :
Average of several quantities of the same kind =Sum of the quantities Number of quantities
In general : Average Number of quantities = Sum of the quantities
FindingAverage
Example 1. The ages of Mina, Mithu
Runu, Rony and Nila are respectively
10, 12, 13, 11 and 14 years. What is
their average age ?
Example 3. The amount of rainfall at a certain place in Bangladesh during the
twelve months of the year 2011 were as follows. What is the average amount of
monthly rainfall at the place ?
Solution : Total amount of rainfall at the place in twelve months of 2011
23
972 mm. Number of months =12
Average monthly rainfall ( 972 mm)
972
81 mm
12
12 mm
06 18 57 31 108 296 271 104 33 21 04 mm
Month Amount of rainfall Amount of rainfall Month
Example 2. The runs scored by a
cricketer in the eight matches of a
one-day series are 47, 19, 23, 12, 37, 3,
14, 13. How many runs did he score on
average ?
10 12 13 11 14 years
60 years
60 years
12 years
So the required average age is 12 years.
years 60 5
5
Number of persons =5
Average age
Solution : Sum of their ages
Solution : Total runs
47
168
168
21
So the criketer scored 21 runs on
average in that series.
8
Number of matches =8
Average run
19 23 12 37 3 14 13
J anuary
February
March
April
May
J une
23 mm
06 mm
18 mm
57 mm
31 mm
108 mm
296 mm
271 mm
104 mm
33 mm
21 mm
04 mm
J uly
August
September
October
November
December
Average monthly rainfall at that place in the year 2011 was 81 mm.
23
Example 4. In a partnership business Helen invested 15,000 taka, Kamal 20,500
taka, Halim 18,000 taka, Titas 13,500 taka and Shishir 17,000 taka. How much
money did they invest on average ?
Example 5. In a test series of five cricket matches, the average of the runs
made by six batsmen of the visiting team was 76; the average of the runs made
by four bowlers was 21. What average run did those players make in that series ?
Runs made by six batsmen in five matches
6 76 76
2280
Runs made by four bowlers in five matches 4 21
21
420
2280
Total runs
Total number of matches in the series =5
The total number of quantities to be considered in finding average run is
10
Number of players Number of matches
50 5
420 2700
Average run
2700 50 54.
Players of the visiting team made 54 runs on average in that series.
20
5
30 5
Solution :
15,000
84, 000 taka
Number of investors
Average investment 84,000 taka
84,000
16,800 taka
5 taka
5
20,500 18,000 13,500 17,000 taka
Solution : Total investment
5
24
Example 6. The sum of thirteen numbers is 1924. The average of seven of those
numbers is 172. What is the average of the other six numbers ?What is the average
of all the numbers ?
Example 7. In the concluding examination of Class Five, Dolon got 82 marks
in Bangla, 75 in English, 92 in Mathematics, 78 in Social Studies, 93 in Science
and 96 in Religion. What marks did she get on average ?
Total marks obtained by Dolon is
=82 75 516
Number of subjects =6
516 6 86
Average marks
So Dolon got 86 marks on average in those subjects.
92 78 93 96
Solution :
Average of 7 numbers is 172. So sum of those 7 numbers
Sum of the other 6 numbers
Average of the other 6 numbers is 120. Average of all 13 numbers is 148.
So, average of those 6 numbers
Average of all 13 numbers 1924
148
13
1924
720
720
120
6
1204
172
1204
7
Solution :
25
Find the average :
Lily bought eight laces of varying prices. The average price of the laces is 5 taka 75 paisa;
how much did Lily spend on laces ?
23 37 47 61
(a)
(c)
(d)
(e)
(b)
22 46 60 72
364 taka
47 cm
42 kg 32 kg 37 kg 29 kg 41 kg 35 kg
49 cm 54 cm 52 cm 53 cm.
541 taka 775 taka.
Exercise 4
1.
2.
In the annual examination Molly obtained 68 marks in Bangla, 96 in Mathematics, 81 in
English, 77 in Environmental Science and 73 in Religion. What is her average marks in
those subjects ?
3.
The heights of Koli, Dolly, Poly, Molly and Lily are respectively 123 cm, 131cm,
135 cm, 126 cm and 130 cm. What is their average height ?
4.
The average age of Apu and Dipu is 22 years; the average age of Dipu and Tipu
is 24 years. Apu's age is 21 years; what are the ages of Dipu and Tipu ?
5.
The sum of seven numbers is 401. The average of the first three numbers is 56; the
average of the last three numbers is 58. What is the fourth number ?
6.
Out of eleven numbers the average of first six numbers is 87 and the average of the last
five numbers is 131. What is the average of all the numbers ?
7.
The population of the five villages of a union is respectively 1327, 1872, 2187, 2516
and 2943. What is the average population of those villages ?
8.
The marks obtained by ten students in Mathematics in the annual examination are as
follows : 76, 61, 87, 56, 42, 64, 73, 68, 50, 73. What is their average marks in
Mathematics ?
9.
The average age of three children and their father is 17 years. The average age of these
children and their mother is 13 years. Mother's age is 22 years; what is the father's age?
10.
During the month of Ashar, the average daily rainfall in Dhaka during the first ten days
was 23mm, during the second ten days daily average was 27 mm; during the third
ten days it was 29 mm; 16 mm rain fell on the last day of the month. What was the
average daily rainfall in Dhaka during that month ?
11.
26
Chapter Five
G.C.D. and L.C.M.
G.C.D. stands for Greatest Common Divisor. It is the largest number which divides each of
two (or more) given numbers. Let us find the G.C.D. of 24 and 36.
First Method
We write down all factors (divisors) of the two numbers.
All factors of 24 are : 1 , 2 , 3 , 4 , 6 , 8 , 12 , 24
All factors of 36 are : 1 , 2 , 3 , 4 , 6 , 9 , 12 , 18 , 36
Now we identify the common factors of these numbers. They are : 1 , 2 , 3 , 4 , 6 , 12
Among these numbers 12 is the largest. So the G.C.D. of 24 and 36 is 12.
Write down the
factors of 24
Write down the
factors of 36
Second Method
We write down all factors (divisors) of the first number. We then determine which of these factors
divide the other number. The largest of these common factors is the desired G.C.D.
Write down the factors of 24.
These are 1 , 2 , 3 , 4 , 6 , 8 , 12 , 24.
12 is the largest factor of
24 which divides 36.
All factors of 24 are : 1 , 2 , 3 , 4 , 6 , 8 , 12 , 24
Factors of 24 which divide 36 are : 1 , 2 , 3 , 4 , 6 , 12
Among the common factors of 24 and 36, 12 is the largest.
So the G.C.D of 24 and 36 is 12.
Third Method
We find all prime factors (with repetitions, if any) of the two numbers.
Find the prime factors of 24 and 36.
The product of their common prime factors
(with repetitions, if any) is the G.C.D.
All prime factors of 24 are : 2, 2, 2, 3 because 24
All prime factors of 36 are : 2, 2, 3, 3 because 36
The common prime factors are : 2, 2, 3; their product is
So The G.C.D. of 24 and 36 is 12.
All factors of 18 are :
The common factors of the three numbers are : 1, 2, 3, 6. Among them 6 is the
largest. So the G.C.D. of 18, 24, 36 is 6.
Find out the prime factors of 18,
24, 30. They are : 2, 2, 2, 3; 2, 2, 3, 3; 2, 3, 5
The common prime factors are 2 and 3.
Their product is 6.
The common prime factors of the numbers 18, 24, 36 are 2 and 3.
Their product, 6, is the G.C.D. of the three numbers 18, 24, 36.
The largest number among the common factors (divisors) of two or more
numbers is their G.C.D.
G.C.D. of two or more numbers is the product of their common prime factors.
Two or more numbers have G.C.D. 1 if they have no common prime factor.
Another term for divisor is factor.
1 2 3 6
1 2 3 4 6 8 12 24
1 2 3 5 6 10 15 30
9 18
Next we find the G.C.D. of the three numbers 18, 24, 30, by the first and third methods.
2 2 2 3
2 2 3 3
2 2 3 12.
28
Finding G.C.D. with the help of prime factors
Example 1. Find the G.C.D. of 125 and 225.
Example 2. Find the G.C.D. of 40, 60
and 75.
Example 4. Find the G.C.D. of 24, 30 and 77.
Example 3. Find the G.C.D. of 48, 72
and 168.
Solution :
Solution :
Solution :
30
77
24
Solution: 40 2
2 2 2 5
3 2 2 5
3 25 3
20 60
75
It is seen that the only common
prime factor of the three numbers
40, 60, 75 is 5.
Their G.C.D. is 5.
3
5 5
2 2 20 10 48 6 8 2
2 2 2 2
2 3 3
3
3
2 2
2 3 7 2 2
2 3 2 2
2 3 2 2 2 2 2 3
5 3 2 3 2 5 6 5
11 7
It is seen that the three numbers 24, 30, 77 have no common prime factor.
But 1 is a factor of any number. So 1 is the only common factor of the
given numbers. So their G.C.D. is 1.
If two or more numbers have no common prime factor, then their
G.C.D. is 1.
8 3
24
9 8
21 8
It is seen that the common prime factors
of the three numbers 48, 72 and 168 are
2, 2, 2, 3, So the G.C.D of the three
numbers is
72
168
2 2 2
125
225
25
5
5
5
5
5 5
5 5
3 3
The common prime factors of 125 and 225 are 5, 5.
Required G.C.D
5 9
45
5 5
25
29
Least Common Multiple (L.C.M.)
L.C.M. stands for Least Common Multiple. It is the smallest number which is
divisible by two or more given numbers.
Let us find the L.C.M. of 24 and 36.
First Method
We write down the multiples of the numbers.
Write down the
multiples of 24.
Multiples of 24 are : 24 , 48 , 72 , 96 , 120 , 144 , 168 , 192 , 216 , 240, etc.
Multiples of 36 are : 36 , 72 , 108 , 144 , 180 , 216 , 252 , 288, etc.
Among the common multiples of the two numbers, 72 is the smallest.
So the L.C.M. of 24 and 36 is 72.
Second Method
We write down the multiples of the first number. We determine which of these multiples
is divisible by the other number.
Write down the multiples of 24.
These are 24, 48, 72, 96, 120,
144, 168, ... .The first of
these numbers which is divisible by 36 is
72. So the L.C.M. of 24 and 36 is 72.
Multiples of 24 are : 24, 48, 72, 96, 120, 144, 168, 192, 216, 240, etc.
Divisible by 36 are : 72, 144, 216.
Among the common multiples of the two numbers, 72 is the smallest.
So the L.C.M. of 24 and 36 is 72.
Write down the
multiples of 36.
30
Third Method
We find out the prime factors of the two numbers.
Find out the prime factors of 24 and 36;
these are 2 and 3. Among them, 2 appears most
often 3 times in 24 and 3 appears most often
2 times in 36. So their
All prime factors of 24 are :
All prime factors of 36 are :
Among the common prime factors, 2 appears most often 3 times in 24;
3 appears most often 2 times in 36.
So the L.C.M. of 24 and 36 is
In the same manner we can find the L.C.M. of three or more numbers.
As an exmple, we find the L.C.M. of 18, 24 and 27, by the first method.
We write down the multiples of 18, 24 and 27 :
In all three rows of multiples of the three given numbers, the number 216 appears.
So 216 is a common multiple of 18, 24 and 27. None of the rows has a number
smaller than 216 which appears in all three rows.
So216 is the least common multiple (L.C.M.) of the numbers 18, 24 and 27.
Multiples of 18 are :
18
24 48 72 96 120 144 168
27 54 81 108 135 162 189 216 243, etc.
192 216 240, etc.
36 54 72 90
216 234, etc.
108 126 144 162 180 198
L.C.M. is 2 2 2 3
2 2 2 3
2 2 3 3
because 24 =
because 36 =
2 2 2 3
2 2 3 3
3 = 72.
2 2 2 3 3 = 72.
31
Example 5. Find the L.C.M. of 18, 24 and 30.
Example 6 . Find the L.C.M of 18,
24 and 40.
The prime number 2 has divided 24
thrice; the last quotient being 3 which
is a prime number.
So
2 has divided 18 once; the quotient being
9. The prime number 3 has divided 9
twice. So
2 has divided 40 thrice; the last quotient
being 5. which is a prime number.
So
So the L.C.M of 18, 24 and 40 is
24
Solution :
Required L.C.M.
2
2
2
3
2
360
The short method of finding L.C.M. is a consolidated form of finding L.C.M. by
finding all prime factors of the given numbers. In this method, at every step we choose
as divisor some prime number which divides at least two of the numbers appearing
in that step. The quotients of the divisible numbers are written down in the next step;
any number not divisible by the chosen prime number is carried unchanged to the
next step. The last step in this method is reached when the numbers appearing in some
step have no common prime factor (that is, no common factor except 1).
2 2 3
2 2 2 3.
40 2 2 2 5.
2 2 2 3 3 5 360.
18 2 3 3.
3 5
18 24 40
9 12 20
9 6 10
9 3 5
3 1 5
Among the prime factors of the three numbers, 2 appears most often 3 times
(in 24); 3 appears most often 2 times (in 18). In addition, 5 appears once (in 30).
So the L.C.M of 18, 24, 30 is
2 2 2
4
360
The L.C.M. of the three numbers is 360.
Determination of L.C.M. by Short Method
In this method we determine all prime factors of the given numbers in succession.
The product of all these prime factors is the L.C.M. of the given numbers.
9 10
3 3 5
18
24
30
2
2
2
3
2
3
3
2
5
3
Solution :
32
33
Example 7. Find the L.C.M. of 16, 24, 30, 42, 45
Solution : 2
2
2
3
5
16 24 30 42 45
8 12 15 21 45
4 6 15 21 45
2 3 15 21 45
2 1 5 7 15
2 1 1 7 3
2 2 2 3 5 2 7 3
5040.
L.C.M. of the given numbers
Simple Problems Involving G.C.D. and L.C.M.
Example 8. Dividing 138, 215, 457
by which largest number leaves
respectively the remainder 3,5,7 ?
Example 9. Four bells having tolled
together, began tolling after every 6,
9, 12 and 15 minutes. After what
minimum time will the bells toll
together again ?
Solution : The required minimum time
is the L.C.M. of 6, 9, 12 and 15
minutes.
3
2
6
2
9
3
12
4
15
5
5
So, L.C.M. of the numbers 6, 9, 12, 15
2 3
3
18 10 180.
So, the four bells will toll together for
the first time again after 180 minutes
or 3 hours.
2 3 2 5
1
Solution: If we subtract the remainder
from the respective dividend then the
required number will be a divisor of
all these differences.
So the required number is the G.C.D.
of 135, 210 and 450.
So the required largest number is 15.
So G.C.D. of 135, 210 and 450
215 5
457 450. 7
210
138 3
135
210
450
5
3
9
27
70
50
5
3
3
3 5 15
3
7
3
3
2
5
3
5
2 2
135
34
Example 10. Find the smallest number
which when divided by 6, 10, 15 and
21 leaves in each case the remainder 4.
Example 11. Which smallest number
when divided by 4, 6, 10 leaves
respectively the remainder 2, 4, 8 ?
Example 12. The length of a rectangular room is 7.20 metre and breadth is 4.40
metre. What is the size of largest marble tiles of square shape which can be used
to pave the floor of the room so that no tile needs to be broken ?
Solution : Length of the room 7.20 metre =72 decimetre
The square shape of the tiles and the condition that no tile can be broken, imply
that the length ( =breadth) of the tiles must a be common divisor of the length and
breadth of the room. So the length of any one side of the square tiles is the G.C.D.
of 72 and 44 decimetre.
Length of one side of the square tiles of largest size is 40 centimetre.
So, G.C.D. of 72 and 44 is
4 decimetre
72
44
8
4
4
9
11
2
2 2
4 10cm 40 centimetre.
2 2
11
2 2 3 3
Solution :
So, in each case divisor
So the required number is 2 less than the
L.C.M. of 4, 6 and 10.
L.C.M. of 4, 6, 10
The required smallest number is
2
2
2
60
60 58 2
2 3 5
3 5
4 6 10
remainder
4 2 2 2 6 4 10 8 2
2
Solution : The required number is 4
more than the L.C.M. of 6, 10, 15 and
21.
3
2
5
L.C.M. of 6, 10, 15, 21
3
210
210 214 4
The required smallest number is
2 5 7 21 10
6
2
1
1
10
10
5
1
15
5
21
7
5
1
7
7
Breadth of the room 4.40 metre =44 decimetre
35
Exercise 5
1.
2.
3.
Find the G.C.D. using prime factors :
(a)
(a)
(d)
(g)
(g)
(h)
(h)
(i)
(i)
(e) (f)
(f)
(b)
(b)
(c)
(a) (b) (c)
(c)
(d)
(d)
(e)
(e)
(f)
Find the L.C.M. using prime factors :
Find the L.C.M. by the condensed method :
4. What is the largest number which divides 76, 114 and 228 without remainder ?
5. What is the largest number of children among whom 60 mangoes and 150 lychees can be
divided exactly ? How many mangoes and how many lychees will each of them get ?
6. Two drums have capacity 228 litres and 348 litres respectively. A bucket of what largest
capacity can be used to fill up the two drums with water using the bucket (to its) full capacity
an integral number of times ?Which drum will hold how many buckets of water ?
7.
8.
Which number divides 137, 212 and 452 leaving the remainder 2 in each case ?
Which largest number divides 129, 236 and 364 leaving respectively the remainder
3, 5 and 7 ?
9.
10.
The length of a retangular hallroom is 12 metre and breadth is7 metre. What is the largest size of
tiles of square shape which can be used to pave the floor of the room, so that no tile needs to be
broken ?
Which smallest number is exactly divisible by 18, 24, 30, 36 ?
11. Which smallest number leaves in each case the reminder 6 when it is divided by 16, 24, 32, 40 ?
12.
Which smallest number leaves respectively the remainder 6, 12, 24 when it is divided by
12, 18, 30 ?
13.
14.
Four bells having tolled together, began to toll after every 5, 7, 12 and 15 minutes. After what
minimum time will the bells toll together again ?
A number of saplings is such that when 3, 5, 6, 8, 10 or 15 saplings are planted in each row,
every time two saplings are left out. What is the minimum number of saplings ?
15. 7 added to which smallest number will make the sum exactly divisible by 15, 18, 20, 24
and 32 ?
144
51
32
24
21
26 44 77 99 12 18 24 30 42 15 25 35 45 55
35 49 56 24 36 48 72 18 27 45 54
36 40 15 33 45 25 45 85
48 80 35 55 75 28 42 70
85 76 95 42 112
24
48 72 35 56 84 30 50 90 140 119 160 240
60 72 45 75 120 22 77 110
192 160 275 112 343
Chapter Six
Mathematical Symbols and Statements
Symbols
Mina said, "I am thinking of a
number. Adding two to the number
and multiplying the sum by three
makes the product greater than
thirty".
Let us see how we can express this
statement with the help of symbols.
Raju said, "Denoting the unknown
number by the symbol x, the above
statement becomes :
( x 2 ) 3 30."
Here we have used several
kinds of symbols.
In Mathematics various kinds of symbols are used. These are
Kind of symbols
Numerical symbols
Operational symbols
Relational symbols
Bracketing symbols
Literal symbols
First brackets
greater than
addition,
1, 2, 3, 4, 5, 6, 7, 8, 9, 0
subtraction, multiplication, division
less than or equal to greater than or equal to
less than equal to not equal to
a, b, c, . . ., x, y, z.
Second brackets Third brackets
Symbols
37
Mathematical Statement
Raju and Mina are playing
with marbles. Mina has
seven more marbles than
Raju. In all they have 45
marbles. How many
marbles does each of
them have ?
Suppose Raju has marbles numbering x ; then Mina has (x +7) marbles.
Together Raju and Mina have x + ( x +7 ) marbles.
According to the question,
Here, 2x +7 =45 is an example of an open statement,
An open statement is a mathematical statement containing some special symbol
indicating some unknown quantity. A mathematical statement is a statement
containing numbers, symbols, expressions or mathematical concept, about which it
can be said without ambiguity whether it is true or false. For example :
Thus, a mathematical statement is any statement of a mathematical nature which is either
definitely true, or definitely false.
Every triangle has three sides and three angles
false statement
false statement
true statement
true statement
17 is a prime number
The G.C.D. of 12 and 15 is 6
48 48 6 5 6 5
x +( x +7) =45.
x +( x +7) =(x +x) +7 =2x +7.
or 2x +7 =45, because
38
Open Statement
On her birthday, out of
30 chocolates Sumi gave 2
chocolates to each of her friends;
6 chocolates remained.
Here, the number of Sumi's friends is not known. Suppose the number of friends is x.
Every one got 2 chocolates. So friends numbering x got x 2 chocolates. Since
out of 30 chocolates 6 remained, we have the relation x 2 6 30
Example 1. Express the problem with
the help of a symbol, and determine
the unknown number :
Which number yields the difference 33
when 17 is subtracted from it ?
Example 2. Express the problem with
the help of a symbol, and determine
the unknown number :
Which number yields the quotient 9
when divided by 15 ?
Solution : Denoting the unknown number
by the literal symbol x the problem
becomes
Solution : Denoting the unkown number
by the symbol x, the problem becomes
Multiplication being the reverse process
of division, the number x will be the
product of 9 with 15.
15 9 15 9 135
will be the
33 17 50
x
x
x
x
x
17 33.
15 9.
Here, x 2 6 30 is an open statement.
An open statement is a mathematical statement which contains a literal symobl indicating an
