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 Mathematics
Class VI (Part-1)
TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE

Chief Production Officer : Smt.B. Seshu Kumari

Director, SCERT, Hyderabad.

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Executive Chief Organiser : Sri. B. Sudhakar,
Director, Govt. Text Book Press, Hyderabad.

Organising Incharge : Dr. Nannuru Upender Reddy

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Prof. Curriculum & Text Book Department,

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SCERT, Hyderabad.
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Asst. Organising Incharge : Sri. K. Yadagiri
Lecturer, SCERT, Hyderabad.
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QR CODE TEAM
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Published by:
The Government of Telangana, Hyderabad

Respect the Law Grow by Education

Get the Rights Behave Humbly

[i] Free distribution by T.S. Government 2022-23

 © Government of Telangana, Hyderabad.

First Published 2012

New Impressions 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022

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All rights reserved.

No part of this publication may be reproduced,

stored in a retrieval system, or transmitted, in

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any form or by any means without the prior
permission in writing of the publisher, nor be

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otherwise circulated in any form of binding or
cover other than that in which it is published
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and without a similar condition including this
condition being imposed on the subsequent
purchaser.
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The copy right holder of this book is the

Director of School Education, Hyderabad,
Telangana.
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This Book has been printed on 70 G.S.M. Maplitho

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Title Page 200 G.S.M. White Art Card

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Free distribution by T.S. Government 2022-23

Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.

–– o ––

Free distribution by T.S. Government 2022-23 [ ii ]

 Textbook Development Committee Members
Writers
Sri. Dr. P. Ramesh, Lecturer, Govt. IASE, Nellore
Sri. M. Ramanjaneyulu, Lecturer, DIET, Vikarabad, Ranga Reddy
Sri. T.V. Rama Kumar, HM, ZPHS, Mulumudi, Nellore
Sri. P. Ashok, HM, ZPHS, Kumari, Adilabad
Sri. P. Anthoni Reddy, HM, St. Peter’s High School, R.N.Peta, Nellore
Sri. S. Prasada Babu. , PGT, APTWR School, Chandrashekarapuram, Nellore

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Sri. Kakulavaram Rajender Reddy, SA, UPS Thimmapur, Chandampet, Nalgonda
Sri. G.V.B.Suryanarayana Raju, SA, Municipal High School, Kaspa, Vizianagaram

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Sri. S. Narasimha Murthy, SA, ZPHS, Mudivarthipalem, Nellore
Sri. P. Suresh Kumar, SA, GHS, Vijayanagar Colony, Hyderabad
Sri. K.V. Sunder Reddy, SA, ZPHS, Thakkasila, Alampur Mdl., Mababoobnagar
Sri. G. Venkateshwarlu, SA, ZPHS, Vemulakota, Prakasham

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Sri. Ch. Ramesh, SA, UPS, Nagaram (M), Guntur.
Sri. P.D.L. Ganapathi Sharma, SA, GHS, Jamisthanpur, Manikeshwar Nagar, Hyderabad
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Co-ordinators
Sri. K.K.V. Rayalu, Lecturer, Govt., IASE, Masabtank, Hyderabad.
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Sri. Kakulavaram Rajender Reddy, SA, UPS Thimmapur, Chandampet, Nalgonda
Editors
Smt.B. Seshu Kumari, Director, SCERT, Hyderabad.
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Sri. K. Bramhaiah, Professor, SCERT, Hyderabad

Sri. P. Adinarayana, Retd., Lecturer, New Science College, Ameerpet, Hyderabad
Chairperson for Position Paper and
Mathematics Curriculum and Textbook Development
Professor V. Kannan, Dept. of Mathematics and Statistics, University of Hyderabad
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Chief Advisor
Dr. H. K. Dewan , Education Advisor, Vidya Bhavan Society, Udaipur, Rajasthan.
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Academic Support Group Members

Smt. Namrita Batra, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. Inder Mohan, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. Yashwanth Kumar Dave, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
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Smt. Padma Priya Sherali, Community Mathematics Centre, Rishi Vally School, Chittoor
Kumari. M. Archana, Dept. of Mathematics & Statistics, University of Hyderabad
Sri. Sharan Gopal, Dept. of Mathematics & Statistics, University of Hyderabad
Sri. P. Chiranjevi, Dept. of Mathematics & Statistics, University of Hyderabad
Illustration & Design Team
Sri. Prashanth Soni, Artist, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. S.M. Ikram, Operator, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. R. Madhusudhana Rao, Computer Operator, SCERT, A.P., Hyderabad.
COVER PAGE DESIGNING
Sri. K. Sudhakara Chary, HM, UPS Neelikurthy, Mdl.Maripeda, Dist. Warangal

[ iii ] Free distribution by T.S. Government 2022-23

 FOREWORD

State Curriculum Frame Work (SCF-2011) recommends that childrens’ life at schools must be linked to
their life outside the school. The Right To Education Act (RTE-2009) perceives that every child who enters the
school should acquire the necessary skills prescribed at each level upto the age of 14 years. Academic
standards were developed in each subject area accordingly to maintain the quality in education. The syllabi
and text books developed on the basis of National Curriculum Frame work 2005 and SCF-2011 signify an
attempt to implement this basic idea.
Children after completion of Primary Education enter into the Upper Primary stage. This stage is a

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crucial link for the children to continue their secondary education. We recognise that, given space, time and
freedom, children generate new knowledge by exploring the information passed on to them by the adults.

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Inculcating creativity and initiating enquiry is possible if we perceive and treat children as participants in
learning and not as passive receivers. The children at this stage possess characteristics like curiosity, interest,
questioning, reasoning, insisting proof, accepting the challenges etc., Therefore the need for conceptualizing
mathematics teaching that allows children to explore concepts as well as develop their own ways of solving

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problems in a joyful way.
We have begun the process of developing a programme which helps children understand the abstract

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nature of mathematics while developing in them the ability to construct own concepts. The concepts from the
major areas of Mathematics like Number System, Arithmetic, Algebra, Geometry, Mensuration and Statistics
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are provided at the upper primary stage. Teaching of the topics related to these areas will develop the skills
prescribed in academic standards such as problem solving, logical thinking, expressing the facts in mathematical
language, representing data in various forms, using mathematics in daily life situations.
The textbooks attempt to enhance this endeavor by giving higher priority and space to opportunities for
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contemplation and wondering, discussion in small groups and activities required for hands on experience in
the form of ‘Do This’ , ‘Try This’ and ‘Projects’. Teachers support is needed in setting of the situations in the
classroom. We also tried to include a variety of examples and opportunities for children to set problems. The
book attempts to engage the mind of a child actively and provides opportunities to use concepts and develop
their own structures rather than struggling with unnecessarily complicated terms and numbers. The chapters
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are arranged in such a way that they help the Teachers to evaluate every area of learning to comperehend the
learning progress of children and in accordance with Continuous Comprehensive Evaluation (CCE).
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With an intention to help the students to improve their understanding skills in both the languages i.e.
English and Telugu, the Government of Telangana has redesigned this book as bilingual textbook in two
parts. Part-1 comprises 1 to 7 lessons and Part-2 comprises 8 to 14 lessons.
I wish to thank the national experts, university teachers, research scholars, NGOs, academicians,
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writers, graphic designers and printers who are instrumental to bring out this textbook in present form.
I hope the teachers will make earnest effort to implement the syllabus in its true spirit and to achieve
academic standards at the stage.
The process of developing materials is a continuous one and we hope to make this book better. As an
organization committed to systematic reform and continuous improvement in quality of its products, SCERT,
welcomes comments and suggestions which will enable us to undertake further revision and refinement.

B. Seshu kumari
Place: Hyderabad DIRECTOR
Date: 28 January 2012 SCERT, Hyderabad

Free distribution by T.S. Government 2022-23 [ iv ]

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[v] ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 Energized Text Books facilitate the students in understanding the concepts clearly, accurately and effectively.
Content in the QR Codes can be read with the help of any smart phone or can as well be presented on the Screen
with LCD projector/K-Yan projector. The content in the QR Codes is mostly in the form of videos, animations and
slides, and is an additional information to what is already there in the text books.
This additional content will help the students understand the concepts clearly and will also help the teachers in
making their interaction with the students more meaningful. At the end of each chapter, questions are provided in
a separate QR Code which can assess the level of learning outcomes achieved by the students. We expect the
students and the teachers to use the content available in the QR Codes optimally and make their class room
interaction more enjoyable and educative.
Let us know how to use QR codes

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In this textbook, you will see many printed QR (Quick Response) codes, such as
Use your mobile phone or tablet or computer to see interesting lessons, videos, documents, etc. linked to the QR

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code.

Step Description
A. Use Android mobile phone or tablet to view content linked to QR Code:

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1. Click on Play Store on your mobile/ tablet.
2. In the search bar type DIKSHA.
3.
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will appear on your screen.

4. Click Install
5. After successful download and installation, Click Open
6. Choose your prefered Language - Click English
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7. Click Continue
8. Select Student/ Teacher (as the case may be) and Click on Continue
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9. On the top right, click on the QR code scanner icon and scan a QR code printed
in your book
OR
Click on the search icon and type the code printed below the QR code, in the search bar ( )
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10. A list of linked topics is displayed

11. Click on any link to view the desired content
B. Use Computer to view content linked to QR code:
1. Go to https://diksha.gov.in/telangana
2. Click on Explore DIKSHA-TELANGANA
3. Enter the code printed below the QR code in the browser search bar ( )
4. A list of linked topics is displayed
5. Click on any link to view the desired content

Free distribution by T.S. Government 2022-23 [ vi ]

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á ≈£L´ÄsY ø√&é\qT ñ|üjÓ÷–+∫ ÄdüøÏÔø£s¡yÓTÆq bÕsƒê\qT, M&çjÓ÷\qT, &Ü≈£î´yÓT+{Ÿ‡ yÓTT<ä\>∑T yê{Ïì MTe<ä›>∑\
yÓTTu…’˝Ÿ, {≤´u…¢{Ÿ ˝Ò<ë ø£+|üP´≥sY <ë«sê MøÏå+#·+&ç.

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<äX¯ $es¡D
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1 MT jÓTTø£ÿ yÓTTu…’˝Ÿ / {≤´u…¢{Ÿ˝Àì Play Store ô|’q øÏ¢ø˘ #˚j·T+&ç.
2 ôdsYÃu≤sY˝À DIKSHA qT f…Æ|t #˚j·T+&ç.
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4 INSTALL | ô q
’ øÏø¢ ˘ #˚jT· +&ç.
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6 ª‘Ó\T>∑TμqT m+|æø£#˚düTø=ì øÏ¢ø˘ #˚j·T+&ç.

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8 $<ë´]ú / ñbÕ<Ûë´j·TT\T ¬s+&ç+{Ï˝À MT≈£î #Ó+~q <ëìì m+|æø£ #˚düTø√+&ç.
9 ≈£î&çyÓ’|ü⁄q ñqï ≈£L´ÄsY ø√&é ∫Vü≤ï+ kÕÿqsYqT øÏ¢ø˘ #˚j·T+&ç. ‘·s¡Tyê‘· MT
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bÕsƒ¡´|ü⁄düÔø£eTT˝À eTTÁ~+#·ã&çq ≈£L´ÄsY ø√&é qT kÕÿHé #˚j·T+&ç. (˝Ò<ë)

ôdsYÃ u≤sY q+<äT ( ) ≈£L´ÄsY ø√&é ÁøÏ+<ä eTTÁ~+#·ã&çq ø√&éqT f…Æ|ü⁄ #˚j·T+&ç.
10 ≈£L´ÄsY ø√&é˝À »‘·#j ˚ T· ã&çq $wüj÷· \T ø£ì|ækÕÔsTT.
11 ø±e\dæq $wüj·÷\qT MøÏå+#·T≥≈£î *+øô̆|’ øÏ¢ø˘ #˚j·T+&ç.
_) ≈£L´ÄsY ø√&é˝À *+ø˘ #˚j·Tã&çq $wüj·÷\qT ø£+|üP´≥sY qT+&ç MøÏå+#·T≥≈£î `
1 https://diksha.gov.in/telangana nqT *+ø˘qT zô|Hé #˚jT· +&ç.
2 Explore DIKSHA-TELANGANA | ô q
’ øÏø¢ ˘ #˚jT· +&ç.
3 bÕsƒ¡´|ü⁄düÔø£eTT q+<äT eTTÁ~+#·ã&çq ≈£L´ÄsY ø√&é ÁøÏ+<ä ñqï ø√&éqT f…Æ|ü⁄ #˚j·T+&ç.
4 á ø√&é≈£î »‘·#˚j·Tã&çq $wüj·÷\T ø£ì|ækÕÔsTT.
5 ø±e\dæq $wüj·÷\qT MøÏå+#·T≥≈£î *+øô̆|’ øÏ¢ø˘ #˚j·T+&ç.

[ vii ] ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 NATIONAL ANTHEM
- Rabindranath Tagore

Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha

A
Dravida-Utkala-Banga

AN
Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga.

G
Tava shubha name jage,
Tava shubha asisa mage,
N
Gahe tava jaya gatha,
LA
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
TE

Jaya he! jaya he! jaya he!

Jaya jaya jaya, jaya he!!
T,

PLEDGE
ER

- Pydimarri Venkata Subba Rao

“India is my country. All Indians are my brothers and sisters.

SC

I love my country, and I am proud of its rich and varied heritage. I

shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect, and treat
everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion. In their
well-being and prosperity alone lies my happiness.”

Free distribution by T.S. Government 2022-23 [ viii ]

 C≤rj·T ^‘·+
` s¡M+Á<äHê<∏é sƒê>∑÷sY
»q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
|ü+C≤ã, dæ+<Ûé, >∑T»sê‘·, eTsêsƒê,

A
Á<ë$&É, ñ‘·ÿfi¯, e+>∑!

AN
$+<Ûä´, Væ≤e÷#·\, j·TeTTHê, >∑+>∑!
ñ#·Ã\ »\~Û ‘·s¡+>∑!

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‘·e X¯óuÛÑHêy˚T C≤π>!

N
‘·e X¯óuÛÑ Ä•wü e÷"π>
>±ùV≤ ‘·e »j·T>±<∏ë!
LA
»q>∑D eT+>∑fi¯<ëj·Tø£ »j·TùV≤!
uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
TE

»j·TùV≤! »j·TùV≤! »j·TùV≤!

»j·T »j·T »j·T »j·TùV≤!!
T,

|Á ‹ü »„
ER

` ô|’&çeTÁ] yÓ+ø£≥ düTu≤“sêe⁄

uÛ≤s¡‘·<˚X¯+ Hê e÷‘·èuÛÑ÷$T. uÛ≤s¡rj·TT\+<äs¡÷ Hê dü¨<äs¡T\T.
SC

H˚qT Hê <˚XÊìï Áù|$TdüTÔHêïqT. düTdü+|üqïyÓTÆq, ãVüQ$<ÛäyÓTÆq Hê <˚X¯|ü⁄ yês¡dü‘·«

dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+. BìøÏ ns¡Ω‘· bı+<ä&ÜìøÏ düs¡«<ë H˚qT ø£èwæ #˚kÕÔqT.
Hê ‘·*¢<ä+Á&ÉT*ï, ñbÕ<Ûë´j·TT*ï, ô|<ä›\+<ä]ï >ös¡$kÕÔqT. Á|ü‹yê]‘√qT
eTsê´<ä>± q&ÉT#·Tø=+{≤qT. »+‘·Te⁄\|ü≥¢ <äj·T‘√ ñ+{≤qT.
Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚jÓ÷_Ûeè<äTΔ˝Ò Hê Äq+<ëìøÏ eT÷˝+.

[ ix ] ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 PREAMBLE

THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a

SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to
secure to all its citizens:

JUSTICE, social, economic and political;

A
LIBERTY of thought, expression, belief, faith and worship;

AN
EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the unity and integrity of the
Nation;

G
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do

N
HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
LA
|”]øƒ £
TE

uÛ≤s¡‘·<˚X¯ Á|ü»\yÓTÆq y˚TeTT uÛ≤s¡‘·<˚XÊìï düs¡«dü‘êÔø£, kÕeT´yê<ä, ˝ÖøÏø£,

Á|üC≤kÕ«eT´, >∑D‘·+Á‘·, sê»´+>± ì]à+#·Tø√e&ÜìøÏ, bÂs¡T\+<ä]øÏ kÕ+|òæTø£, Ä]úø£,
T,

sê»ø°jT· Hê´j·÷ìï, Ä˝À#·q, uÛ≤eÁ|øü ≥£ q, $XÊ«dü+, <Ûsä à¡ +, Äsê<Ûqä \˝À kÕ«‘·+‘Á ê´ìï,
ER

n+‘·düTÔ˝À¢q÷, neø±XÊ˝À¢q÷, düe÷q‘ê«ìï #˚≈£Ls¡TÃ≥≈£î, yês¡+<ä]˝À e´øÏÔ

>ös¡yêìï, C≤rj·T düyÓTÆø£´‘·qT dü+s¡øÏådü÷Ô, kÂÁuÛ≤‘·è‘ê«ìï ô|+bı+~+#·&ÜìøÏ 1949
SC

qe+ãsY 29q eTq sêC≤´+>∑ |ü ] wü ‘ Y ˝ À m+|æ ø £ #˚ d ü T ø=ì XÊdü q eTT>±

s¡÷bı+~+#·T≈£îqï á sêC≤´+>±ìï e÷≈£î y˚Ty˚T Ç#·TÃ≈£î+≥THêï+.
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic
Republic” (w.e.f. 3.1.1977)

Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation”
(w.e.f. 3.1.1977)

Free distribution by T.S. Government 2022-23 [x]

 CONTENTS
$wüjT· dü÷∫ø£

A
S. No. Name of the chapter Month Page No.

AN
Áø£.dü+. bÕsƒ+¡ ù|s¡T e÷dü+ ù|õ HÓ+.
1. Knowing Our Numbers June 2
eTq dü+K´\qT ‘Ó\TdüT≈£î+<ë+ ! pHé 3

G
2. Whole Numbers July 32
|üPsêí+ø±\T N p˝…’ 33
LA
3. Playing with Numbers July 58
dü+K´\‘√ Ä&ÉTø=+<ë+ p˝…’ 59
TE

4. Basic Geometrical Ideas August 98

ÁbÕ<∏$ä Tø£ C≤´$Trj·T uÛ≤eq\T Ä>∑wßü º 99
T,

5. Measures of Lines and Angles August 122

sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T Ä>∑wßü º 123
ER

6. Integers September 146

|üPs¡í dü+K´\T ôdô|+º ãsY 147
SC

7. Fractions and Decimals September, October 170

_ÛHêï\T ` <äXÊ+X¯ _ÛHêï\T ôdô|+º ãsY, nø√ºãsY 171
 CHAPTER - 1
Knowing our Numbers

1.1 INTRODUCTION
Latha and Uma took admission in class VI. On the first day at the school, their maths

A
teacher discussed the population of India, population of the State, population of the District as per
the recent census. Uma did not understand some of the numbers discussed by the teacher. While

AN
coming back home, Uma asked Latha about the population of their village.
Uma : Do you know the population of our village?
Latha : Yes, I know

G
Uma : How?
Latha : I have seen it on the wall of the panchayat

Uma :
office.
N
What particulars are written on the
LA
wall?
Latha : All information regarding our village
especially population of our village,
TE

number of men, women and children,

number of houses, pucca, kuccha etc.
Uma : Shall we visit the place now?
Latha : Sure.
T,

Both of them visited the panchayat office on their way back home and observed the
particulars on the wall
ER

Name of the Gram Panchayat : Gummadidala

District : Sangareddy
Population of the village : 8,032
No. of men : 4,065
SC

No. of women : 3,967

No. of children : 967
No. of house holds : 2017
No. of Pucca houses : 1,947
No. of Kuccha houses : 76

Uma read the particulars on the wall and understood the figures. She also asked Latha
about lakhs and crores, as the teacher had discussed the population in lakhs and crores in the
class. Do you have any idea about lakhs and crores? Discuss with your friends.
2
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 1 TeTT ` 1
n<Ûë´j·TeTTn<Û`ë´j·
eTq dü+K´\qT ‘Ó\TdüT≈£î+<ë+ !

1.1 |ü]#·j·T+

A
\‘·, ñeT 6e ‘·s¡>∑‹˝À #˚sês¡T. bÕsƒ¡XÊ\˝À yÓTT<ä{Ï s√Eq >∑DÏ‘· ñbÕ<Ûë´j·TT&ÉT Á|üdüTÔ‘· »HêuÛ≤>∑Dq
$esê\ Á|üø±s¡+ eTq<˚X¯ »HêuÛ≤, sêÁwüº »HêuÛ≤, õ˝≤¢ CHêuÛ≤ >∑T]+∫ #·]Ã+#ês¡T. á #·s¡Ã˝À ñbÕ<Ûë´j·TT&ÉT #Ó|æŒq

AN
ø=ìï dü+K´\T ñeT≈£î ns¡Δ+ ø±˝Ò<äT. kÕj·T+ø±\+ Ç+{ÏøÏ ‹]– e#·TÃq|ü⁄&ÉT ùdïVæ≤‘·Tsê\T \‘·qT yê] Á>±eT
»HêuÛ≤ $esê\ >∑T]+∫ n&ç–+~.
ñeT : eTq Á>±eT »HêuÛ≤ ˙≈£î ‘Ó\TkÕ? à&ç&Ü
\
>∑TeT

G
\‘· : ne⁄qT, Hê≈£î ‘Ó\TdüT
ñeT : m˝≤?
\‘· : eTq |ü+#êj·Tr Ä|ò”düT >√&Éô|’ sêdæ ñHêïsTT
N
LA
ø£<ë!
ñeT : @@ $esê\T >√&Éô|’ sêkÕs¡T?
\‘· : eTq Á>±e÷ìøÏ #Ó+~q nìï $esê\T ñHêïsTT.
TE

yê{Ï˝À Á|ü<Ûëq+>± eTq Á>±eT »HêuÛ≤, |ü⁄s¡Twüß\ dü+K´, Ád”Ô\ dü+K´, |æ\¢\ dü+K´, Á>±eT+˝À >∑\
Ç+&É¢ dü+K´, yê{Ï˝À |üø±ÿ Ç+&ÉT¢, ø£#êä Ç+&ÉT¢ yÓTTˆˆq$.
ñeT : eTq+ ˇø£kÕ] nø£ÿ&É≈£î yÓ[fl #·÷<ë›e÷?
\‘· : ‘·|üŒ≈£î+&Ü.
T,

Ç<ä›s¡÷ ø£*dæ Ç+{ÏøÏ yÓfi‚fl <ë]˝À >∑\ |ü+#êj·Tr Ä|ò”düT≈£î yÓ[fl >√&Éô|’>∑\ $esê\T #·~yês¡T.
Á>±eT |ü+#êj·Tr ù|s¡T : >∑TeTà&ç&Ü\
ER

õ˝≤¢ : dü+>±¬s&ç¶
Á>±eT »HêuÛ≤ : 8,032
|ü⁄s¡Twüß\ dü+K´ : 4,065
SC

Ád”Ô\ dü+K´ : 3,967

|æ\¢\ dü+K´ : 967
Á>±eT+˝À Ç+&É¢ dü+K´ : 2,017
|üø±ÿ Ç+&É¢ dü+K´ : 1,941
ø£#êà Ç+&É¢ dü+K´ : 76
ñeT ø±sê´\j·T+ >√&Éô|’ >∑\ $esê\T n˙ï #·~$ ns¡Δ+#˚düT≈£îqï~. ø±ì ‘·s¡>∑‹˝À ñbÕ<Ûë´j·TT&ÉT #Ó|æŒq
\ø£å\T, ø√≥T¢ >∑T]+∫ \‘·qT n&ç–+~. MT≈£î \ø£å\T eT]j·TT ø√≥T¢ >∑T]+∫ ‘Ó\TkÕ? Ä˝À∫+#·+&ç, MT ùdïVæ≤‘·T\‘√
#·]Ã+#·+&ç.
eTq dü+KK´\qT 3
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 NOWING‘ÓOUR
\TdüNT≈£UMBERS
î+<ë+!
 We have discussed numbers upto thousands in earlier classes. We use numbers in many
ways. We compare them, arrange them in increasing and decreasing orders, add and subtract
them.
Can you give any five situations where we use numbers in thousands?
For example a television costs `12,500.
Let us revise the numbers learnt in previous classes to understand and enjoy about larger
numbers.

A
1.2 ESTIMATING AND COMPARING NUMBERS

AN
Identify the greatest and the smallest among the following numbers.
S.No. Numbers the greatest number the smallest number
1. 3845, 485, 34, 13845 13845 34

G
2. 856, 1459, 35851, 23 ..... .....
3. 585, 9535, 678, 44 ..... .....
4. 39, 748, 19651, 7850N ..... .....
LA
We can identify them easily by simply counting the digits in the numbers. The numbers
having five digits are greater than numbers having two digits.
TE

Now ask your friend to compare 51845 and 41964. which is greater? This is also easy as
the digit in ten thousands place is 5 in 51845 and 4 in 41964. So 51845 > 41964
Now try to say which is greater, 58672 or 57875? both numbers contain the same number
T,

of digits. As 5 is in ten thousands place in both numbers, we compare the next place i.e. thousands.
As 8 > 7. So 58672 is bigger. i.e 58672 > 57875.
ER

If the digits in the thousands place are also same, what will you do? We move to the
hundreds place to compare, then tens place and finally units place.

EXERCISE - 1.1
SC

1. Which is the greatest and the smallest among the following numbers?
i. 15432, 15892, 15370, 15524 ii. 25073, 25289, 25800, 25623
iii. 44687, 44645, 44670, 44602 iv. 75671, 75635, 75641, 75610
v. 34895, 34891, 34899, 34893
2. Write the numbers in ascending (increasing) order:
i. 375, 1475, 15951, 4713 ii. 9347, 19035, 22570, 12300
4
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 eTq+ øÏ+~ ‘·s¡>∑‘·T\˝À y˚\ es¡≈£î ˝…øÏÿ+#·&É+ H˚s¡TÃ≈£îHêï+. eTq+ dü+K´\qT nH˚ø£ $<Ûë\T>± yê&ÉT‘·÷
ñ+{≤+. dü+K´\qT b˛\Ã&É+. n˝≤π> dü+K´\qT Äs√Vü≤D, nes√Vü≤D Áø£e÷\˝À neTs¡Ã&É+ H˚sT¡ Ã≈£îHêï+. n<˚$<Û+ä >±
>∑Ts¡TÔ\T ñ|üjÓ÷–+∫ kÕúq$\Te\T ø£qTø√ÿe&É+, dü+ø£\q+, e´eø£\q+ e+{Ï |ü]ÁøÏj·T\T nH˚ø£+ #˚kÕ+.
eTq ì» J$‘·+˝À dü+K´\qT y˚\˝À¢ yê&çq @yÓ’Hê nsTT<äT dü+<äsꓤ\qT #Ó|üŒ>∑\yê?
ñ<ë : ˇø£ f…*$»Hé <Ûäs¡ `. 12,500.
M{ÏøÏ dü+ã+~Û+∫ H˚s¡TÃ≈£îqï yê{Ïì eTs¡\ C≤„|üø£+ #˚düTø=ì, ‘·<äT|ü] Ç+ø± ô|<ä› dü+K´\ >∑T]+∫

A
‘Ó\T‡ø=ì Äq+~<ë›+!
1.2 dü+K´\qT n+#·Hê y˚j·T&É+, b˛\Ã&É+

AN
øÏ+~ dü+K´\˝À n‹ ô|<ä›dü+K´qT, n‹ ∫qïdü+K´qT ø£qT>=q+&ç.
e.dü+K´ dü+K´\T n‹ ô|<ä›dü+K´ n‹ ∫qïdü+K´

G
1. 3845, 485, 34, 13845 13845 34
2. 856, 1459, 35851, 23 ......... ..........
3. 585, 9535, 678, 44
N ......... ..........
LA
4. 39, 748, 19651, 7850 .......... ..........
dü+K´\˝À >∑\ n+¬ø\qT ˝…ø£ÿô|≥º&É+ <ë«sê yê{Ïì düT\uÛÑ+>± >∑T]Ô+#·e#·TÃ. kÕ<Ûës¡D+>± |ü]o*ùdÔ 5
n+¬ø\ dü+K´ m\¢|ü⁄Œ&É÷ ¬s+&É+¬ø\ dü+K´ ø£Hêï ô|<ä›~ ø£<ë!
TE

51845 eT]j·TT 41964 dü+K´\qT b˛\ÃeTì ˙ ùdïVæ≤‘·T&çì n&ÉT>∑T. Ç+<äT˝À @~ ô|<ä›~? M{Ïì
≈£L&Ü b˛\Ã&É+ ‘˚*¬ø’q |üH˚ø£<ë! |ü~y˚\ kÕúq+˝À n+¬ø\qT b˛*ùdÔ dü]. 51845 dü+K´ jÓTTø£ÿ |ü~y˚\ kÕúq+˝À 5
ñqï~. n˝≤π> 41964 dü+K´ jÓTTø£ÿ |ü~y˚\ kÕúq+˝À 4 ñ+~ ø£<ë! n+<äT#˚‘· 51845 > 41964 nì #Ó|üŒ>∑\+.
eT] Ç|ü⁄Œ&ÉT #Ó|üŒ+&ç. 58672 eT]j·TT 57875 \˝À @~ ô|<ä›~? Ç#·Ã≥ ¬s+&ÉT dü+K´˝˝À n+¬ø\
T,

dü+K´ düe÷q+ eT]j·TT |ü~y˚\ kÕúq+˝À ¬s+&ç+{Ï˝Àq÷ 5 ø£\<äT.

eTq+ Ç|ü⁄Œ&ÉT ‘·s¡Tyê‘· kÕúq+ n+fÒ y˚\ kÕúq+˝Àì dü+K´qT b˛\TkÕÔ+. y˚\ kÕúq+˝À >∑\ n+¬ø\˝À
ER

8>7 ø±e⁄q 58672 ô|<ä› dü+K´ ne⁄‘·T+~. n+<äT#˚‘· 58672 > 57875.
ˇø£y˚fi¯ y˚\ kÕúq+˝À >∑\ n+¬ø\T ≈£L&Ü düe÷q+ nsTT‘˚ @$T#˚kÕÔe⁄? e+<ä\ kÕúq+˝À n+¬ø\qT,
‘·sê«‘· |ü<äT\ kÕúq+˝À n+¬ø\T, ∫es¡>± ˇø£≥¢ kÕúq+˝À n+¬ø\T b˛\TÑ·÷ yÓfi≤fl*.
SC

nuÛ≤´dü+ ` 1.1
1. øÏ+~ dü+K´\˝À n‹ ô|<ä›dü+K´, n‹ ∫qïdü+K´\T @$?
i) 15432 — 15892 — 15370 — 15524 ii) 25073 — 25289 — 25800 — 25623
iii) 44687 — 44645 — 44670 — 44602 iv) 75671 — 75635 — 75641 — 75610
v) 34895 — 34891 — 34899 — 34893
2. øÏ+~ dü+K´\qT Äs√Vü≤D Áø£eT+˝À (ô|]π> Áø£eT+)˝À sêj·T+&ç.
i) 375, 1475, 15951, 4713 ii) 9347, 19036, 22570, 12300
eTq dü+KK´\qT 5
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3. Write the numbers in descending (decreasing) order:
i. 1876, 89715, 45321, 89254 ii. 3000, 8700, 3900, 18500
4. Compare the numbers by placing appropriate symbol (< or >) in the space given:
i. 3854 ....... 15200 ii. 4895 ....... 4864
iii. 99454 ....... 99445 iv. 14500 ....... 14499
5. Write the numbers in words:

A
i. 72642 = .........................................................................................................

AN
ii. 55345 = .........................................................................................................
iii. 66600 = .........................................................................................................
iv. 30301 = .........................................................................................................

G
6. Write the numbers in figures:
i.
N
Forty thousand two hundred seventy = ....................................
LA
ii. Fourteen thousand sixty four = ....................................
iii. Nine thousand seven hundred = ....................................
iv. Sixty thousand = ....................................
TE

7. Form four digit numbers with the digits 4, 0, 3, 7 and find which is the greatest and the
smallest among them?
8. Write the following numbers.
T,

i. the smallest four digit number

ER

ii. the greatest four digit number

iii. the smallest five digit number
iv. the greatest five digit number
SC

1.3 ESTIMATION AND ROUNDING OFF NUMBERS

We use numbers in our daily life situations, such as:

• Nearly 25,000 people visited Salarjung museum in the month of November.

• In our State, this year approximately 9 lakh students will appear for S.S.C. board examination.

• Roughly 43,500 tonnes of iron was loaded in the ship in Vizag port.

6
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
3. øÏ+~ dü+K´\qT nes√Vü≤D Áø£eT+ (‘·π>Z Áø£eT+) ˝À sêj·T+&ç.
i) 1876, 89715, 45321, 89254 ii) 3000, 8700, 3900, 18500
4. øÏ+~ dü+K´\ eT<Ûä´ > ˝Ò<ë < >∑Ts¡TÔ\qT+∫ b˛\Ã+&ç.
i) 3854 ......... 15200 ii) 4895 ......... 4864
iii) 99454 ........ 99445 iv) 14500 ......... 14499
5. øÏ+~ dü+K´\qT nø£åsê\˝À sêj·T+&ç. (|ü<äT\) (e+<ä

A
i) 72642 R ................................................................................

AN
ii) 55345 R ................................................................................
iii) 66600 R ................................................................................
iv) 30301 R ................................................................................

G
6. øÏ+~ dü+K´\qT n+¬ø\˝À sêj·T+&ç.
i)

ii)
q\uÛ…’y˚\ ¬s+&ÉTe+<ä\ &Óu…’“¤
|ü<ëï\T>∑T y˚\ ns¡yÓ’ Hê\T>∑T N R
R
............................................................
............................................................
LA
iii) ‘=$Tà~ y˚\ @&ÉTe+<ä\T R ............................................................
iv) ns¡yÓ’y˚\T R ............................................................
TE

7. 4, 0, 3, 7 n+¬ø\‘√ @s¡Œ&˚ Hê\T>∑+¬ø\ dü+K´\qT sêj·T+&ç. yê{Ï˝À n‹ô|<ä› dü+K´, n‹∫qï dü+K´\qT
>∑T]Ô+#·+&ç.
8. ÁøÏ+~ dü+K´\qT sêj·T+&ç.
T,

i) Hê\T>∑T n+¬ø\ n‹∫qï dü+K´

ii) Hê\T>∑T n+¬ø\ n‹ô|<ä› dü+K´
ER

iii) nsTT<äT n+¬ø\ n‹∫qï dü+K´

iv) nsTT<äT n+¬ø\ n‹ô|<ä› dü+K´
SC

1.3 n+#·Hê y˚jT· &É+ ` dü+K´\qT düMT|ü |ü<Tä \T, e+<ä\T, y˚\ kÕúHê\≈£î düe]+∫ sêj·T&É+
eTq+ ì‘·´J$‘·+˝À øÏ+<ä ñ<äV≤ü ]+∫q ø=ìï dü+<äsꓤ\˝À dü+K´\qT m˝≤ ñ|üj÷Ó –kÕÔy÷Ó >∑eTì+#·+&ç.
ñ<ëVü≤s¡D≈£î
X qe+ãs¡T HÓ\˝À <ë<ë|ü⁄>± 25,000 eT+~ Á|ü»\T kÕ˝≤sY»+>¥ eT÷´õj·T+qT dü+<ä]Ù+#ês¡T.
X eTq sêh+˝À á dü+e‘·‡s¡+ mdt.mdt.dæ. |ü_¢ø˘ |üØø£å\ø£T düTe÷s¡T>± 9 \ø£å\ eT+~ $<ë´s¡Tú\T
Vü‰»s¡>∑T‘·THêïs¡T.
X $XÊK|ü≥ï+ b˛s¡Tº˝À ˇø£ HÍø£˝À s¡e÷s¡$T>± 43,500 ≥qTï\ ÇqT|ü Kì»+ ì+bÕs¡T.

eTq dü+KK´\qT 7
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 The words 'nearly', 'approximately', 'roughly' do not show the exact number of people,
students or weight. Writing the numbers to the nearest like this is considered as one kind of estimation.
Infact 25,000 may be 24,975 or 25,045. i.e. it may be a little less or more, but not exact.

Estimation is also helpful in identifying, rounding off the numbers. We usually round off the
numbers to the nearest 10's (Tens),100's (Hundreds), 1000's (Thousands), 10000's (Ten
Thousands)... etc.

A
Observe the procedure: Rounding off the numbers to the nearest tens

AN
80 81 82 83 84 85 86 87 88 89 90

X In the above numbers, the greatest number is 90, the smallest number is 80 and the middle

G
number is 85.
X

X
N
81 is nearer to 80 than 90, so 81 will be rounded off to 80.

87 is nearer to 90 than 80, so 87 will be rounded off to 90.

LA
X 85 is at equal distance from 80 and 90 but by convention it is rounded off to 90.

Rounding off the numbers to the nearest hundreds:

TE

200 210 220 230 240 250 260 270 280 290 300
T,

X In this the smallest number is 200, the greatest number is 300 and the middle number is 250.
ER

X 220 is nearer to 200 than 300, so 220 is rounded off to 200.

X 280 is nearer to 300 than 200, so it is rounded off to 300.

X What is the rounding off number for 250? Why?

SC

DO THIS
Round off these numbers as directed:

1. 48, 62, 81, 94, 27 to their nearest tens

2. 128, 275, 312, 695, 199 to their nearest hundreds.

3. 7452, 8115, 3066, 7119, 9600 to their nearest thousands.

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KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 ô|’ ñ<ëVü≤s¡D\˝À yê&çq |ü<ë\T ª<ë<ë|ü⁄μ, ªdüTe÷s¡Tμ ªs¡e÷s¡$Tμ ‘√ Á|ü»\T, $<ë´s¡TΔ\T ˝Ò<ë kÕeTÁ–ì
ˇø£ n+#·Hê dü+K´>± ‘Ó\T|ü⁄≥ »]–+~. ìC≤ìøÏ 25,000 nH˚~ 24,975 ˝Ò<ë 25,045 nsTT ñ+&Ée#·TÃqT.
nq>± Ä dü+K´ ø=+#Ó+ ‘·≈£îÿe>± ˝Ò<ë ø=+#Ó+ m≈£îÿe>± ñ+&Ée#·TÃ. K∫Ñ·+>± 25,000 ø±qedüs¡+˝Ò<äT. á
$<Ûä+>± ø=ìï dü+K´\qT yê{ÏøÏ <ä>∑Zs¡˝À>∑\ dü+K´\≈£î düe]+∫ sêj·T&É+ nH˚~ ˇø£ s¡ø£yÓTÆq n+#·Hê>±
uÛ≤$+#·e#·TÃqT.
n+#·Hê nH˚~ düe÷<ÛëHê\qT düT\uÛÑ+>± >∑T]Ô+#·&ÜìøÏ, düe]+#·&ÜìøÏ düVü‰j·T|ü&ÉT‘·T+~.
eTq+ kÕ<Ûës¡D+>± dü+K´\qT <ä>∑Zs¡>± >∑\ 10 (|ü<äT\),100 (e+<ä\),1000 (y˚\), 10000 (|ü~y˚\)

A
....... yÓTT<ä\>∑T kÕúHê\≈£î düe]+∫ n+#·Hê y˚kÕÔ+.

AN
|ü<äΔ‹ì |ü]o*+#·+&ç: dü+K´\qT düMT|ü |ü<äT\ kÕúHê\≈£î düe]+#˚ $<Ûëq+

G
80 81 82 83 84 85 86 87 88 89 90
X

X N
ô|’ dü+K´\˝À >∑]wü˜ dü+K´ 90, eT<Ûä´ dü+K´ 85, ø£ìwü˜ dü+K´ 80
81 dü+K´ 90 ø£Hêï 80 ≈£î <ä>∑Zs¡>± ø£\<äT. n+<äT#˚ 81 ≈£î |ü<äT\˝À düe]+∫q dü+K´ 80 ne⁄‘·T+~.
LA
X 87 dü+K´ 80 ø£Hêï 90 ≈£î <ä>∑Zs¡>± ø£\<äT. n+<äT#˚ 87 ≈£î |ü<äT\˝À düe]+∫q dü+K´ 90 ne⁄‘·T+~.
X 85 dü+K´ 80 q≈£î, 90 q≈£î düe÷q<ä÷s¡+˝À ñqï~ ø£<ë! ø±ì kÕ+Á|ü<ëj·T+>± eTq+ 85 qT 90 >±
TE

düe]+∫ sêkÕÔ+.
dü+K´\qT düMT|ü e+<ä\ kÕúHê\≈£î düe]+#˚ $<Ûëq+:
T,

200 210 220 230 240 250 260 270 280 290 300
X Ç+<äT˝À ø£ìwü˜ dü+K´ 200, >∑]wü˜ dü+K´ 300, eT<Ûä´ dü+K´ 250
ER

X 220 dü+K´ 300 ø£Hêï 200 ≈£î <ä>sZ∑ >¡ ± ø£\<äT. n+<äT#˚ 220 ≈£î e+<ä\˝À düe]+∫q dü+K´ 200 ne⁄‘·T+~.
X 280 dü+K´ 200 ø£Hêï 300 ≈£î <ä>∑Zs¡>± ø£\<äT. n+<äT#˚ 280 ≈£î e+<ä\˝À düe]+∫q dü+K´ 300
SC

ne⁄‘·T+~.
X eT] 250 ≈£î düe]+∫q dü+K´ @~? m+<äT≈£î?
Ç$ #˚j·T+&ç
øÏ+~ dü+K´\ dü÷∫+∫q $<Ûä+>± düe]+#·+&ç.
1. 48, 62, 81, 94, 27 \qT <ä>∑Z] |ü<äT\≈£î düe]+#·+&ç.
2. 128, 275, 312, 695, 199 \qT <ä>∑Z] e+<ä\≈£î düe]+#·+&ç.
3. 7452, 8115, 3066, 7119, 9600 \qT <ä>∑Z] y˚\≈£î düe]+#·+&ç.

eTq dü+KK´\qT 9
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 THINK, DISCUSS AND WRITE
Discuss with your friends about rounding off numbers for ten thousands place.

1.4 REVISION OF PLACE VALUE

You have already learnt how to expand a number using place value. Recall how you
expand a two digit, three digit, four digit and five digit number:
1. Expand 64 Tens Ones

A
= 6 4
= (6 × 10) + (4 × 1)

AN
= 60 + 4

2. Expand 325 Hundreds Tens Ones

G
= 3 2 5
= (3 × 100) + (2 × 10) + (5 × 1)
=
N
300 + 20 + 5
LA
3. Expand 5078 Thousands Hundreds Tens Ones
= 5 0 7 8
TE

= (5 × 1000) + (0 × 100) + (7 × 10) + (8 × 1) = 5000 + 0 + 70 + 8

= 5000 + 70 + 8
4. Expand 29500 Ten Thousands Thousands Hundreds Tens Ones
T,

= 2 9 5 0 0
ER

= (2 × 10000) + (9 × 1000) + (5 × 100) + (0 × 10) + (0 × 1)

= 20000 + 9000 + 500 + 0 + 0
= 20000 + 9000 + 500
DO THIS
SC

Now expand the numbers as given in the example:

Number Expansion Expanded form
21504 (2×10000) + (1×1000) + (5×100) 20000+1000+500+4
+ (0 × 10) + (4 × 1)
38400
77888
20050
41501
10
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 Ä˝À∫+#·+&ç, #·]Ã+#·+&ç, sêj·T+&ç
dü+K´\qT |ü~y˚\ kÕúHêìøÏ düe]+#˚ $<ÛëHêìï MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.

1.4 kÕúq$\Te\ô|’ |ü⁄q]«eTs¡Ù

ˇø£ dü+K´qT kÕúq $\Te\ Á|üø±s¡+ @ $<Ûä+>± $düÔ]+∫ sêj·Te#√à MTs¡T Ç~es¡πø H˚s¡TÃø=ì j·TTHêïs¡T.
ˇø£ÿkÕ] MTs¡T ¬s+&É+¬ø\, eT÷&É+¬ø\, Hê\Z+¬ø\, nsTT<äT n+¬ø\ dü+K´\qT m˝≤ $düÔ]+#ês√ >∑Ts¡TÔ≈£î ‘Ó#·TÃø√+&ç.
1. 64 $düÔ]+#·+&ç |ü<äT\T ˇø£≥T¢

A
64 R 6 4

AN
R (6I10) G (4I1)
R 60 G 4
2. 325 $düÔ]+#·+&ç. e+<ä\T |ü<äT\T ˇø£≥T¢

G
325 R 3 2 5

N
R (3I100) G (2I10) G (5I1)
R 300 G 20 G 5
LA
3. 5078 qT $düÔ]+#·+&ç y˚\T e+<ä\T |ü<äT\T ˇø£≥T¢
5078 R 5 0 7 8
TE

R (5I1000) G (0I100) G (7I10) G (8I1)

R 5000 G 0 G 70 G 8
R 5000 G 70 G 8
T,

4. 29,500 $düÔ]+#·+&ç |ü~y˚\T y˚\T e+<ä\T |ü<äT\T ˇø£≥T¢

29,500 R 2 9 5 0 0
ER

R (2I10,000) G (9I1000) G (5I100) G (0I10) G (0I1)

R 20,000 G 9000 G 500 G 0 G 0
R 20,000 G 9000 G 500
SC

Ç$ #˚j·T+&ç
~>∑Te |ü{Ϻø£˝Àì dü+K´\qT ñ<ëVü≤s¡D˝À #·÷|æq $<Ûä+>± $düÔ]+∫ sêj·T+&ç.
dü+K´ $düÔs¡D $düÔs¡D s¡÷|ü+
21504 (2×10000) + (1×1000) + (5×100) 20000+1000+500+4
+ (0 × 10) + (4 × 1)
38400
77888
20050
41501
eTq dü+KK´\qT 11
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 EXERCISE - 1.2
1. Round off the following numbers to the nearest tens:
i. 89 ii. 415 iii. 3951 iv. 4409

2. Round off the following numbers to the nearest hundreds:

i. 695 ii. 36152 iii. 13648 iv. 93618

3. Round off the following numbers to the nearest thousands:

A
i. 3415 ii. 70124 iii. 8765 iv. 4001

AN
4. Write the numbers in short form:
i. 3000 + 400 + 7 ii. 10000 + 2000 + 300 + 50 + 1
iii. 30000 + 500 + 20 + 5 iv. 90000 + 9000 + 900 + 90 + 9

G
5. Write the expanded form of the numbers:
i. 4348

1.5 INTRODUCTION TO LARGE NUMBERS

ii.
N
30214 iii. 22222 iv. 75025
LA
The greatest five digit number is 99,999. Now, we add 1 to it.
99,999 + 1 = 1,00,000
TE

This number is one lakh. One lakh comes after 99,999.

Now can you say how many tens are there in one lakh?
how many hundreds are there in one lakh?
T,

how many thousands are there in one lakh?

ER

Now, let us take the number 3, 15, 645. Its expanded form is :
3, 15, 645 = (3 × 100000) + (1 × 10000) + (5 × 1000) + (6 × 100) + (4 × 10) + (5 × 1)
= 300000 + 10000 + 5000 + 600 + 40 + 5
SC

Observe the table.

3 1 5 6 4 5
Lakhs Ten thousands Thousands Hundreds Tens Ones

This number has 5 in ones place, 4 in tens place, 6 in hundreds place, 5 in thousands place,
1 in ten thousands place and 3 at lakhs place. Now we read the number as three lakh fifteen
thousand six hundred and forty five.

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 nuÛ≤´dü+ ` 1.2
1. øÏ+~ dü+K´\qT <ä>∑Zs¡ |ü<äT\≈£î düe]+∫ sêj·T+&ç.
i) 89 ii) 415 iii) 3951 iv) 4409
2. øÏ+~ dü+K´\qT <ä>∑Zs¡ e+<ä\≈£î düe]+∫ sêj·T+&ç.
i) 695 ii) 36,152 iii) 13,648 iv) 93,618
3. øÏ+~ dü+K´\qT <ä>∑Zs¡ y˚\≈£î düe]+∫ sêj·T+&ç.
i) 3415 ii) 70124 iii) 8765 iv) 4001

A
4. øÏ+~ dü+K´\qT dü+øÏå|üÔ s¡÷|ü+˝À sêj·T+&ç.

AN
i) 3000 G 400 G 7 ii) 10,000 G 2000 G 300 G 50 G 1
iii) 30,000 G 500 G 20 G 5 iv) 90,000 G 9000 G 900 G 90 G 9
5. øÏ+~ dü+K´\qT $düÔs¡D s¡÷|ü+˝À sêj·T+&ç.

G
i) 4348 ii) 30214 iii) 22222 iv) 75025

1.5 ô|<ä› dü+K´\ |ü]#·j·T+

nsTT<äT n+¬ø\ n‹ ô|<ä›dü+K´ R 99,999 N
LA
BìøÏ 1 ø£*|æ‘˚ 99,999 G 1 R 1,00,000 edüTÔ+~.
á dü+K´qT ˇø£ \ø£å n+{≤s¡T. n+fÒ 99,999 ‘·sê«‘· yÓ+≥H˚ e#˚à dü+K´ ˇø£ \ø£å nqïe÷≥
TE

nq>± 1,00,000. Ç|ü⁄Œ&ÉT MTs¡T #Ó|üŒ>∑\sê?

ˇø£ \ø£å˝À mìï |ü<äT\T ñHêïsTT?
ˇø£ \ø£å˝À mìï e+<ä\T ñHêïsTT?
T,

ˇø£ \ø£å˝À mìï y˚\T ñHêïsTT?

ER

Ç|ü⁄Œ&ÉT Äs¡T n+¬ø\ dü+K´qT $düÔs¡D s¡÷|ü+˝À m˝≤ sêkÕÔs√ #·÷<ë›+.

ñ<ëVü≤s¡D≈£î 3,15,645 rdüTø√+&ç. <ëì $düÔs¡D s¡÷|ü+
3,15,645 R (3I1,00,000) G (1I10,000) G (5I1000) G (6I100) G (4I10) G (5I1)
SC

R 3,00,000 G 10,000 G 5000 G 600 G 40 G 5

|ü{Ϻø£ |ü]o*+#·+&ç.
\ø£å\T |ü~y˚\T y˚\T e+<ä\T |ü<äT\T ˇø£≥T¢
3 1 5 6 4 5
á dü+K´≈£î ˇø£≥¢ kÕúq+˝À ª5μ, |ü<äT\ kÕúq+˝À ª4μ, e+<ä\ kÕúq+˝À ª6μ, y˚\kÕúq+˝À ª5μ, |ü~y˚\
kÕúq+˝À ª1μ, \ø£å\ kÕúq+˝À ª3μ ñHêïj·Tì >∑eTì+#·e#·TÃ. Ç|ü⁄Œ&ÉT eTq+ á dü+K´qT eT÷&ÉT\ø£å\ |ü~ùV≤qT y˚\
Äs¡Te+<ä\ q\uÛ…’ nsTT<äT nì #·<äTe⁄‘êeTT.
eTq dü+KK´\qT 13
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 NOWING‘ÓOUR
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î+<ë+!
 Read and expand the numbers as shown below.
Number Expanded form Read as
5,00,000 5 × 100000 Five lakh
4,50,000 4 × 100000 + 5 × 10000 Four lakh fifty thousand
4,57,000
3,05,400

A
3,09,390
2,00,035

AN
Write a few more 6 digit numbers and ask your friend to read and expand them.
What number would you get if all digits are 9s in a 6-digit number?

G
Can you call it the greatest 6-digit number? Why?
Now if we add '1' to this number, what would we get?
9,99,999 + 1 = 10,00,000
It is called ten lakh.
N
LA
Is it the smallest 7-digit number?
So now observe the following pattern and complete it.
TE

9+1 = 10
99 + 1 = 100
999 + 1 = 1000
T,

9999 + 1 = ....................................
99999 + 1 = ....................................
ER

999999 + 1 = ....................................
9999999 + 1 = 1,00,00,000
Add one more to the greatest 7-digit number. You get the smallest 8-digit number which is
SC

called one crore.

How will you get the greatest 8 digit number?
We come across large numbers in many different situations. For example, area of our
country is 32, 87, 263 square km., population of our state 8,46,65,533. Similarly cost of school
building, agricultural production, distance between the planets, multiplication of 3 digit numbers
with 3 or more digit numbers, we obtain large numbers.
By learning these large numbers, do you think Uma can understand the numbers taught by
her teacher in the classroom?
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 øÏ+~ |ü{Ϻø£˝À Ç∫Ãq dü+K´\qT #·~$ ñ<ëVü≤s¡D˝À #·÷|æq $<Ûä+>± $düÔs¡D s¡÷|ü+˝À sêj·T+&ç.
dü+K´ $düÔs¡D s¡÷|ü+ #·~y˚ $<Ûëq+
5,00,000 5I1,00,000 nsTT<äT \ø£å\T
4,50,000 4I1,00,000 G 5I10,000 Hê\T>∑T \ø£å\ j·÷uÛ…’y˚\T
4,57,000
3,05,400

A
3,09,390
2,00,035

AN
eT]ø=ìï 6 n+¬ø\ dü+K´\qT sêj·T+&ç. MT ùdïVæ≤‘·T&çì #·~$, $düÔ]+#·eTq+&ç. Äs¡T n+¬ø\ dü+K´˝À
nìï n+¬ø\T ª9μ \T nsTT‘˚ m≥Te+{Ï dü+K´ edüTÔ+~? Bìì Äs¡T n+¬ø\ dü+K´\˝À n‹ô|<ä› dü+K´ nqe#êÃ?
m+<äT≈£î? n‹ô|<ä› Äs¡T n+¬ø\ dü+K´≈£î ª1μ ø£\|ü+&ç. @ dü+K´ edüTÔ+<√ #·÷&É+&ç?

G
9,99,999 G 1 R 10,00,000 Bìì ª|ü~\ø£å\Tμ n+{≤s¡T.
Bìì 7 n+¬ø\ dü+K´\˝À n‹∫qï dü+K´ nqe#êÃ?
N
Ç|ü⁄Œ&ÉT ÁøÏ+~ ‘Ó*Œq dü+K´\ neT]ø£qT |ü]o*+∫ |üP]Ô #˚j·T+&ç
LA
9 G 1 R 10
99 G 1 R 100
TE

999 G 1 R 1000
9999 G 1 R .........................................
99999 G 1 R .........................................
T,

999999 G 1 R .........................................
9999999 G 1 R 1,00,00,000
ER

@&ÉT n+¬ø\ n‹ô|<ä› dü+K´≈£î ª1μ ø£*|æ‘˚ mì$T~ n+¬ø\ dü+K´\˝À n‹∫qï dü+K´ @s¡Œ&ç+<äì
>∑eTì+#·e#·TÃ. á dü+K´H˚ ˇø£ ø√{Ï n+{≤s¡T.
SC

mì$T~ n+¬ø\ n‹ ô|<ä›dü+K´ m˝≤ edüTÔ+<√ #Ó|üŒ>∑\sê?

eTq≈£î nH˚ø£ dü+<äsꓤ\˝À n‹ô|<ä› dü+K´\ Á|ükÕÔeq edüT+Ô ~. ñ<ëVü≤s¡D≈£î eTq <˚X¯ $d”sÔ +í¡ 32,87,263
#·<äs¡|ü⁄ øÏ˝ÀMT≥s¡T¢, eTqsêÁwüº »HêuÛ≤ 8,46,65,533. n<˚ $<Ûä+>± bÕsƒ¡XÊ\ uÛÑeq ìsêàD+q≈£î nj˚T´ e´j·T+,
e´ekÕj·T ñ‘êŒ<äq, Á>∑Vü‰\ eT<Ûä´<ä÷s¡+, eT÷&É+¬ø\ dü+K´qT eTs=ø£ eT÷&É+¬ø\T ˝Ò<ë @<Ó’Hê ô|<ä› dü+K´‘√
>∑TDÏ+∫q|ü⁄&ÉT ô|<ä› dü+K´\T ekÕÔsTT.
Ç≥Te+{Ï ô|<ä›dü+K´\ >∑T]+∫ ‘Ó\T‡≈£îHêïø£ ñeT≈£î ‘·s¡>∑‹ >∑~˝À ñbÕ<Ûë´j·TT&ÉT #Ó|æŒq dü+K´\T
ns¡úeTj·÷´j·Tì MTs¡T uÛ≤$düTÔHêïsê?

eTq dü+KK´\qT 15
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 NOWING‘ÓOUR
\TdüNT≈£UMBERS
î+<ë+!
 TRY THESE
1. Give any five examples using daily life situations where the number of things counted
would be more than 6-digits.
2. Write the smallest and greatest of all two digit, three digit, four digit, five digit,
six digit, seven digit, eight digit numbers.

1.5.1 Place value of larger numbers

Read the following numbers:

A
a) 25240 b) 130407 c) 4504155 d) 12200320

AN
Was it difficult to read? Did you find it difficult to read the number in crores, lakhs and
thousands? Now read the following numbers.
a) 25,240 b) 1,30,407 c) 45,04,155 d) 1,22,00,320

G
Is it comparitively easier, than above numbers ?
Use of 'comma' helps us in reading and writing of large numbers.
N
There are some indicators useful in writing the expansion of numbers. For example, Radha
LA
is expanding a number. She identifies the digits in ones place, tens place and hundreds place in 367
by writing them under O, T and H as shown the table.

H T O Expansion
TE

3 6 7 3 × 100 + 6 × 10 + 7 × 1

Similarly for 1,729,

Th H T O Expansion
T,

1 7 2 9 1 × 1000 + 7 × 100 + 2 × 10 + 9 × 1
ER

One can extend this idea to numbers upto lakhs and crores as shown in the following table:

Places Crores Lakhs Thousands

Ten Crores Crores Ten Lakhs Ten Thou- Hund- Tens Ones
(T. Cr) (Cr) Lakhs (La) Thou- sands reds
SC

(T. La) sands

(T.Th.) (Th.) (H) (T) (O)

Number 10,00,00,000 1,00,00,000 10,00,000 1,00,000 10,000 1,000 100 10 1

No. of
Digits 9 8 7 6 5 4 3 2 1

1 crore = 100 lakhs 1 lakh = 100 thousands

= 10,000 thousands = 1000 hundreds

16
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
1. MTs¡T ì‘·´J$‘· dü+<äsꓤ\˝À, Äs¡T n+¬ø\ dü+K´\ ø£Hêï ô|<ä›yÓ’q dü+K´\T yê&˚ @yÓ’Hê nsTT<äT
ñ<ëVü≤s¡D\qT ù|s=ÿq+&ç.
2. ¬s+&ÉT n+¬ø\T, eT÷&ÉT n+¬ø\T, Hê\TZ n+¬ø\T, nsTT<äT n+¬ø\T, Äs¡T n+¬ø\T, @&ÉT n+¬ø\T,
eT]j·TT mì$T~ n+¬ø\T >∑\ dü+K´˝˝À n‹∫qï, n‹ô|<ä› dü+K´\T sêj·T+&ç.

1.5.1 ô|<ä›dü+K´\ kÕúq $\Te\T

A
ÁøÏ+~ dü+K´\qT #·<äe+&ç.

AN
m) 25240 _) 130407 dæ) 4504155 &ç) 12200320
#·<äe&É+ ø£wüº+>± ñ+<ë? ø√≥T¢, \ø£å\T eT]j·TT y˚\˝À¢ ñqï dü+K´\qT #·<äe&É+ MT≈£î ø£wüº+>± ñ+<ë?

G
Ç|ü⁄&ÉT ÁøÏ+~ dü+K´\qT #·<äe+&ç.
m) 25,240 _) 1,30,407 dæ) 45,04,155 &ç) 1,22,00,320
N
ø±e÷ ( , ) \T ô|{Ϻ M{Ïì #·<äe&É+ düT\uÛÑ+>± ñ+~ ø£<ë!
LA
ø±e÷\qT ñ|üjÓ÷–ùdÔ ô|<ä› dü+K´\qT #·<äe&É+, sêj·T&É+ düT\uÛÑeTÚ‘·T+~.
dü+K´\qT $düÔ]+∫ sêj·T&ÜìøÏ ø=ìï dü÷∫ø£\T ñ|üjÓ÷>∑|ü&É‘êsTT. ñ<ëVü≤s¡D≈£î sê<Ûä ˇø£ dü+K´qT
TE

$düÔ]+∫ sêk˛Ô+~. ÄyÓT 367 nH˚ dü+K´˝Àì ˇø£≥¢ kÕúq+, |ü<äT\ kÕúq+, e+<ä\ kÕúHê\˝À >∑\ n+¬ø\qT
>∑T]Ô+∫, |ü{Ϻø£˝À #·÷|æq≥T¢ yê{Ïì O, T eT]j·TT H ÁøÏ+<ä sêdüTÔqï~.

H T O $düÔs¡D
T,

3 6 7 3I100 G 6I10 G 7I1

ER

n<˚ $<Ûä+>± eTs=ø£ dü+K´ 1729 qT m˝≤ #·÷|æ+<√ |ü]o*+#·+&ç.

Th H T O
$düÔs¡D
1 7 2 9 1I1000 G 7I100 G 2I10 G 9I1
SC

á $<Ûä+>± á dü÷∫ø£\qT ô|<ä›dü+K´˝…’q \ø£å\T, ø√≥¢≈£î @ $<Ûä+>± ñ|üjÓ÷–+#·e#√à |ü{Ϻø£ #·÷ùdÔ

‘Ó\TdüTÔ+~.
ø√≥T¢ \ø£\å T y˚\T e+<ä\T |ü<Tä \T ˇø£≥T¢
kÕúHê\T
|ü~ø√≥T¢ ø√≥T¢ |ü~ \ø£å\T \ø£\å T |ü~y˚\T y˚\T
dü+K´ 10,00,00,000 1,00,00,000 10,00,000 1,00,000 10,000 1,000 100 10 1

n+¬ø\ dü+K´ 9 8 7 6 5 4 3 2 1

1 ø√{Ï R 100 \ø£å\T 1 \ø£å R 100 y˚\T

R 10,000 y˚\T R 1000 e+<ä\T
eTq dü+KK´\qT 17
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 NOWING‘ÓOUR
\TdüNT≈£UMBERS
î+<ë+!
Now let us write the large numbers using the place value chart and read the number as given
below:
Number T.Cr. Cr. T.La La T.Th. Th. H T O Read as
41430495 - 4 1 4 3 0 4 9 5 Four crore fourteen lakh
thirty thousand four
hundred ninety five
304512031
241800240

A
69697100

AN
100091409

Think of five more large numbers and write them. Can you write the expanded form of
these numbers as shown below?

G
Expansion of 12735045
1,27,35,045
N
= 1 × 1,00,00,000 + 2 × 10,00,000 + 7 × 1,000,00 + 3 × 10,000 + 5 ×
1,000 + 0 × 100 + 4 × 10 + 5 × 1
LA
DO THIS
TE

Expand the numbers using commas.

i. 999999999 ii. 34530678 iii. 510010051
T,

1.5.2 Usage of commas

In our Indian system of numeration we use ones, tens, hundreds, thousands, lakhs and
ER

crores. Commas are used to mark thousands, lakhs and crores. The first comma comes after
hundred place (i.e. three digits from the right) and marks thousands 74517,500. The second
comma comes two digits later (i.e. five digits from the right) 745,17,500. It comes after ten thousands
place and marks lakh. The third comma comes after another two digits. (i.e. seven digits from the
SC

right) 7,45,17,500. It comes after ten lakhs place and marks crore. Commas help us in reading
and writing large numbers easily.
For example, Seven crore forty five lakh seventeen thousand and five hundred can be
written as,
7, 45, 17, 500.
Similarly we can easily read this number which is separated by commas as 45,30,14,252
(Forty five crore thirty lakh fourteen thousand two hundred fifty two).

18
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 eTq+ Ç|ü⁄Œ&ÉT ô|<ä› dü+K´\qT kÕúq$\Te\ |ü{Ϻø£ Á|üø±s¡+ sêdæ ÁøÏ+<ä #·÷|æq $<Ûä+>± #·<äe+&ç.
|ü~ |ü~ \ø£\å T |ü~ y˚\T e+<ä\T |ü<Tä \T ˇø£≥T¢ #·~y˚ $<Ûëq+
dü+K´ ø√≥T¢ y˚\T
ø√≥T¢ \ø£\å T
41430495 - 4 1 4 3 0 4 9 5
Hê\T>∑T ø√≥¢ |ü<ëï\T>∑T \ø£å\ eTTô|’Œ¤
y˚\ Hê\T>∑T e+<ä\ ‘=+uÛ…’ nsTT<äT

304512031

241800240

A
69697100
100091409

AN
˙≈£î ‘√∫q 5 ô|<ä› dü+K´˝qT, kÕúq $\Te\ dü÷∫ø£\‘√ sêdæ, yê{Ïì #·<äe+&ç.
Ç|ü⁄Œ&ÉT ô|<ä› dü+K´\ $düÔs¡D s¡÷|ü+ sêj·T>∑\sê?

G
ñ<ë : 12735045 dü+K´qT $düÔ]+#·+&ç.
1,27,35,045 = 1 × 1,00,00,000 + 2 × 10,00,000 + 7 × 1,000,00 + 3 × 10,000 + 5 ×
N
1,000 + 0 × 100 + 4 × 10 + 5 × 1
LA
Ç$ #˚j·T+&ç
øÏ+~ dü+K´\qT ø±e÷\‘√ sêdæ, $düÔ]+#·+&ç.
TE

i. 999999999 ii. 34530678 iii. 510010051

1.5.2 $sêeT ∫Vü‰ï\ (ø±e÷\) yê&ÉTø£

T,

Væ≤+<ä÷ dü+U≤´e÷q |ü<äΔ‹˝À eTq+ ˇø£≥T¢, |ü<äT\T, e+<ä\T, y˚\T, \ø£å\T, ø√≥T¢ e+{Ï kÕúHê\qT
sêkÕÔ+. y˚\qT, \ø£å\qT, ø√≥¢qT #·<äe&É+˝À ø±e÷\T ñ|üjÓ÷–kÕÔ+. yÓTT<ä{Ï ø±e÷qT e+<ä\ kÕúq+ ‘·sê«‘·
ER

(n+fÒ ≈£î&çyÓ’|ü⁄ qT+&ç eT÷&É+¬ø\ ‘·sê«‘·) sêdæ eTT+<äT dü+K´ n+‘ê ªy˚\Tμ nì >∑T]ÔkÕÔ+ 74517,500. ¬s+&Ée
ø±e÷qT eT] ¬s+&ÉT n+¬ø\ ‘·sê«‘· n+fÒ |ü~y˚\ kÕúq+ ‘·sê«‘· (n+fÒ ≈£î&çyÓ’|ü⁄ qT+&ç nsTT<äT n+¬ø\ ‘·sê«‘·)
sêdæ eTT+<äT dü+K´ n+‘ê ª\ø£å\Tμ nì >∑T]ÔkÕÔ+ 745,17,500. eT÷&Ée ø±e÷qT ‹]– eT] ¬s+&ÉT n+¬ø\ ‘·sê«‘·
SC

n+fÒ |ü~ \ø£å\ kÕúq+ ‘·sê«‘· (n+fÒ ≈£î&çyÓ’|ü⁄ qT+&ç @&ÉT n+¬ø\ ‘·sê«‘·) sêdæ eTT+<äT $T–*q dü+K´ n+‘ê
ªø√≥T¢μ nì >∑T]ÔkÕÔ+ 7,45,17,500. ø±e÷\T ô|<ä›dü+K´\qT kÕúHê\ Á|üø±s¡+ #·<äe&ÜìøÏ, sêj·T&ÜìøÏ ñ
|üj÷Ó >∑|&ü ‘É êsTT.
ñ<ë : @&ÉT ø√≥¢ q\uÛ…’ nsTT<äT \ø£å\ |ü~ùV≤&ÉTy˚\ nsTT<äT e+<ä\T. dü+K´qT ø±e÷\‘√ m˝≤ sêkÕÔyÓ÷
>∑eTì+#·+&ç.
7, 45, 17, 500
Ç<˚ $<Ûä+>± ø±e÷\‘√ $uÛÑõ+|üã&çq ô|<ä›dü+K´ 45,30,14,252 qT düT\uÛÑ+>± q\uÛ…’ nsTT<äTø√≥¢
eTTô|’Œ¤\ø£å\ |ü<ëï\T>∑T y˚\ ¬s+&ÉTe+<ä\ j·÷uÛ…’ ¬s+&ÉT nì düT\uÛÑ+>± #·<äTee#·TÃ.
eTq dü+KK´\qT 19
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 NOWING‘ÓOUR
\TdüNT≈£UMBERS
î+<ë+!
 DO THIS
Read these numbers and write in words.
a) 5,06,45,075 b) 12,36,99,140 c) 2,50,00,350

EXERCISE - 1.3
1. Write the numbers using commas according to place values.
i) 11245670 ii) 22402151

A
iii) 30608712 iv) 190308020
2. Write the numbers in words.

AN
i) 34,025 ii) 7,09,115
iii) 47,60,00,317 iv) 6,18,07,000
3. Write the number in figures.

G
i) Four lakh fifty seven thousand four hundred.
ii) Sixty lakh two thousand and seven hundred seventy five.
iii) N
Two crore fifty lakh forty thousand three hundred and three.
LA
iv) Sixty crore sixty lakh sixty thousand six hundred.
4. Write the numbers in expanded form.
i) 6,40,156 ii) 63,20,500
TE

iii) 1,25,30,275 iv) 75,80,19,202

5. Write the following numbers in short form (standard notation):
i) 50,00,000 + 4,00,000 + 20,000 + 8,000 + 500 + 20 + 4
ii) 6,00,00,000 + 40,00,000 + 3,00,000 + 20,000 + 500 + 1
T,

iii) 3,00,00,000 + 3,00,000 + 7,000 + 800 + 80 + 1

iv) 7,00,00,000 + 70,00,000 + 7000 + 70.
ER

6. Which is larger between each of these two? Use greater than symbol (>) and write.
i) 4,67,612 or 18,71,964 ii) 14,35,10,300 or 14,25,10,300
7. Which is smaller between each of these two? Use less than symbol (<) and write.
SC

i) 2,00,015 or 99,999 ii) 13,50,050 or 13,49,785

8. Write any ten numbers with digits 5 in crores place, 2 in lakhs place, 1 in ten thousands
place, 6 in tens place and 3 in ones place. (keep any digits in the remaining places)
1.6 INTERNATIONAL SYSTEM OF NUMERATION
The numbers in which we read and write in our country are different from that of many
other countries. We use lakhs for 6-digit number, ten lakhs for 7-digit numbers and then crores and
ten crores etc. In the International system of numeration, we use ones, tens, hundreds, thousands
and then millions.
20
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 Ç$ #˚j·T+&ç
øÏ+~ dü+K´\qT #·~$ nø£åsê\˝À sêj·T+&ç.
m) 5,06,45,075 _) 12,36,99,140 dæ) 2,50,00,350
nuÛ≤´dü+ ` 1.3
1. øÏ+~ dü+K´\qT kÕúq $\Te\ Ä<Ûës¡+>± ø±e÷\T ô|{Ϻ sêj·T+&ç.
i) 11245670 ii) 22402151 iii) 30608712 iv) 190308020

A
2. øÏ+~ dü+K´\qT nø£åsê\˝À sêj·T+&ç.
i) 34,025 ii) 7,09,115 iii) 47,60,00,317 iv) 6,18,07,000

AN
3. øÏ+~ yê{Ïì n+¬ø\˝À sêj·T+&ç.
i) Hê\T>∑T \ø£å\ j·÷uÛ…’ @&ÉT y˚\ Hê\T>∑T e+<ä\T

G
ii) ns¡yÓ’ \ø£å\ ¬s+&ÉTy˚\ @&ÉT e+<ä\ &Óu…“¤Ì◊<äT
iii) ¬s+&ÉT ø√≥¢ j·÷uÛ…’ \ø£å\ q\uÛ…’ y˚\ eT÷&ÉT e+<ä\ eT÷&ÉT
iv)
N
ns¡yÓ’ ø√≥¢ ns¡yÓ’ \ø£å\ ns¡yÓ’ y˚\ Äs¡T e+<ä\T
LA
4. øÏ+~ dü+K´\qT $düÔs¡D s¡÷|ü+˝À sêj·T+&ç.
i) 6,40,156 ii) 63,20,500 iii) 1,25,30,275 iv) 75,80,19,202
5. øÏ+~ dü+K´\ $düÔs¡D≈£î dü+øÏå|üÔ s¡÷|ü+ sêj·T+&ç.
TE

i) 50,00,000 G 4,00,000 G 20,000 G 8,000 G 500 G 20 G 4

ii) 6,00,00,000 G 40,00,000 G 3,00,000 G 20,000 G 500 G 1
iii) 3,00,00,000 G 3,00,000 G 7,000 G 800 G 80 G 1
T,

iv) 7,00,00,000 G 70,00,000 G 7000 G 70

6. øÏ+~ ¬s+&ÉT dü+K´\˝À @~ ô|<ä›~? '>' >∑Ts¡TÔqT ñ|üjÓ÷–+∫ sêj·T+&ç.
ER

i) 4,67,612 ˝Ò<ë 18,71.964 ii) 14,35,10,300 ˝Ò<ë 14,25,10,300

7. øÏ+~ ¬s+&ÉT dü+K´\˝À @~ ∫qï~? '<' >∑Ts¡TÔqT ñ|üjÓ÷–+∫ sêj·T+&ç.
i) 2,00,015 ˝Ò<ë 99,999 ii) 13,50,050 ˝Ò<ë 13,49,785
SC

8. ø√≥¢ kÕúq+˝À ª5μ, \ø£å\ kÕúq+˝À ª2μ, |ü~y˚\ kÕúq+˝À ª1μ, |ü<äT\ kÕúq+˝À ª6μ, ˇø£≥¢ kÕúq+˝À ª3μ
n+¬ø\qT ñ+∫ @yÓ’Hê 10 dü+K´\qT sêj·T+&ç. ($T–*q kÕúHê˝À¢ @yÓ’Hê n+¬ø\T ñ+#·e#·TÃ)
1.6 n+‘·sê®rj·T dü+U≤´e÷q+ (Ä+>∑¢ dü+U≤´e÷q+)
eTq+ dü+K´\qT #·~y˚ $<Ûëq+, sêùd $<Ûëq+ Á|ü|ü+#· <˚XÊ\≈£î _Ûqï+>± ñ+~. eTq+ 6 n+¬ø\T>∑\
dü+K´qT ª\ø£å\Tμ >±q÷, 7 n+¬ø\ dü+K´qT ª|ü~\ø£å\μ˝Àq÷ n<˚ $<Ûä+>± ø√≥T¢, |ü~ ø√≥T¢ nì ‘·sê«‘· dü+K´\qT
#·<äTe⁄‘ê+. ø±ì n+‘·sê®rj·T dü+U≤´e÷q |ü<äΔ‹˝À ˇø£≥T¢, |ü<äT\T, e+<ä\T, y˚\T, |ü~y˚\T, e+<äy˚\T, ‘·sê«‘·
ª$T*j·TqT¢μ nì #·<äTe⁄‘ês¡T.
eTq dü+KK´\qT 21
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 NOWING‘ÓOUR
\TdüNT≈£UMBERS
î+<ë+!
 One million is a thousand thousands or ten lakhs. Commas are used to mark thousands
and millions. Comma comes after every three digits from the right.
Suppose the number is 45690255
Indian system of numeration International system of numeration
4,56,90,255 45,690,255
Four crore fifty six lakhs ninety Forty five million six hundred ninety
thousand two hundred and fifty five. thousand two hundred fifty five.

A
Have you noticed that there is no change of numeration upto hundreds place?
What else have you observed?

AN
Let us compare the places in both the systems for better understanding:
Indian H.Cr. T.Cr. Cr. T.La La Ten Thou- Hund. Tens Ones
System Th. sand

G
International Billion Hund. Ten Million Hun. Ten Thous. Hund Tens Ones
System Million Million Th. Th.

N
From the above table, the relation between these systems can be understood as follows:
LA
10 lakhs = 1 million
1 crore = 10 million
TE

10 crore = 100 million

100 crore = 1 billion

EXERCISE - 1.4
T,

1. Write the numbers using commas according to International system of numeration.

i. 97645315 ii. 20048421
ER

iii. 476356 iv. 9490026834

2. Collect the mobile numbers of your friends and other family members. Write them using
commas and read them in International system.
SC

3. Write the numbers in words in both Indian and International system:

i. 123115027 ii. 89643092
4. Read the number carefully and answer the following:
302,179,468
i. The digit in millions place
ii. The digit in hundreds place
iii. The digit in ten millions place
iv. How many millions are there in the number?
22
KNOWING OUR NUMBERS Free distribution of Govt. of Telangana 2022-23
 ˇø£ $T*j·THé n+fÒ y˚sTT y˚\T ˝Ò<ë ª|ü~\ø£å\≈£îμ düe÷q+. ≈£î&ç qT+&ç nq>± ˇø£≥¢ kÕúq+‘√ yÓTT<ä*&ç
Á|ü‹ eT÷&ÉT kÕúHê\ ‘·sê«‘· ø±e÷\T ekÕÔsTT.
ñ<ëVü≤s¡D≈£î ˇø£ dü+K´qT |ü]o*<ë›+. 45690255
Væ≤+<ä÷ dü+U≤´e÷q+ n+‘·sê®rj·T dü+U≤´e÷q+
4,56,90,255 45,690,255
Hê\T>∑Tø√≥¢ j·÷uÛ…’ Äs¡T \ø£å\ ‘=+uÛ…’ y˚\ q\uÛ…’ ◊<äT $T*j·Tq¢ Äs¡T e+<ä\ ‘=+uÛ…’ y˚\
¬s+&ÉTe+<ä\ j·÷uÛ…’ nsTT<äT ¬s+&ÉTe+<ä\ j·÷uÛ…’ nsTT<äT

A
¬s+&ÉT dü+U≤´e÷q |ü<äΔ‘·T˝˝À e+<ä\ kÕúq+ es¡≈£î m≥Te+{Ï ‘˚&Ü ˝Ò<äì MTs¡T >∑eTì+#˚ ñ+{≤s¡T. MTs¡T

AN
|ü]o*+∫q Ç‘·s¡ n+XÊ\T #Ó|üŒ+&ç.
eTq+ Ç|ü⁄Œ&ÉT ˇø£kÕ] ¬s+&ÉT dü+U≤´e÷q |ü<äΔ‘·T\˝À kÕúHê\qT b˛\T<ë›+.
Væ≤+<ä÷ e+<ä |ü~ |ü~ |ü~

G
ø√≥T¢ \ø£\å T y˚\T e+<ä\T |ü<Tä \T ˇø£≥T¢
dü+U≤´e÷q+ ø√≥T¢ ø√≥T¢ \ø£\å T y˚\T

n+‘·sê®rj·T
dü+U≤´e÷q+
e+<ä |ü~
N e+<ä
_*j·THé $T*j·TqT¢ $T*j·TqT¢ $T*j·THé y˚\T
|ü~
y˚\T
y˚\T e+<ä\T |ü<Tä \T ˇø£≥T¢
LA
ô|’ |ü{Ϻø£ Ä<Ûës¡+>±, eTq+ á dü+U≤´e÷Hê\ eT<Ûä´ ø=ìï dü+ã+<Ûë\qT ÁøÏ+~ $<Ûä+>± ns¡ú+ #˚düTø√e#·TÃ.
10 \ø£å\T R 1 $T*j·THé
1 ø√{Ï R 10 $T*j·TqT¢
TE

10 ø√≥T¢ R 100 $T*j·TqT¢

100 ø√≥T¢ R 1 _*j·THé
nuÛ≤´dü+ ` 1.4
T,

1. øÏ+~ dü+K´\qT n+‘·sê®rj·T dü+U≤´e÷q |ü<ä∆‹˝À ø±e÷\T ñ|üjÓ÷–+∫ sêj·T+&ç.

i. 97645315 ii. 20048421
ER

iii. 476356 iv. 9490026834

2. MT ùdïVæ≤‘·T\, ≈£î≥T+ãdüuÛÑT´\ yÓTTu…’˝Ÿ bò˛Hé HÓ+ãs¡T¢ ùdø£] +#·TeTT. yê{Ïì ø±e÷\‘√ $uÛÑõ+∫
Ä+>∑¢dü+U≤´e÷q+ Á|üø±s¡+ ø±e÷\T ñ|üjÓ÷–+∫ sêdæ, #·<äe+&ç.
SC

3. øÏ+~ dü+K´qT Væ≤+<ä÷ dü+U≤´e÷q+˝Àq÷, Ä+>∑¢ dü+U≤´e÷q+˝Àq÷ nø£åsê\˝À sêj·T+&ç.

i. 123115027 ii. 89643092
4. øÏ+~ dü+K´qT #·~$, Á|üX¯ï\≈£î »yê_e«+&ç.
302,179,468
i. ª$T*j·Tq¢μ kÕúq+˝À >∑\ n+¬ø
ii. ªe+<ä\ kÕúq+μ˝À >∑\ n+¬ø
iii. ª|ü~ $T*j·TqT¢μ kÕúq+˝À >∑\ n+¬ø
iv. dü+K´˝À mìï $T*j·TqT¢ ñHêïsTT?
eTq dü+KK´\qT 23
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1.7 LARGE NUMBERS USED IN DAILY LIFE SITUATIONS
We know that we use meter (m) as unit of length, kilogram (kg) as a unit of weight and litre
(l) as a unit of volume and second (s) as a unit of time.
For example, in the case of length or distance, we use centimeter for measuring the length
of a pencil as it is small, meter for measuring length of a saree and kilometer(km) for measuring
distance between two places. But for measuing the thickness of a paper, even centimeter is too
big. So we use millimeter (mm) in this case.
Since there is a relationship between all of them we need to know about this conversion

A
and convenient usage.
10 millimeters = 1 centimeter

AN
100 centimeters = 1 meter
1000 meters = 1 kilometer

How would you calculate the number of millimeters in 1 kilometer?

G
1 km = 1000m
= 1000 × 100 cm
N
= 1000 × 100 × 10 mm
LA
= 10,00,000 mm
In the same way we buy rice or wheat in kilograms. But items like spices, chillipowder,
TE

haldi etc. which we do not need in large quantities, are bought in grams (g).
1000 g. = 1 kg
Can you calculate the number of milli grams in 1 kg?
A bucket normally holds 20 litres of water. But some times we need a smaller unit, the
T,

milliliters. A bottle of hairoil, painting colour lables in milliliters (ml) and oil tankers, water in reserviours
are marked with kiloliteres (kl)
ER

1000 litres = 1 kilo litre

How many milli litres will make 1 killo litre?
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TRY THESE
1. Name four important towns in your district. Note the distance between
them in km. Express these in centimeters and millimeters.
2. Can you tell where we use milligrams?
3. A box contains 1,00,000 tablets (medicine) each weighing 20 mg. What
is the weight of all the tablets in the box in both grams and kilograms?
4. A petrol tanker contains 20,000 litres of petrol. Express the quantity of
petrol in kilolitres and millilitres.
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1.7 ì‘·´J$‘· dü+<äsꓤ\˝À ô|<ä› dü+K´\ yê&ÉTø£
bı&Ée⁄≈£î Á|üe÷D+>± ªªMT≥s¡Tμμ (m), ãs¡Te⁄≈£î Á|üe÷D+ ªªøÏ˝ÀÁ>±eTTμμ (kg), Á<äyê\ |ü]e÷D≤ìøÏ
Á|üe÷D+ ªª©≥s¡Tμμ (l) eT]j·TT ø±˝≤ìøÏ Á|üe÷D+>± ôdø£+&ÉT (s) yê&ÉT‘·THêïeTH˚ $wüj·T+ MT≈£î ‘Ó*dæq<˚.
ñ<ëVü≤s¡D≈£î eTq+ ô|ì‡˝Ÿ bı&Ée⁄qT ªªôd+{°MT≥s¡¢μμ ˝Àq÷, ã≥ºbı&Ée⁄qT MT≥s¡¢ ˝Àq÷ ø=\TkÕÔ+.
n<˚$<Û+ä >± s¬ +&ÉT Á|ü<X˚ Ê\ eT<Û´ä <ä÷sêìï øÏ˝ÀMT≥s¡˝¢ À dü÷∫kÕÔ+. ø±ì ø±–‘·+ eT+<ëìï ø=*#˚≥|ü⁄Œ&ÉT ôd+{°MT≥s¡T
Á|üe÷D+ ô|<ä›<äe⁄‘·T+<äì >∑eTì+#·e#·TÃ. á dü+<äs¡“¤+˝À eTq+ $T©¢ MT≥s¡T¢ (mm) yê&É‘ê+.
á Á|üe÷D≤\ìï+{ÏøÏ eT<Ûä´ dü+ã+<Ûä+ ø£\<äT. ø£qTø£ eTq+ M{Ïì ˇø£<ëì qT+&ç eTs=ø£ <ëìøÏ e÷]Œ&ç

A
#˚j·T&ÜìøÏ, nqT≈£L\+>± ñ|üjÓ÷–+#·&ÜìøÏ Ç$ ‘Ó\TdüTø√yê*.

AN
10 $T©¢MT≥s¡T¢ R 1 ôd+{° MT≥s¡T
100 ôd+{°MT≥s¡T¢ R 1 MT≥s¡T
1000 MT≥s¡T¢ R 1 øÏ˝ÀMT≥s¡T

G
eT] 1 øÏ˝ÀMT≥s¡T n+fÒ mìï $T©¢ MT≥s√¢ #Ó|üŒ>∑\sê?
1 øÏ.MT. R 1000 MT.
R 1000 I 100 ôd+.MT. N
LA
R 1000 I 100 I 10 $T.MT
R 10,00,000 $T.MT.
Ç<˚ $<Û+ä >± eTq+ _j·T´+ ˝Ò<ë >√<ÛTä eT\qT øÏ˝ÀÁ>±eTT\˝À ø=+{≤+. ø±ì eTkÕ˝≤ ~qTdüT\T, ø±s¡+bı&ç,
TE

|üdüT|ü⁄ e+{Ï yê{ÏøÏ ô|<ä› |ü]e÷D≤\˝À nedüs¡+ ˝Ò<äT. M{Ïì Á>±eTT (g) \˝À ø=+{≤+.
1000 Á>±eTT\T R 1 øÏ˝ÀÁ>±eTT
eT] 1 øÏ.Á>±. n+fÒ mìï $T©¢Á>±eTT\T?
T,

Ç˝≤π> ˇø£ ã¬ø{Ÿ˝À kÕ<Ûës¡D+>± 20 ©≥s¡¢ ˙s¡T |ü&ÉT‘·T+~. ø±ì ø=ã“]q÷HÓ, u§eTà\ s¡+>∑T\T yÓTT<ä\>∑T
yê{Ïì $T©¢ ©≥s¡¢\˝Àq÷, #·eTTs¡T {≤´+ø£s¡¢˝À >∑\ #·eTTs¡T, ‘·{≤ø£+˝À (]»sê«j·Ts¡T) ˙{Ïì eTq+ øÏ˝À©≥s¡¢ (kl)
ER

˝Àq÷ ‘Ó\T|ü⁄‘ê+.
1000 ©≥s¡T¢ R 1 øÏ˝À ©≥s¡T
eT] 1 øÏ˝À©≥s¡T≈£î mìï $T©¢ ©≥s¡T¢?
Á|üj·T‹ï+#·+&ç
SC

1. MT õ˝≤¢˝À >∑\ Hê\T>∑T Á|ü<Ûëq |ü≥ºD≤\qT ‘Ó\Œ+&ç. á |ü≥ºD≤\ eT<Ûä´ <ä÷sêìï øÏ.MT.\˝À
‘Ó\|ü+&ç. á <ä÷sêìï ôd+{°MT≥s¡¢˝Àq÷, $T©¢ MT≥s¡¢˝Àq÷ e´ø£Ô|üs¡#·+&ç.
2. eTq+ ª$T©¢Á>±eTTμ\ Á|üe÷D≤\˝À $ìjÓ÷–+#˚ ø=ìï edüTÔe⁄\T ‘Ó\Œ+&ç.
3. ˇø£ eT+<äT\ ô|f…º˝À 1,00,000 {≤´u…¢≥T¢ ø£\e⁄. ˇø=ÿø£ÿ {≤´u…¢{Ÿ ãs¡Te⁄ 20 $T©¢Á>±eTT\T.
nsTT‘˚ Äô|f…˝º À >∑\ {≤´u…≥¢ T¢ yÓTT‘·+Ô ãs¡Te⁄qT Á>±eTT\˝Àq÷, øÏ˝À Á>±eTT \˝Àq÷ ‘Ó\Œ+&ç.
4. ˇø£ ÄsTT˝Ÿ {≤´+ø£sY 20,000 ©≥s¡T¢ ô|Á{À˝Ÿ‘√ ì+|üã&ç+~. Bìì øÏ˝À©≥s¡¢ ˝Àq÷,
$T©¢©≥s¡¢˝Àq÷ e´ø£Ô|üs¡#·+&ç.
eTq dü+KK´\qT 25
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 Let us understand some examples using large numbers in daily life.
Example-1. Tendulkar is a famous cricket player. He has so far scored 15,030 runs in test
matches and 18,111 runs in one day cricket. What is the total number of runs scored by him in
both Formats?
Solution: Runs scored in Test matches by Tendulkar = 15,030
Runs scored in One day matches = 18,111
Total number of runs = 33,141

A
Example-2. A newspaper is published everyday. It contains 16 pages. Every day 15,020
copies are printed. How many pages are printed every day?

AN
Solution: Number of copies printed every day = 15,020
Number of pages in each copy = 16
Number of pages in 15,020 copies = 15,020 × 16 pages.

