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

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.

[198]
 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
SMD_Data$\PNCF\2025-26\Print Module\SET-1\NCERT\Maths\6th\M-1

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.

[199]
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.

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

[200]
NCERT Basics : Class 6

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
6.1 PERIMETER
1. Find the missing terms:
a. Perimeter of a rectangle = 14 cm; breadth = 2 cm; length = ?.
b. Perimeter of a square = 20 cm; side of a length = ?.
c. Perimeter of a rectangle = 12 m; length = 3 m; breadth = ?.
Sol. a. We know that perimeter of a rectangle = 2( + b)

2 cm

Length = ?
Here, the perimeter of the rectangle = 14 cm and breadth b = 2 cm,  =?
Thus 14 = 2( + 2)
 14 = 2 + 4
 2 = 14 – 4 = 10
  = 102 = 5 cm
b. Perimeter of a square = 20 cm; side of a length = ?.
We know that the perimeter of the square = 4 × a
where a = side of the square

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

Side
 20 = 4 × a  a = 5 cm
c. Perimeter of rectangle = 2( + b)

Breadth

3m
 12 = 2(3 + b)
 12 = 6 + 2b
 12 – 6 = 2b
 2b = 6
b=3
breadth = 3 m

[14]
 Mathematics
2. A rectangle having side lengths 5 cm and 3 cm is made using a piece of wire. If the wire is
straightened and then bent to form a square, what will be the length of a side of the square?
Sol. Perimeter of rectangle = 2(5 + 3)
=2×8 3 cm
= 16 cm
Length = ?
Now the wire is straightened and then bent to form a square. Bent
∴ Perimeter of square = 16 cm
 4a = 16 cm
 a = 4 cm, the required length of the side of the square.
3. Find the length of the third side of a triangle having a perimeter of 55 cm and having two
sides of length 20 cm and 14 cm, respectively.
Sol. Let the length of the third side of the triangle be x cm then
A

x=? 14 cm

B 20 cm C

Perimeter of triangle = AB + BC + CA
 55 = 20 + 14 + x
 55 = 34 + x
 x = 55 – 34
 x = 21 cm
4. What would be the cost of fencing a rectangular park whose length is 150 m and breadth is
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

120 m, if the fence costs ₹40 per metre?

Sol. The length of the fence is the perimeter of the rectangular park.
Fence
Park 120 m

150 m
Given that the length of the rectangular park = 150 m and breadth = 120 m
∴ Perimeter = 2( + b)
= 2(150 + 120)
= 2(270)
= 540 m
Now cost of fencing per meter = ₹ 40
Cost of fencing the rectangular park = ₹ 40 × 540 = ₹ 21600

[15]
NCERT Basics : Class 6
5. A piece of string measure 36 cm in length. What will be the length of each side if it is used to form:
a. A square,
b. A triangle with all sides of equal length, and
c. A hexagon (a six-sided closed figure) with equal-length sides?
Sol. a. Given, a piece of string is 36 cm long
 length of each side of the square = a
perimeter = 36
 4a = 36
 a = 9 cm
b. Length of each side of the triangle = a (Given)
perimeter = 36
 3a = 36
 a = 12 cm
c. Length of each side of hexagon = a
perimeter = 36
 36 = 6a
 a = 6 cm
6. A farmer has a rectangular field having length 230 m and breadth 160 m. He wants to fence
it with 3 rounds of rope as shown. What is the total length of rope needed?

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

Sol. Perimeter of the rectangular field = 2( + b)

Here  = 230 m, b = 160 m

∴ P = 2(230 + 160)
= 2 (390)
= 780 m
Distance covered by a farmer in one round = 780 m
∴ Total length of rope needed = 3 × 780 = 2340 m

[16]
 Mathematics
Matha Pachchi!
70 m

60 m

Akshi and Toshi start running along the rectangular

tracks as shown in the figure. Akshi runs along the
40 m

outer track and complete 5 rounds. Toshi runs along

30 m

the inner track and completes 7 rounds. Now, they

are wondering who ran more. Find out who ran the
longer distance.

Starting point Starting point

for Toshi for Akshi
1. Find out the total distance Akshi has covered in 5 rounds.
Sol. Distance covered by Akshi in 5 rounds = 5 × perimeter of PQRS
= 5 × 220
= 1100 m
2. Find out the total distance Toshi has covered in 7 rounds. Who ran a longer distance?
Sol. Distance covered by Toshi in 7 rounds = 7 × 180 = 1260 m
∴ 1260 m > 1100 m
Hence, Toshi ran the longer distance.
3. Think and mark the positions as directed-
a. Mark ‘A’ at the point where Akshi will be after she runs 250 m.
b. Mark ‘B’ at the point where Akshi will be after she runs 500 m.
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

c. Now, Akshi ran 1000 m. How many full rounds has she finished running around her
track? Mark her position as ‘C’.
d. Mark ‘X’ at the point where Toshi will be after she runs 250 m.
e. Mark ‘Y’ at the point where Toshi will be after she runs 500 m.
f. Now, Toshi ran 1000 m. How many full rounds has she finished running around her
track? Mark her position as ‘Z’.
Sol. a. Here,
1. One complete round = 220 meters.
2. Distance Akshi has run = 250 meters.
3. Extra distance beyond one round = 250 – 220 = 30 meters.
Since Akshi has already completed one full round, she will be 30 meters into her second
round. So, after running 30 meters more, she will be on the length side of the track, 30
meters from the starting point. Therefore, mark ‘A’ at the point 30 meters along the
length of the track from the starting point.

[17]
NCERT Basics : Class 6
R 70 m S

40 m

A 30 m
Starting point
Q P
70 m (Akshi)
b. Distance per round = 220 meters
Total distance Akshi runs = 500 meters.
First, we will find out how many complete rounds she runs:
Number of complete rounds = 500  220 = 2.27 (approx.)
This means Akshi completes 2 full rounds and then runs an additional distance
= 500 – (2 × 220) = 60 m
Therefore, Akshi will be 60 meters along the length of the track from the starting point,
we can mark point ‘B’ at this position on the track.
R 70 m S

40 m

B 60 m
Starting point
Q P
70 m (Akshi)
c. Now, Akshi ran 1000 meters. To find out how many full rounds she completed, we divide
the total distance she ran by the perimeter of the track:
Number of full rounds = 1000  220 = 4.545 rounds.
Akshi has completed 4 full rounds and is partway through her 5th round.
To find her position on the track, we calculate the remaining distance after 4 full rounds:

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

Remaining distance = 1000 m – (4 × 220 m)
= 1000 m – 880 m
= 120 m
Since she has run an additional 120 meters after completing 4 full rounds, her position
will be 120 meters from the starting point. If we mark her starting point as ‘P’, her
position after running 1000 meters can be marked as ‘C’, which is 120 meters from ‘P’
along the track.
R 70 m S
C

40 m

Starting point
Q P
70 m (Akshi)

[18]
 Mathematics
d. Here,
1. Perimeter of the track = 180 meters
2. Distance Toshi runs = 250 meters
Since 250 meters is more than one complete round (180 meters), Toshi will have
completed one full round and will have 70 meters left to run (250 – 180 = 70 meters).
So, Toshi will be 70 meters along the length of the track from the starting point. You can
mark ‘X’ at this point on the track.
C 60 m D

30 m
X

B A Starting point
(Toshi)
e. Given, that Toshi has run an additional 140 meters after completing 2 rounds, her
position will be 140 meters from the starting point. If we mark her starting point as ‘A’,
her position after running 500 meters can be marked as ‘Y’.
C 60 m D
Y

30 m
X

B A Starting point
(Toshi)
f. Here, we need to find out how many full rounds Toshi has completed by dividing the
total distance she ran by the perimeter of the track:
Number of full rounds = 1000  180 = 5.56 rounds
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

Toshi has finished 5 full rounds.

Remaining distance = 1000 meters – (5 × 180 meters)
= 1000 meters – 900 meters
= 100 meters
Starting from the initial point, Toshi would be 100 meters into her 6th round. Since the
track is 60 meters long and 30 meters wide, she would be somewhere along the length
of the track.
Let’s mark this position as ‘Z’.
C 60 m D

Z
30 m

B A Starting point
(Toshi)

[19]
NCERT Basics : Class 6
6.2 AREA
1. The area of a rectangular garden 25 m long is 300 sq m. What is the width of the garden?
Sol. Given, area of rectangular garden = 300 sq. m
And length = 25 m
Area of rectangular field =  × b 300 m2

 300 = 25 × b
 b = 12 m 25 m
2. What is the cost of tiling a rectangular plot of land 500 m long and 200 m wide at the rate of
₹ 8 per hundred sq m?

200 m

500 m
Sol. Length = 500 and breadth = 200 m
Hence the area of the rectangular plot = length × breadth
= 500 × 200
= 1,00,000 m2
8
Now cost of tilling a rectangular plot =
100
8
Hence the cost of tilling 1,00,000 sq. m of rectangular plot = × 100000 = ₹ 8,000
100
3. A rectangular coconut grove is 100 m long and 50 m wide. If each coconut tree requires
25 sq. m, what is the maximum number of trees that can be planted in this grove?

50 m

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

100 m
Sol. Area of rectangular coconut grove = 100 × 50 = 5000 sq. m
Given each coconut tree requires 25 sq. m
5000
Then the maximum number of trees that can be planted in this grove = = 200 trees
25
4. By splitting the following figures into rectangles, find their areas (all measures are given in
metres):
5
(a) (b)
3 1
2
2
3 3
2
4 4
3
1 1
3

[20]
 Mathematics
Sol. (a) Area of the figure = Area of sq. A + Area of sq. B + Area of sq. C + Area of sq. D
= (3 × 3) + (1 × 7) + (5 × 2) + (1 × 2)
= 9 + 7 + 10 + 2
= 28 m2
3 1 D
2 C 3
2
B
4 4
3
A
3
(b) Area of the figure = Area of rectangle E + Area of rectangle F + Area of rectangle G
= (1 × 2) + (1 × 5) + (1 × 2)
=2+5+2
= 9 m2
5
F

3 3
E 2 G

1 1

6.2 AREA
Cut out the tangram pieces given at the end of your textbook.
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

B
E

A D
C

G F

1. Explore and figure out how many pieces have the same area.
Sol. There are two pieces (A and B) that have the same area.
2. How many times bigger is Shape D as compared to Shape C? What is the relationship
between Shapes C, D and E?
Sol. Shape D is two times bigger than shape C. Clearly from the figure, the area of shapes C and E
is equal to the area of shape D.

[21]
NCERT Basics : Class 6
3. Which shape has more area: Shape D or F? Give reasons for your answer.
Sol. Since the medium triangle and the square are each made up of two small tangram triangles,
they each have an area 2x that of the small triangle. Hence both have the same area.
4. Which shape has more area: Shape F or G? Give reasons for your answer.
Sol. Since the medium triangle and the rhomboid are each made up of two small tangram
triangles, they each have an area 2x that of the small triangle. Hence both have the same area.
5. What is the area of Shape A as compared to Shape G? Is it twice as big? Four times as big?
Hint: In the tangram pieces, by placing the shapes over each other, we can find out that
Shapes A and B have the same area, Shapes C and E have the same area. You would have also
figured out that Shape D can be exactly covered using Shapes C and E, which means Shape D
has twice the area of Shape C or shape E, etc.
Sol. Shape A has twice the area of shape G.
6. Can you now figure out the area of the big square formed with all seven pieces in terms of
the area of Shape C?
Sol. Let’s say the area of C = x
Area of D = Area of 2C = 2x
Area of E = Area of C = x
Area of F = Area of 2C = 2x
Area of G = Area of 2C = 2x
Area of A = Area of 2F = 2 × 2x = 4x
Area of B = Area of A = 4x
Hence total area of big shape = Area of A + B + C + D + E + F + G
= 4x + 4x + x + 2x + x + 2x + 2x

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

= 16x
= 16C
That means the area of a big square is 16 times the area of shape C.
7. Arrange these 7 pieces to form a rectangle. What will be the area of this rectangle in terms
of the area of Shape C now? Give reasons for your answer.
Sol. The tangram rectangle with all 7 pieces is a tangram square with 5 pieces extended with two
big triangles. All seven tans fit together to form a rectangle. Hence area of this rectangle in
terms of Shape C is 16 small triangles.
8. Are the perimeters of the square and the rectangle formed from these 7 pieces different or
the same? Give an explanation for your answer.
Sol. The perimeter of the square is equal to the square formed from these 7 pieces because these
are the arrangements of pieces.
[22]
 Mathematics
6.3 AREA OF A TRIANGLE
1. Find the areas of the below by dividing them into rectangles and triangles.

c
a

d
e

Sol.

c
a G
A

b
P D E
C
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

R
B

Q F
d
e

W U T

V P

[23]
NCERT Basics : Class 6
(a)
Covered Area Number Area Estimated (sq. units)
Fully-filled squares 20 20 × 1 = 20
Half-filled squares 0 0
More than half-filled squares 4 4×1=4
Less than half-filled squares 4 0
 Total area of the figure = 20 + 4 = 24 sq. units
(b)
Covered Area Number Area Estimated (sq. units)
Fully-filled squares 25 25 × 1 = 25
Half-filled squares 0 0
More than half-filled squares 4 4×1=4
Less than half-filled squares 4 0
 Total area of the figure = 25 + 4 = 29 sq. units
(c)
Covered Area Number Area Estimated (sq. units)
Fully-filled squares 36 36 × 1 = 36
Half-filled squares 2 2×½=1
More than half-filled squares 8 8×1=8
Less than half-filled squares 6 6×0=0
 Total area of the figure = 36 + 1 + 8 = 45 sq. units
(d)
Covered Area Number Area Estimated (sq. units)

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

Fully-filled squares 13 13 × 1 = 13
Half-filled squares 0 0
More than half-filled squares 3 3×1=3
Less than half-filled squares 2 2×0=0
 Total area of the figure = 13 + 3 = 16 sq. units
(e)
Covered Area Number Area Estimated (sq. units)
Fully-filled squares 5 5×1=5
Half-filled squares 4 4×½=2
More than half-filled squares 4 4×1=4
Less than half-filled squares 3 3×0=0
 Total area of the figure = 5 + 2 + 4 = 11 sq. units

[24]
 Mathematics
6.3 AREA OF A TRIANGLE
1. Give the dimensions of a rectangle whose area is the sum of the areas of these two rectangles
having measurements: 5 m × 10 m and 2 m × 7 m.
Sol. Here, Area of rectangle 1 = 5 × 10 = 50 sq. m
Area of rectangle 2 = 2 × 7 = 14 sq. m
The Sum of the areas of these 2 rectangles = 50 + 14 = 64 sq. m
Now, the total area of the rectangle = 64
Let’s say the sides of the rectangle are Length = x and Width = y
Area of rectangle = x × y
Hence x × y = 64
xy = 64
64
Let’s say x = 1, then y = = 64
1
64
if x = 2, then y = = 32
2
Hence the dimensions of the rectangle are (1 × 64), (2 × 32)
2. The area of a rectangular garden that is 50 m long is 1000 sq m. Find the width of the garden.

