CHAPTER - 14

Understanding 3D and 2D Shapes

14.1 INTRODUCTION
Pictures of some objects are given below.

Carefully study the shape of these objects. Classify them according to their shape in this
table:

Table - 14.1
Shape Object
Like a match box
Like a ball
Like a wooden log
Like a dice
Like a cone

14.2 3D-SHAPES
We have learnt about triangles, squares, rectangles etc. in the previous classes. All these
shapes spread in two directions only and thus called two-dimensional or 2D shapes.

All solid objects like above, have a length, breadth and height or depth. They are
thus called three dimensional or 3D-shapes. Now, we will learn about various 3 dimensional
or 3D shapes.

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14.2.1 Cuboid Edges Faces
Vertices
The shapes like a closed match box are examples
of a cuboid. Touch your hand on the top of the match box.
This plane surface is the face of match box. How many faces
does a match box have?
The sides of the faces are the edges. How many edges does a match box have?
The corners of the edges are the vertices of the match box. How many vertices does a
match box have?
Now take an eraser, whose shape is similar to that of a match box. Touch your hand along
its faces, edges and vertices.
Does the eraser have the same number of faces, edges and vertices as that of match box?
You will find this to be true.
Objects like match boxes, erasers etc. are in the shape of a cuboid and have 6 faces,
12 edges and 8 vertices.
14.2.2 Cube
A dice is an example of a cube. Take a dice. Locate its faces, edges and
vertices. Count them. How many faces, edges and vertices does a dice have?
You will find that a die has 6 faces, 12 edges and 8 vertices, same as that
of a cuboid. Then what is the difference between a cube and a cuboid? You will
find that the length, breadth and height of a cube are all same, but in a cuboid
they are different. Verify this by measuring the length, breadth and height of an
eraser and a die.

TRY THESE
1. (i) What is the shape of the face of a cube?
(ii) What is the shape of the face of a cuboid?
2. Ramesh has collected some boxes in his room. Pictures of
these are given here. How many are cubes and how many
are cuboids.
3. Ajith has made a cuboid by arranging cubes of 2 centimeter
each. What is the length, breadth and height of the cuboid so
formed?

14.2.3 Cylinder
Objects like a wooden log, a piece of pipe, a candle, tube light are
in the shape of a cylinder. Take a candle. Slice it on the top as shown in the
fig.1. Lay it down horizontally (fig.2). Can you roll it?
Now erect candle up vertically (fig.3). Does it roll?
fig.1
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VI CLASS MATHEMATICS
 The surface on which the candle rolls is called
its curved surface. The surface on which the
candle does not roll, but stands on vertically is

height
the base, which is circular in shape.
Now what is the height and width of the
candle? Look at the height and width of the
fig.2 fig.3 cylinder shown in the figure.
diameter
14.2.4 Cone
Raju wants to buy a special cap for his birthday. He asked Leela to come along with him.
Leela said that there is no need to go to the market as they can make the cap on their own.
Would you like to make a cap? Let us try.
Draw a circle on a thick paper using a compass. Draw two lines from the centre to the
circumference as shown in the fig.(ii)

O O O

(i) (ii) (iii) (iv) (v)

Cut this part with scissors it will look like. (fig.iii)

Now join OA and OB with adhesive tape. Your cap is ready now. Decorate it as you wish.
Raju inverted the cap and said "oh! it looks like an ice-cream C
cone."
Here is a figure of a cone. OA is the radius of the circular
part and OC is the height of the cone. A O B

THINK, DISCUSS AND WRITE

What is the difference between a cylinder and a cone with respect
to the number of faces, vertices and edges? Discuss with your friends.

