NCERT Basics : Class 6

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
1.1 WHAT IS MATHEMATICS?
1. Can you think of other examples where mathematics helps us in our everyday lives?
Sol. Examples where mathematics helps in everyday life:
• Personal finance
• Sports and games
• Transport and travel
2. How has mathematics helped propel humanity forward? (You might think of examples
involving: carrying out scientific experiments; running our economy and democracy;
building bridges, houses or other complex structures; making tvs, mobile phones,
computers, bicycles, trains, cars, planes, calendars, clocks, etc.)
Sol. Scientific experiments: Find mathematical relationships between the things they were
observing.
Economy and democracy: To test theories, perform research, or understand trends and
predictions for elections, counting votes and economic planning.
Building bridges, houses, or complex structures: Engineers use mathematics to ensure
structural stability while building bridges or complex structures.
1.2 PATTERNS IN NUMBERS
1. Can you recognize the pattern in each of the sequences given below?
1, 1, 1, 1, 1, 1, 1, …..
1, 2, 3, 4, 5, 6, 7, …..
1, 3, 5, 7, 9, 11, 13, …..
2, 4, 6, 8, 10, 12, 14, …..
1, 3, 6, 10, 15, 21, 28, …..
1, 4, 9, 16, 25, 36, 49, …..
1, 8, 27, 64, 125, 216, …..
1, 2, 3, 5, 8, 13, 21, …..
1, 2, 4, 8, 16, 32, 64, ….. SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

1, 3, 9, 27, 81, 243, 729, …

Sol. Examples of number sequences
1, 1, 1, 1, 1, 1, 1, ... (All 1's)
1, 2, 3, 4, 5, 6, 7, (Counting numbers)
1, 3, 5, 7, 9, 11, 13, ... (Odd numbers)
2, 4, 6, 8, 10, 12, 14, ... (Even numbers)
1, 3, 6, 10, 15, 21, 28, ... (Triangular numbers)
1, 4, 9, 16, 25, 36, 49, ... (Squares)
1, 8, 27, 64, 125, 216, ... (Cubes)
1, 2, 3, 5, 8, 13, 21,... (Virahanka numbers)
1, 2, 4, 8, 16, 32, 64, ... (Powers of 2)
1, 3, 9, 27, 81, 243, 729, ... (Powers of 3)

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2. Rewrite each sequence of table (given below) in your notebook, along with the next three
numbers in each sequence! After each sequence, write in your own words what is the rule
for forming the numbers in the sequence.
1, 1, 1, 1, 1, 1, 1, ... (All 1's)
1, 2, 3, 4, 5, 6, 7, (Counting numbers)
1, 3, 5, 7, 9, 11, 13, ... (Odd numbers)
2, 4, 6, 8, 10, 12, 14, ... (Even numbers)
1, 3, 6, 10, 15, 21, 28, ... (Triangular numbers)
1, 4, 9, 16, 25, 36, 49, ... (Squares)
1, 8, 27, 64, 125, 216, ... (Cubes)
1, 2, 3, 5, 8, 13, 21,... (Virahanka numbers)
1, 2, 4, 8, 16, 32, 64, ... (Powers of 2)
1, 3, 9, 27, 81, 243, 729, ... (Powers of 3)
Sol. Next three numbers in each sequence:
• All 1's: 1, 1, 1
In the sequence, Sequence of all 1 's.
• Counting numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
In the sequence, A sequence of consecutive counting numbers starting from 1, adding 1
to the previous term to get the next term, as 1, 1 + 1 = 2, 2 + 1 = 3, 3 + 1 = 4 ……
• Odd numbers: 1,3, 5, 7, 9, 11, 13, 15, 17, 19
In the sequence, A sequence of consecutive odd numbers starting from 1, adding 2 to the
previous term to get the next term, as 1, 1 + 2 = 3, 3 + 2 = 5, 5 + 2 = 7 ,7 + 2 = 9 ...
• Even numbers: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
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In the sequence, A sequence of consecutive even numbers starting from 2, adding 2 to

the previous term to get the next term, as 2, 2 + 2 = 4, 4 + 2 = 6, 6 + 2 = 8, 8 + 2 = 10…
• Triangular numbers: 1, 3, 6, 10, 15, 21, 28, 36, 45, 55
In the sequence, each term is the sum of first n consecutive counting numbers, as 1 = 1,
1 + 2 = 3, 1 + 2 + 3 = 6, 1 + 2 + 3 + 4 = 10, 1 + 2 + 3 + 4 + 5 = 15, 1 + 2 + 3 + 4 + 5 + 6 =21.
• Squares: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100
In the sequence, each term is the product of counting number by itself starting from 1,
as 1 × 1 = 1, 2 × 2 = 4, 3 × 3 = 9, 4 × 4 = 16, 5 × 5 = 25…

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NCERT Basics : Class 6
• Cubes: 1, 8, 27, 64, 125, 216, 343, 512, 729
In the sequence, each term is the product of counting number by itself thrice starting
from 1, as 1 × 1 × 1 = 1 , 2 × 2 × 2 = 8, 3 × 3 × 3 = 27, 4 × 4 × 4 = 64, 5 × 5 × 5 = 125,
6 × 6 × 6 = 216….
• Virahanka numbers : 1, 2, 3, 5, 8, 13, 21, 34, 55, 89
In the sequence, each term (starting from third term) is the sum of previous two terms.
• Powers of 2: 1, 2, 4, 8, 16, 32, 64, 128, 256, 512
In the sequence, next term is the double of previous term, as 1, 1 × 2 = 2, 2 × 2 = 4,
4 × 2 = 8, 8 × 2 = 16, 16 × 2 = 32
• Powers of 3: 1, 3, 9, 27,81, 243,729, 2187, 6561, 19683
In the sequence, next term is the thrice of previous term, as 1, 1 ×3 = 3, 3 ×3 = 9, 9 × 3 = 27,
27 × 3 = 81, 81 × 3 = 243, 243 × 3 = 729.
1.3 VISUALISING NUMBER SEQUENCES
1. Copy the pictorial representations of the number sequences in the table (given below) in
your notebook, and draw the next picture for each sequence.
All 1’s
1 1 1 1 1

Counting numbers
1 2 3 4 5

Odd numbers
1 3 5 7 9

Even numbers
2 4 6 8 10
Triangular
numbers
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1 3 6 10 15

Square

1 4 9 16 25

Cubes

1 8 27 64 125

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Sol.
All 1’s
1 1 1 1 1 1

Counting numbers
1 2 3 4 5 6

Odd numbers
1 3 5 7 9 11

Even numbers
2 4 6 8 10 12
Triangular
numbers

1 3 6 10 15 21

Square

1 4 9 16 25 36

Cubes

1 8 27 64 125 216

2. Why are 1, 3, 6, 10, 15, called triangular numbers? Why are 1, 4, 9, 16, 25,... called square
numbers or squares? Why are 1, 8, 27, 64, 125…… called cubes?
Sol. Triangular numbers: Each term is the sum of first n consecutive counting numbers,
(1, 3, 6, 10, 15...). These numbers can form equilateral triangles when arranged in dots.
• 1, 4, 9, 16 are square numbers called so because they can form geometrical shape
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squares when arranged in dots.

• Cubes (1, 8, 27, 64...) are called cubes because they form the geometrical shape cube
(shape having same length, breadth and height) when these number of unit cubes are
arranged in a particular way.
3. You will have noticed that 36 is both a triangular number and a square number! That is, 36
dots can be arranged perfectly both in a triangle and in a square. Make pictures in your
notebook illustrating this!
This shows that the same number can be represented differently, and play different roles,
depending on the context. Try representing some other numbers pictorially in different ways!

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NCERT Basics : Class 6

Sol.

36 Dots 36 Dots
Triangular number Square number
Some other same numbers that can be represented differently and play different roles that
is 1225. (35 × 35). As it is both triangular as well as square number.
4. What would you call the following sequence of numbers?

1 7 19 37
That's right, they are called hexagonal numbers, Draw these in your notebook. What is the
next number in the sequence?
Sol.

1 7 19 37 61
1st number = 1
2nd number = 1 + 6 = 7 (2nd number = 1st number + 6 × 1)
3rd number = 7 + 12 = 19 (3rd number = 2nd number + 6 × 2)
4th number = 19 + 18 = 37 (4th number = 3rd number + 6 × 3) SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

5th number = 37 + 24 = 61 (5th number = 4th number + 6 × 4)

Hence, the next number in the sequence is 61.
5. Can you think of pictorial ways to visualise the sequence of Powers of 2? Powers of 3?
Here is one possible way of thinking about Powers of 2:

1 2 4 8 16
20 21 22 23 24

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Sol.

1 3 9 27 81
30 31 32 33 34
1.4 RELATIONS AMONG NUMBER SEQUENCES
1. Can you find a similar pictorial explanation for why adding counting numbers up and down,
i.e., 1, 1 + 2 + 1, 1 + 2 + 3 + 2 + 1,..., gives square numbers?
Sol. When you add counting numbers up and down, like 1, 1 + 2 + 1, 1 + 2 + 3 + 2 + 1 etc., you are
essentially forming symmetrical shapes that resemble squares.
For example:

1 1+2+1
1+2+3+2+1
1 + 2 + 3 + 4 +3 + 2 + 1
1 = 1 (1 square dot)
1 + 2 + 1 = 4 (forms a 2 × 2 square)
1 + 2 + 3 + 2 + 1 = 9 (forms a 3 × 3 square)
Each time, the numbers symmetrically increase and then decrease, giving a perfect square pattern.
2. By imagining a large version of your picture, or drawing it partially, as needed, can you see
what will be the value of 1 + 2 + 3 +...+ 99 + 100 + 99 + ...+ 3 + 2 +1?
Sol. 1=1 (12)
1+2+1=4 (22)
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1+2+3+2+1=9 (32)
1 + 2 + 3 + 4 + 3 + 2 + 1 = 16 (42)
1 + 2 + 3 + 4 + 5 + 4 + 3 + 2 + 1 = 25 (52)
1 + 2 + 3 + 4 + 5 + 6 + 5 + 4 + 3 + 2 + 1 = 36 (62)
1+2+3+.... +99 +100 + 99 +...+ 3 + 2 + 1=10000 (1002)
3. Which sequence do you get when you start to add the All 1's sequence up? What sequence
do you get when you add the All 1's sequence up and down?
Sol. When we add all 1’s sequence up we get the counting numbers, as
1 = 1,
1 + 1 = 2,
1 + 1 + 1 = 3,
1 + 1 + 1 +1 = 4,
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NCERT Basics : Class 6
When we add all 1’s sequence up and down, we get counting numbers depend upon number
of times 1 occurs.

4. Which sequence do you get when you start to add the Counting numbers up? Can you give a
smaller pictorial explanation?
Sol. If you add the counting numbers (1, 2, 3, 4, ...), you get triangular numbers:
1=1
1+2=3
1+2+3=6
1 + 2 + 3 + 4 = 10
This forms the triangular number sequence.
Pictorial representation:

1 3 6 10
5. What happens when you add up pairs of consecutive triangular numbers? That is, take
1 + 3, 3 + 6, 6 + 10, 10 + 15 ...? Which sequence do you get? Why? Can you explain it with a
picture?
Sol.
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When we add up pairs of consecutive triangular numbers i.e, 1+ 3, 3+6, 6+10, 10 + 15 we get
square number sequence i.e.,
1+3=4=2×2
3+6=9=3×3
6 + 10 = 16 = 4 × 4 …….

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6. What happens when you start to add up powers of 2 starting with 1, i.e., take 1, 1 + 2, 1 + 2 + 4,
1 + 2 + 4 + 8 ,...? Now add 1 to each of these numbers –what numbers do you get? Why does
this happen?
Sol. When we start to add powers of 2:
1
1+2=3
1+2+4=7
1 + 2 + 4 + 8 = 15
When we add 1 to each of these numbers:
1+1=2
3+1=4
7+1=8
15 + 1 = 16
We get a number sequence of powers of 2 again: 2, 4, 8, 16, ...
7. What happens when you multiply the triangular numbers by 6 and add 1? Which sequence
do you get? Can you explain it with a picture?
Sol. Multiplying the triangular numbers by 6 and adding 1 gives:
1×6+1=7
3 × 6 + 1 = 19
6 × 6 + 1 = 37
10 × 6 + 1 = 61
This forms the hexagonal number sequence: 7, 19, 37, 61 ...
Pictorial representation:

1 7 19 37 61
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8. What happens when you start to add up hexagonal numbers, i.e., take 1, 1 +7, 1 + 7 + 19,
1 + 7 + 19 + 37 ,...? Which sequence do you get? Can you explain it using a picture of a cube?

