Activity

17
Objective
To construct a 3 × 3 Magic Square of Magic Constant 15

Materials Required
White paper, sketch pen/pencil, ruler

Method of Construction
1. Take a white paper and draw a 3 × 3 square grid on it as shown in Fig. 1.

Fig. 1

2. Draw four squares outside the middle square of each side of the grid
as shown in Fig. 2.

Fig. 2

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 3. Put the numbers 1 to 9 as shown in Fig. 3.

Fig. 3

4. Now write the numbers written outside as shown by arrows in Fig. 4.

Fig. 4

Now erase the squares outside and obtain a square as in Fig.5.

Fig. 5

Demonstration
Fig.5 gives a magic square formed by the numbers 1 to 9 in which the sum
of numbers in each row, each column and each diagonal is 15 (called magic
constant).

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 Observation
Complete the following table:

Application
1. This activity can be used to construct a 3 × 3 magic square of any
magic constant like 18, 21, 24 etc., using different nine consecutive
natural numbers.

2. This activity can also be used to construct a 5 × 5 magic square.

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 Activity
18
Objective
To construct a 3 × 3 Magic Square of Magic Constant 15

Materials Required
Chart paper, coloured paper, sketch pen, scissors,
ruler.

Method of Construction
1. Take a square chart paper of size 12 cm × 12 cm.
2. Make a 3 × 3 grid on the chart paper.

Demonstration
1. Put the number 5 (=15 ÷ 3), called central
number in the middle square.
2. Add 2 to the central number and subtract 2
from the central number and put these
numbers to the right and left of the central Fig. 1
number, respectively along the central row
(Fig. 1).
3. Add 1 to the central number and subtract 1
from the central number and put these
numbers upward and downward, respectively
along the right diagonal (Fig. 2).
4. Add 3 to central number and subtract 3 from
Fig. 2
the central number and put these numbers
upward and downward, respectively along
the left diagonal (Fig. 3).

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 Fig. 3 Fig. 4

5. Subtract 4 from the central number and add

4 to the central number and write these
numbers upward and downward, respectively
along the central column (Fig. 4).

Observation

Application
1. This method can be used to construct 3 × 3 magic square of some
other magic constants (multiple of 3).
2. Instead of numbers from 1 to 9, any nine consecutive natural numbers
can be taken.

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 Activity
19
Objective
To find multiples and factors

Material Required
A white chart paper, ruler, pencil, sketch pens of
different colours.

Method of Construction
1. Take a white chart paper and draw a grid of 10 × 10.

2. Write numbers from 1 to 10 on the rows and columns (Fig. 1).

(Mark numbers 1 to 10 over the rows and columns)

Fig. 1

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 3. Colour with pink the boxes of Column 1.

4. Colour with yellow every alternate box of Column 2.

5. Colour with black every third box of Column 3.

6. Colour with red every 4th box of Column 4.

7. Colour with green every 5th box of Column 5.

8. Colour with blue every 6th box of Column 6.

9. Colour with orange every 7th box of Column 7.

10. Colour with light green every 8th box of Column 8.

11. Colour with purple every 9th box of Column 9.

12. Colour with brown the 10th box of Column 10.

(See Fig. 2)

Fig. 2

Demonstration
1. To find the multiples of 1, look at the coloured boxes in the vertical
column below 1. All the boxes along rows 1, 2, 3,... 10 are coloured.
Mulitiples of 1 are 1, 2, 3,..

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 2. To find the multiples of 2 look at the coloured boxes in the vertical
column below 2. The boxes along rows 2, 4, 6, 8, 10 are coloured.
Multiples of 2 are 2, 4, 6, 8,...

Similarly observe multiples of other numbers.

3. To find the factors of 1 look at the coloured box in the horizontal row
for 1. Only the box below 1 is coloured. Factor of 1 is 1.

4. To find the factors of 2, locate the coloured boxes in the row for 2. The
boxes below 1 and 2 are coloured. Factors of 2 are 1 and 2.

Similarly observe factors of other numbers.

Observation
Complete the following table:
Numbers Multiples Factors
1 1, 2, 3, .. 1
2 ––– –––
3 ––– –––
4 ––– –––
5 ––– –––
6 6 1, 2, 3, 6
7 ––– –––
8 ––– –––
9 ––– –––
10 ––– –––

Application
1. This activity is useful in explaining multiples and factors of numbers.

