Connect With Mathematics TM 6

Eduline
CONNECT with
MATHEMATICS
Teacher’s Manual 6
Eduline Publishers
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Published in India by Eduline Publishers
Copyright © 2014 Eduline Publishers
The moral rights of the author/s have been asserted.
First Published in 2014
ISBN: 978-93-8252-063-4
Design and visuals: Henu Studio
All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior permission
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imposed on the subsequent purchaser.
Introduction
The method used in ‘Teacher’s manual’ is more accurately called guided
discovery.
The manual of activities has been prepared to help the students gain a
better understanding of concepts from different branches of mathematics
by performing relevant activities.
The individual steps you will follow in teaching the concepts in these
chapters are extremely easy, so that even the weakest students needn’t be
left behind, but the method of instruction is not rote.
Throughout the chapters, students are expected to:
Discover or extend patterns or rules on their own.
See what changes and what stays the same in sequences of
mathematical expressions, and
Apply chains of inferences or computation in new situations
In this manual, I have provided a list of criteria below and have
indicated how I think the chapters meet students.
Criteria 1: The exercises(formative and summative) given, that aim to
build the confidence of weaker students must only require
that students possess a very small set of skills to complete
their work successfully. It must be possible to teach these
skills even to the most challenged students in a short time.
And a teacher must be able to verify easily that every student
in their class has acquired the necessary skills before they
start the exercise.
Criteria 2: In classrooms where mathematics has been taught in a
traditional way, students usually work at very different
speeds. To keep students who are initially faster from getting
bored, an exercise that seeks to build the confidence of
weaker students must provide extra work for students who
finish early.
Criteria 3: An exercise that seeks to build the confidence of weaker
students must recognize that for many children language can
be a barrier to mathematics.
The manual provides the opportunity to the students through:
Interactive activity  Teacher’s tip
Formative assessment  Summative assessment
Worksheet
Contents
1 Knowing Your Numbers ........................................................ 5
Worksheet 8
2 Playing with Numbers ............................................................. 9
Worksheet 12
3 Natural Numbers and Whole Numbers .................... 13
Worksheet 15
4 Integers ........................................................................................... 16
Worksheet 17
5 Fractions ........................................................................................ 19
Worksheet 20
6 Decimals ....................................................................................... 21
Worksheet 23
7 Introduction to Algebra ....................................................... 24
Worksheet 26
8 Linear Equations ...................................................................... 27
Worksheet 30
9 Ratio and Proportion ............................................................ 31
Worksheet 33
10 Geometry ...................................................................................... 34
Worksheet 35
11 Measurement of Line Segments ..................................... 37
Worksheet 38
12 Quadrilaterals ............................................................................. 39
Worksheet 40
13 Symmetry ..................................................................................... 42
Worksheet 44
14 Construction .............................................................................. 45
Worksheet 47
15 Perimeter and Area ................................................................. 48
Worksheet 50
16 Data Handling .......................................................................... 52
Worksheet 55
1 Knowing Your Numbers
Numbers play a pivotal role in our lives. It would be

literally impossible to imagine a life without numbers.
Right from time that we keep a track on to phone
numbers which enable to interact with our near and
dear ones are all numbers. Numbers are different
formats, for example, if we compare the dials of the two
watches on the left we can clearly see that the numbers
depicted are different while the time that both of that
depict are the same. Hence is important for students to
understand different types of numbers.
Vocabulary: Place value, face value, approximation, units, tens, hundreds
Objective: To understand numbers
Materials required: Paper, ruler, pen or pencils
Directions:
Ask the students to divide a piece of paper into 10 parts.
Ask them to number the pieces from 0 to 9.
Ask them to fold the pieces of paper and put it in a box.
Now, ask students to pull out one slip and open it.
Ask the students to put the number pulled out first in the units place.
Similarly, ask them to pull out two more numbers one by one and
place them on tens and hundreds place respectively.
Now, compare the numbers of any two students.
Example:
9 7 5 3 8 3 6 9
TH H T U TH H T U
Student 1 Student 2
Teacher’s Tip
Ask the students to compare the two numbers and make them notice that the
student who pulled out the higher number at the end has the highest number.
5 | Connect with Mathematics

Formative Assessment
1. Which student has the highest number at the hundreds place?

Ans: Student 1
2. Which student has the smaller number?
Ans: Student 2
3. What is the face value of number 5 in the number formed by
Student 1?
Ans: 5
4. What is the place value of the number 6 in the number formed by
Student 2?
Ans: 60
Now, ask the students to round off the numbers to their nearest
hundreds
Example:
9 7 5 3
TH H T U
Student 1
Draw a line
Now multiply the digit at the hundreds place of the number of the
number and place it at one end.
In our case the digit is 7 and the number thus formed is 700
700
Now add 100 to the number and place it at the other end of the line.
In our case the number is 700 and the number formed after adding
hundred is 800.
700 800
Now ask the students to add 50 to the right end number on the
number line and place it at the middle of the line
Teacher’s Manual | 6
In our case the right end number is 700, and 750 is obtained when
we add 50 to it.
700 750 800
Now ask the students to place the number formed on this line.
In our case the number formed was 753 and it lies between 750 and
800
700 750 753 800
Ask the students to observe that the number placed on the number
line is near to which end. The closest end to the number will be the
nearest hundred
In our case 753 is nearest to 800 as compared to 700. Hence the
nearest hundreds of 753 is 800.
So, the required number is 9800.
Summative Assessment
1. If the digits circled in the numbers below is replaced by 9, which

number becomes the largest number?
a) 578{2} b) 8{5}32 c) 96{8}7 d) {5}349
Ans. d) 5349 which changes to 9349 after replacing the circled digit
by 9.
2. Find the difference between the largest and smallest five-digit
numbers formed by the digits 0, 3, 4, 6, 9.
Ans. The largest number is 96430 and the smallest number formed is
30469. The difference is 65961.
3. 56000 kg of raw chocolate is available to making candies. If one kg
makes 10 candies and if one packet contains 100 candies,then how
many packets of candies can be made with the available chocolate.
Ans. If one kg of chocolate makes 10 candies
56000
Then 56000 kg will make = = 5600 candies
10
If one packet contains 100 candies,
5600
then 5600 candies can be divided into = = 56 full packets.
100