Sol. When we start to add up hexagonal numbers,

1 = 1 × 1 × 1 = 13
1+7 = 8 = 2 × 2 × 2 = 23
1 + 7 + 19 = 27 = 3 × 3 × 3 = 33
1 + 7 + 19 + 37 = 64 = 4 × 4 × 4 = 43

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NCERT Basics : Class 6
We get the cube of consecutive numbers. i.e., 13, 23, 33, 43, …………

1 8 27 64
9. Find your patterns or relations in and among the sequences in Table 1. Can you explain why
they happen with a picture or otherwise?
Sol. 3, 6, 9, 12, 15, 18.......... (consecutive multiples of 3).
10, 15, 20, 25......... (first number is 10. Then increase of 5 in each term)
1.5 PATTERNS IN SHAPES
1. Can you recognize the pattern in each of the sequences in the table given below?

Triangle Quadrilateral Pentagon Hexagon Regular

Polygons

Heptagon Octagon Nonagon Decagon

Complete
Graphs

Stacked
Squares
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Stacked
Triangles

Koch
Snowflake

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Sol. Regular Polygons: Triangle, quadrilateral, pentagon, hexagon, heptagon, etc.
Pattern: The number of sides increases by 1 each time, forming a polygon with an additional side.
Complete Graphs: K2, K3, K4, K5, etc.
Pattern: The number of vertices increases by 1, and the lines connecting every vertex form a
complete graph. The number of edges increases accordingly.
Stacked Squares: Squares are stacked upon each other, with additional layers of smaller squares.
Pattern: More squares are added as layers, increasing the total number of smaller squares.
Stacked Triangles: Triangles stacked upon each other, increasing the number of small
triangles in the structure.
Pattern: As new layers are added, the number of smaller triangles increases.
Koch Snowflake : As fractal pattern where each line segment is replaced by smaller "bumps"
in the shape of an equilateral triangle.
Pattern: Each iteration adds more bumps along the edges, increasing the complexity and the
number of line segments.
2. Try and redraw each sequence in the table given in question 1, in your notebook. Can you
draw the next shape in each sequence? Why or why not? After each sequence, describe in
your own words what is the rule or pattern for forming the shapes in the sequence.
Sol. Regular Polygon: The next shape after the Decagon (10 sides) is the Hendecagon (11 sides).
Rule: Increase the number of sides by 1

Triangle Quadrilateral Pentagon Hexagon Regular

Polygon
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Heptagon Octagon Nonagon Decagon

Complete graphs: After K6 (6 vertices), the next complete graph is K7

Rule: Add one more vertex and connect every vertex to all others,

Complete
Graphs

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NCERT Basics : Class 6
Stacked Squares: The next shape will have an additional layer of squares stacked below or
around the existing structure
Rule: Add another layer with additional small squares, expanding the structure.

Stacked
Squares

Stacked Triangles: The next shape will have one more layer of triangles at the base,
increasing the total number of triangles.
Rule: Add another row of triangles to form a larger slacked structure.

Stacked
Triangles

Koch Snowflake: The next shape will have more intricate and smaller triangular "bumps"
added to each side of the snowflake.
Rule: Each line segment is replaced with 4 smaller segments (one segment for the bump),
increasing the total number of segments exponentially.

Koch
Snowflak
e

1.6 RELATION TO NUMBER SEQUENCES

1. Count the number of sides in each shape in the sequence of Regular Polygons. Which number
sequence do you get? What about the number of corners in each shape in the sequence of
Regular Polygons? Do you get the same number sequence? Can you explain why this
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happens?
Sol. Sides and Corners Sequence:
The number of sides and corners in each shape of the regular polygon sequence increases by 1.
Triangle: 3 sides, 3 corners
Quadrilateral: 4 sides, 4 corners
Pentagon: 5 sides, 5 corners
Hexagon: 6 sides, 6 corners
Heptagon: 7 sides, 7 corners
Number Sequence: 3, 4, 5, 6, 7...
The number of sides and corners is the same because each corner corresponds to a side in
regular polygons.

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2. Count the number of lines in each shape in the sequence of Complete Graphs. Which number

sequence do you get? Can you explain why?

Sol. Number of Lines in Complete Graphs Sequence :

The number of lines in a complete graph (Kn) increases based on how many vertices are

connected.

K2: 1 line

K3: 3 lines

K4: 6 lines

K5: 10 lines

3. How many little squares are there in each shape of the sequence of Stacked Squares? Which

number sequence does this give? Can you explain why?

Sol. Number of Squares Sequence : As squares are stacked, the number of little squares increases:

1st shape: 1 square

2nd shape: 4 squares

3rd shape: 9 squares

4th shape: 16 squares

Number Sequence: 1, 4, 9, 16...

The number of squares follows the sequence of square numbers, as each shape forms a

perfect square grid.

4. How many little triangles are there in each shape of the sequence of Stacked Triangles?
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Which number sequence does this give? Can you explain why? (Hint: In each shape in the

sequence, how many triangles are there in each row?)

Sol. Number of little triangles sequence of Stacked Triangles = 1, 4, 9, 16, 25

5. To get from one shape to the next shape in the Koch Snowflake sequence, one replaces each

line segment '-'by a 'speed bump'. As one does this more and more times, the changes

become tinier and tinier with very very small line segments. How many total line segments

are there in each shape of the Koch Snowflake? What is the corresponding number

sequence? (The answer is 3, 12, 48, ..., i.e. 3 times Powers of 4).

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NCERT Basics : Class 6
Sol. Koch Snowflake Line Segments Sequence:

1st shape: 3 line segments

2nd shape: 12 line segments

3rd shape: 48 line segments

Number Sequence: 3, 12, 48, ...

The number of line segments increases by multiplying the previous number by 4, forming a

sequence of 3 times powers of 4.

Next
2 3
Previous
1 1 4

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NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
2.4 RAY
1.
Sheetal marked two points on
Rihan marked a point on a
a piece of paper. How many
piece of paper. How many
different lines can she draw
lines can he draw that pass
that pass through both of the
through the point?
points?

Can you help Rihan and Sheetal find their answers?

Sol. An infinite number of lines can be drawn to pass through a point in a plane. One and only
one line can be drawn to pass through two points.
2. Name the line segments in figure 2.4 below. Which of the five marked points are on exactly
one of the line segments? Which are on two of the line segments?
Q
M
R

P
L

Fig. 2.4
Sol. Line segments in the given figure are LM, MP, PQ, and QR.
Points on exactly one line segment
L: It is an endpoint of line segment LM.
R: It is an endpoint of line segment QR.
Points on two line segments
M: It is a point where two line segments, LM and MP, meet.
P: It is a point where two line segments, MP and PQ meet
Q: It is a point where two line segments, PQ and QR, meet.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Result: Points on one line segment: L, R

Points on two line segments: M, P, Q
3. Name the rays shown in fig. 2.5 below. Is T the starting point of each of these rays?

T
N B
Fig. 2.5

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NCERT Basics : Class 6
Sol. In the given figure, there are two rays:
• Ray TA: This ray starts at point T and passes through point A, extending infinitely
beyond A.
• Ray TB: This ray also starts at point T and passes through point B, extending infinitely
beyond B.
So yes, T is the starting point of both rays.
4. Draw a rough figure and write labels appropriately to illustrate each of the following:

(a) OP and OQ meet at O.

(b) XY and PQ intersect at point M.

(c) Line contains points E and F but not point D.

(d) Point P lies on AB.

P
X
O
Sol. (a) (b) Q
P M
Q Y

E F D
(c)  (d) P
A B

5. In Fig. 2.6, name:

(a) Five points (b) A line (c) Four rays (d) Five line segments
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O C
E
D Fig. 2.6

Sol. (a) Five points: D, E, O, C and B.

(b) A line: ⃡BD

(c) Four rays: OD, OB, OC and ED.

(d) Five line segments: ̅̅̅̅
DE, ̅̅̅̅
EO, ̅̅̅̅
OC, ̅̅̅̅ DO.
BO and ̅̅̅̅̅

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6. Here is a ray OA . It starts at O and passes through the point
A. It also passes through the point B. A
B
(a) Can you also name it as OB ? Why?
(b) Can we write OA as AO ? Why or why not?
Sol. (a) Yes, the ray can also be named OB because the ray OA O
passes through point B as well. Rays are named starting from
the initial point and passing through any other point on the
ray. Since the ray starts at O and passes through both B and A, it can be named OB.
(b) No, we cannot write OA as AO because rays are directional. The ray starts at point O and
extends through A, so OA indicates the direction from O to A. Writing it as AO would
imply the ray starts at A and goes towards O, which is incorrect in this context because
O is the starting point.
2.5 ANGLE

1. Can you find the angles in the given pictures? Draw the rays forming any one of the angles
and name the vertex of the angle.

B C

A D
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Sol. The name of the vertex of BDC is D.

B C

A D

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NCERT Basics : Class 6
The name of the vertex of PQR is Q.
P
R

The name of the vertex of LMN is M.

M

L N
The name of the vertex of XYZ is Y.
X

Y
Z

2. Draw and label an angle with arms ST and SR.

Sol.
T

S
R
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

3. Explain why ∠APC cannot be labelled as ∠P.

P B

Sol. There is more than one angle at P, that is ∠APB, ∠APC and ∠BPC That is why ∠APC can't be
written as ∠P.

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4. Name the angles marked in the given figure.
P
Q

T R
Sol. The angles marked in the given figure are ∠RTQ and ∠RTP.
5. Mark any three points on your paper that are not Final position of ray
on one line. Label them A, B, C. Draw all possible
lines going through pairs of these points. How Amount of turn is
many lines do you get? Name them. How many the size of the angle
angles can you name using A, B, C? Write them
down, and mark each of them with a curve as in Initial position of ray
Fig. 2.9. Vertex Fig. 2.9
Sol. We get three lines.
These are line AB, line BC and line CA.
Also, we get three angles.
These are ∠ABC, ∠BCA and ∠CAB.

B
C

6. Now mark any four points on your paper so that no three of them are on one line. Label them
A, B, C, D. Draw all possible lines going through pairs of these points. How many lines do you
get? Name them. How many angles can you name using A, B, C, D? Write them all down, and
mark each of them with a curve as in Fig. 2.9.
Sol.
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D C

We get six lines. These are line AB, line BC, line CD, line DA, line AC and line BD.
Also, we get twelve angles. These are ∠BAC, ∠CAD, ∠BAD, ∠ABD, ∠DBC, ∠ABC, ∠BCA, ∠ACD,
∠BCD, ∠CDB, ∠CDA, ∠BDA.
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NCERT Basics : Class 6
2.6 COMPARING ANGLES
1. Fold a rectangular sheet of paper, then draw a line along the fold created. Name and compare
the angles formed between the fold and the sides of the paper. Make different angles by
folding a rectangular sheet of paper and compare the angles. Which is the largest and
smallest angle you made?

Sol. The angles formed with the line along the fold created are (∠AEF), (∠BEF), (∠DFE), and
(∠CFE), which are marked as 1, 2, 3, and 4. Out of these angles, (∠AEF) and (∠CFE) are the
larger ones, whereas (BEF) and (∠DFE) are the smaller ones.
A E B
1 2

3 4
D C
F

2. In each case, determine which angle is greater and why.

X
a. ∠AOB or ∠XOY
b. ∠AOB or ∠XOB A Y
c. ∠XOB or ∠XOC
Discuss with your friends on how you decided which one is greater. O
B C
Sol. a. ∠AOB > ∠XOY because ∠ΧΟY is contained within ∠AOB . It means ∠XOY is a part of ∠AOB. SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

b. ∠AOB > ∠XOB because ∠XOB is contained within ∠AOB. It means ∠XOB is a part of ∠AOB.
c. ∠XOB = ∠XOC, because both angles are formed with the same rays with common vertex O.
3. Which angle is greater: ∠XOB or ∠AOB? Give reasons.

X A
Y

O B

Sol. ∠XOB > ∠AOB because ∠AOB is contained within ∠XOB. It means ∠AOB is a part of ∠XOB.

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2.8 SPECIAL TYPES OF ANGLES
1. How many right angles do the windows of your classroom contain? Do you see other right
angles in your classroom?
Sol. A window has 4 right angles. ∠1, ∠2, ∠3 and ∠4.
Yes, Other right angles can be found at the corners of door or at the corners of blackboard etc.

4 3

1 2

2. Join A to other grid points in the figure by a straight line to get a straight angle. What are all
the different ways of doing it?

A B A

Sol.

A B A

B
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

3. Now join A to other grid points in the figure by a straight line to get a right angle. What are
all the different ways of doing it?

