Ganita Prakash Class 6 Maths Chapter 2 Solu ons Lines and Angles

NCERT Solu ons for Class 6 Maths Ganita Prakash Chapter 2 Lines and Angles

2.1 Point 2.2 Line Segment 2.3 Line 2.4 Ray Figure it Out (Page No. 15-17)

Ques on 1.
Rihan marked a point on a piece of paper. How many lines can he draw that pass through the point?
Sheetal marked two points on a piece of paper. How many different lines can she draw that pass through both
of the points?
Can you help Rihan and Sheetal find their answers?
Solu on:
Infinite number of lines can be drawn to pass through a point in a plane.
One and only one line can be drawn to pass through two points.

Ques on 2.
Name the line segments in Fig. below. Which of the five marked points are on exactly one of the line
segments? Which are on two of the line segments?

Solu on:
Line segments: LM, MP, PQ and QR
Points L and R are on one line segment only. Points M, P and Q are on two line segments.

Ques on 3.
Name the rays shown in Fig. below. Is T the star ng point of each of these rays?

Solu on:
Ray TA¯¯¯¯¯¯¯ and ray TB¯¯¯¯¯¯¯ (can be also called ray TN). Yes, T is the star ng point of each of the 2
rays, TA¯¯¯¯¯¯¯ and TB¯¯¯¯¯¯¯.

Ques on 4.
Draw a rough figure and write labels appropriately to illustrate each of the following:
(a) OP¯¯¯¯¯¯¯ and OQ¯¯¯¯¯¯¯¯ meet at O.
Solu on:

(b) XY¯¯¯¯¯¯¯¯ and PQ¯¯¯¯¯¯¯ intersect at point M.

Solu on:

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

Solu on:

(d) Point P lies on AB.

Solu on:

Ques on 5.
In Fig. below name:

(a) Five points

(b) Aline
(c) Four rays
(d) Five line segments
Solu on:
Points B, C, D, E and O.
Line: DB
Rays: OB−→−,OC−→−,OD−→−;OE−→−
Line segments: DE, EO, OB, DC, DO.
Ques on 6.
Here is a ray OB−→− (Fig.). It starts at O and passes through the point A. It also passes through the point B.
(a) Can you also name it as OB−→−? Why?
(b) Can we write OA−→− as AO−→− ? Why or why not?
Solu on:
(a) Yes, Ray OA−→− can also be named as ray OB−→− as ini al point and direc on remains same.
(b) Ray OA−→− cannot be named as ray AO−→− as the ini al point of the ray is O, not A.

2.5 Angle Figure it Out (Page No. 19-21)

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

Solu on:
(a) ∠ADB, ∠BDC, vertex: D
(b) ∠PQR, vertex: Q

(c) ∠LMN, vertex: M

(d) ∠XYZ, vertex: Y

Ques on 2.
Draw and label an angle with arms ST and SR.
Solu on:

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

Solu on:
Sol. At P there are three angles.
∠P could mean ∠APB or ∠BPC or ∠APC.
To get the correct angle, it has to be named as ∠APC or ∠APB or ∠BPC.
Also note that a single point can not form an angle.

Ques on 4.
Name the angles marked in the given figure.
Solu on:
Angles in the figure are :
Angle 1 is ∠RTP
Angle 2 is ∠RTQ

Ques on 5.
Mark any three points on your paper that are not on one line. Label them A, B, C. Draw all possible lines going
through pairs of these points. How many lines do you get? Name them. How many angles can you name using
A, B, C? Write them down, and mark each of them with a curve as in Fig. (SeeNCERT Textbook,page 18).
Solu on:

We get three lines.

These are line AB, line BC and line CA.
Also, we get three angles.
These are ∠ABC, ∠BCA and ∠CAB.

Ques on 6.
Now mark any four points on your paper so that no three of them are on one line. Label them A, B, C, D. Draw
all possible lines going through pairs of these points. How many lines do you get? Name them. How many
angles can you name using A, B, C, D? Write them all down, and mark each of them with a curve as in Fig. (See
NCERT Textbook, page 18).
Solu on:

We get six lines.