14.2.5 Sphere
Balls, laddoos, marbles etc. are all in the shape of a sphere. They roll freely
on all sides.
Can you call a coin a sphere? Does it roll on all its sides? Is the case with
a bangle?
You may have seen lemon in your daily life.
When we cut it horizontally it looks like the shape shown in the figure. The
shape of such an object is called semisphere.
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 DO THIS
Fill the table accordingly:
S. No. Object Shape Slides only Roll only Slides and rolls
1. Cell Cylindrical × ×
2. Ball
3. Oil can
4. Biscuit packet
5. Coin
6. Marble
7. Orange

The cylinder, the cone and the sphere have no straight edges. What is the base of a cone? Is
it a circle? The cylinder has two bases. What shape is the base? Of course, a sphere has no face!
Think about it.

14.2.6 Prism
Here is a diagram of a prism.
Have you seen it in the laboratory? Two of its faces is in the shape of
triangle. Other faces are either in the shape of rectangle or parallelogram. It is a
triangular prism. If the prism has a rectangular base, it is a rectangular prism.
Can you recall another name for a rectangular prism? Prism

14.2.7 Pyramid

A pyramid is a solid shape with a base and a point vertex, the other
faces are triangles. All the triangular faces meet at vertex of the prism.
Here is a square pyramid. Its base is a square. Can you imagine a
triangular pyramid? Attempt a rough sketch of it.

Pyramid

ACTIVITY
Take a sheet of chart. Draw a triangle with equal
sides on the chart, cut it. Then using this triangle cut out
three more triangles of exactly same size from the chart.
Join the edges of the four triangles, thus formed in order
to make a closed object. This object is in the shape of a
tetrahedron or triangular pyramid.
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VI CLASS MATHEMATICS
 EXERCISE-14.1
1. A triangular pyramid has a triangle at its base. It is also known as a
tetrahedron. Find the number of
Faces : ____________
Edges : ____________
Vertices : ____________

2. A square pyramid has a square at its base. Find the number of

Faces : ____________
Edges : ____________
Vertices : ____________

3. Fill the table

Shape No. of curved surfaces No. of plane surfaces No. of Vertices

4. A triangular prism is often in the shape of a kaleidoscope. It has triangular

faces.
No. of triangular Faces : ____________
No. of rectangular Faces : ____________
No. of Edges : ____________
No. of Vertices : ____________

14.3 POLYGONS
We have learnt about open and closed figures in the chapter 'Basic Geometrical Ideas'. See
the figures given below. Which of the following figures are open and which are closed?

(i) (ii) (iii) (iv) (v)

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 A figure is a polygon if it is a closed figure,
formed with a definite number of straight lines.
Some examples are shown here.

DO THIS
1. Draw ten polygons with different shapes in your notebook.
2. Use match-sticks or broom-sticks and form closed figures using:
(i) Six sticks (ii) Five sticks
(iii) Four sticks (iv) Three sticks (v) Two sticks
In which case was it not possible to form a polygon? Why?
You will find that you could not form a polygon using two sticks. A polygon must have at
least three sides. A polygon with three sides is called a triangle. Study the table given below and
learn the names of the various types of polygons.

Figure No. of sides Name

3 Triangle

4 Quadrilateral

- Pentagon

- Hexagon

7 Septagon

- Octagon

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VI CLASS MATHEMATICS
 TRY THIS
Find out the differences:
D
E D

E C
C
A

B A B
(i) (ii)

Measure the lengths of the sides and angles of (i) and (ii). What did you find?

14.3.1 Regular Polygon

A polygon with all equal sides, and all equal angles is called a regular polygon.
Equilateral traingles and squares are examples of regular polygons.

Equilateral triangle : A triangle with Square : A quadrilateral with

all sides and all angles equal all sides and all angles equal.

Similarly, if all the sides and all the angles of a pentagon, hexagon, septagon and octagon
are equal they are called regular pentagon, regular hexagon, regular septagon and regular octagon
respectively.

EXERCISE - 14.2

1. Examine whether the following are polygons if not why?

(i) (ii) (iii)

(ii)

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2. Count the number of sides of the polygons given below and name them:

(i) (ii) (ii)(iii) (iv)

3. Identify the regular polygons among the figures given below:

WHAT HAVE WE DISCUSSED?

