NCERT Class 6 Maths Summary Notes

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Class 6 Maths Knowing Our Numbers Introduction
Introduction to Counting Numbers

Counting is required to represent a collection of objects with an exact numeral quantity.It helps to identify the larger collection in a group of collections.
Class 6 Maths Knowing Our Numbers Comparing numbers
Comparing numbers

Numbers are compared to check which one is higher/smaller than the others. Following things are checked to know that a number is greater or smaller:

If the number of digits in the numbers are different. The number having more digits is greater and the other is smaller.

For example, among the two numbers 324 and 22, 324 is higher as it has more number of digits. 22 has lower number of digits, hence it is smaller.

For example, among 221, 34, 1356, 222, 45225, 45225 is the highest and 34 is the lowest.

If the number of digits is equal then the digit at the highestplace is compared.

If the digits at the highest place are different, the higher value is larger number and the lower value is the smaller number.

For example, among 235 and 643, the number of digits are same but digit at highest (here hundreds) place, is 2 and 6. Since 6 is higher than 2,
hence 643 is higher and 235 is smaller.

If the digits at the highest place are equal, then the next higher place is compared and so on.

For example, among 235 and 245, the number of digits and digit at highest place are same so digit at n2d highest (tens) place is compared. Since
4 is higher than 3, hence 245 is higher and 235 is smaller.

For example, among 267542, 267894 and 267843, the number of digits and digits at 4 highest places are same (for 2nd and 3rd number) so digit at
5th highest place is compared. Since 9 is higher than 4, hence 267894 is higher than 267843 and 267542.

Problem: Find the greatest and smallest numbers.

Solution: The green and yellow marked digits are qualifying digits for greatest and smallest numbers respectively.When number of digits are equal,
then digits at ten thousands, thousands etc are compared until we get a highest and lowest digit. When number of digits is unequal, the number having
more digits than all others is greatest and the number having lowest number of digits than all others is smallest.

Values Number Number at Number at Number at Number Number Greatest

of digits Ten Thousands Hundreds at Tens at Units and
Thousands Place place place Place Smallest
place Number

(a) All have No 4,4,4,4 5,8,3,4 Not Not 4892- G

4536, 4 digits Reqd Reqd
4370 - S
4892,
4370,
4452

(b) All have 1,1,1,1 5,5,5,5 6,0,1,8 Not Not 15800- G

15623, 5 digits Reqd Reqd
15073 -S
15073,
15189,
15800

(c) All have 2,2,2,2 5,5,5,5 2,2,2,2 8,4,7,1 Not 25286 -G

25286, 5 digits Reqd
25210 -S
25245,
25270,
25210

(d) 3 have 5 0,2,2,2 3,4,4 5,6 Not Not 24659 -G

6895, digits (comparing (comparing Reqd Reqd
6895 -S
23787, and 1 only last 3 only last 2
24569, has 4 values) values)
24659 digits
Class 6 Maths Knowing Our Numbers Making numbers from individual digits
Making numbers from individual digits

When we have a few single digits, a variety of numbers can be formed byarranging the digits in different orders.To make a new number from existing,
shift places of digits.

Eg. 1357 can be made as 5731, 7351, 5317, 1735 etc. by shifting the digits.

To make largest number from a given number of digits,

Keep the largest digit at the highest place.

Keep the second largest digit at the second highest place and so on.

To make smallest number from a given number of digits,

Keep the smallest digit at the highest place.

Keep the second smallest digit at the second highest place and so on.

Problem: Use given digits without repetition and make smallest and greatest 4-digit numbers.

Solution: Since a 4 digit number is to be made, 0 cannot be put at the highest place as it will make the number a 3 digit number. So, if there is a 0 in 4
digits, put the third largest number at the highest place to make the smallest 4 digit number.

Values Largest Second Third Fourth Smallest Greatest

Digit Largest Largest Largest Number Number
Digit Digit Digit

(a) 8 7 4 2 2478 8742

2,8,7,4

(b) 9,7,4,1 9 7 4 1 1479 9741

(c) 7 5 4 0 4057(Since 7540

4,7,5,0 0457 is a 3
digit number)

(d) 1,7,6,2 7 6 2 1 1267 7621

(e) 5,4,0,3 5 4 3 0 3045 (Since 5430

0345 is a 3
digit number)
Class 6 Maths Knowing Our Numbers Ordering numbers
Ordering the numbers

Random Numbers can be arranged in two orders:

Ascending: Here numbers are arranged in smallest to largest order.

Descending:Here numbers are arranged in largest to smallest order.

Problem: Arrange the following numbers in ascending and descending order.

Solution:

Values Ascending Descending

(a) 847, 9754, 8320, 571 571, 847, 8320, 9754 9754, 8320, 847, 571

(b) 9801, 25751, 36501, 38802 9801, 25751, 36501, 38802 38802, 36501, 25751, 9801

(c) 5000, 7500, 85400, 7861 5000, 7500, 7861, 85400 85400, 7861, 7500, 5000

(d) 1971, 45321, 88715, 92547 1971, 45321, 88715, 92547 92547, 88715, 45321, 1971
Class 6 Maths Knowing Our Numbers Increase in number of digits by adding 1
I ncrease in number of digits by adding 1

When 1 is added to the highest number of a n-digits, the result will be lowest number of n+1 digits. For eg,

Number of Highest Number After adding 1 New number of Terminology or

Digits digits Number name

1 9 10 2 Ten or 10x1

2 99 100 3 Hundred or
10x10

3 999 1000 4 Thousand or

10x100

4 9999 10000 5 Ten Thousand or

10x1000

5 99999 100000 6 Lakh or 10 x

10000

6 999999 1000000 7 Ten Lakh or 10 x

100000 and so
on

7 9999999 10000000 8 Crore or 10 x

1000000
Class 6 Maths Knowing Our Numbers Expanding numbers and place values
Expanding numbers and place values

More than 1 digit numbers can be expanded by multiplying the individual digits with multiples of 10. The multiplication factor of 10 represents the
digit’s place in the number. Foreg.

56 can be written as 50 + 6 = 5 x 10 + 6

8324 can be expanded as 8000 + 300 + 20 + 4 = 8 x 1000 + 3 x 100 + 2 x 10 + 4

36135 can be expanded as 30000 + 6000 + 100 + 30 + 5 = 3 x 10000 + 6 x 1000 + 1 x 100 + 3 x 10 + 5. Since the number 3 is multiplied by 10000
(Ten Thousand), it is said to be at Ten Thousands place. Similarly other places are shown below.

243677 can be expanded as 200000 + 40000 + 3000 + 600 + 70 + 7 = 2 X 100000 + 4 x 10000 + 3 x 1000 + 6 x 100 + 7 x 10 + 7

35585004 can be expanded as 30000000 + 5000000 + 500000 + 80000 + 5000 + 4 = 3 x 10000000 + 5 x 1000000 + 5 x 100000 + 8 x 10000 + 5 x
1000 + 4

Problem: Read the numbers. Write them using placement boxes and then write their expanded forms.

Number C TL L TTh Th H T O Name Expansion

475320 - - 4 7 5 3 2 0 Four Lakh 4 x 100000 + 7

Seventy Five x 10000 + 5 x
Thousand 1000 + 3 x 100
Three Hundred + 2 x 10
Twenty

9847215 - 9 8 4 7 2 1 5 Ninety Eight 9 x 1000000 + 8

Lakh Forty x 100000 + 4 x
Seven 10000 + 7 x
Thousand Two 1000 + 2 x 100
 Hundred + 1 x 10 + 5
Fifteen

97645310 9 7 6 4 5 3 1 0 Nine Crore 9 x 10000000 +

Seventy Six 7 x 1000000 + 6
Lakh Forty Five x 100000 + 4 x
Thousand 10000 + 5 x
Three Hundred 1000 + 3 x 100
Ten + 1 x 10

30458094 3 0 4 5 8 0 9 4 Three Crore 3 x 10000000 +

Four Lakh Fifty 0 x 1000000 + 4
Eight Thousand x 100000 + 5 x
Ninety Four 10000 + 8 x
1000 + 0 x 100
+ 9 x 10 + 4
Class 6 Maths Knowing Our Numbers Using Commas
Using Commas

Commas are used while reading and writing large numbers. In Indian System of Numeration, Commas are used to mark thousands, lakhs and crores.

The first comma comes after hundreds place (three digits from the right) and marks thousands.

The second comma comes two digits later (five digits from the right). It comes after ten thousands place and marks lakh.

The third comma comes after another two digits (seven digits from the right). It comes after ten lakh place and marks crore.

For eg. 68537954 can be written as 6,85,37,954.

Problem: Read the numbers. Write them using placement boxes and put commas according to Indian and International System of Numeration.

Number Indian Numeration International Numeration Number Name

527864 5,27,864 527,864 INDIAN: Five Lakh Twenty Seven

Thousand Eight Hundred Sixty Four

INTERNATIONAL: Five Hundred

Twenty Seven Thousand Eight
Hundred Sixty Four

95432 95,432 95,432 Ninety Five Thousand Four Hundred

Thirty two (same in both numeration
systems)

18950049 1,89,50,049 18,950,049 INDIAN: One Crore Eighty Nine Lakh

 Fifty Thousand Forty Nine

INTERNATIONAL: Eighteen Million

Nine Hundred Fifty Thousand Forty
Nine

70002509 7,00,02,509 70,002,509 INDIAN: Seven Crore Two Thousand

Five Hundred Nine

INTERNATIONAL: Seventy Million

Two Thousand Five Hundred Nine
Class 6 Maths Knowing Our Numbers Measuring Large Numbers or Quantities
Measuring Large Numbers or Quantities

We use units to measure large quantities.