Worksheet
1. 2 × (5 × 2) = 2.
4 (5 + 2) =
3. 6 × 2 - (3 + 4) + 6 = 4.
8 × 2 + (1 × 4) - 7 =
5. 20 ÷ (4 + 1) = 6.
(12 ÷ 3)(3 × 2) =
2 Playing with Numbers
Numbers are important, and in order to understand them better it is

important to understand their behaviour, how are they formed, etc.
Understanding numbers help us to use numbers better and apply it to
various real life situations. One way to understand numbers is to play
with them and help students discover various patterns that emerge.
Vocabulary: Factors, prime number, twin prime number, co-prime,
L.C.M and H.C.F
Objective: Understanding H.C.F. and L.C.M.
Materials required: Note book, pen or a pencil
Directions:
Ask students to think of any two numbers.
Let’s take 50 and 60 as an example.
Now, ask them to take the first number and express it as a product of
prime number and any other number.
Now, take the number in the product which is not a prime and express
it as a product of prime number and any other number.
Repeat this process until we can express this a product of two prime
numbers.
Now, arrange them to form a factor tree as shown below.
Write the number at the top of the page. We
50
have taken the number as 50 here.
50 = prime number 2 × 25 2 25
25 = prime number 5 × prime number 5
So, 50 is the product of the prime factors 5 5
2×5×5
1. What are the prime factors of 50?

Ans. 2 and 5
2. Now ask the students to take the second number 60, and create a
similar factor tree.

Write the number at the top of the page. 60
We have taken the number 60 here.
60 = prime number 2 × 30 2 30
30 = prime number 2 × 15
2 15
15 = prime number 3 × prime number 5
60 is the product of the prime factors 3 5
2 × 2 × 3 × 5.
Teacher’s Tip
Ask the students to notice that both numbers can be expressed as a product of
primes. Hence, all numbers are made of prime numbers multiplied together.
H.C.F. of two numbers

1. Ask the students to place the factor trees of the two numbers
together side by side.
60
50
2
2 30
2 25 ×
2 15
5
5 5
3 5
2. Ask the students to find the common factors in both the trees.
3. The H.C.F. is the product of the common factors.
In this case, the H.C.F. of 50 and 60 is 2 × 5, i.e., 10.
1. Why is 10 being called the highest common factor?

Ans. 10 is the highest number which divides 50 and 60 completely

without leaving a remainder.
L.C.M. of two numbers

1. Ask the students to place the factor trees of the two numbers
together side by side.
60
50
2 30
2 25
2 15
5 5
2 × 3 × 50 = 300 3 5
Multiply the non-common prime factors of the number with the other
number to find the L.C.M.
In our case the L.C.M. is 300 for 50 and 60, i.e., 2 × 3 × 50 =
6 × 50
1. Why 300 is called here the lowest common multiple.

Ans. 300 is the smallest number that completely gets divided by 50
as well as 60 without leaving any remainder.
1. The H.C.F. of two numbers is 23 and the factors of the L.C.M. are
13 and 14. What are the two numbers?
Ans. 322 and 299
2. Bells A and B start ringing together at intervals of 2 and 3 seconds
respectively. In 15 minutes, how many times do they ring together?
Ans. The L.C.M. of 2 and 3 is 6.
So, they ring together after every 6 seconds
15 × 60
Hence, in 15 minutes they will ring = = 150 times
6
3. What is the greatest number of 3 digits divisible by 15 and 18 ?
Ans. The greatest number of three digit is 999.
L.C.M. of 15 and 18 is 90.
On dividing 999 by 90 the remainder is 9.
So, the required number is (999 - 9) = 990

Worksheet
1. Find the L.C.M. of: 2 and 4

6. Find the G.C.F. of: 12 and 20
3 Natural Numbers and Whole Numbers
Natural numbers are counting numbers. However, at some point of time

it was discovered that natural numbers were not enough for counting.
Hence, the discovery of zero made the set of counting numbers complete
and was termed as whole numbers. Natural and whole numbers are
important tools of counting a lot of things or objects around us. It is
important to make students understand that natural numbers are a subset
of whole numbers.
Vocabulary: Natural numbers, whole numbers, counting numbers
Objective: Understanding natural numbers and whole numbers
Materials required: Notebook, pen/pencil and ruler
Directions:
Ask students to think of any number between 1 and 10.
Let us take the number 4.
Ask students to multiply the number by itself.
Hence, in our example the product is 4 × 4 = 16.
Now ask students to draw a square.
Ask them now to put dots arranged in columns and rows inside the
square.
The number of columns and rows should be equal and should be equal
to the number through out.
In this case the number is 4 and hence the square will be drawn as
shown below.
Teacher’s Tip
Make students understand that the number formed by multiplying a number by
itself is called a square number.

Now, draw L shaped borders for the top row and the extreme left
column as shown below.
Now, repeat the same and draw L shaped borders as shown below.
Now, ask students to count and write the number of dots in each
border.
In our example it will be done as shown below.
1 3 5 7
Now, if we add these numbers we get 1 + 3 + 5 + 7 = 16
1. What are these numbers?

Ans. These are odd numbers.
2. Can all square numbers be represented as sum of odd numbers?
Ans. Yes
3. State if true or false.
10 × (16 + 18) = 10 × 16 + 10 × 18
Ans. True
4. Find 342 × 493 + 342 × 697
Ans. 406980
5. Find 46 × 32 × 87
Ans. 128064
Worksheet
Complete the list and describe the pattern!

1. 3, 5, 7, 10, 11, , , , ...

2. 9, 13, 14, 18, 19, , , , ...

3. 8, 16, 23, 31, 38, , , , ...

4. 8, 17, 23, 32, 38, , , , ...

5. 4, 7, 11, 14, 18, , , , ...

6. 3, 11, 17, 25, 31, , , , ...

7. 2, 6, 13, 17, 24, , , , ...


