GOVERNMENT OF TAMIL NADU

STANDARD SIX
TERM - I
VOLUME 2

MATHEMATICS

A publication under Free Textbook Programme of Government of Tamil Nadu

Department Of School Education

Untouchability is Inhuman and a Crime

6th_Front page_09.indd 1 1/27/2020 1:38:41 PM

 Government of Tamil Nadu

First Edition - 2018

(Published under Uniform System

of School Education Scheme in
Trimester Pattern)

NOT FOR SALE

Content Creation

The wise
possess all

State Council of Educational

Research and Training
© SCERT 2018

Printing & Publishing

Tamil NaduTextbook and Educational

Services Corporation
www.textbooksonline.tn.nic.in

II

6th_Front page_09.indd 2 1/27/2020 1:38:42 PM

 Mathematics is a unique symbolic language in which the whole world works
and acts accordingly. This text book is an attempt to make learning of
Mathematics easy for the students community.

Mathematics is not about numbers, equations, computations

or algorithms; it is about understanding
— William Paul Thurston

To enjoy learning Try this/these

Mathematics by doing A few questions which
provide scope for
Activity reinforcement of the
content learnt.

ematic
ath
M

Do you know? A li v e Think

To know additional To think deep
information and explore
related to the topic to cre- yourself!
ate interest.

To understand that Mathematics can be

experienced everywhere in
nature and real life.

Miscellaneous
and Challenging Note
problems To know
To give space for learning more important facts
and to face higher challenges and concepts
in Mathematics and to face
Competitive
Examinations.

ICT Corner
Go, Search the content
and Learn more!

Let's use the QR code in the text books! How?

• Download the QR code scanner from the Google PlayStore/ Apple App Store into your smartphone
• Open the QR code scanner application
• Once the scanner button in the application is clicked, camera opens and then bring it closer to the QR code in the text
book.
• Once the camera detects the QR code, a url appears in the screen.Click the url and go to the content page.

III

6th_Front page_09.indd 3 1/27/2020 1:38:43 PM

 CONTENTS
CHAPTER TITLE PAGE NUMBER MONTH
1 NUMBERS 1
1.1 Introduction 1
1.2 Formation of large numbers 2
1.3 Place Value Chart 4
1.4 Comparison of Numbers 10
1.5 Creating New Numbers 12
JUNE
1.6 Use of Large Numbers in Daily Life Situations 14
1.7 Order of Operations 16
1.8 Estimation of numbers 18
1.9 Whole Numbers 22
1.10 Properties of Whole Numbers 23
2 INTRODUCTION TO ALGEBRA 32
2.1 Introduction 32
2.2 Patterns 33
2.3 Understanding operations on Variables 35 JULY
2.4 Framing Algebraic Statements 36
2.5 Solving unknowns through examples 38
3 RATIO AND PROPORTION 46
3.1 Introduction 47
3.2 Ratio 47
JULY
3.3 Proportion 55
3.4 Unitary Method 57
4 GEOMETRY 63
4.1 Introduction 63
4.2 Describing lines 65
AUGUST
4.3 Angles 72
4.4 Points and lines 82
5 STATISTICS 88
5.1 Introduction 89
5.2 Data 89
AUGUST
5.3 Representation of data using Pictograph 95
5.4 Representation of data using Bar Graph 99
6 INFORMATION PROCESSING 108
6.1 Introduction 108
6.2 Systematic listing 110 SEPTEMBER
6.3 Systematic completion of lists 112
ANSWERS 121
MATHEMATICAL TERMS 131

Text book DIGI Links Evaluation

IV

6th_Front page_09.indd 4 1/27/2020 1:38:43 PM

 Chapter

1 NUMBERS

Learning Objectives
● To understand large numbers and the terms used to represent them.
● To compare large numbers and order them.
● To employ estimation for large numbers.
● To solve word problems involving four fundamental operations.
● To understand and use the properties of Whole Numbers.

1.1 Introduction
Read the following conversation between two classmates.
Mani : (Reading Newspaper Headlines)
“Ten thousand people visited the trade fair yesterday”.
Mallika : Wow! That's a lot of people.
Mani : Thank goodness, I went to the
trade fair exactly yesterday!
Mallika : Why… what is so important about it?
Mani : Don’t you see? If I had not gone, they
would have written “Nine thousand
nine hundred and ninety-nine people
only visited the trade fair yesterday”.
It would have been difficult to read and
understand!
What do you think about this conversation? Was Mani right?
No! it would still be “Ten thousand people visited!”. Newspapers give (and readers want)
a sense of the size, NOT exact values when numbers are large.
You have probably heard names like ‘lakhs’ and ‘crores’ used by elders.
We often come across situations that involve large numbers in real life, like the number
of people living in a district, the budget of the Government, the distance of stars or the
number of bicycles sold in a year and so on. In all these situations, we look for names that
convey the “size” of these numbers.

Numbers 1

6th_Chapter 1_ 001-031.indd 1 1/27/2020 1:39:58 PM

 ematic
ath

MATHEMATICS ALIVE - LARGE NUMBERS IN REAL LIFE

s
A li v e

Tamil Nadu has about 26,345 square The number of stars in the Milky way
kilometre of forest land. galaxy is about 20,000 crore
Let us understand the large numbers in detail, and the way they are connected to the
numbers learnt earlier.

Recap of Successor and Predecessor

●● When 1 is added to a number we get its Successor.
●● When 1 is subtracted from a number we get its Predecessor.

TRY THESE
●● The Successor of 4576 is __________.
●● The Predecessor of 8970 is _________.
●● 999 + 1 = _________.
●● 10000 − 1 = _________.
●● The predecessor of the smallest 5 digit number is _________.

1.2 Formation of large numbers

Now, we learn the formation of large numbers. Let us build and complete the number
tower by observing the pattern of numbers.

Greatest number Add Equals Smallest number Number Name

Greatest 1 digit number Smallest 2 digit number

Ten
9 + 1 = 10

Greatest 2 digit number Smallest 3 digit number

Hundred
99 + 1 = 100

Greatest 3 digit number Smallest 4 digit number

Thousand
999 + 1 = ________

2 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 2 1/27/2020 1:40:01 PM

 Greatest 4 digit number Smallest 5 digit number
Ten Thousand
________ + 1 = 10000

Greatest 5 digit number Smallest 6 digit number

Lakhs
________ + 1 = ________

Greatest 6 digit number Smallest 7 digit number

Ten Lakhs
________ + 1 = ________

Greatest 7 digit number Smallest 8 digit number

Crores
9999999 + 1 = 10000000

We can observe that in every row the smallest number column has an additional zero
compared to the previous row. You have read in lower classes about place value system.
In this system (which was invented in India and spread to other countries!), the number
10 plays a very important role. It is shown in the following table.

1 × 10 = 10 (Ten)
10 × 10 = 100 (Hundred)
100 × 10 = 1000 (Thousand)
1000 × 10 = 10000 (Ten Thousand)
10000 × 10 = 100000 (Lakhs)
100000 × 10 = 1000000 (Ten Lakhs)

While each new row gives a number 10 times bigger, what happens if we skip and go
2 rows below. Numbers would be 100 times bigger.
For example, 1000 = 100 times 10, or Thousand has “hundred tens” in it.

NOTE
1.3
As the1.4 Place
numbers getValue
large, it Chart
is difficult to keep track of the number of digits and the place
value for each digit. Wherever possible, we use names like lakh and crore instead of writing
1.4.1 Indian
so many zeros.Method
However, we can write exact values of large numbers too, if needed.

TRY THESE

1. Give 3 examples where the number of things counted by you would be a 5 digit
number or more.
2. There are ten lakh people in a district. What would be the population of 10 such
districts?
3. The Government spends rupees 2 crores for education in a particular district every
month. What would be its expenditure over 10 months?

Numbers 3

6th_Chapter 1_ 001-031.indd 3 1/27/2020 1:40:02 PM

 1.3 Place Value Chart

1.3.1 Indian Method

Periods Crores Lakhs Thousands Ones

TC C TL L T Th Th H T O

Thousands

Thousands
Ten Crores

Place

Ten Lakhs

Hundreds
Crores

Lakhs

Ones
Tens
Ten
Value

When we write large numbers we make use of place value chart to ensure that we do not
miss any digit in between, while writing it. In a given number, starting from the right, the
first three places make the ones period, the next two places make the thousands period, the
next two places make the lakhs period and the next places make the crores period.
Try to read the number 359468421. Is it difficult? Yes. It is not easy. But by using the
indicators or the periods, it is easy to read and write 359468421 as under.
Periods Crores Lakhs Thousands Ones
Place Value TC C TL L T Th Th H T O
Number 3 5 9 4 6 8 4 2 1
35 Crores 94 Lakhs 68 Thousands 421 Ones
Number Name Thirty five crore ninety four lakh sixty eight thousand four hundred and
twenty one.

Use of comma
In any given number, we separate the periods by using commas. In our Indian System of Numeration,
we use commas from the right. The first comma comes before Hundreds place (3 digits from the right).
The second comma comes before Ten Thousands place (5 digits from the right). The third comma
comes before Ten Lakhs place (7 digits from the right) and the digits next to it represents crore.
Example 1.1
The distance between the Sun and the Earth is about 92900000 miles. Read and write the
number in the Indian method.

Solution

Periods Crores Lakhs Thousands Ones

Place Value C TL L T Th Th H T O

Number 9 2 9 0 0 0 0 0
Using Commas 9,29,00,000
Number Name Nine crores and twenty nine lakhs.

4 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 4 1/27/2020 1:40:02 PM

 TRY THESE
Complete the table
Place Value T Number
TC C TL L Th H T O
Number Th name
1670
47684
120001
Seventy Eight
7800500 7 8 0 0 5 0 0 Lakhs Five
Hundred
53409098
198765912
Note: When we write numbers, the place value increases from right to left.

1.3.2 International Method

This system is followed by many countries in the world.

Periods Billions Millions Thousands Ones

HB TB B HM TM M HT T Th Th H T O
Thousands

Thousands
thousands

Place

Hundreds
Hundred

Hundred

Hundred
Millions

Millions

Millions
Billions

Billions
Billions

Ones
Tens
Ten

Ten

Ten

Value

In a given number, starting from the right, the first three places make the ones period,
the next three places make the thousands period, the next three places make the
million period and the next three places make the billion period etc.
Read and write 35694568421 in the international method
Periods Billions Millions Thousands Ones
Place Value HB TB B HM TM M HT T Th Th H T O
Number 3 5 6 9 4 5 6 8 4 2 1
35 Billions 694 Millions 568 Thousands 421 Ones
Number
Thirty five billion six hundred and ninety four million five hundred and sixty eight
Name
thousand four hundred and twenty one.

Use of commas
In the International System of Numeration, we use Ones, Tens, Hundreds, Thousands,
Ten Thousands, Hundred Thousands, Million, Ten Million, Hundred Million and Billion, Ten
Billion, Hundred Billion. Commas are used to mark Thousands, Millions and Billions.

Numbers 5

6th_Chapter 1_ 001-031.indd 5 1/27/2020 1:40:02 PM

 Example 1.2
The distance between the Sun and the Earth is about 92900000 miles. Read and write the
number in the International Method.

Solution

Periods Billions Millions Thousands Ones

Place Value HB TB B HM TM M HT T Th Th H T O

Number 9 2 9 0 0 0 0 0
Using Commas 92,900,000
Number Name Ninety two million and nine hundred thousands.

1.3.3 Comparison of Number Systems

We can easily understand both the Indian and the International Number Systems from the
following table.

Indian Number System International Number System

Period Name Numeral Name Numeral Period
One 1 One 1
Ones

Ones
Ten 10 Ten 10

Hundred 100 Hundred 100

Thousand 1,000 Thousand 1,000

Thousands

Thousands
Ten thousand 10,000 Ten thousand 10,000

Hundred
Lakhs 1,00,000 100,000
Lakhs

thousand
Ten Lakhs 10,00,000 Million 1,000,000
Millions

Crores 1,00,00,000 Ten Million 10,000,000

Ten crores 10,00,00,000 Hundred Million 100,000,000

Crores

Hundred crores 100,00,00,000 Billion 1,000,000,000

Billions

Thousand
1000,00,00,000 Ten Billion 10,000,000,000
crores
With the help of the above table, we can read the number 57340000 as 5,73,40,000
(Five Crore Seventy Three Lakh Forty Thousand) in the Indian System and as 57,340,000
(Fifty Seven Million Three Hundred Forty Thousand) in the International System.
6 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 6 1/27/2020 1:40:02 PM

 TRY THESE
Identify the incorrectly placed comma and rewrite correctly.
Indian System : (i) 56,12,34,0,1,5 (ii) 9,90,03,2245
International System : (i) 7,5613,4534 (ii) 30,30,304,040

ACTIVITY
Take a white chart and cut into 9 equal pieces. Write different numbers on each piece.
Arrange the pieces, as many times, horizontally which form different numbers. Write
any five different numbers and express them in the Indian and the International System.

1.3.4 Place Value of digits in Large Numbers

Every digit of a number has a place value which gives the value of the digit.
Write the number 676097 in expanded form:
Number :  6,76,097
Expanded form  :  6 lakhs + 7 ten thousands + 6 thousands + 0 hundreds + 9 tens + 7 ones
:  6 × 100000 + 7 × 10000 + 6 × 1000 + 0 × 100 + 9 × 10 + 7 × 1
: 600000 + 70000 + 6000 + 90 + 7
Finding the place value of all the digits in 9847056:
The Place value of 6 is = 6 Ones = 6 × 1 = 6
The Place value of 5 is = 5 Tens = 5 × 10 = 50
The Place value of 0 is = 0 Hundreds = 0 × 100 = 0
The Place value of 7 is = 7 Thousands = 7 × 1000 = 7,000
The Place value of 4 is = 4 Ten Thousands = 4 × 10000 = 40,000
The Place value of 8 is = 8 Lakhs = 8 × 100000 = 8,00,000
The Place value of 9 is = 9 Ten Lakhs = 9 × 1000000 = 90,00,000
Hence, the number 98,47,056 is read as Ninety Eight Lakhs Forty Seven Thousand Fifty Six.

TRY THESE
1. E
 xpand the following numbers:
(i) 2304567 (ii) 4509888 (iii) 9553556
2. Find the place value of underlined digits.
(i) 3841567 (ii) 9443810
3. W
 rite down the numerals and place value of 5 in the numbers represented by
the following number names.
(i) Forty Seven Lakhs Thirty Eight Thousand Five Hundred Sixty One.
(ii)  Nine Crores Eighty Two Lakhs Fifty Thousand Two Hundred Forty One.
(iii) Nineteen Crores Fifty Seven Lakhs Sixty Thousand Three Hundred Seventy.
Numbers 7

6th_Chapter 1_ 001-031.indd 7 1/27/2020 1:40:02 PM

 Example 1.3
How many thousands are there in 1 lakh?

Solution
Place Value L T Th Th H T O
1 lakh 1 0 0 0 0 0

1 thousand 1 0 0 0

Lakh is 2 places to the left of thousand. So, it is 10 × 10 = 100 times thousand.

Hence, 1 lakh = 100 thousands.

Example 1.4
How many thousands are there in 1 million?

Solution
Place Value M H Th T Th Th H T O
1 million 1 0 0 0 0 0 0
1 million 1000000 1000
1 thousand 1000
1 thousand 1 0 0 0

Million is 3 places to the left of Thousand.

1000 Thousands (1000x1000 = 1,000,000) are in a million.
TRY THESE
1. How many hundreds are there in 10 lakh?
2. How many lakhs are there in a million?
3. 10 lakh candidates write the Public Exam this year. If each exam centre is allotted
with 1000 candidates. How many exam centres would be needed?

Exercise 1.1
1. Fill in the blanks.
(i) The smallest 7 digit number is _________.
(ii) The largest 8 digit number is _________.
(iii) The place value of 5 in 7005380 is _________.
(iv) The expanded form of the number 76,70,905 is _________.
2. Say True or False.
(i) Successor of a one digit number is always a one digit number
(ii) Predecessor of a 3-digit number is always a 3 or 4-digit number
(iii) In the Indian System of Numeration the number 67999037 is written as 6,79,99,037.
(iv) 88,888 = 8 × 10000 + 8 × 100 + 8 × 10 + 8 × 1

8 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 8 1/27/2020 1:40:02 PM

 3. How many ten thousands are there in the smallest 6 digit number?
4. Observe the commas and write down the place value of 7.
(i) 56,74,56,345 (ii) 567,456,345
5. Write the following numbers in the International System by using commas.
(i) 347056 (ii) 7345671 (iii) 634567105 (iv) 1234567890
6. Write the largest six digit number and put commas in the Indian and the
International Systems.
7. Write the number names of the following numerals in the Indian System.
(i) 75,32,105 (ii) 9,75,63,453
8. Write the number names in words using the International System.
(i) 345,678 (ii) 8,343,710 (iii) 103,456,789
9. Write the number name in numerals.
(i) Two crores thirty lakhs fifty one thousand nine hundred eighty.
(ii) Sixty six millions three hundred forty five thousand twenty seven.
(iii) Seven hundred eighty nine millions, two hundred thirteen thousand four hundred fifty six.

10. Tamil Nadu has about twenty six thousand three hundred forty five square kilometre
of Forest land. Write the number mentioned in the statement in Indian System and
International System.

11. The number of employees in the Indian Railways is about ten lakhs. Write this in the
International System of numeration.

Objective Type Questions

12. The successor of 10 million is

(a) 1000001 (b) 10000001 (c) 9999999 (d) 100001

13. The difference between the successor and the predecessor of 99999 is
(a) 90000 (b) 1 (c) 2 (d) 99001

14. 1 billion is equal to

(a) 100 crore (b) 100 million (c) 100 lakh (d) 10000 lakh

15. The expanded form of the number 6,70,905 is

(a) 6 × 10000 + 7 × 1000 + 9 × 100 + 5 × 1
(b) 6 × 10000 + 7 × 1000 + 0 × 100 + 9 × 100 + 0 × 10 + 5 × 1
(c) 6 × 1000000 + 7 × 10000 + 0 × 1000 + 9 × 100 + 0 × 10 + 5 × 1
(d) 6 × 100000 + 7 × 10000 + 0 × 1000 + 9 × 100 + 0 × 10 + 5 × 1

Numbers 9

6th_Chapter 1_ 001-031.indd 9 1/27/2020 1:40:02 PM

 1.4 Comparison of Numbers
We are familiar with the concept of comparing numbers and finding the biggest among
them. We use symbols <, > and = to compare any two numbers.

1.4.1 Comparing numbers with unequal number of digits

1. When we compare the numbers 16090 TRY THESE
and 100616, we have already learnt that 1. W rite the numbers in the ascending
the number with more digits is greater. order: 688, 9, 23005, 50, 7500.
Hence, 1,00,616 (6 digit number) > 2. Find the least and the greatest among the
16,090 (5 digit number). numbers: 478, 98, 6348, 3, 6007, 50935.
2. Suppose we are given more than two numbers say 1468, 5, 201, 69 and 70000. Then
among these, we can immediately say that the number 70000 is the greatest and 5 is
the least, based on the number of digits.

1.4.2 Comparing numbers with equal number of digits

Think about the situation

In a distance analysis chart, the distance between Chennai and New Delhi is 2180 k.m.
and Chennai to Noida is 2158 k.m. respectively. Which city is farther from Chennai?

Step 1 Step 2 Step 3

Compare the thousands Compare the hundreds Compare the tens place Think!
place of two numbers place of two numbers of two numbers Why we
2 1 8 0 2 1 8 0 2 1 8 0 need not
2 1 5 8 2 1 5 8 2 1 5 8 compare
the one’s
Here digit at the Here digit at the Here digit at the tens
place?
thousands place of both hundreds place of both place of both numbers
numbers are the same. numbers are the same. are different, So,
We can’t arrive at any We can’t arrive at any the number with the
conclusion. So, we move conclusion. So, we move greatest tenth place
on to the next step. on to the next step. will be the greater.
Therefore,
2180 > 2158

Compare the given numbers 2180 and 2158 using the above mentioned steps.

2=2 1=1 8>5

Hence, 2180 > 2158. So, New Delhi is farther from chennai.
10 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 10 1/27/2020 1:40:02 PM

 Example 1.5
Compare 59283746 and 59283748 using place value chart.

Solution
Step 1: Number of digits in the two given numbers are equal.

Step 2: Compare the place values using the place value chart.

Place Value C TL L T Th Th H T O

First Number 5 9 2 8 3 7 4 6

Second Number 5 9 2 8 3 7 4 8

Compare the digits of the two numbers from the highest place value as noted below.

5=5 9=9 2=2 8=8 3=3 7=7 4=4 6<8

Here only the digits in the ones place are not equal and 6 < 8.
Hence, 59283746 < 59283748.
TRY THESE

Compare the two numbers and put <, > and = using place value chart.

15475 3214

73204 973561

8975430 8975430

1899799 1899799

1.4.3 Arranging the numbers in ascending and descending order

The heights of five different
1865 ft
apartments named as A, B, C, D
and E in a locality are 985 feet,
1245 feet, 1865 feet, 355 feet
1245 ft
and 585 feet respectively. They 985 ft
are shown according to their 585 ft
heights as shown in Fig. 1.1. 355 ft
Can you arrange them in the
ascending order of their heights?
Yes, We can arrange the numbers
by comparing them based on
the place values.
Fig. 1.1
Numbers 11

6th_Chapter 1_ 001-031.indd 11 1/27/2020 1:40:02 PM

 Step 1 Place Value

Compare the 4 digit numbers 1245 and Th H T O

Apartments
1865. By following the steps mentioned
A 9 8 5
for comparing the numbers having same
number of digits, we get 1865 > 1245. B 1 2 4 5
The tallest apartment is ‘C’ (1865 feet). C 1 8 6 5
The next tallest apartment is ‘B’ D 3 5 5
(1245 feet). E 5 8 5
Step 2
Compare the three digit numbers 985, 585 and 355. Using the above table, we get,
985 > 585 > 355. The smallest among them is 355.
Hence we write the heights of the apartments in ascending order as,
355 < 585 < 985 < 1245 < 1865
D E A B C
TRY THESE

The area in sq. k.m. of four Indian states are

given below
States Area (Sq.k.m.)
Tamil Nadu 1,30,058
Kerala 38,863
Karnataka 1,91,791 Thomas Harriot
(1560 - 1621)
Andhra Pradesh 1,62,968
A famous mathematician, was
List the areas of the above four Indian States in the first to use "<" (less than)
the ascending and the descending order. and ">" (greater than) symbols.

1.5 Creating New Numbers

Using the four digits 9, 4, 8 and 5 we need to make different 4-digit numbers in such a way that
the digits are not repeated. We get the following arrangement of different 4-digit numbers.

Th H T O TRY THESE
9 4 8 5 In the same way, try placing the digit 4 in thousands place
and get six different 4-digit numbers. Also make different
9 4 5 8
4-digit numbers by fixing 8 and 5 in the thousands place.
9 8 4 5
9 8 5 4 ACTIVITY
9 5 4 8 Divide a chart paper into eight equal parts. Write different 1-digit
numbers on it. List out the possible 8 digit numbers and also find
9 5 8 4
the largest and the smallest numbers among them.
12 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 12 1/27/2020 1:40:03 PM

 Impact of Place Value
Consider the 4-digit number 3795. When we exchange the digits of two places, the number
either becomes larger or smaller. For example, the given number is 3795. If the digits 9
and 5 are exchanged, then the number is 3759. This number is less than the given number.
It makes a great impact in the situations like handling currencies.

TRY THESE
● In the same way, make different 4-digit numbers by exchanging the digits and check
every time whether the number made is small or big.
● Pedometer used in walking practice contains 5 digit number.
What could be the largest measure?