Type Quantity Conversion Used to

Measure

Length Millimeter N/A eg.

(mm) thickness of
pencil

Length Centimeter 1 cm = 10 eg. length of

(cm) mm a pencil

Length Meter (m) 1 m = 100 eg. length of

cm a classroom

Length KiloMeter 1 km = 1000 eg. distance

(km) m between
cities

Weight Gram (g) N/A eg. weight of

a mobile
phone

Weight Kilogram 1 kg = 1000 eg. weight of

(kg) g a human

Capacity of a Millilitre (ml) N/A eg. capacity

liquid of a Bottle of
hair oil

Capacity of a Litre(l) N/A eg. capacity

liquid of a bucket
of water

Problem: Medicines are packed in boxes, each weighing 4kg 400g. How many such boxes can be loaded in a van which cannot carry beyond 800kg.

Solution: 1kg = 1000g

Therefore, 4kg 500g = 4000g + 500g = 4500g

800kg = 800 x 1000g = 800000g

Number of boxes that can be loaded in van = 800000/4500

on dividing, we get quotient as 177 and remainder as 3500

So number of boxes that can be loaded =177 with 3500g spare space

Problem: The distance between the school and the house of a student is 1km 875m.Everyday she walks both ways. Find the total distance covered by
her in six days.

Solution: 1km = 1000m

Distance between school and house = 1km 875m = 1000m + 875m = 1875m

Distance covered each day = 1875 x 2 = 3750m

Distance covered in 6 days = 3750 x 6 = 22500m

= 22.5 km or 22km 500m.

Class 6 Maths Knowing Our Numbers Measuring Large Numbers or Quantities
Measuring Large Numbers or Quantities

We use units to measure large quantities.

Type Quantity Conversion Used to

Measure

Length Millimeter N/A eg.

(mm) thickness of
pencil

Length Centimeter 1 cm = 10 eg. length of

(cm) mm a pencil

Length Meter (m) 1 m = 100 eg. length of

cm a classroom

Length KiloMeter 1 km = 1000 eg. distance

(km) m between
cities

Weight Gram (g) N/A eg. weight of

a mobile
phone

Weight Kilogram 1 kg = 1000 eg. weight of

(kg) g a human

Capacity of a Millilitre (ml) N/A eg. capacity

liquid of a Bottle of
hair oil

Capacity of a Litre(l) N/A eg. capacity

liquid of a bucket
of water

Problem: Medicines are packed in boxes, each weighing 4kg 400g. How many such boxes can be loaded in a van which cannot carry beyond 800kg.

Solution: 1kg = 1000g

Therefore, 4kg 500g = 4000g + 500g = 4500g

800kg = 800 x 1000g = 800000g

Number of boxes that can be loaded in van = 800000/4500

on dividing, we get quotient as 177 and remainder as 3500

So number of boxes that can be loaded =177 with 3500g spare space

Problem: The distance between the school and the house of a student is 1km 875m.Everyday she walks both ways. Find the total distance covered by
her in six days.

Solution: 1km = 1000m

Distance between school and house = 1km 875m = 1000m + 875m = 1875m

Distance covered each day = 1875 x 2 = 3750m

Distance covered in 6 days = 3750 x 6 = 22500m

= 22.5 km or 22km 500m.

Class 6 Maths Knowing Our Numbers Estimation by Rounding off
Estimation by Rounding off

Rounding off means changing the most insignificant value to its nearest zero figure. This makes the number more readable and easy for estimation.

Rounding off place Round off pattern Example

Units place (estimating to If the number at units 62 can be rounded off to

nearest tens) place is less than 5 then it 60.
is rounded of zero
126 can be rounded off to
otherwise to 10.
130.

14265 can be rounded off

to 14270.

Tens place (estimating to If the number at tens 410 can be rounded off to
nearest hundreds) place is less than 49 then 400.
it is rounded of zero
5763 can be rounded off
otherwise to 100.
to 5800.

53650 can be rounded off

to 53700.

Hundrerds Place If the number at hundreds 1343 can be rounded off

(estimating to nearest place is less than 499 then to 1000.
thousands) it is rounded of zero
26721 can be rounded off
otherwise to 1000.
to 27000.

6324513 can be rounded

off to 6325000.
Class 6 Maths Knowing Our Numbers Estimating outcomes of number situations
Estimating outcomes of number situations

If a few big numbers are to be added quickly without keeping complete accuracy, then most significant places can be added first to draw estimates
with limited accuracy.
Class 6 Maths Knowing Our Numbers Estimating sum, difference and product
Estimating sum, difference and product

If a few numbers are to be added, subtracted or multiplied, the estimation can be obtained by estimating individual values. If the individual values are
rounded off, then the calculations become simpler.

Addition Subtraction Multiplication

434 + 5253 4525 - 832 38 x 432

ð 400 + 5300 ð 4500 - 800 ð 40 x 430

ð 5700 (estimation) ð 3700 (estimated) ð 17200 (estimated)

ð 5687 (actual) ð 3693 (actual) ð 16416 (actual)

Problem: Estimate each of the following using general rule:

Expression Rounding off criteria Values after rounding off Final Estimation

730 + 998 Rounding off to hundreds 700 + 1000 1700

(rounding off value at tens place)
for both figures

796 - 314 Rounding off to hundreds 800 - 300 500

(rounding off value at tens place)
for both figures

12,904 + 2,888 Rounding off to thousands 13000 + 3000 16000

(rounding off value at hundreds
place) for both figures

28,292 - 21,496 Rounding off to thousands 28000 - 21000 7000

(rounding off value at hundreds
place) for both figures

Problem: Estimate the products using general rule:

Expression Rounding off criteria Values after rounding off Final Estimation
578 x 161 Rounding off to hundreds 600 x 200 12000
(rounding off value at tens place)
for both figures

5281 x 3491 Rounding off to thousands 5000 x 3000 15000000

(rounding off value at hundreds
place) for both figures

1291 x 592 Rounding off to hundreds 1000 x 600 600000

(rounding off value at tens place)
for both figures

9250 x 29 Rounding first number off to 9000 x 30 270000

thousands (rounding off value at
hundreds place) and second
number off to tens (rounding off
value at units place)
Class 6 Maths Knowing Our Numbers Using and Expanding Brackets
Using and Expanding Brackets

Brackets are used to avoid confusion during addition, subtraction, multiplication and division. For an arithmetic expression, first evaluate and make a
single number in the brackets and then evaluate the outside part.

(3 + 4) x 5 = (7) x 5 = 7 x 5 = 35

This should not be calculated as (3 + 4) x 5 = (3) + 4x5.

Brackets are expanded to evaluate individual digits inside the brackets with the digits outside.

(3 + 4) x 5 = 3 x 5 + 4 x 5 = 15 + 20 = 35

Problem: Write the expressions for each of the following using brackets.

Solution:

Expression using words Expression using numbers and brackets

Four multiplied by the sum of nine and two 4 x (9 + 2) OR (9 + 2) x 4

Divide the difference of eighteen and six by four (18 - 6)/4

Forty Five divided by three times the sum of three and two 45 / ((3 + 2) x 3)
Class 6 Maths Knowing Our Numbers Roman Numerals
Roman Numerals

The number system invented by Romans is called Roman number system or Roman Numerals.

Symbol Value Repitition Allowed

I 1 Yes (3 times at
max)

V 5 No

X 10 Yes (3 times at
max)

L 50 No

C 100 Yes (3 times at

max)

D 500 No

M 1000 Yes (3 times at

max)

Rules for writing Roman Numerals:

If a symbol is repeated, its value is added as many times as it occurs. Examples,

II = 2
CCC = 300

A symbol is not repeated more than three times. But the symbols V, L and D are never repeated. Example,
XX is correct but DD is not.

If a symbol of smaller value is written to the right of a symbol of greater value, its value gets added to the value of greater symbol. Example,
XI = 11
VII = 7

If a symbol of smaller value is written to the left of a symbol of greater value, its value is subtracted from the value of the greater symbol. Example,
IX = 9
XC = 90

The symbols V, L and D are never written to the left of a symbol of greater value, i.e. V, L and D are never subtracted. The symbol I can be subtracted
from V and X only. The symbol X can be subtracted from L, M and C only.

Problem: Write in Roman Numerals.

Solution:

(a) 73 (b) 92

73 = 70 + 3 92 = 90 + 2

70 = 50 + 10 + 10 = LXX 90 = 100 - 10 = XC

3 = 1 + 1 + 1 = III 2 = 1 + 1 = II

Hence 73 can be written as LXXIII Hence 92 can be written as XCII

 Mensuration

Closed figure:A figure with no open ends is a closed figure.

Regular closed figures: A closed figure in which all the sides and angles equal.

Perimeter:
Perimeter is the distance covered along the boundary forming a closed figure when we go round the figure

once. The concept of perimeter is widely used in real life.

Eg: 1) For fencing land.
2) For building a compound wall around a house.

The perimeter of a regular closed figure is equal to the sum of its sides.

Perimeter of a rectangle:
Perimeter of a square:

Equilateral triangle:
A triangle with all its sides and angles equal is called an equilateral triangle.

The perimeter of an equilateral triangle with the side 'a'

Area

The amount of surface enclosed by a closed figure is called its area.

The following conventions are to be adopted while calculating the area of a closed figure using a squared or
graph paper.

Count the fully-filled squares covered by the closed figure as one square unit or unit square each.