4 Integers
The main purpose of using integers is to avoid ambiguity. For example,

we usually say the highest mountain is Mt. Everest, which is 8,848
metre above sea level instead of saying Mt. Everest is taller than
Kanchenjunga. An integer is a number that can be written without
a fractional or decimal component. It is important for students to
understand integers, so that they can understand numbers without
ambiguity.
Vocabulary: Natural numbers,whole numbers, integers, absolute value,
negative integers
Objective: Understand natural numbers, whole numbers and integers
Materials required: Notebook, pen/pencil and ruler
Directions:
Ask students to draw a table with 5 columns and 5 rows.
Ask students to write a number in each cell of the table between 0 to
1000.
Ask students to write the letter N, W, I, NI in each cell below
the number in the table. Where N represents natural numbers,
W represents whole numbers, I represent integers and NI represent
negative integers.
Now ask students to encircle the letter which is true for the numbers.
Teacher’s Tip
Ask students to write the number zero in one cell of the table and have few nega-
tive numbers as well.
Examples:
17 -4 244 0 44 -63 2 88 -90 41

N N N N N N N N N N
W W W W W W W W W W
I I I I I I I I I I
NI NI NI NI NI NI NI NI NI NI
53 -84 732 54 19 26 421 18 -171 66
N N N N N N N N N N
W W W W W W W W W W
I I I I I I I I I I
NI NI NI NI NI NI NI NI NI NI
37 344 117 -900 13
N N N N N
W W W W W
I I I I I
NI NI NI NI NI
1. All Whole numbers are integers.

Ans. True
2. All integers are natural numbers.
Ans. False
3. All natural and whole numbers are integers.
Ans. True
1. What is the opposite integer of - 4?
Ans. 4
2. Subtract - 9 from 14.
Ans. 23
3. What is the absolute value of the Integer 18?
Ans. 18
Worksheet
Solve all problems.

1. Dave loves under water diving. His house boat is 250 feet above
sea level. He jumped from that level. He went 600 feet below sea
level. How many feet did Dave go under the water?

2. If the temperature rises to 80 degrees, which number would display
this best?
a) - 80 b) - 180 c) 180 d) 80
3. In morning, the temperature was 5 °C. In evening it was 15 °C.
Did it get warmer or colder? How many degrees warmer or colder
did it get?
4. The temperature goes down 20 degrees, which number display this
change?
a) 20 b) 120 c) - 20 d) - 120
5. George has a hobby of sky diving. He jumped from a helicopter
at 8000 feet above from sea level. He landed on a mountain at
5000 feet above sea level. How many feet did George descend?
6. The temperature goes down 20 degrees, which option would
shows?
a) 20 b) 120 c) - 20 d) - 120
7. At noon the temperature was 30 °C. At night becomes 25 °C.
How many degrees warmer or colder did it get?
8. The temperature goes up by 90 degrees, which option would
shows?
a) 90 b) 190 c) - 90 d) - 190
9. If the temperature is 40 degrees Celsius. Is the weather is cold or
warm?
10. At midnight the temperature was 20 °C. In the morning it
becomes 25 °C. How many degrees warmer or colder did it get?
5 Fractions
Fractions are used almost every day in our daily lives. When we say we
would like to have half a glass of water. These are fractions. Children
also hear and listen to these references of fractions. It is important to
make students understand the relevance of fractions and their uses in
daily lives.
Vocabulary: Fractions, like fractions, unlike fractions
Objective: Understanding fractions
Materials required: Sheet of paper, notebook, color pencils, pen/pencil
Directions:
Ask the students to take out the sheet of paper.
Ask them to hold it horizontally.
Ask them to fold the paper into half. 4
Then ask then to open it and shade using 1
the color pencil one half of the paper. 2
Now ask students to fold the paper into four equal divisions. 3
Now ask students to open up the paper again.
Ask students to make a note of this in their note books.
Now ask students to fold the paper into eighths and sixteenths.
1. How many one fourths is equal to one half?

2 1
Ans. =
4 2
2. How many one eighths is equal to one fourth of the paper?
2 1
Ans. =
8 4
Teacher’s Tip
Make students understand equivalent fractions and make them observe these
equivalent fractions.

3. When the paper is folded into sixteenths then how will we represent
each folded rectangle?
1
Ans.
16
1. Find x if
2 6
=
3 x
Ans. 9
5 3
2. Add + =?
8 8
Ans. 1
2
3. Meena has 60 rupees. She went to the market and spent of the
3
money she had with her. How much money is left with her?
Ans. ` 20
Worksheet
Circle the symbol that makes each comparison correct:

> 4 > 3
1. 3 = 2 2. =
9 > 3 6 < 6
5 > 10 3 > 6
3. = 4. =
10 < 20 8 < 16
3 > 3 3 > 6
5. = 6. =
7 < 4 5 < 10
Add the below fractions:
1 7
1. +
3 3
3 1
2. +
5 5
5 47
3. +
7 35
6 Decimals
Until now students have learnt about whole numbers. A lot of discrete
quantities are expressed in whole numbers. For example, the number
of students in a class is always expressed as a whole number. However
expressing the heights of the students in a class in whole numbers might
be difficult at times. In order express such quantities accurately, we need
to express them as decimals. Quantities such as weight, area, length,
etc. often require the use of decimals. Hence, it is important to make
students understand the use of decimals.
Vocabulary: Place value, decimal, fraction, equivalent decimals, like
decimals, unlike decimals
Objective: Learn how to convert into decimals
Materials required: Note book, ruler, pen and pencil
Directions:
Ask the students to take out a page from their note books.
Ask students to draw a square of 10 cm length and 10 cm breadth.
Now ask students to draw small squares of 1 cm × 1 cm and fill the big
square as shown in the figure below.
Now ask students to take colour pencils and colour the squares to form a
pattern.
Teacher’s Tip
Give the students the freedom to choose colours from 5 colours. Ask them to
use at least three colours.

Now, after they have coloured their pattern ask them to draw a table as
shown below.
Colour Number of squares Fraction form Decimal form
Now, ask students to work out as shown below.

Example:
For example the one student has drawn the pattern as shown below.
Hence the workout that he will do in the table is as shown below.