unknown number or quantity. For example : (x 5) 3 45.
Addition being the reverse process
of subtraction, the number
sum of 33 and 17.
39
Example 3. Use a literal symbol to form a mathematical statement from the
information given in the sentence below :
From 20 mangoes every one of a number of children was given 3 mangoes, and 5
mangoes remained.
Example 4. Use bracketing symbols to form the indicated numerical expression
and evaluate the expression.
Solution : Seventyfive is divided by five and the quotient is multiplied by 2.
The desired expression is
Example 5. Find the value of the symbol x from the following open statement :
Example 6. Find the value of the symbol x from the following open statement :
Solution :
Solution :
80 80 20 4
4
4
6 5 4 4 80
4 5 1. So we must have. . 1 5 5
4
1 We have
We have 4 4 1 1
Solution : We use the literal symbol x to denote the number of children . Every one
got 3 mangoes; so x children got x 3 mangoes.
According to the given information :
The desired open statement is :
x
x
x
x
x
x
6 So we must have,
x
x
1, 6 6
x
3
75
15
30
5
5
4 4
x
6
5 4 4
5 4
80 80 20 4 5 4
80
2
5 2
5
3 5 20
20.
.
Exercise 6
40
1.
2.
Use symbols to express the following statements :
(a) To subtract one thousand five hundred twentyfive from two thousand three hundred
seventyfive and multiply the difference with the sum of one hundred thirty and seventyeight
(b) The difference of five hundred eightyseven and the sum of two hundred twentyfive
and one hundred thirtyeight is equal to the successive difference of five hundred
eightyseven, two hundred twentyfive and one hundred thirtyeight.
(c) Three hundred sixty multiplied by the sum of fortyfive and fifteen is equal to the
sum of the products of three hundred sixty with fortyfive and with fifteen.
(d) The result of dividing fifty by five and multiplying the quotient with two, is not
equal to the result of dividing fifty by the product of five and two.
(a) Which number when added to 8 will yield the difference 33 when 7 is subtracted
from the sum ?
(b) Which number when 12 is subtracted from it will yield the sum 28 when 10 is added
to the difference ?
(c) Which number multiplied by 7, and the product divided by 6 will yield the quotient 21?
(d) Which number when divided by 12 will yield the product 56 when the quotient
is multiplied by 7 ?
3.
Verify the truth (or otherwise) of each mathematical statement below and write down true
or false (as the case may be) against each:
(a)
(b)
(c)
(d)
639
375
850
230 235 75 75 15 15 5 5 5 5
850 17 17 10 10
15 5 375 15 5
639 227 227 85 85
Express each problem with the help of a symbol and find the unknown number :
Find the value of the literal symbol from each open statement below : 4.
5.
6.
For what value of the literal symbol will each open statement below be true ?
Form an open statement using a literal symbol and find the unknown number :
x
5
(a)
(b)
(c)
(d)
(e)
(a)
(b)
(c)
(d)
(a) Anu had some chocolates. He gave five chocolates to Nilu. As a result Anu
was left with seven chocolates.
(b) Mou had some money . Her mother gave her one hundred taka more. As a result her
amount of money became fifteen taka more than twice her previous amount.
(c) Doubling the age of Sion and adding 5 years to it makes the sum equal to 25 years.
(d) Peau's father gave her some money to buy books, writing pads and pencils. Her
mother gave her seventyfive taka more. Peau bought one book for 80 taka, two writing
pads for 40 taka and two pencils for 20 taka. After purchasing book ,writing pads and
pencils, Peau was left with thirtyfive taka.
41
10
15 3
8
5 3
4 9
5 5
3
10
3 20
4
6 3 12
2 14
5 100
7
9
30
15
75
91
60
x
x
x
x
x
x
x
x
Chapter Seven
Observe the following two pictures. What portion of each picture is coloured ?
Picture - A
In Picture - A , is a fraction, whose numerator is 1 and denominator is 5.
In Picture - B, is a fraction, whose numerator is 2 and denominator is 5.
The fractions have the same denominator, 5. They are fractions with a
common denominator.
Observe again the following two pictures :
Here the denominators of the fractions and are different. They are not
fractions with a common denominator. They can be expressed as fractions with
a common denominator ;
1
3 3 4 12
1 4 4
1
4 4 3 12
1 3 3
Fractions with the same denominator are fractions with a common denominator.
Picture - B
Picture - C Picture - D
1
5
1
3
1
3
1
4
1
4
1
5
2
5
2
5
Fractions with Common Denominator
Common Fractions
1
4
1
3
12
4
12
3
and are not fractions with a common
denominator. They are respectively equal to
and . So these fractions have been expressed
as fractions with a common denominator.
3
8
2
3
and are fractions with different numerators. They can be expressed as fractions with a
common numerator:
Example 1. Express and as fractions with common denominator 24.
Solution : We observe that 24 is a common multiple of 3, 4 and 6, the denominators
of the given fractions.
2
3
1
4
5
6
5
6
4
4
1
4
6
6
6
24
20
24
2
3
8
8
16
24
24 3 8
24 4 6
24 6 4
1
3
1
4
5
6
2 2 3
3 9 3 3
2 16 8 8
3 3 2
6
6
Picture - A
2
3
2
5
Picture - B
In Picture -A, is a fraction, whose numerator is 2 and denominator is 3.
The fractions have the same numerator 2. They are fractions with a common
numerator.
In Picture -B, is a fraction, whose numerator is 2 and denominator is 5.
2
3
2
5
Fractions with Common Numerator
3
8
2
3
9
6
16
6
and are not fractions with a common
numerator. They are respectively equal to
and . So these fractions have been expressed
as fractions with a common numerator.
43
Reduced Form of a Fraction
Observe the following two pictures:
The pictures show that
is obtained from by cancelling the common factor 2, of the numerator and denominator.
The numerator and denominator of have no common factor, except 1. So is the
reduced form of the fraction
The reduced form of a fraction is an equivalent fraction whose numerator and
denominator have no common factor except 1. It is obtained by dividing the
numerator and denominator by their G.C.D.
A fraction expressed in its reduced from is said to be in its lowest terms.
4
6
4
6
4
6
2
3
2
3
; in other words, are equivalent fractions. and
4
6
2
3
2
3
2
3
Example 2. Express and as fractions with common numerator 15.
3
8
5
12
1
16
Solution : We observe that 15 is a common multiple of the numerators 3, 5, 1 of
the given fractions.
15 3 5
15 5 3
15 1
1
16
15
15
15
240
1
16
5
12
5
12
3
3
3
8
3
8
5
5
15
40
15
36
15
44
Example 3.
Example 4. Express
Solution : Here the denominators of the fractions are 5, 10, 15 and 20.
5
L.C.M. of 5, 10, 15 and 20 is 5 2 3 2 60
60 12
6
4
3
5
60 10
20
1
5
To express two or more fractions as fractions with the least common
denominator, we find the L.C.M. of the denominators and express
the given fractions as fractions with the L.C.M as their common denominator.
12
60
3
10
18
60
1
5
1 12
5 12
3
10
3
10
6
6
18
60
4
15
7
20
3
3
21
60
4
4
16
60
12
60
4
15
7
20
4
15
16
60
7
20
21
60
15 60
60
2
5 10 15 20
1 2 3 4
1 1 3 2
1
5
3
10
4
15
7
20
and as fractions having the least
common denominator
Solution :
Express in reduced form.
12
36
12
36
1 1 1
1
2 2
2 2 3
3 3 3
1 1
1
45
Comparison of Fractions
In the two pictures below, each of two equal rectangular regions has been divided into five equal
parts by the vertical lines. In Picture-A, two of these parts have been coloured; in
Picture-B, three of the parts have been coloured.
What portion of each figure has been coloured ?Which is the greater portion ?
In Picture-A,the coloured portion is ; in Picture - B, the coloured portion is ,
and are fractions with the same denominator 5. Their numerators are
2 and 3. Since 3 >2, we clearly have > . So is the greater portion.
Among the fractions , and which is the greatest ?
Observe the following pictures.
From the picture it is clear that > > .
Each of the fractions , and has denominator 5; in the decreasing
order the numerators are 3 >2 >1. So > > .
Among fractions with the same denominator, the fraction with the greater
numerator is the greater fraction.
2
5
2
5
2
5
2
5
3
5
3
5
1
5
2
5
3
5
3
5
2
5
3
5
1
5
2
5
3
5
1
5
Picture - A Picture - B
46
2
5
3
5
1
5
Since 18 <20 <25 it follows that
Therefore
Arrangement in ascending order of magnitude is
Example 8. Arrange the fractions
Solution : The denominators of the given fractions are 8, 16 and 4.
Now 8 divides 16, as does 4. So the L.C.M. of 8, 16 and 4 is 16.
We express the given fractions as fractions with the common denominator 16.
Since 12
Arrangement of the given fractions in descending order of magnitude is
.
.
Arranging fractions
successively from the
largest to the smallest is
called arrangement in
descending order of
magnitude.
we have
Therefore
10 7,
16 8 2
16 16 1
16 4 4
and in descending order of magnitude.
5
8
7
16
3
4
Arranging fractions
smallest to the largest,
is called arrangement
in ascending order of
magnitude. 3
5
2
3
5
6
18
30
3
5
2
3
5
6
20
30
25
30
48
5
8
7
16
12
16
3
4
3
4
5
8
5
8
7
16
7
16
10
16
7
16
3
4
3
4
4
4
12
16
7
16
7
16
5
8
2
2
1
1
10
16
Since 18 <20 <25 it follows that
Therefore
Arrangement in ascending order of magnitude is
Example 8. Arrange the fractions
Solution : The denominators of the given fractions are 8, 16 and 4.
Now 8 divides 16, as does 4. So the L.C.M. of 8, 16 and 4 is 16.
We express the given fractions as fractions with the common denominator 16.
Since 12
Arrangement of the given fractions in descending order of magnitude is
.
.
Arranging fractions
largest to the smallest is
called arrangement in
descending order of
magnitude.
we have
Therefore
10 7,
16 8 2
16 16 1
16 4 4
and in descending order of magnitude.
5
8
7
16
3
4
Arranging fractions
smallest to the largest,
is called arrangement
in ascending order of
magnitude. 3
5
2
3
5
6
18
30
3
5
2
3
5
6
20
30
25
30
48
5
8
7
16
12
16
3
4
3
4
5
8
5
8
7
16
7
16
10
16
7
16
3
4
3
4
4
4
12
16
7
16
7
16
5
8
2
2
1
1
10
16
Now observe the following picture:
2
3
2
5
It is clear from the picture that
The fractions
has denominator 3 and has denominator 5.
Example 9
Example 10.
magnitude.
greater ?
Solution :
Solution : The fractions have the same numerator 5, and their denominators are
7, 12 and 18.
Since 7
Arrangement of the given fractions in ascending order of magnitude is :
12 18. we have .
.
5
18
5
12
5
7
5
18
5
12
5
7
49
Since 15 <30,
we have
>
Among fractions with
the same numerator, the
fraction with the smaller
denominator is the
larger fraction.
we have
and have the same numerator 2.
2
3
2
3
2
3
7
15
7
30
7
15
5
7
5
12
5
18
7
30
2
5
2
5
2
3
2
5
portion is greater than portion.
2
5
Show, using symbol, which of the fractions
Arrange the fractions and in ascending order of ,
and is the
Since 3 <5,
Exercise 7 (A)
1. Transform into fractions with a common denominator :
50
Picture A Picture B Picture C
2. Transform into fractions with denominator 40 :
3. Transform into fractions with a common numerator :
4. Transform into fractions with numerator 12 :
5. Transform into fractions with a least common denominator :
6. Divide each of the equal rectangular regions into seven equal parts (by drawing vertical lines);
and colour green two, three and five parts of Picture A, B, C respectively.
What portion of each picture is coloured green ? Use symbol to express which portion is greater.
(a)
(d) (e)
(b) (c)
(a)
(a) (b) (c)
(b) (c)
1
2
1
2
1
3
1
4
1
6
5
6
3
4
3
4
1
4
1
2
1
6
4
5
2
3
3
8
3
4
5
8
5
6
4
9
2
3
5
12
7
18
6
7
2
3
2
3
3
4
3
4
5
12
3
8
1
6
2
5
7
8
3
10
9
20
5
6
4
9
7
18
5
7
3
14
2
21
1
42
5
8
7. Arrange the following fractions in increasing order of magnitude; use symbols to
indicate the result :
8. Arrange the following fractions in decreasing order of magnitude; use symbols to
indicate the result :
9. Compare the values of the following fractions; use symbols to indicate the result :
10. Arghya drew a square region and painted portion of it red, and portion of it green.
11. Himu was given portion of a bottle of cold drinks and his younger sister was given
12. Everyday Rafiq spends hour, Shafiq spends hour and Saima spends hour reading
newspapers. Who spends the least time reading newspapers ?
13. Shuvo painted portion of the wall of their room. Shuvo's younger sister Shetu painted
14. J aved, Shoumik and Mouli got respectively portion, portion and portion of a
basket of oranges. Who got the largest share of the oranges ?
51
portion. Who painted the greater portion ?
portion. Who got more cold drinks ?
Which colour covered the greater part of the region ?
(a)
(d) (e)
(b) (c)
(a) (b) (c)
(a) (b) (c)
4
5
1
5
3
5
9
17
7
17
15
17
7
24
7
36
2
7
2
3
2
5
2
9
7
10
1
5
2
7
7
15
2
25
5
18
5
9
5
36
2
17
6
15
8
15
3
7
3
5
7
15
7
20
3
5
3
7
3
11
6
7
5
7
3
16
9
16
11
16
9
25
12
25
23
25
11
36
23
36
13
36
19
48
23
48
31
48
5
48
17
24
11
24
Proper Fractions
Observe the above pictures.
are proper fractions.
Fraction whose numerators are less than their denominators, are proper
fractions. The value of any proper fraction is less than 1.
Improper Fractions
Four friends Mahi, Momo, Esha and Urmi were having tiffin together. The four of them
had five apples. How can they share the five apples equally ?They can divide each apple
into four equal pieces; each of the four friends then takes one piece from each of the five
apples. In this way every one of the four friends gets an equal share of the four apples.
In symbol, each of them gets
5 is greater than its denominator 4. Such fractions are improper fractions.
Fractions whose numerators are gereater than their denominators, are improper
fractions. The value of any improper fraction is greater than 1.
apples. Here is a fraction whose numerator 5 4
4
5
2
,
3
7
,
12
5
, are examples of improper fractions
18
4
5
=
are fractions whose numerators are less than their denominators. These
1
3
3
4
5
8
and
,
1
3
3
4
5
8
Mixed Fractions
Let us return to the problem of sharing five apples equally by the four friends Mahi, Momo,
Esha and Urmi. Alternatively, each of them could take one whole apple; then divide the
remaining fifth apple into four equal pieces and each of them take one of these pieces.
In this way, each of them would get 1 apple and
Fractions having an integer part and a proper fractional part, are mixed fractions.
Conversion of Improper Fractions into Mixed Fractions
Observe the pictures above. What portion of Picture-A, Picture-B and Picture-C has been
coloured ?
53
portion of an apple. Expressed in
1
4
symbols, each friend would get 1 +
Some other examples of mixed fractions are .
is read as one and one-fourth. Such fractions are mixed fractions.
or 1 apples.
1
4
1
4
1
1
4
1
1
4
1
1
2
2
1
3
5
3
4
1 + is written as .
1
4
Picture-A Picture-B Picture-C
In Picture - A, three one-third, in Picture-B, also three one-third and in Picture-C, one-third
portion has been coloured. So, in the three pictures taken together, ( 3 +3 +1) =7 one-third
portion has been coloured. In other words , portion has been coloured.
is equal to the mixed fraction
is an improper fraction. It is clear from our discussion that the improper fraction
7
3
2 +
2
1
3
2 +
1
3
1
3
2
1
3
7
3
7
3
Observe that 2 is the quotient and 1 is the remainder of 7 upon division by 3. Thus
the improper fraction has been converted into a mixed fraction.
To convert an improper fraction into a mixed fraction, we divide the numerator
by the denominator. The quotient is the integer part of the desired
mixed fraction.
The remainder is the numerator of the fractional part of the mixed fraction.
The denominator of the fractional part of the mixed fraction corresponding
to a given improper fraction is the same as that of the improper fraction.
We observe :
In a mixed fraction, an integer is added to a proper fraction. Any integer can be written
as a fraction with denominator 1. For example :
Let us convert the mixed fraction into an improper fraction:
54
3
4
2
1
2 2 11
4
4 4
4 4
2
1
3
4
3
4
4
4
3
4
3
4
3
2 2
3
2
3
4
5 11 .
11
1
3
1
5
1
7
3
1
3
7
3
We have 7 3 2 +1.
So
3
3
2 +1 3
3
2
*
*
*
Conversion of Mixed Fractions into Improper Fractions
+
This working is briefly written as follows :
Mixed fraction
Example 1. Convert the following improper fractions into mixed fractions :
Example 2. Convert the following mixed fractions into improper fractions :
Solution :
Solution :
11
5
(a)
(a)
(a)
(b)
(b)
(a)
(b)
(b)
55
16
1
5
2
3
3
11
5
11
5
55
16
55
16
1
5
3
4
4 7
7 7 7
55
5
7
3 5 15 16
5
5
1
5
5 28 33 5
1
1
5
4
5
7
7
16
55
48
7
16 3
11
10
1
5 2
Integer part
Numerator Denominator
Denominator
Improper fraction
2
2
4
4 3 11
4
3
4
55 =3 16 +7
11 =2 5 + 1
1. Identify the proper fractions from among the following fractions :
2. Separate the improper and mixed fractions from among the following fractions :
3. Convert the following improper fractions into mixed fractions :
4. Convert the following mixed fractions into improper fractions :
5. Fill in the blanks with correct numbers :
2
3
2
3
7
20
8
3
315
37
3
4
3
10
2
15
17
25
11
23
13
29
5
9
2
7
9
16
7
30
3
55
85
12
7
1
68 75
15
30
1
13
7
30
27
13
1485
247
37
43 43
56
16
3
247
80 110
12 16 25 30
39
18
47
19
407
40
10
1
5
40
33
75
18
8
25
1 25
1
4
1
3
5
18
9
11
9
5
2
1
3
4
27
35
17
(a)
(a)
(f)
(a)
(f)
(b)
(g)
521
45
750
119
1416
203
(h) (i) (j)
(c)
227
25
(d)
211
30
(e)
(a) (b) (c) (d) (e)
(a) (b) (c)
(d)
(e)
(f) (g) (h) (i) (j)
(g) (h) (i) (j)
(b)
(b)
(c)
(c)
(d)
(d) (e)
(e)
Exercise 7 (B)
6. J aya had 5 pens. She gave her younger brother 2 pens. What portion of her total
pens did J aya give to her younger brother ?
57
7. Mamun had 200 taka. He bought a book for 50 taka. What portion of his total money
did Mamun spend on the book ?
8. Anik had 20 chocolates. He took out 10 chocolates and gave half of these to his friends.
What portion of his total chocolates did Anik give to his friends ?
9. Mr. Rafiq out of his 3 bighas of land cultivated marigold on 2 bighas and tuberose on
half of the remaining land. On how much bigha of land did he cultivate tuberose ?
10. In a class test in Mathematics Rashed got 8 marks out of 10. What portion of total marks
in Mathematics did he get in that class test ?
Observe the Picture-A to the right. How many segments
in this picture are coloured ?Two segments out of four equal
segments are coluored. Each of these segments constitute
one-fourth of the picture; the two coloured portions
constitute one-half of the picture. So
Observe the Picture-B. From the picture it is clear that
Example 1. Add :
Example 2. Add :
Solution :
9 10 8
7
27
7
6
7
3
Solution :
1
11
3
11
5
11
9
7
10
7
8
7
9
7
10
7
8
7
1
11
9
11
The sum of two or more
fractions with a common
denominator is a fraction with the
same denominator. Its numerator
is the sum of the numerators
of the given fractions.
If the sum is an improper
fraction, it is generally expressed
as a mixed fraction.
58
3
11
5
11
1
4
1
9
1
9
1
9
9
3
9
1
3
1 1 1
1 3 5
11
1
4 4
1 1 2
4
1
2
Picture-A
Picture-B
Addition of Fractions
Example 3. Add :
Solution :
Now observe the following pictures.
1
3
2
6
3
6
5
6
1
2
1
2
2 5 3
1
13
1
13
27
13
27 68
13
139
13
9
13
The mixed fractions have
been converted into improper
fractions and then added.
Finally, the sum has been expressed
as a mixed fraction.
10
44
68
13
44
13
2 5 3
3
13
5
13
3
13
5
13
Picture-A
or or portion of Picture-A and portion of Picture-B is coloured. In total,
portion of the two pictures is coloured. Here
with different denominators, 3 and 2.
and are fractions
1
3
2
6
5
6
2
6
3
6
1
3
1
2
3
6
Picture-B
59
Example 4. Add :
Solution : Denominators of the given fractions are 3, 5 and 10
G.C.D. of 3, 5 and 10 is 5 3 2
1
3
2
5
3
3
7
10
1
3
2
5
7
10
10
43
30
13
30
Before adding
fractions with different
denominators, they have
to be converted into fractions
with a common
denominator.
12 21
30
1
10
30
12
30
21
30
7
10
2
5
6
6
1
3
10
10
10
30
12
30
21
30
30
30 3 10
30 5 6
30 10 3
5 3 5 10
3 1 2
To add fractions with different denominators, we first convert them into fractions with
a common denominator. In the second row of the pictures above,
been expressed as fractions with the common denominator 6;
, are equivalent fractions. As such and
and
and as well as
have
1
3
1
3
1
3
1
3
1
2
2
6
1
2
2
6
3
6
5
6
3 2
3
6
1
2
2
5
7
10
6
60