A B A

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NCERT Basics : Class 6
Hint: Extend the line further as shown in the figure below. To get a right angle at A, we need to
draw a line through it that divides the straight angle CAB into two equal parts.
C

Sol.

A B
A B

A
A

B B

4. Get a slanting crease on the paper. Now, try to get another crease that is perpendicular to
the slanting crease.
a. How many right angles do you have now? Justify why the angles are exact right angles.
b. Describe how you folded the paper so that any other person who doesn’t know the
process can simply follow your description to get the right angle. SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. We can fold the paper as shown in the figure.

a. We get 4 right angles. Angle formed at any point and one side of a line is always a straight
angle. The perpendicular drawn by the second crease through the vertex of a straight
angle bisect it into two right angles.
b. We first fold the paper to get a slanting crease and then fold again the paper in such a
way that a part of the slanting crease falls on the other part of itself. Doing it carefully,
we get another slanting line which is perpendicular to the first one. Thus, we get 4 right
angles at the meeting point of the two lines as shown in the figure.

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 Mathematics
2.8 SPECIAL TYPES OF ANGLES
1.

Identify acute, right, obtuse and straight angles in the previous figures.
Sol. Acute angle Right angle Obtuse angle

No straight angles are present in the given figures.

2. Make a few acute angles and a few obtuse angles. Draw them in different orientations.
Sol. Acute angles:

Obtuse angles:
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

3. Do you know what the words acute and obtuse mean? Acute means sharp and obtuse means
blunt. Why do you think these words have been chosen?
Sol. Acute means ‘very sharp’ . These angles are less than a right angle. At the vertex, the arms
form a narrow, sharp opening resembling a pointed tip. Hence, “acute” (sharp) is used.
Obtuse means not sharp or dull. These angles are greater than a right angle. At the vertex,
the arms form a wide, blunt opening, resembling a dull edge. Hence, “Obtuse” (blunt) is used.
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NCERT Basics : Class 6
4. Find out the number of acute angles in each of the figures below.

What will be the next figure and how many acute angles will it have? Do you notice any
pattern in the numbers?
Sol. Yes, there is a pattern in numbers. That there is difference of 9 in two consecutives numbers.
So, we can get the next number by adding 9 to previous number.

1 1
2 3
4 5
7 10
6
2 3 8 9 11 12
3 acute angles 12 acute angles 21 acute angles 30 acute angles

2.9 MEASURING ANGLES

1. Write the measures of the following angles:
(a) ∠KAL,
Notice that the vertex of this angle coincides with the centre of the protractor. So the
number of units of 1 degree angle between KA and AL gives the measure of ∠KAL.
By counting, we get ∠KAL = 30°.
Making use of the medium sized and large sized marks, is it possible to count the
number of units in 5s or 10s?
(b) ∠WAL
(c) ∠TAK

L
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. (a) ∠KAL = 3  10° = 30°

(b) ∠WAL = 5  10° = 50°
(c) ∠TAK = 12  10° = 120°
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 Mathematics
2.9 MEASURING ANGLES
1. Find the degree measures of the following angles using your protractor.
H I
I

J H

J J
I
H
G K
Sol. (a) ∠IHJ = 47°
(b) ∠IHJ = 24°
(c) ∠IHJ = 110°
2. Find the degree measures of different angles in your classroom using your protractor.
Sol. Angle formed at corner of blackboard = 90°, Angle formed at corner of desk = 90°
3. Find the degree measures for the angles given below. Check if your paper protractor can be used here!
H I H
J

J I

Sol. (a) ∠IHJ = 42°

(b) ∠IHJ = 116°
4. How can you find the degree measure of the angle given below using a protractor?
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. We can measure 1 = 100° using protractor and subtract it from 360° to find the the
measure of 2 = 360° – 100° = 260°

2 1

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NCERT Basics : Class 6
5. Measure and write the degree measures for each of the following angles:

a. b.

c. d.

e. f.

Sol. (a) Measure of given angle is 80°

(b) Measure of given angle is 120°
(c) Measure of given angle is 60°
(d) Measure of given angle is 130°
(e) Measure of given angle is 128°
(f) Measure of given angle is 61°
6. Find the degree measures of ∠BXE, ∠CXE, ∠AXB and ∠BXC.

C
B
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

E
A
X
Sol. (a) ∠BXE = 115°
(b) ∠CXE = 85°
(c) ∠AXB = 65°
(d) ∠BXC = 30°

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 Mathematics
7. Find the degree measures of ∠PQR, ∠PQS and ∠PQT.

R S

T
P
Q

Sol. (a) ∠PQR = 45°

(b) ∠PQS = 100°
(c) ∠PQT = 150°
8. Make the paper craft as per the given instructions. Then, unfold and open the paper fully.
Draw lines on the creases made and measure the angles formed.
1 2 3 4

5 6 7 8

Sol. Do it yourself
9. Measure all three angles of the triangle shown in Fig. 2.21 (a), and write the measures down near
the respective angles. Now add up the three measures. What do you get? Do the same for the
triangles in Fig. 2.21 (b) and (c). Try it for other triangles as well, and then make a conjecture for
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

what happens in general! We will come back to why this happens in a later year.

A
C A

B
A C B C
(a) (b) (c)

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NCERT Basics : Class 6
A
C

70° 54°

Sol. (a) (b)

65°
45° B
62° 64°
A C B

45° + 65° +70° = 180° 54° + 62° + 64° = 180°

(c) 30°
52° B
98°

30° + 52° + 98° = 180°

In general, we observe that sum of all angles of a triangle is 180°.

2.9 MEASURING ANGLES

Where are the angles?

1. Angles in a clock:

a. The hands of a clock make different angles at different times. At 1 o’clock, the angle

between the hands is 30°. Why?

b. What will be the angle at 2 o’clock? And at 4 o’clock? 6 o’clock?

c. Explore other angles made by the hands of a clock.

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

12

9 3

12 12

9 3 9 3

6 6

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 Mathematics
Sol. a. There are 12 numbers on a clock representing 12 hours. The total angle covered in
12 hours is 360° .
360
So, the angle between two successive numbers = = 30°
12
That is why at 1 o'clock, the angle between the hands is 30°.
b. The angle at 2 o'clock = 2  30° = 60°
The angle at 4 o'clock = 4  30° = 120°
The angle at 6 o'clock = 6  30° = 180°
c. The other angle made by hands
12 12 12

9 3 9 3 9 3

6 6 6

2. The angle of a door: Is it possible to express the amount by which a door is opened using an
angle? What will be the vertex of the angle and what will be the arms of the angle?

Sol. Yes, It is Possible.

B C
acute angle

B C
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

right angle

B C
obtuse angle

Here, vertex is B and arms are BA and BC.

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NCERT Basics : Class 6
3. Vidya is enjoying her time on the swing. She notices that the greater the angle with which
she starts the swinging, the greater is the speed she achieves on her swing. But where is the
angle? Are you able to see any angle?

Sol. Yes, an angle can be seen.

4. Here is a toy with slanting slabs attached to its sides; the greater the angles or slopes of the
slabs, the faster the balls roll. Can angles be used to describe the slopes of the slabs? What
are the arms of each angle? Which arm is visible and which is not?

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. Yes, angles can be used to describe the slope of the slabs.

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 Mathematics
Greater the angle, Greater the slope.
For Each angle one arm is a side and one arm is the slope.

The vertical arm is not visible whereas the other arm is visible.
5. Observe the images below where there is an insect and its rotated version. Can angles be used to
describe the amount of rotation? How? What will be the arms of the angle and the vertex?
Hint: Observe the horizontal line touching the insects.

Sol. Observe the vertical and horizontal lines touching the insects. The rotation from vertical to
horizontal position makes an angle. We can imagine the meeting point of the two lines as the
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

vertex, and these two lines as arms of the angle as shown in the picture.
Vertical line Vertical line

Clockwise anticlockwise
rotation rotation

Horizontal line Horizontal line

Fig (i) Fig (ii)
In the figure (i) given above, the insect is rotated through an angle of 90° in the clockwise
direction and in the figure (ii), the insect is rotated through an angle of 90° in the anti-
clockwise direction.

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NCERT Basics : Class 6
2.10 DRAWING ANGLES
1. In Fig. 2.23, list all the angles possible. Did you find them all? Now, guess the measures of all
the angles. Then, measure the angles with a protractor. Record all your numbers in a table.
See how close your guesses are to the actual measures.
A P R
B

C
D L S
Fig. 2.23
Sol. List of Angles:
∠PAC, ∠ACD, ∠CDL, ∠DLP, ∠APL, ∠LPR, ∠PLS, ∠LSR, ∠PRS, ∠BRS
Name of Angles Estimated measure of Angles Actual measures of Angles
PAC 105° 107°
ACD 65° 72°
CDL 180° 180°
DLP 100° 98°
LPR 100° 98°
PLS 80° 82°
LSR 70° 79°
PRS 100° 101°
BRS 80° 79°
APL 75° 76°

2. Use a protractor to draw angles having the following degree measures:

(a) 110° (b) 40° (c) 75° (d) 112°
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

(e) 134°

Sol. (a) (b) 40° (c) (d)

75° 112°
110°

134°
(e)

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 Mathematics
3. Draw an angle whose degree measure is the same as the angle given below:

Also, write down the steps you followed to draw the angle.
Sol. Step 1: Measure The Given Angle ( ∠IHJ = 115° )
Step 2: Draw the horizontal ray BC .
Step 3: Using protractor, place the centre of protractor on B and align BC to the zero line.
Step 4: Starting from 0° count up to 115° and mark a point A at the label 115°.
Step 5: Using a ruler join the point B and A Hence, ABC = 115°.

C
B

2.11 TYPES OF ANGLES AND THEIR MEASURES

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

1. In each of the below grids, join A to other grid points in the figure by a straight line to get:

(a) An acute angle

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NCERT Basics : Class 6
(b) An obtuse angle

(c) A reflex angle

Mark the intended angles with curves to specify the angles. One has been done for you.
Sol. (a)

(b)

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

(c)

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 Mathematics
2. Use a protractor to find the measure of each angle. Then classify each angle as acute, obtuse,
right, or reflex.
(a) ∠PTR (b) ∠PTQ (c) ∠PTW (d) ∠WTP

R
P
Q

T
W
Sol. Using a protractor, we find the measure of each angle and then classify each angle as follows:
(a) ∠PTR = 31°, Acute angle
(b) ∠PTQ = 60°, Acute angle
(c) ∠PTW = 104°, Obtuse angle
(d) ∠WTP = 360° ‒ 104° = 256°, Reflex angle.
2.11 TYPES OF ANGLES AND THEIR MEASURES
1. Draw angles with the following degree measures:
(a) 140° (b) 82° (c) 195° (d) 70°
(e) 35°
B

Sol. (a) (b)

140°
82°
B C O A
B
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

195°
(c) O F (d)
E 70°
O A

(e)
35°
O A

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NCERT Basics : Class 6
2. Estimate the size of each angle and then measure it with a protractor:

a. b. c.

d. e. f.

Classify these angles as acute, right, obtuse or reflex angles.

Sol. (a) 45° Acute angle
(b) 165° Obtuse angle
(c) 120° Obtuse angle
(d) 30° Acute angle
(e) 95° Obtuse angle
(f) 350° Reflex angle
3. Make any figure with three acute angles, one right angle and two obtuse angles.

Sol. 6
1 3
5
2
4

In the figure given above, angles marked as ∠1, ∠2 and ∠3 are acute angles (i.e. angles less
than 90°) whereas angle marked as ∠4 is right angle. SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Angles marked as ∠5 and ∠6 are obtuse angles (i.e. greater than 90°).
4. Draw the letter ‘M’ such that the angles on the sides are 40° each and the angle in the middle
is 60°.
Sol.

1 3 2

1 = 40°, 2 = 40°, 3 = 60°

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 Mathematics
5. Draw the letter ‘Y’ such that the three angles formed are 150°, 60° and 150°.
Sol.

2
1 3

1=150°, 2=60°, 3=150°

6. The Ashoka Chakra has 24 spokes. What is the degree measure of the angle between two
spokes next to each other? What is the largest acute angle formed between two spokes?