Exercise 1.2

1. Fill in the blanks with > or < or =.

(i) 48792 _____ 48972
(ii) 1248654 _____ 1246854
(iii) 658794 _____ 658794
2. Say True or False.
(i) The difference between the smallest number of seven digits and the largest
number of six digits is 10.
(ii) The largest 4-digit number formed by the digits 8, 6, 0, 9 using each digit only
once is 9086.
(iii) The total number of 4 digit numbers is 9000.
3. Of the numbers 1386787215, 137698890, 86720560, which one is the largest? Which
one is the smallest ?
4. Arrange the following numbers in the descending order:
128435, 10835, 21354, 6348, 25840
5. Write any eight digit number with 6 in ten lakhs place and 9 in ten thousandth place.
6. Rajan writes a 3-digit number, using the digits 4, 7 and 9. What are the possible
numbers he can write?
7. The password to access my ATM card includes the digits 9,4,6 and 8. It is the smallest
4 digit even number. Find the password of my ATM Card.
8. Postal Index Number consists of six digits. The first three digits are 6, 3, and 1. Make
the largest and the smallest Postal Index Number by using the digits 0,3 and 6, each
only once.

Numbers 13

6th_Chapter 1_ 001-031.indd 13 1/27/2020 1:40:03 PM

 9. The heights (in metres) of the mountains in Tamil Nadu are as follows:
Sl. No Mountains Height (in metres)
1 Doddabetta 2637
2 Mahendragiri 1647
3 Aanaimudi 2695
4 Velliangiri 1778
(i) Which is the highest mountain listed above?
(ii) Order the mountains from the highest to the lowest.
(iii) What is the difference between the heights of the mountains Aanaimudi and
Mahendragiri? 

Objective Type Questions

10. Which list of numbers is in order from the smallest to the largest?

(a) 1468, 1486, 1484 (b) 2345, 2435, 2235

(c) 134205, 134208, 154203 (d) 383553, 383548, 383642

11. The Arabian Sea has an area of 1491000 square miles. This area lies between which
two numbers?

(a) 1489000 and 1492540 (b) 1489000 and 1490540

(c) 1490000 and 1490100 (d) 1480000 and 1490000

12. The chart below shows the number of newspapers sold as per Indian Readership
Survey in 2018. Which could be the missing number in the table?

Name of the Newspaper Ranking Sold (in Lakh)

A 1 70
B 2 50
C 3 ?
D 4 10

(a) 8 (b) 52 (c) 77 (d) 26

1.6 Use of Large Numbers in Daily Life Situations

We know to apply four basic operations on numbers. We will see a few more examples
which deal with the four operations such as addition, subtraction, multiplication and division. 
Example 1.6
In an exhibition, the number of tickets sold on the first, second, third and fourth days are
1,10,000, 75,060, 25,700 and 30,606 respectively. Find the total number of tickets sold
on all the 4 days.
14 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 14 1/27/2020 1:40:03 PM

 Solution
Number of tickets sold on the first day = 1,10,000
Number of tickets sold on the second day = 75,060
Number of tickets sold on the third day = 25,700
Number of tickets sold on the fourth day = 30,606
Adding all the above, the total number of
tickets sold on all the 4 days = 2,41,366

Example 1.7
In a year, a whole-sale paper firm sold 6,25,600 notebooks out of 7,50,000 notebooks.
Find the number of notebooks left unsold.
Solution
Number of notebooks in the store = 7,50,000
Number of notebooks sold = 6,25,600
Number of notebooks unsold = 1,24,400

Example 1.8
In a mobile store, the number of mobiles sold during a month is 1250. Assuming that the
same number of mobiles are sold every month, find the number of mobiles sold in 2 years.
Solution
Number of mobiles sold in 1 month = 1250
1 year = 12 months
2 years = 2 × 12
= 24 months
Number of mobiles sold in 24 months = 1250 × 24 = 30,000
Number of mobiles sold in 2 years = 30,000

Example 1.9
If `10,00,000 was distributed in a Government scheme to 500 women in the Self Help
Groups, then find the amount given to each woman.

Solution
Amount to be given to 500 women = `10,00,000
Amount given to each woman = 10,00,000 ÷ 500 = `2000
Each woman in the Self Help Group was given `2000.

Numbers 15

6th_Chapter 1_ 001-031.indd 15 1/27/2020 1:40:03 PM

 1.7 Order of Operations
Think about the situation
Valli and her four friends went to a butter milk shop. Each had a cup of butter milk and paid
`30, assuming that the cost of one cup of butter milk to be `6. But the shop keeper told that
the cost of butter milk had increased by `2. Then, Valli decided to give `2 more and paid
`32. But the shop keeper claimed that she had to pay `40. Who is correct?

Valli calculated as, Shop keeper

= (5 × 6) + 2 calculated as,
Milk Shop

= 30 + 2 = 5 × (6 + 2)
= 32 =5×8
= 40 Butter Butter
Butte
Milk Mil
e Butter ButterButter Butter
er
Milk
k Milk Milk Milk Milk

The amount `40 claimed by the Shop keeper is correct. This

confusion can be avoided by using the brackets in the correct
places like 5 × (6 + 2).
The rule of order of operations is called as BIDMAS. In BIDMAS the operations done from
left to right.

Expansion of BIDMAS

B Bracket ( )

I Indices (you will learn it later)

D Division ÷ or /

M Multiplication ×

A Addition +

S Subtraction −

Now, we try to solve 9 + 5 × 2 by using BIDMAS,

9 + (5 × 2) = 9 + 10
= 19
Example 1.10
Simplify : 24 + 2 × 8 ÷ 2 – 1
Solution
24 + 2 × 8 ÷ 2 − 1 (given question)
= 24 + 2 × 4 − 1 ( ÷ operation, completed first)
= 24 + 8 − 1 ( × operation, completed second)
= 32 − 1 ( + operation, completed third)
= 31 (− operation , completed last)
16 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 16 1/27/2020 1:40:04 PM

 Example 1.11
Simplify : 20 + [8 × 2 + {(6 × 3) − (10 ÷ 5)}]
Solution
Given,
20 + [8 × 2 + {(6 × 3) − (10 ÷ 5)}]
=20 + [8 × 2 + {(6 × 3) − 2}] (÷ completed first)
=20 + [8 × 2 + {18 − 2}] (× completed second )
=20 + [8 × 2 + 16] ({ } completed third)
=20 + [16 + 16] (× completed fourth)
=20 + 32 ([ ] operation completed fifth)

=52 (+ completed last)

Exercise 1.3

1. Fill in the blanks.

(i) If Arulmozhi saves ` 12 per day, then she saves ` ________ in 30 days.
(ii) If a person ‘A’ earns ` 1800 in 12 days, then he earns ` ________ in a day.
(iii) 45 ÷ (7 + 8) − 2 = ________.
2. Say True or False.
(i) 3 + 9 × 8 = 96 (ii) 7 × 20 − 4 = 136 (iii) 40 + (56 − 6) ÷ 2 = 45
3. The number of people who visited the Public Library for the past 5 months were 1200,
2000, 2450, 3060 and 3200 respectively. How many people visited the library in the last
5 months.
4. Cheran had a bank savings of ` 7,50,250. He withdrew ` 5,34,500 for educational
purpose. Find the balance amount in his account.
5. In a cycle factory, 1560 bicycles were manufactured every day. Find the number of
bicycles manufactured in 25 days.
6. ` 62500 was equally distributed as a New Year bonus for 25 employees of a company.
How much did each receive?
7. Simplify the following numerical expressions:
(i) (10 + 17) ÷ 3 (ii) 12 − [3 − {6 − (5 − 1)}]
(iii) 100 + 8 ÷ 2 + {(3 × 2) − 6 ÷ 2}

Objective Type Questions

8. The value of 3 + 5 − 7 × 1 is ________.
(a) 5 (b) 7 (c) 8 (d) 1

Numbers 17

6th_Chapter 1_ 001-031.indd 17 1/27/2020 1:40:04 PM

 9. The value of 24 ÷ {8 − (3 x 2)} is _________
(a) 0 (b) 12 (c) 3 (d) 4
10. Use BIDMAS and put the correct operator in the box.
2 6 −12 ÷ (4 + 2) = 10
(a) + (b) − (c) × (d) ÷

1.8 Estimation of numbers

Let us see few examples now,
(ix) Nearly 60,000 people watched the Republic day parade at
Rajpath, New Delhi.
(x) About 2,80,000 people of various countries died due to
earthquake and Tsunami on 26th December 2004 in the
Indian ocean.
(xi) The India-Pakistan cricket match was viewed by about 30
million cricket fans in the Television all over the world.
We often come across statements like these in TV channels and dailies. Do these news items,
give the exact numbers? No. The numbers mentioned are not accurate. They are only the
approximate or closer values to the actual ones. This is the reason, why we generally use
words like “about”, “nearly” and “approximately”. These numbers are only the estimation of
the actual value. The word ‘about’ denotes the number not exactly, but a little more or less.
This value is called the estimated value.
The actual figure, though not exactly possible, could have been 59,853 or 61,142 for the
first example and it could have been 2,78,955 or 2,80,984 for the second example. Imagine
and write about, what could have been the exact number for the third example given above?
Similarly, there are many more possible numbers. Thus,
●● to get a rough idea we need estimation.
●● to get the estimated value, we generally round off the numbers to their nearest tens,
hundreds or thousands.
Some real life situations where we use estimates are
(a) Cost of a Television, Refrigerator, Mixer Grinder etc., are usually expressed in
thousands of rupees.
(b) The Voters population in an Assembly Constituency in a state is often stated in
lakhs.
(c) The Central or State Government’s Annual Budget is usually given in lakh crore.
When an exact answer is not necessary, estimation strategies can be used to determine
a reasonably close answer.

18 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 18 1/27/2020 1:40:04 PM

 ACTIVITY
1. Fill in the jar with some items like Tamarind seeds. Let each student give an estimate
of the number of items. Make a table of the result by finding the difference of the
estimate and the actual amount.
2. Get a large jar and a bag of Tamarind seeds and put 30 seeds in the jar. Observing
the contents, estimate how many seeds roughly will fill the whole jar. Continue to fill
the jar to check your estimate.

Rounding off is one way to find a number for estimation that is quite convenient. It gives us
the closest suitable number according to a given place value. There are four steps involved
in the rounding process. Let us illustrate this with an example.

Example 1.12
Round off the number 8,436 to the nearest hundreds.

Step To do 8,436 to hundreds

Step 1 Find the digit in hundreds place 8,436

Step 2 Look at the digit to its right 8,436

Step 3 If this digit is 5 or greater, add 1 to it. If it is 8,436 (3 < 5)

less than 5, leave it unchanged Leave 4 unchanged

Step 4 Change the digits to the right of 4 to zeros 8,400

Example 1.13
Round off the number 78,794 to the nearest thousands.

Step To do 78,794 to thousands

Step 1 Find the digit in thousands place 78,794

Step 2 Look at the digit to its right 78,794

If this digit is 5 or greater, add 1 to it. If it 78,794 (7 > 5)

Step 3
is less than 5, leave it unchanged Add 1 to 8 and Change 8 to 99

Step 4 Change the digits to the right of 79 to zeros 79,000

Numbers 19

6th_Chapter 1_ 001-031.indd 19 1/27/2020 1:40:05 PM

 TRY THESE
1. Round off the following numbers to the nearest ten.
(i) 57 (ii) 189 (iii) 3,956 (iv) 57,312
2. Round off the following numbers to the nearest ten, hundred and thousand.
(i) 9,34,678 (ii) 73,43,489 (iii) 17,98,45,673
3. The tallest mountain in the world Mount Everest, located in Nepal is 8,848 m high.
Its height can be rounded to the nearest thousand as __________.

1.8.1 Estimation of Sum and Difference

Example 1.14
The amount deposited by a Gold merchant
in his bank account in the month of January
is `17,53,740 and in the month of February
is `15,34,300. Estimate the sum and
difference of the amount deposited to the
nearest thousand.
Solution
Rounding off to the nearest thousand is as
follows.
Actual Estimated
Amount Amount

Amount deposited in January ` 17,53,740 ` 17,54,000 THINK

Is 2,19,440 is
Amount deposited in February ` 15,34,300 ` 15,34,000
rounded off to its
Total amount deposited ` 32,88,040 ` 32,88,000 nearest thousand
as 2,19,000. Why?
Difference between the
` 2,19,440 ` 2,20,000
amounts deposited

1.8.2 Estimation of Product and Quotient The number 10100

Example 1.15 is called googol
(this is, 10 multiplied
If the cost of a copy of Thirukkural book is ` 188, then
100 times)
find the estimated cost of 31 copies of such books.
(Note : Find the rounded values of 188 to hundreds The number
10googol = 10(10 )
100
and 31 to tens and then find the result)
is called googolplex

20 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 20 1/27/2020 1:40:05 PM

 Solution
Here, 188 is nearer to 200 and 31 is nearer to 30.
The exact cost of 31 copies is 188 × 31 = ` 5828 whereas,
The estimated cost of 31 copies = 200 × 30 = ` 6000
Therefore, the estimated cost of 31 copies of Thirukkural books is ` 6000.

Example 1.16
Find the estimated value of 5598 ÷ 689.

Solution
Actual value Estimated value
8 8 Round of the numbers
689 5598 700 5600 5598 and 689 to the nearest
5512 5600
hundreds are 5600 and 700
86 0
Hence, the estimated value of 5598 ÷ 689 is 8

TRY THESE
●● Estimate the sum and the difference rounding off to nearest thousands: 8457 and 4573.
●● Estimate the product : 39 × 53
●● Estimate the quotient : 6845 ÷ 395

Exercise 1.4

1. Fill in the blanks.

(i) The nearest 100 of 843 is ________________.
(ii) The nearest 1000 of 756 is _______________.
(iii) The nearest 10000 of 85654 is ____________.
2. Say True or False.
(i) 8567 is rounded off as 8600 to the nearest 10.
(ii) 139 is rounded off as 100 to the nearest 100.
(iii) 1,70,51,972 is rounded off as 1,70,00,000 to the nearest lakh.
3. Round off the following to the given nearest place.
(i) 4,065; hundred (ii) 44,555; thousand
(iii) 86,943; ten thousand (iv) 50,81,739; lakh
(v) 33,75,98,482; ten crore

4. Estimate the sum of 157826 and 32469 rounded off to the nearest ten thousand.
5. Estimate by rounding off each number to the nearest hundred.
(i) 8074 + 4178 (ii) 1768977 + 130589
Numbers 21

6th_Chapter 1_ 001-031.indd 21 1/27/2020 1:40:05 PM

 6. The population of a city was 43,43,645 in the year 2001 and 46,81,087 in the year
2011. Estimate the increase in population by rounding off to the nearest thousand.

Objective Type Questions

7. The number which on rounding off to the nearest thousand gives 11000 is
(a) 10345 (b) 10855 (c) 11799 (d) 10056

8. The estimation to the nearest hundred of 76812 is

(a) 77000 (b) 76000 (c) 76800 (d) 76900

9. The number 9785764 is rounded off to the nearest lakh as

(a) 9800000 (b) 9786000 (c) 9795600 (d) 9795000

10. The estimated difference of 167826 and 2765 rounded off to the nearest thousand is
(a) 180000 (b) 165000 (c) 140000 (d) 155000

1.9 Whole Numbers

What is Mathematics about? It is about numbers, perhaps about shapes as well. It is
true that people usually count 1,2,3... on various situations. This collection of counting
numbers {1,2,3,...} is called Natural numbers, denoted by N. If this collection includes
0 as well, then the collection {0,1,2,3,...} is called Whole numebrs, denoted by W.

1.9.1 Recall the facts on Natural and Whole Numbers

W
• The smallest natural number is 1. N
• The smallest whole number is 0.
• Every number has a successor. The number that comes just after the given number
is its successor.
• Every number has a predecessor. The number 1 has a predecessor in W namely ‘0’,
but it has no predecessor in N. The number ‘0’ has no predecessor in W.
• There is an order to numbers. By comparing the two given numbers the larger of the
two can be identified.
• Numbers are endless. By adding 1 to any chosen large number, the next number
can be found.
Logical and Mathematical operations of numbers are used in everyday arithmetic of
numbers. These operations can be made easier using properties. Certain properties of
numbers are already used without actually knowing them. For example, while adding
8 + 2 + 7, one way of adding is, 8 and 2 are added first to get 10 and then 7 is added to
it. The other way of adding this is, 2 and 7 added first to get 9 of then 8 is added to 9 to
get 17 which is same as the are about in first way

22 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 22 1/27/2020 1:40:05 PM

 TRY THESE
●● Find the value of 6 + 3 + 8 and 3 + 6 + 8
i) Are they same?
ii) Is there any other way of arranging these three numbers?
●● Find the value of 5 × 2 × 6 and 2 × 5 × 6
i) Are they same?
ii) Is there any other way of arranging these three numbers?
●● Is 7 − 5, the same as 5 − 7? Why?
●● What is the value of (15 − 8) − 6? Is it the same as 15 − ( 8 − 6)? Why?
●● What is 15 ÷ 5? Is it the same as 5 ÷ 15? Why?
●● What is the value of (100 ÷ 10) ÷ 5? Is it the same as 100 ÷ (10 ÷ 5)? Why?

1.10 Properties of Whole Numbers

The properties of numbers are important facts to be remembered,which helps to do
arithmetic calculations more precisely and to avoid mistakes. 

1.10.1 Commutativity of addition and multiplication

When two numbers are added (or multiplied), the order of the numbers does not affect
the sum (or the product). This is called commutativity of addition (or multiplication).
Observe the given facts:
(i)  43 + 57 = 57 + 43
(ii)  12 × 15 = 15 × 12
(iii)  35,784 + 48,12,69,841 = 48,12,69,841 + 35,784
(iv)  39,458 × 84,321 = 84,321 × 39,458
Such facts are called as equations. In each of the above equations, the answers on both
the sides are same. Finding the answer for the third and fourth equations takes more
time. But, these equations are meant to convey the properties of numbers. The third
equation is correct by commutativity of addition and the fourth equation is correct by
commutativity of multiplication.
There is a nice pictorial way of understanding commutativity of multiplication. If we
have 5 rows of stars, each with 4 stars, we can draw the total of 20 stars as a rectangle
(5 × 4 = 20). See Fig.1.2 below. Now rotate the rectangle given in Fig.1.2 (a) to get the
Fig.1.2(c) as given below. It is the same rectangle. It has exactly the same total number
of stars, 20. But now we have 4 rows of stars, each with 5 stars! That is, 5 × 4 = 4 × 5.

Numbers 23

6th_Chapter 1_ 001-031.indd 23 1/27/2020 1:40:05 PM

 (a) (b) (c)

Fig. 1.2

Now, look at the following example.

7 – 3 = 4 but 3 – 7 will not give the same answer. Similarly, the answers of 12 ÷ 6

and 6 ÷ 12 are not equal.

That is, 7 – 3 ≠ 3 – 7 and 12 ÷ 6 ≠ 6 ÷ 12

Hence, In whole numbers subtraction and division are not commutative.

TRY THESE
●● Use atleast three different pairs of whole numbers to verify that subtraction is not
commutative.
●● Is 10 ÷ 5, the same as 5 ÷ 10? Justify it by taking two more combinations
of numbers.

1.10.2 Associativity of addition and multiplication

When several numbers are added, the order in which the numbers are added does not
matter. This is called associativity of addition. Similarly, when several numbers are to be
multiplied, the order in which the numbers are multiplied does not matter. This is called
associativity of multiplication.
It can be said that the following equations are correct, without actually doing any addition
or multiplication, but by using the property of associativity. A few examples are given
below:

24 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 24 1/27/2020 1:40:05 PM

 (43 + 57) + 25 = 43 + (57 + 25)
12 × (15 × 7) = (12 × 15) × 7
35,784 + (48,12,69,841 + 3) = (35,784 + 48,12,69,841) + 3
(39,458 × 84,321) × 17 = 39,458 × (84,321 × 17)
It is to be noted that here too, subtraction and division are not associative.

1.10.3 Distributivity of multiplication over addition or subtraction

An interesting fact relating to addition and multiplication comes from the following patterns:

(72 × 13) + (28 × 13) = (72 + 28) × 13

37 × 102 = (37 × 100) + (37 × 2)
37 × 98 = (37 × 100) – (37 × 2)
From the last two cases, we are arriving at the following equations:
37 × (100 + 2) = (37 × 100) + (37 × 2)
37 × (100 − 2) = (37 × 100) – (37 × 2)

It can be noted that the product of a number and a sum of numbers can be written as the
sum of two products. Similarly, the product of a number and a number got by subtraction
can be written as the difference of two products. This property is called the property of
distributivity of multiplication over addition or subtraction. It is a very useful property to
group numbers in a convenient way. Now let us say 18 × 6 = (10 + 8) × 6 in an easy way
as shown in Fig.1.3.
18 10 8

6 = 6 + 6

(a) (b) (c)

Fig.1.3
Thus, 18 × 6 = (10 + 8) × 6 is shown clearly in the above figure.
It is to be noted that addition does not distribute over multiplication.
For example,
10 + (10 × 5) = 60 and (10 + 10) × (10 + 5) = 300 are not equal.

1.10.4 Identity for addition and multiplication

When zero is added to any number, we get the same number. Similarly, when we multiply
any number by 1, we get the same number. So, zero is called the additive identity and one
is called the multiplicative identity for whole numbers.
Numbers 25

6th_Chapter 1_ 001-031.indd 25 1/27/2020 1:40:05 PM

 TRY THESE
Complete the following tables.
9 + 0 = 9 11 × 1 = 11
7 + 0 = 1 × 55 = 55
0 + 17 = 17 1 × 12 =
0 + = 37 1 × = 100
0 + = 1 × =

Finally, these are some simple observations that are important.

●● When we add any two natural numbers, we get a natural number. Similarly when we
multiply any two natural numbers, we get a natural number.
●● When we add any two whole numbers, we get a whole number. Similarly when we
multiply any two whole numbers, we get a whole number.
●● When we add a natural number to a whole number, we get a natural number. When
we multiply a natural number by a whole number, we get a whole number.

NOTE

●● Any number multiplied by zero gives zero.

●● Division by zero is not defined.

TRY THESE
Complete the table.
6 + 8 = 14, a natural number
4 + 5 = 9, a natural number
4 × 5 = 20, a natural number
6 × 8 = 48, a natural number
+ =
+ =
× =
× =
6 + 8 = 14 , a whole number
4 + 5 = 9, a whole number
15 × 0 = 0, a whole number
11 × 2 = 22, a whole number
+ =
+ =
× =
× =

26 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 26 1/27/2020 1:40:05 PM

 All such properties together play a vital role in the Number System. When we learn Algebra,
we can realise the usefulness of these properties of the Number System and we can find
ways of extending it too.

How will you read the large number given below?

731,687,303,715,884,105,727
This is read as 731 quintillion, 687 quadrillion, 303 trillion, 715 billion, 884 million,
105 thousand, 727 ones.

Exercise 1.5

1. Fill in the blanks.

(i) The difference between the smallest natural number and the
smallest whole number is __________.

(ii) 17 × __________ = 34 × 17

(iii) When __________ is added to a number, it remains the same.

(iv) Division by __________ is not defined.

(v) Multiplication by __________ leaves a number unchanged.

2. Say True or False.

(i) 0 is the identity for multiplication of whole numbers.

(ii) Sum of two whole numbers is always less than their product.

(iii) Both addition and multiplication are associative for whole numbers.

(iv) Both addition and multiplication are commutative for whole numbers.

(v) Multiplication is distributive over addition for whole numbers.