1. Various boxes are normally in the shapes of cubes and cuboids:
Shapes Faces Edges Vertices
6 12 8

6 12 8

2. Ice-cream cones, joker's caps etc. are in the shape of cone.

3. Tins, oil drums, wooden logs are in the shape of a cylinder.
4. Balls, laddoos etc. are in the shape of a sphere.
5. A polygon is a closed figure made up of line segments.
6. If all the sides and angles of a polygon are equal, it is called a regular polygon.

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Answers

EXERCISE - 1.1
1. Greatest number Smallest number
i 15892 15370
i 25800 25073
iii 44687 44602
iv 75671 75610
v 34899 34891
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 > iii > iv >
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
6. i 40270 i 14064 iii 9700 iv 60000
8. i 1000 i 9999 iii 10000 iv 99999

EXERCISE - 1.2
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
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
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 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 i 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
iv 700000000 + 50000000 + 8000000 + 10000 + 9000 + 200 + 2
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
7. i 99, 999 < 2, 00, 015 i 13, 49, 785 < 13, 50, 050

EXERCISE - 1.4
1. i 97, 645, 315 i 20, 048, 421
iii 476, 356 iv 9, 490, 026, 834
3. Indian system
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
i Eight nine million six hundred forty three thousand ninty two
4. i 2 i 4
iii 0 iv Three hundred two

EXERCISE - 1.5
1. 54,284 2. 2, 34, 732
3. Greatest number = 75430
Smallest number = 30457
Difference = 44,973
4. 96875 bicycles 5. 31,200
6. 1680 grams 7. 22 km 500 m
8. 22 shirts ; 40 cm cloth will be left
9. ` 45000

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 EXERCISE - 2.1
1. i T i T
iii F [All natural numbers are whole number] 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 6+7 6+7+7

3. i.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

18
18-9
ii.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5×1 5×2 5×3

iii.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
4. i 895 is on the right of 239 i 10001 is on the right of 1001
iii 10015678 is on the right of 284013
6. i > ii > iii < iv >

EXERCISE 2.2
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
6. `3000 7. `330
8. i c 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

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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

EXERCISE 3.1
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
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 also divisible by 3, 5
7. i. 2, 8 ii. 0, 9 iii. 1, 7
8. 2 9. 6

EXERCISE 3.2
1. i 1, 2, 3, 4, 6, 9, 12, 18, 36 i 1, 23
iii 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96 iv 1, 5, 23, 115
2. i, ii 3. 19
4. Prime number- 11, 13, 17, 19, 23, 29
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
11. (3, 13); (7, 17); (23, 13)... 12. (2, 3); (3, 7); (7, 13) etc

EXERCISE 3.3
1. i 90 i 90
30 3
10 9
10 3
2 5 3 3 2 5

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VI CLASS MATHEMATICS
2. 2×2×3×7
3. Greatest 4 digit number - 9999
Prime factors are- 101 × 11 × 3 × 3
4. It is 210 because 210 = 2 × 3 × 5 × 7

EXERCISE 3.4
1. i 9 ii 53 iii 5 iv 32

2. 4 3. 3 4. No; 1

EXERCISE 3.5
1. i 60 ii 75 iii 42 iv 54 v 1008 vi 182
2. i 2352 ii 2142 iii 1980
3. 247
4. i 900 ii 904
5. 576 6. 8 7. 13th day

EXERCISE 3.6
1. i LCM = 120 i LCM = 200
HCF = 3 HCF = 1
iii LCM = 48
HCF = 12
2. 25 3. 546 4. 18

EXERCISE 3.7
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

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 EXERCISE - 4.1
1. i. AB, BC, AC ii. PQ, QR, RS, ST, PT
2. Do yourself
3. i. uncalculated/many ii. one
4. iii. line segment
5. i. two ii. one iii. none
6. i. T ii. T iii. F iv. F v. T
7. Do yourself

EXERCISE - 4.2
1. i., ii, iv,
2. Open (i., v) closed (ii., iii., iv)
3. Interior (A, B, E, G, I), boundary (K, F, C), exterior (J, D)
4. Do yourself

EXERCISE - 4.3
! ! ! !
1. ii. BOC, O, OB, OC iii. COD, O, OC, OD
! !
iv. AOD, O, OA, OD
2. BAD, ABC, BCD, ADC
3. Do yourself
4. i., iii.