360
Sol. Angle between two consecutive spokes = = 15°
24
Largest acute angle = 5 × 15° = 75°
7. Puzzle: I am an acute angle. If you double my measure, you get an acute angle. If you triple
my measure, you will get an acute angle again. If you quadruple (four times) my measure,
you will get an acute angle yet again! But if you multiply my measure by 5, you will get an
obtuse angle measure. What are the possibilities for my measure?
Sol. As acute angle is the angle which is less than 90° whereas obtuse angle is the angle greater
than 90°.
We have to find the acute angle such that:
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

4 times of angle < 90° and 5 times of angle > 90°

Angle can be: 19°, 20°, 21°, 22°

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NCERT Basics : Class 6

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
3.2 SUPERCELLS

1. Colour or mark the supercells in the table below.

6828 670 9435 3780 3708 8000 5583 52
Sol.
6828 670 9435 3780 3708 8000 5583 52
2. Fill the table below with only 4-digit numbers such that the supercells are exactly the
coloured cells.
5346 1258 9635
Sol.
5346 6525 1000 1258 1056 1241 6325 9635 9754

3. Fill the table below such that we get as many supercells as possible. Use numbers between
100 and 1000 without repetitions.

Sol.
958 425 748 656 878 125 475 450 788

4. Out of the 9 numbers, how many supercells are there in the table above?
Sol. Out of 9 numbers, there are 5 supercells in the above table.
5. Find out how many supercells are possible for different numbers of cells.
Do you notice any pattern? What is the method to fill a given table to get the maximum
number of supercells? Explore and share your strategy.
Sol. If there are n odd cells then maximum number of supercells = n+1/2 SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

If there are n even cells then maximum number of supercells = n/2

Yes, there is a pattern. Alternate cells can be supercells.
Method to fill a given table to get the maximum number of supercells.
Make first cell as supercell. After that each alternate cell is to be made supercell.
6. Can you fill a supercell table without repeating numbers such that there are no supercells?
Why or why not?
Sol. No, it is not possible to fill a supercell table without repeating numbers such that there are
no supercells. As there are two cases:
Case I: If we fill the cells in descending order then the first cell can be supercell.
Case II: If we fill the cells in ascending order then the last cell will be supercell. If we don't
follow any order, then there will definitely at least one supercell.

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 Mathematics
7. Will the cell having the largest number in a table always be a supercell? Can the cell having
the smallest number in a table be a supercell? Why or why not?
Sol. Yes, the cell having the largest number in a table always be a supercell (considering that the
numbers in all the cells are different) because if it is a corner cell, then the number adjacent
to it (i.e., either second cell or second last cell) will be smaller than it. If it is in between then
both its adjacent numbers would be smaller than it.
No, the smallest number cannot be a supercell. A supercell has to be bigger than all its
neighbours. Since it's the smallest, it can't be bigger than any neighbouring numbers, so it
can't be a supercell.
8. Fill a table such that the cell having the second largest number is not a supercell.
Sol.
900 850 600 400 550 300 800 570
9. Fill a table such that the cell having the second largest number is not a supercell but the
second smallest number is a supercell. Is it possible?
Sol.
700 651 400 450 350 200 100 150

10. Make other variations of this puzzle and challenge your classmates.
Sol. We can also make other variations of given puzzle as:
A cell will be coloured if the number in it is smaller than its adjacent cells.
100 475 655 325 680 750 675 115 200 300

3.3 PATTERNS OF NUMBERS ON THE NUMBER LINE

1. Identify the numbers marked on the number lines below, and label the remaining positions.
a.
2010 2020
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

b.
9996 9997

c.
15,077 15,078 15,083

d
86,705 87,705
Put a circle around the smallest number and a box around the largest number in each of the
sequences above.

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NCERT Basics : Class 6
Sol.
a.
1990 1995 2000 2005 2010 2015 2020 2025 2030 2035

b.
9993 9994 9995 9996 9997 9998 9999 10000 10001 10002

c.
15,077 15,078 15,079 15,080 15,081 15,082 15,083 15,084 15,085 15,086

d
83,705 84,705 85,705 86,705 87,705 88,705 89,705 90,705 91,705 92,705

3.4 PLAYING WITH DIGITS

1. Digit sum 14
a. Write other numbers whose digits add up to 14.
b. What is the smallest number whose digit sum is 14?
c. What is the largest 5-digit number whose digit sum is 14?
d. How big a number can you form having the digit sum 14? Can you make an even bigger
number?
Sol. a. Some numbers whose digits add up to 14 are:
59, 77, 86, 95, 149, 158, 167, 185, 194, 239, 248, 257, 266, 275, 284, 293, 329,
b. The smallest number whose digit sum is 14 = 59.
c. The largest 5 digit number containing 0 whose digit sum is 14 = 95,000.
The largest 5 digit number not containing 0 whose digit sum is 14 = 92,111.
d. A very big number having the digit sum 14 can be made. E.g. 95000000000000.
Yes, we can make even bigger number. E.g. 9500000000000000000000.
2. Find out the digit sums of all the numbers from 40 to 70. Share your observations with the class.
Sol. Digit Sums from 40 to 70:
Number Digit sum Number Digit Sum
40 4 55 10
41 5 56 11
42 6 57 12 SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

43 7 58 13
44 8 59 14
45 9 60 6
46 10 61 7
47 11 62 8
48 12 63 9
49 13 64 10
50 5 65 11
51 6 66 12
52 7 67 13
53 8 68 14
54 9 69 15
70 7

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 Mathematics
3. Calculate the digit sums of 3-digit numbers whose digits are consecutive (for example, 345).
Do you see a pattern? Will this pattern continue?
Sol.
Number 123 234 345 456 567 678 789
Sum of digits 6 9 12 15 18 21 24
Yes, we observe a Pattern.
i.e., (First digit + 1) × 3 = Digit sum.
For number 123,
(1 + 1) × 3 = 6 = Digit sum
3.7 CLOCK AND CALENDAR NUMBERS
1. Pratibha uses the digits ‘4’, ‘7’, ‘3’ and ‘2’, and makes the smallest and largest 4-digit numbers
with them: 2347 and 7432. The difference between these two numbers is 7432 – 2347 =
5085. The sum of these two numbers is 9779. Choose 4–digits to make:
a. The difference between the largest and smallest numbers greater than 5085.
b. The difference between the largest and smallest numbers less than 5085.
c. The sum of the largest and smallest numbers greater than 9779.
d. The sum of the largest and smallest numbers less than 9779.
Sol. a. Let's use the digits 2, 3, 1, 8:
Largest number: 8321
Smallest number: 1238
Difference = 8321 – 1238 = 7083
Since 7083 is greater than 5085, this works.
b. Let's use the digits 4, 5, 6, 8:
Largest number: 8654
Smallest number: 4568
Difference = 8654 – 4568 = 4086
Since 4086 is less than 5085, this works.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

c. Let's use the digits 5, 9, 2, 3:

Largest number: 9532
Smallest number: 2359
Sum = 9532 + 2359 = 11891
Since 11891 is greater than 9779, this works.
d. Let's use the digits 7, 2, 5, 1:
Largest number = 7521
Smallest number = 1257
Sum = 7521 + 1257 = 8778
Since 8778 is less than 9779, this works.

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NCERT Basics : Class 6
2. What is the sum of the smallest and largest 5-digit palindrome? What is their difference?
Sol. Smallest 5-Digit Palindrome: 10001.
Largest 5-Digit Palindrome: 99999.
Sum: 10001 + 99999 = 110000.
Difference: 99999 – 10001 = 89998.
3. The time now is 10:01. How many minutes until the clock shows the next palindromic time?
What about the one after that?
Sol. The next palindromic time after 10:01 is 11:11.
The difference between 10:01 and 11:11 is 1 hour and 10 minutes, which equals to 70
minutes. The next palindromic time after 11:11 is 12:21.
The difference between 11:11 and 12:21 is also 1 hour and 10 minutes, or 70 minutes.
4. How many rounds does the number 5683 take to reach the Kaprekar constant?
Sol.
Round 1 Round 2 Round 3
8653 8550 9972
– 3568 → – 0558 → – 2799
= 5085 = 7992 = 7173
Round 4 Round 5 Round 6
7731 6543 8730
– 1377 → –3456 → – 0378
= 6354 = 3087 = 8352
Round 7
8532
– 2358
= 6174

It takes 7 rounds for the number 5683 to reach the Kaprekar constant.
3.8 MENTAL MATH
1. Write an example for each of the below scenarios whenever possible.
5-digit +
5-digit 5-digit + 4-digit + 5-digit +
5-digit +
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

to give a 3-digit 4-digit 5-digit

to give a to give a to give a 5-digit to
5-digit sum Give 18,500
more than 6-digit sum 6-digit sum 6-digit sum
90,250

5-digit – 5-digit 5-digit 5-digit

5-digit –
5-digit to give – 3-digit – 4-digit – 5-digit
5-digit to
a difference to give to give to give
to give
less than a 4-digit a 4-digit a 3-digit
91,500
56,503 difference difference difference

Could you find examples for all the cases? If not, think and discuss what could be the reason.
Make other such questions and challenge your classmates.

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 Mathematics
Sol. Let's go through the scenarios presented and provided examples for each:
• 5-digit + 5-digit to give a 5-digit sum more than 90,250:
Example: 60,000 + 35,000= 95,000
• 5-digit + 3-digit to give a 6-digit sum:
Example: 99,250 + 750 = 1,00,000
• 4-digit + 4-digit to give a 6-digit sum:
This seems impossible because two 4-digit numbers added together can't give a 6-digit
number.
While adding two largest 4-digit number, the result is a 5-digit number
(9999 + 9999 = 19998) so we can say 6-digit number sum is not possible.
• 5-digit + 5-digit to give a 6-digit sum:
Example: 70,000 + 45,000 = 1,15,000
• 5-digit + 5-digit to give 18,500:
While adding two smallest 5-digit number (i.e., 10000), the result is a 20000 i.e., greater
than 18500,
So, we can say 18500 is not possible.
• 5-digit – 5-digit to give a difference less than 56,503:
Example: 90,000 – 40,000 = 50,000
• 5-digit – 3-digit to give a 4-digit difference:
Example: 10,000 – 600 = 9,400
• 5-digit – 4-digit to give a 4-digit difference:
Example: 15,000 – 8,000= 7,000
• 5-digit – 5-digit to give a 3-digit difference:
Example: 11700 – 11000 = 700
• 5-digit – 5-digit to give 91,500:
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Example: 99999 – 10000= 89999 i.e., not equal to 91500

While difference of greatest 5-digit number and smallest 5-digit number is 89999
so, we can say required difference 91500 is not possible
Conclusion
We found examples for all the cases, except for
➢ Adding two 4-digit numbers to get a 6-digit sum, which is impossible. the largest
sum is still a 5-digit number.
➢ Adding two 5-digit numbers to give 18500 as sum.
➢ Subtracting 5-digit number from another 5-digit number to give 91500 as sum.

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NCERT Basics : Class 6
2. Always, Sometimes, Never?
Below are some statements. Think, explore and find out if each of the statement is ‘Always
true’, ‘Only sometimes true’ or ‘Never true’. Why do you think so? Write your reasoning;
discuss this with the class.
a. 5-digit number + 5-digit number gives a 5-digit number
b. 4-digit number + 2-digit number gives a 4-digit number
c. 4-digit number + 2-digit number gives a 6-digit number
d. 5-digit number – 5-digit number gives a 5-digit number
e. 5-digit number – 2-digit number gives a 3-digit number
Sol. Checking Whether Always, Sometimes, Or Never:
a. 5-digit number + 5-digit number gives a 5-digit number
Sometimes true
If both numbers are small, like 20,000 + 10,000 = 30,000,
The result is a 5-digit number.
But with large numbers, like 95,000 + 95,000 = 190,000, it becomes a 6-digit number.
b. 4-digit number + 2-digit number gives a 4-digit number
Sometimes true
a small 4-digit number, like 2,000+ 70 = 2070, gives a 4-digit result. but if the 4-digit
number is large, like 9,999+ 99 = 10,098, the result is a 5- digit number.
c. 4-digit number + 2-digit number gives a 6-digit number
Never true
Even the largest 4-digit number (9,999) and the largest 2-digit number (99) only give a
5-digit result (10,098), not 6 digits.
So, 6 digit number is not possible.
d. 5-digit number – 5-digit number gives a 5-digit number
Sometimes true
If they're far apart, like 99999 – 10,000 = 89999, the result is a 5-digit number.
but if they're close, like 20,000 – 11000 = 9000, the result is a 4-digit number.
e. 5-digit number – 2-digit number gives a 3-digit number
Never true
If we take the smallest 5-digit number: 10,000 and the largest 2-digit number: 99 Then
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

the difference = 10,000-99 = 9,901 (a 4-digit number).

3.11 SIMPLE ESTIMATION
We shall do some simple estimates. It is a fun exercise, and you may find it amusing to know the
various numbers around us. Remember, we are not interested in the exact numbers for the
following questions. Share your methods of estimation with the class.
1. Steps you would take to walk:
a. From the place you are sitting to the classroom door
b. Across the school ground from start to end
c. From your classroom door to the school gate
d. From your school to your home
Sol. Do it yourself.

