NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | SOCIOLOGY PART B IMPORTANT QUESTIONS | CHAPTER-3 | THE STORY OF INDIAN DEMOCRACY | EDUGROWN |

In This Post we are  providing  CHAPTER 3 THE STORY OF INDIAN DEMOCRACY NCERT MOST IMPORTANT QUESTIONS for Class 12 SOCIOLOGY PART B which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON THE STORY OF INDIAN DEMOCRACY

Question 1.
What is the importance of Panchayati Raj? Write in detail.
Answer:

1. Rule of the People. Panchayati Raj System can be called the rule of the people because people play the most important role at every level of Panchayati Raj. At the time of the election, everything is in the hands of the people who elect the representative of their choice. Those elected representatives will have to work to solve the problems of the people. Every level of Panchayati Raj will have to provide basic facilities of drinking water, electricity, health, education, etc., to the people. Elected representatives know about the fact that if they do not take care of the problems of the people then they will not be re-elected. In this way, the elected representatives will have to work for the welfare of the people and therefore the rule is always in the hands of the people.

2. Democracy. Panchayati Raj gives strength to democracy. The meaning of democracy is the rule of the people and Panchayati Raj has been made with the purpose that they should rule over themselves. People themselves elect their representatives and can meet them at any time and call for the solution of their problems. Gram Sabha exists at the village level whose members are all the adults of the village. It has to meet at least twice a year in which discussion takes place about the functions, planning, budget, and expenditure of the Panchayat. In this way, people come to know about the identity of their representatives which is a symbol of democracy.

3. To make the people self-reliant. Another important objective of Panchayati Raj is to make villages self-dependent. While making laws related to this, every care must be taken that all the levels of Panchayati Raj should get powers according to their needs. Every Panchayat has been given enough rights for the solution of the problems of the village. A village panchayat makes a number of developmental plans for the village and presents them before the Gram Sabha. The local self-government collects taxes from the village and uses them for the village’s development. In this way, the village becomes self-dependent.

4. Knowledge of Rights and Duties. Through Panchayati Raj System, people come to know about their rights and duties towards their village. Knowledge about their rights as voters and as members of Gram Sabha is known at the time of the election and at the meetings of Gram Sabha. If Gram Sabha imposes any taxes on the village then the villagers pay it willingly as they know that money will be used for the development of the village.

5. Development of Agriculture. Panchayati Raj has played an important role in the development of agriculture. One of the important functions of Panchayat, Panchayat Samiti, and Zila Parishad is that they work for the development of agriculture and increase production in their respective area. They have many government officials at their disposal whose main work is to give information on new seeds, machines, urea, etc., to the people so that they could increase their production.

Apart from this, Panchayati Raj institutions also arrange for new seeds and fertilizers for their respective areas. With this, the country becomes self-dependent in the field of food production and people also develop economically. In this way, Panchayati Raj Institutions play an important role in the economic development of the people.

Question 2.
Which changes came in society due to different laws? Explain.
Answer:

1. Change in the Status of Women. The social status of women has been improved due to these laws. Females had very limited right over their husband’s property but after the Hindu Succession Act of, 1956 they got equal right in husband’s property. Widows got the right to remarriage under the Widow Remarriage Act. They got the right to adopt any child. Dowry Prohibition Act was made. Some seats have been kept reserved for them in Panchayati Raj Institutions. That is why many changes came in the status of women due to these laws.

2. Change in the forms of Marriage. Many customs of marriage prevailed in Indian Society for ages, like polygamy, polygyny, polyandry, etc. By Hindu Marriage Act, 1955 polygamy was declared illegal. Monogamy was given legal sanction and court marriage was also given legal sanction.

3. Decline in obsolete Conventions. Many social evils prevailed in Indian society like Sati Pratha, Dowry, Child marriage, Untouchability, etc., Sati Pratha has been declared illegal through Sati Prohibition Act. This Pratha has been eliminated from society. Taking and giving dowry has been declared as a crime through Dowry Prohibition Act, 1961 and 1986. Child marriage has been banned and the legal age of marriage has been fixed for boys and girls. Untouchability has also been eliminated through the Untouchability Offenses Act, 1955, and Civil Rights Protection, 1976.