Count the half-filled squares as half a square unit .

Count the squares that are more than half-filledas one square unit.

Ignore the squares filled less than half.

For example, the area of this shape can be calculated as shown:

Covered area Number Area estimate (sq. units)

Fully filled squares 6 6

Half–filled squares 7 7x½

Squares filled more than half 0 0

Squares filled less than half 0 0

Area covered by full squares = 6 x 1 = 6 sq. units

Area covered by half squares = 7 x ½ = 7/2= 3 ½ sq. units
Total area of the given shape = 6 + 3 ½ sq. units
Thus, the total area of the given shape = 9 ½ sq. Units
Area of a rectangle can be obtained by multiplying length by breadth. Area of the square can be obtained
by multiplying side by side.
Class 6 Maths Whole Numbers Introduction
I ntroduction

Numbers play an important role in our life. We use numbers in our day to day life to count things.

While counting we use numbers to represent any quantity, to measure any distance or length.

3 apples and 3 pepper Discount City distance Length of the table

The counting numbers starting from 1, 2, 3, 4, 5, ……… are termed as natural numbers.

The set of counting numbers and zero are known as whole numbers.

Whole numbers are 0, 1, 2, 3, 4, 5, 6, 7,.......... and so on.

Question: Write the next three natural numbers after 10999.

Solution:

10999 + 1 = 11000

11000 + 1= 11001

11001 + 2 = 11002

Thus, 11000, 11001, 11002 are the next three natural numbers after 10999
Class 6 Maths Whole Numbers Whole numbers on a number line
Whole numbers on a number line

Let’s understand first what is a number line? A pictorial representations of numbers evenly marked on a straight line is known as a number line.

To mark whole numbers on a number line draw a horizontal line and mark a point on it as 0.

Extend this line towards right direction.

Starting from 0, mark points 1, 2, 3, 4, 5, 6, 7, 8, 9….on a line at equal distance towards right side.

There is no whole number on the left of zero. Therefore zero is the smallest whole number.

A whole number is greater than all the whole numbers which lie to the left of it on the number line.

A whole number is less than all the whole numbers which lie to the right of it on the number line

The number line also helps us to compare two whole numbers. i.e., to decide which of the two given whole numbers is greater or smaller.

Therefore we can say that 5 is less than 9 and write 5 < We can also say that 5 is greater than 4 and write 5 > 4.

Question: In each of the following pairs of numbers, state which whole number is on the left of the other number on the number line. Also write them
with the appropriate sign (>, <) between them. 530, 503 (b) 370, 307 (c) 98765, 56789 (d) 9830415, 10023001

Solution:

(a) 503 is on the left side of 530 on the number line. 530 > 503

(b) 307 is on the left side of 370 on the number line. 370 > 307

(c) 56789 is on the left side of 98765 on the number line. 98765 > 556789

(d) 9830415 is on the left side of 10023001 on the number line. 9830415 < 10023001
Class 6 Maths Whole Numbers Operation on a number line
Operation on a number line

Addition

Add 2 and 5. i.e 2 + 5

Start from 0, 2 jumps towards right. You reach at 2.

Start from 2, 5 jumps towards right. You reach at 7.

Therefore, 2 + 5 = 7

Subtraction

Subtract 4 from 7. i.e 7 - 4

Start from 0, jump directly to 7.

Start from 7, 4 jumps towards left. You reach at 3.

Multiplication

Example i.e 3 x 2

Multiplication means repeated addition. Since 3 x 2 means 3 added twice.

Start from 0. Make 2 jumps (each jump of 3 units).You reach at 6.

Question: Find (a) 3 × 3; (b) 4 × 2 using the number line.

Solution:

(a) Start from 0. Make 1 jump of 3 steps towards right. You reach at 3.

Start from 3. Make 1 jump of 3 steps towards right. You reach at 6.

Start from 6. Make 1 jump of 3 steps towards right. You reach at 9.

Therefore, 3 x 3 = 9

(b) Start from 0. Make 1 jump of 4 steps towards right. You reach at 4.

Start from 4. Make 1 jump of 4 steps towards right. You reach at 8.

Therefore, 4 x 2 = 8
Class 6 Maths Whole Numbers Predecessor and Successor
Predecessor and Successor

Predecessor

The number which comes before the given number is known as predecessor.

Since 0 is the first whole number it does not have predecessor which is a whole number.

Number Predecessor

20 19

1000 999

1599 1598

Successor

The number which comes after the given number is knows as successor.

Number Successor

0 1

99 100

1999 2000

Question: Which of the following statements are true (T) and which are false (F)?

The successor of a two digit number is always a two digit number.

400 is the predecessor of 399.

Solution:

False, The successor of 99 is 100 which is a 3 digit number.

False, 398 is the predecessor of 399.
Class 6 Maths Whole Numbers Properties of addition
Properties of addition

Closure property:

For any two whole numbers a and b, their sum a + b is always a whole number.

E.g. 12 + 45 = 57

12, 45 and 57 all are whole numbers.

Commutative property:

For any two whole numbers a and b, a +b = b + a We can add any two whole numbers in any order.

E.g 12 + 45 = 45 + 12

Associative property

For any three whole numbers a, b and c, (a + b) + c = a + (b + c). , This means the sum is regardless of how grouping is done.

E.g 31 + (24 + 38) = (31 + 24) + 38

Additive identity property:

For every whole number a, a + 0 = a. Therefore ‘0’ is called the Additive identity.

E.g. 19 + 0 = 19

Question: Find the sum by suitable arrangement.

1962 + 453 + 1538 + 647 b. 837 + 208 + 363

Solution:

1962 + 453 + 1538 + 647 = (1962 + 1538) + (453 + 647) = 3500 + 1100 = 4600
837 + 208 + 363 = (837 + 363) + 208 = 1200 + 208 = 1408
Class 6 Maths Whole Numbers Properties of subtraction
Properties of subtraction

Closure property:

For any two whole numbers, a and b, if a > b then a – b is a whole number and if a < b then a – b is never a whole number. Closure property is not
always applicable to subtraction.

E.g. 150 – 100 = 50, is a whole number but 100 – 150 = -50 is not a whole number.

Commutative property: For any two whole numbers a and b, a – b ≠ b – a . Hence subtraction of whole number is not commutative.

E.g 16 – 7 = 9 but 7 – 16 ≠ 9

Associative property:

For any three whole numbers a, b and c, (a – b) – c ≠ a – (b – c). Hence subtraction of whole numbers is not associative.

E.g. 25 – (10 – 4) = 25 – 6 = 19

(25 – 10) – 4 = 15 – 4 = 11

This means that 25 – (10 – 4) ≠ (25 – 10) – 4

Class 6 Maths Whole Numbers Properties of multiplication
Properties of multiplication:

Closure property:

For any two whole numbers a and b,their product ax b is always a whole number.

E.g. 12 x 7 = 84, 12, 7 and 84 all are whole numbers.

Commutative property:

For any two whole numbers a and b, a a x b = b x a Order of multiplication is not important.

E.g 11 x 6 = 66 and 6 x 11 = 66

Therefore, 11 x 6 = 6 x 11

Associative property:

For any three whole numbers a, b and c, (a x b) x c = a x (b x c), this means the product is regardless of how grouping is done.

E.g 8 x (4 x 5) = 8 x 20 = 160; (8 x 4) x 5 = 32 x 5 = 160

Therefore, 8 x (4 x 5) = (8 x 4) x 5

We can explain the associative property with the help of following example

Count the number of dots in figure (a) and figure (b)

In figure (a), there are 2 rows and 2 columns which means 2 x 2 dots in each box. So the total number of dots are (2 x 2) x 3 = 12

In figure (b), there are 3 rows and 2 columns which means 3 x 2 dots in each box. So the total number of dots are 2 x (3 x 2) = 12

This explain the associative property of multiplication.

Multiplicative identity:

For any whole number a, a x 1 = a Since any number multiplied by 1 doesn’t change its identity hence 1 is called as multiplicative identity of a whole
number. E.g. 21 x 1 = 21

Multiplication by zero:

For any whole number a, a x 0 = 0,

E.g 25 x 0 = 0

Distributive property ofmultiplication over Addition:

This property is used when we have to multiply a number by the sum.

For any three whole numbers a, band c a × (b + c) = a × b + a × c

In order to verify this property, we take any three whole numbers a, b and c and find the values of the expressions a × (b + c) and a × b + a × c as shown
below:

Find 3 × (4 + 5).

In this case either you can add the numbers 4 and 5 and then multiply them by 3

3 × (4 + 5) = 3 × 9 = 27

OR you can multiply each addend by 3 and then add the products

3 × 4 + 3 × 5 = 12 + 15 = 27
Therefore, 3 × (4 + 5) = 3 × 4 + 3 × 5

Questions:Find using distributive property : (a) 728 × 101 ( 504 x 35

Solution:

728 x 101 = 728 x (100 + 1) = 72800 + 728 = 73528

504 x 35 = ( 500 + 4) x 35 = 500 x 35 + 4 x 35 = 17500 + 140 = 17640

Match the following:

425 × 136 = 425 × (6 + 30 +100)

2 × 49 × 50 = 2 × 50 × 49

(i) Commutativity under multiplication

(ii) Commutativity under addition

(iii) Distributivity of multiplication over addition

Solution:

(iii)
(i)
Class 6 Maths Whole Numbers Properties of division
Properties of division

Closure property:

For any two whole numbers a and b, a ÷ b is not always a whole number. Hence closure property is not applicable to division.