1000 m2 Width

50 m
Sol. Length of the garden = 50 m
Area of the garden = 1000 m2
Length × Width = 1000
50 × Width = 1000
1000
Width = = 20 m
50
Therefore, the width of the garden = 20 m
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

3. The floor of a room is 5 m long and 4 m wide. A square carpet whose sides are 3 m in length
is laid on the floor. Find the area that is not carpeted.

Carpet 3m 4m

5m
Sol. A square carpet of side 3 m.
Area of the floor = length × breath
Area of the floor = 5 × 4 = 20 m2
Area of the square carpet = 3 × 3 = 9 m2
Now, we will subtract the square carpet area from the floor’s area to get the area of the floor
that is not carpeted.
Hence, the area of the floor that is not carpeted = 20 – 9 = 11 m2
Thus, the area of the floor that is not carpeted is 11 m2.
[25]
NCERT Basics : Class 6
4. Four flower beds having sides 2 m long and 1 m wide are dug at the four corners of a garden
that is 15 m long and 12 m wide. How much area is now available for laying down a lawn?
Garden

Flower Bed 1m Flower Bed

2m
Lawn 12 m

Flower Bed Flower Bed

15 m
Sol. Length of garden = 15 m
Width of garden = 12 m
So, the area of the garden = 15 × 12 sq. m = 180 sq. m
Now, the length of the flower bed = 2 m
Width of flower bed = 1 m
Area of the flower bed = 2 × 1 sq. m = 2 sq. m
Since, the area of four flower beds = 2 × 4 sq. m = 8 sq. m
Now the area is available for laying down a lawn = (180 – 8) sq. m = 172 sq. m
5. Shape A has an area of 18 square units and Shape B has an area of 20 square units. Shape A
has a longer perimeter than Shape B. Draw two such shapes satisfying the given conditions.
Sol.

Shape A 2 units Shape B 4 units

9 units

5 units

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

Shape A has an area of 18 sq. units.
∴ Possible sides are 18 × 1, 2 × 9, 6 × 3
Also, shape B has an area of 20 sq. units.
∴ Possible sides are 20 × 1, 4 × 5, 10 × 2
Given shape A has a longer perimeter than shape B, hence two such shapes satisfying the
given conditions are:
Here Perimeter of shape A = 9 + 2 + 9 + 2 = 22 units
Here Perimeter of shape B = 5 + 4 + 5 + 4 = 18 units
6. On a page in your book, draw a rectangular border that is 1 cm from the top and bottom and
1.5 cm from the left and right sides. What is the perimeter of the border?
Sol. Perimeter of the rectangle border = 2 × (Length × Width)
= 2 × (1 + 1.5)
= 2 × 2.5
= 5 cm

[26]
 Mathematics
7. Draw a rectangle of size 12 units × 8 units. Draw another rectangle inside it, without touching
the outer rectangle that occupies exactly half the area.
12 units

6 units
8 units 8 units

Sol. Area of given rectangle = 12 × 8 = 96 units2

1
And area of new rectangle = × 96 = 48 sq. units
2
 Possible sides of new rectangle are 12 × 4, 16 × 3, 8 × 6, 1 × 48
 Hence dimensions of the new rectangle fill in the rectangle of 12 × 8 units2
= 8 units × 6 units
8. A square piece of paper is folded in half. The square is then cut into two rectangles along the
fold. Regardless of the size of the square, one of the following statements is always true.
Which statement is true here?
a. The area of each rectangle is larger than the area of the square.
b. The perimeter of the square is greater than the perimeters of both the rectangles added
together.
1
c. The perimeters of both the rectangles added together is always 1 times the perimeter
2
of the square.
d. The area of the square is always three times as large as the areas of both rectangles
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

added together.
1

Sol.
1 1

1
2
Now in the above square piece
side of square = 1 unit
area of square = 1 × 1 = 1 sq. unit.
and perimeter of square = 1 + 1 + 1 + 1 = 4 units.
[27]
NCERT Basics : Class 6
Now after folding the above square piece in half becomes 2 rectangles
1 1
2 2

1 1 1 1

R1 R2

1 1
Perimeter of rectangle R1 = 1 + + 1 + = 3 units.
2 2
1 1
Area of rectangle R1 = × 1 = sq. unit.
2 2
1 1
Perimeter of rectangle R2 = 1 + + 1 + = 3 units.
2 2
1 1
Area of rectangle R2 = × 1 = sq. unit.
2 2
1
a. Now, area of rectangle R1 = area of rectangle R2 = < 1.
2
Hence, option (a) is not true.
b. Here perimeter of square = 4 units
and perimeters of both the rectangles = 3 + 3 = 6 units.
which is greater than 4 units.
Hence option (b) is not true

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\6. Perimeter and Area

c. Here perimeters of both the rectangles = 6 units
1 3
And perimeter of square = 4 units × 1 = 4 × = 6 units
2 2
1
The perimeters of both the rectangle added together are 1 times the perimeter of the
2
square.
Hence, option (c) is true.
d. Here, the area of the square = 4 units
1 1
and areas of both the rectangles = + = 1 unit.
2 2
The area of the square is four times the area of both rectangles.
Hence, option (d) is not true.

[28]
 Mathematics

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
7.1 FRACTIONAL UNITS AND EQUAL SHARES

Fill in the blanks with fractions.

1. Three guavas together weight 1 kg. If they are roughly of the same size, each guava will
roughly weigh ________ kg.
Sol. Since three guavas weight 1 kg., So, one unit will be divided into three part to get weight of
each guava.
1
Each guava weight kg.
3
2. A wholesale merchant packed 1 kg of rice in four packets of equal weight. The weight of each
packet is _______ kg.
1
Sol. Since 1 kg of rice is packed in four packets of equal weight. Weight of each packet is kg.
4
3. Four friends ordered 3 glasses of sugarcane juice and shared it equally among themselves.
Each one drank ____ glass of sugarcane juice.
Sol. Since 3 glasses of sugarcane juice is to be shared equally among four friends, so each one
3
drank glass of sugarcane juice.
4
1 1
4. The big fish weighs kg. The small one weighs kg. Together they weigh ____ kg.
2 4
1 1 Big fish
Sol. Total weight of both fish = +
2 4 Small fish
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

1 2 2 11 1
= ; =
2 2 4 4  1 4
kg
1 1 2 1 2+1 3 kg
+ = + = = kg.
2 4 4 4 4 4
5. Arrange these fraction words in order of size from the smallest to the biggest in the empty
box below:
One and a half, three quarters, one and a quarter, half, quarter, two and a half
1 1 1 1
Sol. One and a half = 1 + = 1 , half = , quarter =
2 2 2 4
1 1 1 1
One and a quarter = 1 + = 1 , two and a half = 2 + = 2
4 4 2 2

[57]
NCERT Basics: Class 6
7.2 FRACTIONAL UNITS AS PARTS OF A WHOLE

A whole chikki
The figures below show different fractional units of a whole chikki. How much of a whole chikki
is each piece?
b. d.
a.
c.

f.
e. g. h.

Sol.
a. We get the required piece by dividing the whole chikki into 12 equal pieces.
1
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
So, the required piece is chikki.
12
b. We get the required piece by dividing the whole chikki into 4 equal pieces.
1
So, the required piece is chikki.
4

2 3

1 4

[58]
 Mathematics
c. We get the required piece by dividing the whole chikki into 8 equal parts.
1
So, the required piece is chikki.
8

4 8

3 7

2 6

1 5

d. We get the required piece by dividing the whole chikki into 6 equal prices.
1
So, the required piece is chikki.
6
e. We get the required piece by dividing the whole chikki (i.e., 24 pieces) into 8 equal parts,
1
then only we will 3 pieces of chikki in one part. So, the required piece is .
8
f. We get the required piece by dividing the whole chikki into 6 equals.
1
So, the required piece is chikki.
6

2 6a

1 Note:
4 5 6a and 6b makes one
piece of chikki.
3
6b

g. We get the required piece by dividing the whole chikki into 24 equal pieces.
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

1
So, the required piece is chikki.
24
h. We get the required piece by dividing the whole chikki into 24 equal parts.
1
So, the required piece is chikki.
24

4 8 12 16 20 24

3 7 11 15 19 23

2 6 10 18 22
14

1 5 9 13 17 21

[59]
NCERT Basics: Class 6
7.3 MEASURING USING FRACTIONAL UNITS

Let us look at another example. Represents a full roti (whole)

=1 time = 2 times =3 times = 4 times = 5 times

1
1. Continue this table of for 2 more steps.
2
Sol.

= 6 times = 7 times

1
2. Can you create a similar table for ?
4
Sol. Here represents a whole roti.

¼= ¼ + ¼ ¼ + ¼ + ¼ ¼+ ¼ +¼+¼ ¼ + ¼ + ¼ + ¼ + ¼
1 times ¼ 2 times ¼ 3 times ¼ 4 times ¼ 5 times ¼

¼ + ¼ + ¼ + ¼+¼ + ¼ ¼ + ¼ + ¼ + ¼ + ¼ + ¼ + ¼
6 times ¼ 7 times ¼
1 1
3. Making using a paper strip. Can you use this to also make ?
3 6
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
1
Sol. Making using a paper strip.
3

1 1
We can make by dividing the part into two equal parts.
6 3

[60]
 Mathematics
4. Draw a picture and write an addition statement as above to show:
1 1
(a) 5 times of a roti (b) 9 times of a roti
4 4
1
Sol. (a) 5 times of a roti.
4

1 1 1 1 1 5
 + + + + =
4 4 4 4 4 4
1
 Here, one full roti and part of roti.
4
1
(b) 9 times of a roti.
4

1 + 1 + =2+

1
 Here, 2 full roti and part of roti.
4
5. Match each fractional unit with the correct picture:
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

Sol.

 

 

[61]
NCERT Basics: Class 6
7.4 MARKING FRACTION LENGTHS ON THE NUMBER LINE

1 3 4
1. On a number line, draw lines of lengths , , and .
10 10 5
1 3 4 8 
Sol. To represent , , = on a number line, divide the distance between ‘0’ and 1 to 10
10 10 5  10 
equal parts.
P Q R

O 1
1
Point P represents
10
3
Point Q represents
10
8 4
Point R represents or
10 5
2. Write five more fractions of your choice and mark them on the number line.
Sol. Do it yourself.
3. How many fractions lie between 0 and 1? Think, discuss with your classmates, and write
your answer.
Sol. There are infinite number of fractions lie between 0 and 1.
3 4 7 8 5
Example : , , , , etc.
5 5 9 11 6
4. What is the length of the blue line and black line shown below? The distance between 0 and
1
1 is 1 unit long, and it is divided into two equal parts. The length of each part is . So, the SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
2
1
blue line is units long. Write the fraction that gives the length of the black line in the box.
2

0 1 1 2
2
1
Sol. Length of blue line =
2
1 1 1 3
Length of black line = + + =
2 2 2 2

[62]
 Mathematics
5. Write the fraction that gives the lengths of the black lines in the respective boxes.

O 1 2

Sol.

O or 2

7.5 MIXED FRACTIONS

7
1. How many whole units are there in ?
2
7 1
Sol. =3+
2 2
7
There are 3 whole units in .
2
4 7
2. How many whole units are there in and in ?
3 3
4 1 7 1
Sol. = 1 + and = 2 +
3 3 3 3
4 7
There is 1 whole unit in and 2 whole units in .
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

3 3
7.5 MIXED FRACTIONS

1. Figure out the number of whole units in each of the following fractions:
8 11 9
(a) (b) (c)
3 5 4
8 2 2
Sol. (a) = 2 + = 2
3 3 3
11 1 1
(b) = 2+ = 2
5 5 5
9 1 1
(c) = 2 + = 2
4 4 4

[63]
NCERT Basics: Class 6
2. Can all fractions greater than 1 be written as such mixed numbers?
Sol. Yes, all fractions greater than 1 can be written as mixed numbers/ mixed fraction.
12 5 5
Ex :- =1+ =1
7 7 7
9 1
3. Write the following fractions as mixed fractions (e.g., = 4 ):
2 2
9 9 21 47
(a) (b) (c) (d)
2 5 19 9
12 19
(e) (f)
11 6
9 1 1
Sol. (a) =4+ =4
2 2 2
9 4 4
(b) =1+ =1
5 5 5
21 2 2
(c) =1+ =1
19 19 19
47 2 2
(d) =5+ =5
9 9 9
12 1 1
(e) =1 =1
11 11 11
19 1 1
(f) =3+ =3
6 6 6
7.5 MIXED FRACTIONS
Write the following mixed numbers as fractions: SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

1 2 4 1
(a) 3 (b) 7 (c) 9 (d) 3
4 3 9 6
3 9
(e) 2 (f) 3
11 10
1 1 3  4 + 1 13 2 2 7  3 + 2 22
Sol. (a) 3 = 3 + = = (b) 7 = 7 + = =
4 4 4 4 3 3 3 3
4 4 9  9 + 4 85 1 1 3  6 + 1 19
(c) 9 = 9 + = = (d) 3 = 3 + = =
9 9 9 9 6 6 6 6
3 3 2  11 + 3 25 9 9 3  10 + 9 39
(e) 2 = 2+ = = (f) 3 =3+ = =
11 11 11 11 10 10 10 10

[64]
 Mathematics
7.6 EQUIVALENT FRACTIONS
3 4 5
1. Are , , equivalent fractions? Why?
6 8 10
3 3 3 1
Sol. Since,  =
6 6 3 2
4 44 1 5 5 5 1
 = and  =
8 84 2 10 10  5 2
Since three fractions have same value when simplified, so they are equivalent fractions.
2
2. Write two equivalent fractions for .
3
2 2 2 4
Sol.  =
6 6  2 12
2 3 6
 =
6  3 18
4
3. = = = = ……………..(write as many you can)
6
4 8 12 16
= = = = ..........
6 12 18 24
4 4  2 8 4  3 12 4  4 16
Sol.  = ; = ; = ; ………………..
6 6  2 12 6  3 18 6  4 24
4 8 12 16
= = = = ..........
6 12 18 24
7.6 EQUIVALENT FRACTIONS

1. Three rotis are shared equally by four children. Show the division in the picture and write a
fraction for how much each child gets. Also, write the corresponding division facts, addition
facts, and, multiplication facts.
Fraction of roti each child gets is
______.
Division fact:
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

Addition fact:
Multiplication fact:
Compare your picture and answers
with your classmates!
Sol.

3
Division fact  3 wholes divided in 4 parts = 3  4 =
4
3 3 3 3 3 12
Addition fact  Four times added gives 3 wholes = + + + = =3
4 4 4 4 4 4
3 3
Multiplication fact  4 parts of make 3 wholes = 4 × = 3
4 4

[65]
NCERT Basics: Class 6
2. Draw a picture to show how much each child gets when 2 rotis are shared equally by
4 children. Also, write the corresponding division facts, addition facts, and multiplication
facts.
Sol. As 2 rotis have to be shared equally by 4 children we divide each roti in 4 parts and give

(a) 1 part of each roti to each-child as shown below :

(b) 2 parts to each child as shown below :

Division fact  2 whole divides in 4 parts

2 1
2  4 or =
4 2
2 2 2 2 8
Addition fact  + + + = = 2 SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
4 4 4 4 4
2
Multiplication fact = 4  = 2
4
3. Anil was in a group where 2 cakes were divided equally among 5 children. How much cake
would Anil get?
Sol.