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 Mathematics
2. Number of times you blink your eyes or number of breaths you take:
a. In a minute
b. In an hour
c. In a day
Sol. Do it yourself.
3. Name some objects around you that are:
a. a few thousand in number
b. more than ten thousand in number
Sol. Do it yourself.

3.12 GAMES AND WINNING STRATEGIES

1. There is only one supercell (number greater than all its neighbours) in this grid. If you
exchange two digits of one of the numbers, there will be 4 supercells. Figure out which digits
to swap.
16,200 39,344 29,765
23,609 62,871 45,306
19,381 50,319 38,408
Sol. Here, 62,871 is the only one supercell.
If we swap first and last digit of central number 62,871, we get desired result.
16,200 39,344 29,765
23,609 12,876 45,306
19,381 50,319 38,408
Now, 4 supercells are  (39,344), (50,319), (45,306), (23,609).
2. How many rounds does your year of birth take to reach the Kaprekar constant?
Sol. My year of birth is 1995.
Round 1
Greatest number : 9951
Smallest number : 1599
Subtract: 9951 – 1599=8352
Round 2
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Greatest number : 8532

Smallest number : 2358
Subtract: 8532 – 2358 = 6174
After 2 rounds, I reach the Kaprekar constant 6174.
3. We are the group of 5-digit numbers between 35,000 and 75,000 such that all of our digits
are odd. Who is the largest number in our group? Who is the smallest number in our group?
Who among us is the closest to 50,000?
Sol. Possible odd digits
Digits: 1, 3, 5, 7, 9
Largest Number: 73,999
Smallest Number: 35,111
Closest To 50,000: 51,111
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NCERT Basics : Class 6
4. Estimate the number of holidays you get in a year including weekends, festivals and
vacation. Then try to get an exact number and see how close your estimate is.
Sol. Holidays in a Year
Weekends: 104 Days
Summer Vacation: 55 Days
Winter Vacation: 10 Days
Festival Holidays: 10 Days
Public Holidays: 5 Days
Total Estimated Holidays = 104 + 55 + 10 + 10 + 5 = 184 Days.
5. Estimate the number of litres a mug, a bucket and an overhead tank can hold.
Sol. As per my house
Mug: 0.10 – 0.25 Litres
Bucket: 30 Litres
Overhead Tank: 3000 Litres
6. Write one 5-digit number and two 3-digit numbers such that their sum is 18,670.
Sol. 5-digit number: 17,355
3-digit number – 1: 784
3-digit number – 2: 531
Sum: 17,355 + 784 + 531 = 18,670
7. Choose a number between 210 and 390. Create a number pattern similar to those shown in
from NCERT will sum up to this number.
Sol. Simple Addition Pattern
We can create a simple addition pattern using a series of repeated numbers:
30 + 30 + 30 + 30 + 60 + 60 + 60 = 300
Pattern: 30 Repeated 4 Times, 60 Repeated 3 Times,
30 + 30 + 30 + 30 = 120
60 +60 + 60 = 180
120+180 = 300
8. Recall the sequence of powers of 2 how student will relate. Why is the collatz conjecture
correct for all the starting numbers in this sequence?
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. The square of power of 2 is:

1,2,4, 8, 16, 32, 64
Let's take the number 64 as per collatz conjecture.
64 is even, divide by 2 = 32
32 is even, divide by 2 = 16
16 is even, divide by 2 = 8
8 is even, divide by 2 = 4
4 is even, divide by 2 = 2 .
2 is even, divide by 2 = 1
Hence collatz conjecture is correct in all numbers in the power of 2 sequence. As it is power
of 2, and in collatz conjecture even number is divided by 2 in each step.

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 Mathematics
9. Check if the Collatz conjecture holds for the starting number 100.
Sol. 100 is even, divide by 2 = 50.
50 is even, divide by 2 = 25
25 is odd, so multiply by 3 and add 1 → 76 and so on…
The sequence formed with starting number 100 is as follows: 100, 50, 25, 76, 38, 19, 58, 29,
88, 44, 22, 11, 34, 17, 52, 26, 13, 40, 20, 10, 5, 16, 8, 4, 2, 1.
Yes, the Collatz conjecture holds for the starting number 100.
10. Starting with 0, players alternate by adding numbers between 1 and 3. The first person to
reach 22 wins. What is the winning strategy now?
Sol. Do it yourself.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

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 Mathematics

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
4.1 COLLECTING AND ORGANISING DATA
Naresh and Navya decided to go to each student in the class and ask what their favourite game is.
Then they prepared a list. Navya is showing the list:
Mehnoor - Kabaddi Pushkal - Satoliya (Pittu) Anaya - Kabaddi
Jubimon - Hockey Densy - Badminton Jivisha - Satoliya (Pittu)
Simran-Kabaddi Jivika - Satoliya (Pittu) Rajesh - Football
Nand - Satoliya (Pittu) Leela - Hockey Thara Football -
Ankita - Kabaddi Afshan - Hockey Soumya - Cricket
Imon - Hockey Keerat-Cricket Navjot - Hockey
Yuvraj - Cricket Gurpreet - Hockey Hemal-Satoliya (Pittu)
Rehana - Hockey Arsh-Kabaddi Debabrata - Football
Aarna - Badminton Bhavya - Cricket Ananya - Hockey
Kompal - Football Sarah- Kabaddi Hardik - Cricket
Tahira - Cricket

1. What would you do to find the most popular game among Naresh's and Navya's classmates?
Sol. To find the most popular game among Naresh's and Navya's classmates, I would tally the
number of times each game is mentioned by their classmates. The game with the highest
tally would be the most popular.
2. What is the most popular game in their class?
Sol. The most popular game in their class is Hockey.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

3. Try to find out the most popular game among your classmates.
Sol. Cricket
4. Pari wants to respond to the questions given below. Put a tick [✔] for the questions where
she needs to carry out data collection and put a cross [X] for the questions where she doesn't
need to collect data. Discuss your answers in the classroom.
a. What is the most popular TV show among her classmates? ✓
b. When did India get independence? X
c. How much water is getting wasted in her locality? ✓
d. What is the capital of India? X

[141]
NCERT Basics : Class 6
4.1 COLLECTING AND ORGANISING DATA
Shri Nilesh is a teacher. He decided to bring sweets to the class to celebrate the new year. The
sweets shop nearby has jalebi, gulab jamun, gujiya, barfi, and rasgulla. He wanted to know the
choices of the children. He wrote the names of the sweets on the board and asked each child to
tell him their preference. He put a tally mark ‘|’ for each student and when the count reached 5, he
put a line through the previous four and marked it as |||| .
1. Complete the table to help Shri Nilesh to purchase the correct numbers of sweets:
Sweets Tally Marks Number of Students
Jalebi |||| | 6

Gulab jamun |||| |||| 9

Gujiya |||| |||| ||| -------------

Barfi ||| ------------

Rasgulla |||| || ------------------

(a) How many students chose Jalebi? (b) Barfi was chosen by students?
(c) How many students chose gujiya? (d) Rasgulla was chosen by students?
(e) How many students choose Gulab Jamun?
Sol. (a) 6 (b) 3 (c) 5 + 5 + 3 = 13 (d) 7
(e) 9
2. Is the above table sufficient to distribute each type of sweet to the correct student? Explain.
If it is not sufficient, what is the alternative?
Sol. No, it is not sufficient. Shri Nilesh should have also written children's names against each
sweet item. Only then he could have given the right sweet to the right child.
4.1 COLLECTING AND ORGANISING DATA
Sushri Sandhya asked her students about the sizes of the shoes they wear. She noted the data on
the board —
4 5 3 4 3 4 5 5 4
5 5 4 5 6 4 3 5 6
4 6 4 5 7 5 6 4 5
1. Help her to figure out the following:
Sol. The largest shoe size in the class is ________________.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

The smallest shoe size in the class is ________________.

There are _____________students who wear shoe size 5.
There are _____________students who wear shoe sizes larger than 4.
Here let’s make the frequency table.
Shoe size Tally marks Number of students
3 ||| 3
4 |||| |||| 9

5 |||| |||| 10

6 |||| 4
7 | 1
Total 27

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 Mathematics
The largest shoe size in the class is 7.
The smallest shoe size in the class is 3.
There are 10 students who wear shoe size 5.
There are 15 students who wear shoe sizes larger than 4.
2. How did arranging the data in ascending order help to answer these questions?
Sol. Let's arrange the data in ascending order:
3, 3, 3, 4, 4, 4, 4, 4, 4, 4, 4, 4, 5, 5, 5, 5, 5, 5, 5, 5, 5, 5, 6, 6, 6, 6, 7
It takes a bit more time to answer as compared to the frequency table.
3. Are there other ways to arrange the data?
Sol. Yes, data can be arranged in descending order to find the largest values first, or grouped by
frequency to quickly see the most common entries. Another method is grouping data into
ranges, helping identify patterns or distributions across broader categories, making analysis
more manageable and clear.
4. Write the names of a few trees you see around you. When you observe a tree on the way
from your home to school (or while walking from one place to another place). Record the
data and fill in the following table:-
Tree Number of trees
Peepal
Neem
------
-----------
a. Which tree was found in the greatest number?
b. Which tree was found in the smallest number?
c. Were there any two trees found in the same numbers?
Sol. It is an activity.
Kindly do it yourself.
5. Take a blank piece of paper and paste any small news item from a newspaper. Each student
may use a different article. Now, prepare a table on the piece of paper as given below. Count
the number of each of the letters 'c', 'e', 'ï', 'r', and 'x' in the words of the news article, and fill
in the table.
Letter c e i r x Any other letter of your choice:
Number of times
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

found in the news item

(a) The letter found the most number of times is
(b) The letter found the least number of times is
(c) List the five letters 'c', 'e', 'ï', 'r', 'x' in ascending order of frequency. Now, compare the
order of your list with that of your classmates. Is your order the same or nearly the same
as theirs? (Almost everyone is likely to get the order 'x, c, r, i, e'). Why do you think this
is the case?
(d) Write the process you followed to complete this task.
(e) Discuss with your friends the processes they followed.
(f) If you do this task with another news item, what process would you follow?
Sol. It is an activity.
Kindly do it yourself.

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NCERT Basics : Class 6
4.2 PICTOGRAPHS
1. The following pictograph shows the number of books borrowed by students, in a week, from

the library of Middle School, Ginnori— = 1 book

Day Number of Books Borrowed
Monday

Tuesday

Wednesday

Thursday
Friday

Saturday

a. On which day were the minimum number of books borrowed?

b. What was the total number of books borrowed during the week?
c. On which day were the maximum number of books borrowed? What may be the
possible reason?
Sol. (a) Thursday
(b) Total number of books borrowed = 5 + 4 + 2 + 0 + 5 + 8 = 24 books.
(c) Saturday As the next day is the school holiday, they would have enough time to read the
books.
2. Magan Bhai sells kites at Jamnagar. Six shopkeepers from nearby villages come to purchase
kites from him. The number of kites he sold to these six shopkeepers are given below-
Shopkeeper Number of kites sold
Chaman 250
Rani 300
Rukhsana 100
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Jasmeet 450
Jetha lal 250
Poonam Ben 700
Prepare a pictograph using the symbol to represent 100 kites.
Answer the following questions:
a. How many symbols represent the kites that Rani purchased?
b. Who purchased the maximum number of kites?
C. Who purchased more kites, Jasmeet or Chaman?
d. Rukhsana says Poonam Ben purchased more than double the number of kites that Rani
purchased. Is she correct? Why?

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 Mathematics
Sol.
Name Number of kites sold
Chaman

Rani

Rukhsana

Jasmeet

Jetha lal

Poonam Ben

(a) Three symbols (b) Poonam Ben (c) Jasmeet (d) Yes.
Kites purchased by Rani = 300
Kites purchased by Poonam Ben = 700
Hence, Poonam Ben purchased more than double the number of kites that Rani purchased.
4.3 BAR GRAPHS

11-12

10-11
Time Intervals

9-10
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

8-9

7-8

6-7

0 100 200 300 400 500 600 700 800 900 1000 1100 1200
Number of vechicles

1. How many total cars passed through the crossing between 6 am and noon?
Sol. Total cars passed = 600 + 700 + 800 +1000 + 1200 + 150 = 4450 cars

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NCERT Basics : Class 6
2. Why do you think so little traffic occurred during the hours of 6- 7 am, as compared to the
other hours from 7 am to noon?
Sol. The traffic that occurs during the hours 6-7 am is very little, as it is early morning time and
there are very few office goers.
3. Why do you think the traffic was the heaviest between 7 am and 8 am?
Sol. 7-8 am is the hour when the maximum number of factory officers and workers use their cars
and parents use their cars to drop their children at school.
4. Why do you think the traffic was lesser and lesser each hour after 8 am until noon?
Sol. Because, most of the schools start at 8 am and many factories also start at 8 am and hence
less traffic between 8 am-9 am. Most offices start at 9 am and shops start at 10 am and hence
less traffic between 9 am-10 am.
4.4 DRAWING A BAR GRAPH
1. Samantha visited a tea garden and collected data of the insects and critters she saw there.
Here is the data she collected—

Mites caterpillars Beetles Butterflies Grasshoppers

6 10 5 3 2
Help her prepare a bar graph representing this data.
Sol.