4. Change in Inter-Caste Relations. Inter-caste relations have also been changed through social laws. Inter-caste marriages have been sanctioned through Hindu Marriage Act, 1955. The government is giving encouragement to such types of marriages. Untouchability has been declared illegal. That is why interaction between all the classes has increased and they are living with each other with peace and harmony.

5. Change in Rules of Marriage. Traditionally, Hindu marriage has been considered a religious sacrament. But due to certain laws, it has been changed into a social contract. Other rules related to marriage have also been changed. Inter-caste marriage has been sanctioned by law and the minimum age for the marriage has also been fixed.

Question 3.
What can be done to bring reforms in Panchayati Raj?
Answer:

1. People of rural areas should know about their rights and duties to bring reforms in Panchayati Raj. If rural people become conscious about their rights then they will be able to participate in Gram Sabha which in turn will enable them to know about some of their other rights.

2. Another necessary step is that all the levels of Panchayati Raj should be given complete freedom so that they could be able to work for the development of their respective areas. The government should not interfere in their function so that they could work for their areas, without any fear.

3. Government should not keep unnecessary control over the functions of these institutions and on them as well. Control results in a decline of work and officials are unable to work in a proper way.

4. Government officials and members related to these institutions should be given training from governmental and non-governmental institutions so that they can work for the people. The advantage of this training should reach directly to the people so that they could use it on their agricultural land.

5. Officials working in these institutions should be given good salaries so that they work wholeheartedly for the development of the village and do not become corrupt.

6. There should be a good balance between all the three levels of Panchayati Raj so that they can develop in their respective areas in a proper way.

7. Gram Sabha should be made more powerful by giving more rights to it so that it can check the functioning of Panchayat and people’s participation could be increased.

8. Educated candidates should be appointed at those posts which are related to the institutions of Panchayati Raj so that they could be able to understand the problems of the villages.

9. These institutions should be given more grants by the state and central governments so that they can do their work without any problem of finance.

Question 4.
What are the advantages of Planned development?
Answer:

1. Saving of time. Time can be saved if development is done with planning. It is quite possible that time and resources could be wasted in the absence of planning and we can move away from our objectives. With planning, we know of the fact that in a direction in which we have to work. It not only saves time but saves our resources as well.

2. Achievement of objective in less duration. Some objectives are always determined while making the plan of any work. Even planners fix the time to achieve those objectives. If no plan is made then they will keep on working without any direction and may get distracted from their objective. Therefore, objectives can be achieved in less duration only through planned development.

3. All-round Development. If the work is done in a planned way then all the sectors can develop in a better way. If the work is done without proper planning, then it may happen that one sector can develop completely and the other sector remains undeveloped. Therefore, planned work is necessary for the development of any sector. That is why the whole area is taken as a unit and all of its sectors are kept in mind.

4. Industrial Development. If industries of our country are required to be developed then proper planning is necessary. We need planning to establish any industry. Capital required to establish industry, the raw material to manufacture goods, labor to make goods, the arrangement of the market to sell goods, etc., needs a lot of planning. The industry cannot run in a proper way in the absence of planning. If more capital will be required, if more raw material will be required, if goods will not be sold then what will happen? These are some of the questions which require planning. Therefore, planned development can lead to the industrial growth of the country.

5. For Agricultural Development. Agricultural development also requires proper planning. Arrangement of good seeds, urea, to arrange for good technology, to increase and sell the produce, etc., needs a lot of planning. Non-planning of one sector may spoil
the entire work. Therefore, planned development is essential for the development of the agricultural sector as well.

6. Development of Lower Classes. The lower classes of our country have been exploited for ages. So proper planning was required to uplift their status. The plan was made and a reservation was kept for them in the Constitution. Five Year Plans have also done a lot for their welfare. Today, lower castes people are standing with higher castes people and their status has improved a lot. All this has happened due to proper planning.

Question 5.
In what ways do pressure groups and movements exert influence on politics?
Or
What role do pressure groups play in Indian democracy?
Answer:

Pressure groups are organized and unorganized groups that try to influence governmental policies and promote their interests. Movements also try to influence politics but they both did not take part in direct elections. They both try to influence politics in one way or the other. They affect politics in the following ways:

  1. These pressure groups and movements start to campaign on any particular issue so that public support could be gained. Both of them take the help of mass media so that more public attention could be given to them.
  2. They generally call for a strike, march, or protest and try to disrupt the governmental programs. They often call for strikes and dharnas to raise their voice. Most of the federations and unions used to take this route to influence governmental policies.
  3. Generally, business groups form a lobby of the people with common objectives so that the government could be pressurized to change its policies.