E.g. 68 and 5 are whole numbers but 68 ÷ 5 is not a whole number.

Commutative property:

For any two whole numbers a and b, a ÷ b ≠ b ÷ a. This means division of whole number is not commutative.

E.g. 16 ÷ 4 ≠ 4 ÷ 16

Associative property:

For any 3 whole numbers a, b and c,(a ÷ b) ÷ c ≠ a ÷ (b ÷ c) E.g. consider (80 ÷ 10) ÷ 2 = 8 ÷ 2 = 4

80 ÷ (10 ÷2) = 80 ÷ 5 = 16

(80 ÷ 10) ÷ 2 ≠80 ÷ (10 ÷2)

Hence division does not follow associative property.

Division by 1

For any whole number a, a ÷ 1 = a, this means any whole number divided by 1 gives the quotient as the number itself.

E.g. 14 ÷ 1 = 14; 26 ÷ 1 = 26

Division of 0 by any whole number

For any whole number, a ≠ 0, 0 ÷ a = 0, this shows zero divided by any whole number (other than zero) gives the quotient as zero.

E.g. 0 ÷ 1 = 0; 0 ÷ 25 = 0;

Division by 0

To divide any number, say 7 by 0, we first have to find out a whole number which when multiplied by 0 gives us 7. This is not possible. Therefore,
division by 0 is not defined.

Question: Is (6 ÷ 3) same as (3 ÷ 6)? Justify it by taking few more combinations of whole numbers.

Solution:(6 ÷ 3) = 2 but (3 ÷ 6) = 1/2 ≠ 2. Therefore (6 ÷ 3) is not same as (3 ÷ 6).

Few examples

(8 ÷ 4) = 2 but (4 ÷ 8) = 1/2 ≠ 2. Therefore (8 ÷ 4) is not same as (4 ÷ 8).

(20 ÷ 5) = 4 but (5 ÷ 20) = 1/4 ≠ 2. Therefore (20 ÷ 5) is not same as (5 ÷ 20).

Class 6 Maths Whole Numbers Patterns in whole number
Patterns in whole number

A pattern is a sequence of numbers or picture.

We can arrange numbers in elementary shapes consisting of dots.

Every number can be arranged as a line.

Some numbers like 3, 6 and 10 can be arrange as a triangle.

3. Some numbers like 4, 9 and 16 can be arrange as a square

4. Some numbers like 6, 8 and 10 can be arrange as a rectangle.

Observe the following table.

Number Line Triangle Square Rectangle

2 YES NO NO NO

3 YES YES NO NO

4 YES NO YES YES

5 YES NO NO NO

6 YES YES NO YES

 7 YES NO NO NO

8 YES NO NO YES

9 YES NO YES NO

10 YES YES NO YES

Patterns observations:

Multiply 3 by 9, 99, 999, 9999. Study the pattern.

Solution: 3 x 9 = 3 x (10 – 1) = 27

3 x 99 = 3 x (100 – 1) = 297

3 x 999 = 3 x (1000 – 1) = 2997

3 x 9999 = 3 x (10000 – 1) = 29997

Observe the following pattern.

44 x 5 = 44 x 10/2 = 22 x 10 = 220 x 1

44 x 10 = 44 x 20/2 = 22 x 20 = 220 x 2

44 x 15 = 44 x 30/2 = 22 x 30 = 220 x 3

44 x 20 = 44 x 40/2 = 22 x 40 = 220 x 4

Questions: Write down the first seven numbers that can be arranged as triangles, e.g. 3, 6, ...

Solution:

Threfore, first 7 numbers which can be arranged as triangles are 3, 6, 10,15, 21, 28, 36,

Study the pattern:

1×8+1=9

12 × 8 + 2 = 98

123 × 8 + 3 = 987
1234 × 8 + 4 = 9876

12345 × 8 + 5 = 98765

Write the next two steps. Can you say how the pattern works?

(Hint: 12345 = 11111 + 1111 + 111 + 11 + 1).

Solution:

123456 x 8 + 6 = 987648 + 6 = 987654

1234567 x 8 + 7 = 9876536 + 7 = 9876543

Yes, the pattern works.

123456 = 111111 + 11111 + 1111 + 111 + 11 + 1

123456 x 8 = (111111 + 11111 + 1111 + 111 + 11 + 1) x 8

= 111111 x 8 + 11111 x 8 + 1111 x 8 + 111 x 8 + 11 x 8 + 1 x 8

= 888888 + 88888 + 8888 + 888 + 88 + 8 = 987648

123456 x 8 + 6 = 987648 + 6 = 987654

Class 6 Maths Playing With Numbers Introduction
Introduction

John‘s uncle gave him 24 muffins to distribute among his friends. This means john has 24 ÷ 1 = 24 muffins.

He wants to equally distribute it among 6 children. How will he do that?

24 ÷ 6 = 4 i.e 24 = 6 x 4

Now what if 2 more children come to his place?

How will he distribute the same number of muffins among 8 children?

24 ÷ 8 = 3 i.e 24 = 8 x 3

Suppose 4 more children visit his place at the same time. Can he distribute 24 muffins equally among all children?

Yes, he can!!! 24 ÷ 12 = 2 i.e 24 = 12 x 2

From this calculation we can see that 24 can be written as a product of two numbers in different ways as

24 = 6 × 4; 24 = 8 × 3; 24 = 12 × 2;

This means 2, 3, 4, 6, 8 and 12 are exact divisor of 24. They are known as factors of 24.
Class 6 Maths Playing With Numbers Factors
Factors

A factor of a number is defined as the number which is an exact divisor of that number.

Suppose we want number 12. Think about the numbers you can multiply together to get 12.

3 x 4 = 12 ; 2 x 6 = 12 ; 1 x 12 = 12

This shows that 1, 2, 3, 4, 6 and 12 are factors of 12.

Facts about factors:

The number 1 and the number itself are always factors of that number.

Every factor is less than or equal to the given number.

Every factor of a number divides the given number exactly.

The number of factors of a given number are finite.

Common Factors

When two (or more) numbers have the same factor, that factor is known as a common factor.

Let’s find put common factors of 6 and 18.

6 = 1 x 6, 6 = 2 x 3

Therefore, factors of 6 = 1, 2, 3, 6

18 = 1 x 18, 18 = 2 x 9, 18 = 3 x 6,

Therefore, factors of 18 = 1, 2, 3, 6, 9, 18

The numbers which appear in both the list are: 1, 2, 3, 6.

Hence, common factors of 6 and 18 are 1, 2, 3 and 6

Question:

Write all the factors of the following numbers:

(a) 23 (b) 36

Solution:

(a) 23 = 1, 23

(b) 36 = 1 x 36,

36 = 2 x 18,

36 = 3 x 12,

36 = 4 x 9
36 = 6 x 6

Therefore, factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18 and 36.

Class 6 Maths Playing With Numbers Perfect number
Perfect number

A perfect number is defined as a number for which sum of all its factors is equal to twice the number.

The factors of 6 are 1, 2, 3 and 6

1 + 2 + 3 + 6 = 12 = 2 x 6

Therefore, 6 is a perfect number.

The factors of 496 are 1, 2, 4, 8, 16, 31, 62, 124, 248 and 496.
1 + 2 + 4 + 8 + 16 + 31 + 62 + 124 + 248 + 496 = 992 = 2 x 496

Therefore, 496 is a perfect number.

Class 6 Maths Playing With Numbers Multiples
Multiples

6 eggs are present in 1 container.

How many eggs must be there in 4 such containers.

There will be total 6 x 4 = 24 eggs.

If there are 7 containers then number of eggs in 7 containers will be

So number of eggs in 7 containers will be 7 x 4 = 28.

So, to find the total number of eggs here we have multiplied the number of eggs in 1 container by the number of containers.

This is the concept of multiple.

A multiple of a number is defined as a number which is a product of that number and any other whole number.

For example, the multiples of 3 are 3, 6, 9, 12, 15, 18 and so on.

Every multiple of a number is greater than or equal to that number.

The number of multiples of a given number is infinite.

Every number is a multiple of itself.

Common Multiples

The Common multiples of two or more numbers are the multiples that are common to every given number.

Let’s find the common multiples of 4 and 6.

Write tables of 4. Write table of 6.

6x1=6

6 x 2 = 12

6 x 3 = 18

6 x 4 = 24

6 x 5 = 30

6 x 6 = 36

6 x 7 = 42

6 x 8 = 48

6 x 9 = 54

6 x 10 =
60

4x1=4

4x2=8

4 x 3 = 12

4 x 4 = 16

4 x 5 = 20

4 x 6 = 24

4 x 7 = 28

4 x 8 = 32
 4 x 9 = 36

4 x 10 = 40

First 10 multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

First 10 multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60

The common numbers which appear in both the list are 12, 24 and 36.

Therefore, the common multiples of 4 and 6 are 12, 24 and 36.

Question: Find all the multiples of 9 upto 100.

Solution: Multiples of 9 = 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99
Class 6 Maths Playing With Numbers Prime and Composite numbers
Prime and Composite numbers

Prime number

The numbers other than 1 whose only factors are 1 and the number itself are called prime number.

E.g. 5 = 1 x 5, 23 = 1 x 23

Composite number

A composite number is defined as a number having more than two factors.

E.g. Factors of 9 are 1, 3 and 9. Therefore it is a composite number.

Factors of 14 are 1, 2, 7 and 14. Therefore it is a composite number.

Note:

1 is neither prime nor composite number.

Any whole number greater than 1 is either a prime or composite number.

Question:

Write seven consecutive composite numbers less than 100 so that there is no prime number between them.