2. This activity can also be used to explain the concept of prime number
with the help of row having exactly two coloured squares.

3. This activity can be further extended to numbers upto 20.

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 Activity
20
Objective
To find the factors of a given number (say 18)

Material Required
Sufficient number of buttons, paper and pencil/
pen.

Method of Construction
Take 18 buttons and try to arrange them in rows in such a way that each
row has the same number of buttons as shown below:
1. Arrange the buttons in one row as shown in Fig.1.

Fig. 1

2. Now, arrange the buttons in two rows as shown in Fig. 2.

Fig. 2

3. Arrange the buttons in three rows as shown in Fig. 3.

Fig. 3

4. Arrange the buttons in six rows as shown in Fig. 4.

Fig. 4

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 5. Arrange the buttons in nine rows as shown in Fig. 5.
6. Arrange the buttons in eighteen rows (Fig. 6).

Demonstration
1. Arrangement of buttons in Fig.1 can be expressed
as 18 = 1 × 18 (number of rows × number of columns)
2. Arrangement of buttons in Fig. 2 can be
expressed as 18 = 2 × 9
3. Similarly from Fig. 3: 18 = 3 × 6
Fig. 4: 18 = 6 × 3 Fig.5

Fig. 5: 18 = 9 × 2
Fig. 6: 18 = 18 × 1
Thus, factors of 18 are 1, 2, 3, 6, 9, 18.
Similarly, factors of other numbers say 20,
24, 28, etc. can be found.

Observation
Complete the following table: Fig.6

Number Rows (R) Columns (C) (R × C) Factors

18 1 18 1 × 18 ––, ––
2 9 2×9 ––, ––
3 6 3×6 ––, ––
20 1 20 –– × –– ––, ––
2 10 –– × –– ––, ––
.......... .......... –– × –– ––, ––
24 –– –– –– × –– ––, ––
–– –– –– × –– ––, ––
.......... .......... –– × –– ––, ––
28 –– –– –– × –– ––, ––
.......... .......... –– × –– ––, ––

A
pplication
This activity is useful in understanding the meaning of factors and multiples
of a number.

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 Activity
21
Objective
To compare the lengths of palms of students

Material Required
Square grid papers, coloured pencil/pen, paper.

Method Of Construction
Make groups of 5 children, take a squared grid paper and place the palm
of a child’s on that gird paper and move the pencil around her palm.

Demonstration
1. When the child has placed her left hand palm, she will move the
pencil/pen around her palm to trace the boundary.
2. Now count the number of squares enclosed in the boundary by taking
half as half, more than half as 1 and leave the others i.e., less than
half.
3. The other members of the group will record it in a table.

Observations
Child Number of squares Number of Total of Area in
(more than half) squares (half) halves squares
1 70 20 10 70 + 10 = 10
2 – – – –
3 – – – –

Application
This activity can be extended in finding the areas of leaves and other objects.

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 Activity
22
Objective
To make nets of cubes and cuboids using different objects

Material Required
Empty chalk box, sweet box, shoe box, pastry box
etc., pen/pencil, scissor, cardboard, white paper,
pens, cello-tape, glue

Method Of Construction
1. Take a cardboard of a convenient size and paste a white paper on it.

2. Open the folds of a box (say of pastry box) and flatten it out.

3. Put it on the cardboard and draw its boundary as well as lines along
the folds as shown below:

Demonstration
1. Shape obtained is a net of a cuboid (pastry box).

2. If it is folded along the dotted line, a cuboid (box) is obtained.

3. It has 3 pairs of identical rectangles.

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 Observation
Complete the table:
S. No. Box Number of Number of
rectangles squares
1. Pastry box 6 0
2. Chalk box –– ––
3. Sweet box –– ––
4. Shoe box –– ––

Application
This activity is useful in explaining the idea of a net of 3-D shapes as well
as their faces, edges and vertices. These nets are also useful in preparing
different packing boxes.

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 Activity
23
Objective
To identify 2-D shapes in 3-D shapes

Material Required
Different objects such as a chalk box, bottle cap,
bowl, match box, pencil box, pastry box etc.
cardboard, glue, paper, pencil, eraser, white paper.