Subtraction of Fractions
Observe the following picures.
To subtract a smaller fraction from a larger fraction with the same denominator, we subtract the
numertor of the smaller fraction from the numerator of the larger fraction; the denominator
of the difference fraction is the common denominator of the minuend and subtrahend fractions.
2
3
2
3
Picture-A Picture-B
Picture-C
So
Example 5. Subtract :
Solution :
13
25
13
25
1
5
13 8
5
1
5
25 25
8
25
8
25
Picture-D
The denominator of the
difference of two fractions with the same
denominator is their common denominator.
The numerator of the difference fraction is
the difference of the numerators.
The sum or difference of
fractions should always be expressed
in the reduced form.
1
2
1
2
3
6
3
6
1
6
1
6
4 3
6
4
6
4
6
portion of Picture-A is coloured ; portion of Picture-B
2
3
1
2
2
3
2
3
1
2
2
3
1
2
is coloured. We observe that
how can we do that ?
2
3
4
6
3
6
1
2
and
and are not fractions with a common denominator. We need to
express them as fractions with a common denominator; the expressions of
is the greater fraction. If we wish to subtract from
61
express them
with a common denominator are and (Picture-C) (Picture-D) as fractions

Solution :
2 1
3
4
1
4
2 1
3
4
11
4
11
6
4
3
2
1
2
1
5
4
5
4
1
4
Solution :
The denominators of the given fractions are 4 and 5. Their L.C.M. =20
20 4 5
20 5 4
Solution :
Expressed briefly,
The two fractions do
not have the same denomiator.
They have been expressed as
fractions with a common
denominator
62
31
6
23
6
31
6
23
6
31
8
6
4
3
3
4
2
5
3
4
3
4
3
4
2
5
3
4
7
20
15
20
8
3
4
2
5
2
5
20
15 8 7
20

15
20
8
20

15
20
8
20
3
4
2
5
4
4
8
20
5
5
15
20
2
5
1
1
3
6
23

Example 9. Subtract : Example 10. Simplify :
Solution :

1
3
2
1
6
2
1
2
1

1
3
7
3
13
6
14
6
14
27 9
6
3
1
3
18
6
13
6
9
13
6
9
6
3
2
2
1
6
2
1
2
1
Solution :

5
1
3
4
2
9

5
1
3
16
3
48
9
9
48
10
9
1
1
9
5
1
12
5
1
12
5
1
12
Example 11.
metre was coloured red. What length of the tape remained white ?
Solution :
sum of the lengths of the coloured segments
of the tape is =
length of the segment
which remained white is
61
12
61
113
12
113
12
10
12
113 120
7
12
63
52
12
13
3
metre
metre
metre
metre
metre
metre
metre
metre of a 10 metre long white tape was coloured blue and
metre of the tape is coloured blue and metre is coloured red.
38
38
9
9 is the L.C.M of 3 and 9
Mixed fractions
have been converted
into improper
fractions
before subtraction.
38
9
4
2
9
4
1
3
4
1
3
4
1
3

1. Add :
2. Subtract :
3. Simplify :
(a)
(a)
(a)
(b)
(b)
(b)
(c)
(c)
(c)
(d)
(d)
(d)
(g)
(g)
(g)
(j)
(j)
(j)
(k)
(k)
(k)
(h)
(h)
(h)
(i)
(i)
(i)
(e)
(e)
(e)
(f)
(f)
(f)
1
7
3
38
28
25
1
5
2
2
5
1
1
5
3
1
3
2
1
2
1
7
8
7
31
25
37
25
5
4
3
4
1
2
27
32
1
9
3
4
3
4
2
5
7
3
4
5
1
3
1
1
4
5
5
6
3
4
1
2
2
3
5
4
3
8
1
7
15
5
2
1
2
1
1
3
2
2
3
1
1
4
5
1
7
5
14
1
2
1
1
2
3
1
4
1
3
7
8
3
5
2
2
7
4
1
2
1
3
4
3
1
5
4
7
8
11
12
7
15
5
16
9
20
5
32
11
12
7
8
3
4
7
4
5
5
3
10
6
4
5
5
8
2
3
2 1 3
4 2
6
7
9
4
3
16
8
1
16
7
9
10
1
4
5
1
3
4
2
9
32
31
9
11
9
43
12
13
12
4
5
7
12
5
5
12
4
3
5
3
4
4
5
1
4
3
4
10 4 2 1 4
5 1
1
2
7
3
8
5
3
10
5
1
5
7
7
12
5
16
17
6
4
3
10 3
39
25
1
18
2
9
5
6
5
38
7
38
8
38
11
9
2
5
7
15
11
25
13
9
10
9
3
7
2
7
Exercise 7 (C)
64

4. Shomu spends
5. Shafiq got
6. Mimi read
Rahim walked
and
water. What portion is above water ?
Apu has
How much taka does he have now ?
taka. He bought a writing pad for taka and a pencil for taka.
he walk ?
portion of a bamboo is in mud, portion is in water and the remaining portion is above
kilometre in the third hour. In three hours, in all how many kilometres did
kilometre in the first hour, kilometre in the second hour 7.
8.
9.
Mr. Hanif gave away his property to his wife, one son and two daughters. The son got
portion and each daughter got portion. What portion did the his wife get ?
10.
The difference of two fractions is . The smaller number is ;what is the larger number ? 11.
(a)
(d)
(f) (g)
(e)
(b) (c)
5
8
7
10
1
2
2
5
6
2
1
4
3
1
4
1
1
2
3
65
3
4
4
3
10
1
5
1
2
1
2
1
6
12
27
5
27
1
4
12.
portion in the third day. In three days in all, what portion of the book did she read ?
portion of a book in the first day, portion in the second day and
portion of his father's property, while his younger sister Minu got portion
and younger brother Mamun got portion. What portion of the total property did they get ?
portion of a day studying at school,
portion studying at home, in the remaining time he does other work and takes rest.
portion playing out,
1
4
1
4
1
3
1
12
4
1
3
1
1
3
50
3
4
8
3
8
3
3
8
25
1
2
10
1
2
1
5
3
8
2
8
2
5
3
1
6
1
4
1
6
1
3
1
3
1
12
What portion of the day does he spend studying and playing ?

Multiplicaton of Fractions
Multiplication of a Fraction by an Integer
Picture-A
Picture-D
Picture-B Picture-C
Observe the following pictures.
66
In Picture-A, the lower left portion
of the circular region has been coloured.
In Picture-B, the lower right portion
of the circular region (of the same size)
has been coloured. In Picture-C, both lower portions have been coloured. If we superimpose
Picture-A on Picture-B, we get Picture-C, in Picture-C, portion of the circular region is
coloured.
In Picture-D, a circular region has been divided into four equal parts. Each
part is portion of the circular region. Taking 3 of these parts amounts to
multiplying by 3. Again, taking 3 of these parts amounts to writing down
three times and then adding them.
1
4
1
4
1
4
1
2
So, 2
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
2
4
1
2
Fraction
Numerator of the fraction
Denominator of the fraction
To multiply a fraction by an integer is to multiply the numerator by the integer;
the denomintor is not changed. The product is to be expressed in reduced form.
Integer
Integer 1
4
2
Multiplication is a condensed form of addition. So multiplying by 3 is the same as writing
down three times and then adding the three fractions.
1
4
1
4
1
4
1
4 4
1 1 1 3
4
3
1
4
portion colour
1
4
portion colour
2
4
portion colour

67
Example 1 . Apu's school is at a distance of
On Independence DayApu went to school very early and returned home after
hositing of the national flag. In the afternoon he went to the school cultural function
and returned home in the evening. What distance didApu cover on that day walking
to and from school ?
Solution :
So the required distance is the product of
Apu walked
Now let us observe the following pictures. They illustrate the result :
Example 2.
15
7
5
15
7
75
7
5
7
5
10
what ?