G
Try to estimate the total number of pages. It must be more than 2,00,000 pages.
Total number of pages printed = 15,020 × 16 = 2,40,320
N
So, every day 2,40,320 pages are printed.
LA
Example-3. A hotel has 15 litres milk. 25ml of milk is required to prepare a cup of tea. How
many cups of tea can be made with the milk.
Solution: Quantity of milk in the hotel = 15 litres
TE

= 15 × 1000 ml
= 15000 ml
Since 25ml. of milk is required for each cup of tea
T,

number of cups of tea that can be made with the milk = 15000 ÷ 25
= 600 cups
ER

EXERCISE - 1.5
1. The number of people who visited during common wealth games in New Delhi for the first
four days was recorded as 15,290; 14,181; 14,235 and 10,578. Find the total number of
SC

people visited in these four days?

2. In Lok Sabha election, the elected candidate got 5,87,500 votes and defeated candidate
got 3,52,768. By how many votes did the winner win the election?
3. Write the greatest and smallest 5-digit number formed by the digits 5, 3, 4, 0 and 7 and
find their difference?
4. A bicycle industry makes 3,125 bicycles each day. Find the total number of bicycles
manufactured in the month of July?
5. A helicopter covers 600 km. in 1 hour. How much distance will it cover in 4 hours?
Express your answer in meters..
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 ô|<ä›dü+K´\qT ñ|üjÓ÷–+∫ kÕ~Û+#˚ ø=ìï ì‘·´J$‘· düeTdü´\qT |ü]o*<ë›+.
ñ<ë 1 : dü∫Hé f…+&É÷\ÿsY Á|üU≤´‘· ÁøϬø{Ÿ Áø°&Üø±s¡T&ÉT. n‘·qT Ç|üŒ{Ïes¡≈£î f…dtº e÷´#Y\˝À 15,030 |üs¡T>∑T\T,
eH˚¶ e÷´#Y\˝À 18,111 |üs¡T>∑T\T #˚kÕ&ÉT. n‘·qT ¬s+&ÉT s¡ø±\ e÷´#Y\˝À kÕ~Û+∫q yÓTT‘·Ô+ |üs¡T>∑T\T mìï?
kÕ<Ûäq : f…dtº e÷´#Y\˝À f…+&É÷\ÿsY kÕ~Û+∫q |üs¡T>∑T\T R 15,030
eH˚¶ e÷´#Y\˝À f…+&É÷\ÿsY kÕ~Û+∫q |üs¡T>∑T\T R 18,111
¬s+&ÉT s¡ø±\ e÷´#Y\˝ÀkÕ~Û+∫q yÓTT‘·Ô+ |üs¡T>∑T\T R 33,141
ñ<ë 2 : ˇø£ ~q |üÁ‹ø£ 16 ù|J\‘√ s√p Á|ü#·T]‘·+ ne⁄‘·T+~. Á|ü‹ s√Eq 15,020 Á|ü‘·T\T eTTÁ~+∫q Á|ü‹

A
s√Eq eTTÁ~+#·ã&çq yÓTT‘·Ô+ ù|J\T mìï?
kÕ<Ûäq : Á|ü‹~q+ eTTÁ~‘·eTj˚T´ Á|ü‘·T\ dü+K´ R 15,020

AN
ˇø=ÿø£ÿ Á|ü‹˝À >∑\ ù|J\T R 16
∴ 15,020 Á|ü‘·T\˝À ù|J\ dü+K´ R 15,020 I 16 ù|J\T

G
yÓTT‘·Ô+ ù|J\T mìï ñ+{≤jÓ÷ n+#·Hê y˚j·T&ÜìøÏ Á|üj·T‹ï+#·+&ç. Ç~ <ë<ë|ü⁄>± 2,00,000 ù|J\T
ø±e#·TÃ. eT], >∑Dq#˚dæ #·÷<ë›+. 15,020 I 16 R 2,40,320
∴ Á|ü‹s√E 2,40,320 ù|J\T eTTÁ~‘·eTe⁄‘êsTT.
N
ñ<ë 3 : ˇø£ ôVA≥˝Ÿ˝À 15 ©≥s¡¢ bÕ\T ø£\e⁄. ˇø£ ø£|ü⁄Œ ª{°μ ‘·j·÷s¡T#˚j·T&ÜìøÏ 25 $T.©. bÕ\T nedüs¡+.
LA
nsTTq 15 ©≥s¡¢ bÕ\‘√ mìï ø£|ü⁄Œ\ ª{°μ ‘·j·÷s¡>∑TH√ ø£qT>=q+&ç.
kÕ<Ûäq : ôVA≥˝Ÿ˝À >∑\ bÕ\T R 15 ©≥s¡T¢
TE

R 15 I 1000 $T.©
R 15000 $T.©.
1 ø£|ü⁄Œ ª{°μ ‘·j·÷ØøÏ ø±yê*‡q bÕ\T 25 $T.©. ø±e⁄q
yÓTT‘·Ô+ bÕ\‘√ ‘·j·÷s¡T #˚j·T>∑\ {° ø£|ü\ dü+K´ R 15000 ™ 25 R 600
T,

R 600 ø£|ü\T
nuÛ≤´dü+ ` 1.5
ER

1. q÷´&Û©ç ˝¢ À »]–q ø±eTHéy˝Ó ÔŸ >π yéT‡≈£î yÓTT<ä{Ï Hê\T>∑T s√E\˝À Vü‰»¬sq’ Áù|ø£≈å î£ \ dü+K´ es¡Tdü>± 15,290—
14,181, 14,235 eT]j·TT 10,578 nì qyÓ÷<Ó+’ ~. á Hê\T>∑T s√E\˝À Vü‰»¬sq’ yÓTT‘·+Ô Áù|ø£≈å î£ \T m+<äsT¡ ?
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2. ˝Àø˘düuÛÑ≈£î »]–q ˇø£ mìïø£˝À ¬>\Tbı+~q nuÛÑ´]ΔøÏ 5,87,500 z≥T¢, z&çq nuÛÑ´]ΔøÏ 3,52,768 z≥T¢
e#êÃsTT. ¬>\Tbı+~q nuÛÑ´]Δ mìï z≥T¢ Ä~Ûø£´‘·‘√ ¬>\Tbı+<ë&√ ø£qT>=q+&ç.
3. 5, 3, 4, 0 eT]j·TT 7 \‘√ @s¡Œ&˚ ◊<ä+¬ø\ n‹ô|<ä› dü+K´≈£î, ◊<ä+¬ø\ n‹ ∫qï dü+K´≈£î >∑\ ‘˚&ÜqT
‘Ó\Œ+&ç. (ˇø£ n+¬øqT ˇø£kÕ] e÷Á‘·y˚T yê&Ü*)
4. ˇø£ ôd’øÏ\T ‘·j·÷Ø ø£+ô|˙ ˇø£s√E≈£î 3,125 ôd’øÏfi¯¢qT ‘·j·÷s¡T#˚j·T>∑*Zq#√, p˝…’ HÓ\˝À ø£+ô|˙
‘·j·÷s¡T #˚ùd yÓTT‘·Ô+ ôd’øÏfi¯ó¢ mìï?
5. ˇø£ ôV≤*ø±|üºsY 1 >∑+≥≈£î 600 øÏ.MT. <ä÷s¡+ Á|üj·÷DÏ+#·>∑\<äT. nsTTq n~ 4 >∑+≥\˝À Á|üj·÷DÏ+#˚
<ä÷s¡+ m+‘·? MT düe÷<ÛëHêìï MT≥s¡¢˝À ‘Ó\|ü+&ç.
eTq dü+KK´\qT 27
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6. The total weight of 5 biscuit packets of same size is 8kg 400 grams. What is the weight of
each packet?
7. Everyday Gayatri walks both the ways to attend the school. The distance between the
school and her house is 1 km 875 m. Find the total distance she walked in 6 days?
8. The cloth required to make a shirt of school uniform for each boy is 1 m 80 cm. How many
shirts can tailor stich using 40m. of cloth? How much cloth will be left?
9. The rate of petrol is `60 per litre. A petrol bunk sells 750 litres of petrol on a day. How
much money do they get at the end of the day?

A
THINK, DISCUSS AND WRITE

AN
1. You live in Ahmedabad and you travelled 400 m by bus to reach the nearest
station. Then you take a train to reach Gandhi Nagar which is 15 km. away.
Then you take a cab to reach your aunt's house which is 18 km. away.
i. How much distance did you travel to reach your aunt's house?

G
ii. If you travel for 7 days like this how much distance would you travel?
2. Every child in your school bring a water bottle containing 2 litres of water. If all the water
N
is poured into a container which has 2 kilo litre capacity of water it was found that it
needed 600 litre more to be filled. How many children poured water bottles in the container?
LA
WHAT HAVE WE DISCUSSED?
TE

1. Given two numbers, one with more digits is the greater number.
If the number of digits in two given numbers is the same, that
number is greater, which has a greater leftmost digit.
If this digit also happens to be the same, we look at the next
digits and so on.
T,

2. In forming numbers from given digits, we should be careful to

see if the conditions under which the numbers are to be formed are satisfied. Thus, to form
ER

the greatest four digit number from 7, 8, 3, 5 without repeating a single digit, we need to
use all four digits, the greatest number can have only 8 as the leftmost digit.
3. The smallest four digit number is 1000 (one thousand). It follows the largest three digit
number 999. Similarly, the smallest five digit number is 10,000. It is ten thousand and
SC

follows the largest four digit number 9999.

Further, the smallest six digit number is 1,00,000. It is one lakh and follows the largest five
digit number 99,999. This carries on for higher digit numbers in a similar manner.
4. Use of commas helps in reading and writing large numbers. In the Indian system of
numeration we have commas after 3 digits starting from the right and thereafter every
2 digits. The commas after 3rd , 5th and 7th digits to separate thousand, lakh and crore
respectively. In the International system of numeration commas are placed after every
3 digits starting from the right. The commas after 3rd and 6th digits to separate thousand
and million respectively.
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6. düe÷q |ü]e÷D+ >∑\ nsTT<äT _ôdÿ{Ÿ bÕ´¬ø{Ÿ\ ãs¡Te⁄ 8 øÏ.Á>±. 400 Á>±.ˆˆ nsTTq Á|ü‹ bÕ´¬ø{Ÿ ãs¡Te⁄ m+‘·?
7. Á|ü‹s√p >±j·TÁ‹ Ç+{Ï qT+&ç bÕsƒ¡XÊ\≈£î q&ç∫yÓ[fl ‹]–edüTÔ+~. Ç+{Ï qT+&ç bÕsƒ¡XÊ\≈£î >∑\ <ä÷s¡+
1 øÏ.MT. 875 MT. nsTTq 6 s√E\˝À ÄyÓT q&ç#˚ yÓTT‘·Ô+ <ä÷s¡+ m+‘·?
8. ˇø£ $<ë´]úøÏ dü÷ÿ\T j·T÷ìbòÕs¡+ wüs¡Tº ‘·j·÷ØøÏ 1 MT. 80ôd+.MT. bı&Ée⁄>∑\ ã≥º nedüs¡+. 40 MT.
bı&Ée⁄>∑\ ã≥º‘√ mìï j·T÷ìbòÕs¡+ wüs¡Tº\T ‘·j·÷s¡T#˚j·Te#·TÃqT? Ç+ø± m+‘· ã≥º $T>∑T\T‘·T+~?
9. ˇø£ ©≥s¡T ô|Á{À\T <Ûäs¡ ©≥s¡T≈£î ` 60. ˇø£ ô|Á{À\T ã+≈£î˝À ˇ≈£ s√E 750 ©≥s¡¢ ô|Á{À\T ne÷às¡T.
nsTTq Ä s√E≈£î yê]øÏ m+‘· kıeTTà edüTÔ+~?

A
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç

AN
1. nVü≤à<ëu≤<é˝À ìedæ+#˚ ˙e⁄ 400 MT. <ä÷s¡+˝À >∑\ ùdºwüHé≈£î ãdüT‡˝À #˚sêe⁄. ¬s’\T˝À
Á|üj·÷DÏ+∫ 15 øÏ.MT. <ä÷s¡+˝À >∑\ >±+BÛq>∑sY≈£î yÓfi≤fle⁄. nø£ÿ&É qT+&ç 18 øÏ.MT.
<ä÷s¡+˝À >∑\ |æìï Ç+{ÏøÏ ø±s¡T˝À #˚sêeqTø=qTeTT.

G
i) MT |æìï Ç+{ÏøÏ #˚s¡&ÜìøÏ ˙e⁄ yÓTT‘·Ô+ m+‘· <ä÷s¡+ Á|üj·÷DÏ+#êe⁄?
ii) Ç<˚ $<Ûä+>± @&ÉT s√E\T Á|üj·÷DÏùdÔ yÓTT‘·Ô+ m+‘· <ä÷s¡+ Á|üj·÷DÏ+∫q{À¢ #Ó|üŒ+&ç?
2. N
MT bÕsƒ¡XÊ\˝À eT+∫˙{Ïì ì\«#˚ùd {≤´+≈£î 2 øÏ˝À ©≥s¡¢ kÕeTs¡ú´+ ø£\<äT. ˇø£s√E ø=+<äs¡T $<ë´s¡Tú\T,
LA
Á|ür $<ë´]ú 2 ©≥s¡¢ #=|üq ˙s¡T ‘Ó∫à ì+bÕs¡T. {≤´+≈£î ì+&É&ÜìøÏ Ç+ø± 600 ©≥s¡¢ ˙s¡T nedüs¡yÓTÆ‘˚
m+‘· eT+~ $<ë´s¡Tú\T Ä s√Eq {≤´+≈£îqT ˙{Ï‘√ ì+bÕs¡T?
TE

eTq+ H˚s¡TÃ≈£îqï~
1. Ç∫Ãq ¬s+&ÉT dü+K´\˝À m≈£îÿe n+¬ø\T ø£*–q dü+K´ ô|<ä›~. ¬s+&ç+{Ï˝À
n+¬ø\ dü+K´ düe÷qeTT nsTTq m&ÉeTyÓ’|ü⁄ ∫es¡ ñqï n+¬ø\˝À ô|<ä› n+¬ø
T,

ñqï dü+K´ ô|<ä›~. m&ÉeTyÓ’|ü⁄ ∫es¡ ñqï n+¬ø\T düe÷qeTT nsTTq <ëì
‘·s¡yê‘· n+¬ø\qT b˛\TkÕÔ+.
ER

2. Ç∫Ãq n+¬ø\‘√ dü+K´\qT sêùd≥|ü⁄&ÉT, Ä dü+K´\ @sêŒ≥T ‘·è|æÔ|üs¡#·e\dæq ìj·Te÷\ |ü≥¢ C≤Á>∑‘·Ô
eVæ≤+#ê*. @ n+¬øqT ‹]– ñ|üjÓ÷–+#·≈£î+&Ü 7, 8, 3, 5 \‘√ n‹ ô|<ä› dü+K´qT sêj·÷\+fÒ Ç∫Ãq
Hê\T>∑T n+¬ø\qT ñ|üjÓ÷–+#ê*. n‹ô|<ä› n+¬ø 8 ì m&ÉeTyÓ’|ü⁄ yÓTT<ä{Ï n+¬ø>± sêj·÷*.
SC

3. Hê\T>∑+¬ø\ n‹∫qï dü+K´ 1000. Ç~ eT÷&É+¬ø\ n‹ ô|<ä› dü+K´≈£î ª1μ ≈£î ø£*|æq edüTÔ+~. n<˚
$<Ûä+>± Hê\T>∑+¬ø\ n‹ ô|<ä› dü+K´ 9999 ≈£î 1 ø£*|æq ◊<ä+¬ø\ n‹ ∫qï dü+K´ 10,000 e#·TÃqT.
Ç<˚ $<Ûä+>± ◊<äT, Äs¡T, @&ÉT, ......... n+¬ø\ dü+K´\≈£î ≈£L&Ü e]ÔdüTÔ+~.
4. Væ≤+<ä÷ dü+U≤´e÷q+˝À ≈£î&ç qT+&ç m&ÉeT≈£î 3e, 5e, 7e, .......kÕúHê\ ‘·sê«‘· ø±e÷\T+∫q dü+K´\qT
düT\uÛÑ+>± #·<äee#·TÃ. 3e, 5e eT]j·TT 7e kÕúHê\ ‘·s¡Tyê‘· ñ+∫q ø±e÷\T es¡Tdü>± y˚\T, \ø£å\T
eT]j·TT ø√≥¢qT y˚sT¡ #˚kÕÔsTT. Ä+>∑¢ dü+U≤´e÷q+˝À ≈£î&ç qT+&ç m&ÉeT≈£î Á|ü‹eT÷&ÉT kÕúHê\≈£î ø±e÷\T+∫
#·<äTe⁄‘êeTT. á ø±e÷\qT 3e, 6e, 9e, ... kÕúHê\ ‘·s¡Tyê‘· ñ+#ê*. n$ es¡Tdü>± y˚\T eT]j·TT
$T*j·Tq¢qT y˚s¡T #˚kÕÔsTT.
eTq dü+KK´\qT 29
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5. Large numbers are needed in many ways in daily life. For example, for counting number of
students in a district, number of people in a village or town, money paid or received in
large transaction (paying and selling), in measuring large distances say between various
cities in a country or in the world and so on.
6. Remember that kilo means1000, Centi means 100th part and milli means 1000 part. Thus,
1 kilometre = 1000 metres, 1 metre = 100 centimetres or 1000 millimetres etc.
7. There are a number of situations in which we do not need the exact quantity but need only
a reasonable guess or an estimate. For example, while stating how many spectators watched

A
a particular International hockey match, we state the approximate number, say 51,000,

AN
we do not need to state the exact number.
8. Estimation involves approximating a quantity to an accuracy required. Thus, 4,117 may be
approximated to 4,100 or to 4,000, i.e. to the nearest hundred or to the nearest thousand
depending on our need.

G
9. In number of situations, we have to estimate the outcome of number operations. This is

10. N
done by rounding off the numbers involved and getting a quick, rough answer.
Use of numbers in Indo-Arabic system and International system.
LA
Srinivasa Ramanujan (India)
TE

1887 - 1920
He worked on the number Theory. He is the first Indian
elected to the fellow of Royal Society (England). 1729
is the Ramanujan's Number.
Mathematics Day is celebrated on 22nd December every
T,

year on his birth day.

A Postal Stamp was released by the Government

ER

of India in memory of Ramanujan in 2011. Govt.

of India Declared 2012 as Maths year.
SC

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5. ì‘·´J$‘·+˝À ô|<ä› dü+K´\qT nH˚ø£ dü+<äsꓤ\˝À ñ|üjÓ÷–kÕÔ+. õ˝≤¢˝À¢ >∑\ $<ë´s¡Tú\ dü+K´, |ü≥ºD
»HêuÛ≤, ÄdüTÔ\ ø=qT>√\T, <˚X¯+˝À >∑\ Á|ü<Ûëq q>∑sê\ eT<Ûä´ <ä÷s¡+ yÓTT<ä\>∑Tq$.
6. ˇø£ kÕ<Ûës¡D Á|üe÷D≤ìøÏ 1000 ¬s≥¢qT øÏ˝À‘√qT, e+<äe e+‘·TqT ôd+{°‘√qT, yÓj·T´e e+‘·TqT
$T©¢\˝ÀqT ø=\TkÕÔs¡T.
1 øÏ.MT R 1000 MT., 1 MT. R 100 ôd+.MT ˝Ò<ë 1000 $T*¢MT≥s¡T¢.
7. ø=ìï dü+<äsꓤ\˝À K∫ä‘·yÓTÆq dü+K´ eTq≈£î nedüs¡+ ñ+&É<äT. ‘ê]ÿø£yÓTÆq }Vü≤ ˝Ò<ë n+#·Hê y˚dæq
dü+K´ dü]b˛‘·T+~. ñ<ëVü≤s¡D≈£î ˇø£ n+‘·sê®rj·T Vü‰ø° Ä≥≈£î m+‘·eT+~ Mø£å≈£î\T e#êÃs√ }Væ≤+∫

A
düTe÷s¡T 51,000 nì #Ó|üŒ>∑*–‘˚#ê\T. K∫Ñ·yÓTÆq dü+K´ nedüs¡+ ˝Ò<äT.

AN
8. ì‘·´J$‘·+˝À sêX¯ó\T $\Te\T ‘Ó*ù|≥|ü⁄&ÉT yê{Ïì düMT|ü dü+K´\≈£î düe]+∫ ‘Ó\T|ü⁄‘êeTT. n+<äT#˚
4, 117 nH˚ dü+K´ düTe÷s¡T>± 4, 100 ˝Ò<ë 4,000 ø±e#·TÃ. <ä>∑Zs¡ e+<ä\≈£î, y˚\≈£î eTq nedüsê\≈£î
nqT>∑TD+>± dü+K´\qT düe]kÕÔ+.

G
9. dü+U≤´ |ü]ÁøÏj·T\˝À #ê˝≤ dü+<äsꓤ\˝À düT\uÛÑ+>± n+#·Hê y˚j·T&ÜìøÏ dü+K´\qT düe]kÕÔ+.
10. dü+K´\qT Væ≤+<ä÷ ` ns¡_ø˘ |ü<äΔ‹˝ÀqT, n+‘·sê®rj·T |ü<äΔ‹˝ÀqT #·<äe&É+, sêj·T&É+.
lìyêdü sêe÷qT»Hé (uÛ≤s¡‘<· X˚ +¯ ) N
LA
1887 - 1920
dü+U≤´ dæ<ëΔ+‘ê\T s¡÷bı+~+∫q >∑D‘Ï · y˚T<Ûë$. ô|˝ò À Ä|òt sêj·T˝Ÿ
kıôd{’ ° (Ç+>±¢+&é)≈£î m+|æø¬ q’ ‘=* uÛ≤s¡rj·TT&ÉT. 1729qT sêe÷qT»Hé
TE

dü+K´ n+{≤s¡T. Äj·Tq »qà~qyÓTqÆ &çôd+ãsY 22e ‘˚Bì >∑D‘Ï ·

~H√‘·‡e+>±, Á|ü‹ dü+e‘·‡s¡+ »s¡T|ü⁄≈£î+{≤+.
T,

uÛ≤s¡‘Á· |üuTÑÛ ‘·«+ sêe÷qT»Hé C≤„|øü ±s¡+ú 2011˝À b˛dü˝º Ÿ

kÕº+|t $&ÉT<ä\ #˚d+æ ~.
ER

uÛ≤s¡‘· Á|üuÛÑT‘·«+ 2012 qT >∑DÏ‘· dü+e‘·‡s¡+>±

Á|üø£{Ï+∫+~.
SC

eTq dü+KK´\qT 31
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 CHAPTER - 2
Whole Numbers

2.1 INTRODUCTION

A
In our previous class, we learnt about counting things. While counting things, we need
numbers 1, 2, 3, ..... to count. These numbers are called natural numbers. We express the set of

AN
natural numbers in the form of N = {1, 2, 3, 4, .....}
While learning about natural numbers, we experienced that if we add '1' to any natural
number, we get the next natural number. For example, if we add '1' to '16', then we get the number
17 which is again a natural number. In the same way if we deduct '1' from any natural number,

G
generally we get a natural number. For example if we deduct '1' from a natural number 25, the
result is 24, which is a natural number.Is this true if 1 is deducted from 1?

N
The next number of any natural number is called its successor and the number just before
a number is called the predecessor.
LA
For example, the successor of 9 is 10
and the predecessor of 9 is 8.
Now fill the following table with the successor and predecessor of the numbers provided:
TE

S.No. Natural number Predecessor Successor

1. 13
2. 237
T,

3. 999
4. 26
ER

5 9
6 1
Discuss with your friends
1. Which natural number has no successor?
SC

2. Which natural number has no predecessor?

2.2 WHOLE NUMBERS

You might have come to know that the number '1' has no predecessor in natural numbers.
We include zero to the collection of natural numbers. The natural numbers along with the zero form
the collection of Whole numbers.
Whole numbers are represented as follows:
W = {0, 1, 2, 3......}
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 n<Ûë´j·TeTT ` 2
|üPsêí+ø±\T
n

2.1 |ü]#·j·T+
eTq+ edüTÔe⁄\qT ˝…øÏÿ+#·&Üìï Ç+‘·≈£î eTT+<äT ‘·s¡>∑‹˝ÀH˚ H˚s¡TÃ≈£îHêï+. edüTÔe⁄\qT ˝…øÏÿ+#˚≥|ü⁄&ÉT

A
1, 2, 3, ..... dü+K´\T nedüs¡eTÚ‘êsTT. Ä dü+K´\qT düVü≤» dü+K´\T n+{≤s¡T. düVü≤» dü+K´\ dü$T‹ì N =
{1, 2, 3, 4, .....} nì dü÷∫kÕÔ+.

AN
düVü≤» dü+K´\ >∑T]+∫ H˚s¡TÃ≈£îH˚≥|ü⁄&ÉT, @<Ó’Hê ˇø£ düVü≤» dü+K´≈£î ª1μ ì ø£*|æ‘˚ Ä ‘·sê«‹ düVü≤»
dü+K´ edüT+Ô <äì ‘Ó\T‡≈£îHêïeTT. ñ<ëVü≤s¡D≈£î ª16μ ≈£î ª1μ ì ø£*|æ‘˚ ª17μ edüT+Ô ~, ø±ì Ç~ ≈£L&Ü ˇø£ düV≤ü »dü+K´j˚T

G
n<˚ $<Ûä+>± @<Ó’Hê ˇø£ düVü≤» dü+K´ qT+&ç ª1μ ì rdæy˚ùdÔ, kÕ<Ûës¡D+>± düVü≤» dü+UÒ´ edüTÔ+~. ñ<ëVü≤s¡D≈£î 25
nH˚ düVü≤» dü+K´ qT+&ç ª1μ ì rdæy˚ùdÔ 24 edüTÔ+~, Ç~ ≈£L&Ü ˇø£ düVü≤» dü+K´j˚T. eT] 1 qT+&ç 1ì
rdæy˚dæq|ü⁄&ÉT Ç~ dü‘·´y˚THê?
N
@<Ó’Hê ˇø£ düVü≤» dü+K´≈£î ‘·sê«‘· >∑\ dü+K´qT ñ‘·Ôs¡ dü+K´ n˙, n˝≤π> ˇø£ dü+K´≈£î >∑\ eTT+<äT
LA
dü+K´qT |üPs¡« dü+K´ n˙ n+{≤s¡T.
ñ<ëVü≤s¡D≈£î, 9 jÓTTø£ÿ ñ‘·Ôs¡ dü+K´ 10
TE

9 jÓTTø£ÿ |üPs¡« dü+U´ 8

Ç|ü⁄&ÉT, Ç∫Ãq dü+K´\≈£î |üPs¡« dü+K´, ñ‘·Ôs¡ dü+K´\‘√ ÁøÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.
Áø£.dü+. düVü≤» dü+K´ <ëì eTT+<äT dü+K´ (|üPs¡« dü+K´) <ëì ‘·sê«‘· dü+K´(ñ‘·Ôs¡ dü+K´)
1 13
T,

2 237
3 999
ER

4 26
5 9
6 1
SC

MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.
1. @ düVü≤» dü+K´≈£î ñ‘·Ôs¡ dü+K´ ˝Ò<äT?
2. @ düVü≤» dü+K´≈£î |üPs¡« dü+K´ ˝Ò<äT?
2.2 |üPsêí+ø±\T
düVü≤»dü+K´\˝À ª1μøÏ |üPs¡« dü+K´ ˝Ò<äT nì MTs¡T ‘Ó\T‡ø=H˚ ñ+{≤s¡T. eTq+ ªdüTHêïμqT düVü≤» dü+K´\
düeTT<ëj·÷ìøÏ #˚s¡T<ë›eTT. ª0μ qT düVü≤» dü+K´\≈£î #˚s¡Ã>± |üPsêí+ø±\ düeTT<ëj·T+ @s¡Œ&ÉT‘·T+~.
|üPsêí+ø±\qT ÁøÏ+~ $<Ûä+>± dü÷∫kÕÔ+.
W = {0, 1, 2, 3, ...}
33
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 DO THIS
1. Which is the smallest whole number?

THINK, DISCUSS AND WRITE

1. Are all natural numbers whole numbers?
2. Are all whole numbers natural numbers?

A
2.3 REPRESENTATION OF WHOLE NUMBERS ON NUMBER LINE
Draw a line. Mark a point on it. Label it as '0'. Mark as many points as you like on the line

AN
at equal distance to the right of 0. Label the points as1, 2, 3, 4, ..... respectively. The distance
between any two consecutive points is the unit distance. You can go to any whole number on the
right.

G
The number line for whole numbers is:

0 1 2 3 4 5
N
6 7 8 9 10 ... ...
On the number line given above you know that the successor of any number will lie to the
right of that number. For example, the successor of 3 is 4. 4 is greater than 3 and lies on the right
LA
side of number 3.
Now can we say that all the numbers that lie on the right of that number are greater than the
number?
TE

Discuss with your friends and fill the table.

S.No. Number Position on number line Relation between numbers
1. 12, 8 12 lies on the right of 8 12 > 8
T,

2. 12, 16
3. 236, 210
ER

4. 1182, 9521
5. 10046, 10960
Addition on number line
SC

Addition of whole numbers can be represented on number line. In the line given below, the
addition of 2 and 3 is shown as below.
1 1 1

0 1 2 3 4 5 6 7 8 9 10 ... ...
Start from 2, we add 3 to two. We make 3 jumps to the right on the number line, as shown
above. We will reach at 5.
So, 2 + 3 = 5
So whenever we add two numbers we move on the number line towards right starting
from any of them.
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 Ç$ #˚j·T+&ç
1. ø£ìwü˜ |üPsêí+ø£y˚T~?

Ä˝À∫+∫, #·]Ã+∫ eT]j·TT sêj·T+&ç

1. düVü≤» dü+K´\˙ï |üPsêí+ø±˝Ö‘êj·÷?
2. |üPsêí+ø±\˙ï düVü≤» dü+K´˝Ö‘êj·÷?
2.3 |üPsêí+ø±\qT dü+U≤´ πsKô|’ dü÷∫+#·T≥

A
ˇø£ düs¡fi¯πsKqT ^j·T+&ç. <ëìô|’ ˇø£ _+<äTe⁄qT >∑T]Ô+∫, <ëìì ª0μ #˚ dü÷∫+#·+&ç. ª0μ ≈£î ≈£î&çyÓ’|ü⁄q

AN
M˝…’qìï _+<äTe⁄\qT düe÷q <ä÷sê\˝À >∑T]Ô+∫, yê{Ïì 1,2,3,4,... \T>± dü÷∫+#·+&ç. @yÓ’Hê ¬s+&ÉT es¡Tdü
_+<äTe⁄\ eT<Ûä´ <ä÷sêìï Á|üe÷D <ä÷s¡+ n+{≤s¡T. dü+U≤´πsKô|’ mìï |üPsêí+ø±˝…’Hê ≈£î&çyÓ’|ü⁄q >∑T]Ôdü÷Ô b˛e#·TÃqT.
|üPsêí+ø±\ dü+U≤´ πsK :

G
0 1 2 3 4 5 6 7 8 9 10 ... ...

N
ô|q’ Çe«ã&çq dü+U≤´πsKqT >∑eTì+#·+&ç. <ëìô|’ >∑\ @ dü+K´¬øH’ ê, ñ‘·sÔ ¡ dü+K´ <ëìøÏ ≈£î&çy|’Ó ⁄ü q ñ+≥T+<äì
LA
MT≈£î ‘Ó\TdüT. ñ<ëVü≤s¡D≈£î 3 jÓTTø£ÿ ñ‘·sÔ ¡ dü+K´ 4, 3 ø£+fÒ 4 ô|<ä› dü+K´ Ç~ 3≈£î ≈£î&çy|’Ó ⁄ü q ñ+≥T+~.
eT], dü+U≤´πsK ô|’ >∑\ ˇø£ dü+K´≈£î ≈£î&çyÓ’|ü⁄q >∑\ dü+K´\ìïj·TT m\¢|ü&ÉT Ä dü+K´ ø£+fÒ ô|<ä›
dü+K´\ì #Ó|üŒ>∑\e÷?
TE

MT ùdïVæ≤‘·T\‘√ #·]Ã+∫ ÁøÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.

Áø£.dü+. dü+K´\T dü+U≤´πsK ô|’ >∑\ kÕúq+ dü+K´\ eT<Ûä´ dü+ã+<Ûä+
1. 12, 8 12,8 øÏ ≈£î&çyÓ’|ü⁄q ñ+&ÉTqT 12 > 8
T,

2. 12, 16
3. 236, 210
ER

4. 1182, 9521
5. 10046, 10960
dü+U≤´ πsKô|’ dü+ø£\q+
SC

|üPsêí+ø±\ dü+ø£\Hêìï dü+U≤´ πsKô|’ dü÷∫+#·e#·TÃ. 2 eT]j·TT 3 dü+K´\ dü+ø£\q+ ÁøÏ+~ πsKô|’
dü÷∫+#·ã&ç+~. 1 1 1

0 1 2 3 4 5 6 7 8 9 10 ... ...
2≈£î 3qT ø£\TbÕ*, ø±ã{Ϻ ô|’q #·÷|æq $<Ûä+>± dü+U≤´πsK ô|’ 2‘√ Äs¡+_Û+∫, <ëìøÏ ≈£î&çyÓ’|ü⁄q ˇø£
Á|üe÷D <ä÷s¡+‘√ 3 kÕs¡T¢ ø£~*‘˚ 5ì #˚s¡T≈£î+{≤+.
ø±e⁄q 2 + 3 = 5
n+<äTe\¢ @ ¬s+&ÉT dü+K´\qT ø£\bÕ\Hêï, dü+U≤´ πsKô|’ eTq+ Ä ¬s+&ÉT dü+K´\˝À ˇø£ dü+K´ qT+&ç
≈£î&çyÓ’|ü⁄≈£î ø£<äT\T‘ê+. 35
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Subtraction on the Number Line
Consider now 6 - 2.

Start from 6. Since we subtract 2 from 6, we take 2 steps to the left on the number line, as
shown above. We reach 4. So, 6 - 2 = 4 .Thus moving towards left means subtraction.
DO THIS

A
Show these on number line:

AN
1. 5+3 2. 5-3 3. 3+5 4. 10 + 1

Multiplication on the Number Line

G
Let us now consider the multiplication of the whole numbers on the number line. Let us find
4 × 2. We know that 4 × 2 means taking 2 steps four times. 4 × 2 means four jumps towards right,
each of 2 steps.
2 2 2
N 2
LA
0 1 2 3 4 5 6 7 8 9 10 ... ...
Start from 0, move 2 units to the right each time, making 4 such moves. We will reach 8.
TE

So, 4 × 2 = 8
TRY THESE
Find the following by using number line:
T,

1. What number should be deducted from 8 to get 5?

2. What number should be deducted from 6 to get 1?
ER

3. What number should be added to 6 to get 8?

4. How many 6 are needed to get 30?
SC

Raju and Gayatri together made a number line and played a game on it.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Raju asked "Gayatri, where will you reach if you jump thrice, taking leaps of 3, 8 and 5
starting from zero." Gayatri said 'the first leap will take me to 3 and then from there I will reach 11
in the second step and another five steps from there to 16'.
Do you think Gayatri described correctly "where would she reach?" Draw Gayatri's steps.
Play this game using addition and subtraction on this number line with your friend.

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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
dü+U≤´πsKô|’ e´eø£\q+
6 qT+&ç 2qT rdæy˚j·T&É+ dü+U≤´ πsK ô|’ m˝≤ #·÷bÕ˝À |ü]o*<ë›+.

6 qT+&ç 2qT rdæy˚j·÷*, ø±ã{Ϻ ô|’q #·÷|æq $<Ûä+>± dü+U≤´πsKô|’ 6‘√ Äs¡+_Û+∫, <ëìøÏ m&ÉeT yÓ’|ü⁄q
ˇø£ Á|üe÷D<ä÷s¡+ ¬s+&ÉT kÕs¡T¢ ø£~*‘˚ 4 ì #˚s¡T≈£î+{≤+. ø±e⁄q 6`2 R 4

A
nq>± e´eø£\q+ #˚j·÷\+fÒ dü+U≤´πsKô|’ m&ÉeT yÓ’|ü⁄≈£î ø£<äT\T‘ê+.
Ç$ #˚j·T+&ç

AN
øÏ+~ yê{Ïì dü+U≤´πsKô|’ dü÷∫+#·+&ç.
1. 5 + 3 2. 5 - 3 3. 3 + 5 4. 10 + 1

G
dü+U≤´πsKô|’ >∑TDø±s¡+

2 2 2
N
Ç|ü⁄&ÉT dü+U≤´πsKô|’ |üPsêí+ø±\ >∑TDø±sêìï |ü]o*<ë›+. 4 I 2 ì ø£qT>=+<ë+. 4 I 2 nq>± 2
Á|üe÷D≤\T 4e÷s¡T¢, 4 I 2 nq>± Á|ü‹kÕ] 2 Á|üe÷D≤\ #=|üq 4 kÕs¡T¢ ≈£î&çyÓ’|ü⁄≈£î ø£<ä˝≤*.
2
LA
0 1 2 3 4 5 6 7 8 9 10 ... ...
TE

ª0μ e<ä› Äs¡+_Û+∫, Á|ü‹kÕ] 2 Á|üe÷D≤\ #=|üq, 4 kÕs¡T¢ ≈£î&çyÓ’|ü⁄≈£î ø£<ä\e˝…qT. n|ü⁄&ÉT MTs¡T 8 ì
#˚s¡T≈£î+{≤s¡T. ø±e⁄q 4 × 2 = 8
Á|üj·T‹ï+#·+&ç
T,

dü+U≤´ πsKqT|üjÓ÷–+∫ ÁøÏ+~ yê{Ïì ø£qT>=q+&ç.

1. 5 sêyê\+fÒ 8 qT+&ç @ dü+K´qT rdæy˚j·÷*?
ER

2. 1 sêyê\+fÒ 6 qT+&ç @ dü+K´qT rdæy˚j·÷*?

3. 8 sêyê\+fÒ 6øÏ @ dü+K´qT ø£\bÕ*?
4. 30 sêyê\+fÒ mìï 6\T nedüs¡+?
SC

sêE eT]j·TT >±j·TÁ‹ ø£*dæ dü+U≤´πsKqT ‘·j·÷s¡T#˚kÕs¡T. <ëìô|’ yês¡T ˇø£ Ä≥ Ä&ÉT‘·THêïs¡T.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

>±j·TÁ‹ ˙e⁄ düTqï e<ä› ÁbÕs¡+_Û+∫, yÓTT<ä{ÏkÕ] 3, ¬s+&ÉekÕ] 8 eT]j·TT eT÷&ÉekÕ] 5 n&ÉT>∑T\
#=|üq <ä÷øÏ‘˚ ∫es¡≈î£ mø£ÿ&çøÏ #˚sT¡ ‘êe⁄ nì sêE n&ç>±&ÉT. yÓTT<ä{kÏ Õ] <ä÷øÏq|ü⁄&ÉT 3 e<ä,› ‘·sT¡ yê‘· <ä÷øÏq|ü⁄&ÉT
11 e<ä› eT]j·TT ∫es¡˝À eTs√ 5 n&ÉT>∑T\T ø£qTø£ 16 e<ä›≈£î #˚s¡T‘êqT nì >±j·TÁ‹ #Ó|æŒ+~.
>±j·TÁ‹ düe÷<Ûëq+ dü]jÓÆTq<äì ˙e⁄ uÛ≤$düTÔHêïyê? >±j·TÁ‹ e÷s¡ZeTTqT dü+U≤´ πsKô|’ dü÷∫+#·TeTT.
dü+ø£\q, e´eø£\Hê\qT ñ|üjÓ÷–dü÷Ô á Ä≥qT ˙ $TÁ‘·Tì‘√ ø£*dæ Ä&ÉTeTT.
37
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 EXERCISE - 2.1
1. Which of the statements are true (T) and which are false (F). Correct the false statements.
i. There is a natural number that has no predecessor.
ii. Zero is the smallest whole number.
iii. All whole numbers are natural numbers.
iv. A whole number that lies on the number line lies to the right side of another number
is the greater number.

A
v. A whole number on the left of another number on the number line, is greater.
vi. We can't show the smallest whole number on the number line.

AN
vii. We can show the greatest whole number on the number line.
2. How many whole numbers are there in between 27 and 46?

G
3. Find the following using number line.
i. 6+7+7 ii. 18 - 9 iii. 5×3
4. N
In each pair, state which whole number on the number line is on the right of the other
number.
LA
i. 895 ; 239 ii. 1001 ; 10001 iii. 10015678 ; 284013
5. Mark the smallest whole number on the number line.
TE

6. Choose the appropriate symbol from < or >

i. 8 .......... 7 ii. 5 .......... 2
iii. 0 .......... 1 iv. 10 .......... 5
T,

7. Place the successor of 11 and predecessor of 5 on the number line.

2.4 PROPERTIES OF WHOLE NUMBERS

ER

Studying the properties of whole numbers help us to understand numbers better. Let us
look at some of the properties.
Take any two whole numbers and add them.
SC

Is the result a whole number? Think of some more examples and check.
Your additions may be like this:
2 + 3 = 5, a whole number
0 + 7 = 7, a whole number
20 + 51 = 71, a whole number
0 + 1 = 1, a whole number
0 + 0 = 0, a whole number
Here, we observe that the sum of any two whole numbers is always a whole number.

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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 2.1
1. øÏ+~ yêø±´\˝À @$ dü‘·´+ (T) @$ ndü‘·´+ (F) ndü‘·´ yêø±´\qT dü]>± sêj·T+&ç.
i) |üPs¡« dü+K´ ˝Òì ˇø£ düVü≤» dü+K´ ø£\<äT.
ii) ª0μ ø£ìwü˜ |üPsêí+ø£eTT.
iii) |üPsêí+ø±\˙ï düVü≤» dü+K´\T.
iv) dü+U≤´πsKô|’ ≈£î&çyÓ’|ü⁄q >∑\ |üPsêí+ø£eTT <ëìøÏ m&ÉeTyÓ’|ü⁄q >∑\ |üPsêí+ø£+ ø£+fÒ ô|<ä›~.

A
v) dü+U≤´πsKô|’ m&ÉeTyÓ’|ü⁄q >∑\ |üPsêí+ø£eTT <ëìøÏ ≈£î&çyÓ’|ü⁄q >∑\ |üPsêí+ø£+ ø£+fÒ ô|<ä›~.
vi)

AN
dü+U≤´πsKô|’ n‹∫qï |üPsêí+ø±ìï dü÷∫+#·˝ÒeTT.
vii) dü+U≤´πsKô|’ n‹ô|<ä› |üPsêí+ø±ìï #·÷|ü>∑\eTT.
2. 27 eT]j·TT 46\ eT<Ûä´ mìï |üPsêí+ø±\T+{≤sTT?

G
3. dü+U≤´πsKqT|üjÓ÷–+∫ øÏ+~ yê{Ïì ø£qT>=q+&ç.
i) 6+7+7 ii) 18 - 9 iii) 5×3
4.
895; 239 ii)
N
øÏ+~ »‘·\˝À @ |üPsêí+ø£+ eTs=ø£ |üPsêí+ø±ìøÏ dü+U≤´πsK ô|’ ≈£î&çyÓ’|ü⁄q ñ+≥T+~?
i) 1001; 10001 iii) 10015678; 284013
LA
5. n‹∫qï |üPsêí+ø±ìï dü+U≤´πsKô|’ #·÷|ü+&ç.
6. <, > \˝À dü]jÓÆTq >∑Ts¡TÔqT U≤∞\˝À sêj·T+&ç.
TE

i. 8 .......... 7 ii. 5 .......... 2

iii. 0 .......... 1 iv. 10 .......... 5
7. dü+U≤´πsKô|’ 11 jÓTTø£ÿ ñ‘·Ôs¡ dü+K´qT eT]j·TT 5 jÓTTø£ÿ |üPs¡« dü+K´qT dü÷∫+#·+&ç.
T,

2.4 |üPsêí+ø±\ <Ûäsêà\T

|üPsêí+ø±\ <Ûsä êà\T eTq≈£î dü+K´\qT Ç+ø± u≤>± ne>±Vü≤q #˚dTü ø√e&ÜìøÏ <√Vü≤<ä|&ü ‘É êsTT. |üPsêí+ø±\
ER

<Ûäsêà\qT ø=ìï+{Ïì |ü]o*<ë›+.

@yÓ’Hê ¬s+&ÉT |üPsêí+ø±\qT rdüTø=ì yê{Ïì ø£\T|ü⁄<ë+. eT] yê{Ï yÓTT‘·Ô+ |üPsêí+ø£eTe⁄‘·T+<ë? eT]
ø=ìï ñ<ëVü≤s¡D\T rdüTø=ì dü]#·÷&É+&ç.
SC

MTs¡T #˚ùd ≈£L&çø£\T Ç˝≤ ñ+&Ü* :

2 + 3 = 5, ˇø£ |üPsêí+ø£+
0 + 7 = 7, ˇø£ |üPsêí+ø£+
20 + 51 = 71, ˇø£ |üPsêí+ø£+
0 + 1 = 1, ˇø£ |üPsêí+ø£+
0 + 0 = 0, ˇø£ |üPsêí+ø£+
Çø£ÿ&É, @ ¬s+&ÉT |üPsêí+ø±\ yÓTT‘·ÔyÓTÆHê m\¢|ü&ÉT ˇø£ |üPsêí+ø£eTì >∑eTìkÕÔ+.
39
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 Can you find any pair of whole numbers, which when added will not give a whole number?
We see that no such pair exists and the collection of whole numbers are closed under addition.
This property is known as the closure property of addition for whole numbers.
Let us check whether the collection of whole numbers is also closed under multiplication.
Try with 5 examples.
Your multiplications may be like this:
5 × 6 = 30, a whole number
11 × 0 = 0, a whole number

A
16 × 5 = 80, a whole number
10 × 100 = 1000, a whole number

AN
7 × 16 = 112, a whole number
The product of any two whole numbers is found to be a whole number too. Hence, we say
that the collection of whole numbers is closed under multiplication.

G
We can say that whole numbers are closed under addition and multiplication.

THINK, DISCUSS AND WRITE

1.
N
Are the whole numbers closed under subtraction?
LA
Your subtractions may be like this:
7 - 5 = 2, a whole number
5 - 7 = -2, not a whole number
TE

..... - ..... = .....

..... - ..... = .....
Take as many examples as possible and check.
T,

2. Are the whole numbers closed under division?

Now observe this table:
ER

6 ÷ 3 = 2, a whole number
5
5 ÷ 2 = is not a whole number
2
SC

..... ÷ ..... = .....

..... ÷ ..... = .....
Confirm it by taking a few more examples.
Division by Zero
Let us find 6 ÷ 2
6 Divided by 2 means, we subtract 2 from 6 repeatedly i.e. we subtract 2 from 6 again and
again till we get zero.

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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 @<Ó’Hê ˇø£ »‘· |üPsêí+ø±\ yÓTT‘·Ô+ ˇø£ |üPsêí+ø£+ ø±ì »‘· ñ+≥T+<ë? n≥Te+{Ï |üPsêí+ø±\ »‘·\T
ndü\T ñ+&Ée⁄ nì eTqeTT >∑eTìkÕÔ+. ø±ã{Ϻ |üPsêí+ø±\ dü$T‹ dü+ø£\q+‘√ dü+eè‘· <Ûäsêàìï bÕ{ÏdüTÔ+~. BìH˚
|üPsêí+ø±\ dü+ø£\q+˝À dü+eè‘· <Ûäs¡à+ n+{≤s¡T.
eT] |üPsêí+ø±\ dü$T‹ >∑TDø±s¡+˝À ≈£L&Ü dü+eè‘· <Ûäsêàìï bÕ{ÏdüTÔ+<˚yÓ÷ dü]#·÷<ë›e÷? |üPsêí+ø±\
>∑TDø±sê\≈£î ◊<äT ñ<ëVü≤s¡D\T rdüTø√+&ç.
MTs¡T #˚dæq >∑TDø±sê\T Ç˝≤ ñ+{≤sTT.
5 × 6 = 30, ˇø£ |üPsêí+ø£+

A
11 × 0 = 0, ˇø£ |üPsêí+ø£+
16 × 5 = 80, ˇø£ |üPsêí+ø£+

AN
10 × 100 = 1000, ˇø£ |üPsêí+ø£+
7 × 16 = 112, ˇø£ |üPsêí+ø£+

G
@ ¬s+&ÉT |üPsêí+ø±\ \ã›yÓTÆHê ˇø£ |üPsêí+ø£y˚Tqì ‘Ó\TdüTÔ+~. ø±ã{Ϻ, |üPsêí+ø±\ dü$T‹ >∑TDø±s¡+˝À
dü+eè‘· <Ûäsêàìï ø£*– ñ+≥T+~.

N
ø±ã{Ϻ |üPsêí+ø±\ dü$T‹ dü+ø£\q+ eT]j·TT >∑TD≤ø±sê\˝À dü+eè‘·+ <Ûäsêàìï bÕ{ÏdüTÔ+<äì #Ó|üŒe#·TÃ.
Ä˝À∫+∫, #·]Ã+∫, sêj·T+&ç
LA
1. |üPsêí+ø±\ dü$T‹ e´eø£\q+˝À dü+eè‘· <Ûäsêàìï bÕ{ÏdüTÔ+<ë? ñ<ëVü≤s¡D\qT |ü]o*+∫, U≤∞\qT
|üP]+#·+&ç.
TE

7 - 5 = 2 ˇø£ |üPsêí+ø£+
5 - 7 = ` 2 ˇø£ |üPsêí+ø£+ ø±<äT
..... - ..... = .....
..... - ..... = .....
T,

M˝…’qìï ñ<ëVü≤s¡D\T rdüTø=ì dü] #·÷&É+&ç.

ER

2. |üPsêí+ø±\ dü$T‹ uÛ≤>∑Vü‰s¡+˝À dü+eè‘· <Ûäsêàìï bÕ{ÏdüTÔ+<ë? á

|ü{Ϻø£qT |ü]o*+#·+&ç.
6 ÷ 3 = 2, ˇø£ |üPsêí+ø£+
5
SC

5 ÷ 2 = ˇø£ |üPsêí+ø£+ ø±<äT

2
..... ÷ ..... = .....
..... ÷ ..... = .....
eT] ø=ìï ñ<ëVü≤s¡D\T rdüTø=ì ìsêΔ]+#·+&ç.
düTqï ‘√ uÛ≤>∑Vü‰s¡+
6™2 qT ø£qT>=+<ë+.
6 qT 2 ‘√ uÛ≤–+#·&É+ nq>± 6 qT+&ç 2 qT eT∞¢, eT∞¢ rdæy˚j·T&É+. nq>± 6 qT+&ç 2 qT eT∞fl eT∞fl
ªdüTHêïμ e#˚à es¡≈£î rdæy˚dü÷Ô ñ+&Ü*.
41
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 6-2=4 once
4-2=2 twice
2- 2 = 0 thrice
So, 6 ÷ 2 = 3
Let us consider 3 ÷ 0,
Here we have to subtract zero again and again from 3
3- 0 = 3 once
3-0=3 twice

A
3-0=3 thrice and so on.....
Will this ever stop? No. So, 3 ÷ 0 is not a number that we can reach.

AN
So division of a whole number by 0 does not give a known number as answer.
i.e. division by zero is not defined.
DO THIS

G
1. Find out 12 ÷ 3 and 42 ÷ 7

2. What would 6 ÷ 0 and 9 ÷ 0 be equal to? N

LA
Commutativity of whole numbers
Observe the following additions;
TE

2 + 3 = 5 ; 3 + 2 = 5
We see in both cases that we get 5. Look at this
7 + 8 = 15 ; 8 + 7 = 15
We find that 7 + 8 and 8 + 7 are also equal.
T,

Here, the sum is same, though the order of addition of a pair of whole numbers is changed.
Check it for few more examples, 10 + 11, 25 + 10.
ER

Thus it is clear that we can add two whole numbers in any order. We say that addition is
commutative for whole numbers.
Observe the following figure: 3
4
SC

4
3

4 × 3 = 12 3 × 4 = 12

We observe that, the product is same, though the order of multiplication of two whole
numbers is changed.
Check it for few more examples of whole numbers like 5 × 6, 6 × 5 and 9 × 7, 7 × 9 etc.
Do you get these to be equal too?
Thus, addition and multiplication are commutative for whole numbers.
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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 6-2=4 1e kÕ]
4-2=2 2e kÕ]
2- 2 = 0 3e kÕ]
ø±e⁄q, 6™2 R3
3™0 |ü]o*<ë›+.
Çø£ÿ&É eTq+ 0qT eT∞fl, eT∞fl 3˝À qT+∫ rdæy˚j·÷*.
3-0=3

A
3-0=3
3-0=3

AN
Ç~ m|üŒ{Ïø¬ H’ ê n+‘·eTe⁄‘·T+<ë? ˝Ò<Tä ø£<ë. ø±e⁄q 3™0øÏ düs¬ q’ |ò*ü ‘êìï eTq+ bı+<ä˝eÒ TT. ø±e⁄q
|üPsêí+ø±ìï düTHêï‘√ uÛ≤–+∫q|ü⁄&TÉ , ‘Ó*dæq dü+K´qT düe÷<Ûëq+>± bı+<ä˝eÒ TT. nq>± düTHêï#˚ uÛ≤>∑V‰ü s¡+ ìs¡«∫+|üã&É<Tä .
Ç$ #˚j·T+&ç

G
1. 12™3 eT]j·TT 42™7\qT ø£qT>=q+&ç.
2. 6™0 eT]j·TT 9™0 \ |òü*‘ê\T <˚ìøÏ düe÷q+?
N
LA
|üPsêí+ø±˝À¢ dæú‘·´+‘·s¡ ($ìeTj·T) <Ûäs¡à+
ÁøÏ+~ ≈£L&çø£\qT |ü]o*+#·+&ç.
2 + 3 = 5 ; 3 + 2 = 5
TE

ô|’ ¬s+&ç+{Ï˝À ˇπø $\Te 5 e∫Ã+~. n˝≤π> Ç~ #·÷&É+&ç.

7 + 8 = 15 ; 8 + 7 = 15
7G8 eT]j·TT 8G7 düe÷q+. Çø£ÿ&É ≈£L&Ü |òü*‘·+ 15 e∫Ã+~.
T,

Çø£ÿ&É, ˇø£ »‘· |üPsêí+ø±\qT ≈£L&˚ Áø£eT+ e÷]Ãq|üŒ{Ïø°, yê{Ï yÓTT‘·Ô+ ˇπø $<Ûä+>± ñqï~.
Bìì eT]ø=ìï ñ<ëVü≤s¡D\‘√ dü]#·÷&É+&ç. 10G11, 25G10.
ER

nq>±, ¬s+&ÉT |üPsêí+ø±\qT @ Áø£eT+˝ÀHÓ’Hê ≈£L&É e#·TÃqT. ø±ã{Ϻ, |üPsêí+ø±\ dü$T‹ dü+ø£\q+˝À
dæú‘·´+‘·s¡ <Ûäsêàìï ø£*Z ñ+≥T+~. BìH˚ |üPsêí+ø±\ dü+ø£\q+˝À dæú‘·´+‘·s¡ <Ûäs¡à+ n+{≤s¡T.
ÁøÏ+~ |ü{≤\qT |ü]o*+#·+&ç. 3
SC

4 3

4I3R12 3I4R12
ˇø£ »‘· |üPsêí+ø±\qT Áø£eT+ e÷]Ã >∑TDÏ+∫Hê ˇπø \ã›+ edüTÔ+<äì >∑eTì+#ê+ ø£<ë.
Bìì eT]ø=ìï ñ<ëVü≤s¡D\‘√ dü]#·÷&É+&ç. 5 × 6, 6 × 5 eT]j·TT 9 × 7, 7 × 9 yÓTT<ä˝…’q$. Ç$
≈£L&Ü düe÷q+>± e#êÃj·÷?
ø±ã{Ϻ, |üPsêí+ø±\ dü$T‹ dü+ø£\q, >∑TDø±sê\˝À dæú‘·´+‘·s¡ <Ûäsêàìï ø£*Z ñ+≥T+~.
43
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 TRY THESE
Take a few examples and check whether -
1. Subtraction is commutative for whole numbers or not?
2. Division is commutative for whole numbers or not?

Associativity of addition and multiplication

Observe the following:
i. (3 + 4) + 5 = 7 + 5 = 12 ii. 3 + (4 + 5) = 3 + 9 = 12

A
So, (3 + 4) + 5 = 3 + (4 + 5)

AN
In (i) we add 3 and 4 first and then add 5 to the sum and in (ii) we add 4 and 5 first, and
then add the sum to 3. But the result is the same.
This is called associative property of addition for whole numbers. Create 10 more examples

G
and check it for them. Could you find any example where the sums are not identical?
Observe the following:
3x2 3x2 3x2
N 3x2 4x3 4x3
LA
TE

4 × (3×2) = four times (3×2) 2 × (4×3) = twice of (4×3)

Fig. (a) Fig. (b)

Count the number of blocks in fig. (a), and in fig. (b). What do you get? The number of
blocks is the same in fig. (a) we have 3 × 2 blocks in each box. So the total number of blocks is
T,

4 × (3×2) = 24
In fig. (b) each box has 4 × 3 blocks. So the total number of blocks is 2 × (4 × 3) = 24
ER

Thus, 4 × (3×2) = 2 × (4 × 3)
In multiplication also, we see that the result is same, whichever order of multiplication you
follow, the result is the same.
SC

This is associative property for multiplication of whole numbers.

We see that addition and multiplication are associative over whole numbers.
DO THIS
Verify the following:
i. (5 × 6) × 2 = 5 × (6 × 2)
ii. (3 × 7) × 5 = 3 × (7 × 5)

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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
ø=ìï ñ<ëVü≤s¡D\qT rdüTø=ì, ÁøÏ+~ yê{Ïì dü]#·÷&É+&ç.
1. |üPsêí+ø±\˝À e´eø£\q+ dæú‘·´+‘·s¡ <Ûäsêàìï bÕ{ÏdüTÔ+<ë?
2. |üPsêí+ø±\˝À uÛ≤>∑Vü‰s¡+ dæú‘·´+‘·s¡ <Ûäsêàìï bÕ{ÏdüTÔ+<ë?
dü+ø£\q, >∑TDø±sê\˝À düVü≤#·s¡ <Ûäs¡à+
ÁøÏ+~ yê{Ïì |ü]o*+#·+&ç.

A
i. (3 + 4) + 5 = 7 + 5 = 12
ii. 3 + (4 + 5) = 3 + 9 = 12

AN
ø±e⁄q (3 + 4) + 5 = 3 + (4 + 5)
eTq+ (i) ˝À yÓTT<ä≥ 3, 4\qT ≈£L&ç, yÓTT‘êÔìøÏ 5ì ø£*bÕ+. (ii) ˝À yÓTT<ä≥ 4,5\qT ≈£L&ç, yÓTT‘êÔìøÏ

G
3ì ø£*bÕ+. ø±ì, ¬s+&ç+{Ï yÓTT‘·Ô+ ˇπø $<Ûä+>± düe÷q+>± e∫Ã+~.
BìH˚ |üPsêí+ø±\ dü+ø£\q+˝À düVü≤#·s¡ <Ûäs¡à+ nì n+{≤+. Ç˝≤+{Ï$ 10 ñ<ëVü≤s¡D\qT sêdüTø=ì ô|’

N
<Ûäsêàìï dü]#·÷&É+&ç. |òü*‘ê\T düe÷q+>± ˝Òì @<Ó’Hê ñ<ëVü≤s¡DqT MTs¡T >∑eTì+#êsê?
ÁøÏ+~ yê{Ïì |ü]o*+#·+&ç.
LA
3×2 3×2 3×2 3×2 4×3 4×3
TE

4×(3×2) = (3×2) ≈£î Hê\T>∑T ¬s≥T¢ 2 × (4×3) = (4×3) ≈£î ¬s{Ϻ+|ü⁄

T,

|ü≥+ (a) |ü≥+ (b)

|ü≥+ (a) eT]j·TT |ü≥+ (b)\˝Àì #·Tø£ÿ\ >∑&ÉT\qT ˝…øÏÿ+#·+&ç. m+‘· e∫Ã+~. ¬s+&ÉT |ü{≤\˝À >∑&ÉT\
ER

dü+K´ düe÷q+. |ü≥+ (a) ˝À Á|ü‹ >∑~˝À 3I2 >∑&ÉT\THêïsTT. ø±ã{Ϻ yÓTT‘·Ô+ >∑&ÉT\ dü+K´ 4×(3×2) R 24.
|ü≥+ (b) ˝À Á|ü‹ >∑~˝À 3I4 >∑&ÉT\THêïsTT. ø±e⁄q yÓTT‘·Ô+ >∑&ÉT\ dü+K´ 2I(4I3) R 24.
ø±e⁄q, 4×(3×2) R 2I(4I3)
SC

>∑TDø±s¡+˝À ≈£L&Ü |òü*‘·+ ˇø£fÒ nH˚ ‘Ó\TdüT≈£îHêï+. n+fÒ @ Áø£eT+˝À >∑TDø±s¡+ #˚dæHê |òü*‘·+ ˇø£fÒ.
BìH˚ |üPsêí+ø±\ >∑TDø±s¡+˝À düVü≤#·s¡<Ûäs¡à+ nì n+{≤+.
ø±e⁄q |üPsêí+ø±\T, dü+ø£\q+ eT]j·TT >∑TDø±s¡+ Á|üÁøÏjT· \ <äècÕº´ düV≤ü #·s¡ <Ûsä êàìï bÕ{ÏkÕÔjT· ì #Ó|Œü e#·TÃ.
Ç$ #˚j·T+&ç
á ÁøÏ+~ yê{Ïì dü] #·÷&É+&ç.
i. (5 × 6) × 2 = 5 × (6 × 2)
ii. (3 × 7) × 5 = 3 × (7 × 5)

45
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
Example-1. Find 196 + 57 + 4.
Solution: 196 + (57 + 4)
= 196 + (4 + 57) [Commutative property]
= (196 + 4) + 57 [Associative property]
= 200 + 57 = 257
Here we used a combination of commutative and associative properties for addition.
Do you think using the commutative and associative properties made the calculations
easier?

A
Example-2. Find 5 × 9 × 2 × 2 × 3 × 5
Solution: 5×9×2×2×3×5

AN
=5×2×9×2×5×3 [Commutative property]
= (5 × 2) × 9 × (2 × 5) × 3 [Associative property]
= 10 × 9 × 10 × 3

G
= 90 × 30 = 2700
Here we used a combination of commutative and associative properties for multiplication.

easier?
N
Do you think using the commutative and associative properties made the calculations
LA
DO THIS
Use the commutative and associative properties to simplify the following:
TE

i. 319 + 69 + 81 ii. 431 + 37 + 69 + 63

iii. 2 × (71 × 5) iv. 50 × 17 × 2

THINK, DISCUSS AND WRITE

T,

Is (16 ÷ 4) ÷ 2 = 16 ÷ (4 ÷ 2)?
ER

Does the associative property for division hold for the set of
whole numbers?
Check if the property holds for subtraction of whole numbers too.
Give 5 examples each for substantiate your answer.
SC

Observe the following

Cut the number

grid as shown = +
5×4 2×4 3×4
The grid paper 5 × 4 has been divided into two pieces 2 × 4 and 3 × 4
46
WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
ñ<ëVü≤s¡D`1 196 + 57 + 4 ø£qT>=q+&ç.
kÕ<Ûäq : 196 + (57 + 4)
= 196 + (4 + 57) [dæú‘·´+‘·s¡<Ûäs¡à+]
= (196 + 4) + 57 [düVü≤#·s¡ <Ûäs¡à+]
= 200 + 57 = 257
Çø£ÿ&É, dæú‘·´+‘·s¡, düVü≤#·s¡ <Ûäsêà\qT ø£*|æ dü+ø£\q+˝À ñ|üjÓ÷–+#êeTT.

A
eT], Ç˝≤ dæ‘ú ´· +‘·s,¡ düV≤ü #·s¡ <Ûsä êà\qT ñ|üj÷Ó –+#·&+É e\¢ >∑Dq\T düT\uÛeÑ Te⁄‘êj·Tì MTs¡T uÛ≤$düTHÔ êïsê?
ñ<ëVü≤s¡D`2 5×9×2×2×3×5ì

AN
ø£qT>=q+&ç.
kÕ<Ûäq : 5×9×2×2×3×5
=5×2×9×2×5×3 [dæú‘·´+‘·s¡ <Ûäs¡à+]

G
= (5 × 2) × 9 × (2 × 5) × 3 [düVü≤#·s¡ <Ûäs¡à+]
= 10 × 9 × 10 × 3
= 90 × 30 = 2700 N
LA
Çø£ÿ&É dæú‘·´+‘·s¡ düVü≤#·s¡ <Ûäsêà\qT ø£*|æ >∑TDø±s¡+˝À ñ|üjÓ÷–+#ê+.
dæú‘·´+‘·s¡, düVü≤#·s¡ <Ûäsêà\qT ñ|üjÓ÷–+#·&É+ e\¢ >∑Dq\T düT\uÛÑeTe⁄‘êj·Tì MTs¡T uÛ≤$düTÔHêïsê?
TE

Ç$ #˚j·T+&ç
dæú‘·´+‘·s¡, düVü≤#·s¡<Ûäsêà\qT|üjÓ÷–+∫ ÁøÏ+~ yêìì dü÷ø°Îø£]+#·+&ç.
i) 319G69G81 ii) 431G37G69G63
T,

iii) 2I(71I5) iv) 50I17I2

Ä˝À∫+∫, #·]Ã+∫, sêj·T+&ç
ER

(16™4)™2 R 16™(4™2) ne⁄‘·T+<ë?

|üPsêí+ø±\≈£î uÛ≤>∑Vü‰s¡+˝À düVü≤#·s¡ <Ûäs¡à+ e]ÔdüTÔ+<ë?
SC

|üPsêí+ø±\≈£î e´eø£\q+˝À düVü≤#·s¡ <Ûäs¡à+ e]ÔdüTÔ+<˚yÓ÷ dü]#·÷&É+&ç.

MT düe÷<ÛëHêìï düeT]ú+#·T≈£î+≥÷ Á|ür<ëìøÏ 5 ñ<ëVü≤s¡D\T sêj·T+&ç.
ÁøÏ+~ yê{Ïì |ü]o*+#·+&ç.

|ü≥+˝À #·÷|æq≥T¢>± >∑fi¯fl

ø±–‘êìï ø£‹Ô]+#·+&ç. = +
5×4 2×4 3×4
Çø£ÿ&É, 5I4 >∑fi¯¢ø±–‘êìï 2I4 eT]j·TT 3I4 nH˚ ¬s+&ÉT eTTø£ÿ\T>± $uÛÑõ+#·&É+ »]–+~.
47
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 Thus, 5 × 4 = (2 × 4) + (3 × 4)
= 8 + 12 = 20
also since 5 = 2 + 3, we have

5 × 4 = (2 + 3) × 4 Thus we can say (2 + 3) × 4 = (2 × 4) + (3 × 4)

In the same way, (5 + 6) × 7 = 11 × 7 = 77 and

(5 × 7) + (6 × 7) = 35 + 42 = 77
We see that both are equal.

A
This is known as distributive property of multiplication over addition.
Using the distributive property find value of ; 2 × (5 + 6); 5 × (7 + 8), 19 × 7 + 19 × 3

AN
Example-3. Find the value of 12 × 75 using distributive property.
Solution: 12 × 75 = 12 × (70 + 5) = 12 × (80 - 5)

G
= (12 × 70) + (12 × 5) or = (12 × 80) - (12 × 5)
= 840 + 60 = 900 = 960 - 60 = 900

DO THIS N
LA
Find the values of 25 × 78; 17 × 26; 49 × 68 + 32 × 49 using distributive property.

Identity (for addition and multiplication)

TE

When you add 7 and 5, you get a new whole number 12. Addition of two whole numbers
gives a new whole number. But is this always so for all whole numbers?
Observe the table;
T,

When we add zero to a whole 2 + 0 = 2

number, we get the same whole 9 + 0 = 9
number again. 0 + 11 = 11
ER

..... + 25 = 25
Zero is called as the additive identity for whole numbers.
Consider the following table now:
SC

1 × 9 = 9
6 × 5 = 30
6 × 4 = 24
5 × 1 = 5
11 × 1 = 11
2 × 3 = 6
From the above table, we see when we multiply a whole number with 1, the product will
be the same whole number .One is called the multiplicative identity for whole numbers.
48
WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 ø±e⁄q 5 I 4 R (2 I 4) G (3 I 4)
R 8 G 12 R 20 eT]j·TT 5 R 2G3 ø±e⁄q
∴ 5 I 4 R (2G3) I 4 ø±ã{Ϻ (2 + 3) × 4 = (2 × 4) + (3 × 4) nì #Ó|üŒ>∑\+.
n<˚ $<Ûä+>±, (5 + 6) × 7 = 11 × 7 = 77 eT]j·TT
(5 × 7) + (6 × 7) = 35 + 42 = 77
¬s+&ÉT düe÷qeTì eTq+ #·÷&Ée#·TÃ.
BìH˚ dü+ø£\q+ô|’ >∑TDø±s¡+ jÓTTø£ÿ $uÛ≤>∑ Hê´j·TeTT n+{≤s¡T.

A
$uÛ≤>∑ Hê´j·÷ìï ñ|üjÓ÷–+∫ 2I(5G6), 5I(7G8), 19I7G19I3 $\Te\qT ø£qT>=qTeTT.

AN
ñ<ëVü≤s¡D 3 :
12I75 $\TeqT $uÛ≤>∑ Hê´j·÷ìï ñ|üjÓ÷–+∫ ø£qT>=q+&ç.
kÕ<Ûäq : 12 × 75 = 12 × (70 + 5) = 12 × (80 - 5)

G
= (12 × 70) + (12 × 5) (˝Ò<ë) = (12 × 80) - (12 × 5)
= 840 + 60 = 900 = 960 - 60 = 900
Ç$ #˚j·T+&ç
N
LA
25 × 78; 17 × 26; 49 × 68 + 32 × 49 \ $\Te\qT $uÛ≤>∑ Hê´j·÷ìï ñ|üj÷Ó –+∫ ø£qT>=q+&ç.
‘·‘·‡e÷+X¯+ (dü+ø£\q+ eT]j·TT >∑TDø±sê\≈£î)
TE

7,5 \qT ≈£L&ç‘˚ eTq≈£î 12 nH˚ dü+K´ edüTÔ+~. ¬s+&ÉT |üPsêí+ø±\qT ≈£L&çq |òü*‘·+ ˇø£ ø=‘·Ô
|üPsêí+ø£+ ne⁄‘·T+~. nìï dü+<äsꓤ\˝À Ç~ düeTà‘·e÷? #·÷<ë›+.
2 + 0 = 2 |ü{Ϻø£qT |ü]o*+#·+&ç.
T,

9 + 0 = 9 ˇø£ |üPsêí+ø±ìøÏ düTHêïqT ø£*|æ‘,˚ n<˚ |üPsêí+ø£+ edüT+Ô ~.

0 + 11 = 11
ER

..... + 25 = 25

düTHêïqT |üPsêí+ø±\ dü+ø£\q ‘·‘·‡e÷+X¯+ n+{≤s¡T.

SC

øÏ+~ |ü{Ϻø£qT |ü]o*+#·+&ç.

1 × 9 = 9
6 × 5 = 30
6 × 4 = 24
5 × 1 = 5
11 × 1 = 11
2 × 3 = 6
ô|’ |ü{Ϻø£ qT+&ç, ˇø£ |üPsêí+ø±ìï 1 #˚ >∑TDÏùdÔ e#˚à |òü*‘·+ n<˚ |üPsêí+ø£+ ne⁄‘·T+<äì >∑eTì+#·e#·TÃ.
1ì |üPsêí+ø±\ >∑TDø±s¡ ‘·‘·‡e÷+X¯+ nì n+{≤s¡T.
49
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 EXERCISE - 2.2
1. Give the results without actually performing the operations using the given information.
i. 28 × 19 = 532 then 19 × 28 =
ii. 1 × 47 = 47 then 47 × 1 =
iii. a × b = c then b × a =
iv. 58 + 42 = 100 then 42 + 58 =
v. 85 + 0 = 85 then 0 + 85 =

A
vi. a + b = d then b + a =
2. Find the sum by suitable rearrangement.

AN
i. 238 + 695 + 162 ii. 154 + 197 + 46 + 203
3. Find the product by suitable rearrangement.

G
i. 25 × 1963 × 4 ii. 20 × 255 × 50 × 6
4. Find the value of the following.
i. (368 × 12) + (18 × 368)
N ii. (79 × 4319) + (4319 × 11)
LA
5. Find the product using suitable properties.
i. 205 × 1989 ii. 1991 × 1005

6. A milk vendor supplies 56 liters of milk in the morning and 44 liters of milk in the evening
TE

to a hostel. If the milk costs ` 30 per liter, how much money does he get per day?
7. Chandana and Venu purchased 12 note books and10 note books respectively.
The cost of each note book is ` 15,then how much amount should they pay to the
T,

shop keeper?
8. Match the following.
ER

i. 1991+7 = 7+1991 [ ] a. Additive identity

ii. 68×50 = 50×68 [ ] b. Multiplicative identity
iii. 1 [ ] c. Commutative under addition
SC

iv. 0 [ ] d. Distributive property of multiplication

over addition
v. 879×(100+30) = 879×100+879×30 [ ] e. Commutative under multiplication

2.4 PATTERNS IN WHOLE NUMBERS

We shall try to arrange numbers in elementary shapes made up of dots. The dots would be
placed on a grid with equidistant points along the two axes. The shapes we would make are
(i) a line (ii) a rectangle (iii) a square and (iv) a triangle. Every number should be arranged in one
of these shapes. No other irregular shape is allowed.
50
WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 2.2
1. Ç∫Ãq düe÷#ês¡+ Ä<Ûës¡+>± |òü*‘ê\qT >∑DÏ+#·≈£î+&Ü #Ó|üŒ+&ç.
i. 28 × 19 = 532 nsTT‘˚ 19 × 28 =
ii. 1 × 47 = 47 nsTT‘˚ 47 × 1 =
iii. a × b = c nsTT‘˚ b × a =
iv. 58 + 42 = 100 nsTT‘˚ 42 + 58 =

A
v. 85 + 0 = 85 nsTT‘˚ 0 + 85 =

AN
vi. a + b = d nsTT‘˚ b + a =
2. ‘·–q $<Ûä+>± ‹]– e÷s¡TÃø=ì yÓTT‘êÔìï ø£qT>=q+&ç.
i. 238 + 695 + 162 ii. 154 + 197 + 46 + 203

G
3. ‘·–q $<Ûä+>± ‹]– e÷s¡TÃø=ì \u≤›ìï ø£qT>=q+&ç.
i. 25 × 1963 × 4 ii. 20 × 255 × 50 × 6
4. øÏ+~ yê{Ï $\TeqT ø£qT>=q+&ç. N
LA
i. (368 × 12) + (18 × 368) ii. (79 × 4319) + (4319 × 11)
5. ‘·–q <Ûäsêà\qT|üjÓ÷–+∫ øÏ+~ yê{Ï \u≤›\qT ø£qT>=q+&ç.
i. 205 × 1989 ii. 1991 × 1005
TE

6. ˇø£ bÕ\ yê´bÕ] ñ<äj·T+ 56 ©≥s¡¢ bÕ\qT, kÕj·T+Á‘·+ 44 ©≥s¡¢ bÕ\qT ˇø£ edü‹ >∑èVü‰ìøÏ düs¡|òüsê
#˚kÕÔ&ÉT. ˇø£ ©≥s¡T bÕ\ <Ûäs¡ `. 30 nsTT‘˚, n‘·ìøÏ ˇø£ s√E≈£î m+‘· &ÉãT“ edüTÔ+~?
7. #·+<äq 12 H√≥T |ü⁄düÔø±\qT, y˚DT 10 H√≥T |ü⁄düÔø±\qT ø=Hêïs¡T. ˇø£ H√≥T |ü⁄düÔø£+ <Ûäs¡ `. 15 nsTT‘˚,
T,

<äTø±D<ës¡TìøÏ yês¡T m+‘· &ÉãT“ Çyê«*?

8. »‘· |üs¡TÃeTT.
ER

i. 1991+7 = 7+1991 [ ] a. dü+ø£\q ‘·‘·‡e÷+X¯eTT

ii. 68×50 = 50×68 [ ] b. >∑TDø±s¡ ‘·‘·‡e÷+X¯eTT
iii. 1 [ ] c. dü+ø£\q+˝À dæú‘·´+‘·s¡ <Ûäs¡à+
SC

iv. 0 [ ] d. dü+ø£\q+ô|’ >∑TDø±s¡+ $uÛ≤>∑ Hê´j·TeTT

v. 879×(100+30) = 879×100+879×30 [ ] e. >∑TDø±s¡+˝À dæú‘·´+‘·s¡ <Ûäs¡à+

2.4 |üPsêí+ø±\˝À neT]ø£\T

#·Tø£ÿ\‘√ dü+K´\qT ÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\T>± neTs¡Ã&ÜìøÏ Á|üj·T‹ï<ë›+. #·Tø£ÿ\qT >∑fi¯fl ø±–‘·+
ô|’ ¬s+&ÉT nøå±\ô|’ düe÷q<ä÷s¡+˝À ñ+#ê*. (i) πsK (ii) Bs¡È #·‘·Ts¡Ádü+ (iii) #·‘·Ts¡Ádü+ (iv) Á‹uÛÑT»+ nH˚
Äø±sê\qT rdüTø=+<ë+. Á|ü‹ dü+K´qT á Äø±sê\˝À @<√ ˇø£ Äø±s¡+>± neTs¡TÃ<ë+. @ Ç‘·s¡ Áø£eTs¡Væ≤‘·
Äø±sê\T nqTeT‹+#·ã&Ée⁄.
51
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
Whole numbers can be shown in elementary shapes made up of dots, observe the following.
• Every number can be arranged as a line
The number 2 is shown as
The number 3 is shown as and so on.
• Some numbers can also be shown as rectangle.
For example,

The number 6 can be shown as

A
In this rectangle observe that there are 2 rows and 3 columns.

AN
• Some numbers like 4 or 9 can also be arranged as squares.

4 9

G
What are the other numbers that form squares like this? We can see a pattern here.
4 = 2 × 2 this is a perfect square.

N
9 = 3 × 3 this is also a perfect square.
What will be the next number which can be arranged like a square?
LA
Easily we can observe that 4 × 4 = 16 and 16 is the next number which is also a perfect
square.
Find the next 3 numbers that can be arranged as squares.
TE

Give 5 numbers that can be arranged as rectangles that are not squares.
• Some numbers can also be arranged as triangles.

3 6
T,

Note that the arrangement as a triangle would have its two sides equal. The number of
dots from the bottom row can be like 4, 3, 2, 1. The top row always contains only one dot, so as
ER

to make one vertex.

What is the next possible triangle? And the next.
Do you observe any pattern here? Observe the number of dots in each row and think
about it. Now complete the following table:
SC

Number Line Rectangle Square Triangle

2 Yes No No No
3 Yes No No Yes
4 Yes No Yes No
5
.....
25
Is 1 a square or not? why?
52
WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 |üPsêí+ø±\qT ÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\T>± #·Tø£ÿ\‘√ neTs¡Ãe#·TÃ. ÁøÏ+~ yê{Ïì |ü]o*+#·+&ç.
• Á|ü‹ dü+K´qT #·Tø£ÿ\‘√ πsK>± #·÷|üe#·TÃ.
2 qT Ç˝≤ #·÷|üe#·TÃ
3 qT Ç˝≤ #·÷|üe#·Tà yÓTTˆˆq$.
• ø=ìï dü+K´\qT Bs¡È#·‘·Ts¡ÁkÕ\T>± #·÷|üe#·TÃ.
ñ<ëVü≤s¡D≈£î 6 dü+K´qT Ç˝≤ #·÷|üe#·TÃ.
á Bs¡È #·‘·Ts¡Ádü+˝À ¬s+&ÉT n&ÉT¶ es¡Tdü\T, eT÷&ÉT ì\Te⁄ es¡Tdü\T ñHêïj·Tì >∑eTì+#·+&ç.

A
• 4 ˝Ò<ë 9 e+{Ï yê{Ïì #·‘·Ts¡ÁkÕ\T>± neTs¡Ãe#·TÃ.

AN
4 9

á $<Ûä+>±, Ç+ø± @ dü+U´\qT #·‘·Ts¡ÁkÕ\T>± neTs¡Ãe#·TÃ? Çø£ÿ&É ˇø£ neT]ø£qT >∑eTì+#·e#·TÃ.

G
4 = 2 × 2 Ç~ ˇø£ es¡Z dü+K´.
9 = 3 × 3 Ç~ ≈£L&Ü ˇø£ es¡Z dü+K´.

N
Bì ‘·sê«‘· #·‘·Ts¡Ádü+>± neTs¡Ã >∑*π> dü+K´ @~?
LA
4I4R16 nì eTq+ düT\uÛ+Ñ >± |ü]o*+#·e#·TÃ eT]j·TT 16 nH˚~ ‘·sT¡ yê‘· e#˚Ã es¡Z dü+K´. #·‘T· s¡ÁkÕ\T>±
neTs¡Ã>∑*–q ‘·s¡Tyê‘· eT÷&ÉT dü+K´\qT ø£qT>=q+&ç. #·‘·Ts¡ÁkÕ\T>± πøe\+ Bs¡È#·‘·Ts¡ÁkÕ\T>± neTs¡Ã>∑*π> 5
dü+K´\qT ‘Ó\|ü+&ç.
TE

• ø=ìï dü+U´\qT Á‹uÛÑTC≤\T>± neTs¡Ãe#·TÃ.

3 6
T,

Á‹uÛÑT»+˝Àì ¬s+&ÉT uÛÑTC≤\T düe÷q+>± ñ+&Ü\ì >∑eTì+#·+&ç. ÁøÏ+~ qT+&ç Á|ü‹ es¡Tdü˝À #·Tø£ÿ\ dü+K´
4,3,2,1>± ñ+&Ü*. m\¢|ü&É÷, ô|’ es¡Tdü˝À e÷Á‘·+ ˇø£{Ï ñ+≥T+~. ô|’q ˇπø os¡¸+ ñ+≥T+~ ø±ã{Ϻ.
ER

‘·sê«‘· neTs¡Ã>∑*π> Á‹uÛÑT»+ @~? Ä ‘·sê«‘· @~? #Ó|üŒ+&ç.

Çø£ÿ&É @<Ó’Hê neT]ø£qT >∑eTì+#êsê? Á|ü‹ es¡Tdü˝Àì #·Tø£ÿ\ dü+K´qT |ü]o*+#·+&ç, neT]ø£ >∑T]+∫
Ä˝À∫+#·+&ç.
SC

Ç|ü⁄&ÉT, ÁøÏ+~ |ü{ϺqT |üP]+#·+&ç.

dü+K´ πsK Bs¡È #·‘·Ts¡Ádü+ #·‘·Ts¡Ádü+ Á‹uÛÑT»+
2 ne⁄qT ø±<äT ø±<äT ø±<äT
3 ne⁄qT ø±<äT ø±<äT ne⁄qT
4 ne⁄qT ø±<äT ne⁄qT ø±<äT
5
.....
25
1 es¡Zdü+K´ ne⁄‘·T+<ë? ø±<ë? m+<äT≈£î?
53
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 TRY THESE
1. Which numbers can be shown as a line only?
2. Which numbers can be shown as rectangles?
3. Which numbers can be shown as squares?
4. Which numbers can be shown as triangles? eg. 3, 6, .....

Patterns of numbers
We can use patterns to guide us in simplifying processes. Study the following:

A
1. 296 + 9 = 296 + 10 - 1 = 306 - 1 = 305
2. 296 - 9 = 296 - 10 + 1 = 286 + 1 = 287

AN
3. 296 + 99 = 296 + 100 - 1 = 396 - 1 = 395
4. 296 - 99 = 296 - 100 + 1 = 196 + 1 = 197
Let us see one more pattern:

G
1. 65 × 99 = 65 ( 100 - 1) = 6500 - 65 = 6435
2. 65 × 999 = 65 (1000 - 1) = 65000 - 65 = 64935
3. N
65 × 9999 = 65 (10000 - 1) = 650000 - 65 = 649935
LA
4. 65 × 99999 = 65 (100000 - 1) = 6500000 - 65 = 6499935
and so on.
Here, we can see a shortcut to multiply a number by numbers of the form 9, 99, 999, .....
TE

This type of shortcuts enable us to do sums mentally.

Observe the following pattern: It suggests a way of multiplying a number by 5, 15, 25, .....
(You can think of extending it further).
10 460
T,

a. 46 × 5 = 46 × = = 230 = 230 × 1
2 2
b. 46 × 15 = 46 × (10 + 5)
ER

= 46 × 10 + 46 × 5 = 460 + 230 = 690 = 230 × 3

c. 46 × 25 = 46 × (20 + 5)
= 46 × 20 + 46 × 5 = 920 + 230 = 1150 = 230 × 5 .....
SC

Can you tell some more examples for using such processes to simplify calculations?
EXERCISE - 2.3
1. Study the pattern:
1×8+1 =9
12 × 8 + 2 = 98
123 × 8 + 3 = 987
1234 × 8 + 4 = 9876
12345 × 8 + 5 = 98765
Write the next four steps. Can you find out how the pattern works?
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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
1. @ dü+K´\qT πsK>± e÷Á‘·y˚T #·÷|üe#·TÃ?
2. @@ dü+K´\qT Bs¡È #·‘·Ts¡ÁkÕ\T>± #·÷|üe#·TÃ?
3. @@ dü+K´\qT #·‘·Ts¡ÁkÕ\T>± #·÷|üe#·TÃ?
4. @@ dü+K´\qT Á‹uÛÑTC≤\T>± #·÷|üe#·TÃ? ñ<ëVü≤s¡D≈£î 3, 6, .....
dü+K´\ neT]ø£
neT]ø£\T, dü÷ø°åàø£s¡D\≈£î düT\uÛÑ‘·s¡ e÷sêZ\qT dü÷∫kÕÔsTT. ÁøÏ+~ yê{Ïì |ü]o*+#·+&ç.

A
1. 296 + 9 = 296 + 10 - 1 = 306 - 1 = 305
2. 296 - 9 = 296 - 10 + 1 = 286 + 1 = 287

AN
3. 296 + 99 = 296 + 100 - 1 = 396 - 1 = 395
4. 296 - 99 = 296 - 100 + 1 = 196 + 1 = 197
eTs=ø£ neT]ø£qT #·÷<ë›+.

G
1. 65 × 99 = 65 ( 100 - 1) = 6500 - 65 = 6435
2. 65 × 999 = 65 (1000 - 1) = 65000 - 65 = 64935
3.
4.
N
65 × 9999 = 65 (10000 - 1) = 650000 - 65 = 649935
65 × 99999 = 65 (100000 - 1) = 6500000 - 65 = 6499935
LA
yÓTTˆˆ q$.
Çø£ÿ&É, ˇø£ dü+K´qT 9, 99, 999, ... s¡÷|ü+˝À qTqï dü+K´‘√ düT\uÛÑ $<Ûëq+˝À >∑TDÏ+#·&Üìï
>∑eTì+#·e#·TÃ. Ç˝≤+{Ï düT\uÛÑ e÷sêZ\T eTH√>∑DÏ‘· düeTdü´\qT kÕ~Û+#˚ kÕeTsêú´ìï ô|+#·T‘êsTT.
TE

øÏ+~ neT]ø£qT |ü]o*+#·+&ç. Ç~ ˇø£ dü+K´qT 5, 15, 25 ... \‘√ >∑TDÏ+#˚ e÷sêZìï dü÷∫düTÔ+~.
(Bìì Ç+ø± eTT+<äT≈£î $düÔ]+#·&ÜìøÏ Ä˝À∫+#·+&ç).
10 460
a. 46 × 5 = 46 × = = 230 = 230 × 1
2 2
T,

b. 46 ×15 = 46 × (10 + 5)
= 46 × 10 + 46 × 5 = 460 + 230 = 690 = 230 × 3
ER

c. 46 × 25 = 46 × (20 + 5)
= 46 × 20 + 46 × 5 = 920 + 230 = 1150 = 230 × 5 .....
>∑Dq\qT düT\uÛÑ‘·s¡+ #˚ùd $<ÛëHê\≈£î eT]ø=ìï ñ<ëVü≤s¡D\qT MTs¡T #Ó|üŒ>∑\sê?
SC

nuÛ≤´düeTT ` 2.3
1. øÏ+~ neT]ø£qT |ü]o*+#·+&ç.
1×8+1 =9
12 × 8 + 2 = 98
123 × 8 + 3 = 987
1234 × 8 + 4 = 9876
12345 × 8 + 5 = 98765
‘·sê«‘· e#˚à Hê\T>∑T k˛bÕHê\T sêj·T+&ç. á neT]ø£ ‘·sê«‘· dü+K´\≈£î m˝≤ edüTÔ+<√ #Ó|üŒ>∑\sê?
55
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
2. Study the pattern:
91 × 11 × 1 = 1001
91 × 11 × 2 = 2002
91 × 11 × 3 = 3003
Write next seven steps. Check, whether the result is correct.
Try the pattern for 143 × 7 × 1, 143 × 7 × 2 .....
3. How would we multiply the numbers 13680347, 35702369 and 25692359 with 9

A
mentally? What is the pattern that emerges?

AN
WHAT HAVE WE DISCUSSED?
1. The numbers 1, 2, 3, ..... which we use for counting are known as
natural numbers.

G
2. Every natural number has a successor. Every natural number except
1 has a predecessor.
3.
N
If we include the number 'zero' to the collection of natural numbers,
we get the collection of whole numbers W = {0, 1, 2, ...}.
LA
4. Every whole number has a successor. Every whole number except zero has a predecessor.
5. All natural numbers are whole numbers, and all whole numbers except zero are natural
numbers.
TE

6. We can make a number line with whole numbers represented on it. We can easily perform
the number operations of addition, subtraction and multiplication on such a number line.
7. Addition corresponds to moving to the right on the number line, where as subtraction
corresponds to moving to the left. Multiplication corresponds to making jumps of equal
T,

distance from zero.

8. Whole numbers are closed under addition and multiplication. But whole numbers are not
ER

closed under subtraction and division.