Solution:

89 and 97 are the prime numbers. 90, 91, 92, 93, 94, 95, 96 lies in between 89 and 97. All these numbers have more than 2 factors. Therefore, all the
numbers are composite numbers.
Class 6 Maths Playing With Numbers Eratosthenes sieve to find prime numbers
Eratosthenes sieve to find prime numbers

Eratosthenes was a Greek mathematician, astronomer, and geographer in Egypt in 200 B.C.

He invented a method for finding prime numbers that is still used today.

It filters out numbers to find the prime numbers.

Step 1: Cross out 1, since it is neither prime nor a composite number.

Step 2: Encircle 2. All the numbers divisible by 2 are even numbers. So cross out all the multiples of 2.

Step 3: Encircle 3; cross out multiples of 3.

Step 4: Encircle 5; cross out multiples of 5.

Step 5: Encircle 7; cross out multiples of 7.

Step 6: Encircle 11; cross out multiples of 11. All the encircled numbers are prime numbers. Rest all the crossed out numbers except 1 are composite
numbers.

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97.
Class 6 Maths Playing With Numbers Co-prime numbers
Co-prime numbers

Any set of numbers which do not have any other common factor other than 1 are called co-prime or relatively prime numbers.

E.g. Factors of 5 = 1, 5

Factors of 6 = 1, 2, 3, 6

This shows that 5 and 6 have no common factor other than 1. Therefore, they are co-prime numbers.

Properties of co-prime numbers:

All prime numbers are co-prime to each other.

Any consecutive whole numbers are always co-primed.

Sum of any two co-prime numbers is always co-primed.

Co-prime numbers need not to be prime numbers.

Class 6 Maths Playing With Numbers Twin primes
Twin primes

Twin primes are a pair of primes which differ by 2. First few twin primes are

E.g. (3, 5); (5, 7); (11, 13); (17, 19); (29, 31); (41, 43)

Question : Express 44 as the sum of two odd primes.

Solution: 44 = +

Here we have to find 2 numbers which are odd as well as prime numbers and whose sum is 44.

Odd prime numbers upto 44 are 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43.

Now let’s find out a pair of numbers whose sum is 44.

Sum of 3 and 41 is 44.

So, 44 = 3 + 41

Question: Give three pairs of prime numbers whose difference is 2.

Solution: 5 and 7, 11 and 13, 41 and 43.

Class 6 Maths Playing With Numbers Tests for divisibility of numbers
Tests for divisibility of numbers

Divisibility by 2

If the number ends with 2, 4, 6, 8 or 0, it is divisible by 2.

Example: 28, 54, 96

Here 28, 54 and 96 ends with 8, 4 and 6 respectively.

Therefore, 28, 65 and 96 are divisible by 2.

Divisibility by 3

If the sum of the digits of any number is divisible by 3 then that number is divisible by 3.

Example: 429 ; 4 + 2 + 9 = 15 ; 15 ÷ 3 = 5

Therefore, 429 is divisible by 3.

Divisibility by 4

If the last 2 digits of any number are divisible by 4, then that number is divisible by 4.

Example: 628; Last 2 digits are 28 and 28 ÷ 4 = 7

Therefore, 628 is divisible by 4.

Divisibility by 5

If the digit in the ones place of a number is 5 or 0, then it is divisible by 5.

Example 1: 95 ends in 5;

Therefore, 95 is divisible by 5.

Example 2: 680 ends in 0.

Therefore, 680 is divisible by 5.

Divisibility by 6

If a number is divisible by 2 and 3, then that number is divisible by 6.

Example: 246. It is divisible by 2 as it ends with 6. Now, 2 + 4 + 6 = 12. 12 is divisible by 3, so 246 is divisible by 3 also.

This shows that 246 is divisible by 2 and 3.

Therefore, 246 is divisible by 6.

Divisibility by 8

A number is divisible by 8 if the number formed by its last three digits is divisible by 8.

Example: 2544 Last 3 digits are 544.

544 ÷ 8 = 68

Therefore, 2544 is divisible by 8.

Divisibility by 9

A number is divisible by 9 if the sum of its digits is divisible by 9.

Example: 42,471. 4 + 2 + 4 + 7 + 1 = 18 is divisible by 9.

Therefore 42,471 is divisible by 9.

Divisibility by 10

A number is divisible by 10 if it ends with a ZERO.

Example: 1570. Here the last digit is 0.

Therefore, 1570 is divisible by 10.

Divisibility by 11

A number is divisible by 11 if the difference of the sums of the alternate digits is 0 or a multiple of 11.

Example 1: 9724

9 + 2 = 11. 7 + 4 = 11. Difference between the two sums is 0.

Therefore, 9724 is divisible by 11.

Example 2: 45958

4 + 9 + 8 = 21 ; 5 + 5 = 10 ; 21 – 10 = 11. This is a multiple of 11.

Therefore, 45958 is divisible by 11.

Question: Using divisibility tests, determine whether 1258 is divisible by 6 or not.

Solution: Last digit of the given number is 8. Therefore 1258 is divisible by 2.

When we add all the digits of 1258, the sum is 16. 16 is not divisible by 3

Since the number is not divisible by both 2 and 3, hence it is not divisible by 6.
Class 6 Maths Playing With Numbers Some more divisibility rules
Some more divisibility rules

If number is divisible by another number, then it is also divisible by each of the factors of that number.

Example: 18 and 72.

72 ÷ 18 = 4 This show 72 is divisible by 18,

Factors of 18 = 1, 2, 3, 6, 9, 18

72 ÷ 1 = 72, 72 ÷ 2 = 36, 72 ÷ 3 = 24, 72 ÷ 6 = 12, 72 ÷ 9 = 8, 72 ÷ 18 = 4

Therefore, 72 is divisible by each of the factors of 18.

If a number is divisible by two co-prime numbers, then it is also divisible by their product.

Example: Let’s say 90 is divisible by 5 and 9. As we know 5 and 9 are co-prime numbers.

So 90 must be divisible by their products. i.e 5 x 9 = 45

90 ÷ 45 = 2

Therefore, 90 is divisible by product of the co-primes i,e 5 and 9.

If two given numbers are divisible by a number, then, their sum is also divisible by that number.

Example: 21 and 18 are divisible by 3.

21 ÷ 3 = 7, 18 ÷ 3 = 6

Sum of the two numbers is 21 + 18 = 39. Also 39 ÷ 3 = 13

Therefore, if 24 and 18 are divisible by 3, then their sum I,e 39 is also divisible by 3.

If two given numbers are divisible by a number, then their difference is also divisible by that number.

Example: 58 and 54 are divisible by 2.

58 ÷ 2 = 29, 54 ÷ 2 = 27.

Difference of the two numbers i,e 58 – 54 = 4 and 4 ÷ 2 = 2

Therefore, if 54 and 58 are divisible by 2, then their difference I,e 4 is also divisible by 2.

Question: A number is divisible by both 5 and 12. By which other number will that number be always divisible?

Solution: The number is divisible by 5 and 12.

Since 5 and 12 are co-prime numbers so the number must be divisible by the product 5 × 12 = 60.

So, the given number will always be divisible by 60.

Class 6 Maths Playing With Numbers Highest Common Factor
Highest Common Factor

(HCF) of two or more given numbers is the highest (or greatest) of their common factors. It is also known as Greatest Common Divisor (GCD).

To find the HCF of two or more numbers, we can use any of the following method.

Common factor method

Prime factorization method

Common factor method

Let’s find the HCF of 18, 24 and 42.

First find all factors of the given numbers individually.

Factors of 18 = 1, 2, 3, 6, 9, 18

Factors of 24 = 1, 2, 3, 4, 6, 8, 12, 24

Factors of 42 = 1, 2, 3, 6, 7, 14, 21, 42

Therefore, common factors of 18, 24 and 42 are 1, 2, 3 and 6.

HCF of 18, 24 and 42 is 6.

Prime factorization method

Let’s find the HCF of 27 and 45.

First we have to find the factors of 27.

Write a pair of factors.

27 = 3 x 9

Now further factorize the composite factor 9 as 3 and 3.

Repeat the process till you get the prime factors of all the composite factors. Since 3 is a prime number we cannot factorize it further.
Therefore, 27 as a product of its prime factors is written as

27 = 3 x 3 x 3

Let’s find the factors of 45.

Write a pair of factors.

45 = 5 x 9

Further factorize the composite factor 9 as 3 and 3.

Therefore, 45 as a product of its prime factors is written as

45 = 5 x 3 x 3

Multiply all the factors which appear in both the list.

27 = 3 x 3 x 3

45 = 3 x 3 x 5

i.e 3 x 3 = 9

Therefore, HCF of 27 and 45 is 9.

Question: Find the HCF of the following numbers. 18, 54, 81

Solution: Let’s find the HCF by prime factorization method.

18 = 2 x 3 x 3

54 = 2 x 3 x 3 x 3

81 = 3 x 3 x 3 x 3

Multiply all the factors which appear in both the list. i.e 3 x 3 = 9

The HCF of 18, 54 and 81 is 9.

Word problem
A fruit seller has 24 apples, 40 papaya and 56 strawberries which he must use to create fruit baskets. What is the largest number of fruit baskets she
can make without having any fruit left over?

Solution:Here, we have to find the largest number of fruit baskets. So, we find HCF.

Apples: 24 = 23 x 3

Daisies: 40 = 23 × 5

Lilies: 56 = 23 × 7

HCF = 23 = 8

A fruit seller can make 8 fruit baskets.

