Fraction Notes

Teaching of Basic
Mathematical Concepts-I UNIT 5 FRACTIONS, DECIMALS AND

PERCENTAGES
Structure
5.1 Introduction
5.2 Objectives
3.3 Fractions
5.3.1 Fraction as Part of a Whole and of a Group of Objects
5.3.2 Types of Fractions
5.3.3 Ordering of Fractions
5.3.4 Four Fundamental Operations on Fractions
5.3.5 Use of Fractions in Daily Life
5.4 Decimals
5.4.1 Decimal and Place Value of a Digit in Decimal
5.4.2 Ordering of Decimals
5.4.3 Equivalent Decimals
5.4.4 Four Fundamental Operations on Decimals
5.4.5 Rounding off of Decimals
5.5 Percentage : Its Concept and Meaning
5.6 Conversion of Fractions and Decimals into Percentages and Vice-Versa
5.7 Let Us Sum Up
5.8 Unit-end Exercises
5.9 Answers to Check Your Progress
5.1 INTRODUCTION
In Unit 4 you studied about numbers and the numeration system. Under the
numeration system, a reference was made to the decimals and the rational numbers
without going into details. In this unit, you will study the concepts and the four
fundamental operations on fractions and decimals.
In the early part of this unit, you will learn about the specific names given to
4 1 1 5 6
various types of numbers, such as ,
, 3.4, 2 , 8, , , .01. You will also
3 2 2 5 2
learn that the same number can be represented in different forms, i.e., whole
numbers, fractions, decimals, mixed numbers, etc. In the later part of this unit,
you will learn the concept of percentage and the conversion of fractions and
decimals into percentage, vice-versa.
5.2 OBJECTIVES
After going through this unit, you will be able to:
l understand the meaning of fraction, decimal and percentage;
l organize activities related to the various aspects of fractions, decimals and
percentages;
l help the child to understand the meaning and various aspects of fractions,
decimals and percentages;
34
l help the child to carry out four fundamental operations on fractions and Fractions, Decimals and
Percentages
decimals; and
l help the child to solve the problems of daily life involving fractions, decimals
and percentages.
5.3 FRACTIONS
The purpose of this part of the unit is to develop the idea of fractional numbers,
associating them with regions and collections of objects. The specific purpose is
to develop ability to solve problems of daily life related to the addition, subtraction,
multiplication and division of fractions.
5.3.1 Fraction as Part of a Whole and of a Group of Objects
Fraction as part of a whole
A formal definitions of ‘fraction’ is not necessary at this stage. There should be

much informal discussion, illustrated by objects, pictures and drawings, of the
meaning of fractions. For example, to understand the idea of fractions ‘one half’,
we divide a disc into two parts such that the parts are equal and call each piece
‘one half of the whole disc’.
Take a rectangular paper. Hold it up in your hand. Fold it by ringing two opposite
edges together. We find that it is divided by a crease into two parts.
Now answer:
Are the two parts of the same size?
Yes
Does one part cover the other part exactly?
Yes
So, from here, we find that the paper is divided into two equal parts and each
1
part is one half of the whole. We write ‘one half’ as and read it as 1 by 2.
2
35
Teaching of Basic
Mathematical Concepts-I Check Your Progress
Note: a) Compare your answers with the one given at the end of this unit.
1. Each figure given below is devided into two equal parts. Shade with pencil
1
(Half) of each figure.
2
a) b)
c) d)
How to find one fourth and three fourth

Activity 2
Take a rectangular piece of paper. Hold it up in your hand. Fold it into two equal
parts by bringing the opposite edges together. For the same again to get two equal
parts. Now unfold the paper. You find that the whole paper is divided in four equal
parts of the same size. Each of these parts is calld one-fourth or a quarter of the
whole.
1
So we express — one-fourth as and read it as one by 4.
4
Let us see the figure above. It is divided into four equal parts. Look at the shaded
parts in the figure. Here three parts out of four are three-fourth of the whole. This
is presented by “3/4”.
Check Your Progress

Note: Compare your answer with the one given at the end of this unit.
1
1. Each figure given below is divided into four equal parts. Shade th of
4
each figure with a pencil.
a) b)
36
Fractions, Decimals and
Percentages
c) d)
2. Shade with a pencil, three-fourths of each figure given below.
a) b) c)
How to find one third, two thirds and so on

Example
2
3
1
3
Examine the figure above. It is divided into three equal parts. See the shaded
1 FI
HK
part. Here one part is one third 3 of the whole.
Similarly, we conclude that two parts of the whole (2 out of 3 parts) is represented
by “2 / 3”.
In order to understand other fractions, let us carry out the following activities.
Activity 3
The figure is divided into 5 equal parts. Now shade 3 of its parts. What fraction
does the shaded portion represent?
3
It represents ‘three fifth’ or .
5
Similarly you divide a whole into “7” equal parts, take three parts out of it and
shade it.
37
Teaching of Basic
Mathematical Concepts-I
You may divide a whole into any number of equal parts say ‘q’ and take some of
‘ p ’.
them say ‘p’. It will represent a fraction
q
0 0
Fraction as part of a Group of Objects
0 0
Activity 4
Count the balls in the collection shown on the right. Draw a dotted line 0 0
to divide the collection into two equal parts. Count the balls in each
part. Is the number of balls in each part the same?
Yes it is 3 in each part.
Here each part represents one-half of the group of objects. So one-half of six is
three.
1
i.e. of 6 = 3.
2
This gives you the idea of one-half. Similarly, we can perform more activities.
Activity 5
0 0 0
1
To find of the collection shown on the right, divide the collection 0 0 0
3
into three equal parts and count the number of balls in each parts. It
0 0 0
1
shows that of 9 is 3.
3
Activity 6
Arrange the collection of 8 balls in such a way that the collection is divided into 4
equal parts.
What does one part represent?
One part represents one-fourth of 8 i.e. 2.
What do three parts represent?
Three parts represent three-fourth of 8 i.e. 6.
38
Check Your Progress Percentages
Notes: a) .......................... Write your answers in the space given below.

b) Compare your answers with the one given at the end of this unit.
Illustrate with the help of diagrams:
1
4. Find of 14 balls.
7
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.............................................................................................................
.............................................................................................................
3
5. Find of 16 cups.
8
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Numerator and Denominator

In the numeral for fractions the number written above the line ‘—’ is known as
numerator while the number written below the line is known as denominator.
Example: In the fraction “3/8” 3 is the numerator and 8 is the denominator of the
fraction. So the denominator of a fraction tells the total number of equal parts
into which the whole was divided and the numerator tells the number of equal
parts taken or used.
Check Your Progress