9. Division by zero is not defined.
10. Zero is the additive identity and 1 is the multiplicative identity of whole numbers.
SC

11. Addition and multiplication are commutative for whole numbers.

12. Addition and multiplication are associative for whole numbers.
13. Multiplication is distributive over addition for whole numbers.
14. Commutativity, associativity and distributivity of whole numbers are useful in simplifying
calculations and we often use them without being aware of them.
15. Pattern with numbers are not only interesting, but are useful especially for mental calculations.
They help us to understand properties of numbers better.

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WHOLE NUMBERS Free distribution of Govt. of Telangana 2022-23
2. ÁøÏ+~ neT]ø£qT |ü]o*+#·+&ç.
91 × 11 × 1 = 1001
91 × 11 × 2 = 2002
91 × 11 × 3 = 3003
‘·sê«‘· e#˚Ã @&ÉT k˛bÕHê\T sêj·T+&ç. |òü*‘·+ dü]jÓÆTq<˚H˚yÓ÷ dü] #·÷&É+&ç.
143 × 7 × 1, 143 × 7 × 2 ... e+{Ï neT]ø£\ |òü*‘ê\≈£î Á|üj·T‹ï+#·+&ç.
3. 13680347, 35702369, 25692359 dü+K´\qT 9 ‘√ eTH√ >∑DÏ‘·+˝À m˝≤ >∑TDÏ+#·e#·TÃqT? m≥Te+{Ï

A
neT]ø£ edüTÔ+~?

AN
eTq+ H˚s¡TÃ≈£îqï~
1. ˝…øÏÿ+#·&ÜìøÏ ñ|üjÓ÷–+#˚ dü+K´˝…’q 1, 2, 3 ... dü+K´\qT düVü≤» dü+K´\T
n+{≤s¡T.

G
2. Á|ü‹ düVü≤» dü+K´≈£î ñ‘·Ôs¡ dü+K´ ñ+~. ª1μ ‘·|üŒ $T–*q düVü≤» dü+K´\≈£î
|üPs¡« dü+K´\T+{≤sTT.
N
3. düVü≤» dü+K´\ dü$T‹øÏ düTHêïqT #˚]Ñ˚, |üPsêí+ø±\ dü$T‹ W={0,1,2, ...} edüTÔ+~.
LA
4. Á|ü‹ |üPsêí+ø±ìøÏ ñ‘·Ôs¡ dü+K´ ñ+~. ª0μ øÏ ‘·|üŒ $T–*q |üPsêí+ø±\ìï{Ïø° |üPs¡« dü+K´\T+{≤sTT.
5. düVü≤» dü+K´\˙ï |üPsêí+ø±\e⁄‘êsTT ø±ì |üPsêí+ø±\˝À düTqï ‘·|üŒ $T–*qe˙ï düVü≤» dü+K´˝Ò.
TE

6. dü+U≤´πsKô|’ |üPsêí+ø±\qT dü÷∫+#·e#·TÃ. dü+ø£\q+, e´eø£\q+, >∑TDø±s¡ |ü]ÁøÏj·T\qT dü+U≤´πsKô|’

düT\uÛÑ+>± #˚j·Te#·TÃ.
7. dü+U≤´πsKô|’ dü+ø£\q+ #˚j·T&ÜìøÏ ≈£î&ç yÓ’|ü⁄≈£î ø£~*‘˚, e´eø£\q+ #˚j·T&ÜìøÏ m&ÉeTyÓ’|ü⁄≈£î ø£<äT\T‘ê+.
T,

>∑TDø±s¡+ #˚j·T&ÜìøÏ düTHêï qT+&ç düe÷q <ä÷sê\˝À ≈£î&çyÓ’|ü⁄≈£î ø£<äT\T‘ê+.

8. |üPsêí+ø±\T dü+ø£\q, >∑TDø±sê\˝À dü+eè‘· <Ûäsêàìï bÕ{ÏkÕÔsTT. ø±ì e´e\ø£q, uÛ≤>∑Vü‰sê\˝À dü+eè‘·
ER

<Ûäsêàìï bÕ{Ï+#·e⁄.
9. düTHêï‘√ uÛ≤>∑Vü‰s¡+ ìs¡«∫+|üã&É<äT.
10. |üPsêí+ø±\˝À dü+ø£\q ‘·‘·‡e÷+X¯+ düTqï eT]j·TT >∑TDø±s¡ ‘·‘·‡e÷+X¯+ ˇø£{Ï.
SC

11. |üPsêí+ø±\T dü+ø£\q, >∑TDø±sê\˝À dæú‘·´+‘·s¡ <Ûäsêàìï bÕ{ÏkÕÔsTT.

12. |üPsêí+ø±\T dü+ø£\q, >∑TDø±sê\˝À düVü≤#·s¡ <Ûäsêàìï bÕ{ÏkÕÔsTT.
13. |üPsêí+ø±\˝À dü+ø£\q+ $÷<ä >∑TDø±s¡+ $uÛ≤>∑ Hê´j·÷ìï ø£*Z ñ+≥T+~.
14. |üPsêí+ø±\ dæú‘·´+‘·s¡, düVü≤#·s¡, $uÛ≤>∑ Hê´j·÷\T dü+K´\qT düT\uÛÑ+>± >∑DÏ+#·&ÜìøÏ ñ|üjÓ÷>∑|ü&É‘êsTT.
eTq≈£î ‘Ó*j·T≈£î+&ÜH˚ >∑Dq˝À yê{Ïì ñ|üjÓ÷–kÕÔ+.
15. dü+K´\ neT]ø£\T ÄdüøÏÔø£s¡+>± ñ+&É&Éy˚T ø±≈£î+&Ü, eTH√ >∑DÏ‘· >∑Dq\≈£î ñ|üjÓ÷>∑|ü&ÜÔsTT. n˝≤π> dü+U≤´
<Ûäsêà\qT Ç+ø± u≤>± ns¡ú+ #˚düTø√e&ÜìøÏ <√Vü≤<ä|ü&ÜÔsTT.

57
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPsêí+ø±\T
 CHAPTER - 3
Playing with Numbers

3.1 INTRODUCTION
Let us observe the situation.

A
Hasini wants to distribute chocolates to her classmates on her birthday. Her father brought

AN
a box of 125 chocolates. There are 25 students in her class.
She decided to distribute all the
chocolates such that each one would get equal
number of chocolates. First, she thought of

G
giving 2 chocolates each but found that some
chocolates were remaining. Then again she tried
of giving 3 each, but again some chocolates
N
were remaining. Finally, she thought of giving 5
chocolates each. Now, she found that no
LA
chocolates were remaining.
Is there any easy way to find the no.of
chocolates equally distributed among her
TE

classmates ? Think. Of course she can divide

125 by 25. In the previous classes you have
become familiar with rules which tell us whether
a given number is divisible by 2, 3, 5, 6, 9 and
T,

10. In this chapter we will recollect these tests.

Further, we will also discover the rules of divisibility for 4, 8 and 11.
ER

3.2 DIVISIBILITY RULE

Let us consider 29. When you divide 29 by 4, it leaves remainder 1 and gives quotient 7.
Can you say that 29 is completely divisible by 4? Why?
SC

Find the quotient and remainder when 24 is divided by 4?

Is 24 completely divisible by 4? Why?
So, we see that a number is completely divisible by another number, when it leaves zero as
remainder.
The process of checking whether a number is divisible by a given number or not without
actual division is called divisibility rule for that number.
Let us review the tests of divisibility studied in the previous classes.

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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·T+ ` 3
dü+K´\‘√ Ä&ÉTø=+<ë+

3.1 |ü]#·j·T+

A
ÁøÏ+~ dü+<äsꓤìï |ü]o*<ë›eTT. Vü‰dæì ‘·q |ü⁄{Ϻqs√E dü+<äs¡“¤+>± ‘·q ‘√{Ï $<ë´s¡Tú\≈£î #ê¬ø¢≥T¢qT
|ü+#ê\ì nqTø=qï~. ÄyÓT ‘·+Á&ç 125 #ê¬ø¢≥T¢ ñqï u≤≈£î‡qT rdüTø=ì e#êÃs¡T. ÄyÓT ‘·s¡>∑‹˝À 25 eT+~

AN
$<ë´s¡Tú\THêïs¡T.
Vü‰dæì ‘·q düVü≤#·s¡ $<ë´s¡Tú\+<ä]øÏ düe÷q
dü + K´˝À #ê¬ ø ¢ ≥ T¢ e#˚ à $<Û ä + >± |ü + |æ D ° #˚ j · ÷ \ì

G
nqTø=qï~. yÓTT<ä≥>± Á|ür $<ë´]úøÏ ¬s+&˚dæ #=|üq
#ê¬ø¢≥T¢qT |ü+#·T<ëeTì nqTø=qï~. ø±ì ¬s+&˚dæ #ê¬ø¢≥T¢

N
#=|üq |ü+∫‘˚ ø=ìï #ê¬ø¢≥T¢ $T–*q$. n+<äT#˚ ákÕ]
Á|ür $<ë´]úøÏ eT÷&˚dæ #ê¬ø¢{Ÿ #=|üq |ü+∫‘˚ á
LA
dü+<äs¡“¤+˝À ≈£L&Ü ø=ìï #ê¬ø¢≥T¢ $T>∑\&É+ >∑eTì+∫+~.
∫es¡>± Á|ü‹ $<ë´]úøÏ 5 #ê¬ø≥¢ T¢ #=|üq |ü+∫q dü+<äs“¡ +¤ ˝À
#ê¬ø¢≥T¢ $T>∑\˝Ò<äT.
TE

nsTT‘˚ Vü‰dæì ˇø=ÿø£ÿ $<ë´]úøÏ mìï düe÷q

#ê¬ø¢≥T¢ Çyê«˝À eTT+<äT>±H˚ H˚s¡T>± düe÷<Ûëq+ ø£qT>=H˚
neø±X¯+ ñ+<ë? Ä˝À∫+#·+&ç. 125™25 #˚ùdÔ eTq≈£î ø±e\dæq dü]jÓÆTq düe÷<Ûëq+ \_ÛdüTÔ+~. ø±ì ˇø£
T,

dü+K´qT Ç∫Ãq dü+K´‘√ uÛ≤–+#·T≥≈£î düeTdü´qT #˚jT· ≈£î+&ÜH˚ ìX‚Ùwü+>± uÛ≤–+|ü ã&ç+<ë, ˝Ò<ë nì ‘Ó\TdüTø=q&ÜìøÏ
øÏ+~ ‘·s¡>∑‘·T\˝À ˇø£ dü+K´ uÛ≤–+|üã&É&ÜìøÏ ø±e\dæq ìj·Te÷\qT ªuÛ≤»˙j·T‘ê dü÷Á‘ê\Tμ >± H˚s¡TÃø=Hêïs¡T.
ER

á bÕsƒê´+X¯eTT˝À 2,3,5,6,9 eT]j·TT 10 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT »„|æÔøÏ ‘Ó#·TÃø=+<ë+. Ç+ø± 4,8
eT]j·TT 11 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT ø£qT>=+<ë+.
3.2 uÛ≤»˙j·T‘ê dü÷Á‘·+
SC

29 dü+K´qT rdüTø=+<ë+. 29 qT 4 #˚ uÛ≤–ùdÔ eTq≈£î 7 uÛ≤>∑|òü\+>±, 1 X‚wü+>± edüTÔ+~. 29, 4 #˚

ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<äì MTs¡T #Ó|üŒ>∑\sê? m+<äTe\q?
24 qT 4 #˚ uÛ≤–+∫ uÛ≤>∑|òü\+ eT]j·TT X‚wü+qT ‘Ó\Œ+&ç.
24, 4 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&çq<ë? m+<äT#˚‘·?
ˇø£ dü+K´, eTs√ dü+K´#˚ uÛ≤–+|üã&çq|ü&ÉT X‚w+ü ª0μ nsTT‘˚ Ä dü+K´ ìX‚Ùwü+>± uÛ≤–+|üã&ç+<äì n+{≤+.
ˇø£ dü+K´ eTs√ dü+K´#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? ˝Ò<ë? nì |ü]o*+#·&ÜìøÏ eTqeTT ñ|üj÷Ó –+#˚
$<Ûëq+qT ªªuÛ≤»˙j·T‘ê dü÷Á‘·+μμ n+{≤+.
øÏ+~ ‘·s¡>∑‘·T\˝À eTqeTT H˚s¡TÃø=qï uÛ≤»˙j·T‘ê dü÷Á‘ê\qT |ü⁄q'X¯Ãs¡D #˚düTø=+<ë+.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
3.2.1 Divisibility by 2
Let us look at the number chart given below.
Number Chart

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

A
31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

AN
51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

G
71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 N
95 96 97 98 99 100
LA
Now cross all the multiples of 2. Do you see any pattern in the ones place of these numbers?
These numbers have only the digits 0, 2, 4, 6, 8 in the ones place. Looking at there
observations we can say that a number is divisible by 2 if it has any of the digits 0,2,4,6 or 8
TE

in its ones place.

DO THIS
T,

Are 953, 9534, 900, 452 divisibile by 2? Also check by actual division.
ER

3.2.2 Divisibility by 3
Now encircle all the multiples of 3 in the above chart. You must have encircled numbers
like 21, 27, 36, 54 etc. Do you see any pattern in the ones place of these numbers. No! Because
numbers with the same digit in ones place may or may not be divisible by 3. For example, both 27
SC

and 37 have 7 in ones place. Are they both divisible by 3?

Let us now add the digits of 21, 36, 54, 63, 72, 117
2+1=3 5 + 4 = ______ 7 + 2 = ______
3 + 6 = _____ 6 + 3 = ______ 1 + 1 + 7 = ______
All these sums are divisible by 3.
Thus we can say that if the sum of the digits is divisible by of 3, then the number is
divisible by 3. Check this rule for other circled numbers.

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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
3.2.1 2 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+
Ç#·Ã≥ Çe«ã&çq dü+U≤´ |ü{Ϻø£qT #·÷&É+&ç
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

A
41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

AN
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

G
91 92 93 94 95 96 97 98 99 100

N
2 jÓTTø£ÿ >∑TDÏCeTT\ìï+{Ï˙ ø={Ϻy˚j·T+&ç. MTs¡T ø={Ϻy˚dæq dü+K´\ ˇø£≥¢ kÕúHê\˝À @<Ó’Hê neT]ø£qT
LA
>∑eTì+#êsê? 2 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´\˝À ˇø£≥¢ kÕúqeTT˝Àì n+¬ø 0,2,4,6 ˝Ò<ë 8 >± ñ+≥T+~. á
|ü]o\q\ qT+&ç ˇø£ dü+K´ ˇø£≥¢ kÕúq+˝Àì n+¬ø 0,2,4,6 ˝Ò<ë 8 nsTTq#√ Ä dü+K´ ªª2μμ #˚ ìX‚Ùwü+>±
uÛ≤–+|üã&ÉT‘·T+~ nì #Ó|üŒe#·TÃ.
TE

Ç$ #˚j·T+&ç
953,9534, 900, 452 dü+K´\T 2 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·÷? MT düe÷<Ûëq+qT uÛ≤>∑Vü‰s¡
|ü<äΔ‹ <ë«sê dü]#·÷&É+&ç.
T,

3.2.2 3 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+

ER

Ç|ü&ÉT 3 jÓTTø£ÿ >∑TDÏC≤\qT eè‘êÔ\‘√ #·÷|ü+&ç. MTs¡T 21,27,36,54 yÓTT<ä\>∑T dü+K´\qT eè‘êÔ\‘√
#·÷|ü⁄‘ês¡T. á $<Ûä+>± #·÷|üã&çq dü+K´\˝À MTs¡T @<Ó’Hê Á|ü‘˚´ø£ neT]ø£qT ˇø£≥¢ kÕúqeTT˝Àì n+¬ø\T ø£*–
ñ+&É≥eTT >∑eTì+#êsê? ˝Ò<äT! ˇø£≥¢kÕúq+˝À (ˇπø n+¬ø) >∑\ dü+K´\˙ïj·T÷ 3 #˚ uÛ≤–+|üã&Ée#·TÃ, ˝Òø£b˛e#·TÃ.
SC

ñ<ëVü≤s¡D≈£î 27 eT]j·TT 37 dü+K´\˝À ˇø£≥k¢ ÕúqeTT˝À ˇπø n+¬ø 7 qT ø£*j

Z T· THêïsTT. 27, 3 #˚ uÛ≤–+|üã&ÉT‘·T+~.
37,3 #˚ uÛ≤–+|üã&É<äT.
21, 36, 54, 63, 72, 117 dü+K´\˝Àì n+¬ø\ yÓTT‘·Ô+qT ≈£L&É+&ç.
2+1=3 5 + 4 = ______ 7 + 2 = ______
3 + 6 = _____ 6 + 3 = ______ 1 + 1 + 7 = ______
ô|’ yÓTT‘êÔ\˙ïj·T÷ 3#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT#·Tqï$.
n+<äT#˚ ˇø£ dü+K´˝Àì n+¬ø\ yÓTT‘·+Ô , 3#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ç‘˚ Ä dü+K´ 3 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉTqT.
$÷s¡T eè‘êÔ\˝À #·÷|æq dü+K´\qT á ìj·TeT+‘√ dü]#·÷&É+&ç
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 DO THIS
Check whether the following numbers are divisible by 3?
i. 45986 ii. 36129 iii. 7874

3.2.3 Divisibility by 6
Put a cross on the numbers which are multiples of 6 in the number chart.
Do you notice anything special about them.

A
Yes, they are divisible by both 2 and 3.
If a number is divisible by both 2 and 3 then it is also divisible by 6 .

AN
TRY THESE
1. Is 7224 divisible by 6? Why?

G
2. Give two examples of 4 digit numbers which are divisible by 6.
3.
N
Can you give an example of a number which is divisible by 6 but not by 2 and 3. Why?
LA
3.2.4 Divisibility by 9
Put a (box) on the numbers which are multiples of 9 in the number chart.
Now try to find a pattern or rule for checking the divisibility of 9. (Hint : Sum of digits)
TE

Sum of digits in these numbers are also divisible by 9.

For example If we take 81, 8 + 1 = 9 similarly 99, 9 + 9 = 18 divisible by 9.
A number is divisible by 9, if the sum of the digits of the number is divisible by 9.
T,

DO THIS
ER

1. Test whether 9846 is divisible by 9?

2. Without actual division, find whether 8998794 is divisible by 9?
3. Check whether 786 is divisible by both 3 and 9?
SC

3.2.5 Divisibility by 5
Are all the numbers 20, 25, 30, 35, 40, 45, 50 divisible by 5?
Is 53 divisible by 5? Why?
Can you say that all the numbers with zero and five at ones place is divisible by 5?
Consider the numbers 5785, 6021, 1000, 101010, 9005. Guess which are divisible by 5
and verify by actual division.

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 Ç$ #˚j·T+&ç
1. á ÁøÏ+<ä Çe«ã&çq dü+K´\T 3#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj˚TyÓ÷ dü]#·÷&É+&ç.
i) 45986 ii) 36129 iii) 7874

3.2.3 6 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+

dü+U≤´ |ü{Ϻø£˝À 6 jÓTTø£ÿ >∑TDÏC≤\qT (I) >∑Ts¡TÔ‘√ #·÷|ü+&ç.
Ä dü+K´\˝À @<Ó’Hê Á|ü‘˚´ø£‘·qT >∑eTì+#êsê?

A
ne⁄qT, nìï dü+K´\÷ 2 eT]j·TT 3 \#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ܶsTT.
ªª2, 3\#˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´\˙ï 6 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êsTTμμ.

AN
Á|üj·T‹ï+#·+&ç
1. 7224, 6#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? m˝≤?

G
2. 6 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ @y˚ì Hê\Z+¬ø\ dü+K´\≈£î ¬s+&ÉT ñ<ëVü≤s¡D*e«+&ç.
3.
3.2.4 N
6 #˚ uÛ≤–+|üã&ç, 2 eT]j·TT 3\#˚ uÛ≤–+|üã&Éì @<Ó’Hê dü+K´ ø£\<ë? m+<äT≈£î?
9 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+
LA
dü+U≤´ |ü{Ϻø£˝À 9 jÓTTø£ÿ >∑TDÏC≤\qT ( ) >∑Ts¡TÔ‘√ #·÷|ü+&ç.
Ç|ü&ÉT 9 uÛ≤»˙j·T‘ê dü÷Á‘êìï dü]#·÷ùd @<ÓH’ ê neT]ø£qT ˝Ò<ë ìj·Te÷ìï ø£qT>=q&ÜìøÏ Á|üjT· ‹ï+#·+&ç.
TE

(dü÷#·q : n+¬ø\ yÓTT‘·Ô+)

9 jÓTTø£ÿ >∑TDÏC≤\˝Àì n+¬ø\ yÓTT‘·Ô+ 9 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
ñ<ëVü≤s¡D≈£î 81 qT |ü]o*ùdÔ, 81 ˝À n+¬ø\ yÓTT‘·Ô+ 8G1 R 9, n˝≤π> 99˝À 9G9 R 18, 9 #˚
T,

ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
ªªˇø£ dü+K´˝Àì n+¬ø\ yÓTT‘·+Ô 9 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ç‘˚ Ä dü+K´ 9 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.μμ
ER

Ç$ #˚j·T+&ç
1. 9846, 9 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? |üØøÏå+#·+&ç.
2. uÛ≤>∑Vü‰s¡+ #˚j·T≈£î+&ÜH˚ 8998794, 9 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë?
SC

3. 786, 3 eT]j·TT 9\ #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? |üØøÏå+#·+&ç.

3.2.5 5 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+
20,25,30,35,40,45,50 dü+K´\ìïj·T÷ 5 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·÷?
53, 5 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? m+<äT#˚‘·?
ˇø£≥¢ kÕúqeTT˝À 0 ˝Ò<ë 5 >∑\ dü+K´\˙ïj·T÷ 5 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·Tì MTs¡T #Ó|üŒ>∑\sê?
5785, 6021, 1000, 101010, 9005 dü+K´\qT rdüTø=ì 5 #˚ uÛ≤–+|üã&˚ dü+K´\qT }Væ≤+#·+&ç. n˝≤π>
uÛ≤>∑Vü‰s¡ |ü<äΔ‹ <ë«sê MT düe÷<Ûëq+qT dü]#·÷&É+&ç.
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3.2.6 Divisibility by 10
Mark all the numbers divisible by 10 in the number chart.
What do you notice?
1. All of them have 0 at their ones place.
2. All of them are divisible by both 5 and 2.

EXERCISE - 3.1

A
1. Which of the following numbers are divisible by 2, by 3 and by 6?
(i) 321729 (ii) 197232 (iii) 972132 (iv) 1790184

AN
(v) 312792 (vi) 800552 (vii) 4335 (viii) 726352
2. Determine which of the following numbers are divisible by 5 and by 10.
25, 125, 250, 1250, 10205, 70985, 45880

G
Check whether the numbers that are divisible by 10 are also divisible by2 and 5.
3. Fill the table using divisibility test for 3 and 9.
Number N
Sum of the digits in the number Divisible by
LA
3 9
72 ................................................................
197 ................................................................
TE

4689 ................................................................
79875 ................................................................
988974 9 + 8 + 8 + 9 + 7 + 4 = 45 Yes Yes
T,

4. Make 3 different 3 digit numbers using 1, 9 and 8, where each digit can be used only once.
Check which of these numbers are divisible by 9.
ER

5. Which numbers among 2, 3, 5, 6, 9 divides 12345 exactly?

Write 12345 in reverse order and test now which numbers divide it exactly?
6. Write different 2 digit numbers using digits 3, 4 and 5. Check whether these numbers are
SC

divisible by 2, 3, 5, 6 and 9?
7. Write the smallest digit and the greatest possible digit in the blank space of each of the
following numbers so that the numbers formed are divisible by 3.
i. __ 6724 ii. 4765__ 2 iii. 7221__ 5
8. Find the smallest number that must be added to 123, so that it becomes exactly divisible
by 5?
9. Find the smallest number that has to be subtracted from 256, so that it becomes exactly
divisible by 10?

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3.2.6 10 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+
10 jÓTTø£ÿ >∑TDÏC≤\ìï+{Ïì dü+U≤´ |ü{Ϻø£˝À '' >∑Ts¡TÔ‘√ dü÷∫+#·+&ç.
MTs¡T @$T >∑eTì+#ês¡T?
1. dü+K´\ìïj·T÷ ˇø£≥¢kÕúq+˝À ª0μ qT ø£*Zj·TTqï$.
2. dü+K´\ìïj·T÷ 2 eT]j·TT 5#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&çq$.
nuÛ≤´dü+ 3.1

A
1. á ÁøÏ+<ä Çe«ã&çq dü+K´\˝À 2,3 eT]j·TT 6 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´˝Ò$?
(i) 321729 (ii) 197232 (iii) 972132 (iv) 1790184

AN
(v) 312792 (vi) 800552 (vii) 4335 (viii) 726352
2. á ÁøÏ+<ä Çe«ã&çq dü+K´\˝À 5 eT]j·TT 10 \#˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´\qT >∑T]Ô+#·+&ç.
25, 125, 250, 1250, 10205, 70985, 45880

G
10 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´\˙ïj·T÷ 2 eT]j·TT 5 \#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êjÓ÷, ˝Ò<√ |üØøÏ+å #·+&ç.
3.
dü+K´
N
á ÁøÏ+<ä Çe«ã&çq |ü{Ϻø£qT 3 eT]j·TT 9 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT|üjÓ÷–+∫ |üP]+#·+&ç.
dü+K´\˝Àì n+¬ø\ yÓTT‘·Ô+ uÛ≤–+#˚ dü+K´
LA
3 9
72 ................................................................
197 ................................................................
TE

4689 ................................................................
79875 ................................................................
988974 9 + 8 + 8 + 9 + 7 + 4 = 45 ne⁄qT ne⁄qT
T,

4. 1,9, 8 n+¬ø\qT ˇø£kÕ] e÷Á‘·y˚T ñ|üjÓ÷–dü÷Ô sêj·T>∑\ eT÷&É+¬ø\ dü+K´\qT sêj·T+&ç, á dü+K´\T
9 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êjÓ÷ ˝Ò<√ |ü]o*+#·+&ç.
ER

5. 2,3,5,6,9 n+¬ø\˝À 12345qT ìX‚Ùwü+>± uÛ≤–+#˚ yê{Ïì sêj·T+&ç?

12345 qT yÓqTø£ qT+&ç es¡Tdü Áø£eT+˝À sêj·T>± @s¡Œ&çq dü+K´qT 2,3,5,6,9 \˝À @$ ìX‚Ùwü+>±
uÛ≤–kÕÔjÓ÷ ‘Ó\T|ü+&ç.
SC

6. 3,4,5 n+¬ø\qT|üjÓ÷–+∫ sêj·TM\>∑T ¬s+&É+¬ø\ dü+K´\qT sêj·T+&ç, Ä dü+K´\T 2,3,5,6 eT]j·TT 9

\#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êjÓ÷, ˝Ò<√ |ü]o*+#·+&ç.
7. á øÏ+<ä Çe«ã&çq dü+K´\˝À U≤∞ dü\ú +˝À ì+|üã&˚ n+¬ø‘√ @s¡Œ&çq dü+K´ 3 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚≥≥T¢
>∑]wüº ˝Ò<ë ø£ìwüº $\Te ø£*Zq n+¬ø\‘√ |üP]+#·+&ç.
(i) __ 6724 (ii) 4765__ 2 (iii) 7221__ 5
8. 123 q≈£î @ ø£ìwüº dü+K´qT ≈£L&ç‘˚ @s¡Œ&çq dü+K´ 5 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~?
9. 256 qT+&ç @ ø£ìwüº dü+K´qT rdæy˚ùdÔ e∫Ãq dü+K´ 10#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~?

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3.3 FACTORS
We have studied the divisibility and discovered tests of divisibility for 2, 3, 5, 6, 9 and 10.
Now we will learn the concepts of factors.
Let us observe a situation:
Devi has 6 coins with her. She wants to arrange them in columns in such a way that each
column has the same number of coins. She arranges them in many ways using all the 6 coins.
Case (i) 1 coin in each column
number of columns = 6

A
Total number of coins = 1 × 6 = 6

AN
Case (ii) 2 coins in each column
Number of columns = 3
Total number of coins = 2 × 3 = 6
Case (iii) 3 coins in each column

G
Number of columns = 2

Case (iv) N
Total number of coins = 3 × 2 = 6
6 coins in each column
LA
Number of column = 1
Total number of coins = 6 × 1 = 6
These are the only possible arrangements using all the 6 coins.
TE

From these arrangements, Devi observes that 6 can be written as a product of two numbers
in different ways as
6=1×6 6=2×3 6=3×2 6=6×1
From 6 = 2 × 3 it can be said that 2 and 3 exactly divide 6. So, 2 and 3 are factors of 6.
T,

From the other product 6 = 1 × 6, thus 6 and 1 are also factors of 6.

1, 2, 3 and 6 are the only factors of 6.
ER

"A number which divides the other number exactly is called a factor of that number."
In other words, every number is completely divisible by its factors. Here 1, 2, 3 and 6 are
all factors of 6. Similarly 1 and 19 are factors of 19. Number 5 is not a factor of 16. Why?
SC

Observe the following table:

Number Factors
12 1, 2, 3, 4, 6, 12
18 1, 2, 3, 6, 9, 18
20 1, 2, 4, 5, 10, 20
24 1, 2, 3, 4, 6, 8, 12, 24
From the above table we can notice that;
(i) '1' is a factor of every number and is the smallest of all factors.
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3.3 ø±s¡D≤+ø±\T
Á|üdüTÔ‘· bÕsƒê´+X¯+˝À 2,3,5,6,9, 10 dü+K´\ uÛ≤»˙j·T‘· dü÷Á‘ê\qT H˚s¡TÃø=Hêï+. Ç|ü⁄Œ&ÉT ªø±s¡D≤+ø£
uÛ≤eqμqT H˚s¡TÃø=+<ë+.
<˚$ e<ä› 6 HêD≤\Tqï$. yê{Ïì es¡Tdü\˝À, Á|ür es¡Tdü˝ÀqT düe÷q dü+K´˝À HêD≤\T ñ+&˚ $<Ûä+>±
neTsêÃ\ì nqTø=+~. 6 HêD≤\qT <˚$ nH˚ø£ $<Ûë\T>± neT]Ã+~. yê{Ïì |ü]o*<ë›+.
dü+<äs¡“¤+ 1 : Á|ü‹ ì\Te⁄ es¡Tdü˝À ˇø£ HêD…eTT ñ+&˚ $<Ûä+>± neT]ùdÔ
ì\Te⁄ es¡Tdü\ dü+K´ R 6

A
yÓTT‘·Ô+ HêD≤\T R 1I6 R 6
dü+<äs¡“¤+ 2 : Á|ür ì\Te⁄ es¡Tdü˝À ¬s+&˚dæ HêD≤\T+&˚ $<Ûä+>± neT]ùdÔ

AN
ì\Te⁄ es¡Tdü\ dü+K´ R 3
yÓTT‘·Ô+ HêD≤\T R 2 I 3 R 6
dü+<äs¡“¤+ 3 : Á|ür ì\Te⁄ es¡Tdü˝À eT÷&˚dæ HêD…eTT\T+&˚ $<Ûä+>± neT]ùdÔ

G
ì\Te⁄ es¡Tdü\ dü+K´ R 2

N
yÓTT‘·Ô+ HêD≤\T R 3I2 R 6
dü+<äs¡“¤+ 4 : Á|ür ì\Te⁄ es¡Tdü˝À 6 HêD…eTT\T+&˚ $<Ûä+>± neT]ùdÔ
LA
ì\Te⁄ es¡Tdü\ dü+K´ R 1
yÓTT‘·Ô+ HêD≤\T R 6 I 1 R6
ô|’q ù|s=ÿqï dü+<äsꓤ\˝À e÷Á‘·y˚T 6 HêD≤\qT neTs¡Ã>∑\+.
TE

á neT]ø£\ qT+&ç, 6qT ¬s+&ÉT dü+K´\ \ã›+>± $$<Ûä s¡ø±\T>± Áyêj·Te#·Ãì <˚$ >∑eTì+∫+~.
6=1×6 6=2×3 6=3×2 6=6×1
6 R 2 I 3 qT+&ç 2 eT]j·TT 3 \T 6 qT ìX‚Ùwü+>± uÛ≤–kÕÔj·Tì #Ó|üŒ>∑\+. n+<äT#˚ 2, 3\qT 6≈£î
T,

ø±s¡D≤+ø±\T>± #Ó|üŒe#·TÃ. 6 R 1 I 6 qT+&ç 6 eT]j·TT 1\qT 6 jÓTTø£ÿ ø±s¡D+ø±\T>± #Ó|üŒe#·TÃ.

1, 2, 3 eT]j·TT 6 e÷Á‘·y˚T 6 jÓTTø£ÿ ø±s¡D≤+ø±\T.
ER

ªªˇø£ dü+K´qT ìX‚Ùwü+>± uÛ≤–+#˚ eTs√ dü+K´qT Ä dü+K´ jÓTTø£ÿ ø±s¡D≤+ø£+μμ n+{≤s¡T.
eTs√ $<Ûä+>± #ÓbÕŒ* n+fÒ ˇø£ dü+K´qT ìX‚Ùwü+>± uÛ≤–+#˚ dü+K´\qT Ä dü+K´ ø±s¡D≤+ø±\T>±
#Ó|üŒe#·TÃ. Ç#·Ã≥, 1,2,3, 6, \T 6 jÓTTø£ÿ ø±s¡D≤+ø±\T. n<˚ $<Ûä+>± 1, 19\T 19 jÓTTø£ÿ ø±s¡D+ø±\T. 5, 16
SC

jÓTTø£ÿ ø±s¡D≤+ø£+ ø±<äT. m+<äT#˚‘· ?

á øÏ+~ |ü{Ϻø£qT |ü]o*+#·+&ç.
dü+K´ ø±s¡D≤+ø±\T
12 1, 2, 3, 4, 6, 12
18 1, 2, 3, 6, 9, 18
20 1, 2, 4, 5, 10, 20
24 1, 2, 3, 4, 6, 8, 12, 24
ô|’ |ü{Ϻø£qT >∑eTìùdÔ eTq+ á øÏ+~ n+XÊ\qT >∑eTì+#·e#·TÃ.
(i) Á|ür dü+K´≈£î ª1μ ø±s¡D≤+ø£+ Ç~ dü+K´ jÓTTø£ÿ ø±s¡D≤+ø£+\ìï+{Ï˝Àq÷ ∫qï~.
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(ii) Every number is a factor to itself and it is the biggest factor of it.
(iii) Every factor of a number is less than or equal to the given number.
(iv) Number of factors of a given number are countable.

DO THIS
1. Find the factors of 80.
2. Do all the factors of a given number divide the number exactly? Find the
factors of 28 and verify by division.

A
3. 3 is a factor of 15 and 24. Is 3 a factor of their difference also?

AN
3.4 PRIME AND COMPOSITE NUMBERS
Let us observe the number of factors of a few numbers in the table given below:

G
Number Factors Number of Factors
1 1 1
2
3
1, 2
1, 3
N 2*
2*
LA
4 1, 2, 4 3
5 1, 5 2*
TE

6 1, 2, 3, 6 4
7 1, 7 2*
From the table say which numbers have only two factors?
There are four numbers 2, 3, 5 and 7, having exactly two factors (shown with*)
T,

i.e. 1 and the number itself.

These numbers whose only factors are 1 and the number itself are called prime numbers.
ER

Which numbers have more than two factors?

Numbers having more than two factors like 4, 6 and so on are called composite numbers.
Give 5 examples of composite numbers greater than 10.
SC

Which number has only one factor?

The number 1 has only one factor (i.e. itself) so, 1 is neither prime nor composite.
TRY THESE
1. What is the smallest Prime number?
2. What is the smallest composite number?
3. What is the smallest odd composite number?
4. Give 5 odd and 5 even composite numbers?
5. Is 1 prime or composite and why?

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(ii) Á|ür dü+K´ <ëìø£<˚ ø±s¡D≤+ø£+ Ç~ Ä dü+K´ jÓTTø£ÿ ø±s¡D≤+ø£eTT\ìï+{Ï˝À ô|<ä›~.
(iii) Á|ür ø±s¡D≤+ø£+ Ä dü+K´≈£î düe÷q+ ˝Ò<ë Ä dü+K´ ø£+fÒ ∫qï~.
(iv) Á|ür dü+K´≈£î >∑\ ø±s¡D≤+ø±\T |ü]$T‘·+. (˝…øÏÿ+#·<ä>∑Z$).
Ç$ #˚j·T+&ç
1. 80 jÓTTø£ÿ ø±s¡D≤+ø±\T sêj·T+&ç?
2. ˇø£ dü+K´ jÓTTø£ÿ ø±s¡D≤+ø±\˙ï Ä dü+K´qT ìX‚Ùwü+>± uÛ≤–kÕÔj·÷? 28 jÓTTø£ÿ
ø±s¡D≤+ø±\qT ø£qT>=q+&ç? uÛ≤>±Vü‰s¡ |ü<äΔ‹ <ë«sê dü] #·÷&É+&ç.

A
3. 15, 24 jÓTTø£ÿ ø±s¡D≤+ø£+ 3. á dü+K´\ uÛÒ<ëìøÏ ≈£L&Ü 3 ø±s¡D≤+ø£+ ne⁄‘·T+<ë?
3.4 Á|ü<Ûëq dü+K´\T, dü+j·TTø£Ô dü+K´\T

AN
ø=ìï dü+K´\ø£T, ø±s¡D≤+ø±\ dü+K´ ÁøÏ+~ |ü{Ϻø£˝À Çe«ã&ܶsTT. |ü]o*+#·+&ç.
dü+K´ ø±s¡D≤+ø£+ ø±s¡D≤+ø±\ dü+K´

G
1 1 1
2 1, 2 2*
3
4
1, 3
N
1, 2, 4
2*
3
LA
5 1, 5 2*
6 1, 2, 3, 6 4
7 1, 7 2*
TE

ô|’ |ü{Ϻø£˝À @j˚T dü+K´\T πøe\+ ¬s+&ÉT ø±s¡D≤+ø±\qT e÷Á‘·y˚T ø£*Zj·TTHêïsTT.

2, 3, 5, 7 dü+K´\T πøe\+ ¬s+&ÉT ø±s¡D≤+ø±\qT e÷Á‘·y˚T ø£*Zj·TTHêïsTT. (* >∑Ts¡TÔ‘√ #·÷|üã&çq$).
nq>± 1 eT]j·TT n<˚ dü+K´.
1 eT]j·TT n<˚ dü+K´ ø±s¡D≤+ø±\T>± >∑*Zq dü+K´\qT ªªÁ|ü<Ûëq dü+K´\Tμμ n+{≤s¡T.
T,

@ dü+K´\T ¬s+&ÉT ø£+fÒ m≈£îÿe ø±s¡D≤+ø±\T ø£*Zj·TTqï$?

ER

4,6 ... yÓTT<ä\>∑T dü+K´\T ¬s+&ÉT ø£+fÒ m≈£îÿe ø±s¡D≤+ø±\T ø£*Zj·TTqï$. M{Ïì ªdü+j·TTø£Ô dü+K´\Tμ
n+{≤s¡T.
10 ø£+fÒ ô|<ä›yÓ’q 5 dü+j·TTø£Ô dü+K´\qT ‘Ó\Œ+&ç?
SC

ˇπø ˇø£ ø±s¡D≤+ø£+ ø£*Zq dü+K´ @~?

ª1μ πøe\+ ˇπø ˇø£ ø±s¡D≤+ø£+ ø£*Zj·TT+~. 1 Á|ü<Ûëq dü+K´ ø±<äT eT]j·TT dü+j·TTø£Ô dü+K´ ø±<äT.
Á|üj·T‹ï+#·+&ç
1. ø£ìwüº Á|ü<Ûëq dü+K´ @~?
2. ø£ìwüº dü+j·TTø£Ô dü+K´ @~?
3. ø£ìwüº uÒdæ dü+j·TTø£Ô dü+K´ @~?
4. dü]dü+j·TTø£Ô dü+K´\T, uÒdæ dü+j·TTø£Ô dü+K´\qT nsTT<˚dæ #=|üq sêj·T+&ç.
5. 1 Á|ü<Ûëq dü+K´ ø±<äT, dü+j·TTø£Ô dü+K´ ø±<äT. ø±s¡D≤\T ‘Ó\T|ü+&ç?
69
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Without actually checking the factors of a number, we can find prime numbers from 1 to 100 with an easy
method. This method was given by the Greek Mathematician Eratosthenes, in the third century BC.
Let us see the method. List all the numbers from 1 to 100, as shown below:

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

A
41 42 43 44 45 46 47 48 49 50

AN
51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

G
81 82 83 84 85 86 87 88 89 90

91 92 93 94
N
95 96 97 98 99 100
LA
Step-1: Cross out 1 because it is neither prime nor composite.
Step-2: Encircle 2, cross out all the other multiples of 2, i.e. 4, 6, 8 and so on.
Step-3: You will find that the next uncrossed number is 3. Encircle 3 and cross out all the other
TE

multiples of 3.
Step-4: The next uncrossed number is 5. Encircle 5 and cross out all the other multiples of 5.
Step-5: Continue this process till all the numbers in the list are either encircled or crossed out.
All the encircled numbers are prime numbers. All the crossed out numbers, other than
T,

1 are composite numbers.

TRY THESE
ER

1. Can you guess a prime number which when on reversing its digits,
gives another prime number? (Hint : Take a 2 digit prime number)
2. You know 311 is a prime number. Can you find the other two prime
SC

numbers just by rearranging the digits?

3.4.1 Co-prime or relative prime

Observe the numbers 3 and 8.
The factors of 3 are 1 and 3
The factors of 8 are 1, 2, 4, 8
The common factor for both 3 and 8 is 1 only.
Thus, the numbers which have only 1 as the common factor are called co-primes or
relatively prime. Write two pairs of co-primes, by finding the common factor.
70
PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
 ø±s¡D≤+ø±\qT ø£qT>=q≈£î+&Ü 1 qT+&ç 100 es¡≈£î >∑\ Á|ü<Ûëq dü+K´\qT ø£qT>=H˚+<äT≈£î ˇø£ düT\uÛÑyÓTÆq
$<Ûëq+ ñ+~. Bìì ªªms¡{ÀdüÔ˙dtμμ nH˚ >∑DÏ‘· XÊgy˚‘·Ô, Áø°düTÔ |üPs¡«+ 3e X¯‘êã›+˝À ø£qT>=Hêïs¡T.
á |ü<äΔ‹ì |ü]o*<ë›+. ÁøÏ+<ä #·÷|æq $<Ûä+>± 1 qT+&ç 100 es¡≈£î >∑\ dü+K´\qT sêj·T+&ç.
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

A
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70

AN
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

G
k˛bÕq+ 1 : 1 Á|ü<Ûëq dü+K´ eT]j·TT dü+j·TTø£Ô dü+K´ ø±<äT ø£qTø£ 1 qT I >∑Ts¡TÔ‘√ dü÷∫+#·+&ç.
k˛bÕq+ 2 : 2qT eè‘·Ô+‘√ dü÷∫+∫, 2 jÓTTø£ÿ >∑TDÏ»eTT\qT (I) >∑Ts¡TÔ‘√ dü÷∫+#·+&ç.
N
k˛bÕq+ 3 : 3qT eè‘·Ô+˝À dü÷∫+∫, 3 jÓTTø£ÿ >∑TDÏC≤\qT (I) >∑Ts¡TÔ‘√ dü÷∫+#·+&ç.
LA
k˛bÕq+ 4 : 5qT eè‘·Ô+‘√ dü÷∫+∫, 5 jÓTTø£ÿ >∑TDÏC≤\qT (I) >∑Ts¡TÔ‘√ dü÷∫+#·+&ç. ˇø£y˚fi¯ Ç|üŒ{Ïπø (I)‘√
dü÷∫+∫ ñ+fÒ Ä dü+K´qT e~*y˚j·T+&ç.
k˛bÕq+ 5 : á $<Ûëq+qT nìï dü+K´\≈£L e]Ô+|üCÒdü÷Ô |üP]Ô #˚j·T+&ç.
TE

eè‘·Ô+˝À ñqï dü+K´\˙ï Á|ü<Ûëq dü+K´\T ª1μ ø±≈£î+&Ü (I) >∑Ts¡TÔ‘√ #·÷|üã&çq dü+K´\T dü+j·TTø£Ô
dü+K´\T.
Á|üj·T‹ï+#·+&ç
T,

1. ¬s+&É+¬ø\ ˇø£ Á|ü<Ûëq dü+K´qT ‹|æŒ sêj·T>± e∫Ãq dü+K´ ≈£L&Ü Á|ü<Ûëq dü+UÒ´ ne⁄‘·T+<ë!
}Væ≤+#·+&ç. (>∑eTìø£ : 2 n+¬ø\ dü+K´\qT rdüTø=ì |ü]o*+#·+&ç, ø±s¡D≤\qT #·]Ã+#·+&ç).
ER

2. 311 Á|ü<Ûëq dü+K´. Bì˝À n+¬ø\qT ‘ês¡T e÷s¡T #˚dæ eTs√ ¬s+&ÉT Á|ü<Ûëq dü+K´\qT
ø£qT>=q+&ç.
3.4.1 |üs¡düŒs¡ Á|ü<Ûëq dü+K´\T ˝Ò<ë kÕù|ø£å Á|ü<Ûëq dü+K´\T
SC

3 eT]j·TT 8 \qT |ü]o*+#·+&ç.

3 jÓTTø£ÿ ø±s¡D≤+ø±\T 1 eT]j·TT 3
8 jÓTTø£ÿ ø±s¡D≤+ø±\T 1, 2, 4 eT]j·TT 8
3 eT]j·TT 8 jÓTTø£ÿ ñeTà&ç ø±s¡D≤+ø£+ ª1μ e÷Á‘·y˚T.
ª1μ e÷Á‘·y˚T ñeTà&ç ø±s¡D≤+ø£+>± >∑\ dü+K´\qT |üs¡düŒs¡ Á|ü<Ûëq dü+K´\T ˝Ò<ë kÕù|ø£å Á|ü<Ûëq dü+K´\T
n+{≤s¡T. ¬s+&ÉT »‘·\ kÕù|ø£å ˝Ò<ë |üs¡düŒs¡ Á|ü<Ûëq dü+K´\qT sêj·T+&ç. yê{Ï jÓTTø£ÿ ñeTà&ç ø±s¡D≤+ø£+ ‘Ó\T|ü+&ç.
71
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Example-1. Consider two co-prime numbers 4 and 5. Are both of them prime numbers?

Solution: No, 4 is not a prime. Only 5 is a prime.

We can say that "Only two primes are co-primes but all the co-primes need
not be primes."

3.4.2 Twin primes

Twin primes are prime numbers that differ from each other by two e.g. (3, 5), (5, 7),

A
(11, 13), (41, 43) etc.

AN
Are all twin primes relatively prime? Discuss

DO THIS

G
From the following numbers identify different pairs of co-primes
2, 3, 4, 5, 6, 7, 8, 9 and 10
N
EXERCISE - 3.2
LA
1. Write all the factors of the following numbers.
i) 36 ii) 23 iii) 96 iv) 115
TE

2. Which of the following pairs are co-prime?

i) 18 and 35 ii) 216 and 215
iii) 30 and 415 iv) 17 and 68
T,

3. What is the greatest prime number between 1 and 20?

ER

4. Find the prime and composite numbers between 10 and 30?

5. The numbers 17 and 71 are prime numbers. Both these numbers have same digits 1 and 7.
Find 2 more such pairs of prime numbers below 100?
SC

6. Write three pairs of twin primes below 20?

7. Write two prime numbers whose product is 35?
8. Express 36 as the sum of two odd primes?
9. Write seven consecutive composite numbers less than 100.
10. Express 53 as the sum of three primes?
11. Write two prime numbers whose difference is 10?
12. Write three pairs of prime numbers less than 20 whose sum is divisible by 5?
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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
ñ<ëVü≤s¡D 1: ¬s+&ÉT kÕù|ø£å Á|ü<Ûëq dü+K´\T 4 eT]j·TT 5\qT rdüTø√+&ç.
á ¬s+&ÉT dü+K´\T Á|ü<Ûëq dü+K´˝ÒHê?
kÕ<Ûäq : ˝Ò<äT, 4 Á|ü<Ûëq dü+K´ ø±<äT. 5 e÷Á‘·y˚T Á|ü<Ûëq dü+K´.
n+<äT#˚ ªªnìï Á|ü<Ûëq dü+K´\T kÕù|ø£å Á|ü<Ûëq dü+K´\T. ø±ì kÕù|ø£å Á|ü<Ûëq dü+K´\˝Àì nìï dü+K´\T
Á|ü<Ûëq dü+K´\T ø±e⁄μμ
3.4.2 ø£e\ Á|ü<Ûëq dü+K´\T

A
2 uÛÒ<ä+>± >∑\ Á|ü<Ûëq dü+K´\qT ø£e\ Á|ü<Ûëq dü+K´\T n+{≤s¡T. ñ<ëVü≤s¡D≈£î : (3,5) — (5,7) —
(11,13) — (41,43) yÓTT<ä\>∑Tq$.

AN
ø£e\ Á|ü<Ûëq dü+K´\˙ï kÕù|ø£å Á|ü<Ûëq dü+K´\e⁄‘êj·÷. Ç$ MT $TÁ‘·T\‘√ #·]Ã+#·+&ç.
Ç$ #˚j·T+&ç

G
á ÁøÏ+<ä Çj·T´ã&çq dü+K´\˝À $$<Ûä kÕù|ø£å Á|ü<Ûëq dü+K´\ »‘·\qT >∑T]Ô+#·+&ç.
2, 3, 4, 5, 6, 7, 8, 9 eT]j·TT 10

N
nuÛ≤´düeTT 3.2
LA
1. á øÏ+<ä Çe«ã&çq dü+K´\≈£î ø±s¡D≤+ø±\ìï+{Ïì sêj·T+&ç.
i) 36 ii) 23 iii) 96 iv) 115
2. á øÏ+~ yê{Ï˝À kÕù|ø£å Á|ü<Ûëq dü+K´˝Ò$?
TE

i) 18 eT]j·TT 35 ii) 216 eT]j·TT 215

iii) 30 eT]j·TT 415 iv) 17 eT]j·TT 68
T,

3. 1 eT]j·TT 20 eT<Ûä´˝ÀqTqï >∑]wüº Á|ü<Ûëq dü+K´ @~?

4. 10 eT]j·TT 30 eT<Ûä´˝À qTqï Á|ü<Ûëq eT]j·TT dü+j·TTø£Ô dü+K´\qT ‘Ó\Œ+&ç.
ER

5. 17 eT]j·TT 71 Á|ü<Ûëq dü+K´\T. ¬s+&ÉT dü+K´\T ˇπø n+¬ø˝…’q 1 eT]j·TT 7\qT ø£*Zj·TTqï$.
1 eT]j·TT 100\ eT<Ûä´ qTqï á $<ÛäyÓTÆq eTs√ ¬s+&ÉT »‘·\ Á|ü<Ûëq dü+K´\qT ‘Ó\Œ+&ç.
6. 20 ø£+fÒ ‘·≈£îÿe>± ñqï eT÷&ÉT »‘·\ ø£e\ Á|ü<Ûëq dü+K´\qT sêj·T+&ç.
SC

7. ¬s+&ÉT Á|ü<Ûëq dü+K´\ \ã›eTT 35 nsTTq Ä dü+K´˝Ò$?

8. 36qT ¬s+&ÉT Á|ü<Ûëq dü+K´\ yÓTT‘·Ô+>± ‘Ó\Œ+&ç.
9. 100 ˝À|ü⁄>∑\ 7 es¡Tdü dü+j·TTø£Ô dü+K´\qT sêj·T+&ç.
10. 53qT eT÷&ÉT uÒdæ Á|ü<Ûëq dü+K´\ yÓTT‘·Ô+>± sêj·T+&ç.
11. e´‘ê´dü+ 10>± >∑\ ¬s+&ÉT Á|ü<Ûëq dü+K´\qT ‘Ó\Œ+&ç?
12. 20 ø£+fÒ ‘·≈£îÿe>± ñ+&ç yê{Ï yÓTT‘·Ô+ 5 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ $<Ûä+>± ñqï eT÷&ÉT »‘·\ Á|ü<Ûëq
dü+K´\qT sêj·T+&ç?
73
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
3.5 PRIME FACTORIZATION
When a number is expressed as a product of its factors, we say that the number has been
factorized. The process of finding the factors is called factorization.
There may be several ways in which a number can be factorized. For example, the number
24 can be factorized as:
i) 24 = 1 × 24 ii) 24 = 2 × 12 iii) 24 = 3 × 8
iv) 24 = 4 × 6 v) 24 = 2 × 2 × 2 × 3
In (ii) and (iii) one factor is prime, and the other factor is a composite number. In (iv) both

A
the factors are composite numbers. However in (v) all the factors are prime numbers. In (i) one
factor is composite.

AN
Factorization of the type (v), where all the factors are prime numbers, is known as prime
factorization.
Thus, in prime factorization, the factors obtained can not be further
factorized.

G
2 42
3.5.1 Methods of Prime Factorization
3 21
1. Division Method : Prime factorisation of 42 using division method we
proceed as follow:
N
Start dividing by the least prime factor. Continue division till the resulting
7 7
1
LA
number to be divided is 1.
∴ Prime factorisation of 42 is 2 × 3 × 7
2. Factor Tree Method : We can find the prime factorization of 60 by drawing a factor tree.
TE

To find the prime factorization of 60 using factor tree method.

Stemps in this method: 60
Step-1: Express 60 as a product of two numbers.
Step-2: Factorise 4 and 15 further, since they are 4 15
T,

composite numbers.
2 2 3 5
Step-3: Continue till all the factors are prime numbers.
ER

Prime factorisation of 60 = 2 x 2 x 3 x 5

DO THIS
1. Write the prime factors of 28 and 36 through division method.
SC

2. Write the prime factors of 42 by factor tree method.

EXERCISE - 3.3

1. Write the missing numbers in the factor tree for 90?

90
i. 90 ii.
30 ?
10 9
10 ?
2 ? 3 ?
? ?
74
PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
3.5 Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q
@ dü+K´HÓ’Hê nsTTq <ëì ø±s¡D≤+ø±\ \ã›+>± sêùdÔ Ä ªdü+K´ jÓTTø£ÿ ø±s¡D≤+ø£ $uÛÑ»q »]–+~μ nì
n+{≤s¡T. dü+K´ jÓTTø£ÿ ø±s¡D≤+ø±\T ø£qT>=H˚ Á|üÁøÏj·TqT ªªø±s¡D≤+ø£ $uÛÑ»qμμ n+{≤s¡T.
ˇø£ dü+K´ jÓTTø£ÿ ø±s¡D≤+ø£ $uÛÑ»q nH˚ø£ $<Ûë\T>± #˚j·Te#·TÃ. ñ<ëVü≤s¡D≈£î 24qT á øÏ+~ $<Ûä+>±
ø±s¡D≤+ø±\ \ã›+>± sêj·Te#·TÃ.
(i) 24 = 1 × 24 (ii) 24 = 2 × 12 (iii) 24 = 3 × 8
(iv) 24 = 4 × 6 (v) 24 = 2 × 2 × 2 × 3
(ii), (iii) \ã›eTT\˝À ˇø£ ø±s¡D≤+ø£+ Á|ü<ëÛ q dü+K´, eTs=ø£{Ï dü+j·TTø£Ô dü+K´. (iv) ø±s¡D≤+ø±\ \ã›+˝À

A
¬s+&ÉT ø±s¡D≤+ø±\T dü+j·TTø£Ô dü+K´\T n<˚ $<Ûä+>± (v) ø±s¡D≤+ø±\ \ã›+˝À nìï ø±s¡D≤+ø±\T Á|ü<Ûëq dü+K´\T.
(i) ø±s¡D≤+ø±\ \u›+˝À ˇø£{Ï dü+j·TTø£Ô dü+U´.

AN
(v) ø±s¡D≤+ø±\ \ã›+˝À nìï ø±s¡D≤+ø±\T Á|ü<Ûëq dü+K´\T ø£qTø£ á |ü<äΔ‹ì ªªÁ|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»qμμ
n+{≤s¡T.
Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q˝Àì ø±s¡D≤+ø±\qT eTs¡˝≤ ø±s¡D≤+ø£ \ã›+>± $uÛÑ»qqT #˚j·T˝ÒeTT.

G
3.5.1 Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q |ü<ä∆‹
1. uÛ≤>∑Vü‰s¡ |ü<ä∆‹ : 42 jÓTTø£ÿ Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q |ü<äΔ‹˝À k˛bÕHê\T á øÏ+~ 2 42
$<Ûä+>± ñHêïsTT.
N 3 21
LA
ø±s¡D≤+ø£ $uÛÑ»q #˚j·÷*‡q dü+K´qT ø£ìwüº Á|ü<Ûëq ø±s¡D≤+ø£+#˚ uÛ≤>∑Vü‰s¡eTT #˚j·÷*. 7 7
|ò*ü ‘·eTT 1 e#˚Ã+‘· es¡≈î£ $$<Ûä Á|ü<ëÛ q dü+K´\‘√ es¡Tdü>± uÛ≤>∑V‰ü s¡eTT\qT ø=qkÕ–+#ê*. 1
42 R 2I3I7
2. ø±s¡D≤+ø£ eèø£å |ü<‹∆ä : 60 jÓTTø£ÿ ø±s¡D≤+ø±\qT Á|ü<ëÛ q ø±s¡D≤+ø£ $uÛ»Ñ q |ü<‹Δä ˝À ªø±s¡D≤+ø£ eèø£eå TTμqT
TE

^j·T&É+ <ë«sê #˚j·Te#·TÃ.

á |ü<ä∆‹˝À k˛bÕqeTT\T :
k˛bÕq+ 1 : 60qT ¬s+&ÉT dü+K´\ \ã›+>± sêj·T+&ç. 60
T,

k˛bÕq+ 2 : 4 eT]j·TT 15 \ jÓTTø£ÿ ø±s¡D≤+ø£ $uÛÑ»q #˚j·÷*. m+<äTø£+fÒ

4 15
4 eT]j·TT 15\T dü+j·TTø£Ô dü+K´\T.
ER

k˛bÕq+ 3 : nìï ø±s¡D≤+ø±\T ≈£L&Ü Á|ü<Ûëq dü+K´˝Ò e#˚Ã+‘· es¡≈£î á 2 2 3 5

|ü<äΔ‹ì ø=qkÕ–+#ê*.
60 jÓTTø£ÿ Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q 60 R 2I2I3I5
Ç$ #˚j·T+&ç
SC

1. uÛ≤>∑Vü‰s¡ |ü<äΔ‹qT|üjÓ÷–+∫ 28 eT]j·TT 36 jÓTTø£ÿ Á|ü<Ûëq ø±s¡D≤+ø±\qT ø£qT>=q+&ç.

2. ø±s¡D≤+ø£ eèø£åeTT <ë«sê 42 jÓTTø£ÿ Á|ü<Ûëq ø±s¡D≤+ø±\qT ø£qT>=q+&ç.
nuÛ≤´dü+ 3.3
1. 90 jÓTTø£ÿ ø±s¡D≤+ø£ eèø£å+˝À ˝À|æ+∫q dü+K´\qT sêj·T+&ç. 90
i. 90 ii.
30 ?
10 9 10 ?
2 ? 3 ? ? ?

75
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
2. Factorise 84 by division method?
3. Write the greatest 4 digit number and express it in the form of its prime factors?
4. I am the smallest number, having four different prime factors. Can you find me?

3.6 COMMON FACTORS

Observe the following table:
Number 12 18

A
Factors of the number 1, 2, 3, 4, 6, 12 1, 2, 3, 6, 9, 18
Common factors of 12 and 18 are 1, 2, 3 and 6

AN
Common factors are those numbers which are factors of all the given numbers.
Now find common factor of 20 and 24.

G
3.6.1 Highest Common Factor (HCF)
From the above table we found that common factors of 12 and 18 are 1, 2, 3 and 6.
N
What is the highest of these common factors? It is 6. So we can say that the Highest
Common Factor (HCF) of 12 and 18 is 6.
LA
The Highest Common Factor (HCF) of two or more given numbers is the highest (or
greatest) of their common factors. It is also called as Greatest Common Divisor (GCD)
TE

3.6.2 Method of finding HCF

1. Prime Factorisation Method
The HCF of 12, 30 and 36 can also be found by prime factorisation as follows:
T,

2 12 2 30 3 36
2 6 3 15 3 12
ER

3 3 5 5 2 4
1 1 2 2
Thus 12 = 2 × 3 × 2 1
SC

30 = 2 × 3 × 5
36 = 2 × 3 × 2 × 3
The common factor of 12, 30 and 36 is 2 x 3 = 6.
Hence, HCF of 12, 30 and 36 is 6.

DO THIS
Find the HCF of 12, 16 and 28

76
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2. uÛ≤>∑Vü‰s¡ |ü<äΔ‹˝À 84qT Á|ü<Ûëq ø±s¡D≤+ø±\ \ãΔ+>± ‘Ó\Œ+&ç.
3. Hê\T>∑T n+¬ø\ >∑]wüº dü+K´qT sêdæ, <ëìì Á|ü<Ûëq ø±s¡D≤+ø±\ \ãΔ+>± Áyêj·T+&ç.
4. H˚qT Hê\T>∑T $_Ûqï Á|ü<Ûëq dü+K´\qT >∑TDÏùdÔ e#˚à ø£ìwü˜ dü+K´qT. H˚HÓe]ì? m˝≤>√ ‘Ó\Œ+&ç.
3.6 kÕe÷q´ ø±s¡D≤+ø±\T
á øÏ+~ |ü{Ϻø£qT |ü]o*+#·+&ç.
dü+K´ 12 18
ø±s¡D≤+ø±\T 1, 2, 3, 4, 6, 12 1, 2, 3, 6, 9, 18

A
AN
12, 18 jÓTTø£ÿ kÕe÷q´ ø±s¡D≤+ø±\T 1,2,3, 6 (Ç$ ø±≈£î+&Ü ¬s+&ç+{ÏøÏ Ç‘·s¡ ø±s¡D≤+ø±\T @yÓ’Hê
ñHêïj·÷? |ü{Ϻø£˝À |ü]o*+#·+&ç).
Ç∫Ãq dü+K´\ ø±s¡D≤+ø±\˝À ñeTà&ç>± ñqï ø±s¡D≤+ø±\qT Ä ¬s+&ÉT dü+K´\ ªªkÕe÷q´ ø±s¡D≤+ø±\Tμμ
n+{≤s¡T.

G
20 eT]j·TT 24 jÓTTø£ÿ kÕe÷q´ ø±s¡D≤+ø±\qT ‘Ó\T|ü+&ç.
3.6.1 >∑]wüº kÕe÷q´ ø±s¡D≤+ø£+ (>∑.kÕ.ø±) N
LA
ô|’ |ü{Ϻø£ qT+&ç 12 eT]j·TT 18 jÓTTø£ÿ kÕe÷q´ ø±s¡D≤+ø±\T 1,2,3 eT]j·TT 6.
á ø±s¡D≤+ø±\˝À >∑]wüº ø±s¡D≤+ø£+ @~? 6 ø£<ë! n+<äT#˚ 12, 18 jÓTTø£ÿ >∑]wüº kÕe÷q´ ø±s¡D≤+ø£+ 6.
¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe dü+K´\ jÓTTø£ÿ kÕe÷q´ ø±s¡D≤+ø±\˝À >∑]wüº dü+K´qT >∑]wüº kÕe÷q´
TE

ø±s¡D≤+ø£+ (>∑.kÕ.ø±) ˝Ò<ë >∑]wüº kÕe÷q´ uÛ≤»ø£eTT (>∑.kÕ.uÛ≤) n+{≤s¡T.

3.6.2 >∑.kÕ.ø±qT ø£qT>=H˚ |ü<ä∆‹
1. Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q |ü<ä∆‹
T,

12, 30, 36 dü+K´\ jÓTTø£ÿ >∑.kÕ.ø± qT Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q |ü<äΔ‹ <ë«sê ø£qT>=qe#·TÃ.
2 12 2 30 3 36
ER

2 6 3 15 3 12
3 3 5 5 2 4
1 1 2 2
SC

ø£qTø£ 12 = 2 × 3 × 2 1
30 = 2 × 3 × 5
36 = 2 × 3 × 2 × 3
12, 30, 36 \ jÓTTø£ÿ kÕe÷q´ ø±s¡D≤+ø£+ R 2I3R6
n+<äT#˚ 12, 30, 36 \ jÓTTø£ÿ >∑]wüº kÕe÷q´ ø±s¡D≤+ø£+ (>∑.kÕ.ø±) R 6
Ç$ #˚j·T+&ç
12,16 eT]j·TT 28 jÓTTø£ÿ >∑.kÕ.ø± qT ø£qT>=q+&ç.
77
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
2. HCF by Continued Division Method
This method of division was invented by the famous Greek mathematician Euclid. Divide
the larger number by the smaller and then divide the previous divisor by the remainder until the
remainder is 0. The last divisor is the HCF of the numbers.
Example-2. Find the HCF of 56 and 64
Solution: 56) 64 (1
-56

A
Last divisor 8) 56 ( 7
-56

AN
Remainder 0
Last divisor is 8 when remainder becomes 0. Thus, HCF of 56 and 64 is 8.
This method is useful to find the HCF of larger numbers.

G
Example-3. Find the HCF of 40, 56 and 60.
Solution: N
Step-1: First find the HCF of any two numbers. Let us find the HCF of 40 and 56.
LA
40) 56 (1
-40
TE

Remainder 16) 40 (2
-32
Last Divisor 8) 16 (2
-16
T,

Remainder 0
HCF of 40 and 56 is 8.
ER

Step-2: Then, find the HCF of the third number and the HCF of first two numbers.
Let us find the HCF of 60 and 8.
8) 60 (7
SC

-56
Last Divisor 4) 8 (2
-8
Remainder 0
HCF of 8 and 60 is 4.

Step-3: This number is the HCF of the given three numbers.

Thus HCF of 40, 56 and 60 is 4.
78
PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
2. uÛ≤>∑Vü‰s¡ |ü<ä∆‹ <ë«sê >∑.kÕ.ø± qT ø£qT>=qT≥.
á |ü<äΔ‹ì Á^≈£î >∑DÏ‘· XÊgy˚‘·Ô ªj·T÷øÏ¢&éμ ø£qT>=Hêïs¡T. Ç∫Ãq dü+K´\˝Àì ô|<ä› dü+K´qT, ∫qï dü+K´#˚
uÛ≤–+#ê*. e∫Ãq X‚w+ü ‘√ yÓTT<ä{Ï $uÛ≤»ø£+qT uÛ≤–+#ê*. s¬ +&Ée X‚w+ü ‘√ s¬ +&Ée $uÛ≤»ø±ìï uÛ≤–+#ê*.
á $<Ûä+>± X‚wü+ 0 e#˚Ã+‘· es¡≈£î uÛ≤>±Vü‰s¡+ #˚j·÷*. ∫e] $uÛ≤»ø£+qT >∑]wü˜ kÕe÷q´ ø±s¡D≤+ø£+>±
|ü]>∑DkÏ ÕÔsT¡ .
ñ<ëVü≤s¡D 2 : 56 eT]j·TT 64 jÓTTø£ÿ >∑.kÕ.ø±qT ø£qT>=qTeTT.
kÕ<Ûäq : 56) 64 (1
-56

A
8

AN
∫e] $uÛ≤»ø£+ 8) 56 (7
-56
X‚wü+ 0

G
∫e] $uÛ≤»ø£+ 8, X‚wü+ 0
n+<äT#˚ 56 eT]j·TT 64 jÓTTø£ÿ >∑.kÕ.ø± 8

N
ñ<ëVü≤s¡D3 : 40,56 eT]j·TT 60 jÓTTø£ÿ >∑.kÕ.ø±qT ø£qT>=qTeTT.
düeTdü´ kÕ<Ûäq :
LA
k˛bÕqeTT 1 : yÓTT<ä≥>± @yÓ’Hê ¬s+&ÉT dü+K´\ >∑.kÕ.ø±qT ø£qT>=Hê*.
40, 56 \ jÓTTø£ÿ >∑.kÕ.ø± qT ø£qT>=+<ë+.
40) 56 (1
TE

-40
X‚wü+ 16) 40 (2
-32
T,

∫e] $uÛ≤»ø£+ 8)16 (2

16
X‚wü+ 0
ER

40,56 \ jÓTTø£ÿ >∑.kÕ.ø± 8

k˛bÕq+ 2 : Ç|ü&ÉT eT÷&Ée dü+K´‘√ yÓTT<ä{Ï s¬ +&ÉT dü+K´\ jÓTTø£ÿ >∑.kÕ.ø±, ‘√ ‹]– >∑.kÕ.ø± qT ø£qT>=Hê* n+fÒ
60 eT]j·TT 8 \ jÓTTø£ÿ >∑.kÕ.ø±qT ø£qT>=Hê*. 8 < 60 ø±ã{Ϻ
SC

8) 60 (7
-56
∫e] $uÛ≤»ø£+ 4) 8 (2
-8
X‚w+ü 0
8 eT]j·TT 60 \ jÓTTø£ÿ >∑.kÕ.ø± 4
k˛bÕq+ 3 : Ç∫Ãq eT÷&ÉT dü+K´\ jÓTTø£ÿ >∑.kÕ.ø± 4
nq>± 40,56 eT]j·TT 60 \ jÓTTø£ÿ >∑.kÕ.ø± 4
79
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
 DO THIS
Find the HCF of 28, 35 and 49.

THINK DISCUSS AND WRITE

What is the HCF of any two;

(i) Consecutive numbers? (ii) Consecutive even numbers?
(iii) Consecutive odd numbers?

A
What do you observe? Discuss with your friends.
Example-4. Two tankers contain 850 litres and 680 litres of kerosene oil, respectively. Find

AN
the maximum capacity of a container which can measure the kerosene oil of both the
tankers when used an exact number of times.
Solution: The required container has to measure both the tankers in a way that the count is an

G
exact number of times. So its capacity must be an exact divisor of the capacities of both
the tankers. Moreover this capacity should be maximum. Thus the maximum capacity of
such a container will be the HCF of 850 and 680. The HCF of 850 and 680 is 170.
N
Therefore, maximum capacity of the required container is 170 litres. It will fill the first
container in 5 and the second in 4 refills.
LA
EXERCISE - 3.4
TE

1. Find the HCF of the following numbers by prime factorisation and continued division
method?
i. 18, 27, 36 ii. 106, 159, 265
iii. 10, 35, 40 iv. 32, 64, 96, 128
T,

2. Find the largest number which is a factor of each of the numbers 504, 792 and 1080?
3. The length, breadth and height of a room are 12m, 15m and 18m respectively. Determine
ER

the length of longest stick that can measure all the dimensions of the room in exact number
of times ?
4. HCF of co-prime numbers 4 and 15 was found as follows by factorisation:
4 = 2 x 2 and 15 = 3 x 5 Since there is no common prime factor, HCF of 4 and 15 is 0.
SC

Is the answer correct? If not, what is the correct HCF?

5. What is the capacity of the largest vessel which can empty the oil from three vessels
containing 32 litres, 24 litres and 48 litres an exact number of times?

3.7 COMMON MULTIPLES

The multiples of 4 and 6 are
Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32, 36, ....., ....., .....
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42, 48, ....., ....., .....
Common multiples of both 4 and 6 = 12, 24, 36, ....., ....., .....
80
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Ç$ #˚j·T+&ç
28,35 eT]j·TT 49 \ jÓTTø£ÿ >∑.kÕ.ø±qT ø£qTø√ÿ+&ç.
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
(i) ¬s+&ÉT es¡Tdü dü+K´\T (ii) ¬s+&ÉT es¡Tdü dü]dü+K´\T
(iii) ¬s+&ÉT es¡Tdü uÒdæ dü+K´\T mqTïø=ì yê{Ï >∑.kÕ.ø±qT ø£qTø=ÿ+&ç.
MTs¡T @$T >∑eTì+#ês¡T? MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.

A
ñ<ëVü≤s¡D 4 : ¬s+&ÉT {≤´+ø£s¡¢˝À es¡Tdü>± 850 ©≥s¡T¢, eT]j·TT 680 ©≥s¡¢ øÏs√dæHé ñqï~. ¬s+&ÉT {≤´+ø£s¡¢˝À

AN
ñqï øÏs√dæHéqT ø=\e>∑*π> >∑]wüº kÕeTs¡ú´+ >∑\ ø=\ bÕÁ‘· jÓTTø£ÿ kÕeTs¡ú´+ m+‘·?
kÕ<Ûäq : ¬s+&ÉT {≤´+ø£s¡¢˝À ñqï øÏs√dæHéqT ø=\e>∑*π> bÕÁ‘· kÕeTs¡ú´+ {≤´+ø£s¡¢ kÕeTs¡ú´eTTqT K∫Ñ·+>± uÛ≤–+#˚
$uÛ≤»ø£eTT ø±yê*. á kÕeTs¡´ú + ($uÛ≤»ø£+) >∑]wü+º >± ñ+&Ü*. nq>± ø=\‘· bÕÁ‘· jÓTTø£ÿ >∑]wüº kÕeTs¡´ú +

G
850, 680 \ jÓTTø£ÿ >∑.kÕ.ø± ø±yê*. 850, 680 \ jÓTTø£ÿ >∑.kÕ.ø±170.
n+<äT#˚ ¬s+&ÉT {≤´+ø£s¡¢˝Àì øÏs√dæHéqT ø=\e>∑*π> bÕÁ‘· jÓTTø£ÿ >∑]wüº kÕeTs¡ú´+ 170 ©≥s¡T¢. yÓTT<ä{Ï
N
{≤´+ø£sY˝Àì øÏs√dæHéqT 5 kÕs¡T¢ ¬s+&Ée {≤´+ø£sY˝Àì øÏs√dæHé 4 kÕs¡T¢ ø=\e >∑\TZ‘·T+~.
nuÛ≤´dü+ 3.4
LA
1. á øÏ+~ dü+K´\ jÓTTø£ÿ >∑.kÕ.ø± Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q |ü<ä∆‹ eT]j·TT uÛ≤>∑Vü‰s¡ |ü<ä∆‹ <ë«sê
ø£qT>=qTeTT.
TE

i) 18, 27, 36 ii) 106, 159, 265

iii) 10, 35, 40 iv) 32, 64, 96, 128
2. 504, 792 eT]j·TT 1080 \ jÓTTø£ÿ ñeTà&ç ø±s¡D≤+ø±\˝À >∑]wüº dü+K´qT ø£qTø√ÿ+&ç.
T,

3. ˇø£ >∑~ jÓTTø£ÿ ø=\‘·\T es¡Tdü>± bı&Ée⁄ 12 MT., yÓ&É\TŒ 15 MT. eT]j·TT m‘·TÔ 18MT. >∑~ jÓTTø£ÿ
ø=\‘·\ìï+{Ïì K∫ä‘·+>± ø=\e>∑*π> fÒ|ü⁄ jÓTTø£ÿ >∑]wüº bı&Ée⁄qT ø£qTø√ÿ+&ç.
ER

4. |üs¡düŒs¡ Á|ü<Ûëq dü+K´\T 4 eT]j·TT 15 jÓTTø£ÿ >∑.kÕ.ø±qT á øÏ+~ $<Ûä+>± ø£qT>=qe#·TÃ.

4 R 2 I 2 eT]j·TT 15 R 3 I 5
¬s+&ç+{ÏøÏ kÕe÷q´ Á|ü<Ûëq ø±s¡D≤+ø£+\T ˝Òe⁄. n+<äT#˚ 4 eT]j·TT 15 \ jÓTTø£ÿ >∑.kÕ.ø± ª0μ. á
SC

düe÷<Ûëq+ dü]jÓÆTq<˚Hê? dü¬s’q~ ø±ì#√, dü¬s’q >∑.kÕ.ø±qT ‘Ó\Œ+&ç?

5. eT÷&ÉT s¡ø±\ q÷HÓ\T 32 ©≥s¡T¢, 24 ©≥s¡T¢, 48 ©≥s¡T¢ j·TTHêïsTT. eT÷&ç+{Ïì K∫Ñ·+>± ø=\e&ÜìøÏ
ø±e\dæq ø=\‘· bÕÁ‘· jÓTTø£ÿ >∑]wüº |òüTq |ü]e÷D+ m+‘·?
3.7 kÕe÷q´ >∑TDÏC≤\T
4 eT]j·TT 6 jÓTTø£ÿ >∑TDÏC≤\T
4 jÓTTø£ÿ >∑TDÏC≤\T = 4, 8, 12, 16, 20, 24, 28, 32, 36, ....., ....., .....
6 jÓTTø£ÿ >∑TDÏC≤\T = 6, 12, 18, 24, 30, 36, 42, 48, ....., ....., .....
4 eT]j·TT 6 jÓTTø£ÿ kÕe÷q´ >∑TDÏC≤\T = 12, 24, 36, ....., ....., .....
81
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
3.7.1 Least common Multiple (LCM)
Common multiples of both 4 and 6 are 12, 24, 36, ....., ....., .....
Least of them is 12.
That means 12 is the lowest among the common multiples of both 4 and 6.
∴ Lowest Common Multiple (LCM) of 4 and 6 is 12

Example-5. Two bells ring together. If the bells ring at every 3 minutes and 4 minutes respectively.
After what interval of time will they ring together again?

A
Solution: First bell rings after every 3 minutes.
i.e. First bell rings at 3 min, 6, 9, 12, 15, 18, 21, 24, ....., ..... (multiples of 3)

AN
Second bell rings after every 4 minutes.
i.e., Second bell rings at 4 min, 8, 12, 16, 20, 24, ....., ....., (multiples of 4)
both bells ring together after 12 min., 24 min, ....., ...., (common multiples of
both 3 and 4). Least of them (LCM) is 12 min.

G
That means after 12 minutes they ring together again.
Thus, we can say that
N
The least common multiple of two or more given numbers is the lowest (or smallest
or least) of their common multiples.
LA
Instead of writing all the common multiples of the given numbers every time to identify the
least one of them, we can just find the LCM of those numbers directly.
TE

3.7.2 Methods of Finding LCM

1. Prime Factorization Method
The LCM of 36 and 60 can be found by prime factorization method as follows:-
T,

Step-1: Express each number as a product of prime factors.

Factors of 36 = 2 × 2 × 3 × 3
ER

Factors of 60 = 2 × 2 × 3 × 5
Step-2: Take the common factors of both: 2×2×3
Step-3: Take the extra factors of both 36 and 60 i.e. 3 and 5.
Step-4: LCM is found by the product of all common prime factors of two numbers and extra
SC

prime factors of both.

Hence, the LCM of 36 and 60 = (2 × 2 × 3) × 3 × 5 = 180

TRY THIS
1. Find LCM of
i. 3, 4 ii. 10, 11 iii. 5, 6, 7
iv. 10, 30 v. 4, 12, 24 vi. 3, 12
What do you observe?

82
PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
3.7.1 ø£ìwüº kÕe÷q´ >∑TDÏ»+ : (ø£.kÕ.>∑T)
4 eT]j·TT 6 jÓTTø£ÿ kÕe÷q´ >∑TDÏC≤\T R 12, 24, 36, ....., ....., .....
ø£ìwüº kÕe÷q´ >∑TDÏ»+ R 12
nq>± kÕe÷q´ >∑TDÏC≤\˝À ø£ìwüº dü+K´ R 12
∴ 4 eT]j·TT 6 jÓTTø£ÿ ø£ìwüº kÕe÷q´ >∑TDÏ»+ (ø£.kÕ.>∑T) R 12
ñ<ëVü≤s¡D 5 : ¬s+&ÉT >∑+≥\T ÁyÓ÷>∑T‘·THêïsTT. yÓTT<ä{Ï >∑+≥ Á|ür 3 ì$TcÕ\≈£î ¬s+&Ée >∑+≥ Á|ür 4 ì$TcÕ\≈£î
ÁyÓ÷>∑T‘·THêïsTT. m|ü&ÉT ¬s+&ÉT >∑+≥\T ø£\dæ ˇπøkÕ] ÁyÓ÷>∑T‘êsTT?

A
kÕ<Ûäq : yÓTT<ä{Ï >∑+≥ Á|ür 3 ì$TcÕ\ ø=ø£kÕ] ÁyÓ÷>∑T‘·T+~.

AN
nq>± yÓTT<ä{Ï >∑+≥ 3 6, 9, 12, 15, 18, 21, 24, ....., ..... (3jÓTTø£ÿ >∑TDÏC≤\T) ì$TcÕ\ ø=ø£kÕ]
ÁyÓ÷>∑T‘·T+~. ¬s+&Ée >∑+≥ Á|ür 4 ì$TcÕ\ ø=ø£kÕ] ÁyÓ÷>∑T‘·T+~.
nq>± s¬ +&Ée >∑+≥ 4 8, 12, 16, 20, 24, ..... ..... (4 jÓTTø£ÿ >∑TDÏC≤\T) ì$TcÕ\ ø=ø£kÕ] ÁyÓ÷>∑T‘·T+~.

G
¬s+&ÉT >∑+≥\T ø£*dæ 12 ì$TcÕ\T, 24 ì$TcÕ\T,............... (3 eT]j·TT 4 jÓTTø£ÿ ñeTà&ç >∑TDÏC≤\T)≈£î
ÁyÓ÷>∑T‘êsTT. ô|’ ¬s+&ç+{Ï˝À ø£ìwüº $\Te (ø£.kÕ.>∑T) R 12 ì$TcÕ\T
N
ø±ã{Ϻ ¬s+&ÉT >∑+≥\T eTs¡˝≤ 12 ì$TcÕ\ ‘·sê«‘· ˇπøkÕ] ÁyÓ÷>∑T‘êsTT.
LA
n+<äT#˚ ø£kÕ>∑T qT á $<Ûä+>± #Ó|üŒe#·TÃ.
¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe dü+K´\ >∑TDÏC≤\˝À ø£ìwüº ñeTà&ç >∑TDÏCeTTqT Ä dü+K´\ ªªø£ìwüº kÕe÷q´
>∑TDÏ»eTTμμ n+{≤s¡T.
TE

Á|ürkÕ] nìï dü+K´\ >∑TDÏC≤\T sêj·T&ÜìøÏ ã<äT\T>± ø£ìwüº ñeTà&ç >∑TDÏ»+qT >∑T]Ô+∫ ø£.kÕ.>∑T >± sêj·÷*.
3.7.2 ø£.kÕ.>∑T qT ø£qT>=H˚ $<Ûëq+
1. Á|ü<Ûëq ø±s¡D≤+ø±\ |ü<ä∆‹˝À ø£.kÕ.>∑T
T,

36 eT]j·TT 60 dü+K´\ jÓTTø£ÿ ø£.kÕ.>∑TqT Á|ü<ëÛ q ø±s¡D≤+ø£ \ãΔ+ |ü<‹Δä ˝À kÕ~Û+#˚ $<Ûëq+qT |ü]o*<ë›+.
k˛bÕq+ 1 : Ç∫Ãq dü+K´\T 36 eT]j·TT 60 \qT Á|ü<Ûëq dü+K´\ \ãΔ›eTT>± sêj·÷*.
ER

36 jÓTTø£ÿ ø±s¡D≤+ø£+\T = 2 × 2 × 3 × 3
60 jÓTTø£ÿ ø±s¡D≤+ø£+\T = 2 × 2 × 3 × 5
k˛bÕq+ 2 : ¬s+&ç+{Ï jÓTTø£ÿ ñeTà&ç ø±s¡D≤+ø±\qT rdüTø√yê* 2I2I3
SC

k˛bÕq+ 3 : 36 eT]j·TT 60 ¬s+&ç+{Ï˝À $T–*q ø±s¡D≤+ø±\qT rdüTø√yê*. nq>± 3 eT]j·TT 5.

k˛bÕq+ 4 : ¬s+&ÉT dü+K´\ jÓTTø£ÿ ñeTà&ç ø±s¡D≤+ø±\T, $T–*q ø±s¡D≤+ø±\ \ã›+qT ø£.kÕ.>∑T >± rdüTø√yê*.
nq>± 36 eT]j·TT 60 jÓTTø£ÿ ø£.kÕ.>∑T = (2 × 2 × 3) × 3 × 5 = 180
Á|üj·T‹ï+#·+&ç
1. á øÏ+~ yê{Ï ø£.kÕ.>∑T ø£qTø√ÿ+&ç.
i) 3, 4 ii) 10, 11 iii) 5, 6, 7 iv) 10, 30 v) 4, 12, 24 vi) 3, 12
ô|’ |òü*‘ê\ qT+&ç MTs¡T @$T >∑eTì+#ês¡T?
83
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
If one of the two given numbers is a multiple of the other, then the greater number is the
LCM of the given numbers.
2. Division Method
To find the LCM of 24 and 90:
Step-1: Arrange the given numbers in a row.
Step-2: Then divide by a least prime number which divides at least two of the given numbers and

A
carry forward the numbers which are not divisible by that number if any. 2 24, 90
Step-3: Repeat the process till numbers have no common factor other than 1. 3 12, 45

AN
4, 15
Step-4: LCM is the product of the divisors and the remaining numbers.
Thus, the LCM of 24 and 90 is 2 × 3 × 4 × 15 = 360

G
Example-6. Find the LCM of 21, 35 and 42.
Solution: 7 21, 35, 42
3 3, 5, 6 N
LA
1, 5, 2
Thus, the LCM of 21, 35 and 42 is 7 × 3 × 5 × 2 = 210

THINK, DISCUSS AND WRITE

TE

When will the LCM of two or more numbers be their own product?

EXERCISE - 3.5
T,

1. Find the LCM of the following numbers by prime factorisation method.

ER

i) 12, 15 ii) 15, 25 iii) 14, 21

iv) 18, 27 v) 48, 56, 72 vi) 26, 14, 91
2. Find the LCM of the following numbers by division method.
SC

i) 84, 112, 196 ii) 102, 119, 153 iii) 45, 99, 132, 165
3. Find the smallest number which when added to 5 is exactly divisible by 12, 14 and
18.
4. Find the greatest 3 digit number which when divided by 75, 45 and 60 leaves:
i) no remainder ii) the remainder 4 in each case
5. Prasad and Raju met in the market on 1st of this month. Prasad goes to the market every
3rd day and Raju goes every 4th day. On what day of the month will they meet again?
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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
ªªÇ∫Ãq ¬s+&ÉT dü+K´\˝À yÓTT<ä{Ï dü+K´ ¬s+&Ée <ëì >∑TDÏ»yÓTÆ‘˚ Ä dü+K´\ ø£.kÕ.>∑T yÓTT<ä{Ï dü+K´ ne⁄‘·T+~.μμ
2. uÛ≤>∑Vü‰s¡ |ü<ä∆‹˝À ø£.kÕ.>∑T
24 eT]j·TT 90 \ ø£.kÕ.>∑T qT ø£qTø√ÿ+&ç. 2 24, 90
k˛bÕq+ 1 : Ç∫Ãq dü+K´\qT ˇø£ n&ÉT¶ es¡Tdü˝À neTs¡Ã+&ç. 3 12, 45
k˛bÕq+ 2 : ø£˙dü+ s¬ +&ÉT dü+K´\qT uÛ≤–+#· >∑\ Á|ü<ëÛ q dü+K´‘√ uÛ≤–+#ê*. uÛ≤–+|üã&Éì 4, 15
dü+K´qT øÏ+~øÏ n˝≤π> rdüTø√yê*.

A
k˛bÕq+ 3 : n˝≤π> Á|ü<Ûëq dü+K´\‘√ uÛ≤–dü÷Ô, ∫e] es¡≈£î 1 e÷Á‘·y˚T kÕe÷q´ ø±s¡D≤+ø£+>± ñ+&˚ es¡≈£î
uÛ≤>∑Vü‰s¡+ ø=qkÕ–+#ê*.

AN
k˛bÕq+ 4 : uÛ≤»ø£eTT\T eT]j·TT ∫es¡>± $T–*q dü+K´\ \ãΔ+ Ç∫Ãq dü+K´\ ø£.kÕ.>∑T
ø±e⁄q 24 eT]j·TT 60\ ø£.kÕ>∑T R 2 × 3 × 4 × 15 = 360
ñ<ëVü≤s¡D 6 : 21,35, 42 \ ø£.kÕ.>∑T ø£qTø√ÿ+&ç.

G
kÕ<Ûäq : 7 21, 35, 42
3 3, 5, 6
1, 5, 2
N
LA
21,35, 42 \ ø£.kÕ.>∑T R 7 × 3 × 5 × 2 = 210
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
TE

@ dü+<äs¡“¤+˝À ¬s+&ÉT ˝Ò<ë n+‘· ø£+fÒ m≈£îÿe dü+K´\ ø£.kÕ.>∑T Ä dü+K´\ \ã›eTT ne⁄‘·T+~.

nuÛ≤´dü+ 3.5
T,

1. á øÏ+~ dü+K´\ ø£.kÕ.>∑T Á|ü<Ûëq ø±s¡D≤+ø£ \ã›+ |ü<äΔ‹ ñ|üjÓ÷–+∫ ø£qT>=q+&ç.

i) 12, 15 ii) 15, 25 iii) 14, 21
ER

iv) 18, 27 v) 48, 56, 72 vi) 26, 14, 91

2. á øÏ+~ dü+K´\ ø£.kÕ.>∑T qT uÛ≤>∑Vü‰s¡ |ü<äΔ‹˝À ø£qT>=q+&ç.

SC

i) 84, 112, 196 ii) 102, 119, 153 iii) 45, 99, 132, 165

3. @ ø£ìwüº dü+K´≈£î 5qT ≈£L&çq Ä dü+K´ 12, 14 eT]j·TT 18\ #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~?
4. @ >∑]wüº eT÷&É+¬ø\ dü+K´qT 75,45 eT]j·TT 60 \#˚ uÛ≤–ùdÔ
i) X‚wü+ düTqï edüTÔ+~ ii) X‚wü+ Á|ü‹ dü+<äs¡“¤+˝À 4 e#·TÃqT

5. Á|ükÕ<äT, sêE e÷¬sÿ{Ÿ˝À á HÓ\ 1e ‘êØKTq ø£*XÊs¡T. Á|ükÕ<äT 3 s√E\ø=ø£kÕ], sêE 4 s√E\
ø=ø£kÕ] e÷¬sÿ{Ÿ≈£î yÓfi≤Ôs¡T. @ s√Eq eTs¡˝ Á|ükÕ<äT, sêE e÷¬sÿ{Ÿ˝À ø£\TdüTø=+{≤s¡T?