Each basket will have 3 apples (Since 24 ÷ 8 = 3); 5 Papaya (Since 40 ÷ 8 = 5) and 7 strawberries: 7 (Since 56 ÷ 8 = 7)
Class 6 Maths Playing With Numbers Lowest Common multiple
Lowest Common multiple (LCM)

The Lowest Common Multiple (LCM) of two or more given numbers is the lowest (or smallest or least) of their common multiples.

If two numbers are co-prime then the LCM is the product of the two numbers.

Find the LCM of 7 and 13.

7 = 7 x 1 and 13 = 1 x 13

So, LCM is 7 x 13 = 91.

Common multiple method

Find the lowest common multiple of the numbers 8, 12 and 18.

Solution:

List the multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88

List the multiples of 12: 12, 24, 36, 48, 60, 72, 84,

List the multiples of 18: 18, 36, 54, 72, 90, 1

The common multiples of 8, 12 and 18 are 72 ...

L.C.M. of 8, 12 and 18 is 72.

This method works only when there are very small numbers.

Prime factorization method

Find the LCM of 90, 100 and 150.

Solution:

Prime factorisation of the given numbers

90 = 2 x 3 x 3 x 5 = 2 x 23 x 5

100 = 2 x 2 x 5 x 5 = 22 x 52

150 = 2 x 3 x 5 x 5 = 2 x 3 x 25

Let’s find the product of all the factors with highest powers.

22 x 32 x 52 = 4 x 9 x 25 = 900

Common division method of prime factorisation

A very convenient method to find the LCM is the common division method. In this method of prime

factorisation we proceed as follows:

Arrange all the given numbers in a row and separated by commas.

Start with the lowest prime number which divides at least one of the given numbers exactly.
Write down the quotients and any undivided numbers in the next line.
Repeat the process as shown below until 1 is the only common factor.
Find the product of all the divisors. This is the required LCM.

Find the L.C.M. of the numbers 36, 48 and 72.

Solution:

LCM = 2 x 2 x 2 x 2 x 3 x 3 = 144

Word problem

Find the least number which when divided by 18, 28, 32 and 42 leaves a remainder 5 in each case.

Solution:

First we should find the LCM of 18, 28, 32 and 42.

LCM = 2 x 2 x 2 x 2 x 2 x 3 x 3 x 7 = 2016

2016 is the least number which when divided by the given numbers will leave remainder 0 in each case. But we need the least number that leaves
remainder 5 in each case.

Therefore, the required number is 5 more than 2016. The required least number = 2016 + 5 = 2021

Question: The traffic lights at three different road crossings change after every 48 seconds, 72 seconds and 108 seconds respectively. If they change
simultaneously at 7 a.m., at what time will they change simultaneously again?

Solution:

The time period after which these lights will change = LCM of 48, 72 and 108
LCM = 2 x 2 x 2 x 2 x 3 x 3 x 3 = 432

Therefore, the light will change together after every 432 seconds. i.e 7 min 12 seconds.

Hence, they will change simultaneously at 7: 07: 12 am.

 Basic Geometrical Ideas

Basic Geometrical Ideas ( Summary )

Points, Lines and Curves

The point, the line segment, the line and the ray are the fundamental elements of geometry.
A point represents a location or a position, and is dimensionless. It can be denoted by single capital
letter of the English alphabet.

Line segments are defined as the shortest distance between two points.
A line segment joining points L and M is denoted by
A distance between the two end points of a line segment is the length of the line segment.
A line is made up of an infinite number of points that extend indefinitely in both directions.
A line containing points L and M is denoted by
A plane is said to be a very thin flat surface that does not have any thickness and is limitless.
A minimum of three points are required to represent a plane.
Curves can be defined as figures that flow smoothly without a break.
Curves that do not intersect themselves are called simple curves.
The end points of open curves do not meet. While the endpoints of closed curve join to enclose an area.
For a closed curve, you can identify three regions – the interior of the curve, the boundary of the curve
and the exterior of the curve.

Angles, Polygons and Circles

A curve that does not cross itself is called a simple curve.
Angle is made up of two rays starting from one common end.
Simple closed curves made up of only line segment are called polygons.
A circle is a simple closed curve formed by a point moving at the same distance from a fixed point.
Two rays join at a common point to form an angle.
A polygon made up of three line segments is called a triangle.
A polygon made up of four line segments is called a quadrilateral.
A triangle has three vertices, three sides and three angles.
A quadrilateral has four vertices, four sides and four angles.
Sides that have a common vertex are called adjacent sides.
A circle is formed by a point moving at the same distance from a fixed point.
A circle is also a simple closed curve; however, it does not have any sides or angles.
An air is a part of the circumference of a circle.
A chord is a line segment joining two points that lie on a circle.
The part of a circle that is enclosed by a chord and an arc is called a segment of the circle.
A chord passing through the centre of the circle is called its diameter.
A diameter is the longest chord of a circle.
A diameter of a circle divides the circle into two halves. Each half is called a semi-circle.
A line segments that joints the centre of the circle and a point on the circle is called the radius of the
circle.
The radius of a circle is half of the diameter.
A part of the circle that is enclosed by two radii and an arc is called a sector.
 Lines and Angles

Understanding Elementary Shapes Summary

Lines and Angles

Length of a line segment:

The distance between the endpoints of a line segment is the length of the line segment. The length of a line
segment can be measured accurately using a ruler and a divider.

Complete angle:
An angle of measure 360° is called a complete angle.

One quadrant = 1 4 (complete angle) = 1 4 x 360° = 90°

Two quadrants = 1 2 (complete angle) = 1 2 x 360° = 180°

Three quadrants = 3 4 (complete angle) = 3 4 x 360° = 270°

Right angle:
An angle that measures 90° is called a right angle. A right angle makes a quarter revolution.

Straight angle:
An angle that measures 180° is called a straight angle. A straight angle makes a half revolution.
Acute angle:
An angle that measures less than 90° is called an acute angle.

Obtuse angle:
An angle that measures more than 90° and less than 180° is called an obtuse angle.

Reflex angle:
An angle that measures more than 180° is called a reflex angle.

Intersecting lines:
Two lines that meet each other at a single point are called intersecting lines.

Perpendicular lines:
Two lines that intersect each other at right angles are said to be perpendicular to each other.

Bisector of a line segment:

A bisector of a line segment is a line that divides the line segment into two equal parts.

Perpendicular bisector of a line segment:

The perpendicular line that divides a line segment into two equal parts is called the perpendicular bisector of
the line segment.
 Two and Three Dimensional Figures

Understanding Elementary Shapes Summary

Two Dimensional Figures
The closed figure formed by joining three line segments end-to-end is called a triangle. Each line segment
forms a side of the triangle.

Scalene triangle

A triangle is called a scalene triangle if all the three sides are of unequal length.

Isoceles triangle

A triangle is called an isosceles triangle if two of its sides are of equal length.

Equilateral triangle

A triangle is said to be an equilateral triangle if the lengths of all of its sides are equal.

Acute-angled triangle

If all the angles of a triangle are less than 90°, then the triangle is called an acute-angled triangle.

Right-angled triangle

If one of the angles in a triangle is a right angle, then the triangle is called a right-angled triangle.
Obtuse-angled triangle

If one of the angles in a triangle is an obtuse angle, then the triangle is called an obtuse-angled triangle.

Parallelogram

A parallelogram is a four-sided figure in which the opposite sides are parallel to each other and are of equal
length. In a parallelogram, the diagonals need not be equal in length.

Rectangle

A rectangle is a type of parallelogram that has opposite sides equal in length and parallel to each other. Its
diagonals are equal in length. A rectangle has four right angles.

Square

A square is a type of parallelogram in which all the four sides are equal in length. Its diagonals are equal in
length. A square has four right angles.

Rhombus

In a rhombus, all the sides are equal in length, and the opposite sides are parallel to each other. Its diagonals
are not equal in length. Also, the opposite angles are equal to each other.

Trapezium

A trapezium has one pair of sides parallel to each other. The other two sides are not parallel to each other.

Polygon

A polygon is a closed figure with three or more than three sides.

Three Dimensional Shapes
Solid figures have three dimensions - length, breadth and height. e.g. A ball, a brick, an ice cream cone and
a can.

Face
The flat surface of a solid shape is called a face.

Edge
Two faces of a solid shape meet on a line segment called an edge.

Vertex
A vertex of a solid shape is a point where three or more edges meet.
A cuboid has 6 faces, 12 edges and 8 vertices.
Prisms and pyramids are named after their bases. The base of a prism can be of any polygonal shape.
There are 5 faces, 9 edges and 6 vertices in a triangular prism.

There are 4 faces, 6 edges and 4 vertices in a triangular pyramid.

 Integers

Whole numbers are represented on the number line as shown here:

If you move towards the right from the zero mark on the number line, the value of the numbers increases. If
you move towards the left from the zero mark on thenumber line, the value of the numbers decreases.

The collection of the numbers, that is, … -3, -2, -1, 0, 1, 2, 3, …., is called integers. When we need to use
numbers with a negative sign, we need to go to the left of zero on the number line. These numbers are
called negative numbers.
Examples where these negative numbers are used are temperature scale, water level in a lake or river, level
of oil tank, debit account and outstanding dues.
The numbers -1, -2, -3, -4… which are called negative numbers, are also called negative integers.
The number 1, 2, 3, 4 …s, which are called positive numbers, are also called positive integers.
If we stand at the zero mark on the number line, we can either go left towards negative integers or right
towards positive integers. When we move left towards zero on the number line, the value of positive
integers decreases. When we move left further away from zero on the number line, the value of negative
integers decreases.