Notes: a) Write your answers in the space given below.
3
6. Write the numerator in the fraction .
7
.............................................................................................................
.............................................................................................................
.............................................................................................................
7. Which of the following has the denominator 5?
2 3 5 1
, , ,
3 5 7 6
.............................................................................................................
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.............................................................................................................
39
Teaching of Basic 5.3.2 Types of Fractions
Certain other important generalizations about fractions grow out of activities given
above. A few are discussed below.
A) Equivalent fractions
Activity 7
Take four equal strips of paper and fold as shown in the figure. It is clear from
above that
1 2 3 4
= = =
2 4 6 8
Why is this so? It is so because in each case the shaded portion is same. A
diagram can also be drawn to show.
1 2 3 4
= = = = ............
2 4 6 8
1 2 3 4 8
= = = = = ..........
1 2 3 4 8
one
1 1
2 2
1 1 1
3 3 3
1 1 1 1
4 4 4 4
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
These are equivalent fractions. Many other such diagrams can be drawn to show
equivalence of other fractions.
Activity 8
The property of equivalent fractions can be discovered by examining the numerator
1
and denominator. Take the fraction . Now multiply its numerator and denominator
2
by 2. We get
1×2=2
2×2=4
1 1× 2 2
= =
2 2× 2 4
40
1 Percentages
By which number should we multiply the numerator and denominator of , so
2
3
that we arrive at ?
6
Here, we will multiply both by 3.
Check Your Progress

6 1
8. To obtain an equivalent fraction from , by which number should be
12 2
multiplied?
.............................................................................................................
8
9. To obtain an equivalent fraction by which number should we
14
4
multiply .
7
.............................................................................................................
From the above, we find that to get a fraction equivalent to a given fraction we
multiply the numerator and the denominator of the given fraction by the same
number.
B) To reduce a given fraction to its lowest form
Let us study the table and find out which fractions are in the lowest term.
Example 3
Factors of Factors of Common Whether or not
Fractions Numerator Denominator Factors The fractions are
in lowest terms
8/10 1, 2, 4, 8, 1, 2, 5, 10 1, 2 No
6/7 1, 2, 3, 6 1, 7 1 Yes
2/4 1, 2 1, 2, 4 1, 2 No
2/3 1, 2 1, 3 1 Yes
6 2
From the above, we find that and
in lowest terms. So a fraction is in the
7 3
lowest terms if the only common factor of the numerator and denominator is 1.
Let us take another example.
3
Example 4: Is the fraction in the lowest terms?
15
Factors of the numerator 3 are 1, 3.

Factors of the denominator 15 are 1, 3, 5, 15
41
Teaching of Basic
Mathematical Concepts-I 3
So is not in the lowest terms.
15
Check Your Progress

7
10. Is the fraction in the lowest terms? Explain.
9
.............................................................................................................
.............................................................................................................
20
11. Is the fraction in the lowest terms? Explain.
40
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.............................................................................................................
C) Proper and improper fraction

Example 5: Let us observe the following fractions.
3 7 11 20
, , , etc.
4 12 15 23
i) 4>3
ii) 12 > 7
iii) 15 > 11
iv) 23 > 20
In all these fractions we find that denominator is greater than the numerator. We
call these fractions proper fractions.
Example 6
7 4 5 7 10 9
, , , , ,
6 3 2 4 9 9
In this case, we see that numerator is equal to or greater than the denominator
i.e.
7 > 6
4 > 3
5 > 2
7 > 4
10 > 9
9 = 9
We call these fractions improper fractions.
42

Explain to:
12. Find out the proper fractions from the following:
bg
a
2
3
, bg
b
11
9
, bg
c
7
11
, bg
d , bg
3
5
e , bg
3
1
f
5
7
.............................................................................................................
.............................................................................................................
13. Find out the improper fractions from the following:
bg
a , bg
5
5
b
5
7
, bg
c
6
4
, bg
d
2
3
, bg
e
9
9
, bg
f
11
7
.............................................................................................................
.............................................................................................................
D) Like and unlike fractions

Example 7: Examine the figures in the following example.
Group A
43
Teaching of Basic What do you observe in Group A?
Is the denominator the same?
Yes. In this case, denominator of each fraction is the same i.e. the size of each
part is the same one-eighth. Fractions of the type of Group A are called ‘like’
fractions.
We observe in group ‘B’ that these are fractions with different denominators
such fractions are called ‘unlike’ fractions.
Check Your Progress
Draw diagrams to illustrate:
14. Which groups are of like fractions?
1 3 4 2
a) , , and
9 9 9 9
1 2 7 9
b) , , ,
5 6 9 10
1 1 1
c) , ,
4 5 2
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.............................................................................................................
.............................................................................................................
15. Which groups are of unlike fractions?
3 3 3
a) , ,
10 15 5
1 2 3 4
b) , , , and
2 4 6 8
1 3 5
c) , ,
7 7 7
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.............................................................................................................
.............................................................................................................
E) Mixed fraction
Example 8: Examine the figure and note the shaded part.
44
Here, the fraction is made up of one whole chocolate and a fraction of the whole. Fractions, Decimals and
Percentages
So it is called a mixed fraction.
We can use a diagram to show that fractions of one whole can be extended.
1 2 3
1 2 3 4 5 6
0
2 2 2 2 2 2
1 2 3
1 2 3 4 5 6 7 8 9
0
3 3 3 3 3 3 3 3 3
Mixed fraction is a sum of a whole number and fractional number. Thus mixed
fraction
1 1
1 = 1 +
4 4
1 4 1
= × +
1 4 4
4 1
= +
4 4
4 +1 5
= = , an improper fraction.
4 4
When written in this form, a mixed fraction is called an improper fraction.

Check Your Progress
Explain to:
18
16. Convert into mixed fractions.
11
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.............................................................................................................
62
17. Convert into mixed fractions.
9
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.............................................................................................................
2
18. Convert 6 into improper fractions.
9
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45
Teaching of Basic
19. Convert 5 into improper fractions.
11
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5.3.3 Ordering of Fractions