1 1 2
Each cake gets divided into 5 parts and Anil gets one part from each cake i.e. + = .
5 5 5

[66]
 Mathematics
7.6 EQUIVALENT FRACTIONS
Find the missing numbers:
(a) 5 glasses of juice shared equally among 4 friends is the same as ____ glasses of juice shared
equally among 8 friends.
5
So, =
4 8
(b) 4 kg of potatoes divided equally in 3 bags is the same as 12 kgs of potatoes divided equally
in ___ bags.
4 12
So, =
3
(c) 7 rotis divided among 5 children is the same as ______ rotis divided among _____ children.
7
So, = .
5

5
Sol. (a) =
4 8
Since 4 × 2 = 8
So, 5 × 2 = 10
5 10
 =
4 8
4 12
(b) =
3
Since 4 × 3 = 12
So, 3 × 3 = 9
4 12
=
3 9
7
(c) =
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

5
7 × 2 = 14; 7× 3 = 21; 7× 4 = 28
5 × 2 = 10; 5× 3 = 15; 5× 4 = 20
7 14 7 21 7 28
= ; = ; =
5 10 5 15 5 10

7.6 EQUIVALENT FRACTIONS

Find equivalent fractions for the given pairs of fractions such that the fractional units are the same.
7 3 8 5 3 3 6 8
(a) and (b) and (c) and (d) and
2 5 3 6 4 5 7 5
9 5 1 2 8 11 13 1
(e) and (f) and (g) and (h) and
4 2 10 9 3 4 6 9

[67]
NCERT Basics: Class 6
Sol. (a) The smallest common multiple of 2 and 5 is 10.
7  5 35 3 2 6
= ; =
2  5 10 5  2 10
(b) The smallest common multiple of 3 and 6 is 6.
8  2 16 5  1 5
= = =
3 2 6 6  1 6
(c) The smallest common multiple of 4 and 5 is 20.
3  5 15 3  4 12
= ; =
4  5 20 5  4 20
(d) The smallest common multiple of 7 and 5 is 35.
6  5 30 8  7 42
= ; =
7  5 35 5  7 35
(e) The smallest common multiple of 4 and 2 is 4.
9  1 9 5  2 10
= = =
4  1 4 2 2 4
(f) The smallest common multiple of 10 and 9 is 90.
1 9 9 2  10 20
= ; =
10  9 90 9  10 90
(i) The smallest common multiple of 3 and 4 is 12.
8  4 32 11  3 33
= = =
3  4 12 4  3 12
(h) The smallest common multiple of 6 and 9 is 18.
13  3 39 1  2 2
= ; =
6  3 18 9  2 18

7.6 EQUIVALENT FRACTIONS

Express the following fractions in lowest terms:
17 64 126 525
(a) (b) (c) (d)
51 144 147 112
Sol. (a) Since, 17 is common factor of 17 and 51, SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

17  17 1
So, =
51  17 3
64 64  2 32 32  2 16
(b)  =  =
144 144  2 72 72  2 36
16  2 8 8 2 4
 =  =
36  2 18 18  2 9
(c) Since 3 is common factor of 126 and 147,
126  3 42 42  7 6
=  =
147  3 49 49  7 7
(d) Since 7 as common multiple of 525 and 112,
525  7 75
=
112  7 16
[68]
 Mathematics
7.7 COMPARING FRACTIONS
1. Compare the following fractions and justify your answers:
8 5 4 3 7 9 12 8
(a) , (b) , (c) , (d) ,
3 2 9 7 10 14 5 5
9 5
(e) ,
4 2
Sol. (a) The smallest common multiple of 3 and 2, 4, 6.
8  2 16 5  3 15
= ; =
3 2 6 2 3 6
16 15
Since 
6 6
8 5

3 2
(b) The smallest common multiple of 9, 7 is 63.
4 7 28 3 9 27
 = ;  =
9 7 63 7 9 63
28 27

63 63
4 3
Now 
9 7
(c) The smallest common multiple of 10, 14, is 70.
7  7 49 9 5 45
= ;  =
10  7 70 14 5 70
49 45

70 70
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

7 9
 
10 14
12 8
(d) Both fraction have same denominators, 
5 5
(e) The smallest common multiple of 4, 2 is 4.
9 1 9 5  2 10
 = ; =
4 2 4 2 2 4
9 10

4 4
9 5
  .
4 2

[69]
NCERT Basics: Class 6
2. Write the following fractions in ascending order.
7 11 2 19 5 7
(a) , , (b) , ,
10 15 5 24 6 12
Sol. (a) The smallest common multiple of 10, 15, 5, is 30.
7  3 21 11  2 22 2  4 12
= ; = ; =
10  3 30 15  2 30 5  6 30
12 21 22
 
30 30 30
2 7 11
   (ascending order)
5 10 15
(b) The smallest common multiple of 24, 6, 12, is 24.
19  1 19 5  4 20 7  2 14
= ; = ; =
24  1 24 6  4 24 12  2 24
7 19 5
   (ascending order)
12 24 6
3. Write the following fractions in descending order.
25 7 13 17 3 12 7 5
(a) , , , (b) , , ,
16 8 4 32 4 5 12 4
Sol. (a) The smallest common multiple of 16, 8, 9, 32 is 32
25  2 50 7  4 28 13  8 104 17  1 17
= ; = ; = ; =
16  2 32 8  4 32 4  8 32 32  1 32
104 50 28 17
  
32 32 32 32
13 25 7 17
    (descending order)
4 16 8 32
(b) The smallest common multiple of 4, 5, 12, is 60.
3  15 45 12  12 144 7  5 35 5  15 75
= ; = ; = ; =
4  15 60 5  12 60 12  5 60 4  15 60
144 75 45 35
   SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
60 60 60 60
12 5 3 7
    (descending order)
5 4 4 12

7.8 ADDITION AND SUBTRACTION OF FRACTIONS

1. Add the following fractions using Brahmagupta’s method:
2 5 6 3 1 2 5 2 2
(a) + + (b) + (c) + (d) +
7 7 7 4 3 3 6 3 7
2 4 4 2 3 5 9 5
(e) + (g) + (h) + (i) +
3 5 5 3 5 8 2 4
8 2 3 1 1 2 4 3 9 5 7
(j) + (k) + + (i) + + (m) + +
3 7 4 3 5 5 5 7 2 4 6

[70]
 Mathematics
2 5 6 2 + 5 + 6 13
Sol. (a) + + = =
7 7 7 7 7
3 3 9 1 4 4
(b)  = ;  =
4 3 12 3 4 12
3 1 9 4 9 + 4 13
+ = + = =
4 3 12 12 12 12
2 2 4 5 1 5
(c)  = ; =
3 2 6 61 6
2 5 4 5 4 + 5 10 10  2 5
+ = + = = = =
3 6 6 6 6 6 6 2 3
2  7 14 2  3 6
(d) = ; =
3  7 21 7  3 21
2 2 14 6 14 + 6 20
+ = + = =
3 7 21 21 21 21
3 1 1
(e) + +
4 3 5
The smallest common multiple of 3, 4, 5 is 60.
3  15 45 1  20 20 1  12 12
= ; = ; =
4  15 60 3  20 60 5  12 60
3 1 1 45 20 12 45 + 20 + 12 77
+ + = + + = =
4 3 5 60 60 60 60 60
2  5 10 4  3 12
(f) = ; =
3  5 15 5  3 15
2 4 10 12 10 + 12 22
+ = + = =
3 5 15 15 15 15
4  3 12 2  5 10
(g) = ; =
5  3 15 3  5 15
4 2 12 10 12 + 10 22
+ = + = =
5 3 15 15 15 15
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

(h) The smallest common multiple of 5 and 8 is 40

3  8 24 5  5 25
= ; =
5  8 40 8  5 40
24 25 24 + 25 49
+ = =
40 40 40 40
9  2 18 5  1 5
(i) = ; =
2 2 4 4 1 4
18 5 18 + 5 23
+ = =
4 4 4 4
8  7 56 2  3 6
(j) = ; =
3  7 21 7  3 21
56 6 56 + 6 62
+ = =
21 21 21 21

[71]
NCERT Basics: Class 6
(k) The smallest common multiple of 3, 4, 5 is 60.
3  15 45 1  20 20 1  12 12
= ; = ; =
4  15 60 3  20 60 8  12 60
45 20 12 45 + 20 + 12 77
+ + = =
60 60 60 60 60
(l) The smallest common multiple of 3, 5, 7 is 105.
2  35 70 4  21 84 3  15 45
= ; = ; =
3  35 105 5  21 105 7  15 105
70 84 45 70 + 84 + 45 199
+ + = =
105 105 105 105 105
(m) The smallest common multiple of 2, 4, 6, is 12.
9  6 54 5  3 15 7  2 14
= ; = ; =
2  6 12 4  3 12 6  2 12
54 15 14 54 + 15 + 14 83
+ + = = .
12 12 12 12 12
2 3
2. Rahim mixes litres of yellow paint with litres of blue paint to make green paint. What
3 4
is the volume of green paint he has made?
2 3
Sol. Volume of green paint = +
3 4
2 4 8 3 3 9
= ; =
3  4 12 4  3 12
2 3 8 9 8 + 9 17
+ = + = = .
3 4 12 12 12 12
2 3
3. Geeta bought meter of lace and Shamim bought meter of the same lace to put a
5 4
complete border on a table cloth whose perimeter is 1 meter long. Find the total length of
the lace they both have bought. Will the lace be sufficient to cover the whole border?
2 3 SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
Sol. Total length of the lace Geeta and Shamim have bought = +
5 4
The smallest common multiple of 5 and 4 is 20.
2 4 8 3  5 15
= ; =
5  4 20 4  5 20
8 15 23 3
+ = m=1 m
20 20 20 20
3
= 1m +  100 cm
20
= 1m 15 cm.
Since perimeter of border on table cloth as 1m.
Here, length of lack is greater than perimeter,
So, the required length of lace will be sufficient to cover the whole border.
[72]
 Mathematics
7.8 ADDITION AND SUBTRACTION OF FRACTIONS
5 3
1. −
8 8
5 3 5−3 2 22 1
Sol. − = = = =
8 8 8 8 8 2 4
7 5
2. −
9 9
7 5 7 −5 2
Sol. − = =
9 9 9 9
10 1
3. −
27 27
10 1 10 − 1 9 99 1
Sol. − = = = =
27 27 27 27 27  9 3

7.8 ADDITION AND SUBTRACTION OF FRACTIONS

1. Carry out the following subtractions using Brahmagupta’s method:

8 3 2 4 5 4 2 1
(a) − (b) − (c) − (d) −
15 15 5 15 6 9 3 2
8 3
Sol. (a) −
15 15
8 −3
 { same denominators}
15
5

15
2 4
(b) −
5 15
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

Converting given fraction having same denominator into equivalent fraction,

2 3 6 41 4
= ; =
5  3 15 15  1 15
6 4 6−4 2
 − = = .
15 15 15 15
5 4
(c) −
6 9
Converting given fraction into equivalent fraction having same denominator,
5  3 15 4  2 8
= ; =
6  3 18 9  2 18
15 8 15 − 8 7
 − = = .
18 18 18 18

[73]
NCERT Basics: Class 6
2 1
(d) −
3 2
Converting given fraction into equivalent fraction having same denominator,
2 2 4 1 3 3
= ;  =
3 2 6 2 3 6
4 3 4 −3 1
 − = =
6 6 6 6
2. Subtract as indicated:
13 10 18 23 29 45
(a) from (b) from (c) from
4 3 5 3 7 7
13 10 10 13
Sol. (a) from  −
4 3 3 4
10  4 40 13  3 39
= ; =
3  4 12 4  3 12
40 39 1
 − =
12 2 12
18 23 23 18
(b) from  −
5 3 3 5
23  5 115 18  3 54
= ; =
3 5 15 5  3 15
115 54 115 − 54 61
 − = =
15 15 15 15
29 45 45 29
(c) from  −
7 7 7 7
45 − 29 16 SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions
=
7 7
3. Solve the following problems:
7 1
(a) Jaya’s school is km from her home. She takes an auto for km from her home daily,
10 2
and then walks the remaining distance to reach her school. How much does she walk
daily to reach the school?
10
(b) Jeevika takes minutes to take a complete round of the park and her friend Namit
3
13
takes minutes to do the same. Who takes less time and by how much?
4

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 Mathematics
(7/10) km
Home School
Sol. (a)
7
Distance between home and school = km.
10
1
Distance travelled by auto = km.
2
So, remaining distance travelled by walk.
7 1
 −
10 2
71 7 1 5 5
= ;  =
10  1 10 2 5 10
7 1 7 5 7 −5 2
 − = − = =
10 2 10 10 10 10
22 1
= = km.
10  2 5
10
(b) Time taken by Jeevika = minutes.
3
13
Time taken by Namit = minutes.
4
10  4 40 13 3 39
Now, = ;  =
3  4 12 4 3 12
40 39
Comparing and ,
12 12
40 39
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\7. Fractions

> {For same denominator, fraction having greater numerator is greater}

12 12
10 13
So, 
3 4
Or we can say Namit takes less time.
10 13 40 39
Also, − = −
3 4 12 12
40 − 39 1
= = minutes
12 12
1
Namit takes less time by minutes.
12

[75]
 Mathematics

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
8.1 ARTWORK

 Construct

1. A person
How will you draw this?

This figure has two components.

You might have figured out a way of drawing the first part. For drawing the second part, see
this.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

The challenge here is to find out where to place the tip of the compass and the radius to be
taken for drawing this curve. You can fix a radius in the compass and try placing the tip of
the compass in different locations to see which point works for getting the curve. Use your
Estimate where to keep the tip.
Construction steps:
(i) Draw a line segment AB = 4 cm.
A B
4 cm

[111]
NCERT Basics: Class 6
(ii) At A and B, draw perpendicular with the help of protractor.

A B
4 cm

(iii) Mark point D on perpendicular at A and B on the perpendicular at B such that AD = BC

= 4 cm. Join DC.

D C

4 cm 4 cm

A B
4 cm

(iv) Mark a point E on DC such that DE = EC = 2 cm. Draw a perpendicular at point E. Mark a

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

point F on the perpendicular such that EF = 3 cm. Join FC.

F
2 cm

D C
E

4 cm 4 cm

A B
4 cm

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 Mathematics
(v) With F as centre as radius equal to FC, drawn an arc from C to D. Extend FE to the arc.
F

2 cm
D C
E

4 cm 4 cm

A B
4 cm
(vi) With F as centre and radius equal to 1.5 cm draw a circle.

F
2 cm

D C
E

4 cm 4 cm
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A B
4 cm
(vii) Erase all the extra lines from the above drawn figure. The resultant figure represents
the required person.