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

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 Mathematics
2. Pooja collected data on the number of tickets sold at the Bhopal railway station for a few
different cities of Madhya Pradesh over a 2-hour period.
City Vidisha Jabalpur Seoni Indore Sagar
Number of 24 20 16 28 16
tickets
She used this data and prepared a bar graph on the board to discuss the data with her
students, but someone erased a portion of the graph.
No. of Tickets

Vidisha Jabalpur Seoni Indore Sagar

City
a. Write the number of tickets sold for Vidisha above the bar.
b. Write the number of tickets sold for Jabalpur above the bar.
c. The bar for Vidisha is 6 unit lengths and the bar for Jabalpur is 5 unit lengths. What is
the scale for this graph?
d. Draw the correct bar for Sagar.
e. Add the scale of the bar graph placing the correct numbers on the vertical axis.
f. Are the bars for Seoni and Indore correct in this graph? If not, draw the correct bar(s).
Sol. (a) 24 tickets
(b) 20 tickets
Total tickets for Vidisha 24
(c) 1 unit length = = = 4 tickets
6 divisions 6
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

(d)
No. of Tickets

Vidisha Jabalpur Seoni Indore Sagar

City

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NCERT Basics : Class 6
(e) 1 unit length = 4 tickets

Number of tickets
28
28
24
24
20
Number of Tickets

20
16 16
16

12

0
Vidisha Jabalpur Seoni Indore Sagar
City

(f) The bars for Seoni is correct but the bar for Indore is not correct. The correct is drawn in (e).
3. Chinu listed the various means of transport that passed across the road in front of his house
from 9 am to 10 am:
bike car Bike Bus bike bike
bike auto bicycle bullock cart bicycle auto
car scooter car auto bicycle bike
car auto bike scooter bike car
bicycle scooter bicycle scooter bike bus
auto auto bike bicycle bus bike
bicycle scooter bus scooter auto bike
scooter bicycle bike bullock cart auto scooter
car scooter
(a) Prepare a frequency distribution table for the data.
(b) Which means of transport was used the most? SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

(c) If you were there to collect this data, how could you do it? Write the steps or process.
Sol. (a)
Vehicle Tally marks Number of vechile
Bike |||| |||| ||| 13
Car |||| | 6
Bicycle |||| ||| 8
Auto |||| ||| 8
Scooter |||| |||| 9
Bus |||| 4
Bullock cart || 2

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 Mathematics
(b) Bike
(c) Observation Timeframe
I will choose a specific timeframe, such as 9 am to 10 am, to observe the road traffic.
Recording Data
I will use a tally chart or counting app to record the type of transport passing by during that
hour.
Categorisation
I will organise the data into categories (e.g., bike, car, scooter, bus, etc.).
Final Count
After the observation period, I will get the total number of occurrences for each
category.
Analysis
Finally, I will prepare a frequency distribution table based on the recorded data for
analysis.
4. Roll a die 30 times and record the number you obtain each time. Prepare a frequency
distribution table using tally marks. Find the number that appeared:
a. The minimum number of times.
b. The maximum number of times.
c. Find numbers that appeared an equal number of times.
Sol. Let the outcomes of 30 times roll of a die be
6, 2, 3, 5, 6, 4, 1, 1, 2, 5
3, 4, 1, 1, 3, 5, 2, 2, 1, 1
6, 2, 3, 5, 1, 2, 2, 3, 4, 2
Number on Tally marks Number of
the die throws
1 |||| || 7
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

2 |||| ||| 8

3 |||| 5

4 ||| 3
5 |||| 4
6 ||| 3

a. The minimum number of times: 4 and 6

b. The maximum number of times: 2
c. The numbers that appeared an equal number of times: 4 and 6.
This is an activity. So, you can also perform it yourself and prepare 9 frequency table.
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NCERT Basics : Class 6
5. Faiz prepared a frequency distribution table of data on the number of wickets taken by
Jaspreet Bumrah in his last 30 matches:
Wickets Taken Number of matches
0 2
1 4
2 6
3 8
4 3
5 5
6 1
7 1
a. What information is this table giving?
b. What may be the title of this table?
c. What caught your attention in this table?
d. In how many matches has Bumrah taken 4 wickets?
e. Mayank says “If we want to know the total number of wickets he has taken in his last 30
matches, we have to add the numbers 0, 1, 2, 3 …, up to 7.” Can Mayank get the total
number of wickets taken in this way? Why?
f. How would you correctly figure out the total number of wickets taken by Bumrah in his
last 30 matches, using this table?
Sol. (a) The information in the table gives an overview of the number of matches in which he
took wickets from 0 to 7.
(b) Frequency distribution table indicating the bowling performance of Jaspreet Bumrah.
(c) Bumrah has taken 3 or more wickets in most of the matches.
(d) Three matches
(e) No
(f) He can get the correct total, by adding the following points.
(2 × 0) + (4 × 1) + (6 × 2) + (8 × 3) + (3 × 4) + (5 × 5) + (1 × 6) + (1 × 7)
= 0 + 4 + 12 + 24 + 12 + 25 + 6 + 7 = 90
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

6. The following pictograph shows the number of tractors in five different villages.
Villages
Number of Tractors ( = 1 Tractor)
Village A

Village B

Village C

Village D

Village E

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 Mathematics
Observe the pictograph and answer the following questions—
a. Which village has the smallest number of tractors?
b. Which village has the most tractors?
c. How many more tractors does Village C have than Village B?
d. Komal says, “Village D has half the number of tractors as Village E.” Is she right?
Sol. a. Village D
b. Village C
c. 3 more tractors
d. Yes
7. The number of girl students in each class of a school is depicted by a pictograph:
Classes
Number of Girl Students ( = 4 Girls)
1

Observe this pictograph and answer the following questions:

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

a. Which class has the least number of girl students?

b. What is the difference between the number of girls in Class 5 and 6?
c. If 2 more girls were admitted in Class 2, how would the graph change?
d. How many girls are there in Class 7?
Sol. (a) Class 8
(b) Number of Girls in class 6 = 4 × 4 = 16
Number of Girls in class 5 = 4 × 2.5 = 10
Hence difference = 16 – 10 = 6
(c) Five full symbols of a girl
(d) 3 × 4 = 12 girls.

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NCERT Basics : Class 6
8. Mudhol Hounds (a type of breed of Indian dogs) are largely found in North Karnataka’s
Bagalkote and Vijaypura districts. The government took an initiative to protect this breed
by providing support to those who adopted these dogs. Due to this initiative, the number of
these dogs increased. The number of Mudhol dogs in six villages of Karnataka are as
follows—
Village A : 18, Village B : 36, Village C : 12, Village D : 48, Village E : 18,
Village F : 24
Prepare a pictograph and answer the following questions:
a. What will be a useful scale or key to draw this pictograph?
b. How many symbols will you use to represent the dogs in Village B?
c. Kamini said that the number of dogs in Village B and Village D together will be more
than the number of dogs in the other 4 villages. Is she right? Give reasons for your
response.
Sol.
Village Number of dogs (* = 6 dogs)
A ***
B ******
C **
D ********
E ***
F ****
(a) * = 6 dogs will be a useful scale or key to draw this pictograph.
(b) 6 symbols.
(c) Yes, because Total no. of dogs in villages B and D = 6 + 8 = 14 Symbols = 14 × 6 = 84 dogs
Total no. of dogs in remaining 4 villages = 3 + 2 + 3 + 4 = 12 Symbols = 12 × 6 = 72 dogs SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

9. A survey of 120 school students was conducted to find out which activity they preferred to
do in their free time.
Preferred Activity Number of Students
Playing 45
Reading Story books 30
Watching TV 20
Listening to music 10
Painting 15
Draw a bar graph to illustrate the above data taking the scale of 1 unit length = 5 students.
Which activity is preferred by most students other than playing?
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 Mathematics
Sol.
1 unit length = 5 students
45
45
40
35
Number of Students

30
30
25
20
20
15
15
10
10
5
0
Playing Reading story Watching TV Listening to Painting
books music
Preferred Activity

Other than playing, reading story books is preferred by most students.

10. Students and teachers of a primary school decided to plant tree saplings in the school
campus and in the surrounding village during the first week of July. Details of the saplings
they planted are as follows—
Number of saplings planted

70
60
50
40
30
20
10
0
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Days
[Link] total number of saplings planted on Wednesday and
Thursday is ___________.
b. The total number of saplings planted during the whole week is ___________.
c. The greatest number of saplings were planted on ___________, and the least number of
saplings were planted on ___________.
Why do you think that is the case? Why were more saplings planted on certain days of
the week and less on others? Can you think of possible explanations or reasons? How
could you try and figure out whether your explanations are correct?
Sol. (a) 30 + 40 = 70 saplings
(b) 52 + 40 + 30 + 40 + 50 + 60 + 40 = 312 saplings
(c) Saturday, Wednesday.
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NCERT Basics : Class 6
11. The number of tigers in India went down drastically between 1900 and 1970. Project Tiger
was launched in 1973 to track and protect tigers in India. Starting in 2006, the exact number
of tigers in India was tracked. Shagufta and Divya looked up information about the number
of tigers in India between 2006 and 2022 in 4-year intervals. They prepared a frequency
table for this data and a bar graph to present this data, but there are a few mistakes in the
graph. Can you find those mistakes and fix them?
Year Number of Tigers (approx.)
2006 1400
2010 1700
2014 2200
2018 3000
2022 3700

Number of Tigers in India

2022

2018

2014

2010

2006

0 500 1000 1500 2000 2500 3000 3500 4000

Number of Tigers in India

SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. Yes, there are a few mistakes in the graph.

1. No. of tigers in 2006 was 1400 but shown less in the graph.
2. No. of tigers in 2014 was 2200 but shown more in the graph.
3. No. of tigers in 2018 was 3000 but shown less in the graph.
4.5 ARTISTIC AND AESTHETIC CONSIDERATIONS
1. If you wanted to visually represent the data of the heights of the tallest persons in each class
in your school, would you use a graph with vertical bars or horizontal bars? Why?
Sol. Graph with vertical bars. Vertical graphs are like pillars and show a much better
presentation of the person's height.

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 Mathematics
2. If you were making a table of the longest rivers on each continent and their lengths, would
you prefer to use a bar graph with vertical bars or horizontal bars? Why? Try finding out this
information, and then make the corresponding table and bar graph! Which continents have
the longest rivers?
Sol. Graph with horizontal bars, because rivers flow on land horizontally.
Nile (Africa) 6650 km
Yangtze (Asia) 6300 km
Rivers

Amazon (South America) 6992 km

Murray-Darling (Australia) 3672 km
Missouri (North America) 3902 km
Volga (Europe) 3530 km

1000 2000 3000 4000 5000 6000 7000 8000 9000 10000

Distance in km

According to graph, Nile, Yangtze and Amazon are some of the examples of longest rivers in
the world.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

[155]
 Mathematics

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
5.1 COMMON MULTIPLES AND COMMON FACTORS

1. At what number is 'idli-vada' said for the 10th time?

Sol. To determine the 10th occurrence of "idli- vada"; we need to identify the numbers that are
multiples of both 3 and 5. The numbers for which "idli-vada" is said are the multiples of 15.
This sequence is: 15, 30, 45, 60, 75, 90, 105, 120, 135, 150, ...
Thus, the 10th time for which players should say "idli-vada" is 150.
2. If the game is played for the numbers from 1 till 90, find out:
(a) How many times would the children say 'idli' (including the times they say 'idli- vada')?
(b) How many times would the children say 'vada' (including the times they say 'idli-vada')?
(c) How many times would the children say 'idli-vada'?
Sol. (a) Idli is said for multiples of 3. Between 1 and 90, the multiples of 3 are 3, 6, 9, 12, 15, 18, ... 90.
There are 30 such numbers. Hence the children would say idli 30 times.
(b) Vada is said for multiples of 5. Between 1 and 90, the multiples of 5 are 5, 10,15, 20, 25,...
There are 18 such numbers.
(c) Idli-Vada is said for multiples of both 3 and 5, which is multiple of 15. Between 1 and 90,
multiples of 15 are 15, 30, 45, 60, 75, 90. So, there are 6 such numbers.
3. What if the game was played till 900? How would your answers change?
Sol. There are 300 multiples of 3 between 1 and 900 and there are 180 multiples of 5 between 1
and 900. There are 60 multiples of 15 between 1 and 900.
(a) "idli" is said: 300 times (including the times "idli-vada" is said).
(b) "vada" is said: 180 times (including the times "idli-vada" is said).
(c) "idli-vada" is said: 60 times.
4. Is this figure somehow related to the 'idli- vada' game? (Hint: Imagine playing the game till 30.
Draw the figure if the game is played till 60.).
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Multiples Multiples
of 3 of 5
18
21
10 5
3 30
6 24
9 15 25
12 20
27

Common multiples
of 3 and 5

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NCERT Basics : Class 6
Sol. Yes, this figure is related to the 'idli-vada' game. Figure below for game played till 60.