A) Ordering of fractional numbers
Activity 9
For the same whole (one) make a fraction chart.
Let us observe the shaded portion of the above five strips of same legth. The
shaded portion of the first strip is more than the shaded portion of the second
1
strip. Therefore, 1 > .
2
The shaded portion of the second strip is more than the shaded portion of the
third strip.
1 1
Therefore, > and so on.
2 3
1 1
Is > ?
3 5
1 1
Yes, in this case the shaded portion of the more than .
3 5
46
Activity 10 Fractions, Decimals and
Percentages
Look at the shaded portion of strips of same length shown below.
Two thirds
Two fourths
Two Fifths
We find the shaded portion of the first strip is more than the shaded portion of the
second strip.
2 2
Therefore, >
3 4
2 2
If we compare the shaded portions of and we get
3 5
2 2
>
3 5
1 1
Similarly, if we take an example of shaded portions of and , we find that
8 12
1 1
> .
8 12
1 1
In this case, denominator 8 of is less than the denominator 12 of
8 12
From the above activities we conclude that if the numerator of two fractions is
the same, then the fraction having smaller denominator will be greater than the
other fraction.
Activity 11
B) Ordering of fraction when denominator is same
5 3
Let us take two strips of same length shade taking of the Ist strip and of the
8 8
second strip.
47
Teaching of Basic
Mathematical Concepts-I 5 3
Is > ?
8 8
5 3
Yes, because the shaded portion of is greater than the shaded portion of . In
8 8
this case denominator is the same and 5 > 3.
3 5
Is < ?
7 7
3 5
Yes, because the shaded portion of smaller than the shaded portion of .
7 7
Here also 3 < 5.
Similarly, by doing some more activities we shall find that if two fractions have
the same denominator, then the fraction having the greater numerator is the greater
fractional number.
Check Your Progress
Illustrate the following with the help of diagrams:
20. Write > or < in c each of the following (The first one is done).
2 1 1 3
a) c
> b) c
3 3 9 9
4 4 1 1
c) c d) c
5 10 5 6
21. Arrange the following fractional numbers in increasing order.
3 4 2 6 7 1
a) , , , , ,
7 7 7 7 7 7
.............................................................................................................
.............................................................................................................
3 3 3 3 3 3
b) , , , , ,
7 5 4 8 9 6
.............................................................................................................
.............................................................................................................
22. Arrange the following fractional numbers in decreasing order.
4 1 2 3
a) , , ,
5 5 5 5
.............................................................................................................
.............................................................................................................
48
4 4 4 4 Percentages
b) , , ,
6 7 8 5
.............................................................................................................
.............................................................................................................
5.3.4 Four Fundamental Operations on Fractions

Now, let us consider the four fundamental operations on fractional numbers.
Addition of fractions with same denominator
Example 9
To make it clearer, let us do the following activity:

Activity 12
You take a piece of paper. Hold it up in your hand, divide it into five equal parts.
One part on the left and two parts on the right of the paper are shown shaded.
1 2
5 5
Total shaded parts = 2 + 1 = 3
So 3 shaded + 2 unshaded = 5 (whole)
What do you observe here?
1
We observe that 1 shaded part on the left represents of the whole, 2 shaded
5
2
parts of the right represent of the whole and the total shaded (3 parts) represent
5
3
of the whole.
5
1 2 1+2 3
Thus + = or
5 5 5 5
Activity 13
1 3
Add the fraction and with the help of fractional disc.
8 8
49
Teaching of Basic
3 1 4 1
We find that + = =
8 8 8 2
So, we conclude that to add two like fractions, we can add their numerator keeping
the same denominator.
Check Your Progress

Illustrate the following with the help of diagrams:
3 4
23. Add the fractions and .
11 11
2 3
24. Add and .
9 9
8 3
25. Find + .
21 21
50
Addition of fractions with different denominators Fractions, Decimals and
Percentages
Activity 14
1
Write down the equivalent fractions of
3
1 1×2 1×3 1×4

i.e.
3 3 × 2 3 × 3 3× 4
1
Similarly, write down the equivalent fraction of
5
1 1 2 1 3 1 4
, × , × , ×
5 5 2 5 3 5 4
1 2 3 4
i.e. , , , etc.
5 10 15 20
1 1
Now to add and , we find the equivalent fractions having the same
3 15
denominator.
1 1 2 3 4 5
= , , , ,
3 3 6 9 12 15
1 1 2 3 4
= , , ,
5 5 10 15 20
So in this case we get 15 as the common denominator.
1 1 5 3
Thus, + = =
3 5 15 15
5+ 3 8
= =
15 15
From here we see that we must first change the denominator of the fractions to
have their equivalent fractions with common denominator. This is possible by
taking L.C.M. of the denominator of the given fraction. After converting the
fractions into like fractions, we can easily add them.
Check Your Progress

How will you explain the following:
5 3
26. Add and
8 16
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.............................................................................................................
51
Teaching of Basic
Mathematical Concepts-I 3 5
27. Add and
4 8
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Subtraction of fractions with same denominator

Activity 15
2 5
Suppose we want to subtract from
. Here 7 is the denominator. Take a
7 7
rectangular paper. Divide it into 7 equal parts.
5
Let us first shade 5 parts of the paper which tells and then cross out 2 parts
7
from these 5 parts.
3
So, the remaining shaded part represent of the rectangle.
7
5 2 5− 2 3
Thus, − = =
7 7 7 7
Hence, to subtract two like fractions, subtract their numerator keeping the same
denominator.
Example 10: Let us observe the figure given below.
5 2 5− 2 3
So − = or
8 8 8 8
Subtraction of fraction with different denominators
2 1
Example 11: Let us subtract and
. Here the fractions are unlike, so we
3 6
convert them into like fractions. The L.C.M. of 3 and 5 is 15.
52
So, we take Fractions, Decimals and
Percentages
2 1 6 5
− as −
5 3 15 15
2 1 6 5
Thus − = −
5 3 15 15
Similarly, we can solve more questions like this.
Check Your Progress

5 1
28. Find the difference between and .
6 6
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1 9
29. Subtract from .
6 10
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5 1
30. Find − .
12 6
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Multiplication of a fractional number by a whole number
Let us observe the multiplication of a whole number by a whole number
3×2=3+3=6
In the same way, we can multiply a fractional number by a whole number.
Example 12
1 1 1 1 1+1+1 1× 3 3
×3 = + + = = =
7 7 7 7 7 7 7
Here, we multiply the numerator by the whole number, keeping the denominator
same.
53
Teaching of Basic
Illustrate the following:
3
31. Multiply by 4.
10
.............................................................................................................
.............................................................................................................
7
32. Find the product and 6.
8
.............................................................................................................
.............................................................................................................
4
33. Find ×7.
7
.............................................................................................................
.............................................................................................................
Multiplication of a fractional number by a fractional number
Activity 16
Let us study the following figures carefully
If
represents 1, then
1
represents and
4
1 1 1
represents of or
2 4 8
1 1 1 1
We write of as ×
2 4 4 2
1 1 1 1×1
Thus × = =
4 2 8 4×2
We find that, to multiply 2 fractional numbers, we can

a) Multiply the numerators of the fractions and
b) Multiply the denominator of the fractions.
54

Illustrate the following with suitable diagrams:
1 1
34. Find of .
4 10
.............................................................................................................
.............................................................................................................
.............................................................................................................
1 1
35. Find the product of and .
3 7
.............................................................................................................
.............................................................................................................
.............................................................................................................
3 1
36. Find of 1 .
8 2
.............................................................................................................
.............................................................................................................
.............................................................................................................
4 1
37. Find the product of 1 and 9 .
5 2
.............................................................................................................
.............................................................................................................
Division of a fractional number by a whole number