Addition of integers:
When two positive integers are added, then we get an integer with a positive sign.
Example: (+8) + (+6)= + 14

When two negative integers are added, then we get an integer with a negative sign.
Example: (-3) + (-5) = -8

When a positive integer is added to a negative integer, then we subtract them and put the sign of the
greater integer. The greater integer can be decided by ignoring the signs of the integers. Example:
(+4) + (-9) = -5; (+8) + (-3) = 5

Subtraction of integers:
When we subtract a larger positive integer from a smaller positive integer, the difference is a negative
integer.
Eg: (+5)-(+8) = -3

To subtract a negative integer from any given integer, we just add the additive inverse of the negative
integer to the given integer.

Eg: (-5)-(-8) = +3
Thus, the subtraction of an integer is the same as the addition of its additive inverse. Both addition and
subtraction of integers can be shown on a number line.
 Types of Fractions

A fraction is a part of a whole. A whole can be a group of objects or a single object.

For example, is a fraction. In this, 3 is called the numerator and 15 is called the denominator.

In the figure shown here, the shaded portion is represented by .

Whole numbers are represented on the number line as shown here:

A fraction can be represented on the number line.

For example,

Consider a fraction is greater than 0, but less than 1.

Divide the space between 0 and 1 into two equal parts. We can show one part as the fraction

Consider another fraction is greater than 0, but less than 1.

Divide the space between 0 and 1 into five equal parts. We can show the first part as the second as the
third as the fourth as and the fifth part as

Proper fractions:
A proper fraction is a number representing a part of a whole .
In a proper fraction, the number in the denominator shows the number of parts into which the whole is
divided, while the number in the numerator shows the number of parts that have been taken.
Eg:

Improper fractions:
A fraction in which the numerator is bigger than the denominator is called an improper fraction. Eg:

Mixed fractions:
A combination of a whole and a part is said to be a mixed fraction.

Eg:
Conversion of improper fraction into mixed fraction:
An improper fraction can be expressed as mixed fraction by dividing the numerator by the denominator of
the improper fraction to obtain the quotient and the remainder. Then the mixed fraction will be
.

Conversion of mixed fraction into improper fraction:

A mixed fraction can be written in the form an improper fraction by writing it in the following way:

Like fractions:
Fractions with the same denominator are said to be like fractions.

Eg:
Unlike fractions:
Fractions with different denominators are called unlike fractions.

Eg:

Equivalent fractions:
Fractions that represent the same part of a whole are said to be equivalent fractions.

Eg:
To find an equivalent fraction of a given fraction, multiply both the numerator and the denominator of the
given fraction by the same number.

Simplest form of fraction:

A fraction is said to be in its simplest form or its lowest form if its numerator and denominator have
no common factor except one. The simplest form of a given fraction can also be found by dividing its
numerator and denominator by its highest common factor (HCF).

Comparing Fractions

Fractions with the same denominator are called like fractions.

Comparing like fractions:

In like fractions, the fraction with the greater numerator is greater.

Two fractions are unlike fractions if they have different denominators.

Comparing unlike fractions:

If two fractions with the same numerator but different denominators are to be compared, then the
fraction with the smaller denominator is the greater of the two.
To compare unlike fractions, we first convert them into equivalent fractions. For example, to compare the
following fractions ie.,

We find the common multiple of the denominators 6 and 8. 48 is a common multiple of 6 and 8.
24 is also a common multiple of 6 and 8. Least Common Multiple (LCM) of 6 and 8 = 24
x=
x =
⇐

Hence, we can say that is greater than

 Decimals

paring Decimals

If a block of one unit is divided into 10 equal parts, then each part is (one – tenth) of the unit. It is
written as in decimal representation. The dot denotes the decimal point.
Every fraction whose denominator is 10 can be written in decimal notation.
Eg:

If a block of one unit is divided into 100 equal parts, then each part is of the unit. It is written
as in decimal notation. Every fraction whose denominator 100 can be written in decimal notation.
Eg:
To read decimals, we can use the following chart. The first digit to the right after the decimal point
represents the tenths parts, the second the hundredths parts, and so on.

Decimal point Tenths Hundredths Thousandths

.

All decimal numbers can be represented on the number line. Every decimal number can be represented as
a fraction. Any two decimal numbers can be compared. The comparison starts with the whole part of the
numbers. If the whole parts are equal, then the tenth parts can be compared, and so on. Decimal numbers
are used in many ways in real life. For example, in representing the units of money, length and weight, we
use decimal numbers.

Addition and Subtraction of Decimals

T o add or subtract decimal numbers , make sure that the decimal points of the given numbers
are placed exactly one below another . While adding or subtracting two decimal numbers, the number
of digits after the decimal point should be equal. In case they are not equal, the gaps must be
filled
with zeros after the last digit.
For example:

To add 6.82 and 5

First insert zeros in the empty places after the decimal point so that both the numbers have the same
number of digits after the decimal point. Next, write the numbers such that their decimal points are one
below another.

To subtract 5 from 6.82

First insert zeros in the empty places after the decimal point so that both the numbers have the same

number of digits after the decimal point. Next, write the numbers such that their decimal points are one
below another.

Addition or subtraction should be carried out from the extreme right side. Place the decimal point
correctly after performing the addition or subtraction.
 Data Handling

Data is a collection of numbers gathered to get some information.

To get the required information, all observations should be recorded.
Tally marks are used to organise the observations. Record every observation by a vertical mark,
but every fifth observation should be recorded by a mark across the four earlier marks, like this:
.
We depict each observation with the help of tally marks.

For example, we have a group of persons and their sizes of shoes. The tabular form representing the tally
marks is as shown here.

Pictograph

A picture that visually helps us to understand data is called a pictograph. A pictograph represents data in
the form of pictures, objects or parts of objects.
Eg:

In real life, pictographs are used by newspapers and magazines to attract the attention of the readers. A
pictograph helps us to answer questions on the data at a glance. To draw pictographs, we use symbols to
represent a certain number of things or items.
For example, represents 100 bulbs.
The key for a pictograph tells the number that each picture or symbol represents.

Bar graphs
Bar graphs or bar diagrams are helpful in representing the data visually. In bar graphs or bar
diagrams, bars of equal width are drawn horizontally or vertically with equal spacing between them.

The length of each bar represents the required information. Choosing an appropriate scale for a bar
graph is important. Scale means the number used to represent one unit length of a bar . For example,
the scale for the bar graph shown here is 1 unit length = 100 children.
 Algebra

Variable
An unknown quantity can be represented by a variable. Usually, a variable is any letter from the English
alphabet that represents an unknown quantity. The relation between the unknown quantity and other
quantities can be expressed with the help of the variable. The value of the variable varies with the given
condition on the variable.

A quantity whose value does not vary is called a constant. An expression consisting of variables,
constants and mathematical operators is called an algebraic expression.

Mathematical operations such as addition, subtraction, multiplication and division can be easily performed on
variables. We can use variables to form expressions based on patterns.

The following are some branches of mathematics:

The branch of mathematics where letters are used along with numbers is called algebra.
The branch of mathematics that deals with numbers, operations on numbers and properties of numbers
is called arithmetic.
The branch of mathematics that deals with the figures and shapes is called geometry.

Use of Variables

Variables are used to frame rules tofind the perimeter of a polygon. The perimeter of a polygon can be
obtained by adding the lengths of its sides . The following are simple rules to frame the perimeter of
geometrical figures using variables.

If the length of the side is denoted by variable's', then the perimeter of a square is equal
to
 and its breadth variable

If the lengths of the sides of a triangle are denoted by then the perimeter of the
triangle is equal to

The following are some simple rules for the properties of numbers using variables.

Commutative property of addition:

This property states that two numbers can be added in any order. If represent any two numbers,
then

Commutative property of multiplication:

This property states that two numbers can be multiplied in any order. If represent any two numbers,
then

Associative property of addition:

This property states that three numbers can be added in any order. If represent any three numbers,
then

Associative property of multiplication:

This property states that three numbers can be multiplied in any order. If represent any three
numbers, then

Distributive property of multiplication over addition:

This property states that if represent any three numbers, then

Equations
A mathematical statement that indicates that thevalue of the LHS is equal to the value of the
RHS is called an equation.
An equation puts a condition on the variable.
The value for which the equation is satisfied is the solution of the equation.

The value of the variable in an equation that satisfies the equation, or makes its LHS equal to its RHS, is
the solution.
An equation can contain numbers and variables.

An equation is said to be algebraic equation if it consists of a variable.

A single variable equation will have a unique solution.

An equation that does not have any variable is called a numerical or an arithmetic equation.
Different numerical values for the variable are substituted in an algebraic equation, and the solution is
obtained by using a method called the trial and error method.
If there is no sign of equality between the LHS and the RHS, then it is not an equation.
 Ratios and Proportions

Ratios
Usually, the comparison of quantities of the same type can be made by the method of difference between
the quantities. However, a more meaningful comparison between the quantities can be made by using
division, i.e. by verifying how many times one quantity is into the other quantity. This method is known
as comparison by ratio.
For example, Keertana’s weight is 20 kg and her father’s weight is 80 kg. So we can say that Keertana’s
father’s weight and Keertana’s weight are in the ratio 20:80.
To calculate ratio, the two quantities have to be measured using the same unit. If not, they should be
converted to the same unit before ratio is taken. The same ratio can occur in different situations.
For example, the ratio 4:5 is different from 5:4.
Thus, the order in which the quantities are taken into consideration to express their ratio is important.