Method Of Construction
1. Take a cardboard and paste a white paper on it.

2. Take a 3D-object, say a chalk box and put it on the cardboard.

3. Trace the boundary of its face lying on the cardboard.

Similarly, draw the boundaries of the other faces of the chalk box.

4. Repeat this process for other objects and draw the boundaries wherever
possible.

Demonstration
1. Boundaries drawn on the cardboard for the given 3-D shape (chalk
box) show various 2-D shapes.

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 Observation
Complete the table
S. No. Name of the object 2-D shape
Square Rectangle Circle
1. Chalk box
2. Bottle cap
3. Bowl pencil
4. Box pastry
5. Box
. .
. .
. .

Application
This activity will help the child in understanding different 3-D shapes.

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 Activity
[Game]
24
Objective
To complete the pyramids by observing the pattern.

Method of Construction
1. Draw the pyramids as shown below:

2.

Let Us Play
Fill in the empty boxes in the pyramids by observing the pattern shown.

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 Activity
[Game]
25
Objective
To fill up the empty boxes

Let Us Play
Write the numbers 20, 30, 40, 50 and 60 in the boxes, in such a way that
the total of the numbers in each row and in each column is the number
given below the box:
(i)

(ii)

(iii)

Write all the possible answers.

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 Activity
[Puzzle]
26
A Number Puzzle
Fill all the numbers listed below in the grid:
602 2317 12446
105 2488 17629
172 6156 32042
400 8041 26141
431 8463 68314
546 8662
569

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 Activity
[Game]
27
A Cross Number Game
Fill in the boxes by working the problems given in ‘Across’ and ‘Down’.

Fig. 1

Across (row) Down (column)

1. 28 + 54 1. 332 + 520
3. 17 × 3 2. 5000 – 2841
4. 655 – 398 5. 147 × 5
6. 92 – 16 6. 50 + 20 + 5
8. 234 × 4 7. 500 + 100 + 75
10. 500 + 72 9. 8 × 8
12. 18 × 3 11. 2000 + 400 + 80 + 5
13. 540 + 4 14. 700 – 248
15. 300 – 215
16. 227 – 175

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 Project

Some Shortcut Methods of Calculation

Students are familiar with operations on numbers such as addition,
subtraction, multiplication and division. In many situations it becomes
necessary to work out certain operations mentally. These mental operations
are performed on the basis of certain short cuts. In this project an attempt
has been made to mention some short cut methods of calculation.
When man invented numbers and methods of counting, he was fascinated
with his new ideas. As time passed, man acquired more knowledge and
as his life became more complex he started to search for ways to shorten
the work of calculation. This led to the development of devices such as the
abacus, logarithms, calculators and the computers.
Although man has shown such powers of invention, the need of ‘calculation
skills’ cannot be eliminated. One cannot always carry a calculating device
to check a grocery bill or bank statement. However, there are many ways of
speeding up mental arithmetic. These short cuts amaze others with one’s
calculation powers besides saving time.

Objective
To understand and apply shortcut methods for calculations.

Description
1. Multiplication of any number by 5:

To multiply a number by 5, first divide the number by 2 and then multiply

the quotient so obtained by 10. Or multiply the given number by 10 and
divide the product so obtained by 2.
For example (a) 42 × 5

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 Step 1 : Divide the number by 2

42 ÷ 2 = 21

Step 2 : Multiply the quotient by 10

21 × 10 = 210

So, 42 × 5 = 210
OR

Step 1 : Multiply the number by 10

42 × 10 = 420

Step 2 : Divide the product by 2

420 ÷ 2 = 210

So, 42 × 5 = 210

(b) 67 × 5

Step 1 : 67 × 10 = 670

Step 2 : 670 ÷ 2 = 335

So, 67 × 5 = 335

2. Multiplication of any number by 25:

Multiply the given number by 100 and then divide the product by 4.
For example (a) 16 × 25

Step 1 : Multiply the number by 100

16 × 100 = 1600

Step 2 : Divide the product by 4

1600 ÷ 4 = 400

So, 16 × 25 = 400
(b) 81 × 25
Step 1 : 81 × 100 = 8100
Step 2 : 8100 ÷ 4 = 2025
So, 81 × 25 = 2025

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 3. Dividing any number by 5:

Multiply the given number by 2 and divide the product by 10.