EXERCISE - 4.4
1. Do yourself
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
1. Do yourself
2. Do yourself
3. i. T ii. T iii. T iv. F v. F
4. Do yourself

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VI CLASS MATHEMATICS
 EXERCISE 5.1
3. Largest line segment in AE.
4. 5 Reshma located correct.

EXERCISE 5.2
1. i True
i False A right angle measure 90o
iii Fasle A straight angle measure 180o
iv True
v True
2. Acute angle ∠1, ∠3
Obtuse angle ∠2, ∠4
3. ∠ABC = 60o
∠DEF = 120o
∠PQR = 90o
∠DEF is the largest angle
4. i right angle i straight angle
iii zero angle iv obtuse angle
v reflex angle
5. Acute angle, 45o
Right angle, 90o
Obtuse angle, 150o
Reflex angle, 270o
Straight angle, 180o

EXERCISE 5.3
1. i Parallel lines i Parallel lines iii neither of them
iv parallel lines v perpendicular
3. parallel lines AB||CD, AD||BC
perpendicular AD||AB, AB||BC, BC ! CD , CD ! DA
pair of intersecting line AC, BD

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 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.)
4. -4 -1 0 2 3 5
5. i. [False, left side] ii. [False]
iii. [True] iv. [True]

EXERCISE - 6.2
1. i. < ii. > iii. < iv. > v. < vi. <
2. i. (-7, -3, 5) ii. (-1, 0, 3)
(5, -3, -7) (3, 0, -1)
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)

iii. (True) iv. (True)

v. (False, -100 < + 100) vi. (False, -1 > -8)
4. i. 0 ii. -4, -3, -2, -1
iii. -7 iv. -1, -2

-7 -4 -3 -2 -1 0
o o
5. Kufri, -6 C < 4 C

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

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 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

EXERCISE - 7.1
1. ii, iii

2. iv, v "13 #
$ 2 between 6 and 7 %
$ %
$ 7 between 2 and 3 %
&$ 3 '%
3. ii, iv
1 26 13 92 79 9 1 1 3
4. i. 2 ii. iii. iv. 5. i. 7 ii. 5 iii. 2 iv. 6
3 8 4 9 9 2 4 4

EXERCISE 7.2
1. i, i

!2 5 1 4 2" !3 2" !7 2"

3. i # , , , $ i # and $ iii # , $
%3 3 3 6 3& %5 5& %8 8&

EXERCISE 7.3
1. Ascending Descending
1 3 4 6 6 4 3 1
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
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 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
iv ( v ' vi (
4 8 5 5 9 9

4 5
5. i No ; because is greater then
5 9
9 5
i No ; is greater then
16 9
4

4 16 16 4
iii Yes ;
5 20 20
5
5

4 1 4 2 1
iv No, because is greater then ; (
30 15 30 15 15

2
6. Varshitha, because Lalita reach of 100 that is 40 pages.
5
7. i + i – i +
2 1 11 2 22
8. i i iii iv 1
18 9 15 7 22
5 8 1 1 3
v vi 1 vii viii ix
15 8 3 4 5
4 8 9 7
9. i i iii iv
10 21 6 27
2 5
10. Complete wall 11. 12.
7 8

9
13. Reshma takes less time she takes minutes less to half across the school ground.
20

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VI CLASS MATHEMATICS
 EXERCISE 7.4
8 8
1. i i 15 iii 9 iv tenth or v decimal point
10 10
2. i 125.4 i 20.2 iii 8.6
3. i .16 i .278 iii .06 iv 3.69
v .016 vi 34.5
8 9 5
4. i 4 i iii iv
100 10 10