8
1
4
33
4
33 14
231
462
231
115
2 2
1
4
2
14
8
1
4
14
4
14
what ?
To multiply a mixed fraction by an integer, the mixed fraction is
first converted into an improper fraction

Example 3.
Solution :
Solution : 15 5
7
kilometre on that day.
km by 4.
On Independence DayApu walked the distance kilometre 4 times.
kilometre from his home.
1
3
1
3 1
3
1
3
1
3
1
3
1
3
1
3
1
3
1
3
4
3
4
4 1
1 1
3
1
1
3
1
3
4

68
Multiplication of a Fraction by a Fraction
The adjoining picture shows a square region, each of
whose sides has length 1 metre. The area of the square
region is 1 square metre. The square region has been
divided into 15 rectangular regions of the same size,
as shown. So area of each of these rectangular regions
is
Now observe the coloured region in the picture.
It consists of 8 of those rectangular regions adjoining one
another. As these regions do not overlap, the area of the
coloured region is

1
1 metre
m
e
t
r
e
4
5
4
5
2
3
4
5
2
3
4
5
2
3
4
5
2
3
5
6
3
8
5
6
3
8
5
6
5
16
.
.
1
2
3
8
4 2
5 3
1
15
square metre.
Equating the two expressions for the same area, we get
Therefore
The product of two fractions is a fraction whose numerator is the product of the
two numerators and whose denominator is the product of the two denominators.
what ?
what ?
Example 4.
Solution :
Example 5.
12
5
1
6
12
5
2
5
12
5
1
6
2
1
1
6
Solution :
4
5
2
3
15
8
Observe that
2
3
metre. So the area of the coloured region is, metre metre ( ) sq metre.
metre and its breadth is
sq metre sq metre.
.
1
15
8
15
8
15
8
On the other hand, the length of the coloured rectangular region is

70
A rectangular region has been divided into 15 equal and smaller rectangular regions, as shown.
The four coloured smaller rectangular regions to the lower left side of Picture-D constitute
portion of the whole region. The length of the coloured region portion of the length of
the whole rectangle, and its breadth is portion of the breadth that rectangle.
So the area of the coloured rectangular region is
of the whole rectangular region.
Therefore, the coloured region of picture-D can be treated as
Example 8. portion of one metre long piece of cloth is coloured red. A handkerchief is
made from portion of the red part. What portion of the one metre long cloth
has been used to make the handkerchief ?
Solution : ( of ) portion of the one metre long cloth has been used in making the
handkerchief.
Now
In making the handkerchief, portion of the one metre long cloth has been used.
Reciprocal Fraction
Every fraction has a denominator and a numerator. The fraction obtained by interchanging
the denominator and numerator of a given fraction, is called the reciprocal fraction of that
fraction.
we get the fraction . So is the reciprocal fraction of ; likewise is the reciprocal
is a fraction whose denominator is 4 and numerator is 3.
3
4
3
8
3
4
3
4
4
3
4
3
4
3
3
4
1
2
3
4
3
8
1
2
of . So
portion of the area
of
2
5
2
3
4
15
2
5
2
3
2
5
2
3
4
15
2
5
2
3
2
3
2
5
of . Thus,
'of ' is tantamount to multiplication.
2
3
2
5
of
2
5
1
2
3
4
1
2
3
4
2
5
2
3
2
3
Any fraction Reciprocal of that fraction =1
Interchanging their positions
fraction of . If the product of two fractions is equal to 1, then they are mutually reciprocal
fractions.

70
A rectangular region has been divided into 15 equal and smaller rectangular regions, as shown.
The four coloured smaller rectangular regions to the lower left side of Picture-D constitute
portion of the whole region. The length of the coloured region portion of the length of
the whole rectangle, and its breadth is portion of the breadth that rectangle.
So the area of the coloured rectangular region is
of the whole rectangular region.
Therefore, the coloured region of picture-D can be treated as
Example 8. portion of one metre long piece of cloth is coloured red. A handkerchief is
made from portion of the red part. What portion of the one metre long cloth
has been used to make the handkerchief ?
Solution : ( of ) portion of the one metre long cloth has been used in making the
handkerchief.
Now
In making the handkerchief, portion of the one metre long cloth has been used.
Reciprocal Fraction
Every fraction has a denominator and a numerator. The fraction obtained by interchanging
the denominator and numerator of a given fraction, is called the reciprocal fraction of that
fraction.
we get the fraction . So is the reciprocal fraction of ; likewise is the reciprocal
is a fraction whose denominator is 4 and numerator is 3.
3
4
3
8
3
4
3
4
4
3
4
3
4
3
3
4
1
2
3
4
3
8
1
2
of . So
portion of the area
of
2
5
2
3
4
15
2
5
2
3
2
5
2
3
4
15
2
5
2
3
2
3
2
5
of . Thus,
'of ' is tantamount to multiplication.
2
3
2
5
of
2
5
1
2
3
4
1
2
3
4
2
5
2
3
2
3
Any fraction Reciprocal of that fraction =1
Interchanging their positions
fraction of . If the product of two fractions is equal to 1, then they are mutually reciprocal
fractions.

71
Division of Fractions
On the occasion of cultural week of her school,
Chaiti bought 1 meter long red tape and used
half it to make three equal badges. What
portion of the 1 metre long tape was needed to
make each badge ?
Half of 1 metre tape
Chaiti divided the metre tape into three equal parts and made a badge from each part.
For making each badge she needed portion of metre.
metre tape.
1 metre
metre
From the picture it is clear that
In other words.
So. metre portion of the 1 metre tape was needed to make each badge.
To divide a fraction by a fraction, we need to multiply the first fraction (dividend)
by the reciprocal of the second fraction (divisor).
portion of metre is equal to portion of 1 metre.
metre
1
6
1
6
1
6
1
2
1
2
1
2
3
1
2
1
2
3
1
1
2
1
3
1
6
1
6
metre
1
2
3
6
1
3
1
6
of
1
3
1
2
of
1
3
1
2
of
1
3
1
2
1
2
1
2
1
3
1
2

72
Example 9.
Example 10.
Example 11.
Example 13. Mr. Habib kept portion of his property for himself and divided the
the rest of the property equally between his two children. What portion of the
propety did each child get?
Solution: Mr Habib kept portion of the property for himself.
remaining property
This portion he divided equally between his two children
So each child got
portion.
3
4
3
4
3
4
3
8
2
1
1
2
2
1
1
4 4
portion portion portion.
4 1
4
3
Example 12.
Soluton :
23
75
46
35
23
75
46
35
23
75
what ?
Solution :
15
5
2
3
1
10
15
1
15 1
1
2
1
4
1
4
3
2
15 1
1
2
1
5
7
1
5
7
12
12
12 12
7
12
7
1
7
1
12
1
1
1
Solution :
Solution :
3
5
3
5
3
5
3
40
1
8
1
8
is the reciprocal of
3
5
8
1
8
1
8
8
what ?
what ?
what ?
46
35
23
75
35
46
7
30
2 15
1 7

Exercise 7 ( D )
2. Find the quotients :
3. Evaluate :

3
4
of
8
9

5
12
of
9
8

8
9
of
27
32
of
19
3
38
3
5
1
2
1
4
1
4
4
5
7
8
1
3
2
7
1
2
1
2
2
7
1
6
7
(a) (b)
(a) (b) (c) (d)
(a) (b) (c)

15
24
7
(d)
(e) (f)
(e)
4. In a hostel every day quintal of rice in needed. In that hostel how many quintals
of rice is needed in 8 days ?
5.
6.
7.
8.
9.
Sister's age is portion of brother's age. The brother's age is 15 years; what is the sister's
age ?
The divisor is 8 times the quotient. The quotient is ; what is the dividend ?
8 times of what number is equal to 10 times ?
The product of two numbers is 10 . One number is 2 ; what is the other number ?
A number when divided by 5 yields the quotient 20 . What is the number ?
73
(f)
(g) (h)
(c) (d)
(e) (f) (g) (h)
7
8
2
3
17
18
12
17
9
16
16
3
17
12
3
4
1
2
3
4
17
30
34
5
5
2 2
1
2
5
3
5
5
1
7
1 15
18 1 7
24
11
1
20
2 9
7
10
5
18
68
13
13
34
7
12
5
21
14 18
3 1
3
14
8
1
35
3
10. Which number when divided by 12 will yield a quotient equal to the sum of
11. The value of
12.
portion of Mr. Mizan's property is 60,000 taka. What is the value of
portion of that property ?
portion of a pole is in mud,
13.
14.
15.
dozen of bananas were divided equally among 21 persons; how many bananas did
every one get ?
8
3
4
1
5
1
4
5
12
1
8
1
5
1
2
4
5
1
8
3
8
3
10
3
4
2
3
3
8
1
3
portion is in water and the remaining portion is above
and ?
1
3
3
20
1
10
1
6
1
2
1
4
water. The length of the portion above water is 2 metre; what is the length of the portion
in water ?
Molly bought paper with portion of her money, pens with portion and writing
pad with portion. She found that she still had 52 taka. What amount of money did she
have to begin with ?
Mr. Sajjad had 24000 taka. He donated
16.
Mr. Nagen kept
17.
18.
Mr. Kamal spends
In the annual examination Rony and Panna respectively obtained
19. Mr. Matin bought a bicycle with
portion of the cost of the bicycle and distributed the remaining money equally between
his two daughters. Each daughter got 300 taka. How much money did Mr. Matin have ?
74
portion of his money. He then bought a radio at
the total marks. Rony obtained 50 marks more than Panna. What were the total marks and
who obtained what marks ?
and portion of
educational expenses for his children and
money he deposits in a bank. At the end of the year the bank deposit amounted to 14400
taka. What is his monthly income ?
portion for other purposes. The remaining
portion of his monthly income on house rent , portion on
The remaining property he divided equally among his four sons. Each son got property
worth 15000 taka. What is the value of the total propety ?
portion of his property for himself and gave protion to his wife.
portion to an eductional institution. What amount of money was he left with ?
portion of his money to an orphanage,

Chapter Eight
Multiplication of Decimal Fractions
Mina and Raju went to the market and bought 1 5 kg of vegetables at the rate of 15 50 taka
per kg. What amount of money will they owe the seller ? Clearly, the cost of the vegetables will
be ( 15 50 1 5 ) taka . But the 15 50 and 1 5 are decimal fractions. To find the cost of the
vegetables Mina and Raju must know how to multiply decimal fractions. Let us try to determine
the product 0 1 0 1.
Decimal Fractions
We know
Now observe the adjoining picture. The coloured strip
is one-tenth of the entire square region; so the
fraction can be used to represent that strip.
So if we divide the coloured strip into 10 equal parts,
then each of these smaller parts will represent
One such part is shown coloured in the adjoining
picture. Can we represent the small coloured square
region in another manner ?
of .
. So0 1 0 1 0 01. 1
1
10
1
10
1
10
1
10
1
10

1
10
1
10

1
10
1
10
1
10
1
100
0
of =
1
10
1
10
0 1 0 1.
of =
1
10
1
10
0 1 0 1
The square region has been divided into 100 small
square regions as shown, So the coloured small
square is portion of the square region. is
written as 0 01.
Therefore =0 01.
1
100
1
100
We know, means

Hundreds
Explanation :
Explanation :
In the multiplier there are three digits to the right of the decimal point. So the
desired product is obtained by putting the decimal point before three digits from
the right of the product 37500.
The last two zeros to the right of 5 have been omitted as being after the decimal point.
77
12 3 125 37 500 37 5
Solution :
Solution :
15 06
1506
25
7530
30120
37650
Omitting the decimal point, the product 1506 25 has been found. In the
multiplicand there are two digits to the right of the decimal point. So the
desired product is obtained by putting the decimal point before two digits
from the right of the product 37650.
Multiplication of an Integer by a Decimal Fraction
Example 3. Multiply :
12 3 125
3125
12
6250
31250
37500
15 06 25 376 50
25
Tens
1
7
3
5
6
0
5
6
25
0
Ones One-tenths One-hundredths
Hundreds Tens Ones
3
7
3
1
5
2
0
5
12
0
One-tenths One-hundredths One-thousandths

Hundreds
Explanation :
Explanation :
In the multiplier there are three digits to the right of the decimal point. So the
desired product is obtained by putting the decimal point before three digits from
the right of the product 37500.
The last two zeros to the right of 5 have been omitted as being after the decimal point.
77
12 3 125 37 500 37 5
Solution :
Solution :
15 06
1506
25
7530
30120
37650
Omitting the decimal point, the product 1506 25 has been found. In the
multiplicand there are two digits to the right of the decimal point. So the
desired product is obtained by putting the decimal point before two digits
from the right of the product 37650.
Multiplication of an Integer by a Decimal Fraction
12 3 125
3125
12
6250
31250
37500
15 06 25 376 50
25
Tens
1
7
3
5
6
0
5
6
25
0
Ones One-tenths One-hundredths
Hundreds Tens Ones
3
7
3
1
5
2
0
5
12
0
One-tenths One-hundredths One-thousandths

Explanation :
Explanation :
9 853
9853
9853
985 3
1000
10
100
100
5 237 5237
10
52370
thousandths
thousandths
hundredths
In the multiplier there is one zero to the right of 1. The desired product is found
by shifting the decimal point one place to the right in the multiplicand.
Example 5. Find the product :
In the multiplier there are two zeros to the right of 1. The desired product is found
by shifting the decimal point two places to the right in the multiplicand.
78
Solution :
9 853 100
9 853
985 3
100
5237
52 37
Multiplication of Decimal Fractions by 10, 100
Solution :
5 237
5 237
52 37
10
10

Explanation :
0 78
78
1950
25
10000
10000
0 1950
78
100
25
100
0 25
Multiplication of Decimal Fractions by Decimal Fractions
Solution :
0 23
23
178
184
1610
2300
4094
0 23 0 178 0 04094
To the right of the decimal point in
the multiplicand there are 2 digits,
in the multiplier there are 3 digits, in all
5 digits. But the product 23 178
=4094 has 4 digits; so we need to
put one zero to the left of 4094 before
putting the decimal point so as to have
5 digits.
Example 8. A train travels 42 5 kilometre in an hour. How many kilometre does
it travel in 5 4 hours ?
Solution : In 1 hour the train travels 42 5 kilometre.
in 5 4 hour the train travels 42 5 54 kilometre
229 50 kilometre.
425
54
1700
21250
22950
79
0 178
Solution : 78
25
390
1560
1950
The required product is 0 1950
To the right of the decimal point there are 2 digits in the multiplicand and 2 digits in the
multiplier in all 4 digits. So the desired product is found by placing the decimal
point four places to the left of the product 78 25 =1950. So 0 78 0 25 =0 1950
Observe that the decimal points have been omitted and the numbers 78 and 25
have been multiplied as integers. Then we have placed the decimal point before
as many digits from the right of that product as there are total digits to the right of
the decimal points in the multiplicand and in the multiplier.
0 78 0 25
Exercise 8 (A)
2. 1 metre equals 39 37 inches; how many inches are there in 12 metres ?
3. 1 inch equals 2 54 centimetre; how many centimetres are there in 8 5 inches ?
4. One pencil costs 15 75 taka; what is the cost of 1 dozen pencils ?
5. A car travels 42 5 kilometres in one hour. How many kilometres will it travel in 15 3
hours ?
6. Urmi and Moumi respectively took 0 5 and 0 4 portion of one kuri of lychees. How
many lychees did each get ? [1 kuri is any collection of 20 objects of the same kind ]
7. One litre of milk costs 45 75 taka . Shamim bought 2 litres of milk and gave the milkman
100 taka. What refund will Shamim get ?
8. One kuri of eggs cost 160 taka. Molly bought 0 8 kuri and Rumi bought 0 5 kuri of eggs.
Who bought how many eggs and how much did each of them pay ?
9. Mr. Sayeed pays 0 15 portion of his monthly pay as income tax. He spends 0 8 portion
of the remaining money in family maintenance; he saves the residual money. He saves
1020 taka per month; what is his monthy pay ?
10. 0 15 portion of a bamboo is in mud, 0 65 portion is in water. The length of the bamboo
above water is 4 metre; what is the length of the bamboo as a whole ?
80
(a)
(d)
(g)
(j)
(k)
(l)
(b)
(e)
(h)
(c)
(f)
(i)
0 24 12 6 265 18 25
123 585
0 25 0 25 2 5
100
6 05
87 67
11 0 11 1 1
10 39 3 679
0 00125 100
7
0 3
1 8 0 18 0 8 0 01
0 03 0 003 30
0 7 0 007 7000

Division of Decimal Fractions by Integers
Example 9. Find the quotient : 34 8 6
Solution :
16 38 5 2 40625
32
65
64
100
96
40
32
80
80
0
Solution :
6 348 58
30
48
48
0
48
48
0
same
Putting decimal point
in the quotient
Explanation :
We observe, in finding the quotient as soon as the digit after the decimal point
has been taken down, the decimal point has been placed in the quotient.
Division has been carried out till the
remainder zero ( 0 ) is reached. After the
second step a zero (0) has been put after the
remainder 10, and after every subsequent
remainder (4 and 8), because
38 5
38 5 38 5000 16 16 So
81
38 5000
34 8 348 tenths
6 348
30
48
48
0
tenths
58 tenths
58 tenths
5 8
quotient
6 34 8
30
5 8