85
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
3.8 RELATIONSHIP BETWEEN LCM AND HCF
Consider the numbers 18 and 27.
Product of prime factors of 18 = 2 × 3 × 3; Product of prime factors of 27 = 3 × 3 × 3
LCM of 18 and 27 = 3 × 3 × 3 × 2 = 54
HCF of 18 and 27 =3×3=9
LCM × HCF = 54 × 9 = 486

A
Product of 18 and 27 = 18 × 27 = 486
What do you observe?

AN
We observe that Product of LCM and HCF of the two numbers = Product of the
two numbers.
Example 7. Find the LCM of 8 and 12 and then find their HCF using the above relation

G
Solution: LCM of 8 and 12 = 2 × 3 × 4 = 24 4 8, 12

N
We know, LCM × HCF = product of the two numbers 2, 3
LA
Product of the two numbers
HCF =
LCM
8 × 12
= =4
TE

24
Hence, HCF of 8 and 12 = 4

THINK, DISCUSS AND WRITE

T,

1. What is the LCM and HCF of twin-prime numbers?

2. Interpet relationship between LCM and HCF of any two numbers.
ER

EXERCISE - 3.6
SC

1. Find the LCM and HCF of the following numbers.

i) 15, 24 ii) 8, 25 iii) 12, 48
Check their relationship.

2. If the LCM of two numbers is 216 and their product is 7776, what will be the HCF?

3. The product of two numbers is 3276. If their HCF is 6, find their LCM?

4. The HCF of two numbers is 6 and their LCM is 36. If one of the numbers is 12, find the
other.
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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
3.8 ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤. \ eT<Ûä´ dü+ã+<Ûä+
18 eT]j·TT 27\qT rdüTø=+<ë+.
18 Á|ü<Ûëq ø±s¡D≤+ø±\ \ãΔ+ R 2I3I3 ; 27 Á|ü<Ûëq ø±s¡D≤+ø±\ \ãΔ+ R 3I3I3
18 eT]j·TT 27\ ø£.kÕ.>∑T R 3 × 3 × 3 × 2 = 54
18 eT]j·TT 27 \ >∑.kÕ.uÛ≤ R 3I3 R 9
ø£.kÕ.>∑T I >∑.kÕ.uÛ≤ = 54 × 9 = 486

A
18, 27 \ \ã›+ = 18 × 27 = 486

AN
MTs¡T @$T >∑eTì+#ês¡T?
¬s+&ÉT dü+K´\ ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤. \ \ã∆+ R ¬s+&ÉT dü+K´\ \ã›+ nì eTq+ >∑eTì+#·e#·TÃ.

G
ñ<ëVü≤s¡D 7 : 8 eT]j·TT 12 \ jÓTTø£ÿ ø£.kÕ.>∑T ø£qT>=q+&ç. ø£.kÕ>∑T, >∑.kÕ.uÛ≤\ eT<Û´ä >∑\ dü+ã+<Û+ä ñ|üj÷Ó –+∫
>∑.kÕ.uÛ≤ ø£qTø√ÿ+&ç.
kÕ<Ûäq : 8, 12 jÓTTø£ÿ ø£.kÕ>∑T R 2I3I4 R 24 N 4 8, 12
LA
ø£.kÕ.>∑T. I >∑.kÕ.uÛ≤. R Ä ¬s+&ÉT dü+K´\ \ãΔ+ nì eTq≈£î ‘Ó\TdüT 2, 3
¬s+&ÉT dü+K´\ \ãΔ+
>∑.kÕ.uÛ≤. =
TE

ø£.kÕ.>∑T.
8 × 12
= =4
24
ø±e⁄q, 8 eT]j·TT 12 \ >∑.kÕ.uÛ≤ R 4
T,

Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç

ER

1. ¬s+&ÉT |üs¡düŒs¡ Á|ü<Ûëq dü+K´\ ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤\qT ø£qT>=q+&ç.

2. @y˚ì ¬s+&ÉT dü+K´\ jÓTTø£ÿ ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤\ eT<Ûä´ dü+ã+<Ûëìï yê´U≤´ì+#·+&ç.

nuÛ≤´dü+ 3.6
SC

1. á øÏ+~ dü+K´\ ø£.kÕ>∑T, >∑.kÕ.uÛ≤\qT ø£qTø√ÿ+&ç.

i) 15, 24 ii) 8, 25 iii) 12, 48
yê{Ï eT<Ûä´ dü+ã+<Ûä+qT dü]#·÷&É+&ç.
2. ¬s+&ÉT dü+K´\ jÓTTø£ÿ ø£.kÕ.>∑T 216 eT]j·TT yê{Ï \ãΔ+ 7776 nsTTq yê{Ï >∑.kÕ.uÛ≤ m+‘·?
3. ¬s+&ÉT dü+K´\ \ãΔ+ 3276. yê{Ï >∑.kÕ.uÛ≤ 6 nsTTq ø£.kÕ.>∑T m+‘·?
4. ¬s+&ÉT dü+K´\ >∑.kÕ.uÛ≤ 6 eT]j·TT ø£.kÕ.>∑T 36. Ä dü+K´\˝À ˇø£ dü+K´ 12 nsTTq ¬s+&Ée dü+K´
ø£qT>=q+&ç.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
3.9 DIVISIBILITY RULES FOR 4, 8 AND 11
We have learnt the divisibility rules for 2, 3, 5, 6, 9 and 10. Now, we derive the divisibility
rule for 4, 8 and 11.

3.9.1 Divisibility Rule for 4

Observe the pattern

A
Number Can be written as Whether divisible by 4?

AN
100 100 Yes
600 6 × 100 Yes
1000 10 × 100 Yes

G
10000 100 × 100 Yes
100000 1000 × 100 Yes

N
From the above table, we can observe that 100 is divisible by four. Here 600, 1000,
LA
10000, 100000 can be expressed as a multiple of 100. So, these numbers are also divisible by 4.

You know that all even numbers are divisible by 2.

TE

Are all even numbers also divisible by 4?

Let us verify.
T,

126 is an even number divisible by 2. Is 126 divisible by 4?

126 can be written as 126 = 100 + 26

ER

You know that 100 is divisible by 4. But 26 is not divisible by 4.

Hence, we can say that all even numbers are not necessarily divisible by 4.
SC

For example, consider 76532.

76532 can be written as 70000 + 6000 + 500 + 30 + 2.

You know that 100, 1000, 10000 are multiples of 100, and 100 is divisible by 4. So we
need not test them every time. So, it is enough to test the last two digits of the given number i.e. 32.
Is 32 divisible by 4? Yes. It is divisible by 4. Hence, we can say that 76532 is also divisible by 4.

You already know that odd numbers are not divisible by 4.

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3.9 4, 8 eT]j·TT 11 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\T
eTqeTT 2,3,5,6,9, 10 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT H˚s¡TÃø=Hêï+. Ç|ü&ÉT 4,8, eT]j·TT 11 \
jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT ø£qT>=+<ë+.
3.9.1 4 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+
á øÏ+~ neT]ø£qT >∑eTì+#·+&ç.

A
dü+K´ Ç˝≤ sêùdÔ 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë?
100 100

AN
ne⁄qT
600 6 × 100 ne⁄qT
1000 10 × 100 ne⁄qT

G
10000 100 × 100 ne⁄qT
100000 1000 × 100 ne⁄qT
N
ô|’ |ü{øºÏ q£ T >∑eTìùd,Ô 100, 4#˚ uÛ≤–+|üã&ÉT‘·T+~ (100R 25I4) eT]j·TT 600,1000,10000,100000
LA
dü+K´\T 100 jÓTTø£ÿ >∑TDÏC≤\T>± e´ø£Ô|üs¡#·ã&çq$. n+<äT#˚ á dü+K´\ìïj·T÷ 4#˚ uÛ≤–+|üã&É‘êsTT.
dü]dü+K´\ìïj·T÷ 2#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·Tì eTq≈£î ‘Ó\TdüT.
TE

dü] dü+K´\ìïj·T÷ 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·÷?

á øÏ+~ yê{Ïì >∑eTì+#·+&ç.
126 dü]dü+K´, 2#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~. 126, 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë?
T,

126qT 126 R 100G26 >± sêj·Te#·TÃ.

ER

MT≈£î ‘Ó\TdüT 100, 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<äì, ø±ì 26, 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É<äT.
n+<äT#˚ dü]dü+K´\ìïj·T÷ 4#˚ uÛ≤–+|üã&Éqedüs¡+ ˝Ò<äT nì #Ó|üŒe#·TÃ.
SC

ñ<ëVü≤s¡D>± 76532qT |ü]o*<ë›+!

76532 = 70000 + 6000 + 500 + 30 + 2 >± sêj·Te#·TÃ.
100 jÓTTø£ÿ >∑TDÏC≤\T 100, 1000, 10000\T 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êsTT. n+<äT#˚ yê{Ïì Á|ürkÕ]
4#˚ uÛ≤–+|üã&ÉTHê? ˝Ò<ë? nì |ü]o*+#·e\dæq nedüs¡eTT ˝Ò<äT. n+<äT#˚ dü+K´ jÓTTø£ÿ ∫e] ¬s+&ÉT n+¬ø\‘√
@s¡Œ&çq dü+K´ nq>± 32 qT |ü]o*ùdÔ dü]b˛‘·T+~. 32, 4 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? eTq≈£î ‘Ó\TdüT 32,
4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~. n+<äT#˚ 76532, 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
uÒdæ dü+K´\T 4 #˚ uÛ≤–+|üã&Ée⁄ nH˚ $wüj·T+ MT n+<äs¡≈£î ‘Ó\TdüT ø£<ë!
89
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
A number is divisible by 4, if the number formed by its last two digits (i.e. tens and ones)
is divisible by 4.

Note: This rule works for number greater than hundred. For smaller numbers (1 or 2 digit numbers)
we have to do actual division.

Example-8. Verify whether 56496 is divisible by 4?

Solution: 56496 = 50000 + 6000 + 400 + 96
We already know that 50000, 6000, 400 are all multiples of 100, they are completely
divisible by 4.

A
We need to test whether 96 (the last two digits) is divisible by 4 or not.

AN
96 is divisible by 4.
So, the given number 56496 is also divisible by 4

DO THIS

G
1. Is 100000 divisible by 4? Why?

N
2. Give an example of a 2 digit number that is divisible by 2 but not divisible by 4?
LA
3.9.2 Divisibility Rule for 8
We have learnt the divisiblity rule for 4. It is based on expanding the number. Since 10 is
TE

not divisible by 4 so we consider 100 and any number greater than 100 can be written as multiple
of 100, so if the last two digits are divisible by four it will be divisible by 4. Similarly since 10 is not
divisible by 8, we think of 100.
Is 100 divisible by 8? No
T,

Is 1000 divisible by 8? Yes

We know that any number greater than 1000 can be written as something added to multiple
ER

of 1000. For example 4825 = 4 x 1000 + 825.

Thus we can say that if last three digits of a number is divisible by 8 then the number will be
divisible by 8. Let us see an example-
SC

Example-9. Verify whether 93624 is divisible by 8?

Solution: 93624 = 90000 + 3000 + 600 + 20 + 4
We know that 1000 is divisible by 8.
Here, 90000 and 3000 are multiples of 1000, they are certainly divisible by 8.
So, it is enough to test the divisibility of the last three digits of the number.
Is 624 divisible by 8? Yes.
Hence, the given number 93624 is also divisible by 8.
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ªªˇø£ dü+K´ jÓTTø£ÿ ∫e] ¬s+&ÉT n+¬ø\‘√ (ˇø£≥¢, |ü<äT\ kÕúqeTT˝Àì) @s¡Œ&çq dü+K´ 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ç‘˚
Ä dü+K´ 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.μμ
>∑eTìø£: ô|’ ìj·TeT+ 100 ø£+fÒ ô|<ä› dü+K´\≈£î e]ÔdüTÔ+~, ∫qï dü+K´\≈£î uÛ≤>±Vü‰s¡ |ü<äΔ‹˝À uÛ≤»˙j·T‘·qT
|ü]o*+#·e#·TÃ.
ñ<ëVü≤s¡D 8 : 56496, 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? |ü]o*+#·+&ç.
kÕ<Ûäq : 56496 = 50000 + 6000 + 400 + 96
50000,6000,400 dü+K´\T 100 jÓTTø£ÿ >∑TDÏC≤\T nì eTq≈£î ‘Ó\TdüT. n$ 4#˚ ìX‚Ùwü+>±

A
uÛ≤–+|üã&É‘êsTT.
eTq+ 96, (∫e] ¬s+&ÉT n+¬ø\‘√ @s¡Œ&çq dü+K´) 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? ˝Ò<ë? nqï<ëìì

AN
|ü]o*+#ê*.
96, 4 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
ø£qTø£ Ç∫Ãq dü+K´ 56496 ≈£L&Ü 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.

G
Ç$ #˚j·T+&ç
1. 100000, 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? m+<äT#˚‘·?
2. N
2#˚ uÛ≤–+|üã&ç, 4#˚ uÛ≤–+|üã&Éì ¬s+&É+¬ø\ dü+K´\≈£î ñ<ëVü≤s¡D*eTTà.
LA
3.9.2 8 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+
4 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT H˚s¡TÃø=Hêï+. dü+K´qT $düÔ]+∫ <ëì Ä<Ûës¡+>± |ü]o*+#êeTT. 10,
4jÓTTø£ÿ >∑TDÏ»+ ø±<äT. n+<äT#˚ 100qT rdüTø=ì 100 ø£+fÒ ô|<ä›yÓ’q dü+K´\qT 100 jÓTTø£ÿ >∑TDÏC≤\T>±
TE

e´ø£Ô|ü]#ê+. n+<äT#˚ ∫e] ¬s+&ɬø\ dü+K´ 4#˚ uÛ≤–+|üã&ç‘˚ Ä dü+K´ 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~. n<˚
$<Ûä+>± 10, 8 jÓTTø£ÿ >∑TDÏ»+ ø±<äT. 100qT >∑÷]Ã Ä˝À∫<ë›+.
8#˚ 100, ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? uÛ≤–+#·ã&É<äT.
1000, 8#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? ne⁄qT.
T,

eTq≈£î ‘Ó\TdüT 1000 ø£+fÒ ô|<ä› dü+K´qT 1000 jÓTTø£ÿ >∑TDÏ»+ >±qT ˝Ò<ë 1000 >∑TDÏ»+q≈£î ø=+‘·
yÓTT‘·Ô+ m≈£îÿe>±qT #·÷|ü >∑\TZ‘ê+.
ER

ñ<ëVü≤s¡D≈£î 4825 R 4I1000G825

n+<äT#˚ ∫e] eT÷&ÉT n+¬ø\‘√ @s¡Œ&çq dü+K´ 8 #˚ uÛ≤–+|üã&ç‘,˚ Ä dü+K´ 8#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
ˇø£ ñ<ëVü≤s¡DqT #·÷<ë›+.
SC

ñ<ëVü≤s¡D 9 : 93624, 8 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? |ü]o*+#·+&ç.

kÕ<Ûäq : 93624 = 90000 + 3000 + 600 + 20 + 4
1000, 8 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<äì eTq≈£î ‘Ó\TdüT. ø£<ë!
n<˚ $<Ûä+>± 90000 eT]j·TT 3000, 1000 jÓTTø£ÿ >∑TDÏC≤\T ø±ã{Ϻ á ¬s+&ÉT dü+K´\T ≈£L&Ü 8#˚
ìX‚Ùwü+>± uÛ≤–+|üã&É‘êsTT.
n+<äT#˚ 8 jÓTTø£ÿ uÛ≤»˙j·T‘·qT |ü]o*+#ê\+fÒ ˇø£ dü+K´ jÓTTø£ÿ ∫e] eT÷&ÉT n+¬ø\‘√ @s¡Œ&çq
dü+K´qT |ü]o*ùdÔ dü]b˛‘·T+~.
624, 8 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë? ne⁄qT.
n+<äT#˚ 93624 nH˚ dü+K´ 8 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
91
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
A number with 4 or more digits is divisible by 8, if the number formed by its last three
digits is divisible by 8. The divisibility for numbers with 1, 2 or 3 digits by 8 has to be
checked by actual division.

DO THIS
1. Is 76104 divisible by 8?
2. Write the numbers that are divisible by 8 & lie between 100 and 200?

3.9.3 Divisibility Rule for 11

A
Fill in the blanks and complete the table.

AN
Number Sum of the digits Sum of the digits Difference Is the difference
at odd places at even places divisible
(from the right) (from the right) by 11

G
29843
90002
80927
19091908 8+9+9+9=35 N
0+1+0+1=2 35-2=33 Yes
LA
83568

What do you observe from the table?

TE

We observe that in each case the difference is either 0 or divisible by 11. All these numbers
are also divisible by 11.
For the number 83568, the difference is 12 which is not divisible by 11. The number
83568 is also not divisible by 11.
T,

A given number is divisible by 11, if the difference between the sum of the digits at odd
places and the sum of the digits at even places (from the right) is either 0 or divisible by 11.
ER

Example-10. Is 6535 divisible by 11?

Solutioin: Sum of the digits at odd places = 5 + 5 = 10
Sum of the digits at even places = 3 + 6 = 9
SC

Their difference = 10 - 9 = 1
Is 1 divisible by 11? No
So, 6535 is not divisible by 11.
Example-11. Is 1221 divisible by 11?
Solution: Sum of the digits at odd places = 1 + 2 = 3
Sum of the digits at even places = 2 + 1 = 3
There difference = 3 - 3 = 0
So, 1221 is divisible by 11.
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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
ªª4 ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe n+¬ø\T >∑\ dü+K´\≈£î ∫e] eT÷&ÉT n+¬ø\‘√ @s¡Œ&çq dü+K´ 8 #˚ ìX‚Ùwü+>±
uÛ≤–+|üã&çq#√ Ç∫Ãq dü+K´ 8 #˚ ≈£L&Ü ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.μμ 1, 2 ˝Ò<ë 3 n+¬ø\ dü+K´\T 8 #˚
uÛ≤–+#·ã&É‘êjÓ÷ ˝Ò<√ #·÷&É&ÜìøÏ Ä dü+K´\qT 8 ‘√ uÛ≤>∑Vü‰s¡+ #˚dæ #·÷&Ü*.
Ç$ #˚j·T+&ç
1. 76104, 8 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë?
2. 100 eT]j·TT 200 \ eT<Ûä´ >∑\ dü+K´\˝À 8#˚ uÛ≤–+|üã&˚ dü+K´\qT sêj·T+&ç.
3.9.3 11 jÓTTø£ÿ uÛ≤»˙j·T‘ê dü÷Á‘·+

A
á øÏ+~ |ü{Ϻø£˝Àì U≤∞\qT |üP]+#·+&ç.

AN
dü+K´ uÒdæ kÕúHê\˝Àì dü]kÕúHê\˝Àì ‘˚&Ü Ç∫Ãq dü+K´\ uÛÒ<ä+
n+¬ø\ yÓTT‘·Ô+ n+¬ø\ yÓTT‘·Ô+ 11#˚ uÛ≤–+|üã&ÉT‘·T+<ë?
(≈£î&çyÓ’|ü⁄ qT+&ç) (≈£î&çyÓ’|ü⁄ qT+&ç)
29843

G
90002
80927
19091908
83568
8+9+9+9=35
N 0+1+0+1=2 35-2=33 ne⁄qT
LA
ô|’ |ü{Ϻø£ qT+&ç @$T >∑eTì+#ês¡T?
Á|ü‹ dü+<äs¡“¤+˝À á ‘˚&Ü ª0μ ˝Ò<ë 11 jÓTTø£ÿ >∑TDÏ»eTT. n+<äT#˚ á dü+K´\ìïj·T÷ 11 #˚ ìX‚Ùwü+>±
TE

uÛ≤–+|üã&É‘êsTT.
ø±ì 83568 ˝À ‘˚&Ü 12 n+<äT#˚ 83568, 11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É<äT. ø£qTø£ 83568 ≈£L&Ü 11 #˚
ìX‚Ùwü+>± uÛ≤–+|üã&É<äT.
ˇø£ düVü≤»dü+K´˝À ≈£î&ç qT+&ç m&ÉeTyÓ’|ü⁄≈£îb˛‘·÷ n+¬ø e~* n+¬øqT rdüTø=ì Ä n+¬ø\ yÓTT‘·Ô+
T,

≈£qT>=Hê*. ‘·sê«‘· e~* y˚dæq n+¬ø\ yÓTT‘·Ô+qT ø£qT>=Hê*. á yÓTT‘êÔ\ uÛÒ<ä+ 11 #˚ uÛ≤–+#·ã&ç‘˚ Ä dü+K´
11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
ER

ñ<ëVü≤s¡D 10 : 11 #˚ 6535, ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë?

kÕ<Ûäq : 6535 ˝À uÒdæ kÕúHê\˝Àì n+¬ø\ yÓTT‘·Ô+ R 5G5 R 10
dü] kÕúqeTT\˝Àì n+¬ø\ yÓTT‘·Ô+ R 3G6 R 9
SC

¬s+&ÉT yÓTT‘êÔ\ eT<Ûä´ ‘˚&Ü R 10`9 R 1

1, 11 #˚ uÛ≤–+|üã&ÉT‘·T+<ë? ˝Ò<äT
n+<äT#˚‘· 6535, 11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É<äT.
ñ<ëVü≤s¡D 11 : 1221, 11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+<ë?
kÕ<Ûäq : 1221 ˝À uÒdækÕúq+˝Àì n+¬ø\ yÓTT‘·Ô+ R 1G2 R 3
dü]kÕúq+˝Àì n+¬ø\ yÓTT‘·Ô+ R 2G1 R 3
¬s+&ÉT yÓTT‘·Ô+\ eT<Ûä´ ‘˚&Ü R 3`3 R 0
n+<äT#˚‘· 1221, 11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
93
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
Try this
1221 is a Palindrome number, which on reversing their digits gives
the same number. Thus, every Palindrome number with even number
of digits, is always divisible by 11.
Write a Palindrome number of 6 digits and verify whether it is
divisible by 11 or not?

EXERCISE - 3.7

A
1. Which of the following numbers are divisible by 4?

AN
i) 572 ii) 21,084 iii) 14,560
iv) 1,700 v) 2150
2. Test whether the following numbers are divisible by 8?

G
i) 9774 ii) 5,31,048 iii) 5500
iv) 6136 v) 4152
3.
N
Check whether the following numbers are divisible by 11?
LA
i) 859484 ii) 10824 iii) 20801
4. Verify whether the following numbers are divisible by 4 and by 8?
i) 2104 ii) 726352 iii) 1800
TE

5. Find the smallest number that must be added to 289279, so that it is divisible by 8?
6. Find the smallest number that can be subtracted from 1965, so that it becomes divisible by 4?
7. Write all the possible numbers between 1000 and 1100, that are divisible by 11?
T,

8. Write the nearest number to 1240 which is divisible by 11?

9. Write the nearest number to 105 which is divisible by 4?
ER

WHAT HAVE WE DISCUSSED?

1. We have discussed multiples, divisors, factors and have seen
how to identify factors and multiples.
SC

2. We have discussed the following:

i) A factor of a number is an exact divisor of that number.
ii) Every number is a factor of itself. 1 is a factor of every number.
iii) Every factor of a number is less than or equal to the given number.
iv) Every number is a multiple of each of its factors.
v) Every multiple of a given number is greater than or equal to that number.
vi) Every number is a multiple of itself.

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PLAYING WITH NUMBERS Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç
1221 nqTq~ ªª~«eTTK dü+K´μμ (bÕ*Hé Á&√yéT dü+K´\T) ~«eTTK dü+K´ nq>± @ yÓ’|ü⁄ qT+&ç
nq>± ≈£î&ç qT+&ç m&ÉeT yÓ’|ü⁄ ˝Ò<ë m&ÉeT qT+&ç ≈£î&çyÓ’|ü⁄ e÷]à Áyêj·T>∑ dü+K´ e÷s¡<äT.
n+<äT#˚ Á|ür dü] n+¬ø\T >∑*Zq ~«eTTK dü+K´, 11#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~.
6 n+¬ø\ ~«eTTK dü+K´qT sêj·T+&ç.

nuÛ≤´dü+ 3.7

A
1. á øÏ+~ yêì˝À 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´˝Ò$?

AN
i) 572 ii) 21,084 iii) 14,560
iv) 1,700 v) 2,150
2. á øÏ+~ dü+K´\T 8 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·÷? |üØøÏå+#·+&ç.

G
i) 9774 ii) 5,31,048 iii) 5500
iv) 6136 v) 4152
3.
859484 ii)
N
á øÏ+~ dü+K´\T 11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&É‘êj·÷? dü]#·÷&ÉTeTT?
i) 10824 iii) 20801
LA
4. á øÏ+~ dü+K´\˝À @ dü+K´\T 4 eT]j·TT 8\ #˚ uÛ≤–+|üã&É‘êsTT?
i) 2104 ii) 726352 iii) 1800
TE

5. 289279 dü+K´≈£î @ ø£ìwüº dü+K´qT ≈£L&çq 8#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~?

6. 1965 dü+K´ qT+&ç @ ø£ìwüº dü+K´qT rdæy˚ùdÔ 4 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~?
7. 1000, 1100 \ eT<Ûä´ >∑\ dü+K´\˝À 11 #˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚ dü+K´\qT sêj·T+&ç.
T,

8. 1240 q≈£î düMT|ü+˝À >∑\ 11 jÓTTø£ÿ >∑TDÏ»+qT sêj·T+&ç.

9. 105 q≈£î <ä>∑Zs¡>± ñqï dü+K´\˝À @ dü+K´ 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&ÉT‘·T+~?
ER

eTq+ H˚s¡TÃø=qï$
1. >∑TDÏC≤\T, ø±s¡D≤+ø±\T, uÛ≤»ø±\qT >∑÷]à H˚sT¡ Ãø=Hêï+. Ç∫Ãq dü+K´\˝À
SC

ø±s¡D≤+ø±\T, >∑TDÏC≤\qT m+|æø£ #˚j·T&É+ H˚s¡TÃø=Hêï+.

2. á øÏ+~ n+XÊ\qT ø£qT>=ì, H˚s¡TÃø=Hêï+.
i) Á|ü‹ dü+K´ <ëìø£<˚ ø±s¡D≤+ø£+ eT]j·TT 1 Á|ü‹ dü+K´≈£î ø±s¡D≤+ø£+.
ii) ˇø£ dü+K´qT ìX‚Ùwü+>± uÛ≤–+#˚ dü+K´ Ä dü+K´≈£î ø±s¡D≤+ø£+.
iii) ˇø£ dü+K´ jÓTTø£ÿ Á|ü‹ ø±s¡D≤+ø£+ Ä dü+K´≈£î düe÷q+>± >±ì ˝Ò<ë ‘·≈£îÿe>± >±ì ñ+≥T+~.
iv) Á|ü‹ dü+K´ <ëì ø±s¡D≤+ø±ìøÏ >∑TDÏ»+.
v) dü+K´ jÓTTø£ÿ Á|ü‹ >∑TDÏ»+ Ä dü+K´≈£î düe÷q+>± >±ì ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe>± >±ì ñ+≥T+~.
vi) Á|ü‹ dü+K´ <ëìø£<˚ ˇø£ >∑TDÏ»+.
95
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
3. i) The number other than 1, with only factors namely 1 and the number itself, is a
prime number. Numbers that have more than two factors are called composite
numbers. Number 1 is neither prime nor composite.
ii) 2 is the smallest prime number and is even. Every prime number other than 2 is
odd.
iii) Two numbers with only 1 as a common factor are called co-prime numbers.
iv) If a number is divisible by another number then it is divisible by each of the factors

A
of that number.

AN
v) A number divisible by two co-prime numbers is divisible by their product also.
4. We have discussed how we can find just by looking at a number, whether it is divisible by
small numbers 2, 3, 4, 5, 8, 9 and 11. We have explored the relationship between digits of

G
the numbers and their divisibility by different numbers.
i) Divisibility by 2, 5 and 10 can be seen by just the last digit.
ii) N
Divisibility by 3 and 9 is checked by finding the sum of all digits.
LA
iii) Divisibility by 4 and 8 is checked by the last 2 and 3 digits respectively.
iv) Divisibility of 11 is checked by comparing the sum of digits at odd and even places.
5. We have discovered that if two numbers are divisible by a number then their sum and
TE

difference are also divisible by that number.

6. i) The Highest Common Factor (HCF) of two or more given numbers is the highest
of their common factors.
T,

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

7. If one of the two given numbers is a multiple of the other, then the greater number will be
their LCM.
8. Relationship between LCM and HCF: LCM × HCF = Product of the two numbers.
SC

Dattathreya Ramachandra Kaprekar (India)

1905 - 1986 AD
He is a teacher, who played with numbers.
6174 is known as Kaprekar's constant.
He generated demlo numbers and self numbers.

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3. i) 1 ‘·|üŒ, $T–*q dü+K´\˝À 1 eT]j·TT n<˚ dü+K´ ø±s¡D≤+ø£+>± >∑\ dü+K´\qT Á|ü<Ûëq dü+K´\T
n+{≤s¡T. ¬s+&ÉT ø£+fÒ m≈£îÿe ø±s¡D≤+ø±\qT ø£*Zq dü+K´\qT dü+j·TTø£Ô dü+K´\T n+{≤s¡T. 1
Á|ü<Ûëq dü+K´ ø±<äT, dü+j·TTø£Ô dü+K´ ø±<äT.
ii) 2 ø£ìwüº Á|ü<Ûëqdü+K´ 2 dü] Á|ü<Ûëq dü+K´. 2 $TqVü‰ $T–*q nìï Á|ü<Ûëq dü+K´\T uÒdædü+K´˝Ò.
iii) ª1μ e÷Á‘·y˚T ñeTà&ç ø±s¡D≤+ø£+>± >∑*Zq dü+K´\qT |üs¡düŒs¡ Á|ü<Ûëq dü+K´\T ˝Ò<ë kÕù|ø£å
Á|ü<Ûëq dü+K´\T n+{≤s¡T.
iv) ˇø£ dü+K´qT eTs√ dü+K´ ìX‚Ùwü+>± uÛ≤–ùdÔ ¬s+&√dü+K´ ø±s¡D≤+ø±\˙ï yÓTT<ä{Ï dü+K´≈£î ≈£L&Ü

A
ø±s¡D+ø±\T.

AN
v) ˇø£ dü+K´ ¬s+&ÉT |üs¡düŒs¡ Á|ü<Ûëq dü+K´\#˚ uÛ≤–+|üã&ç‘˚, yê{Ï \ã›+‘√ ≈£L&Ü Ä dü+K´
uÛ≤–+|üã&ÉT‘·T+~.
4. ˇø£ dü+K´qT øπ e\+ #·÷&É&+É <ë«sê n~ ∫qï dü+K´˝…q’ 2, 3, 4, 5, 8, 9 eT]j·TT 11 #˚ uÛ≤–+#·ã&ÉT‘·T+<ë

G
˝Ò<ë nH˚ <ëìì eTq+ m˝≤ ø£qT>=q>∑\yÓ÷ #·]Ã+#·T≈£îHêïeTT. $$<Ûä dü+K´\#˚ dü+K´\˝Àì n+¬ø\≈£î
eT]j·TT yê{Ï uÛ≤»˙j·T‘·≈£î >∑\ dü+ã+<Ûëìï nH˚«wæ+#êeTT.
i)
N
dü+K´ ∫e] n+¬ø nq>± ˇø£≥¢ kÕúqeTT˝Àì n+¬øqT |ü]o*+∫ 2,5,10 jÓTTø£ÿ uÛ≤»˙j·T‘·qT
#Ó|Œü e#·TÃ.
LA
ii) dü+K´˝Àì n+¬ø\ yÓTT‘·Ô+qT ø£qT>=ì 3,9 jÓTTø£ÿ uÛ≤»˙j·T‘·qT #Ó|üŒe#·TÃ.
iii) dü+K´˝Àì ∫e] ¬s+&É+¬ø\T, eT÷&É+¬ø\T |ü]o*+∫ 4,8 jÓTTø£ÿ uÛ≤»˙j·T‘·qT #Ó|üŒe#·TÃ.
TE

iv) ˇø£ dü+K´˝À, uÒdækÕúq+˝À ñqï n+¬ø\ yÓTT‘·Ô+, dü] kÕúq+˝À ñqï n+¬ø\ yÓTT‘·Ô+\ ‘˚&ÜqT
ø£qT>=ì 11 jÓTTø£ÿ uÛ≤»˙j·T‘·qT #Ó|üŒe#·TÃ.
5. ¬s+&ÉT dü+K´\T ˇø£ dü+K´#˚ uÛ≤–+|üã&ç‘˚, Ä dü+K´\ yÓTT‘·Ô+, uÛÒ<ä+ ≈£L&Ü Ä dü+K´#˚ uÛ≤–+|üã&ÉT‘·T+~.
T,

6. i) ¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe dü+K´\ jÓTTø£ÿ ø±s¡D≤+ø±\˝À >∑]wüº+>± ñqï $\TeqT >∑]wüº
kÕe÷q´ uÛ≤»ø£+ n+{≤s¡T.
ER

ii) ¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe dü+K´\ jÓTTø£ÿ >∑TDÏC≤\˝À ø£ìwüº+>± ñqï $\TeqT ªªø£ìwüº
kÕe÷q´ >∑TDÏ»+μμ n+{≤s¡T.
7. ¬s+&ÉT dü+K´\˝À ˇø£{Ï eTs=ø£<ëì >∑TDÏ»+ nsTTq, ô|<ä› dü+K´ Ä dü+K´\ ø£.kÕ.>∑T. ne⁄‘·T+~.
SC

8. ø£.kÕ.>∑T., >∑.kÕ.ø±\ eT<Ûä´ dü+ã+<Ûä+: ø£.kÕ.>∑T. I >∑.kÕ.ø± R ¬s+&ÉT dü+K´\ \ã›+

<ä‘êÔÁ‘˚j·T sêeT#·+Á<ä ø±Áù|ø£sY (uÛ≤s¡‘·<˚X¯+)

Áø°.X¯. 1905 ` 1986
dü+K´\‘√ nH˚ø£ Á|üjÓ÷>±\T #˚dæq ñbÕ<Ûë´j·TT&ÉT.
6174 qT ªø±Áù|ø£sY dæúsê+ø£+μ n+<äTs¡T.
áj·Tq &ÓyÓ÷¢ dü+K´\T eT]j·TT ôd˝ŸŒ¤ dü+K´\qT s¡÷bı+~+#ês¡T.
97
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 dü+K´\‘√ Ä&ÉTø=+<ë+
 CHAPTER - 4
Basic Geometrical Ideas

4.1 INTRODUCTION

A
We see a variety of things around us. There
are buildings, utensils, furniture, pictures and lot

AN
more. You must have seen rangoli or mehendi
designs. Have you ever made these? How do you
make these designs?
We use various geometrical shapes in them.

G
Observe some objects around you and identify what shapes you can see in them.
For eg., screen of TV is in rectangle shape. Similarly, face of a fridge, pencil box, book etc. are

N
also in rectangular shape. But what about a glass, bindi, flower etc? We have learnt about some
geometric shapes in earlier classes. In this chapter, we will learn more about such geometric shapes.
LA
4.2 POINT
Take a sharpened pencil and mark a dot on the paper. As you
TE

take even more sharper pencil, the dot will become smaller. Observe the
almost invisible tiny dot. It will give you an idea of a point. A point
determines a location. Think of some examples which look like points .
The distant stars also give us an idea of point. We use a point to locate Hyderabad in
T,

Telangana map. Think more examples where you use a point to locate some specific thing in a
picture, diagram or map.
ER

Hyderabad
SC

A B
A point is denoted by a capital letter. In the adjacent figure A, B and C
are three points.
C
They are read as point A, point B and point C.

DO THIS
1. Four points are marked in the given rectangle. Name them.

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 n<Ûë´j·TeTT ` 4
ÁbÕ<∏ä$Tø£ C≤´$Trj·T uÛ≤eq\T

4.1 |ü]#·j·T+
ì‘·´ J$‘·+˝À eTq+ nH˚ø£ s¡ø±\s≠q edüTÔe⁄\qT #·÷dü÷Ô ñ+{≤e≠.

A
eTq Ç+{À¢ ñ+&˚ s¡ø£s¡ø±\ edüTÔe⁄\T, e+≥ kÕe÷qT\T, $_Ûqï uÛÑeHê\T,
∫Á‘ê\T, u§eTà\T yÓTT<ä˝q’… $. Ç+{Ïe≠+<äT y˚ùd e≠>∑T\Z qT MT¬s|ü&ÓH’ ê ≈£îå Dí+>±

AN
>∑eTì+#êsê? #˚‘·T\ô|’ eTq+ y˚düT≈£îH˚ >√]+{≤≈£î Äø£è‘·T\qT C≤Á>∑‘·Ô>±
>∑eTì+#êsê? á Äø£è‘·T\T m˝≤ y˚kÕÔs¡T?
M{Ï˝À eTq+ $$<Ûä s¡ø±˝…’q C≤´$Trj·T Äø±sê\qT ñ|üjÓ÷–kÕÔeTT.

G
MT #·T≥÷º ñ+&˚ ø=ìï edüTÔe⁄\qT |ü]o*+#·+&ç. yê{Ï˝À MTs¡T #·÷ùd @ Äø±sê\qT >∑T]Ô+#·>∑\T>∑T‘ês¡T.
ñ<ëVü≤s¡D≈£î MT Ç+{À¢ì f…*$»Hé ‘Ós¡ n+#·T Bs¡È#·‘·Ts¡ÁkÕø±s¡+˝À ñ+≥T+~. Ç<˚ $<Ûä+>± Á|òæCŸ, ô|ì‡˝Ÿ&Éu≤“,

N
n–Zô|f…º, Ç≥Tø£ yÓ≠<ä\>∑T yê{Ï eTTU≤\ìï Bs¡È#·‘·Ts¡ÁkÕø£è‹˝À ñ+&É{≤ìï eTq+ >∑eTì+#·e#·TÃ. eT] eTq+ ˙s¡T
Á‘êπ> >±¢düT, u§≥Tº_fi¯fl, |ü⁄e⁄«, ã+‹ yÓ≠<ä˝…’qe˙ï ≈£L&Ü >∑eTì+∫ ñ+{≤s¡T. n$ @ Äø±s¡+ ø£*– e⁄Hêïs≠?
LA
eTq+ ÁøÏ+~ ‘·s>¡ ‘∑ T· \˝À ø=ìï C≤´$Trj·T Äø±sê\qT >∑T]+∫ H˚sT¡ Ã≈£îHêïeTT. á n<Ûë´j·T+˝À eTq+ $$<Ûsä ø¡ ±\s≠q
C≤´$Trj·T Äø±sê\qT H˚s¡TÃ≈£î+<ë+.
4.2. _+<äTe⁄
TE

ˇø£ yê&ç yÓTTq>∑\ ô|ì‡˝Ÿ‘√ ø±–‘·+ô|’ ˇø£ #·Tø£ÿqT ô|≥º+&ç. ô|ì‡˝ŸqT eT]+‘· |ü<Tä qT>±
#ÓøÿÏ ø±–‘·+ô|’ #·Tø£ÿqT+∫‘˚ n~ e≠q|ü{<Ï ëìø£+fÒ eT]+‘· ∫qï~>± e⁄+≥T+~. <ë<ë|ü⁄ ø£+{ÏøÏ
ø£qã&Éq+‘· ∫qï#·Tø£ÿqT |ü]o*+#·+&ç. n˝≤+{Ï ∫qï#·Tø£ÿ _+<äTe⁄qT dü÷∫düTÔ+~. _+<äTe⁄
nqTq~ ˇø£ kÕúHêìï dü÷∫düTÔ+~. _+<äTe⁄\≈£î ø=ìï ñ<ëVü≤s¡D\qT Ä˝À∫+#·+&ç.
T,

<ä÷s¡+>± ñ+&˚ Äø±X¯+˝Àì qø£Áå ‘ê\T eTq≈£î _+<äTe⁄\e˝Ò nì|ækÕÔs≠. ‘Ó\+>±D sêh|ü≥+˝À ôV≤’ <äsêu≤<é
kÕúHêìï eTq+ ˇø£ _+<äTe⁄‘√ dü÷∫kÕÔe≠. ˇø£ |ü≥+˝À ˝Ò<ë ∫Á‘·+˝À ˝Ò<ë e÷´|t˝À _+<äTe⁄\ <ë«sê kÕúHêìï
ER

dü÷∫+#˚ eT]ø=ìï ñ<ëVü≤s¡D\T Ä˝À∫+#·+&ç.

SC

ôV’≤<äsêu≤<é
A B
_+<äTe⁄qT Ä+>∑¢ uÛ≤wü˝Àì ô|<ä› nø£ås¡+‘√ dü÷∫kÕÔs¡T.
Á|üø£ÿ |ü≥+˝ÀA, B eT]j·≠ C e∂&ÉT _+<äTe⁄\T. yê{Ïì _+<äTe⁄ 'A', _+<äTe⁄ 'B' C
eT]j·≠ _+<äTe⁄ 'C' nì #·<äTe⁄‘êeTT.
Ç$ #˚j·T+&ç
Á|üø£ÿqTqï Bs¡È#·‘·Ts¡Ádü+˝À Hê\T>∑T _+<äTe⁄\Tqï$. yê{Ïì ù|s¡¢‘√ dü÷∫+#·+&ç.
99
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ÁbÕ<∏$ä Tø£ C≤´$Trj·T uÛ≤eq\T
4.3 A LINE SEGMENT
Take a thick paper and fold it as shown in figure. Look at the folded edge
of this paper. It gives us an idea of what a line segment is. The crease left
on the sheet represents a line segment. It has two end points named
A and B. A line segment has negligible ER
AS
thickness. ER

Take your note book or a pencil box and draw a line along its

A
edge with a pencil on a sheet of paper. What you have drawn is a
representation of a line segment. It has two ends. Name them.

AN
Take a thread. Stretch it. In this position it gives an idea of a line segment where the ends of
the thread are the end points of the line segment.
Mark any two points A and B on a sheet of paper. Join them A B

G
in as many ways as you like. What is the smallest distance from A to
B. This is a line segment AB and is denoted by AB or BA .

4.4 A LINE N
LA
Imagine that the line segment from A to B (i.e. AB ) is extended beyond A in one direction
and beyond B in the other direction without any end.
You now get a representation of a line. A B
TE

Since we cannot draw an indefinitely long line, we mark arrow notations on both sides to
HJG
show that it will go on. This line is denoted by AB . It is also denoted by lower case letters such
as l, m, n etc. This is also called as straight line .
T,

DO THIS
Take a geo-board. Select any two nails and tie tightly a thread from
ER

one end to the other. The thread you have fixed is a line which can extend in
both directions and only in these two directions.

4.5 A RAY
SC

Sun rays, light rays, rays from a torch are some examples of the
Geometrical idea of a 'ray'.
A ray is a part of a line. It begins at a point (initial
point) and goes on endlessly in a specified direction.
Thus a ray has only one end point.
Let A be a point on a line. B and C are two points on the same line on either side of A.
JJJG JJJG
Then AB and AC are two rays.
C A B
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4.3 πsU≤K+&ÉeTT ER
AS
ER

ˇø£ ø±–‘·e≠qT rdüTø=ì Á|üø£ÿ|ü≥+˝À #·÷|æq $<Ûä+>±

A
eT&Ée+&ç. ø±–‘·|ü⁄ eT&É‘·qT >∑eTì+#·T. á eT&É‘· ˇø£
sπ U≤K+&É uÛ≤eq ‘Ó\T|ü⁄‘·T+~ Ç|ü&ÉT ø±–‘êìï ‘Óse¡ +&ç.
ø±–‘·e≠ eT<Ûä´˝À eT&Ée&É+ e\¢ @s¡Œ&çq eT&É‘· ˇø£ πsU≤K+&Üìï dü÷∫düTÔ+~ nì
#Ó|üŒe#·TÃ. BìøÏ A eT]j·≠ B nH˚ ¬s+&ÉT ∫e] _+<äTe⁄\T ñHêïsTT. πsU≤K+&Ée≠
B |ü]>∑Dq˝ÀøÏ rdüTø√q+‘· eT+<ëìï ø£*– e⁄+≥T+~.

A
ˇø£ ø±–‘·e≠ô|’ MT H√≥T|ü⁄düÔø±ìï ˝Ò<ë ô|ì‡˝Ÿu≤ø˘‡ ñ+∫ <ëì n+#·T yÓ+ã&ç ô|ì‡˝Ÿ‘√ ˇø£ ^‘·qT
^j·T+&ç. MTs¡T ^dæq á ^‘· ˇø£ πsU≤K+&Üìï dü÷∫düTÔ+~. á πsU≤K+&É+ ¬s+&ÉT ∫e] _+<äTe⁄\T ø£*–e⁄+≥T+~.

AN
yê{Ïì ù|s¡T‘√ dü÷∫+#·+&ç.
ˇø£ <ës¡+ rdüTø=+&ç. ‹qï>± ˝≤>∑+&ç. Ç~ sπ U≤K+&É+ uÛ≤eq ø£*–düT+Ô ~. A B
<ës¡+ ∫es¡\T, πsU≤K+&É+ ∫e] _+<äTe⁄\T ne⁄‘êsTT.
ˇø£ ø±–‘·+ô|’ @yÓ’Hê ¬s+&ÉT _+<äTe⁄\T A eT]j·≠ B \qT >∑T]Ô+#·+&ç. MT≈£î M˝…’q nìï $<Ûë\T>±A,B

G
\qT ø£\|ü+&ç. M{Ï˝À A qT+∫ B ≈£î ø£ìwüº <ä÷s¡+ @~? á ø£ìwü˜ <ä÷sêH˚ï πsU≤K+&Ée≠ AB nì n+{≤s¡T. Bìì
AB ˝Ò<ë BA ‘√ dü÷∫kÕÔs¡T.
4.4. düs¡fi¯πsK N
LA
AB πsU≤K+&Üìï rdüTø√+&ç. á πsU≤K+&É|ü⁄ ¬s+&ÉT ∫e] _+<äTe⁄\ >∑T+&Ü A yÓ’|ü⁄ eT]j·≠ B yÓ’|ü⁄
nq+‘·+>± n<˚ ~X¯˝À bı&ç–+#·+&ç.
A B
TE

Ç~ ˇø£ düs¡fi¯πsKqT dü÷∫düTÔ+~.

nq+‘·+>± πsU≤K+&Üìï Çs¡TyÓ’|ü⁄˝≤ bı&ç–+#·{≤ìï eTq+ ø±–‘·+ô|’ ^j·T˝Òe≠, ø±ã{Ϻ πsU≤K+&ÜìøÏ
HJJG
Çs¡TyÓ|’ ⁄ü ˝≤ s¬ +&ÉT u≤D+ >∑Ts¡T\Ô qT ñ+#·T‘ê+. ˇø£ düsfi¡ sπ¯ K AB ì ( AB ) >± Áyêj·Te#·TÃ.n<˚ $<Û+ä >± düsfi¡ sπ¯ K\qT
l, m, n yÓ≠<ä\>∑T Ä+>∑¢ ∫qï nø£åsê\‘√ ≈£L&Ü dü÷∫+#·e#·TÃ. düs¡fi¯πsKqT kÕ<Ûës¡D+>± πsK nì ≈£L&Ü n+{≤s¡T.
T,

Ç$ #˚j·T+&ç
ˇø£ õjÓ÷uÀs¡T¶qT rdüTø√+&ç. ¬s+&ÉTy˚T≈£î\qT mqTïø=ì yê{ÏøÏ ˇø£ <ësêìï >∑{Ϻ>±
ER

ø£≥º+&ç. Ç|ü&ÉT á <ës¡+ ˇø£ düs¡fi¯πsKqT dü÷∫düTÔ+~. m+<äTø£+fÒ <ësêìï ¬s+&ÉT y˚T≈£î\
∫es¡\ qT+&ç n<˚ ~X¯˝À ¬s+&ÉT yÓ’|ü⁄˝≤ bı&ç–+#·e#·TÃ.
SC

4.5. øÏs¡De≠
ˇø£ {≤]Ã qT+&ç yÓ\Te&˚ ø±+‹ øÏs¡D≤\T, dü÷s¡´øÏs¡D≤\T eT]j·≠ ø±+‹øÏs¡D≤\T
n˙ï ªøÏs¡De≠μ nH˚ C≤´$Trj·T uÛ≤eqqT dü÷∫kÕÔs≠. øÏs¡De≠ nqTq~ πsK˝Àì ˇø£
uÛ≤>∑e≠qT dü÷∫düTÔ+~. øÏs¡De≠ ˇø£ (‘=*) _+<äTe⁄ qT+&ç
ãj·T\T<˚] ìπs›•‘· ~X¯˝À nq+‘·+>± kÕ>∑T‘·÷ b˛‘·T+~.
ø±ã{Ϻ øÏs¡D≤ìøÏ ˇπø ˇø£ ∫e] _+<äTe⁄ ñ+≥T+~.
@<äs≠Hê ˇø£ πsKô|’ A nqTq~ _+<äTe⁄ nqT≈£î+<ë+. A ≈£î Çs¡TyÓ’|ü⁄˝≤ B,C \T
JJJG JJJG
ñ+fÒ AB, AC \T ¬s+&ÉT øÏs¡D≤\T ne⁄‘ês≠. C A B
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 THINK, DISCUSS AND WRITE
JJJG
Here is a ray OA . It starts at O and passes through points A and B.
JJJG JJJG
Can you name ray OA as OB ? Why?
O A B
JJJG JJJG
Can you write the ray OA as AO ? Why? Give reasons.

EXERCISE - 4.1

A
1. Join the points given below. Name the line segments so formed in the figure.

AN
(i) A ii. P

Q T

G
B C
R S
2. Name the following from the figure.
i) Any five points N A D
LA
ii) Any five line segments
iii) Any Three rays O
B C
iv) Any two lines.
TE

3. How many lines can be drawn through the points given below and make a rough figure for
your answer.
i) One point ii) Two distinct points
T,

4. Which of the following has a definite length?

i) Line ii) Point iii) Line segment iv) Ray
ER

5. How many end points do the following have?

i) Line segment ii) Ray iii) Line
6. Write 'True' or 'False'.
SC

i) A line has no end points. ( )

ii) Ray is a part of a line. ( )
iii) A line segment has no definite length. ( )
iv) A line segment has only one end point. ( )
v) We can draw many lines through a point. ( )
7. Draw and name:
i) Line containing point P.
ii) Line passing through R.
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Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
JJJG
Á|üøÿ£ |ü≥+˝À OA øÏsD¡ e≠ O e<ä› ÁbÕs¡+uÛyÑ TÓ Æ A eT]j·≠ B _+<äTe⁄\ >∑T+&Ü b˛s≠+~.
JJJG JJJG
á OA øÏs¡D≤ìï OB nì Áyêj·Te#êÃ? m+<äT≈£î? O A B
JJJG
øÏs¡D+ OA qT AO nì Áyêj·T>∑\e÷? m+<äT≈£î? ø±s¡D≤\T sêj·T+&ç.
nuÛ≤´düe≠ - 4.1

A
1. ÁøÏ+~ _+<äTe⁄\qT ø£\|ü+&ç. |ü≥+˝À @s¡Œ&çq πsU≤K+&Ü\qT ù|s¡¢‘√ dü÷∫+#·+&ç.
(i) A (ii) P

AN
Q T

B C

G
R S

2. Á|üø£ÿ |ü{≤ìï #·÷dæ, ÁøÏ+~yê{Ïì Áyêj·T+&ç.

i) @yÓ’ì ◊<äT _+<äTe⁄\T
N A

O
D
LA
ii) @yÓ’Hê ◊<äT πsU≤K+&Ü\T
iii) @yÓ’Hê e∂&ÉT øÏs¡D≤\T
B C
iv) @yÓ’Hê ¬s+&ÉT πsK\T
TE

3. øÏ+<ä Ç∫Ãq _+<äTe⁄\ >∑T+&Ü mìï πsK\qT ^j·Te#√à ‘Ó*|æ <ëìøÏ dü]b˛j˚T ∫‘·TÔ|ü≥e≠ ^j·T+&ç.
i) ˇø£ _+<äTe⁄ ii) ¬s+&ÉT $_Ûqï _+<äTe⁄\T
4. øÏ+~yê{Ï˝À @$ ì]ΔwüºeTs≠q bı&Ée⁄qT ø£*– ñ+{≤s≠?
T,

i) πsK ii) _+<äTe⁄ iii) sπ U≤K+&Ée≠ iv) øÏsD

¡ e≠
5. øÏ+<ä Çe«ã&çq yê{ÏøÏ ∫e] _+<äTe⁄\T mìï ñ+{≤s≠?
ER

i) πsU≤K+&Ée≠ ii) øÏsD

¡ e≠ iii) sπ K
6. dü‘·´e≠ ˝Òø£ ndü‘·´e≠ nì >∑T]Ô+∫ Áyêj·T+&ç.
i) ( )
SC

ˇø£ düs¡fi¯πsK≈£î ‘·T~ _+<äTe⁄\T+&Ée⁄

ii) πsK˝À øÏs¡De≠ ˇø£ uÛ≤>∑e≠ ( )
iii) πsU≤K+&Ée≠ ì]wü˜eTs≠q bı&Ée⁄qT ø£*– e⁄+&É<äT ( )
iv) πsU≤K+&ÜìøÏ ˇπø ∫e] _+<äTe⁄ e⁄+≥T+~ ( )
v) ˇø£ _+<äTe⁄ qT+∫ eTq+ mìï πsK\s≠Hê ^j·Te#·TÃ ( )
7. |ü{≤ìï ^dæ ù|s¡T‘√ dü÷∫+#·+&ç.
i) P _+<äTe⁄qT ø£*– ñqï πsK
ii) R _+<äTe⁄ >∑T+&Ü b˛j˚T πsK.
103
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4.6 CURVE
Have you seen drawings of kids? Here are some examples.

A
(i) (ii) (iii) (iv) (v) (vi) (vii)

A
These are all examples of curves.

AN
Observe figure (i) and (ii) what is the difference between them? Figure (ii) is called a
closed curve and figure (i) is called an open curve.
Also observe that the curves (iii) and (vii) cross themselves, which are not closed curves
where as (i), (ii), (iv), (v) (vi) do not cross. Which are called simple curves.

G
In every day language, curve usually does not refer to a straight line. But in mathematics a
straight line is also curve.
THINK, DISCUSS AND WRITE N
LA
1. Move your pencil along the following english letters and state which are open and which
are closed.
TE

2. Tell which letter is an example of simple curve.

T,

TRY THESE
Identify which are simple curves and which are not?
ER
SC

POLYGONS
Look at these following figures:

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

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BASIC GEOMETRICAL IDEAS Free distribution of Govt. of Telangana 2022-23
4.6 eÁø£e≠
∫qï |æ\¢\T ^dæq ∫Á‘ê\qT >∑eTì+#êsê? Çø£ÿ&É ø=ìï ñ<ëVü≤s¡D\T Çe«ã&ܶsTT.

A
(i) (ii) (iii) (iv) (v) (vi) (vii)

A
Ç$ nìïj·≠ eÁø£πsK\≈£î ˝Ò<ë eÁø±\≈£î ñ<ëVü≤s¡D\T.

AN
(i) eT]j·≠ (ii) |ü{≤\qT |ü]o*+#·+&ç. á ¬s+&ç+{Ï˝À uÛÒ<ëìï >∑T]Ô+#·+&ç. ¬s+&Ée |ü{≤ìï dü+eè‘·
eÁø£e≠ nì yÓ≠<ä{Ï |ü{≤ìï $eè‘· eÁø£e≠ nì n+{≤e≠.
(iii) eT]j·≠ (vii) e |ü{≤\T |ü]o*+#·+&ç. á |ü{≤\˝Àì eÁø±\T yê{Ïqy˚ K+&ç+#·T≈£î+≥÷ <ë{Ï

G
yÓfi≤fls≠ ø±ã{Ϻ n$ dü+eè‘· eÁø±\T ø±e⁄. ø±ì (i), (ii), (iv), (v) (vi) |ü{≤\ eÁø±\T yê{Ïqy˚ K+&ç+#·Tø=ì <ë{Ï
yÓfi¯fl≥+ ˝Ò<äT. M{Ïì düs¡fi¯ eÁø±\T n+{≤s¡T.
N
ì‘·´J$‘· |ü]uÛ≤wü˝À eÁø£e≠ nqTq~ düs¡fi¯πsKqT dü÷∫+#·<äT. ø±ì >∑DÏ‘·+˝À düs¡fi¯πsK ≈£L&Ü eÁø£y˚T.
LA
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
1. øÏ+<äìe«ã&çq Ä+>∑¢ nø£åsê\˝À dü+eè‘·eÁø£e≠, $eè‘·eÁø±\qT >∑T]Ô+∫ Áyêj·T+&ç.
TE

2. ô|’q Çe«ã&çq Ä+>∑¢ nø£åsê\˝À @~ düs¡fi¯ eÁø£e≠?

T,

Á|üj·T‹ï+#·+&ç
M{Ï˝À @$ düs¡fi¯ eÁø±\T? @$ ø±e⁄? >∑T]Ô+#·+&ç.
ER
SC

ãVüQuÛÑTE\T
á ÁøÏ+~ |ü{≤\qT >∑eTì+#·+&ç.

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

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 What can you say about them? Are they closed? How does each of them differ from one
another? (i), (ii), (iii) and (iv) differ from (v), because they are made up of definite number of line
segments. They are called Polygons.
So a figure is a polygon if it is a simple closed figure made up of definite number of line
segments.
Draw ten polygons of different shapes. Bou
nda
ry
Boundary wall of a park divides the park into three parts i.e.
(i) inside the park, (ii) the park boundary wall and (iii) outside the Interior
park. You can't enter the park without crossing the boundary.

A
Likewise, a closed figure separates the plane into three parts. Exterior
i) Interior (inside) of the Figure

AN
ii) Boundary of the Figure
iii) Exterior (out side) of the Figure
The interior of the Figure together with its boundary is called its region.

G
EXERCISE - 4.2
1.
N
Tick the figures which are simple curves.
LA
TE

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

2. State which curves are open and which are closed

T,
ER

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

3. Name the points that lie in the interior, on the boundary and in the exterior of the figure.
C
SC

A
D
G
E F

B
J
K
4. Draw three simple closed figures:
i) by straight lines only ii) by straight lines and curved lines both
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 yê{Ï >∑T]+∫ MTs¡T @$T #Ó|üŒ>∑\s¡T? n$ dü+eè‘· |ü{≤˝≤? n$ ˇø£<ëì‘√ ˇø£{Ï @$<Ûä+>± y˚s¡T>±
ñHêïsTT. (i), (ii), (iii) eT]j·≠ (iv) |ü{≤\T (v) e |ü≥+‘√ $uÛ~Ò düTHÔ êïs≠. yÓ≠<ä{Ï Hê\T>∑T |ü{≤\T |ü]$T‘·eTs≠q
πsU≤K+&Ü\#˚ @s¡Œ&ܶs≠. á |ü{≤\qT ãVüQuÛÑTE\T nì n+{≤e≠.
|ü]$T‘·yÓTÆq πsU≤K+&Ü\#˚ @s¡Œ&çq düs¡fi¯dü+eè‘· |ü{≤\qT ãVüQuÛÑTE\T nì n+{≤s¡T.
@es≠Hê |ü~ $_Ûqï Äø±sê\T >∑\ ãVüQuÛÑTE\T ^j·T+&ç.
d]ü
ˇø£ bÕs¡Tÿ jÓ≠ø£ÿ dü]Vü≤<äT› >√&É bÕs¡Tÿì e∂&ÉT uÛ≤>±\T>± $uÛõÑ düT+Ô ~. V≤ü <
n$ i) bÕs¡Tÿ n+‘·s¡ (˝À|ü*) uÛ≤>∑e≠, ii) bÕs¡Tÿ dü]Vü≤<äT›>√&É eT]j·≠ Tä ›
iii) bÕs¡Tÿ u≤Vü≤´ (ãj·T{Ï) uÛ≤>∑e≠. dü]Vü≤<äT› <ë≥ì<˚ bÕs¡Tÿ˝ÀìøÏ b˛˝Òs¡T. n+‘·s¡+

A
n<˚ $<Ûä+>± ˇø£ dü+eè‘·|ü≥e≠ ‘·˝≤ìï e∂&ÉTuÛ≤>±\T>±

AN
$uÛÑõdüTÔ+~. u≤Vü≤´+
i) |ü≥+ ˝À|ü* (n+‘·s¡) uÛ≤>∑+
ii) |ü≥+ dü]Vü≤<äT›

G
iii) |ü≥+ ãj·T{Ï (u≤Vü≤´) uÛ≤>∑+
ˇø£ |ü≥+ jÓ≠ø£ÿ dü]Vü≤<äT›‘√ ≈£L&çq ˝À|ü* uÛ≤>±ìï <ëì ÁbÕ+‘·e≠ nì n+{≤s¡T.
N
nuÛ≤´düe≠ - 4.2
LA
1. düs¡fi¯ eÁø±\≈£î m<äTs¡T>± () {Ïø˘ #˚j·T+&ç.
TE

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

2. øÏ+~yêì˝À dü+eè‘· eT]j·≠ $eè‘· |ü{≤\T @$?

T,
ER

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

3. øÏ+~ |ü≥+˝À n+‘·s¡+>±, u≤Vü≤´+>± eT]j·≠ dü]Vü≤<äT›ô|’ ñ+&˚ _+<äTe⁄\qT >∑T]Ô+#·+&ç.
SC

C
I

A
D
G
E F

B
J
K
4. øÏ+~yêìì ñ|üjÓ÷–+∫ e∂&ÉT düs¡fi¯dü+eè‘· |ü{≤\qT ^j·T+&ç.
i) düs¡fi¯πsK\T e÷Á‘·y˚T ii) düs¡fi¯πsK\T eT]j·≠ eÁø£πsK\T ¬s+&ç+{Ïì ñ|üjÓ÷–+∫
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4.7 ANGLE
Observe the picture

O A
Figure - 1 Figure - 2 Figure - 3
JJJG

A
Angles are made when corners are formed. In the figure - 1 imagine two rays say OA
JJJG
and OB . These two rays have a common end point at O. The two rays here are said to form an angle.

AN
Look at the door in Figure-3. When it is closed it does not seem to make any angle with
the threshold. As we start opening it there is an angle between the door and the
threshold. It also changes as the position of the door changes. Here two rays 11 12 1

G
can beimagined in the direction of the door and the threshold. 10 2
9 3
Observe how angles are formed between two hands of a clock at 8 4
different time.
N
The two rays forming an angle are called the arms or sides of the
7 6 5
LA
angle. The common end point is called the vertex of the angle.
B JJJG JJJG
Here the two rays OA and OB are two arms or sides of the angle and
O is the vertex of the angle. As the angle is formed at 'O', we read it as
TE

angle AOB or angle BOA and it is denoted by ∠ AOB or ∠BOA

O
A l or BOA l ) or simply ∠O.
(sometimes AOB
In the figure, point X is in the interior of the angle. Z is in the exterior part of the angle.
Point S is on the arms of the angle ∠PQR. M
T,

So angle divides the plane into three parts, interior (bounded by the P
two sides), angle and the exterior (which is outside the angle).
ER

Z
S X
Now think about point Y. Where does it lie?
JJJG JJJG Q
If you extend the rays QP and QR , will point Y fall in the interior Y R
of the angle?
SC

Is it possible to mark a point ''M'' in the interior of the angle by extending the rays?

EXERCISE - 4.3
1. Name the angles, vertex and arms of the angles from the figure.
i ii iii iv D C
Angle ∠AOB
Vertex O A O B
JJJG HJJG
Arms OA , OB
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4.7. ø√De≠
á ∫Á‘ê\qT |ü]o*+#·+&ç.
B

O A
∫Á‘·+ 1 ∫Á‘·+ 2 ∫Á‘·+ 3
JJJG JJJG

A
e∂\\T ñqï Á|ü‹#√≥ ø√D≤\T @s¡Œ&É‘ês≠. ˇø£≥e ∫Á‘·+˝À OA , OB \qT øÏsD¡ ≤\T>± }Væ≤+#·Tø√+&ç.
á s¬ +&ÉT øÏsD¡ ≤\T ˇø£ ñeTà&ç _+<äTe⁄ O qT ø£*– ñHêïs≠. n|ü&ÉT á s¬ +&ÉT øÏsD¡ ≤\T ˇø£ ø√D≤ìï @s¡Œs¡TdüTHÔ êïs≠

AN
nì n+{≤+.
∫Á‘·+-3˝Àì ‘·\T|ü⁄qT >∑eTì+#·+&ç. ‘·\T|ü⁄qT |üP]Ô>± e∂dæq|ü&ÉT n~ >∑&|É ‘ü √m˝≤+{Ï ø√D+qT @s¡Œs¡T#·T≥
˝Ò<Tä . ‘·\T|ü⁄qT ‘Ó]∫q|ü&ÉT n~ >∑&|É ‘ü √ ø√D+ #˚jT· ≥+ eTq+ >∑eTì+#·e#·TÃ. Çø£ÿ&É >∑&|É ü eT]j·TT ‘·\T|ü⁄ ~X¯\˝À

G
s¬ +&ÉT øÏsD¡ ≤\qT }Væ≤+#·e#·TÃ. ‘·\T|ü⁄ kÕúq+ e÷s¡T‘·Tqï ø=~› ø√D+ e÷s¡{≤ìï eTq+
>∑eTì+#·e#·TÃ. 11 12 1
10 2

ø√D+ e÷s¡T‘·÷ ñ+&É{≤ìï eTq+ >∑eTì+#·e#·TÃ. N

ˇø£ >√&É >∑&çj·÷sêìï rdüTø=ì düeTj·T+ e÷s¡T‘·Tqï|ü&ÉT <ëì˝Àì e≠\T¢\ eT<Ûä´ 9
8
7 6 5
4
3
LA
ø√D≤ìï @s¡Œs¡TdüTÔqï ¬s+&ÉT øÏs¡D≤\qT Ä ø√De≠ jÓ≠ø£ÿ uÛÑTC≤\T nì n+{≤s¡T. Ä
øÏs¡D≤\ ñeTà&ç ∫e] _+<äTe⁄qT ø√D os¡¸eTT n+{≤s¡T.
B JJJG JJJG
|üø£ÿ |ü≥e≠˝À OA eT]j·≠ OB øÏs¡D≤\qT ø√De≠ jÓ≠ø£ÿ uÛÑTC≤\T nì O qT
ø√D os¡¸e≠ nì n+{≤s¡T. 'O' e<ä› ø√De≠ @s¡Œ&ç+~. ø±ã{Ϻ <ëìì ø√D+ AOB ˝Ò<ë
TE

O ø√D+ BOA ‘√ dü÷∫kÕÔs¡T. á ø√D≤ìï ∠AOB ˝Ò<ë ∠BOA ø=ìïkÕs¡T¢ ( AOB l ˝Ò<ë
A l ) ‘√ ≈£L&Ü dü÷∫kÕÔs¡T ˝Ò<ë ∠O n+{≤s¡T.
BOA
Á|üø£ÿ |ü≥+˝À X _+<äTe⁄ ø√D+ jÓ≠ø£ÿ n+‘·s¡+˝Àq÷, Z _+<äTe⁄ ø√D+ jÓ≠ø£ÿ u≤Vü≤´+˝Àq÷ eT]j·≠
S _+<äTe⁄ ∠PQR ø√D uÛÑTC≤\ô|’ ñ+~ nì n+{≤e≠.
T,

ø±e⁄q ø√De≠ ‘·˝≤ìï e∂&ÉT uÛ≤>±\T $uÛÑõdüTÔ+<äì #Ó|üŒe#·TÃ. n$ ø√De≠

P
ER

jÓ≠ø£ÿ n+‘·s¡e≠, ø√De≠ jÓ≠ø£ÿ uÛÑT»e≠\T, ø√D+ jÓ≠ø£ÿ u≤Vü≤´e≠. Z

S X
Y _+<äTe⁄qT >∑eTì+#·+&ç. á _+<äTe⁄ mø£ÿ&É e⁄+~?
JJJG JJJG
QP eT]j·≠ QR øÏs¡D≤\qT bı&ç–+∫ #·÷ùdÔ Y _+<äTe⁄ ø√De≠ jÓ≠ø£ÿ Q Y R
n+‘·s¡+˝À edüTÔ+<ë?
SC

n<˚ $<Ûä+>± ø√DuÛÑTC≤\qT bı&É–+∫ <ëì n+‘·s¡+˝À M qT >∑T]Ô+#·&É+ kÕ<Ûä´y˚THê?

nuÛ≤´dü+ - 4.3
1. |ü≥e≠qT #·÷dæ ø√D≤\T, osê¸\T, eT]j·≠ uÛÑTC≤\qT >∑&ÉT\˝À ì+|ü+&ç.
i ii iii iv
ø√De≠ ∠AOB D C

os¡¸e≠ O
A O B
JJJG HJJG
uÛTÑ C≤\T OA , OB
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2. Name the angles formed in the figure. D

A C

B
3. Mark the points in the figure which satisfy all the three
conditions. F E
A, B in the interior of ∠DOF

A
i)
ii) A, C in the exterior of ∠EOF

AN
iii) B on ∠DOE
D
4. In which of the following figures, angles are formed? O

G
(i) (ii) (iii) (iv)
4.8 TRIANGLE N
LA
DO THIS
Take some match sticks and try to make simple figures. Identify closed figures in them.
TE
T,

What is the least no. of sticks needed to form a closed figure? Obviously three. Can you
ER

explain why two match sticks can not make a closed figure?
The simple closed figure formed by three line segments is a triangle. The line
segments are called sides. A
SC

Look at the triangle formed by three line segments AB , BC and

CA . Here A, B, C are called three vertices of the triangle ABC. You know
that the angles ∠BAC, ∠ABC, ∠ACB are formed at the vertices. The
B C
triangle ABC is denoted simply as ΔABC.
P Being a polygon, a triangle has an exterior and an interior region.
V
Observe the triangle and points marked in the figure.
T O
A O is in the interior of the triangle. What are the other points in the interior?
S
B P is a point on the triangle. Name the other points lying on the boundary
Q C R of the triangle.
U
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2. |ü≥+˝Àì ø√D≤\qT ù|s¡¢‘√ dü÷∫+#·+&ç.
D

A C

B
3. |ü≥+˝À ÁøÏ+~ Çe«ã&çq nìï ìã+<Ûäq\qT ‘·è|æÔ|ü]#˚ _+<äTe⁄\qT >∑T]Ô+#·+&ç. F
E

A
i) ∠DOF ø√De≠ n+‘·s¡+˝À A eT]j·≠ B _+<äTe⁄\T
ii) ∠EOF ø√De≠ jÓ≠ø£ÿ u≤Vü≤´e≠˝ÀA eT]j·≠ C _+<äTe⁄\T

AN
iii) ∠DOE ø√De≠ô|’ _+<äTe⁄B D
O
4. øÏ+~ yê{Ï˝À ø√D≤\T @s¡Œ&çq |ü{≤\qT >∑T]Ô+#·+&ç.

G
4.8. Á‹uÛÑT»e≠ (i)
N
(ii) (iii) (iv)
LA
Ç$ #˚j·T+&ç
ø=ìï n–Z|ü⁄\¢\qT rdüTø=ì yê{Ï düVü‰j·T+‘√ ÁøÏ+<ä #·÷|æq $<Ûä+>± düs¡fi¯ |ü{≤\qT
TE

‘·j·÷s¡T #˚j·T+&ç. yê{Ï˝Àì dü+eè‘· |ü{≤\qT >∑T]Ô+#·+&ç.

T,

ˇø£ dü+eè‘·|ü≥+ ‘·j·÷s¡T#˚j·T{≤ìøÏ ø£˙dü+ mìï n–Z|ü⁄\¢\T ø±yê*? ø£˙dü+ 3 ø±yê* ø£<ë!
ER

eT], ¬s+&ÉT n–Z|ü⁄\¢\‘√ eTq+ dü+eè‘·|ü≥+ m+<äT≈£î ‘·j·÷s¡T #˚j·T˝ÒyÓ÷ MTs¡T $e]+#·>∑\sê?
e∂&ÉT πsU≤K+&Ü\#˚ @s¡Œ&˚ düs¡fi¯ dü+eè‘·|ü{≤ìï Á‹uÛÑT»e≠ nì n+{≤s¡T. Ä πsU≤K+&Ü\qT uÛÑTC≤\T n+{≤s¡T.
AB , BC eT]j·≠ CA πsU≤U+&Ü\#˚ @s¡Œ&çq á Á‹uÛÑTC≤ìï >∑eTì+#·+&ç. Çø£ÿ&É A, B,eT]j·≠ C
SC

\qT Á‹uÛÑT»+ ABC jÓ≠ø£ÿ osê¸\T nì n+{≤s¡T.A, B eT]j·≠ C osê¸\ e<ä› ∠BAC, ∠ABC, ∠ACB \T
@s¡Œ&ܶs≠. Á‹uÛÑT»e≠ ABC qT kÕ<Ûës¡D+>± ΔΔABC nì dü÷∫kÕÔ+. A
P ãVüQuÛÑTõ ns≠q Á‹uÛÑTC≤ìøÏ ≈£L&Ü u≤Vü≤´+ eT]j·TT
V
T O n+‘·s¡ ÁbÕ+‘·+ ñ+{≤s≠.
A
S Á|üø£ÿ Á‹uÛÑT»+˝Àì _+<äTe⁄\qT |ü]o*+#·+&ç.
B B C
Q C R O nH˚ _+<ä T e⁄ Á‹uÛ Ñ T »+ n+‘· s ¡ + ˝À ñ+~. Á‹uÛ Ñ T »+
U n+‘·s¡+˝À ñqï $T–*q _+<äTe⁄\T @$?
P _+<äTe⁄ Á‹uÛTÑ »+ô|’ ø£\<äT. Á‹uÛTÑ »+ dü]Vü≤<äT› ô|q
’ ñqï Ç‘·s¡ _+<äTe⁄\qT sêj·T+&ç.
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 T is in the exterior of the triangle. What are the other points in the exterior?
Therefore, a triangle divides a plane into three parts.
(i) Interior of the triangle; (ii) Boundary of the triangle; (iii) Exterior of the triangle.
The boundary and interior of the triangle together is called triangular region.

DO THIS
Take some straw pieces of different size. Pass thread into any 3 pieces and make
different triangles. Draw figures for the triangles in your notebook.

A
4.9 QUADRILATERAL

AN
Observe the polygons in the adjacent figure. You
know that a polygon with three sides as in Fig (i) is a triangle,

G
similarly a simple closed polygon with four sides is called a (i) (ii)
quardrilateral. Fig. (ii) is an example
D C for quadrilateral.
N
Here ABCD is a quadrilateral and the four line segments
LA
AB, BC, CD and AD are called its four sides, ∠A, ∠B, ∠C and ∠D
A B
are its four angles and the line segments joining opposite vertices A, C and
B, D namely AC and BD , are called its two diagonals.
TE

C
As in a triangle, quadrilateral drawn on a plane, divides it into
three parts known as (i) interior, (ii) boundary and (iii) exterior of the
quadrilateral. D
B
T,

The shaded part of the quadrilateral is its interior and the

unshaded part is the exterior of the Quadrilateral. A
ER

The side opposite to AB is DC .

What are the sides opposite to BC , CD and AD ?
The side AB is adjacent to BC and AD .
SC

Name the adjacent sides of BC , CD and AD .

Opposite angles are ∠A and ∠C. What is the other pair of opposite angles?
The adjacent angle of ∠A is ∠B and ∠D. What are the other pairs of adjacent angles.

THINK, DISCUSS AND WRITE

Take four points A, B, C and D such that A, B, C lie on the same D
line and D is not on it. Can the four line segments AB , BC , CD and
A B C
AD form a quadrilateral? Give reason.

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 T nH˚ _+<äTe⁄ Á‹uÛÑT»+ jÓ≠ø£ÿ u≤Vü≤´+˝À ñ+~. n<˚$<Ûä+>± Á‹uÛÑT»e≠ ãj·T≥ ñqï Ç‘·s¡ _+<äTe⁄\T
@$?
ø±ã{Ϻ ˇø£ ‘·\+˝Àì Á‹uÛÑT»e≠, Ä ‘·˝≤ìï e∂&ÉT uÛ≤>±\T>± $uÛÑõdüTÔ+~. n$
(i) Á‹uÛÑT»+ jÓ≠ø£ÿ n+‘·s¡+ (ii) Á‹uÛÑT»+ (dü]Vü≤<äT›) (iii) Á‹uÛÑT»+ jÓ≠ø£ÿ u≤Vü≤´+
Á‹uÛÑT»+ dü]Vü≤<äT› eT]j·≠ <ëì n+‘·sêìï ø£*|æ Á‹uÛÑTC≤ø±s¡ ÁbÕ+‘·+ nì n+{≤s¡T.
Ç$ #˚j·T+&ç

A
y˚s¡Ty˚s¡T ø=\‘·\T >∑\ ø=ìï ÁkÕºe≠ø£ÿ\qT rdüTø√+&ç. e∂&ÉT ÁkÕº\ eT<Ûä´ <ësêìï |ü+|æ
$$<Ûäs¡ø±\ Á‹uÛÑTC≤\qT ‘·j·÷s¡T #˚j·T+&ç. Ä Á‹uÛÑTC≤\ |ü{≤\qT H√{Ÿ|ü⁄düÔø£+˝À ^j·T+&ç.

AN
4.9. #·‘·Ts¡T“¤»e≠
Á|üø£ÿq ñqï düs¡fi¯dü+eè‘· |ü{≤\qT |ü]o*<ë›+. e∂&ÉT

G
πsU≤K+&Ü\#˚ @s¡Œ&çq düs¡fi¯dü+eè‘· |ü{≤ìï Á‹uÛÑT»e≠ nì n+{≤eTì
eTq≈£î ‘Ó\TdüT. Hê\T>∑T πsU≤K+&Ü\#˚ @s¡Œ&˚ düs¡fi¯dü+eè‘· ãVüQuÛÑTõì,
#·‘·Ts¡T“¤»e≠ nì n+{≤e≠. |ü≥e≠ (i) Á‹uÛÑTC≤ìøÏ, |ü≥e≠ (ii)
#·‘·Ts¡T“¤C≤ìøÏ ñ<ëVü≤s¡D\T. N (i) (ii)
LA
Çø£ÿ&É ABCD ˇø£ #·‘·Ts¡T“¤»e≠ eT]j·≠ AB, BC, CD AD \qT #·‘·Ts¡T“¤»+
D C jÓ≠ø£ÿ Hê\T>∑T uÛTÑ C≤\T nì n+{≤e≠. ∠A, ∠B, ∠C eT]j·≠ ∠D \T #·‘T· s¡T“¤»+˝Àì
Hê\T>∑T ø√D≤\T. m<äT{Ï osê¸\s≠q A, C eT]j·≠ B, D \qT ø£*ù| πsU≤ K+&Ü\T
TE

AC , BD \qT ¬s+&ÉT ø£sêí\T n+{≤s¡T.

A B
Á‹uÛÑT»+ e˝…, ˇø£ ‘·\+˝À ^dæq #·‘·Ts¡T“¤»+ Ä ‘·˝≤ìï (i) #·‘·Ts¡T“¤» n+‘·s¡+, (ii)
#·‘T· s¡T“¤»+ (dü]Vü≤<äT)› , (iii) #·‘T· s¡T“¤» u≤Vü≤´+>± $uÛõÑ düT+Ô ~.
C
T,

Á|üø£ÿ|ü≥e≠˝Àì #·‘·Ts¡T“¤»e≠˝À ùw&é #˚j·Tã&çq ÁbÕ+‘·e≠ #·‘·Ts¡T“¤»e≠

jÓ≠ø£ÿ n+‘·sêìï, ùw&é #˚j·Tì ÁbÕ+‘·+ #·‘·Ts¡T“¤»+ u≤Vü‰´ìï dü÷∫düTÔ+~.
D
B
AB uÛÑT»+ jÓTTø£ÿ n_ÛeTTK (m<äT{Ï) uÛÑT»eTT DC .
ER

BC , CD eT]j·TT AD uÛÑTC≤\ n_ÛeTTK uÛÑTC≤\T @$?

A
AB uÛÑT»+ jÓTTø£ÿ Ädüqï uÛÑTCeTT\T BC eT]j·TT AD
SC

BC , CD eT]j·TT AD uÛÑTC≤\ Ädüqï uÛÑTC≤\T @$?

∠A eT]j·TT ∠C \T n_ÛeTTK ø√D≤\T, n<˚$<Ûä+>± Ç‘·s¡ n_ÛeTTK ø√D≤\ »‘· @~?
∠A jÓTTø£ÿ Ädüqï ø√D≤\T ∠B eT]j·TT ∠D. n<˚ $<Ûä+>± Ç‘·s¡ Ädüqï ø√D≤\ »‘·\T @$?
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
A, B, C eT]j·TT D \T @yÓH
’ ê Hê\T>∑T _+<äTe⁄\T. A, B, C \T eT÷&ÉT ˇπø sπ Kô|’ D
ñHêïsTT eT]j·TT D _+<äTe⁄ <ëìô|’ ˝Ò<Tä . Hê\T>∑T sπ U≤ K+&Ü\T AB , BC , CD eT]j·TT
AD \#˚ _+<äTe⁄\qT ø£*|æ‘˚ ˇø£ #·‘T· s¡T“¤»eTT @s¡Œ&ÉT‘·T+<ë? ø±s¡D≤\T ‘Ó\T|ü+&ç. A B C

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 EXERCISE - 4.4
1. Mark any four points A, B, C and D. Join them to make a quadrilateral. Name it.
2. PQRS is a Quadrilateral. Answer the following.
P S
i) The opposite side of QR is ____________.
ii) The angle opposite to ∠P is ____________.
Q
iii) The adjacent sides of PQ are ____________. R

iv) The adjacent angles of ∠S are ____________.

A
C
3. Name the points marked in the figure T P

AN
i) The points in the interior of Quadrilateral. D S R B
ii) The points on the boundary of Quadrilateral. Q E
A
iii) The points in the exterior of the Quadrilateral.

G
4.10 CIRCLE
Look at the figures
N
LA
Keep a bangle on a paper and draw along its boundary with pencil. You get a round
TE

shape. This will give you an idea of a circle. Such a round shaped figure is a circle. Can you think
of some more examples from real life?
Observe a cycle wheel and measure the length of each spoke. You might conclude that the
length of each spoke is same. The point in the middle is the centre and the length of curved edge
is called circumference and the distance from the centre to any point on the C
T,

circle is the radius.

Observe the centre and each radius in the circle given in the figure.
O
ER

Are all the radii same? O is the centre and OA , OB and OC are A B
radii of the circle.
DO THIS
SC

Draw a circle on a paper and cut it along its edge. Fold it into half and
again fold it to one fourth to make folding marks as shown.

You will observe a point in the middle. Mark this O. This is the centre of the circle. You can
also indicate its radius.How many radii can you draw in a circle?
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BASIC GEOMETRICAL IDEAS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ 4.4
1. A, B, C, D nH˚ Hê\T>∑T _+<äTe⁄\‘√ ˇø£ #·‘·Ts¡T“¤C≤ìï ^j·T+&ç. ù|s¡T‘√ dü÷∫+#·+&ç.
2. PQRS ˇø£ #·‘·Ts¡T“¤»e≠ ns≠‘˚
i) QR uÛÑT»e≠q≈£î n_Ûe≠KuÛÑT»e≠ ____________.
P S
ii) ∠P jÓ≠ø£ÿ n_Ûe≠K ø√De≠____________.
iii) PQ jÓ≠ø£ÿ Ädüqï uÛÑTC≤\T ____________. Q
R
iv) ∠S jÓ≠ø£ÿ Ädüqï ø√D≤\T ____________.

A
3. |ü≥+˝À dü÷∫+∫q _+<äTe⁄\T ÁøÏ+<ä ‘Ó*|æq $<Ûä+>± >∑T]Ô+#·+&ç.

AN
i) #·‘·Ts¡T“¤»+ n+‘·s¡+˝Àì _+<äTe⁄\T
C
ii) #·‘·Ts¡T“¤»+ (dü]Vü≤<äT›)ô|’ _+<äTe⁄\T T P
iii) #·‘·Ts¡T“¤»+ jÓTTø£ÿ u≤Vü≤´_+<äTe⁄\T D S R B

G
4.10 eè‘·ÔeTT Q
A
E

á ∫Á‘ê\qT #·÷&É+&ç.
N
LA
ˇø£ ø±–‘·+ô|’ #˚‹>±E düV‰ü j·T+‘√ ô|ì‡˝ŸqT|üj÷Ó –+∫ >±E yÓ+ã&ç ^‘· ^j·T+&ç. eTq≈£î ˇø£ >∑T+Á&Éì
TE

Äø±s¡+ \_ÛdTü +Ô ~. á Äø±s¡+ eè‘·Ô uÛ≤eqqT dü÷∫düT+Ô ~. á s¡÷|ü+˝À ñqï Äø±sêìï eè‘·+Ô nì
n+{≤s¡T. <Óq’ +~q J$‘·+˝À á Äø±s¡+ ø£*–q eT]ø=ìï ñ<ëVü≤s¡D\qT MTs¡T Ä˝À∫+#·>\∑ sê? C
ˇø£ ôd’øÏ˝Ÿ #·Áø±ìï rdüTø=ì <ëì˝Àì #·Te«\ bı&Ée⁄\qT ø=\e+&ç. nìï #·Te«\
bı&Ée⁄\T düe÷q+>± ñHêïs≠ nì eTq+ >∑eTì+#·e#·TÃ. eT<Ûä´˝À ñ+&˚ _+<äTe⁄qT øπ +Á<äe≠ O
T,

nì eT]j·≠ eÁø£|ü⁄ n+#·T bı&Ée⁄qT eè‘·Ô |ü]~Û nì, πø+Á<ä+ qT+∫ eè‘·Ô+ô|’ @<Ó’Hê _+<äTe⁄≈£î
A B
>∑\ <ä÷sêìï yê´kÕs¡∆e≠ nì n+{≤e≠.
ER

Á|üøÿ£ eè‘·+Ô ˝Àì øπ +Á<ëìï, yê´kÕsêΔ\qT |ü]o*+#·+&ç. nìï yê´kÕsêΔ\T düe÷qe≠>± ñ+{≤j·÷? á |ü≥+˝À
O qT øπ +Á<äe≠ nì, OA , OB eT]j·≠ OC \qT eè‘·+Ô jÓTTø£ÿ yê´kÕs¡ΔeTT\T nì n+{≤s¡T.
Ç$ #˚j·T+&ç
SC

ø±–‘·+ô|’ ˇø£ eè‘êÔìï ^dæ <ëì n+#·T yÓ+≥ ø£‹Ô]+#·+&ç. <ëìì |ü≥+˝À #·÷|æq
$<Ûä+>± dü>±ìøÏ eT&É∫ ‹]– Hê\T>∑e uÛ≤>±ìøÏ eT&Ée+&ç.

ø±–‘êìï ‹]– ‘Ós¡e+&ç. eè‘·Ô+ eT<Ûä´˝Àì _+<äTe⁄qT >∑T]Ô+#·+&ç. <ëìì O ‘√ dü÷∫+#·+&ç. á

_+<äTe⁄qT eè‘·Ô+ jÓ≠ø£ÿ πø+Á<ä+ nì n+{≤s¡T. Ç<˚ $<Ûä+>± eè‘·Ô+˝Àì yê´kÕsêΔ\qT >∑T]Ô+#·+&ç. ˇø£ eè‘·Ôe≠˝À
mìï yê´kÕsêΔ\qT eTq+ ^j·T>∑\+?

115
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 AC is a line segment joining any two points on the circle.
D
Is there any other such line segment which joins two points on the
C
circumference? CD is one such line segment. A line segment joining two
O
points on the circumference of the circle is called a chord. Thus both AC A
and CD are chords of the circle. The chord AC is a special chord as it
passes through the centre 'O'. A chord which passes thorugh the centre of a
circle is called diameter.

DO THIS

A
Draw a circle and draw at least 5 chords in it. Make sure at least one of

AN
them passes through the centre. Name them and fill the table

S.No. Chord Length Passes through the centre (Yes/No)

G
1.
2.
3.
4. N
LA
5.
What do you notice?
TE

You must have noticed that the chord passing through the centre is the longest.
Let us go back to the figure, AC is a line segment whose mid-point is at O.

Also, we know that OA and OC are two radii of the circle.

T,

Thus, we can see that length of OA + length of OC = length of AC .