Multiples Multiples
of 3 of 5

5 10
3 6 9 12 15
20 25
18 21 24 27 30
35 40
33 36 39 42 45
50 55
48 51 54 57 60

Common multiples
of 3 and 5

➢ Let us now play the 'idli-vada' game with different pair of numbers:
(a) 2 and 5
Sol.
Multiples of 2 Multiples of 5

2 4 6 8
12 14 16 18 10
20 5 15
22 24 26 28 30 35
25
32 34 36 38 40
50 45 55
42 44 46 48 60
52 54 56 58

Idli Vada
Common multiples of 2 and 5
(b) 3 and 7
Sol.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Multiples of 3 Multiples of 7

3 6 9 12
15 18 24
21 7 14
27 30 33 28 35
36 39 45 42 49 56
48 51 54 57
60

Common multiples of 3 and 7

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 Mathematics
(c) 4 and 6

Sol.
Multiples of 4 Multiples of 6

4 8 16
12 6 18
20 28 32 24
36 30 42
40 44 52 48 54
60
56

Common multiples of 4 and 6

➢ What jump size can reach both 15 and 30? There are multiple jump sizes possible. Try to
find them all.
Sol. Factors of 15:
15 can be factored into: 15 = 3 x 5
The factors of 15 are: 1, 3, 5, 15
Factors of 30:
30 can be factored into: 30 = 2 × 3 × 5
The factors of 30 are: 1, 2, 3, 5, 6, 10, 15, 30
The common factors between these two lists are: 1, 3, 5, 15. So, the jump sizes that will allow
Jumpy to land on both 15 and 30 are the common factors of 15 and 30.
➢ Look at the table below. What do you notice?
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

61 62 63 64 65 66 67 68 69 70
1. Is there anything common among the shaded numbers?
Sol. The shaded numbers in the table are: 33, 36, 39, 42, 45, 48, 51, 54, 57, 60, 63, 66, 69. These
are all multiples of 3. So, the numbers in shaded boxes are multiples of 3.
2. Is there anything common among the circled numbers?
Sol. The circled numbers in the table are: 32, 36, 40, 44, 48, 52, 56, 60, 64, 68. These are all
multiples of 4. So, the numbers in circles are multiples of 4.
3. Which numbers are both shaded and circled? What are these numbers called?
Sol. The numbers that are both shaded and circled are: 36, 48, 60. These numbers are called
common multiples of 12 (3 and 4 both].
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NCERT Basics : Class 6
5.1 COMMON MULTIPLES AND COMMON FACTORS
1. Find all multiples of 40 that lie between 310 and 410.
Sol. Here, multiples of 40 are 40, 80, 120, 160, 200, 240, 280, 320, 360, 400, 440. Hence, multiples
of 40 that lie between 310 and 410 are 320, 360 and 400.
2. Who am I?
(a) I am a number less than 40. One of my factors is 7. The sum of my digits is 8.
(b) I am a number less than 100. Two of my factors are 3 and 5. One of my digits is 1 more
than the other.
Sol. (a) The number is 35 [since 3 + 5 = 8 and 35 is divisible by 7].
(b) Common multiples of 3 and 5 are 15, 30, 45, 60, 75,90, (which are less than 100). And
there is one number in which one of digit is 1 more than the other that is 45. So, I am 45.
3. A number for which the sum of all its factors is equal to twice the number is called a perfect
number. The number 28 is a perfect number. Its factors are 1, 2, 4, 7, 14 and 28. Their sum
is 56 which is twice 28. Find a perfect number between 1 and 10.
Sol. The only perfect number between 1 and 10 is 6.
Factors of 6 are 1, 2, 3, 6
Sum of factors/divisors : 1 + 2 + 3 + 6 = 12
Since 12 is twice of 6, hence 6 is a perfect number.
4. Find the common factors of:
(a) 20 and 28
(b) 35 and 50
(c) 4, 8 and 12
(d) 5, 15 and 25
Sol. (a) Factors of 20 are 1, 2, 4, 5, 10, 20
Factors of 28 are 1, 2, 4, 7, 14, 28
Common factors are 1, 2, 4.
(b) Factors of 35 are 1, 5, 7, 35
Factors of 50 are 1, 2, 5, 10, 25, 50
Common factors are 1, 5.
(c) Factors of 4 are 1, 2, 4 SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Factors of 8 are 1, 2, 4, 8
Factors of 12 are 1, 2, 3, 4, 6, 12
Common factors are 1, 2, 4.
(d) Factors of 5 are 1, 5
Factors of 15 are 1, 3, 5, 15
Factors of 25 are 1, 5, 25
Common factors are 1, 5.
5. Find any three numbers that are multiples of 25 but not multiples of 50.
Sol. Numbers that are multiples of 25 are 25, 50, 75, 100, 125, 150, 175, ...
Numbers that are multiples of 50 are 50, 100, 150, 200, 250, 300,...
Hence, the numbers that are multiples of 25 but not multiples of 50 are 25, 75, 125, 175,....
So, three numbers are 25, 75, 125.

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6. Anshu and his friends play the 'idli-vada' game with two numbers, which are both smaller
than 10. The first time anybody says 'idli-vada' is after the number 50. What could the two
numbers be which are assigned 'idli'and 'vada'?
Sol. The next number after 50 is 51 since, 51 is multiple of 3 and 17. But 17 is greater than 10.
The next is 52.
52 is multiple of 2, 4, 13 but 13 is greater than 10 and first common multiple of 2 and 4 is 4.
54 is multiple of 2, 3, 6, 9, 18, 27, 54. Here, 18, 27, 54 are greater than 10. Out of 2, 3, 6, 9.
First common multiple of 6, 9 = 54.
7. In the treasure hunting game, Grumpy has kept treasures on 28 and 70. What jump sizes will
land on both the numbers?
Sol. Factors of 28 = 1, 2, 4, 7, 14, 28
Factors of 70 = 1,2, 5, 7, 10, 14, 35, 70
Common factors are 1, 2, 7 and 14.
Hence jump sizes which will land at both 28 and 70 are 1, 2, 7 and 14.
8. In the diagram below, Guna has erased all the numbers except the common multiples. Find
out what those numbers could be and fill in the missing numbers in the empty regions.

Multiples of _____ Multiples of _____

72

48

24

Common multiples of ___ and ____

Sol.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Multiples of 6 Multiples of 8

6 12 18 30 72 8 16

36 42 54 48 32 40

60 66 24 56 64
80

Common multiples of 6 and 8

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NCERT Basics : Class 6
9. Find the smallest number that is a multiple of all the numbers from 1 to 10 except for 7.
Sol. Numbers: 1, 2, 3, 4, 5, 6, 8, 9, 10
Here, we have to find the smallest number which is multiple of above numbers.
(i) Number divisible by 8 will be divisible by 2, 4 also.
(ii) Number divisible by 9 will be divisible by 3 also.
(iii) Number divisible by 2 and 3 will be divisible by 6 also (which we have taken into
consideration above two points).
(iv) Number divisible by 10 will be divisible by 5 and 2 (divisible by 2 is taken into
consideration in point (i)).
So, required smallest number will be  8 × 9 × 5 = 360.
10. Find the smallest number that is a multiple of all the numbers from 1 to 10.
Sol. Given, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
(i) Number divisible by 8 will be divisible by 2, 4 also.
(ii) Number divisible by 9 will divisible by 3 also.
(iii) Number divisible by 2 and 3 will be divisible by 6 also (which we have taken into
consideration above two points).
(iv) Number divisible by 10 will be divisible by 5 and 2 (divisible by 2 is taken into
consideration in point (i)).
(v) Number should also be divisible by 7.
So, the required smallest number should be divisible by 8, 9, 5, 7
 8 × 9 × 5 × 7 = 2520
5.2 PRIME NUMBERS
➢ How many prime numbers are there from 21 to 30? How many composite numbers are there
from 21 to 30?
Sol. Prime numbers are numbers that have only two divisors: 1 and the number itself. The prime
numbers between 21 and 30 are: 23 and 29. So, there are 2 prime numbers.
Composite numbers are numbers that have more than two divisors. The composite numbers SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

between 21 and 30 are: 21, 22, 24, 25, 26, 27, 28, 30. So, there are 8 composite numbers.
1. We see that 2 is a prime and also an even number. Is there any other even prime?
Sol. No, 2 is the only even prime number. Since 2 is the only even number that meets the criteria
of a prime number (its only divisors are 1 and 2), it is the only even prime number. All other
even numbers are divisible by 2 and at least one other number, so they are not prime.
2. Look at the list of primes till 100. What is the smallest difference between two successive
primes? What is the largest difference?
Sol. To find the smallest difference between two successive prime numbers up to 100, let's list
the prime numbers in that range and calculate the differences between each pair: Prime
numbers up to 100: 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.

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Differences between successive primes:
3–2=1 43 – 41 = 2
5–3=2 47 – 43 = 4
7–5=2 53 – 47 = 6
11 – 7 = 4 59 – 53 = 6
13 – 11 = 2 61 – 59 = 2
17 –13 = 4 67 – 61 = 6
19 – 17 = 2 71 – 67 = 4
23 – 19 = 4 73 – 71 = 2
29 – 23 = 6 79 – 73 = 6
31 – 29 = 2 83 – 79 = 4
37 – 31 = 6 89 – 83 = 6
41 – 37 = 4 97 – 89 = 8
The smallest difference between two successive primes up to 100 is 1 (between the primes
2 and 3). The largest difference between two successive primes up to 100 is 8, which occurs
between the primes 89 and 97.
3. Are there an equal number of primes occurring in every row in the table on the previous
page? Which decades have the least number of primes? Which have the most number of
primes?

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Sol. There is not an equal number of primes in every row. The number of primes varies between
rows. The decade 91-100 has the least number of primes with only 1 prime (97).
The decades 1-10 and 11-20 have the greatest number of primes, each with 4 primes.

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NCERT Basics : Class 6
4. Which of the following numbers are prime? 23, 51, 37, 26
Sol. The prime numbers from the list (23, 51, 37, 26) are 23 and 37.
23: Prime (it has no divisors other than 1 and 23).
51: Not prime (it is divisible by 1, 3 and 17).
37: Prime (it has no divisors other than 1 and 37).
26: Not prime (it is divisible by 1, 2 and 13).
5. Write three pairs of prime numbers less than 20 whose sum is a multiple of 5.
Sol. Three pairs of prime numbers less than 20 whose sum is a multiple of 5 are: (2, 3), (2, 13)
and (7, 13).
6. The numbers 13 and 31 are prime numbers. Both these numbers have the same digits 1 and
3. Find such pairs of prime numbers up to 100.
Sol. The valid pairs of prime numbers up to 100 that consist of the same digits are:
(13, 31), (17, 71), (37, 73) and (79, 97).
7. Find seven consecutive composite numbers between 1 and 100.
Sol. The seven consecutive composite numbers are: 90, 91, 92, 93, 94, 95, 96.
8. Twin primes are pairs of primes having a difference of 2. For example, 3 and 5 are twin
primes. So are 17 and 19. Find the other twin primes between 1 and 100.
Sol. Twin primes between 1 and 100: (3, 5), (5, 7), (11, 13), (17, 19), (29, 31), (41, 43), (59, 61)
and (71, 73).
9. Identify whether each statement is true or false. Explain.
(a) There is no prime number whose units digit is 4.
(b) A product of primes can also be prime.
(c) Prime numbers do not have any factors.
(d) All even numbers are composite numbers.
(e) 2 is a prime and so is the next number, 3. For every other prime, the next number is
composite.
Sol. (a) True
A prime number must end in 1, 3, 7, or 9 (except for the number 2) because any number
ending in 0, 2, 4, 6 or 8 is divisible by 2.
Thus, there is no prime number whose unit digit is 4.
(b) False
A product of prime numbers is only prime if it involves exactly one prime number. When
you multiply two or more prime numbers together, the result is always a composite SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

number, not a prime. As this number has more than 2 factors now.
(c) False
Prime numbers have exactly two factors 1 and itself.
(d) False
The number 2 is an even number, but it is not composite. As it is a prime number.
(e) True
For every prime number greater than 2, the next number is composite.
10. Which of the following numbers is the product of exactly three distinct prime numbers: 45,
60, 91, 105, 330?
Sol. Here, 45 = 3 × 3 × 5 (2 distinct primes) 60 = 2 × 2 × 3 × 5(3 distinct primes) 91 = 7 × 13 (2
distinct primes) 105 = 3 × 5 × 7 (3 distinct primes) 330 = 2 × 3 × 5 × 11 (4 distinct primes)
Number 105 is the product of exactly three distinct prime numbers i.e. 3 x 5 x 7.