3 7
v vi
100 10
5. i 0.4 i 70.7 iii 6.6 iv 7.4 v. 0.8
6. i 0.04 < 0.14 < 1.04 < 1.14 i .99 < 1.1 < 7 < 9.09
7. i 8.8 > 8.6 > 8.59 > 8.09 i 8.68 > 8.66 > 8.06 > 6.8

EXERCISE 7.5
1. i. 1·25 rupees ii ·75 iii 3·75 Rupees
2. i 28.91 ii 17·09 iii 10.46 iv 21·24 v 6·32
3. 8 km. 323 meter
4. 12 m

EXERCISE 9.1
1. i 3m i 4m iii 3m
2. 3n
3. i 2s i 3s
4. 7n 5. 90 m 6. ` 23
7. (x – 2) 8. 2y + 3 9. 6z
11. i 19 i 3 + 2 (n – 1)

EXERCISE 9.2

y pq
1. i 5q i iii iv 3z+5
4 4
v 9n + 10 vi 2y – 16 vii 10y + x

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 EXERCISE 9.3
1. i, iv, v, viii, x, xi, xii
2. i LHS = x – 5 RHS = 6
i LHS = 4y RHS = 12
iii LHS = 2z + 3 RHS = 7
iv LHS = 3p RHS = 24
v LHS = 4 RHS = x – 2
vi LHS = 20-3 RHS = –5
3. i x=2 i y=9 iii a=8
iv p=3 v n=5 vi z=9

EXERCISE 10.1
1. 230 cm., 48 cm., 24 cm., 40 cm.
2. Perimeters are 120, 120 cm., 120 cm., 144 cm. and cost of wire are ` 1800, `1800,
`2160 respectively.
3. So many like (1,6) (2,5) (3,4) (2.5, 4.5) etc. 4. ` 840
5. i 20 cm i 15 cm iii 10 cm iv 12 cm
6. Bunty ; 13000 m 7. length - 16 cm Breadth-8 cm 8. 10 cm
9. i 12 cm i 27 cm iii 22 cm

EXERCISE 10.2
1. i 1000 cm2 i 2925 m2 iii 400 cm2 133 km2
2. i 676 m2 i 289 km2 iii 2704 cm2 iv 64 cm2
3. 45 cm 4. 1800 m2
5. length of side = 10 cm ; Area = 100 cm2
6. 200 m 7. 24 m2 ; ` 5760
8. Square plot ; 64m2 9. 18.7 cm, rectangle
10. The cost of fencing Rahul’s field = ` 1,20,00,000
The cost of fencing Ramu’s field = ` 1,35,00,000
Ramu can plant more trees ; 1000 trees more
11. 80 m 12. ` 26,400
13. ` 5,04,000
14. i Area increases by 4 times i Area increases by 6 times
1
15. i Area increases by 4 times i Area become of the original area.
4
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 EXERCISE 11.1
1. i 7 : 11 iii 2 : 3 iv 5:8 v 3:5
1
2. i 2 ii iii 2:1
2
3. i. 1:4 ii chilli : pulses, iii. 1 : 1
1 : 80
80 :1

EXERCISE 11.2
1. Simplest form- i, iii, v, vi
i 16 : 20 4 : 5
iv 20 : 60 1:3
2. Rice : wheat rice : total
1 : 3 1 : 4
3. i. 5 : 3 ii. 5 : 8 iii. 3 : 8
5. 4:1
6. 20 : 60, simplest form is 1 : 3 7. 2:5

EXERCISE 11.3
1. i 15 i 10
2. A X = 6 cm XB = 8 cm
3. Geeta = ` 450, Laxmi = ` 600
4. Satya = ` 1350, siri = ` 2250
6. numbers are 60 and 72
7. income = 6534, saving = 1188