Question 6.
Describe the forms of relationship between pressure groups and political parties.
Answer:

Generally, pressure groups are those groups of people who try to influence governmental policies. They make their aims and try to achieve those aims by exerting pressure on the government. Their main aim is to influence governmental policies. Generally, the members of these groups are those people who have some of their common interests, goals, aims, etc. They never try to contest the elections but form their own ideology. The forms of relationship between pressure groups and political parties are given below:

  1. In many cases, these pressure groups are formed or led by political parties. These pressure groups act as extended arms of those political parties. For example, labor unions formed by different political parties.
  2. Many a time, movements give birth to political parties. If the struggle of aims becomes too long then at times, it takes the form of a political party. For example, the roots of DMK and AIADMK can be seen from the movements.
  3. Generally, political parties and interest groups stand against or in front of each other. Their relations are not direct but dialogue and negotiations are there. Their views and ideas are usually opposite to each other.

Question 5.
Explain how the activities of pressure groups are useful in the functioning of a democratic government.
Or
Is the influence of pressure groups and movements healthy for democracy? Comment.
Answer:

A pressure group is a group of people which tries to achieve its aims by influencing governmental policies. People with common aims, occupations, etc., form these groups. At the start, it seems that these pressure groups are not good for democracy because they try to influence the governmental policies to achieve the aims of one particular group. In a democracy, the government has to take care of the interests of all sections of society. Another factor against it is that these groups are trying to get powers but without taking any responsibility.

Like political parties, these groups are not bound to face the people in elections and are not accountable to anyone. They do not get any support or money from the masses. Many a time, due to their wealth, but little public support, they try to gain public sympathy in favor of their narrow agenda.

But on the other hand, pressure groups and movements are very much necessary for democracy. If everyone in the country is getting equal opportunity then it is not unhealthy for society. Generally, the government comes under pressure from these rich and influential people. Movements and public interest groups can play a useful role to reduce this undue control and they can tell the government about the needs of the ordinary people from time to time.

Every pressure group and interest group is generally associated with a political party. These groups help the political parties wholeheartedly at the time of elections so that their objectives could be achieved after elections.

Whenever any bill is introduced in Parliament then that bill is sent to permanent committees of the Parliament so that they could study the merits and drawbacks of that bill. These pressure groups influence the members of these committees so that the main features of this bill could be changed according to their interests.

Even different sectional interest groups can play an important role in it. If any interest group tries to influence the government to achieve its aims, then another interest group can also counterattack on the first group and can create hurdles in the desires of the first group. From this, the government can come to know about the needs of the people and can accommodate all of them with conflicting interests.

Question 6.
What is the difference between a pressure group and a political party?
Answer:

A pressure group can be an organized and unorganized group that tries to influence governmental policies and tries to promote its interests. They have some of their aims and they try to achieve those aims by exerting pressure on the government. Generally, the members of these groups are those people who have some of their common interests. They try to control the power with their influence.

But the political party is an organized body that tries to attain the political power of the country by contesting direct elections and by winning the majority. Members of one political party have their common goals and a common ideology.

The main difference between pressure groups and political parties is that pressure groups never try to contest the elections but they want to control the powers indirectly. On the other hand, the political party directly contests the elections to take power into its hands. A pressure group can be organized as well as unorganized but a political party is always an organized group.

Question 7.
What is Democracy? Explain its characteristics, merits, and demerits.
Answer:

Democracy is a form of government in which the people are supposed to govern. In it, the representatives of the people are elected by the voters on the basis of a universal adult franchise. It believes in the concepts like liberty, equality, and fraternity and these are its functional bases. In it, there should be maximum scope for the individual and collective development of society and personality. It has the following characteristics:

  1. Rule of the people. Administration in a democracy is directly or indirectly run by the people and every decision in a democracy is taken by the majority.
  2. The interest of the people. In a democracy, the administration is run in the interest of the people, and the interest of the weaker sections are properly taken care of by the government.
  3. Principle of Equality. The basic principle of democracy is the principle of equality. In a democracy, every person is considered equal. No discrimination is done on the basis of birth, education, wealth, etc. All the citizens are given equal political rights. Every person has been given the right to vote through the universal adult franchise.
  4. Rule of Majority. Democracy is the rule of the majority. Every decision in a democracy is taken by the majority. That party forms the government which gets a majority in elections.