Diameter is twice the radius of the circle.
ER

THINK AND DISCUSS

Is it possible to draw more than one diameter in a circle? Are all
the diameters equal in length? Discuss with your friends and find the answer.
SC

Look at the figure again. The part of the circle C D

between the points C and D is called an arc and denoted
Interior p.
by CD
Name the other arc in the figure.
Exterior
As a circle is a simple closed figure, it divides the plane
with its boundary as interior and exterior.
The region in the interior of a circle enclosed by the boundary is called circular region.
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BASIC GEOMETRICAL IDEAS Free distribution of Govt. of Telangana 2022-23
 AC nqTq~ eè‘·Ô+ô|’q @yÓ’Hê ¬s+&ÉT _+<äTe⁄\qT ø£*ù| πsU≤K+&Ée≠.
Á|üø£ÿ |ü≥e≠˝À eè‘·Ô+ô|’ ñ+&˚ ¬s+&ÉT _+<äTe⁄\qT ø£*ù| eTs=ø£ πsU≤K+&Ée≠ D
@<Ó’Hê ñ+<ë? CD ≈£L&Ü n˝≤+{Ï πsU≤K+&Éy˚T. ˇø£ eè‘·Ô+ô|’ ñ+&˚ ¬s+&ÉT _+<äTe⁄\qT C
O
ø£*ù| πsU≤K+&Üìï C≤´ nì n+{≤s¡T. ø±ã{Ϻ á eè‘·Ô+˝À AC eT]j·≠ CD \T ªC≤´μ \T A
ne⁄‘ês≠. ø±ì AC C≤´ ≈£î ˇø£ Á|ü‘˚´ø£‘· ñ+~. á C≤´ eè‘·Ô πø+Á<ä+ 'O' >∑T+&Ü
b˛‘·T+~. eè‘·Ô πø+Á<ä+ >∑T+&Ü b˛j˚T C≤´qT yê´düe≠ nì n+{≤s¡T.
Ç$ #˚j·T+&ç

A
ˇø£ eè‘êÔìï ^dæ n+<äT˝À ø£˙dü+ 5 C≤´\T ^j·T+&ç. M{Ï˝À ø£˙dü+ ˇø£≥s≠Hê eè‘·Ô πø+Á<äe≠

AN
qT+&ç b˛e⁄q≥T¢>± ^j·T+&ç. Ä C≤´\qT ù|s¡¢‘√ dü÷∫+∫ ÁøÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.
Áø£. dü+. C≤´ bı&Ée⁄ πø+Á<äe≠ qT+∫ b˛‘·T+~ (ne⁄qT/ ø±<äT)
1.

G
2.
3.
4.
5. N
LA
MTs¡T @$T >∑eTì+#ês¡T?
eè‘·Ô πø+Á<äe≠ qT+∫ b˛j˚T C≤´ n+fÒ yê´dü+ $T–*q C≤´\ ø£+fÒ m≈£îÿe bı&Ée⁄ ñ+&É{≤ìï eTq+
TE

>∑eTì+#·e#·TÃ.
‹]– eTq+ eè‘êÔìï >∑eTì<ë›+. AC nqT πsU≤K+&Ée≠ eT<Ûä´ _+<äTe⁄ O.
ø±ì Ç+<äT˝Àì OA eT]j·≠ OC \T ¬s+&ÉT eè‘·Ô yê´kÕsêΔ\T nì eTq≈£î ‘Ó\TdüT.
T,

ø±ã{Ϻ OA bı&Ée⁄ G OC bı&Ée⁄ R AC bı&Ée⁄ nì eTq+ #Ó|üŒe#·TÃ.

ˇø£ eè‘·Ô yê´düe≠ <ëì yê´kÕsêΔìøÏ ¬s+&ÉT¬s≥T¢.
ER

Ä˝À∫+#·+&ç eT]j·≠ #·]Ã+#·+&ç

ˇø£ eè‘·Ôe≠˝À eTq+ ˇø£{Ï ø£+fÒ m≈£îÿe yê´kÕ\T ^j·T>∑\e÷? nìï yê´kÕ\T
SC

düe÷qeTs≠q bı&Ée⁄qT ø£*–e⁄Hêïj·÷? MT ùdïVæ≤‘·T\‘√ #·]Ã+∫ düe÷<Ûëq+ #Ó|üŒ+&ç.

Á|üø£ÿ |ü{≤ìï >∑eTì+#·+&ç. ˇø£ eè‘·Ô+ô|’ ñ+&˚ ¬s+&ÉT _+<äTe⁄\T C eT]j·≠ D \
C D
eT<Ûä´ ñ+&˚ eè‘·ÔuÛ≤>±ìï #ê|üe≠ nì n+{≤s¡T. eT]j·≠ á #êbÕìï CD p #˚ dü÷∫kÕÔs¡T.
Ç+ø=ø£ #êbÕìï >∑T]Ô+#·+&ç.
eè‘·Ô+ ˇø£ düs¡fi¯ dü+eè‘·|ü≥+ ø±ã{Ϻ n~ ‘·˝≤ìï ‘·q dü]Vü≤<äT›
n+‘·se¡ TT
(|ü]~Û) ‘√ ø£*dæ eè‘·Ô n+‘·s¡e≠ eT]j·≠ eè‘·Ô u≤Vü≤´e≠>±
$uÛÑõdüTÔ+~.
u≤Vü≤´+ dü]Vü≤<äT›‘√ ≈£L&çq eè‘·Ô+ jÓ≠ø£ÿ n+‘·sêìï eè‘êÔø±s¡ ÁbÕ+‘·e≠ n+{≤s¡T.
117
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ÁbÕ<∏$ä Tø£ C≤´$Trj·T uÛ≤eq\T
Some other parts of the circle
Region enclosed by an arc and two radii is called sector of the circle.
Region enclosed by an arc and a chord is called segment of a circle. Chord of a circle
divides it into two segments.
Region enclosed by an arc and a diameter is called a semi circle.
Minor Segment

A Minor
Sector B A B

A
Semi circle
Chord A B
O
Semi circle

AN
Major Sector

Major Segment

G
EXERCISE - 4.5
1.

2. Shade the regions in the circle

N
Draw a circle and name its centre, a radius, a diameter and arc.

B C
LA
i) Sector with red A O
ii) Minor segment with yellow
D E
TE

3. Say 'True' or 'False'

i) We can locate only one centre in a circle ( )
ii) Diameter is twice the radius ( )
T,

iii) An arc is a part of a circle ( )

iv) All chords are equal in length ( )
ER

v) All radii are not equal in length in a circle ( )

4. Take a circular sheet of paper. Fold it into two halves. Press the fold and open it. Do you
find the crease of a diameter ? Repeat the same activity by changing the fold. How many
SC

diameters do you observe? How many more diameters can be formed?

WHAT HAVE WE DISCUSSED?

1. A point determines a location. It is usually denoted by a capital
letter.
2. A line segment is formed by joining two points. It has a fixed length.

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BASIC GEOMETRICAL IDEAS Free distribution of Govt. of Telangana 2022-23
eè‘·Ô+ jÓ≠ø£ÿ ø=ìï Ç‘·s¡ uÛ≤>±\T
ˇø£ #ê|üe≠ eT]j·≠ s¬ +&ÉT yê´kÕsê∆\ #˚‘· Äe]+#·ã&çq ÁbÕ+‘êìï eè‘·eÔ ≠ jÓ≠ø£ÿ ôdø£sº Y (‹C≤´+‘·se¡ ≠)
nì n+{≤s¡T.
ˇø£ C≤´ eT]j·≠ #ê|üe≠ #˚‘· Äe]+#·ã&çq eè‘·Ô ÁbÕ+‘êìï eè‘·Ôe≠ jÓ≠ø£ÿ eè‘·Ô K+&Ée≠ nì n+{≤s¡T.
eè‘·Ô+ jÓ≠ø£ÿ C≤´ eè‘êÔìï ¬s+&ÉT K+&Ü\T>± $uÛÑõdüTÔ+~.
ˇø£ yê´düe≠ eT]j·≠ #ê|üe≠ #˚‘· Äe]+#·ã&çq eè‘·Ô ÁbÕ+‘êìï ns¡∆eè‘·Ô K+&Ée≠ nì n+{≤s¡T.
n\Œ eè‘·ÔK+&É+

A
A n\Œôdø±ºsY B A B ns¡úeè‘·Ô K+&É+

AN
C≤´ A B
O
n~Ûø£ ôdø±ºsY ns¡úeè‘·Ô K+&É+
n~Ûø£ eè‘·ÔK+&É+

G
nuÛ≤´düe≠ 4.5
1. N
ˇø£ eè‘êÔìï ^dæ n+<äT˝À πø+Á<äe≠, yê´kÕs¡Δe≠, yê´düe≠ eT]j·≠ #êbÕìï >∑T]Ô+#·Te≠
LA
2. eè‘·ÔÁbÕ+‘êìï s¡+>∑T\‘√ ùw&é #˚j·T+&ç
B C
i) ôdø£ºsYqT ms¡T|ü⁄s¡+>∑T‘√
A O
ii) n\Œeè‘·Ô K+&Üìï |üdüT|ü⁄s¡+>∑T‘√
TE

3. ªdü‘·´e≠μ ˝Ò<ë ªndü‘·´e≠μ ‘Ó\Œ+&ç. D E

i) ˇø£ eè‘·Ô+˝À ˇπø πø+Á<äe≠ >∑T]Ô+#·>∑\e≠ ( )

ii) eè‘·Ôyê´düe≠ yê´kÕsêΔìøÏ ¬s+&ÉT¬s≥T¢ ( )
T,

iii) #ê|üe≠ nqTq~ eè‘·Ô+˝À ˇø£ uÛ≤>∑+ ( )

iv) nìï C≤´\T ˇπø bı&Ée⁄qT ø£*– e⁄+{≤s≠ ( )
ER

v) ˇø£ eè‘·Ô+˝À yê´kÕsêΔ\T n˙ï düe÷qyÓTÆq bı&Ée⁄ ø£*– e⁄+&Ée⁄ ( )

4. ˇø£ eè‘êÔø±s¡ ø±–‘êìï rdüTø√+&ç. <ëìì ¬s+&ÉT düe÷q uÛ≤>±\≈£î eT&Ée+&ç. eT&É‘· yÓ+≥ >√{Ï‘√ ^dæ
‹]– ø±–‘êìï ‘Ós¡e+&ç. MT≈£î eè‘·Ôyê´düe≠ eT&É‘· ø£ì|æ+∫+<ë? Ç<˚ ø£è‘ê´ìï y˚s¡T y˚s¡T s¡ø±\T>±
SC

eè‘êÔìï dü>±ìøÏ eT&Ée≥+ <ë«sê #˚j·T+&ç. mìï yê´kÕ\qT MTs¡T >∑eTì+#ês¡T? Ç˝≤ Ç+ø± mìï yê´kÕ\qT
@s¡Œs¡#·>∑\eTT?
eTq+ H˚s¡TÃ≈£îqï~
1. _+<äTe⁄ ˇø£ kÕúHêìï dü÷∫düTÔ+~. kÕ<Ûës¡D+>± <ëìì Ä+>∑¢ uÛ≤wü˝Àì
ô|<ä› nø£ås¡+‘√ dü÷∫kÕÔs¡T.
2. ¬s+&ÉT _+<äTe⁄\qT ø£\|ü&É+ e\¢ πsU≤K+&Ée≠ @s¡Œ&ÉT‘·T+~. n~ ˇø£
ì]Δwü˜eTs≠q bı&Ée⁄qT ø£*– e⁄+≥T+~.

119
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ÁbÕ<∏$ä Tø£ C≤´$Trj·T uÛ≤eq\T
3. A line is obtained when a line segment extends on both sides indefinitely.
4. A ray is a part of a line starting at a point and goes in one direction endlessly.
5. Any figure drawn without lifting a pencil may be called a curve. In this sense, a line is also
a curve.
6. A simple curve is one that does not cross itself.
7. Curves are of 2 types- open and closed.

A
8. An angle is made up of two rays starting from a common end point. The common end
point is called vertex and the two rays are arms of the angle.

AN
9. Every angle divides the plane as interior, exterior and boundary of the angle.
10. A triangle is a simple closed figure bounded by three line segments.
11. A triangle has three vertices, three sides and three angles.

G
12. A triangle with its boundary and interior is called the triangular region.
13. N
A quadrilateral is a simple closed figure bounded by four line segments. It has four vertices,
four sides, four angles and two diagonals.
LA
14. A circle is simple closed curve, where each point on the boundary is at an equal distance
from the centre. The fixed distance is the radius.
TE

15. A part of a circle is an arc and the total length of the circle is called its circumference.
16. A chord of a circle is a line segment joining any two points on the circle. Diameter is also
a chord.
T,

17. A diameter of a circle is double the radius.

18. A circle with its boundary and interior together is a circular region.
ER

19. The region in a circle bounded by two radii and the arc is called sector.
20. The region in a circle bounded by a chord and the arc is called a segment of the circle.
SC

21. Each diameter divides a circle into two semicircles. A semi circle is half of the circle.

Euclid (Greece)
365 BC
He is a famous Greek philosopher and mathemati-
cian. He has introduced geometry in a logical order
in the book, 'The Elements'. His geometry is known
as Euclidean geometry.

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BASIC GEOMETRICAL IDEAS Free distribution of Govt. of Telangana 2022-23
3. ˇø£ sπ U≤K+&É+ jÓ≠ø£ÿ s¬ +&ÉT ∫e] _+<äTe⁄\ yÓ|’ ⁄ü nq+‘·+>± bı&ç–+#·&+É <ë«sê düsfi¡ ¯ sπ K @s¡Œ&ÉT‘·T+~.
4. ˇø£ _+<äTe⁄ qT+&ç ÁbÕs¡+uÛÑyÓTÆ ˇø£ ~X¯˝À yÓfi‚¢ nq+‘·s>± πsK˝Àì uÛ≤>±H˚ï øÏs¡De≠ nì n+{≤s¡T.
5. ô|ì‡˝Ÿ ø=qqT m‘·Ô≈£î+&Ü ^dæq @<äs≠Hê |ü{≤ìï kÕ<Ûës¡D+>± eÁø£e≠ nì n+{≤s¡T. á $<Ûä+>±
düs¡fi¯πsK ≈£L&Ü ˇø£ eÁø£y˚T.
6. ˇø£ eÁø£e≠ <ëìq<˚ <ë≥ì#√ n~ düs¡fi¯ eÁø£+.
7. eÁø±\T dü+eè‘·, $eè‘· nì ¬s+&ÉT s¡ø±\T.
8. ˇπø ñeTà&ç _+<äTe⁄ qT+&ç ÁbÕs¡+uÛÑyÓTÆq ¬s+&ÉT $_Ûqï øÏs¡D≤\T ø√D≤ìï @s¡Œs¡TkÕÔs≠. ñeTà&ç _+<äTe⁄qT

A
os¡¸e≠ nì n+{≤s¡T. ¬s+&ÉT øÏs¡D≤\qT ø√D uÛÑTC≤\T nì n+{≤s¡T.

AN
9. Á|ür ø√D+ ‘·˝≤ìï n+‘·s¡e≠, dü]Vü≤<äT› eT]j·≠ u≤Vü≤´+ nì e∂&ÉT uÛ≤>±\T>± $uÛÑõdüTÔ+~.
10. e∂&ÉT πsU≤K+&Ü\#˚ @s¡Œ&çq düs¡fi¯ dü+eè‘· |ü{≤ìï Á‹uÛÑT»e≠ nì n+{≤s¡T.
11. Á‹uÛÑTC≤ìøÏ e∂&ÉT uÛÑTC≤\T, e∂&ÉT osê¸\T, e∂&ÉT ø√D≤\T ñ+{≤s≠.

G
12. Á‹uÛÑT»+ (dü]Vü≤<äT›) eT]j·TT n+‘·s¡+‘√ ≈£L&çq ÁbÕ+‘êìï Á‹uÛÑTC≤ø±s¡ ÁbÕ+‘·+ nì n+{≤s¡T.
13.
N
#·‘·Ts¡T“¤»e≠ Hê\T>∑T πsU≤K+&Ü\#˚ @s¡Œ&ÉT düs¡fi¯dü+eè‘· |ü≥e≠. BìøÏ Hê\T>∑T osê¸\T, Hê\T>∑T uÛÑTC≤\T,
Hê\T>∑T ø√D≤\T eT]j·TT ¬s+&ÉT ø£sêí\T ñ+{≤sTT.
LA
14. ˇø£ dæús¡_+<äTe⁄≈£î düe÷q <ä÷s¡+˝À ñ+&˚ nìï _+<äTe⁄\#˚ @s¡Œ&çq düs¡fi¯ dü+eè‘· eÁø±ìï eè‘·Ôe≠ nì
n+{≤s¡T. á düe÷q <ä÷sêìï yê´kÕs¡Δ+ n+{≤s¡T.
15. eè‘·Ôe≠ jÓ≠ø£ÿ yÓ≠‘·Ô+ bı&Ée⁄qT eè‘·Ô |ü]~Û nì n+{≤s¡T. eè‘·Ô |ü]~Ûô|’ ø=+‘· uÛ≤>±ìï #ê|üe≠ nì
TE

n+{≤s¡T.
16. eè‘·Ô+ ô|’q ñqï @yÓ’Hê ¬s+&ÉT _+<äTe⁄\qT ø£\T|ü>± @s¡Œ&çq πsU≤K+&Üìï C≤´ nì n+{≤s¡T. yê´düe≠
≈£L&Ü ˇø£ C≤´ ne⁄‘·T+~.
T,

17. eè‘·Ô yê´düe≠ yê´kÕsêΔìøÏ ¬s+&ÉT ¬s≥T¢.

18. eè‘·ÔeTT (dü]Vü≤<äT›) eT]j·TT eè‘·Ô n+‘·s¡eTT ø£*|æ eè‘êÔø±s¡ ÁbÕ+‘·+ n+{≤s¡T.
ER

19. eè‘·Ô #ê|üe≠ eT]j·≠ s¬ +&ÉT yê´kÕsêΔ\#˚ Äe]+#·ã&çq ÁbÕ+‘êìï ôdø£sº Y ˝Òø£ Á‹C≤´+‘·se¡ ≠ nì n+{≤s¡T.
20. eè‘·Ô+ C≤´ eT]j·≠ #ê|üe≠#˚ Äe]+#·ã&çq ÁbÕ+‘êìï eè‘·Ô K+&Ée≠ nì n+{≤s¡T.
SC

21. Á|ü‹ yê´düe≠ eè‘êÔìï ¬s+&ÉT ns¡Δeè‘êÔ\T>± $uÛÑõdüTÔ+~. ns¡Δeè‘·Ô+ nq>± eè‘·Ô+˝À dü>∑ uÛ≤>∑+.

j·T÷øÏ¢&é (Á^düT)
365 BC
Á^≈£î ‘·‘·«y˚‘·Ô eT]j·TT >∑DÏ‘· XÊgE„&ÉT. C≤´$T‹ì Áø£eT |ü<äΔ‹˝À
‘ê]ÿø£eTT>± neT]à ªª~ m*yÓT+{Ÿ‡μμ nH˚ |ü⁄düÔø±ìï sêXÊ&ÉT. áj·Tq
sêdæq C≤´$T‹ì ªªj·T÷ø°¢&çj·THéμμ C≤´$T‹ n+{≤s¡T.

121
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 CHAPTER - 5
Measures of Lines and Angles

5.1 INTRODUCTION
In the chapter 'Basic Geometrical Ideas', we learnt about some geometrical shapes. These

A
included lines, angles, triangles, quadrilaterals and circles. Many of these are made of line segments
and angles formed by them. We can see that in these shapes, lines and angles have different sizes.

AN
We can often compare the lengths of line segments and the measures of angles between them by
looking at them.

G
Nfig. 5.1

This is not however possible all the times. Some times the measures are so close to each
LA
other that we require an accurate tool/device to measure these measurements. In this chapter, we
are going to learn how to measure the line segments and angles.
5.2 MEASURE OF A LINE SEGMENT
TE

The edges of a book, TV screen, bricks etc. are like a line segment drawn through any
edge.
We have drawn and also seen so many line segments. We know that a triangle is made of
three and a quadrilateral of four lines segments.
T,

A line segment is a part of a line with two end points. This makes it possible to measure a
line segment. This measure of each line segmenet is its "length". We use length to compare line
ER

segments.
We can compare the 'length' of two line segments in three ways:
B a) Simple observation. b) Tracing on a paper and comparing.
c) Using instruments.
SC

A C D The line segments AB and CD in the figure 5.2 can be

compared by simple observation. Can you find the longer one?
fig. 5.2 D
R
By simple observation, we can say that AB is
clearly longer than CD . A B

But it is difficult to compare the lengths of C D

AP B
Q
the another two pairs AB , CD and PQ , RS C
S
shown in the figure 5.3. Why? fig. 5.3
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MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 5
πsK\T eT]j·TT ø√DeTT\ ø=\‘·\T

5.1 |ü]#·j·T+
ªªÁbÕ<∏ä$Tø£ C≤´$Trj·T uÛ≤eq\Tμμ nH˚ n<Ûë´j·T+˝À eTq+ πsK\T, ø√DeTT\T, Á‹uÛÑTC≤\T, #·‘·Ts¡T“¤C≤\T

A
eT]j·TT eè‘êÔ\T ˝≤+{Ï ø=ìï C≤´$Trj·T Äø±sê\qT >∑T]+∫ H˚s¡TÃ≈£îHêï+. yê{Ï˝À á C≤´$Trj·T |ü{≤\T, nH˚ø£
πsU≤K+&Ü\T eT]j·TT yê{Ï#˚ @s¡Œ&çq ø√DeTT\‘√ s¡÷bı+~+#·ã&ܶsTT. á Äø±sê\˝À πsU≤K+&Ü\T, ø√D≤\T

AN
y˚s¡T y˚s¡T |ü]e÷D≤\˝À ñHêïsTT. kÕ<Ûës¡D+>± eTq+ πsU≤K+&Ü\qT bı&Ée⁄\qT ã{Ϻ eT]j·TT yê{Ï#˚ @s¡Œ&çq
ø√DeTT\qT ø=\‘·\qT ã{Ϻ #·÷dæ b˛\TÑê+.

G
|ü≥+ 5.1
N
nsTT‘˚ nìï düeTj·÷˝À¢ Ç~ kÕ<Ûä´+ ø±ø£b˛e#·TÃ. ø=ìï πsU≤K+&Ü\T eT]j·TT ø√D≤\ ø=\‘·\T ø£+{Ï‘√
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#·÷dæ b˛\Ã˝Òq+‘· <ä>∑Zs¡ <ä>∑Zs¡>± ñqï|ü&ÉT yê{Ïì K∫Ñ·+>± ø=\e&ÜìøÏ eTq≈£î Á|ü‘˚´ø£eTsTTq |ü]ø£sê\T
ø±yê*. á n<Ûë´j·T+˝À eTq+ πsU≤K+&Ü\qT eT]j·TT ø√D≤\qT m˝≤ ø=\yê˝À H˚s¡TÃ≈£î+<ë+.
5.2 πsU≤K+&É+ jÓTTø£ÿ ø=\‘·
TE

|ü⁄düøÔ +£ , f…*$»Hé ‘Ós,¡ Ç≥Tø£ yÓTT<ä\>∑T yê{Ï n+#·T\T Ä edüTeÔ ⁄\ jÓTTø£ÿ n+#·T\ yÓ+≥ ^dæq sπ U≤K+&Ü\
e˝Ò ñ+{≤sTT.
eTq+ nH˚ø£ πsU≤K+&Ü\T #·÷kÕeTT eT]j·TT ^#êeTT ≈£L&É.
Á‹uÛÑT»eTT eT÷&ÉT πsU≤K+&Ü\#˚, #·‘·Ts¡T“¤»+ Hê\T>∑T πsU≤K+&Ü\#˚ @s¡Œ&ÉT‘·T+<äì eTq≈£î ‘Ó\TdüT.
T,

πsU≤K+&ÉeTT nH˚~ ¬s+&ÉT ∫e] _+<äTe⁄\T ø£*–q πsK˝Àì ˇø£ uÛ≤>∑+. πsU≤K+&ÜìøÏ ∫e] _+<äTe⁄\T
ñqï+<äTe\q <ëìì eTq+ ø=\ee#·TÃ. Ä ø=\‘·H˚ <ëì ªbı&Ée⁄μ nì n+{≤eTT. eTq+ ªbı&Ée⁄μ qT ¬s+&ÉT
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πsU≤K+&Ü\qT b˛\TÃ≥≈£î ñ|üjÓ÷–kÕÔeTT.

B
eTq+ ¬s+&ÉT πsU≤K+&Ü\ ªbı&Ée⁄μqT eT÷&ÉT s¡ø±\T>± b˛\Ãe#·TÃqT.
A
m) kÕ<Ûës¡D |ü]o\q _) ø±–‘·+ô|’ ÁfÒdæ+>¥ #˚dæ b˛\TÃ≥ dæ) C≤´$T‹
SC

C D
|ü]ø£sê\T ñ|üjÓ÷–+#·T≥
|ü≥+ 5.2
|ü≥+ 5.2 ˝Àì AB , CD πsU≤K+&Ü\qT |ü]o*+#·+&ç. @ πsU≤K+&É+
R
m≈£îÿe bı&Ée⁄qT ø£*– ñ+<√ #Ó|üŒ>∑\sê?
øπ e\+ |ü]o\q‘√H˚, AB sπ U≤K+&ÉeTT CD A B
πsU≤K+&ÉeTT ø£+fÒ m≈£îÿe bı&Ée⁄qT ø£*– e⁄+~ nì
düT\uÛÑ+>± #Ó|üŒe#·TÃ. C D
P Q
ø±ì |ü≥+ 5.3 ˝Àì AB , CD eT]j·TT PQ , S

RS πsU≤K+&Ü\ »‘·\qT düT\uÛÑ+>± b˛\Ã˝ÒeTT. m+<äTe\¢? |ü≥+ 5.3

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THINK AND DISCUSS
How do we compare them?
To compare them, we trace the line segments AB and CD on a tracing paper such that
they are roughly aligned in the same direction. Do their end points coincide?
We can now say AB is longer than CD .In the same way we can compare PQ with

RS .We can see PQ and RS are of equal length.

A
5.2.1 COMPARING BY USING INSTRUMENTS
To compare any two line segments accurately, then we need proper instruments. These

AN
include the ruler (scale) and divider in the Geometry box.
Have you seen and used these instruments? Look at these carefully.

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

Ruler
N Fig. 5.4 Divider
LA
A ruler (scale) is divided into 15 big parts as marked along one of its edges. Each of these
15 parts is of length 1 centimeter (1 cm.) Each centimeter is divided into 10 parts again and each
sub part is 1 millimeter (1 mm.)
Let us see how to measure the length of a line segment using the ruler.
TE

A 4.5 cm. B

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

SCALE

Place the zero mark (cm.) of the ruler at A. Read the mark against B. This gives the length
ER

of AB line segment.
Here length of AB = 4.5 cm. i.e. AB = 4.5 cm.
Note: Let us assume that we place the 1 cm mark of the ruler at A. Then the mark against B would
be 5.5cm. Then we need to read both the points and subtract to find the length. i.e. 5.5 - 1 = 4.5 cm.
SC

THINK, DISCUSS AND WRITE

What other errors can you find while measuring the
length of line segment? Wrong Right Wrong
For example, to find the length of a pencil, the eye should
be correctly positioned as shown in the figure i.e. just verticially
above the mark for both points. Other wise there may be an
error due to angular viewing.

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Ä˝À∫+#·+&ç eT]j·TT #·]Ã+#·+&ç
á ¬s+&ÉT πsU≤K+&Ü\qT m˝≤ b˛\Ãe#·TÃ?
yê{Ïì b˛\Ã&ÜìøÏ AB , CD πsU≤K+&Ü\qT ÁfÒdæ+>¥ ù||üsY ˝Ò<ë ñ*¢ bıs¡ ø±–‘·+ô|’ ˇπø ~X¯˝À
ñ+&˚≥≥T¢ ^dæ, ˇø£<ëìô|’ ˇø£{Ï ñ+#·+&ç. yê{Ï ∫e] _+<äTe⁄\T @ø°uÛÑ$+#êj·÷?
AB πsU≤K+&É+, CD πsU≤K+&É+ ø£+fÒ bı&Ée⁄>± ñ+~ nì #Ó|üŒe#·TÃ. Ç<˚ $<Ûä+>± PQ, RS \qT
b˛*à ¬s+&ç+{Ï bı&Ée⁄\T düe÷qeTì #Ó|üŒe#·TÃ.
5.2.1 C≤´$T‹ |ü]ø£sê\qT|üjÓ÷–+∫ b˛\TÃ≥

A
¬s+&ÉT πsU≤K+&Ü\ bı&Ée⁄\qT K∫Ñ·+>± b˛\Ã&ÜìøÏ eTq≈£î dü] nsTTq kÕ<ÛäHê\T nedüs¡+. n$

AN
MT C≤yÓTÁ{° u≤ø˘‡˝Àì ø=\e÷ì (ùdÿ\T) eT]j·TT $uÛ≤–ìì.
á |ü]ø£sê\qT MTs¡T m|ü&ÉsTTHê #·÷XÊsê, ñ|üjÓ÷–+#êsê? M{Ïì C≤Á>∑‘·Ô>± |ü]o*+#·+&ç.

ø=\e÷ì

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

|ü≥+ 5.4
N $uÛ≤–ì
ùdÿ\T (ø=\e÷ì) jÓTTø£ÿ ˇø£ n+#·T 15 düe÷q ô|<ä› $uÛ≤>±\T>± $uÛÑõ+#·ã&ç ñ+≥T+~. Ç+<äT˝Àì Á|ür
LA
$uÛ≤>∑eTT 1 ôd+{°MT≥s¡T (1 cm) qT dü÷∫düTÔ+~. Á|ür ôd+.MT ‹]– 10 düe÷q ∫qï $uÛ≤>±\T>± $uÛÑõ+#·ã&ç
ñ+≥T+~. Á|ür ∫qï $uÛ≤>±ìï 1 $T©¢MT≥s¡T (1 mm) nì n+{≤s¡T.
TE

ùdÿ\T qT|üjÓ÷–+∫ ˇø£ πsU≤K+&ÉeTT bı&Ée⁄qT m˝≤ ø=\TkÕÔs√ Ç|ü&ÉT H˚s¡TÃ≈£î+<ëeTT.

A B
4.5 ôd+.MT.

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

ùdÿ\T˝Àì düTHêï $uÛ≤>±ìï A e<ä› ñ+#·+&ç. Ç|ü&ÉT B e<ä› >∑\ ùdÿ\T $uÛ≤>±ìï >∑T]Ô+#·+&ç. á ø=\‘·H˚
πsU≤K+&ÉeTT bı&Ée⁄>± #Ó|üŒe#·TÃ.
ER

Çø£ÿ&É AB bı&Ée⁄ R 4.5 ôd+.MT. nq>± AB R 4.5 ôd+.MT.

>∑eTìø£ : ˇø£y˚fi¯ A _+<äTe⁄qT ùdÿ\Tô|’ 1ôd+.MT e<ä› ñ+∫‘˚ B _+<äTe⁄ 5.5 ôd+.MT e<ä› @ø°uÛÑ$düTÔ+~.
n|ü&ÉT eTq+ ¬s+&ÉT _+<äTe⁄\ e<ä› ø=\‘·\T rdüTø√yê*‡q nedüs¡eTT+~ eT]j·TT bı&Ée⁄qT ø£qT>=q&ÜìøÏ
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rdæy˚‘· #˚j·÷*. nq>± 5.5`1 R 4.5 ôd+.MT ne⁄‘·T+~.

Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
ùdÿ\TqT|ü j Ó ÷ –+∫ π s U≤K+&É e TT jÓ T Tø£ ÿ bı&É e ⁄ ‘·|ü ˇ|ü ‘·|ü
ø£qT>=H˚≥|ü&ÉT @ @ <√cÕ\T MTs¡T ≈£qT>=+{≤s¡T?
ˇø£ ô|ì‡˝Ÿ jÓTTø£ÿ bı&Ée⁄qT eTq+ ø£qT>=Hê* nì nqT≈£î+<ë+ !
n|ü&ÉT |ü≥+˝À #·÷|æq $<Ûä+>± eTq ø£+{Ï <äèwæº dü¬s’q dæú‹˝À ñ+&Ü*.
n+fÒ ô|ì‡˝Ÿ ∫e] _+<äTe⁄ e<ä› \+ã+>± ñ+&˚ dæú‹˝À eTq ø£qTï ñ+&Ü*.
˝Òì#√ ø√D°j·T+>± ˇø£ edüTÔe⁄qT #·÷&É≥+ e\¢ <√wü+ @s¡Œ&Ée#·TÃ.
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 To avoid this problem a better way is to use a divider.
Let us use divider to measure exact measure.

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

fig. 5.5
Open the divider. Place the end point of one of its arms at 'A' open it till the end point of the

A
second arm is placed at B. Lift the divider carefully without disturbing the opening of the divider
place it on the ruler. Read the marks against each end point.

AN
What is the length of line segment AB?
Take more line segments. Measure their lengths.
TRY THESE

G
1. Take a post card and measure the length and breadth with ruler and
divider. Do all post cards have the same dimensions?
2.
N
Select any three objects like eraser, small pencil, etc. Trace their length
on a paper. Measure the length of these line segments.
LA
EXERCISE - 5.1
TE

1. Give any five examples of line segment observed in your classroom.

Eg.: edge of black board.
2. Why is it better to use a divider than a ruler, while comparing two line segments?
3. Measure all the line segments in the figure given below and arrange them in the ascending
T,

order of their lengths.

A B C D E
ER

Line Segments AB , AC , AD , AE , BC , BD , BE , CD , CE , DE

4. Mid point of AB is located by Swetha and Reshma like this.

SC

A B A B
C C
Swetha Reshma
Which one do you feel correct? Measure
the lengths of AC , CB and verify.
5. Each of the figures given along side has
many line segments. For the almirah we
have shown one line segment along the
longer edge. Identify and mark all such line
segments in these figures.

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 á <√cÕìï ìyê]+#·&ÜìøÏ eTq+ $uÛ≤–ìì ñ|üjÓ÷–kÕÔeTT. $uÛ≤–ìì ñ|üjÓ÷–+∫ K∫Ñ·eTsTTq
ø=\‘·qT ø=\e&ÜìøÏ $uÛ≤–ì ñ|üjÓ÷–<ë›eTT.

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

|ü≥+ 5.5
$uÛ≤–ìì ‘Ós¡e+&ç. $uÛ≤–ì jÓTTø£ÿ ˇø£ uÛÑT»eTT ∫es¡ ø=qqT A e<ä› ñ+∫, <ëìì ¬s+&Ée uÛÑT»+ jÓTTø£ÿ

A
∫e] ø=q B e<ä›≈£î e#˚à es¡≈£î ‘Ós¡e+&ç. $uÛ≤–ìì <ëì uÛÑTC≤\ dæú‹ì e÷s¡Ã≈£î+&Ü C≤Á>∑‘·Ô>± ô|’øÏ ˝Ò|æ ùdÿ\Tô|’

AN
ˇø£ ø=q ª0μ e<ä› ñ+&ÉTq≥T¢. ¬s+&Ée ø=q ùdÿ\Tô|’ eTs=ø£ $uÛ≤>∑+ô|’ ñ+&˚ $<Ûä+>± ñ+#ê*. ¬s+&ÉT ∫e] ø=q\
e<ä› ø=\‘·\qT >∑T]Ô+#·+&ç.
πsU≤K+&É+ AB jÓTTø£ÿ bı&Ée⁄ m+‘·?

G
y˚s¡T y˚s¡T πsU≤K+&Ü\qT rdüTø=ì, yê{Ï bı&Ée⁄\qT ø=\e+&ç.
Á|üj·T‹ï+#·+&ç
1.
N
ˇø£ b˛düTºø±s¡T¶qT rdüTø=ì <ëì bı&Ée⁄ yÓ&É\TŒ\qT ùdÿ\T eT]j·TT $uÛ≤–ìì ñ|üjÓ÷–+∫
LA
ø=\e+&ç. nìï b˛dtºø±s¡T¶\T ˇπø ø=\‘·\ ø£*– e⁄+{≤j·÷?
2. ∫qï ô|ì‡˝Ÿ, s¡ã“sY ˝≤+{Ï @yÓ’Hê eT÷&ÉT edüTÔe⁄\T rdüTø√+&ç. yê{Ï n+#·T\qT ø±–‘·+ô|’ ^dæ, Ä
πsU≤K+&Ü\ bı&Ée⁄\qT ø=\e+&ç.
TE

nuÛ≤´dü+ 5.1
1. πsU≤K+&Ü\≈£î ‘·s¡>∑‹ >∑~˝À MTs¡T >∑eTì+∫q @yÓ’Hê nsTT<äT edüTÔe⁄\qT ñ<ëVü≤s¡D\T Çe«+&ç.
ñ<ë ˆˆ q\¢ã\¢ n+#·T.
T,

2. ¬s+&ÉT πsU≤K+&Ü\qT b˛\TÃq|ü&ÉT ùdÿ\T ø£+fÒ $uÛ≤–ìì ñ|üjÓ÷–+#·&É+ y˚T\T. m+<äT≈£î?

3. øÏ+~|ü≥+˝À Çe«ã&çq düs¡fi¯πsK˝Àì πsU≤K+&Ü\qT ø=\e+&ç. ø=\‘·\qT ã{Ϻ Äs√Vü≤D Áø£eT+˝À
ER

sêj·T+&ç.
A B C D E

πsU≤K+&Ü\T AB , AC , AD , AE , BC , BD , BE , CD , CE , DE
SC

4. X‚«‘· eT]j·TT πscÕà\T AB πsU≤K+&É+ eT<Ûä´_+<äTe⁄qT á ÁøÏ+~ $<Ûä+>± dü÷∫+#ês¡T.

A B A B
C X‚«‘· C sπ wüà
Ç<ä›]˝À mes¡T dü]>± >∑T]Ô+#ês¡T? AC , CB bı&Ée⁄\qT ø=*∫
dü]#·÷&É+&ç.
5. Á|üøÿ£ q Çe«ã&çq |ü≥eTT\T nH˚ø£ sπ U≤K+&ÉeTT\qT ø£*– ñHêïsTT. n˝≤àsê
jÓTTø£ÿ bı&ÉyÓ’q n+#·T ˇø£ πsU≤K+&É+>± #·÷|üã&çq~. n˝≤π> Ä
|ü≥eTT\˝Àì $T>∑‘ê πsU≤K+&ÉeTT\qT >∑T]Ô+#·TeTT.
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5.3 MEASURE OF AN ANGLE
We see angles around us all the time.

A
We know as the line segments of the blade of scissors move further apart, the measure of
the angle between them increases. Angle is formed between two rays or two line segments.Give

AN
some examples of things where we can see angles.

ACTIVITY

G
Look at the following figures:

N
LA
i ii iii iv v
TE

Put your hands close to your body. Keep one hand in the same position and slowly move
up the other hand. As you go on moving your hand; you can observe the angle between your body
and moving hand changes.
T,

Let us consider the different angles formed and what we call them.
In figure (iii) your arm is perpendicular to your body. The angle formed by your arm with
ER

your body is exactly 90° which is called a right angle.

In figure (ii) the angle formed between your body and hand is less than a right angle. Such
angles are called acute angles.
SC

In figure (iv) the angle formed is more than a right angle and it is called an obtuse angle.
In figure (v) your hand is again along your body and the angle formed is 180°. This is called
a straight angle.
Now, in fig.(i) do you find any angle between your hand and your body?
There is no angle formed. So here we say that it is zero angle and we started moving from
zero angle. Notice the figures are now pointing up and not down. This indicates that we have not
reached the initial position.
Let us observe some other examples of these angles formed in a clock.
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5.3 ø√D+ jÓTTø£ÿ ø=\‘·
ì‘·´J$‘·+˝À eTq+ ø√D≤\T ø£*– ñqï nH˚ø£ edüTÔe⁄\qT #·÷dü÷Ô ñ+{≤+.

A
ø£‘sÔÓ ˝¡ Àì uÒ&¢ TÉ \T <ä÷s¡+>± »]π> ø=~› yê{Ï eT<Û´ä ø√D+ ô|s¡>≥∑ + eTq+ >∑eTì+#·e#·TÃ. s¬ +&ÉT sπ U≤K+&Ü\

AN
eT<Ûä´ ˝Ò<ë ¬s+&ÉT øÏs¡D≤\ eT<Ûä´ ø√D+ @s¡Œ&ÉT‘·T+~. ø√D≤\qT ø£*– ñqï $$<Ûä edüTÔe⁄\≈£î ø=ìï ñ<ëVü≤s¡D\T
Çe«+&ç.
ø£è‘·´eTT

G
øÏ+~ ∫Á‘ê\qT >∑eTì+#·+&ç.

N
LA
i ii iii iv v
TE

MT X¯ØsêìøÏ <ä>∑Zs¡>± MT #˚‘·T\qT ñ+#·+&ç. MT ˇø£ #˚‹ì ø£<ä\Ã≈£î+&Ü n<˚ dæú‹˝À ñ+∫ ¬s+&Ée #˚‹ì
HÓeTà~>± ô|’øÏ ˝Ò|ü+&ç. MT #˚‹ì ø£<äT|ü⁄‘·÷ ñqï|ü&ÉT MT X¯ØsêìøÏ, ø£~˝Òà #˚‹øÏ eT<Ûä´ ø√D+ e÷s¡T‘·÷ ñ+&É{≤ìï
MTs¡T >∑eTì+#·e#·TÃ.
T,

@s¡Œ&˚ $$<Ûä ø√D≤\T |ü]>∑Dq˝ÀøÏ rdüT≈£î+<ë+ eT]j·TT yê{Ïì eTq+ @eTì |æ\TkÕÔ+?
|ü≥+ (iii) ˝À MT #˚sTT X¯ØsêìøÏ \+ã+>± e⁄+~. X¯ØsêìøÏ, #˚‹øÏ eT<Ûä´ ø√D+ 900. á ø√D≤ìï
ER

\+ãø√D+ nì n+{≤s¡T.
|ü≥+ (ii) ˝À MT X¯ØsêìøÏ, #˚‹øÏ eT<Ûä´ø√D+ \+ãø√D+ ø£+fÒ ‘·≈£îÿe . Ç˝≤+{Ï ø√D≤\qT n\Œø√D≤\T
nì n+{≤s¡T.
|ü≥+ (iv) ˝À X¯ØsêìøÏ, ≈£î&ç#˚‹øÏ eT<Ûä´ø√D+ \+ãø√D+ ø£+fÒ m≈£îÿe. á ø√D≤ìï n~Ûø£ø√D+ nì
SC

n+{≤s¡T.
|ü≥+ (v) ˝À X¯ØsêìøÏ, ≈£î&ç#˚‹øÏ eT<Ûä´ ø√D+ ¬s+&ÉT \+ãø√D≤\ yÓTT‘·Ô+ n+fÒ 1800. á ø√D≤ìï
düs¡fi¯ø√D+ nì n+{≤s¡T.
|ü≥+ (i) ˝À X¯ØsêìøÏ, #˚‹øÏ eT<Ûä´ @<Ó’Hê ø√D+ @s¡Œ&ç+<ë?
@ ø√D+ @s¡Œ&É˝Ò<äT ø£<ë! á ø√D+qT X¯Sq´ø√D+ n+{≤s¡T eT]j·TT eTq+ X¯Sq´ ø√D+ qT+&ç
ø£<ä|ü&É+ ÁbÕs¡+_Û+#êeTT. |ü{≤\T Áø£eT+>± #˚sTT ô|’øÏ ˝ÒdüTÔqï≥T¢ #·÷|üã&ܶsTT, ø±ì ÁøÏ+<ä≈£î ø±<äT. n+fÒ eTq+
Ç+ø£± ÁbÕs¡+uÛÑ kÕúHêìï #˚s¡˝Ò<äT.
Ç|ü&ÉT eTq+ ˇø£ >∑&çj·÷s¡+˝Àì eTTfi¯fl eT<Ûä´ @s¡Œ&˚ ø√D≤\qT |ü]o*<ë›+.
129
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
 If we take, the angle between the hands to be zero at 12'O clock.

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

(i) (ii) (iii)

1. Which clock's hands are showing acute angle?

A
2. In which figures the clock's hands form an obtuse angle?
These angles would be measured using the small i.e. hours hand as a base and we will

AN
measure the clockwise movement of the minutes hand away from the hour's hand.
ACTIVITY

G
Take two drinking straws
Keep one end of the one straw over the other straw end and fix a pin at that

N
point as 'L' shape. Here you find a right angle tester (fig. 5.6).
LA
JJJG
Keep the tester on one ray OA coinciding with vertex
B
as shown in the (fig.-5.7). Now ∠AOB fig. 5.6
TE

is less than the right angle. Thus it is an D

O A
acute angle.
fig. 5.7
JJJG
Keep the tester on one ray OC coinciding with the vertex as
C
T,

shown in the (fig.-5.8). Now ∠COD is more than the right angle. O fig. 5.8
Thus it is an obtuse angle.
ER

TRY THESE
1. Use the 'right angle tester made of straws' and identify the following angles.
SC

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

2. List out five daily life situations where you observe acute angles and obtuse angles.
3. Draw some angles of your choice. Test them by the 'angle tester' and write which are acute
which are obtuse and which are right angles.

130
MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
 12 >∑+≥\ düeTj·÷q, eTT\T¢\ eT<Ûä´ ø√D+ düTHêï>± rdüT≈£î+<ë+.

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

(i) (ii) (iii)

1. @ >∑&çj·÷s¡+˝Àì eTT\T¢\ eT<Ûä´ n\Œø√D+ ñ+~?

A
2. @ >∑&çj·÷s¡+˝Àì eTT\T¢\T n~Ûø£ø√D≤ìï dü÷∫düTÔHêïsTT?

AN
Ç#·Ã≥ ∫qïeTT\T¢qT (>∑+≥\ eTT\T¢qT) Ä<Ûës¡+>± #˚dTü ø=ì, ô|<äe› TT\T¢ (ì$TcÕ\ eTT\T¢) düe´ ~X¯˝À #˚ùd ÁuÛeÑ TD≤ìï
ø√D+>± |ü]>∑DÏkÕÔeTT.
ø£è‘·´eTT

G
¬s+&ÉT ÁkÕº\qT rdüTø=+&ç.

N
ˇø£ ÁkÕº jÓTTø£ÿ ˇø£ ∫es¡qT eTs=ø£ ÁkÕº jÓTTø£ÿ ∫es¡ô|’ L Äø±s¡+˝À ñ+∫
ˇø£ >∑T+&ÉTdü÷~ì >∑T#êÃ*. Ç~ \+ãø√D≤ìï |üØøÏå+#˚ kÕ<Ûäq+>±
LA
ñ|üjÓ÷>∑|ü&ÉT‘·T+~ (|ü≥+ 5.6).
B JJJG
á kÕ<ÛäHêìï OA øÏs¡D+ yÓ+ã&ç |ü≥+ 5.7˝À
dü÷∫+∫q $<Ûä+>± osê¸\T @ø°uÛÑ$+#˚≥≥T¢>± ñ+#ê*. ∠AOB
TE

|ü≥+ 5.6
ø√DeTT \+ãø√D+ ø£+f… ‘·≈î£ ÿe>± ñ+~. ø±e⁄q
O A
n~ n\Œø√DeTT nì #Ó|üŒe#·TÃ. D
|ü≥+ 5.7
JJJG
á kÕ<ÛäHêìï OC ô|’ osê¸\T @ø°uÛÑ$+#˚≥≥T¢
T,

|ü≥+ 5.8˝À #·÷|æ+∫q $<Ûä+>± ñ+#·+&ç. Ç|ü&ÉT ∠COD >∑eTì+#·+&ç.

C
∠COD \+ãø√D+ ø£+fÒ m≈£îÿe>± ñ+~. ø±e⁄q Ç~ n~Ûø£ ø√DeTT. O |ü≥+ 5.8
ER

Á|üj·T‹ï+#·+&ç
1. ÁkÕº\‘√ ‘·j·÷s¡T#˚dæq \+ãø√D |üØøå± kÕ<ÛäqeTT ñ|üjÓ÷–+∫ ÁøÏ+~ ø√D≤\qT >∑T]Ô+#·+&ç.
SC

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

2. n\Œø√D≤\qT, n~Ûø£ø√D≤\qT >∑eTì+#˚ @yÓ’Hê ◊<äT ì‘·´J$‘· dü+<äsꓤ\qT ñ<ëVü≤s¡D\T>± Áyêj·T+&ç.

3. MT≈£î ‘√∫q @esTTHê ø=ìï ø√D≤\qT ^j·T+&ç. ÁkÕº \+ãø√D |üØøå±kÕ<Ûäq+‘√ @$ \+ãø√D≤˝À, @$
n\Œ ø√D≤˝À, @$ n~Ûø£ ø√D≤˝À >∑T]Ô+#·+&ç.
131
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
 JJJG
Satya and Swetha were given Ray OA and were asked to draw 45° angle. They drew
like this:
B A
O
45°

45°
O
A B
∠AOB = 45°)
Satya (∠ ∠AOB = 45°)
Swetha (∠

A
What is the difference in the angles drawn by Satya and Swetha?
JJJG
In the angle made by Satya, OA moved in the opposite direction of the hands of a clock

AN
JJJG
and reached OB , making an angle of 45°. Such angles where the ray moves in the opposite
direction of the hands of a clock are called Anti clock-wise angles. The anti clock-wise
angles are denoted by a positive measure. So Satya's angle is 45o.

G
JJJG
In the angle made by Swetha, OA moved in the direction of the hands of a clock and
JJJG
reached OB , making an angle of 45°. Such angles where the ray moves in the direction of
N
the hands of a clock are called clock-wise angles. They are denoted by negative sign. The
LA
angle made by Swetha is of - 45o.

THINK, DISCUSS AND WRITE

In the adjascent figure ∠AOB and ∠AOC are A
TE

O C
given. Which angle is clock-wise and which angle is anti
clock-wise. Think and discuss with your firends.
B O
A
T,

ACTIVITY
ER

1. Cut out a circular shape using a

bangle or take a circular sheet.
2. Fold it once from the middle, you
quadrant
will get a semi circle.
SC

3. Fold it once again to get a shape as

shown. This is called a quadrant. 90°
4. The fold is at 90° to the edge. Mark
45
°

90° on the fold.

5. Now fold the quadrant once more base line
as shown. The angle is half of 90°
i.e. 45°. Open it out now. What is the angle upto the new line? Mark 45° 90°
°
for the angle formed between crease and the baseline. Mark the measure 35
45

1
°

of the fold on the other side of 90° as 135°, since 90° + 45° = 135°.

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MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
 JJJG
dü‘·´ eT]j·TT X‚«‘·\≈£î OA qT Ç∫à 450 ø√DeTTqT ^j·TeTì #Ó|æŒ]. yês¡T Ä ø√D≤ìï á ÁøÏ+~
$<Ûä+>± y˚s¡Ty˚s¡T>± ^XÊs¡T.
B O A
45°

45°
O
A B
dü‘·´ (∠AOB = 450) X‚«‘· (∠AOB = 450)

A
dü‘·´ eT]j·TT X‚«‘·\T ^dæq ô|’ ø√D≤\ eT<Ûä´ ‘˚&Ü˝Ò$T{Ï?
JJJG JJJG
dü‘·´ ^dæq ø√D+˝À OA n|üdüe´~X¯˝À ø£~* OB ì 450 ø√D+‘√ #˚]+~. Ç˝≤+{Ï ø√D≤\qT

AN
n|üdüe´~X¯ø√D≤\T nì n+{≤s¡T. M{Ïì <Ûäqø√D≤\T nì <Ûäq >∑Ts¡TÔ‘√ dü÷∫kÕÔs¡T. dü‘·´ ^dæq ø√D+ G450.
JJJG JJJG
X‚«‘· ^dæq ø√D+˝À OA düe´~X¯˝À (>∑&çj·÷s¡|ü⁄ eTTfi¯ófl ø£~˝Ò ~X¯˝À ø£~* 450 ø√D+‘√ OB ì

G
#˚]+~. Ç˝≤+{Ï ø√D≤\qT düe´~X¯ ø√D≤\T nì n+{≤s¡T. M{Ïì ãTTDø√D≤\T nì ãTTD>∑Ts¡TÔ‘√ dü÷∫kÕÔs¡T. X‚«‘·
^dæq ø√D+ ` 450.
Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç
N
Á|üø£ÿ ∫Á‘·+˝À ∠AOB, eT]j·TT ∠AOC \T ¬s+&ÉT ø√D≤\T nsTTq M{Ï˝À
LA
A C
O

@~ düe´~X¯ ø√D+? eT]j·TT @~ n|üdüe´~X¯ ø√D+? Ä˝À∫+∫ MT ùdïVæ≤‘·T\‘√

B O
#·]Ã+#·+&ç. A
TE

ø£è‘·´+
1. >±EqT|üjÓ÷–+∫ ˇø£ eè‘êÔìï ù||üsYô|’ ^dæ
<ëìì n+#·TyÓ+ã&ç ø£‹Ô]+#·+&ç.
T,

2. eè‘êÔìï ¬s+&ÉT düe÷q uÛ≤>±\T>± eT&ç∫

bÕ‹ø£ uÛ≤>∑+
ø£‹Ô]+#·+&ç. $÷≈£î ns¡úeè‘·Ô uÛ≤>∑+ edüTÔ+~.
ER

3. |ü ≥ +˝À #· ÷ |æ q $<Û ä + >± ns¡ Δ e è‘êÔ ì ï

90°
eTs=ø£kÕ] dü>±ìøÏ eT&Ée+&ç. Bìì eè‘·Ô bÕe⁄
45
°

uÛ≤>∑+ n+{≤s¡T.
SC

4. ø±–‘êìï ns¡Δeè‘êÔìøÏ ‘Ós¡e+&ç. ns¡›eè‘·Ô+˝À Ä<Ûës¡πsK

eT&É‘· yê´kÕìøÏ \+ã+>± (900 ø√D+‘√)
ñ+≥T+~. eT&É‘·ô|’ 900 nì Áyêj·T+&ç.
5. á bÕe⁄ uÛ≤>±ìï Ç+ø=ø£kÕ] |ü≥+˝À #·÷|æq $<Ûä+>± eT&Ée+&ç. n~ 900\˝À
90°
°
dü>∑+ nq>± 450\T. ø±–‘êìï ‘Ós¡e+&ç. @s¡Œ&çq eT&É‘· es¡≈£î ø√D+ m+‘·? 35
45

1
°

Ä<Ûës¡ πsK≈£î eT]j·TT eT&É‘·≈£î eT<Ûä´ >∑\ ø√D≤ìï 450 \T>± >∑T]Ô+#·+&ç. 900
\≈£î eTs=ø£ yÓ|’ ⁄ü n|üdeü ´~X¯˝À ñqï eT&É‘q· T 1350 \T>± >∑T]Ô+#·+&ç. m+<äTø£+fÒ
900G450R1350.
133
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
 ° 90° 6. Fold the paper again upto 45° (half of the quadrant). Now make
5
13

45
half of this. The first fold to the left of the base line now is half of 45° i.e.
½°

° 22
157

½°
1
22½°. The angle on the left of 135° would be 157 .
2
You have got a ready device to measure angles. This is an appropriate protactor.

5.3.1 THE PROTRACTOR

The improvised 'Right angle tester' we made is helpful to compare angles with a right

A
angle. But this does not give a precise comparison. So in order to compare and measure angles

AN
more precisely we need an instrument, which is 'a protractor'.

If you look at the protractor carefully,

you will see that there are two set of

G
measurements. Find out the line which shows
right angle how much it measures, you will see
90° line representing the right angle. This is
exactly vertical to the horizontal line. On both
N
LA
sides it is for measuring the two types of angle,
clockwise angle and anticlockwise angle.
TE

These are inner scale and outer scale, both having 0° to 180° in two directions. (clockwise and anti
clockwise). It is divided into 180 equal divisions and each division is called a degree (1°). These
divisions on the curved edge are at a gap of 10°. A line joining the zeros (0°) on either side that
passes through the centre point is a Base line.
T,

Now, you will learn how to use the protractor to measure an angle.
Clockwise Angle Steps Anti-clockwise Angle
ER

1. Identify the angle

B B
which is acute or
obtuse.
SC

2. Place the centre point

O of the protractor on the O
A A
vertex of the angle.

3. Adjust the protractor

(without shifting the centre
point from the vertex) So
that one arm of the angle
is along the base line.

134
MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
 ° 90°
5 6. ns¡Δeè‘êÔìï ‹]– bÕe⁄ uÛ≤>±ìøÏ, bÕe⁄ uÛ≤>±ìï ‹]– düe÷q+>± eT&Ée+&ç.
13

45
½°

° 22
ø±–‘êìï ‘Ó]∫ #·÷&É+&ç. 450 ø√D≤ìøÏ, uÛÑ÷$TøÏ eT<Ûä´˝À ˇø£ eT&É‘· @s¡Œ&ÉT‘·T+~.
157

½°
Bìì 22½0 >± >∑T]Ô+#·+&ç. n<˚ $<Ûä+>± 1350 \ ø√D≤ìøÏ uÛÑ÷$TøÏ eT<Ûä´ ˇø£ eT&É‘·
0
1
@s¡Œ&ÉT‘·T+~. Bìì 157 >± >∑T]Ô+#·+&ç.
2
Ç|ü&ÉT eTq+ ˇø£ ø√De÷ìì ‘·j·÷s¡T #˚XÊ+. Bì düVü‰j·T+‘√ <ë<ë|ü⁄>± ø=ìï ø√D≤\qT ø=\e>∑\+.
5.3.1 ø√De÷ì

A
eTq+ ÁkÕº\‘√q÷, ø±–‘ê\‘√q÷ ‘·j·÷s¡T#˚ùd ø√De÷ì, ø√D≤\qT \+ãø√D+ Ä<Ûës¡+>± b˛\Ã&ÜìøÏ,

AN
ø=ìï s¡ø±\ ø√D≤\qT ø=\e&ÜìøÏ e÷Á‘·y˚T ñ|üjÓ÷>∑|ü&ÜsTT. n+<äT#˚ ø√D≤\qT eT]+‘· K∫ä‘·+>± düT\uÛÑ+>±
ø=\e{≤ìøÏ eTq≈£î ˇø£ kÕ<Ûäq+ nedüs¡+. á ø√D≤\qT ø=*#˚ kÕ<ÛäHêìï ø√De÷ì nì n+{≤s¡T.

G
ø√De÷ìì ˇø£kÕ] C≤Á>∑‘·Ô>± >∑eTì+#·+&ç. Ç~ Äs¡Δeè‘êÔø±s¡+>± e⁄+≥T+~. ÁøÏ+~ uÛ≤>∑+˝À yê´dü+
yÓ+≥ ˇπø πsK ^j·Tã&ç e⁄+≥T+~. <ëìì Ä<Ûës¡eTT nì n+{≤s¡T.
s
Ä<Ûës¡πsK≈£î \+ã+>± ñqï πsK e<ä› 900 >∑T]Ô+#·ã&ç e⁄+≥T+~.
N
LA
Ä<Ûës¡sπ K, \+ãπsK ø£\TdüT≈£îH˚ #√≥TqT øπ +Á<ä_+<äTe⁄ nì n+{≤s¡T.
ø√De÷ì #ê|üeTT yÓ+≥ 00 \ qT+∫ 1800 \ es¡≈£î ø√D≤\T
düe´~X¯˝À eT]j·TT n|üdüe´~X¯\˝À >∑T]Ô+#·ã&ç ñ+{≤sTT.
TE

düe´~X¯˝À ø√D≤\T >∑T]Ô+#·ã&ç ñqï ùdÿ\TqT ãj·T{Ï ùdÿ\T nì,

n|üdüe´~X¯˝À ø√D≤\T >∑T]Ô+#·ã&ç ñqï ùdÿ\TqT ˝À|ü* ùdÿ\T nì n+{≤s¡T. ãj·T{Ï ùdÿ\Tô|’ 00 qT+∫ 1800\
es¡≈£î 180 düeTuÛ≤>±\T>± >∑T]Ô+#·ã&ç e⁄+≥T+~. ˇø=ÿø£ÿ düeTuÛ≤>±ìï 10 (&çÁ^) nì n+{≤s¡T. ãj·T{Ï ùdÿ\Tô|’
T,

100 ø√DeTTqT ô|+#·T‘·÷ $\Te\T 1800 <ëø± >∑T]Ô+#·ã&ç e⁄+{≤sTT. 00 \ ø√D+qT Ä<Ûës¡πsK Çs¡TyÓ’|ü⁄˝≤
dü÷∫düT+Ô ~.
ER

Ç|ü&ÉT eTq+ ø√De÷ìì ñ|üjÓ÷–+∫ ø√D≤\qT m˝≤ ø=\yê˝À H˚s¡TÃ≈£î+<ë+.

düe´~X¯ ø√DeTT k˛bÕqeTT n|üdüe´~X¯ ø√DeTT
SC

1. Ç∫Ãq ø√DeTT n\Œø√De÷? n~Ûø£ ø√De÷? B

B >∑T]Ô+#·+&ç.
2. ø√De÷ì πø+Á<ä_+<äTe⁄qT ø√DeTT jÓTTø£ÿ os¡¸eTT
e<ä› ñ+#ê*. O
A
O
A
3. ø√De÷ì πø+Á<ä_+<äTe⁄ ø√D+ jÓTTø£ÿ os¡¸eTTô|’
qT+∫ Á|ü ø£ÿ ≈£î »s¡>∑≈£î+&ÉTq≥T¢>±, ø√De÷ì
Ä<Ûës¡πsK, Ç∫Ãq ø√D+ jÓTTø£ÿ ˇø£ øÏs¡D+‘√
@ø°uÛÑ$+#·Tq≥T¢>± ø√De÷ìì dü]#˚j·÷*.
135
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
 B 4. Look at the scale B
where the base line
points to 0°.
50° 50°
O O
A 5. Read the measure A

of this angle, where

the other arm crosses
the scale thus ∠AOB = 50°

A
Read the following table:

AN
Type of Angle Measure
Zero angle 00
Right angle 900

G
Straight angle 1800
Complete angle 3600
Acute angle Nbetween 00 and 900
LA
obtuse angle between 900 and 1800
Reflex angle between 1800 and 3600

TRY THESE
TE

1. Which angle is greater? Discuss with your friends.

T,

2
ER

Verify by measuring the angles using protractor. Is your estimation is correct? Give reasons.
SC

2. Which are acute angles? Find and write their measures.

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

136
MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
 B 4. ø√De÷ì jÓTTø£ÿ ùdÿ\TqT 00 qT+∫ #·÷dü÷Ô ô|ø’ Ï sêyê*. B

5. ø√DeTT jÓTTø£ÿ ¬s+&Ée øÏs¡DeTT ø√De÷ì jÓTTø£ÿ

ùdÿ˝ŸqT mø£ÿ&É ø£\TdüT≈£î+≥T+<√, Ä ø√DeTT 50°
50°
A
O $\TeqT >∑T]Ô+#ê*. n+<äT#˚ ∠AOB R 500. O
A

øÏ+~ |ü{Ϻø£ #·<äe+&ç.

ø√DeTT ø√D+ ø=\‘·

A
X¯Sq´ ø√DeTT 00

AN
\+ãø√DeTT 900
düs¡fi¯ø√DeTT 1800
dü+|üPs¡íø√DeTT 3600

G
n\Œø√DeTT 00 eT]j·TT 900 \ eT<Ûä´
n~Ûø£ø√DeTT
N 900 eT]j·TT 1800 \ eT<Ûä´
1800 eT]j·TT 3600 \ eT<Ûä´
LA
|üsêes¡Ôq ø√DeTT

Á|üj·T‹ï+#·+&ç
TE

1. øÏ+~ yêì˝À @~ ô|<ä›ø√DeTe⁄‘·T+<√ }Væ≤+#·+&ç? MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.

T,

1 2
ER

ø√De÷ìì ñ|üj÷Ó –+∫ ø√D≤\qT ø=*∫, |ò*ü ‘êìï dü]#·÷&É+&ç. MT }Vü≤ düs¬ q’ <˚Hê? ø±s¡D≤\T $e]+#·+&ç.
SC

2. øÏ+~yêì˝À @$ n\Œø√D≤\T? yê{Ï ø=\‘·\T Áyêj·T+&ç.

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

137
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
3. Which are obtuse angles?

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

4. Draw any two acute and two obtuse angles of your choice.
5. Classify the following angles into acute, right, obtuse, straight and reflex angles:

A
40°, 140°, 90°, 210°, 44°, 215°, 345°, 125°,

AN
10°, 120°, 89°, 270°, 30°, 115°, 180°

EXERCISE - 5.2

G
1. Write 'True' or 'False'. Correct all those that are false.
i) An angle smaller than right angle is acute angle ( )
ii) A right angle measures 180°
N ( )
LA
iii) A straight angle measures 90° ( )
iv) The measure greater than 180° is a reflex angle. ( )
4 3
v) A complete angle measures 360°. ( )
TE

2. Which angles in the adjacent figure are acute and which are obtuse?
Check your estimation by measuring them. Write their measures too. 1 2
T,

3. What is the measure of these angles. Which is the largest angle? Draw an angle larger than
the largest angle.
ER

C D P

B
SC

A E Q
F R
∠ABC = .......... ∠FED = .......... ∠RQP = ..........

4. Write the type of angle formed between the long hand and short hand of a clock at the
given timings. (Take the small hand as the base)

i) At 9 'O' clock in the morning ii) At 6 'O' clock in the evening iii) At 12 noon
iv) At 4 'O' clock in the afternoon v) At 8 'O' clock in the night.

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MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
3. øÏ+~ yêì˝À @$ n~Ûø£ ø√D≤\T?

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

4. @yÓ’Hê ¬s+&ÉT n\Œø√D≤\qT, ¬s+&ÉT n~Ûø£ø√D≤\qT ^j·T+&ç.

A
5. øÏ+~ ø√D≤\˝À n\Œø√D≤\T, n~Ûø£ø√D≤\T, \+ãø√D≤\T, düs¡fi¯ø√D≤\T, eT]j·TT |üsêes¡Ôq ø√D≤\qT

AN
y˚s¡T #˚dæ Áyêj·T+&ç.
400, 1400, 900, 2100, 440, 2150, 3450, 1250, 100, 1200,
890, 2700, 300, 1150, 1800

G
nuÛ≤´düeTT 5.2
1.
N
dü‘·´eTT ˝Ò<ë ndü‘·´eTT nsTTqyê{Ïì >∑T]Ô+#·+&ç. ndü‘·´eTT nsTTq yê{Ïì dü]#˚dæ dü‘·´eTT nj˚T´≥≥T¢>±
Áyêj·T+&ç.
LA
i) \+ãø√DeTT ø£+fÒ ‘·≈£îÿesTTq ø√DeTT n\Œø√DeTT ( )
ii) 1800 \ ø√DeTT ˇø£ \+ãø√DeTT ( )
TE

iii) 900 \ ø√DeTT ˇø£ düs¡fi¯ø√DeTT ( )

iv) 1800 \ ø£+fÒ ô|<ä›<Ó’q ø√DeTT |üsêes¡Ôq ø√DeTT. ( )
v) dü+|üPs¡í ø√DeTT nq>± 3600. ( )
T,

2. Á|üø£ÿ|ü≥eTT˝À @$ n\Œø√D≤\T? @$ n~Ûø£ø√D≤\T? n+#·Hê y˚dæ #Ó|üŒ+&ç. 4 3

‘·s¡Tyê‘· ø√D≤\qT ø=*∫ yê{Ï $\Te\T sêdæ MT n+#·HêqT dü]#·÷düTø√+&ç.
ER

3. øÏ+~ ø√D≤\qT ø=\e+&ç. M{Ï˝À $TøÏÿ* ô|<ä› ø√D+ @~? yê{Ï $\Te\T sêdæ
1 2
$TøÏÿ* ô|<ä› ø√D+ ø£+fÒ ô|<ä›<äsTTq ˇø£ ø√D≤ìï ^j·T+&ç.
C D
SC

B E F
A Q R
∠ABC = .......... ∠FED = .......... ∠RQP = ..........
4. øÏ+~ Ç∫Ãq düeTj·÷\˝À >∑&çj·÷s¡+˝Àì eTT\T¢\ eT<Ûä´ø√D+, @ s¡ø£|ü⁄ ø√DeTe⁄‘·T+<√ ìsêΔ]+#·+&ç.
(∫qïeTT\T¢qT Ä<Ûës¡+>± rdüTø√+&ç).
i) ñ<äj·T+ 9 >∑+≥\T ii) kÕj·T+Á‘·+ 6 >∑+≥\T iii) eT<Ûë´Vü≤ï+ 12 >∑+≥\T
iv) eT<Ûë´Vü≤ï+ 4 >∑+≥\T v) sêÁ‹ 8 >∑+≥\T
139
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5. Match the angles by measure. Draw figures for these as well.
Group A Group B
Acute angle 90°
Right angle 270°
Obtuse angle 45°
Reflex angle 180°
Straight angle 150°

5.4 INTERSECTING LINES, PERPENDICULAR LINES AND PARALLEL LINES

A
5.4.1 INTERSECTING LINES

AN
Look at the following pictures.

G
N
LA
We can see that the roads and sticks can be represented by lines. The lines drawn in the
pictures represent a pair of intersecting lines. These lines have a common point.
TE

How many common points two distinct lines can have?

T,

TRY THESE
ER

1. Draw any two separate lines in a plane. Do they intersect at more than one point?
2. Can you think of distinct lines that have three common points? Two common
points?
SC

Two separate lines l and m meet each other at a point P. We say l and m intersect at P.
This is the only common point that these lines can have. If two lines
l
have a common point, they are called intersecting lines.

P
Think about lines that have no common point what would
these lines be like? m
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MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
5. øÏ+<ä Ç∫Ãq ø√D≤\qT dü¬s’q ø=\‘·\‘√ »‘·|üs¡#·+&ç. Ä ø√D≤\≈£î dü]j·T>∑T u§eTà\qT ^j·T+&ç.
Á>∑÷|t m Á>∑÷|t _
n\Œø√DeTT 900
\+ãø√DeTT 2700
n~Ûø£ø√DeTT 450
|üsêes¡Ôqø√DeTT 1800

A
düs¡fi¯ø√DeTT 1500
5.4 K+&Éq πsK\T, \+ãπsK\T eT]j·TT düe÷+‘·s¡ πsK\T

AN
5.4.1 K+&Éq πsK\T
øÏ+~ ∫Á‘ê\qT >∑eTì+#·+&ç.

G
N
LA
TE

á ∫Á‘ê\˝Àì ø£Ás¡\qT, s√&Éq¢ T eTqeTT düsfi¡ sπ¯ K\T>± uÛ≤$ùd,Ô ô|’ ∫Á‘ê\˝Àì sπ K\T ˇø£ »‘· K+&Éqsπ K\qT
dü÷∫kÕÔsTT. M{ÏøÏ ˇø£ ñeTà&ç _+<äTe⁄ ø£\<äT.
T,

¬s+&ÉT $_ÛqïπsK\T mìï ñeTà&ç _+<äTe⁄\qT ø£*–e⁄+{≤sTT?

Á|üj·T‹ï+#·+&ç
ER

1. @<äsTTHê ˇø£ ‘·\+˝À ¬s+&ÉT y˚s¡Ty˚s¡T πsK\qT ^j·T+&ç. n$ ˇø£{Ï ø£+fÒ m≈£îÿe _+<äTe⁄\
e<ä› K+&ç+#·T ≈£î+{≤j·÷?
SC

2. ¬s+&ÉT $_ÛqïπsK\≈£î ¬s+&ÉT ˝Ò<ë eT÷&ÉT ñeTà&ç _+<äTe⁄\T+{≤j·÷?

s¬ +&ÉT y˚sT¡ y˚sT¡ sπ K\T l,m nqTq$ P nqT _+<äTe⁄ e<ä› ø£\TdüT≈£î+fÒ
P e<ä› l,m πsK\T K+&ç+#·T≈£îHêïsTT nì n+{≤eTT. ¬s+&ÉT K+&Éq πsK\≈£î
l
ˇπø ñeTà&ç _+<äTe⁄ e⁄+≥T+~. ¬s+&ÉT πsK\≈£î ˇπø ñeTà&ç _+<äTe⁄ ñ+fÒ, Ä
πsK\qT K+&Éq πsK\T n+{≤s¡T. P
¬s+&ÉT πsK\T ˇø£ ñeTà&ç _+<äTe⁄qT ≈£L&Ü ø£*–˝Òe⁄ nì nqTø√+&ç.
m
Ä πsK\T m˝≤ ñ+{≤sTT? Ä˝À∫+#·+&ç.
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5.4.2. PERPENDICULAR LINES
Angles are made by lines that intersect. Look at the intersecting lines below. They all form
many angles. Identify all the angles formed by the intersecting lines.

Some of these angles are obtuse, some are acute and some are right angles.

A
Observe the lines formed between the edges of the figures.

AN
G
Imagine the lines in the figures.
N
LA
Do they make a right angles? Do they intersect each other?
If two lines intersect each other at right angle, then the lines
l
are perpendicular.
TE

m
Here a line 'l' is perpendicular to a line 'm' we write it as l ⊥ m.

THINK, DISCUSS AND WRITE

1. If l ⊥ m, then can we say that m ⊥ l ?
T,

2. How many perpendicular lines can be draw to a given line?

3. Which letters in English alphabet possess perpendicularity?
ER

5.4.3 PARALLEL LINES

Observe the Figures:
SC

Imagine the edges of scale, railway track, electrical wires. What is special in these pairs of
lines? Would they meet if we extend them without changing direction.
If two lines on a plane do not intersect each other at any
point, they are called parallel lines. Here l and m are parallel lines. l
We write it as l || m and read it as l is parallel to m. m
Can you find some more examples of parallel lines in the
classroom?
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MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
5.4.2 \+ãπsK\T
K+&Éq πsK\‘√ ø√D≤\T @s¡Œ&É‘êsTT. øÏ+~ K+&Éq πsK\qT >∑eTì+#·+&ç. n$ $$<Ûäs¡ø±\sTTq ø√D≤\qT
@s¡Œs¡TdüTÔHêïsTT. á K+&Éq πsK\‘√ @s¡Œ&˚ nìï ø√D≤\qT >∑eTì+#·+&ç.

á K+&Éq πsK\T @s¡Œs¡#˚ ø√D≤\˝À ø=ìï n\Œø√D≤\T, ø=ìï n~Ûø£ø√D≤\T eT]j·TT ø=ìï \+ã ø√D≤\T.

A
øÏ+~ ∫Á‘ê\˝À n+#·T\ yÓ+≥ ñqï πsU≤K+&Ü\qT >∑eTì+#·+&ç.

AN
G
∫Á‘ê\˝Àì πsK\qT }Væ≤+#·+&ç. l

N
n$ \+ãø√D≤\qT @s¡Œs¡TdüTÔHêïj·÷? n$ ˇø£<ëìø=ø£{Ï K+&ç+#·T≈£î+≥THêïj·÷? m
LA
¬s+&ÉT πsK\T 900 \ ø√D+‘√ K+&ç+#·T≈£î+fÒ, yê{Ïì \+ãπsK\T nì n+{≤eTT.
Çø£ÿ&É l nqTq~ ‘m’ πsK≈£î \+ã+>± e⁄+~. Bìì l ⊥ m nì dü÷∫kÕÔeTT.
TE

Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç

1. ˇø£y˚fi¯ l ⊥ m nsTT‘˚ eTq+ m ⊥ l nì #Ó|üŒe#·TÃHê?
2. ˇø£ πsK≈£î mìï \+ãπsK\T ^j·Te#·TÃ?
T,

3. Ä+>∑¢ nø£åsê\˝À @j˚T nø£åsê\T \+ãπsK\qT ø£*–e⁄HêïsTT?

5.4.3 düe÷+‘·s¡ πsK\T
ER

øÏ+~ ∫Á‘ê\qT |ü]o*+#·+&ç.

SC

¬s’\T|ü{≤º\T, ùdÿ\T jÓTTø£ÿ n+#·T\T, $<äT´‘YyÓ’s¡T¢ >∑eTì+#·+&ç. á »‘·\ πsK\˝À ñqï Á|ü‘˚´ø£‘· @$T{Ï?
yê{Ï jÓTTø£ÿ ~X¯e÷s¡Ã≈£î+&Ü yê{Ïì bı&ç–ùdÔ n$ mø£ÿ&ÉsTTHê ø£\TdüT≈£î+{≤j·÷?
ˇπø ‘·˝≤ìøÏ #Ó+~q ¬s+&ÉT |üs¡düŒs¡+ K+&ç+#·Tø=qì πsK\qT düe÷+‘·s¡ πsK\T n+{≤s¡T. á ∫Á‘·+˝Àì
l eT]j·TT m πsK\T düe÷+‘·s¡ πsK\T. M{Ïì l ||m >± Áyêdæ l, m ≈£î düe÷+‘·s¡eTT nì l
#·<Tä e⁄‘êeTT. m
MT ‘·s¡>∑‹ >∑~˝À düe÷+‘·s¡ πsK\qT dü÷∫+#˚ ø=ìï ñ<ëVü≤s¡D\qT Çe«>∑\sê?
143
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 TRY THESE
Draw two lines on a paper as shown in the figure. Do they intersect
each other? Can you call them parallel lines? Give reason.
Make a pair of parallel lines what is the angle formed between
them? Think, discuss with your friends and teacher.

EXERCISE - 5.3

A
1. Which of the following are models for parallel lines, perpendicular lines and which are
neither of them.

AN
i) The vertical window bars ii) Railway lines (track) iii) The adjacent edges of door.
iv) The letter 'V' in English alphabet v)The opposite
D C
edges of Black Board.

G
2. Trace the copy of set squares (Geometry box) on a

3.
N
paper and mark the perpendicular edges.
ABCD is a rectangle. AC and BD are diagonals. A B
LA
Write the pairs of parallel lines, perpendicular lines
from the figure in symbolic form. Also write pairs of intersecting lines.
TE

WHAT HAVE WE DISCUSSED?

1. We compare two line segments by simple observation, by
tracing the segments and by using instruments.
2. The instruments used to compare and draw line segments are
T,

ruler and divider.

3. Length is measured in cm and mm. 1 cm = 10 mm.
ER

4. A protractor is a semi circular curved model with 180 equal divisions used to measure and
construct angles. Each division is called 1 degree (1°)
1 th
5. The unit of measuring an angle is a degree (1°). It is part of one rotation.
360
SC

6. The measure of right angle is 90° and that of straight angle is 180°.
7. An angle is acute if its measure is smaller than that of a right angle.
8. An angle is obtuse if its measure is more than that of a right angle and less than a straight
angle.
9. An angle is reflex if its measure is more than a straight angle and less than a complete angle.
10. Two distinct lines of a plane which have a common point are intersecting lines.
11. Two intersecting lines are perpendicular if the angle between them is a right angle.
12. If two lines of a plane do not intersect each other then they are called parallel lines.
13. Two parallel lines do not have any common point.
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MEASURES OF LINES AND ANGLES Free distribution of Govt. of Telangana 2022-23
 Á|üj·T‹ï+#·+&ç.
ˇø£ ø±–‘·+ô|’ |ü≥+˝À dü÷∫+∫q $<Ûä+>± ¬s+&ÉT πsK\qT ^j·T+&ç.
n$ ˇø£<ëìø=ø£{Ï K+&ç+#·T≈£î+{≤j·÷? yê{Ïì düe÷+‘·s¡ sπ K\T nì nqe#êÃ?
ø±s¡D≤\T ‘Ó\|ü+&ç.
s¬ +&ÉT düe÷+‘·s¡ sπ K\qT ^j·T+&ç. yê{Ï eT<Û´ä ø√D+ m+‘·? MT ñbÕ<Ûë´j·TT&ÉT, ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.

nuÛ≤´dü+ 5.3

A
1. øÏ+~yêì˝À @$ \+ãπsK\qT, düe÷+‘·s¡ sπ K\qT dü÷∫kÕÔj÷Ó ‘Ó\|ü+&ç. @$ s¬ +&ç+{Ï˙ dü÷∫+#·y√ sêj·T+&ç.

AN
i) øÏ{Ïø° jÓTTø£ÿ ì\Te⁄ ø£&û¶\T ii) ¬s’\T |ü{≤º\T
iii) ‘·\T|ü⁄ jÓTTø£ÿ Á|üø£ÿÁ|üø£ÿ n+#·T\T iv) Ä+>∑¢+˝Àì V nø£ås¡+
v) q\¢ã\¢ jÓTTø£ÿ m<äT¬s<äTs¡T n+#·T\T

G
2. MT jÓTTø£ÿ C≤yÓTÁ{° u≤ø˘‡˝Àì eT÷\eT{≤ºìï rdüTø=ì ø±–‘·+ô|’ <ëì n+#·T\ yÓ+ã&ç ^j·T+&ç. \+ã+>±
ñqï n+#·T\qT >∑T]Ô+#·+&ç. D C

3. ABCD N
ˇø£ Bs¡È#·‘·Ts¡Ádü+. AC eT]j·TT BD \T ø£sêí\T nsTT‘˚ á
LA
|ü≥+˝Àì düe÷+‘·s¡ πsK\T, \+ãπsK\ »‘·\qT ø£qT>=ì yê{Ïì >∑Ts¡TÔ\qT
ñ|üjÓ÷–+∫ Áyêj·T+&ç. n˝≤π> K+&ÉqπsK\ »‘·\qT Áyêj·T+&ç. A B

eTq+ H˚s¡TÃ≈£îqï$
TE

1. ¬s+&ÉT πsU≤K+&Ü\qT |ü]o\q, ÁfÒdæ+>¥ #˚j·T≥+ eT]j·TT C≤´$T‹ |ü]ø£sê\qT

ñ|üjÓ÷–+#·≥+ <ë«sê b˛\Ãe#·TÃ.
2. ¬s+&ÉT πsU≤K+&Ü\qT ùdÿ\T eT]j·TT $uÛ≤–ìì ñ|üjÓ÷–+∫ b˛\Ãe#·TÃ.
T,

3. sπ U≤K+&Ü\ bı&Ée⁄\qT ôd+.MT. eT]j·TT $T.MT \˝À ø=\TkÕÔsT¡ . 1cm=10mm

4. ø√De÷ìì ø√D≤\T ø=\e&ÜìøÏ, ^j·T&ÜìøÏ ñ|üjÓ÷–kÕÔeTT. ø√De÷ì ˇø£
ER

ns¡Δeè‘êÔø±s¡|ü⁄ |ü]ø£s¡+. Bì #ê|ü+ 1800 düe÷q uÛ≤>±\T>± >∑T]Ô+#·ã&ç

ñ+≥T+~. ˇø=ÿø£ÿ uÛ≤>±ìï ˇø£ &çÁ^ (10) n+{≤s¡T.
1
5. ø√D≤ìï ø=*#˚ Á|üe÷D+ &çÁ^ (10). Ç~ ˇø£ ÁuÛÑeTDeTT˝À e uÛ≤>∑+.
360
SC

6. 900 \qT \+ãø√DeTT nì, 1800 \qT düs¡fi¯ø√DeTT nì n+{≤s¡T.

7. 900 \ ø£+fÒ ‘·≈£îÿyÓ’q ø√D≤ìï n\Œø√DeTT nì n+{≤s¡T.
8. 900 \ ø£+fÒ m≈£îÿe 1800 \ ø£+fÒ ‘·≈£îÿyÓ’q ø√D≤ìï n~Ûø£ø√DeTT nì n+{≤s¡T.
9. düs¡fi¯ø√DeTT ø£+fÒ m≈£îÿyÓ’q eT]j·TT dü+|üPs¡í ø√D+ ø£+fÒ ‘·≈£îÿyÓ’q ø√D≤ìï |üsêes¡Ôq ø√DeTT n+{≤s¡T.
10. ˇø£ ‘·\+˝À, ˇø£ ñeTà&ç _+<äTe⁄qT ø£*–q ¬s+&ÉT πsK\qT K+&Éq πsK\T nì n+{≤s¡T.
11. \+ãø√DeTT‘√ K+&ç+#·T≈£îH˚ K+&Éq πsK\qT \+ãπsK\T n+{≤s¡T.
12. ˇπø ‘·˝≤ìøÏ #Ó+~, K+&ç+#·Tø√ì πsK\qT düe÷+‘·s¡πsK\T n+{≤s¡T.
13. ¬s+&ÉT düe÷+‘·s¡ πsK\≈£î ñeTà&ç _+<äTe⁄ ñ+&É<äT.
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 CHAPTER - 6
Integers

6.1 INTRODUCTION

A
Rafi gets 100 as pocket money from his father every month. He gives this money to his
mother and takes some amount from her whenever he required. His mother makes a note of the

AN
money and he takes and gives in a book.
Rafi took 50 in the first week, 20 in the second week, 30 in the third week and
wanted 20 in the last week. But Rafi's mother told him that he had taken the entire amount given

G
to her. Rafi said that he would adjust the amount from next month's pocket money, but needs the
money. She agreed and gave him 20 and recorded it as follows:

`20 `30 N `20 `50 Amount

given
LA
4th week 3rd week 2nd week 1st week

`20 `10 0 10 20 30 40 50 60 70 80 90 100

TE

Record of the money

On the first day of the next month, Rafi got 100. He gave it to his mother. Can you say,
how much money does Rafi have with his mother?
On the same evening his uncle gave him a tip of 50. He felt happy and gave the same to
T,

his mother to deposit, asking her to keep it and record the money. Can you find out, how much
money did Rafi has with his mother then? Look at the record once again:
ER

`100 `50

st
1 week of 2 month
nd
tip of uncle
-
SC

`20 `10 0 10 20 30 40 50 60 70 80 90 100 110 120 130

Record of 2nd Month

Now answer the following by using the record:

1. How much money does Rafi's father give him as pocket money every month?
2. How much money did Rafi spend in four weeks?
3. How much money did Rafi's mother lend him in the fourth week?
4. How did she mark the money she lent in the last week?
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INTEGERS Free distribution of Govt. of Telangana 2022-23
 n<Ûë´j·TeTT ` 6
|üPs¡í dü+K´\T

6.1 |ü]#·j·T+
s¡|ò”øÏ yêfi¯fl Hêqï>±s¡T Á|ü‹HÓ\ ` 100 bÕ´¬ø{ŸeT˙>± ÇkÕÔs¡T. n‘·&ÉT Ä &ÉãT“qT n‘·ì neTà≈£î Ç∫Ã

A
Á|üryês¡+ Ks¡TÃ\≈£î rdüT≈£î+≥÷ ñ+{≤&ÉT. ‘·q <ä>∑Zs¡ rdüT≈£î+≥Tqï, ÇdüTÔqï &ÉãT“ $esê\qT m|üŒ{Ïø£|ü⁄Œ&ÉT ˇø£

AN
Áø£eT|ü<äΔ‹˝À s¡|ò” ‘·*¢ ˇø£ |ü⁄düÔø£+˝À qyÓ÷<äT #˚dü÷Ô e⁄+≥T+~.
ˇø£ HÓ\˝À s¡|ò” yÓTT<ä{Ï yês¡+˝À ` 50, ¬s+&Ée yês¡+˝À ` 20 eT÷&Ée yês¡+˝À ` 30 rdüT≈£îHêï&ÉT.
n‘·ìøÏ Hê\Ze yês¡+˝À ` 20 nedüs¡eTj·÷´sTT. ø±ì n|üŒ{Ïπø s¡|ò” Ç∫Ãq &ÉãT“ n+‘ê Ks¡Tà nsTT+<äì ‘·*¢

G
#Ó|æŒ+~. ]ø±s¡T¶ #·÷|æ+∫+~. ‘·q≈£î á kÕ]øÏ &ÉãT“ ÇùdÔ ‘·sê«‘· HÓ\ Ç#˚à bÕ´¬ø{ŸeT˙ qT+&ç ‘·–Z+#·Tø√e#·Ãì s¡|ò”
‘·*¢øÏ #Ó|æŒ ` 20 rdüT≈£îHêï&ÉT. ‘·*¢ n+<äT≈£î n+^ø£]+∫ &ÉãT“ Ç∫Ã, ‹]– Ä $esê\qT ]ø±s¡T¶˝À qyÓ÷<äT
#˚d+æ ~.
`20 `30 N `20 `50 yÓTT‘·+Ô
kıeTTà
LA
4e yês¡+ 3e yês¡+ 2e yês¡+ yÓTT<ä{Ï HÓ\˝À yÓTT<ä{Ï yês¡+

`20 `10 0 10 20 30 40 50 60 70 80 90 100

yÓTT<ä{Ï HÓ\ qyÓ÷<äT $esê\T
TE

eTs¡Tdü{Ï HÓ\ yÓTT<ä{Ï ‘˚Bq, s¡|ò” ‘·+Á&ç n‘·ìøÏ ` 100 j·T<∏ë$~Û>± bÕ´¬ø{ŸeT˙ Ç#êÃ&ÉT. <ëìì s¡|ò”
‘·*¢øÏ Ç#êÃ&ÉT. s¡|ò” ‘·*¢ <ä>∑Zs¡ n‘·ì &ÉãT“ m+‘· ñ+≥T+<√ #Ó|üŒ>∑\sê?
n<˚s√E kÕj·T+ø±\+ s¡|ò” e÷eTj·T´ e∫à ‹]– yÓfi¯SÔ n‘·ìøÏ ` 50 <ë#·Tø=eTàì Ç#êÃ&ÉT. s¡|ò” #ê˝≤
T,

dü+‘√wæ+∫, <ëìì ≈£L&Ü ‘·*¢ e<ä›H˚ ñ+#·eTì #Ó|æŒ $esê\T qyÓ÷<äT #˚j·TeTHêï&ÉT. ‘·*¢ <ä>∑Zs¡, s¡|ò” &ÉãT“ m+‘·
ER

ñqï<√ MTs¡T ø£qT>=q>∑\sê? ‹]– eTs¡˝≤ ˇø£ÿkÕ] qyÓ÷<äT $esê\T |ü]o*+#·+&ç.

`100 `50

2e HÓ\˝À yÓTT<ä{Ï yês¡+ e÷eTj·T´ Ç∫Ãq &ÉãT“\T

SC

` 20 `10 0 10 20 30 40 50 60 70 80 90 100 110 120 130

¬s+&Ée HÓ\ qyÓ÷<äT $esê\T
ô|’q ù|s=ÿqï qyÓ÷<äT $esê\T |ü]o*+∫, ÁøÏ+~ Á|üX¯ï\≈£î düe÷<ÛëHê\T #Ó|üŒ+&ç.
1. s¡|ò”øÏ n‘·ì ‘·+Á&ç Á|ü‹HÓ˝≤ m+‘· bÕ´¬ø{ŸeT˙ ÇkÕÔ&ÉT?
2. s¡|ò” >∑‘·HÓ\ Hê\T>∑T yêsê\˝À yÓTT‘·Ô+ m+‘·Ks¡Tà ô|{≤º&ÉT?
3. s¡|ò” ‘·*¢ Hê\Ze yês¡+˝À m+‘·&ÉãT“ n|ü⁄Œ>± Ç∫Ã+~?
4. HÓ\ Hê\Ze yês¡+˝À n|ü⁄Œ>± Ç∫Ãq &ÉãT“qT s¡|ò” ‘·*¢ @$<Ûä+>± qyÓ÷<äT #˚dæ+~?
147
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 5. What is the difference between moving by 20 to the right of zero and by 20 to the left of zero?
6. Which side of line she has marked the money when Rafi gave 100 and 50 in the next month?
6.2 HOW NEGATIVE NUMBER'S ARISE?
You would have realized that 20 marked on the either sides of zero do not mean the
same. The numbers on the left of zero are negative numbers and are less than zero. The numbers
on the right are positive and are greater than zero.
There are several situations in our daily life where we use these numbers to represent loss
and profit, past and future, low and high temperatures etc. The numbers on the left side of zero (i.e.