3. Name the property being illustrated in each of the cases given below.

(i) 75 + 34 = 34 + 75 (ii) (12 × 4) × 8 = 12 × (4 × 8)

(iii) 50 + 0 = 50 (iv) 50 × 1 = 50

(v) 50 × 42 = 50 × 40 + 50 × 2

4. Use the properties of whole numbers and simplify.

(i) 50 × 102 (ii) 500 × 689 − 500 × 89

(iii) 4 × 132 × 25 (iv) 196 + 34 + 104

Numbers 27

6th_Chapter 1_ 001-031.indd 27 1/27/2020 1:40:05 PM

 Objective Type Questions

5. (53 + 49) × 0 is

(a) 102 (b) 0 (c) 1 (d) 53 + 49 × 0

59 is
6.
1
(a) 1 (b) 0 (c) 1 (d) 59
59
7. The product of a non-zero whole number and its successor is always
(a) an even number (b) an odd number
(c) zero (d) none of these

8. The whole number that does not have a predecessor is

(a) 10 (b) 0 (c) 1 (d) none of these

9. Which of the following expressions is not zero?

(a) 0 × 0 (b) 0 + 0 (c) 2 / 0 (d) 0 / 2

10. Which of the following is not true?

(a) (4237 + 5498) + 3439 = 4237 + (5498 + 3439)

(b) (4237 × 5498) × 3439= 4237 × (5498 × 3439)

(c) 4237 + 5498 × 3439 = (4237 + 5498) × 3439

(d) 4237 × (5498 + 3439) = (4237 × 5498) + (4237 × 3439)

Exercise 1.6

Miscellaneous Practice Problems

1. Try to open my locked suitcase which has the biggest 5 digit odd number as the
password comprising the digits 7, 5, 4, 3 and 8. Find the password.
2. As per the census of 2001, the population of four states are given below. Arrange the
states in ascending and descending order of their population.

State Population
Tamil Nadu 72147030

Rajasthan 68548437

Madhya Pradesh 72626809

West Bengal 91276115

28 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 28 1/27/2020 1:40:05 PM

 3. Study the following table and answer the questions.

Year No. of Tigers

1990 3500
2008 1400
2011 1706
2014 2226

(i) How many tigers were there in 2011?

(ii) How many tigers were less in 2008 than in 1990?

(iii) Did the number of tigers increase or decrease between 2011 and 2014? If yes,
by how much?
4. Mullaikodi has 25 bags of apples. In each bag there are 9 apples. She shares them
equally amongst her 6 friends. How many apples do each get? Are there any apples
left over?
5. A poultry has produced 15472 eggs and fits 30 eggs in a tray. How many trays do
they need? 
Challenging Problems
6. Read the table and answer the following questions.

Name of the Star Diameter (in miles)

Sun 864730
Sirius 1556500
Canopus 25941900
Alpha Centauri 1037700
Arcturus 19888800
Vega 2594200

(i) Write the Canopus star’s diameter in words, in the Indian and the International
System.
(ii) Write the sum of the place values of 5 in Sirius star’s diameter in the Indian
System.

(iii) Eight hundred sixty four million seven hundred thirty. Write in Indian System.

(iv) Write the diameter in words of Arcturus star in the International System.

(v) Write the difference of the diameters of Canopus and Arcturus stars in the
Indian and the International Systems.

Numbers 29

6th_Chapter 1_ 001-031.indd 29 1/27/2020 1:40:05 PM

 7. Anbu asks Arivu Selvi to guess a five digit odd number. He gives the following hints.
●● The digit in the 1000s place is less than 5
●● The digit in the 100s place is greater than 6
●● The digit in the 10s place is 8
What is Arivu Selvi answer? Does she give more than one answer?
8. A Music concert is taking place in a stadium. A total of 7,689 chairs are to be put in
rows of 90. (i) How many rows will there be? (ii) Will there be any chairs left over?
9. Round off the seven digit number 29,75,842 to the nearest lakhs and ten lakhs. Are
they the same?
10. Find the 5 or 6 or 7 digit numbers from a newspaper or a magazine to get a rounded
number to the nearest ten thousand.

Summary

●● Use of commas helps us in reading and writing large numbers.

●● Use of commas differs in the Indian and the International Systems.
●● Comparing any two numbers, the one with more digits is larger.
●● Comparing any two numbers, if the digits are the same, the number that has a
greater left most digit is larger.
●● Using BIDMAS, we can avoid the common arithmetic mistakes.
●● Large numbers are needed for various situations in our daily life.
●● The situations where we do not need the exact quantity give rise to estimation or
approximation.
●● Estimation is approximating a quantity to a reasonable accuracy.
●● Rounding of a number involves in getting a quick, desired and rough estimate of it.
●● If zero is included in the collection of Natural numbers (N), we get the collection
of Whole numbers (W), W = {0, 1, 2, …}.
●● ‘0’ is the smallest whole number.
●● ‘0’ and ‘1’ are the additive and multiplicative identities of whole numbers
respectively.
●● Whole numbers can be added or multiplied in any order and hence Commutative.
●● Multiplication of Whole numbers is both Commutative and Associative.
●● Multiplication is Distributive over addition for Whole numbers.
●● Division by ‘0’ is not defined.

30 6th Standard Mathematics

6th_Chapter 1_ 001-031.indd 30 1/27/2020 1:40:05 PM

 ICT Corner
NUMBERS

Expected Result is shown in this picture

Step – 1
Open the Browser, Copy and paste the link given below (or) by type the URL given (or) Scan the QR Code.
Step - 2
GeoGebra worksheet named “Place Value” will open. A Natural number is given. You can change the problem by
clicking on “Problem” bu�on.
Step-3
In the bo�om page, Answer the ques�on asked by typing the number related to the ques�on.
Step-4
Now Click on the “Place Value” to see all the place values. Repeat the test by clicking on “Problem”.

Step-1 Step-2

Step-3 Step-4

Browse in the link

Place Value: - https://www.geogebra.org/m/XG3PPt3U

Numbers 31

6th_Chapter 1_ 001-031.indd 31 1/27/2020 1:40:06 PM

 Chapter

2 INTRODUCTION TO ALGEBRA

Learning Objectives
●● To describe, extend, create numeric and geometric patterns.
●● To make predictions related to the patterns and investigate repeating patterns.
●● To understand the role of 'variables' in patterns.
●● To use variables in simple algebraic expressions and equations to describe
relationships.

2.1 Introduction
Are you ready for a number game? Follow the steps carefully:

Step 1 Step 2 Step 3 Step 4 Step 5

Think of any Multiply it Subtract the original number

Add 20 Divide by 2
number by 2 you had thought in step 1

Is your answer 10? Is it the same for all in the class? Verify it with your friend who might
have started with a number other than your number. Surprised? What if you started with
1 3 4
a fraction, say or or ? In this game, regardless of the number you started with, the
2 4 5
answer will be 10.

Let us verify the game for two more numbers, say 4 and 9.

●● If the initial number is 4,

Step 1 Step 2 Step 3 Step 4 Step 5

4 4×2=8 8 + 20 = 28 28 ÷ 2 = 14 14 − 4 = 10

●● If the initial number is 9,

Step 1 Step 2 Step 3 Step 4 Step 5

9 9 × 2 = 18 18 + 20 = 38 38 ÷ 2 = 19 19 − 9 = 10

32 6th Standard Mathematics

6th_Chapter 2_032-045.indd 32 1/27/2020 1:42:55 PM

 So, we can say that the same will happen for other numbers too.

You will find that Algebra is interesting and useful in solving problems in our daily life such as

●● Finding the number of things to its cost.

●● Expressing the distance covered, in terms of speed and time.
●● Converting miles into kilometres, grams to kilograms etc.
●● Finding the length of the barbed wire to fence a garden.
●● Finding the area of a park.
●● Finding the missing numbers in a sequence.

MATHEMATICS ALIVE − ALGEBRA IN REAL LIFE

ematic
ath

s
A li v e

4 sticks 8 sticks 12 sticks

1 × 4 sticks 2 × 4 sticks 3 × 4 sticks

2.2 Patterns
Mathematics is easy when we look at it as a study of patterns. Patterns allow us to make
reasonable guesses. Understanding patterns provide a clear basis for problem solving
skills. In this chapter, we are going to look at patterns that deals with numbers. For
example, let us list the numbers we know in order

1, 2, 3, 4, 5, 6, 7, 8, 9, 10...

We observe that 1 is odd, 2 is even, 3 is odd, 4 is even etc. Thus odd numbers and even
numbers alternate with each other. If these is a sequence 12, 8, 4 … can you find the
next number? Easy, each number is obtained by subtracting 4 from the previous number.
So the fourth number is 0.

The branch of Mathematics that deals with such patterns is called Algebra. Today Algebra is
used widely in many fields that include banking, insurance, accounting, statistics, science,
engineering, manufacturing and so on.

Introduction to Algebra 33

6th_Chapter 2_032-045.indd 33 1/27/2020 1:42:55 PM

 TRY THESE

●● Observe the following patterns and complete them.

(i) 5, 8, 11, 14, ___ , ___ , ___

(ii) If 15873 × 7 = 111111 and 15873 × 14 = 222222 then what is

15873 × 21 =? and 15873 × 28 =?

●● Draw the next two patterns and complete the table.

Pattern 1st 2nd 3rd 4th 5th

Squares 1 2 3

Circles 3 6 9

●● Create your own pattern of shapes and prepare a table.

2.2.1 Patterns in Number Operations

In the first chapter on Whole Numbers, you have learnt about numbers that are multiplied
by 1 or 0.

For example, we know, 57 × 1 = 57 and 43 × 0 = 0.

But we also know that this statement is true for all numbers (not just for the above two).
So, can we say “any number” × 1 = "the same number" that we started with?

Algebra gives a way for writing such facts in a short and sweet way. We can write the
above statement as n × 1 = n, where n is a number. Here n on the left-hand side is just
a letter that is used instead of saying "any number". The number on the right-hand side
is the same n. This ensures that we get a correct statement!

In Algebra, we say that “n” is a variable. A variable is a symbol (usually an alphabet like
n or x) that represents a number. Variables often help us to write briefly what we mean
by a relation. In n × 1 = n, left side number quantity 1 do not vary always. So we call it
as constant.

34 6th Standard Mathematics

6th_Chapter 2_032-045.indd 34 1/27/2020 1:42:55 PM

 For example, the following patterns such as,

7+9 = 9+7
57 + 43 = 43 + 57
123 + 456 = 456 + 123
7098 + 2018 = 2018 + 7098
35784 + 481269841 = 481269841 + 35784

can be simply summarized as a + b = b + a.

Here, we have two variables namely “a” and “b”. Each variable can take “any value”,
but the value of ‘a’ is the same on both sides, and the value of ‘b’ is also the same on
both sides. But, the values of ‘a’ and ‘b’ need not be equal to each other.

Can you give a similar intrepretation for a × b = b × a ?

NOTE
Similar rules cannot be written for subtraction! We know what is ‘7 − 3’, but not ‘3 − 7’.
So ‘a − b’ and ‘b − a’ are not the same!

2.3 Understanding operations on Variables

Consider the following situations.

Situation 1:
Mathi is 3 years elder than his sister Nila. If we know Nila's age,
can we find Mathi’s?

If Nila’s age is ‘n’, you can see that Mathi’s age is always ‘n
+ 3’. This is the advantage of using variables. We do not need
different statements for different values of the age! As we give
different values for ‘n’, we get different values for ‘n + 3’, here
3 is a constant. This is clear from the following table.

Nila's age 'n' Mathi’s age 'n + 3'

If n = 4 7

If n = 8 11

If n = 12 15

Introduction to Algebra 35

6th_Chapter 2_032-045.indd 35 1/27/2020 1:42:55 PM

 Situation 2:
Patterns using Ice Candy Sticks

Pari and Manimegalai made some patterns with ice candy sticks.
To make one ‘T’, how many ice candy sticks are used by them? (Two sticks)
To make two ‘T’s, how many ice candy sticks are used by them? (Four sticks)
Continuing this, they prepared the following table to find the number of ice candy sticks
used by them

Number of ‘T’s formed 1 2 3 4 . . . k . . .

Number of ice candy 2 4 6 8 . . . 2k . . .

sticks used / required 2×1 2×2 2×3 2×4 . . . 2×k . . .

From the above table, it is clear that if the number of ‘T’s required by them is ‘k’ then the
number of ice candy sticks required by them will be 2 × k = 2k. Here ‘k’ is a variable.

TRY THESE
Use a variable to write the rule, which gives the number of ice candy sticks required
to make the following patterns.

(i) a pattern of letter C as (ii) a pattern of letter M as

2.4 Framing Algebraic Statements

Consider that there are ‘n’ number of apples in a basket. If 5 more apples are
added, what will be the total number of apples in the basket now?

The total number of apples can be easily framed into an algebraic statement
as ‘n + 5’. This algebraic statement ‘n + 5’ tells that, whatever be the number of apples
you had earlier, there are 5 more apples now in the basket.
● Suppose there are unknown number of people in a bus, say ‘x’ and if 2 more people
get into the bus, then there will be ‘x + 2’ people in the bus.

36 6th Standard Mathematics

6th_Chapter 2_032-045.indd 36 1/27/2020 1:42:58 PM

 ●● There is a patty of butter which weighs ‘w’ grams. If you cut off 100 grams from it,
you will have ‘w − 100’ grams left.
●● If you start with a number ‘y’ and then double it, you can write it as ‘2y’ (you know,
‘2y’ means 2 multiplied by y).

2.4.1 Converting Algebraic statements to Verbal statements

A few examples are given in the following table.

Sl. No Algebraic statement Verbal statement

1. m + 14 14 more than ‘m’
2. x–6 ‘x’ is reduced by 6
3. 3y (or) 3 × y product of 3 and ‘y’
4. 5
5 ÷ z (or) 5 divided by ‘z’
z
5. 2p – 5 5 less to 2 times ‘p’

Likewise, verbal statements can be converted to algebraic statements as follows.

TRY THESE

Sl. No Algebraic statement Verbal statement

1. a+5
2. 6z − 1
3. 12y

4.

2.4.2 Converting Verbal statements to Algebraic Statements

A few examples are given in the following table.

Sl. No Verbal statement Algebraic statement

1. ‘x’ is increased by 21 x + 21

2. 7 is taken away from ‘a’ a–7

3. Twice ‘p’ 2p

4. 10 divided by ‘m’ 10 ÷ m

5. The product of 7 and ‘y’ is divided by 2 7y ÷ 2

Introduction to Algebra 37

6th_Chapter 2_032-045.indd 37 1/27/2020 1:42:58 PM

 TRY THESE

Sl. No Verbal statement Algebraic statement

1. Seven times of ‘n’ minus 5

2. The sum of ‘x’ and 4

3. 3 times ‘y’ is divided by 8

4. 11 is multiplied by ‘m’

2.5 Solving unknowns through examples

Let us fill in the empty boxes

(a) +3=8 (b) 2 + =9 (c) 11 − 5 =

The stands for an unknown number.

To make the equations meaningful, we shall write 5 in the first box, we shall write 7 in the
second box and we shall write 6 in the third box.
TRY THESE

Find the unknown.

(i) 37 + 43 = 43 + (ii) (22 + 10) + 15 = + (10 + 15)

(iii) If 7 × 46 = 322 then 46 × 7 =

Example 2.1

Suppose that there are some eggs in a tray. If 6 eggs are taken out from it and still
10 eggs are remaining, how many eggs are there in the tray?

– gives

According to the given statement,

Unknown number of eggs in the tray minus 6 eggs gives 10 eggs

38 6th Standard Mathematics

6th_Chapter 2_032-045.indd 38 1/27/2020 1:43:00 PM

 This can be written as, x – 6 gives 10, where ‘x’ denotes the unknown number.

Now, we will find out for what value of ‘x’, x − 6 gives 10.

Value of ‘x’
x−6 Result Is it 10?
Yes/No
7 7−6 1 No
10 10 − 6 4 No
12 12 − 6 6 No
15 15 − 6 9 No
16 16 − 6 10 Yes
18 18 − 6 12 No

Hence, the unknown number (variable) ‘x’ takes the value 16.

TRY THIS
Find the suitable value of ‘m’, to get a sum of 9?
Is it 9?
m m+4 Result
Yes / No
1 1+4 5 No
2 ________ ________
3 ________ ________
4 ________ ________
5 ________ ________

Example 2.2

Athiyan and Mugilan are brothers. Athiyan is ‘p’ years old and Mugilan is elder to Athiyan
by 6 years. Write an algebraic statement for this and find the age of Mugilan if Athiyan is
20 years old.

Age of Athiyan = ‘p’ years

Age of Mugilan = ‘p + 6’ years (algebraic statement)

If p = 20, then Mugilan’s age is = 20 + 6
= 26 years.

Introduction to Algebra 39

6th_Chapter 2_032-045.indd 39 1/27/2020 1:43:00 PM

 Exercise 2.1

1. Fill in the blanks.

(i) The letters a, b, c, … x, y, z are used to represent _________.

(ii) The algebraic statement of ‘f decreased by 5’ is __________.

(iii) The algebraic statement of ‘s divided by 5’ is __________.

(iv) If A’s age is ‘n’ years now, 7 years ago A’s age was ________.

(v) If ‘p − 5’ gives 12 then ‘p’ is __________.

2. Say True or False.

6 cm
(i) A B The length of part B in the pencil shown is ‘a − 6’.
a cm ?

(ii) If the cost of an is ‘x’ and the cost of a is `5, then the total cost of fruits
is ` 'x + 5'.

(iii) 10 more to three times 'c' is '10c + 3'

‘t’
t .
(iv) If the cost of 10 rice bags is ` ‘t’, then the cost of 1 rice bag is `
10
(v) The product of ‘q’ and 20 is '20q'.

3. Draw the next two patterns and complete the table.

1st 2nd 3rd 4th 5th

Shapes
Pattern Pattern Pattern Pattern Pattern
Squares 1 2 3
Circles 1 2 3
Triangles 2 4 6

4. Arivazhagan is 30 years younger to his father. Write Arivazhagan's age in terms of his
father's age.

5. If ‘u’ is an even number, how would you represent

(i) the next even number? (ii) the previous even number?
40 6th Standard Mathematics

6th_Chapter 2_032-045.indd 40 1/27/2020 1:43:03 PM

 6. Express the following verbal statement to algebraic statement.

(i) ‘t’ is added to 100. (ii) 4 times ‘q’. (iii) 4 less to 9 times of ‘y’.

7. Express the following algebraic statement to verbal statement.

(i) x ÷ 3 (ii) 11 + 10x (iii) 70s

8. The teacher asked two students to write the algebraic statement for the verbal
statement “8 more than a number”. Vetri wrote ‘8 + x’ but Maran wrote ‘8x’. Who
gave the correct answer?

9. Answer the following questions.

(i) If ‘g’ is equal to 300 what is the value of ‘g − 1’ and ‘g + 1’ ?
(ii) What is the value of ‘s’, if '2s − 6' gives 30?

10. Complete the table and find the value of ‘k’ for which ‘k’ gives 5.
3

k 3 6 9 12 15 18
k 1 2
3

Objective Type Questions

11. Variable means that it

(a) can take only a few values (b) has a fixed value
(c) can take different values (d) can take only 8 values

12. The number of days in ‘w’ weeks is

(a) 30 + w (b) 30w (c) 7 + w (d) 7w

13. The value of ‘x’ in the circle is

x 2
(a) 6 (b) 8 (c) 21 (d) 22
16 4
14. The value of ‘y’ in y + 7 = 13 is 11 7
(a) y = 5 (b) y = 6 (c) y = 7 (d) y = 8

15. 6 less to ‘n’ gives 8 is represented as

(a) n − 6 = 8 (b) 6 − n = 8 (c) 8 − n = 6 (d) n − 8 = 6

Introduction to Algebra 41

6th_Chapter 2_032-045.indd 41 1/27/2020 1:43:03 PM

 Exercise 2.2

Miscellaneous Practice Problems

1. Complete the following pattern.
9−1=
98 − 21 =
987 − 321 =
9876 − 4321 =
98765 − 54321 =
What comes next?

2. A piece of wire is ‘12s’ cm long. What will be the length of the side, if it is formed as

(i) an equilateral triangle

(ii) a square

3. Identify the value of the shapes and figures in the table given below and verify their
addition horizontally and vertically.

= 30

= 36

= 32 = = = =

42 6th Standard Mathematics

6th_Chapter 2_032-045.indd 42 1/27/2020 1:43:03 PM

 4. The table given below shows the results of the matches played by 8 teams in a
Kabaddi championship tournament.

Teams A B C D E F G H

Total Matches played 8 7 n a 9 10 8 y

Matches won 5 6 4 7 b 6 x 3

Matches lost k m 6 2 3 c 4 6

Find the value of all the variables in the table given above.

Challenging Problems

5. Gopal is 8 years younger to Karnan. If the sum of their ages is 30, how old is Karnan?

6. The rectangles made of identical square blocks with varying lengths but having only
two square blocks as width are given below.

P Q R S T

(i) How many small size squares are there in each of the rectangles P, Q, R and S?

(ii) Fill in the boxes.

Rectangle P Q R S T

Number of small size squares along the

2 2 ? 2 2
breadth

Number of squares along the length 1 4 3 ? x

Total number of squares in rectangle ? 8 ? 10 ?

Introduction to Algebra 43

6th_Chapter 2_032-045.indd 43 1/27/2020 1:43:03 PM

 7. Find the variables from the clues given below and solve the cross−word puzzle.

x t

z p

v k

a m

Across Down

x + 40 gives 100 x is 1005 multiplied by 6

7 reduced from t gives 31 t÷7=5

z is 5 added 5 times p is the predecessor of first 3 digit number

v is the whole number zero plus number of z is the number of weeks in a year
days in a ordinary year (digits reversed)

k is 24 added to 25 k is 11 times 4
u is 2 added to two times 11 gives the
u is product of 23 and 9
number of hours in a day

a is 20 more to 40 a is 4 added to the product of 12 and 5

s minus 1 gives 246 is the number of letters
m is the successor of 9
in Tamil language

Summary

●● Variables are quantities that can take any value and they are denoted by small
alphabets a,b,c, …, x,y,z.
●● Constants are quantities whose value do not change always i.e. a fixed value.
●● A Variable allows us to express relations easily in all practical situations.
●● Variables are used to generalise and express many common rules of Geometry and
Arithmetic.

44 6th Standard Mathematics

6th_Chapter 2_032-045.indd 44 1/27/2020 1:43:04 PM

 ICT Corner
INTRODUCTION TO ALGEBRA

Expected Result is shown in this picture

Step – 1
Open the Browser, Copy and paste the link given below (or) by type the URL given (or) Scan the QR Code.
Step - 2
GeoGebra Work Book “6th Standard Algebra” will appear. There are several worksheets. In that open “Linear
Equa�on Generator”
Step-3
In the page select the difficulty level by moving the slider. Linear equa�on will appear on the top solve it and enter
your answer in the “x” box and hit enter.
Step-4
If your answer is correct “Correct!!!” menu will appear. Try more problems by clicking on “New Problem”

.Step-1 Step-2

Step-3 Step-4

Try the remaining worksheets given in this work book related to your lesson

Browse in the link

Algebra: - https://ggbm.at/GUafZjxr

Introduction to Algebra 45

6th_Chapter 2_032-045.indd 45 1/27/2020 1:43:04 PM

 Chapter

3 RATIO AND PROPORTION

Learning Objectives
●● To understand the concept of ratio.
●● To use ratio notation and simplify ratios.
●● To divide a quantity into two parts for a given ratio.
●● To recognise the relationship between ratio and proportion.
●● To use the unitary method and solve simple ratio problems.

Recap

1. Which of the following fractions is not a proper fraction?

1 2 5 10
(a) (b) (c) (d)
3 3 10 5
1
2. The equivalent fraction of
is _________.
7
2 1 7 100
(a) (b) (c) (d)
15 49 49 7
3. Write > ,< or = in the box.
5
1 9 3
(i) (ii)
8
10 12 4
2
4. Anban says that th of the group of triangles given below are blue. Is he correct?
6

2
5. Joseph has a flower garden. Draw a picture which shows that th of the flowers
10
are red and the rest of them are yellow.