EXERCISE 11.4
1. ` 75 2. ` 24 3. 525 gram
4. 20 chair 5. 12 hrs
6. i ` 25000 i 1 year 7 month
7. ` 210
8. i. 480 sheeps ii. 8 : 11 iii. 11 : 3
o
9. Not, By changing order 3, 5, 9, 15 10. 5
15 5 10 25
11.
18 6 12 30

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12. Breadth 10 20 40
Length 25 50 100
13. i. 3 : 1 ii. 1 : 4 iii. 3 : 4
14. i. 5 : 4 ii. 4 : 5
15. i. 3 : 1 ii. 24 iii. 8 iv. 30 v. 64
16. i 4:5 ii. 12 iii. 30 iv. 25

EXERCISE 12.2
3. i 4 i 2 iii 2 iv 0
v 4 vi 2
5. i 3 i 1 iii 0 iv 2
v 6 vi Un countable lines which passes through the centre of the circle.

EXERCISE 14.1
1. Faces Edges Vertices
4 6 4
2. F E V
5 8 5
3. Cone 1 1 1
Cylendre 1 2
Sphere 1 Nill Nil
4. Faces 2
Edges 9
Vertices 6

EXERCISE 14.2
1. i Not because polygon is a closed figure made by straight lines
iii not, see the above answer and find.
2. i pentagon i octagon iii hexagon iv triangle

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VI CLASS MATHEMATICS
 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 APSCF – 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 the skills of observation of
patterns, making generalization through deductive, inductive and logical thinking
finding different methods for problem solving, questioning, interaction etc.,
and 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.

• 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.

• 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 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 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.
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• 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. 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 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. 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.

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 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
Numbers: maximum of 6 digits in the answer (This would include conversions of units
of length & mass from the larger to the smaller units).
2. Whole • Estimation of outcome of number operations.
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:
Numbers • Natural numbers, whole numbers.
6. Integers • Properties of numbers (closure, commutative, associative, distributive,
additive identity, multiplicative identity).
7. Fractions • Number line. Seeing patterns, identifying and formulating rules to be done
and by children.
Decimals • Utility of properties in fundamental operations.

(iii) Playing with Numbers:

• Consolidating divisibility rules of 2,3,5,6,9,10.
• 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
factors.
• HCF and LCM, primefactorization and division method.
• Property: LCM × HCF = product of twonumbers.
• LCM & HCF of co-primes.
• Importance of Zero, and its properties
(iv) Negative Numbers and Integers:
• 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.

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 (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.
• Inter conversion of fractions and decimal fractions (avoid recurring decimals
at this stage).
• Word problems involving addition and subtraction of decimals (word
problems should involve two operations) Contexts: money, mass, length
temperature.
Algebra Intrtoduction Algebra:
(15 hrs) • Introduction to variable through patterns and through appropriate
word problems and generalizations (example 5 × 1 = 5 etc.).
9. Intrtoduction • Generate such patterns with more examples.
Algebra • Introduction to unknowns through examples with simplecontexts
(single operations).
• Number forms of even and odd ( 2n, 2n+1).
Arthematic Ratio and Proportion :
(15hrs) • Concept of Ratio
11. Ratio and • Proportion as equality of tworatios
Proportion • Unitary method (with only direct variation implied)
• Word problems
• Understanding ratio and proportion in Arithmetic

Geometry Basic geometrical ideas (2-D):

(65 hrs) • Introduction to geometry. Itslinkage with and reflection ineveryday
experience.
4. Basic
• Line, line segment, ray.
geometrical
• Open and closed figures.
ideas
• Interior and exterior of closedfigures.
• 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,

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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.
Shapes • Recognising reflection symmetry (identifying axes).
Practical Geometry (Constructions):
• Drawing of a line segment (using Straight edge Scale, protractor,
compasses).
• Construction of circle.
• Perpendicular bisector.
• Construction of angles (usingprotractor)
• Angle 60°, 120° (UsingCompasses)
• Angle bisector - making anglesof 30°, 45°, 90° etc. (usingcompasses)
• Angle equal to a given angle(using compass)
• Drawing a line perpendicular toa given line from a point
a) onthe line b) outside the line.
Understand-ing 3D, 2D Shapes:
• 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)
• Nets for cube, cuboids, cylinders,cones and tetrahedrons.
Mensuration Perimeter and Area:
(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.
• 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 givendata interpreting bar graphs.
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 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.
Proof • Comparison of numbers up to large numbers with concept
of place value.
• 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 <,>,=.