A
less than zero) are called negative numbers. These are denoted as -1, -2, -3, ....., -10, -20, ... for

AN
easy understanding.
Zero
Negative Positive

-4 -3 -2 -1 0 1 2 3 4

G
We use the negative numbers in our daily life as:
(i) The loss of
N
200 in a business is represented as (-200) and profit of . 200 is
represented as (+200)
LA
(ii) The temperature above 0°c is denoted as 'positive' and below 0°c is denoted as negative
such as 3°c below 0°c is - 3°c
3°c above 0°c is + 3°c
TE

DO THIS
Manasa has borrowed 50 and Swetha has borrowed 20 from their mother.
How will you represent this on the number line? Suppose their father gave them
100 each as pocket money, who will have more money after clearing the debit?
T,

6.3 SOME USES OF NEGATIVE NUMBERS

Show the following using the ground level as zero with
ER

appropriate signs:
1. A bird is flying at a height of 25 meters above the sea level
25 m and a fish at a depth of 2 meters.
SC

2. A flag is posted on top of a mountain at the height of

sea level 500m and another one placed on top of a tent made in the bed
2m
of a lake 25m below the ground.
500 m

3. The temperature on a cold night in Delhi was

5oC and in Kufri in Himachal Pradesh was 6
degree below zero.
Ground level 25m
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INTEGERS Free distribution of Govt. of Telangana 2022-23
5. dü+U≤´πsKô|’ düTqï≈£î ≈£î&çyÓ’|ü⁄q >∑T]Ô+∫q `20 \≈£î, m&ÉeT yÓ’|ü⁄q >∑T]Ô+∫q `20 \≈£î ‘˚&Ü @$T{Ï?
6. s¡|”ò áHÓ\˝À Ç∫Ãq `100\qT, n<˚$<Û+ä >± `50 \qT dü+U≤´πsKô|’ n‘·ì ‘·*¢ @$<Û+ä >± qyÓ÷<äT #˚d+æ ~?
6.2 ãTTDdü+K´\T m|ü&ÉT, @$<Ûä+>± nedüs¡eTÚ‘êsTT?
dü+U≤´πsKô|’ Çs¡TyÓ’|ü⁄˝≤ ‘·*¢ qyÓ÷<äT #˚dæq `20 ˇπø $\TeqT ‘Ó*j·TCÒj·T&É+˝Ò<äì ‘Ó\TdüT≈£îHêïs¡T
ø£<ä÷! düTHêï≈£î m&ÉeT yÓ’|ü⁄qTqï dü+K´\T ãTTD dü+K´\T eT]j·TT n$ düTHêï ø£Hêï ‘·≈£îÿe. düTHêï≈£î ≈£î&ç
yÓ’|ü⁄qTqï dü+K´\T <Ûäq dü+K´\T eT]j·TT n$ düTHêï ø£Hêï m≈£îÿe.
á $<Ûä+>± eTq ì‘·´J$‘· |ü]dæú‘·T\˝À ˝≤uÛÑ qcÕº\˝Àq÷, uÛÑ÷‘·, uÛÑ$wü´‘Y ø±˝≤\˝Àq÷, >∑]wü˜, ø£ìwü˜

A
ñc˛íÁ>∑‘·\ qyÓ÷<äT˝Àq÷ Ç≥Te+{Ï dü+K´\ nedüsêìï >∑T]Ô+#·e#·TÃ. n+<äT#˚ s¡|ò” ‘·*¢ düTqï≈£î m&ÉeTyÓ’|ü⁄q

AN
qyÓ÷<äT #˚dæq dü+K´\qT (n+fÒ düTHêï ø£Hêï ‘·≈£îÿyÓ’q dü+K´\T) eTq+ s¡TDdü+K´\T n+{≤+. M{Ïì `1, `2,
`3, `4, ... (`10, `20, `30) nH˚ >∑Ts¡TÔ\‘√ dü÷∫kÕÔ+.
düTqï
ãTTD≤‘·àø£+ <ÛHä ê‘·àø£+

G
-4 -3 -2 -1 0 1 2 3 4

N
eTq+ ì‘·´J$‘·+˝À ãTTD dü+K´\qT m˝≤ ñ|üjÓ÷–kÕÔyÓ÷ #·÷&É+&ç.
ñ<ë 1 : ˇø£ yê´bÕs¡+˝À ` 200 qwüº+qT (`200) n˙, ` 200 ˝≤uÛ≤ìï (G200) n˙ dü÷∫kÕÔs¡T.
LA
ñ<ë 2 : 00 C ñc˛íÁ>∑‘· ø£Hêï n~Ûø£+>± ñqï<ëìì ª<ÛäHê‘·àø£+μ >±q÷, 00 C ñc˛íÁ>∑‘· ø£Hêï ‘·≈£îÿyÓ’q <ëìì
ªs¡TD≤‘·àø£+μ>± >∑T]ÔùdÔ
00 C ñc˛íÁ>∑‘· ø£Hêï 30C ‘·≈£îÿeqT `30 C >±q÷,
TE

00 C ñc˛íÁ>∑‘· ø£Hêï 30 C m≈£îÿeqT G30 C >±q÷ ‘Ó\T|ü⁄‘ês¡T.

Ç$ #˚j·T+&ç
e÷qdü, X‚«‘· yê] neTàe<ä› ` 50 eT]j·TT ` 20 #=|ü⁄Œq n|ü⁄Œ>± rdüT≈£îHêïs¡T. á
T,

$wüj·÷ìï dü+U≤´πsK ô|’ m˝≤ dü÷∫kÕÔs¡T? ˇø£y˚fi¯ yêfi¯¢ Hêqï >±s¡T ` 100 bÕ´¬ø{ŸeT˙ ÇùdÔ n|ü⁄Œ
rs¡Ã>± me] e<ä› n~Ûø£+>± &ÉãT“ ñ+≥T+~?
ER

6.3 ãTTDdü+K´\qT ‘Ó*ù| eT]ìï ñ<ëVü≤s¡D\T

uÛÑ÷ kÕúsTTì düTHêï>± rdüTø=ì ÁøÏ+~ $esê\qT ‘·–q >∑Ts¡TÔ\qT|üjÓ÷–+∫ dü÷∫+#·+&ç.
SC

1. ˇø£ |üøÏå Äø±X¯+˝À düeTTÁ<ä ‘·\+ ø£Hêï 25 MT. m‘·TÔ˝À m>∑Ts¡T‘·T+&É>± ˇø£#˚|ü
25 MT düeTTÁ<ä+˝À 2 MT. ˝À‘·T˝À á<äT‘·Tqï~.
düeTTÁ<ä eT≥º+ 2. ˇø£ |üs¡«‘·+ô|’q 500 MT. m‘·TÔ˝À
2 MT 500 MT
ˇø£C…+&Ü m>∑Ts¡y˚j·Tã&çq~. Ä|üs¡«‘·
bÕ<ëìøÏ 25 MT. ~>∑Teq ˇø£ >∑T&Üs¡+
y˚j·Tã&ç ñqï~.
3. o‘êø±\+˝À ˇø£ sêÁ‹ &Ûç©¢˝À 50C ñc˛íÁ>∑‘· qyÓ÷<äT ø±>± |üs¡«‘·bÕ<ä+ 25 MT
0
Væ≤e÷#·˝Ÿ Á|ü<˚XŸ ˝À >∑\ ≈£îÁ|ò” q+<äT düTHêï ø£Hêï 6 &çÁ^\T
‘·≈£îÿe qyÓ÷<äT nsTT+~.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 THINK, DISCUSS AND WRITE
Write some more models for positive and negative numbers in our daily life.

The numbers which are positive, zero and negative numbers together are called
as 'Integers' and they are denoted by the letter 'I' (I or Z).
Z = {....., -3, -2, -1, 0, 1, 2, 3, .....}

TRY THESE

A
Collect information about temperatures recorded in various places in
India in the month of January and write them using integers.

AN
6.4 REPRESENTATION OF INTEGERS ON A NUMBER LINE

G
Now, Rafi understood how his mother is representing Integers on the number line.

Negative numbers N Zero

Positive numbers
LA
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The numbers which are on the right side of zero are positive numbers (natural numbers)
and which are on the left side of zero are negative numbers. Zero is neither positive nor negative.
TE

Do you agree? Why?

Now answer the following using number line:
1. Which is the nearest positive Integer to zero?
2. How many negative numbers you will find on left side of zero?
T,

3. Which is greater (-2) or (-1)?

4. Which is smaller among 3 and-5? Why?
ER

5. Which Integer is neither positive nor negative?

DO THIS
Draw a vertical line and represent the following Integers on the number line:
SC

-5, 4, -7, -8, -2, 9, 5, -6, 2.

EXERCISE - 6.1
1. Represent the following statements using signs of Integers.
i) An aeroplane is flying at a height of 3000 meters ( )
ii) The fish is 10 meters below the water surface. ( )
iii) The temperature in Hyderabad is 35°c above 0°c. ( )
iv) Water freezes at 0°c temperature. ( )
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INTEGERS Free distribution of Govt. of Telangana 2022-23
Ä˝À∫+#·+&ç ` #·]Ã+#·+&ç
<Ûäq, s¡TD dü+K´\qT ‘Ó*ù| eT]ìï ì‘·´J$‘· düeTdü´\qT ‘Ó*|æ #·]Ã+#·+&ç.
eTq+ á $<Ûä+>± <Ûäq dü+K´\T, ãTTD dü+K´\T, eT]j·TT düTqï\qT ø£*|æ ª|üPs¡ídü+K´\Tμ nì ‘Ó\T|ü⁄‘ê+.
ádü+K´\ dü$T‹ì ‘Z’ nH˚ nø£ås¡+‘√ dü÷∫kÕÔ+. (I ˝Ò<ë Z ‘√ dü÷∫kÕÔs¡T)
Z = {..., -3, -2, -1, 0, 1, 2, 3, ...}
Á|üjT· ‹ï+#·+&ç

A
uÛ≤s¡‘<· X˚ +¯ ˝À »qe] HÓ\˝À $$<Ûä ÁbÕ+‘ê\˝À qyÓ÷<äjT˚ ´ ñc˛íÁ>∑‘ê $esê\T ùdø£]+∫,

AN
yê{Ïì |üPs¡dí +ü K´\‘√ dü÷∫+#·+&ç.
6.4 |üPs¡ídü+K´\qT dü+U≤´ πsKô|’ dü÷∫+#·T≥
Ç|ü⁄Œ&ÉT, s¡|ò” ‘·q ‘·*¢ |üPs¡ídü+K´\qT dü+U≤´πsKô|’ @$<Ûä+>± dü÷∫düTÔ+<√ ns¡ú+ #˚düTø√>∑*>±&ÉT.

G
düTqï
ãTTD dü+K´\T <Ûqä dü+K´\T

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 N 1 2 3 4 5 6 7 8 9 10
LA
düTqï≈£î ≈£î&çyÓ’|ü⁄q >∑\ dü+K´\˙ï <Ûäq |üPs¡ídü+K´\T (düVü≤» dü+K´\T) n˙, m&ÉeTyÓ’|ü⁄q >∑\ dü+K´\˙ï
ãTTD dü+K´\ì n+{≤s¡T. ªdüTqïμ nH˚~ <ÛäHê‘·àø£+ ø±<äT, ãTTD≤‘·àø£+ ø±<äT. MTs¡T ≈£L&Ü n+^ø£]kÕÔsê? m+<äT≈£î?
TE

dü+U≤´πsKqT ñ|üjÓ÷–+∫ ÁøÏ+~ yê{ÏøÏ »yê_e«+&ç.

1. düTqï≈£î n‹<ä>∑Zs¡˝À >∑\ <Ûäq|üPs¡ídü+K´@~?
2. düTqï≈£î m&ÉeTyÓ’|ü⁄q mìï ãTTD dü+K´\T+{≤sTT?
T,

3. (`2), (`1) \˝À @~ ô|<ä›~?

4. 3, (`5) \˝À @~ ∫qï~? m+<äT≈£î?
ER

5. <ÛäHê‘·àø£+, ãTTD≤‘·àø£+ ø±ì |üPs¡ídü+K´ @~?

Ç$ #˚j·T+&ç
ˇø£ ì\Te⁄ πsKqT ^∫, <ëìô|’ ÁøÏ+~ |üPs¡ídü+K´\qT >∑T]Ô+#·+&ç.
SC

`5,4,`7,`8,`2,9,5,`6,2
nuÛ≤´dü+ ` 6.1
1. øÏ+~ yêø±´\qT >∑Ts¡TÔ\‘√ |üPs¡ídü+K´\T>± ‘Ó\|ü+&ç.
i) 3000 MT. m‘·TÔ˝À $e÷q+ m>∑Ts¡T‘·Tqï~ ( )
ii) ˇø£ #˚|ü ˙{Ï eT{≤ºìøÏ 10 MT≥s¡¢ ~>∑Teq ø£\<äT. ( )
iii) ôV’≤<äsêu≤<äT˝À ñc˛íÁ>∑‘· 00C ø£Hêï 350C m≈£îÿe ñqï~. ( )
iv) 00 ôd+{°Áπ>&é ñc˛íÁ>∑‘· e<ä› ˙s¡T |òüT˙uÛÑ$düTÔ+~. ( )
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 (v) The average temperature at the mount Everest in January is 36 o C
below zero degree. ( )
(vi) The submarine is 500 meters below the surface of the sea. ( )
(vii) The average temperature at Dargeeling in July is 19 C below
o

zero degree. ( )
(viii) The average low temperature in Vishakapatnam during January
is 18oC. ( )
2. Write any five negative integers.
3. Write any five positive integers.

A
4. Mark the Integers on the number line given below: -4, 3, 2, 0, -1, 5

AN
5. Write True or False. If the statement is false, correct the statement.
(i) -7 is on the right side of -6 on the number line. ( )

G
(ii) Zero is a positive number. ( )
(iii) 9 is on the right side of zero on the number line. ( )
(iv)
N
-1 is an integer which lies between -2 and 0. ( )
LA
6.5 ORDERING OF INTEGERS
Pavan and Harish are friends and they noticed that the water level in
the well of their village reduces during summer and rises during the rainy
TE

season. The level is shown by the steps made. They used the idea of the
number of steps of the well and prepared a model of the well using a glass
jar. They pasted a strip showing integers with steps below zero as -1, -2, -3
and steps above zero as 1, 2, 3, 4 and so on. They took zero as the level of
water on the first day they observed.
T,

They use this jar to depict the water level, taking out water when
water level fell in the well and adding water when it rose. They recorded the
ER

water level when above the base step level as positive and below it as negative. They got a record
of the rise and fall of water. We will now study the water in the jar. Let us think.
1. What happens when water is poured into the jar?
SC

2. What happens when water is removed from the jar from the zero level?

-4 -3 -2 -1 0 1 2 3 4
How does the position of the water level change on the strip? We show integers on strip
placed horizontally. These are represented on the number line.
We know that 4 > 2 and that 4 is to the right of 2 on the number line. Similarly, 2 > 0 and
is to the right of 0. Now, since 0 is to the right of -3, we say 0 > -3.
Thus, we see that on a number line, the number increases as we move to right and decreases
as we move to the left.Therefore, -3 < -2, -2 < -1, -1 < 0 and 0 < 1, 1 < 2, 2 < 3 so on.
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INTEGERS Free distribution of Govt. of Telangana 2022-23
 v) me¬sdüTº •Ks¡+ô|’ »qe] HÓ\˝À dü>∑≥T ñc˛íÁ>∑‘· 00C ø£Hêï 360C ‘·≈£îÿe ( )
vi) »˝≤+‘·sêZ$T düeTTÁ<äeT{≤ºìøÏ 500 MT. ~>∑Teq ø£\<äT ( )
vii) &Ü]®*+>¥ ˝À p˝…’ HÓ\˝À dü>∑≥T ñc˛íÁ>∑‘· 00C ø£Hêï 190C ‘·≈£îÿe ( )
viii) »qe] HÓ\˝À $XÊK|ü≥ï+˝À dü>∑≥T n‘·´\Œ ñc˛íÁ>∑‘· 180C ( )
2. @yÓ’Hê ◊<äT ãTTD|üPs¡ídü+K´\qT sêj·T+&ç.
3. @yÓ’Hê ◊<äT <Ûäq|üPs¡ídü+K´\qT sêj·T+&ç.
4. Á|üø£ÿq Çe«ã&çq |üPs¡ídü+K´\qT ~>∑Te dü+U≤´πsKô|’ >∑T]Ô+#·+&ç. -4, 3, 2, 0, -1, 5

A
5. dü‘·´yÓ÷, ndü‘·´yÓ÷ ‘Ó\Œ+&ç. ndü‘·´ yêø±´ìï dü‘·´ yêø£´+>± sêj·T+&ç.
i) dü+U≤´πsKô|’ (`7) dü+K´ (`6) dü+K´≈£î ≈£î&çyÓ’|ü⁄q ñ+≥T+~.

AN
( )
ii) ªdüTqïμ nH˚~ <Ûäq|üPs¡ídü+K´ ( )
iii) 9 nH˚~ dü+U≤´πsKô|’ düTqï≈£î ≈£î&çyÓ’|ü⁄q >∑\ dü+K´ ( )

G
iv) `1 nH˚|üPs¡í dü+K´ `2 q≈£L, ª0μ ≈£î eT<Ûä´ ñ+≥T+~. ( )
6.5 |üPs¡ídü+K´\ Áø£eT+
N
|üeHé, Vü≤Øwt nH˚ ùdïVæ≤‘·T\T Ç<ä›s¡T yê] Á>±eT+˝À >∑\ u≤$˝À ˙{Ïì |ü]o*dü÷Ô ñ+{≤s¡T. Ä u≤$˝À ñ
LA
qï yÓT≥T¢ Ä<Ûës¡+>± y˚dü$ ø±\+˝À ˙{ÏeT≥º+ m˝≤‘·>∑TZ‘·Tqï~? esê¸ø±\+˝À m˝≤ ô|s¡T>∑T‘·Tqï<√ |ü]o*+#ês¡T.
á ˙{Ï kÕúsTT\qT @$<Ûä+>± >∑T]ÔùdÔ u≤>∑T+≥T+<√ nì #·]Ã+#·>± yê]øÏ #·ø£ÿì Ä˝À#·q e∫Ã+~. H˚\u≤$ì
b˛*j·TT+&˚ ˇø£ ;ø£s¡TqT rdüTø=ì <ëì‘√ u≤$qeT÷Hê ‘·j·÷s¡T #˚XÊs¡T. ªdüTqïμ ÁøÏ+<äqTqï yÓT≥¢qT ÁøÏ+<ä≈£î `1,
TE

`2, `3, ... á $<Ûä+>± ô|’qTqï yÓT≥¢qT ô|’øÏ G1, G2, G3, .... n˙ >∑T]Ô+∫ ˇø£ ø±–‘êìï
;ø£s¡T≈£î n+{Ï+#ês¡T. yês¡T yÓTT<ä{Ï s√E >∑eTì+∫q ˙{ÏeT{≤ºìï düTHêï>± rdüT≈£îHêïs¡T.
u≤$˝À ˙{ÏeT≥º+ ‘·–Zq|ü⁄&ÉT ;ø£s¡T˝À ˙{Ïì rùddü÷Ô, ô|]–q|ü⁄&ÉT ;ø£s¡T˝À ˙{Ïì
T,

b˛j·T&É+ <ë«sê u≤$˝À ˙{ÏeT{≤ºìï dü÷∫+#·&ÜìøÏ yês¡T ;ø£s¡TqT ñ|üjÓ÷–düTÔHêïs¡T.

˙{ÏeT{≤ºìï düTHêï yÓT≥Tºô|’q <ÛäHê‘·àø£+>±, ÁøÏ+<ä≈£î ãTTD≤‘·àø£+>± rdüT≈£îHêïs¡T. á$<Ûä+>±
ER

˙{ÏeT≥º+ ô|s¡T>∑T<ä\, ‘·>T∑ <Z \ä qyÓ÷<äT #˚dTü ≈£îHêïs¡T. ;ø£sT¡ ˝Àì ˙{Ïì |üØøÏ<å ë›+. Ä˝À∫+#·+&ç.
1. ;ø£s¡T˝À ˙{Ïì y˚ùdÔ @eTÚ‘·Tqï~?
2. ª0μ kÕúsTTe<ä› qT+&ç ˙{Ïì ‘=\–ùdÔ ˙{Ï kÕúsTT m˝≤ e÷s¡T‘·Tqï~?
SC

-4 -3 -2 -1 0 1 2 3 4
˙{Ï kÕúsTT ø±–‘·|ü⁄ Ádæº|tô|’ @$<Ûä+>± e÷s¡T‘·Tqï~? eTq+ |üPs¡ídü+K´\qT Ádæº|tô|’ n&ɶ+>± sê<ë›eTT.
M{Ïì dü+U≤´πsKô|’ dü÷∫<ë›+.
dü+U≤´πsKô|’ 4 > 2 n+fÒ 4 dü+K´ 2 ≈£î ≈£î&çyÓ’|ü⁄q ø£\<äT. 2 > 0 n+fÒ 2 dü+K´, düTqï≈£î ≈£î&çyÓ’|ü⁄q
ñqï≥T¢. n˝≤π> 0 nH˚~ `3≈£î ≈£î&ç Á|üø£ÿq ø£\<äT. n+<äT#˚ 0> `3.
Bìì ã{Ϻ dü+U≤´πsKô|’ ≈£î&çy|’Ó ⁄ü ≈£î b˛e⁄ø=\B dü+K´$\Te ô|s¡T>∑T‘·÷ ñqï~ ø£<÷ä ! n<˚$<Û+ä >± m&ÉeTyÓ|’ ⁄ü ≈£î
b˛e⁄ ø=\B ‘·>∑TZ‘·Tqï<äì uÛ≤$+#·e#·TÃ. n+<äT#˚ -3 < -2, -2 < -1, -1 < 0 eT]j·TT 0 < 1, 1 < 2, 2 < 3 Ç˝≤
Áyêj·Te#·TÃ.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 DO THIS
From the above understanding, fill in the boxes using < or > signs:
0 .......... -1 -3 .......... -2
5 .......... 6 -4 .......... 0

EXERCISE - 6.2
1. Put appropriate symbol > or < in the space given between the two integers:

A
i) -1 .......... 0 ii) -3 .......... -7 iii) -10 .......... +10
iv) 0 .......... -5 v) -100.......... 99 vi) 0 .......... 100

AN
2. Write the following integers in increasing and decreasing order:
i) -7, 5, -3 ii) -1, 3, 0 iii) 1, 3, -6 iv) -5, -3, -1

G
3. Write True or False, correct those that are false:
i) Zero is on the right of -3 ( )
ii) N
-12 and +12 represent on the number line the same integer ( )
LA
iii) Every positive integer is greater than zero ( )
iv) -5 < 8 ( )
v) (-100) > (+100) ( )
TE

vi) -1 < -8 ( )

4. Find all integers which lie between the given two integers. Also represent them
on number line:
T,

i) -1 and 1 ii) -5 and 0

iii) -6 and -8 iv) 0 and -3
ER

5. The temperature recorded in Shimla is -4°c and in Kufri is -6°c on the same day. Which
place is colder on that day? How?

DO THIS
SC

Rajesh has a shop on the ground floor of a building. There

are stairs going up to the terrace and stairs going down to the
godown, where goods are stored.
Every day his daughter Hasini, after coming back from
school goes up to the terrace to play. She helps father in arranging
things in the godown at night.
Observe the picture and try to answer the questions using
integers marked on the steps:

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INTEGERS Free distribution of Govt. of Telangana 2022-23
Ç$ #˚j·T+&ç
ô|’ ne>±Vü≤q Ä<Ûës¡+>± ÁøÏ+~ U≤∞\qT '< ' ˝Ò<ë ' > ' >∑Ts¡TÔ\‘√ U≤∞\T |üP]+#·+&ç.
0.........`1— `3............`2— 5........6— `4...........0
nuÛ≤´dü+ ` 6.2
1. øÏ+<äìe«ã&çq |üPs¡ídü+K´\ eT<Ûä´ ' > ' ˝Ò<ë ' < ' dü]jÓÆTq >∑Ts¡TÔ\ qT+∫ b˛\Ã+&ç.
i) `1 ....... 0 ii) `3 .......... `7 iii) `10 ...... G10

A
iv) 0 ....... `5 iv) `100 ........ 99 vi) 0 ......... 100

AN
2. øÏ+<ä |üPs¡ídü+K´\qT Äs√Vü≤D, nes√Vü≤D Áø£e÷\˝À sêj·T+&ç.
i) `7, 5, `3 ii) `1, 3, 0 iii) 1, 3, `6 iv) `5, `3, `1

G
3. dü‘·´yÓ÷, ndü‘·´yÓ÷ ‘Ó\|ü+&ç. ndü‘·´ yêø±´\qT dü‘·´ yêø±´\T>± e÷s¡Ã+&ç.
i) dü+U≤´πsKô|’ ªdüTqïμ dü+K´ (`3) q≈£î ≈£î&çyÓ’|ü⁄q ñ+≥T+~ ( )

N
ii) (`12) eT]j·TT (G12) nH˚$ dü+U≤´ πsKô|’ ˇπø _+<äTe⁄qT dü÷∫kÕÔsTT. ( )
LA
iii) Á|ü‹ <Ûäq |üPs¡ídü+U´ ªdüTqïμ ø£+fÒ ô|<ä›~. ( )
iv) `5 < 8 ( )
v) (`100) > (G100)
TE

( )
vi) `1 < `8 ( )
4. ~>∑Teìe«ã&çq dü+K´\ eT<Ûä´q>∑\ |üPs¡ídü+K´\qT ‘Ó\|ü+&ç. dü+U≤´ πsKô|’ >∑T]Ô+#·+&ç.
T,

i) `1 eT]j·TT 1 ii) `5 eT]j·TT 0

iii) `6 eT]j·TT `8 iv) 0 eT]j·TT `3
ER

5. ˇø£s√E dæe÷¢˝À ñc˛íÁ>∑‘· `40C eT]j·TT n<˚s√Eq ≈£îÁ|ò” `60C >± qyÓ÷<äT nsTTq~. nsTTq Äs√E
@q>∑s¡+˝À n‘·´+‘· #·*>± ñqï~? m˝≤?
Ç$ #˚j·T+&ç
SC

sêCÒwt jÓTTø£ÿ <äTø±D+ ˇø£ uÛÑeq|ü⁄ ÁøÏ+~ n+‘·düTú˝À ø£\<äT. y˚T&É

ô|’uÛ≤>∑+q≈£î yÓfi¯fl&ÜìøÏ yÓT≥T¢ ñHêïsTT. n<˚ $<Ûä+>± øÏsêD≤ kÕe÷qT¢ ì\«
#˚j·T&ÜìøÏ ÁøÏ+<äuÛ≤>∑+˝À >=&ÍHé≈£î b˛e&ÜìøÏ ≈£L&Ü yÓT≥T¢ ñHêïsTT.
Á|ü‹ s√E sêCÒwt ≈£L‘·Ts¡T Vü‰dæì, dü÷ÿ\TqT+&ç e#êÃø£, yÓT≥T¢ møÏÿ
y˚T&ÉMT<ä Ä&ÉT≈£î+≥T+~. n<˚ $<Ûä+>± sêÁ‹y˚fi¯˝À¢ kÕe÷qT¢ >=&ÍHé˝À düs¡›&ÜìøÏ
‘·q‘·+Á&çøÏ düVü‰j·T|ü&ÉT‘·T+~.
|ü{≤ìï >∑eTì+∫, yÓT≥¢ô|’ dü÷∫+∫q |üPs¡ídü+K´\ Ä<Ûës¡+>± Á|üX¯ï\≈£î
»yêãT\T #Ó|üŒ+&ç.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 (i) Go 7 steps up from the shop.
(ii) Go 3 steps down from the ground floor.
(iii) Go 5 steps up from the ground floor and then go 3 steps further up from there.
(iv) Go 4 steps down from the ground floor and then further 3 steps from there.
(v) Go down 5 steps down from the ground floor and 10 steps up from there.
(vi) Go 8 steps up from the ground floor and come down 9 steps down from there.
Check your answers with your friend and discuss.

A
6.6 ADDITION AND SUBTRACTION OF INTEGERS

AN
Play a Game
Take 10 identical caps of cool drink bottle. These bottle
caps can be placed down words and upwards. Consider the top

G
side of the cap to be (+1) and the bottom side to be (-1).
Ask your friend to throw 10 caps in a single move after shaking them vigorously. Look at

N
the way the 10 caps lie. Which side of the cap is showing? Consider one up (+1) and one down
(-1) to be a pair. Remove all the pairs like i.e. (+1) and (-1). Are the remaining caps up
LA
or down? Count these caps. If there were 4 pairs made, two caps are left. As in the example
below if these face up then it is +2 points.
TE

= +
2
T,

If 3 pairs are formed and 4 caps are left facing down, then the points are '-4'.
ER

= -4
SC

Record the points in your note book using a number line. You can continue to play till any
one of you get 10 points and wins the game.

0 2 -4 0
Your record Your friend's record
What happens if your friend has two down facing caps again?

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INTEGERS Free distribution of Govt. of Telangana 2022-23
i) uÛÑeq+ ‘·\+ qT+&ç 7 yÓT≥T¢ ô|’øÏ yÓ[fl+~.
ii) uÛÑeq+ ‘·\+ qT+&ç 3 yÓT≥T¢ ÁøÏ+<ä≈£î ~–+~.
iii) ô|’øÏ 5 yÓT≥T¢ møÏÿ, eTs¡˝≤ Ç+ø± 3yÓT≥T¢ ô|’øÏ møÏÿ+~.
iv) ÁøÏ+<ä≈£î >=&ÍHé≈£î 4 yÓT≥T¢ ~–, eTs¡˝≤ eTs=ø£ 3 yÓT≥T¢ ÁøÏ+<ä≈£î ~–+~.
v) ÁøÏ+<ä≈£î 5 yÓT≥T¢~–, nø£ÿ&É qT+&ç 10 yÓT≥T¢ô|’øÏ møÏÿ+~.
vi) ô|’øÏ 8 yÓT≥T¢ møÏÿ, nø£ÿ&É qT+&ç 9 yÓT≥T¢ ÁøÏ+<ä≈£î ~–+~.

A
MTs¡T Áyêdæq »yêãT\qT MTùdïVæ≤‘·T˝‘√ |ü]o*+|ü#˚düTø=ì, #·]Ã+#·+&ç.
6.6 |üPs¡í dü+K´\ dü+ø£\q+ eT]j·TT e´eø£\q+

AN
Ä≥ Ä&ÉT≈£î+<ë+
|ü≥+˝À #·÷|æq $<Ûä+>± 10 ≈£L˝Ÿ Á&ç+ø˘ eT÷‘·\qT ùdø£]+#·+&ç. á

G
eT÷‘·\qT ô|’yÓ’|ü⁄, ÁøÏ+<äyÓ’|ü⁄\T>± s¡+>∑Ty˚dæ ô|’ yÓ’|ü⁄ eT÷‘·≈£î (G1) >±q÷
ÁøÏ+~ yÓ’|ü⁄eT÷‘·≈£î (`1) >±q÷ >∑T]Ô+#·+&ç.

eT]j·TT (`1) \T>± ñ+&˚ »‘·\qT N

á |ü~ eT÷‘·\qT ø£*|æ ˇπøkÕ] y˚j·TeTì ˙ ùdïVæ≤‘·Tì‘√ #Ó|ü⁄Œ. eT÷‘·\T ÁøÏ+<ä≈£î |ü&É>±H˚, (G1)
‘=\–+#·eTq+&ç. $T–*q eT÷‘·\T ô|’øÏ ñHêïj·÷ ˝Òø£ ÁøÏ+<äø±?
LA
$T–*q eT÷‘·\qT ˝…øÏÿ+#·+&ç. ñ<ëVü≤s¡D≈£î 4 »‘·\T @s¡Œ&É>±, $T–*q ¬s+&ÉT eT÷‘·\T ªªô|’yÓ’|ü⁄μμ ñ+fÒ ˙
ùdïVæ≤‘·TìøÏ (G2) bÕsTT+≥T¢ e∫Ãq≥T¢ ˝…ø£ÿ.
TE

= G
T,

ˇø£ y˚fi¯ 3»‘·\T @s¡Œ&É>± 4 eT÷‘·\T ªªÁøÏ+<äyÓ’|ü⁄μμ ñ+fÒ ÄyÓT≈£î (`4) bÕsTT+≥T¢ e∫Ãq≥T¢
ER

= `4
SC

˙≈£î, ˙ ùdïVæ≤‘·TìøÏ e∫Ãq bÕsTT+≥¢qT dü+U≤´πsKô|’ qyÓ÷<äT #˚j·T+&ç. á $<Ûä+>± me]øÏ yÓTT<ä{Ï>±
10 bÕsTT+≥T¢ ekÕÔjÓ÷ yês¡T ¬>*∫q≥T¢ ˝…ø£ÿ.

0 2 -4 0
MT ]ø±s¡T¶ MT ùdïVæ≤‘·Tì ]ø±s¡T¶
dü+U≤´πsK\qT |ü]o*+#êsê?
MT ùdïVæ≤‘·T&ÉT ¬s+&ÉT ÁøÏ+<ä yÓ’|ü⁄ ñ+&˚ eT÷‘·\qT ø£*–j·TT+fÒ @$T »s¡T>∑T‘·T+~?
157
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 Does she move right or left on the line? Clearly she moves left two places starting from -4 and
reaches -6 we say (-4) + (-2) = -6.
You add two positive integers like (+3) + (+1) = 4. You can also add two negative
integers and the answer will take a minus sign (-) like (-3) + (-2) = -5.
What happens when we have one positive integer and one negative integer. Let us take the
help of caps. Place as many caps facing up as positive integer and as many caps facing down as
negative integer. Remove caps in pairs i.e. an up cap with a down cap since (+1) + (-1) = 0. Count
the remaining caps.

A
Ex: (i) (-3) + (+2) = (-1) + [(-2) + (+2)]

AN
= -1 + 0
= -1

G
(ii) (+4) + (-2) = (+2) + [(+2) + (-2)]
= (+2) + 0
= +2 N
LA
Now you can play the game by adding scores easily.

DO THIS
TE

Find the values of the following:

(i) -7 + 8 (ii) -3 + 5 (iii) -3 - 2 (iv) +7 - 10
T,

6.6.1 Addition of integers on the number line

Let us see how we can add any two integers using a number line.
ER

1. Let us add 2 and 3 on a number line.

2 3

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

On the number line, we first move 2 steps to the right from 0 to reach 2, then we move 3
steps to the right of 3 and to reach 5. Thus we get 2 + 3 = 5.

2. Let us add (-4) and (-3).

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

-3
-4
On the number line, we first move 4 steps to the left of 0 to reach -4, then we move 3 steps
to the left of -3 and reach -7. Thus, (-4) + (-3) = -7.
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INTEGERS Free distribution of Govt. of Telangana 2022-23
 ¬s+&ÉT <Ûäq|üPs¡ídü+K´\T e∫Ãq|ü⁄&ÉT (G3) G (G1) R 4. ˝≤>∑, ¬s+&ÉT s¡TD|üPs¡ídü+K´\T e∫Ãq|ü⁄Œ&ÉT
(`3) G (`2) R `5 ˝≤>∑ ø£*bÕs¡T ø£<ë!
Ç|ü⁄Œ&ÉT ˇø£ <Ûäq |üPs¡ídü+K´, ˇø£ ãTTD |üPs¡ídü+K´qT m˝≤ ø£\T|ü⁄‘ês√ eT÷‘·\ Ä≥‘√ #·÷<ë›+. mìï
eT÷‘·\T ô|ø’ Ï ñHêïjÓ÷ <ëìì <Ûqä dü+K´>±qT eT]j·TT mìï eT÷‘·\T ÁøÏ+<ä≈î£ ñHêïjÓ÷ <ëìì ãTTD |üPs¡dí +ü K´>±qT
rdüTø√+&ç. (G1) G (`1) R 0 ø±e⁄q (G1), (`1) e#˚à »‘·\qT ‘=\–+∫ ‘·sê«‘· $T–*q eT÷‘·\qT ˝…øÏÿ+#·+&ç.

ñ<ë : i) (-3) + (+2) = (-1) + [(-2) + (+2)]

= -1 + 0

A
= -1

AN
ii) (+4) + (-2) = (+2) + [(+2) + (-2)]
= (+2) + 0

G
= +2
á $<Ûä+>± k˛ÿs¡¢qT ø£\|ü&É+ <ë«sê düT\uÛÑ+>± Ä≥qT Ä&É>∑\s¡T.
Ç$ #˚j·T+&ç N
LA
øÏ+~ yêì $\Te\T ø£qT>=q+&ç
i) `7 G 8 ii) `3 G 5 iii) `3`2 iv) G7`10
TE

6.6.1 dü+U≤´πsKô|’ |üPs¡ídü+K´\qT dü+ø£\q+ #˚j·TT≥

dü+U≤´πsKô|’ |üPs¡ídü+K´\qT @$<Ûä+>± dü+ø£\q+ #˚kÕÔs√ ‘Ó\TdüT≈£î+<ë+.
1. 2 eT]j·TT 3 \qT dü+U≤´πsKô|’ ø£\T|ü⁄<ë+.
T,

2 3
ER

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

dü+U≤´πsKô|’ ªdüTqïμ qT+&ç 2 kÕúHê\T ≈£î&çyÓ’|ü⁄≈£î yÓfi‚Ô 2≈£î #˚s¡‘ê+. nø£ÿ&ÉqT+&ç 3kÕúHê\T ≈£î&çyÓ’|ü⁄≈£î yÓfi‚Ô
5≈£î #˚s¡‘ê+. n+<äT#˚ 2G3 R 5 n>∑TqT.
SC

2. (`4) eT]j·TT (`3) ø£\T|ü⁄<ë+.

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

-3
-4

dü+U≤´πsKô|’ yÓTT<ä{ eTq+ ªdüTqïμ qT+&ç 4 kÕúHê\T m&ÉeT≈£î yÓfi‚Ô (`4), nø£ÿ&É qT+&ç 3 kÕúHê\T eTs¡˝≤
m&ÉeTyÓ’|ü⁄≈£î yÓfi‚Ô (`7) #˚s¡‘ê+. n+<äT#˚ (`4) G (`3) R (`7) n>∑TqT.

159
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 3. Suppose we wish to find the sum of (+6) and (-2) on the number line. First we move to the
right of 0 by 6 steps to reach 6. Then we move 2 steps to the left of 6 to reach 4.
+6

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

Thus (+6) + (-2) = 4. -2

4. Similarly let us find the sum of (-5) and (+3) on the number line.

A
First we move 5 steps to the left of 0 reach -5 and then from this point we move 3 steps to

AN
the right. We reach the point -2. Thus, (-5) + (+3) = -2
+3

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

G
-5

5. N
Suneetha adds 3 and -3. She first moves from 0 to +3 and then from +3 she move 3 points
LA
to the left. Where does she reach ultimately?
+3
TE

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-3
From the figure 3 + (-3) = 0

Similarly, if we add 1 and -1, 2 and -2, 3 and -3 ..... so on we obtain the sum as zero. They
T,

are called additive inverse of each other i.e. any two distinct numbers that give zero when
added to each other are additive inverse of each other.
ER

What is additive inverse of 7?

What is additive inverse of -8?

SC

TRY THESE
1. Find the value following using a number line.
(i) (-3) + 5 (ii) (-5) + 3
Make your own two new questions and solve them using the number line.
2. Find the solution of the following:
(i) (+5) + (-5) (ii) (+6) + (-7) (iii) (-8) + (+2)
Ask your friend to give five such questions and solve them.

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INTEGERS Free distribution of Govt. of Telangana 2022-23
3. (G6) eT]j·TT (`2) \qT ø£\T|ü⁄<ë+. dü+U≤´πsKô|’ yÓTT<ä≥ eTq+ ªdüTqïμ qT+&ç ≈£î&çyÓ’|ü⁄≈£î 6kÕúHê\T
yÓ[fl, nø£ÿ&É qT+&ç 2 kÕúHê\T m&ÉeTyÓ’|ü⁄≈£î yÓfi‚Ô 4 e<ä›≈£î #˚s¡‘ê+. +6

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-2
n+<äT#˚ (G6) G (`2) R (G4) n>∑TqT.

A
4. (`5) eT]j·T (G3) qT ø£\T|ü⁄<ë+. dü+U≤´πsKô|’ yÓTT<ä{ ª0μ qT+&ç 5kÕúHê\T m&ÉeTyÓ’|ü⁄≈£î yÓfi‚Ô (`5) ≈£î
#˚s¡‘ê+. nø£ÿ&ÉqT+&ç 3kÕúHê\T ≈£î&çyÓ’|ü⁄≈£î yÓfi‚Ô (G3) eTq+ `2 ≈£î #˚s¡‘ê+. n+<äT#˚ (`5) G (G3) R `2

AN
+3

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

G
-5
5.
N
düT˙‘· 3≈£î `3qT ø£*|æ+~. yÓTT<ä≥ ªdüTqïμ qT+&ç ≈£î&çyÓ’|ü⁄≈£î 3 kÕúHê\T (G3) yÓ[fl+~. nø£ÿ&É qT+&ç
m&ÉeTyÓ’|ü⁄≈£î 3kÕúHê\T (`3) yÓ[fl+~. ÄyÓT mø£ÿ&çøÏ #˚]q≥T¢ uÛ≤$+#ê*?
LA
+3

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

-3
dü+U≤´πsKqT ã{Ϻ 3G(`3)R0 nì ‘Ó\TdüTÔ+~.
Ç<˚$<Ûä+>± 1 eT]j·TT `1 — 2 eT]j·TT `2 e+{Ï dü+K´\qT |üs¡düŒs¡+ ø£*|æ‘˚ ªdüTqïμ edüTÔ+~. M{Ïì
T,

ˇø£<ëìø=ø£{Ï dü+ø£\q $˝Àe÷\T n+{≤s¡T. n+<äT#˚ @y˚ì ¬s+&ÉT y˚πs«s¡T dü+K´\ yÓTT‘·Ô+ ªdüTqïμ nsTTq yê{Ï˝À
ˇø£ <ëìì, eTs=ø£ <ëìøÏ dü+ø£\q $˝ÀeT+ n+{≤s¡T.
ER

7 jÓTTø£ÿ dü+ø£\q $˝ÀeT+ @~?

`8 jÓTTø£ÿ dü+ø£\q $˝ÀeT+ @~?
Á|üj·T‹ï+#·+&ç
SC

1. dü+U≤´πsKqT|üjÓ÷–+∫ ÁøÏ+~ yê{ÏøÏ kÕ<Ûäq ø£qT>=q+&ç.

i) (`3) G 5 ii) (`5) G 3
MTs¡T Ç≥Te+{Ï eT] ¬s+&ÉT Á|üX¯ï\T ‘·j·÷s¡T #˚dæ, dü+U≤´πsK‘√ kÕ~Û+#·+&ç.
2. ÁøÏ+~ yê{ÏøÏ kÕ<ÛäqqT dü+U≤´πsKqT|üjÓ÷–+#·≈£î+&Ü kÕ~Û+#·+&ç.
i) (G5) G (`5) ii) (G6) G (`7) iii) (`8) G (G2)
Ç≥Te+{Ï eT] nsTT<äT Á|üX¯ï\T ‘·j·÷s¡T#˚dæ kÕ~Û+#·+&ç.

161
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 Observe the following:
(i) 3+2=5 20 + 6 = 26 30 + 22 = 52
8 + 16 = 24 9 + 10 = 19 20 + 14 =34
We can see that the sum of two positive integers is also a positive number.
Look at the following now:
(ii) -4 + (-6) = -10 -8 + (-12) = -20 -3 + (-9) = -12
What do you learn from this? The sum of two negative integers is always a negative
integer. What happens if one integer is positive and the other negative? Let us see these:

A
(iii) 15 + (-17) = -2 -23 + 4 = -19

AN
-11 + 16 = 5 -12 + 12 = 0
From the above, we can conclude that when we add two integers one of which is positive
and the other negative, then the sum may be either positive, negative or zero.

G
Example-1. Find the sum of (-10) + (+14) + (-5) + (+8)
Solution: We can rearrange the numbers so that the positive integers and the negative

N
integers groups together. We have (-10) + (+14) + (-5) + (+8)
= (-10) + (-5) + (+14) + (+8)
LA
= -15 + 22 = 7.

Example-2. Find the sum of (-20), (-82), (-28) and (-14).

TE

Slution: (-20) + (-82) + (-28) + (-14)

= -144

Example-3. Find the sum of 25 + (-21) + (-20) + (+17) + (-1)

Solution: 25 + (-21) + (-20) + (+17) + (-1) = 25 + (+17) + (-21) + (-20) + (-1)
T,

= 42 - 42 = 0
ER

EXERCISE - 6.3
1. Add the following integers using number line.
(i) 7 + (-6) (ii) (-8) + (-2) (iii) (-6) + (-5) + (+2)
SC

(iv) (-8) + (-9) + (+17) (v) (-3) + (-8) + (-5) (vi) (-1) + 7 + (-3)
2. Add without using number line.
(i) 10 + (-3) (ii) -10 + (+16) (iii) (-8) + (+8)
(iv) -215 + (+100) (v) (-110) + (-22) (vi) 17 + (-11)
3. Find the sum of:
(i) 120 and -274 (ii) -68 and 28
(iii) -29, 38 and 190 (iv) -60, -100 and 300.
162
INTEGERS Free distribution of Govt. of Telangana 2022-23
øÏ+~yê{Ïì |ü]o*+#·+&ç.
i) 3G2R5 20G6R26 30G22R52
8G16R24 9G10R19 20G14R34
Ç|ü&ÉT ÁøÏ+~ yê{Ïì #·÷&É+&ç. s¬ +&ÉT <Ûqä |üPs¡dí +ü K´\ yÓTT‘·+Ô eTs=ø£ <Ûqä |üPs¡dí +ü K´ ne⁄‘·T+<äì #·÷XÊeTT.
ii) `4`6 R (`4) G (`6) R `10 — `8`12 R (`8) G (`12) R `20 — `3`9 R (`3) G (`9) R `12
@$T >∑eTì+#ês¡T? ¬s+&ÉT ãTTD |üPs¡ídü+K´\ yÓTT‘·Ô+ eTs=ø£ ãTTD |üPs¡ídü+K´ n>∑TqT. Ç|ü&ÉT ÁøÏ+~

A
M{Ïì #·÷&É+&ç.
iii) 15G(`17) R `2 — `23G4 R `19 — `11G16 R 5 — `12G12 R 0

AN
ô|’ düeTdü´\T |ü]o*ùdÔ ˇø£ <Ûäq|üPs¡ídü+K´ eT]j·TT ˇø£ ãTTD|üPs¡ídü+K´\ yÓTT‘·Ô+ ˇø£ <Ûäq|üPs¡ídü+K´
˝Ò<ë ˇø£ ãTTD|üPs¡ídü+K´ ˝Ò<ë ªdüTqïμ ø±e#·TÃ.
ñ<ë 1 : (`10) G (G14) G (`5) G (G8) yÓTT‘·Ô+ m+‘·?

G
kÕ<Ûäq : <Ûäq|üPs¡ídü+K´\qT, ãTTD|üPs¡ídü+K´\qT düeT÷Vü‰\T>± #˚dæ kÕ~Û<ë›+.

N (-10) + (+14) + (-5) + (+8)

= (-10) + (-5) + (+14) + (+8)
LA
= -15 + 22 = 7.
ñ<ë 2 : (`20), (`82), (`28) eT]j·TT (`14) \ yÓTT‘·Ô+ m+‘·?
TE

kÕ<Ûäq : (`20) G (`82) G (`28) G (`14) R `144

ñ<ë 3 : 25 G (`21) G (`20) G (G17) G (`1) \ yÓTT‘·Ô+ m+‘·?
kÕ<Ûäq : 25 G (`21) G (`20) G (G17) G (`1) R (25G(G17)) G ((`21)G(`20)G(`1))
T,

R (G42) G (`42) R 0
nuÛ≤´dü+ ` 6.3
ER

1. øÏ+~ |üPs¡ídü+K´\qT dü+U≤´πsK düVü‰j·T+‘√ ø£\|ü+&ç.

i) 7G(`6) ii) (`8)G(`2) iii) (`6) G (`5) G (G2)
SC

iv) (`8) G (`9) G (G17) v) (`3) G (`8) G (`5) vi) (`1) G 7 G (`3)
2. øÏ+~ |üPs¡ídü+K´\qT dü+U≤´πsK ˝Ò≈£î+&Ü ø£\|ü+&ç.
i) 10G(`3) ii) (`10) G (G16) iii) (`8) G (G8)
iv) `215 G (G100) v) (`110) G (`22) vi) 17 G (`11)
3. dü+ø£\q+ #˚j·T+&ç
i) 120 eT]j·TT `274 ii) `68 eT]j·TT 28
iii) `29, 38 eT]j·TT 190 iv) `60,`100 eT]j·TT 300

163
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 4. Simplify:
(i) (-6) + (-10) + 5 + 17 (ii) 30 + (-30) + (-60) + (-18)
(iii) (-80) + (+40) + (-30) + (+6) (iv) 70 + (-18) + (-10) + (-17)

6.6.2 Subtraction of integers

We saw that to add 5 and (-2) on a number line we can start from 5 and then move 2 steps
to the left of 5.
We reach at 3 so, we have 5 + (-2) = 3

A
AN
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-2
Thus, we find that to add a positive integer we move towards the right on a number line
and for adding a negative integer we move towards left.

G
We have also seen that while subtracting whole numbers on a number line, we would
move towards left.
For example take 5 - 2 = ?
N
We start from 5 and take two steps to the left and end up at 3.
LA
What does subtraction of a negative integer mean?
Let us observe the following example,
TE

Example-4. Subtract -5 from 6.

Solution: To subtract -5 from 6, let us start at 6 and move 5 towards the right. For -5 we
would have moved left but for -(-5) we would move in the opposite direction.
Moving 5 to the right, we reach 11.
T,

- (-5)
ER

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11

We have 6 - (-5) = 11
SC

i.e. To subtract -5 from 6 add 5 (the additive inverse of -5) to 6.

6 - (-5) = 6 + 5 = 11

What would we do for 4 - (-2)? Would you move towards the left on the number line or
towards the right? If we move to the left then we reach 2. Then we have to say 4 - (-2) = 2. This
is not true because we know 4- 2 = 2 and 4 - (-2) ≠ 4 - 2.

So for 4 - (-2) we move two steps to the right of 4. This is opposite of what we would do
for 4 - (2). We reach 6 in one case and reach 2 in the other.

164
INTEGERS Free distribution of Govt. of Telangana 2022-23
4. dü÷ø°åàø£]+#·+&ç.
i) (`6) G (`10) G 5 G 17 ii) 30 G (`30) G (`60) G (`18)
iii) (`80) G (G40) G (`30) G (G6) iv) 70 G (`18) G (`10) G (`17)

6.6.2 |üPs¡ídü+K´\ e´eø£\q+

eTq+ s¬ +&ÉT |üPs¡dí +ü K´\T 5 eT]j·TT (`2) \qT dü+U≤´πsKô|’ ø£*|æq|ü⁄Œ&ÉT 5 qT+&ç 2 kÕúHê\T m&ÉeTyÓ|’ ⁄ü ≈£î
yÓfi≤fl+.

A
n|ü⁄Œ&ÉT eTq+ ª3μ qT #˚sê+. n+<äT#˚‘· 5 G (`2) R 3.

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

G
n+fÒ <Ûäq|üPs¡ídü+K´qT ø£\T|ü⁄q|ü⁄Œ&ÉT ª≈£î&çyÓ’|ü⁄≈£îμ, s¡TD|üPs¡ídü+K´qT ø£\T|ü⁄q|ü⁄&ÉT ªm&ÉeTyÓ’|ü⁄≈£îμ eTq+
dü+U≤´πsKô|’ dü+K´\T e÷]Œ&ç #˚düTÔHêï+.
N
LA
Ç<˚$<Ûä+>± |üPsêí+ø±\ e´eø£\q+˝À ≈£L&Ü 5 qT+&ç 2 rdæy˚dæq|ü⁄&ÉT eTq+ m&ÉeTyÓ’|ü⁄≈£î e÷sêÃ+.
ñ<ëVü≤s¡D≈£î 5`2R? eTq+ 5 e<ä› ÁbÕs¡+_Û+∫ ¬s+&ÉT n&ÉT>∑T\T m&ÉeT≈£î ø£~* ãTTD dü+K´ rdæy˚‘· n+fÒ
@$T{Ï? eTq+ Ç|ü&ÉT ÁøÏ+~ ñ<ëVü≤s¡DqT |ü]o*<ë›+.
TE

ñ<ë 4 : 6 qT+&ç `5 qT rdæy˚j·T+&ç.

kÕ<Ûäq : 6 qT+&ç `5qT rdæy˚j·T&ÜìøÏ, 6 e<ä› ÁbÕs¡+_Û+∫ ≈£î&çyÓ’|ü⁄≈£î 5 ø£<ä˝≤*. `5≈£î eTq+ m&ÉeTyÓ’|ü⁄
T,

ø£<ä˝≤*. ø±˙ `(`5) n+fÒ e´‹πsø£ ~X¯˝À ø£<ä˝≤*. ø£qTø£ 5 ≈£î&çyÓ’|ü⁄≈£î ø£~*‘˚, 11 e<ä›≈£î #˚s¡T‘êeTT.
- (-5)
ER

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11

n+<äT#˚ 6`(`5) R 11
SC

6 qT+&ç `5qT rdæy˚j·T&ÉeT+fÒ, 6≈£î 5qT (`5jÓTTø£ÿ dü+ø£\q $˝ÀeT+) ø£\|ü&Éy˚T ne⁄‘·T+~.
nq>± 6`(`5) R 6G5 R 11
Ç<˚$<Û+ä >± 4`(`2) m+‘· ne⁄‘·T+~? dü+U≤´πsKô|’ MTs¡T m&ÉeTyÓ|’ ⁄ü ≈£î dü÷∫kÕÔsê? ≈£î&çy|’Ó ⁄ü ≈£î dü÷∫kÕÔsê?
MTs¡T m&ÉeTyÓ’|ü⁄≈£î 2 kÕúHê\TyÓfi‚Ô ª2μ≈£î #˚s¡T‘ês¡T. n|ü⁄Œ&ÉeTq+ 4`(`2)R2 nì #ÓbÕŒ*. ø±ì Ç~ dü‘·´+ø±<äT.
m+<äTe\q n+fÒ 4`2R2 eT]j·TT 4`(`2) ≠ 4`2 n>∑TqT.
n+<äT#˚ 4`(`2) ø=s¡≈£î 4 qT+&ç ≈£î&çyÓ’|ü⁄≈£î ¬s+&ÉT kÕúHê\T yÓfi≤Ô+. Ç~ 4`(2) q≈£î e´‹πsø£+. ˇø£
dü+<äs¡“¤+˝À 6qT #˚]‘˚ eTs=ø£ dü+<äs¡“¤+˝À 2≈£î #˚s¡‘ê+.
165
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 Example-5. Find the value of (-7) - (-9) using number line.
Solution:
- (-9)

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

(-7)

A
(-7) - (-9) is equal to -7 + 9 (Since -9 is additive inverse of 9).

AN
On the number line, start from -7 and move 9 units to right, we will reach 2.
So (-7) - (-9) = -7 + 9 = 2.

DO THIS

G
i) -5 - (-3) iii) -7 - (+2) iii) -7 - (-5)
iv) 3 - (-4) v)
N 5 - (+7) vi) 4 - (-2)
LA
THINK, DISCUSS AND WRITE
3-3=0 Observe that as the number we subtract from 3 is
TE

3-2=1 decreasing, the result obtained is increasing.

3-1=2 Is it true for all Integers?
3-0=3
T,

3 - (-1) = 4
3 - (-2) = 5
ER

3 - (-3) = 6

Example-6. Subtract (-6) from (-13).

Solution: (-13) - (-6) = (-13) + (additive inverse of -6)
SC

= -13 + 6 = -7.
Example-7. Subtract (+8) from (-8)
Solution: (-8) - (+8) = (-8) + (additive inverse of +8)
= -8 + (-8) = -16
Example-8. Simplify: (-6) - (+7) - (-24)
Solution: (-6) - (+7) - (-24) = (-6) + (additive inverse of +7) + (aditive inverse of -24)
= -6 + (-7) + (+24) = -13 + 24 = 11.
166
INTEGERS Free distribution of Govt. of Telangana 2022-23
ñ<ë 5 : (`7) ` (`9) $\TeqT dü+U≤´πsK <ë«sê ø£qT>=q+&ç.
- (-9)

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

(-7)

A
kÕ<Ûäq : (`7) ` (`9) nq>± (`7) G 9 (`9 jÓTTø£ÿ dü+ø£\q $˝ÀeT+ 9 ø±e⁄q)
n+<äT#˚ dü+U≤´πsKô|’ (`7) qT+&ç 9 j·T÷ì≥T¢ ≈£î&çyÓ’|ü⁄≈£î yÓfi‚Ô eTq+ ª2μ ≈£î #˚s¡‘ê+.

AN
n+<äT#˚ (`7) ` (`9) R `7G9R2 n>∑TqT.
Ç$ #˚j·T+&ç
i) ii) `7`(G2) iii) `7`(`5)

G
`5`(`3)
iv) 3`(`4) v) 5`(G7) vi) 4`(`2)

Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç N

LA
3`3 R 0
3`2R1 Çø£ÿ&É 3 qT+&ç rdæy˚ùd dü+K´qT >∑eTì+#·+&ç. á $\Te ‘·>∑TZ‘·÷e⁄+fÒ,
TE

3`1R2 |òü*‘·+˝À ô|s¡T>∑T<ä\ ø£ì|ædüTÔ+~ ø£<ä÷!

3`0R3 Ç≥Te+{Ï |òü*‘·+ nìï |üPs¡ídü+K´\≈£L dü‘·´y˚THê?
3`(`1) R 4
T,

3`(`2) R 5
3`(`3) R 6
ER

ñ<ë6 : (`13) qT+&ç (`6) qT rdæy˚j·T+&ç.

kÕ<Ûäq : (`13) ` (`6) R (`13) G ((`6) jÓTTø£ÿ dü+ø£\q $˝ÀeT+)
R `13 G 6 R `7
SC

ñ<ë 7 : (`8) qT+&ç (G8) qT rdæy˚j·T+&ç.

kÕ<Ûäq : (`8) ` (G8) R (`8) G ((G8) jÓTTø£ÿ dü+ø£\q $˝ÀeT+)
R `8G(`8) R `16
ñ<ë 8 : (`6) ` (G7) ` (`24) dü÷ø°åàø£]+#·+&ç.
kÕ<Ûäq : (`6) ` (G7) ` (`24)
R (`6) G ((G7) jÓTTø£ÿ dü+ø£\q $˝ÀeT+) G ((`24) jÓTTø£ÿ dü+ø£\q $˝ÀeT+)
R (`6) G (`7) G (G24) R `13G24 R 11
167
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 EXERCISE - 6.4
1. Find:
i) 40 - (22) ii) 84 - (98) iii) (-16) + (-17)
iv) (-20) - (13) v) (38) - (-6) vi) (-17) - (-36)
2. Fill in the blanks with appropriate >, < or = sign:
i) (-4) + (-5) ___________ (-5) - (-4)
ii) (-16) - (-23) ___________ (-6) + (-12)

A
iii) 44 - (-10) ___________ 47 + (-3)
iv) (-21) + (-22) ___________ (-22) + (-21)

AN
3. Fill in the blanks:
i) (-13) + ___________ = 0 ii) (-16) + 16 = ___________
iii) (-5) + ___________ = -14 iv) ___________ - 16 = -22

G
4. Simplify:
i) (-6) - (5) - (+2) ii) (-12) + 42 - 7 - 2
iii) (-3) + (-6) + (-24) N iv) 40 - (-50) - (2)
LA
WHAT HAVE WE DISCUSSED?
1. We use negative numbers to represent debit, temperatures below
TE

the 0°c, past periods of time, depth below sea level.

2. The collection of all the positive numbers {1, 2, 3, ...}, negative
numbers {-1, -2, -3, ...} and zero put together, they are called
T,

integers. Set of integers is denoted by the letter 'I' or Z. And

Z = {... -3, -2, -1, 0, 1, 2, 3, ...}.
ER

3. We can show the addition and subtraction of integers on the number line.
4. When two positive integers are added, we get a positive integer.
5. When two negative integers are added, we get a negative integer.
SC

6. The subtraction of integers is the same as the addition of their additive inverse.

Fun with Integers !

In its search for water a frog fell down into a 30m deep well.
Its progress out of the well was very erratic.
Each day it managed to climb up 3 m, but the following
night, it slipped back 2 m.
How many days did it take to get out of the well?

168
INTEGERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 6.4
1. ø£qT>=q+&ç
i) 40`(22) ii) 84`98 iii) (`16)G(`17)
iv) (`20) ` (13) v) 38 ` (`6) vi) (`17) ` (`36)
2. øÏ+~ U≤∞\qT >, < ˝Ò<ë R \˝À dü]jÓÆTq >∑Ts¡TÔ\‘√ ì+|ü+&ç.
i) (-4) + (-5) ___________ (-5) - (-4)

A
ii) (-16) - (-23) ___________ (-6) + (-12)
iii) 44 - (-10) ___________ 47 + (-3)

AN
iv) (-21) + (-22) ___________ (-22) + (-21)
3. øÏ+~ U≤∞\qT |üP]+#·+&ç.
i) (-13) + ___________ = 0 ii) (-16) + 16 = ___________

G
iii) (-5) + ___________ = -14 iv) ___________ - 16 = -22
4. dü÷ø°åàø£]+#·+&ç.
i) (-6) - (5) - (+2)
N ii) (-12) + 42 - 7 - 2
LA
iii) (-3) + (-6) + (-24) iv) 40 - (-50) - (2)

eTq+ H˚s¡TÃ≈£îqï$
TE

1. yê´bÕs¡+˝À qwü+º , düTqï &çÁ^\ ø£Hêï ‘·≈î£ ÿe ñc˛íÁ>∑‘,· |üPs¡«ø±˝≤\T, düeTTÁ<ä

eT≥º + q≈£ î ~>∑ T eq e+{Ï n+XÊ\≈£ î dü + K´\T>± ‘Ó \ T|ü ⁄ q|ü ⁄ Œ&É T
ãTTD|üPs¡ídü+K´\T yê&ÉT<ë+.
T,

2. <Ûäq|üPs¡ídü+K´\T{1, 2, 3,..} ãTTD|üPs¡ídü+K´\T {`1, `2, `3,...} eT]j·TT düTHêïqT |üPs¡ídü+K´\T

n+<äTs¡T. |üPs¡ídü+K´\ dü$T‹ì 'I' ˝Ò<ë 'Z' nø£ås¡+‘√ dü÷∫kÕÔs¡T. Z = {..., -3, -2, -1, 0, 1, 2, 3, ...}
ER

3. |üPs¡ídü+K´\ dü+ø£\q+, e´eø£\q+\qT dü+U≤´πsKô|’ dü÷∫+#·e#·TÃqT.

4. ¬s+&ÉT <Ûäq|üPs¡ídü+K´\ yÓTT‘·Ô+ eTs=ø£ <Ûäq|üPs¡ídü+K´ n>∑TqT.
SC

5. ¬s+&ÉT ãTTD|üPs¡ídü+K´\ yÓTT‘·Ô+ eTs=ø£ ãTTD|üPs¡ídü+K´n>∑TqT.

6. ¬s+&ÉT |üPs¡ídü+K´\ rdæy˚‘· nq>± rdæy˚j·Te*‡q dü+K´ jÓTTø£ÿ dü+ø£\q $˝ÀeT+ ø£\|ü&Éy˚T.

|üPs¡í dü+K´\‘√ ‘·e÷cÕ!

˙{Ï ø√dü+ yÓ<äT≈£î‘·Tqï ˇø£ ø£|üŒ 30 MT ˝À‘·Tq >∑\ q÷‹˝À |ü&ç+~. n~ ô|’øÏ
sêe{≤ìøÏ Á|üj·T‹ï+∫+~. Á|ü‹s√E 3 MT #=|üq ô|’øÏ #˚]‘˚ Ä sêÁ‹øÏ 2 MT
øÏ+<ä≈£î C≤πs~. á $<Ûä+>± Á|üj·T‹ïùdÔ mìï s√E\˝À ø£|üŒ q÷‹ u…’{ÏøÏ sê>∑\<äT.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |üPs¡í dü+K´\T
 CHAPTER - 7
Fractions and Decimals

7.1 INTRODUCTION

A
Ramu bought an apple and wanted to share it equally with his friend. This
means that the apple has to be divided into two equal pieces. Ramu will take one

AN
piece and his friend the other.
Reshma asked that if there were four friends then what will
Ramu do? Ramu further divided his half apple into two equal
parts and asked Reshma what fraction of the whole apple

G
was that piece. He also did the same with the other half.
Reshma said that these four equal parts together make one whole. So

N
each equal part is one-fourth of one whole apple.
Therefore we can say that when something is divided into two equal parts
LA
each part represents one half of the whole. (See the figure given below)
One Whole part Cut along the dotted line
1 1
TE

2 2

7.2 A FRACTION
T,

A fraction means a part of a group or of a whole.

5
is a fraction. We read it as 'five-twelfths'.
ER

12
What does '12' stand for? It is the number of equal parts into which the whole has been
divided.What does '5' stand for? It is the number of equal parts which have been taken out or
selected.
SC

Here 5 is called the numerator and 12 is called the denominator.

3 4
What is the numerator of and the denominator of .
7 15

TRY THESE
1. How will you represent the following pictorially:
3 2 1 5
i. ii. iii. iv.
4 8 3 8

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 n<Ûë´j·TeTT ` 7
_ÛHêï\T ` <äXÊ+X¯ _ÛHêï\T

7.1 |ü]#·j·T+

A
sêeTT ˇø£ Ä|æ˝Ÿ|ü+&ÉT ø=ì ‘·q $TÁ‘·T&ç‘√ düe÷q+>± |ü+#·Tø√yê\qT≈£îHêï&ÉT. n+fÒ
Ä Ä|æ˝ŸqT ¬s+&ÉT düe÷q uÛ≤>±\T #˚dæ sêeTT ˇø£ uÛ≤>∑+ rdüTø=ì ‘·q $TÁ‘·TìøÏ Ç+ø=ø£ uÛ≤>∑+

AN
Çyê«\qTø=+≥THêï&ÉT.
ªªMTs¡T q\T>∑Ts¡T ùdïVæ≤‘·T˝…’‘˚ n|ü⁄Œ&ÉT @+#˚kÕÔe⁄? nì πscÕà n‘·ìï
Á|ü•ï+∫+~. n|ü⁄Œ&ÉT sêeTT eTs¡˝≤ Á|ür dü>∑uÛ≤>±ìï ¬s+&ÉT düe÷q

G
uÛ≤>±\T>± #˚dæ |ü+#·T≈£î+{≤eTì #Ó|æŒ ªªˇø=ÿø£ÿ eTTø£ÿ yÓTT‘·Ô+ Ä|æ˝Ÿ˝À
mqïe uÛ≤>∑+μμ nì πscÕàqT n&ç>±&ÉT.
N
n|ü⁄Œ&ÉT πscÕà á Hê\T>∑T düe÷q uÛ≤>±\qT ø£*|æ‘˚ yÓTT‘·Ô+ Ä|æ˝Ÿ @s¡Œ&ÉT‘·T+~ ø±ã{Ϻ
LA
Á|ür eTTø£ÿ yÓTT‘·Ô+Ä|æ˝Ÿ ˝À 1/4 e uÛ≤>∑+ nì #Ó|æŒ+~.
ø±ã{Ϻ <˚ìHÓH’ ê s¬ +&ÉT düe÷q uÛ≤>±\T #˚ùdÔ Á|ür uÛ≤>∑eTT yÓTT‘·eÔ TT˝À dü>e∑ TTqT dü÷∫düT+Ô ~ nì #ÓãT‘êeTT.
TE

(ÁøÏ+<ä sTT∫Ãq |ü{≤\T #·÷&É+&ç)

yÓTT‘·Ô+ uÛ≤>∑eTT #·Tø£ÿ\ ^‘· yÓ+ã&ç ø£‹Ô]+#·TeTT.
1 1
2 2
7.2 _ÛqïeTT
T,

_ÛqïeTT nq>± ˇø£ yÓTT‘·ÔeTT˝À ø=+‘·uÛ≤>∑+ ˝Òø£ ˇø£ düeT÷Vü≤+˝À ø=ìï.

ER

5
12
ˇø£ _ÛqïeTT. Bìì eTq+ ªª5 u…’ 12μμ nì #·<äTe⁄‘êeTT.
Bì˝À 12 <˚ìì dü÷∫düTÔ+~? yÓTT‘·Ô+ ˝Ò<ë ˇø£ edüTÔe⁄ mìï düe÷q uÛ≤>±\T>± $uÛÑõ+|üã&ç+<√ ‘Ó*ù|
SC

dü+K´. eT] 5 <˚ìì dü÷∫düTÔ+~? eTqeTT rdüT≈£îqï ˝Ò<ë m+#·Tø√ã&çq düe÷q uÛ≤>±\ dü+K´qT Ç~ dü÷∫düTÔ+~.
Bì˝À 5qT \eeTT nì, 12 qT Vü‰s¡eTT nì n+{≤s¡T.
3 4
7
˝À \yêìï eT]j·TT 15 ˝À Vü‰sêìï ‘Ó\|ü+&ç.
Á|üj·T‹ï+#·+&ç
1. øÏ+~ yê{Ïì |ü≥s¡÷|ü+˝À dü÷∫+#·+&ç.
3 2 1 5
i. ii. iii. iv.
4 8 3 8
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Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
2. Write the fraction representing the shaded portion.

(i) (ii) (iii)

These fractions are less than one and are parts of a whole. These are called proper

A
fractions. In proper fractions, always numerator is less than denominator.

AN
DO THIS
1. Write 5 proper fractions and draw them pictorially.
1

G
2. Rani says that shaded portion in given figure represents .
4
Do you agree with her? Give reason to support your answer.?
N
LA
7.2.1 Improper Fractions
Consider fractional numbers that are more than one. They are called improper fractions.
3 5 7 8
TE

For example , , , etc. Check whether the denominator is greater than numerator?
2 2 3 2
Write 5 more improper fractional numbers.
How do we represent these improper fractions pictorically? Let us consider an example.
T,

Each circle represents a whole. We have 2 wholes

out of which three equal parts are shaded. There are 3 parts
ER

and each whole is divided in to two parts. Therefore this is a

3
representation of . We notice that for representing an
2
SC

improper fraction we need to have more than one whole.

DO THIS
1. Write improper fractions represented by the following pictures.

(i)

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2. øÏ+~ |ü{≤\˝À ùw&é #˚j·Tã&çq uÛ≤>±ìï dü÷∫+#˚ _ÛHêï\T sêj·T+&ç.

(i) (ii) (iii)

á _ÛHêï\˙ï ˇø£{Ïø£Hêï ‘·≈£îÿe eT]j·TT yÓTT‘·Ô+˝À uÛ≤>±\T. M{Ïì Áø£eT_ÛHêï\T n+{≤s¡T. _Ûqï+˝À

A
\e+ ø£Hêï Vü‰s¡+ m≈£îÿe nsTT‘˚ <ëìì Áø£eT_Ûqï+ n+{≤eTT.

AN
Ç$ #˚j·T+&ç
1. @yÓ’Hê ◊<äT Áø£eT _ÛHêï\qT Áyêdæ, yê{Ïì ∫Á‘·s¡÷|ü+˝À #·÷|ü+&ç.
1

G
2. Á|üø£ÿq sTT∫Ãq |ü{≤ìï #·÷dæ sêDÏ Bì˝À #Ûêj·÷eè‘· ÁbÕ+‘·+ nì
4

N
#Ó|æŒ+~. Ç~ dü]jÓÆTq<˚Hê? MT düe÷<ÛëHêìøÏ ø±s¡D≤ìï $e]+#·+&ç.

7.2.1 n|üÁø£eT _ÛHêï\T

LA
3 5 7 8
Ç|ü&ÉT ˇø£{Ï ø£Hêï m≈£îÿe $\Te ñ+&˚ _ÛHêï\qT rdüT≈£î+<ë+. M{Ïì n|üÁø£eT _ÛHêï\T n+{≤s¡T. , , ,
2 2 3 2
TE

yÓTT<ä\>∑Tq$ BìøÏ ñ<ëVü≤s¡D\T. á _ÛHêï\˝À Vü‰s¡eTT, \eeTT ø£Hêï m≈£îÿy√, ø±<√ dü]#·÷&É+&ç.
@yÓ’Hê ◊<äT n|üÁø£eT _ÛHêï\qT Áyêj·T+&ç. á n|üÁø£eT _ÛHêï\qT |ü≥s¡÷|ü+˝À m˝≤ dü÷∫kÕÔs¡T? ˇø£
ñ<ëVü≤s¡D #·÷<ë›+.
T,

Bì˝À Á|ür eè‘·ÔeTT ˇø£ yÓTT‘êÔìï dü÷∫düTÔ+~. eTq≈£îqï ¬s+&ÉT

yÓTT‘êÔ\˝À Á|ür yÓTT‘·ÔeTT ¬s+&ÉT düe÷q uÛ≤>±\T #˚j·Tã&ܶsTT. Ç˝≤ @s¡Œ&çq
ER

4 düe÷q uÛ≤>±\˝À yÓTT‘·Ô+ eT÷&ÉT düe÷q uÛ≤>±\T ùw&é #˚j·Tã&çHêsTT.

3
ø±e⁄q Bìì nì dü÷∫kÕÔeTT. ø±ã{Ϻ n|üÁø£eT _ÛHêï\qT dü÷∫+#ê\+fÒ
2
SC

eTq≈£î ˇø£{Ï ø£Hêï m≈£îÿe yÓTT‘êÔ\T ø±yê\ì >∑eTì+#·e#·TÃqT.

Ç$ #˚j·T+&ç
1. øÏ+<ä Çe«ã&çq yê{Ïì n|üÁø£eT_ÛHêï\T>± dü÷∫+#·+&ç.

(i)

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Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 (ii) (iii)

2. Represent the following fractions pictorially:

7 5 7
, ,
4 3 6

A
7.2.2 Mixed Fractions

AN
5
Value of improper fractions are greater than one. For example has 5 halves.
2
5 1 1 1 1 1 1
= + + + + = 5×
2 2 2 2 2 2 2

G
We represent this as:

N
LA
1 1
This has 2 complete wholes and a half, i.e., 2 + and we write it as 2 . Here, we say
TE

2 2
1
that 2 is in the form of a mixed fraction.
2
5 5 1 1 1 1 1
Similarly has one complete wholes and two thirds besides. R G G G G R
3 3 3 3 3 3 3
T,

1
5I
3
ER

2
It can be represented as 1 .
3

2 2 5
and its equal to 1 + = 1 =
SC

3 3 3
Each improper fraction can be represented as mixed fraction.

DO THIS
Write the following as mixed fractions.

7 8 9 13 17
, , , ,
2 5 4 5 3

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 (ii) (iii)

2. øÏ+~ _ÛHêï\qT |ü≥s¡÷|ü+˝À dü÷∫+#·+&ç.

7 5 7
, ,
4 3 6

A
7.2.2 $TÁX¯eT _ÛHêï\T
5

AN
n|üÁø£eT _ÛHêï\ $\Te ˇø£{Ï ø£Hêï m≈£îÿe ñ+≥T+~. ñ<ëVü≤s¡D≈£î qT rdüTø=+fÒ <ëì˝À ◊<äT dü>∑uÛ≤>±\T
2
ñHêïsTT.
5 1 1 1 1 1 1
= + + + + = 5×

G
2 2 2 2 2 2 2
1
<ëìì eTq+ Ç˝≤ dü÷∫kÕÔeTT. (5 × )
2
N
LA
1 1
2
TE

ô|’ |ü{≤\ìï{Ïì ø£*|æ‘˚ ¬s+&ÉT yÓTT‘êÔ\T eT]j·TT ˇø£ dü>∑+. nq>± 2 G . Bìï nì ÁyêkÕÔeTT.
2 2
1
Çø£ÿ&É 2 nH˚~ $TÁX¯eT _Ûqï+ s¡÷|ü+˝À ñ+~ nì #ÓãT‘êeTT.
2
5 5 1 1 1 1 1
T,

n<˚$<Û+ä >± ˝À ˇø£ yÓTT‘·+Ô eT]j·TT Á|øü ÿ£ q s¬ +&ÉT eT÷&Ée e+‘·T\T ñHêïsTT. R G G G G R
3 3 3 3 3 3 3
1
ER

5I
3
2
Bìì 1 >± dü÷∫kÕÔeTT.
3
SC

5 2 2
ø±e⁄q R1G R1 n>∑TqT.
3 3 3
á $<Ûä+>± Á|ür n|üÁø£eT _ÛHêïìï $TÁX¯eT _Ûqï+>± #·÷|üe#·TÃqT.
Ç$ #˚j·T+&ç
øÏ+~ yê{Ïì $TÁX¯eT _Ûqïs¡÷|ü+˝À Áyêj·T+&ç.
7 8 9 13 17
, , , ,
2 5 4 5 3
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Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
7.3 NUMERATOR AND DENOMINATOR
1 1 5 3 2
We can see from above that any two whole numbers written in the form , , , ,
2 3 4 4 3
represent fractional numbers. In this the only condition is that the denominator can not be equal to 0.
Why?

TRY THESE

A
1. Write the numerator and denominators of the following fractional numbers:

AN
1 2 7 19 7 11 1 8
, , , , , , ,
3 5 2 3 29 13 7 3
2. Sort the following fractions into the category of proper and improper fractions. Also write
improper fractions as mixed fractions:

G
1 2 8 3 5 1 9 8
, , , , , , ,
3 7 3 5 3 9 5 7
N
LA
7.4 FRACTIONAL NUMBERS ON THE NUMBER LINE
We can show fractional numbers on the number line also.
1
TE

Let us draw a number line and mark on it.

2
1
We know that is greater than 0 and less than 1, so it should lie between 0 and 1.
2
T,

0 1 1 2 [Divided the gap between 0

2
and 1 into 2 equal parts
ER

1
and show one part as ]
2
1 2
SC

Similarly and can be shown as below:

3 3
0 1 2 1 2 [One unit has to divide into 3
3 3
equal parts]
1 2 3 4
, , , can be shown as follows:
5 5 5 5

0 1 2 3 4 1 2 [The gap between line

5 5 5 5
divided into 5 equal parts]
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7.3. \eeTT eT]j·TT Vü‰s¡eTT
1 1 5 3 2
@yÓ’Hê ¬s+&ÉT |üPsêí+ø±\qT , , , , \ e+{Ï s¡÷|ü+˝À #·÷|æ‘˚ n$ _ÛHêï\qT dü÷∫kÕÔsTT. á
2 3 4 4 3
dü+<äs¡“¤+˝À Vü‰s¡+˝À ªdüTqïμ ñ+&Ésê<äT. m+<äT≈£î?
Á|üj·T‹ï+#·+&ç
1. øÏ+~ _ÛHêï\˝Àì \eeTT, Vü‰sê\qT Áyêj·T+&ç.

A
1 2 7 19 7 11 1 8
, , , , , , ,
3 5 2 3 29 13 7 3

AN
2. øÏ+~ _ÛHêï\qT Áø£eT eT]j·TT n|üÁø£eT _ÛHêï\T>± $&É>={Ϻ Áyêj·T+&ç. n|üÁø£eT _ÛHêï\qT $TÁX¯eT
_ÛHêï\T>± Áyêj·T+&ç.
1 2 8 3 5 1 9 8

G
, , , , , , ,
3 7 3 5 3 9 5 7

7.4 dü+U≤´πsKô|’ _ÛHêï\T N

LA
eTqeTT _ÛHêï\qT ≈£L&Ü dü+U≤´πsKô|’ #·÷|üe#·TÃqT.
1
ˇø£ dü+U≤´πsKqT ^dæ <ëìô|’ qT >∑T]Ô+#·T<ëeTT.
2
TE

1
nH˚~ ª0μ ø£Hêï m≈£îÿe eT]j·TT ª1μ ø£Hêï ‘·≈£îÿe nì eTq≈£î ‘Ó\TdüT. ø±e⁄q n~ ª0μ eT]j·TT ª1μ \
2
eT<Ûä´ e⁄+≥T+~.
[0, 1 \ eT<Ûä´qTqï U≤∞ì ¬s+&ÉT düe÷q
T,

1
0 1 1 2 uÛ≤>±\T #˚j·T+&ç. ˇø£ uÛ≤>±ìï nì
2
2
#·÷|ü+&ç.]
ER

1 2
n<˚$<Ûä+>± eT]j·TT \qT ÁøÏ+~ $<Ûä+>± dü+U≤´πsKô|’ dü÷∫+#·e#·TÃqT.
3 3
SC

1
[ˇø£ j·T÷ì{ŸqT eT÷&ÉT düe÷q uÛ≤>±\T
0 1 2 3 2
3 3 3 #˚j÷· *.]
1 2 3 4
, , , \qT ÁøÏ+~ $<Ûä+>± dü+U≤´πsKô|’ dü÷∫+#·e#·TÃqT.
5 5 5 5

0 1 2 3 4 1 2 [ˇø£ j· T ÷ì{Ÿ ◊<ä T dü e ÷q uÛ ≤ >±\T>±

5 5 5 5 #˚jT· ã&ç+~.]

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Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 4 4
How do we show on the number line? has four one thirds. It is more than one. To
3 3
4
represent we need one more one third after 1.
3

4 3 1 1
0 1 1 2 = + = 1 +
3 3 3 3 3

A
After 1 unit divide the gap between
1 and 2 into 3 equal parts.

AN
9
If we consider then this number has 9 one fourths. This number would therefore be
4
marked as shown

G
0 1 2 3
1 2 3 4 5 6 7 8 9
4 4 4 4 4
N
4 4
1
This number is thus after 2 on the number line and is written as 2 .
4 4
LA
4

DO THIS
TE

1. Show the following on number lines:

7 5 7 9
(i) (ii) (iii) (iv)
6 2 5 6
T,

2. Consider the following numbers. Which of these would lie on the number line:
(i) before 1 (ii) between 1 and 2
ER

17 11 1 7 7 6 9 9
, , , , , , ,
8 4 3 9 5 11 2 5

EXERCISE - 7.1
SC

1. Out of these which are proper fractional numbers?

3 2 1 8
(i) (ii) (iii) (iv)
2 5 7 3
2. Which of these are improper fractional numbers?
2 7 9 13 7
(i) (ii) (iii) (iv) (v)
7 11 11 2 3
Write where each of the above improper fractional numbers would lie on the number line?
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 4 4 1
qT dü+U≤´πsKô|’ m˝≤ dü÷∫kÕÔeTT? ˝À Hê\T>∑T e uÛ≤>±\T e⁄HêïsTT. Ç~ ˇø£{Ï ø£+fÒ m≈£îÿe.
3 3 3
4 1
qT dü+U≤´πsKô|’ #·÷|ü&ÜìøÏ 1 ‘·s¡Tyê‘· eTs=ø£ euÛ≤>∑+ ø±yê*.
3 3

4 3 1 1
= + = 1 +
0 1 1 2 3 3 3 3
3
(1 ‘·s¡Tyê‘·, 1, 2 \ eT<Ûä´ U≤∞ì 3 düe÷q

A
uÛ≤>±\T #˚j·÷*.)
9

AN
eTqeTT qT |ü]>∑Dq˝ÀøÏ rdüT≈£î+fÒ Bì˝À ‘=$Tà~ 1/4 e uÛ≤>±\T e⁄HêïsTT. n|ü⁄Œ&ÉT sT÷ dü+K´qT
4
dü+U≤´πsKô|’ sTT˝≤ dü÷∫kÕÔeTT.
0 1 2 3

G
1 2 3 4 5 6 7 8 9
4 4 4 4 4 4 4 4 4
1
N
ø£qTø£ sT÷ dü+K´, dü+U≤´πsKô|’ 2 ‘·s¡Tyê‘· e⁄+≥T+~. eT]j·TT Bìì 2 nì ÁyêkÕÔeTT.
4
LA
Ç$ #˚j·T+&ç
1. øÏ+~ yêìì dü+U≤´πsKô|’ #·÷|ü+&ç.
7 5 7 9
TE

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

6 2 5 6
2. øÏ+~ dü+K´\˝À dü+U≤´πsKô|’ @$
(i) 1 ø£Hêï eTT+<äT e⁄+{≤sTT? (ii) 1, 2\ eT<Ûä´ e⁄+{≤sTT?
T,

17 11 1 7 7 6 9 9
, , , , , , ,
8 4 3 9 5 11 2 5
ER

nuÛ≤´dü+ ` 7.1
SC

1. øÏ+~ yêì˝À @$ Áø£eT_ÛHêï\T?

3 2 1 8
(i) (ii) (iii) (iv)
2 5 7 3

2. øÏ+~ yêì˝À @$ n|üÁø£eT _ÛHêï\T?

2 7 9 13 7
(i) (ii) (iii) (iv) (v)
7 11 11 2 3

ô|’yêì˝À n|üÁø£eT _ÛHêï\T dü+U≤´πsKô|’ mø£ÿ&É e⁄+{≤jÓ÷ sêj·T+&ç.

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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
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<äXÊ+X¯ _ÛHêï\T
DECIMALS
3. Pick out the mixed fractions from these:
3 2 7 3
(i) (ii) 1 (iii) (iv) 2
5 7 2 5
4. Convert the following improper fractions into mixed fractions:
7 11 9 27
(i) (ii) (iii) (iv)
3 2 4 4
5. Convert the following mixed fractions into improper fractions.
2 2 2 7
(i) 1 (ii) 3 (iii) 10 (iv) 8

A
7 8 9 9
7.5 EQUIVALENT FRACTIONS

AN
Consider the following four fractions and their representations. The size of the shaded part
is the same in all four figures and the whole is also the same.
1 2

G
3 4

1 2
N 3 4
LA
4 8 12 16
2
If we look at these closely we find that the numerator and denominator of are twice
8
1 3
TE

the numerator and denominator of . Similarly has the numerator and denominator multiplied
4 12
by 3 each.
1 2 3 4
We see = = = .
4 8 12 16
T,

1
All these fractions are equivalent to .
4
We can say that the equivalent fractions arise when we multiply both the numerator and the
ER

denominator by the same number.

1 2 3 4 5
The equivalent fractions of are , , , ..... etc.
3 6 9 12 15
SC

7.6 STANDARD FORM OF A FRACTION

1 2 3 4 1
Out of the equivalent fractions , , , , .... etc. is the standard form. It is the
3 6 9 12 3
standard form as the numerator and denominator are in lowest terms and do not have any common
factors other than 1.
2 7 17 1 3
For example, , , , are all standard forms.
3 3 7 5 11
5 2 16 3
However, , , , etc. are not in their standard forms.
10 4 36 9
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3. øÏ+~ yêìqT+&ç $TÁX¯eT _ÛHêï\qT y˚s¡T#˚dæ sêj·T+&ç.
3 2 7 3
(i) (ii) 1 (iii) (iv) 2
5 7 2 5
4. øÏ+~ n|üÁø£eT _ÛHêï\qT $TÁX¯eT _ÛHêï\T>± e÷]à sêj·T+&ç.
7 11 9 27
(i) (ii) (iii) (iv)
3 2 4 4
5. øÏ+~ $TÁX¯eT _ÛHêï\qT n|üÁø£eT _ÛHêï\T>± e÷]à sêj·T+&ç.
2 2 2 7
1 3 10 8

A
(i) (ii) (iii) (iv)
7 8 9 9
7.5 düe÷q _ÛHêï\T

AN
øÏ+<ä Hê\T>∑T _ÛHêï\T dü÷∫+#·ã&çq $<ÛëHêìï #·÷&É+&ç. Ç∫Ãq Hê\T>∑T #·‘·Ts¡ÁkÕ\T düe÷q+ eT]j·TT
s¡+>∑T y˚dæq uÛ≤>±\˙ï düe÷q+.