6. Malarkodi has 10 oranges. If she ate 4 oranges, what fraction of oranges was not
eaten by her?

7. After sowing seeds on day one, Muthu observes the growth of two plants and records
1 3
it. In 10 days, if the first plant grew th of an inch and the second plant grew th
4 8
of an inch, then which plant grew more?

46 6th Standard Mathematics

6th_Chapter 3_055-075.indd 46 1/27/2020 1:45:22 PM

 3.1 Introduction
In our daily life, we handle lots of situations where we compare quantities. Comparison
of our heights, weights, marks secured in examinations, speeds of vehicles, distances
travelled, auto fare to taxi fare, bank balances at different periods of time and many more
things are done. Comparison is usually between quantities of the same kind and not of
different kind. It will not be meaningful to compare the height of a person with the age of
another person. Also, we need a standard measure for comparison.
This sort of comparison by expressing one quantity as the number of times the other is
called a ‘Ratio’.

ematic
ath

MATHEMATICS ALIVE – RATIO IN REAL LIFE

s
A li v e

Tamil Nadu population density - 2011 Andhra

Pradesh
Thiruvallur Male Female
I N D I A Chennai
Height Ideal Weight Height Ideal Weight
Vellore
Kancheepuram

Krishnagiri 4' 6" 28 - 35 Kg. 4' 6" 28 - 35 Kg.

Karnataka Thiruvannamalai
4' 7" 30 - 39 Kg. 4' 7" 30 - 37 Kg.
4' 8" 33 - 40 Kg. 4' 8" 32 - 40 Kg.
Dharmapuri
Vizhuppuram
Puducherry
4' 9" 35 - 44 Kg. 4' 9" 35 - 42 Kg.
Salem
Bay of
4' 10" 38 - 46 Kg. 4' 10" 36 - 45 Kg.
Nilgiris Erode
Cuddalore Bengal 4' 11" 40 - 50 Kg. 4' 11" 39 - 47 Kg.
Namakkal Perambalur
Ariyalur 5' 0" 43 - 53 Kg. 5' 0" 40 - 50 Kg.
Nagapattinam
Coimbatore
Thiruppur Karur
Thiruchirappalli
karaikal 5' 1" 45 - 55 Kg. 5' 1" 43 - 52 Kg.
(puducherry)
Thanjavur
Thiruvarur 5' 2" 48 - 59 Kg. 5' 2" 45 - 55 Kg.
T A M I L N A D U Dindigul Nagapattinam
5' 3" 50 - 61 Kg. 5' 3" 47 - 57 Kg.
Pudhukkottait
5' 4" 53 - 65 Kg. 5' 4" 49 - 60 Kg.
Kerala Theni
Sivagangai Tamil Nadu population
5' 5" 55 - 68 Kg. 5' 5" 51 - 62 Kg.
Madurai
density 2011
(population / sq.km) 5' 6" 58 - 70 Kg. 5' 6" 53 - 65 Kg.
Virudhunagar
1000 and above
5' 7" 60 - 74 Kg. 5' 7" 55 - 67 Kg.
801 - 1000
Ramanathapuram 601 - 800 5' 8" 63 - 76 Kg. 5' 8" 57 - 70 Kg.
401 - 600
5' 9" 65 - 80 Kg. 5' 9" 59 - 72 Kg.
Ara

Thoothukudi 201 - 400

Sea
bian

Thirunelveli 5' 10" 67 - 83 Kg. 5' 10" 61 - 75 Kg.

Srilanka
5' 11" 70 - 85 Kg. 5' 11" 63 - 77 Kg.
Kanyakumari 6' 0" 72 - 89 Kg. 6' 0" 65 - 80 Kg.
Indian Ocean

555 persons to one square k.m. Comparison of Height and Weight by using ratio

3.2 Ratio
Think about this Situation
Let us consider a situation of cooking It is possible to trace the origin of the
rice for two persons. The quantity of rice word "ratio" to the Ancient Greek
required for two persons is one cup. To Medieval. Writers used the word proprotio
cook every one cup of rice, we need to ("proportion") to indicate ratio and
add two cups of water. Assuming that 8 proportionalities ("proprotionality") for
more guests join for lunch, will the use of the equality of ratios. Early translators
ratio help us in handing this situation? rendered this into Latin as ratio ("reason";
The number of cups of rice and water as in the word "rational")
required are given below.

Ratio and proportion 47

6th_Chapter 3_055-075.indd 47 1/27/2020 1:45:23 PM

 Number of cups of rice 1 2 3 4 5
Number of cups of water
2 4 6 8 10
(or) No. of persons

In all the cases, the number of cups of water (or) the number of persons is 2 times the
number of cups of rice. So, we write
Number of cups of rice : Number of cups of water (or) the number of persons = 1 : 2
Such comparison is called as a Ratio.
NOTE
●● A ratio is a comparison of two quantities with same units.
●● If ‘a’ and ‘b’ are two different quantities with same unit then, we can write the
ratio as a:b (read as a is to b).
●● A ratio can be written as a fraction; ratios are mostly written in the simplest form.
●● In the above example, the ratio of rice to water in terms of the number of cups
1
can be written in three different ways as 1 : 2 or or 1 to 2 .
2

TRY THESE

1. Write the ratio of red tiles to blue tiles and yellow tiles to red tiles.

2. Write the ratio of blue tiles to that of red tiles and red tiles to that of total tiles.

3. Write the ratio of shaded portion to the unshaded portions in the following shapes.

Ratio:___________ Ratio:___________

3.2.1 Properties of Ratio

●● A ratio has no unit. It is a number. For example, the ratio of 8 k.m. to 4 k.m. is
written as 8 : 4 = 2 : 1 and not 2 k.m. : 1 k.m.
●● The two quantities in a ratio should be of the same unit. The ratio of 4 k.m. to
400 m is expressed as (4 × 1000) : 400 = 4000 : 400 = 10 : 1
48 6th Standard Mathematics

6th_Chapter 3_055-075.indd 48 1/27/2020 1:45:23 PM

 ● Each number of the ratio is called a term.
● Order of the terms in a ratio cannot be reversed.

A few examples are given below.

(a) (b)
Ratio of the number of small fish to the Ratio of the number of boys to girls in
number of big fish is 5 : 1 above figure 5 : 4

In the above example, the ratio of the number of small fish to the number of big fish is 5 : 1.
The same information cannot be written as 1 : 5 and so, 5 : 1 and 1 : 5 are not the same.
Similarly, if in a class, there are 12 boys and 12 girls, then the ratio of number of boys to the
number of girls is expressed as 12 : 12 which is the same as 1 : 1.
TRY THESE
If the given quantity is in the same unit, put  otherwise put X in the table below.
Sl.No Quantity Put  or X
1 5 c.m and 100 c.m
2 ` 5 and 50 oranges
3 2 m and 75 ml
4 7 k.m and 700 m
5 3 k.g of potatoes and 2 k.g onions
6 10 c.m and 32 pencils

3.2.2 Ratios in simplest form

Think about these situations

` 5,00,000
4m

2m
` 50,000

(a) Fig. 3.1 (b)

Ratio and proportion 49

6th_Chapter 3_055-075.indd 49 1/27/2020 1:45:24 PM

 1. The larger rope is 4 m long and the smaller rope is 2 m long. This is expressed in the
form of ratio as 4 : 2 and the simplest form of ratio of the larger rope to the smaller
rope is 2 : 1 (See Fig. 3.1 (a))
2. The cost of a car is ` 5,00,000 and the cost of a motorbike is ` 50,000. This is
expressed as 500000 : 50000 = 50 : 5 and the simplest form of ratio of the car to the
motorbike is 10 : 1 (See Fig. 3.1 (b))
5x1= 5
3.2.3 Simplifying ratios of same unit
5 x 2 = 10
Example 3.1
Simplify the ratio 20 : 5. 5 x 3 = 15

Solution 5 x 4 = 20
Step 1 : Write the ratio in fraction form as 20 .
5
Step 2 : Divide numerator and denominator by 5. That is, 20 5 = 4 = 4 : 1
'
5'5 1
This is the ratio in the simplest form.

Example 3.2
Find the ratio of 500 g to 250 g.

Solution
500 g to 250 g = 500 : 250 & 500 = 500 250 = 2 = 2 : 1
'
250 250 ' 250 1
This is the ratio in the simplest form.

Example 3.3
Madhavi and Anbu bought two tables for ` 750 and ` 900 respectively. What is the ratio
of the prices of tables bought by Anbu and Madhavi?

Solution
The ratio of the price of tables bought by Anbu and Madhavi

= 900: 750 = 900 & 900 150 = 6 = 6: 5 . This is the ratio in the simplest form.
'
750 750 ' 150 5

3.2.4 Simplifying ratios of different units 1 hour = 60 minutes

20 x 1 = 20
Example 3.4
20 x 2 = 40
What is the ratio of 40 minutes to 1 hour?
20 x 3 = 60
Solution
Step 1 : Express the quantity in the same unit. (Hint : 1 Hour = 60 minutes)
40 = 40 ' 20 = 2 =
Step 2 : Now, the ratio of 40 minutes to 60 minutes is 40: 60 & 2: 3
60 60 ' 20 3
This is the ratio in the simplest form.
50 6th Standard Mathematics

6th_Chapter 3_055-075.indd 50 1/27/2020 1:45:26 PM

 TRYTHESE
TRY THIS

Write the ratios in the simplest form and fill in the table.

Dividing by Simplest
Sl. Fraction
Quantity Ratio Form a common form of
No. Form
number Ratio
Ratio of 15 girls to 10 15 15 ' 5 = 3
1 15 : 10 3:2
boys 10 10 ' 5 2
Ratio of 125 : 200 125
2
1m 25 cm to 2 m (1m=100cm) 200

3000 : 750
3 Ratio of 3 Kg to 750 g
(1Kg=1000g)

Ratio of 70 minutes to
4
30 minutes

Exercise 3.1

1. Fill in the blanks.

(i) Ratio of `3 to `5 = __________.
(ii) Ratio of 3 m to 200 c.m = __________.
(iii) Ratio of 5 k.m 400 m to 6 k.m = __________.
(iv) Ratio of 75 paise to `2 = __________.
2. Say whether the following statements are True or False.
(i) The ratio of 130 c.m to 1 m is 13 : 10.
(ii) One of the terms in a ratio cannot be 1.
3. Find the simplified form of the following ratios.
(i) 15 : 20 (ii) 32 : 24 (iii) 7 : 15 (iv) 12 : 27 (v) 75 : 100

4. Akilan walks 10 k.m in an hour while Selvi walks 6 km in an hour. Find the simplest
ratio of the distance covered by Akilan to that of Selvi.
5. The cost of parking a bicycle is `5 and the cost of parking a scooter is `15. Find the
simplest ratio of the parking cost of a bicycle to that of a scooter.
6. Out of 50 students in a class, 30 are boys. Find the ratio of
(i) number of boys to the number of girls.
(ii) number of girls to the total number of students.
(iii) number of boys to the total number of students.
Ratio and proportion 51

6th_Chapter 3_055-075.indd 51 1/27/2020 1:45:27 PM

 Objective Type Questions

7. The ratio of `1 to 20 paise is __________.

(a) 1 : 5 (b) 1 : 2 (c) 2 : 1 (d) 5 : 1

8. The ratio of 1 l to 50 ml is __________.

(a) 1 : 5 (b) 1 : 20 (c) 20 : 1 (d) 5 : 1

9. The length and breadth of a window are in 1m and 70 cm respectively. The ratio of
the length to the breadth is ____________.

(a) 1 : 7 (b) 7 : 1 (c) 7 : 10 (d) 10 : 7

10. The ratio of the number of sides of a triangle to the number of sides of a rectangle is

(a) 4 : 3 (b) 3 : 4 (c) 3 : 5 (d) 3 : 2

11. If Azhagan is 50 years old and his son is 10 years old then the simplest ratio between
the age of Azhagan to his son is
(a) 10 : 50 (b) 50 : 10 (c) 5 : 1 (d) 1 : 5

3.2.5 Equivalent Ratios

We can get equivalent ratios by multiplying or dividing the numerator and denominator by
a common number. This is clear from the following example. Let us find the ratio between
breadth and length of the following rectangles given below.
8 cm

4 cm
4 cm

C
2 cm
2 cm

B
1 cm

●● Ratio of breadth to length of rectangle A is 1 : 2 (already in simplest form)

●● Ratio of breadth to length of rectangle B is 2 : 4 (simplest form is 1 : 2)

●● Ratio of breadth to length of rectangle C is 4 : 8 (simplest form is 1 : 2)

●● Thus, the ratios of breadth and length of rectangles A, B and C are said to be
equivalent ratios.

●● That is, the ratios 1 : 2 = 2 : 4 = 4 : 8 are equivalent.

52 6th Standard Mathematics

6th_Chapter 3_055-075.indd 52 1/27/2020 1:45:27 PM

 TRY THESE

1. For the given ratios, find two equivalent ratios and complete the table.
Ratio Fraction Form Equivalent ratio

(i) 1:3 1 1#2 =2 = 1 3 3

2: 6 and # = = 3: 9
3 3 2 6 3 3 9
(ii) 3:7 3
7
(iii) 5:8 5
8
2. Write three equivalent ratios and fill in the boxes.
Ratio Equivalent Ratios
(i) 4:5 8: : 50 12 :

(ii) 7:2 : 10 14 : 49 :

(iii) 8:5 32 : : 50 16 :

3. For the given ratios, find their simplest form and complete the table.

Ratio Fraction Form Simplest form

(i) 5 : 60 5
60

(ii) 4000 : 6000 4000

6000
(iii) 1100 : 5500

3.2.6 Comparison of Ratios

Consider the following situations.

Situation 1

In the Idly Batter, the ratio of In the Idly Batter, the ratio of
black gram to idly rice is 1 : 4 black gram to idly rice is 1 : 3
(a) Fig. 3.2 (b)
Ratio and proportion 53

6th_Chapter 3_055-075.indd 53 1/27/2020 1:45:29 PM

 Can you find which ratio is greater in Fig. 3.2?
Express ratios as a fraction and then find the equivalent fractions, until the denominators are
the same, and compare the fractions with common denominators. This is done as follows :
Idly Batter Ratio - (a) Idly Batter Ratio - (b)
1⨉2 =2 1#2 =2
4 2 8 3 2 6
1#3 = 3 1#3 =3
4 3 12 3 3 9
1#4 = 4 1#4 = 4
4 4 16 3 4 12
Comparing the equivalent ratios, 4 & 3 , we can conclude that 1 : 3 is greater than 1 : 4
12 12
Situation 2
Let us consider another situation. For example, if a thread of 5 m is cut at 3 m, then the
length of two pieces are 3 m and 2 m and the ratio of the two pieces is 3 : 2. From this
we say that, a ratio ‘a : b’ is said to have a total of ‘a+b’ parts in it.

Example 3.5
Kumaran has ` 600 and wants to divide it between Vimala and Yazhini in the ratio 2 : 3.
Who will get more and how much?

Solution
Divide the whole money into 2 + 3 = 5 equal parts then, Vimala gets 2 parts out of 5
parts and Yazhini gets 3 parts out of 5 parts.
2
Amount Vimala gets = ` 600 × = ` 240
5
3
Amount Yazhini gets = ` 600 × = ` 360
5
Vimala received ` 240 and Yazhini gets ` 360,
which is ` 120 more than that of Vimala.

Exercise 3.2

1. Fill in the blanks for the given equivalent ratios.

(i) 3 : 5 = 9 : ___ (ii) 4 : 5 = ___ : 10 (iii) 6 : ___ = 1 : 2
2. Complete the table.
(i) Feet 1 2 3 ?
Inch 12 24 ? 72

(ii) Days 28 21 ? 63
Weeks 4 3 2 ?

54 6th Standard Mathematics

6th_Chapter 3_055-075.indd 54 1/27/2020 1:45:31 PM

 3. Say True or False.
(i) 5 : 7 is equivalent to 21 : 15
(ii) If 40 is divided in the ratio 3 : 2, then the larger part is 24.
4. Give two equivalent ratios for each of the following.
(i) 3 : 2 (ii) 1 : 6 (iii) 5 : 4
5. Which of the two ratios is larger?
(i) 4 : 5 or 8 : 15 (ii) 3 : 4 or 7 : 8 (iii) 1 : 2 or 2 : 1
6. Divide the numbers given below in the required ratio.
(i) 20 in the ratio 3 : 2 (ii) 27 in the ratio 4 : 5 (iii) 40 in the ratio 6 : 14
7. In a family, the amount spent in a month for buying Provisions and Vegetables are in
the ratio 3 : 2. If the allotted amount is `4000, then what will be the amount spent
for (i) Provisions and (ii) Vegetables?
8. A line segment 63 cm long is to be divided into two parts in the ratio 3 : 4. Find the
length of each part.

Objective Type Questions

9. If 2 : 3 and 4 : ___ are equivalent ratios, then the missing term is
(a) 6 (b) 2 (c) 4 (d) 3
10. An equivalent ratio of 4 : 7 is
(a) 1 : 3 (b) 8 : 15 (c) 14 : 8 (d) 12 : 21
16
11. Which is not an equivalent ratio of ?
24
6 12 10 20
(a) (b) (c) (d)
9 18 15 28
12. If `1600 is divided among A and B in the ratio 3 : 5 then, B’s share is
(a) ` 480 (b) ` 800 (c) ` 1000 (d) ` 200

3.3 Proportion
When two ratios are equal , we say that the ratios are in Proportion.This is

denoted as a : b : : c : d and it is read as ‘a is to b as c is to d’. The following situations

explain about proportion.

Situation 1
The Teacher said to the students, “You can do a maximum of 4 projects in Mathematics.
You will get 5 as internal marks for each project that you do”. Kamala asked, “Teacher,
What if I do 2 or 3 or 4 projects?” The teacher replied, “For 2 projects you will get 10
marks, for 3 projects you will get 15 marks and for 4 projects you will get 20 marks”.
Ratio and proportion 55

6th_Chapter 3_055-075.indd 55 1/27/2020 1:45:32 PM

 Here “1 project carries 5 marks” is equivalent to saying “2 projects carry 10 marks”
and so on and hence the ratios, 1 : 5 = 2 : 10 = 3 : 15 = 4 : 20 are said to be in
Proportion. Thus 1 : 5 is in proportion to 2 : 10, 3 : 15, 4 : 20 and so on. This is denoted by
1 : 5 : : 2 : 10 and it is read as ‘1 is to 5 as 2 is to 10’ and so on.

Situation 2

Fig. 3.3(a) Fig. 3.3(b)

The size of the photograph of Srinivasa Ramanujan as shown in Figure 3.3 (a) is of length
5 grids and breadth 3 grids. Figure 3.3 (b) shows the enlarged size of the photograph of
length 10 grids and breadth 6 grids. Here,

Photo Enlarged Photo Enlarged

5 : 10 3:6
grid Photo grid = and grid Photo grid =
: (1 : 2) : (1 : 2)
length length breadth breadth

As the two ratios are equal, the given figures are in proportion. This is represented as
5 : 10 : : 3 : 6 or 5 : 10 = 3 : 6 and it is read as ‘5 is to 10 as 3 is to 6’

3.3.1 Proportionality law

If two ratios are in proportion ie., a : b : : c : d then the product of the extremes is equal to
the product of the means ad=bc. This is called the proportionality law. Here, a and d are the
extremes and b and c are the means. Also, if two ratios are equal ie., ad = bc is
called the cross product of proportions.

56 6th Standard Mathematics

6th_Chapter 3_055-075.indd 56 1/27/2020 1:45:32 PM

 Example 3.6
By proportionality law, check whether 3 : 2 and 30 : 20 are in proportion.

Solution
Here the extremes are 3 and 20 and the means are 2 and 30.
Product of extremes, ad = 3 × 20 = 60.
Product of means, bc = 2 × 30 = 60.
Thus by proportionality law, we find ad = bc and hence 3 : 2 and 30 : 20 are in proportion.

Example 3.7 TRY THIS

A picture is resized in a computer as shown below.
1. Fill the box by using cross
product rule of two ratios
1 =5
3 8

5 2. Use the digits 1 to 9 only

once and write as many
4 ratios that are in proportion
Fig. 3.6 (b)
as possible. (For example :
2 =3
)
2 4 6
Fig. 3.6 (a)
Do you observe any change in shape and size of the picture? Check whether the ratios
formed by its length and breadth are in proportion by cross product method.

Solution
The given pictures are in the ratio 2 : 5 and 4 : 3 respectively.
Here the extremes are 2 and 3 and the means are 5 and 4.
Product of extremes, ad = 2 × 3 = 6.
Product of means, bc = 5 × 4 = 20.
Thus, we find ad ! bc and hence 2 : 5 and 4 : 3 are not in proportion.

3.4 Unitary Method

Finding the value of one unit and then using it to find the value of the required number of
units is known as unitary method.

Steps involved in Unitary Method

●● Express the given problem in Mathematical statement.
●● Find the value of one unit of the given item using division.
●● Find the value of the required number of the same items using multiplication.
Ratio and proportion 57

6th_Chapter 3_055-075.indd 57 1/27/2020 1:45:33 PM

 Example 3.8
Pari wants to buy 5 tennis balls from a sports shop. If a dozen balls cost `180, how much
should Pari pay to buy 5 balls?

Solution
By unitary method, we can solve this as follows :
Cost of a dozen balls = `180
Cost of 12 balls = `180
180
Cost of 1 ball = = `15
12
Cost of 5 balls = 5 x 15 = `75
Hence, Pari has to pay `75 for 5 balls.

Example 3.9
A heater uses 3 units of electricity in 40 minutes. How many units does it consume in 2 hours?

Solution
In 40 minutes, electricity used = 3 units.
3
In 1 minute, electricity used = units.
40
3 #
In 120 minutes (2 hours), electricity used = 120 = 9 units
40
Thus, the heater consumed 9 units of electricity in 2 hours.

Exercise 3.3

1. Fill in the boxes.

(i) 3 : 5 : : : 20 (ii) : 24 : : 3 : 8

(iii) 5 : : : 10 : 8 : : 15 : (iv) 12 : = : 4 = 8 : 16

2. Say True or False.

(i) 7 Persons is to 49 Persons as 11 k.g is to 88 k.g
(ii) 10 books is to 15 books as 3 books is to 15 books
(iiii) If the weight of 40 books is 8 k.g, then the weight of 15 books is 3 k.g.
(iv) A car travels 90 k.m in 3 hours with constant speed. It will travel 140 k.m in
5 hours at the same speed.
3. Fill in the blanks.
(i) If the cost of 3 pens is `18, then the cost of 5 pens is __________ .
(ii) If Karkuzhali earns `1800 in 15 days, then she earns `3000 in __________ days.

58 6th Standard Mathematics

6th_Chapter 3_055-075.indd 58 1/27/2020 1:45:34 PM

 4. Find whether 12, 24, 18, 36 are in order that can be expressed as two ratios that are in proportion.
5. Write the mean and extreme terms in the following ratios and check whether they
are in proportion.
(i) 78 litre is to 130 litre and 12 bottles is to 20 bottles
(ii) 400 gm is to 50 gm and 25 rupees is to 625 rupees

6. The America’s famous Golden Gate bridge is 6480 ft

long with 756 ft tall towers. A model of this bridge
exhibited in a fair is 60 ft long with 7 ft tall towers.
Is the model, in proportion to the original bridge?

7. If a person reads 20 pages of a book in 2 hours,

how many pages will he read in 8 hours at the same speed?
8. Cholan walks 6 km in 1 hour at constant speed. Find the distance covered by him in
20 minutes at the same speed.
9. The number of correct answers given by Kaarmugilan and Kavitha in a quiz competition
are in the ratio 10 : 11. If they had scored a total of 84 points in the competition,
then how many points did Kavitha get?
10. Karmegan made 54 runs in 9 overs and Asif made 77 runs in 11 overs. Whose run
rate is better? (run rate = ratio of runs to overs)
11. You purchase 6 apples for `90 and your friend purchases 5 apples for `70. Whose
purchase is better?