To understand division of fractional number by a whole number we need the idea
of reciprocal study. Examples such as 2 halves make a whole, 3 thirds make a
whole etc.
1 1
× 2 = 1, × 3 = 1 etc.
2 3
When the product of two numbers is 1, then each is called the reciprocal of the
other
Activity 17
Now consider the following situation.
Marie has a full cake. She cuts it into 2 equal pieces and gives one piece of
Martin. He cuts his piece of cake into four equal parts and gives one of the parts
to Smith. What fraction of the full cake does Smith get?
55
Teaching of Basic We represents the problems as shown below.
1 full cake with

Marie
1
represents 1 ÷ 2 or of 1
2
1 1
or 1 × =
2 2
1 1 1 1 1 1
represents ÷ 4 or of = × =
2 4 2 4 2 8
(cake piece with Smith)
1 1 1 1
Thus Smith gets full cake. Thus × i.e.
8 2 4 8
Thus to divide fraction by a whole number is same as multiplying the fraction by

the reciprocal of the division.
1
Example 13 : Divide by 4
4
We convert this division process into multiplication process as
F
G 1I
HReciprocal of 4 is 4J
1 1 1
÷4= ×
4 4 4 K
1× 1 1
= =
4× 4 16
Division of a fractional number by a fractional number

You know that the process of division can be changed into the process of
multiplication by taking the reciprocal of the number by which we want to divide
the first number. The same procedure is applicable when we divide the fractional
number by another fractional number.
5 3
Example 14 : Divide by .
8 4
5 3 3 4
We can write it as ÷ , so we take the reciprocal of which is and
8 4 4 3
5 4
multiply by
8 3
5 3 5 4 20 5
Thus ÷ = × = =
8 4 8 3 24 6
Let us consider another example.

56
3 Percentages
Example 15 : Divide 12 by .
4
3 4 Freciprocal of 3 4 I
12 ÷
4
= 12 ×
3
G
H 4
is
3
J
K
16
12 4 3 48
= ×
1 3 −3
18
48 −18
= ×
3
Check Your Progress
Notes: a)
Write your answers in the space given below.
Explain the following:
3
38. Divide by 3.
5
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.............................................................................................................
.............................................................................................................
.............................................................................................................
1
39. Find 13 ÷ 4
2
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3 3
40. Divide by .
8 5
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.............................................................................................................
.............................................................................................................
1 1
41. Divide 6 by 2 .
4 2
.............................................................................................................
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57
Teaching of Basic
Mathematical Concepts-I 5.3.5 Use of Fractions in Daily Life
In our daily life we have to deal with many problems where we use addition,
subtraction, multiplication and division of fractions such problems.
Let us look at some such problems.
Example 16 : What is the total weight of 20 books, each of which weights
1
1 Kg.
4
1
Solution : Weight of one book = 1 Kg.
4
4 100 (25
1
Weight of 20 book = 1 × 20 Kg. –8
4
20
5 20 20
= × Kg.
4 1 ×
100
= Kg.
4
= 25 Kg.
3
Example 17 : The length and breadth of a rectangular plot of land are 50 m.
4
1
and 27 m. respectively. Find the area and perimeter of the plot.
2
3
Solution: Length of the plot = 50 m.
4
1
Breadth of the plot = 27 m.
2
3 55
Area of the plot = 50 × sq.m.
4 2
203 55 11165
= × = sq.m.
4 2 8
5
= 1395 sq.m.
8
Perimeter = 2 (length + breadth)
F
G 3
= 2 50 + 27
1 IJm.
H 4 2 K
= 2G
F203 + 55IJm.
H4 2 K
= 2G
F203 + 110IJm.
H4 4 K
= 2
b313gm. = 313 m.
4 2
1
58 = 156 m.
2

How will you explain the following.
1
42. If 3 m. of wire is cut from 10 m. long wire, how much of wire is left?
2
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4 1
43. A frog took three jumps. The first jump was m. The second was m.
5 2
7
and the third was m. How far did the frog jump in all ?
10
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44. Calculate the following:
2
a) of week days.
7
...................................................................................................
...................................................................................................
...................................................................................................
5
b) of 12 months.
12
...................................................................................................
...................................................................................................
...................................................................................................
1
c) of an hour.
2
...................................................................................................
...................................................................................................
...................................................................................................
59
Teaching of Basic
d) of a rupee.
5
...................................................................................................
...................................................................................................
...................................................................................................
4
45. John has a metre long string. He needs pieces of strings, each of which
5
2
is metre long. How many such pieces can he get from the given string?
5
.............................................................................................................
.............................................................................................................
.............................................................................................................
5.4 DECIMALS
In unit 4, you have learnt about the place value of digits in a numeral. You recall
that in a numeral the place value of digits increases ten times as we move from
right to left.
5.4.1 Decimal and Place Value of a Digit in Decimal

Consider the following examples :
Let us see the place value of different digits of the numeral- 1111
1 1 1 1
1000 100 10 1
Now what part 100 is of 1000?
100 1
It is =
1000 10
What part 10 is of 100?
10 1
It is =
100 10
What part 1 is of 10?
1
It is also
10
Now take another example of numeral 2222

Example 19 : 2 2 2 2
2000 200 20 2
200 is equal 20 is equal 2 is equal to
to 2000 ÷ 10 to 200 ÷ 10 20 ÷ 10
60
1 1 1 Percentages
200 is th of 2000 20 is of 200 2 is of 20
10 10 10
What do we observe ?
We find that the place value of digit becomes one-tenth as the digit moves from
left to right by one place.
Activity 18
To study it, take an abacus of seven rods.
First four rods indicate whole numbers and next three rods indicate the fractions.
We find that the first four rods of the abacus from the left are used for whole
numbers and the next three rods of the abacus are used for fractional numbers.
But to make the presentation more simple and systematic, the whole numbers
and the fractional numbers are separated by a symbol ‘.’ called decimal. By
using this symbol, let us consider a number 1111.111.
This will be read as ‘one thousand one hundred eleven point one, one, one’. So,
the number to the left of decimal is read as usual, the decimal point is read as
point and the numbers to the right of decimal are read one by one. The first digit
to the right represents one-tenths, the second digit to the right represents one-
hundredths, the third digit to the right represents one-thousandths, and so on. The
value of 1111.111 is 1000 + 100 + 10 + 1 + 1/10 + 1/100 + 1/1000. Similarly, the
2 2 2
value of 2222.222 is 2000 + 200 + 20 + 2 + + +
10 100 1000
If we take the number 5000.001, its value is 5000 + 1/1000, as other digits are all
zeroes.
How to read and write decimal fractions
Let us study the following table.
Common fraction Decimal system i.e. Read as
Decimal fraction
7/10 0.7 Zero point seven
34
0.34 Zero point three four
100
88978
8.8978 Eight point eight, nine, seven eight
10000
61
Teaching of Basic
Illustrate the following.
46. Express the fraction as decimal.
3 66 34 7
a) b) c) d)
100 100 100 100
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
47. Write the decimal fraction in the expanded form.
a) 5.234 b) 0.012
.............................................................................................................
.............................................................................................................
.............................................................................................................
48. Find the place value of each of the digit in the decimal 43.432.
.............................................................................................................
.............................................................................................................
49. Write fractions for the following decimals.
a) 0.034 b) 0.23
.............................................................................................................
.............................................................................................................
5.4.2 Ordering of Decimals