Connections: • Understands the Usage of large numbers in daily life (village

population, income from land, etc.)

Representation:• Expresses the numbers into expanded and compact form

By using unit, ten, hundred, thousand blocks represents
numbers through them.

2. Whole Problem • ____________

numbers Solving

Reasoning, • Verification of properties of whole numbers such as

Proof closure, associative, inverse, identity, distributive,
commutative (+.-.x)

Communication:• Understands the need of whole number instead of natural

numbers.
Connections: • Finds the usage of whole numbers from their daily life.
• 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.
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 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.

• Under stands the use of LCM and HCF from their real
life situations.
• Finds the patterns in division, multiplication tables.

Representation:•

6. Integers Problem • Solves the problems on addition, subtraction involving

Solving integers

Reasoning, • Compares integers, and ordering of integers.

Proof • Difference of +,_ between N, and Z

Communication:• Understands the necessity of set of integers.

Connections: • Finds the connection among N,W and Z

Representation:• Represents the integers on the number line.

• Shows the addition, subtraction on the number line.

7. Fractions Problem • Adds, subtracts, multiplies like and unlike fractions (avoid
and 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:• ______________

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 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)

Reasoning, • Generalizes the given patterns and express as algebra

Proof expression.

Communication:• Converts the real life simple contexts into Algebraic

expression (vice versa)

Connections: • Finds the usage of algebraic expression when occurring

the unknown values.
• Inter links the number system with algebraic system by
usage of simple contexts.

Representation:• Represents the even, odd number in general form as

2n, 2n+1.

Arithemetic Problem • Calculates compound, inverse ratio of two ratios.

11. Ratio and Solving • Solves word problem involving unitary method
Proportion
Reasoning, • Compares the given ratios.
Proof • Verifies the rule of proportion involving the ratios.
• Gives the reasons why the same units can be taken in
expressing of ratios.

Communication:• Write ratios in symbiotic and equivalent fractional form.

Connections: • Observes the relation between line and work, time and
distance writing reading to proportions.
• Understands the usage of ratios and proportion in daily
life problems.

Representation:• ________________

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Geometry Problem • _________________
4. Basic Solving
Geometrical
Ideas
Reasoning, • Differentiates the basic geometric shapes (triangle, circle,
Proof Quadrilaterals )
• Differentiates and compares the Quadrilaterals and
triangle.

Communication:• Gives the example of basic geometry shapes (from surface

of the surrounding objects).

Connections: • Visualizes the basic geometric shapes from surroundings.

• Understands the inter relation between various
components of a circle (Circle, Semi Circle, Sector,
Diameter, Radius, chord etc).

Representation:• Gives pictorial representation of basic geometric shapes.

5. Measures Problem • Measures the given line segment

of Lines and Solving
Angles

Reasoning, • Compares the lengths of line segments by estimation and

Proof verification.
• Classifies the given angles.
• Differentiates the pair of lines as intersecting, perpendicular
lines.
• Estimates the type of given angle.
• Compares the given angle.
• Rounds off an angle to nearest measure by estimation.

Communication:• ____________________

Connections: • Finds the usage of elementary shapes and their

measurements in surroundings.

Representation:• Draws a line segment with given measurement.

• Draws the given angle using apparatus.

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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

Connections: • Observes and identify the reflective symmetry from

surroundings.
• Appreciates the reflection symmetric nature in
surroundings.

Representation:• Draws the symmetric axis in the given 2D figures

13.Practical Problem • ___________________

Geometry Solving

Reasoning, • Estimates the given pair of lines whether they are

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.