Objective Type Questions

12. Which of the following ratios are in proportion?

(a) 3 : 5 , 6 : 11 (b) 2 : 3, 9 : 6 (c) 2 : 5, 10 : 25 (d) 3 : 1, 1 : 3

13. If the ratios formed using the numbers 2, 5, x, 20 in the same order are in proportion,
then ‘x’ is
(a) 50 (b) 4 (c) 10 (d) 8

14. If 7 : 5 is in proportion to x : 25, then ‘x’ is

(a) 27 (b) 49 (c) 35 (d) 14

15. If a barbie doll costs `90, then the cost of 3 such dolls is ` ___________.
(a) 260 (b) 270 (c) 30 (d) 93
16. If a man walks 2 k.m. in 15 minutes, then he will walk _________ k.m. in 45 minutes.
(a) 10 (b) 8 (c) 6 (d) 12
Ratio and proportion 59

6th_Chapter 3_055-075.indd 59 1/27/2020 1:45:34 PM

 Exercise 3.4

Miscellaneous Practice Problems

1. The maximum speed of some of the animals are given below :

the Elephant = 20 k.m./h; the Lion = 80 k.m./h; the Cheetah = 100 k.m./h
Find the following ratios of their speeds in simplified form and find which ratio is the
least?.
(i) the Elephant and the Lion (ii) the Lion and the Cheetah
(iii) the Elephant and the Cheetah

2. A particular high school has 1500 students 50 teachers and 5 administrators. If the
school grows to 1800 students and the ratios are maintained, then find the number
of teachers and administrators.

3. I have a box which has 3 green, 9 blue, 4 yellow, 8 orange coloured cubes in it.

(a) What is the ratio of orange to yellow cubes?

(b) What is the ratio of green to blue cubes?

(c) How many different ratios can be formed, when you

compare each colour to anyone of the other colours?

4. A gets double of what B gets and B gets double of what C gets. Find A : B and B : C
and verify whether the result is in proportion or not.

5. The ingredients required for the preparation of Ragi Kali, a healthy dish of Tamilnadu
is given below.
Ingredients Quantity
Ragi flour 4 cups

Raw rice broken 1 cup

Water 8 cups

Sesame oil 15 ml

Salt 10 mg

(a) If one cup of ragi flour is used then, what would be the amount of raw rice
required?
(b) If 16 cups of water is used, then how much of ragi flour should be used?
(c) Which of these ingredients cannot be expressed as a ratio? Why?
60 6th Standard Mathematics

6th_Chapter 3_055-075.indd 60 1/27/2020 1:45:34 PM

 Challenging Problems

6. Antony brushes his teeth in the morning and night on all days in a week. Shabeen
brushes her teeth only in the morning. What is the ratio of the number of times they
brush their teeth in a week?
7. Thirumagal's mother wears a bracelet made of 35 red beads and
30 blue beads. Thirumalgal wants to make smaller bracelets using
the same two coloured beads in the same ratio. In how many
different ways can she make the bracelets?
8. Team A wins 26 matches out of 52 matches. Team B wins three-fourth of 52 matches
played. Which team has a better winning record?
9. In a school excursion, 6 teachers and 12 students from 6th standard and 9 teachers
and 27 students from 7th standard, 4 teachers and 16 students from 8th standard
took part. Which class has the least teacher to student ratio?
10. Fill the boxes using any set of suitable numbers 6 : :: : 15.
11. From your school diary, write the ratio of the number of holidays to the number of
working days in the current academic year.

12. If the ratio of Green, Yellow and Black balls in a bag is 4 : 3 : 5, then
(a) Which is the most likely ball that you can choose from the bag?
(b) How many balls in total are there in the bag if you have 40 black balls in it?
(c) Find the number of green and yellow balls in the bag.

Summary
●● A ratio is a comparison of two quantities by division.
●● Ratios are often expressed as fractions in the simplest form.
●● A ratio has no unit.
●● The two quantities of a ratio should be in the same unit.
●● Order of the terms in a ratio cannot be reversed.
●● To get an equivalent ratio, multiply or divide the numerator and denominator by
the same number.
●● When two ratios are equal, they are said to be in proportion.
●● The proportionality law states that the product of the extremes is equal to the
product of the means.
●● Finding the value of required number of units by knowing the value of one unit is
known as unitary method.

Ratio and proportion 61

6th_Chapter 3_055-075.indd 61 1/27/2020 1:45:34 PM

 ICT Corner
RATIO AND PROPORTION

Expected Result is shown in this picture

Step – 1
Open the Browser, Copy and paste the link given below (or) by type the URL given (or) Scan the QR Code.
Step - 2
GeoGebra worksheet named “Ra�o and Propor�on” will open. Two sets of Coloured beads will appear.
Step-3
Find the ra�o of coloured beads for each pair. You can Increase or decrease the no’s by pressing “+” and “-“ bu�on
appearing on the right side of the page.
Step-4
To check your answer Press on “Pa�ern 1” and “Pa�ern 2” bu�on. Repeat the test by increasing and decreasing the
beads.
.Step-1 Step-2

Step-3 Step-4

Browse in the link

Ra�os: - h�ps://www.geogebra.org/m/fcHk4eRW

62 6th Standard Mathematics

6th_Chapter 3_055-075.indd 62 1/27/2020 1:45:35 PM

 Chapter

4 GEOMETRY

Learning Objectives
●● To know about lines, line segments and rays.
●● To know angles and its types.
●● To know the usage of ruler and protractor.
●● To identify parallel and intersecting lines.
●● To identify pairs of complementary and supplementary angles.
●● To know collinear points and point of concurrency.

4.1 Introduction

Geometry means the measurement of the earth. It includes the study of the properties of
shapes and its measures. In ancient days, geometry was developed for the practical purpose
of construction, surveying and various crafts.
Nature evolves out of simple geometrical shapes and patterns from tiny atoms to huge galaxies.
The objects that you see in your environment have an impact of geometrical ideas. An appealing
appearance of houses and buildings are made possible by geometrical thinking. Vehicles like
cycle, car, bus are designed using geometrical concepts. The toys that you play with, the tools
like pencil, scale and book that you use with, give rise to geometrical ideas and shapes.
In this chapter, we will learn about the geometrical concepts such as lines, line segments,
rays and angles.

MATHEMATICS ALIVE – NATURE’S GEOMETRIC MASTERPIECES

ematic
ath
M

A li v e

Hexagon in Honey Comb Art of Geometric Patterns

Geometry 63

6th_Chapter 4_063-087.indd 63 1/27/2020 1:54:14 PM

 4.1.1 Fun with lines
What shapes can you draw with 3 lines or 4 lines or 5 lines?
We have already seen some shapes with names like triangles, rectangles and squares.

Fig. 4.1
Here is a shape which is in the form of a fish (see Fig. 4.1).
It has 5 lines. Can you draw a fish with 4 lines or with 3 lines? Think!

4.1.2 Only two lines

What shapes can you draw with only TWO lines?
The following forms are possible with 2 lines. Isn’t it?

Fig. 4.2
Is there something you notice in all these shapes?

4.1.3 Only one line

What shapes can be drawn with only ONE line? The line may be standing
upright, lying flat, or slanting. Perhaps it can be, slant left or slant right. It may
be long or short.
Now, consider the following situation.
The teacher gives Yazhini a paper with a
line drawn on it and asks Akilan to draw the
same line on the black board, as instructed
by Yazhini. Then they shall reverse the process. They
do the same with other shapes using 2 lines and 3 lines.
Try doing this and say, whether this is easy to do!
Observe the following conversation.
Teacher : Sakthi, can you say how to draw lines?
Sakthi : Yes Teacher! Why only lines? I may like to
draw curves and circles too!

64 6th Standard Mathematics

6th_Chapter 4_063-087.indd 64 1/27/2020 1:54:15 PM

 Teacher : S
 akthi, you can do all the shapes you like. But you see, there is enough
difficulty in describing shapes made only of lines. So, we will get to curves and
circles later.
Sakthi : Teacher, Why should we describe shapes? We can just draw and show them
when we want.
Is Sakthi right?

In Mathematics, every thinking is interesting and unlimited. Remember numbers;

it is not stopped with adding 2 – digits. Numbers go on endlessly and it is possible
to add any two numbers, however large. We know that even a 37- digit number
ending in 0 is divisible by 5.
It is the same with shapes too. We are interested in lines, triangles, rectangles
and in whatever the shapes may be and the size however large or small. We need to give
them names not only to describe them but also to explore a lot with them.

4.2 Describing lines

A line can be long or short. A line can be flat or slant or vertical. If a line is rotated in any
direction, it remains to be a line. So, given below (Fig. 4.3) are lines in different positions.

Fig. 4.3

But the following (Fig.4.4) are not lines.

Fig. 4.4
If the length of a line is ignored, then it can be extended in both the directions without
ending as in (Fig. 4.5) given below. A line through two points A and B is written as AB or
BA . Also it is denoted by a letter ‘ l ’.

l
A B
Fig. 4.5
Geometry 65

6th_Chapter 4_063-087.indd 65 1/27/2020 1:54:16 PM

 4.2.1 Line segment
What do we call a line that is short and ends on both sides? That we call it as a line
segment and name both of its ends with letters as shown in fig. 4.6. D

P Q
A B
C
Fig. 4.6
TRY THIS
We usually use CAPITAL LETTERS to denote the ends of
Name all the line segments.
the line segments. A line segment is denoted by AB .
What can we do with a line segment? We can measure
its length. Given two line segments, we can compare their B
lengths and say which is shorter and which is longer. C
Even if we measure length as a number, we get lots of line
segments, each with a definite length. Using a ruler, we
E
can draw the following line segments.
1 cm A B A D
2 cm A B
3 cm A B
...
10 cm A B
What about a line segment of length 17 cm or 20 cm or 30 cm or 378 cm? Like, numbers
never end, line segments get longer and longer forever!

4.2.2 Construction of line segment

Learn to measure line segments using the ruler.
Correct way of viewing the scale.

Fig. 4.7

66 6th Standard Mathematics

6th_Chapter 4_063-087.indd 66 1/27/2020 1:54:17 PM

 Examples of Measuring Line Segments

4.4 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

7 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

5.5 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Fig. 4.8

TRY THIS
If AB = 5cm, say which of the measures are correct in fig. 4.9.
5 cm 5 cm

0 1 2 3 4 5 6 0 1 2 3 4 5 6 7

Fig. 4.9 (i) Fig. 4.9 (ii)

5 cm

0 1 2 3 4 5 6

Fig. 4.9 (iii)

Geometry 67

6th_Chapter 4_063-087.indd 67 1/27/2020 1:54:17 PM

 Geometry originated from two Greek words, geo, meaning earth and metron
meaning measure. Geometry means earth measure. Around 600 B.C.(BCE),
Thales of Miletus was the first to use deductive methods to develop geometric concepts.
The Greek Mathematician, Pythagoras continued the systematic development of
Geometry.

Example 4.1
With the help of a ruler and compass, draw a line segment PQ = 5.5cm.
Solution
●● Draw a line ‘ l ’ and mark a point ‘P’ on it as shown in Fig. 4.10.
l
P
Fig. 4.10

●● Measure 5.5 cm
using compass as
shown in Fig. 4.11
placing the pointer
at ‘0’ and the pencil
pointer at 5.5 cm.

5.5 cm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Fig. 4.11
●● Place the pointer of
the compass at ‘ P ’
then draw a small arc
on the line ‘l ’ with
the pencil pointer
(Fig. 4.12). It cuts
the line ‘ l ’ at a point
and name that point
5.5 cm 5.5 cm l
as ‘Q’ (Fig. 4.13).
P Q
Fig. 4.12 Fig. 4.13

●● Now, PQ is the required line segment of length 5.5 cm.

68 6th Standard Mathematics

6th_Chapter 4_063-087.indd 68 1/27/2020 1:54:17 PM

 ACTIVITY

This game can be played in small groups. Take 10 or more sticks

of equal length. Join them as a bundle and put them on the floor
in such a way that they fall one above the other. The challenge
is to take one stick after other without disturbing the position of
the other sticks.

ACTIVITY

Enjoy trying kolams

using line segments!

4.2.3 Two lines

Now let us get back to two lines (Fig. 4.14). Lines that go on forever on either side without
meeting each other (i.e. they have a constant distance in between) are called parallel lines.
l1

l2
Fig. 4.14
Thus, parallel lines go forever without meeting.
What will happen if two lines are not parallel?
Then they must meet somewhere! Of course, they go their way after meeting too.

l1 l2

Fig. 4.15
Here, l1 and l2 are called intersecting lines.
Of course, we now have parallel line segments and intersecting line segments too.
A
A B D
O
C D C B
Fig. 4.16

The position ‘O’ at which the line segments AB and CD meet is called their point of intersection.
Geometry 69

6th_Chapter 4_063-087.indd 69 1/27/2020 1:54:18 PM

 ACTIVITY
Take a piece of paper and fold in as many ways as you
can, which generates parallel lines or intersecting lines.
A few examples are shown for you.

NOTE
A line has no end points, whereas a line segment has end points. We can measure the
length of a line segment.

A B
A B

4.2.4 Rays
What about lines that end on one side but proceed indefinitely on the other side? We call
them rays. They are denoted by AB, PQ, MN ..., etc. The fixed end point of a ray is called
the starting point. (See fig.4.17)
P

A B N M
Q
Fig. 4.17

4.2.5 Two rays

With two rays we have more to learn. They can be parallel or intersecting.

TRY THIS

A
B
T
Fig. 4.18
Two rays may have the same starting point. D
C
B

●● Name the rays in the given figure.

●● What is the common point of all
A these rays?
C
Fig. 4.19
70 6th Standard Mathematics

6th_Chapter 4_063-087.indd 70 1/27/2020 1:54:18 PM

 Exercise 4.1
1. Fill in the blanks.
(i) A line through two end points ‘A’ and ‘B’ is denoted by ____________.
(ii) A line segment from point ‘B’ to point ‘A’ is denoted by ____________.
(iii) A ray has ____________ end point(s).

2. How many line segments are there in the given line? Name them.
l

P A B C Q

3. Measure the following line segments.

X
A B Q
F

E
P
Y

4. Construct a line segment using ruler and compass.

(i) AB = 7.5 cm (ii) CD = 3.6 cm (iii) QR = 10 cm

5. From the given figure, name the C E

G I
(i) parallel lines
P Q R
(ii) intersecting lines
A B
(iii) points of intersection.
D F J H
6. From the given figure, name
l1 l2
(i) all pairs of parallel lines. P Q
(ii) all pairs of intersecting lines. l3
R S
(iii) pair of lines whose point of intersection is ‘V’. V
l4

(iv) point of intersection of the lines ‘ l2 ’ and ‘l3’. T U l5

(v) point of intersection of the lines ‘l1’ and ‘l5’.

Objective Type Questions

7. The number of line segments in is
A B C
(a) 1 (b) 2 (c) 3 (d) 4

8. A line is denoted as
(a) AB (b) AB (c) AB (d) AB

Geometry 71

6th_Chapter 4_063-087.indd 71 1/27/2020 1:54:19 PM

 4.3 Angles
Can we find a way to describe all these shapes? (shown in fig. 4.20)

C C NOTE
We can do the same with
C
A B A B A B two line segments also. See
the figures given below.
A B C C
C
A B
C B A B A B A
C
A B
A
C B C
Fig. 4.20

How would you describe whether a ray (or line segment) is vertical or slanting with respect
to another ray (or line segment)?

Carrom board involves many geometric concepts like line

segments and angles. When the striker hits the coin, the coin
moves in a straight line. When the striker or coins hit the
board end they make angles with the board while returning.

When two rays or line segments meet at their end points, they form an angle at that point.
B

A C
Fig. 4.21
In the Fig.4.21 rays AB and AC are the sides and ‘A’ is the vertex which is the meeting
point of both the line segments.

4.3.1 Naming Angles

We name the angle as shown in the Fig.4.22 below.

P A

R C
Q B
(i) (ii)
Fig. 4.22
Fig 4.22(i) shows the angle ∠PQR; QP, QR are its sides. 'P' is on QP; 'R' is on QR.
Fig 4.22(ii) shows the angle ∠ABC; BA, BC are its sides. 'A' is on BA; 'C' is on BC .

72 6th Standard Mathematics

6th_Chapter 4_063-087.indd 72 1/27/2020 1:54:20 PM

 We name the angle in fig. 4.22 (i) as ∠Q or ∠PQR or ∠RQP . Similarly, in Fig. 4.22 (ii),
we may write ∠B as ∠ABC or ∠CBA.
A

In the Fig. 4.23, two angles are marked.

Note that ∠BAC is not the same as ∠ABC,

as they have different vertices and different sides

B C

Fig. 4.23

4.3.2 Measuring Angles

Can we measure angles too? Yes, using protractor they are measured in degrees which
are denoted by the symbol ‘ º ’. This has to be marked at top right of a number. We write
angles as 35°, 78°, 90°, 110°, 145° and so on.
A B
C
36°

36°
A B C

R P Q

130°

130°

P Q R

Fig. 4.24
See that angles can be equal even if they are positioned differently.

4.3.3 Special Angles

Some angles are special. 90° is one such. We call it as the right angle.

A B
C

C
A B

Fig. 4.25
Geometry 73

6th_Chapter 4_063-087.indd 73 1/27/2020 1:54:20 PM

 Right angle is most common in life. Examples can be seen at cross-roads, chess board, TV, etc.

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

Fig. 4.26
Each of the angles in the above Fig. 4.26 is less than a right angle. Angles smaller than
90º are called Acute angles.
Obtuse Angles

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

Fig. 4.27
Each of the angles in the above Fig. 4.27 is greater than right angle. If an angle is more
than 90° and less than 180° is called an obtuse angle.
ACTIVITY
Stand facing the north side. Take a ‘right angle turn’ clockwise; you now face east. Again
take another ‘right angle turn’ in the same direction. You now face south. Once again take
another ‘right angle turn’ in the same direction. You now face west. Then follow the same
you will come to the original position. Thus the complete turn is called one revolution. The
turn from north to south will be two right angles. It is also called a straight angle. Two
straight angles make one complete revolution. This is illustrated in the following figures.

N N N N

W E W E W E W E

S S S S

TRY THESE
1. Which direction will you face if you start facing West and take three right turns
clockwise?
2. Which direction will you face if you start facing North and take two right turns anti-
clockwise?

74 6th Standard Mathematics

6th_Chapter 4_063-087.indd 74 1/27/2020 1:54:20 PM

 4.3.4 Angle measurement using Protractor
How do we measure an angle? Using a PROTRACTOR we can measure an angle.

Outer Scale

Base Line
Inner Scale Centre

A protractor has one centre and a base line. It has two scales namely, inner scale from
0° to 180° in anti clockwise direction and outer scale from 0° to 180° in the clockwise
direction. Why does the protractor stop with 180°? We can rotate the protractor and
measure, so 180° is enough.

Steps To Measure an angle

Step 1: Place the centre of the protractor on the vertex of the angle and line up the base
line with 0°.

Step 2: Read the measure where the other ray crosses the protractor.

4.3.5 Using Protractor to draw Right Angle (90º)

Example 4.2
Use a Protractor to draw an angle 90º.

Draw base ray Draw base ray

P Q Q P

R R

Q
P Q
P
Place the center of the protractor at the Place the center of the protractor at the
vertex P. Line up the ray PQ with the 0° line. vertex P. Line up the ray PQ with the 0°
Then draw and label a point (R) at the 90° line. Then draw and label a point (R) at the
mark on the inner scale (anticlockwise) 90° mark on the outer scale (clockwise)

Geometry 75

6th_Chapter 4_063-087.indd 75 1/27/2020 1:54:28 PM

 R R

P Q Q P
Remove the protractor and draw PR to Remove the protractor and draw PR to
complete the angle. complete the angle.

Now, ∠P = ∠QPR = ∠RPQ =90° Now, ∠P = ∠QPR = ∠RPQ =90°

4.3.6 Using Protractor to draw an Acute Angle

Example 4.3
Use a Protractor to draw an angle 45°.

Draw base ray Draw base ray

P Q Q P

R R

Q Q
P P
Place the centre of the protractor at the Place the centre of the protractor at the
vertex P. Line up the ray PQ with the vertex P. Line up the ray PQ with the
0º line. Then draw and label a point 0º line. Then draw and label a point
(R) at the 45° mark on the inner scale (R) at the 45° mark on the outer scale
(anticlock wise) (clock wise)

R R

45° 45°
P Q Q P

Remove the protractor and draw PR to Remove the protractor and draw PR to
complete the angle. complete the angle.
Now, ∠P = ∠QPR = ∠RPQ =45° Now, ∠P = ∠QPR = ∠RPQ =45°

76 6th Standard Mathematics

6th_Chapter 4_063-087.indd 76 1/27/2020 1:54:30 PM

 4.3.7 Using Protractor to draw an Obtuse Angle
Example 4.4
Use a protractor to draw an obtuse angle 120°.

Draw base ray Draw base ray

P Q Q P

R R

Q Q
P P

Place the centre of the protractor at Place the centre of the protractor at
the vertex P. Line up the ray PQ with the the vertex P. Line up the ray PQ with the
0° line. Then draw and label a point 0° line. Then draw and label a point
(R) at the 120° mark on the inner scale (R) at the 120° mark on the outer scale
(anti clock wise) (clock wise)

R R

120° 120°

P Q Q P

Remove the protractor and draw PR to Remove the protractor and draw PR to
complete the angle. complete the angle.
Now, ∠P = ∠QPR = ∠RPQ =120° Now, ∠P = ∠QPR = ∠RPQ =120°

Reflex angles are bigger than 180°. Always subtract the given 60°
angle from 360° to get the reflex angle. 300°
Reflex angle

Geometry 77

6th_Chapter 4_063-087.indd 77 1/27/2020 1:54:31 PM

 ACTIVITY

Fix a line segment AB and let’s have another line segment AC , go on rotating AC to
the left.
C

A B A B A B

A B C A B

B
A B A B A C
C

C
In this rotations, At some point AC overlap AB and then we
are back to the same as before. So angle, keep on increasing
and after some point, return to 0º.
A B
Is this familiar? Yes, you can see this in a clock!

TRY THIS
Adjust the hands of the clock for the following time, note the angle made
between the hour hand and the minute hand and write the type of angle.
12
11 1
12.10 12.40 3.25 9.40 5.55 1.25 4.25 7.05 10 2
9 3
8 4
Acute 7 6 5
angle

78 6th Standard Mathematics

6th_Chapter 4_063-087.indd 78 1/27/2020 1:54:32 PM

 4.3.8 Very special angles
●● Here you find AC is exactly on AB ; then the angle is 0°. It is called the Zero angle.

A c B

●● If ‘C’ is exactly on the opposite side ‘B’, with vertex ‘A’ in the middle. Then the angle
is 180°. It is called the Straight angle.

C A B

4.3.9 Special pairs of angles

Two angles are complementary to each other if they add upto 90° [See Fig. 4.28(i)]

Two angles are supplementary to each other if they add upto 180° [See Fig. 4.28(ii)]

147°
70°

20° 33°

(i) (ii)
Fig. 4.28

In the above figures, 20° and 70° are complementary angles and 147° and 33° are
supplementary angles. But 35° and 75° are neither complementary nor supplementary.

Exercise 4.2
1. Use any number of the given dots to make different angles.

1) An Acute Angle 2) An Obtuse Angle

. . . . . .
. . . . . .
. . . . . .
3) A Right Angle 4) A Straight Angle
. . . . . .
. . . . . .
. . . . . .

Geometry 79

6th_Chapter 4_063-087.indd 79 1/27/2020 1:54:32 PM

 2. Name the vertex and sides that form each angle.

E C

D F D E

Vertex _____________ Vertex _____________

Sides _____________ Sides _____________
3. Pick out the Right angles from the given figures.