Division of Integers by Decimal Fractions
Example 11. Find the quotient :
Solution :
Here the dividend is 32 and divisor is 2 5. Shifting the decimal
point in the divisor one place to the right we get 25; this amounts
to multiplying by 10. Multiplying the dividend by 10 we get 320.
So,
32 2 5
32 2 5
25 320 12 8
25
Explanation :
70
50
200
200
0
32 2 5
32
2 5
32 10
2 5
320
320
25
We observe : The decimal point in the divisor has been shifted to the right as far
as is necessary to make the divisor an integer. To the right of the dividend as
many zeros have been placed as the number of places the decimal point in the
divisor was shifted. The desired quotient is the quotient upon division of the
changed dividend by the changed divisor.
25
10
32 2 5 12 8
320 25
32 2 5
Example 12. The price of 3 5 kg of potatoes is 63 taka . What is the
price of 1 kg of potatoes ?
Solution : The price of 1 kg of potatoes is 63 3 5. Multiplying the
dividend and the divisor by 10 we get
35
35
280
280
0
price of 1 kg of potatoes is 18 taka.
82
630 18
630 35 63 3 5

83
Explanation :
Explanation :
We observe :
In the divisor there are 2 zeros (00) to the right of 1.
The quotient has been obtained by shifting the decimal point in the dividend 2 places
to the left.
If in the divisor there are 3 zeros (000) to the right of 1, that is, if the divisor is 1000,
then the quotient is obtained by shifting the decimal point 3 places to the left.
Required number of zeros (0, 00, 000, .....) have to be inserted as and when needed.
We observe : In the divisor there is one zero (0) to the right of 1. The quotient has
been obtained by shifting the decimal point in the dividend one place to the left.
The digits in the quotient are the same (and in the same order) as in the dividend.
Only the decimal point has changed its position.
2 478
2 478
247 8 100
247 8
2 478
100
247 8 100
1
10
1
100
1
100
1
1000
1
10
5748 hundredths
2478 tenths
2478
2478
5748 thousandths
2478 thousandths
Exmaple 13. Find the quotient : 57 48 10
Solution :
Solution :
57 48 10
57 48 10
57 48 10
5 748
5 748
5 748
Division of Decimal Fractions by 10, 100
*
*
*
*

Division of Decimal Fractions by Decimal Fractions
Example 17. A car travels 43 2 kilometre on 2 4 litre of petrol. How far will
it travel on 1 litre of petrol ?
Solution: On 2 4 litre of petrol the car travels 43 2 kilometre
on 1 litre of petrol the car travels 43 2 2 4 kilometre.
Now
43 2 43 2
2 4 2 4 10
10 432
24
On 1 litre of petrol the car travels 18 kilometre.
24 432 18
24
192
192
0
84
3 36 3 2
3 36 3 2
33 6 32 1 05
32
160
160
0
3 36
We observe :
To free the divisor from decimals, it has been multiplied by 10; that means, the
decimal point has been shifted one place to the right.
To balance (that is, to keep the quotient unchanged), the decimal point in the
dividend has been shifted one place to the right.
Divison to the right of the decimal in the quotient has been carried out till the
remainder 0 is reached by putting one zero (0) to the right of every remainder.
3 2 1 05
33 6.
32 336 00 10 5
32
160
160
33 6 3 2 10 5
0
Solution:
Solution:
33 6 3 2
336 00
Here dividend is
Shifting the decimal point in the divisor
one place to the right we get 32; shifting
the decimal point one place to the right
in the dividend 33 6 we get
336 =
and divisor is 33 6 3 2. Here dividend is
Shifting the decimal point in the divisor
one place to the right we get 32; shifting
the decimal point one place to the right
in the dividend we get
and divisor is 3 36
3 36
3 2.
33 6 3 2
*
*
*
Exercise 8 (B)
1. Find the quotient :
2. One dozen ballpens cost 51 60 taka, what is the price of one ballpen ?
3. One quintal of rice costs 3875 00 taka, what is the price of 1 kg of rice ?
4. 3 5 metres equal 137 795 inches; how many inches are there in 1 metre ?
5. A car travels 46 8 kilometre in one hour. What time will the car need to travel 257 4
kilometres ?
6. A 3-minute call from a mobile phone costs 2 04 taka; what is the per minute cost of
calling from that phone ?
7. The product of two numbers is 10 5. One number is 2 8; what is the other number ?
8. The product of two numbers is 12 775. One number is 0 7; what is the other number ?
9. 0 000625 divided by which number will yield the quotient 0 125 ?
10. Everyone of 40 students contributed 12 75 taka. The money thus raised was divided
equally among 8 poor persons. Wht money did each poor person get ?
11. A teacher bought oranges for 393 90 taka, costing 60 60 taka per dozen, and divided
them equally among 13 students. How many oranges did each student get ?
12. The sum of two numbers is 70 60. The larger number is 4 50 more than the smaller
number. Find the two numbers.
6 13 14
0 80 16
14 49 7
(a) (b) (c)
(d) (e) (f)
(g) (h) (i)
(j) (k) (l)
(m)
(p) (q) (r)
(n) (o)
46 5 5
0 005 25
18 3 60
78 3 100
6 4 0 05
65 61 0 0027
65 4 6
42 7 5
28 5 10
57 5 0 23
0 0007 0 035
15 0 04
12 38 10
83 65 100
0 027 18
6
85

Chapter Nine
Percentage
The square region to the right has been divided
into 100 small square regions, as shown. 15 of
these small square regions to the upper left
corner have been coloured. So the coloured
(rectangular) region is portion of the whole
(square) region. We express this by saying that
the coloured region is 15% of the whole region.
The denominator of the above fraction is 100;
15 % is read as ' fifteen per cent ' meaning fifteen per hundred.
So 15% =
We see that out of 100 marks, Siam has got 82 marks; that is he has got 82% marks.
Similarly, Sirat has got 75%, Shihab has got 85%, Partha has got 70% and Mita has got
73% marks.
We observe : A percentage is a fraction whose denominator is 100.
We observe : To convert a fraction into percentage, the denominator needs to be 100.
Example 1. Convert
Solution : Solution :
into
4
5

4
5
4
5
20
20
80
100
80%
Subject Full marks Siam Sirat Shihab Partha Mita
100 82 75 85 70 73 Mathematics
15
100
15
100
percentage.
Example 2. Convert into
13
25
13
25
13
25
52
100
52 %
4
4
percentage.
.

87
Example 3. Express 45% as a
fraction
The fraction representing a percentage should be expressed in its lowest terms.
Example 5. The population of Sakhipur village is 1280. 40% of the population
of that village is educated. Find the number of educated persons.
Example 6. A pen is bought for 50 taka and sold for 55 taka. What is the
percentage profit ?
Solution : Selling price
Cost price
Profit 55 taka
55 taka
50 taka
50 taka
On cost price 50 taka profit is 5 taka
1
100
5
50
5 100
10 taka. taka
The percentage profit is 10 taka.
50
2
1
5 taka
Solution : 40 % of the inhabitants are educated.
So, out of 100 persons the number of educated persons is 40
40
100
1
1280
40 1280
2
256
100
512 persons.
5
1
Example 4. Express 18% as a
fraction.
Solution :
Solution :
45 %
18 %
9
50
18
100
9
50
45
100
9
20
9
20