We adopt the same rule while comparing decial fractions as we did in case of
natural numbers.
We first compare the digits at the extreme left and if they are equal, then we
compare the next digits and so on. The only difference being that we first compare
the digits immediately after the decimal point and if they are equal then compare
the next digits and so on.
Example 21: Let us compare 21.78 and 20.43.
Now here 21 > 20 or 21.78 has the greater whole number part as compared to
20.43.
62

50. Which decimal in each of the following pairs of decimal is greater ?
a) 121.34, 125.48 b) 43.23, 20.23
c) 42.23, 41.99 d) 61.9, 42.3
.............................................................................................................
.............................................................................................................
If the two decimals have the same whole number parts, we compare them by their
tenths. If they have same tenths we compare them by their hundredths and so on.
Thus, 3.87 > 3.75 as .8 > .7
and 3.87 > 3.86 as .07 > .06
Check Your Progress
51. Which decimal in each of the following pairs of decimal is smaller? Explain.
a) 2.1, 2.8 b) 41.05, 41.21
c) 2.001, 2.1 d) 21.47, 21.64
.............................................................................................................
.............................................................................................................
5.4.3 Equivalent Decimals

Activity 19
Look at the figures:

What does the shaded portion of the first figure indicate ?
10
The shaded portion indicates = 0.10
100
What does the shaded portion of the second figure indicate ? The second shaded
1
portion indicate or 0.1.
10
63
Teaching of Basic What do we observe ?
We observe that both the shaded portions are the same.
or 0.10 = 0.1
Similarly, 0.20 = 0.2
0.40 = 0.4
0.90 = 0.9
From here we conclude that these are examples of equivalent fractions.
40 4
Are the fractions and equivalent ?
100 10
Yes,
40 4
So, =
100 10
So, 0.40 = 0.4

Using equivalent fraction we can verify that 0.4 = 0.400
We find that the addition of one, two or three zeros after the extreme right digit
(other than zero) in the decimal number parts does not change the value of
fractional numbers.
Check Your Progress
52. Which are not correct in the following ? Why ?
a) 0.36 = 0.370 b) 0.4 = 0.04
c) 0.13 = 0.130 d) 0.41 = 0.041
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
5.4.4 Four Fundamental Operations on Decimals

A) Addition of Decimals
Let us now learn to add two or three decimals.
Example 22
Expanded form Short form
0.5 → 5 tenths 0.5
0.3 → +3 tenths + 0.3
8 tenths or 0.8
Thus the sum of 0.5 and 0.3 is 0.8.
64
Let us now add 2.14, 3.32 and 1.41 Fractions, Decimals and
Percentages
2.14 2 ones + 1 tenth + 4 hundredths 2.14
+ 3.32 3 ones + 3 tenth + 3 hundredths + 3.32
+ 1.41 1 ones + 4 tenth + 1 hundredths + 1.41
6 ones + 8 tenth + 7 hundredths 6.87
Thus the sum is 6.87.

Let us study the following examples.
Example 23 : Add 2.321, 3.243 and 1.035.
2.321
+ 3.243
+ 1.035
6.599
Example 24 : Add 0.8 and 0.7

0.8
+ 0.7
1.5
We find that :
Place the numbers so that the decimal points are one below the other. Put the
decimal point in the sum directly under the decimal point of all the addends.
Check Your Progress

Explain the following.
53. Find the sum of 16.6 + 8.7 + 24.4
.............................................................................................................
.............................................................................................................
54. Add 7.5, 4.2 and 3.7.
.............................................................................................................
.............................................................................................................
55. Rajni purchases a pair of shoes for Rs. 12.75 and a bag for Rs. 35.60.
How much money did Rajni spend in all ?
.............................................................................................................
.............................................................................................................
.............................................................................................................
65
Teaching of Basic B) Subtraction of Decimals
Let us now learn to subtract a decimal from another decimal.
0.7 → 7 tenths 0.7
– 0.2 → 2 tenths – 0.2
5 tenths or 0.5
Thus the difference is 0.5.
Similarly we can subtract thus
a) 9.876 b) 1.5
– 5.234 – 0.8
4.643 0.7
What do we find?
We find that to find the difference between two decimals one thing is very
important, i.e. we must put the decimal point in the result directly under the decimal
points of the two given decimals.
Check Your Progress
Explain the following :
56. Find the difference 85.064 – 36.279.
.............................................................................................................
.............................................................................................................
57. Subtract 14.6 from 23.6.
.............................................................................................................
.............................................................................................................
58. A shop had 84.2 Kg. of rice on a day 65.750 Kg. of rice was sold during
the day. How much of rice was left with the shop?
.............................................................................................................
.............................................................................................................
C) Multiplication of Decimals
Study the following examples.
Example 26 : Multiply 0.1 by 4.
We know that 1 tenth × 4 = 4 tenth = 0.4
1 1× 4 4
Similarly, ×4= = = 0.4
10 10 10
We observe
Since 0.1 contains one decimal place, the product must contain one decimal place.
66
Example 27 : Multiply 2.75 × 2. Fractions, Decimals and
Percentages
2.75
×2
5.50
What do you observe?
Since 2.75 contains two decimal places, the product must contain two decimal
place.
So from the above example we conclude “To multiply a decimal by a natural
number, the multiplication is like ordinary multiplication of whole numbers, except
that the product contains as many decimal places as the multiples and itself”.
Check Your Progress
59. Find the product (a) 2.36 × 347 (b) 0.027 × 40.
.............................................................................................................
.............................................................................................................
.............................................................................................................
60. What is the total weight of 25 books each of which weights 1.4 Kg.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
Multiplication of a Decimal by a Decimal