[113]
NCERT Basics: Class 6
2. Wavy Wave method

Step-by-Step Construction:
(i) Draw the Central Line:
Draw a straight horizontal line of length [Link] the endpoints as A and B. This is your
central line AB.
AB = 8 cm.
(ii) Find the Midpoint of AB:
Using the ruler, find the midpoint of line AB. Since AB = 8 cm, the midpoint will be at
4 cm from either endpoint A or B. Label this point as O.
(iii) Set the Radius of the Compass:
Set the radius of your compass to 2 cm. This radius is equal to one-forth of the length of
AB (since we are drawing a half-circle).
(iv) Draw the First Half Circle Above AB:
Place the compass pointer at the midpoint O’.
With the compass set to a radius of 2 cm, draw a half circle above the central line AB.
The half-circle should pass through both points A and O’. This forms the first wave.
(v) Draw the Second Half Circle Below AB:
If you need to continue the wave, draw a second half-circle below the line AB. Place the
compass pointer at O’’, keeping the radius at 2 cm, and draw the half-circle in the
opposite direction (below the line AB).

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A O’ O O” B
?
8 cm
3. Steps to Draw an Eye Using Only a Compass:

Step 1: Take a line AB of length 8.5 cm (4 cm + 0.5 cm + 4 cm) as base. Take points C and D
on AB such that AC = 4 cm and AD = 4.5 cm (4 cm + 0.5 cm).
A C D B
Step 2: Take points E and F on AB such that AE = 2 cm and FB = 2 cm. E is the mid-point of
AC and F is the mid-point of DB.
A E C D F B

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 Mathematics
Step 3: Take points E and F on AB such that AE = 2 cm and FB = 2 cm. E is the mid-point of
AC and F is the mid-point of DB.

E
A C D F B

Step 4: Using a ruler, take points G, H, I, and J such that EG, EH, FI, and FJ are all equal to 1.5
cm. Equal distance can also be slightly less than or greater than 1.5 cm.
G I

A E C D F B
H J

Step 5: With the centre at G, drawn an arc from A to C of a radius equal to AG. Similarly, with
the centre at H, I, and J draw arcs of radius equal to AG. Erase the extra lines as show
E F

Step 6: At points E and F, draw two black dots of big size.

Step 7: Figure represents the required depiction of “Eyes”.

8.1 ARTWORK
1. What radius should be taken in the compass to get this half-circle? What should be the length
of AX?
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

Sol. We have AB = 8 cm.

Since the "Wavy Wave" has two equal half circles, we have AX = XB.
X is the mid-point of AB.
AX= 8/2 = 4 cm
The length of AX is 4 cm.
Let M be the mid-point of AX.
AM = MX = 4/2 cm = 2 cm
The center of the half circle is M.
Radius of half circle = AM = 2 cm
The radius of the half circle is 2 cm.
2. Take a central line of a different length and try to draw the wave on it.
Sol. Step 1: We start with the central line of different lengths, say, 10 cm.
A B
10 cm

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NCERT Basics: Class 6
10
Step 2: Since = 5, using a ruler, take point C on AB such that AC = 5 cm. C is the mid-point
2
of AB. As 5  2 = 2.5, using a ruler, take points D on AC and E on CB such that AD=2.5 cm and
CE = 2.5 cm. D is the mid-point of AC and E is the mid-point of CB.
A 2.5 cm D C 2.5 cmE B
10 cm
Step 3: With centre at D, draw a half circle above the central line AB and of radius 2.5 cm.
With centre at E, draw a half circle below the central line AB and of radius 2.5 cm.

A 2.5 cm D C 2.5 cmE B

10 cm

Step 4: Draw vertical lines in the half circles above and below the line AB.

A 2.5 cm D C 2.5 cm E B

10 cm

Step 5: The figure represents the required depiction of the given “Wavy Wave” with the
central line of length 10 cm.
3. Try to recreate the figure where the waves are smaller than a half circle (as appearing in the
neck of the figure ‘A Person’). The challenge here is to get both the waves to be identical. This
may be tricky!
Sol. We shall draw a “Wavy Wave”

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

Here, the waves are smaller than a half circle.

Step 1. We start with the central line AB of length 10 cm, say.
A 10 cm B

Step 2. Since 10  2 = 5, using a ruler take a point C on AB such that AC = 5 cm. C is the mid-
point of AB.
Since 5  2 = 2.5, using a ruler, take points D on AC and E on CB such that AD = 2.5 cm and CE
= 2.5 cm.
D is the mid-point of AC and E is the mid-point of CB.
A D C E B

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 Mathematics
Step 3. At D, draw a perpendicular line below AB, using a protractor. At E, draw a
perpendicular line above AB, using a protractor.

D
A C E B

Step 4. Using a ruler, mark points F and G such that DF = 1.5 cm and EG = 1.5 cm. Equal
distance between DF and EG can also be slightly less than or greater than 1.5 cm.
G
D
A C E B

Step 5. Join AF and BG. With the centre at F, draw an arc from A to C of a radius equal to AF.
With the centre at G, draw an arc from B to C of a radius equal to GB.
G
D
A C E B
F

Step 6. Draw vertical lines in figure. Also, erase the extra lines as shown in figure.

A B
C
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

Step 7. Figure represents the required depiction of a “Wavy Wave”, where the waves are
smaller than a half circle.
8.2 SQUARES AND RECTANGLES
1. Draw the rectangle and four squares configuration (shown below) on a dot paper. What did
you do to recreate this figure so that the four squares are placed symmetrically around the
rectangle? Discuss with your classmates.

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NCERT Basics: Class 6
Sol. Step 1: Take a square dot paper and mark a dot on it at A. Start from A move 10 dots to the
right and mark the tenth dot at B.
Step 2: Start from B and move 6 dots above B and mark the 6th dot as C. Start from A and
move 6 dots above A and mark the 6th dot as D. Join AB, BC, CD, and DA.
Step 3: Take points E, F, G, and H on the dot paper as shown in the figure.
Step 4: Take points I, J, K, and L at a distance of 4 dots from E, F, G, and H respectively. Join
IE, FJ, GK, and LH.
Step 5: On LH and GK, construct squares above the rectangle.
Step 6: On IE and FJ, construct squares below the rectangle.

L H D C G K

I E A B F J

Step 7: The figure is the required configuration of one rectangle and four squares on a square
dot paper.
2. Identify if there are any squares in this collection. Use measurements if needed.

(i) (ii) (iii) (iv) smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

Think:
Is it possible to reason out if the sides are equal or not, and if the angles are right or not
without using any measuring instruments in the above figure? Can we do this by only looking
at the position of corners in the dot grid?
Sol:
A A A
A
BD BD B B
D
D
C C
C C
(i) (ii) (iii) (iv)

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 Mathematics
Fig. (i): In this figure, counting dots between sides, we find that AB, BC, CD, and DA are all
equal sides. Also, the position of the dots on the sides shows that each angle of ABCD is 90°.
 ABCD is a square.
Fig. (ii): In this figure, ∠BAD is not equal to 90°. So, ABCD cannot be a square.
Fig. (iii): In this figure, counting dots between sides, we find that AB, BC, CD, and DA are all
equal sides. Also, using a protractor, we find that each angle of ABCD is 90°.
 ABCD is a square.
Fig. (iv): In this figure, AB and BC are not equal. So, ABCD cannot be a square.
3. Draw at least 3 rotated squares and rectangles on a dot grid. Draw them such that their
corners are on the dots. Verify if the squares and rectangles that you have drawn satisfy their
respective properties.
Sol. We draw 3 rotated squares and rotated rectangles on a dot grid such that the comers of
squares and rectangles are on dots.
C C

B
D D B
(i)
A (ii)
C A
C
D B
D B

A (iii)
(iv)
A
We have drawn 3 rotated squares (ii and iii) and rotated rectangles (i). These squares and
rectangles are drawn keeping in view the number of dots between sides and also the position
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

of sides.
Using a ruler, we find that the opposite sides of figures (i) are equal and all sides of figures
(ii), (iii), (iv) are equal.
 By definition, figures (i) is rectangles, and figures (ii) and (iii), (iv) are squares.

8.3 CONSTRUCTING SQUARES AND RECTANGLES

1. Draw a rectangle with sides of length 4 cm and 6 cm. After drawing, check if it satisfies both
the rectangle properties.
Sol: We shall draw a rectangle of the form shown in figure below.

4 cm

6 cm

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NCERT Basics: Class 6
Step 1: Using a ruler, draw a line AB equal to 6 cm.
A B
6 cm

Step 2: Using a protractor, draw perpendicular lines at A and B

A 6 cm B

Step 3: Using a ruler, mark point P on the perpendicular line at A such that AP = 4 cm. Using
a ruler, mark point Q on the perpendicular line at B such that BQ = 4 cm.

P Q

4 cm 4 cm

A 6 cm B

Step 4: Join P and Q using a ruler. Erase the lines above P and Q.

P Q

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

4 cm 4 cm

A B
6 cm

Step 5: Using a ruler, verify that PQ is of length 6 cm. Using a protractor, verify that ∠P and
∠Q are 90° each.
Step 6: We have:
(i) AB = PQ = 6 cm and AP = BQ = 4 cm
(ii) ∠A = ∠B = ∠Q = ∠P = 90°.
Step 7: ABQP is the required rectangle of sides 4 cm and 6 cm.

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 Mathematics
2. Draw a rectangle of sides 2 cm and 10 cm. After drawing, check if it satisfies both the
rectangle properties.
Sol. We shall draw a rectangle of the form shown figure below.

2 cm

10 cm
Step 1: Using a ruler, draw a line AB equal to 10 cm.
A 10 cm B
Step 2: Using a protractor, draw perpendicular lines at A and B.

A 10 cm B
Step 3: Using a ruler, mark point P on the perpendicular at A such that AP = 2 cm. Using a
ruler, mark point Q on the perpendicular at B such that BQ = 2 cm.
P Q
2 cm
2 cm

A 10 cm B
Step 4: Join P and Q using a ruler. Erase the lines above P and Q.
P Q
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

2 cm 2 cm

A 10 cm B
Step 5: Using a ruler, verify that PQ is of length 10 cm. Using a protractor, verify that ∠P and
∠Q are 90° each.
Step 6: We have:
(i) AB = PQ = 10 cm and AP = BQ = 2 cm
(ii) ∠A = ∠B = ∠Q = ∠P = 90°.
Step 7: ABQP is the required rectangle of sides 2 cm and 10 cm.
3. Is it possible to construct a 4-sided figure in which-
• all the angles are equal to 90º but
• opposite sides are not equal?
Sol. Step 1: Using a ruler, draw a line AB equal to 6 cm, say.
A 6 cm B

[121]
NCERT Basics: Class 6
Step 2: Using a protractor, draw perpendicular lines at A and B.

A 6 cm B

Step 3: Using a ruler, mark point P on the perpendicular at A such that AP = 4 cm.
Using a ruler, mark point Q on the perpendicular at B such that BQ = 2 cm, which is not equal
to AP.

4 cm Q

2 cm

A B
6 cm
Step 4: In figure, the opposite sides i.e. AP and BQ are not equal. Join P and Q using a ruler.
Erase the lines above P and Q.
P

4 cm Q

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

2 cm

A 6 cm B

Step 5: Using a protractor, we find that neither ∠P nor ∠Q is 90°.

Step 6: We conclude that it is not possible to construct a 4-sided figure in which all angles
are 90° and opposite sides are not equal.
8.4 AN EXPLORATION IN RECTANGLES
 Construct
1. Breaking Rectangles
Construct a rectangle that can be divided into 3 identical squares as shown in the figure.

[122]
 Mathematics
Sol. We shall draw a rectangle of the form shown in figure below.
Step 1. Let us keep the vertical side of the rectangle to 3 cm. Since the rectangle is to be
divided into three identical squares, the length of the rectangle must be 3 cm + 3 cm + 3 cm
= 9 cm.
Step 2. Using a ruler, draw a line AB equal to 9 cm.
A B
9 cm
Step 3. Using a ruler, find points P and Q on AB such that AP = 3 cm and PQ = 3 cm. Here, QB
is also 3 cm.
A 3 cm 3 cm B
P 3 cm Q
9 cm
Step 4. Using a protractor, draw perpendicular lines at A, P, Q, and B.

A 3 cm 3 cm B
P 3 cm Q
9 cm
Step 5. Using a ruler, mark points A’, P’, Q’, and B’ on perpendiculars at A, P, Q, and B
respectively such that AA’ = PP’ = QQ’ = BB’ = 3 cm.
A’ P’ Q’ B’

3 cm 3 cm 3 cm 3 cm
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A 3 cm 3 cm B
P 3 cm Q
9 cm
Step 6. Join A’ and P’, P’ and Q’, and Q’ and B’ using a ruler. Erase the lines above A’, P’, Q’, and
B’.
A’ P’ Q’ B’

3 cm 3 cm 3 cm 3 cm

A 3 cm P 3 cm Q 3 cm B
9 cm
Step 7. ABB’A’ is the required rectangle which is divided into 3 identical squares APP’A’,
PQQ’P’, and QBB’Q’.
[123]
NCERT Basics: Class 6
 Construct
1. A Square within a Rectangle
Construct a rectangle of sides 8 cm and 4 cm. How will you construct a square inside, as
shown in the figure, such that the centre of the square is the same as the centre of the
rectangle?
8 cm

4 cm

Hint: Draw a rough figure. What will be the side length of the square? What will be the
distance between the corners of the square and the outer rectangle?
Sol: The centre of a rectangle (or square) is the point of intersection of its diagonals.
Step 1: Using a ruler, draw a line AB equal to 8 cm. Using a protractor, draw perpendicular
lines at A and B. Using a ruler, mark point P on the perpendicular line at A such that AP = 4
cm. Using a ruler, mark point Q on the perpendicular line at B such that BQ = 4 cm. Join P and
Q using a ruler. Erase the lines above P and Q.
P Q

4 cm 4 cm

A B
8 cm
Step 2: Draw diagonals AQ and BP, using a ruler. Let the diagonals intersect at C. This point

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

is the centre of the rectangle ABQP and of the required square.
P Q

4 cm 4 cm
C

A B
8 cm
Step 3: Erase diagonals AQ and BP. Using a protractor, draw a perpendicular line on AB and
pass through the centre C. Let this perpendicular meet AB at R and PQ at S.
P S Q

4 cm C 4 cm

A R B
8 cm

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 Mathematics
Step 4: Since AP = 4 cm, each side of the square must be 4 cm. Using a ruler, mark points A’
and B’ on AB such that A’R = 2 cm and RB’ =2 cm. Thus, A’B’ = A’R + RB’ = 2 cm + 2 cm = 4 cm.
Similarly, using a ruler, mark points P’ and Q’ on PQ such that P’S = 2 cm and SQ’ = 2 cm. Thus,
P’Q’ = P’S + SQ’ = 2 cm + 2 cm = 4 cm.
P P’ S Q’ Q
2 cm 2 cm

4 cm C 4 cm

2 cm 2 cm
A A’ R B’ B
8 cm

Step 5: Using a ruler, join A’ and P’ and also B’ and Q’. Erase the line RS.
P P’ Q’ Q

4 cm C 4 cm

A A’ B’ B
8 cm

Step 6: In A’B’Q’P’ is the required square with centre C, which is also the centre of the given
rectangle.
2. Falling Squares
4 cm
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

4 cm Make sure that the squares are

Each is a aligned the way they are shown.
square of
4 cm side 4 cm

Now, try this

Square of
side 3 cm

Square of
side 5 cm

Square of
side 7 cm

[125]
NCERT Basics: Class 6
Sol. In the given figure, there are three falling squares and the side of each square is 4 cm.
Step 1. Using a ruler, draw a line AB equal to 4 cm. Using a protractor, draw perpendicular
lines at A and B.
Using a ruler, mark point C on a perpendicular line at A such that AC = 4 cm.
Using a ruler, mark points D and E on a perpendicular line at B such that BD = 4 cm and DE
= 4 cm.