88
1 1
800
800
800
1
5
5
8
100
1
taka 280 taka.
Interest
Rate of interest Principal Time (in years)
100
7
100
7
800 7
Example 7. A pen is bought for 50 taka and sold for 46 taka. What is the
percentage loss ?
Example 8. The rate of interest is 7 % per annum. What is the interest on 800 taka
for 5 years ?
Loss is made if selling price is less than the cost price
Loss = Cost price Selling price.
Percentage loss is calculated on the basis of the cost price.
* Profit is made if selling price is more than the cost price
* Profit = Selling price Cost price
* Percentage profit is calculated on the basis of the cost price.
Solution: On 100 taka deposit interest for 1 year is 7 taka.
Solution : Cost price =50 taka
Selling price =46 taka
Loss
On cost price 50 taka loss is 4 taka
1
4
50
4
100
100
50
1
8 taka.
Percentage loss is 8 taka.
2
50 taka 46 taka 4 taka
100
89
Example 9. Mahfuza deposited 500 taka in a bank and in 3 years got 105 taka
as interest.What is the percentage rate of interest per annum ?
Solution : On 500 taka interest for 3 years is 105 taka
500
100
So the percentage rate of interest is 7 taka per annum.
500 3
500
5
1
1
1
7
7 taka.
3
105
3
105
105 100
21
1
1 1
1
Percentage rate of interest
Money deposited in a bank is the 'principal'
Money (additional to the principal) credited to an account is 'interest'
Interest earned by depositing 100 taka for 1 year is the percentage rate of interest.
Example 10. The rate of interest being 8% what amount of money will earn 240
taka as interest in 5 years ?
Solution: 8 taka is the interest in 1 year when principal is 100 taka
1
240
240 5
100 240
100 240
8
1 1
30
6
600 taka
5
1
1
100
8
8
Interest 100
Interest
Rate of interest
100
Principal Time (in years)
Principal
Time ( in years )
For the same amount of interest , the more the time the less the principal.
So in the last step, one has to divide by 5.
So, 600 taka will earn 240 taka as interest in 5 years at 8% per annum.
Exercise 9
1. Express as percentage :
2. Express as fraction :
3. Evaluate :
4.
5.
6.
The population of Alipur village is 1800. 45% of the people of the village is
educated. What is the number of educated persons in Alipur ?
Increasing by 5% the population of Birampur village became 2100.
In an examination out of 40 students 4 failed,, What percentage of
students passed in that examination ?
7.
8.
9.
10.
In Bangladesh every year 25 persons are born and 15 persons die, for
every one thousand of the population. What is the percentage rate of
increase of polulation in a year ?
Increasing by 4 percent the population of Chandanpur village became
1040 persons. What was the previous population of that village ?
In 1981 the population of Bangladesh was 9 crore and in 1982 it was 9 crore
27 lac. What was the percentage rate of increase of population in 1982 ?
A pen was bought for 50 taka and sold for 56 taka. What is the percentage
profit ?
90
What was the previous population of the village ?
(a) 8% of 25 taka
(d) 20% of 40 kg (e) 30% of 60 gram(f) 15% of 80 km
(b) 5% of 75 taka (c) 25% of 60 taka
(a) 6%
(e) 50% (f) 65% (g) 75% (g) 80%
(b) 15% (c) 30% (d) 45%
(a)
(f) (g)
(b) (c) (d)
3
4
5
12
28
50
5
8
4
15
18
15
(e)
15
24
91
11. A pen was bought for 60 taka and sold for 54 taka.
What is the percentage loss ?
12. The cost price of a trouser is 250 taka. At what price must it be sold
to make 20% profit ?
13.
5% loss was incurred by sellling a radio for 1140 taka. What was the
purchase price of the radio ?
14.
15.
Apples bought for 800 taka were sold at 4% loss. What was the total
amount of loss in taka ?
16.
Apples bought for 800 taka were sold at 4% profit. What was the total
amount of profit in taka ?
17. The profit for 3 years on 600 taka is 144 taka. Find the annual rate of interest.
18.
Depositing 900 taka in a bank Mahfuza got 81 taka as interest for 3 years.
What is the annual rate of interest ?
19.
The annual rate of interest is 7 taka. What is the interest on 700 taka for
7 years ?
20. What is the interest for 5 years on 480 taka at annual 8% interest ?
21.
Rate of interest being 6%, what amount of taka shall earn 180 taka as
interest in 5 years ?
22.
Annual percentage rate of interest being 8 taka, which principal will earn
360 taka as interest in 5 years ?
23. Interest for how many years on 300 taka at 5% per annum will be 60 taka ?
24.
Annual percent rate of interest being 5 taka, what is the interest on
900 taka for 3 years ?
25.
At 5% annual rate of interest in how many years will 425 taka become 510
taka with interest ?
A person sold a goat at 6% loss. The selling price was 3196 taka; what was the
cost price?
Chapter Ten
Measurement of Length
Every bounded object or region has a definite linear measure;
this measure is called the length of the object or region.
For convenience various multiples and submultiples of metre are used
as secondary units :
On the increasing side, beginning with 1 metre, these units are such
that each unit is10 times the preceding unit. On the decreasing side,
beginning with 1 metre they are such that each unit is one-tenth ( )
of the preceding unit.
1 kilometre (km)
1 hectometre (hm)
1 decametre (dm)
1 metre (m)
1 decimetre (dcm)
1 centimetre (cm)
1 millimetre (mm)
kilo is
hecto is
deca is
deci is
centi is
milli is
thousand times
hundred times
ten times
one-tenth
one-hundredth
one- thousandth
10 10 10 1000
100
10
0.1
0.01
0.001
10 10
10
1
10
1
100
1
1000
1000 metre (m)
100 metre (m)
10 metre (m)
1metre (m)
=
=
=
=
=
=
=
The basic unit for measurement of length is : Metre.
Measurement
10
m or 0.1 m
1
100
m or 0.01 m
m or 0.001 m
1
10
1
1000
1
Measurement of Weight
Metric units for Measurement of Weights
100 kilogram (kg) =1 quintal
Example 1. Express 8 Kilogram 35 gram 79 centigram 6 millgram in milligram.
Example 2. Express 58 kilogram 357 gram 629 milligram in kilogram.
Example 3. How many qunitals are there in 9876000 grams ? How many metric tons ?
9876000 grams =
9876000
1000
kg kg
= quintal
= 98.76 quintal.
Again, 9876000 grams =98.76 quintal =
there are 98.76 quintal or 9.876 metric ton in 9876000 grams.
metric ton =9.876 metric ton.
9876
Solution : 8 kilogram =8 1000 gram =8000 gram =8000 1000 mg
Solution :
Solution :
93
58 kg
357 gram =357 0.001 kg
629 milligram =629 0.001 gram
=
=
=
58 kg
Sum = 58.357629 kg
0.357 kg
0.000629 kg
=8000000 mg
35 gram =35 1000 mg = 35000 mg
79 centigram =79 10 mg = 790 mg
6 milligram = 6 mg
Sum =8035796 mg
10 quintal or 1000 kilogram =1 metric ton
Replacing 'metre' by 'gram' in the chart on the preceding page, we get the
metric units for measurement of weights. On the increasing side these are
decagram (dg), hectogram (hg), kilogram (kg); on the decreasing side these
are decigram (dcg), centigram (cg), milligram (mg)
Two widely used unis for measuring larger weights are :
The basic unit for measurement of weight is : Gram
100
=
9876
10
98.76
there are 8035796 milligram in 8 kilogram 35 gram 79 centigram 6 milligram.
there are 58.357629 kilogram in 58kilogram357 gram 629 milligram.
=0.629 gram =0.629 0.001kg
Example 4. Add :
(a) (b) km
98
76
53
42
7
8
0
9
6
4
8
3
5
9
7
1
hm dm metre kg
39
52
13
48
6
1
5
6
7
0
4
5
8
9
2
3
hg dg g
Solution :
94
Solution :
(a) (b) km
271 km 6 hm 3 dm 2 metre 153 kg 9 hg 8 dg 2 gram
hm dm metre kg
98
76
53
42
271
7
8
0
9
6
6
4
8
3
3
5
9
7
1
2
39
52
13
48
153
6
1
5
6
9
7
0
4
5
8
8
9
2
3
2
89
47
5
6
7
4
3
8
76
53
9
8
2
7
4
6
hg dg g
(a) (b) km hm dm metre kg hg dg g
89
47
41
41 kg 9 hm 2 dm 5 metre 23 kg 4 dg 8 gram
5
6
9
7
4
2
3
8
5
(a) (b) km hm dm metre kg hg dg g
+1
+10
+1
+10
76
53
23
9
8
0
2
7
4
4
6
8
+1 +1
+10 +10
Measurement of Volume of Liquids
The basic unit for measurement of volume of liquids is : Litre
Replacing 'metre' by 'litre' in the chart on page 92, we get the metric
units for measurement of volume of liquids. On the increasing side these
are: decalitre (dl), hectolitre (hl), kilolitre (kl), On the decreasing side
these are decilitre (decil), centilitre (cl), millilitre (ml).
International Units for Measurement of Volume of Liquid.
1000 millilitre (ml)
or
1000 cubic centimetre
1000 litre =1 cubic metre
The following chart exhibits the basic and secondary units for measurement
of length, weight and volume of liquid at a glance; it can be used for
ready reference :
1000
kilo
Tens Hundreds Thousands Ones One-tenths One-hundredths One-Thousandths
hecto deca gram
metre
litre
deci centi
96
milli
100 10 1
1
10
1
100
1
1000
=1 litre (l)
Measurement of Volume of Liquids
The basic unit for measurement of volume of liquids is : Litre
Replacing 'metre' by 'litre' in the chart on page 92, we get the metric
units for measurement of volume of liquids. On the increasing side these
are: decalitre (dl), hectolitre (hl), kilolitre (kl), On the decreasing side
these are decilitre (decil), centilitre (cl), millilitre (ml).
International Units for Measurement of Volume of Liquid.
1000 millilitre (ml)
or
1000 cubic centimetre
1000 litre =1 cubic metre
The following chart exhibits the basic and secondary units for measurement
of length, weight and volume of liquid at a glance; it can be used for
ready reference :
1000
kilo
Tens Hundreds Thousands Ones One-tenths One-hundredths One-Thousandths
hecto deca gram
metre
litre
deci centi
96
milli
100 10 1
1
10
1
100
1
1000
=1 litre (l)
1. Express in millimetre :
Exercise 10 (A)
2. Express in metre :
3. Express in kilometres:
4. Express in milligrams :
5. Express in grams :
6. Express in kilograms :
7. How many quintals are there in 796000 gram? How many metric tons ?
8. How many metric tons are there in 97865 kilograms ?
(a) 29 kilometre 89 centimetre 7 millimetre
(b) 59 kilometre 368 metre 87 centimetre
(a) 98 metre 48 centimetre 7 millimetre
(b) 76 kilometre 584 centimetre 5 millimetre
(c) 58 kilometre 356 centimetre
(a) 56 kilometre 37 metre 48 centimetre
(b) 39 kilometre 84 metre 95 millimetre
(c) 87 kilometre 60 metre 51 centimetre 9 millimetre
(a) 81 gram 52 centigram 7 milligram
(b) 95 kilogram 83 gram 76 centigram
(c) 67 kilogram 98 gram 67 centigram 8 milligram
(a) 75 kilogram 643 gram
(b) 28 kilogram 89 gram 45 centigram 8 milligram
(a) 54 kilogram 52 gram 95 centigram
(b) 21 kilogram 89 gram 541milligram
(c) 98 kilogram 76 gram 54 centigram 3 milligram
(c) 76 kilogram 85 gram 43 centigram
(b) 18 kilometre 459 metre 98 millimetre
97
9. Add :
10. Subtract :
11.
12. Multiply :
13. Divide :
14. Out of 598 kg of potatoes Latif Miah sold 127 kg 256 gram to Malek, 134 kg
15. A drum can store 53 kg 9 hg 8 dg 7 gram of flour. How much flour can be
125 gram to Khaleq and 89 kg 348 gram to Liton . What amount of potatoes
remained with him ?
stored in 9 such drums ?
(a) (b)
km kg hg dg gram
12
59
82
17
9
5
8
3
6
0
2
9
7
4
5
8
82
43
70
29
7
0
3
2
5
8
0
7
6
4
8
0
hm dm metre
(a)
(a) How many millilitres are there in 987600 litre ?
(a) 9 km 7 hm 4 metre by 8
(a) 82 kilometre 7 hectometre 6 decametre 4 metre by 9
(b) 94 km 8 hm 5 dm 6 metre by 8
(c) 76 kg 7 hg 6 dg 1 gram by 9
(a) 7 km 10 dm 5 metre by 9
(a) 29 kg 8 hg 19 gram by 7
(b) How many cubic centimetres are there in 237 litre ?
(c) How many cubic centimetres are there in 879500 litre ?
(b)
km kg hg dg gram
89
82
5
9
2
3
1
7
93
45
7
6
3
8
2
9
hm dm metre
98
Area
The coloured figure to the left is a
region. This region occupies a definite portion
of this page. As such it has a definite measurement.
That measure is the area of the region.
Any closed region has a definite measurement as to how much space it covers;
Each of the above coloured figures is a region.
The space enclosed by a triangle is a triangular region.
The space enclosed by a quadrilateral is a quadrangular region.
The space enclosed by a rectangle is a rectangular region.
The space enclosed by a square is a square region.
Each of these regions, being bounded, has a definite measurement as to how much
space it covers. That measurement is the area of the region.
A definite unit is needed for measurement of area. The area of the region enclosed by a
square, each of whose sides has length 1 unit, is a natural choice for measurement of area.
Such units are referred to as 'square units'. Thus, 1 square metre is the area of a square
region each of whose sides has length 1 metre (this square is referred to as the
'1 metre square')
this measurement is the area of the region.
Triangular region Quadrangular region Rectangular region Square region
99
Metric Units for Measurement of Land
The figure to the left is a square: each of its sides has length
3 cm. What is the area of the region enclosed by it ?
Beginning from one corner, say the lower left corner, we mark
points on each of the two sides meeting at that corner, whose distances
from that corner are 1 cm, 2 cm. From these points we draw lines parallel
to the other side meeting at the corner. These lines divide the square
region into 3 3 =9 square regions: each of these 9 square regions has
area 1 square centimetre, because each side of each of these square regions
has length 1 cm. 3 3 is written as 3 : so the area of the given square
region is 3 =(length) square units.
ABCD is a rectangular region; its length is 4 cm and breadth is 3 cm. Beginning from one corner,
say the lower left corner, we mark points on each of the two sides meeting at that corner whose
distances from that corner are 1 cm, 2 cm and so on. From these points we draw lines parallel to
the other side meeting at that corner. These lines divide the rectangular region into 4 3 =12
square regions; each of these square regions has area 1 square cm, as explained above.
1cm
1cm
1cm 1cm
1cm
1cm
1cm
1cm 1cm 1cm 1cm
1cm
1cm
Area of a Square Region
Area of a Rectangular Region
A
C
3 cm
(breadth)
4 cm
(length)
D
B
1 square metre
1 square decametre
1 square hectometre
1 hectare
=
=
=
=
=
=
=
=
100
100
100
10,000
10,000 square centimetre
1 are [pronounced: a-or]
10,000 square metre
1 square hectometre
square decimetre
square metre
square decametre
square metre
2
2 2
Area of a Square Region = (length) square units.
2
100
Therefore, area of the rectangular region ABCD
=Sum of the areas of 12 square regions, each having area 1 sq cm
=12 sq cm
=(4 3) sq cm =4 cm 3 cm =length breadth
We observe : The area of the rectangular region is obtained by multiplying
the measeure of its length by the measure of its breadth.
Example 1. The length of a rectangular region is 60 cm and its breadth is 45
cm. What is its area ?
Example 2. What is the area of a rectangular region of length 7 cm and
breadth 3 cm 5 mm?
Solution :
Area of a rectangular region = (length breadth) square units
Area of the rectangular region = (length breadth)
= 70 mm 35 mm = 2450 square mm
= 24 50 square cm [100 square mm = 1 square cm]
In finding area, if the length and breadth are expressed in different units, then they must
first be expressed in the same unit.
Area = 60 cm 45 cm = (60 45) square cm
= 2700 square cm
Required area is 2700 square cm.
Length =7 cm =7 10 mm =70 mm
breadth =3 cm 5 mm =35 mm
Solution : Area of a rectangular region = (length breadth) square units
101
Area of a Triangular Region
The triangle ABC enclosing the region can be any one of three types : right
angled ; acute angled ; obtuse angled. Suppose ABC is a right angle.
Draw the line through A parallel to the side BC, and the line through C parallel
to the side BA. Suppose these lines
intersect at D. ThenABCD is a
rectangle, because it is a parallelogram
and ABC is a right angle. Therefore
ADC too is a right angled triangle,
whose sides AD and DC are respectively
equal to the sides BC and AB of the
triangleABC. The side AC is common to both triangles. So the triangles ABC
andADC are identical except for position; so they have the same area. Therefore
the area of the triangular region ABC is half of the area of the rectangular region ABCD.
The latter area is AB BC. So area of the triangular region ABC is = (AB BC)
AB is called the height and BC is called the base of the triangle ABC. So, the area
of a right angled triangular region = (base height) square units.
Suppose the triangle ABC is acute angled; that means, each of the three angles is less than one
right angle. ThroughA draw the line parallel to the side BC. Through B and C draw the lines
perpendicular to the side BC; suppose that these lines intersect the line parallel to BC at E
and F respectively.The lines BE and CF, being perpendicular to BC, are parallel. Draw through
A the line AD perpendicular to BC.
A
B C
D
1
2
1
2
A
B C
D
F E
102
Picture 1
Each of the figures AEBD and AFCD is a rectangle,
and each of the triangles ABD and ACD is right angled.
Area of the triangluar region ABD = (base height) = (BD AD);
Area of the triangluar region ACD = (base height) = (DC AD);
Lastly, suppose ACB is an obtuse angle. As before, the lines BE and CF are drawn
perpendicular to BC; they meet the line drawn through A and parallel to BC at E and
F respectively. But now E and F lie on the same side of the point A ; the
perpendicular from A to the side BC now meets the extended side BC at D.
Each of the figures AEBD and AFCD is a rectangle, and each of the triangles ABD and
ACD is right angled.
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
A F E
B C D
Picture 2
103
So, area of the triangular region ABC
= area of the triangular region ABD
area of the triangular region ACD = (BD AD) (CD AD)
= (BD CD) AD = (BC AD) =
Therefore, in all cases we get the same result :
Area of a triangular region = (base height) suqare units
So, Area of the triangular region ABC
=Area of the triangular region ABD
+Area of the triangular region ACD = (BD AD) + (DC AD)
= (BD +DC) AD = (BC AD) = (base height) square units.
1
2
1
2
(base height).suqare units
Example 3. A rectangular region is formed by two adjoining and non over
lapping triangular regions of the same size; the length of the rectangle is 16
metre and breadth is 12 metre. What is the area of the rectangular region ?
What is the area of each triangular region ?
Solution : Area of the rectangular region
Area of the rectangular region Area of the triangular region
Length
16
192 square metre
192 square metre
96 square metre
Area of the rectangular region is 192 square metre and the area of each
triangular region is 96 square metre
A
B
Picture-3
Area of a Quadrangular Region
In the adjoining figure ABCD is a quadrilateral.
AC is a diagonal. This diagonal divides the
quadrangular region ABCD into the two
triangular regions ABC and ADC, which do not
overlap. So area of the quadrangular region ABCD
+Area of the triangular region ACD
Draw BE perpendicular from B on AC, and DF
perpendicular from D on AC. Then BE is the height
of the triangle ABC and DF is the height
of the triangleADC; AC is their common base. So,
=Area of the triangular region ABC
+Area of the triangular region ADC
= (AC BE) + (AC DF) = AC (BE +DF) suqare units.
C
D
F
E
12
1
2
1
1
2
1
2
1
2
2
square metre
breadth
104
Area of the quadrangular region ABCD
Example 3. A rectangular region is formed by two adjoining and non over
lapping triangular regions of the same size; the length of the rectangle is 16
metre and breadth is 12 metre. What is the area of the rectangular region ?
What is the area of each triangular region ?
Solution : Area of the rectangular region
Area of the rectangular region Area of the triangular region
Length
16
192 square metre
192 square metre
96 square metre
Area of the rectangular region is 192 square metre and the area of each
triangular region is 96 square metre
A
B
Picture-3
Area of a Quadrangular Region
In the adjoining figure ABCD is a quadrilateral.
AC is a diagonal. This diagonal divides the
quadrangular region ABCD into the two
triangular regions ABC and ADC, which do not
overlap. So area of the quadrangular region ABCD
+Area of the triangular region ACD
Draw BE perpendicular from B on AC, and DF
perpendicular from D on AC. Then BE is the height
of the triangle ABC and DF is the height
of the triangleADC; AC is their common base. So,
=Area of the triangular region ABC
+Area of the triangular region ADC
= (AC BE) + (AC DF) = AC (BE +DF) suqare units.
C
D
F
E
12
1
2
1
1
2
1
2
1
2
2
square metre
breadth
104
= Area of the rectangular region ABED
+ Area of the triangular region DEC
= 48 sq cm +12 sq cm =60 sq cm.
Area of the triangular region DEC
Exercise 10 (B)
= (base height) = (EC DE)
1
2
1
2
1
2
= (4 cm 6 cm) = 24 sq cm =12 sq cm
1
2
Area of the rectangular region ABED
=AD AB =8 cm 6 cm =48 sq cm
A 8 cm
12 cm
B C
D
E
In the adjoining figure ABCD is a quadrilateral of
which the two opposite sides AD and BC are
parallel and the angle ABC is a right angle;
AD = 8 cm BC =12 cm DE is the perpendicular
from D on BC. ThenABED is a rectangle and
DEC is a right angled triangle. DE is the distance
between the parallel sides; so DE =6 cm.
EC =BC BE =BC AD =(12 8) cm =4 cm
2. The length of one side of a square region is given. Find the area :
(a) 67 metre (a) 7 metre 45 centimetre (c) 9 75 metre
1. Find the areas of the following rectangular regions :
(a) Length 54 metre and breadth 47 metre.
(b) Length 3 metre and breadth 75 centimetre.
(b) Length 87 metre and breadth 65 25 metre.
106
Chapter Eleven
According to Bangla practice, the time span from one sunrise to the next sunset is called
day-time and the time span from one sunset to the next sunrise is called night-time.
The names of twelve Bangla months and the number of their days :
According to Bangla practice day and date begins with sunrise.
The names of twelve English months and the number of their days :
When the year is a leap year, the month of February has 29 days (see next page).
According to English and international practice, day and date begins just after 12 p.m (midnight)
Month
Baishakh
J aisthya
Ashar
Shrabon
Bhadra
Ashwin
Kartik
Agrahyon
Paush
Magh
Falgun
Chaitra
30
30
30
30
30
30
31
31
31
31
31
30
Number of days Month Number of days
Month
31
31
30
31
30
31
31
28
31
30
31
30
J anuary
February
March
April
May
J une
J uly
August
September
October
November
December
Number of days Month Number of days
Time
1
Sun Mon Tues Wed Thurs Fri Sat
18
2
19
8
25
9
26
10
26
11
28
12
29
13
30
14
1
15
2
22
9
23
10
24
11
25
12
26
13
27
14
28
15
29
16
30
17
31
18
16
3
17
4
18
5
19
6
20
7
21
8
3
20
4
21
5
22
6
23
7
24
Sun Mon Tues Wed Thurs Fri Sat Sun Mon Tues Wed Thurs Fri Sat
4
21
5
22
6
23
7
24
8
25
9
26
10
27
11
28
18
8
19
5
20
6
21
7
22
8
23
9
24
10
24
11
26
12
27
13
28
14
29
15
30
16
31
17
12
29
13
30
14
31
15
1
16
2
17
3
1
18
2
19
3
20
8
25
9
26
10
27
11
28
12
29
13
30
14
1
15
2
22
9
23
10
24
11
25
12
26
13
27
14
28
15
29
16
30
17
16
3
17
4
18
5
19
6
20
7
21
8
5
22
6
23
3
20
4
21
1
18
2
19
7
24
J anuary
Bangla and English Calendar
English Year 2012; Bangla Year 1418 - 1419
March
(a) The 6th day of J anuary 2012 is [ weekday]
[ weekday]
[ weekday]
[ date ]
[ date ]
days
(b) The 18th day of April 2012 is
(c) The 19th day of Magh of Bangla year 1418 is
(d) The second Monday in the month of March 2012 is
(e) The first Saturday in the month of Baishakh of Bangla year 1419 is
(f) The month of February of 2012 has
April
Paush- Magh
Sun Mon Tues Wed Thurs Fri Sat
5
23
6
24
7
25
8
26
9
27
10
28
11
29
12
30
19
7
20
8
21
9
22
10
23
11
24
12
25
13
26
14
27
15
28
16
29
17
13
1
14
2
15
3
16
4
17
5
18
6
1
19
2
20
3
21
4
22
February
Magh-Falgun
Falgun-Chaitra Chaitra-Baishakh
109
Example 2. How many days were there in the month of February 1998 ?
Example 3. Was 2000 a leap year ?
Solution : 2000 ends with 00, so 2000
was a leap year if 2000 is divisible by 400.
2000 ends with 00, and the number 2000 is divisible by 400; so
2000 was a leap year.
1900 ends with 00, and the number 1900 is not divisible by 400; so
1900 was not a leap year.
400 ) 2 0 0 0 (5
2 0 0 0
0
400 ) 19 0 0 (4
16 0 0
300
Solution : We need to determine whether 1998 was a leap year.
4 ) 1 9 9 8 ( 499
1 6
39
36
38
36
2
The last two digits of the number 1988 are not both zero, and the number is divisible
by 4. So 1988 was a leap year. So there were 29 days in the month of February,1988.
The last two digits of the number 1998 are not both zero and the number is
not divisible by 4. So 1998 was not a leap year. So there were 28 days in the
month of February 1998.
111
Example 2. How many days were there in the month of February 1998 ?
2000 ends with 00, and the number 2000 is divisible by 400; so
2000 was a leap year.
1900 ends with 00, and the number 1900 is not divisible by 400; so
1900 was not a leap year.
400 ) 2 0 0 0 (5
2 0 0 0
0
400 ) 19 0 0 (4
16 0 0
300
Solution : We need to determine whether 1998 was a leap year.
4 ) 1 9 9 8 ( 499
1 6
39
36
38
36
2
The last two digits of the number 1988 are not both zero, and the number is divisible
by 4. So 1988 was a leap year. So there were 29 days in the month of February,1988.
The last two digits of the number 1998 are not both zero and the number is
not divisible by 4. So 1998 was not a leap year. So there were 28 days in the
month of February 1998.
111
A period of 10 consecutive years is a decade.
A period of 12 consecutive years is a yuga. [ There is no term in English for yuga ]
A period of 100 consecutive years is a century.
Theperiod from 2001 to 2010 is a decade. The period from 2001 to 2012 is a yuga.
The period from 1901 to 2000 is a century (twentieth century)
The period from Bangla years 1201 to 1300 is the thirteenth century.
The period from Bangla years 1301 to 1400 is the fourteenth century.
The period from Bangla years 1401 to 1500 is the fifteenth century.
Decade, Yuga, Century
For example :
Example 5. Convert 3 years 2 months 12 days into hours.
Example 6. Convert 3 years 5 months 15 days into minutes.
When no specific month is mentioned, a month is assumed to have 30 days.
Solution :
3 years 3 365 days 1095 days
60 days
1167 days
24
Sum
1 day =24 hours
1 year =365 days
1 month =30 days
4668
23340
28008 hours
30 days
12 days
2
=
=
=
=
=
2 months
Solution :
3 years 3 365 days 1095 days
150 days
15 days
1260 days
1260 days
24
60
1814400 minutes
5040
25200
30240 hours
1 day =24 hours
1 hour =60 minutes
1 year =365 days
1 month =30 days
30 days 5
=
=
=
=
=
5 months
112
Example 7. Convert 1 day into seconds.
Solution:
Example 8. Convert 5 months 4 days into seconds.
Example 9. Convert 89765 hours into year, month and days .
24 ) 8 9 7 6 5 hours ( 3740 days
365 ) 3 7 4 0 day ( 10 years
3 6 5
9 0
0 0
9 0 days
30 ) 9 0 days ( 3 months
0
9 0
1 7 7
1 6 8
9 6
9 6
5
0
5 hours
89765 hours =10 years 3 months 5 hours
7 2
Solution:
Solution
5 months =5 30 days =150 days
5 months 4 days
4 days
154 days
5 months 4 days
154 days
24
616
3040
3696 hours
60
60
13305600 seconds.
221760 minutes
1 day =24 hours
24 hours
60
60
1440 minutes
1 hour =60 minutes
1 month =30 days
1 day =24 hours
1 hour =60 minutes
1 minute =60 seconds
1 minute =60 seconds
1 day =86400 seconds.
86400 seconds.
113
We observe :
In determining the number of years, 1 year has been assumed to have 365 days.
1 month has been assumed to have 30 days.
Example 11. How many hours, minutes and seconds are there in 84648 seconds ?
Example 10. How many years, months, days and hours are there in 87450 minutes ?
Solution :
Solution :
60
60
6 0
2 4 6
2 4 0
6 4
6 0
4 8
4 8 seconds
0 0
8 4 6 4 8seconds 1410 minutes
1 4 1 0 minutes
1 2 0
2 1 0
1 8 0
3 0 minutes
84648 seconds =23 hours 30 minutes 48 seconds.
23 hours
minutes 1457 hours
hours
1 4 5 7 hour
1 4 4
1 7
1 7
0 0
0
87450 minutes =2 months 17 hours 30 minutes.
2 months
60 days
60
24
30 6 0
6 0
87450
6 0
2 7 4
2 4 0
3 4 5
3 0 0
4 5 0
4 2 0
3 0 minutes
114
International Time Table
According to international practice, the time span from one midnight to the next midnight is
1 day. In the international time reckoning midnight is 00.00 hour. One hour past midnight
is 0100 hour , and so on. When it is 30 minutes past 1 in the night, it is 0130 hour in the
international system. When it is 30 minutes past 1at midday, it is 1330 hour in the international
system.
Some exmaples of expressing times in the international system are given below.
night 25 minutes past 12
0025 hour
In the international system, there is no morning, noon, afternoon, evening or night.
Express the times shown in the clocks below in the international system, taking into
consideration the additional information given below each clock.
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
night noon morning night
0715 hour 1645 hour 2110 hour
night 10 minutes past 9
morning 15 minutes past 7 afternoon 45 minutes past 4
115
Railway Time Table
Dhaka - Chittagong
Station
Distance
from
Dhaka
km
Dhaka Departs
00
19
23
47
58
87
91
104
120
168
192
210
232
321
0740
0821
1017
1050
1211
1322
1515
0530
0625
0747
0828
0850
1045
1100
1129
1215
1350
1445
1523
1606
1840
1515
1558
1705
1805
1928
2036
2255
1630
1705
2235
2230
2315
2330
0003
0028
0115
0142
0210
0300
0400
0435
0527
0755
2300
2338
0150
0305
0410
0458
0705
Dhaka airport Departs
Tongi Departs
Ghorashal Departs
Narsingdi Departs
Bhiarab Bazar Departs
Ashuganj Departs
Brahmanbaria Departs
Akhaura Departs
Comilla Departs
Laksam Departs
Hasanpur Departs
Feni Departs
Chittagong Arrives
Fom the time table one can find out all relevant information about trains from Dhaka
to Chittagong; the names of stations where each train stops, their times of departure
from each such station, and the time of arrival in Chittagong. All times are given in the
international system; we may for convenience convert them to our national system.
For example, Subarno Express leaves Dhaka at 4.30 in the afternoon and arrives at
Chittagong at 10.35 in the evening .
704
Mahanagar
Probhati
4
Karno
Phuli
Express
722
Mahanagar
Godhuli
702
Subarno
Express
2
Ctg
Mail
742
Turna
Express
Consult the above time table and fill in the blanks :
Karnaphuli Express leaves Dhaka station at
(a)
(b)
(c)
(d)
116
Mahanagar Godhuli leaves Dhaka station at
Turna Express leaves Brahmanbaria station at
Mahanagar Probhati leaves Bhairab Bazar station at and arrives at Chittagong station at
and arrives at Chittagong station at
and leaves Feni station at
and leaves Comilla station at
Exercise 11
1. Write down the number of days of the following months :
2. Determine which of the following years are leap years :
3. Convert 5 days 8 hours 15 minutes into seconds.
4. Convert 4 years 3 months 10 days into hours.
5. Convert 5 years 4 days into minutes.
6. Convert into years, months, days :
8. Your school ends at 3 o'clock in the afternoon. According to the international system,
at what time does your school end ?
9. According to the international system, Bagladesh Biman leaves for Kolkata at
2000 hour. At what time in the evening does Biman leave ?
10. A BRTC bus leaves Dhaka at 40 minutes past 1 in the afternoon and reaches Comilla at
1 minite past 4 in the afternoon. At what time does the bus leave Dhaka and reach Comilla
according to the international system ?
(a) Shrabon (b) Bhadro (c) Agrahayan (d) Chaitro
(a) 1920
(a) 95624 minutes
(a) Bangla years from 1101 to 1200 constitute the twelfth
(b) Bangla years from 1301 to constitute the fourteenth century
(c) English years from 1901 to constitute twentieth century
(d) English years from 1991 to 2002 is yuga.
(b) 36290 hours (c) 25850 minutes (d) 39456 seconds
(b) 1922 (c) 1928 (d) 1930
(e) April
(e) 1940
(f) 1960 (g) 2012 (h) 2000 (i) 2008 (j) 2004
(f) J uly (g) August (h) December
117