These are line AB, line BC, line CD, line DA, line AC and line BD.
Also, we get twelve angles.
These are ∠BAC; ∠CAD, ∠BAD, ∠ABD, ∠DBC, ∠ABC, ∠BCA, ∠ACD, ∠BCD, ∠CDB, ∠CDA, ∠BDA.
2.6 Comparing Angles Figure it Out (Page No. 23)

Ques on 1.
Fold a rectangular sheet of paper, then draw a line along the fold created. Name and compare the angles
formed between the fold and the sides of the paper. Make different angles by folding a rectangular sheet of
paper and compare the angles. Which is the largest and smallest angle you made?

Solu on:
Let’s mark the rectangle and vertex of the fold as shown in figure below.

We get ∠1, ∠2, ∠3 and ∠4.

Comparing: ∠1 < ∠2, ∠4 < ∠3,
∠1 = ∠4, ∠2 = ∠3.
∠2 and ∠3 are the largest angles.
∠1 and ∠4 are the smallest angles.

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

(a) ∠AOB or ∠XOY

(b) ∠AOB or ∠XOB
(c) ∠XOB or ∠XOC
Discuss with your friends on how you decided which one is greater.
Solu on:
(a) ∠AOB > ∠XOY
(∠AOB has more spread than ∠XOY)
(b) ∠AOB > ∠XOB
(∠AOB has more spread than ∠XOB)

(c) ∠XOB = ∠XOC

(B and C are points on same ray; both angles have same arms and vertex, hence same spread)

Ques on 3.
Which angle is greater: ∠XOY or ∠AOB? Give reasons.

Solu on:

∠1 > ∠3
(∠1 has more spread than ∠3)
∠1 + ∠2 > ∠3 + ∠2
(adding ∠2 to both sides)
Hence, ∠XOY > ∠AOB

2.7 Making Rota ng Arms 2.8 Special Types of Angles Figure it Out (Page No. 29-31)

Ques on 1.
How many right angles do the windows of your classroom contain? Do you see other right angles in your
classroom?
Solu on:
A window has 4 right angles.
∠1, ∠2, ∠3 and ∠4.
Yes. At comers of door. At comers of blackboard etc.

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

Solu on:

This can be done in one way.

Ques on 3.
Now join A to dther grid points in the figure by a straight line to get a right angle. What are all the different
ways of doing it?
Hint: Extend the line further as shown in the figure below. To get a right angle at A, we need to draw a line
through it that divides the straight angle CAB into two equal parts.

Solu on:

Ques on 4.
Get a slan ng crease on the paper. Now, try to get another crease that is perpendicular to the slan ng crease.
(a) How many right angles do you have now? Jus fy why the angles are exact right angles.
Solu on:
We get four right angles.
Let P be the point of intersec on of the two creases.
The two creases are perpendicular lines mee ng at P.
Hence, all four angles are right angles.

(b) Describe how you folded the paper so that any other person who doesn’t know the process can simply
follow your descrip on to get the right angle.
Solu on:

Step 1. Take a sheet of paper and fold it. Step 2. Crease the fold.
Step 3. Now again fold the paper so that the two parts of the crease coincide.
Step 4. Crease the fold.
Step 5. Unfold both the creases.
We get two perpendicular lines and four right angles as shown above.

2.7 Making Rota ng Arms 2.8 Special Types of Angles Figure it Out (Page No. 31-32)

Ques on 1.
Iden fy acute, right, obtuse and straight angles in the given figures (See NCERT TB, Page 31).
Solu on:
Ques on 2.
Make a few acute angles and a few obtuse angles. Draw them in different orienta ons.
Solu on:

Ques on 3.
Do you know what the words acute and obtuse mean? Acute means sharp and obtuse means blunt. Why do
you think these words have been chosen?
Solu on:
Word ‘acute’ means ‘sharp’. The vertex of the angle appears as a sharp p.
Word ‘obtuse’ means ‘blunt’. The vertex of the angle appears as a blunt p.

Ques on 4.
Find out the number of acute angles in each of the figures below.