Now study the following examples.
Example 28 Example 29
0.2 × 0.3 6.23 × 1.7
2 3 623 17
= × = ×
10 10 100 10
6 623 × 17
= =
100 1000
10591
= 0.06 =
1000
= 10.591
Now study the following product.
Example 30
a) 0.2 × 0.3 = 0.06
2×3=6
67
Teaching of Basic b) 0.25 × 0.7 = 0.175
25 × 7 = 175
c) 3.4 × 1.02 = 3.468
34 × 102 = 3468
We find that in each of the above cases, the product contains as many decimal
places as there are in the multiples and the multiplier together.
Check Your Progress
61. Find the product (a) 3.6 × 9.8 (b) 1.45 × 3.4.
.............................................................................................................
.............................................................................................................
.............................................................................................................
62. The cost of 1 m of ribbon is Rs. 2.25. What will be the cost of 7.4 m of
ribbon?
.............................................................................................................
.............................................................................................................
.............................................................................................................
D) Division of Decimal
We perform the division as if we are dividing whole numbers (ignoring the decimal
point).
Example 31
a) 0.6 ÷ 2
2 0.6 (0.3
0
6
– 6
0
Thus 0.6 ÷ 2 = 0.3
Example 32 : 0.24 ÷ 6
6 0.24 (0.04
0
24
– 24
×
Thus 0.24 ÷ 6 = 0.04
68
What do you observe ? Fractions, Decimals and
Percentages
We perform the division as if we are dividing whole numbers, or we first divide
the whole number part of the dividend. After that we place a decimal point on the
right of the one’s place in the quotient and then proceed to divide the decimal
number part of the dividend.
Example 33 : Divide 0.856 by 6.
6 0.856 (0.142
0
8
– 6
25
– 24
16
– 12
4 (Remainder is other than zero)
Here the last remainder is other than zero. We insert as many zeros on the right
of the dividend as necessary to make the last remainder in the process of division
a zero.
Example 34: Divide 375 by 8 up to three decimal places.
8 375.000 (46.875
– 32
55
– 48
70
– 64
60
– 56
40
– 40
× Quotient = 46.875
So, here you insert as many zeros on the right of the dividend as are necessary to
make the last remainder a zero.
Example 35 : Divide 8.64 by 0.24.
8.64
8.64 ÷ 0.24 =
0.24
8.64 × 100
= (Convert the division into whole number.)
0.24 × 100
864
= 24 864 (36
24
72
144
144
×
Thus 8.64 ÷ 0.24 = 36
69
Teaching of Basic Here we are dividing a decimal by a decimal. We observe that we convert the
division into a whole number by multiplying the dividend and the divisor by 10 or
100 or 1000 etc. depending upon the number of decimal places in the divisor and
then we divide the new dividend by the whole number divisor.
Check Your Progress

63. Divide
a) 11.25 by 15.
......................................................................................................
......................................................................................................
......................................................................................................
b) 15.5 by 10.
......................................................................................................
......................................................................................................
c) 836.7 by 1000.
......................................................................................................
......................................................................................................
d) 316.84 by 40.
......................................................................................................
......................................................................................................
64. A tin holds 16.5 litres of oil. How many such tins will be required to hold
313.5 litres of oil?
.............................................................................................................
.............................................................................................................
.............................................................................................................
65. If 15 copies of a book cost Rs. 148.50; what will be the cost of one copy
of the book?
.............................................................................................................
.............................................................................................................
.............................................................................................................
5.4.5 Rounding off of Decimals

In our daily life, we come across situations involving the use of numbers, where
answer to a question is not stated in exact numbers. We have to round the number
to the nearest ten, hundred, thousand etc.
Rounding numbers to nearest ten, hundred etc.
70
Consider the following examples. Fractions, Decimals and
Percentages
Example 36: In the given numbers:
32, 38, 43, 47, 108, 113
32 is near to 30 than to 40, we round it to 30
38 is near to 40 than to 30, we round it to 40
43 is near to 40 than to 50 round it to 40 and so on.
We find that when we round off a given number to the nearest ten, we round it to
the multiple of ten which is nearest to it.
Example 37 : Let us now consider the following numbers:
11, 14, 15, 18, 19
11 is nearer to 10 than 20, we round it to 10
15 is half way between 10 and 20, so it is usually rounded off to higher number 20.
If the digit at unit place is less than 5 then we round it off to the existing tens digit.
If it is greater than or equal to 5, then it is rounded off by increasing the tens digit
by one.
Similar is the case with hundred.
Example 38 : Let us consider the following numbers:
124, 162, 7580, 6820
124 is nearer to 100 than to 200, we round it to 100
162 is nearer to 200 than to 100, we round it to 200
7580 is nearer to 7600 than to 7500, we round it to 7600 and so on.
We find than when we round off a given number to the nearest hundred, we
round it off to the multiple of hundred which is nearest to it.
Now, you have learnt to round off a given number to the nearest ten, hundred
etc.
Let us consider the following example.
Example 39 : In the decimals 2.2, 2.4, 2.5, 2.9
2.2 is nearer to 2 than to 3, we round it off to 2.
2.5 is nearer to 3 than to 2, we round it off to 3. (Because it is half way, between
2 and 3)
71
Teaching of Basic What do you observe?
We find here when we round off a decimal with one decimal place, we round the
decimal to the nearest whole number.
Check Your Progress

66. Round off each of the following decimals to the nearest whole number.
Illustrate.
a) 7.9 b) 3.6 c) 4.3
d) 7.5 e) 6.4 f) 6.7
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
Let us consider decimal having two decimal place. We round the decimal part of
the decimal to the nearest tenths.
Example 40 : For the decimals 7.29, 7.75, 7.77, 7.81, 7.84
7.29 is nearer to 7.30 than 7.20
What do you observe ?
We find that while rounding a decimal with two decimal place to the nearest
tenth, we round the decimal part to the nearest tenth.
Check Your Progress

67. Round off each of the following to the nearest one. Illustrate.
a) 15.4 b) 17.9 c) 35.7
.............................................................................................................
.............................................................................................................
68. Write each of the following decimals after rounding its decimal parts to
the nearest tenths. Illustrate.
a) 16.54 b) 22.46 c) 44.44 d) 75.40
72 .............................................................................................................
5.5 PERCENTAGE : ITS CONCEPT AND MEANING Percentages
You are familiar with multiplying or dividing the fraction by a whole number and
multiplying or dividing the decimal by a whole number.
Activity 20
Divide a unit into 100 equal parts.
1 1
1 part = =1×
100 100
2 1
2 parts = =2×
100 100
8 1
8 parts = =8×
100 100
25 1
25 parts = = 25 ×
100 100
80 1
80 parts = = 80 ×
100 100
So when a fraction is expressed with hundred as denominator we use the word

per cent to describe it.
60 1
= 60 × = 60 per cent or 60%
100 100
25 1
= 25 × = 25 per cent or 25%
100 100
10 1
= 10 × = 10 per cent or 10%
100 100
20
= 20%
100
The symbol of per cent is %.
Check Your Progress

69. Write each of the following as a per cents.
70 53 93
a) = 70% b) c)
100 100 100
4 99 112
d) e) f)
100 100 100
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
73
Teaching of Basic
Mathematical Concepts-I 5.6 CONVERSION OF FRACTIONS AND DECIMALS
INTO PERCENTAGES AND VICE-VERSA
A) To convert common fraction into percent, we make the denominator of the
fraction 100.
Example 41
2 2 20 40
= × = = 40%
5 5 20 100
3 3 10 30
= × = = 30%
10 10 10 100
b) Similarly we can convert the percent into a common fraction. Let us

consider the following example.
Example 42
1 30 3
30% = 30 × = =
100 100 10
1 145 29 29
145% = 145 × = = =
100 100 20 20
35 35 1 35
= × = and so on
6 6 100 600
From here we conclude that to convert a per cent into a common fraction, we
1
multiply the number by .
100
Conversion of the decimal into per cent