Color Number of squares Fraction form Decimal form
Brown 36 36/100 0.36
Blue 28 28/100 0.28
Orange 20 20/100 0.20
Pink 12 12/100 0.12
Green 4 4/100 0.04
1.
Did you notice any pattern in the number of squares column. If yes
then explain?
Ans. Yes, the numbers in column are evenly reducing by 8. All the
numbers in the column fall in the table of 4. The number of squares
at the centre coloured as green is also 4.
2. What is the sum of the numbers in the fraction form column?
Ans. 100
3. What is the sum of the numbers in the decimal form column?
Ans. 1
1. Ram is 4.5 feet tall, Shyam is 5.1 feet tall and Mohan is 5 feet tall.
What is the sum of their heights?
Ans. 14.6 feet
457
2. = 4.57, find x.
x
Ans. 100
3. The price of a commodity A increases by 40 paise every year. If the
current price of commodity A is ` 23.30 then what was it’s price four
years earlier.
Ans. ` 21.70
Worksheet
Write the correct comparison symbol (>, < or =) in each box.

1. 9.74 0.974 2. 8.24 8.25
3. 9.36 0.936 4. 9.09 9.09
5. 8.17 8.14 6. 6.45 0.645
Add the below decimals.

1. 33.62 2. 40.19
+ 74.47 +
62.63
_______ _______
3. 86.43 4. 92.15
+ 51.61 +
36.94
_______ _______
Subtract the below decimals.

1. 27.93 2. 66.61
+ 14.22 +
17.15
_______ _______
3. 49.47 4. 92.15
+ 16.82 +
46.32
_______ _______
7 Introduction to Algebra
Algebra helps to interpret real life situation into mathematical language.

Algebra uses algebraic variables and constants to interpret situations. The
unknowns in a particular situation are represented by variables while
others are expressed as constants.
It is important for the students to understand these variables, constants
and symbols so that they can express them in mathematical language.
Vocabulary: Constants, variables, like terms, known and unknown
Objective: Understanding algebraic patterns
Materials required: Note book, pen/pencil and the pattern shown below
1 2 3 4 5
Directions:
Present students with the pattern shown above.
Explain them the L shaped pattern.
Ask them to identify the variables.
1. What is varying in the pattern?

Ans. The number of squares with each stage?
Now ask them to properly observe the pattern and come out with
inference.
2. What do you observe in the pattern?
Ans. The stage number exactly matches with the number of squares
along each arm of the pattern.
Now ask them to draw the pattern for the 10th stage.
Example:
Ask students now to find the number of squares in the 20th stage.
Teacher’s Tip
Make students understand that the stage varies according to the number of
squares. The stage number can be assumed as X.
Ask students to develop the algebraic expression to find the number of

squares.
Thinking guidelines
1. Identify the number of squares in any stage.
For example: In the 10th stage the number of squares is 19.
2. To find the relationship with the number of squares and the stage.
For example: The number of squares on each leg is the same as the
number of the stage. The 10th stage has 10 squares on each leg.
3. Identify if there is a common square.
There is one common square which is counted on each leg
1. What is the algebraic expression to compute the number of squares?

Assume the stage is represented as X.
Ans. X + (X × 1) or 2X - 1
\ Number of squares = 2X – 1 (where X is the stage number.)

1. Work out a formulae for the given pattern and find the 35th term.
Pattern: 2, 7, 12, 17, ………….
Ans. Formula: 5(X - 1) + 2 [Where X the number of term.]
35th term = 172
2. Find the factors of 4x2y2.
Ans. 4, x, x, y, y
3. Write the coefficient of the term 12a2b.
Ans. 12
Worksheet
Write the expressions for each of the following:

1. The sum of y and 7.
2. The difference of z and 8.
3. The product of r and 15.
4. The quotient of 8 and y.
5. The difference of p and 9.
6. The sum of u and 4.
7. The difference of 6 and k.
8. The sum of 4 and k.
9. The product of 5 and h.
10. The difference of z and 8.
8 Linear Equations
When “two things” are equal they create an equation. The equations
have three parts the left side, the right side and the equal sign. The
equal sign simply means that the left side and the right side are same.
Students should be made to understand that an equation is a statement
of equality which expresses the relationship between known and
unknowns.
Vocabulary: Variable, constant, expression, equality, additive inverse,
integer
Objective: Solving linear equations in one variable
Materials required: Strips of coloured paper (two colours), scissors, pen/
pencil, notebook
Directions:
Ask students to cut a few of the colour strips into small squares.
Explain to assume that one colour strip represents – x and the other
colour strip represent + x, while one colour square represent + 1 and
the other represents - 1.
Example:
=+1 =-1
=+X =-X
Teacher’s Tip
Explain to the students that sum of a integer and its additive inverse is zero.

Ask the students to write any linear equation in one variable in their
notebooks.
Example: X + 2 = 2X + 1
Now ask the students to arrange the two colour paper strips and
squares as per the equation of their desk.
Example:
X 2X
+ +
2 1
Now, ask the students to remove the common strips from both the
ends. Do ensure that you remove exactly the same number of strips
and squares from each side.
Example:
1 X
Hence, we get X = 1, we can verify this by solving the equation.
Teacher’s Tip
Ask the students to take the coefficient of the variable less than 5 and only use
whole numbers and coefficient and constants.
1. If you have two rectangular strips on one side and two square on
other, then how will you find the solution.
Ans. This means that we have 2X = 2.
We will eliminate 1 strip from one side and one square from the
other side. Hence we will get X = 1.
2. If the equation in the example would have been X - 2 = 2X - 1.
How would you solve it?
Ans.
+ +
The operation for the red strips remains the same we remove the
common from both the sides. We also remove the common green
square from both sides.
Hence, we see that X = - 1.

3. If we have one green strip and one red strip on the same side what
should be there on the other side.
Ans. Nothing it should be zero.
2
1. Find x, if x = 12.
3
Ans. 18
2. If 6 m is added to the perimeter of a square field it becomes 30 m.
Find the length of the sides of the square field.
Ans. 6 m
3. Raj bought 5 pens and was short by ` 5 which he borrowed from his
friend Mohan. If Raj had ` 45. What was the cost of each pen?
Ans. ` 10

Worksheet
Solve for the variable.