Merits of Democracy-Democracy, in modern times, is considered as the best rule. That is why most of the countries have adopted this concept of democracy. It has certain merits which are given below:
1. It is based on public opinion. Democracy is that system of rule which is based on public opinion and the rule is being run according to the wishes of the people. No importance is given to public opinion in a monarchy and dictatorship and laws are also formed according to public opinion.

2. It is based on the principle of equality. All humans in a democracy are considered equal. No one gets special privileges on the basis of birth, caste, religion, sex, and wealth. General masses are given the right to take part in the decision-making process. All are considered equal.

3. Responsible government. Governments in monarchy and dictatorship are not responsive to anyone but the government in a democracy is responsive to people and the Parliament. Government has to work according to public opinion and cannot work against it as people can remove it from power in the next elections.

4.(iv) Strong and efficient government. The government in a democracy is strong and efficient. The administration is run by the representatives of the people who have the support of the public. Rulers are encouraged by the support of people with which they apply their decisions with full strength. Rulers are controlled by public opinion and they are responsive to the people for their decisions. In this way, it works in an efficient way.

Demerits of Democracy: After looking at the merits of democracy, it seems that this rule is the best but it is not so. This system also has certain demerits which are given below:
1. Principle of equality is unnatural. The main base of democracy is the principle of equality but critics say that equality is unnatural. Even nature has not kept equality among humans. Some are fools, some are wise, some are powerful and some are weak. If nature has kept this type of discrimination then how social, economic and political equality can be kept. This is the biggest demerit of equality that all are given equal rights.

2. Gives importance to quantity than quality. Quantity is given more importance than quality in democracy. In other words, every decision in a democracy is taken by the people. If 100 fools will say anything is right and 99 wises will say this is wrong then the decision of 100 fools will be considered. Representatives of the people are also elected by the majority. Every fool and wise has the right to vote and any wrong person can become the representative of the people.

3. It does not establish a responsive government. The government in a democracy is responsive to people but practically it is not. Leaders hardly care about the people after elections and come back to the public only at the time of the next elections. The majority party hardly cares about the opposition or minority parties.

4. Unstable and weak government. The government in a democracy is unstable and weak. Governments change frequently in a multi-party system. In the absence of a majority, many parties come together to make the government. This type of mixed government can be broken at any time. At the time of a problem, democratic governments prove to be weak. Decisions take a lot of time to be implemented.

Question 8.
What is meant by Political Party? Explain with definitions.
Answer:

Political parties have come to stay in every form of government. Their role is very significant in democracies, as compared with every other form of government. The scholars have attempted definitions of a political party in their own way but each good political party is required to have certain features or characteristics. Similarly, each political party is expected to perform some basic functions without which it cannot maintain its existence. Efforts have also been made to classify political parties but without much success. There are different types of party systems and each type has its own advantages as well as disadvantages.

Political parties have become an essential feature of every form of government. Being a link between the government and the people, these have assumed great significance. There are ideologically strong political parties that observe strong discipline. Although entry into such parties is difficult, those who once join it do not wish to leave it. On the other hand, ideologically weak political parties also exist whose members are not well disciplined.

Members can leave the party at any time. Whereas in some cases it is easy to enter a political party and rise as well, the reverse is the case in other systems. In some countries, there is a single-party system. In it, only one party dominates, and no other political party is allowed to be formed, whereas in other societies, there is the multi-party system and in still others, there is a mushroom of political parties.

The strength and Weakness of a political party, however, depends on the active participation and strength of its members. Its legitimacy depends on the way by which it has come to power. In a democracy, its popularity and mass base is reflected by the number of votes polled at the time of elections.

Definitions
Each political party consists of persons who have a common program on political issues to which they have agreed and are prepared to implement that on a common line of action. Each political party tries to seek political power either single-handedly or in cooperation with any other political party or parties.