Example 43
12 1
. =
012 = 12 × = 12%
100 10
0.047 47 47 47 1
0.047 = = = = ×
1 1000 10 × 100 10 100
1
= 4.7 × = 4.7%
100
We conclude that to convert a decimal into per cent we multiply the decimal by
100 and write % along with it or shift the decimal point by two places to the right
and insert the % symbol.
Conversion of per cent into decimal
Example 44
1 75
75% = 75 × = = 0.75
100 100
1 402
40.2 % = 40.2 × = = 0.402
100 10×100
74
From here we conclude that to covert a per cent into decimal we move the decimal Fractions, Decimals and
Percentages
point by two places to the left and remove the symbol of %.
To find the percentage of a given quantity
Let us consider the following problems.
Example 45 : Find 30% of Rs. 500.
30% of Rs. 500
1
= 30 × = Rs.500
100
30 × 1 × 500
=
100
15000
=
100
= Rs.150
Example 46 : What is 15% of 2 Km.?
15
15% of 2 Km. = × 2 km
100
15 × 2 km
=
100
30 30 ×1000 30000
= = =
100 100 100
= 300 meters
Example 47 : What is 7.5% of 750 ml.
1
7.5% of 750 ml. = 7.5 × × 750 ml.
100
75 1 750
= × × ml.
10 100 1
225
= = 56.25 ml.
4
From above we conclude that to find the value of a given per cent of a given
quantity we multiply the quantity by the equivalent fractions to the given per cent.
Expressing one quantity as a per cent of another
Example 48 : Express Rs. 75 as per cent of Rs. 165.
The required per cent
75 7500 5
= × 100 = = 45 %
165 165 11
Example 49 : Express 2 minutes 24 seconds as per cent of 1 hour.

1 hour = 60 minute
= 60 × 60 seconds
= 3600 seconds
75
Teaching of Basic 2 minute 24 seconds = 2 × 60 + 24 seconds
= (120 + 24 seconds)
= 144 seconds
144 14400
The required % = × 100 = = 4%
3600 3600
Hence we convert both quantities into the same units and then we divide the
given quantity to be expressed as per cent of another quantity and multiply the
quotient by 100.
To find a quantity when a given per cent of it is known
Example 50 : 5% of what number is 45 ?
5% of the required number is 45
i.e. 5% of required number = 45
Required number = 45 ÷ 5%
5
= 45 ÷
100
45 100
= ×
1 5
= 900
Hence we can check out the result also as i.e. 5% of 900
5
= × 900 = 45
100
Hence we find that to find the quantity when a given per cent of it is known, we
divide the known quantity by the equivalent fraction of the given per cent.
Check Your Progress

Explain the following.
70. Find the per cent of the following :
a) 25% of 300.
......................................................................................................
b) 22.5% of 1150.
......................................................................................................
c) 25% of 1 Kg.
......................................................................................................
d) 175% of 3 Kg 200 gms.
......................................................................................................
e) 5% of 2 litre.
......................................................................................................
76
71. What per cent is Percentages
a) 4 of 16
......................................................................................................
b) 12 of 60
......................................................................................................
c) 50 gms of 1 Kg.
......................................................................................................
d) 2 cms of 1 cms
......................................................................................................
e) 2000 ml of 1 litre
......................................................................................................
72. Find the quantity of
a) 9% of it is 81
......................................................................................................
b) 1% of it is 5 ml
......................................................................................................
c) 40 % of it is 2160
......................................................................................................
73. A class has 35 students. 60% of them went for picnic. How many students
went for the picnic ?
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
74. In a school there are 1500 boys and 1200 girls. Calculate the percentage
of boys in the school.
.............................................................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
5.7 LET US SUM UP

This unit deals with various aspects of fractions, decimals and percentages. It
begins with activities to clarify the meaning of the term, fraction.
The entire unit has been covered by extensive use of activities and exercises.
Different approaches have also been suggested to formulate activities depending
on the child’s age, interest, socio-economic background and home and school
background.
77
Teaching of Basic An attempt has been made through activities and exercises to highlight the need
for solving the problems of daily life regarding fractions, decimals and percentages.
5.8 UNIT-END EXERCISES

Exercise 1
Oral
1 2
1. Add and .
3 3
2 1
2. Add and .
5 10
3 1
3. Find the difference between and .
4 2
2 5
4. Subtract from .
3 6
Written
1. There are 45 students in a class, 4 students were absent from the school on
Monday. What fraction of students were present on Monday?
2. Arrange the following in increasing order of fractional numbers.
2 4 5 8
, , , and .
3 5 6 9
125
3. Reduce to its lowest form.
300
3 7
4. Add 4 and 1 .
5 9
7 3
5. Subtract 3 from 4 .
10 5
4 2
6. Find the product of and .
9 6
5 1
7. Find – 1 .
6 9
2 2
8. A man gives property of his son and of the remainder to his daughter.
7 5
The remaining property goes to his wife. Which share of his property goes to
the wife?
Exercise 2
Oral
1. Ram had 10 cows. He sells 5 cows. What fraction of his cows does he sell ?
78
1 Percentages
2. Find of a Rupee.
2
1
3. Find of 25.
5
2
4. Write two fractions equivalent to .
5
3
5. Find the reciprocal of .
8
Written
1. Write the fraction which has 7 as numerator and 9 as denominator.
2. Arrange each of the following in decreasing order of fractional numbers.
4 4 4 4
, , ,
6 7 8 5
23
3. Convert the fraction into a Mixed Fraction.
5
2 3 7
4. Add 3 , 1 , 2 .
5 4 8
2 3
5. Simplify 3 , 2
5 10
2
6. Find the product of 5 × 4 .
3
1
7. Sita needs some pieces of ribbon each of which is metre long. How many
2
such pieces can get from a 4 metre long ribbon ?
1 1
8. Divide 6 by 2 .
4 2
Exercise 3
Oral
1. Convert 10%, 20%, 25%, 50%, and 75% into common fraction.
1 1 1 3 1
2. Convert , , , and into per cent.
2 4 5 2 10
Written
1. Convert 413 centimeter into meters.
2. Convert 87 grams into Kg.
3. Add 25.684 and 413.23.

79
Teaching of Basic 4. Subtract
9.27
– 5.347
5. Multiply 183.74 by 6.
6. Divide 23.226 by 7.
7. Find the perimeter of a rectangular field where length is 25.4 m and breadth
is 12.8 m.
8. A ribbon 3.84 m long is cut into 4 equal pieces. What is the length of each
piece ?
9. If 15 copies of 9 books cost Rs. 148.50. What is the cost of one copy ?
2
10. Convert into per cent.
5
1
11. Convert 33 % into common fraction.
3
12. Convert 7% into common fraction.