Connections: • ____________________

Representation:• Draws the line segment, circle, perpendicular bisector,

angle, angle bisector.

14.Understand- Problem • ___________________

ing 3D, 2D Solving
Shapes

Reasoning, • Differentiates the 3D shapes as per faces edges, vertices

Proof (Cube, Cuboids, Cylinder, Sphere, Cone, Prism, Pyramid)

Communication:• __________________

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 Connections: • Identifies the 3D shape by their names from surroundings.
• Understands the relation between cube, cuboid, cylinder
and their nets.

Representation:• 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
Reasoning, • Differentiates perimeter and area of a figure.
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.
• Identifies the same perimeter different shapes from given
shapes.
• Finds errors in solving of perimeter, area and rectifying
them.

Communication:• Perimeter / area of rectangle / square is expressed in

formulae and in words also

Connections: • Establishes relation between units to area and perimeter.

Representation:• Shows the area of the polygon by shading the region.

8. Data Problem • Organization of raw data into classified data.

Handling Solving

Reasoning, • Interpretation of tabular data into verbal form.

Proof

Communication:• Merits, demerits of bar graphs and pictographs,

comparing with raw data.

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.

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 Distribution of Population and Sex Ratio: Census 2011
State / Total Population Sex ratio
UT India / State / Union Terrory (females per
Code Persons Males Female 1000 males)
1 2 3 4 5 6
INDIA 1,210,193,422 623,724,248 586,469,174 940
1 Jammu & Kasmir 12,548,926 6,665,561 5,883,365 883
2 Himachal Pradesh 6,856,509 3,473,892 3,382,617 974
3 Punjab 27,704,236 14,634,819 13,069,417 893
4 Chandigarh 1,054,686 580,282 474,404 818
5 Uttarakhand 10,116,752 5,154,178 4,962,574 963
6 Haryana 25,353,081 13,505,130 11,847,951 877
7 NCT of Delhi 16,753,235 8,976,410 7,776,825 866
8 Rajasthan 68,621,012 35,620,086 33,000,926 926
9 Uttar Pradesh 199,581,477 104,596,415 94,985,062 908
10 Bihar 103,804,637 54,185,347 49,619,290 916
11 Sikkim 607,688 321,661 286,027 889
12 Arunachal Pradesh 1,382,611 720,232 662,379 920
13 Nagaland 1,980,602 1,025,707 954,895 931
14 Manipur 2,721,756 1,369,764 1,351,992 987
15 Mizoram 1,091,014 552,339 538,675 975
16 Tripura 3,671,032 1,871,867 1,799,165 961
17 Meghalaya 2,964,007 1,492,668 1,471,339 986
18 Assam 31,169,272 15,954,927 15,214,345 954
19 West Bengal 91,347,736 46,927,389 44,420,347 947
20 Jharkhand 32,966,238 16,931,688 16,034,550 947
21 Orissa 41,947,358 21,201,678 20,745,680 978
22 Chhattisgarh 25,540,196 12,827,915 12,712,281 991
23 Madhya Pradesh 72,597,565 37,612,920 34,984,645 930
24 Gujarat 60,383,628 31,482,282 28,901,346 918
25 Daman &Diu 242,911 150,100 92,811 618
26 Dadra & Nagar Haveli 342,853 193,178 149,675 775
27 Maharashtra 112,372,972 58,361,397 54,011,575 925
28 Andhra Pradesh 84,665,533 42,509,881 42,155,652 992
29 Karnataka 61,130,704 31,057,742 30,072,962 968
30 Goa 1,457,723 740,711 717,012 968
31 lakshadweep 64,429 33,106 31,323 946
32 Kerala 33,387,677 16,021,290 17,366,387 1,084
33 Tamil Nadu 72,138,958 36,158,871 35,980,087 995
34 Puducher.ry 1,244,464 610,485 633,979 1,038
35 Andaman & Nicobar Islands 3,79,944 202,330 177,614 878

210