  1. According to Burke, “It is a body of men united for promoting by their joint endeavors the national interests upon some political principles in which they all are agreed.”
  2. According to Gilchrist, “It is an organized group of citizens who profess to share the same political views and who by acting as a political unit try to control the government.”
  3. According to Finer, “A political party is an organized body with voluntary membership its concerted energy being employed in the pursuit of political power.”
  4. According to G. C. Field, “A political party is nothing else but a voluntary association of people for the purpose of attaining political power.”
  5. According to Prof. Gettel,” A political party consists of a group of citizens more or less organized who act as a political unit and who by the use of their voting power aim to control the government and carry out their general policies.”

In this way on the basis of these definitions, we can say that a political party is an organized group that is tied with certain rules. Its membership is optional and can be attained or left at any time. It is the association of the people whose only aim is to obtain political power because of which they collectively make some efforts. Views of its members are common because they all belong to one party.

Question 9.
Explain certain features of the political party.
Answer:

1. In a democracy, every political party wants to create its own identity among other political parties of the country.

2. Since the Political interests and views of the members differ, therefore, policies and programs of each political party also differ. Each party separates itself from the other on the basis of its political program. The aim of each political party is to capture the power and if already in power, to retain it.

3. A political party should be well organized and its members should gladly accept the codes of conduct of the party. The members should keep party discipline above everything else.

4. Another characteristic of a political party is that its members should believe in some common program to which they have already agreed. They uphold the soundness of that at every stage.

5. It should have continuity in its activities and programs. It should organize itself on the basis of some programs because if the charisma of the leader is the basis of a party then it cannot remain in existence for long. It will end as soon as the charisma of the leader fades away.

6. The members of a good party should be agreeable on some common line of action for the implementation of their agreed programs. If that is not the case, then conflicts are bound to arise which can lead to its disintegration.

7. It should be prepared to shoulder responsibilities and should not be satisfied by having been in the opposition or by criticizing the party in power. It should be prepared to form the government either on its own or in coalition with other like-minded political parties. Not only this but it should use all legal means to capture the power and by all means try to convince the electorates that its programs are not only mere theories but if given a chance, these can be put into practice as well.

8. A political party should try to have the mass base or popular support because without that the electorates will never return it to power and it shall not be in a position to implement its political programs.

9. It should try to protect national over regional or local interests and for this purpose, it should try to get the support of citizens and not involve the foreigners or those who are anti-national. It is, however, left to each political party to identify the areas of national interest and fix its priorities.

10. It should always have faith in constitutional means a political party that beliefs in extra-constitutional means will never be allowed to function in any form of government and its activities will immediately be banned.

Question 10.
Explain different functions of political parties.
Answer:

1. Formation of Public Opinion. The electorates usually cannot have the same opinion. These may have constructive individual opinions that are of no use to the nation. It is the function of the political parties to consolidate public opinion and give that a constructive shape. If political parties do not come to the front there will be a multitude of opinions without any channels of expression. It is only through the change of these parties that multitudes of these ideas are molded, formulated, and given a definite and clear shape.

2. To Impart Political Education. The people are usually busy and have no resources to get proper political education. With ever-growing economic needs, the people are forced to devote much of their time and attention to solve their economic problems. It is only at the time of elections that the political parties organize vast and large-scale meetings, seminars, etc., by which the people get very much politically educated. They come to know about the various aspects of the problems facing the nation only through political parties.

3. Link between the Elected and Electorates. Political parties act as a link between the elected and the electorates. Without these parties, the elected have no methods of knowing the feeling of the electorates. Similarly, the electorates have no method to tell their grievances to the elected without this channel. The members of political parties always remain in close touch with the electorates, know their feelings, ideas, views, and opinions, and convey them on to their party leaders. Thus, they are a useful link between the elected and electorate.

4. Help in the Selection of Candidates. Political parties help in the selection of candidates at the time of general elections. The voters personally do not know the candidates and their views and ideas about political problems. Without them, it would have been rather impossible to select suitable candidates. It is through these parties that the candidates can most conveniently be selected. A candidate is known by the label of this political party. In fact, he is not voted for his individual views but for the views of his political party. He is responsible to the political party for all his deeds and misdeeds.