E
4 cm

C D

4 cm 4 cm

A 4 cm B

Step 2. Join C and D. Produce CD to F such that DF = 4 cm. Using a protractor, draw a
perpendicular line at F. Using a ruler, mark points G and H on a perpendicular line at F such
that FG = 4 cm and GH = 4 cm.
H
4 cm
G
E
4 cm 4 cm

C D F
4 cm
4 cm 4 cm

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A 4 cm B

Step 3. Join E and G. Produce EG to I such that GI = 4 cm. Using a protractor, draw a
perpendicular line at I. Using a ruler, mark point J on the perpendicular line at I such that IJ
= 4 cm. Join H and J. Erase extra lines in the figure.
H J
4 cm 4 cm
G I
E 4 cm
4 cm 4 cm
C F
D
4 cm 4 cm

A 4 cm B

Step 4. The required figure of three “falling squares” each of side 4 cm.

[126]
 Mathematics
3. Shading
Construct this. Choose measurements of your choice. Note that the larger 4-sided figure is a
square and so are the smaller ones.

Sol. Step 1. Using a ruler, draw a line AB equal to 8 cm. As, 8 ÷ 4 = 2, we shall draw smaller squares
of side 2 cm. Using a protractor, draw perpendicular lines at A and B. Using a ruler, mark
point P on the perpendicular line at A such that AP = 8 cm. Using a ruler, mark point Q on the
perpendicular line at B such that BQ = 8 cm. Join P and Q using a ruler. Erase the lines above
P and Q.
P Q

8 cm 8 cm

A B
8 cm
Step 2. On the lines AB, BQ, QP, and PA, mark points at distances of 2 cm, using a ruler. Draw
horizontal lines and vertical lines to get 16 squares.
P Q
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

8 cm 8 cm

2 cm
A B
8 cm
Step 3. From corner A, erase the inner sides of four squares to get a square of side 4 cm with
one corner at A. Draw parallel diagonals of the remaining 12 small squares of side 2 cm each.
P Q

8 cm 8 cm

2 cm
A B
8 cm 2 cm

[127]
NCERT Basics: Class 6
Step 4. In the 12 small squares, draw horizontal lines in the portion above the diagonals.
P Q

8 cm 8 cm

A
8 cm 2 cm B
Step 5. The required figure having 12 small squares in a square.
4. Square with a Hole

Observe that the circular

hole is the same as the
centre of the square

Hint: Think where the centre of the circle should be.

Sol. Observe that the circular hole is the same as the centre of the square.
Construct a “Square with a Hole” as shown in the given figure. The centre of the hole is the
same as the center of the square.
The centre of a square is the point of intersection of its diagonals. This centre is also the
centre of the hole in the figure.
Step 1. Using a ruler, draw a line AB equal to 5 cm, say. Using a protractor, draw
perpendicular lines at A and B. Using a ruler, mark point P on the perpendicular line at A
such that AP = 5 cm. Using a ruler, mark point Q on the perpendicular line at B such that
BQ = 5 cm. Join P and Q using a ruler. Erase the lines above P and Q.

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

P Q

5 cm 5 cm

A B
5 cm
Step 2. Draw diagonals AQ and BP using a ruler. Let the diagonals intersect at C. This point
is the centre of the square ABQP. Erase the diagonals AQ and BP.
P Q

5 cm C 5 cm

A B

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 Mathematics
Step 3. With centre at C and a radius of 1.5 cm, say, draw a circle using a compass.
P Q

5 cm C 5 cm

A B
5 cm

Step 4. The required “Square with a Hole”.

5. Square with more Holes

Construct a “Square with Four Holes” as shown in the given figure.

Sol. In the figure, the centre of a circle is the same as that of the corresponding square.

Step 1: Using a ruler, draw a line AB equal to 8 cm, say. Using a protractor, draw
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

perpendicular lines at A and B. Using a ruler, mark point P on the perpendicular line at A
such that AP = 8 cm. Using a ruler, mark point Q on the perpendicular line at B such that

BQ = 8 cm. Join P and Q using a ruler. Erase the lines above P and Q.
P Q

8 cm 8 cm

A B
8 cm

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NCERT Basics: Class 6
Step 2: Using a ruler, find points C, D, E, and F such that AC = 4 cm, BD = 4 cm, QE = 4 cm, and
PF = 4 cm. Join C and E and also F and D.
E 4 cm
P Q

4 cm

8 cm F D 8 cm
G
4 cm

A B
4 cm C
8 cm
Step 3: Let G be the intersection of lines FD and CE. Find the centres of squares ACGF, CBDG,
DQEG, and GEPF by joining their respective diagonals.
E 4 cm
P Q

4 cm

8 cm F D 8 cm
G
4 cm

A B
4 cm C

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

8 cm
Step 4: Erase the extra lines used for finding the centres of the smaller circles. With centre
at centres of small squares, draw four circles of radius 1.3 cm, say.
E 4 cm
P Q

4 cm

8 cm F D 8 cm
G
4 cm

A B
4 cm C
8 cm
Step 5: The required “‘Square with Four Holes”.

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 Mathematics
6. Square with Curves: This is a square with 8 cm side lengths.

Construct a “Square with Curves”, taking a square of side 8 cm as shown in the figure.
Hint: Think where the tip of the compass can be placed to get all 4 arcs to bulge uniformly
from each of the sides. Try it out!
Sol. In the given figure, the centres of the four arcs are outside the square.
Step 1: Using a ruler, draw a line AB equal to 8 cm. Using a protractor, draw perpendicular
lines at A and B. Using a ruler, mark point P on the perpendicular line at A such that AP = 8
cm. Using a ruler, mark point Q on the perpendicular line at B such that BQ = 8 cm. Join P and
Q using a ruler. Erase the lines above P and Q.
P Q

8 cm 8 cm

A B
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

8 cm
Step 2: Using a ruler, mark points C, D, E, and F such that AC = 4 cm, BD = 4 cm, QE = 4 cm,
and PF = 4 cm. Join C and E and also D and F. Extend these lines outside the square.

E 4 cm
P Q

4 cm

8 cm 8 cm
F G D

4 cm

A B
4 cm C
8 cm

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NCERT Basics: Class 6
Step 3: Extend DF and take points G and H on it so that DG and FH are equal to 4 cm. Extend

CE and take points I and J on it so that Cl and EJ are equal to 4 cm. The distance 4 cm can be

taken slightly less than or greater than 4 cm. Join B and G.

4 cm

P E 4 cm
Q

4 cm

8 cm 8 cm
F G D 4 cm G
H 4 cm

4 cm

A
4 cm C B

4 cm

Step 4: With centres at G, H, I, and J and a radius equal to BG, draw four arcs inside the square

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

as shown in the given figure. Erase the extra lines.

P Q

8 cm 8 cm

A B

Step 5: The required “Square with Curves” with the square of side 8 cm.

[132]
 Mathematics
8.5 EXPLORING DIAGONALS OF RECTANGLES AND SQUARES
1. Construct a rectangle in which one of the diagonals divides the opposite angles into 50° and
40°.
Sol. We shall draw a rectangle of the form shown in figure.
D C

40°
50°
A B

Step 1: Using a ruler, draw a line AB equal to 4 cm, say.

A 4 cm B

Step 2: Using a protractor, mark dots C and D at angles 50° and 90° (50° + 40°), keeping the
central point of the protractor at A.

D E
C

40°
50°
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A B

Step 3: Using a protractor, draw a perpendicular line to AB at B and let it intersect the
extended line AC at E.
Step 4: Using a protractor, draw a perpendicular line to BE at E and let it intersect the
extended line AD at F.
F
E
D
C

40°
50°
A B

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NCERT Basics: Class 6
Step 5: Erase the extra lines in figure.
F E

40°
50°
A B
Step 6: Above figure is the required rectangle in which one of the diagonals divides the
opposite angles into 50° and 40°.
2. Construct a rectangle in which one of the diagonals divides the opposite angles into 45° and
45°. What do you observe about the sides?
Sol. Do it yourself.
3. Construct a rectangle one of whose sides is 4 cm and the diagonal is of length 8 cm.
Sol. We shall draw a rectangle of the form shown in figure below.

4 cm
Step 1: Using a ruler, draw a line AB equal to 4 cm.
A 4 cm B
Step 2: Using a protractor, draw a perpendicular line to AB at A and B.

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A B
4 cm
Step 3: With the centre at A and a radius equal to 8 cm, draw an arc to intersect the
perpendicular at B. Similarly, draw an arc of radius 8 cm with a centre at B to intersect
perpendicular at A.

A B
4 cm

[134]
 Mathematics
Step 4: Join the points of intersection of arcs by PQ.
P Q

A B
4 cm
Step 5: Erase the extra lines in
P Q

A B
4 cm

Step 6: The required rectangle with one side equal to 4 cm and diagonals of length 8 cm.
4. Construct a rectangle one of whose sides is 3 cm and the diagonal is of length 7 cm.
Sol. Do yourself.
8.5 EXPLORING DIAGONALS OF RECTANGLES AND SQUARES
1. Construct a bigger house in which all the sides are of length 7 cm.
Recreate the given figure. Note that all the lines forming the border of the house are of length
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

7 cm.
Sol. A

7 cm 7 cm

B C

7 cm 7 cm
1 cm
2 cm

D 7 cm E

Step 1: Using a ruler, draw a line DE equal to 7 cm.

D E
7 cm

[135]
NCERT Basics: Class 6
Step 2: Using a protractor, draw perpendicular lines to DE at D and E. Take point B
perpendicular at D such that BD is 7 cm. Take point C on perpendicular at E such that CE is
7 cm.
B C

7 cm 7 cm

D E
7 cm
Step 3: 7 cm – 1 cm = 6 cm and 6 cm ÷ 2 = 3 cm. Using a ruler, take points P and Q on DE such
that DP = 3 cm and QE = 3 cm. Using a protractor, draw perpendiculars to DE at P and Q of
length 2 cm each.
B C

7 cm 7 cm

R S
2 cm 2 cm

D 3 cm P Q 3 cm E
7 cm
Step 4: Join R and S. With centres at B and C and a radius of 7 cm, draw arcs to intersect at
point A. Join AB and AC. With the centre at A and a radius of 7 cm, draw an arc from B to C.
Also, erase the extra lines.

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

A

7 cm 7 cm

B C

7 cm 7 cm

R 1 cm S
2 cm 2 cm
D P Q E
7 cm
Step 5: The required recreation of the given house with all the lines forming the border of
the house of length 7 cm.
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 Mathematics
2. Try to recreate ‘A Person’, ‘Wavy Wave’, and ‘Eyes’ from the section Artwork, using ideas
involved in the ‘House’ construction.
Sol. Do yourself.
3. Is there a 4-sided figure in which all the sides are equal in length but are not squares? If such
a figure exists, can you construct it?
Sol. Step 1: Draw a line and take points A and B on it such that AB = 5 cm, say.

A 5 cm B
Step 2: Using a protractor, take points C and D such that angles on the right of A and on the
right of B are 60° each.
C D

60° 60°
A 5 cm B
Step 3: Using a ruler, take point P on AC such that AC = 5 cm and Q on BD such that BD = 5 cm.
Join P and Q.
C D
P Q

5 cm 5 cm
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\8. Playing with Constructions

60° 60°
A 5 cm B
Step 4: Using a ruler, we measure the distance PQ. PQ is equal to 5 cm. Thus, in figure ABQP,
each side is equal to 5 cm. Here ∠A is 60°, which is not equal to 90°.
∴ ABQP is not a square.
Step 5: We find that there are 4-sided figures in which all the sides are equal in length but
are not squares.
C D
P Q

5 cm 5 cm

60° 60°
A 5 cm B

[137]
 Mathematics

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
9.1 LINE OF SYMMETRY

1. Do you see any line of symmetry in the figures at the start of the chapter? What about in the
picture of the cloud?
Sol. The butterfly, flower, pinwheel, and rangoli at the start of the chapter exhibit symmetry.

Flower Butterfly Rangoli Pinwheel

The cloud does not have symmetry as it lacks a definite pattern.

Clouds

2. For each of the following figures, identify the line(s) of symmetry if it exists.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

Sol. Below are the symmetrical figures and their lines of symmetry:

1 symmetry 1 symmetry No symmetry No symmetry No symmetry

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NCERT Basics: Class 6
9.1 LINE OF SYMMETRY

Punching Game
The fold is a line of symmetry. Punch holes at different locations of a folded square sheet of paper
using a punching machine and create different symmetric patterns.

Sol. Do it yourself!
1. In each of the following figures, a hole was punched in a folded square sheet of paper and
then the paper was unfolded. Identify the line along which the paper was folded.
Figure (d) was created by punching a single hole. How was the paper folded?

a. b. c. d.
Sol.

a. b. c. d.
2. Given the line(s) of symmetry, find the other hole(s).
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

a. b. c. d. e.
Sol. Based on the symmetry given, the holes will appear as reflections across the fold line.

a. b. c. d. e.

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 Mathematics
3. Here are some questions on paper cutting.
Consider a vertical fold. We represent it this way:
Vertical Fold

Similarly, a horizontal fold is represented as follows:

Horizontal Fold

Sol. Do it yourself!
4. After each of the following cuts, predict the shape of the hole when the paper is opened. After
you have made your prediction, make the cutouts and verify your answer.

a. b.

c.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

d.

Sol. Do it yourself!

[161]
NCERT Basics: Class 6
5. Suppose you have to get each of these shapes with some folds and a single straight cut. How
will you do it?
a. The hole in the centre is a square

b. The hole in the centre is a square.

Sol. Do it yourself!
6. How many lines of symmetry do these shapes have?
i.

ii. A triangle with equal sides and equal angles.

iii. A hexagon with equal sides and equal angles smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

Sol. i.

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 Mathematics
ii.

iii.

7. Trace each figure and draw the lines of symmetry, if any.

` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `

` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `

[163]
NCERT Basics: Class 6
Sol.

` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` `

` ` ` ` `
` ` ` ` ` ` `
` ` ` ` `
` ` ` ` ` ` `
` ` ` ` `
` ` ` ` ` ` ` ` `
` ` ` `
` ` ` ` ` ` `
` ` ` ` `
` ` ` ` ` ` `
` ` ` ` `
` ` ` ` ` ` `
` ` ` ` `
` ` ` ` ` ` `
` ` ` ` `
` ` ` ` ` ` `
8. Find the lines of symmetry for the kolam below.

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

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 Mathematics
Sol.

9. Draw the following:

a. A triangle with exactly one line of symmetry.
b. A triangle with exactly three lines of symmetry.
c. A triangle with no line of symmetry.
It is not possible to draw a triangle with exactly two lines of symmetry?
Sol. a.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

Isosceles
Right angle Isosceles

b. c.

Scalene

Equilateral

[165]
NCERT Basics: Class 6
10. Draw the following. In each case, the figure should contain at least one curved boundary.
a. A figure with exactly one line of symmetry.
b. A figure with exactly two lines of symmetry.
c. A figure with exactly four lines of symmetry.

Sol. a. b.

c.

11. Copy the following on squared paper. Complete them so that the blue line is a line of
symmetry. Problem (a) has been done for you.
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

(a) (b) (c)

` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(d) (e) (f)

Hint: For (c) and (f), see if rotating the book helps!

[166]
 Mathematics
Sol. ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(a) (b) (c)

` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(d) (e) (f)

12. Copy the following drawing on squared paper. Complete each one of them so that the
resulting figure has the two blue lines as lines of symmetry.
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(a) (b) (c)

` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(d) (e) (f)

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NCERT Basics: Class 6
Sol.
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(a) (b) (c)

` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `
(d) (e) (f)

13. Copy the following on a dot grid. For each figure draw two more lines to make a shape that

has a line of symmetry.

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

Sol.

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 Mathematics
9.2 ROTATIONAL SYMMETRY

1. Find the angles of symmetry for the given figures about the point marked (•).

(a) (b) (c)

Sol. (a) 90°, 180°, 270°, 360° (b) 360° (c) 180°, 360°
2. Which of the following figures have more than one angle of symmetry?

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

(e) (f) (g)

Sol. (a) 90°, 180°, 270°, 360° (b) 120°, 240°, 360°
(c) 120°, 240°, 360° (d) 90°, 180°, 270°, 360°
(e) 90°, 180°, 270°, 360° (f) 72°, 144°, 216°, 288°, 360°
(g) 360°
3. Give the order of rotational symmetry for each figure.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

(a) (b) (c)

(d) (e) (f)

Sol. (a) 2 (b) 1 (c) 6 (d) 3 (e) 4 (f) 5

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NCERT Basics: Class 6
9.2 ROTATIONAL SYMMETRY
1. Colour the sectors of the circle below so that the figure has (i) 3 angles of symmetry,
(ii) 4 angles of symmetry, (iii) what are the possible numbers of angles of symmetry you can
obtain by colouring the sectors in different ways?

Sol. (i) (ii)

(iii) Possible angles of symmetry are 60°, 90°, 120°.

2. Draw two figures other than a circle and a square that have both reflection symmetry and
rotational symmetry.

Sol.
3. Draw, wherever possible, a rough sketch of:
a. A triangle with at least two lines of symmetry and at least two angles of symmetry:
Isosceles Triangle.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry
b. A triangle with only one line of symmetry but not having rotational symmetry.
c. A quadrilateral with rotational symmetry but no reflection symmetry: Parallelogram.
d. A quadrilateral with reflection symmetry but not having rotational symmetry.
Sol. a. Not possible
b.

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 Mathematics
c.

d.

4. In a figure, 60° is the smallest angle of symmetry. What are the other angles of symmetry of
this figure?
Sol. If 60° is the smallest, other angles will be 120°, 180°, 240°, 300°, and 360°.
5. In a figure, 60° is an angle of symmetry.
Sol. The figure will have 20° angles of symmetry.
6. Can we have a figure with rotational symmetry whose smallest angle of symmetry is:
Sol. a. 45°? (Yes, a figure with 8-fold symmetry octagon)
b. 17°? (No, as 360° is not evenly divisible by 17°.)
7. This is a picture of the new Parliament Building in Delhi.
smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

Sol. a. Yes, outer boundary have reflection symmetry.

b. 120°
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NCERT Basics: Class 6
8. How many lines of symmetry do the shapes in the first shape sequence in Chapter 1, Table
3, the Regular Polygons, have? What number sequence do you get?
Sol. Do it by yourself.
9. How many angles of symmetry do the shapes in the first shape sequence in Chapter 1, Table
3, the Regular Polygons, have? What number sequence do you get?
Sol. Do it by yourself.
10. How many lines of symmetry do the shapes in the last shape sequence in Chapter 1, Table 3,
the Koch Snowflake sequence, have? How many angles of symmetry?
Sol. Do it by yourself.
11. How many lines of symmetry and angles of symmetry does Ashoka Chakra have?
Sol. 24 lines of symmetry.

smd_data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\9. Symmetry

[172]
 Mathematics

NCERT QUESTIONS WITH SOLUTIONS

FIGURE IT OUT
10.1 BELA’S BUILDING OF FUN

1. You start from Floor + 2 and press – 3 in the lift. Where will you reach? Write an expression
for this movement.
Sol. Starting from Floor +2 and pressing –3 means moving down 3 floors.
Expression: (2) + (– 3) = – 1
You will reach Floor –1.
2. Evaluate these expressions (you may think of them as Starting Floor + Movement by referring
to the Building of Fun).
a. (+ 1) + (+ 4) = _______ b. (+ 4) + (+ 1) = _______
c. (+ 4) + (– 3) = _______ d. (– 1) + (+ 2) = _______
e. (– 1) + (+ 1) = _______ f. 0 + (+ 2) = _________
g. 0 + (– 2) = _________
Sol. a. (+1) + (+4) = +5 b. (+4) + (+1) = +5
c. (+4) + (– 3) = +1 d. (– 1) + (+2) = +1
e. (– 1) + (+1) = 0 f. 0 + (+2) = +2
g. 0 +(–2)=–2
3. Starting from different floors, find the movements required to reach Floor – 5. For example,
if I start at Floor + 2, I must press – 7 to reach Floor – 5. The expression is (+ 2) + (– 7) = – 5.
Find more such starting positions and the movements needed to reach Floor – 5 and write
the expressions.
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

Sol. (a) If I start at floor +1, I must press (–6) to reach floor –5.
The expression is (1) + (–6) = –5.
(b) If I start at floor +3, I must press (–8) to reach the floor (–5).
The expression is (+3) + (–8) =–5.
10.1 BELA’S BUILDING OF FUN
Evaluate these expressions by thinking of them as the resulting movement of combining button presses:
a. (+ 1) + (+ 4) = _____________ b. (+ 4) + (+ 1) = _____________
c. (+ 4) + (– 3) + (– 2) = _______ d. (– 1) + (+ 2) + (– 3) = _______
Sol. a. Target floor = (+1) + (+4) = +5
b. Target floor = (+4) + (+1) = +5
c. Target floor = (+4) + (–3) + (–2)
= 4 + (–5) = –1
d. Target floor = (–1) + (+2) + (–3)
= (–4) + (2) = –2

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NCERT Basics: Class 6
10.1 BELA’S BUILDING OF FUN

1. Compare the following numbers using the Building or

Fun and fill in the boxes with < or > .
a. –2  +5 b. –5  +4 c. –5  –3
d. +6  –6 e. 0  –4 f. 0  +4
Notice that all negative number floors are below Floor 0. So, all negative numbers are less than 0.
All the positive number floors are above 0. So, all positive numbers are greater than 0.
Sol. a. Here, floor –2 is lower than floor +5 then –2 < +5.
b. Here, floor –5 is lower than floor +4 then –5 < +4.
c. Here, floor –5 is lower than floor –3 then –5 < –3.
d. Here, floor +6 is greater than floor –6 then +6 > –6. H

e. Here, floor 0 is greater than floor –4 then 0 > –4.

f. Here, floor 0 is lower than floor +4 then 0 < +4.
2. Imagine the Building of Fun with more floors. Compare the numbers and fill G
in the boxes with < or >.
a. –10  –12 b. +17  –10 c. 0  –20
F
d. +9  –9 e. –25  –7 f. +15  –17
E +1
Sol. a. Here, floor –10 is greater than floor –12 then –10 > –12 0
b. Here, floor +17 is greater than floor –10 then +17 > –10 D –1

c. Here, floor 0 is greater than floor –20 then 0 > –20

d. Here, floor +9 is greater than floor –9 then + 9 > –9

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

e. Here, floor –25 is lower than floor –7 then –25 < –7 C
f. Here, floor +15 is greater than floor –17 then +15 > –17
3. If Floor A = – 12, Floor D = – 1 and Floor E = + 1 in the building shown on
B
the right as a line, find the numbers of Floors B, C, F, G, and H.
Sol. Let’s mark the numbers on the line. –12
A
0, –1, –2, –3,…………, –12 and 1, 2, 3,……….., 12
Now count each floor, and we get the number of floors
Here, B = –9, C = –6, F = +2, G = +6 and H = +11
4. Mark the following floors of the building shown on the right.
a. –7
b. – 4
c. + 3
d. – 10

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Sol. Here, one line is considered as one floor.
The floor above floor 0 is marked with positive numbers and the floor below 0 is numbered
with negative numbers..
Now let’s mark the following numbers (–7, –4, +3, –10) in the building by circling the floor.

+12

H +11

+10
+9
+8

+7

G +6
+5
+4
+3

F +2

E +1
0
D –1
–2
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

–3
–4

–5
C –6
–7
–8
B –9
–10
–11
A –12

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NCERT Basics: Class 6
10.1 BELA’S BUILDING OF FUN
 Complete these expressions. You may think of them as finding the movement needed to
reach the Target Floor from the Starting Floor.
(a) (+1) – (+4) = _______________ (b) (0) – (+2) = _______________
(c) (+4) – (+1) = _______________ (d) (0) – (–2) = _______________
(e) (+4) – (–3) = _______________ (f) (–4) – (–3) = _______________
(g) (–1) – (+2) = _______________ (h) (–2) – (–2) = _______________
(i) (–1) – (+1) = _______________ (j) (+3) – (–3) = _______________
Sol. (a) (+1) – (+4) = –3 (b) (0) – (+2) = –2
(c) (+4) – (+1) = +3 (d) (0) – (–2) = +2
(e) (+4) – (–3) = +7 (f) (–4) – (–3) = –1
(g) (–1) – (+2) = –3 (h) (–2) – (–2) = 0
(i) (–1) – (+1) = –2 (j) (+3) – (–3) = +6

10.1 BELA’S BUILDING OF FUN

 Complete these expressions.
a. (+ 40) + ______ = + 200 b. (+ 40) + _______ = – 200
c. (– 50) + ______ = + 200 d. (– 50) + _______ = – 200
e. (– 200) – (– 40) = _______ f. (+ 200) – (+ 40) = _______
g. (– 200) – (+ 40) = _______
Check your answers by thinking about the movement in the mineshaft.
Sol. a. Given (+40) + _______________ = +200
Let (+40) + x = +200
⇒ +x = 200 – 40 = 160

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

∴ (+40) + (+160) = +200
b. Given (+40) + _______________ = –200
Let (+40) + x = –200
⇒ x = –200 – 40 = –240
∴ (+40) + (–240) = –200
c. Given (–50) + _______________ = +200
Let (–50) + x = +200
⇒ x = +200 – (–50) = +250
∴ (–50) + (+250) = +200
d. Given (–50) + _______________ = –200
Let (–50) + x = –200
⇒ x = –200 – (–50) = –150
∴ (–50) + (–150) = –200

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e. Given (–200) – (–40) = _______________
Let (–200) – (–40) = x
⇒ (–200) – (–40) = –160 = x
∴ (–200) – (–40) = –160
f. Given (+200) – (+40) = _______________
Let (+200) – (+40) = x
⇒ +160 = x
∴ (+200) – (+40) = +160
g. Given (–200) – (+40) = _______________
Let (–200) – (+40) = x
⇒ (–200) + (–40) = –240 = x
∴ (–200) + (–40) = –240

10.1 BELA’S BUILDING OF FUN

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
1. Mark 3 positive numbers and 3 negative numbers on the number line above.
Sol. On the Number Line:
Positive numbers: We can mark any three positive numbers, e.g., 3,6 and 9.
Negative numbers: We can mark any three negative numbers, e.g., –2, –5 and –8.

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
2. Write down the above 3 marked negative numbers in the following boxes:   
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

Sol. –2, –5 and –8 are three negative numbers.

3. Is 2 > - 3 ? Why? Is - 2 < 3 Why?
Sol. Is 2 > –3
Yes, 2 is a positive number and –3 is a negative number. We know that positive numbers are
always greater than negative numbers.
Hence, 2 is greater than –3.
Is - 2 < 3 Why?
.: Yes, -2 is less than 3 because -2 is a negative number and 3 is a positive number.
Hence –2 < 3
4. What are
a. –5+0 b. 7 + (– 7)
c. – 10 + 20 d. 10 – 20
e. 7 – (– 7) f. – 8 – (– 10)?

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NCERT Basics: Class 6
Sol. a. –5 + 0
Adding 0 to any number does not change the value of the number.
–5 + 0 = –5
b. 7 + (–7)
Adding a number to its negative counterpart results in 0.
7 + (–7) = 0
c. –10 + 20
To add numbers with different signs, subtract the smaller absolute value from the larger
absolute value and take the sign from the larger absolute value.
–10 + 20 = 10
d. 10 – 20
Subtracting a larger number from a smaller number gives a negative result.
10 – 20 = –10
e. 7 – (–7)
Subtracting a negative number is the same as adding the positive counterpart of the
number.
7 – (–7) = 7 + 7 = 14
f. –8 – (–10)
Subtracting a negative number is the same as adding the positive counterpart of the
number.
–8 – (–10) = –8 + 10 = 2

10.2 THE TOKEN MODEL

1. Complete the additions using tokens.
a. (+ 6) + (+ 4) b. (– 3) + (– 2) c. (+ 5) + (– 7) d. (– 2) + (+ 6)
Sol. a. To represent (+6), we use 6 positive tokens
+ + + + + +

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

and to represent (+4), we use 4 positive tokens
+ + + +
Hence, by combining them, we get
+ + + + + + + + + + +
⇒ (+6) + (+4) = (+10)
∴ Counting all the positive tokens, we get (+10).
b. To represent (–3), we use 3 negative tokens
– – –
To represent (–2), we use 2 negative tokens
– –
Combining them, we get
– – – + – –
⇒ (–3) + (–2) = –5
∴ Counting all the negative tokens, we get (–5).