Chapter Twelve
Arrangements of Data
Unarranged Data and Arranged Data
Unarranged Data : Data which have not been arranged according to some given or chosen
characteristic or criterion, are called unarranged data.
Arranged Data : Data which have been arranged according to some given or chosen
characteristic or criterion, are called arranged data.
The marks in Mathematics at the annual examination obtained by 25 students are given
below :
These data are not arranged according to any characteristic; these are unarranged data. To
get an overall picture of the performance of the students, it is convenient to group together
students who got marks in a certain range; such ranges are called classes and the difference
between the highest and lowest marks in a class is called the class difference. The number of
students whose marks fall into a particular class is called thefrequency of that class. Here
the highest and lowest marks obtained are 98 and 41. Their difference
So a convenient choice for class difference would be 10. The classes are 40 - 49, 50 - 59,
. . . , 90 - 99. These classes are called class intervals.
The resulting frequency table is shown below :
Classes of
marks
Tally
marks Frequency
Number of students/
40
50
60
70
80
90
49
59
69
79
89
99
2
3
2
10
6
2
Total: 25
98 41 57.
59 72 70 52 69 41 44 85 88 76 80 58 89 85 96 84
78 72 68 75 98 74 73 77 71

Having written down the classes, we have to determine the frequency of each class.
The first number is 59; it belongs to the class 50 - 59; so we put a tally mark in the
next column against that class. The next number is 72; it belongs to the class 70 - 79;
so we put a tally mark against that class. In this way all the marks are counted by means
of tally marks. When we get five tally marks in any one class, as in the class 70 - 79, the
fifth tally mark is entered not vertically as the four preceding tally marks, but diagonally
across them; this makes the counting of total tally marks in a class transparent and easy.
Example 1. The daily wage (in taka) of 20 workers are given below :
Solution : Here the highest wage is 348 taka and the lowest is 246 taka.
So a convenient choice for class difference is 20. Beginning with 240, the class
intervals are 240 - 259. 260 - 279, . . . , 340 - 359.
The resulting frequency table is as follows :
Difference
348 246 taka taka 102
102 20 4 5
290 339 326 319 300 247 264 279 299 295 308 327
246 348 316 276 288 269 316 296. Classify the data.
Classes of
wages Frequency
Tally
marks
Number of workers/
240
260
280
300
320
340
259
279
299
319
339
359
2
4
5
5
3
1
Total: 20
119

Example 2. The weights (in kg) of 20 workers are given below :
Example 3. The marks obtained in Bangla by 25 students are given below :
Solution : The lowest among the marks is 65, the highest is 88. The resulting
classification is shown in the table below.
Arrange the data in classes, taking 5 as class difference.
75 68 74 66 80 65 75 67 86 75 68 82 88
84 72 66 85 73 76 78 67 79 86 82 84.
Solution :
Weight (in kg)
50
52
54
56
58
60
3
2
4
2
3
6
Total: 20
Classify the data.
60 52 54 50 52 54 56 58 60 60
50 54 56 58 60 50 60 60 58 54.
Classes of marks
65 - 69
70 - 74
75 - 79
80 - 84
85 - 89
7
3
6
5
4
Total: 25
Frequency
Tally
mark
Number of students/
Frequency
Tally
mark
Number of workers/
120
The number of students of 5 classes of a school are given below. Use tally marks to
express the number of students :
1.
75 63 75 75 71 75 63 72 72 69
72 70 61 75 60 71 69 63 65 69
One
Two
Three
Four
Five
Class Tally marks
Exercise 12 (A)
Number of Students
40
45
42
30
28
125 200 170 225 325 270 180 210 300 315
390 250 260 220 270 375 315 220 250 270
The marks obtained by 20 students in Mathematics are given below :
Classify the data.
2.
The amount (in taka) of a day's sale of 20 shops are given below :
Classify the data.
3.
The daily wage (in taka) of 15 workers are given below. Classify the data. 4.
325, 300, 325, 350, 300, 325, 325, 300, 350, 350, 325, 400, 350, 325, 325
121
50
40
30
20
10
12
11
10
9
8
7
6
5
4
3
2
1
0
Class 1
The height of the bar representing the number of students of Class 3, 4, 5 are
respectively 6 5 cm, 7 2 cm, 7 0 cm.
Class 2 Class 3 Class 4 Class 5
A
123
( The distance between each pair of equidistant points on the line AC represents 10 students )
B
A
C
B
Sat Sun Mon Tue Wed Thu
45 40 30 42 50 35
Example 2. The number of students present in 6 school days of one week of your
class are given below. Draw a bar graph incorporating the data.
Day
Present
0
C
50
40
30
20
10
12
11
10
9
8
7
6
5
4
3
2
1
0
Class 1
The height of the bar representing the number of students of Class 3, 4, 5 are
respectively 6 5 cm, 7 2 cm, 7 0 cm.
Class 2 Class 3 Class 4 Class 5
A
123
( The distance between each pair of equidistant points on the line AC represents 10 students )
B
A
C
B
45 40 30 42 50 35
Example 2. The number of students present in 6 school days of one week of your
class are given below. Draw a bar graph incorporating the data.
Day
Present
0
C
10
9
8
7
6
5
4
3
2
1
0
A
Bangla English Mathematics
( The distance between each pair of equidistant points on the line AC
represents 10 marks)
Science Social Studies
(a)
(b)
(c)
(d)
(e)
In which subject has he got the highest mark ?
In which subject has he got the lowest mark ?
What marks has he got in Mathematics ?
What is his total marks ?
What is his average mark ?
(a)
(b)
(c)
(d)
(e)
Solution :
124
351 5 70 2
In Mathematics he has obtained the highest mark.
In Social Studies he has obtained the lowest mark.
He has obtained 89 marks in Mathematics.
His marks : Bangla 69, English 65, Mathematics 89, Science 78,
Social Studies 50. So his total marks = 69 +65 +89 +78 +50 =351.
There are 5 subjects ; so his average marks
C
B
Example 3. The marks obtained by Zafar in various subjects in the annual
examination are shown in the bar graph below. Referring to the graph, answer
the following questions.
Exercise 12 (B)
1. The number of absentee students of a classs on the days of the last week are given below.
Draw a bar graph based on the data.
2. The number of students of the five classes of Baluchara Primary School are given below.
3. The yields last year of five crops in Swarupkathi Upazilla are shown on the table below.
4. The distances by road of five cities from Dhaka (in nearest multiples of ten kilometre) are
given below. Draw a bar graph based on the data.
Class
Crop
City
Chittagong
Rangpur
Khulna
Rajshahi
Sylhet
290
440
330
310
400
Paddy
J ute
Wheat
Chick-pea
Lentil
450
260
350
50
80
Amount (in ton)
Number of Students
One
Two
Three
Four
Five
80
75
78
65
Day of the week Sat
2 3 5 4 3 6
Sun Mon Tue Thu Wed
Number of absentee students
Distance
125
55
5. In the annual examination 6 students obtained the following marks in Mathematics.
6. In a one-day cricket match between Bangladesh and Australia, Saqib bowled ten overs.
The runs conceded by him in various overs are shown in the bar graph below.
Answer the following questions by referring to the bar graph.
(a) In which over did he concede the most runs ?
(b) In which over did he concede the least runs ?
(c) In all, and on average, how many runs did he concede in ten overs ?
(d) Arrange the number of runs in ascending order of magnitude and write down the
corresponding ordinal number of the over .
13
12
11
10
9
8
7
6
5
4
3
2
1
0
C
A B
Over
R
u
n
s
126
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Student
Marks obtained
Sumon Mimi Omar Shapnil Tania Ratan
80 80 100 75 85 90

Population
The numbeer of Shila's family members
Member
Number
Shila's father
1 1 1 1 4
Shila's mother Shila's sister Total Shila
Bangladesh is our dear homeland. The population of Bangladesh in the year 2011 is
shown in the following chart
The number of females and the number of males are nearly equal. These numbers have
been found by counting. The counting of population is called census. Through census
not only is the population counted, but many essential information and data also are collected.
The number of Shila's family members is 4. It is a small family; it is an ideal family.
Population of Bangladesh according to the last four censuses are given below * :
Year
Population and Housing Census 2011, Preliminary Result, Bureau of Statistics
127
Population
1981
1991
2001
2011
8 crore 99 lac
11 crore 14 lac
12 crore 39 lac
14 crore 23 lac
Total number of males
7,12,55,000
7,10,64,000
14,23,19,000
Total
Total number of females

The total land area of Bangladesh is 1,47,570 square kilometre. In terms of land Bangladesh
occupies the ninetieth position among countries of the world; but in terms of population it is
ninth.
The population of some countries of Asia are given below * :
Country
India
Pakistan
Myanmar
Nepal
Sri Lanka
Bhutan
* Source : State of the World Population 2010, UNFPA
Population Density : The average number of people per square kilometre of a region
is called the population density of that region.
Example 1. The population of Patuakhali district is 15 lac 17 thousand (nearly) and its area
is 3221 square kilometre. What is the population density of Patuakhali district ?
Solution : 15 lac 17 thousand =1517000
In 3221 square kilometre there are 1517000 persons
1517000
471 persons (nearly)
So, the population density of Patuakhali district is 471 (nearly).
128
3221
1
Problems Concerning Population
121 crore 45 lac
18 crore 48 lac
5 crore 5 lac
2 crore 99 lac
2 crore 4 lac
9 lac
Population

Exercise 12 (C)
1. Write down the number of your family members :
3. Write down the number of family members of two of your neighbouring families :
4. What is population density? How can it be determined ?
5. The area of Ratanpur village is 5 square kilometre. 3,000 persons live in that village.
What is population density of the village ?
6. The population of Panchagarh district is 9 lac 81 thousand and area is 1405 sq kilometre,
What is the population density of this district ?
7. The area of Rangamati district is 61609 sq kilometre and population is 5 lac 25 thousand.
Find the population density of that district.
8. Fill in the blanks from the census data of 2011 given in the table below :
Area in sq km
Bangladesh
Barisal Division
Chittagong Division
Dhaka Division
Rangpur Division
1,47,570
13,297
31,120
14,23,19,000
81,47,000
2,80,79,000
4,67,29,000
1,56,65,000
831
960
129
Population Density (per sq km)
Family
1
2
Grand
father
Grand
mother
Mother Brother Sister Uncle Aunt Others Total Father
Is your family a small family ?
2. What has been the increase in population of Bangladesh from the year 2001 to the year 2011?
Your father Your mother Your brother Your sister Total You
Relation
Number