5. Help in Redressing the Grievances of the People. Each political party helps in getting the grievances of the people redressed. Parties try their best to see that the people do not feel very much hard-pressed about their problems. They also see that through their agency, the difficulties are redressed so that all credit goes to them. More particularly, the political party in power is very much careful about this. It knows completely well that even a little slackness on its part can result in the dissatisfaction of people who may not vote for them at the time of the next general elections, thereby unseating it from power and authority.

Similarly, parties in opposition are also careful in this regard. They are well aware that active work on their part can bring satisfaction to the people who will vote for them at the time of general elections and thus can bring them in power and authority.

6. These are responsive to Public Opinion. Political parties make the party in power responsive to public opinion. The party clearly knows that it must respect the sentiments of the public and its wishes if it is to enjoy the confidence of the masses. Any failure in this regard can result in serious troubles and consequences.

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NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | SOCIOLOGY PART B IMPORTANT QUESTIONS | CHAPTER-2 | CULTURAL CHANGE | EDUGROWN |

In This Post we are  providing  CHAPTER 2 CULTURAL CHANGE NCERT MOST IMPORTANT QUESTIONS for Class 12 SOCIOLOGY PART B which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON CULTURAL CHANGE

Question 1.
What were the conditions required in India to start a social reform movement?
Answer:

1. Western Education: When the British started to rule over India, then they started to spread western education here. When Indians came in contact with western education, they came to know about science and reasoning. They came to know that the prevailing customs of Indian society are useless and baseless. That’s why enlightened Indians started social movements here.

2. Development of means of transport: The British developed means of transport for their own convenience, but Indians took the maximum advantage of these means. With the advent of means of transport, Indians came in contact with each other. Enlightened and educated Indians reached different parts of the country and explained to the people that the prevailing customs are useless. People were already fed up with these customs. They responded well to these calls and conditions became conducive with the development of means of transport.

3. Advent of Indian Press: Press started in India after the advent of the British. Organizers of movements started to publish small newspapers and magazines so that Indians could read them and should understand that these evils are very harmful to society. It was necessary for them to throw these evils out of society. In this way, Indians came to know that it was necessary for them to remove these social evils.

4. Increasing impact of Missionaries: When the British came to India, Christian Missionaries also came with them. They were given help by the British. The main function of these missionaries was to propagate Christianity, but their way of propagating was somewhat different. First, they used to work for social welfare. They solved the problems of the people and then they propagated their religion. Gradually people started to adopt Christianity. When Indian social reformers came to know about this, then they also started reform movements in India. In this way, these movements were started due to the impact of Christian missionaries.

5. Evils of Indian Society: Most of the social reform movements were started to remove the social evils of the society. Sati Pratha, child marriage, restriction on widow remarriage, dowry system, untouchability, etc. are examples of some of the social evils of Indian society. People were fed up with the prevailing social evils. When these movements started to take place they were welcomed with both hands by the people. That’s why these movements got a conducive environment and social reform movements became successful.

Question 2.
What changes came in Indian society due to social movements? Explain them.
Answer:

1. End of Sati Pratha: Sati Pratha (system) prevailed in Indian society from the very beginning. Widows had to die with the death of her husband. She had to sit alive on the funeral pyre of her husband. This inhuman custom was started by higher castes. Due to social movements, the British government started to oppose this system and it passed a law called ‘Sati Prohibition Act’ in 1829. This law declared Sati Pratha as illegal. In this way, the custom of ancient times came to an end. All this happened due to social movements.

2. End of Child Marriage: Child marriages were taking place in Indian society. Due to child marriage, parents used to marry off their children at the age of 4-5 years. The parents gave no consideration if their child even knew the meaning of marriage. The British government fixed a minimum age of child marriage due to social movements. The British Government made a law in 1860 and fixed a minimum age of 10 years for marriage.

3. Widow Remarriage: Widows in our society were not allowed to remarry and this custom was going on from the very beginning. They were not allowed to take part in family functions. They had no right to live a happy life. Due to the efforts of

Ishwar Chandra Vidyasagar, the British Government passed an act in 1856 called “Widow Remarriage Act, 1856’ with which widows got permission to remarry. In this way, they got the legal right to remarry and to live a happy life.

4. End of Purdah System: Purdah system prevailed among the Muslims. Females always had to live behind purdahs. They were not allowed to move anywhere without a Purdah. Gradually, this system spread all over the country. Social reformers raised their voice against the purdah system. Even Sir Syed Ahmed Khan raised his voice against this system. In this way, this system started to decrease and with the passage of time, it came to an end.