90° 46° 105°

(i) (ii) (iii) (iv) (v)

4. Pick out the Acute angles from the given figures.

89° 90°

33°

56°
100°

(i) (ii) (iii) (iv) (v)

5. Pick out the Obtuse angles from the given figures.

101°
38°
9°
12

89°

(iv)
(i) (ii) (iii) (v)

6. Name the angle in each figure given below in all the possible ways.

M L P
R S
M

N Q
T A
(ii) N O
(i) (iii) (iv)
80 6th Standard Mathematics

6th_Chapter 4_063-087.indd 80 1/27/2020 1:54:33 PM

 7. Say True or False.

(i) 20° and 70° are complementary.

(ii) 88° and 12° are complementary.

(iii) 80° and 180° are supplementary.

(iv) 0° and 180° are supplementary.

8. Draw and label each of the angles.

(i) ∠NAS = 90° (ii) ∠BIG = 35° (iii) ∠SMC = 145° (iv) ∠ABC = 180°

9. Identify the types of angles shown by the hands of the given clock.

12 12 12 12 12

9 3 9 3 9 3 9 3 9 3

6 6 6 6 6

(i) (ii) (iii) (iv) (v)

10. Find the complementary angle of

(i) 30º (ii) 26º (iii) 85º (iv) 0º (v) 90º

11. Find the supplementary angle of

(i) 70º (ii) 35º (iii) 165º (iv) 90º (v) 0º

12. Find the supplementary / complementary angles in each case.

A
D

? D
25° ?
A B C
(i) 30°

C B
)ii(

D
A

?
67°
46°
A B C
? B C
E
(iii) (iv)

Geometry 81

6th_Chapter 4_063-087.indd 81 1/27/2020 1:54:33 PM

 Objective Type Questions
X
13. In this Figure, which is not the correct way of naming an angle?
(a) ∠Y (b) ∠ZXY (c) ∠ZYX (d)∠XYZ
Y Z

X
14. In this Figure, ∠AYZ = 45°. If point ‘A’ is shifted to point ‘B’ B
along the ray, then the measure of ∠BYZ is ___________. A

(a) more than 45° (b) 45° (c) Less than 45° (d) 90° Y Z

4.4 Points and lines

When we have a line, we can mark a point on the line or not on it.

l1 l2
A
B
Fig. 4.29
‘A’ is on ‘l1’, ‘B’ is not on ‘l1’ or ‘l2’. ‘B’ may be closer or far away, but not on the both of
the lines ‘l1’ and ‘l2’. However, when any two points are given, there is exactly ONE line
passing through them! Take several pairs of points and verify if this is true.

What about 3 points and a line? Consider the following lines ‘l1’ ‘l2’ ‘l3’ and ‘l4’ and A,B,C
be three points.
l1 l2
A
A B C B C

l3 l4
A B A B C
C
Fig 4.30

When all the three points are on a line, they are special; we call such points as
collinear points.
When two lines intersect at right angles (90°), we call them as perpendicular lines.
(Refer to 4.31)

l1

90° l2
O

Fig 4.31

82 6th Standard Mathematics

6th_Chapter 4_063-087.indd 82 1/27/2020 1:54:33 PM

 ACTIVITY
A book is an object where you can see parallel, perpendicular
and intersecting lines.

Suggest atleast 2 more examples having parallel, perpendicular

and intersecting lines.

Two intersecting lines cut at a point. Will three lines intersect at one point? Fig.4.32 will
help you to answer this.
l1

l1
l2

l2 P

l3

l3

Fig 4.32

When many lines intersect at a single point, that is again special, we call that point P as a
point of concurrency. The lines are called concurrent lines.

Exercise 4.3
1. Observe the diagram and fill in the blanks.
(i) ‘A’, ‘O’ and ‘B’ are _________ points.
(ii) ‘A’, ‘O’ and ‘C’ are _________ points. A O B
(iii) ‘A’, ‘B’ and ‘C’ are _________ points.
C
(iv) _________ is the point of concurrency.
2. Draw any line and mark any 3 points that are collinear.
3. Draw any line and mark any 4 points that are not collinear.
4. Draw any 3 lines to have a point of concurrency.
5. Draw any 3 lines that are not concurrent. Find the number of
points of intersection.

Geometry 83

6th_Chapter 4_063-087.indd 83 1/27/2020 1:54:33 PM

 Objective Type Questions D G C

6. A set of collinear points in the figure are _________.

(a) A, B, C (b) A, F, C (c) B, C, D (d) A, C, D
7. A set of non-collinear points in the figure are _________.
H F
(a) A, F, C (b) B, F, D (c) E, F, G (d) A, D, C
8. A point of concurrency in the figure is _________.
(a) E (b) F (c) G (d) H
A E B
Exercise 4.4

Miscellaneous Practice Problems

1. Find the type of lines marked in thick lines (Parallel, intersecting or perpendicular).
B M P
A

C Q R
E D
P U
HOUSE
S
MATCHBOX
V O N
F
H T SCISSOR
G
(i) (ii)
(iii)

2. Find the parallel and intersecting line segments in the picture given below.
E H

A D

F G

B C

3. Name the following angles as shown in the figure.

(i) ∠1 =
(ii) ∠2 =
(iii) ∠3 =
A
(iv) ∠1 + ∠2 = E
D
(v) ∠2 + ∠3 = 3 2
1
(vi) ∠1 + ∠2 + ∠3 = B C
84 6th Standard Mathematics

6th_Chapter 4_063-087.indd 84 1/27/2020 1:54:33 PM

 4. Measure the angles of the given figures using protractor and identify the type of
angle as acute, obtuse, right or straight.

(i) (ii) (iii) (iv)

5. From the figures given below, classify the following pairs of angles into complementary
and non complementary.

25°
38°
52°
45° 25° 75° 105°
45°

(i) (ii) (iii) (iv)

6. From the figures given below, classify the following pairs of angles into supplementary
and non supplementary.

30° 120°
150°
85° 95°
120°
110°
(i) (ii) (iii) 30° (iv)

7. From the figure

D
E
(i) name a pair of complementary angles

F A C
(ii) name a pair of supplementary angles
B

Geometry 85

6th_Chapter 4_063-087.indd 85 1/27/2020 1:54:33 PM

 Challenging Problems
8. Think and write an object having
● Parallel lines (1) __________ (2) __________ (3) __________
● Perpendicular lines (1) __________ (2) __________ (3) __________
● Intersecting lines (1) __________ (2) __________ (3) __________
9. Which angle is equal to twice its complement?
10. Which angle is equal to two-third of its supplement?
11. Given two angles are supplementary and one angle is 20º more than other. Find the
two angles.
12. Two complementary angles are in ratio 7:2. Find the angles.
13. Two supplementary angles are in ratio 5:4. Find the angles.

Summary
●● A line extends along both directions without end.
●● A line segment has two end points.
●● Parallel lines never meet.
●● When two lines meet they are called intersecting lines.
●● When two rays have common starting point, they form an angle at that point.
●● We measure angles using protractor.
●● An angle whose measure is less than 90º is called an acute angle.
●● An angle whose measure is exactly 90º is called a right angle.
●● An angle whose measure is greater than 90º is called an obtuse angle.
●● When the two rays or lines coincide, they are said to make angle zero, that is 0º.
●● Two angles are complementary when they add up to 90º.
●● Two angles are supplementary when they add up to 180º.
●● Given any two points there is a unique line passing through them.
●● When three points lie on a line, they are said to be collinear.
●● When two lines meet each other at 90° at the point of intersection, they are called
perpendicular lines.
●● When three or more lines pass through the same point, they are said to be
concurrent. That point is called the Point of Concurrency.

86 6th Standard Mathematics

6th_Chapter 4_063-087.indd 86 1/27/2020 1:54:33 PM

 ICT Corner
GEOMETRY

Expected Result is shown in this picture

Step – 1
Open the Browser, copy and paste the link given below (or) by type the URL given (or) Scan the QR Code.
Step - 2
GeoGebra Work Book called “Measuring Angles Using Protractor” will appear. An angle and a Protractor will appear.
Step-3
Drag the protractor and place it on the angle and measure it. Now Click on the “Answer” Box to check whether your
measurement is correct. Click on “Random” bu on to create new angle and con nue l you understand how to
measure the angle.
.Step-1 Step-2

Step-3

Browse in the link

Measuring Angles: h ps://www.geogebra.org/m/fMnsdbzv

Geometry 87

6th_Chapter 4_063-087.indd 87 1/27/2020 1:54:34 PM

 Chapter

5 STATISTICS

Learning Objectives
● To understand the necessity of collecting data.
● To organise collected data using tally marks.
● To understand the need for scaling in pictographs.
● To draw pictographs and interpret them.
● To draw bar graphs and interpret them.

Recap
Count the objects in the following figure and complete the table that follows:

Number of
Object
Objects
Ball 8
Bat
Funnel
Square

From the given Figure and the table, answer the following questions.

(i) The total number of objects in the above picture is __________.

(ii) The difference between the number of squares and the number of bats is
__________.
(iii) The ratio of the number of balls to the number of bats is __________.
(iv) What are the objects equal in number?
(v) How many more balls are there than the number of bats?

88 6th Standard Mathematics

6th_Chapter 5_088-107.indd 88 1/27/2020 2:03:58 PM

 5.1 Introduction
Think about this situation
The Headmaster of a school (see Fig. 5.1) wanted
to open Saving Bank accounts for his students. For
this, he needed data from his students. Students did
not understand the meaning of the word ‘data’. Do
you know what it means? Data means, "collection
of information about anything". Data is collected, Fig.5.1
measured and analyzed, whereupon it can be visualized using graphs or images. In this
case, the details could consist of information like the ration card number with address,
the name of the student, Aadhaar card identity number, date of birth, phone number for
communication etc., These are preserved for drawing inferences.

Name of the student Aadhaar Number Date of birth Phone Number

D. Nallathambi .......................... ........................ .........................

ematic
ath

MATHEMATICS ALIVE – STATISTICS IN REAL LIFE

s
A li v e

Wickets taken by the bowler in

Population census
last 5 matches

5.2 Data
In our daily life, we come across many
situations where we need to collect information The word ‘data’ was first used
in the form of Facts or Numbers. in 1640’s.In 1946, the word ‘data’ also
For example, meant for “transmittable and storable
computer information”. In 1954, a term
●● Number of students using calculators
in your class. called ‘data processing’ was introduced.
●● Number of brothers and sisters in The plural form of ‘datum’ is ‘data’. It
your family. also means “given” or “to give” in Latin.

Statistics 89

6th_Chapter 5_088-107.indd 89 1/27/2020 2:03:59 PM

 ●● Number of different types of houses in a village.
●● Number of girls wearing bangles.
●● Number of buses crossing a certain road junction at a particular time.
●● Number of persons in a street who watch T.V. for more than 2 hours a day.
●● Number of shops in a shopping mall selling textiles.
●● Speeds of bikes, cars and other vehicles passed along a specific highway.
Thus, the numerical information or facts collected are known as Data.

5.2.1 Collection of data

Santhi collected the following information about her friend's preference of sweets which
is as shown below.

Friend's name Sweet preferred Friend's name Sweet preferred

Vetri Gulabjamun Sadaiyan Laddu

Kurinji Laddu Rafiq Gulabjamun
Mullai Cake Francis Laddu
Madhavi Gulabjamun Vetriselvi Laddu
Pegan Cake Mary Gulabjamun
Rahim Laddu Fathima Laddu
Nawaz Cake Raju Cake
Siva Gulabjamun Robert Gulabjamun
Joseph Laddu Kalai Cake
Tamil Gulabjamun Anbu Kesari
Malar Laddu Thamarai Gulabjamun
Velan Kesari Mariya Laddu
Malarkodi Cake Manimozhi Kesari
Selvi Gulabjamun Mubina Gulabjamun
Arivu Laddu Kottravai Gulabjamun
This way of collecting the data helps Santhi to decide, what sweets to get for her birthday
and how much for each.

TRY THESE ACTIVITY

●● Tabulate different kinds of crops cultivated by the farmers in Collect the data of
a village the birth months of
●● List out different kinds of plants/trees in your school campus your classmates.

90 6th Standard Mathematics

6th_Chapter 5_088-107.indd 90 1/27/2020 2:03:59 PM

 5.2.2 Types of Data
On the basis of collection, data are of two types. They are primary data and secondary data.

Primary data
ACTIVITY
Primary data means the raw data (not tailored data) which has
just been collected from the original source and has not gone Collect data on the level
any kind of statistical treatment like sorting and tabulation. of literacy of people in
your street.
Examples
●● List of absentees in the class.
●● A survey on writing habits of students conducted by a pen manufacturing company.
●● The types of leaves collected by students for studying nature.

Secondary Data
Secondary data consists of second hand information which has already been collected. It
could have been collected by someone other than the user, for some other purpose.

Examples
●● The Headmaster collects the students’ absentee
list from school office.
●● Cricket scores gathered from a website. Primary data is
●● Data from Television and Newspapers. collected in person and
so more reliable than
●● List of contact numbers from telephone directory.
Secondary data.
5.2.3 Organizing Data
The collected data are to be arranged methodically or logically so that the information can
be looked up fast whenever needed, easily and efficiently. The method of organizing the
data is discussed as follows.

Tally Marks
Consider the data collected by Santhi (given in Table). Is
it easy to get the required information from the data? For
example, can any one quickly tell the number of people who
do not like Laddu? No. So she decides to organize the data
(See Fig. 5.2).

Her friends come to help her. Malar arranges the data as

given below in the table. She uses ‘’ marks to note down Fig.5.2
how many friends like each of the sweets. The count of each sweet is called as “Frequency”.

Statistics 91

6th_Chapter 5_088-107.indd 91 1/27/2020 2:03:59 PM

 Sweet Marks Frequency

Kesari  3

Gulabjamun  11

Laddu  10

Cake  6

But, Rahim arranges the data as shown below.

Sweet Tally Marks Frequency

See that,
it does not
Kesari ||| 3 matter
whether you
Gulabjamun ||||||||||| 11 use ‘’ or ‘|’.

Laddu |||||||||| 10

Cake |||||| 6

Both have done well. But one would prefer tally marks as they are very simple.

One Two Three Four Five

| || ||| ||||

As in the above table, the teacher arranges the data as follows:

Sweet Tally Marks Frequency

This looks
Kesari ||| 3 so much
Gulabjamun | 11 easier to
read now.
Laddu 10
Cake | 6

The standard form of representing the data is obtained by using ‘Tally marks’.

92 6th Standard Mathematics

6th_Chapter 5_088-107.indd 92 1/27/2020 2:03:59 PM

 NOTE

●● The occurrence of each information is marked by a vertical line ‘|’.

●● Every fifth tally is recorded by striking through the previous four vertical lines as ‘ ’.

●● This makes counting up the tallies easy.

Example 5.1

Thamarai is fond of reading books. The number of pages read by her on each day during
the last 40 days are given below. Make a Tally Marks table.

1 3 5 6 64 3 5 4 1 6 2 5 3 4 1 6 6 5 5 1
1 2 3 2 54 2 4 1 6 2 5 5 6 5 5 3 5 2 5 1

Solution
The Tally marks table is given below.

Number of
Tally Marks Frequency
pages
1 || 7
THINK
2 | 6
3 5 If someone asks, “typically, how
many pages does Thamarai
4 ||| 3
read in one day?”, what will be
5 || 12
your answer?
6 || 7
Total 40

Exercise 5.1

1. Fill in the blanks.

(i) The collected information is called __________.

(ii) An example of a Primary Data is __________.
(iii) An example of a Secondary Data is __________.
(iv) The tally marks for number 8 in standard form is __________.

Statistics 93

6th_Chapter 5_088-107.indd 93 1/27/2020 2:03:59 PM

 2. Viji threw a die 30 times and noted down the result each time as follows. Prepare a
table on the numbers shown using Tally Marks.

1 4 3 5 54 6 6 4 3 5 4 5 6 5 2
4 2 6 5 54 6 6 4 5 6 6 5 4 1 1
3. The following list tells colours liked by 25 students. Prepare a table using Tally Marks.
Red Blue White Grey White
Green Grey Blue Green Grey
Blue Grey Red Green Red
Blue Blue Green Blue Green
Grey Grey Green Grey Red
4. The following are the marks obtained by 30 students in a class test out of 20 in
Mathematics subject.

11 12 134 12 12 15 16 17 18 12
20 13 134 14 14 14 15 15 15 15
16 16 164 15 14 13 12 11 19 17
Prepare a table using Tally Marks.

5. The table shows the number of calls recorded by a Fire Service Station in one year.

Types of Calls Tally Marks Frequency

Building Fires |

Other Fires |

Hazardous Materials 7

Rescues 4

False Alarms ||

Total

Complete the table and answer the following questions.

(i) Which type of call was recorded the most?
(ii) Which type of call was recorded the least?
(iii) How many calls were recorded in all?
(iv) How many calls were recorded as False Alarms?

94 6th Standard Mathematics

6th_Chapter 5_088-107.indd 94 1/27/2020 2:03:59 PM

 Objective Type Questions

6. The tally marks for the number 7 in standard form is __________.

(a) 7 (b) || (c)  (d)

7. The tally marks |||| represents the number count

(a) 5 (b) 8 (c) 9 (d) 10

5.3 Representation of data using Pictograph

The teacher was discussing about the pollution caused by the vehicles. The students said
that they saw many vehicles when they were standing in the bus stop while coming to
school. Everyone described in their own way, but Azhagi drew the pictures of the vehicles
that she had seen, as shown below.

All the students were able to easily understand that Azhagi had seen 5 cars, 3 lorries and
2 buses. This sort of representation of data using pictures is called Pictograph.

Nowadays pictographs are frequently used in promotion of tourism, weather forecast,

geography etc.

Advantages of using Pictograph NOTE

A pictograph is the
● The data can be easily analyzed and interpreted.
representation of data
● The pictures and symbols help us to understand better. through pictures.

●● The pictograph is a pictorial representation for a word or Phrase.

●● A pictograph is also called Pictogram.
●● Pictographs were used as the earliest known form of writing examples having
been discovered in Egypt and Mesopotomia since 3000 BC.

Statistics 95

6th_Chapter 5_088-107.indd 95 1/27/2020 2:04:00 PM

 5.3.1 Need for scaling in the Pictograph
Fig. 5.3 shows, a fruit stall where there are 40 mangoes,
55 apples, 35 oranges and 60 bananas. How can we
represent this data by using pictures? If the data is very
large, it is very difficult and time consuming to represent
each of the fruits in a pictograph. In such cases, we can
use one picture to represent many of the same kind.
This is called scaling. Fig. 5.3

5.3.2 Drawing Pictographs

Consider the above data of fruits. 40 and 60 are multiples of 10, while 55 and 35 are
multiples of 5. Let us assume, that One full picture of fruit represents 10 fruits and One
half picture represents 5 fruits.

Name of the fruits Number of fruits

Mangoes

Apples

Bananas

Oranges

The pictograph can be drawn for the above data as shown in the table.

5.3.3 Interpreting pictograph

From the above pictograph the number of fruits can be calculated very easily.

Number of Mangoes = 4 full pictures 4 × 10 = 40 mangoes

Number of Apples = 5 full pictures and 1 half picture

(5 x 10) + 5 = 55 apples

Number of Bananas = 6 full pictures 6 × 10 = 60 bananas

Number of Oranges = 3 full pictures and 1 half picture

(3 x 10) + 5 = 35 oranges

96 6th Standard Mathematics

6th_Chapter 5_088-107.indd 96 1/27/2020 2:04:12 PM

 Example 5.2

The following table shows the number of vehicles sold in a year.

Car

Van

Motor Cycle

Bus

Bicycle

Key: One picture represents 10 vehicles

Look at the pictograph and answer the following questions.

(i) How many motor cycles were sold in a year?
(ii) Number of buses sold in a year is 20. Say True or False.
(iii) How many bicycles were sold ?
(iv) How many cars and vans were sold?
(v) How many vehicles were sold altogether?

Solution
Given : 1 picture represents 10 vehicles
Activity
(i) There were 9 × 10 = 90 motor cycles sold.
Collect from class VI
(ii) True. students data regarding
(iii) There were 4 × 10 = 40 bicycles sold. games they like and
then draw a pictograph
(iv) There were 7 cars and 3 vans pictures. for the data collected.
Therefore 70 + 30 = 100 cars and vans sold.
(v) There were 7 cars, 3 vans, 9 motor cycles, 2 buses and 4 bicycles sold.
Therefore, 70 + 30 + 90 + 20 + 40 = 250 vehicles sold.

Statistics 97

6th_Chapter 5_088-107.indd 97 1/27/2020 2:04:14 PM

 Exercise 5.2
1. Fill in the blanks.

(i) If represents 100 balls then represents __________ balls.

(ii) If 200 is represented by then 600 is represented by __________.

(iii) Representation of data by using pictures is known as __________.

2. Draw a pictograph for the given data.

Month June July August September

Number of Computers sold 300 450 600 550

(Choose your own suitable scale)

3. The following table shows the number of tourists who visited the places in the month
of May. Draw a pictograph.

Place Mahabalipuram Vedanthangal Hogenakkal Ooty

Number of Tourists 20,000 15,000 40,000 35,000

(Choose your own suitable scale)

4. The following Pictograph shows the number of students playing different games in a school.

Game Number of Students

Kho-Kho

Kabaddi

Basketball

Volleyball

Hockey Represents
10 students

98 6th Standard Mathematics

6th_Chapter 5_088-107.indd 98 1/27/2020 2:04:15 PM

 Answer the following questions.

(i) Which is the most popular game among the students?

(ii) Find the number of students playing Kabaddi.
(iii) Which two games are played by equal number of students?
(iv) What is the difference between the number of students playing Kho-Kho and
Hockey?
(v) Which is the least popular game among the students?

Objective Type Questions

5. The representation of ‘one picture to many objects’ in a Pictograph is called _______.

(a) Tally mark (b) Pictoword (c) Scaling (d) Frequency

6. A Pictograph is also known as __________.

(a) Pictoword (b) Pictogram (c) Pictophrase (d) Pictograft

5.4 Representation of data using Bar Graph

Ragavi’s father is a mobile shop owner. She finds the following data of sale of mobiles
in a week.

Number of
Day
Mobiles Sold
What if the number of mobiles Yes!
Sunday 50
be 4, 37 or 305? How many Try this!
Monday 45 pictures will be used?
Tuesday 40

Wednesday 20 For this data instead

6
5
4
3
2
1

of pictographs,
0

Thursday 35
something different
Friday 30
can be used.
Saturday 55

NOTE

A Bar graph consists of equally - spaced parallel bars (Horizontal or Vertical) whose
lengths / heights are proportional to the number of items given.