1. 14 - y = 13 2.
y + 13 = 26
3. y - 13 = - 1 4.
y - 11 = - 7
5. 11 + y = 15 6.
y - 8 = 6
7. y - 14 = - 9 8.
y - 15 = - 4
9. 7 - y = 5 10. 4 - y = - 11
11. y - 4 = 1 12. 9 - y = 1
13. y + 8 = 13 14. 7 + y = 18
15. 1 + y = 16 16.
y - 11 = - 2
17. y - 6 = 4 18.
y - 15 = - 10
19. 14 + y = 21 20. 8 + y = 9
21. 14 - y = 0 22. 6 - y = - 2
23. y + 1 = 2 24.
y - 4 = 1
25. y + 7 = 18 26. 4 + y = 15
27. 3 - y = - 6 28. 5 - y = 0
29. 5 + y = 6 30.
y - 11 = 1
31. y - 13 = - 3 32.
y - 8 = 0
33. y + 5 = 12 34. 4 - y = - 4
35. y - 1 = 4 36. 14 - y = 0
37. y + 15 = 21 38. 15 - y = 0
39. 4 - y = - 6 40.
y - 7 = - 2
41. y - 2 = 9 42. 14 - y = 7
43. 6 + y = 10 44.
y + 6 = 14
45. y - 3 = 6 46. 11 + y = 16
47. y + 14 = 27 48. 4 + y = 13
49. 8 - y = 3 50.
y + 9 = 11
9 Ratio and Proportion
We use ratio to compare two related quantities. For example, to compare

the distance in the real world to the distance in a map, we use ratio.
Proportions are used to compare two unrelated quantities. For example,
to compare the price of sugar to its weight we use proportions.
It is important to make students understand that ratio and proportion
are used to compare quantities.
Vocabulary: Quantity, ratio, proportion
Objective: Make students understand the
ratio and proportions
Materials required: String, ruler, marker,
notebook, pen/pencil
Directions
Ask the students to wrap the string twice
around their thumb and mark it with the
marker.
Now, unwrap the string from the thumb
and wrap it around the wrist once.
The length of the string twice around
the thumb should be almost equal to the
length of the string once around the wrist.
Teacher’s Tip
Make sure that students start wrapping the string from one end. Make the stu-
dents notice that they are comparing two quantities. Here, it is the thickness of
the thumb and the wrist.
1. Can you express this as a ratio.

Ans. The thickness of the wrist is twice the thickness of the thump.
Hence, the ratio is 1: 2.

There are other parts in the body that are also proportional. For
example, twice the thickness of the wrist is equal to the thickness of the
neck collar. Thrice the thickness of the head is equal to our total height.
Ask students to wrap the string on their wrist twice and mark it with a
marker.
Now, ask them to wrap it around their collar. Ask them to express their
findings as a ratio.
Now, again ask them to take the string and wrap it thrice around their
forehead and mark the length.
Now, ask them to hold the string from the mark and drop it straight
along their length while standing straight.
Ask them to express their findings as ratio and make a note.
1. What is the ratio of our height to thickness

of our head?
Ans. 1 : 3
2. The thickness of our wrist is proportional
to the thickness of our thumb. State true
or false.
Ans. True
summative Assessment
1. If 2 : x = 5 : 8, then find the value of x

Ans. 3.2
2. A sum of money was divided between A and B in the ratio 5 : 3. If
A gets ` 500 more than B then what is B’s share.
Ans. 5x – 3x = 500 2x = 500 or, x = 250
Hence B’s share is 3x = 3 × 250 or x = ` 750
4 6
3. Compare the two ratio’s and .
5 7
6 4
Ans. >
7 5
Worksheet
Complete the following questions.

1. There are 38 cars parked in the parking
structure. The parking structure is not
full to capacity. There are 13 parking
spaces that are empty. What is the ratio
of available spaces to parked cars?
2. There are 17 occupied seats on the bus, 11 seats are empty. What is
the ratio of number of occupied seats to empty seats?
3. 15 boys and 16 girls took part in the basketball competition.
What is the ratio of the number of girls to be number of boys who
participate in the competition?
4. A group of friends went out for the dinner. 19 of them ordered
vegetarian food and 14 of the them ordered non-vegetation food.
What is the ratio of the number of vegetarian meals to the number
of non-vegetation meals?
5. Jenny distributes 33 candles and 37 chocolates to each student in the
class on her birthday. What is the ratio of the number of chocolates
to candies distributed to each student in the class on her birthday?

10 Geometry
Anything we look around and see in the physical world is all of

geometrical shapes. Like a room, pencil box, desk, etc. Geometry helps
us to understand these shapes in the physical world. Geometry builds
up understanding of everyday things in our daily life, such as shape, size
and relative positions of objects.
It is important to make students understand these shapes and help them
identify these shapes in the real world.
Vocabulary: Square, rectangle, circle, diameter, length, radius, diagonal
Objective: Understanding a circle
Materials required: Paper, compass, pencil, pen, notebook, ruler, a piece
of thread, scissors.
Directions:
Ask students to make a circle on the paper with any
given radius.
Ask students to properly cut out the circle with the
scissors.
Now ask them to carefully put the thread on the
circumference of the circle.
Now put the thread on the ruler to measure the
perimeter of the circle.
Make a note of the perimeter in the note book.
Teacher’s Tip
Help the students to locate the diameter of the circle. The centre will be the point
on which the compass needle was placed while drawing the circle.
Now use the thread to measure the diameter.
Make them mark the diameter of the circle on the
thread.
Now ask them to place the thread on the ruler and
measure the diameter.
Ask the students to make a note of the diameter in
their notebooks.
Now ask them to find the ratio of the perimeter of the circle to the
diameter.
Teacher’s Tip
Ask them to find the ratio upto two places of decimal or express it as fraction in
its lowest form.
1. What is the ratio of the perimeter of the circle to its diameter.