A ratio can be treated as a fraction.

For example, 5:6 can be treated as 5/6.
Two ratios are said to be equivalent if the fractions corresponding to them are equivalent.

To calculate equivalent ratio, convert the ratio into a fraction, and then multiply or divide the numerator and
the denominator by the same number.
Ex:4:5 is equivalent to 8:10 or 12:15 and so on.
A ratio can be expressed in its lowest form. For example, the ratio 45:25 in its lowest form can be written as
follows:

Thus, the lowest form of 45:25 is 9:5.

Proportions
If the ratios between Quantity A and Quantity B is equal to the ratio between Quantity C and Quantity D, then
the four quantities A, B, C and D, are said to be inproportion. Proportion is denoted by the signs '∷’ or‘=’.
Thus, the quantities 4, 16, 5 and 20 can be written as 4:16∷5:20 or 4:16=5:20
The order of the terms in a proportion carries value. The quantities 4, 16, 5 and 20 are in proportion,
whereas 4, 20, 5 and 16 are not in proportion. In the proportion a:b∷c:d, the quantities a and d are
theextreme terms, and b and c are the middle terms. The method of calculating the value of one unit and
using this value to calculate the value of the required number of units is called the unitary method.

For example, suppose the cost of 8 bags is Rs. 240. Now, to find the cost of 6 bags,

using the unitary method, we first find out the cost of one bag.
Cost of one bag =240/8
= Rs. 30
Now, the cost of 6 bags =6 × Rs.30=180
Hence, the cost of 6 bags is Rs. 180.
Class 6 Maths Symmetry What is symmetry
What is symmetry?

Symmetry comes from a Greek word which means ‘to measure together’.

Symmetry means the situation where an object can be divided into at least two identical parts such that the identical parts cover each other completely
when folded, turned or slided.

Symmetry is everywhere. It plays important role in the field of architecture. Nature has made abundant use of symmetry. Look at the following
examples.
Class 6 Maths Symmetry Symmetric and Asymmetric figure
Symmetric and Asymmetric figure

Symmetric figure

If a figure is folded in two parts such that two parts match exactly then such figure is knows as symmetric figure..

Asymmetric figure

If a figure is divided into two unequal parts, then such figure is knows as asymmetric figrure.

Some figures are symmetric in one way but asymmetric in other way.

If we fold this figure horizontally then it shows asymmetry. If we fold this figure vertically then it shows symmetry.

If we fold this figure horizontally then it show symmetry but if we fold it vertically it won’t show symmetry.
Class 6 Maths Symmetry Line of symmetry
Line of symmetry

When a figure is folded along a line such a way that the two parts exactly fit on top of each other, then the figure is said to have a line symmetry.

Line of symmetry is the line which divides figure into two identical parts and these are mirror image of each others.

Sometimes human face can also show line of symmetry. But this is not applicable in all cases.

Sometimes, line of symmetry is neither vertical nor horizontal. The following figure shows line of symmetry but its not vertical or horizontal.

The dotted lines below are not lines of symmetry though they may cut the figures in halves, they don't create two exactly same parts.
Class 6 Maths Symmetry Alphabets words and numbers showing line of symmetry
Alphabets words and numbers showing line of symmetry

Some alphabets posses vertical line of symmetry while some shows horizontal line of symmetry.

The following alphabets show both vertical as well as horizontal lines of symmetry.

The alphabet O has infinite number of lines of symmetry.

The following alphabets doesn’t show any type of symmetry.

FGJLNPQRSZ

There are few words which also shows line of symmetry.

Some of the numbers also shows line of symmetry.

Class 6 Maths Symmetry Geometric shapes which show one line of symmetry
Geometric shapes which show one line of symmetry

Angle

An angle bisector is the only line of symmetry for a given angle.

Isosceles triangle

The line containing the bisector of the vertex angle of an isosceles triangle is only line of symmetry for such a triangle.

Trapezium

The perpendicular bisector of the parallel sides of an isosceles trapezium is the only line of symmetry.

Kite

The line containing the ends of a kite is the only line of symmetry for a kite. It bisects the angles at the ends of the kite.

Semicircle

A semicircle has only one line of symmetry.

There are few geometric shapes which doesn’t show any line of symmetry.
Class 6 Maths Symmetry Geometric shapes which show two line of symmetry
Geometric shapes which show two line of symmetry

Rectangle

Both perpendicular bisectors of the sides of a rectangle are lines of symmetry.

Ellipse

The major and minor axis of ellipse are lines of symmetry.

Rhombus

Both the bisectors of the angles of a rhombus are lines of symmetry.

More figures with two lines of symmetry

Class 6 Maths Symmetry Geometric shapes which show multiple line of symmetry
Geometric shapes which show multiple line of symmetry

Circle

The circle shows infinite line of symmetry.

Regular polygons

Regular (Equilateral) triangle has 3 lines of symmetry.

Regular quadrilateral (square) has 4 lines of symmetry.

Regular pentagon has 5 lines of symmetry

Regular hexagon has 6 lines of symmetry.

Regular octagon has 8 lines of symmetry.

From above we can conclude that the number lines of symmetry for a regular polygon is equal to the number of sides of the regular polygon.
Class 6 Maths Symmetry Reflection and Symmetry
Reflection and Symmetry

A reflection can be seen in mirror or water or any shine surface. Observe the following beautiful picture. We can see the reflection of the mountain,
trees and clouds in water.

When we keep any object in front of the mirror we see the image of that object in the other side of the mirror. This image is known as reflection of that
object and it is symmetrical in nature. Here the mirror line acts as a line of symmetry.

Any object and its reflection have same size, shape and but its orientation will be different from the object.

Case 1: Object is in contact with the mirror.

Case 2: Object is slightly away from the mirror.

Check whether following figures are reflections of each other?

In 1st example, the image looks exactly same as object. i.e its shape and size. But the reflected image should have opposite orientation as compared to
the object. So this is not a refelction.

In the 2nd example, shape and size of the reflected image is exactly same as the object but its orientation is opposite as compared to the object. Hence
this is a reflection.
Class 6 Maths Symmetry Applications of symmetry
Applications of symmetry

We can use the concept of symmetry to complete the pattern. See the following example. Here we have to observe the symmetrical pattern on the left
and then we can complete the pattern on the right

Kaleidoscope

It is a cylindrical shaped device with mirrors containing different colored objects like pebbles and pieces of glass. When we view from one end, light
entering the other side creates a colourful pattern, due to the reflection of the mirrors. We can see the following types of patterns.

Rangoli design

Rangoli can be created with the help of symmetry.

While drawing rangoli, initially we draw some design and then we keep drawing the mirror image of earlier design. In this way the whole rangoli design
is created.
 Practical Geometry

Basic Constructions
The tools in our geometry box are:

Ruler
Compass
Divider
Set squares
Protractor

The description of each tool and its uses are given below:

Ruler:

A ruler is aflat and straight -edged strip, whose one side is graduated into centimetres and the other into
inches. A ruler is commonly called a scale. It is the most essential tool in geometry. It is used in all
constructions.
The basic uses of a ruler are:

Measuring lengths of line segments

Drawing line segments

Compass:

A compass has two ends. One end holds a pointer, while the other end holds a pencil. It is also called a pair
of compasses.

The basic uses of a compass are:

Marking off equal lengths

Drawing arcs
Drawing circle

Divider:

A divider is a tool similar in shape to a compass. It has a pair of pointer ends.

The basic uses of a divider are:

Comparing lengths of line segments

Helping avoid positioning errors
 Construction of Lines And Angels

Construction of Lines
Steps to construct a line segment of length 5 cm:

1. Draw line l.

2. Mark a point on line and name it P.

3. Open the compass to measure the length of the line segment by

placing the pointer on the 0 mark of the ruler and the pencil point on the
5 cm mark.

4. Place the pointer of the compass on point P.

5.Swing an arc on the line to cut it at Q.

6.PQ is the required line segment of length 5 cm.

Two lines are said to be perpendicular when they intersect each other at an angle of 90o.

The perpendicular bisector is a perpendicular line that bisects another line into two equal parts.
Constructing of Angles
An exact copy of a line segment can be constructed using a ruler and a compass.
To construct a copy of an angle:

Draw a line AB.

Mark any point O on AB.
Place the compass pointer at vertex X of the given figure and draw an arc with a convenient radius,
cutting rays XY and XZ at points E and F, respectively.
Without changing the compass settings, draw an arc on line AB from point O. It cuts line AB at P.
Set the compass to length EF.
Without changing the compass settings, draw an arc from P cutting the previous arc at point Q.
Join points O and Q.
Hence, ∠POQ is the required copy of ∠YXZ.

To construct the bisector of an angle:

Let the given angle be LMN.

Place the compass pointer at vertex M of the given angle.

Draw an arc cutting rays ML and MN at U and V, respectively

Draw an arc with V as the centre and a radius more than half the length of UV in the interior of ∠LMN.

Draw another arc with U as the centre and the same radius intersecting the previous arc.

Name the point of intersection of the arcs as X.

Join points M and X.

Thus, the ray MX is the required bisector of ∠LMN

Steps to construct a 60° angle:

Draw a line.
Mark point P on the line.
Draw an arc from point P with a convenient radius cutting the line at a point.
Name the point of intersection of the arc and the line as Q.
Draw another arc with Q as the centre and the same radius so that it passes through point P.
Name the point of intersection of the two arcs as R.
Join points P and R.

In a similar way, we can construct:

A 900 angle without using the protractor
A 1200 angle without using the protractor