Exercise 12 (C)
1. Write down the number of your family members :
3. Write down the number of family members of two of your neighbouring families :
4. What is population density? How can it be determined ?
5. The area of Ratanpur village is 5 square kilometre. 3,000 persons live in that village.
What is population density of the village ?
6. The population of Panchagarh district is 9 lac 81 thousand and area is 1405 sq kilometre,
What is the population density of this district ?
7. The area of Rangamati district is 61609 sq kilometre and population is 5 lac 25 thousand.
Find the population density of that district.
8. Fill in the blanks from the census data of 2011 given in the table below :
Area in sq km
Bangladesh
Barisal Division
Chittagong Division
Dhaka Division
Rangpur Division
1,47,570
13,297
31,120
14,23,19,000
81,47,000
2,80,79,000
4,67,29,000
1,56,65,000
831
960
129
Population Density (per sq km)
Family
1
2
Grand
father
Grand
mother
Mother Brother Sister Uncle Aunt Others Total Father
Is your family a small family ?
2. What has been the increase in population of Bangladesh from the year 2001 to the year 2011?
Your father Your mother Your brother Your sister Total You
Relation
Number
Chapter Thirteen
A B
A
M
B
D
C
C
D
A quadrilateral is a figure bounded by four line
segments. The adjoining figure ABCD is a
quadrilateral. The line segments AB, BC, CD, DA,
are its four sides; the points A, B, C, D are its four
corner points or vertices. The line segments AC and
BD are its two diagonals.
A parallelogram is a quadrilateral whose both pairs
of opposite sides are parallel. The quadrilateral
ABCD in the adjoining figure is a parallelogram.
Using a scale we measure the perpendicular distances
of the sides at several points on AB and DC.
We find that they are all equal, confirming that the
sidesAB and DC are parallel. Similarly, we find
thatAD and BC are parallel. Measuring the sides
we find that the lengths of any two opposite sides
are equal : AB =DC and AD =BC.
Measuring the angles we find that
angles of the parallelogram. So, every pair of opposite angles are equal. Now
let us draw the two diagonals of the parallelogram; they have intersected each
other at M. Measuring, we find that the line segments AM and MC, as well as BM
and MD, have equal lengths. So the diagonals of a parallelogram bisect each
other at their point of intersection.
The opposite sides of a parallelogram are parallel and equal.
The opposite angles of a parallelogram are equal.
The diagonals of a parallelogram bisect each other.
Quadrilateral
Classification of Quadrilateral
Parallelogram
Geometry
DAB, ABC, BCD, CDA,
DAB
DAB BCD,
BCD and ABC CDA.
and ABC CDA, and are two pairs of opposite as well as
132
A B
D C A square is a rectangle whose sides are all
equal. In other words, a square is a parallelogram
whose sides are all equal and whose angles are
all right angles. As the opposite sides of a rectangle
are equal, a rectangle having any two of its
adjacent sides equal, is a square. Put differently, a
parallelogram of which two adjacent sides are
equal and one angle is a right angle, is a square.
The adjoining figure ABCD is a square. Since
every square is a rectangle , its diagonals have
equal lengths. Measuring the four angles made at their point of intersection, we
find each of them is a right angle.
A rectangle having two equal adjacent sides is a square.
A parallelogram having two equal adjacent sides and one of whose angles is
a right angle, is a square.
The diagonals of a square are equal and they bisect each other at right angles.
Do yourself :
1. Draw a quadrilateral. Measure the length of its four sides and two diagonals.
Measure the four angles of the quadrilateral and find the sum of their measures.
2. Draw visually two quadrilaterals, no two of whose sides are equal.
(a) In each case measure the four sides and the two diagonals and enter your
results in your notebook.
(b) In each case measure the four angles and enter your results in your notebook.
Find the sum of the four angles, and state whether you get the same sum in
both cases.
Square
132
A B
D C A square is a rectangle whose sides are all
equal. In other words, a square is a parallelogram
whose sides are all equal and whose angles are
all right angles. As the opposite sides of a rectangle
are equal, a rectangle having any two of its
adjacent sides equal, is a square. Put differently, a
parallelogram of which two adjacent sides are
equal and one angle is a right angle, is a square.
The adjoining figure ABCD is a square. Since
every square is a rectangle , its diagonals have
equal lengths. Measuring the four angles made at their point of intersection, we
find each of them is a right angle.
A rectangle having two equal adjacent sides is a square.
A parallelogram having two equal adjacent sides and one of whose angles is
a right angle, is a square.
The diagonals of a square are equal and they bisect each other at right angles.
Do yourself :
1. Draw a quadrilateral. Measure the length of its four sides and two diagonals.
Measure the four angles of the quadrilateral and find the sum of their measures.
2. Draw visually two quadrilaterals, no two of whose sides are equal.
(a) In each case measure the four sides and the two diagonals and enter your
results in your notebook.
(b) In each case measure the four angles and enter your results in your notebook.
Find the sum of the four angles, and state whether you get the same sum in
both cases.
Square
Exercise 13
1. Which of the following statement is alway true ?
2. Draw visually a parallelogram, a rhombus and a rectangle.
3. Draw visually a parallelogram whose two adjacent sides have lengths 4 cm and 3 cm.
Measure the lengths of the opposite sides, and each pair of opposite angles. Draw the two
diagonals of the parallelogram and measure the lengths of the four segments of the two diagonals
made by their point of intersection.
4. Draw visually a square each of whose sides has length 4 cm.
(a) Measure the length of each diagonal and record in your notebook
(b) Identify the middle points of the sides. Connect the middle points in succession. What
type of a quadrilateral does the resulting quadrilateral appear to be ? Measure its sides
and angles. Comment on the accuracy of your drawing.
(a) A rhombus is a parallelogram.
(b) The diagonals of a parallelogram bisect each other at right angles.
(c) A square is a rhombus.
(d) A parallelogram is a quadrilateral whose two pairs of opposite sides
are parallel and equal.
133
(a) In each case, ascertain by measuring, whether each pair of opposite sides are equal in
length.
(b) In each case, ascertain by measuring, whether each pair of opposite angles are equal in
measure.
(c) In each case, ascertain by measuring, whether two diagonals are bisected at their point of
intersection.
(d) Measure the angles made at the point of intersection of the two diagonals of the rhombus,
and ascertain wheather they have intersected at right angles.
(e) A square is a rectangle.
Chapter Fourteen
Calculator and Computer
Calculator
A calculator is a hand-held electronic device which can carry out calculations following
appropricate commands by the person using it. It runs on electricity producted by battery
inside it; no outside electirc connection is needed. If electricity runs out, new battery has to be
installed. Calculators vary a great deal in their build-up, shape, size and scope. Some calculators
have 26 buttons, others have as many as 42 or 47 buttons. To start a calculator one presses the
(ON/AC) button; to shut it one presses the (OFF) button.
The adjoining picture is that of a calculator. It has
26 buttons. It can be started and shut off by pressing the
(ON) button.
Calculators are widely used in shops and businesses. Calculators play an important role in carrying
out extensive calculations needed to solve mathematical problems of all kinds. Only through actual
use can one truly appreciate the applicability and usefulness of calculators.
Computer
To computer is to calculate. A computer is an electronic device; it can cerry out calculation
on a much larger scale than a calculator. But the function and usefulness of a computer is not
limited to calculations. Besides carrying out complicated calculations, it can be used to generate
graphs, pictures, correspondence, to receive and send e-mail, for browsing websites, accessing
internet and so on. Thanks to the computer, keeping in touch with friends and relations all over the
world is now an easy matter. Computers have drastrically changed the life of mankind.
Abacus, a calculating device used in the late Middle Age, was a precursor of a calculator. In
the seventeenth century Pascal, as well as Leibniz, had built mechanical calculators. In the
nineteenth century, Charles Babbage, professor at the University of Cambridge in England,
built an 'Analytical Engine ' which is considered as a precursor of modern computers.
The working process of a computer is straight-forward. A computer has four main components
Input, Memory, Processor and Output. The computer works in combination of these four
components. The input device is needed to enter numbers and data; keyboard and mouse are
input devices.
135
The intended directives are given by pressing the keyboard or klicking the mouse.
The directives are stored in the memory of the computer. Next the processor processes the
data and directives stored in memory and sends the result to memory. Memory in turn sends it
to output devices such as monitor or picture.
Those of you who have used computers would know that a keyboard or mouse is an input
device. Data is fed into the computer through them. At the end of the work the computer shows
the result in the monitor. The monitor is an output device. The memory and processor of a
computer are not visible from outside; they are inside the computer.
So far we have talked about what is called hardware, or the mechanical parts of a computer.
But the computer cannot function on hardware alone. Appropriate commands are needed
to make it function. Such directives constitute the software. What task the computer processor
will perform, how it will perform, what directives will be needed, all such information is
stored in the memory. Briefly speaking, computer hardware is driven by the software.
For different kinds of work different kinds of software are needed.
A software which can draw graphs connot be used for calculation. There are various software
or computer programs for carrying out calculations, like Calculator, Excel, Calc, ect .
You can use the program Calculator or Calc instead of your ordinary calculator.
Input
Output
Memory Processor
136

The following examples are intended to help the students getting familiar in the use of
calculator in solving porblems.
Example 1. Fill in the blanks :
The calculator is activated by pressing the ON button, then successively the buttons
are pressed.
The calculator is activated by pressing the ON button, then successively
the necessary buttons are pressed.
137
Finally, The calculator is shut off by pressing the button
18 15 33
(a) 17 9
(a) Solution : 1
17 9
1 7 9 and
1 8 1 5 33 (b) Solution:
26.
7 9 26
(b) 18 15
Exercise 14
Solve the following problems using calculator or computer :
2.
3.
4.
5. Simplify :
(a) 17 9
(a) 897 356 40 what ?
(a) 26 13 what ?
(a) 9 4 what ?
(a) 9 80 5 6 134 (b) 77 83 56 7 9
(c) 245 13 95 5 10
6. Shahin bought from Newmarket fish for 340 taka, vegetables for 55 taka, onion for
34 taka and oil for 190 taka. He gave 650 taka to the shopkeeper . What amount of
money will the shopkeeper refund him ?
7. Fatema bought from book-fair books for 328 taka, writing pads for 105 taka and
eraser for 12 taka and gave 500 taka to the shopekeeper . What amount of money
will Fatema get as refund ?
(c) 555 5 what ? (d) 720 68 what ?
(b) 128 34 what ?
(c) 400 200 what ?
(b) 587 204 what ?
(d) 793 546 what ?
(b) 207 44 28 65 what ?
(b) 28 46 (c) 150 9
140
The calculations are completed in three steps keeping the calculator on.
The calculator is activated by pressing the ON button, then successively
the necessary buttons are pressed..
139
64 8 12 50
6 4 8
8 1 2 96
ON
ON
ON
Solution :
8
Example 5.
Example 6. Shabab went to Mohammadpur market with 600 taka and bought
fish for 350 taka, vegetables for 76 taka and fruits for 82 taka. What amount of
money remained with him ?
Solution :
Simplify :
64 8 8
8 12 96
96 50 46
9 6 5 0 46
The computer is an amazing invention of our time. The present age is often called the
computer age. Computer technology has impacted and influenced our lives in
manifold ways. One should therefore be knowledgable about computers from
young age and help build 'Digital Bangladesh'.
fish 350 taka
vegetables 76 taka
fruits 82 taka
ON
ON
3 5 7 6
350 76 82 508
600 508 92
8 2
508
0
6 0 0 0 5 8 92
The calculation are completed in two steps keeping the calculator on.
Exercise 1
Exercise 2
Exercise 3 (A)
Exercise 3 (B)
Exercise 4
Exercise 5
Answers
1 4 Do yourself
1 3 Do yourself
1 Do yourself
1. Do yourself
1 3 Do yourself
5. 1371915
4. 417 days
2. 20 days
1. 887749
7. 893
11. 15 taka
16. 103
21. 8750 taka; 11200 taka 22. 5520 taka 23. 427 taka
17. 98 18. 7200 taka 19. 725 taka 20. 388; 302
12. 8 taka 13. Father's age 72, son's age 24 years 14. 990 15. 102
8. Proma 23, Rimi 18, Monisha 29
2. 863743
2. 46 taka
4. 38
12. 174 13. 420 minutes 14. 122 15. 1433
141
7. 15 8. 21 9. 1 square metre10. 360
11. 486
5. 30 persons, 2 mangoes and 5 lychees 6. 12 litre;
19 buckets, 99 buckets respeceively
3. 79 4. 129 cm 5. 23 years, 25 years 6. 59
7. 107 8. 2169 persons 9. 65 10. 38 years 11. 26 mm
3. 1 4. 890001
9. 122446 taka 10. 266628
5. 580851 6. 20334
7. 36 persons
13. 336 kg.
8. 4 persons 9. 25 days 10. 24days11. 50 persons 12. 15 persons
3. 4 days 4. 12 days 6. 15 days 5. 100 persons
9. 75 persons 10. 78 11. 124 ; 9 12. 261
5. 1149 ; 36 6. 72 baskets 7. 14
8. 87 ; 617
6. 961125 taka 7. 149000 8. 100375 taka 7. 149000
9. 2091200 taka 10. 894682 taka 11. 2835324 saplings 12. 5012252 kg

Exercise 6
Exercise 7 (A)
Exercise 7 (B)
Exercise 7 (C)
5. 4.(a) 10
6.
10. Green 11. Younger sister 12. Shafiq 13. Shetu
14. Shoumik
and 6
(b) 15 (a) 10 (b) 1, 2, 3, 4, 5 (c) 48
(c) 48
(d) 5
(d) 30
(e) 4 1 3 Do yourself
1 9 Do yourself
1 5 Do yourself
portion 6.
2
5
portion 7.
1
4
portion 8.
1
4
portion 10.
4
5
1. (a)
6
7
2.
3.
(a)
9
16
(a)
17
24
(b)
79
240
(c)
19
96
(d) 7
1
4

(e) 2
13
20

(f) 10
4
35
(g) 1
1
20
(h) 4
11
12
(i) 3
27
28
(k) 1
119
120
(j) 3
(g)
1
10
(h) 1
19
20
(j) 2
3
8
(k) 2
2
3
(i)
19
20
(b)
23
38

(c) 3
7
9

(d) 5
2
5

(e) 1
1
9

(f) 1
23
75

(g) 6
4
5

(h) 5
5
6
(i) 25
15
16
(b) 2
2
9
(c) 2
1
2
(d) 1
1
6
(e) 1
1
3
(f) 1
1
8
(j) 23
9
10
(k) 32
1
8
bigha 9.
1
2
(a) 12 chocolates (b) 85 taka (c) 10 years (d) 100 taka
portion
taka
4.
2
3
142
9.
3
4
14
11.
3
4
11
portion 5.
3
4
portion 10.
1
8
portion 6.
2
3
kilometre 7. 8
5
6
portion 8.
2
5
12. Do yourself

Exercise 7 (D)
Exercise 8 (A)
Exercise 8 (B)
Exercise 9
1. (a) 12
(e) 6
(b) 15
3
4
(b) 8
1
4
(d) 4
3
8
2. (a)
3
20
3.
5.
(a)
12 years
11. 40,000 taka
15. 5,000 taka
1.
1.
(a) (l) Do yourself
(a) (r) Do yourself
1 3 Do yourself
2.
4.30 taka
4. 810 persons 5. 2000 persons 8. 1000 persons
9. 3%
15. 32 taka
21 600 taka 22. 900 taka 23. 4 years 24. 135 taka
143
25. 4 years
16. 32 taka 17. 8% 18. 3% 19. 343 taka 20. 192 taka
10. 12% 11. 10% 12. 300 taka 13. 1200 taka 14. 3400 taka
6. 90% 7. 1%
5. 5.5 hours 6. 0.68 taka 7. 3 75 8. 18 25 9. 0.005 10. 63.75 taka
11. 6 12. 33.05 and 37.55
3.
38.75 taka
4.
39.37 inches
19. 6000 taka
16. 80,000 taka 17. 9600 taka 18. Total marks 600
Rony 450 marks, Panna 400 marks
12. 3 metre
2. 472.44 inches
5. 650. 25 km 6. Urmi 10 and Moumi 8 lychees 7. 8.5 taka
8. Molly 16 eggs , price 128 taka. 9. 6000 taka
10. 20 metre
Rumi 10 eggs, price 80 taka
3. 21.59 cm 4. 189.00 taka
13. 5 bananas 14. 240 taka
6. 6
1
8
7. 8.
5
12
1
2
3
4
4 9. 10. 112 7
2
3
(b)
15
32
(c)
3
8
(c)
3
20
(c)
3
4
(e)
1
6
(d)
2
3
(d)
3
10
(f)
5
9
(f)
1
12
(f)
2
3
4. 10 quintal
(g)
1
2
(g) 4
55
126
(h) 24
43
49
(h) 4
9
10
(e) 7
5
9
National Curriculum And Textbook Board, Dhaka
Academic Year 2013, Math-5
"For free distribution by the Government of Bangladesh- Not for sale"
Knowledge makes a man sound

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