13. Find the percentage in the following cases:
a) 25% of Rs. 360
b) 88% of 250 Kg.
14. Round off each of the following decimals to the nearest one.
a) 25.5
b) 32.4
c) 6.5
d) 5.3
e) 8.7
5.9 ANSWERS TO CHECK YOUR PROGRESS

1. In each of the figures any 1 of the 2 parts is to be shaded.
2. In each of the figures any 1 of the 4 parts is to be shaded.
3. In each of the figures any 3 of the 4 parts are to be shaded.
4. 2 balls
5. 6 cups
6. 3
3
7.
5
8. 6
80
9. 2 Fractions, Decimals and
Percentages
10. Yes, 7 and 9 have no common factor other than 1.
11. No. 20 and 40 have a common factor i.e. 10.
2 7 3 5
12. , , ,
3 11 5 7
5 6 9 11
13. , , ,
5 4 9 7
14. a)
15. a) and b)
7
16. 1
11
8
17. 6
9
56
18.
9
57
19.
11
20. a) > b) < c) > d) >
1 2 3 4 6 7
21. a) , , , , ,
7 7 7 7 7 7
3 3 3 3 3 3
b) , , , , ,
9 8 7 6 5 4
4 3 2 1
22. a) , , ,
5 5 5 5
4 4 4 4
b) , , ,
5 6 7 8
3 4 7
23. + =
11 11 11
2 3 5
24. + =
9 9 9
8 3 11
25. + =
21 21 21
10 3 13
26. + =
16 16 16
6 5 11
27. + =
8 8 8
81
Teaching of Basic
5 1 4
28. − =
6 6 6
27 5 22
29. − =
30 30 30
5 2 3
30. − =
12 12 12
3 12
31. ×4=
10 10
7 42
32. ×6=
8 8
4 28
33. ×7=
7 7
1 1 1
34. × =
10 4 40
1 1 1
35. × =
3 7 21
3 3 9
36. × =
2 8 16
9 19 171
37. × =
5 2 10
3 1 3
38. × =
5 3 15
27 1 27
39. × =
2 4 28
3 5 15 5
40. × = =
8 3 24 8
25 2 50 5
41. × = =
4 5 20 2
1 1
42. 10 m − 3 m=6 m
2 2
4 1 7 8+5+7
43. m+ m+ m= m = 2m
5 2 10 10
44. a) 2 days
b) 5 months
82
1 Percentages
c) = 30 minutes
2
2
d) rupee = 40 paise
5
45. 2
3
46. a) = 0.03
100
66
b) = 0.66
100
4
c) 8 = 8.04
100
7
d) = 0.07
100
2 3 4
47. a) 5.234 = 5 + + +
10 100 1000
1 2
b) 0.012 = +
100 1000
4 3 2
48. 43.432 = 40 + 3 + + +
10 100 1000
34 23
49. a) b)
1000 100
50. a) 125.48 b) 43.23 c) 42.23 d) 61.9
51. a) 2.1 b) 41.05 c) 2.001 d) 21.47
52. b) and d)
53. 49.7
54. 15.4
55. Rs. 48.35
56. 85.064 – 36.279 = 48.785
57. 23.6 – 14.6 = 9.0
58. 84.200 – 65.750 = 18.450
59. a) 2.36 × 347 = 818.92
b) 0.027 × 40 = 1.08
60. 35 Kg.
61. a) 3.6 × 9.8 = 35.28
b) 1.45 × 3.4 = 4.930
83
Teaching of Basic 62. Rs. 2.25 × 7.4 = Rs. 16.65
63. a) 0.75 b) 1.55 c) 0.8367 d) 7.921
64. 19
65. Rs. 9.90
66. a) 8 b) 4 c) 4 d) 8 e) 6 f) 7
67. a) 15 b) 18 c) 36
68. a) 16.5 b) 22.5 c) 44.4 d) 75.4
69. a) 70% b) 53% c) 93% d) 4% e) 99% f) 112%
70. a) 75 b) 258.75 c) 0.25 Kg. d) 5 Kg. 600 gms. e) 0.1 litre
71. a) 25% b) 20% c) 5% d) 200% e) 200%
72. a) 900 b) 500 ml c) 5400
73. 21
74. 55.6%
84

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Teaching of Basic

Mathematical Concepts-I UNIT 5 FRACTIONS, DECIMALS AND

5.3.1 Fraction as Part of a Whole and of a Group of Objects

Fraction as part of a whole

A formal definitions of ‘fraction’ is not necessary at this stage. There should be

Are the two parts of the same size?

Does one part cover the other part exactly?

How to find one fourth and three fourth

Check Your Progress

2. Shade with a pencil, three-fourths of each figure given below.

How to find one third, two thirds and so on

Yes it is 3 in each part.

Notes: a) .......................... Write your answers in the space given below.

Numerator and Denominator

Check Your Progress

Here, we will multiply both by 3.

Check Your Progress

Factors of the numerator 3 are 1, 3.

Check Your Progress

C) Proper and improper fraction

Notes: a) Write your answers in the space given below.

D) Like and unlike fractions

When written in this form, a mixed fraction is called an improper fraction.

5.3.3 Ordering of Fractions

21. Arrange the following fractional numbers in increasing order.

5.3.4 Four Fundamental Operations on Fractions

To make it clearer, let us do the following activity:

Check Your Progress

1 1×2 1×3 1×4

So in this case we get 15 as the common denominator.

Check Your Progress

Subtraction of fractions with same denominator

Example 10: Let us observe the figure given below.

Similarly, we can solve more questions like this.

Check Your Progress

Notes: a) Write your answers in the space given below.

Multiplication of a fractional number by a whole number

Let us observe the multiplication of a whole number by a whole number

In the same way, we can multiply a fractional number by a whole number.

We find that, to multiply 2 fractional numbers, we can

Notes: a) Write your answers in the space given below.

Division of a fractional number by a whole number

1 full cake with

(cake piece with Smith)

Thus to divide fraction by a whole number is same as multiplying the fraction by

We convert this division process into multiplication process as

Division of a fractional number by a fractional number

Let us consider another example.

Check Your Progress

Explain the following:

Notes: a) Write your answers in the space given below.

5.4.1 Decimal and Place Value of a Digit in Decimal

What part 10 is of 100?

What part 1 is of 10?

Now take another example of numeral 2222

5.4.2 Ordering of Decimals

Notes: a) Write your answers in the space given below.

5.4.3 Equivalent Decimals

Look at the figures:

So, 0.40 = 0.4

5.4.4 Four Fundamental Operations on Decimals

Thus the sum is 6.87.