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 Mathematics
11. How many three-digit prime numbers can you make using each of 2, 4, and 5 once?
Sol. 2, 4 and 5 cannot form a single prime number. Because, when its units digit is 2 or 4 it is
divided by 2, and when units digits is 5 it is divided by 5 so that's why 2, 4 and 5 cannot form
a prime number.
12. Observe that 3 is a prime number, and 2  3 + 1 = 7 is also a prime. Are there other primes
for which doubling and adding 1 gives another prime? Find at least five such examples.
Sol. The five prime numbers for which doubling and adding 1 gives another prime are:
2 (since 2  2 + 1 = 5)
3 (since 2  3 + 1 = 7)
5 (since 2  5 + 1 = 11)
11 (since 2  11 + 1 = 23)
23 (since 2  23 + 1 = 47)
5.3 CO-PRIME NUMBERS FOR SAFEKEEPING TREASURES
➢ Which of the following pairs of numbers are co-prime?
(a) 18 and 35 (b) 15 and 37 (c) 30 and 415 (d) 17 and 69
(e) 81 and 18
Sol. (a) Here factors of 18 = 1 × 2 × 3 × 3 and factors of 35 = 1 × 5 × 7 No common factor other
than 1. Hence 18 and 35 are co-prime numbers.
(b) We have factors of 15 = 1 × 3 × 5 and factors of 37 = 1 × 37 No common factor other than 1.
Hence 15 and 37 are co-prime numbers.
(c) Given numbers are 30 and 415 Here factors of 30 = 1 × 2 × 3 × 5 and factors 415 = 5 × 83
Clearly 5 is a common factor of 30 and 415. Hence 30 and 415 are not co-prime numbers.
(d) Here factors of 17 = 1 × 17 and factors of 69 = 1 × 3 × 23
No common factor other than 1. Hence 17 and 69 are co-prime numbers.
(e) Here factors of 81 = 1 × 3 × 3 × 3 × 3 and factors of 18 = 1 × 2 × 3 × 3
Clearly 9 is a common factor of 81 and 18. Hence 81 and 18 are not coprime numbers.
5.4 PRIME FACTORISATION
1. Find the prime factorisations of the following numbers: 64, 104, 105, 243, 320, 141, 1728,
729, 1024, 1331, 1000.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. (1) The prime factorisation of 64 is 2 × 2 × 2 × 2× 2 × 2.

(2) The prime factorisation of 104 is 2 × 2 × 2 × 13.
(3) The prime factorisation of 105 is 3 × 5 × 7.
(4) The prime factorisation of 243 is 3 × 3 × 3 × 3 × 3.
(5) The prime factorisation of 320 is 2 × 2 × 2 × 2 × 2 × 2 × 5.
(6) The prime factorisation of 141 is 3 × 47.
(7) The prime factorisation of 1728 is 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3.
(8) The prime factorisation of 729 is 3 × 3 × 3 × 3 × 3 × 3.
(9) The prime factorisation of 1024 is 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 ×2.
(10) The prime factorisation of 1331 is 11 × 11 × 11.
(11) The prime factorisation of 1000 is 2 × 2 × 2 × 5 × 5 × 5.

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NCERT Basics : Class 6
2. The prime factorisation of a number has one 2, two 3s, and one 11. What is the number?
Sol. To find the number, we multiply these prime factors together: 2 × 3 × 3 × 11 = 198 Thus, the
number is 198.
3. Find three prime numbers, all less than 30, whose product is 1955.

Sol. The prime factorisation of 1955: 1955 = 5 17  23.

All the factors are prime numbers and are less than 30. Hence, the three prime numbers
whose product is 1955 are 5, 17, and 23.
4. Find the prime factorisation of these numbers without multiplying first.
(a) 56 × 25 (b) 108 × 75 (c) 1000 × 81
Sol. (a) Prime factors of 56 = 2 × 2 × 2 × 7
Prime factors of 25 = 5 × 5
Combined prime factorisation of 56 × 25 = 2 × 2 × 2 × 7 × 5 × 5
(b) Prime factors of 108 = 2 × 2 × 3 × 3 × 3
Prime factors of 75 = 3 × 5 × 5
Combined prime factorisation of 108 × 75 = 2 × 2 × 3 × 3 × 3 × 3 × 5 × 5
(c) Prime factors of 1000 = 2 × 2 × 2 × 5 × 5 × 5
Prime factors of 81 = 3 × 3 × 3 × 3
Combined prime factorisation of 1000 × 81 = 2 × 2 × 2 × 5 × 5 × 5 × 3 × 3 × 3 × 3
5. What is the smallest number whose prime factorisation has:
(a) three different prime numbers?
(b) four different prime numbers? SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

Sol. (a) The smallest prime numbers are 2, 3, and 5. To find the smallest number with these
primes as factors, multiply them together: 2 × 3 × 5 = 30.
So, the smallest number whose prime factorisation has three different prime numbers
is 30.
(b) The smallest four prime numbers are 2, 3, 5, and 7. To find the smallest number with
these primes as factors, multiply them together: 2 × 3 × 5 × 7 = 210.
Thus, the smallest number whose prime factorisation has four different prime numbers
is 210.

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 Mathematics
5.4 PRIME FACTORISATION
1. Are the following pairs of numbers co-prime? Guess first and then use prime factorisation
to verify your answer.
(a) 30 and 45 (b) 57 and 85 (c) 121 and 1331 (d) 343 and 216
Sol. (a) Factors of 30 and 45:
30 = 2 × 3 × 5
45 = 3 × 3 × 5
Common factors: 3 × 5 = 15.
Hence, 30 and 45 are not a pair of co-prime numbers.
(b) Factors of 57 and 85:
57 = 3 × 19
85 = 5 × 17
No common factors other than 1.
Hence 57 and 85 are a pair of co-prime numbers.
(c) Factors of 121 and 1331:
121 = 11 × 11
1331 = 11 × 11 × 11
Common factors: 11 × 11 = 121.
Hence 121 and 1331 are not a pair of co-prime numbers.
(d) Factors of 343 and 216:
343 = 7 × 7 × 7
216 = 2 × 2 × 2 × 3 × 3 × 3
No common factors other than 1.
Hence 343 and 216 are a pair of co-prime numbers.
2. Is the first number divisible by the second? Use prime factorisation.
(a) 225 and 27 (b) 96 and 24 (c) 343 and 17 (d) 999 and 99
Sol. (a) Prime Factors of 225 and 27:
225 = 3 × 3 × 5 × 5 and 27 = 3 × 3 × 3
Since 225 contains 3 × 3 and does not have enough factors of 3 to match 3 × 3 × 3, 225 does
not have sufficient factors to be divisible by 27. Therefore, 225 is not divisible by 27.
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

(b) Prime Factors of 96 and 24:

96 = 2 × 2 × 2 × 2 × 2 × 3 and 24 = 2 × 2 × 2 × 3
Since 96 includes the required factors to match those in 24, it is divisible by 24.
(c) Prime Factors of 343 and 17:
343 = 7 × 7 × 7 and 17 = 1 × 17
Since the prime factorisation of 343 contains the prime factor 7 but not 17. Thus, 343 is
not divisible by 17.
(d) Prime Factors of 999 and 99:
999 = 3 × 3 × 3 × 37 and 99 = 3 × 3 × 11
Since 999 does not include the factor 11, which is required for divisibility by 99.
Hence, 999 is not divisible by 99.

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NCERT Basics : Class 6
3. The first number has prime factorisation 2 × 3 × 7 and the second number has prime
factorisation 3 × 7 × 11. Are they co-prime? Does one of them divide the other?
Sol. The numbers share the common factors 3 and 7. So they are not co-prime since neither
number contains all the factors of the other, neither can divide the other.
4. Guna says, "Any two prime numbers are co-prime". Is he right?
Sol. Yes, Guna is right. Any two prime numbers are co-prime as they do not have common factor other
than 1 which means they are always co-prime. For example, 2 and 3, 5 and 7, 11 and 13.
5.5 DIVISIBILITY TESTS
1. 2024 is a leap year (as February has 29 days). Leap years occur in the years that are
multiples of 4, except for those years that are evenly divisible by 100 but not 400.
(a) From the year you were born till now, which years were leap years?
(b) From the year 2024 till 2099, how many leap years are there?
Sol. Let the born year be 2010.
(a) From the year 2010 till 2024, there are 4 leap years. 2012, 2016, 2020 and 2024.
(b) The leap years from 2024 and 2099 are: 2024, 2028, 2032, 2036, 2040, 2044, 2048,
2052, 2056, 2060, 2064, 2068, 2072, 2076,2080, 2084, 2088, 2092, 2096. Hence, there
are 19 leap years from 2024 till 2099.
2. Find the largest and smallest 4-digit numbers that are divisible by 4 and are also
palindromes.
Sol. Largest 4-digit number divisible by 4 and is also palindrome-8888.
Smallest 4-digit number divisible by 4 and is also palindrome-2112.
3. Explore and find out if each statement is always true, sometimes true or never true. You can
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give examples to support your reasoning.

(a) Sum of two even numbers gives a multiple of 4.
(b) Sum of two odd numbers gives a multiple of 4.
Sol. (a) Sometimes true. Sum of any two even numbers is not always divisible by 4.
For example, 6+4=10 which is not divisible by 4 whereas 2+2 = 4 which is divisible by 4.
(b) Sometimes true. Sum of two odd numbers can indeed be even but not necessarily a
multiple of 4. For example, 1 + 5 = 6 which is not a multiple of 4 whereas 1+3 = 4, which
is a multiple of 4. Similarly, 7 + 5 = 12, which is a multiple of 4.

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 Mathematics
4. Find the remainders obtained when each of the following numbers are divided by
(i) 10 (ii) 5 (iii) 2.
78, 99, 173, 572, 980, 1111, 2345
Sol. Here we have to divide 78 by 10, 5 and 2 then

(i) 10 78 7
70
8 Remainder
 Remainder = 8

(ii) 5 78 15
5
28
25
3
 Remainder = 3

(iii) 2 78 39
6
18
18
×
 Remainder = 0

Number 99 173 572 980 1111 2345

Divide by
10 9 3 2 0 1 5
5 4 3 2 0 1 0
2 1 1 0 0 1 1
5. The teacher asked if 14560 is divisible by all of 2, 4, 5, 8 and 10. Guna checked for divisibility
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of 14560 by only two of these numbers and then declared that it was also divisible by all of
them. What could those two numbers be?
Sol. If a number is divisible by 8, it will automatically be divisible by 4. If a number is divisible by
10, it is also divisible by 2 and 5. Therefore, checking divisibility by 8 and 10 confirms
divisibility by all other numbers (2, 4, 5). Thus, the pair of numbers that Guna could check
to determine that 14560 is divisible by all of 2, 4, 5, 8, and 10 is: 8 and 10.
6. Which of the following numbers are divisible by all of 2, 4, 5, 8 and 10: 572, 2352, 5600,
6000, 77622160?
Sol. Check for numbers which are divisible by 8 and 10.
5600, 6000, 77622160 are the numbers divisible by 2, 4, 5, 8, 10.

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NCERT Basics : Class 6
7. Write two numbers whose product is 10000. The two numbers should not have 0 as the
units digit.
Sol. We need to write factors of 10000.
10000 = 10 × 10 × 10 × 10 = 2 × 5 × 2 × 5 × 2 × 5 × 2 × 5
So, 2 × 2 × 2 × 2 = 16 and 5 × 5 × 5 × 5 = 625.
Hence, 16 and 625 are the two numbers whose product is 10000.

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