22
Ans. 3.14 or
7
2. Are the diameter and the perimeter of the circle proportional.
Ans. Yes
3. When you say the diameter is proportional to the perimeter of the
circle what does it mean?
Ans. It means that the diameter increases by the same factor as the
increase in the perimeter.
4. Is the ratio same for any given circle.
Ans. Yes
1. A line segment has definite length while a line has no definite length.
Is it True or False?
Ans. True
2. Give two examples of plane figures.
Ans. Square and Rectangle
3. The line segment that passes through the centre of a circle and joins
two points on its circumference is called .
Ans. Diameter of the circle
Worksheet
1. This is a Polygon. Is it regular or irregular?

Regular
Irregular
2. Is this a Polygon?
Yes
No

Regular
Irregular
4. What is this?

Regular
Irregular
6. Is this a Polygon?
Yes
No
11 Measurement of Line Segments
A line is a ray that is infinite while a line segment is the part of the line
with a finite length. Students need to understand that a line cannot be
measured as it does not have a fixed length while a line segment can
be measured. The unit of length can be metre, centimetre, millimetre,
kilometer, etc.
In this activity students will learn how to measure line segments at the
same time will understand that shapes can be formed by connecting line
segments in a given pattern.
Vocabulary: Line, line segment, length, units of length, triangle
Objective: Understating line segments and triangles
Materials required: Notebook, pen/pencil, ruler
Directions:
Ask students to draw any triangle.
Ask them to name the sides as A, B and C.
Now ask the students to measure the sides A and B one by
one with the ruler.
Ask them to note the
measurements of A and B in
their notebooks.
Ask them to add the lengths of
sides A and B of the triangle. C
A
Now ask them to measure the
side C with the help of the ruler.
Ask them to make a note of the
measurement of side C.
Now ask them to compare the B
length of side C with the sum of
the length of side A and B.
Teacher’s Tip
Ask the students to identify the longest side and name it as C. The other two
sides can be named as A and B.

1. What do you conclude after the comparison?

Ans. The sum of two sides of the triangle is greater than the third side.
2. Can a triangle be formed which sum of two sides is less than the
third side?
Ans. No
3. Is the sum of two sides even greater than the longest side of the
triangle?
Ans. Yes
1. A triangle has one of its angle measuring 90 degrees. What is the

type of the triangle?
Ans. Right-angled triangle
2. A line segment AB is 1.2 metre in length and another line segment
PQ is 119 cm in length. Which one is smaller?
Ans. PQ
3. Two of the angles of a triangle ABC measure 60 degrees each. What
is the measure of the third angle of the triangle?
Ans. 60 degrees
Worksheet
Measuring in Inches How many inches

12 Quadrilaterals
Quadrilaterals are geometrical figures which are bounded by four sides.

There are various types of quadrilaterals. However, it is important to
remember that the sum of the interior angles of a quadrilateral is 360°.
It is important for students to understand the properties of these
different types of quadrilaterals, so that they can identify them properly.
Vocabulary: Quadrilateral, angle, diagonal, parallel, perpendicular
Objective: Understand quadrilaterals
Materials required: Activity sheet, pen/pencil, ruler and notebook
Directions:
Distribute the activity sheet given at the end of
this chapter to students.
Explain them that each circle has eight evenly
placed dots.
Now ask them to number the circles as 1 – 6 on
the activity sheet.
Ask them to form quadrilaterals by joining the dots on the circle.
Now ask students to make a table as shown below.
Use ruler and protractor to measure sides and angles of the
quadrilateral formed.
Ask students to note their observations in the table in their notebooks.
Example:
1 2
Quadri- Measure Measure Are Are Name

lateral of angle of sides sides diagonals
parallel? equal?
1 Same 90° Same Yes Yes Square

2 Not Same Not Same Only Yes Isosceles
one pair Trapezieum
of side
1. Can you draw a rhombus joining these dots?

Ans. No
2. Can you draw a parallelogram joining these dots?
Ans. No
3. How many different types of quadrilaterals you can form joining
these dots?
Ans. 4
1. One of the angles of a quadrilateral is 90°. The two pair of sides

of the quadrilateral are parallel. Find the other three angles of the
quadrilateral.
Ans. All angles are 90°
2. One of the angles of a parallelogram is 60°. Find the other three
angles of the parallelogram.
Ans. 60°, 120° and 120° 60°, 120° and 120°
3. The length of the diagonal of an isosceles trapezium is 40 inches.
Find the length of the other diagonal.
Ans. 40 inches
Worksheet
Identity the type for each quadrilateral.

1. 2. 3.

4. 5. 6.


7. 8. 9.

10. 11. 12.

Activity sheet

13 Symmetry
Symmetry is the harmony or beauty of form that results from balanced

proportions. For a geometrical object, symmetry is a correspondence
between pairs of points that are equally positioned about a point, line
or plane.
If points of a figure are equally positioned about a line, then we say the
figure has reflection symmetry, or sometimes mirror symmetry. The line
is called the reflection line, the mirror line, or the axis of symmetry. The
axis of symmetry separates the figure into two parts, one of which is a
mirror image of the other part.
Vocabulary: Symmetry, axis of symmetry, line of symmetry, reflection
symmetry
Objective: Understanding the line of symmetry of some basic
geometrical shapes
Materials required: Paper, pen/pencil, scissors, and notebook
Directions:
Ask the students to draw a rectangle on the
paper.
Ask them to cut out the rectangle with the
scissor.
Now ask them to fold the rectangle into
two halves such that one overlaps the other.
1. In how many ways you can fold the rectangle exactly into two halves.
Ans. Two, along its length and along its breadth
Hence, there are two lines of symmetry in a
rectangle
Now, ask the students to draw a square on
the paper with the help of the ruler.
Ask them to cut out the square with the
help of the scissor.
Now, ask them to fold the square into two
halves such that one overlaps the other.
2. In how many ways you can fold the square exactly into two halves.
Ans. Two, along the side and along the diagonal
Hence, the square also has two lines of
symmetry.
3. Can the rectangle be folded along its diagonal into exactly two
halves?
Ans. No
4. Does folding the rectangle into two halves give a mirror image of one
half to the other.
Ans. Yes, hence the diagonal of the rectangle can also be called the
line of reflection not the line of symmetry.
Teacher’s Tip
Make the students understand the difference between line of symmetry and line
of reflection. Repeat the same activity with a scalene triangle and ask them to
see, if there is a line of symmetry.
summative Assessment
1. Draw the line of symmetry for the picture below.
Ans.
2. Find the line of symmetry for the letter P.