What will be the next figure and how many acute angles will it have? Do you no ce any pa ern in the
numbers?
Solu on:

3 + 9=12
12 + 9 = 21
In every step, the numbers of angles increases by 9.
Next figure will be as follows:

Number of acute angles = 21 + 9 = 30

2.9 Measuring Angles Figure it Out (Page No. 35)

Ques on 1.
Write the measures of the following angles:

(a) ∠KAL
No ce that the vertex of this angle coincides with the centre of the protractor. So the number of units of 1
degree angle between KA and AL gives the measure of ∠KAL. By coun ng, we get ∠KAL = 30°.
Making use of the medium sized and large sized marks, is it possible to count the number of units in 5s or 10s?
(b) ∠WAL
(c) ∠TAK
Solu on:
(a) ∠KAL = 30°
(b) ∠WAL = 50°
(c) ∠TAK = 120°
2.9 Measuring Angles Figure it Out (Page No. 40-43)

Ques on 1.
Find the degree measures of the following angles using your protractor.

Solu on:
(a) ∠IHJ = 47°
(b) ∠IHJ = 24°
(c) ∠IHJ =110°

Ques on 2.
Find the degree measures of different angles in your classroom using your protractor. .
Solu on:
Angle at comer of blackboard = 90°
Angle at comer of desk = 90°

Ques on 3.
Find the degree measures for the angles given below. Check if your paper protractor can be used here!

Solu on:
(a) ∠IHJ = 42°
(b) ∠IHJ =116°
Paper protractor cannot be used here.

Ques on 4.
How can you find the degree measure of the angle given below using a protractor?
Solu on:
We require measure of reflex ∠AOB.
Step 1. We find measure of ∠AOB.
Step 2. We find 360° ∠AOB.
This is the required measure.

Ques on 5.
Measure and write the degree measures for each of the following angles:

Solu on:
(a) Measure of given angle is 80°
(b) Measure of given angle is 120°
(c) Measure of given angle is 60°
(d) Measure of given angle is 130°
(e) Measure of given angle is 130°
(f) Measure of given angle is 60°

Ques on 6.
Find the degree measures of ∠BXE, ∠CXE, ∠AXB and ∠BXC.

Solu on:
(a) ∠BXE =115°
(b) ∠CXE = 85°
(c) ∠AXB = 65°
(d) ∠BXC = 30°

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

Solu on:
(a) ∠PQR = 45°
(b) ∠PQS = 105°
(c) ∠PQT = 150°

Ques on 8.
Make the paper cra as per the given instruc ons. Then, unfold and open the paper fully. Draw lines on the
creases made and measure the angles formed.
Solu on:
Do it yourself.

Ques on 9.
Measure all three angles of the triangle shown in Fig. (a), and write the measures down near the respec ve
angles. Now add up the three measures. What do you get? Do the same for the triangles in Fig. (b) and (c). Try
it for other triangles as well, and then make a conjecture for what happens in general! We will come back to
why this happens in a later year.

Solu on:
∠A + ∠B + ∠C = 180°

2.9 Measuring Angles Figure it Out (Page No. 45-46)

Ques on 1.
Angles in a clock:
(a) The hands of a clock make different angles at different mes. At 1 o’clock, the angle between the hands is
30°. Why?
(b) What will be the angle at 2 o’clock? And at 4 o’clock? 6 o’clock?
(c) Explore other angles made by the hands of a clock.
Solu on:
(a) Numbers 1 to 12 are wri en along the circumference of a clock at equal distances.
360 ÷ 12 = 30.
Hence, angle between two consecu ve numbers is 30°
At 1°’ clock hands are at 0 and 1 (consecu ve numbers)
Hence angle between them is 30°.

(b) Angle between hands at 2 o’ clock = 2 × 30° = 60° angle between hands at 4 o’clock = 4 × 30°= 120°
Angle between hands at 6 o’ clock = 6 × 30°= 180°

(c) Angle between hands at 5 o’ clock = 5 × 30°= 150°

Angle between hands at 7 o’ clock = 7 × 30° = 210°
Angle between hands at 8 o’ clock = 8 × 30° = 240°

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

Solu on:
Yes, it is possible.
Here, vertex is B, and arms are AB and BC.