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c. To represent (+5), we use 5 positive tokens
+ + + + +
To represent (–7), we use 7 negative tokens
– – – – – – –
∴ Remaining tokens = (+5) + (–7) = –2
+ + + + +

– – – – – – – = – –

d. To represent (–2), we use 2 negative tokens

– –
To represent (+6), we use 6 positive tokens
+ + + + + +
Hence,
+ + + + + +

– –
(–2) + (+6) = +4
Counting the remaining tokens, we get
+ + + +
(+4) tokens
2. Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant
in each case? What is the corresponding addition statement in each case?
a. + + + b. + + + + + +

– – – – – – – –
Sol. a. From the picture we see that we can remove three pairs.
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

+ + +

– – – – –
This cancels out to –2.
Remaining tokens = – –
Since two negative tokens is remaining, the lift attendant is on the second floor below
the ground floor. The corresponding addition statement is (+3) + (–5) = (–2)
b. From the picture we see that we can remove three pairs.
+ + + + + +

– – –
This cancels out to +3.
Remaining tokens = + + +
Since three positive tokens are remaining, the lift attendant is on the third floor above
the ground floor.
The corresponding addition statement is (+6) + (–3) = (+3)
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NCERT Basics: Class 6
10.2 THE TOKEN MODEL
1. Evaluate the following differences using tokens. Check that you get the same result as with
other methods you now know:
a. (+ 10) – (+ 7) b. (– 8) – (– 4) c. (– 9) – (– 4)
d. (+ 9) – (+ 12) e. (– 5) – (– 7) f. (– 2) – (– 6)
Sol. a. Here, from 10 positives take away 7 positives.
+ + + + + + + + + +

Hence, (+10) – (+7) = +3

b. Here, from –8 negatives take away –4 negatives
– – – – – – – –

Hence, (–8) – (–4) = –4

c. Here, from –9 negatives take away –4 negatives.
– – – – – – – – –

Hence, (–9) – (–4) = –5

d. There are not enough tokens to take out 12 positives from 9 positives.
So, we put an extra 3 zero pairs (1 pair = a positive and a negative). Now we can take
out 12 positives.
– – – – – – – – – – –

– – – –

Hence, (+9) – (+12) = –3

e. There are not enough tokens to take out –7 negatives from –5 negatives.

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

So, we put an extra two zero pairs (1 pair = a positive and a negative).
Now we can take out –7 negatives.
– – – – – – – + +

Hence, (–5) – (–7) = +2

f. There are not enough tokens to take out –6 negatives from –2 negatives.
So, we put an extra four zero pairs (1 pair = a positive and a negative).
Now we can take out –6 negatives.
– – – – – – + + + +

Hence, (–2) – (–6) = +4

2. Complete the subtractions:
a. (– 5) – (– 7) b. (+ 10) – (+ 13) c. (– 7) – (– 9)
d. (+ 3) – (+ 8) e. (– 2) – (– 7) f. (+ 3) – (+ 15)

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Sol. a. There are not enough tokens to take out –7 negatives from –5 negatives.
So, we put an extra two zero pairs (1 pair = a positive and a negative).
Now we can take out –7 negatives.
– – – – – – – + +

Hence, (–5) – (–7) = +2

b. There are not enough tokens to take out 13 positives from 10 positives.
So, we put an extra 3 zero pairs (1 pair = a positive and a negative).
Now we can take out 13 positives.
– – – – – – – – – – –

– – – – –

Hence, (+10) – (+13) = –3

c. There are not enough tokens to take out –9 negatives from –7 negatives.
So, we put an extra two zero pairs (1 pair = a positive and a negative).
Now we can take out –9 negatives.
– – – – – – – – –

+ +
Hence, (–7) – (–9) = +2
d. There are not enough tokens to take out 8 positives from 3 positives.
So, we put an extra 5 zero pairs (1 pair = a positive and a negative).
Now we can take out 8 positives.
– – – – – – – –

– – – – –
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

Hence, (+3) – (+8) = –5

e. There are not enough tokens to take out –7 negatives from –2 negatives. So, we put an
extra two zero pairs (1 pair = a positive and a negative).
Now we can take out –7 negatives.
– – – – – – – + + + +

Hence, (–2) – (–7) = +5

f. There are not enough tokens to take out 15 positives from 3 positives.
So, we put an extra 12 zero pairs (1 pair = a positive and a negative).
Now we can take out 15 positives.
– – – – – – – – – – –

– – – – – – – – – – –

– – – – –
Hence, (+3) – (+15) = –12
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NCERT Basics: Class 6
10.2 THE TOKEN MODEL
1. Try to subtract: – 3 – (+ 5).
How many zero pairs will you have to put in? What is the result?
Sol. We have to take out 5 positives from –3 negatives. But there are not enough positives.
So, we put down an extra 5 zero pairs (1 pair = a positive and a negative).
Now we can take out 5 positives.
– – – – – – – –
– – – – –

Hence, –3 – (+5) = –8
2. Evaluate the following using tokens.
a. (– 3) – (+ 10) b. (+ 8) – (– 7) c. (– 5) – (+ 9)
d. (– 9) – (+ 10) e. (+ 6) – (– 4) f. (– 2) – (+ 7)
Sol. a. (–3) – (+10)
We have to take out 10 positives from –3 negatives. But there are not enough positives.
So, we put down extra 10 zero pairs (1 pair = a positive and a negative).
Now we can take out 10 positives.
– – – – – – – – – – – –
– – – – – – – – – – –

Hence, (–3) – (+10) = –13

b. (+8) – (–7)
We have to take out –7 negatives from 8 positives. But there are not enough negatives.

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

So, we put down an extra 7 zero pairs (1 pair = a positive and a negative).
Now we can take out –7 negatives.
+ + + + + + + + + + + +
+ + + – – – – – – –

Hence, (+8) – (–7) = 15

c. (–5) – (+9)
We have to take out 9 positives from –5 negatives. But there are not enough positives.
So, we put down an extra 9 zero pairs (1 pair = a positive and a negative).
Now we can take out 9 positives.
– – – – – – – – – – – –
– – + + + + + + + + +

Hence, –5 – (+9) = –14

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d. (–9) – (+10)
We have to take out 10 positives from –9 negatives. But there are not enough positives.
So, we put down an extra 10 zero pairs (1 pair = a positive and a negative).
Now we can take out 10 positives.
– – – – – – – – – – – –
– – – – – – – + + + + +

+ + + + +

Hence, –9 – (+10) = –19

e. (+6) – (–4)
We have to take out –4 negatives from 6 positives. But there are not enough negatives.
So, we put down an extra 4 zero pairs (1 pair = a positive and a negative).
Now we can take out –4 negatives.
+ + + + + + + + + + – –
– –

Hence, (+6) – (–4) = 10

f. (–2) – (+7)
We have to take out 7 positives from –2 negatives. But there are not enough positives.
So, we put down an extra 7 zero pairs (1 pair = a positive and a negative).
Now we can take out 7 positives.
– – – – – – – – – + + +
– – – –

Hence, (–2) – (+7) = –9

10.3 INTEGERS IN OTHER PLACES
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

1. Suppose you start with ₹ 0 in your bank account, and then you have credits of ₹ 30, ₹ 40, and
₹ 50, and debits of ₹ 40, ₹ 50, and ₹ 60. What is your bank account balance now?
Sol. Here, Credits = ₹ 30 + ₹ 40 + ₹ 50 = ₹ 120
and Debits = ₹ 40 + ₹ 50 + ₹ 60 = ₹ 150
∴ Balance = Credits – Debits
= ₹ 120 – ₹ 150
= – ₹30
Therefore, your bank account balance is – ₹ 30.
2. Suppose you start with ₹ 0 in your bank account, and then you have debits of ₹ 1, 2, 4, 8, 16,
32, 64, and 128, and then a single credit of ₹256. What is your bank account balance now?
Sol. Here, Debits = ₹ 1 + ₹ 2 + ₹ 4 + ₹ 8 + ₹ 16 + ₹ 32 + ₹ 64 + ₹ 128 = ₹ 255
∴ Balance = Credits – Debits
= ₹ 256 – ₹ 255
=₹1
Therefore, your bank account balance is ₹ 1.

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NCERT Basics: Class 6
3. Why is it generally better to try and maintain a positive balance in your bank account? What
are circumstances under which it may be worthwhile to temporarily have a negative
balance?
Sol. Having a positive balance in your bank account is generally better because:
• Avoids Overdraft Fees: Many banks charge fees if your account balance goes negative.
• Provide Financial Security: A positive balance ensures you have funds available for
unexpected expenses or emergencies.
• Builds Good Credit History: Maintaining a positive balance can help to improve your
credit score, making it easier to get loans or credit cards in the future.
There might be a few specific situations where temporarily having a negative balance could
be considered:
• Overdraft Protection: Some banks offer overdraft protection which can help avoid
bounced checks or declared transactions.
• Planned Large Expenses: If you know you will have a large income soon and need to
make essential purchases a temporary negative balance might be acceptable.
10.3 INTEGERS IN OTHER PLACES
1. Looking at the geographical cross section, fill in the respective heights:
A. B. C. D.
E. F. G.
Height(m)
A
1500 E
1000
500 C G
Sea
Level 0
–500 F
B
–1000
–1500
D

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

’ N
sk what a geogra hi al ross se tion is b showing the igure in this age. t is
like imagining a erti al sli e taken out at some lo ation on the arth. his is
what would be seen from a side iew. Dis uss the notion of sea le el for
measuring heights and de ths in geogra h .
Sol. You will need to estimate the height of each point A to G from the graph. Look at the vertical
axis to determine the height value corresponding to each point.
Heights:
• A = +1500 m
• B = –500 m
• C = +300 m
• D = –1200 m
• E = +1200 m
• F = –200 m
• G = +100 m
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 Mathematics
2. Which is the highest point in this geographical cross section? Which is the lowest point?
Sol. Identify the point on the graph that reaches the height point above sea level. Point A shows
the highest point. Similarly find the point that is the lowest, considering points below sea
level as well. Point D shows the lowest point.
3. Can ou write the oints , B, …, G in a sequen e of de reasing order of heights? Can ou
write the points in a sequence of increasing order of heights?
Sol. Based on the heights we determined in question 1, arrange the points from highest to lowest
(decreasing order) A > E > C > G > F > B > D and then from lowest to highest (increasing
order) D < B < F < G < C < E < A.
4. What is the highest point above sea level on Earth? What is its height?
Sol. The highest point on Earth is Mount Everest at a height of 8848 m above sea level.
5. What is the lowest point with respect to sea level on land or on the ocean floor? What is its
height? (This height should be negative).
Sol. The lowest known point on the Earth is Marina Trench, in the Pacific Ocean, at a depth of
11034 m below sea level.

10.3 INTEGERS IN OTHER PLACES

1. Do you know that there are some places in India where temperatures can go below 0°C?
Find out the places in India where temperatures sometimes go below 0°C. What is common
among these places? Why does it become colder there and not in other places?
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

Sol. Places:
• Ladakh: This region is well–known for it’s extremel old winters, with tem eratures
often dropping below 0°C.
• Himachal Pradesh: Some high–altitude areas in Himachal Pradesh, especially the
northern parts, can experience sub–zero temperatures.
• Jammu & Kashmir: Similar to Ladakh, parts of Jammu and Kashmir, particularly the
mountainous regions, face freezing temperatures.
• Sikkim: Being a mountainous state, Sikkim also witness sub–zero temperatures in
certain areas.
• Arunachal Pradesh: The higher reaches of Arunachal Pradesh can experience cold
conditions with temperatures below 0°C.
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NCERT Basics: Class 6
Common Factor:
All these places are located in the Himalayan region, which is characterized by high altitudes.
Reason for Colder Temperatures:
• High Altitude: As altitude increases, the temperature decreases. This is primarily due to
the thinner atmosphere at higher altitudes, which results in less heat retention.
• Distance from the Equator: These regions are farther from the equator receiving less
direct sunlight, leading to colder temperatures.
2. Leh in Ladakh gets very cold during the winter. The following is a table of temperature
readings taken during different times of the day and night in Leh on a day in November.
Match the temperature with the appropriate time of the day and night.
Temperature Time
14°C 02:00 am
8°C 11:00 pm
–2°C 02:00 pm
–4°C 11:00 am

Sol.
Temperature Time
14°C 02:00 am
8°C 11:00 pm

–2°C 02:00 pm
–4°C 11:00 am

10.4 EXPLORATIONS WITH INTEGERS

1. Do the calculations for the given grid and find the border sum

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

5 –3 –5
0 –5
–8 –2 7
Sol. Let’s anal ze the gi en grid and find the border sum.
Understanding the grid.
The given grid is a 3 × 3 arrangement of numbers.
The sum of numbers in each row and column should be the same.
Calculating the Border Sum:
Top row: 5 + (–3) + (–5) = –3
Bottom row: (–8) + (–2) + 7 = –3
Left column: 5 + 0 + (–8) = –3
Right column: (–5) + (–5) + 7 = –3
Therefore, the border sum of the given grid is –3

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 Mathematics
2. Complete the grids to make the required border sum:

–10 6 8 7
–5 –5 –5

9 7 –2

Border sum is +4 Border sum is –2 Border sum is –4

Sol. Here is the completed grid:

–10 12 2
5 –5
9 –12 7

The border sum is +4

Explanation:
We filled in the missing numbers to ensure the sum of each row and column is equal to the
given border sum.
e.g. in the first grid, to get a border sum of +4, the missing number in the top row should be
12 and 2. (Since –10 + 12 + 2 = 4).
Attempt the remaining two grids by yourself.
3. For the last grid above, find more than one way of filling the numbers to get border sum – 4.
Sol. There are multiple ways to fill the last grid with a border sum of –4, here are two
examples:
7 –19 8
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

–2 –5
–9 12 –7

7 6 –17
8 –5
–19 5 18

4. Which other grids can be filled in multiple ways? What could be the reason?
Sol. Grid with a larger size (more rows and columns) is likely to have multiple solutions. This is
because there are more degrees of freedom to distribute numbers while maintaining the
border sum.
5. Make a border integer square puzzle and challenge your classmates.
Sol. Do it yourself

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NCERT Basics: Class 6
10.4 EXPLORATIONS WITH INTEGERS
1. Try afresh, choose different numbers this time. What sum did you get? Was it different from
the first time? Try a few more times!
Sol. Let’s ir le the number 3.
Lets strike out the row and column with the number 3.

3 4 0 9

–2 –1 –5 4

1 2 –2 7

–7 –6 –10 –1

Again lets circle the number-1

Let’s strike out the row and olumn with the number–1
3 4 0 9

–2 –1 –5 4

1 2 –2 7

–7 –6 –10 –1

Let’s ir le the number –5. Now as er the game, let’s strike out the row and olumn with
the number –5.
3 4 0 9

–2 –1 –5 4

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

1 2 –2 7

–7 –6 –10 –1

Let’s ir le the number 2. Now as er the game, let’s strike out the row and olumn with the
number 2.
3 4 0 9

–2 –1 –5 4

1 2 –2 7

–7 –6 –10 –1

Now let’s add the ir led numbers = 3 + (–1) + (–5) + 2 = –1

Hence, we get the value (–1).
Now try yourself
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 Mathematics
2. Play the same game with the grids below. What answer did you get?
7 10 13 16 –11 –10 –9 –8

–2 1 4 7 –7 –6 –5 –4

–11 –8 –5 –2 –3 –2 –1 0

–20 –7 –14 –11 1 2 3 4

Sol. (a) Lets circle the number 1. Now as er the game, let’s strike out the row and olumn with
number 1.
7 10 13 16

–2 1 4 7

–11 –8 –5 –2

–20 –7 –14 –11

gain let’s ir le the number 13. Let’s strike out the row and column with the number 13.
7 10 13 16

–2 1 4 7

–11 –8 –5 –2

–20 –7 –14 –11

gain let’s ir le the number –20. Let’s strike out the row and olumn with the number –20.
7 10 13 16
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

–2 1 4 7

–11 –8 –5 –2

–20 –7 –14 –11

gain let’s ir le the number –2. Let’s strike out the row and olumn with the number –2.
7 10 13 16

–2 1 4 7

–11 –8 –5 –2

–20 –7 –14 –11

Now let’s add the ir led numbers = 1 + 13 + (–20) + (–2) = –8

which is the required answer.