Statistics 99

6th_Chapter 5_088-107.indd 99 1/27/2020 2:04:15 PM

 5.4.1 Drawing Bar-Graph
Step 1: Draw two lines which are Step 2: A suitable title (Sale of mobiles
perpendicular to each other. One of them in a week) is given. The lines are labelled
is horizontal and the other one is vertical. (Horizontal line $ Days of the week; vertical
line $ Number of mobiles sold).
Sales of Mobiles in a Week

Number of Mobiles Sold

Days of the Week
Fig. 5.5
Fig. 5.6

Step 3: A suitable scale is chosen. The Step 4: Let the vertical line start from 0
scale used is stated on the graph. and the values of information are marked at
Sales of Mobiles in a Week equal distances in same increments.
Scale : 1 unit = 10 mobiles
Sales of Mobiles in a Week
Number of Mobiles Sold

60 Scale : 1 unit = 10 mobiles

Number of Mobiles Sold

50

40

30

20

10
Days of the Week
0
Fig. 5.7 Days of the Week
Fig. 5.8

Step 5: For each information vertical bars are drawn on the horizontal line. They are
labelled by respective information (as Monday, Tuesday… Sunday).
Sales of Mobiles in a Week
Scale : 1 unit = 10 mobiles

Saturday

Friday
Days of the Week

Sales of Mobiles in a Week

60 Scale : 1 unit = 10 mobiles Thursday

50
Number of Mobiles Sold

Wednesday
40
Tuesday
30
Monday
20

10 Sunday

0
Sun Mon Tues Wednes Thurs Fri Satur 0 10 20 30 40 50 60
day day day day day day day
Number of Mobiles Sold
Days of the Week
Fig. 5.9 Fig. 5.10

This graph is called as Vertical Bar Graph. The corresponding horizontal Bar
Graph will look like this:
100 6th Standard Mathematics

6th_Chapter 5_088-107.indd 100 1/27/2020 2:04:16 PM

 5.4.2 Interpreting the Bar Graph

The data from the above Bar Graph (Fig. 5.10) can be easily interpreted
and analyzed as follows. ACTIVITY
●● The maximum number of mobiles were sold on Saturday (55). Collect different data
●● The minimum number of mobiles were sold on Wednesday (20). from Newspapers,
Magazines, etc. and
●● The total number of mobiles sold in the week interpret them using
(50+45+40+20+35+30+55 = 275). Bar graphs.
●● The number of mobiles sold on a particular day (for example:
on Friday is 30, etc.,).

Example 5.3
Sunday Activities of Students THINK
Scale: 1 Unit=2 Students
10
Why are these important?
Number of Students

8
●● The width of each bar
6 is same.
4 ●● The spaces between
any two bars are also
2
the same.
0
Reading Solving Reading Reading Studying
Comics Puzzles Novels Stories Subject

Activities
Fig. 5.11

Study the above Bar graph and answer the following questions.
(i) Which activity is followed by maximum number of students?
(ii) How many students in all, spend their time on solving puzzles?
(iii) The total number of students who follow either reading stories or reading their
subjects is __________.
(iv) The activity followed by minimum number of students is __________.
(v) The number of students who took part in reading comics is __________.

Solution
(i) ‘Reading stories’ is followed by maximum number of students.
(ii) 7 students spend their time to work out solving puzzles.
(iii) 8 + 4 = 12 students spend their time on reading stories THINK
or subjects. Can you use
(iv) ‘Studying subject’ is followed by minimum number of 1 unit =1 student?
students.
Justify your answer.
(v) 5 students spend their time on reading comics.

Statistics 101

6th_Chapter 5_088-107.indd 101 1/27/2020 2:04:16 PM

 Exercise 5.3

1. Read the given Bar Graph which shows the percentage of marks obtained by Brinda
in different subjects in an assessment test.
Brinda's marks in Assessment Test
90
Percentage of Marks

80
70
60
50
40
30
20
10
0
Language English Mathematics Science Social Science

Subjects

Observe the Bar Graph and answer the following questions.

(i) 1 Unit = __________ % of marks on vertical line.
(ii) Brinda has scored maximum marks in __________ subject.
(iii) Brinda has scored minimum marks in __________ subject.
(iv) The percentage of marks scored by Brinda in Science is __________.
(v) Brinda scored 60% marks in the subject __________.
(vi) Brinda scored 20% more in __________ subject than __________ subject.

2. Chitra has to buy Laddus in order to distribute to her friends as follows:

Classes VI VII VIII IX X

Number of Laddus 70 60 45 80 55
Draw a Bar Graph for this data.

3. The fruits liked by the students of a class are as follows. Draw a Bar Graph for this data.
Other
Fruits Bananas Grapes Apples Mangoes Guavas Papayas
fruits
Number of
students
8 10 8 7 12 3 2

4. The pictograph below gives the number of absentees on different days of the week
in class six. Draw the Bar graph for the same.

Day Monday Tuesday Wednesday Thursday Friday Saturday

Number of
--
Absentees

represents 4 students represents 2 students

102 6th Standard Mathematics

6th_Chapter 5_088-107.indd 102 1/27/2020 2:04:16 PM

 Objective Type Questions
5. A bar graph can be drawn using __________.
(a) Horizontal bars only
(b) Vertical bars only
(c) Both horizontal bars and vertical bars
(d) Either horizontal bars or vertical bars.
6. The spaces between any two bars in a bar graph __________.
(a) can be different (b) are the same
(c) are not the same (d) all of these

Exercise 5.4

Miscellaneous Practice Problems

1. The heights (in centimeters) of 40 children are.

110 112 112 116 119 111 113 115 118 120
110 113 114 111 114 113 110 120 118 115
112 110 116 111 115 120 113 111 113 120
115 111 116 112 110 111 120 111 120 111
Prepare a tally marks table.
2. The following pictograph shows the total savings of a group of friends in a year.
Each picture represents a saving of Rs.100. Answer the following questions.

Ruby

Malarkodi

Thasnim

Kuzhali

Iniya represents
Rs.100
Statistics 103

6th_Chapter 5_088-107.indd 103 1/27/2020 2:04:17 PM

 (i) What is the ratio of Ruby’s saving to that of Thasnim’s?
(ii) What is the ratio of Kuzhali’s savings to that of others?
(iii) How much is Iniya’s savings?
(iv) Find the total amount of savings of all the friends?
(v) Ruby and Kuzhali save the same amount. Say True or False.
3. There are 1000 students in a school. Data regarding the mode of transport of the
students is given below. Draw a pictograph to represent the data.

Mode of Travel On Foot Bicycle Scooter Bus Car

Number of Students 350 300 150 100 100

Challenging Problems
4. The prediction of Weather in the month of September is given below.

September
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Sunny Partly Cloudy Cloudy Rainy

(i) Make a frequency table of the types of weather by reading the calendar.
(ii) How many days are either cloudy or partly cloudy?
(iii) How many days do not have rain? Give two ways to find the answer?
(iv) Find the ratio of the number of Sunny days to Rainy days.
5. The table shows the number of moons that orbit each of the planets in our solar system.

Planet Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

Number
of Moons 0 0 1 2 28 30 21 8

Make a Bar graph for the above data.

104 6th Standard Mathematics

6th_Chapter 5_088-107.indd 104 1/27/2020 2:04:18 PM

 6. 26 students were interviewed to find out what they want to become in future. Their
responses are given in the following table.

Profession Tally marks

Teacher ||

Pilot |||

Bank Manager

Doctor |||

Engineer

Other Professions |||

Represent this data using Pictograph.

7. Yasmin of class VI was given a task to count the number of books which are biographies,
in her school library. The information collected by her is represented as follows.

Biographies Number of books

Mathematicians

Scientists

Novelists
Key:

represents
Sportspersons 20 books

Politicians

Observe the pictograph and answer the following questions.

(i) Which title has the maximum number of biographies?

(ii) Which title has the minimum number of biographies?
(iii) Which title has exactly half the number of biographies as Novelists?
(iv) How many biographies are there on the title of Sportspersons?
(v) What is the total number of biographies in the library?

Statistics 105

6th_Chapter 5_088-107.indd 105 1/27/2020 2:04:19 PM

 8. The bar graph illustrates the results of a survey conducted on vehicles crossing over
a Toll Plaza in one hour.
Vehicles crossing over a Toll Plaza
Scale : 1 Unit = 10 Vehicles
70
Number of Vehicles
60
50
40
30
20
10
0
Buses Lorries Cars Vans Two Others
Wheelers
Vehicles
Fig. 5.13
Observe the bar graph carefully and fill up the following table.

Vehicles Buses ____ Cars Vans ____ Others Total vehicles

Number of
____ 45 ____ ____ 30 ____ ____
Vehicles

9. The lengths (in the nearest centimetre) of 30 drumsticks are given as follows.

Lengths Number of drumsticks

24
25 --
26 --
27 |
28 --
29 |||
30 | Draw the bar graph showing
31 the same information.

Summary
●● Information collected is known as data.
●● First-hand information is called primary data.
●● The data collected by someone else is called secondary data.
●● The data collected is organized usually in a tally marks table.
●● The organized data can be represented using a pictograph or a bar graph.
●● A pictograph is the representation of data through pictures of objects.
●● A bar graph consists of parallel bars (horizontal or vertical) whose length corresponds
to the number of items.

106 6th Standard Mathematics

6th_Chapter 5_088-107.indd 106 1/27/2020 2:04:19 PM

 ICT Corner
STATISTICS

Expected Result is shown in this picture

Step – 1
Open the Browser, Copy and paste the link given below (or) by type the URL given (or) Scan the QR Code.
Step - 2
GeoGebra worksheet “Tally Mark Addi�on” will appear. You can generate te a new set by clicking “Click here to
generate a new set”.
Step-3
Select “Show Answer” check box to view the answers for the sets.
Step 4:
Generate various results and observe the difference in set forma�on

Step-1 Step-2

Step-3 Step-4

Geogebraʼs url :
h�ps://www.geogebra.org/m/gzRAnHKw

Alternate source to try tally calculations:

https://play.google.com/store/apps/details?id=org.geogebra&hl=en

Statistics 107

6th_Chapter 5_088-107.indd 107 1/27/2020 2:04:19 PM

 Chapter

6 INFORMATION PROCESSING

Learning Objectives
●● To learn about systematic listing and counting.
●● To solve puzzles like Sudoku and triangles by systematics completion.

6.1 Introduction
Ponmozhi is at her cousin’s wedding which has a large gathering of people. There are a
few hundred people, for sure. Suddenly her uncle comes and says, “We are getting ready
to serve the meal; one of you quickly count the number of people and tell me”. “Ponmozhi,
you are good at counting; Do this quickly and tell to me, I will be inside, getting the
plantain leaves ready.”

It will be very tedious to count each and everyone assembled there. Ponmozhi is standing
on a chair and is trying to count everyone. Suddenly, Ponmozhi is unsure of the count that
she made and she did not want to count the same head more than once.

Ponmozhi was told that the task of counting was not easy. While counting, some people
may leave, some may enter and some may move here and there. So it is difficult to make
sure that her count would be correct.

Fig. 6.1 Fig. 6.2

108 6th Standard Mathematics

6th_Chapter 6_108-120.indd 108 1/27/2020 2:07:50 PM

 But in a wedding feast it does not matter if there is a small error in the count: Whether
there are 384 persons or 417 persons in the hall it does not really make much of a
difference. Food made ready for 400 persons can be sufficient for 20 more persons.
Mathematics will help not only in exact counting but also in estimation and approximate
counting, depending on what is actually needed.

Instead of the above wedding hall situation, counting the number of children in the
classroom is very easy. But counting the number of people in the wedding hall is difficult.
There are many reasons for this.

The number of children in the classroom is small, in 10s rather than 100s. Children sit
in the benches, the same number on each bench and the benches are organized in rows
and columns. Children sit in one place when you are counting. The number is too small
to ask the children to count starting from the left of the first row to the right of the last
row, as the children themselves have collectively counted the number present in the
class. But again we need not do this. If 3 children sit on each bench and there are 3
benches in a row and there are 4 rows, and every bench in the class is fully occupied,
then we have 3 × 3 × 4 = 36 children in class. But what should we do if all benches
are not occupied full? If there are 3 benches with only 2 children and one bench with
only one child, we only need to subtract (3+2) from 36 to get 31 children in the class.
Importantly, not only we can get the answer, but also we can be confident that everyone
was counted, and that nobody was left uncounted or counted twice.

The absence of these factors makes counting in wedding halls more difficult. In general,
we can say:

Fig. 6.3
Information Processing 109

6th_Chapter 6_108-120.indd 109 1/27/2020 2:07:51 PM

 The place in which the things are counted is fixed and arranged in some order, then
counting is easy, otherwise it is difficult.

This suggests that the things should be in order if it is needed to be counted easily.

ematic
ath

MATHEMATICS ALIVE - INFORMATION PROCESSING IN REAL LIFE

s
A li v e

7
1 × 1 = 1
2 × 2 = 4
6 6
3 × 3 = 9
5
5 5 4 × 4 = 16
4 4 3 × 5 = 15
3
4
3 3
4 2 × 6 = 12
2 2
1
1 × 7 = 7
64

Systematic sorting of triangles Logical reasoning in 3 kal-aattam

Fig.6.4 Fig.6.5

6.2 Systematic listing

There are two shorts and three shirts. In how many different combinations can you wear them?

At a time you are going to pick one of the shorts and different shirts. We denote the shorts
as A and B, and the shirts as p, q and r. Then you can wear one of these: A p, A q, A r, B p,
B q and B r.

Thus you have six different combinations and you know that you have counted all the
possibilities. This is systematic listing.

Situation 1
Your friend has built a house with three floors. He wants
to paint each floor with three different colours
red, blue and green. Can you help him to find
different ways of possible colour combinations to
paint the home?
In how many ways can his house be painted with
these three colours?
Let us consider the floors as the Third floor, the
Second floor and the First floor. We can say that
Fig.6.6
110 6th Standard Mathematics

6th_Chapter 6_108-120.indd 110 1/27/2020 2:07:52 PM

 the painting can be done as RBG, BRG, GRB…etc. But here it is possible that we may miss
out some patterns of colours. So, we can use systematic listing as given below.

Step 1: Fix one colour; try the possible arrangements with other colours. For example,
if the Third floor is fixed as Red, then we get 2 ways which is shown in the table below.

Fix Third floor Colour Second floor Colour First floor Colour
Red Blue Green
Red Green Blue

Step 2: If the Third floor is fixed as Blue, then we get another 2 ways which is shown in
the table below.

Fix Third floor Colour Second floor Colour First floor Colour
Blue Green Red
Blue Red Green

Step 3: If the Third floor is fixed as Green, then we get 2 more ways which is shown in
the table below.

Fix Third floor Colour Second floor Colour First floor Colour
Green Blue Red
Green Red Blue

Hence, we get 6 different ways of painting the three floors, which are R-B-G, R-G-B,
B-G-R, B-R-G, G-B-R and G-R-B.

Situation 2
Suppose you want to write four digit numbers by using the digits 3, 6, 9 and 5. What are
the possible numbers you can write using each digit exactly once?
If you list randomly, for example 9365, 3695, 5639 and so on, you may not write all the
possibilities. So, write in ascending order.
●● All numbers beginning with 3:
Fix next digit and change the other 2 digits. We get, 3569, 3596, 3659, 3695, 3956, 3965.
Similarly,
●● All numbers beginning with 5 : 5369, 5396, 5639, 5693, 5936, 5963
●● All numbers beginning with 6 : 6359, 6395, 6539, 6593, 6935, 6953
●● All numbers beginning with 9 : 9356, 9365, 9536, 9563, 9635, 9653
Totally, we can have 6+6+6+6 = 24 numbers

Information Processing 111

6th_Chapter 6_108-120.indd 111 1/27/2020 2:07:52 PM

 TRY THESE
Mother had a lot of wooden pieces in different shapes with her. She gave 6 triangles to
Kannagi and 6 circles to Madhan and asked them to create different figures using them.
They tried and got some interesting figures. Can you create figures like them that are
nice and interesting?
Space for new figures
1)
1) 1

2 3

4 5 6
2)

2
2)
3) 1 3

4) 6 4

Fig.6.7

6.3 Systematic completion of lists

Suppose that you are already given a list that is partially filled. How would you complete
it? In the activity with 4-digit numbers we had experienced this already. The idea is to find
how the filled in part is arranged and use the same idea to complete the rest.

6.3.1 Sudoku
Sudoku is a number game. Completion with some constraints is best enjoyed in Sudoku.
This is a puzzle where there is a partially filled in grid. Horizontal lines of cells in the grid
are called as rows and vertical lines of cells in the grid are called as columns. In 9x9
Sudoku, you have to fill in the remaining blank cells with numbers from 1 to 9 so that no
number repeats in a row, or in a column. In 3x3 Sudoku, you can use only the numbers
from 1 to 3. In 4x4 Sudoku, you can use only the numbers from 1 to 4 and so on.

(i) 3X3 Sudoku

Sudoku
The word Sudoku comes
from the Japanese language. Su means
1 2 3
‘number’ and Doku means ‘single’. It
1 2 3
2 3 1 refers to the condition that each number
2 3 1 is listed only once in each row, column.
3 1 2 The modern version of this puzzle is said
to have come from Howard Garns.
(a) (b)
Fig. 6.8

112 6th Standard Mathematics

6th_Chapter 6_108-120.indd 112 1/27/2020 2:07:53 PM

 In Fig, 6.8 (a) two rows are fixed. We get only one possible way to complete the third
row (Fig. 6.8 (b)).
(ii) 3X3 sudoku

1 2 3

Fig. 6.9
In the above 3 x 3 sudoku, the first row only is fixed. The second row can be filled in
2 ways either by 2 3 1 or 3 1 2

1 2 3 1 2 3 NOTE

2 3 1 3 1 2

3 1 2 2 3 1

(a) (b)
Fig. 6.10
To fill the third row, bear in mind that numbers cannot be repeated in the row or in the
column. The third row can be filled by only one way in each case.
(iii) 3 × 3 sudoku

In how many different ways can the first row be arranged?

The first row can be arranged in six ways as (1,2,3), (1,3,2), (2,1,3), (2,3,1), (3,1,2) and
(3,2,1).
(iv) Let us find all possible solutions to solve 3 × 3 sudoku puzzle.

1 2 3 1 2 3 2 3 1 2 3 1

2 3 1 3 1 2 3 1 2 1 2 3

3 1 2 2 3 1 1 2 3 3 1 2

(a) (b) (c) (d)

Information Processing 113

6th_Chapter 6_108-120.indd 113 1/27/2020 2:07:53 PM

 1 3 2 1 3 2 3 2 1 3 2 1

3 2 1 2 1 3 2 1 3 1 3 2

2 1 3 3 2 1 1 3 2 2 1 3

(e) (f) (g) (h)

2 1 3 2 1 3 3 1 2 3 1 2

1 3 2 3 2 1 1 2 3 2 3 1

3 2 1 1 3 2 2 3 1 1 2 3

(i) (j) (k) (l)

Fig. 6.11
We get 12 possible ways.
(iv) Here is a partially filled 4x4 sudoku.

1 4 3

3 4

1 2

2 4 1

Fig. 6.12

One way of completing it is given below. Is there any other way to complete the sudoku?

1 4 3 2

3 2 1 4

4 1 2 3

2 3 4 1

Fig. 6.13

In the 4 × 4 Sudoku, there is an extra condition. We have four 2 × 2 grid boxes in the
4 × 4 sudoku. You have to be careful that no number from 1 to 4 repeats within that
2 × 2 grid also.
114 6th Standard Mathematics

6th_Chapter 6_108-120.indd 114 1/27/2020 2:07:53 PM

 6.3.2 Magic triangle

Magic triangles are also very interesting in a similar way.

In a magic triangle, numbers are to be filled without repetition on the sides of a triangle.
So that the sum of each side remains the same.
Fill up the circle with the numbers from 1 to 6 without repetition so that each side of the
magic triangle adds upto 12.

Fig. 6.14

Step 1: Place the larger numbers at the corners of the triangle i.e., 4 ,5, and 6.
Step 2: Place the smaller numbers i.e., 1,2 and 3 in the middle of each side.

4
4 + 1 + 5 = 10
5 + 2 + 6 = 13
1 3 4 + 3 + 6 = 13

5 2 6

Fig. 6.15
Wrong Placement of numbers (first row 4, second row 1, 3 and third row 5, 2, 6)
Sum of the numbers on three sides of the triangle are 10, 13 and 13. All the total are not
the same. This placement of numbers is not correct.
Try the other way, by changing the numbers as shown in the figure, given below.
4

4 + 2 + 5 = 11
5 + 3 + 6 = 14
2 1
4 + 1 + 6 = 11

5 3 6

Fig. 6.16

Wrong Placement of numbers (first row 4, second row 2, 1 and third row 5, 3, 6)

Information Processing 115

6th_Chapter 6_108-120.indd 115 1/27/2020 2:07:53 PM

 Sums of the numbers on three sides of the triangle are 11, 14 and 11. Again, the totals
are not the same.

Try again. Change the numbers to get a total of 12 on each side.

4
4 + 3 + 5 = 12
5 + 1 + 6 = 12
3 2 4 + 2 + 6 = 12

5 1 6

Fig. 6.17

Correct placement of numbers. (first row 4, second row 3, 2 and third row 5, 1, 6)
This is the desired magic triangle.

6.3.3 More figures in a figure

Examples
How many triangles are there in the given figures?

(i) (ii)

(a) (b)
Fig. 6.18
(i) Solution
A, B, C, D are four triangles.
Combining A & D, B & D and D & C do not form any
triangles. A

Combining A, B & D; A, C & D and B, D & C also do not

form any triangles.
D
Combining A, B, C & D = 1 triangle B C
` Total number of triangles = 4 + 1 = 5
(a)
116 6th Standard Mathematics

6th_Chapter 6_108-120.indd 116 1/27/2020 2:07:53 PM

 (ii) Solution
A, B, C, D, & E are five triangles. A
No combination of these triangles taken 2 at a time, form B E
any triangle. F

Only the combinations of A, F & C; A, F & D; B, F & E; B, C D

F & D and C, F & E form triangles when taken 3 triangles at
a time. Hence, the total number of triangles = 5 + 5 = 10. (b)

Exercise 6.1
1. Suppose, you have two shorts, one is black and the other one is
blue; three shirts which are in white, blue and red. You again wish
to make different combinations, but you always want to make sure
that the shorts and shirt that you wear are of different colours. List
and check how many combinations are possible now.
2. You have two red and two blue blocks. How many different towers can you build that
are four blocks high using these blocks? List all the possibilities.
3. In the following magic triangle, arrange the numbers from 1 to 6, so that you get
the same sum on all its sides.

4. Using the numbers from 1 to 9

(i) Can you form a magic triangle?
(ii) How many magic triangles can be formed?
(iii) What are the sums of the sides of the magic triangle?
5. Arrange the odd numbers from 1 to 17 without repetition
to get a sum of 30 on each side of the magic triangle.
1

5 3

Information Processing 117

6th_Chapter 6_108-120.indd 117 1/27/2020 2:07:53 PM

 6. Put the numbers 1, 2, 3, 4, 5, 6, & 7. Place the number 1 to 12 in the 12
7 in the circles so that each straight circles so that the sum of the numbers
line of three numbers add up to the in each of the six lines of the star is 26.
same total. Use each number from 1 to 12 exactly
once. Find more possible ways?

8. How many Triangles are there in each of the following figures?

(i) (ii)

        (a)             (b)
(iii) (iv)

        (c)             (d)

9. Find the number of dots in the tenth figure of the following patterns.
(i)

(ii)

118 6th Standard Mathematics

6th_Chapter 6_108-120.indd 118 1/27/2020 2:07:54 PM

 10.  

(i) Draw the next pattern.

(ii) Prepare a table for the number of dots used for each pattern.
(iii) Explain the pattern.
(iv) Find the number of dots in the 25th pattern.
11. Count the number of squares in each of the following figures?
(i) (ii)

12. How many Circles are there in the following figure?

13. Find the minimum number of straight lines used in forming the following figures.
(i) (ii)

Information Processing 119

6th_Chapter 6_108-120.indd 119 1/27/2020 2:07:54 PM

 ICT Corner
INFORMATION PROCESSING

Expected Result is shown in this picture

Step – 1
Open the Browser, copy and paste the link given below (or) by type the URL given (or) Scan the QR Code.
Step - 2
“Genius Puzzles” web page will appear. There are many PUZZLES related to the triangle are present. This page is to
find “HOW MANY TRIANGLES ARE THERE” in the given figure.
Step-3
Calculate your answer and click “View Answer” to check whether your answer is correct for each puzzle.