Ans. Line of symmetry does not exist.
3. Complete the figure given below.
Ans.
Worksheet
Using the terms reflection, rotation and translation.

Describe what happens to the shape in the correct order.
14 Construction
Geometrical constructions are an important tool create and understand

geometrical shapes. It allows a student visualize shapes better and apply
logical thinking.
It is important for students to have an hands on practice of geometrical
construction so that they are able to the geometrical shapes as an when
needed. It is also important for students to understand the properties of
various geometrical shapes and apply them properly while constructing
them.
Vocabulary: Line segment, bisector, ray, line, perpendicular
Objective: Understanding angle construction
Materials required: Compass, ruler, protractor, pen, pencil and
notebook
Directions:
Ask the students to draw any line segment.
Now ask them to draw a circle of any radius on one end of the
segment.
Teacher’s Tip
Ask the students to draw a circle with radius less than half of the length of the
segment.
Now taking the same radius ask students to draw an arc which cuts
the circumference of the circle with the compass. The needle of
the compass should be placed on the point where the line segment
intersects the circumference of the circle.
Example:
Place the compass
needle here
A B A B
Draw a line AB Draw a circle with

any radius at point A.

Place the compass
needle here
B B
A O A O
Mark the intersection point of the Draw any arc with point o as centre
circle and the line. Say point O. with same radius which cuts the circle
on the circumference at point C.
Now mark the intersection point of the arc on the circle.
Place the compass needle on the intersection point and cut an arc on
the circumference with the width of the compass equal to the radius of
the circle.
Example:
Place the compass
needle here
B B
A A
Mark the intersection point of the Cut another arc on the circle with
circle and the arc the radius of the circle
Now similarly cut arc on the circle and complete one round of the
circle.
Example: A B
1. Maximum how many arcs can you cut on the circle?

Ans. 6
2. If you draw a line segment from the centre of the circle passing
through the intersection point of the 1st arc and the circle. What
will be the measure of the angle and why?
Ans. The measure of the angle will be 60°. This is because the circle
can be divided into 6 equal parts at the maximum. We know the
measure of the centre angle of the circle is 360°.
360
Hence, = 60°.
6
3. If the line passes through the 2nd arc instead of the first arc what
will be the measure of the angle.
Ans. 120°.
1. Draw an angle of 60°, using compass and ruler.

2. Draw an angle of 120°, using compass and ruler.
3. Bisect an angle of 60°, using compass and ruler.
Worksheet
Calculate missing angles and line lengths

1. What is the measure of the ?
114′
missing angle?
42′ 95′
2. The perimeter of this figure

4.5 cm
is 20 cm. What is the missing
2 cm
length?
5.5 cm
57′
3. What is the measure of the 148′
missing angle?
? 78′
?
4. The perimeter of this figure is
20 cm. What are the values of the
4m ?
two missing lengths?
5m
5. What is the measure of the 2m ?

missing length?
5m
?
6. The perimeter of this figure is

18 m. What are the values of the ?
three missing lengths? ?

15 Perimeter and Area
Perimeter is the total distance around a geometrical shape. The total

space covered by a shape or a figure.
It is important for students to understand the concept of perimeter and
area so that they can apply this in real life scenarios and think logically.
Vocabulary: Perimeter, area, length, breadth, measurement
Objective: Understanding area and perimeter of plane figures
Materials required: Paper, pen/pencil, ruler, scissor, notebook
Directions:
Ask the students to fold a sheet of paper in two equal halves along the
length.
Now, ask them to cut the paper along the folded line and separate the
two halves.
Now, ask the students to draw a rectangle .
Now, ask them to measure the length of each side one by one.
Ask them to note the measurements.
Ask them to add up the lengths.
Teacher’s Tip
Ask the students to take the dimensions as whole numbers. Like 4 cm × 6 cm
etc.
1. What do you get by adding up the lengths of a rectangle?

Ans. Perimeter
Since, perimeter = sum of four sides of the rectangle
= side 1 + side 2 + side 3 + side 4
Or, = L + L + B + B (Since the lengths and breadths
are equal to each other in a rectangle)
\ Perimeter = 2L + 2B
Or = 2(L + B) (Taking out 2 common)
Similarly, the perimeter of a square can also be explained.
Now, ask students to draw a similar rectangle on the other piece of
paper.
Ask them to divide the length and breadth into equal parts using the
ruler. If the dimensions of the rectangle are whole numbers then ask
them to place dots after 1 unit along the length as well as the breadth.
Now, ask them to draw horizontal and vertical lines joining the dots.
The rectangle will now be divided into squares. See the figure below.
Ask students to cut these squares with the help of the scissors.
Now, ask them to place it over the area of the rectangle drawn on the
other piece of paper.
Assume that each square represents 1 unit.
The area of the rectangle can be given by adding the number of
squares, as each square represents 1 unit.
2. What is an easier way to count the number of total squares?
Ans. Count the number of squares on the length and count the
number of square on the breadth and multiply them.
3. What will be the unit of the product?
Ans. Square units
1. Find the area of the figure below

6 cm
4 cm
2 cm
3 cm
Ans. 36 cm2
2. The length of a rectangle is 5 cm and its breadth is 2 cm. Find its
perimeter and area?
Ans. Perimeter = 14 cm
Area = 10 cm2
3. Find the perimeter and area of the given figure.
3 cm
4 cm
3 cm
2 cm
6 cm
5 cm
9 cm
Ans. 34 cm
Worksheet
1. Which figure has a greater area?

a) b)
7 yd 5 yd
8 yd 5 yd
2. What is the area of this triangle?
12 in
12 in
3. Which figure has a greater perimeter?
a) b)
6 yd 7 yd
6 yd 6 yd
7 yd 7 yd
6 yd 6 yd
6 yd 7 yd
4. What is the area of this figure?
10 yd
3 yd
5. Which figure has a greater perimeter?
6 cm
6 cm 5 cm 5 cm
5 cm
9 cm 6 cm
6. What is the perimeter of this hexagon?
7 cm
7 cm 7 cm
7 cm 7 cm
7 cm
7. What is the area of this rectangle?