G
1 2
3 4

N
LA
1 2 3 4
4 8 12 16
2 1
TE

eTqeTT C≤Á>∑‘>Ô· ± |ü]o*ùdÔ ˝Àì \eVü‰sê\T ˝Àì \eVü‰sê\≈£î s¬ {Ï+º |ü⁄ e⁄Hêïj·Tì >∑eTì+#·e#·TÃqT.
8 4
3 1
n<˚$<Ûä+>± ˝Àì \eVü‰sê\T
˝Àì \eVü‰sê\≈£î 3 ¬s≥T¢.
12 4
1 2 3 4
= = =
T,

nì eTq+ >∑eTì+#·e#·TÃqT.
4 8 12 16
1
Çe˙ï ≈£î düe÷q _ÛHêï\T.
ER

4
nq>± Ç∫Ãq _ÛqïeTT˝Àì \eVü‰sê\qT ˇπødü+K´#˚ >∑TDÏ+#·>± eTq≈£î á düe÷q _ÛHêï\T @s¡Œ&É‘êsTT.
1 2 3 4 5
q≈£î düe÷q _ÛHêï\T , , , ..... yÓTT<ä˝…’q$.
SC

3 6 9 12 15
7.6 _ÛHêï\ ø£ìwü˜ s¡÷|ü+
1 2 3 4 1
, , , , .... yÓTT<ä\>∑T düe÷q _ÛHêï\˝À nH˚~ ø£ìwü˜ s¡÷|ü+. 1/3 ø£ìwü˜ s¡÷|ü+ m+<äTø£+fÒ
3 6 9 12 3
Bì \eVü‰sê\T ø£ìwü˜ |ü<ë\˝À e⁄HêïsTT. nq>± yê{ÏøÏ 1 ‘·|üŒ y˚πs kÕe÷q´ ø±s¡D≤+ø±\T ˝Òe⁄.
2 7 17 1 3
ñ<ëVü≤s¡D≈£î , , , , yÓTT<ä˝…’qe˙ï ø£ìwü˜ s¡÷bÕ\T.
3 3 7 5 11
5 2 16 3
ø±˙ , , , yÓTT<ä˝…’qe˙ï yê{Ï ø£ìwü˜ s¡÷|ü+˝À ˝Òe⁄.
10 4 36 9
181
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 TRY THESE
1. Write 5 fractional numbers that are in the standard form.
2. Write 5 fractional numbers that are not in standard form.
3. Convert the following fractions into their standard form.
7 15 11 39
(i) (ii) (iii) (iv)
28 90 33 13

7.7 LIKE AND UNLIKE FRACTIONS

A
5 10

AN
In a mathematics exam, Ramu got 5 marks out of 25. We write it as . Raju got and
25 25
21
Ravi got .
25

G
It is clear that Ravi got the highest marks of three. It is easy to see that the numerator of
that fractions is the highest and the all have the same denominator.

N
The fractional numbers that have the same denominators are called like fractions. As we
see, these can be compared easily. Fractions where the denominators are not the same are unlike
LA
fractions.
1 1 2 6
Example and are unlike fractions. and are also unlike fractions.
3 7 4 12
TE

2 6
While, and are equivalent fractions but they are unlike fractions.
4 12

EXERCISE - 7.2
T,

1. Which group of fractions are like fractions among the following?

ER

2 3 4 1 2 4 3 4 7
(i) , , (ii) , , (iii) , ,
7 7 7 9 9 9 7 9 11
2. Write five groups of like fractions.
SC

3. From each of these identify like fractional numbers:

2 5 1 4 1 3 2 1 7 8 2 7
(i) , , , (ii) , , , (iii) , , ,
3 3 3 6 7 5 5 9 8 7 8 5

THINK, DISCUSS AND WRITE

Rafi says "There can be no equivalent fractions that are also like fractions."
Do you agree with him? Explain your answer and justity.

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 Á|üj·T‹ï+#·+&ç
1. ø£ìwü˜ s¡÷|ü+˝ÀqTqï @yÓ’Hê 5 _ÛHêï\qT Áyêj·T+&ç.
2. ø£ìwü˜ s¡÷|ü+˝À˝Òì @yÓ’Hê 5 _ÛHêï\qT Áyêj·T+&ç.
3. ÁøÏ+~ _ÛHêï\qT yê{Ï ø£ìwü˜ s¡÷|ü+˝ÀìøÏ e÷s¡Ã+&ç.
7 15 11 7
(i) (ii) (iii) (iv)
28 90 33 22

7.7 düC≤‹, $C≤‹ _ÛHêï\T

A
5

AN
ˇø£ >∑DÏ‘· |üØø£å˝À >∑]wü˜ e÷s¡Tÿ\T 25. sêeTT≈£î 5 e÷s¡Tÿ\T e#êÃsTT. Bìì eTq+ >± ÁyêkÕÔeTT.
25
10 21
n˝≤π> sêE≈£î eT]j·TT s¡$øÏ e#êÃsTT.
25 25

G
eTT>∑TZ]˝ÀqT s¡$øÏ m≈£îÿe e÷s¡Tÿ\T e#êÃsTT. Ä _Ûqï+˝À \eeTT m≈£îÿe>± ñ+&É&Üìï eT]j·TT nìï
_ÛHêï\T düe÷q Vü‰sêìï ø£*– ñ+&É&Üìï eTq+ >∑eTì+#·e#·TÃ.
N
ˇπø Vü‰s¡eTT ø£*–q _ÛHêï\qT düC≤‹ _ÛHêï\T n+{≤s¡T. M{Ïì b˛\Ã&É+ #ê˝≤ ‘˚*ø£. Vü‰sê\T düe÷q+>±
LA
˝Òì _ÛHêï\qT $C≤‹ _ÛHêï\T n+{≤s¡T.
1 1 2 6
ñ<ëVü≤s¡D≈£î , \T $C≤‹ _ÛHêï\T. eT]j·TT , \T $C≤‹ _ÛHêï\T.
3 7 4 12
TE

2 6
ìC≤ìøÏ , \T düe÷q _ÛHêï˝Ò ø±ì $C≤‹_ÛHêï\T.
4 12

nuÛ≤´dü+ ` 7.2
T,

1. øÏ+~ düeT÷Vü‰\˝À düC≤‹ _ÛHêï\T @$?

ER

2 3 4 1 2 4 3 4 7
(i) , , (ii) , , (iii) , ,
7 7 7 9 9 9 7 9 11

2. düC≤‹ _ÛHêï\ düeT÷Vü‰\qT ◊~+{Ïì Áyêj·T+&ç.

SC

3. øÏ+~ yê{Ï˝À düC≤‹ _ÛHêï\qT >∑T]Ô+#·+&ç.

2 5 1 4 1 3 2 1 7 8 2 7
(i) , , , (ii) , , , (iii) , , ,
3 3 3 6 7 5 5 9 8 7 8 5

Ä˝À∫+∫, #·]Ã+∫ sêj·T+&ç

düe÷q _ÛHêï\e⁄‘·÷, düC≤‹ _ÛHêï\T ≈£L&Ü nj˚T´ _ÛHêï\T e⁄+&Ée⁄ nì s¡|ò” nHêï&ÉT.
MTs¡T n‘·ì‘√ @ø°uÛÑ$kÕÔsê? MT düe÷<ÛëHêìøÏ $es¡D sTTe«+&ç.

183
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
7.8 ASCENDING AND DESCENDING ORDER OF FRACTIONS
Whenever we have a set of numbers, we compare them. Some are bigger than the others,
some are smaller. We can see that 7 is smaller than 19 and bigger than 3. We also know that 3 is
bigger than -5. Can we make such comparisons in fractional numbers so easily. Let us consider
these through a few examples.
7 9 5
In a school test Suresh got , Seetha got , Rakesh got . We know that Seetha got
10 10 10
9 7 9
the most marks and that is bigger than . represents 9 parts taken out of 10 equal parts.
10 10 10

A
That is more than 7 parts out of 10 equal parts. It is easy to see this as the denominators are equal.
3 1 3 7 9 5

AN
For example out of and , it is that is bigger. If we want to show the fractions , ,
2 2 2 10 10 10
5 7 9
in ascending order we show them as , , . Can you show them in descending order ?
10 10 10

G
DO THIS

1 3 2
N
Identify the biggest and the smallest in these group of fractional numbers
5 1 13 11 5
LA
(i) , , , (ii) , , ,
7 7 7 7 9 9 9 9
1 5 17 9
(iii) , , ,
3 3 3 3
TE

7.8.1 Comparing Unlike Fractions

2 3
Let us now compare and ? Which of these is bigger?
T,

3 5
We cannot now tell just by looking at the numbers. In the first, 2 parts out of three and in
the second 3 parts out of five are taken. Can we say that the one with 3 parts is bigger? We cannot
ER

directly compare the fractional numbers just by looking at numerators.To compare such unlike
2 3
fractions we have to convert them to like fractions. So we convert both and in the following
3 5
SC

way.
2 2 5 10
= × =
3 3 5 15
3 3 3 9
= × =
5 5 3 15

9 10 3 2
Therefore, < and thus <
15 15 5 3

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7.8 _ÛHêï\ Äs√Vü≤D eT]j·TT nes√Vü≤D Áø£eT+
dü+U≤´ dü$T‘·T\˝Àì dü+K´\qT b˛*Ãq|ü⁄&ÉT ø=ìï ô|<ä$› , $T>∑‘ê dü+K´\ ø£+f… eT]ø=ìï ∫qï$ ñ+{≤sTT.
7 nH˚ dü+K´ 19 ø£Hêï ∫qï~ eT]j·TT 3 ø£Hêï ô|<ä›~. n˝≤π> 3 nH˚~ `5 ø£Hêï ô|<ä›~. _ÛHêï\qT ≈£L&Ü eTq+
Ç˝≤ düT\uÛÑ+>± b˛\Ãe#·TÃqT. ø=ìï ñ<ëVü≤s¡D\ düVü‰j·T+‘√ Bìì ns¡Δ+ #˚düT≈£î+<ë+.
7 9 5
bÕsƒ¡XÊ\˝À ìs¡«Væ≤+∫q ˇø£ |üØø£å˝À düTπswt≈£î , d”‘·≈£î , sêπøwt≈£î e÷s¡Tÿ\T e#êÃsTT.
10 10 10
9 7 9
eTT>∑TZ]˝ÀqT d”‘·≈£î m≈£îÿe e÷s¡Tÿ\T e#êÃsTT. ø±e⁄q nH˚~ ø£Hêï ô|<ä›~. n+fÒ 10 düe÷q
10 10 10

A
uÛ≤>±\˝À 9 düe÷q uÛ≤>±\T rdüTø√e&É+. Ç~ 10 düe÷q uÛ≤>±\˝À 7 düe÷q uÛ≤>±\T rdüTø√e&É+ ø£Hêï m≈£îÿe.
Çø£ÿ&É Vü‰sê\T düe÷q+ ø±e⁄q düT\uÛÑ+>± #Ó|üŒ>∑*>±eTT.

AN
3 1 3 7 9 5 5
ñ<ëVü≤s¡D≈£î , \˝À ô|<ä›~. eTqeTT , , \qT Äs√Vü≤D Áø£eT+˝À #·÷|ü&ÜìøÏ ,
2 2 2 10 10 10 10
7 9

G
, nì sêkÕÔ+. M{Ïì nes√Vü≤D Áø£eT+˝À #·÷|ü>∑\sê?
10 10
Ç$ #˚j·T+&ç
N
ÁøÏ+~ _ÛHêï\˝À >∑]wü˜ eT]j·TT ø£ìwü˜ _ÛHêï\qT >∑T]Ô+#·+&ç.
LA
1 3 2 5 1 13 11 5
(i) , , , (ii) , , ,
7 7 7 7 9 9 9 9
1 5 17 9
TE

(iii) , , ,
3 3 3 3
7.8.1 $C≤‹ _ÛHêï\qT b˛\TÃ≥
2 3
T,

Ç|ü⁄Œ&ÉT eT]j·TT \qT b˛\Ã+&ç. @~ ô|<ä›<√ #Ó|üŒ>∑\sê?

3 5
dü+K´\qT #·÷&É>±H˚ eTq+ #Ó|üŒ˝ÒeTT. yÓTT<ä{Ï <ëì˝À 3 düe÷q uÛ≤>±\˝À 2 uÛ≤>±\T, ¬s+&Ée <ëì˝À 5
ER

düe÷q uÛ≤>±\˝À 3 uÛ≤>±\T e⁄HêïsTT. 3 uÛ≤>±\T ñqï _Ûqï+ ô|<ä›~ nì eTq+ #Ó|üŒ>∑\e÷? á _ÛHêï\qT πøe\+
\yê\qT #·÷&É&É+ <ë«sê b˛*à #Ó|üŒ˝ÒeTT.
2 3
SC

Ç≥Te+{Ï $C≤‹ _ÛHêï\qT b˛\Ã&ÜìøÏ yÓTT<ä{ yê{Ïì düC≤‹ _ÛHêï\T>± e÷sêÃ*. ø±ã{Ϻ eT]j·TT \qT
3 5
eTq+ á ÁøÏ+~ $<Ûä+>± e÷s¡TkÕÔeTT.
2 2 5 10
= × =
3 3 5 15
3 3 3 9
= × =
5 5 3 15
9 10 3 2
ø±e⁄q < n+<äTe\q <
15 15 5 3
185
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 7 3
Consider another example. Which is bigger out of , ?
9 11
Converting them into like fractions.
7 11 77 3 9 27
× = ; × =
9 11 99 11 9 99

77 7 7 3
is a big one. So, is a big one. > .
99 9 9 11

A
In all these we have tried to make the denominators of both the fractions same. Once the
denominators are the same the size of the parts is the same. We can then compare the number of

AN
parts and see which fractional number has more equal parts to find the bigger fraction.
DO THIS
Which of these is the smaller fraction?

G
2 3 7 5 3 1 5 2
(i) , (ii) , (iii) , (iv) ,
5 7 8 4 11 2 6 3

7.8.2 Ascending and Descending Order

N
LA
We know that when we write numbers in a form that increase from the left to the right then
they are in the ascending order.
For example 1, 3, 7, 8, 12 are in ascending order:
TE

Similarly,
2 3 7 16 2 3 7 16
, , , are also in ascending order. Here < < <
5 5 5 5 5 5 5 5
T,

1 1 1 1
And , , , are also in ascending order.
7 6 5 4
ER

DO THIS
Write the following fractional number in ascending order:
SC

1 13 11 5 15 2 5 3 24
(i) , , , , (ii) , , ,
7 7 7 7 7 3 6 9 18
2 1 5 7 1 1 1 1 1
(iii) , , , (iv) , , , ,
3 2 6 12 5 2 8 3 12

When we write numbers in the manner that they decrease from left to right then they are
said to be in descending order.

For example 100, 85, 83, 74, 61 are in descending order.

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 7 3
eT]jÓTTø£ ñ<ëVü≤s¡D #·÷&É+&ç. , \˝À @~ ô|<ä›~?
9 11
yÓTT<ä{ yê{Ïì düC≤‹ _ÛHêï\T>± e÷]ÃÁyêj·T>±
7 11 77 3 9 27
× = × =
9 11 99 11 9 99

77 7 7 3
ô|<ä›~ n+fÒ ô|<ä›~. > .
99 9 9 11

A
M{ìï+{Ï˝À eTqeTT s¬ +&ÉT _ÛHêï\ Vü‰sê\T düe÷q+ #˚kÕeTT. Vü‰sê\T düe÷qyÓTqÆ |ü⁄&ÉT, uÛ≤>±\ |ü]e÷D≤\T

AN
≈£L&Ü düe÷qeTe⁄‘êsTT. n|ü⁄Œ&ÉT eTq+ düe÷q uÛ≤>±\qT b˛\Ãe#·TÃqT. @ _Ûqï+˝À \e+˝Àì düe÷q uÛ≤>±\T
m≈£îÿe e⁄+{≤jÓ÷ n<˚ô|<ä› _Ûqï+ nì ‘Ó\TdüTÔ+~.
Ç$ #˚j·T+&ç

G
øÏ+~ yêì˝À @~ ∫qï _ÛqïeTT?

(i)
2
5
,
3
7
(ii)
7
8
,
5
4 N (iii)
3
11
,
1
2
(iv)
5
6
,
2
3
LA
7.8.2 Äs√Vü≤D eT]j·TT nes√Vü≤D Áø£eT+
eTq+ dü+K´\qT m&ÉeTqT+&ç ≈£î&çøÏ Áø£eT+>± $\Te ô|s¡T>∑T‘·÷ e⁄+&˚≥≥T¢ ÁyêkÕÔeTT. BìH˚ eTq+
TE

Äs√Vü≤D Áø£eT+ n+{≤s¡T.

ñ<ëVü≤s¡D≈£î 1, 3, 7, 8, 12 \T Äs√Vü≤D Áø£eT+˝À e⁄HêïsTT.
n<˚$<Ûä+>±
T,

2 3 7 16 2 3 7 16
, , , \T ≈£L&Ü Äs√Vü≤D Áø£eT+˝À e⁄HêïsTT. n+fÒ < < <
5 5 5 5 5 5 5 5
ER

1 1 1 1
n˝≤π> , , , \T ≈£L&Ü Äs√Vü≤D Áø£eT+˝À e⁄HêïsTT.
7 6 5 4
Ç$ #˚j·T+&ç
SC

øÏ+~ _ÛHêï\qT Äs√Vü≤D Áø£eT+˝À sêj·T+&ç.

1 13 11 5 15 2 5 3 24
(i) , , , , (ii) , , ,
7 7 7 7 7 3 6 9 18

2 1 5 7 1 1 1 1 1
(iii) , , , (iv) , , , ,
3 2 6 12 5 2 8 3 12
eTqeTT á dü+K´\qT m&ÉeT qT+&ç ≈£î&çøÏ Áø£eT+>± $\Te ‘·>∑TZ‘·÷ e⁄+&˚≥≥T¢ ÁyêùdÔ <ëìì nes√Vü≤D
Áø£eT+ n+{≤s¡T.
ñ<ëVü≤s¡D≈£î 100, 85, 83, 74, 61 \T nes√Vü≤D Áø£eT+˝À ñHêïsTT.
187
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 11 7 5 3 1
Similarly , , , , are in descending order.
2 2 2 2 2
1 1 1 1
,
Further , , are also in descending order. Can you say why? Discuss
4 5 6 7
with your friends.

DO THIS
Write the following in descending order:

A
1 13 11 15 3 1 2 3 5
(i) , , , , (ii) , , ,
9 9 9 9 9 6 3 9 6

AN
1 9 3 6 1 1 1 3
(iii) , , , (iv) , , ,
5 5 5 5 4 2 8 4

7.9 ADDITION OF FRACTIONS:

G
Add the following

1. + =
N =
1 1
+ =
1
LA
4 4 2

1 1 2
2. + = = + = =1
TE

2 2 2

DO THIS
Simplify the following
T,

1 5 1 2 1 2 3 13 5
i. + ii. + iii. + + iv. +
4 4 3 3 7 7 7 6 6
ER

7.9.1 Adding unlike fractions

Look at the following
SC

1 1
+ =?
2 3
We can not add the numerators here. Why not? So what do we do?
To add such fractions we convert them into equivalent fractions with the same denominators.

1 1 3 3 1 1 2 2
= × = ; = × =
2 2 3 6 3 3 2 6
1 1 3 2 5
So, + = + =
2 3 6 6 6
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 11 7 5 3 1
n˝≤π> , , , , \T nes√Vü≤D Áø£eT+˝À ñHêïsTT.
2 2 2 2 2
1 1 1 1
Ç+ø± , , , \T ≈£L&Ü nes√Vü≤D Áø£eT+˝À e⁄HêïsTT. m+<äTø√ ø±s¡D+ #Ó|üŒ>∑\sê?
4 5 6 7
MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.
Ç$ #˚j·T+&ç
øÏ+~ yêìì nes√Vü≤D Áø£eT+˝À Áyêj·T+&ç.

A
1 13 11 15 3 1 2 3 5
(i) , , , , (ii) , , ,
9 9 9 9 9 6 3 9 6

AN
1 9 3 6 1 1 1 3
(iii) , , , (iv) , , ,
5 5 5 5 4 2 8 4

G
7.9 _ÛHêï\ dü+ø£\qeTT (≈£L&çø£)
øÏ+~ yêìì ≈£L&É+&ç.
N 1 1 1
LA
ñ<ëVü≤s¡D 1. + = = + =
4 4 2

1 1 2
TE

2. + = = + = =1
2 2 2

Ç$ #˚j·T+&ç
T,

øÏ+~ yê{Ïì dü÷ø°åàø£]+#·+&ç.

1 5 1 2 1 2 3 13 5
i. + ii. + iii. + + iv. +
ER

4 4 3 3 7 7 7 6 6
7.9.1 $C≤‹ _ÛHêï\ dü+ø£\qeTT
øÏ+~ <ëìì #·÷&É+&ç.
1 1
SC

+ =?
2 3
Çø£ÿ&É eTq+ \yê\qT ø£\|ü˝ÒeTT. m+<äTe\q? eT] eTq+ @+ #˚j·÷*?
Ç≥Te+{Ï _ÛHêï\qT ø£\|ü&ÜìøÏ yÓTT<ä≥ yê{Ïì ˇπø Vü‰s¡eTT ø£*–q düe÷q _ÛHêï\T>± e÷sêÃ*.
1 1 3 3 1 1 2 2
= × = = × =
2 2 3 6 3 3 2 6

1 1 3 2 5
ø±e⁄q + = + =
2 3 6 6 6

189
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 Let us see how this works pictorially.

1 1
+ +
2 3
The parts in the two pictures are not equal. In order to add we need equal parts.
We divide the first into three more horizontal parts.

3
We get
6

A
2

AN
and for the second picture similarly we get .
6

5
No we can add both and get sum as

G
6
1 5
+
Consider
6 3
N
LA
5 10
We write =
3 6
1 5 1 10 11
+ = + =
TE

Thus
6 3 6 6 6

DO THIS
T,

Add the following fractional numbers:

1 1 1 3 7 1 2 5 1 7
(i) + (ii) + + (iii) + + (iv) +
ER

2 5 2 2 2 3 6 6 3 5

7.9.2 Addition of mixed fractions

1 2
SC

How do we add 2 and 1 ?

3 3
7 5
One way is to convert them into improper fractions and and add. We can also add
3 3
them in the following way
1 2 1 2
2 +1 = 2 +1+ +
3 3 3 3
We have added the whole number part and the fractional part separately. Then we add the
3
the two and get 3 + = 3 + 1 = 4 .
3
190
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
 M{Ïì |ü≥s¡÷|ü+˝À m˝≤ dü÷∫+#·e#·TÃH√ #·÷<ë›+.
1 1
+ +
2 3

¬s+&ÉT |ü{≤\˝Àì uÛ≤>±\T düe÷q+ ø±<äT. ø±ì dü+ø£\q+ #˚j·÷\+fÒ eTq≈£î düe÷q uÛ≤>±\T ø±yê*.
ø±e⁄q yÓTT<ä{Ï <ëìì eT]eT÷&ÉT n&ÉT¶ uÛ≤>±\T>± $uÛÑõkÕÔeTT.
3

A
n|ü⁄Œ&ÉT eTq≈£î edüTÔ+~.
6

AN
eT]j·TT ¬s+&Ée |ü{≤ìøÏ n<˚$<Ûä+>± eTq≈£î e edüTÔ+~.
6

5
á ¬s+&É÷ Ç|ü&ÉT ø£\|ü&ÜìøÏ M\T>± ñHêïsTT ø£\T|ü>± yÓTT‘·Ô+ edüTÔ+~.
6

G
1 5
+
6 3
5 10
=
qT |ü]>∑DÏ+#·+&ç.
N
LA
nì ÁyêkÕÔeTT.
3 6
1 5 1 10 11
ø±e⁄q + = + =
6 3 6 6 6
TE

Ç$ #˚j·T+&ç
á øÏ+~ _ÛHêï\qT ≈£L&É+&ç.
1 1 1 3 7 1 2 5 1 7
(i) + (ii) + + (iii) + + (iv) +
T,

2 5 2 2 2 3 6 6 3 5

7.9.2 $TÁX¯eT _ÛHêï\ dü+ø£\qeTT

ER

1 2
2 eT]j·TT 1 \qT eTq+ m˝≤ dü+ø£\q+ #˚kÕÔeTT?
3 3
SC

7 5
yê{Ïì n|üÁø£eT _ÛHêï\T eT]j·TT \T>± e÷]à ø£\|ü&É+ ˇø£ |ü<äΔ‹. yê{Ïì eTq+ á øÏ+~ |ü<äΔ‹˝À
3 3
≈£L&Ü dü+ø£\q+ #˚j·Te#·TÃqT.
1 2 1 2
2 +1 = 2 +1+ +
3 3 3 3
Çø£ÿ&É eTq+ |üPsêí+ø£ uÛ≤>±\qT, _Ûqï uÛ≤>±\qT $&ç$&ç>± dü+ø£\q+ #˚kÕeTT. eTs¡\ Ä ¬s+&ç+{Ïì
3
dü+ø£\q+ #˚j·T>± eTq≈£î 3 + = 3 G 1 R 4 edüTÔ+~.
3
191
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 1 1
We will now add 2 , 3 in both ways.
8 6
1 1 1 1
1st Method : 2 +3 = 2+3+ +
8 6 8 6
1× 6 1 × 8
= 5+ +
8× 6 6× 8
6 8
= 5+ +
48 48

A
14 7 7
= 5+ = 5+ =5

AN
48 24 24
17 19
2nd Method : Changing both into improper fractions we have +
8 6

G
17 17 6 102
Change into equivalent like fractions = × =
8 8 6 48

N 19
=
19 8 152
× =
LA
6 6 8 48

102 152 254 127 7

∴ + = = =5
48 48 48 24 24
TE

7.10 SUBTRACTION
3 4
Subtract from . Here the numbers have the same denominator so they are like
7 7
fractions. We take 3 one sevenths from 4 one sevenths and are left with 1 one seventh.
T,

4 3 4-3 1
∴ − = =
7 7 7 7
ER

Now take an example where fractional numbers have different denominators.

2 3
Subtract from
9 10
SC

3 2
− .
10 9
We can not do the same process as we did above.
We make them equivalent like fractions and write
3 3× 9 27 2 2 ×10 20
= = ; = =
10 10 × 9 90 9 9 × 10 90
27 20 27 − 20 7
We get − = =
90 90 90 90
192
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
 1 1
Ç|ü⁄Œ&ÉT eTq+ 2 , 3 \qT ¬s+&ÉT |ü<äΔ‘·T\˝À dü+ø£\q+ #˚<ë›+.
8 6
1 1 1 1
1e |ü<ä∆‹ : 2 +3 = 2+3+ +
8 6 8 6
1× 6 1 × 8
= 5+ +
8× 6 6× 8
6 8
= 5+ +
48 48

A
14 7 7
= 5+ = 5+ =5

AN
48 24 24
17 19
2e |ü<ä∆‹ : ¬s+&ç+{Ï˙ n|üÁø£eT _ÛHêï\T>± e÷s¡Ã>±, eTq≈£î + edüTÔ+~.
8 6
17 17 6 102

G
düe÷q düC≤‹ _ÛHêï\T>± e÷]à Áyêj·T>± = × =
8 8 6 48

N 19
6
=
19 8 152
× =
6 8 48
LA
102 152 254 127 7
∴ + =
48 48 48 = 24 = 5 24
7.10 e´eø£\qeTT (rdæy˚‘·)
TE

4 3
7 qT+&ç qT rdæ y˚j·T+&ç. á ¬s+&ÉT dü+K´\ Vü‰sê\T düe÷q+ ø±e⁄q n$ düC≤‹ _ÛHêï\T. eTqeTT
7
1 1 1
eT÷&ÉT e uÛ≤>±\qT, Hê\T>∑T e uÛ≤>±\qT+&ç rdæy˚j·T>± ˇø£ e uÛ≤>∑+ $T>∑T\T‘·T+~.
T,

7 7 7
4 3 4-3 1
∴ − = =
ER

7 7 7 7
Ç|ü⁄Œ&ÉT Vü‰sê\T y˚s¡Ty˚s¡T>± e⁄qï _ÛHêï\qT ñ<ëVü≤s¡D>± rdüTø√+&ç.
3 2
qT+&ç ì rdæy˚j·T+&ç.
10 9
SC

3 2
−
10 9
eTqeTT ô|’q #Ó|æŒq |ü<äΔ‹˝À Bìì #˚j·T˝ÒeTT.
yÓTT<ä≥ M{Ïì düC≤‹ _ÛHêï\T>± #˚j·÷*.
3 3× 9 27 2 2 ×10 20
= = ; = =
10 10 × 9 90 9 9 × 10 90
27 20 27 − 20 7
n|ü⁄Œ&ÉT − = = edüTÔ+~.
90 90 90 90
193
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 DO THIS
1. Add the following fractions.
2 3 7 2 3 2
(i) + (ii) + (iii) +
5 5 10 10 4 6
2. Subtract the following.
2 3 1 2
(i) from (ii) from
7 5 9 5

A
EXERCISE - 7.3

AN
1. Write shaded portion as fraction. Arrange them in ascending or descending order using
sign '<', '=', '>' between the fractions:

G
i)
N
LA
ii)
TE

2 4 8 5 6
2. Show , , , and on the number line. Also arrange them in ascending order.
6 6 6 6 6

3. Look at the figures and write '<' or '>', '=' between the given pairs of fractions:
T,

0 1
1 1
ER

0 2
2 2
SC

0 3
3 3

0 4
4 4

0 5
5 5

0 6
6 6
194
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
Ç$ #˚j·T+&ç
1. øÏ+~ _ÛHêï\qT dü+ø£\q+ #˚j·T+&ç.
2 3 7 2 3 2
(i) + (ii) + (iii) +
5 5 10 10 4 6
2.. øÏ+~ _ÛHêï\qT e´eø£\q+ #˚j·T+&ç.
3 2 2 1
(i) qT+∫ (ii) qT+∫
5 7 5 9

A
nuÛ≤´dü+ ` 7. 3

AN
1. #Ûêj·÷eè‘· ÁbÕ+‘ê\qT _ÛHêï\T>± dü÷∫+#·+&ç. Ä _ÛHêï\ eT<Ûä´ '<', '=', '>' \˝À dü]jÓÆTq >∑Ts¡TÔ\qT
ñ|üjÓ÷–dü÷Ô yê{Ïì Äs√Vü≤D ˝Ò<ë nes√Vü≤D Áø£eT+˝À sêj·T+&ç.

G
i)

ii) N
LA
2 4 8 6
2. , , eT]j·TT \qT dü+U≤´πsKô|’ >∑T]Ô+#·+&ç. yê{Ïì Äs√Vü≤D Áø£eT+˝À sêj·T+&ç.
6 6 6 6
TE

3. øÏ+<ä Ç∫Ãq |ü{≤\qT |ü]o*+∫ øÏ+<ä ìe«ã&çq düeTdü´\˝Àì Á|ür »‘· _ÛHêï\ eT<Ûä´ '<' ˝Ò<ë '>', '='
>∑Ts¡TÔ\˝À dü]jÓÆTq <ëìì e⁄+#·+&ç.
T,

0 1
1 1
ER

0 2
2 2
SC

0 3
3 3

0 4
4 4

0 5
5 5

0 6
6 6
195
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 1 1 3 2 2 2
(i) (ii) (iii)
6 3 4 6 3 4

6 3 5 5
(iv) (v)
6 3 6 5

Make five more such problems and ask your friends to solve them.
4. Fill with the appropriate sign. ('<', '=', '>')

A
1 1 2 3 3 2
(i) (ii) (iii)

AN
2 5 4 6 5 3
3 2 3 6 7 3
(iv) (v) (vi)
4 8 5 5 9 9
5. Answer the following. Also write how you solved them.:

G
5 4 9 5
(i) Is equal to ? (ii) Is equal to ?
9
4
5
16
N 16
1
9
4
LA
(iii). Is equal to ? (iv) Is equal to ?
5 20 15 30
2
6. Varshith read 25 pages of a story book containing 100 pages. Lalitha read of the same
TE

5
story book. Who read less? Give reason.
7. Fill the appropriate (+ or –) sign in the blank space.
(i) ..... =
T,

(ii) ..... =
ER

(iii) ..... =
SC

8. Simplify
1 1 8 3 7 5
(i) + (ii) + (iii) -
18 18 15 15 7 7
1 21 12 7 5 3
(iv) + (v) - (vi) +
22 22 15 15 8 8

2⎛ 3⎞ 1 0 12
vii) 1 − ⎜1 = ⎟ viii) + ix) 3-
3⎝ 3⎠ 4 4 5

196
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
 1 1 3 2 2 2
(i) (ii) (iii)
6 3 4 6 3 4
6 3 5 5
(iv) (v)
6 3 6 5
Ç≥Te+{Ï eTs=ø£ 5 düeTdü´\qT ‘·j·÷s¡T #˚dæ MT $TÁ‘·T\qT kÕ~Û+#·eTì #Ó|üŒ+&ç.
4. dü]jÓÆTq >∑Ts¡TÔ\‘√ ì+|ü>∑\s¡T. ('<', '=', '>')
1 1 2 3 3 2

A
(i) (ii) (iii)
2 5 4 6 5 3

AN
3 2 3 6 7 3
(iv) (v) (vi)
4 8 5 5 9 9
5. øÏ+~yê{ÏøÏ »yêãT\T Áyêj·T+&ç. yê{Ïì m˝≤ kÕ~Û+#ês√ k˛bÕHê\qT MT H√{Ÿ |ü⁄düÔø£+˝À sêj·T+&ç.

G
5 4 9 5
(i) nH˚~ ≈£î düe÷qe÷? (ii) nH˚~ ≈£î düe÷qe÷?
9 5 16 9

(iii)
4 16 N (iv)
1 4
LA
nH˚~ ≈£î düe÷qe÷? nH˚~ ≈£î düe÷qe÷?
5 20 15 30
2
6. 100 ù|J\Tqï ˇø£ ø£<∏ä\ |ü⁄düÔø£+˝À e]¸‘· 25 ù|J\T #·~$+~. \*‘· n<˚ ø£<∏ä\ |ü⁄düÔø£+˝À e+‘·T
5
TE

#·~$+~. mes¡T Ä |ü⁄düÔø±ìï ‘·≈£îÿe #·~yês¡T?ø±s¡D+ ‘Ó\|ü+&ç.

7. á øÏ+~ U≤∞\qT dü¬s’q >∑Ts¡TÔ (G ˝Ò<ë `)‘√ |üP]+#·+&ç.
(i) ..... =
T,

(ii) ..... =
ER

(iii) ..... =
SC

8. dü÷ø°åàø£]+#·+&ç.
1 1 8 3 7 5
(i) + (ii) + (iii) -
18 18 15 15 7 7
1 21 12 7 5 3
(iv) + (v) - (vi) +
22 22 15 15 8 8

2⎛ 3⎞ 1 0 12
(vii) 1 − ⎜1 = ⎟ (viii) + (ix) 3-
3⎝ 3⎠ 4 4 5

197
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
9. Fill in the missing fractions:
7 3 3 5
(i) - = (ii) - =
10 10 21 21
3 3 5 12
(iii) - = (iv) + =
3 6 27 27
2
10. Narendra painted area of the wall in his room. His brother Ritesh helped and painted
3

A
1
area of the wall. How much did they paint together?

AN
3
5
11. Neha was given of a basket of bananas. What fraction of bananas was left in the basket?
7

G
7 1
12. A piece of rod metre long is broken into two pieces. One piece was metre long.
8 4
How long is the other piece?
1
N 7
LA
13. Renu takes 2 minutes to walk around the school ground. Snigdha takes minutes to
5 4
do the same. Who takes less time and by what fraction?
TE

7.11 DECIMALS
T,

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

What is the length of this pencil? .................. centimeter.

SC

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

The length of this fish is more than 4 cm. But it is less than 5 cm. How will you find the
length of this fish?

To do this we divide the space between 4 and 5 into 10 equal parts.

198
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9. U≤∞\˝À dü]jÓÆTq _ÛHêï\qT |üP]+#·TeTT.
7 3 3 5
i) - = ii) - =
10 10 21 21

3 3 5 12
iii) - = iv) + =
3 6 27 27

2 1
10. qπs+Á<ä Ç+{Ï ˝Àì ‘·q >∑~ >√&É≈£î 3
e+‘·T ô|sTT+{Ÿ y˚kÕ&ÉT. n‘·ì ‘·eTTà&ÉT ]‘˚wt 3
e+‘·T >√&É≈£î

A
ô|sTT+{Ÿy˚dæ n‘·ìøÏ düVü‰j·T+ #˚kÕ&ÉT. Ç<ä›s¡÷ ø£*|æ m+‘· uÛ≤>±ìøÏ s¡+>∑T y˚kÕs¡T?

AN
5
11. H˚Vü‰≈£î ˇø£ ãT≥º˝Àì e+‘·T ns¡{Ï|ü+&ÉT¢ Çe«ã&ܶsTT. nsTTq ãT≥º˝À $T–*q ns¡{Ï|üfi¯flqT dü÷∫+#·T
7
_ÛHêïìï Áyêj·T+&ç.

G
7 1
12. MT≥s¡T¢ bı&Ée⁄ ø£*–q ˇø£ ø£&û¶ ¬s+&ÉT eTTø£ÿ\T>± $]– b˛sTTq~. ˇø£ eTTø£ÿ MT≥s¡¢ bı&Ée⁄ e⁄qï,
8 4
¬s+&Ée eTTø£ÿ bı&Ée⁄qT ø£qT>=qTeTT.
N
LA
1
13. bÕsƒ¡XÊ\ Äes¡D #·T≥÷º q&ç∫ sêe&ÜìøÏ πsDT≈£î 2 5 ì$TcÕ\ ø±\+ |ü&ÉT‘·T+~. n<˚|üì #˚j·T&ÜìøÏ
7
TE

dæï>∑ú≈£î ì$TcÕ\ ø±\+ |ü&ÉT‘·T+~. Ç<ä›]˝À mes¡T ‘·≈£îÿe ø±\+˝À Á|üj·÷DÏ+#ês¡T? m+‘· ‘·≈£îÿe? Ä
4
‘·≈£îÿeqT _Ûqï s¡÷|ü+˝À Áyêj·T+&ç.
7.11 <äXÊ+XÊ\T
T,
ER

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

á ô|ì‡˝Ÿ bı&Ée⁄ m+‘·? ............... ôd+.MT.

SC

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

á #˚|ü bı&Ée⁄ 4 ôd+.MT. ø£Hêï m≈£îÿe eT]j·TT 5 ôd+.MT. ø£Hêï ‘·≈£îÿe. eT] á #˚|ü bı&Ée⁄ m˝≤
ø£qT>=+{≤e⁄?
Ç~ ø£qT>=q&ÜìøÏ eTq+ 4, 5 \ eT<Ûä´<ä÷sêìï 10 düe÷q uÛ≤>±\T #˚j·÷*.
199
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 Now can you measure the length of this fish? The length is ....... cm and .......... small part.
We call this small part as millimeter. That means this fish is 4 cm and 2 mm in length. Each of the 10
equal parts is one milli meter. In using the scale we use equal divisions and count the smaller parts.
In the above examples, the length is.
2 2
4 and part = 4 cm
10 10
What is the length of the tail of the fish?

A
You find it is less than 1 cm and is equal to 8 parts out of the 10 equal parts.
1 1 1 1 1 1 1 1 8

AN
Thus it is + + + + + + + = cm
10 10 10 10 10 10 10 10 10

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

Look at the match stick. Measure the length of the match stick and write it in centimeters
and its tenth parts. N
LA
1
1 part of each cm = 1 mm = cm = 0.1 cm or .1 cm
10
7.11.1 Place Value in Decimal Number
TE

If we read a three digit number then we can find the number by deciding the place value of
the digits. Lets take 3 digits as an example: 1, 2, 5.

In the number 512 if 5 takes the place of the hundreds then it has the value 500. That is
T,

why 512 is five hundred and twelve. In the number 152 the numeral 5 is in tens place so it has the
place value of fifty.
ER

In 125 we have 5 in the place of units. That is why the number is one hundred twenty and
five or one hundred and twenty five. If we move to the right of hundreds we have tens and if we
move to the right side of tens it is units. In other words while shifting towards right the value of
SC

1
place becomes of its value.
10

100 10 1 1
10

200
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 Ç|ü⁄Œ&ÉT MTs¡T sT÷ #˚|ü bı&Ée⁄qT #Ó|üŒ>∑\sê? Bì bı&Ée⁄ ............ ôd+.MT. eT]j·TT ......... ∫qï
uÛ≤>∑eTT. á ∫qï uÛ≤>±H˚ï eTq+ $T©¢ MT≥sY n+{≤eTT. nq>± #˚|ü bı&Ée⁄ 4 ôd+.MT. eT]j·TT 2 $T.MT. Á|ü‹ ˇø£
ôd+.MT.˝À 10 düe÷q uÛ≤>±\˝À Á|ür uÛ≤>∑eTT ˇø£ $T©¢ MT≥s¡T. eTqeTT ùdÿ\TqT ñ|üjÓ÷–+#˚≥|ü⁄&ÉT düe÷q
uÛ≤>±\T #˚dæq ∫qï uÛ≤>±\qT ≈£L&Ü ˝…øÏÿkÕÔeTT.
ô|’ ñ<ëVü≤s¡D˝À, #˚|ü bı&Ée⁄
2 2
4 eT]j·TT uÛ≤>∑eTT = 4 ôd+.MT.
10 10

A
eT] á #˚|ü ‘√ø£ bı&Ée⁄ m+‘·?

AN
Bì bı&Ée⁄ 1 ôd+{°MT≥sY ø£Hêï ‘·≈£îÿe. Ç+ø±sTT~ 10 ∫qï uÛ≤>±\˝À 8 ∫qï uÛ≤>±\≈£î düe÷qeTT.
1 1 1 1 1 1 1 1 8
n|ü⁄&ÉT n~ + + + + + + + = ôd+.MT.
10 10 10 10 10 10 10 10 10

G
0 1 2 3 4 5 6
N 7 8 9 10 11 12 13 14 15
LA
|ü≥+˝À n–Z|ü⁄\¢qT #·÷dæ, <ëìbı&Ée⁄qT ø=*∫, ôd+.MT.\˝À eT]j·TT $T.MT.\˝À ‘Ó\|ü+&ç.
1
1 ôd+.MT.˝À Á|ür uÛ≤>∑+ = 1 $T.MT. = ôd+.MT. = .1 ôd+.MT. R 0.1 ôd+.MT
10
TE

7.11.1 <äXÊ+X¯ dü+K´\ kÕúq $\Te\T

eTq+ ˇø£ eT÷&É+¬ø\ dü+K´qT #·~$‘˚, <ëì˝Àì n+¬ø\ kÕúq$\Te\qT ìs¡ísTT+∫ Ä dü+K´qT
ø£qT>=qe#·TÃqT. ñ<ëVü≤s¡D≈£î 1, 2, 5 nH˚ eT÷&ÉT n+¬ø\qT rdüTø√+&ç.
T,

512 nH˚ dü+K´˝À 5 e+<ä\ kÕúq+˝À e⁄qï|ü⁄&ÉT <ëì kÕúq$\Te 500. n+<äTπø Ädü+K´ ◊<äTe+<ä\
ER

|üHÓï+&ÉT. 152 nH˚ dü+K´˝À 5 |ü<äT\ kÕúq+˝À e⁄+~. ø£qTø£ <ëì kÕúq $\Te 50.
125 ˝À ˇø£≥¢ kÕúq+˝À e⁄+~ ø£qTø£ Ädü+K´ q÷≥ Çs¡yÓ’ ◊<äT. eTqeTT e+<ä\ kÕúq+ qT+&ç ≈£î&ç
Á|üøÿ£ ≈£î yÓ[flq|ü⁄&ÉT |ü<Tä \ kÕúq+ <ëì ≈£î&ç Á|üøÿ£ ≈£î ˇø£≥¢ kÕúqeTT e⁄HêïsTT. nq>± eTqeTT ≈£î&ç Á|üøÿ£ ≈£î »s¡T>∑T‘·Tqï|ü⁄&ÉT
1
SC

<ëì kÕúq$\Te e+‘·T ne⁄‘·T+~.

10

100 10 1 1
10

201
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 1
The picture above shows how as we move right the value becomes th of the value on
10
the left.The first figure, We start 100 with a cube for 100 made up of 100 cuboidal rods. If we

divide it into 10 equal parts then you will get a cuboid made up of 10 rods

When we further divide a ten in to 10 equal parts we get 1 cuboidal rod. This means that

10th part of a hundredth is tens and 10th part of tens is a unit.

A
Now, if we move more towards right then what will happen?

AN
You must remember that in above diagram of measuring fish example we measured length

less than 1 cm. We divided 1 cm. into 10 small equal parts. Each part is called of 1 mm. That is
1
each part is cm. When we write mm in cm then we write it on the right hand side of the decimal

G
10
1
point. The value of the first digit on the right hand side of the decimal point is

100 →
100
= 10 →
10
=1→
1 N 10
LA
10 10 10
5
If we have five 10th parts we have and write 0.5. This means 5 parts out of the 10 of
10
5
a whole i.e., = 0.5
TE

10
TRY THESE
(i) Write fractions for the following decimal and also find how many tenth
T,

parts are there in each:

0.4 , 0.2 , .8 , 1.6 , 5.4 , 555.3 , 0.9
(ii) Complete the following table.
ER

Tens (10) Ones (1) One-Tenths (1/10) Decimal number

3 5 7
6 9 4
SC

7 6 3
(iii) Complete the following table.
Decimal Whole number Decimal part Value of the Write in words
Number part Decimal part
8.5
14.7
23.0
5.4
202
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
 ô|’ ∫Á‘·+˝À eTq+ m&ÉeT qT+&ç ≈£î&çøÏ yÓ[flq|ü⁄&ÉT $\Te\T m˝≤ e÷s¡T‘êjÓ÷ #·÷&Ée#·TÃqT. yÓTT<ä{Ï
∫Á‘·+˝À 100 Bs¡È|òüTHêø±s¡ ø£&û¶\‘√ @s¡Œs¡∫q |òüTHêìï e+<ä\ kÕúq+˝À rdüTø=ì ÁbÕs¡+_Û+#êeTT. Bìì 10
düe÷quÛ≤>±\T #˚j·T>± 10 Bs¡È |òüTHêø±s¡ ø£&û¶\‘√ Bs¡È|òüTq+ @s¡Œ&ç+~.
Bìì eTs¡\ 10 düe÷q uÛ≤>±\T #˚j·T>± 1 Bs¡È|òüTHêø±s¡ ø£&û¶ edüTÔ+~. nq>± e+<ä˝À |ü<äe e+‘·T |ü~
eT]j·TT |ü~˝À |ü<äee+‘·T ˇø£{Ï.
Ç+ø± eTq+ ≈£î&ç Á|üø£ÿ≈£î yÓ[‘˚ @$T »s¡T>∑T‘·T+~?
eTqeTT ô|’q #Ó|ü⁄Œø=qï #˚|ü bı&Ée⁄qT ø=*#˚ |ü≥eTTqï ñ<ëVü≤s¡D˝À eTqeTT 1ôd+.MT. ø£Hêï ‘·≈£îÿe

A
bı&Ée⁄qT ø=*#êeTT. nø£ÿ&É 1ôd+.MT.qT 10 ∫qï düe÷q uÛ≤>±\T #˚dæ Á|ür uÛ≤>±ìï 1$T.MT. nHêïeTT. nq>±

AN
1
Á|ü‹uÛ≤>∑eTT ôd+.MT. ($T.MT. qT ôd+.MT.\˝À Áyêj·T>±) Bìì eTq+ <äXÊ+X¯ _+<äTe⁄≈£î ≈£î&ç#‹˚ yÓ|’ ⁄ü ÁyêkÕÔeTT.
10
1
ø£qTø£ <äXÊ+X¯ _+<äTe⁄≈£î ≈£î&ç #˚‹yÓ’|ü⁄ yÓTT<ä{Ï kÕúq+ $\Te
10

G
100 10 1
100 → = 10 → = 1 →
10 10 10

5
N
LA
eTq≈£î 10e uÛ≤>±\T 5 e⁄+fÒ Bìì eTq+ 0.5 nì ÁyêkÕÔeTT. nq>± yÓTT‘·Ô+ 10 uÛ≤>±\˝À 5
10
5
uÛ≤>±\T nì ns¡ΔeTT = = 0.5.
TE

10
Á|üj·T‹ï+#·+&ç
i) øÏ+~ <äXÊ+XÊ\qT _ÛHêï\T>± sêj·T+&ç eT]j·TT mìï 10 e uÛ≤>±\T e⁄HêïjÓ÷ >∑T]Ô+#·+&ç.
T,

0.4, 0.2, 0.8, 1.6, 5.4, 555.3, 0.9

ii) øÏ+~ |ü{Ϻø£qT ì+|ü+&ç.
ER

|ü<äT\T (10) ˇø£≥T¢ (1) |ü<äe e+‘·T (1/10) <äXÊ+X¯ dü+K´

3 5 7
6 9 4
SC

7 6 3
iii) øÏ+~ |ü{Ϻø£qT ì+|ü+&ç.
<äXÊ+X¯ |üPsêí+ø£ <äXÊ+X¯ <äXÊ+X¯ uÛ≤>∑+ |ü<ë\˝À Áyêj·T>±
dü+K´ uÛ≤>∑eTT uÛ≤>∑+ $\Te
8.5
14.7
23.0
5.4
203
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
(iv) Measure the length of these line segments and fill it in the table given below.
M M
M
H k l m
P C
What you cm and mm Length measurement Length measurement
measured in cm in decimal
Line segment HM
Line segment PM

A
Line segment CM
Your eraser

AN
Piece of a chalk
Your fore finger

If part of 100 is to be shown then we have to write the number after two places to the right

G
5 1
side of the decimal like = 0.05 that is, if we move one place towards right from then the

1
100
N 10
LA
value is .
100
1 m. has 100 cm in it. If we have to write 5 cm in meter then we write ·05 m. If we have
to write 25 cm. or hundredth part is to be written, then it is 0.25
TE

20 5 25
that is + = = 0.25
100 100 100
Write fractions for the following decimal and find how many hundredth parts are there in it:
T,

0.35, 0.08, 6.70, 23.53, 756.01

Similarly we know 100 paise = 1 Rupee, so how much is 10 paise of a rupee and how
ER

much is 1 paise of rupee?

75
How much is 475 paise? It is 400 + 75 paise or 4 + rupee = ` 4.75. Also written as
100
SC

4 rupees 75 paise (or ) ` 4.75

30
Similarly rupees 5 and 30 paisa will be written as 5 rupees which ` 5.30
100
DO THIS
Fill in the blanks:
(i) 325 paisa = ................ rupees ................ paisa = `................
(ii) 570 paisa = ................ rupees ................ paisa = `................
(iii) 2050 paisa = ................ rupees ................ paisa = ` ................
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vi) øÏ+~ πsU≤K+&Ü\ bı&Ée⁄\qT ø=*∫ øÏ+~ |ü{Ϻø£˝À ì+|ü+&ç.
M M
M
H
P C
MTs¡T ø=*∫q~ ôd+.MT eT]j·TT bı&Ée⁄ ôd+.MT\˝À bı&Ée⁄ <äXÊ+XÊ\˝À
$T.MT
πsU≤K+&ÉeTT HM
πsU≤K+&ÉeTT PM

A
πsU≤K+&ÉeTT CM

AN
MT. s¡ã“s¡T
düT<ä›eTTø£ÿ
MT #˚‹ #·÷|ü⁄&ÉT y˚\T

G
100 ˝À uÛ≤>±ìï dü÷∫+#ê\+fÒ eTqeTT <äXÊ+X¯ _+<äTe⁄≈£î ≈£î&ç #˚‹yÓ’|ü⁄ ¬s+&ÉT kÕúHê\ es¡≈£î sêj·÷*.
ñ<ëVü≤s¡D≈£î
5
100
= 0.05 nq>± 10e uÛ≤>∑+
10 N
1
qT+&ç ≈£î&ç#˚‹yÓ’|ü⁄≈£î yÓfi¯fl>± e+<äe uÛ≤>∑+
100
kÕúq$\Te
1
LA
edüTÔ+~.
1 MT≥s¡T˝À 100 ôd+.MT ñ+{≤sTT. eTqeTT 5 ôd+.MT \qT MT≥s¡¢˝À Áyêj·÷\+fÒ 0.05 MT. nì
ÁyêkÕÔeTT. n˝≤π> 25 ôd+.MT \qT Áyêj·÷\+fÒ ˝Ò<ë MT≥sYjÓTTø£ÿ 100 e uÛ≤>±\˝À Áyêj·÷\+fÒ n~ 0.25
TE

20 5 25
nq>± + = = 0.25
100 100 100
ÁøÏ+~ <äXÊ+XÊ\≈£î _ÛHêï\qT Áyêdæ <ëì˝À mìï e+<äe uÛ≤>±\T e⁄HêïjÓ÷ ø£qT>=q+&ç.
T,

0.35, 0.08, 6.70, 23.53, 756.01

n<˚$<Û+ä >± 100ô|d’ \ü T R 1s¡÷bÕsTT nì eTq≈£î ‘Ó\TdüT. eT] 10 ô|d’ \ü T n+fÒ s¡÷bÕsTT˝À mH√ïe+‘·T?
ER

1ô|’kÕ n+fÒ s¡÷bÕj·T˝À mqïe e+‘·T?

75
475 ô|’dü\T n+fÒ mìï s¡÷bÕj·T\T? n~ 400 + 75 ô|’dü\T nq>± 4 + s¡÷bÕj·T\T. R ` 4.75.
100
4 s¡÷bÕj·T\ 75 ô|’dü\T ˝Ò<ë ` 4.75 nìÁyêkÕÔeTT.
SC

30
n<˚$<Ûä+>± 5 s¡÷bÕj·T\ 30 ô|’dü\qT 5 s¡÷bÕj·T\T nq>± ` 5.30 nì ÁyêkÕÔeTT.
100
Ç$ #˚j·T+&ç
U≤∞\qT |üP]+#·+&ç.
1. 325 ô|’dü\T R .............. s¡÷bÕj·T\T .............. ô|d’ \ü T R ` ..............
2. 570 ô|’dü\T R .............. s¡÷bÕj·T\T .............. ô|d’ \ü T R ` ..............
3. 2050 ô|’dü\T R .............. s¡÷bÕj·T\T .............. ô|d’ \ü T R ` ..............
205
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 EXERCISE - 7.4
1. Fill in the blanks
(i) The fractional form of 0.8 is _______________________
(ii) The Integral part of 15.9 is _____________________
(iii) The digit in the tenths place of 171.9 is ____________________
(iv) The place value of 8 in 9.8 is ____________________

A
(v) The point between the Integral part and the decimal part of the decimal
number is called ________________

AN
2. Write the decimal for each of the following
(i) One hundred twenty five and four tenths
(ii) Twenty and two tenths

G
(iii) Eight and Six tenths
3. Write the following fractions in the decimal form using the decimal point.
(i) 16/100 N
(ii) 278/1000 (iii) 6/100
LA
(iv) 369/100 (v) 16/1000 (vi) 345/10
vii) 907/100
4. Write the place value of each underlined digit.
TE

(i) 34.26 (ii) 8.88 (iii) 0.91

(iv) 0.50 (v) 3.03 (vi) 6.74
5. Find greater in the following.
T,

(i) 0.2 or 0.4 (ii) 70.08 or 70.7

(iii) 6.6 or 6.58 (iv) 7.4 or 7.35 (v) 0.76 or 0.8
ER

6. Rewrite in ascending order

(i) 0.04, 1.04, 0.14, 1.14 (ii). 9.09, 0.99, 1.1 , 7
7. Rewrite in descending order
SC

(i) 8.6, 8.59, 8.09, 8.8 (ii) 6.8, 8.66, 8.06, 8.68
7.12 ADDITION AND SUBTRACTIONS OF DECIMAL FRACTIONS
Add 0.3 and 0.4
Take a circle and divide it into 10 equal parts.
Shade 3 equal parts to represent 0.3
Shaded 4 equal parts in a different way to represent 0.4
Now count the total number of shaded tenths in the circle.
206
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 nuÛ≤´düeTT ` 7. 4
1. U≤∞\qT |üP]+#·+&ç.
i) 0.8 jÓTTø£ÿ _Ûqï s¡÷|üeTT .........................................
ii) 15.9 ˝À |üPsêí+ø£ uÛ≤>∑eTT .........................................
iii) 171.9 ˝À 10e uÛ≤>∑+ kÕúq+˝Àì n+¬ø .........................................
iv) 9.8 ˝À 8 kÕúq $\Te .........................................

A
v) ˇø£ <äXÊ+X¯ dü+K´˝À |üPsêí+ø£ uÛ≤>±ìï eT]j·TT <äXÊ+X¯ uÛ≤>±ìï y˚s¡T #˚ùd _+<äTe⁄qT
......................................... n+{≤s¡T.

AN
2. á øÏ+~ yê{ÏøÏ <äXÊ+X¯ s¡÷|ü+ sêj·T+&ç.
i) q÷≥ Çs¡yÓ’ nsTT<äT eT]j·TT 4 |ü<äe uÛ≤>±\T
ii)

G
Çs¡yÓ’ eT]j·TT ¬s+&ÉT |ü<äe uÛ≤>±\T
iii) mì$T~ eT]j·TT 6 |ü<äe uÛ≤>±\T
3.
16/100 ii) N
øÏ+~ _ÛHêï\qT <äXÊ+X¯ _+<äTe⁄ qT|üjÓ÷–+∫ <äXÊ+X¯ s¡÷|üeTT˝À sêj·T+&ç.
i) 278/1000 iii) 6/100
LA
iv) 369/100 v) 16/1000 vi) 345/10
vii) 907/100
TE

4. øÏ+<ä ^j·Tã&çq n+¬ø\ kÕúq $\Te\qT ø£qT>=q+&ç.

i) 34.26 ii) 8.88 iii) 0.91
iv) 0.50 v) 3.03 vi) 6.74
5. øÏ+~ yêì˝À @~ ô|<ä›<√ ø£qT>=q+&ç.
T,

i) 0.2 eT]j·TT 0.4 ii) 70.08 eT]j·TT 70.7

iii) 6.6 eT]j·TT 6.58 iv) 7.4 eT]j·TT 7.35 v) 0.76 eT]j·TT 0.8
ER

6. øÏ+~ yêìì Äs√Vü≤D Áø£eT+˝ÀìøÏ e÷]à sêj·T+&ç.

i) 0.04, 1.04, 0.14, 1.14 ii) 9.09, 0.99, 1.1, 7
7. øÏ+~ yêìì nes√Vü≤D Áø£eT+˝ÀìøÏ e÷]à sêj·T+&ç.
SC

i) 8.6, 8.59, 8.09, 8.8 ii) 6.8, 8.66, 8.06, 8.68

7.12 <äXÊ+X¯ _ÛHêï\ dü+ø£\qeTT eT]j·TT e´eø£\qeTT
0.3 eT]j·TT 0.4\qT dü+ø£\qeTT #˚j·T+&ç.
ˇø£ eè‘êÔìï rdüTø=ì <ëìì 10 düe÷q uÛ≤>±\T #˚j·T+&ç.
0.3qT dü÷∫+#·&ÜìøÏ 3 düe÷q uÛ≤>±\qT #Ûêj·÷eè‘·+ #˚j·T+&ç.
0.4qT dü÷∫+#·&ÜìøÏ 4 düe÷q uÛ≤>±\qT y˚πs $<Ûä+>± #Ûêj·÷eè‘·+ #˚j·T+&ç.
Ç|ü&ÉT eè‘·Ô+˝À #Ûêj·÷ eè‘·+ #˚j·Tã&çq yÓTT‘·Ô+ |ü<äe uÛ≤>±\qT ˝…ø£ÿô|≥º+&ç.
207
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 Ones Tenths
0 . 3
+ 0 . 4
0 . 7

Therefore 0.3 + 0.4 = 0.7

Thus, we can add decimal in such a manner that tenth part will add to tenth part of the
second number. Similarly the hundredth parts would be added together.

A
Can you now add 0.63 and 0.54?
Ones Tenths Hundredths

AN
0 . 6 3
+ 0 . 5 4
1 . 1 7

G
Thus 0.63 + 0.54 = 1.17

DO THIS N
LA
Find:
(i) 0.39 + 0.26 (ii) 0.8 + 0.07
(iii) 1.45 + 1.90 (iv) 3.44 + 1.58
TE

Example-1. Add 3.64 + 5.4

Method-(i): 3.64 + 5.4 The first is two decimal place fraction and
the second is a one decimal place fraction
T,

= 364/100 + 54/10 Express them in the fractional form

ER

= 364/100 + 540/100 Make 100 the denominator of the second fraction.

= 904/100 Add the numerators after making the denominators equal.
= 9.04 Write the answer using the decimal point.
SC

Method-(ii): 3.64 + 5.4

Units Tenths Hundredths
3 . 6 4
+ 5 . 4
9 . 0 4

3.64 As the first fraction has two decimal places

+ 5.40 convert 5.4 into a two decimal place fraction and add.
9.04
208
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 ˇø£≥T¢ |ü<√ e+‘·T
0 . 3
+ 0 . 4
0 . 7

ø±e⁄q 0.3 + 0.4 = 0.7

eTqeTT <äXÊ+X¯ dü+K´\qT dü+ø£\q+ #˚dæq|ü⁄&ÉT yÓTT<ä{Ï dü+K´˝Àì 10e uÛ≤>±ìï, ¬s+&Ée dü+K´˝À

A
10e uÛ≤>±ìï ≈£L&Ü*. n˝≤π> 100e uÛ≤>±\qT ≈£L&Ü*.
Ç|ü&ÉT MTs¡T 0.63, 0.54\qT ≈£L&É>∑\sê?

AN
ˇø£≥T¢ |ü<√ e+‘·T e+<√ e+‘·T
0 . 6 3
+ 0 . 5 4

G
1 . 1 7

ø±e⁄q 0.63 + 0.54 = 1.17

Ç$ #˚j·T+&ç
N
LA
ø£qT>=q+&ç.
i) 0.39 + 0.26 ii) 0.8 + 0.07
TE

iii) 1.45 + 1.90 iv) 3.44 + 1.58

ñ<ëVü≤s¡D 1 : 3.64 eT]j·TT 5.4\qT ≈£L&É+&ç.
1e |ü<ä∆‹ : 3.64 G 5.4 yÓTT<ä{Ï dü+K´ ¬s+&ÉT <äXÊ+X¯ kÕúHê\T >∑\ _Ûqï+
T,

¬s+&Ée dü+K´ ˇø£ <äXÊ+X¯ kÕúq+ >∑\ _Ûqï+.

= 364/100 + 54/10 yê{Ïì _Ûqï s¡÷|ü+˝À Áyêj·T+&ç.
ER

= 364/100 + 540/100 ¬s+&Ée _Ûqï+˝À Vü‰sêìï 100øÏ düe÷q+ #˚j·T+&ç.

= 904/100 Vü‰sê\qT düe÷q+ #˚XÊø£, \yê\qT ≈£L&É+&ç.
= 9.04 e∫Ãq düe÷<ÛëHêìï <äXÊ+X¯ _+<äTe⁄ qT|üjÓ÷–+∫ Áyêj·T+&ç.
SC

2e |ü<ä∆‹ : 3.64 G 5.4

ˇø£≥T¢ |ü<√ e+‘·T e+<√ e+‘·T
3 . 6 4
+ 5 . 4
9 . 0 4
3.64 yÓTT<ä{Ï _Ûqï+˝À ¬s+&ÉT <äXÊ+XÊ\THêïsTT.
+ 5.40 ¬s+&Ée _ÛHêïìï ¬s+&ÉT <äXÊ+XÊ\˝ÀìøÏ e÷]à ≈£L&É+&ç.
9.04
209
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
Example-2. Salma is practising for her school sports day. She runs 3·27 km. in the morning
and 2·8 km. in the evening. How much does she run in all?

Solution: 3.27 + 2.8 = ?

Run in the morning = 3.27 km
Run in the evening = 2.80 km
Total distance run = 6.07 km

Example-3. Subtract 1·23 from 2·85

A
Solution: This can be shown by the table

AN
Ones Tenths Hundredths
2 . 8 5
- 1 . 2 3

G
1 . 6 2 Thus 2·85 - 1·23 = 1·62
Therefore, we can say that, subtraction of decimals can be done by subtracting hundredths

N
from hundredths, tenths from tenths, ones from ones and so on. Just as we added in addition.
Sometimes while subtracting decimals, we may also need to regroup.
LA
Example-4. Subtract 2·89 from 4·5
Solution: Ones Tenths Hundredths
TE

4 . 5 0
- 2 . 8 9
1 . 6 1 Therefore 4.5 − 2.89 = 1.61
T,

EXERCISE - 7.5
1. Sonu went to a shop. He wanted to buy a chiki and a toffee. One chiki costs `0·75 and a
ER

toffee costs ` 0·50. If he buys one each of them how much he has to pay to the shop
keeper. Sonu's mother gave him ` 2. How much he will get in return? Suppose if his
mother gave her ` 5 then how much will the shopkeeper return?
SC

2. Add the following decimal fractions:

(i) 25.11 + 3.80 (ii) 14.01 + 1.1 + 1.98
(iii) 9.85 + 0.61 (iv) 2.3 + 18.94
(v) 2.57 + 3.75
3. Abhishek travelled 5 km. 28 m. by bus, 2 km. 265 m. by car and the rest 1 km. 30 m. on
foot. How much distance did he travel in all?
4. Mrs.Vykuntam bought 6.25 m of dress material for her elder daughter and 5.75 m for the
younger one. How much dress material did she buy for her daughters?
210
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
ñ<ëVü≤s¡D 2 : dü˝≤à ‘·q bÕsƒ¡XÊ\˝Àì Ä≥\ b˛{°\≈£î kÕ<Ûäq #˚k˛Ô+~. ÄyÓT ñ<äj·T+ 3.27 øÏ.MT. kÕj·T+Á‘·+
2.8 øÏ.MT. |üs¡T¬>‹Ô‘˚, ˇø£ s√E˝À yÓTT‘·ÔeTT mìï øÏ.MT. |üs¡T¬>&ÉT‘·Tqï~?
kÕ<Ûäq : 3.27 G 2.8 R ?
ñ<äj·T+ |üs¡T¬>‹Ôq <ä÷s¡+ R 3.27 øÏ.MT.
kÕj·T+Á‘·+ |üs¡T¬>‹Ôq <ä÷s¡+ R 2.80 øÏ.MT.
yÓTT‘·Ô+ |üs¡T¬>‹Ôq <ä÷s¡+ R 6.07 øÏ.MT.
ñ<ëVü≤s¡D 3 : 1.23qT 2.85 qT+&ç rdæy˚j·T+&ç.

A
kÕ<Ûäq : Bìì |ü{Ϻø£ s¡÷|ü+˝À sêj·T>±

AN
ˇø£≥T¢ |ü<√ e+‘·T e+<√ e+‘·T
2 . 8 5
- 1 . 2 3

G
1 . 6 2 ø±e⁄q 2.85 - 1.23 = 1.62
Bì qT+&ç eTq+ <äXÊ+XÊ\ rdæy˚‘· n+fÒ e+<äe uÛ≤>∑+ qT+&ç e+<äe uÛ≤>±\qT, |ü<äe uÛ≤>±\ qT+&ç
N
|ü<äe uÛ≤>±\qT, ˇø£≥¢ qT+&ç ˇø£≥¢qT sT÷ $<Ûä+>± rdæy˚j·÷*. Ç~ eTq+ dü+ø£\q+˝À ø£*|æq $<Ûä+>±
LA
e⁄+≥T+~.
ø=ìïkÕs¡T¢ <ä‘êÔ+XÊ\‘√ rdæy˚‘· #˚ùd≥|ü⁄&ÉT, yê{Ïì ‹]– düeT÷Vü≤+>± #˚j·Te\dæ ñ+≥T+~.
ñ<ëVü≤s¡D 4 : 2.89 ì 4.5 qT+&ç e´eø£\q+ #˚j·T+&ç.
TE

kÕ<Ûäq : ˇø£≥T¢ |ü<√ e+‘·T e+<√ e+‘·T

4 . 5 0
- 2 . 8 9
T,

1 . 6 1 ø±e⁄q 4.5 `2.89 R 1.61

nuÛ≤´düeTT ` 7.5
ER

1. k˛qT ˇø£ <äTø±D≤ìøÏ yÓ[fl ˇø£ |ü*¢u…\¢+ |ü{°º (∫ø°ÿ), ˇø£ #ê¬ø¢{Ÿ ø=qTø=ÿHêï&ÉT. |ü*¢ u…\¢+|ü{°º (∫ø°ÿ)
` 0.75 eT]j·TT #ê¬ø¢{Ÿ ` 0.50. n‘·qT Ä ¬s+&É÷ ˇø=ÿø£ÿ{Ï ø=qTø=ÿqï <äTø±D<ës¡TìøÏ yÓTT‘·Ô+ m+‘·
#Ó*¢+#ê*? k˛qT yêfi¯fl neTà n‘·ìøÏ∫Ãq ` 2 <äTø±D <ës¡TìøÏ Ç∫Ãq n‘·ìøÏ m+‘· ô|’ø£eTT ‹]–
SC

edüTÔ+~? n<˚ yêfi¯fl neTà n‘·ìøÏ ` 5 Ç∫Ãq#√ <äTø±D<ës¡T&ÉT m+‘· kıeTTàqT ‹]– ÇkÕÔ&ÉT?
2. øÏ+<ä Ç∫Ãq <äXÊ+X¯ _ÛHêï\qT ø£\|ü+&ç.
(i) 25.11 + 3.80 (ii) 14.01 + 1.1 + 1.98 (iii) 9.85 + 0.61
(iv) 2.3 + 18.94 (v) 2.57 + 3.75
3. n_Ûùwø˘ 5 øÏ.MT. 28 MT. ãdüT‡˝ÀqT, 2 øÏ.MT. 265 MT. ø±s¡T˝ÀqT, $T–*q 1 øÏ.MT. 30 MT. <ä÷sêìï
q&ç∫ Á|üj·÷D+ #˚kÕ&ÉT. nsTTq n‘·qT Á|üj·÷D+ #˚dæq yÓTT‘·Ô+ <ä÷s¡yÓT+‘·?
4. leT‹ yÓ’≈£î+sƒ¡+ ‘·q ô|<ä›e÷àsTT ø=s¡≈£î 6.25 MT≥s¡¢ ã≥ºqT, ∫qïe÷àsTT ø=s¡≈£î 5.75 MT≥s¡¢ ã≥ºqT
ø=qï~. nsTTq leT‹ yÓ’≈£î+sƒ¡+ ‘·q |æ\¢\ ø=s¡≈£î yÓTT‘·Ô+ m+‘· bı&Ée⁄ >∑\ ã≥ºqT ø=qï~?
211
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
 WHAT HAVE WE DISCUSSED?
1. i. A fraction is a number representing a part of a whole. The
whole may be a single object or a group of objects.
ii. When expressing a situation of counting parts to write a
fraction, it must be ensured that all parts are equal.
5
2. In , 5 is called the numerator and 7 is called the denominator.
7
3. Fractions can be shown on a number line. Every fraction has a point associated with it on

A
the number line.
4. In a proper fraction, the numerator is less than the denominator. The fractions, where the

AN
numerator is greater than the denominator are called improper fractions. An improper fraction
can be written as a combination of a whole and a part and such fractions are called mixed
fractions.
5. Each proper or improper fraction has many equivalent fractions. To find an equivalent

G
fraction of a given fraction, we may multiply or divide both the numerator and the denominator
of the given fraction by the same number.
6. A fraction is said to be in the standard (or lowest) form if its numerator and the denominator

7.
has no common factor except 1. N
To understand the parts of one whole (i.e. a unit) we represent a unit by a cuboidal bar. One
LA
1
cuboidal bar is divided into 10 equal parts means each part is (one-tenth) of a unit. It
10
can be written as 0.1 in decimal notation. The dot represents the decimal point and it comes
TE

between the units place and the tenths place.

8. Every fraction with denominator 10 and its multiples can be written in decimal notation and
vice-versa.
1
T,

9. One block divided into 100 equal parts means each part is (one-hundredth) of a unit.
100
It can be written as 0.01 in decimal notation.
ER

1
10. In the place value table, as we go from left to the right, the multiplying factor becomes
10
of the previous factor.
1
SC

The place value table can be further extended from hundredths to of hundredths i.e.
10
1
thousandths , which is written as 0.001 in decimal notation.
1000
11. All decimals can also be represented on a number line.
12. Any two decimal numbers can be compared among themselves. The comparison can start
with the whole part. If the whole parts are equal then the tenth part can be compared and so
on.
13. Decimals are used in many ways in our lives. For example, in representing units of money,
length and weight.
212
FRACTIONS AND DECIMALS Free distribution of Govt. of Telangana 2022-23
 eTq+ H˚s¡TÃ≈£îqï$
1. i) _Ûqï+ n+fÒ yÓTT‘·Ô+˝À ø=+‘· uÛ≤>±ìï dü÷∫+#·&É+. yÓTT‘·Ô+ nH˚~ ˇø£
edüTÔe⁄ ˝Ò<ë ø=ìï n˝≤+{Ï edüTÔe⁄\ düeT÷Vü≤+ ø±e#·TÃqT.
ii) ø=ìï ˝…øÏÿ+∫q uÛ≤>±\qT _Ûqï s¡÷|ü+˝À sêùd dü+<äs¡“¤+˝À yÓTT<ä≥
nìï uÛ≤>±\T düe÷qeTì ìsêú]+#·Tø√yê*.
5
2. ˝À 5qT \eeTT nì, 7qT Vü‰s¡eTT nì n+{≤s¡T.
7

A
3. _ÛHêï\qT dü+U≤´πsKô|’ dü÷∫+#·e#·TÃqT. Á|ür _ÛHêïìøÏ nqT>∑TD+>± dü+U≤´πsKô|’ ˇø£ _+<äTe⁄ e⁄+≥T+~.
4. ˇø£ Áø£eT _Ûqï+˝À \eeTT, Vü‰s¡eTT ø£Hêï ‘·≈£îÿe. \eeTT, Vü‰s¡eTT ø£Hêï m≈£îÿe e⁄qï _ÛHêï\qT n|üÁø£eT

AN
_ÛHêï\T n+{≤s¡T. ˇø£ n|üÁø£eT _ÛHêïìï |üPsêí+ø£eTT eT]j·TT uÛ≤>±\ yÓTT‘·Ô+>± sêj·Te#·TÃ. n≥Te+{Ï
_ÛHêï\qT $TÁX¯eT _ÛHêï\T n+{≤s¡T.
5. Á|ür Áø£eT eT]j·TT n|üÁø£eT _ÛHêï\T nH˚ø£ düe÷q _ÛHêï\qT ø£*– e⁄+{≤sTT. sT÷ düe÷q _ÛHêï\qT

G
ø£qT>=q&ÜìøÏ, sTT∫Ãq _ÛqïeTT˝Àì \e, Vü‰sê\qT ˇπø dü+K´#˚ >∑TDÏ+#ê* ˝Ò<ë uÛ≤–+#ê*.
6. ˇø£ _Ûqï+˝À \e, Vü‰sê\≈£î 1 ‘·|Œü sTT‘·s¡ ñeTà&ç ø±s¡D≤+ø±\T ˝Ò≈î£ +fÒ Ä _Ûqï+ ø£ìwü˜ |ü<ë\˝À e⁄+<ä+{≤eTT.
7.
N
yÓTT‘·Ô+˝À (ˇø£{Ï˝À) uÛ≤>±\qT ns¡ú+ #˚düTø√e&ÜìøÏ eTqeTT ˇø£ j·T÷ì{ŸqT Bs¡È |òüTq ø£&û¶‘√ dü÷∫kÕÔeTT.
1
LA
ˇø£ Bs¡È |òüTq ø£&û¶ 10 düe÷q uÛ≤>±\T #˚j·Tã&ÉT‘·T+~. ø£qTø£ Á|ür uÛ≤>∑eTT yÓTT‘·Ô+˝À 10
e uÛ≤>∑eTT.
Bìì eTq+ <äXÊ+X¯ s¡÷|ü+˝À 0.1 sêkÕÔeTT. _+<äTe⁄ <äXÊ+X¯ kÕúHêìï dü÷∫düTÔ+~. eT]j·TT Ç~ ˇø£≥T¢
TE

eT]j·TT |ü<äe uÛ≤>±\ eT<Ûä´˝À e⁄+≥T+~.

8. Vü‰s¡eTT 10 >∑\ Á|ür _ÛHêïìï <äXÊ+X¯ s¡÷|ü+˝À sêj·Te#·TÃqT. n˝≤π> Á|ür <äXÊ+X¯ dü+K´qT Vü‰s¡eTT 10
>∑\ _Ûqï+>± sêj·Te#·TÃqT.
⎛ 1 ⎞
⎜ ⎟
T,

9. ˇø£ ~eTàqT 100 düe÷q uÛ≤>±\T #˚ùdÔ Á|ür uÛ≤>∑eTT yÓTT‘·ÔeTT˝À e+<äe e+‘·T nq>± >±
⎝ 100 ⎠
e⁄+≥T+~. Bìì eTq+ <äXÊ+X¯ s¡÷|ü+˝À 0.01 nì sêkÕÔeTT.
ER

10. kÕúq $\Te\ |ü{Ϻø£˝À m&ÉeT qT+&ç ≈£î&çøÏ yÓ[flq|ü⁄&ÉT, ≈£î&ç yÓ’|ü⁄ qTqï kÕúqeTT <ëì m&ÉeT yÓ’|ü⁄ qTqï
1
kÕúq+˝À 10
uÛ≤>∑+ e⁄+≥T+~.
SC

1 ⎛ 1 ⎞
n˝≤π> 100e uÛ≤>∑+ qT+&ç sTT+ø± ≈£î&ç yÓ’|ü⁄≈£î yÓ[flq|ü⁄&ÉT, 100e uÛ≤>∑+˝À e e+‘·T ⎜ ⎟ e
10 ⎝ 100 ⎠
uÛ≤>∑+ ne⁄‘·T+~. Bìì <äXÊ+X¯ s¡÷|ü+˝À 0.001 nì sêkÕÔeTT.
11. nìï <äXÊ+XÊ\qT dü+U≤´πsKô|’ #·÷|üe#·TÃqT.
12. Á|ür ¬s+&ÉT <äXÊ+X¯ dü+K´\qT ˇø£ <ëì‘√ ˇø£{Ï b˛\Ãe#·TÃqT. á b˛*ø£ nH˚~ |üPsêí+ø£ uÛ≤>±\‘√
ÁbÕs¡+_ÛkÕÔeTT. á |üPsêí+ø£ uÛ≤>±\T düe÷qyÓTÆ|ü⁄&ÉT 10e e+‘·T\qT b˛\TkÕÔeTT. Ç˝≤ b˛\TÃ≈£î+≥÷
b˛‘êeTT.
13. á <äXÊ+XÊ\T nH˚$ eTq J$‘ê\˝À nH˚ø£ s¡ø±\T>± ñ|üjÓ÷>∑|ü&É‘êsTT. ñ<ëVü≤s¡D≈£î <ÛäqeTT, bı&Ée⁄
eT]j·TT ãs¡Te⁄\ Á|üe÷D≤\T dü÷∫+#·&ÜìøÏ.
213
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 F_ÛRACTIONS
Hêï\T ` AND
<äXÊ+X¯ _ÛHêï\T
DECIMALS
Answers

EXERCISE - 1.1

A
1. Greatest number Smallest number
i 15892 15370

AN
i 25800 25073
iii 44687 44602
iv 75671 75610
v 34899 34891

G
2. i 375, 1475, 4713, 15951 i 9347, 12300, 19035, 22570
3. i 89715, 89254, 45321, 1876 i 18500, 8700, 3900, 3000
4. i < ii > N
iii > iv >
LA
5. i Seventy two thousand six hundred forty two
i Fifty five thousand three hundred forty five
iii Sixty six thousand six hundred
iv Thirty thousand three hundred one
TE

6. i 40270 i 14064 iii 9700 iv 60000.

7. Greatest number is 7430 and smallest number is 3047
8. i 1000 i 9999 iii 10000 iv 99999
T,

EXERCISE - 1.2
ER

1. i 90 i 420 iii 3950 iv 4410

2. i 700 i 36200 iii 13600 iv 93600
3. i 3000 i 70000 iii 9000 iv 4000
SC

4. i 3407 i 12351 iii 30525 iv 99999

5. i 4000 + 300 + 40 + 8 i 30000 + 200 + 10 + 4
iii 20000 + 2000 + 200 + 20 + 2 iv 70000 + 5000 + 20 + 5

EXERCISE - 1.3
1. i 1,12,45,670 i 2,24,02,151
iii 3,06,08,712 iv 19,03,08,020
2. i Thirty four thousand twenty five

214
ANSWERS Free distribution of Govt. of Telangana 2022-23
»yêãT\T

nuÛ≤´dü+ ` 1.1

A
1. n‹ ô|<ä› dü+K´ n‹ ∫qï dü+K´
i 15892 15370

AN
i 25800 25073
iii 44687 44602
iv 75671 75610

G
v 34899 34891
2. i 375, 1475, 4713, 15951 i 9347, 12300, 19035, 22570
3.
4.
i
i <
89715, 89254, 45321, 1876
ii > iii >
N i
iv >
18500, 8700, 3900, 3000
LA
5. i &Óu…“¤Ì ¬s+&ÉT y˚\ Äs¡Te+<ä\ q\uÛ…’ ¬s+&ÉT.
i j·÷uÛ…’ ◊<äT y˚\ eT÷&ÉT e+<ä\ q\uÛ…’ ◊<äT.
TE

iii ns¡yÓ’ Äs¡Ty˚\ Äs¡T e+<ä\T

iv eTTô|Œ¤Ì y˚\ eT÷&ÉT e+<ä\ ˇø£{Ï
6. i 40270 ii 14064 iii 9700 iv 60000
7. i ô|<ä› dü+K´ 7430 ii ∫qï dü+K´ 3047
T,

8. i 1000 i 9999 iii 10000 iv 99999

nuÛ≤´dü+ ` 1.2
ER

1. i 90 i 420 iii 3950

iv 4410
2. i 700 i 36200 iii 13600 iv 93600
SC

3. i 3000 i 70000 iii 9000 iv 4000

4. i 3407 i 12351 iii 30525 iv 99999
5. i 4000 + 300 + 40 + 8 i 30000 + 200 + 10 + 4
iii 20000 + 2000 + 200 + 20 + 2 iv 70000 + 5000 + 20 + 5
nuÛ≤´dü+ ` 1.3
1. i 1,12,45,670 i 2,24,02,151
iii 3,06,08,712 iv 19,03,08,020
2. i eTTô|Œ¤Ì Hê\T>∑T y˚\ Çs¡yÓ’ ◊<äT
215
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 i Seven lakh nine thousand one hundred fifteen
iii Forty seven crore sixty lakh three hundred seventeen
iv Six crore eighteen lakh seven thousand
3. i 4,57,400 ii 60,02,775
iii 2,50,40,303 iv 60,60,60,600
4. i 600000 + 40000 + 100 + 50 + 6
i 6000000+300000+20000+500
iii 10000000 + 2000000 + 500000 + 30000 + 200 + 70 + 5

A
iv 700000000 + 50000000 + 8000000 + 10000 + 9000 + 200 + 2

AN
5. i 54, 28, 524 i 6, 43, 20, 501
iii 3, 03, 07, 881 iv 7, 70, 07, 070
6. i 18, 71, 964 > 4, 67, 612 i 14, 35, 10, 300 > 14, 25, 10, 300

G
7. i 99, 999 < 2, 00, 015 i 13, 49, 785 < 13, 50, 050

1. i
EXERCISE - 1.4
97, 645, 315
N i 20, 048, 421
LA
iii 476, 356 iv 9, 490, 026, 834
3. Indian system
TE

i Twelve crore thirty one lakh fifteen thousand twenty seven

i Eight crore ninty six lakh forty three thousand ninty two
International system
i One hundred twenty three million one hundred fifteen thousand twenty seven
T,

i Eight nine million six hundred forty three thousand ninty two
4. i 2 i 4
ER

iii 0 iv Three hundred two

EXERCISE - 1.5
SC

1. 54,284 2. 2, 34, 732

3. Greatest number = 75430
Smallest number = 30457
Difference = 44,973
4. 96875 bicycles 5. 2,400 km; 24,00,000m
6. 1680 grams, 1 kg 680 gm 7. 22 km 500 m
8. 22 shirts ; 40 cm cloth will be left
9. ` 45000

216
ANSWERS Free distribution of Govt. of Telangana 2022-23
 ii @&ÉT \ø£å\ ‘=$Tà~ y˚\ ˇø£ e+<ä |ü~ùV≤qT.
iii q\uÛ…’ @&ÉT ø√≥¢ ns¡yÓ’ \ø£å\ eT÷&ÉT e+<ä\ |ü~ùV≤&ÉT
iv Äs¡Tø√≥¢ |ü<Ó›ì$T~ \ø£å\ @&ÉTy˚\T
3. i 4,57,400 ii 60,02,775
iii 2,50,40,303 iv 60,60,60,600
4. i 600000 + 40000 + 100 + 50 + 6
ii 6000000 + 300000 + 20000 + 500

A
iii 10000000 + 2000000 + 500000 + 30000 + 200 + 70 + 5
iv 700000000 + 50000000 + 8000000 + 10000 + 9000 + 200 + 2

AN
5. i 54, 28, 524 ii 6, 43, 20, 501
iii 3, 03, 07, 881 iv 7, 70, 07, 070
6. i 18, 71, 964 > 4, 67, 612 i 14, 35, 10, 300 > 14, 25, 10, 300

G
7. i 99, 999 < 2, 00, 015 i 13, 49, 785 < 13, 50, 050
nuÛ≤´dü+ ` 1.4
1. i 97, 645, 315 N ii 20, 048, 421
LA
iii 476, 356 iv 9, 490, 026, 834
3. Væ≤+<ä÷ ` ns¡uŸ dü+U≤´e÷q+
i
TE

|üHÓï+&ÉT ø√≥¢ eTTô|Œ¤Ì ˇø£{Ï \ø£å\ |ü~ùV≤qT y˚\ Çs¡yÓ’ @&ÉT.

ii mì$T~ ø√≥¢ ‘=+uÛ…’ Äs¡T \ø£å\ q\uÛ…’ eT÷&ÉTy˚\ ‘=+uÛ…’ ¬s+&ÉT.
n+‘·sê®rj·T (Ä+>∑¢) dü+U≤´e÷q+
i
T,

ˇø£ e+<ä Çs¡yÓ’ eT÷&ÉT $T*j·Tq¢ ˇø£ e+<ä |ü~ùV≤qT y˚\ Çs¡yÓ’ @&ÉT.
ii mquÛ…’ ‘=$Tà~ $T*j·Tq¢ Äs¡Te+<ä\ q\uÛ…’ eT÷&ÉT y˚\ ‘=+uÛ…’ ¬s+&ÉT.
4. i 2 ii 4
ER

iii 0 iv eT÷&ÉT e+<ä\ ¬s+&ÉT

nuÛ≤´dü+ ` 1.5
SC

1. 54,284 2. 2,34,732
3. n‹ ô|<ä› dü+K´ = 75430
n‹ ∫qï dü+K´ = 30457
‘˚&Ü = 44973
4. 96875 ôd’øÏfi¯ó¢ 5. 2400 øÏ.MT, 24,00,000 MT.
6. 1680 Á>±eTT\T— 1 øÏ.Á>±. 680 Á>±eTT\T 7. 22 øÏ.MT 500 MT.
8. 22 wüs¡Tº\T ; 40 ôd+.MT ã≥º $T>∑T\TqT 9. ` 45000
217
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 EXERCISE - 2.1
1. i T i T
iii F [All natural numbers are whole numbers] iv T
v F [The whole number on the left of another number on the number line, is smaller]
vi F [We can show the smallest whole number on the number line.]
vii F [We can’t check the greatest whole number on the number line]
2. 18
6 7 7

A
3. i.

AN
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
18
ii.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
-9

G
3 3 3 3 3

iii. 0 1 2 3 4 5 6 7
N 8 9 10 11 12 13 14 15 16 17 18 19 20
5x3
LA
4. i 895 is on the right of 239 ii 10001 is on the right of 1001
iii 10015678 is on the right of 284013
TE

5.
0
6. i > ii > iii < iv > 7.