For example (a) 32 ÷ 5

Step 1 : Multiply the number 32 by 2

32 × 2 = 64

Step 2 : Divide the product by 10

64 ÷ 10 = 6.4

So, 32 ÷ 5 = 6.4

(b) 121 ÷ 5

Step 1 : 121 × 2 = 242

Step 2 : 242 ÷ 10 = 24.2

So, 121 ÷ 5 = 24.2

4. Dividing any number by 25:

Multiply the given number by 4 and divide the product so obtained by 100.
For example (a) 5 ÷ 25

Step 1 : Multiply the number 5 by 4

5 × 4 = 20

Step 2 : Divide the product 20 by 100

20 ÷ 100 = 0.20

So, 5 ÷ 25 = 0.20

(b) 215 ÷ 25

Step 1 : 215 × 4 = 860

Step 2 : 860 ÷ 100 = 8.6

So, 215 ÷ 25 = 8.6

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 5. Adding 9, 99, 999, ... to any number:

For adding 9, add 10 to the given number and subtract 1 from the sum.
For adding 99, add 100 to the given number and subtract 1 from the sum
and so on.
For example (a) 2 + 9

Step 1 : Add 10 to the given number

2 + 10 = 12

Step 2 : Subtract 1 from the sum

12 –1 = 11

So, 2 + 9 = 11

(b) 18 + 99

Step 1 : 18 + 100 = 118

Step 2 : 118 – 1 = 117

So, 18 + 99 = 117

(c) 124 + 999

Step 1 : 124 + 1000 = 1124

Step 2 : 1124 – 1 = 1123

So, 124 + 999 = 1123

6. Multiplying any number by 9, 99, 999, .... .

For multiplying by 9 : Multiply the number by 10 and then subtract the
number from the product.
For example (a) 8×9

Step 1 : Multiply the given number by 10

8 × 10 = 80

Step 2 : Subtract the number 8 from the

product
80 – 8 = 72

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 So, 8 × 9 = 72

(b) 23 × 99

Step 1 : Multiply the number 23 by 100

23 × 100 = 2300

Step 2 : Subtract the number 23 from the

product

2300 – 23 = 2277

So, 23 × 99 = 2277

7. Subtracting 9, 99, 999, ... from the number:

For subtracting 9 : Add 1 to the number and then subtract 10 from the
sum so obtained.
For subtracting 99 : Add 1 to the number and then subtract 100 from the
sum so obtained.
For example (a) 24 – 9

Step 1: Add 1 to the given number 24

24 + 1 = 25

Step 2 : Subtract 10 from the sum

25 – 10 = 15

So, 24 – 9 = 15

(b) 256 – 99

Step 1 : 256 + 1 = 257

Step 2 : 257 – 100 = 157

So, 256 – 99 = 157

(c) 1457 – 999

Step 1 : 1457 + 1 = 1458

Step 2 : 1458 – 1000 = 458

So, 1457 - 999 = 458

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 8. Multiplying a number by itself with ones digit 5:

(a) Let the number be 135.

The number formed without ones digit = 13

Multiplying 13 and 13 + 1, we get 13 × 14 = 182

Product of ones digit: 5 × 5 = 25

So, 135 × 135 = 18225

(b) 45 × 45

The number formed without ones digit = 4

Multiply 4 and 4 + 1, i.e. 5, we get 4 × 5 = 20

Product of ones digit = 25

So, 45 × 45 = 2025

9. Multiplication of any number by 11:

To multiply a number by 11, first multiply that number by 10 and then

add the same number to the product.

For example (a) 13 × 11

Step 1 : Multiply the number by 10

13 × 10 = 130

Step 2 : Add the same number to the product

130 + 13 = 143

So, 13 × 11 = 143

(b) 25 × 11

Step 1 : 25 × 10 = 250

Step 2 : 250 + 25 = 275

So, 25 × 11 = 275

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 Suggested List of
Projects
1. Number patterns.

2. Numerals used presently in different languages.

3. About numerals used in ancient times.

4. Different ways of multiplying numbers (other than given in the

textbook).

5. Collection of maps of some localities and to discuss important

landmarks.

6. Making different shapes using pieces of tangrams.

7. Finding the day of the week corresponding to a given date (Calendar

and its uses).

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