.Step-1 Step-2

Step-3

Browse in the link

Triangles: https://gpuzzles.com/quiz/how-many-triangles-are-there-puzzles-with-answers/

120 6th Standard Mathematics

6th_Chapter 6_108-120.indd 120 1/27/2020 2:07:54 PM

 ANSWERS
NUMBERS
Exercise 1.1
  1)   (i) 10,00,000  (ii) 9,99,99,999  (iii) Five Thousand  (iv) 7000000+600000+70000+900+5
  2)  (i) False  (ii) False  (iii) True  (iv) False
 3) 10   4) (i) 70,00,000 (ii) 7,000,000
 5) (i) 347,056  (ii) 7,345,671  (iii) 634,567,105  (iv) 1,234,567,890
  6) Indian System : 9,99,999 (Nine Lakh Ninety Nine Thousand Nine Hundred Ninety Nine)
International System : 999,999 (Nine Hundred Ninety Nine Thousand, Nine Hundred
Nintey Nine)
  7)  (i)  Seventy five lakh thirty two thousand one hundred five
   (ii)  Nine crore seventy five lakh sixty three thousand four hundred fifty three
8)  (i)  Three hundred forty five thousand six hundred seventy eight
    (ii)  Eight million three hundred forty three thousand seven hundred ten
      iii)  One hundred three million four hundred fifty six thousand seven hundred eighty nine
9) (i) 2,30,51,980  (ii) 66,345,027  (iii) 789,213,456    10) 26,345
11)  1,000,000 (One million)
Objective Type Questions
12) (a) 100 Crore        13) (b) 10000001        14) (c) 2
15)  (d) 6× 100000 + 7 × 10000 +0× 1000 +9× 100 +0× 10 +5× 1
Exercise 1.2
1) (i) 48792< 48972 (ii) 1248654> 1246854 (iii) 658794 = 658794
2) (i) False (ii) False (iii) True
3) The greatest number is 1386787215
The smallest number is 86720560
4) 128435 > 25840 > 21354 > 10835 > 6348
5) 76095321, 86593214 (Similarly, we can write many numbers)
6) 479, 497, 749, 794, 947, 974      7)  4698
8) The smallest Postal Index Number is 631036
The largest Postal Index Number is 631630
9) (i) Aanaimudi (ii) Aanaimudi > Dottabetta > Velliangiri > Mahendragiri
(iii) 1048 m
Objective Type Questions
10) (c) 134205, 134208, 154203    11)  (a) 1489000 and 1492540    12)  (d) 26
Answers 121

6th_Answers.indd 121 1/27/2020 2:33:02 PM

 Exercise 1.3
1) (i) 360 (ii) 150 (iii) 1   2) (i) False (ii) True (iii) False  3) 11910
4) 2,15,750  5) 39,000 bicycles  6) ` 2500  7) (i) 9  (ii) 11  (ii) 107
8) (d) 1   9)
(b) 12   10) (c) ×
Exercise 1.4
1) (i) 800  (ii) 1000  (iii) 90,000   2)  (i) False  (ii) True  (iii) False
3) (i) 4100 (ii) 45,000 (iii) 90,000 (iv) 51,00,000 (v) 30,00,00,000
4) 1,90,000  5) (i) 12,300 (ii) 18,99,600  6) 3,37,000
Objective Type Questions
7) (b) 10855 8) (c) 76800   9) (a) 9800000   10) (b) 165000
Exercise 1.5
1) (i) 1 (ii) 34 (iii) 0 (iv) Zero (v) one
2) (i) False (ii) False (iii) True (iv) True (v) True
3) (i) Commutativity for Addition (ii) Associativity for Multiplication
(iii) Zero is Additive Identity (iv) One is Multiplicative Identity
(v) Distributivity of Multiplication over Addition
4) (i) 5100 (ii) 3,00,000 (iii) 13,200 (iv) 334
Objective Type Questions
5) (b) 0     6)  (d) 59     7)  (a) an even number
8) (b) 0    9) (c) 2/0     10) (c) 4237+ 5498 × 3439 = (4237 + 5498) × 3439
Exercise 1.6
1) 87543
2) Ascending Order : 6,85,48,437 < 7,21,47,030 < 7,26,26,809 < 9,12,76,115
Descending Order: 9,12,76,115 >7,26,26,809 >7,21,47,030 > 6,85,48,437
3) (i) 1706 tigers in 2011 (ii) 2100 (iii) 520 tigers increased from 2011 to 2014
4) among 6 friends, each of them get 37 apples. 3 apples left over
5) 515 + 1 = 516 trays required
6) (i) Indian System:Two crore fifty nine lakh forty one thousand nine hundred
International System : Twenty five million nine hundred forty one thousand nine hundred
(ii) 5,50,500 (iii) Eighty six crore forty lakh seven hundred thirty
(iv) Ninteen million eight hundred eighty eight thousand eight hundred
(v) Indian System : 60,53,100 - Sixty lakh fifty three thousand one hundred
International System : 6,053,100 - Six million fifty three thousand one hundred
7) One of the answers is 43781. Many answers are possible
8) (i) 85 rows are required to fill 7650 chairs (ii) The remaining chairs are 39
9) Yes, both are same (30,00,000)       10) Relevant answers are yours
122 6th Standard Mathematics

6th_Answers.indd 122 1/27/2020 2:33:02 PM

 ALGEBRA
Exercise 2.1
s
1) (i) Variables (ii) f - 5 (iii) (iv) n - 7 (v) 17
5
2) (i) False   (ii) True (iii) False (iv) True (v) True
3) Shapes 1st Pattern 2nd Pattern 3rd Pattern 4th Pattern 5th Pattern
Squares 1 2 3 4 5
Circles 1 2 3 4 5
Triangles 2 4 6 8 10

4)  Arivazhagan’s age is ‘n-30’ 5)  (i) u + 2  (ii) u – 2

6) (i) t + 100 (ii) 4q (iii) 9y - 4
7) (i) x divided by 3 (ii) 11 added to 10 times x (iii) product of 70 and s
8) Vetri's answer is correct 9)  (i) 299; 301    (ii)18

10) k 3 6 9 12 15 18
k 1 2 3 4 5 6
3
The value of ‘k’ is 15.
Objective Type Questions
11) c) can take different values 12)  d) 7w 13) d) 22
14) b) y = 6 15)  a) n - 6 = 8

Exercise 2.2
1) 8; 77; 666; 5555; 44444; 333333 2) (i) 4s    (ii) 3s

3) 8 7 7 8 =30
8 8 10 10 =36
8 10 7 7 =32
8 7 10 7 =32
=32 =32 =34 =32 =130
4) k = 3; m = 1; n = 10; a = 9; b = 6; c = 4; x = 4; y = 9.
5) 19

Answers 123

6th_Answers.indd 123 1/27/2020 2:33:03 PM

 6) (i) P=2; Q=8; R=6; S=10
(ii)
Rectangle P Q R S T
Number of squares along the breadth 2 2 2 2 2
Number of squares along the length 1 4 3 5 x
Total number of squares in rectangle 2 8 6 10 2x

7)
x 0 t
6 0 3 8

z p
0 2 5 9

v k
3 6 5 4 9

u
0 2 4

a m
6 0 1

s
2 4 7 0

RATIO AND PROPORTION

Exercise 3.1
1) (i) 3 : 5   (ii) 3 : 2   (iii)25 : 2   (iv)3 : 8     2) (i) True   (ii) False
3) (i) 3 : 4   (ii) 4 : 3   (iii) 7 : 15   (iv) 4 : 9   (v) 3 : 4   4) 5 : 3   5) 1 : 3
6) (i) 3 : 5   (ii)2 : 5   (iii)3 : 2    7) (d) 5 : 1    8) (c) 20 : 1   9) (d) 10 : 7
10. (b) 3 : 4   11. (c) 5 : 1

Exercise 3.2
1) (i) 15   (ii) 8   (iii) 12    2) (i) 36 inches, 6 Feet   (ii) 14 days, 9 weeks
3) (i) False   (ii) True    4) (i) 6 : 4, 9 : 6   (ii) 2 : 12, 3 : 18   (iii) 10 : 8, 15 : 12
5) (i) 4 : 5 is larger than 8 : 15 (ii) 7 : 8 is larger 3 : 4 (iii) 2 : 1 is larger than 1 : 2
6) (i) 12, 8   (ii) 12, 15   (iii) 12, 28    7) (i) Rs.2400   (ii) Rs.1600
8) 21 cm, 42 cm   9) (a) 6    10) (d) 12 : 21   11) (d) 20/28   12) (c) Rs.1000
124 6th Standard Mathematics

6th_Answers.indd 124 1/27/2020 2:33:03 PM

 Exercise 3.3
1) (i) 12  (ii) 9  (iii) 4; 12  (iv) 24; 2   2) (i) False  (ii) False  (iii) True  (iv) False
3) (i) Rs.30   (ii) 25 days    4) Yes, 12:24, 18:36
5) (i) Yes, Extrem values - 78, 20; Inbetween values - 130, 12
(ii) No, Extrem values - 400, 625; Inbetween values - 50, 25
6) Yes     7) 80 Pages   8) 2 km   9) 44 points
10 ) Asif ’s run rate is better    11) My friend’s rate of purchase is better than me.
Objective Type Questions
12) (c) 2 : 5 , 10 : 25    13) (d) 8    14) (c) 35    15) (b) 270    16) (c) 6 km

Exercise 3.4
1) (i) 1 : 4 (ii) 4 : 5 (iii) 1 : 5 (iv) Ratio of elephant to cheetah is least
2) 60 teachers and 6 administrators      3) (i) 2 : 1   (ii) 1 : 3   (iii) 12 ratios
4) A : B = 2 : 1, B : C = 2 : 1; They are in proportion.
1
5) (a) cup (b) 8 cups
4
(c) Ragi flour, Raw rice and water are in one unit, Sesame oil and salt are in different
units. these different units cannot be compared and cannot be expressed as a ratio.

6) 2 : 1     7) There are four different ways.     8) Team B has better record
9) The standard 8 is the least ratio
10) The six different answers are : 1 and 90; 2 and 45; 30 and 3; 5 and 18;
6 and 15, 9 and 10.
11) 29 : 44      12) (a) Black balls    (b) 96 balls    (c) 32 balls, 24 balls

GEOMETRY
Exercise 4.1
1) i) AB ii) BA
iii) One     2) 10, PQ, PA, PB, PC, AB, BC, CQ, AQ, BQ, AC

3) XY =2.4 cm, AB = 3.4cm, EF = 4 cm, PQ = 3cm.

5) (i)
(ii) AB and CD, AB and EF, AB and IJ, GH and IJ, AB and GH  (iii) P, Q and R

Answers 125

6th_Answers.indd 125 1/27/2020 2:33:03 PM

 6) (i) l3 and l4 , l4 and l5 , l3 and l5
(ii) l1 and l2, l1 and l3 , l1 and l4 , l1 and l5 , l2 and l3 , l2 and l4 , l2 and l5
(iii) l1 and l2   (iv) Q  (v) U
Objective Type Questions
7) c) 3 8) d) AB
Exercise 4.2
2) i) D,DE and DF ii) D,DE, DC

3) i), iii), v) are right angles      4) i), ii) and iii) are acute angles

5) i), iii) are obtuse angles

6) i) ∠LMN, ∠NML, ∠M ii) ∠PQR, ∠RQP, ∠Q

iii) ∠MNO, ∠ONM, ∠N iv) ∠TAS, ∠SAT, ∠A

7) i) True ii) False iii) False iv) True

9) i) Obtuse angle  ii) Zero angle  iii) Straight angle  iv) Acute angle  v) Right angle

10) i) 60˚ ii) 64˚ iii) 5˚ iv) 90˚ v) 0˚

11) i) 110˚ ii) 145˚ iii) 15˚ iv) 90˚ v) 180˚
12) i) 155˚  ii) 60˚  iii) 44˚   iv) 113˚    13) b) ∠ZXY    14) b) 45˚

Exercise 4.3
1) i) Collinear ii) Non-Collinear iii) Non-Collinear iv) O
2) P Q R
l

3)

A
A
C
A B C
B
D D

C B
D
l2

4) 5)
l1 l3

l3

l2 l1 , 3

126 6th Standard Mathematics

6th_Answers.indd 126 1/27/2020 2:33:04 PM

 Objective Type Questions
6) b) A, F, C 7)  d) A, D, C 8)  b) F
Exercise 4.4
1) i) Parallel lines ii) Parallel and Perpendicular lines
iii) Intersecting lines

2)
Parallel lines Intersecting Lines

AB and DC AB, AE, AD

AD and BC DA, DH, DC

DC and HG CB, CG, CD

AD and EH HD, HG, HE

AE and DH EA, EH...

DH and CG

3) i) ∠1 = ∠CBD or ∠DBC ii) ∠2 = ∠DBE or ∠EBD

iii) ∠3 = ∠ABE or ∠EBA iv) ∠1+∠2 = ∠CBE or ∠EBC

v) ∠2 + ∠3 = ∠ABD or ∠DBA vi) ∠1 + ∠2 + ∠3 = ∠ABC or ∠CBA

4) i) right angle ii) acute angle iii) straight angle iv) obtuse angle

5) (i) and (iv) are complementary angles  (ii) and (iii) are non-complementary angles

6) ii) and iv) are supplementary i) and iii) are not supplementary

7) i) ∠FAE; ∠EAD

ii) ∠FAD; ∠DAC  ∠BAC; ∠CAE  ∠DAB; ∠DAE  ∠FAB; ∠BAC  ∠FAB; ∠FAE

8) i) Legs of the table, railway track, edges of the scale

ii) Adjacent sides of a Board, Cross bars of windows, Adjacent sides of the textbook

iii) Cross bars of windows, Ladder, blades of a scissor.

9) 60˚ is twice its complement.    10) 72˚    11) The two angles are 80˚ and 100˚

12) Two angles are 70˚ and 20˚.     13) The angles are 100˚ and 80˚.
Answers 127

6th_Answers.indd 127 1/27/2020 2:33:04 PM

 STATISTICS
Exercise 5.1
1) (i) Data (ii) List of absentees in a class
(iii) Cricket scores gathered from a website (iv) |||

2) Face of Tally 3) Colours Tally Marks Frequency

Frequency
die Marks Red |||| 4
1 ||| 3
Blue | 6
2 || 2
White || 2
3 || 2
Grey || 7
4 | 6
Green | 6
5 |||| 9
25
6 ||| 8
30

4) Numbers Tally Marks Frequency
11 || 2
12 5
13 |||| 4
14 |||| 4
15 | 6
16 |||| 4
17 || 2
18 | 1
19 | 1
20 | 1
30

5) Types of Calls Tally Marks Frequency

Building fires | 6
Other fires | 11
Hazardous materials || 7
Rescues |||| 4
False Alarms || 7
35

(i) Other fires (ii) Rescues (iii) 35 (iv) 7

6) (b) ||     7) (c) 9     

128 6th Standard Mathematics

6th_Answers.indd 128 1/27/2020 2:33:04 PM

 Exercise 5.2

1) i) 150 ii) iii) Pictograph

4) i) kabaddi ii) 110 iii) Kho-Kho and Hockey iv) 0 v) Basketball

5) (c) Scaling 6) (b) Pictogram

Exercise 5.3
1) i) 10 ii) Mathematics iii) Language iv) 65% v) English
vi) Mathematics; English

5) (d) Both horizontal bars or vertical bars. 6) (b) are the same

Exercise 5.4

Heights (in Cms) Tally Marks Frequency

110 5
111 ||| 8
112 |||| 4
113 5
114 || 2
115 |||| 4
116 ||| 3
117
118 || 2
119 | 1
120 | 6
40

2) i) 5 : 4 ii) 5 : 19 iii) ` 300 iv) ` 2400 v) true

4) ii) 14 days iii) 24 days iv) 5 : 3
7) i) Novelists ii) Scientists iii) Sportspersons iv) 25 v) 160

INFORMATION PROCESSING
Exercise 6.1
1) 5 combinations are possible, Black - White Black - Blue Black - Red
Blue - white Blue - Red

2) 6 possibilities, R-B-R-B R-R-B-B B-R-R-B

B-R-B-R B-B-R-R R-B-B-R

Answers 129

6th_Answers.indd 129 1/27/2020 2:33:04 PM

 (3) One of the answers is, (4) (i) Yes

1
(ii) 5

(iii) 17, 19, 20, 21, 23

5 6

3 4 2

5) 1
6) 1 4

17 11
2 7 5

7 15

3 6
5 13 9 3

(7) There are many other possible ways. (8) (i) 12 triangles
4
(ii) 16 triangles
3 12 10 1
(iii) 32 triangles

8 5 (iv) 35 triangles

2 6 11 7 (9) (i) 55

9
(ii) 100

(10) (i)

(ii) (iii)

Pattern 1 2 3 4 Pattern 1 2 3 4
Number Number
2 5 9 14 2 2+3 2+3+4 2+3+4+5
of dots of dots
(iv) 350

(11) (i) 20 squares (ii) 10 squares

(12)
7 circles (13)
(i) 10 (ii) 12

130 6th Standard Mathematics

6th_Answers.indd 130 1/27/2020 2:33:04 PM

 MATHEMATICAL TERMS
Acute angle குறுங்கோணம் Operation on Variables மாறிகள் மீதான செயல்பாடு
Additive Identity கூட்டல் சமனி Organizing data தரவு ஒருங்கமைப்பு
Algebra இயற்கணிதம் Parallel lines இணை க�ோடுகள்
Algebraic Expressions இயற்கணித க�ோவைகள் Pictograph உருவ விளக்கப்படம்
Algebraic Statement இயற்கணித கூற்று Place Value Chart இடமதிப்பு அட்டவணை
Angle க�ோணம் Plane தளம்
Associative சேர்ப்பு Point of Intersection வெட்டும் புள்ளி
Bar graph பட்டை வரைபடம் Points புள்ளிகள்
Classification வகைப்படுத்துதல் Points of concurrency ஒருங்கமை புள்ளிகள்
Closure அடைவு Predecessor முன்னி
Coincide ஒன்றுதல் Primary data முதன்மை தரவு
Collecting data தரவு திரட்டுதல் Product பெருக்கற்பலன்
Collinear points ஒரு க�ோடமை புள்ளிகள் Properties பண்புகள்
Commutative பரிமாற்று Proportion விகித சமம்
Complementary angles நிரப்புக் க�ோணங்கள் Proportionality law விகித சம விதி
Construction வரைமுறை Protractor பாகைமாணி
Data/Information தரவு / தகவல் Quotient ஈவு
Denominator பகுதி Ratio விகிதம்
Discrete த�ொடர்ச்சியற்ற Rays கதிர்கள்
Distributive பங்கீட்டு Right angle செங்கோணம்
Equation சமன்பாடு Rounding off முழுமையாக்கல்
Equivalent Ratio சமான விகிதம் Scaling அளவுத்திட்டம்
Estimation மதிப்பீடு Secondary data இரண்டாம் நிலைத் தரவு
Expanded form விரிவாக்கம் Sequence த�ொடர்கள்
Facts உண்மைகள் Set Square முக்கோணமானிகள்
First hand information முதல்நிலை தரவு Shaded portion நிழலிடப்பட்டபகுதி
Fractions பின்னங்கள் Solve தீர்வு காணல்
Frequency நிகழ்வெண் Standard form திட்ட வடிவம்
Geometry வடிவியல் Statistics புள்ளியியல்
Horizontal bars கிடைமட்ட பட்டைகள் Straight angle நேர்கோணம்
Information Processing தகவல் செயலாக்கம் Successor த�ொடரி
Integers முழுக்கள் Sudoku சுட�ோகு
Interchanging Digits இலக்கங்களின் இடமாற்றம் Supplementary angles மிகை நிரப்புக் க�ோணங்கள்
Intersecting lines வெட்டும் க�ோடுகள் Systematic listing முறையான பட்டியல்
Interpret விவரித்தல் Tabulation பட்டியலிடுதல்
Line segment க�ோட்டுத்துண்டு Tally mark நேர்கோட்டு குறிகள்
Lines க�ோடுகள் Unitary method அலகு முறை
Magic triangle மாய முக்கோணம் Unshaded portion நிழலிடப்படாத பகுதி
Measure அளவீடு Variables மாறிகள்
Multiplicative identity பெருக்கல் சமனி Variation மாறல்
Natural Numbers இயல் எண்கள் Verbal statements ச�ொற்றொடர் கூற்று
Notation குறியீடு Vertex முனை
Number patterns எண் அமைப்புகள் Vertical bars செங்குத்து பட்டைகள்
Numerator த�ொகுதி Vice-versa மறுதலை
Obtuse angle விரிக�ோணம் Whole Numbers முழு எண்கள்

Answers 131

6th_Answers.indd 131 1/27/2020 2:33:04 PM

 Text Book Development Team

Reviewers Content Writers

Dr. R. Ramanujam M. Sellamuthu
IMSC, Chennai P.G. Assistant,
GHSS, Lakshmipuram, Tiruvallur
Dr. Hridayakant Dewan R. Karthika
Member, NCTE & Director, Vidya Bhavan, Jaipur P.G. Assistant,
Dr. A. Ravishankar GHSS, Periyapalayam, Tiruvallur
Director, Chudar Education, Chennai G. Kamalanathan
B.T.Assistant, GHSS,
Domain Experts Arpakkam, Kancheepuram
Dr. Y. Balachandran S. Mariamanonmani
Associate Professor, Presidency College, Chennai B.T.Assistant,
GGHS, Devigapuram, Tiruvannamalai
D. Iyappanx B. Malarvizhi
Lecturer, DIET, Vellore B.T. Assistant,
S. K. Saravanan SBOA MHSS, Chennai
Lecturer, DIET, Krishnagiri R. Vijayakumar
B.T.Assistant,
Academic Coordinator PUMS, Chandrapuram, Tiruppur
A. Ravikandan
B. Tamilselvi
B.T.Assistant,
Deputy Director, SCERT, Chennai
GHSS, Periyasiruvathur, Villupuram
Text Book Coordinator P. Madhavilatha
B.T.Assistant,
V. Ilayarani Mohan KRM Public School, Sembium, Chennai
Assistant Professor, SCERT, Chennai
M. Shubhashiny
D. Joshua Edison B.T Assistant,
Lecturer, DIET Kancheepuram. GHSS, Somangalam, Kancheepuram
D. Kannagi
ICT Coordinators B.T, Assistant,
Vasuraj D Corporation HSS, Alwarpet, Chennai
B.T. Assistant., PUMS., Thiruvallur V. M. Revathy
K. Sankar TGT, J G Hindu Vidyalaya MHSS,
B.T. Assistant., GHSS., Vellore West Mambalam.
J. Dhananjayan
Art and Design Team B.T.Assistant, MMS Main Bazaar, Vellore
Illustration M. Thiyagu
R. Rengabashiyam, Art Teacher, P.G. Assistant,
Natarajan Dhamayanthi,High School, Velipalayam, Velammal MHSS, Chennai
Nagapattinam Dt K. Karikalan
G. Somasundaram, B.T. Assistant,
Art Teacher, GHSS.,Z.Suthamathi PUMS, Pulikkal, Karimangalam, Dharmapuri
Ariyalur Dt M. Amal Raj, B.T. Asst,
Art Teachers, Pallavapuram Municipal Hr. Sec. School,
Government of Tamil Nadu. Zamin Royapet, Chengalpet.
Students,
Government College of Fine Arts, Content Readers
Chennai & Kumbakonam.
Dr. M. P. Jeyaraman, Assistant Professor,
A. Palanivel L.N.Govt College, Ponneri.
Typist, SCERT, Chennai
Dr. N. Geetha, Assistant Professor,
Layout Artist L.N.Govt College, Ponneri.
S. Karthikeyan, Assistant Professor,
Joy Graphics, Chennai L.N.Govt College, Ponneri.
In-House
QC - Gopu Rasuvel, Rajesh Thangappan This book has been printed on 80 G.S.M.
- Mathan Raj R, Jerald Wilson, Yesu Rathinam, Elegant Maplitho paper.
   - Prasanth, Arun Kamaraj, Sridhar Velu Printed by offset at:
Co-ordinator
Ramesh munisamy

132 6th Standard Mathematics

6th_Answers.indd 132 1/27/2020 2:33:04 PM