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NCERT Basics: Class 6
(b) Let’s strike out the row and olumn with the number –5.
Let’s strike out the row and olumn with the number –5.

–11 –10 –9 –8

–7 –6 –5 –4

–3 –2 –1 0

1 2 3 4

gain let’s ir le the number 1.

Let’s strike out the row and olumn with the number 1.

–11 –10 –9 –8

–7 –6 –5 –4

–3 –2 –1 0

1 2 3 4

Let’s strike out the row and olumn with the number –10.
gain let’s ir le the balan e number –10.

–11 –10 –9 –8

–7 –6 –5 –4

–3 –2 0

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

–1

1 2 3 4

Let’s strike out the row and olumn with the number 0.
gain let’s ir le the balan e number 0.

–11 –10 –9 –8

–7 –6 –5 –4

–3 –2 –1 0

1 2 3 4

Now let’s add the ir led numbers = (–5) + 1 + (–10) + 0 = –14 which is the required
answer.

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3. What could be so special about these grids? Is the magic in the numbers or the way they are
arranged or both? Can you make more such grids?
Sol. Grids an be fas inating be ause of both the numbers and the wa the are arranged. Here’s
why:
• Numbers: The numbers in a grid can follow specific patterns or sequences, such as
magic squares where the sums of numbers in each row, column, and diagonal are the
same.
• Arrangement: When you organize things in an orderly way, the result is called an
arrangement. If you admire your friend's arrangement of his living room furniture, you
might go home and make a similar arrangement

10.4 EXPLORATIONS WITH INTEGERS

1. Write all the integers between the given pairs, in increasing order.
a. 0 and – 7 b. – 4 and 4
c. – 8 and – 15 d. – 30 and – 23
Sol. a. The integers between 0 and –7, in increasing order, are: –6, –5, –4, –3, –2, –1
b. The integers between –4 and 4, in increasing order, are: –3, –2, –1, 0, 1, 2, 3
c. The integers between –8 and –15, in increasing order, are: –14, –13, –12, –11, –10, –9
d. The integers between –30 and –23, in increasing order, are: –29,–28,–27, –26, –25, –24
2. Give three numbers such that their sum is – 8.
Sol. Three numbers that add up to –8 are –10, –1, and 3.
When we add them together, we get (–10) + (–1) + 3 = –8
3. There are two dice whose faces have these numbers: – 1, 2, – 3, 4, – 5, 6. The smallest possible
sum upon rolling these dice is – 10 = (– 5) + (– 5) and the largest possible sum is 12 = (6) + (6).
Some numbers between (– 10) and (+ 12) are not possible to get by adding numbers on
these two dice. Find those numbers.
Sol. Let’s find the sums that are not ossible when rolling these two di e.
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

The faces of the dice are: –1, 2, –3, 4, –5, and 6.

First, let’s list all ossible sums:
The sum of two negative numbers:
• (–1) + (–1) = –2
• (–1) + (–3) = –4
• (–1) + (–5) = –6
• (–3) + (–3) = –6
• (–3) + (–5) = –8
• (–5) + (–5) = –10
The sum of one negative and one positive number:
• (–1) + 2 = 1
• (–1) + 4 = 3
• (–1) + 6 = 5
• (–3) + 2 = –1
• (–3) + 4 = 1

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• (–3) + 6 = 3
• (–5) + 2 = –3
• (–5) + 4 = –1
• (–5) + 6 = 1
The sum of two positive numbers:
• 2+2=4
• 2+4=6
• 2+6=8
• 4+4=8
• 4 + 6 = 10
• 6 + 6 = 12
Now, let’s list all the ossible sums in as ending order:
–10, –8, –6, –4, –3, –2, –1, 1, 3, 4, 5, 6, 8, 10, 12
The sum of numbers between –10 and 12 that are not possible to get are:
–9, –7, –5, 0, 2, 7, 9, 11
4. Solve these:
8 – 13 (–8) – (13) (–13) – (–8) (–13) + (–8)
8 + (–13) (–8) – (–13) (13) – 8 13 – (–8)
Sol. (a) 8 – 13 = –5
(b) –8 – (13) = –8 – 13 = –21
(c) –13 – (–8) = –13 + 8 = –5
(d) (–13) + (–8) = –13 – 8 = –21
(e) 8 + (–13) = 8 – 13 = –5
(f) –8 – (–13) = –8 + 13 = 5
(g) (13) – 8 = 13 – 8 = 5

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

(h) 13 – (–8) = 13 + 8 = 21
5. Find the years below.
a. From the present year, which year was it 150 years ago? ________
b. From the present year, which year was it 2200 years ago? _______
Hint: Recall that there was no year 0.
c. What will be the year 320 years after 680 BCE? _______________
Sol. a. 150 years ago from the present year (2024): [2024 – 150 = 1874]
So, 150 years ago, it was the year 1874.
b. 2200 years ago from the present year (2024):
Since there was no year 0, we need to account for this in our calculation:
[2024 – 2200 = –176].
The year –176 corresponds to 177 BCE (Before the Common Era).
So, 2200 years ago, it was the year 177 BCE.
c. s BC is before Christ, hen e Let’s write 680 BC = –680
Hence, 320 years after 680 BCE = –680 + 320 = –360 = 360 BCE.

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6. Complete the following sequences:
a. (– 40), (– 34), (– 28), (– 22), _____, ______, ______
b. 3, 4, 2, 5, 1, 6, 0, 7, _____, _____, _____
c. _____, ______, 12, 6, 1, (– 3), (– 6), _____, ______, ______
Sol. a. Let’s subtra t a last number of the sequen e with the preceding number.
∵ (–22) – (–28) = –22 + 28 = 6
(–28) – (–34) = –28 + 34 = 6
–(34) – (–40) = –34 + 40 = 6
Hence, this is a sequence where each term increases by 6.
 Next term = –22 + 6 = –16
 Following term = –16 + 6 = –10
 Final term = –10 + 6 = –4
Hence, the sequence is (–40), (–34), (–28), (–22), (–16), (–10), (–4)
b. Let’s subtra t the last number of the sequen e with the re eding number.
7–0=7
0 – 6 = –6
6–1=5
1 – 5 = –4
5–2=3
2 – 4 = –2
4–3=1
Hence in this sequence, numbers are decreasing by 1 with alternate positive and
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

negative integers.
Hence the next number
7 + (–8) = –1
–1 + 9 = 8
8 – 10 = –2
–2 + 11 = 9
and so on.
Hence complete sequence is 3, 4, 2, 5, 1, 6, 0, 7, –1, 8, –2, 9,……
Let us check
–1 – 7 = –8
8+1=9
–2 – 8 = –10

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c. Let’s subtra t the last number of the sequen e from the re eding number
(–6) – (–3) = –6 + 3 = –3
(–3) – (1) = –3 – 1 = –4
1 – 6 = –5
6 – 12 = –6
Hence in this sequence, 1 negative integer is added to each number.
Let’s take the first number of the sequen e as x and the se ond number as .
2nd number = 12 – y = –7
Hence y = 12 + 7 = 19
1st number, let it be x
2nd number 19 – x = –8
⇒ x = 19 + 8 = 27
Now let’s find the 8th number, let it be a.
Hence, a – (–6) = –2
⇒ a = –2 – 6 = –8
Now let’s find the 9th number, let it be b.
Hence b – (–8) = –1
⇒ b = –1 – 8 = –9
Hence, the sequence is: 27, 19, 12, 6, 1, (–3), (–6), (–8), (–9), (–9)
7. Here are six integer cards: (+ 1), (+ 7), (+ 18), (– 5), (– 2), (– 9).
You can pick any of these and make an expression using addition(s) and subtraction(s).
Here is an expression: (+ 18) + (+ 1) – (+ 7) – (– 2) which gives a value (+ 14). Now, pick
cards and make an expression such that its value is closer to (– 30).
Sol. Let’s tr to reate an ex ression that gets as lose to (–30) as possible using the given cards:

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

(+1, +7, +18, –5, –2, –9).
One possible expression is: (–9) + (–5) + (–2) – (–18) + (+1)
Let’s al ulate the alue ste b ste :
1. (–9) + (–5) = –14
2. –14 + (–2) = –16
3. –16 – (+18) = –34
4. –34 + (+1) = –33
Hence, the value of this expression is (–33), which is quite close to (–30).
8. The sum of two positive integers is always positive but a (positive integer) – (positive
integer) can be positive or negative. What about
a. (positive) – (negative) b. (positive) + (negative)
c. (negative) + (negative) d. (negative) – (negative)
e. (negative) – (positive) f. (negative) + (positive)

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Sol. a. (Positive) – (Negative):
Subtracting a negative number is the same as adding its positive counterpart. So, this
will always be positive. For example, 5 – (–3) = 5 + 3 = 8.
b. (Positive) + (Negative)
This depends on the magnitudes of the numbers. If the positive number is larger, the
result is positive; if the negative number is larger, the result is negative.
For example,
7 + (–4) = 3 (positive)
4 + (–7) = –3 (negative)
c. (Negative) + (Negative)
Adding two negative numbers always results in a negative number.
For example, –2 + (–3) = –5.
d. (Negative) – (Negative)
This is like adding the positive counterpart of the second number to the first negative
number.
If the first negative number is larger in magnitude, the result is negative. However, if the
first negative number is smaller than the second negative number, then it is positive.
For example,
(–5) – (–2) = –3 (negative)
(–2) – (–5) = 3 (positive)
e. (Negative) – (Positive)
his will alwa s be negati e be ause ou’re subtra ting a ositi e number from a
negative number.
For example, –4 – 2 = –6.
f. (Negative) + (Positive)
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

Similar to (Positive) + (Negative), it depends on the magnitudes. If the positive number

is larger, the result is positive; if the negative number is larger, the result is negative.
For example,
–3 + 5 = 2 (positive)
–5 + 3 = –2 (negative)
9. This string has a total of 100 tokens arranged in a particular pattern. What is the value of
the string?
+ + + – – + + + – – + + + – –

Sol. Let’s anal ze the sequen e of the string:

3, –2, 3, –2, 3, –2
+ + + – – + + + – – + + + – –

Set

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Let’s take a set of 5 tokens as it is re eating, total is 3 – 2 = 1
There are 100 tokens in the string.
Hence total sets = 100  5 = 20 sets
Total of 1 set = 1
Hence, the value of the string = 1 × 20 = 20

10.5 A PINCH OF HISTORY

1. Can ou ex lain ea h of Brahmagu ta’s rules in terms of Bela’s Building of Fun, or in terms
of a number line?
Sol. Let’s break down Brahmagu ta’s rules using the on e t of Bela’s Building of Fun and a
number line. Brahmagu ta’s rules primarily deal with operations involving positive and
negati e numbers. Here’s how we an understand them:
B m gup ’ Rules
1. Addition of Positive Numbers:
• Rule: Adding two positive numbers results in a positive number.
• Bela’s Building: f Bela starts on the 4th floor and moves up 2 floors, she ends up on
the 6th floor.
• Number Line: On a number line, moving from 4 to 6 by adding 2.
• Example: (4 + 2 = 6)
2. Addition of Negative Numbers:
• Rule: Adding two negative numbers results in a negative number.
• Bela’s Building: f Bela starts 5 floors below ground level (–5) and moves down 2
more floors, she ends up 7 floors below ground (–7).
• Number Line: Moving from –5 to –7 by adding –2.
• Example: ((–5) + (–2) = –7)

SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

3. Addition of a Positive and a Negative Number:
• Rule: Subtract the smaller absolute value from the larger absolute value and keep
the sign of the larger absolute value.
• Bela’s Building: f Bela starts on the 6th floor and moves down 5 floors, she ends up
1 floor above ground (1).
• Number Line: Moving from 6 to 1 by adding –5.
• Example: (6 + (–5) = 1)
4. Subtraction of a Positive Number from a Negative Number:
• Rule: Subtracting a positive number from a negative number is like adding the two
numbers and keeping the negative sign.
• Bela’s Building: f Bela is 3 floors below ground (–3) and moves down 3 more floors,
she ends up 6 floors below ground (–6).
• Number Line: Moving from –3 to –6 by subtracting 3.
• Example: (–3 – 3 = –6)
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5. Subtraction of a Negative Number from a Positive Number:
• Rule: Subtracting a negative number from a positive number is like adding two
numbers.
• Bela’s Building: f Bela starts on the 4th floor and moves up 2 floors, she ends up on
the 6th floor.
• Number Line: Moving from 4 to 6 by subtracting –2.
• Example: (4 – (–2) = 6)
6. Subtraction of a Negative Number from a Negative Number:
• Rule: Subtracting a negative number from another negative number is like adding
the absolute values and keeping the negative sign.
• Bela’s Building: f Bela is 7 floors below ground (–7) and moves up 2 floors, she ends
up 5 floors below ground (–1).
• Number Line: Moving from –7 to –5 by subtracting –2.
• Example: –7 – (–2) = –5
2. Give your own examples of each rule.
Sol. 1. Addition of Positive Numbers:
• Example: (9 + 3 = 12)
• Bela’s Building: Starting on the 9th floor and moving up 3 floors to the 12th floor.
2. Addition of Negative Numbers:
• Example: (–7 + (–3) = –10)
• Bela’s Building: Starting 7 floors below ground and mo ing down 3 more floors to
10 floors below ground.
3. Addition of a Positive and a Negative Number:
SMD_Data$\PNCF\2025-26\Print Module\SET-2\NCERT\Maths\6th\10. The Other Side of Zero

• Example: (6 + (–3) = 3)
• Bela’s Building: Starting on the 8th floor and moving down 6 floors to the 2nd floor.
4. Subtraction of a Positive Number from a Negative Number:
• Example: (–6 – 3 = –9)
• Bela’s Building: Starting 4 floors below ground and moving down 3 more floors to
7 floors below ground.
5. Subtraction of a Negative Number from a Positive Number:
• Example: (5 – (–2) = 7)
• Bela’s Building: Starting on the 5th floor and moving up 2 floors to the 7th floor.
6. Subtraction of a Negative Number from a Negative Number:
• Example: (–5 – (–3) = –2)
• Bela’s Building: Starting 5 floors below ground and mo ing u 3 floors to 2 floors
below ground.

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