13 m
8m
11 m
6m
7m

16 Data Handling
Data and its analysis are the key ingredient to the decision making
process. Analyzing data gives us an insight into the scenario. Data is
everywhere right form our vital body statistics to the phones and cars,
we use all are data. The data we pick to analyze depends on the scenario
and the decision we need to take.
It is important for us to make students understand and visualize data in
different circumstances. Right from the height of students in a class to
the color of their school bags all are data.
Vocabulary: Data, analysis, collection of data, pie chart, bar graph,
frequency table, pictograph
Objective: Understanding bar graphs
Materials required: Notebook, pen/pencil, graph paper and ruler
Directions:
Divide the class into two groups
Ask one group to make a table on favourite sports and the other to
make a table on favourite colour.
Sports Tally Marks Colour Tally Marks
Cricket Red
Football Blue
Basket Ball Black
Badminton White
Now students need to ask any of their ten friends their favourite sports
or favourite colour and fill in the tally marks as shown below.
Sports Tally Marks
Cricket
Football
Basket Ball
Badminton
Teacher’s Tip
Make students understand that the tally marks is a form of frequency table.
Now, ask the students to make a data table from the tally marks as
shown below.
Sports Tally Marks Total
Cricket 3
Football 5
Basket Ball 1
Badminton 1
Now, ask them to take the graph paper and draw x-axis horizontally
and y-axis vertically.
Ask them to put sports or colour on the x-axis and number of students
on the y-axis.
Give the heading of the graph.
Now, grade the x- and y-axis as shown below.
4
No. of
Students 3
Cricket Football Basket Ball Badminton

Sports
1 square = 1 unit on y-axis
1 alternative square = 1 sport on x-axis
Now, ask students to use the ruler and pencil, and mark the number of
students from the total column against each sport or colour.
Now, ask them then draw rectangular bars to complete the bar graph.
6 Favourite Sports
5
No. of Students
0
Cricket Football Basket Ball Badminton
For the data assumed above the graph will be as shown above. Based
on the graph shown above answer the questions below.
1. Which sports are least liked by students?

Ans. Basketball and badminton
2. Which sport is most liked by students?
Ans. Football
3. How many students like cricket?
Ans. 3
1. The birth dates for class 6 children are shown in the chart here.
20
Number of people
10
0
Jan April July Oct
Feb May Aug Nov
March June Sep Dec
Months
a) How many students have birthday before October?
Ans. 37
b) How many students are there in class 6?
Ans. 51
c) If nobody has their birthday in April and 3 have their birthday in
May, then how many children have their birthday in June.
Ans. 4
Worksheet
Sue asked her friends what their favourite animal was and then made
and then made a pictogram to show her results.
Favourite Animals
Cats
Lions
Dogs
Horses
Giraffes
Others ? ? ? ? ? ?
1 icon = 1 person’s favourite animal

1. What was the most popular animal?
2. How many people chose lions?
3. Which of the animals were chosen by exactly 3 people?
4. How many people did NOT choose dogs or horses?
5. What is the difference between the number of people who chose
lions and the number of people who chose giraffes?
6. How many people did Sue ask altogether?
7. Which animals were chosen by more than 6 people?
8. True or False?
More than twice as many people chose dogs than giraffes.
Notes

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Numbers play a pivotal role in our lives. It would be

5 | Connect with Mathematics

1. Which student has the highest number at the hundreds place?

700 750 800

700 750 753 800

1. If the digits circled in the numbers below is replaced by 9, which

7 | Connect with Mathematics

Numbers are important, and in order to understand them better it is

1. What are the prime factors of 50?

9 | Connect with Mathematics

H.C.F. of two numbers

1. Why is 10 being called the highest common factor?

L.C.M. of two numbers

1. Why 300 is called here the lowest common multiple.

11 | Connect with Mathematics

1. Find the L.C.M. of: 2 and 4

Natural numbers are counting numbers. However, at some point of time

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1. What are these numbers?

Complete the list and describe the pattern!

2. 9, 13, 14, 18, 19, , , , ...

3. 8, 16, 23, 31, 38, , , , ...

4. 8, 17, 23, 32, 38, , , , ...

5. 4, 7, 11, 14, 18, , , , ...

6. 3, 11, 17, 25, 31, , , , ...

7. 2, 6, 13, 17, 24, , , , ...

15 | Connect with Mathematics

The main purpose of using integers is to avoid ambiguity. For example,

17 -4 244 0 44 -63 2 88 -90 41

1. All Whole numbers are integers.

Solve all problems.

17 | Connect with Mathematics

1. How many one fourths is equal to one half?

19 | Connect with Mathematics

Circle the symbol that makes each comparison correct:

21 | Connect with Mathematics

 Now, ask students to work out as shown below.

 Hence the workout that he will do in the table is as shown below.

Write the correct comparison symbol (>, < or =) in each box.

Add the below decimals.

Subtract the below decimals.

Algebra helps to interpret real life situation into mathematical language.

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 Ask students to develop the algebraic expression to find the number of

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25 | Connect with Mathematics

Write the expressions for each of the following:

27 | Connect with Mathematics

Hence, we get X = 1, we can verify this by solving the equation.

Hence, we see that X = - 1.

29 | Connect with Mathematics

Solve for the variable.

We use ratio to compare two related quantities. For example, to compare

1. Can you express this as a ratio.

31 | Connect with Mathematics

1. What is the ratio of our height to thickness

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Complete the following questions.

33 | Connect with Mathematics

Anything we look around and see in the physical world is all of

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1. If the digits circled in the numbers below is replaced by 9, which

Now, ask students to work out as shown below.

Hence the workout that he will do in the table is as shown below.

Ask students to develop the algebraic expression to find the number of

1. What is the algebraic expression to compute the number of squares?

1. A triangle has one of its angle measuring 90 degrees. What is the

1. One of the angles of a quadrilateral is 90°. The two pair of sides

2. The perimeter of this figure

5. What is the measure of the 2m ?

6. The perimeter of this figure is

1. Which figure has a greater area?