Ques on 3.
Vidya is enjoying her me on the swing. She no ces that the greater the angle with which she starts the
swinging, the greater is the speed she achieves on her swing. But where is the angle? Are you able to see any
angle?

Solu on:
Yes, an angle can be seen.
Ques on 4.
Here is a toy with slan ng slabs a ached to its sides; the greater the angles or slopes of the slabs, the faster
the balls roll. Can angles be used to describe the slopes of the slabs?

Solu on:
Greater the angle, greater the slope.
For each angle one arm is a side and one arm is the slope.

Ques on 5.
Observe the images below where there is an insect and its rotated version, fan angles be used to describe the
amount of rota on? How? What will be the arms of the angle and the vertex?
Hint: Observe the horizontal line touching the insects.
Solu on:
Both insects are rotated 90° clockwise.

2.10 Drawing Angles Figure it Out (Page No. 49-50)

Ques on 1.
In Fig. below, list all the angles possible. Did you find them all? Now, guess the measures of all the angles.
Then, measure the angles with a protractor. Record all your numbers in a table. See how close your guesses are
to the actual measures.

Solu on:
The given figure has 20 angles.
Guess: ∠1 = ∠4 = 60°; ∠2 = ∠3 = 120° by actual measure: ∠1 = ∠4 = 70°; ∠2 = ∠3 = 110°.

Ques on 2.
Use a protractor to draw angles having the following degree measures:
(a)110°
(b) 40°
(c) 75°
(d)1120
(e) 134°
Solu on:

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

Also, write down the steps you followed to draw the angle.
Solu on:
Step 1. Measure the given angle (∠IHJ = 120°)
Step 2. Using a protractor draw ∠ABC = 120°

2.11 Types of Angles and their Measures Figure it Out (Page No. 51-52)

Ques on 1.
In each of the below grids, join A to other grid points in the figure by a straight line lo get:
(a) An acute Angle
(b) An obtuse Angle

(c) A reflex Angle

Mark the intended angles with curves to specify the angles. One has been done for you.
Solu on:

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

Solu on:
(a) ∠PTR = 300 acute
(b) ∠PTQ = 60° acute
(c) ∠PTW = 105° obtuse
(d) ∠WTP = 225° reflex
2.11 Types of Angles and their Measures Figure it Out (Page No. 53-54)

Ques on 1.
Draw angles with the following degree measures:
(a) 140°
(b) 82°
(c) 195°
(d) 70°
(e) 35°
Solu on:

Ques on 2.
Es mate the size of each angle and then measure it with a protractor:

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

Solu on:
(a) 45° acute
(b) 150° obtuse
(c) 120° obtuse
(d) 30° acute
(e) 95° obtuse
(f) 350° reflex

Ques on 3.
Make any figure with three acute angles, one right angle and two obtuse angles.
Solu on:

Angles 1, 2 and 3 are acute angles, angle 4 is right angle, angles 5 and 6 are obtuse angles.

Ques on 4.
Draw the le er ‘M’such that the angles on the sides are 40° each and the angle in the middle is 60°.
Solu on:

∠1 = 30°, ∠2 = 30°, ∠3 = 60°

Ques on 5.
Draw the le er ‘Y’ such that the three angles formed are 150°, 60° and 150°.
Solu on:

∠1 = 150°, ∠2 = 60°, ∠3 = 150°

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

Solu on:
Angle between two consecu ve spokes = 360 ÷ 24 = 15°
Largest acute angle = 5 × 15° = 75°
Ques on 7.
Puzzle: I am an acute angle. If you double my measure, you get an acute angle. If you triple my measure, you
will get an acute angle again. If you quadruple (four mes) my measure, you will get an acute angle yet again!
But if you mul ply my measure by 5, you will get an obtuse angle measure. What are the possibili es for my
measure?
Solu on:
Let the measure of the angle be m
Then 5 × m > 90 but 4 × m < 90
or m > 905 and m < 904
Hence m > 18 but m < 22 ½
Hence measure of the angle is 19° or 20° or 21°

Filed Under: Class 6