EXERCISE 2.2
T,

1. i 532 ii 47 iii c iv 100 v 85 vi d

2. i. 1095 ii 600
ER

3. i 196300 ii 1530000 4. i 11040 ii 388710

5. i 407745 ii 2000955
6. `3000 7. `330
SC

8. ic ii e iii b iv a v d

EXERCISE 2.3
1. 123456 × 8 + 6 = 987654
1234567 × 8 + 7 = 9876543
12345678 × 8 + 8 = 98765432
123456789 × 8 + 9 = 987654321
218
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 2.1
1. i T i T
iii F düVü≤» dü+K´\˙ï |üPsêí+ø±\T iv T
v F dü+U≤´ πsKô|’ m&ÉeT yÓ’|ü⁄q >∑\ |üPsêí+ø£+ <ëì ≈£î&çyÓ’|ü⁄q >∑\ dü+K´ ø£+fÒ ∫qï~
vi F dü+U≤´πsK ô|’ ø£ìwüº |üPsêí+ø±ìï dü÷∫+#·e#·TÃ
vii F dü+U≤´πsKô|’ >∑]wüº |üPsêí+ø±ìï dü÷∫+#·˝ÒeTT

A
2. 18
6 7 7

AN
3. i.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

18

G
ii.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
-9

3 3
N3 3 3
LA
iii. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
5x3

4. i 239 ii 1001 ≈£î ≈£î&ç |üøÿ£ q10001 ñ+≥T+~

TE

øÏ ≈£î&ç |üø£ÿq 895 ñ+≥T+~

iii 284013 ≈£î ≈£î&ç|üø£ÿq 10015678 ñ+≥T+~
5. 0
6. i > ii > iii < iv > 7.
T,

nuÛ≤´dü+ ` 2.2
ER

1. i 532 ii 47 iii C iv 100 v 85 vi d

2. i. 1095 ii 600 3. i 196300 ii 1530000
4. i 11040 ii 388710 5. i 407745 ii 2000955
SC

6. ` 3000 7. ` 330
8. ic ii e iii b iv a v d

nuÛ≤´dü+ ` 2.3
1. 123456 × 8 + 6 = 987654
1234567 × 8 + 7 = 9876543
12345678 × 8 + 8 = 98765432
123456789 × 8 + 9 = 987654321
219
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
2. 91 × 11 × 4 = 4004
91 × 11 × 5 = 5005
91 × 11 × 6 = 6006
91 × 11 × 7 = 7007
91 × 11 × 8 = 8008
91 × 11 × 9 = 9009
91 × 11 × 10 = 10010

A
EXERCISE 3.1

AN
1. Divisible by 2 -- ii, iii, iv, v vi, viii
Divisible by 3 -- i, ii, iii, iv, v, vii
Divisible by 6 -- ii, iii, iv, v

G
2. Divisible by 5 -- 25, 125, 250, 1250, 10205, 70985, 45880
Divisible by 10 -- 250, 1250, 45880
5. 12345 is divisible by 3, 5
54321 is divisible by 3. N
LA
7. i. 2, 8 ii. 0, 9 iii. 1, 7
8. 2 9. 6
TE

EXERCISE 3.2
1. i 1, 2, 3, 4, 6, 9, 12, 18, 36 ii 1, 23
iii 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96 iv 1, 5, 23, 115
T,

2. i, ii 3. 19
4. Prime number- 11, 13, 17, 19, 23, 29
ER

Composte number- 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28
5. 13-31, 79-97 6. (3, 5), (5, 7), (11, 13), (17, 19)
7. 5 and 7 8. 13, 23
9. 90 to 96 10. (31, 11, 11); (13, 17, 23); (3, 19, 31) etc
SC

11. (3, 13); (7, 17); (23, 13)... 12. (2, 3); (3, 7); (7, 13) etc

EXERCISE 3.3
1. i 90 ii 90
30 3
10 9
10 3
2 5 3 3 2 5

220
ANSWERS Free distribution of Govt. of Telangana 2022-23
2. 91 × 11 × 4 = 4004
91 × 11 × 5 = 5005
91 × 11 × 6 = 6006
91 × 11 × 7 = 7007
91 × 11 × 8 = 8008
91 × 11 × 9 = 9009
91 × 11 × 10 = 10010
nuÛ≤´dü+ ` 3.1

A
1. 2#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&˚$ -- ii, iii, iv, v vi, viii

AN
3#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&˚$ -- i, ii, iii, iv, v, vii
6#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&˚$ -- ii, iii, iv, v

G
2. 5#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&˚$ -- 25, 125, 250, 1250, 10205, 70985, 45880
10#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&˚$ -- 250, 1250, 45880
5. 3,5 \#˚12345 ìX‚Ùwü+>± uÛ≤–+#·ã&ÉTqT N
LA
54321 πøe\+ 3#˚ ìX‚Ùwü+>± uÛ≤–+#·ã&ÉTqT
7. i. 2, 8 ii. 0, 9 iii. 1, 7
8. 2 9. 6
TE

nuÛ≤´dü+ ` 3.2
1. i 1, 2, 3, 4, 6, 9, 12, 18, 36 ii 1, 23
iii 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96 iv 1, 5, 23, 115
T,

2. i, ii 3. 19
4. Á|ü<Ûëqdü+K´\T - 11, 13, 17, 19, 23, 29
ER

dü+j·TTø£Ô dü+K´\T - 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28
5. 13-31, 79-97 6. (3, 5), (5, 7), (11, 13), (17, 19)
7. 5 eT]j·TT 7 8. 13, 23
SC

9. 90 qT+&ç 96 10. (31, 11, 11); (13, 17, 23); (3, 19, 31) yÓTTˆˆq$
11. (3, 13); (7, 17); (23, 13) yÓTTˆˆq$ 12. (2, 3); (3, 7); (7, 13) yÓTTˆˆq$

nuÛ≤´dü+ ` 3.3
1. i ii 90
90
30 3
10 9
10 3
2 5 3 3 2 5

221
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
2. 2×2×3×7
3. Greatest 4 digit number - 9999
Prime factors are- 3 × 3 × 11 × 101
4. It is 210 because 210 = 2 × 3 × 5 × 7

EXERCISE 3.4
1. i 9 ii 53 iii 5 iv 32

A
AN
2. 72 3. 3 4. No; 1 5. 8 Lr

EXERCISE 3.5

G
1. i 60 ii 75 iii 42 iv 54 v 1008 vi 182
2. i 2352 ii 2142 iii 1980
3. 247 N
LA
4. i 900 ii 904
5. 13th day
TE

EXERCISE 3.6
1. i LCM = 120 i LCM = 200
HCF = 3 HCF = 1
T,

iii LCM = 48
HCF = 12
ER

2. 36 3. 546 4. 18

EXERCISE 3.7
SC

1. i, ii, iii, iv 2. ii, iv, v

3. i No ii Yes iii Yes
4. Divisible by 4- i, ii, iii
Divisible by 8 - i, ii, iii
5. 1 6. 1
7. 1001, 1012, 1023, 1034, 1045, 1056, 1067, 1078, 1089
8. 1243 9. 104
222
ANSWERS Free distribution of Govt. of Telangana 2022-23
2. 2×2×3×7
3. Hê\Z+¬ø\ n‹ ô|<ä› dü+K´ - 9999
Á|ü<Ûëq ø±s¡D≤+ø±\ \ã›+ - 101 × 11 × 3 × 3
4. á dü+K´ 210 m+<äTø£q>± 210 = 2 × 3 × 5 × 7
nuÛ≤´dü+ ` 3.4
1. i 9 ii 53 iii 5 iv 32

A
2. 72 3. 3 4. ø±<äT; 1 5. 8 ©.

AN
nuÛ≤´dü+ ` 3.5
1. i. 60 ii. 75 iii. 42 iv. 54 v. 1008 vi. 182

G
2. i. 2352 ii. 2142 iii. 1980
3.
4.
247
i. 900 ii. 904 N
LA
5. 13e s√E
nuÛ≤´dü+ ` 3.6
TE

1. i ø£.kÕ.>∑T = 120 i ø£.kÕ.>∑T = 200

>∑.kÕ.uÛ≤ = 3 >∑.kÕ.uÛ≤ = 1
iii ø£.kÕ.>∑T = 48
T,

>∑.kÕ.uÛ≤ = 12
2. 36 3. 546 4. 18
ER

nuÛ≤´dü+ ` 3.7
1. i, ii, iii, iv 2. ii, iv, v
SC

3. i ø±<äT ii ne⁄qT iii ne⁄qT

4. 4#˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚$ - i, ii, iii, iv

8#˚ ìX‚Ùwü+>± uÛ≤–+|üã&˚$ - i, ii, iii

5. 1 6. 1
7. 1001, 1012, 1023, 1034, 1045, 1056, 1067, 1078, 1089
8. 1243 9. 104

223
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 EXERCISE - 4.1
1. i. AB, BC, AC ii. PQ, QR, RS, ST, PT

3. i. uncalculated/many ii. one

4. iii. line segment

5. i. two ii. one iii. none

A
6. i. T ii. T iii. F iv. F v. T

AN
EXERCISE - 4.2
1. i., ii, iv,

G
2. Open (i., v) closed ( ii, iii., iv)

3. N
Interior (A, B, E, G, I), boundary (K, F, C), exterior (J, D)
LA
EXERCISE - 4.3
TE

JJJG JJJG JJJG JJJG

1. ii. ∠BOC, O, OB, OC iii. ∠COD, O, OC, OD
JJJG JJJG
iv. ∠DOA, O, OA, OD
T,

2. ∠BAD, ∠ABC, ∠BCD, ∠ADC

4. i., iii.
ER

EXERCISE - 4.4
SC

2. i. PS ii. ∠R iii. PS and QR iv. ∠P and ∠R

3. i. S, R ii. A, B, C, D, E iii. T, P, Q

EXERCISE - 4.5

3. i. T ii. T iii. T iv. F v. F

224
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 4.1
1. i. AB, BC, AC ii. PQ, QR, RS, ST, PT

3. i. ˝…øÏÿ+|ü˝Òqìï / #ê˝≤ ii. ˇø£{Ï

4. iii. πsU≤ K+&É+
5. i. ¬s+&ÉT ii. ˇø£{Ï iii. ˝Òe⁄

A
6. i. T ii. T iii. F iv. F v. T

AN
nuÛ≤´dü+ ` 4.2

G
1. i., i iv

2. $eè‘· (i., v) dü+eè‘· (ii., iii., iv)

3. N
n+‘·s¡+ (A, B, E, G, I), dü]Vü≤<äT› (K, F, C), u≤Vü≤´+ (J, D)
LA
nuÛ≤´dü+ ` 4.3
TE

JJJG JJJG JJJG JJJG

1. ii. ∠BOC, O, OB, OC iii. ∠COD, O, OC, OD
JJJG JJJG
iv. ∠DOA, O, OA, OD
T,

2. ∠BAD, ∠ABC, ∠BCD, ∠ADC

4. i., iii.
ER

nuÛ≤´dü+ ` 4.4
SC

2. i. PS ii. ∠R iii. PS eT]j·TT QR iv. ∠P eT]j·TT ∠R

3. i. S, R ii. A, B, C, D, E iii. T, P, Q

nuÛ≤´dü+ ` 4.5

3. i. T ii. T iii. T iv. F v. F

225
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 EXERCISE 5.1
3. Largest line segment is AE.
4. Reshma located correct.

EXERCISE 5.2
1. i True

A
i False A right angle measure 90o
iii Fasle A straight angle measure 180o

AN
iv True
v True
2. Acute angle ∠1, ∠3

G
Obtuse angle ∠2, ∠4
3. ∠ABC = 60o
∠FED = 120o N
LA
∠RQP = 90o
∠FED is the largest angle
TE

4. i right angle i straight angle

iii zero angle iv obtuse angle
v reflex angle
5. Acute angle, 45o
T,

Right angle, 90o

Obtuse angle, 150o
ER

Reflex angle, 270o

Straight angle, 180o
SC

EXERCISE 5.3
1. i Parallel lines ii Parallel lines i i i perpendicular
iv neither of them v Parallel
3. parallel lines AB||CD, AD||BC
perpendicular AD ⊥ AB, AB ⊥ BC, BC ⊥ CD , CD ⊥ DA
pair of intersecting line AC, BD

226
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 5.1
3. n‹ ô|<ä› πsU≤K+&É+ AE.
4. πswüà >∑T]Ô+∫q~ dü¬s’q~.
nuÛ≤´dü+ ` 5.2
1. i dü‘·´+
i ndü‘·´+ \+ãø√D+ ø=\‘· 90o

A
iii ndü‘·´+ düs¡fi¯ø√D+ ø=\‘· 180o

AN
iv dü‘·´+
v dü‘·´+
2. n\Œø√D≤\T ∠1, ∠3

G
n~Ûø£ ø√D≤\T ∠2, ∠4
3. ∠ABC = 60o
∠FED = 120o N
LA
∠RQP = 90o
∠FED n‹ ô|<ä› ø√D+
4. i \+ãø√D+ i düs¡fi¯ ø√D+
TE

iii X¯Sq´ ø√D+ iv n~Ûø£ ø√D+

v |üsêes¡Ôq ø√D+
5. n\Œ ø√D+ 45o
T,

\+ã ø√D+ 90o

n~Ûø£ ø√D+ 150o
ER

|üsêes¡Ôq ø√D+ 270o

düs¡fi¯ ø√D+ 180o
SC

nuÛ≤´dü+ ` 5.3
1. i düe÷+‘·s¡ πsK\T i düe÷+‘·s¡ πsK\T iii @~ ø±<äT
iv düe÷+‘·s¡ πsK\T v \+ã πsK\T
3. düe÷+‘·s¡ πsK\T AB & CD , AD & BC
\+u≤\T AD⊥AB, AB ⊥ BC, BC ⊥ CD , CD ⊥ DA
K+&Éq πsK\ »‘· AC, BD

227
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 EXERCISE - 6.1
1. i. + 3000 meters ii. -10 meters
iii. + 35ºC iv. 0ºC
v. -36ºC vi. -500 meters
vii. -19ºC viii. +18ºC
2. (-1, -2, -3, -4, -5 ........ etc.)
3. (1, 2, 3, 4, 5 ........ etc.)

A
4. -4 -1 0 2 3 5

AN
5. i. [False, left side] ii. [False]
iii. [True] iv. [True]

EXERCISE - 6.2

G
1. i. < ii. > iii. < iv. > v. < vi. <
2. i. (-7, -3, 5)
(5, -3, -7)
ii.
N (-1, 0, 3)
(3, 0, -1)
LA
iii. (-6, 1, 3) iv. (-5, -3, -1)
(3, 1, -6) (-1, -3, -5)
3. i. (True) ii. (False, -12 is negative integer and + 12 is positive integer)
TE

iii. (True) iv. (True)

v. (False, -100 < + 100) vi. (False, -1 > -8)
T,

4. i. 0 ii. -4, -3, -2, -1

iii. -7 iv. -1, -2
ER

-7 -4 -3 -2 -1 0
o o
5. Kufri, -6 C < 4 C
SC

EXERCISE - 6.3
1. i. 1 ii. -10 iii. -9
iv. 0 v. -16 vi. 3
2. i. 7 ii. 6 iii. 0
iv. -115 v. -132 vi. 6
3. i. -154 ii. -40 iii. 199 iv. 140
4. i. 6 ii. -78 iii. -64 iv. 25

228
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 6.1
1. i. + 3000 MT≥s¡T¢ ii. -10 MT≥s¡T¢
iii. + 35ºC iv. 0ºC
v. -36ºC vi. -500 MT≥s¡T¢
vii. -19ºC viii. +18ºC
2. (-1, -2, -3, -4, -5 ... yÓTT<ä\>∑Tq$)
3. (1, 2, 3, 4, 5 ... yÓTT<ä\>∑Tq$)

A
4.

AN
-4 -1 0 2 3 5
5. i. [ndü‘·´+, m&ÉeTyÓ’|ü⁄] ii. [ndü‘·´+]
iii. [dü‘·´+] iv. [dü‘·´+]

G
nuÛ≤´dü+ ` 6.2
1. i. < ii. > iii. < iv. > v. < vi. <
2. i. (-7, -3, 5) ii. N (-1, 0, 3)
LA
(5, -3, -7) (3, 0, -1)
iii. (-6, 1, 3) iv. (-5, -3, -1)
(3, 1, -6) (-1, -3, -5)
TE

3. i. (dü‘´· +) ii. (ndü‘·´+ -12 ãTTD|üPs¡í dü+K´ eT]j·TT + 12 <Ûäq|üPs¡í dü+K´)

iii. (dü‘´· +) iv. (dü‘´· +)
v. (ndü‘·´+ -100 < + 100) vi. (ndü‘·´+, -1 > -8)
T,

4. i. 0 ii. -4, -3, -2, -1

iii. -7 iv. -1, -2
ER

-7 -4 -3 -2 -1 0
o o
5. ≈£îÁ|ò” (-6 C < 4 C)
SC

nuÛ≤´dü+ ` 6.3
1. i. 1 ii. -10 iii. -9
iv. 0 v. -16 vi. 3
2. i. 7 ii. 6 iii. 0
iv. -115 v. -132 vi. 6
3. i. -154 ii. -40 iii. 199 iv. 140
4. i. 6 ii. -78 iii. -64 iv. 25

229
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 EXERCISE - 6.4
1. i. 18 ii. -14 iii. -33
iv. -33 v. 44 vi. 19
2. i. < ii. > iii. > iv. =
3. i. 13 ii. 0 iii. -9 iv. -6
4. i. -13 ii. 21 iii. -33 iv. 88

A
EXERCISE - 7.1

AN
1. ii, iii

2. iv, v ⎡13 ⎤
⎢ 2 between 6 and 7 ⎥
⎢ ⎥

G
⎢ 7 between 2 and 3 ⎥
⎢⎣ 3 ⎥⎦

3. ii, iv
N
LA
1 1 1 3 9 26 13 92 79
4. i. 2 ii. 5 2 iii. 2 iv. 6 5. i. ii. = iii. iv.
3 4 4 7 8 4 9 9
TE

EXERCISE 7.2
1. i, ii

⎛2 5 1 4 2⎞ ⎛3 2⎞ ⎛7 2⎞
3. i ⎜ , , , = ⎟ ii ⎜ and ⎟ iii ⎜ , ⎟
T,

⎝3 3 3 6 3⎠ ⎝5 5⎠ ⎝8 8⎠
ER

EXERCISE 7.3
1. Ascending Descending
1 3 4 6 6 4 3 1
< < < > > >
SC

i or
8 8 8 8 8 8 8 8
3 4 6 8
i < < < Write in descending order yourself.
9 9 9 9
-2 -1 0 1 2
2.
2 4 5 6 8
6 6 6 6 6

2 4 5 6 8
< < < <
6 6 6 6 6
230
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 6.4
1. i. 18 ii. -14 iii. -33
iv. -33 v. 44 vi. 19
2. i. < ii. > iii. > iv. =
3. i. 13 ii. 0 iii. -9 iv. -6
4. i. -13 ii. 21 iii. -33 iv 88
nuÛ≤´dü+ ` 7.1

A
1. ii, iii

AN
13
2. iv, v _Ûqï+ 6,7 \ eT<Ûä´ ñ+≥T+~.
2

G
3. ii, iv _Ûqï+ 2,3 \ eT<Ûä´ ñ+≥T+~.
3

4. i. 2
1
3
ii. 5
1
2
iii. 2
1
4
iv. 6
3
4 N 5. i.
9
7
ii.
26 13
8
=
4
iii.
92
9
iv.
79
9
LA
nuÛ≤´dü+ ` 7.2
1. i, i
TE

⎛2 5 1 4 2⎞ 3 2 ⎛7 2⎞
3. i ⎜ , , , = ⎟ i eT]j·TT iii ⎜ , ⎟
⎝3 3 3 6 3⎠ 5 5 ⎝8 8⎠

nuÛ≤´dü+ ` 7.3
T,

1. Äs√Vü≤D Áø£eT+ nes√Vü≤D Áø£eT+

1 3 4 6 6 4 3 1
< < < > > >
ER

i or
8 8 8 8 8 8 8 8

3 4 6 8
i < < < nes√Vü≤D Áø£eT+>± MT kı+‘·+>± ‘Ó\T|ü+&ç
9 9 9 9
SC

-2 -1 0 1 2
2. 2 4 5 6 8
6 6 6 6 6

2 4 5 6 8
< < < <
6 6 6 6 6

231
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 1 1 3 2 2 2
3. i < i > iii >
6 3 4 6 3 4
6 3 5 5
iv = v <
6 3 6 5
1 1 2 3 3 2
4. i > i = iii <
2 5 4 6 5 3

3 2 3 6 7 3

A
iv > v < vi >
4 8 5 5 9 9

AN
4 5
5. i No ; because is greater then
5 9
9 5
i No ; is greater then

G
16 9

iii
4 16 16 = 4
Yes = ;
5 20 20 5
4

N
LA
5

4 1 4 2 1
iv No, because is greater then ; = >
30 15 30 15 15
TE

2
6. Varshith, because Lalita read of 100 that is 40 pages.
5
7. i + ii – iii +
T,

2 1 11 2 22
8. i = ii iii iv =1
18 9 15 7 22
ER

5 8 1 1 3
v vi =1 vii viii ix
15 8 3 4 5
SC

4 8 9 7
9. i ii iii iv
10 21 6 27
2 5
10. 1 (Complete wall) 11. 12.
7 8

9
13. Snigdha takes less time she takes minutes less to walk across the school ground.
20

232
ANSWERS Free distribution of Govt. of Telangana 2022-23
 1 1 3 2 2 2
3. i < i > iii >
6 3 4 6 3 4

6 3 5 5
iv = v <
6 3 6 5
1 1 2 3 3 2
4. i > i = iii <
2 5 4 6 5 3
3 2 3 6 7 3

A
iv > v < vi >
4 8 5 5 9 9

AN
5 4
5. i ø±<äT m+<äTø£q>± ø£Hêï ô|<ä›~
9 5
5 9
i

G
ø±<äT ø£Hêï ô|<ä›~
9 16
4

iii ne⁄qT
4 16 16 = 4
= ;
5 20 20 5 N
LA
5

1 4 4 2 1
iv ø±<äT ø£Hêï ô|<ä›~ ; 30 = 15 > 15
15 30
TE

2
6. e]¸‘· ‘·≈£îÿe>± #·~$+~, m+<äTø£q>± \*‘· 100 ˝À uÛ≤>∑+ nq>± 40 ù|J\T #·~$+~.
5
7. i + i – i +
T,

2 1 11 2 22
8. i = i iii iv =1
18 9 15 7 22
ER

5 8 1 1 3
v vi =1 vii viii ix
15 8 3 4 5

4 8 9 7
SC

9. i i iii iv
10 21 6 27
2 5
10. yÓTT‘·Ô+ >√&É 11. 12.
7 8
9
13. dæï>∑› ‘·≈£îÿe düeTj·÷ìï rdüTø=+~. ÄyÓT≈£î bÕsƒ¡XÊ\ Á>ö+&ÉT #·T≥Tº q&ç∫ sêe&ÜìøÏ ì$TcÕ\T
20
‘·≈£îÿe düeTj·T+ |ü{Ϻ+~.

233
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 EXERCISE 7.4
8 8
1. i i i 15 iii 9 i v tenth or v decimal point
10 10
2. i 125.4 ii 20.2 iii 8.6
3. i .16 ii .278 iii .06 iv 3.69
v .016 vi 34.5
8 9 5

A
4. i 4 ii iii iv
100 10 10

AN
3 7
v vi
100 10
5. i 0.4 i i 70.7 i i i 6.6 iv 7.4 v. 0.8

G
6. i 0.04 < 0.14 < 1.04 < 1.14 i i .99 < 1.1 < 7 < 9.09
7. i 8.8 > 8.6 > 8.59 > 8.09 i i 8.68 > 8.66 > 8.06 > 6.8

EXERCISE 7.5 N
LA
1. i 1·25 rupees ii 0·75 iii 3·75 rupees
2. i 28.91 ii 17·09 ii i 10.46 iv 21·24 v 6·32
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3. 8 km. 845 meter

4. 12 m
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234
ANSWERS Free distribution of Govt. of Telangana 2022-23
 nuÛ≤´dü+ ` 7.4
8 8
1. i. ii. 15 iii. 7 iv. |ü<äe~ v. <äXÊ+X¯ _+<äTe⁄
10 10
2. i. 125.4 ii. 20.2 iii. 8.6
3. i. 0.16 ii. 0.278 iii. 0.06 iv. 3.69
v. 0.016 vi. 34.5
8 9 5

A
4. i. 4 ii. iii. iv.
100 10 10

AN
3 7
v. vi.
100 10
5. i. 0.4 i i. 70.7 iii. 6.6 iv. 7.4 v. 0.8

G
6. i. 0.04 < 0.14 < 1.04 < 1.14 ii. 0.99 < 1.1 < 7 < 9.09
7. i. 88 > 8.6 > 8.59 > 8.09 ii. 8.68 > 8.66 > 8.06 > 6.8
nuÛ≤´dü+ ` 7.5 N
LA
1. i. `1·25 ; ` 0.75 ; ` 3.75
2. i. 28.91 ii. 17·09 iii. 10.46 iv. 21·24 v. 6·32
3. 8 øÏ.MT. 845 MT.
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4. 12 MT.
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235
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T
 INSTRUCTIONS TO TEACHERS
Dear Teachers ………
Greetings and a hearty welcome to the newly developed textbook Mathematics for class VI.
• The present textbook is developed as per the syllabus and academic standards conceived by the
mathematics position paper prepared based on SCF – 2011 and RTE – 2009 for Upper Primary
stage of education.
• The new textbook constitutes 14 chapters with concepts from the main branches of mathematics
like Number system, Arithemetic, Algebra, Geometry, Mensuration and Statistics.
• The concepts in these chapters emphasize the prescribed academic standards of Problem Solving,
Reasoning-proof, Communication, Connections and representation. These are aimed at to develop

A
the skills of observation of patterns, making generalization through deductive, inductive and
logical thinking finding different methods for problem solving, questioning, interaction etc., and

AN
the utilization of the same in daily life.
• The situations, examples and activities given in the textbook are based on the competencies
acquired by the child at Primary Stage. So the child participates actively in all the classroom
activities and enjoys learning of Mathematics.

G
• Primary objective of teacher should be to achieve the “Academic standards” by involving students
in the discussions and activities suggested in the textbook and making them to understand the
concepts.

N
• Mere completion of a chapter by teacher doesn’t make any sense. The skills specified in the
syllabus and academic standards prescribed should be exhibited by the student only ensures the
LA
completion of the chapter.
• Students should be encouraged to answer the questions given in the chapters. These questions
help to improve logical, inductive and deductive thinking of the child.
• Understanding and generalization of properties are essential. Student first finds the need and
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then proceeds to understand, followed by solving similar problems on his own and then generalises
the facts. The strategy in the presentation of concepts followed.
• Clear illustrations and suitable pictures are given wherever it was found connection and corrects
the misconnection necessary.
• Exercises of ‘Do This’ and ‘Try This’ are given extensively after completion of each concept.
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Exercises given under ‘Do This’ are based on the concept taught. After teaching of two or
three concepts some exercises are given based on them. Questions given under ‘Try This’ are
intended to test the skills of generalization of facts, ensuring correctness of statements, questioning
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etc., ‘Do This’ exercise and other exercises given are supposed to be done by students on their
own. This process helps the teacher to know how far the students can fare with the concepts
they have learnt. Teacher may assist in solving problem given in ‘Try This’ sections.
• Students should be made to digest the concepts given in “what have we discussed” completely.
SC

The next chapter is to be taken up by the teacher only after satisfactory performance by the
students in accordance with the academic standards designated for them (given at the end).
• Teacher should prepare his own problems related to the concepts besides solving the problems
given in the exercises. Moreover students should be encouraged to identify problems from day-
to-day life or create their own problems.
• Above all the teacher should first study the textbook completely thoroughly and critically. All the
given problems should be solved by the teacher well before the classroom teaching.
• Teaching learning strategies and the expected learning outcomes, have been developed class
wise and subject-wise based on the syllabus and compiled in the form of a Hand book to guide
the teachers and were supplied to all the schools. With the help of this Hand book the teachers
are expected to conduct effective teaching learning processes and ensure that all the students
attain the expected learning outcomes.

236 Free distribution of Govt. of Telangana 2022-23

 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
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• á |ü⁄düÔø£+˝À bı+<äT|üs¡∫q $<ë´ Á|üe÷D≤\qT |æ\¢\+<äs¡÷ kÕ~Û+#·&ÜìøÏ n<Ûë´j·÷\˝À dü÷∫+∫q $<Ûä+>± #·s¡Ã˝À¢,

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• ñbÕ<Ûë´j·TT&ÉT πøe\+ n<Ûë´j·÷ìï |üP]Ô #˚j·T&É+ ns¡úe+‘·+ ø±<äT. n<Ûë´j·T+ |üPs¡ÔsTT+<äì uÛ≤$+#ê\+fÒ dæ\ãdt˝À
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• Á|ür n<Ûë´j·T+˝Àì Á|üX¯ï\ >∑T]+∫ |æ\¢\+<äs¡÷ Ä˝À∫+#·&ÜìøÏ, düe÷<ÛëHê\T ø£qTø√ÿ&ÜìøÏ ‘·>∑T Áb˛‘ê‡Vü≤+ Çyê«*.
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• >∑D‘Ï · $wüj÷· \qT H˚sT¡ Ãø√e&É+˝À ns¡+ú #˚dTü ø√e&É+, yê{Ïì kÕ<Ûës¡Dø° ]£ +#·&+É Á|ü<ëÛ qyÓTqÆ $. $<ë´s¡T\ú T yÓTT<ä≥ H˚sT¡ Ãø=H˚
$wüj·T+ ÄeX¯´ø£‘·qT >∑T]Ô+#·&É+, ‘·sê«‘· ne>±Vü≤q #˚düTø√e&É+ <ë«sê düeTdü´\qT ‘·eT≈£î ‘êeTT>± |ü]wüÿ]+∫
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n+<äT˝Àì dü‘ê´\qT kÕ<Ûës¡D°ø£]+#·Tø=+{≤s¡T. Á|ür n<Ûë´j·T+˝À |æ\¢\T uÛ≤eq\T @s¡Œs¡#·Tø=H˚˝≤, yê{Ïì ns¡ú+ #˚düT≈£îì
‘·<äT|ü] nuÛÑ´düq+˝À $ìjÓ÷–+#˚˝≤ Á|ü‹ n<Ûë´j·T+˝À <äèwæº ô|{≤º*.
• dü+<äsꓤqTkÕs¡+>± $es¡D\T, bı+<äT|ü]∫q ∫Á‘ê\T düs¬ q’ ne>±Vü≤q ø£*Œ+∫ nb˛Vü≤\qT ‘=\–+#·&ÜìøÏ <√Vü≤<ä|&ü TÉ ‘êsTT.
• uÛ≤eq\ô|’ ne>±Vü≤q ø£*Œ+∫q ‘·sê«‘· yê{ÏøÏ dü+ã+~Û+∫q ªªÇ$ #˚j·T+&çμμ, ªªÁ|üj·T‹ï+#·+&çμμ ˝≤+{Ï nuÛ≤´kÕ\qT $düÔ
è‘·+>± Ç#êÃs¡T. ªªÇ$ #˚j·T+&çμμ nH˚$ H˚]Œq uÛ≤eq MT<ä Ä<Ûës¡|ü&çq$. nuÛ≤´kÕ\T ¬s+&ÉT eT÷&ÉT uÛ≤eq\T H˚]Œ+∫q
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‘·sê«‘· yÓqTyÓ+≥H˚ kÕ<Ûqä ø√dü+ ñ<˚•› +∫q$. M{Ïì |æ\\¢ ‘√ ‘·eT≈£î ‘êeTT>± >±ì, »≥¢˝À >±ì #˚sTT+#ê*. ªªÁ|üjT· ‹ï+#·+&çμμ
nH˚ nuÛ≤´kÕ\T |æ\˝¢ À¢ dü‘ê´\≈£î dü+ã+~Û+∫q kÕ<Ûës¡Dø° s£ D¡ \T #˚dTü ø√e&ÜìøÏ, dü]#·÷düTø√e&ÜìøÏ <√Vü≤<ä+ #˚kÕÔsTT. á
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Áø£eT+˝À nedüs¡+ y˚Ts¡≈£î düVü‰j·T düVü‰ø±sê\qT ñbÕ<Ûë´j·TT\T |æ\¢\≈£î n+~+#ê*. Ç˝≤ #˚j·T&É+ e\¢ |æ\¢\T @ y˚Ts¡≈£î
H˚sT¡ Ã≈£îHêïs√ ‘Ó\TdüTø√e#·TÃ.
• n<Ûë´j·÷˝À¢ ∫es¡>± bı+<ä|üs¡∫q ªªeTq+ H˚s¡TÃø=qï$μμ nH˚ o]¸ø£ øÏ+<ä ñqï n+XÊ\T $<ë´ Á|üe÷D≤\qT <äèwæº˝À
ô|≥Tºø=ì Áø√&ûø£]+#·ã&ܶsTT. ø±ã{Ϻ M{Ïì |æ\¢\+<äs¡÷ dü+|üPs¡í+>± kÕ~Û+#ê*. Ç˝≤ H˚s¡TÃø=qï HÓ’|ü⁄D≤´\ìï+{Ïì
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|æ\¢\+<äs¡÷ Á|ü<ä]Ù+#·>∑\s¡ì ìsêú]+#·Tø=qï ‘·sê«‘·H˚ ‘·<äT|ü] n<Ûë´j·T+ ÁbÕs¡+_Û+#ê*.

• n<Ûë´j·÷˝À¢ Ç∫Ãq nuÛ≤´kÕ\‘√u≤≥T ñbÕ<Ûë´j·TT&ÉT ≈£L&Ü eT]ø=ìï düeTdü´\qT kı+‘·+>± ‘·j·÷s¡T#˚düTø√yê*. n˝≤π>
|æ\¢\T ≈£L&Ü ì‘·´ J$‘·+˝À m<äTs¡j˚T´ düeTdü´\qT >∑DÏ‘êìï ñ|üjÓ÷–+∫ kÕ~Û+#˚≥T¢, kı+‘·+>± düeTdü´\T ‘·j·÷s¡T
#˚ùd≥T¢ Áb˛‘·‡Væ≤+#ê*.
• ô|’ n+XÊ*ï $»j·Te+‘·+>± neT\T #˚j·T&ÜìøÏ ñbÕ<Ûë´j·TT\T ‘·|üŒì dü]>± >∑DÏ‘· |ü⁄düÔø±ìï düeT÷\+>±, düeTÁ>∑+>±,
$eTs¡ÙHê‘·àø£+>± n<Ûä´j·Tq+ #˚j·÷*. Ç+<äTø√dü+ |ü⁄düÔø£+˝Àì nuÛ≤´kÕ\˝Àì nìï düeTdü´\qT ‘êqT #˚dæ#·÷&Ü*. Ä
‘·sê«‘·H˚ uÀ<ÛäHêuÛÑ´düq Á|üÁøÏj·T\qT ìs¡«Væ≤+#ê*.
• ñbÕ<Ûë´j·TT\ e÷s¡Z<äs¡Ùq+ ø√dü+ uÀ<ÛäHêuÛÑ´düq eP´Vü‰\qT, Ä•+∫q nuÛÑ´düq |òü*‘ê\qT, ‘·s¡>∑‹ yêØ>±, $wüj·T+
yêØ>±, dæ\ãdt yêØ>± ø£s¡B|æø£ s¡÷|ü+˝À ‘·j·÷s¡T#˚dæ bÕsƒ¡XÊ\\≈£î n+~e«&É+ »]–+~. á ø£s¡B|æø£ düVü‰j·T+‘√
ñbÕ<Ûë´j·TT\T ñ‘·eÔ T uÀ<ÛHä êuÛ´Ñ düq Á|üÁøÏjT· \qT ìs¡«Væ≤+∫ ‘·<ë«sê $<ë´s¡T\ú +<äs÷¡ Ä•+∫q nuÛ´Ñ düq |ò*ü ‘ê\T kÕ~Û+#˚˝≤
ø£èwæ #˚j·÷*.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 237

 Syllabus
Area & Chapters Syllabus Description
Number (i) Knowing our Numbers
System • Consolidating the sense ofNumber up to 99,999; Estimation of
(60 hrs) numbers,Comparison of numbers; Place value (recapitulation and
1. Knowing extension); connectives: use of symbols =, <, > ; Use of brackets.
our • Word problems on number operations involving large numbers up to a
maximum of 6 digits in the answer (This would include conversions of units

A
Numbers
of length & mass from the larger to the smaller units).
2. Whole • Estimation of outcome of number operations.

AN
Numbers • Introduction to large numbers (a) up to lakhs and ten lakhs(b) up to crores
3. Playing and ten crores·International system of numbers (Millions..)
with (ii) Whole numbers

G
Numbers • Natural numbers, whole numbers.
6. Integers • Properties of numbers (closure, commutative, associative, distributive,

7. Fractions
and
N
additive identity, multiplicative identity).
• Number line. Seeing patterns, identifying and formulating rules to be done
by children.
LA
Decimals • Utility of properties in fundamental operations.

(iii) Playing with Numbers

• Consolidating divisibility rules of 2,3,5,6,9,10.
TE

• Discovering divisibility rules of 4,8,11 through observing patterns.

• Multiples and factors, Even/odd numbers, prime/composite numbers,
Co-prime numbers.
• Prime factorization, every number can be written as products of prime
T,

factors.
• HCF and LCM BY prime factorization and division method.
• Property: LCM × HCF = product of twonumbers.
ER

• LCM & HCF of co-primes.

• Importance of Zero, and its properties
(iv) Negative Numbers and Integers
SC

• How negative numbers arise, models of negative numbers, connection to

daily life, ordering of negative numbers, representation of negative numbers
on number line.
• Children to see patterns, identify and formulate rules.
• Understanding the definition of integers, identification of integers on the
number line.
• Operation of addition and subtraction of integers, showing the operations
on the number line (Understanding that the addition of negative integer
reduces the value of the number).
• Comparison of integers, ordering of integers.

238 Free distribution of Govt. of Telangana 2022-23

 dæ\ãdt
n<Ûë´j·÷\T $wüj·T $es¡D
dü+U≤´ e´edüú (i) dü+K´\ |ü]#·jT· +
(60 >∑+≥\T) • 99,999 es¡≈£î dü+K´\ dü«uÛ≤yêìï ne>±Vü≤q #˚düTø=qT≥. dü+K´\qT n+#·Hê y˚j·T≥+.
1. dü+K´\ dü+K´\qT b˛\Ã≥+. kÕúq$\Te\T ` |ü⁄qX¯Ãs¡D, $düsÔ D¡ . dü+jÓ÷»ø±\T, dü+»„\ $ìjÓ÷>∑+
|ü]#·j·T+ (=, <,>)
2. |üPsêí+ø±\T • #·‘·T]«<Ûä Á|üÁøÏj·T\ô|’ |ü<ä düeTdü´\T. (>∑]wü̃+>± 6`n+¬ø\ dü+K´\T e#˚à es¡≈£î). bı&Ée⁄,

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3. dü+K´\‘√ ãs¡Te⁄\ Á|üe÷D≤\ e÷]Œ&ç.
Ä&ÉTø√e&É+ • #·‘T· ]«<Ûä Á|üÁøÏjT· \˝Àì düe÷<ÛëHê\qT n+#·Hê y˚jT· &É+. (|ü<ä düeTdü´\ <ë«sê)

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6. |üPs¡í dü+K´\T • ô|<ä› dü+K´\ |ü]#·jT· +. (n) ˇø£ \ø£å eT]j·TT |ü~ \ø£\ å T es¡≈î£ (Ä) ˇø£ ø√{Ï eT]j·TT |ü~
7. _ÛHêï\T ø√≥¢ es¡≈î£ • n+‘·sê®rj·T dü+U≤´ e÷qeTT ($T*j·THé\T ....)
eT]j·TT <äXÊ+X¯ (ii) |üPsêí+ø±\T

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_ÛHêï\T • düV≤ü » dü+K´\T, |üPsêí+ø±\T.
• dü+K´\ <Ûäsêà\T (dü+eè‘·, dæú‘·´+‘·s¡, düVü≤#·s¡, $uÛ≤>∑ Hê´j·÷\T, dü+ø£\q ‘·‘·‡e÷+X¯eTT,
>∑TDø±s¡ ‘·‘‡· e÷+X¯eTT).
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• dü+U≤´πsK : dü+U≤´ Áø£e÷\qT |ü]o*+#·≥+. dü÷Á‘ê\qT >∑T]Ô+#·≥+, ‘·j÷· s¡T #˚jT· ≥+.
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• #·‘T· ]«<Ûä Á|üÁøÏjT· \˝Àì <Ûsä êà\ $ìjÓ÷>∑+.

(iii) dü+K´\‘√ Ä&ÉTø√e&É+

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• 2,3,5,6,9 eT]j·TT 10\ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT Áø√&ûø]£ +#·≥+.

• Áø£e÷\qT |ü]o*+#·T≥ <ë«sê 4, 8 eT]j·TT 11\ uÛ≤»˙j·T‘ê dü÷Á‘ê\qT ø£qT>=q≥+.
• >∑TDÏC≤\T, ø±s¡D≤+ø±\T. dü], uÒdæ dü+K´\T. Á|ü<Ûëq, dü+j·TTø£Ô dü+K´\T. |üs¡düŒs¡ Á|ü<Ûëq
dü+K´\T.
•
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Á|ü<ëÛ q ø±s¡D≤+ø£ $uÛ»Ñ q. ˇø£{Ï ø£Hêï ô|<ä<› q’Ó Á|ü‹ dü+K´qT Á|ü<ëÛ q ø±s¡D≤+ø±\ \ã›+>±
Áyêj·T≥+.
• >∑.kÕ.uÛ≤ eT]j·TT ø£.kÕ.>∑T. \qT ø±s¡D≤+ø£ $uÛ»Ñ q |ü<‹Δä , uÛ≤>±Vü‰s¡ |ü<‹Δä <ë«sê ø£qT>=qT≥.
•
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<Ûsä à¡ + : s¬ +&ÉT dü+K´\ \ã›eTT R yê{Ï ø£.kÕ.>∑T. I >∑.kÕ.uÛ≤.

• |üsd¡ Œü s¡ Á|ü<ëÛ q dü+K´\ ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤.
• düTHêï ÁbÕ<Ûëq´‘· eT]j·TT <ëì <Ûsä êà\T.
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(iv) ãTTD dü+K´\T eT]j·TT |üPs¡í dü+K´\T

• ãTTD dü+K´\ ÄeX¯´ø£‘.· ãTTD dü+K´\ qeT÷Hê\T. ãTTD dü+K´\≈£î ì‘·´ J$‘· nedüsê\≈£î
>∑\ dü+ã+<Û+ä . ãTTD dü+K´\ Áø£e÷qT>∑‘+· . dü+U≤´ sπ U≤ô|’ ãTTD dü+K´\qT >∑T]Ô+#·≥+.
• dü+U≤´ Áø£e÷\qT |ü]o*+#·≥+, dü÷Á‘ê\qT >∑T]Ô+#·≥+, ‘·j÷· s¡T #˚jT· ≥+.
• |üPs¡í dü+K´\ ìs¡«#·Hêìï ne>±Vü≤q #˚dTü ø=q≥+. dü+U≤´ sπ Kô|’ |üPs¡dí +ü K´\qT >∑T]Ô+#·≥+.
• |üPs¡í dü+K´\ dü+ø£\q, e´eø£Hê\T. dü+U≤´ πsKô|’ á Á|üÁøÏj·T\qT dü÷∫+#·≥+ (ãTTD
|üPs¡dí +ü K´\qT dü+K´\≈£î ø£*|æ‘˚ yê{Ï $\Te ‘·>T∑ ‘Z T· +<äì ne>±Vü≤q #˚dTü ø=q≥+).
• |üPs¡í dü+K´\qT b˛\Ã≥+, Áø£eT+˝À ñ+#·≥+.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 239

 (v) Fractions and Decimals
• Revision of what a fraction is,Fraction as a part of whole.
• Representation of fractions (pictorially and on number line)
• Fraction as a division, proper, improper & mixed fractions
• Equivalent fractions, like , unlike fractions, comparison of fractions.
• Addition and subtraction of fractions.
• Word problems (Avoid large and complicated calculations).
• Estimates the degree of closeness of a fractions (1/2, ¼, ¾ etc.,).
• Review of the idea of a decimal fraction
• Place value in the context of decimal fraction.

A
• Inter conversion of fractions and decimal fractions (avoid recurring decimals
at this stage).

AN
• Word problems involving addition and subtraction of decimals (word
problems should involve two operations) Contexts: money, mass, length
temperature.

G
Algebra Intrtoduction Algebra
(15 hrs) • Introduction to variable through patterns and through appropriate
word problems and generalizations (example 5 × 1 = 5 etc.).
Algebra N
9. Intrtoduction • Generate such patterns with more examples.
• Introduction to unknowns through examples with simplecontexts
LA
(single operations).
• Number forms of even and odd ( 2n, 2n+1).
• Solving simple equations by trial and error method.
TE

Arithmatic Ratio and Proportion

(15hrs) • Concept of Ratio
• Proportion as equality of tworatios
11. Ratio and • Unitary method (with only direct variation implied)
T,

Proportion • Word problems

• Understanding ratio and proportion in Arithmetic
ER

Geometry Basic geometrical ideas (2-D)

(65 hrs) • Introduction to geometry. Itslinkage with and reflection ineveryday
experience.
4. Basic
SC

• Line, line segment, ray, open and closed figures.

geometrical • Interior and exterior of closedfigures.
ideas • Curvilinear and linear boundaries
• Angle — Vertex, arm, interiorand exterior,
• Triangle — vertices, sides, angles, interior and exterior, altitude andmedian.
• Quadrilateral — Sides, vertices,angles, diagonals, adjacent sidesand
opposite sides (only convexquadrilateral are to be discussed), interior and
exterior of aquadrilateral.
• Circle — Centre, radius,diameter, interior and exterior, arc, chord ,sector,
segment, semicircle, circumference,

240 Free distribution of Govt. of Telangana 2022-23

 (v) _ÛHêï\T eT]j·TT <äXÊ+X¯ _ÛHêï\T
• _Ûqï+ n+fÒ @$T{À |ü⁄q]«eTs¡Ù #˚jT· ≥+. _ÛHêïìï yÓTT‘·+Ô ˝À ø=+‘· uÛ≤>∑+>± #Ó|Œü ≥+
• dü+U≤´πsKô|’ |ü≥ düV‰ü j·T+‘√ _ÛHêï\qT dü÷∫+#·≥+
• _ÛHêïìï ˇø£ uÛ≤>±Vü‰s¡+>± #Ó|Œü ≥+. Áø£eT, n|üÁø£eT, $TÁX¯eT _ÛHêï\T
• düe÷q _ÛHêï\T. düC≤‹, $C≤‹ _ÛHêï\T. _ÛHêï\qT b˛\Ã&É+
• _ÛHêï\ dü+ø£\q, e´eø£Hê\T
• |ü<ä düeTdü´\T (øÏw¢ ºü eT]j·TT ô|<ä› >∑Dq\T ˝Ò≈î£ +&Ü)
• kÕMT|ü´‘· |ü]e÷D≤ìï n+#·Hê y˚jT· &É+ (¼, ¾.....)

A
• <äXÊ+X¯ _ÛHêï\ uÛ≤eq |ü⁄q]«eTs¡Ù
• <äXÊ+X¯ _ÛHêï\˝À kÕúq $\Te\T

AN
• <äXÊ+X¯ _ÛHêï\T, kÕe÷q´ _ÛHêï\ |üsd¡ Œü s¡ e÷]Œ&ç (Äeè‘· <äXÊ+XÊ\T ‘·|Œü )
• <äXÊ+XÊ\ô|’ dü+ø£\q, e´eø£\Hê\‘√ |ü<ä düeTdü´\T (¬s+&ÉT Á|üÁøÏjT· \ô|)’
(Á<äe´, uÛ≤s¡, <Ós’ ´È¡ \ô|’ düeTdü´\T)

G
;» >∑D‘Ï +· ;» >∑D‘Ï · |ü]#·jT· +
(15 >∑+≥\T) • dü+U≤´ Áø£e÷\T, |ü<ä düeTdü´\T eT]j·TT kÕ<ÛësêD°øs£ D
¡ \ <ë«sê ;C≤\ (#·ss¡ êX¯ó\) |ü]#·jT· +.
9. ;» >∑D‘Ï ·
|ü]#·j·T+
(ñ<ë : 5I1R5 yÓTTˆˆq$).
N
• ‘·–qìï ñ<ëVü≤s¡D\‘√ neT]ø£\T Áø£e÷\T ‘·j÷· s¡T #˚jT· &É+.
• ñ<ëVü≤s¡D\ <ë«sê ne´ø£sÔ êX¯ó\ |ü]#·jT· + (ˇπø ˇø£ Á|üÁøÏjT· ‘√ ≈£L&çq{Ï$
LA
º )
• dü], uÒdæ dü+K´\ kÕ<Ûës¡D s¡÷bÕ\T (2n, 2n+1).
• j·T‘·ï<√wü |ü<‹Δä <ë«sê düMTø£sD¡ ≤\ kÕ<Ûqä
TE

n+ø£>∑DÏ‘·+ ìwüŒ‹Ô eT]j·TT nqTbÕ‘·eTT

(15 >∑+≥\T) • ìwüŒ‹Ô uÛ≤eq
11. ìwüŒ‹Ô • nqTbÕ‘êìï s¬ +&ÉT ìwüŒ‘·T\Ô düe÷q‘·«+>± dü÷∫+#·&+É
eT]j·TT • @ø£edüTÔ e÷s¡eZ TT (nqT˝Àe÷qT bÕ‘·+ e÷Á‘·yT˚ )
T,

nqTbÕ‘·eTT • |ü<ä düeTdü´\T

• n+ø£ >∑D‘Ï +· ˝À ìwüŒ‹Ô, nqTbÕ‘ê\qT ne>±Vü≤q #˚dTü ø=q≥+.
ER

ÁbÕ<∏$ä Tø£ C≤´$T‹ uÛ≤eq\T (2-D)

sπ U≤ >∑D‘Ï +·
• C≤´$T‹ |ü]#·jT· +. ì‘·´J$‘· dü+ã+<Û+ä eT]j·TT nq«j·T+.
(65 >∑+≥\T)
•
SC

düsfi¡ sπ¯ K, sπ U≤K+&É+ eT]j·TT øÏsD¡ +. dü+eè‘· eT]j·TT $eè‘· |ü{≤\T.

4. ÁbÕ<∏$
ä Tø£
• dü+eè‘· |ü{≤\ n+‘·s+¡ eT]j·TT u≤Vü≤´+
C≤´$T‹ uÛ≤eq\T • sπ Fj·T, eÁø£sπ Fj·T n+#·T\T.
• ø√D+, os¡¸+, ø√D uÛTÑ »+, ø√D n+‘·s+¡ , ø√D u≤Vü≤´+
• Á‹uÛTÑ »eTT ` osê¸\T, uÛTÑ C≤\T, ø√D≤\T. Á‹uÛTÑ » n+‘·s+¡ , Á‹uÛTÑ » u≤Vü≤´+, \+ãπsK, eT<Û´ä >∑‘sπ· K.
• #·‘T· s¡T“¤»+` uÛTÑ C≤\T, osê¸\T, ø√D≤\T, ø£sêí\T, Ädüqï uÛTÑ C≤\T, n_ÛeTTK uÛTÑ C≤\T / ≈£î+uÛ≤ø±s¡
#·‘T· s¡T“¤C≤\≈£î e÷Á‘·yT˚ ), #·‘T· s¡T“¤» n+‘·s+¡ `u≤Vü≤´+.
• eè‘·+Ô ` øπ +Á<ä+, yê´kÕs¡+Δ , yê´dü+, eè‘·Ô n+‘·s+¡ `u≤Vü≤´+. #ê|üeTT, C≤´, ôdø£sº Y (Á‹C≤´+‘·s+¡ ),
eè‘·Ô K+&É+, ns¡eΔ è‘·+Ô , eè‘·Ô |ü]~Û.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 241

5. Measures Measures of Lines and Angles:
of Lines • Measure of Line segment.
and Angles • Measure of angles.
• Types of angles- acute, obtuse, right, straight, reflex, completeand zero angle.
12.Symmetry
• Pair of lines Intersecting and perpendicular lines Parallel lines.
13.Practical
Geometry Symmetry:
• Observation and identification of 2-D symmetrical objects for reflection
14.Understand- symmetry.
ing 3D, 2D • Operation of reflection (taking mirror images) of simple 2-D objects.

A
Shapes • Recognising reflection symmetry (identifying axes).

AN
Practical Geometry (Constructions):
• Drawing of a line segment (using Straight edge Scale, protractor,
compasses).
• Construction of circle.

G
• Perpendicular bisector.
• Construction of angles (usingprotractor)
• Angle 60°, 120° (UsingCompasses)
N
• Angle bisector - making anglesof 30°, 45°, 90° etc. (usingcompasses)
• Angle equal to a given angle(using compass)
LA
• Drawing a line perpendicular toa given line from a point
a) onthe line b) outside the line.
Understand-ing 3D, 2D Shapes:
TE

• Polygons- Introduction, regular and irregular polygons (upto pentagon).

• Identification of 3-D shapes: Cubes, cuboids, cylinder, sphere, cone, prism
(triangular), pyramid (triangular and square). Identification and locating
in the surroundings
• Elements of 3-D figures. (Faces, edges and vertices)
T,

• Nets for cube, cuboids, cylinders,cones and tetrahedrons.

Mensuration Perimeter and Area:
ER

(15 hrs) • Introduction and general understanding of perimeter using many shapes.
10. Perimeter • Shapes of different kinds with the same perimeter.
and Area • Concept of area, Area of a rectangle and a square Counter examples to
different misconnects related to perimeter and area.
SC

• Perimeter of a rectangle – and its special case – a square.

• Deducing the formula of the perimeter for a rectangle and then a square
through pattern and generalisation.
8. Data Data Handling:
Handling • What is data.
(10 hrs) • Collection and organisation ofdata - examples of organisingit in tally marks
and a table.
• Pictograph- Need for scaling inpictographs interpretation &construction.
• Making bar graphs for given data, interpreting bar graphs.

242 Free distribution of Govt. of Telangana 2022-23

5. sπ K\T eT]j·TT sπ K\T eT]j·TT ø√DeTT\ ø=\‘·\T
ø√DeTT\ ø=\‘·\T • sπ U≤ K+&É+ ø=\‘·
12. kÂwüe˜ eTT • ø√D≤\ ø=\‘·\T
(|üsêes¡qÔ +) • ø√D≤\ s¡ø±\T. n\Œ ` n~Ûø,£ \+ã, düsfi¡ ,¯ |üsêes¡qÔ eT]j·TT dü+|üPs¡í ø√D≤\T— X¯Sq´ ø√D+
• K+&Éq sπ K\T, \+ã sπ K\T, düe÷+‘·s¡ sπ K\T
13. ÁbÕjÓ÷–ø£
C≤´$T‹ kÂwü̃eeTT (|üsêes¡qÔ +)
14. Á‹$Trj·T • |üsêes¡qÔ kÂwüy ˜ êìøÏ ‘·–q ~«$Trj·T Äø£è‘·T\qT >∑T]Ô+#·≥+ eT]j·TT |ü]o*+#·≥+.
~«$Trj·T Äø£è‘·T\ • |üsêes¡qÔ Á|üÁøÏjT· \T. kÕ<Ûës¡D ~«$Trj·T Äø£è‘·T\T Á|ü‹_+u≤\T |ü≥&º +É
ne>±Vü≤q

A
• |üsêes¡qÔ kÂwü̃yêìï >∑T]Ô+#·&+É (nøå±\qT >∑T]Ô+#·T≥)

AN
ÁbÕjÓ÷–ø£ C≤´$T‹ (ìsêàD≤\T)
• sπ U≤K+&É ìsêàD+. (ùdÿ\T, eè‘·Ô ˝Òœì, ø√De÷ìì düV‰ü j·T+‘√)
• eè‘·+Ô ^j·T≥+
• \+ã düeT~« K+&Éq sπ K

G
• ø√D+ ì]à+#·T≥ (ø√De÷ìì‘√)
• 600, 1200 \qT eè‘·Ô ˝Òœì‘√ ì]à+#·T≥
•
• N
ø√D düeT~«K+&Éq sπ K\T (300, 450 eT]j·TT 900 @s¡Œ&ÉTq≥T¢, eè‹Ô ˝Òœì‘√)
eè‘·Ô ˝Òœì‘√ Ç∫Ãq ø√D≤ìøÏ düe÷qyÓTqÆ ø√D≤ìï ì]à+#·T≥
LA
• Ç∫Ãq sπ K≈£î \+ã sπ K\qT ^j·T≥+
n) sπ Kô|’ >∑\ _+<äTe⁄ e<ä› Ä) sπ Kô|’ ˝Òq{Ϻ _+<äTe⁄ qT+&ç
Á‹$Trj·T, ~«$Trj·T Äø£è‘·T\ ne>±Vü≤q
TE

• kÕ<Ûës¡D ãVüQuÛTÑ C≤\T ` |ü]#·jT· +. Áø£eT, Áø£yT˚ ‘·s¡ |ü+#·uTÑÛ E\ es¡≈î£ .

• Á‹$Trj·T Äø£è‘·T\qT >∑T]Ô+#·≥+. düeT|òTü q+, Bs¡È |òTü q+, dü÷| ú eü TT, >√fi¯eTT, X¯+KTe⁄, |ü≥øº +£
(Á‹uÛTÑ C≤ø±s¡), |æs$¡ T&é (Á‹uÛTÑ C≤ø±s¡, #·‘T· s¡Ádü)\qT |ü]düsê\˝À >∑T]Ô+#·&+É .
• Á‹$Trj·T Äø£è‘·T\ (|òTü Hê\) eT÷\ø±\T, eTTU≤\T, n+#·T\T, osê¸\T
• düeT|òTü q+, Bs¡È |òTü q+, dü÷|
T,

ú +ü , X¯+KTe⁄\ e\∫Á‘ê\T eT]j·TT #·‘T· ]àFj·÷\T.

øπ Áå ‘· >∑D‘Ï +· #·T≥Tºø=\‘· uÛ≤eq, eT]j·TT yÓX’ Ê\´+

ER

(15 >∑+≥\T) • $$<Ûä Äø±sê\ <ë«sê #·T≥Tºø=\‘· uÛ≤eq |ü]#·jT· +, ne>±Vü≤q

10. #·T≥Tºø=\‘· • ˇπø #·T≥Tºø=\‘· ø£*–q $$<Ûä Äø±sê\T
eT]j·TT yÓX’ Ê\´+ • yÓX’ Ê\´+ uÛ≤eq. #·‘T· s¡Ádü yÓX’ Ê\´+, Bs¡È #·‘T· s¡Ádü yÓX’ Ê\´+, #·T≥Tºø=\‘·, yÓX’ Ê˝≤´\≈£î dü+ã+~Û+∫q
SC

<äTs¡_ÁÛ bÕj·÷\≈£î Á|ü‘T· ´<ëVü≤s¡D\T Çe«&É+

• Bs¡È #·‘T· s¡Ádü+ #·T≥Tºø=\‘·, #·‘T· s¡Ádü+ jÓTTø£ÿ #·T≥Tºø=\‘· Á|ü‘´˚ ø£ dü+<äs“¡ +¤ >±
• Bs¡# È ‘· T· s¡Ádü+, #·‘T· s¡Ádü+ #·T≥Tºø=\‘·, yÓX’ Ê˝≤´\ dü÷Á‘ê\qT ñ<ëVü≤s¡D\ <ë«sê kÕ<Ûës¡Dø° ]£ +#·&+É

8. <ä‘êÔ+X¯ ìs¡«Vü≤D <ä‘êÔ+X¯ ìs¡«Vü≤D

(10 >∑+≥\T) • <ä‘êÔ+X¯+ n+fÒ @$T{Ï?
• <ä‘êÔ+X¯ ùdø£sD ¡ eT]j·TT ìs¡«Vü≤D. <ä‘êÔ+X¯ ìs¡«Vü≤D ` >∑Dq ∫Vü‰ï\T ` |ü{øºÏ \£ ≈£î ñ<ëVü≤s¡D.
• |ü≥ ∫Á‘ê\T. |ü≥ ∫Á‘ê\˝À ªªùdÿ\Tμμ ÄeX¯´ø£‘.· |ü≥ ∫Á‘ê\ ìsêàDeTT eT]j·TT, $es¡D.
• ø£MTà sπ U≤ ∫Á‘ê\qT Ç∫Ãq <ä‘êÔ+XÊìø£qT>∑TD+>± ì]à+#·≥+, ø£MTàπsK ∫Á‘ê\ $es¡D.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 243

 Academic Standards
CONTENT ACADEMIC STANDARDS
Number system Problem • Word problems on number operations involving large
Solving numbers up to a maximum of 5 digits in the answers.
1. Knowing • Conversions of units of length and mass.
our
numbers Reasoning, • Estimation of outcome of number operations.

A
Proof • Comparison of numbers up to large numbers with concept
of place value.

AN
• Formation of different numbers by using given numbers and
select biggest, smallest among them.
Communication:• Writes any five digit numbers in words and vice versa.
• Comparison of five digit numbers using the symbols <,>,=.

G
Connections: • Understands the Usage of large numbers in daily life (village
N
population, income from land, etc.)
LA
Representation:• Expresses the numbers into expanded and compact form
By using unit, ten, hundred, thousand blocks represents
numbers through them.
TE

2. Whole Problem • ____________

numbers Solving

Reasoning, • Verification of properties of whole numbers such as

T,

Proof closure, associative, inverse, identity, distributive,

commutative (+.-.x)
ER

Communication:• Understands the need of whole number instead of natural

numbers.
Connections: • Finds the usage of whole numbers from their daily life.
SC

• Understands the relation between N, and W.

Representation:• Represents the whole numbers on the number line.

3. Playing with Problem • Simplification of numerical statements involving two or

Numbers Solving more brackets
• Tests the divisibility rules
• Understands the use of LCM and HCF in different
situations and find them in division, prime factorization
method.

244 Free distribution of Govt. of Telangana 2022-23

 $<ë´ Á|üe÷D≤\T
n<Ûë´j·÷\T $wüjT· $es¡D
dü+U≤´ e´edüú düeTkÕ´ kÕ<Ûäq • düe÷<Ûëq+ >∑]wü˜+>± 5 n+¬ø\ dü+U´\ e#˚Ã≥T¢ dü+U≤´ Á|üÁøÏj·T\ ô|’ |ü<ä
1. eTq dü+K´\qT düeTdü´\T.
‘Ó\TdüTø=+<ë+ • $T‹, Á<äe´sê• Á|üe÷D≤\ e÷]Œ&ç
ø±s¡D≤\T #Ó|üŒ&É+ • dü+U≤´ Á|üÁøÏj·T\˝À |òü*‘êìï n+#·Hê y˚j·T&É+.

A
ìs¡÷|üD\T #˚j·T&É+ • kÕúq $\Te\ uÛ≤eq‘√ ô|<ä› dü+K´\qT b˛\Ã&É+
• Ç∫Ãq n+¬ø\‘√ y˚sπ «s¡T dü+K´\qT ‘·j÷· s¡T #˚dæ ô|<ä› dü+K´qT mqTïø=q&É+,

AN
∫qï dü+K´qT mqTïø=q&É+.
e´ø£Ô|üs¡#·&É+ • 5 n+¬ø\ dü+K´qT Áyêdæ yêø£´s¡÷|ü+˝À #Ó|üŒ&É+. yêø£´s¡÷|ü+˝Àì dü+K´qT

G
dü+C≤„s¡÷|ü+˝À sêj·T&É+
• 5 n+¬ø\ dü+K´\qT <,>,=. >∑Ts¡TÔ\ düVü‰j·T+‘√ b˛\Ã&É+.

N
dü+<Ûëq+ #˚j·T&É+ • ì‘·´ J$‘·+˝À ô|<ä› dü+K´\ $ìjÓ÷>±ìï ns¡ú+ #˚düTø√e&É+.
ñ<ëVü≤s¡D≈£î Á>±eT »HêuÛ≤, Ä<ëj·T+ yÓTTˆˆq$.
LA
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • dü+K´\qT $düÔs¡D s¡÷|ü+˝Àq÷, dü+øÏå|üÔ s¡÷|ü+˝Àq÷ ‘Ó\|ü&É+
• ˇø£≥T¢, |ü<äT\T, e+<ä\T, y˚\ düeTT<ëj·÷\‘√ dü+K´\qT dü÷∫+#·&É+.
TE

2. |üPsêí+ø±\T düeTkÕ´ kÕ<Ûäq • ____________

ø±s¡D≤\T #Ó|üŒ&É+ • dü+eè‘·, düVü≤#·s¡, dæú‘·´+‘·s¡, ‘·‘·‡e÷+X¯eTT, $uÛ≤>∑ Hê´j·÷\qT |üPsêí+ø±

T,

ìs¡÷|üD\T #˚jT· &É+ \˝À G, `, I\ |üs¡+>± dü]#·÷&É&É+

ER

e´ø£Ô|üs¡#·&É+ • düV≤ü » dü+K´\≈£î ã<äT\T>± |üPsêí+ø±\ ÄeX¯´ø£‘q· T ne>±Vü≤q #˚dTü ø=q&É+

dü+<Ûëq+ #˚j·T&É+ • ì‘·´ J$‘·+˝À |üPsêí+ø±\ $ìjÓ÷>±ìï ø£qT>=q&É+.

SC

• N eT]j·TT W \ eT<Ûä´ dü+ã+<Ûëìï ne>±Vü≤q #˚düTø=qT≥.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • |üPsêí+ø±\qT dü+U≤´πsKô|’ >∑T]Ô+#·T≥

3. dü+K´\‘√ düeTkÕ´ kÕ<Ûäq • ¬s+&ÉT ˝Òø£ n+‘·ø£Hêï m≈£îÿe ≈£î+&É©ø£s¡D\T ñqï dü+U≤´ Á|üe#·Hê\qT
Ä&ÉTø=+<ë+ dü÷ø°åàø£]+#·≥+.
• uÛ≤»˙j·T‘ê dü÷Á‘ê\qT dü]#·÷&É≥+.
• ø£.kÕ.>∑T eT]j·TT >∑.kÕ.uÛ≤\qT $$<Ûä dü+<äsꓤ\˝À ne>±Vü≤q #˚düTø=qT≥.
ø£.kÕ.>∑T., >∑.kÕ.uÛ≤\qT ø±s¡D≤+ø£ $uÛÑ»q <ë«sê uÛ≤>±Vü‰s¡+ <ë«sê
ø£qT>=qT≥.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 245

 Reasoning, • Finds the logic behind the divisibility rules.
Proof • Understands the relationship between LCM and HCF of
two numbers by verification, why this relation hold only
in two numbers, take more than two numbers and see the
pattern, conclude

Communication:• Uses brackets involving fundamental operations.

Connections: • Establishes the relation among factors.

A
• Under stands the use of LCM and HCF from their real
life situations.

AN
• Finds the patterns in division, multiplication tables.

Representation:• ____________

G
6. Integers Problem • Solves the problems on addition, subtraction and
Solving multiplictation involving integers.
N
LA
Reasoning, • Compares integers, and ordering of integers.
Proof • Difference of +,_ between N, and Z.
TE

Communication:• Understands the necessity of set of integers.

Connections: • Finds the connection among N,W and Z.

T,

Representation:• Represents the integers on the number line.

ER

• Shows the addition, subtraction on the number line.

7. Fractions Problem • Adds, subtracts, multiplies like and unlike fractions (avoid
and
SC

Solving complicated, large tasks)

Decimals • Inter conversion of fractions and decimal fractions.
• Word problems involving + ,- of decimals (two operations
together on money, mass, length, temperature)

Reasoning, • ______________
Proof

Communication:• ______________

246 Free distribution of Govt. of Telangana 2022-23

 ø±s¡D≤\T #Ó|üŒ&É+ • uÛ≤»˙j·T‘ê dü÷Á‘ê\ yÓqTø£ >∑\ ‘ê]ÿø£‘·qT ø£qT>=qTqT.
ìs¡÷|üD\T #˚j·T&É+ • ø£.kÕ.>∑T. >∑.kÕ.uÛ≤\ eT]j·TT Ç∫Ãq ¬s+&ÉT dü+K´\ eT<Ûä´>∑\ dü+ã+<Ûëìï
dü]#·÷#·TqT. s¬ +&ÉT dü+U´\ ø£Hêï m≈£îÿe dü+K´\qT rdüTø=ì á dü+ã+<Ûëìï
|ü]o*+#·TqT.

e´ø£Ô|üs¡#·&É+ • #·‘·T]«<Ûä Á|üÁøÏj·T\˝À ≈£î+&É©ø£s¡D≤\qT $ìjÓ÷–+#·TqT.

dü+<Ûëq+ #˚j·T&É+ • ø±s¡D≤+ø±\ eT<Ûä´ dü+ã+<Ûëìï @s¡Œs¡T#·TqT

A
• ì‘·´J$‘·+˝À ø£.kÕ.>∑T. eT]j·TT >∑.kÕ.uÛ≤\ $ìjÓ÷>±ìï ne>±Vü≤q

AN
#˚düTø=qTqT.
• >∑TDø±s¡, uÛ≤>±Vü‰s¡ |ü{Ϻø£\˝À Áø£e÷ìï ø£qT>=qTeTT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ____________

G
6. |üPs¡í dü+K´\T düeTkÕ´ kÕ<Ûäq • |üPs¡ídü+K´\ dü+ø£\q, e´eø£\q, >∑TDø±s¡ düeTdü´\qT kÕ~Û+#·TqT.

N
ø±s¡D≤\T #Ó|üŒ&É+ • |üPs¡í dü+K´\qT b˛\TÃqT. |üPs¡í dü+K´\qT Áø£eT+˝À ñ+#·TqT.
LA
ìs¡÷|üD\T #˚j·T&É+ • N eT]j·TT Z \˝Àì G, ` \ eT<Ûä´ ‘˚&Ü\qT #Ó|ü⁄ŒqT.
TE

e´ø£Ô|üs¡#·&É+ • |üPs¡ídü+K´\ dü$T‹ ÄeX¯´ø£‘·qT ne>±Vü≤q #˚düTø=qTqT.

dü+<Ûëq+ #˚j·T&É+ • N, W eT]j·TT Z \ nqTdü+<ÛëqeTTqT ø£qT>=qTqT.

T,

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • |üPs¡í dü+K´\qT dü+U≤´πsKô|’ >∑T]Ô+#·TqT.

ER

• dü+ø£\q+, e´eø£\q+, >∑TDø±sê\qT dü+U≤´πsKô|’ #·÷|ü⁄qT.

7. _ÛHêï\T eT]j·TT düeTkÕ´ kÕ<Ûäq • düC≤‹, $C≤‹, _ÛHêï\ ≈£L&çø£\T, rdæy˚‘·\T, >∑TDø±sê\T #˚j·TTqT (∫qï
SC

<äXÊ+XÊ\T ˝…ø£ÿ\T).
• _ÛHêï\qT <äXÊ+X¯ _ÛHêï\qT |üs¡düŒs¡+ e÷]Œ&ç #˚j·TTqT.
• <äXÊ+X¯eTT\‘√ dü+ø£\q, e´eø£Hê\‘√ ≈£L&çq |ü<ä düeTdü´\qT kÕ~Û+#·TqT.
($T‹, Á<äe´sê•, Á<äe´eTT eT]j·TT ñc˛íÁ>∑‘·).
ø±s¡D≤\T #Ó|üŒ&É+ • ____________
ìs¡÷|üD\T #˚jT· &É+
e´ø£Ô|üs¡#·&É+ • ____________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 247

 Connections: • Connections between fraction, decimal fractions, decimal
numbers

Representation:• __________________

Algebra Problem • Finds the value of the expression when substituting a value
9. Intrtoduction Solving in place of variable (Simple expressions can be taken
Algebra and single operation)

A
Reasoning, • Generalizes the given patterns and express as algebra
Proof expression.

AN
Communication:• Converts the real life simple contexts into Algebraic
expression (vice versa)

G
Connections: • Finds the usage of algebraic expression when occurring
the unknown values.
N
• Inter links the number system with algebraic system by
usage of simple contexts.
LA
Representation:• Represents the even, odd number in general form as
2n, 2n+1.
TE

Arithemetic Problem • Calculates inverse ratio, compound of two ratios.

11. Ratio and Solving • Solves word problem involving unitary method
Proportion
T,

Reasoning, • Compares the given ratios.

Proof • Verifies the rule of proportion involving the ratios.
ER

• Gives the reasons why the same units can be taken in

expressing of ratios.
SC

Communication:• Write ratios in symbols and equivalent fractional form.

Connections: • Observes the relation between time and work, time and
distance using proportions.
• Understands the usage of ratios and proportion in daily
life problems.

Representation:• ________________

248 Free distribution of Govt. of Telangana 2022-23

 dü+<Ûëq #˚j·T&É+ • _ÛHêï\T, <äXÊ+X¯eTT\T, <äXÊ+X¯ _ÛqïeTT\ eT<Ûä´ dü+<ÛëHê\T.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ____________

;» >∑D‘Ï +· düeTkÕ´ kÕ<Ûäq • #·ss¡ ê• $\TeqT Á|ü‹øπ |

å +æ #·&+É <ë«sê düe÷düeTT\ $\Te\qT ø£qT>=qTqT.
9. ;» >∑D‘Ï · (ˇπø Á|üÁøÏj·T‘√ ≈£L&çq düs¡fi¯ düe÷düeTT\T).
|ü]#·jT· +

A
ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq Áø£e÷\qT kÕ<Ûës¡D°ø£]+∫ ;Jj·T düe÷dü+>± e´ø£Ô|üs¡#·TqT.
ìs¡÷|üD\T #˚jT· &É+

AN
e´ø£Ô|üs¡#·&É+ • ì‘·´ J$‘· dü+<äsꓤ\qT (düs¡fi¯yÓTÆq) ;Jj·T düe÷dü s¡÷|ü+˝Àq÷, ;Jj·T
düe÷kÕ\qT ì‘·´ J$‘· düeTdü´\ s¡÷|ü+˝ÀqT e´ø£Ô|üs¡#·TqT.

G
dü+<Ûëq+ #˚j·T&É+ • sêX¯ó\ $\Te ‘Ó*j·Tq|ü⁄Œ&ÉT ;Jj·T düe÷kÕ\ $ìjÓ÷>±ìï ne>±Vü≤q

N
#˚düTø=qTqT.
• ‘˚*ø£ dü+<äsꓤ\ <ë«sê dü+U≤´ e´edüúqT, ;Jj·T e´edüúqT |üs¡düŒs¡+
LA
dü+<Ûëì+#·TqT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • dü], uÒdæ dü+K´\ kÕ<Ûës¡D s¡÷bÕ\qT 2n, 2n+1 \T>± ‘Ó\TŒqT.
TE

n+ø£>D∑ ‘Ï +· düeTkÕ´ kÕ<Ûäq • $˝ÀeT ìwüŒ‘·TÔ\qT, ¬s+&ÉT ìwüŒ‘·TÔ\T Ç∫Ãq ãVüQfi¯ ìwüŒ‹Ôì ø£qT>=qTqT.
11. ìwüŒ‹Ô ` • @ø£edüTÔ e÷s¡ZeTTô|’ |ü<ä düeTdü´\qT kÕ~Û+#·TqT.
nqTbÕ‘·eTT
T,

ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq ìwüŒ‘·TÔ\qT b˛\TÃqT.

ìs¡÷|üD\T #˚j·T&É+ • ìwüŒ‘·TÔ\ nqTbÕ‘· <Ûäsêàìï dü]#·÷#·TqT.
ER

• ìwüŒ‘·TÔ\qT ø£qT>=qT≥˝À sêX¯ó\T ˇπø Á|üe÷D+˝À m+<äT≈£î ñ+&Ü˝À

$e]+#·TqT.
SC

e´ø£Ô|üs¡#·&É+ • ìwüŒ‘·TÔ\qT dü+C≤„s¡÷|ü+˝À Áyêj·TTqT eT]j·TT yê{Ï düeT _ÛHêï\qT

Áyêj·TTqT.
dü+<Ûëq+ #˚j·T&É+ • nqTbÕ‘· <Ûäsêàìï nqTdü]+∫ ø±\eTT |üì, ø±\eTT ` <ä÷s¡eTT eT<Ûä´ >∑\
dü+ã+<Ûë\qT |ü]o*+#·TqT.
• ì‘·´J$‘· düeTdü´\˝À ìwüŒ‹Ô ` nqTbÕ‘·eTT\ $ìjÓ÷>±ìï ne>±Vü≤q
#˚düTø=qTqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ________________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 249

Geometry Problem • _________________
4. Basic Solving
Geometrical
Ideas
Reasoning, • Differentiates the basic geometric shapes (triangle, circle,
Proof Quadrilaterals )
• Differentiates and compares the Quadrilaterals and
triangle.

A
Communication:• Gives the example of basic geometry shapes (from surface
of the surrounding objects).

AN
Connections: • Visualizes the basic geometric shapes from surroundings.
• Understands the inter relation between various
components of a circle (Circle, Semi Circle, Sector,

G
Diameter, Radius, chord etc).

Representation:• Gives pictorial representation of basic geometric shapes.

N
LA
5. Measures Problem • Measures the given line segment
of Lines and Solving
Angles
TE

Reasoning, • Compares the lengths of line segments by estimation and

Proof verification.
• Classifies the given angles.
• Differentiates the pair of lines as intersecting, perpendicular
T,

lines.
• Estimates the type of given angle.
• Compares the given angle.
ER

• Rounds off an angle to nearest measure by estimation.

Communication:• Finds the usage of elementary shapes and their

measurements in surroundings.
SC

Connections: • Draws a line segment with given measurement.

• Draws the given angle using apparatus.

Representation:• ____________________

250 Free distribution of Govt. of Telangana 2022-23

sπ U≤>∑D‘Ï +· düeTkÕ´ kÕ<Ûäq • ________________
4. ÁbÕ<∏$ä Tø£ C≤´$T‹
uÛ≤eq\T
ø±s¡D≤\T #Ó|üŒ&É+ • ÁbÕ<∏ä$Tø£ C≤´$T‹ Äø±s¡+ ‘˚&Ü\qT (Á‹uÛÑT»+, eè‘·Ô+, #·‘·Ts¡T“¤»+) #Ó|ü⁄ŒqT.
ìs¡÷|üD\T #˚j·T&É+ • Á‹uÛÑT»+, #·‘·Ts¡T“¤C≤\qT b˛\TÃqT, ‘˚&Ü\T #Ó|ü⁄ŒqT.

• |ü]düsê\˝Àì ÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\≈£î ñ<ëVü≤s¡D\T Ç#·TÃqT.

A
e´ø£Ô|üs¡#·&É+

AN
dü+<Ûëq+ #˚j·T&É+ • |ü]düsê\ qT+&ç C≤´$Trj·T Äø±sê\qT <äèo´ø£]+#·Tø=qTqT.
• eè‘·Ô+ jÓTTø£ÿ $$<Ûä uÛ≤>±\ eT<Ûä´>∑\ |üs¡düŒs¡ dü+ã+<Ûëìï ne>±Vü≤q
#˚düTø=qqT. (eè‘·Ô+, ns¡ú eè‘·Ô+, ôdø£ºsY, yê´dü+, yê´kÕs¡ú+, C≤´ yÓTTˆˆq$).

G
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ÁbÕ<∏ä$Tø£ C≤´$Trj·T Äø±sê\qT |ü≥s¡÷|ü+˝À Á|ü<ä]Ù+#·TqT.
N
LA
5. sπ K\T, ø√DeTT\ düeTkÕ´ kÕ<Ûäq • Ç∫Ãq πsU≤K+&É+qT ø=\T#·TqT
ø=\‘·\T
TE

ø±s¡D≤\T #Ó|üŒ&É+ • πsU≤ K+&Ü\ bı&Ée⁄\qT n+#·Hê y˚j·TTqT, dü]#·÷#·TqT.

ìs¡÷|üD\T #˚j·T&É+ • Ç∫Ãq ø√D≤\qT eØZø£]+#·TqT
• Ç∫Ãq πsK\ »‘·qT K+&Éq πsK\T>±, \+ã πsK\T>± $uÛÑõ+#·TqT.
• Ç∫Ãq ø√D≤ìï @ s¡ø£yÓTÆq ø√DyÓ÷ n+#·Hê y˚j·TTqT.
T,

• ø√D≤\qT b˛\TÃqT
• n+#·Hê <ë«sê ø√D≤\ ø=\‘·\qT düe]+#·TqT
ER

e´ø£Ô|üs¡#·&É+ • |ü]düsê\˝À ÁbÕ<∏ä$Tø£ Äø±sê\ $ìjÓ÷>±ìï, ø=\‘·\qT ø£qT>=qTqT.

SC

dü+<Ûëq #˚j·T&É+ • Ç∫Ãq ø=\‘·‘√ πsU≤K+&Üìï ^j·TTqT.

• |ü]ø£sê\ <ë«sê Ç∫Ãq ø√D≤\qT ^j·TTqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ________________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 251

12.Symmetry Problem • Finds the symmetric axis of given 2D shapes.
Solving

Reasoning, • Distinguishes symmetrical and non symmetrical shapes.

Proof • Explains the reflection symmetry in the given 2D figure

Communication:• Explains reflection symmetry with its axis in 2D objects

A
Connections: • Observes and identify the reflective symmetry from

AN
surroundings.
• Appreciates the reflection symmetric nature in
surroundings.

G
Representation:• Draws the symmetric axis in the given 2D figures

13.Practical
Geometry
Problem N
• ___________________
LA
Solving

Reasoning, • Estimates the given pair of lines whether they are

TE

Proof perpendicular or not.

• Estimates the given line whether it is angle bisector or not
Communication:• Communicate how constructions made in line sigment,
Circle, Perpendicualr bisector, angle, angle bisector.
T,

Connections: • ____________________
ER

Representation:• Draws the line segment, circle, perpendicular bisector,

angle, angle bisector.
SC

14.Understand- Problem • ___________________

ing 3D, 2D Solving
Shapes
Reasoning, • Differentiates polygon and regular polygon. Check
Proof whether given polynomial is regular or not. Give reasons.
• Differentiates the 3D shapes as per faces edges, vertices
(Cube, Cuboids, Cylinder, Sphere, Cone, Prism, Pyramid)

Communication:• __________________

252 Free distribution of Govt. of Telangana 2022-23

12. kÂwüe˜ eTT düeTkÕ´ kÕ<Ûäq • ~«$Trj·T Äø£è‘·T\ kÂwü˜yê\qT ø£qT>=qTqT.

ø±s¡D≤\T #Ó|üŒ&É+ • kÂwü˜e, nkÂwü˜e Äø±sê\ eT<Ûä´ ‘˚&Ü\qT $e]+#·TqT.

ìs¡÷|üD\T #˚j·T&É+ • Ç∫Ãq ~«$Trj·T Äø±s¡|ü⁄ |üsêes¡Ôq kÂwü˜yêìï $e]+#·TqT.

e´ø£Ô|üs¡#·&É+ • ~«$Trj·T |ü{≤˝À |üsêes¡Ôq kÂwü˜yêìï yê{Ï kÂwü˜e nøå±\‘√ $e]+#·TqT.

A
dü+<Ûëq+ #˚j·T&É+ • |ü]düsê\˝À |üsêes¡Ôq kÂwü˜yêìï >∑T]Ô+#·TqT, |ü]o*+#·TqT.

AN
• Á|üø£è‹˝Àì |üsêes¡Ôq kÂwü˜yêìï n_Ûq+~+#·TqT

G
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • Ç∫Ãq ~«$Trj·T |ü{≤\˝Àì kÂwü˜e nøå±\qT ^j·TTqT.

13. ÁbÕjÓ÷–ø£ düeTkÕ´ kÕ<Ûäq N

•________________
LA
C≤´$T‹

ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq πsK\ »‘·\T \+u≤˝À ø±<√ n+#·Hê y˚j·TTqT.

TE

ìs¡÷|üD\T #˚j·T&É+ • Ç∫Ãq πsK, ø√D düeT~«K+&Éq πsK n>∑TH√ ø±<√ n+#·Hê y˚j·TTqT.

e´ø£Ô|üs¡#·&É+ • πsU≤K+&É+, eè‘·Ô+, \+ã düeT~«K+&Éq πsK, ø√DeTT, ø√D düeT~«K+&Éq

T,

πsK\ ìsêàD k˛bÕHê\qT e´ø£Ô|üs¡T#·TqT.

dü+<Ûëq+ #˚j·T&É+ • ___________________
ER

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • πsU≤K+&É+, eè‘·Ô+, \+ã düeT~«K+&Éq πsK, ø√D+ eT]j·TT ø√D
düeT~«K+&Éq πsK\qT ^j·TTqT.
SC

14. Á‹$Trj·T, düeTkÕ´ kÕ<Ûäq • ___________________

~«$Trj·T Äø±sê\
ne>±Vü≤q ø±s¡D≤\T #Ó|üŒ&É+ • Áø£eTãVüQuÛÑTõ, kÕ<Ûës¡D ãVüQõ\ eT<Ûä´ uÛÒ<ë\qT $e]+#·TqT. Ç∫Ãq
ìs¡÷|üD\T #˚jT· &É+ ãVüQuÛÑTõ Áø£eTyÓ÷ ø±<√ ø±s¡D≤\T #Ó|ü⁄ŒqT.
• 3D Äø±sê\qT eTTU≤\T, n+#·T\T, osê¸\ Ä<Ûës¡+>± y˚s¡T #˚j·TTqT
(düeT|òüTq+, Bs¡È |òüTq+, dü÷ú|ü+, >√fi¯+, X¯+KTe⁄, |ü≥ºø£+, |æs¡$T&é).
e´ø£Ô|üs¡#·&É+ • ___________________

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 253

 Connections: • Establish the relation between polygons and their names.
• Identifies the 3D shape by their names from surroundings.
• Understands the relation between cube, cuboid, cylinder
and their nets.
Representation:• Identifies suitable objects for drawing regular polygons.
• Represents 3D shape as 2D on paper.
Mensuration Problem • Solves the problems involving perimeter and area of
Solving rectangle and square.
10. Perimeter
• Solves word problems
and Area

A
Reasoning, • Differentiates perimeter and area of a figure.

AN
Proof • Finds the perimeter of a given figure, involving more than
2 shapes.
• Gives the measurements of rectangle/ square which have
same area but different perimeters.

G
• Identifies the same perimeter with different shapes from
given shapes.
• Finds errors in solving of perimeter, area and rectifying
N
them.
LA
Communication:• Perimeter / area of rectangle / square is expressed in
formulae and in words also
TE

Connections: • Establishes relation between units to area and perimeter.

Representation:• Shows the area of the polygon by shading the region.

T,

8. Data Problem • Organization of raw data into classified data.

Handling Solving
ER

Reasoning, • Interpretation of tabular data into verbal form.

Proof

Communication:• Merits, demerits of bar graphs and pictographs.

SC

Connections: • Understands the usage of bar graphs, pictographs in daily

life situations (Year-wise population, Annual Budget,
Production of crops etc).

Representation:• Represents data in tally marks.

• Represents data in tabular forms.
• Represents data into bar graphs and pictographs.

254 Free distribution of Govt. of Telangana 2022-23

 dü+<Ûëq #˚j·T&É+ • ãVüQuÛÑTE\≈£î, yê{Ï ù|s¡¢≈£î eT<Ûä´ dü+ã+<Ûë\qT HÓ\ø=\TŒqT.
• |ü]düsê\˝À Áø£eTãVüQuÛTÑ õ Äø±sê\ eTTU≤\T >∑\ edüTe Ô ⁄\qT |ü]o*+#·TqT.
• |òüTq+, Bs¡È |òüTq+, dü÷ú|ü+ eT]j·TT yê{Ï e\s¡÷bÕ\ eT<Ûä´ dü+ã+<Ûëìï
ne>±Vü≤q #˚düTø=qTqT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • Áø£eT ãVüQuÛÑTE\qT ^j·T&ÜìøÏ dü]jÓÆTq edüTÔe⁄\qT mqTïø=qTqT. ‘·q
m+|æø£≈£î ø±s¡D≤\T #Ó|ü⁄ŒqT.
10. #·T≥Tºø=\‘· • 3D Äø±sê\qT 2D>± ø±–‘·+ô|’ ^j·TTqT.
uÛ≤eq eT]j·TT düeTkÕ´ kÕ<Ûäq • #·‘·Ts¡Ádü eT]j·TT Bs¡È #·‘·Ts¡Ádü #·T≥Tºø=\‘·\ yÓ’XÊ˝≤´\ düeTdü´\qT
yÓX’ Ê\´+ |ü]#·jT· +

A
kÕ~Û+#·TqT.
• |ü<ä düeTdü´\qT kÕ~Û+#·TqT.

AN
ø±s¡D≤\T #Ó|üŒ&É+ • ˇø£ |ü≥+ jÓTTø£ÿ #·T≥Tºø=\‘·, yÓ’XÊ˝≤´\ ‘˚&ÜqT $e]+#·TqT.
ìs¡÷|üD\T #˚jT· &É+ • Ç∫Ãq |ü≥+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=qTqT (2 ø£Hêï m≈£îÿe Äø±sê\T
>∑\ dü+<äs¡“¤+˝À).
• ˇπø yÓ’XÊ\´+ ø£*– y˚s¡T y˚s¡T #·T≥Tºø=\‘· ø£*–q #·‘·Ts¡ÁkÕ\≈£î, Bs¡È

G
#·‘·Ts¡ÁkÕ\≈£î ñ<ëVü≤s¡D*#·TÃqT.

N
• Ç∫Ãq |ü{≤\˝À ˇπø #·T≥Tºø=\‘· ø£*–q |ü{≤\qT >∑T]Ô+#·TqT.
• #·T≥Tºø=\‘· yÓ’XÊ˝≤´\qT ø£qT>=qT≥˝À <√cÕ\qT >∑T]Ô+∫ düe]+#·TqT.
LA
e´ø£Ô|üs¡#·&É+ • #·‘·Ts¡Ádü, Bs¡È#·T‘·s¡Ádü+, #·≥Tºø=\‘· eT]j·TT yÓ’XÊ˝≤´\≈£î dü÷Á‘ê\qT sêdæ
n+<äT˝Àì |ü<ë\qT $e]+#·TqT.
TE

dü+<Ûëq+ #˚j·T&É+ • #·T≥Tºø=\‘· eT]j·TT yÓ’XÊ˝≤´\ Á|üe÷D≤\ eT<Ûä´ dü+ã+<Ûëìï HÓ\ø=\TŒqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ãVüQuÛÑTõ yÓ’XÊ˝≤´ìï ùw&é #˚j·TT≥ <ë«sê dü÷∫+#·TqT.

T,

8. <ä‘êÔ+X¯ ìs¡«Vü≤D düeTkÕ´ kÕ<Ûäq • neØZø£è‘· <ä‘êÔ+XÊìï eØZø£è‘· <ä‘êÔ+X¯+>± ì]à+#·TqT.

ER

ø±s¡D≤\T #Ó|üŒ&É+ • |ü{Ϻø£˝Àì düe÷#êsêìï |ü<ë\˝À $e]+#·TqT.

ìs¡÷|üD\T #˚jT· &É+
SC

e´ø£Ô|üs¡#·&É+ • ~yÓTà ∫Á‘ê\, |ü≥∫Á‘ê\ >∑TD`<√cÕ\qT b˛\TÃqT, $e]+#·TqT.

dü+<Ûëq #˚j·T&É+ • ì‘·´J$‘·+˝À ~yÓTà ∫Á‘ê\, |ü≥ ∫Á‘ê\ $ìjÓ÷>±ìï ne>±Vü≤q

#˚düTø=qTqT. (dü+e‘·‡sê\ yêØ »HêuÛ≤, yê]¸ø£ Ä<ëj·T ` e´j·÷\ |ü{Ϻø£,
e«j·TkÕj·T ñ‘·Œ‘·TÔ\T yÓTTˆˆq$).
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • <ä‘êÔ+XÊìï >∑Dq ∫Vü‰ï\ <ë«sê dü÷∫+#·TqT.
<ä‘êÔ+XÊìï |ü{Ϻø£\ <ë«sê dü÷∫+#·TqT.
<ä‘êÔ+XÊìï |ü≥ ∫Á‘ê\T, ~yÓTà∫Á‘ê\˝À dü÷∫+#·TqT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 255

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256 Free distribution of Govt. of Telangana 2022-23

Grid paper

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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 257

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258 Free distribution of Govt. of Telangana 2022-23