5. Change in Custom of Dowry System: Dowry is the gift that the father of the bride gives the groom at the time of her marriage. But many problems also came along with it. Parents of bridegrooms started to demand dowry because of which parents of the girls had to face a number of problems. Many movements were started against this. That’s why the British government and later on in 1961, the Indian Government declared it illegal.

6. End of Untouchability: The custom of untouchability was prevalent in Indian society from the very beginning. In this, lower castes were not allowed to touch the people of higher castes. So voices were raised in social movements against untouchability. That’s why an atmosphere was created for declaring it illegal. After independence, the Indian government passed an act with which it was declared illegal.

Question 3.
Describe the women’s movements that were started in India.
Answer:

Many movements, in the Indian Society, were initiated with the objective to improve the status of women. Indian Society is basically a male-dominated society and that’s why Indian women raised their voices against their exploitation. Women, from ancient times, were the victims of many social evils like Child marriage, Sati system, Purdah system, restrictions on widow remarriage, etc. To remove all these social evils, many social reformers initiated movements from time to time. Social reformers of these movements have done a commendable job.

These were started in the early 19th century. Raja Ram Mohun Roy, Dayanand Saraswati, Kashavehandra Sen, Ishwar Chandra Vidyasagar, Annie Besant, etc. have done a remarkable job. Raja Ram Mohun Roy founded the Brahmo Samaj in 1828 and ‘the Sati Prohibition Act, 1829 was made just because of his efforts. Ishwar Chandra Vidyasagar helped the British to pass the Widow Remarriage Act, 1856. In the same way, reformers also convinced the British to pass a ‘Child Marriage Restraint Act’. Similarly, many efforts were made by Ishwar Chandra Vidyasagar, Swami Dayanand Saraswati, Mahatma Gandhi, etc. which positively affected the lives of the Indian women.

Maharishi Karve was in favor of women’s education and widow remarriage. In the same way ‘The special Marriage Act 1872, was passed because of the efforts of Keshav Chandra Sen, and intercaste marriages were sanctioned by this law. With this, many women organizations also started many movements for the security of women. Annie Besant, Madam Kama, Ramabai Ranade, Margret Nobel, etc. played a great role in it. Ahilyabai and Laxmibai started a movement to organize the women of their respective areas. Pandita Ramabai started a movement in 1878 in Karnataka and Saroj Nalini also played a great role in it.

Just because of the efforts of all these movements, the Indian government passed certain laws to improve the status of women. Hindu Marriage Act, 1955, Dowry Prohibition

Act, 1961 and others are prominent laws that were made to achieve this objective. Under these Acts, women are given equal rights with males, the right of separation and divorce, right of inheritance, etc. By this, many social movements were started from time to time, which aimed at the security of women from this exploitation.

Question 4.
What was the impact of westernization on Indian Society? Explain them.
Or
What changes took place in Indian Society due to Westernisation? Explain them in detail.
Answer:

1. Impact on Family: Traditionally, joint families exist in our country in which three to four generations were living with each other. But westernization has encouraged individualism and materialism in our country. It has reduced the community feeling and the sense of sacrifice among the members of the family. Educated youth became conscious about their rights. They started to disobey their elders. Females became conscious to maintain their identity. Joint families started to disintegrate very quickly due to this consciousness among females and young people. Nuclear families started to replace joint families.

2. Impact on Marriage: The Indian marriage system also came under the influence of westernization. Before the British, many traditional customs prevailed in the Indian society like marriage within the caste, restriction on widow remarriage, child marriage, hypergamy, etc. Marriage was considered a religious sacrament. Rules of Spinda, Gotra, and Sparvara were obeyed by the people in marriage and there was no concept of divorce. But many changes came in the institution of marriage due to western culture, ideas, views, etc. Child marriages were legally stopped, late marriages started, widow remarriages started, love marriages and court marriages started divorces increased and polygamy was stopped.

3. Impact on Caste System: The caste system is one of the important bases of Indian society but it has also changed due to westernization. The British established large scale industries in India and developed means of transport and communication. With this, they made the Indians familiar with facilities like a post, telegraph, television, newspapers, press, roads, planes, railways, etc. Large scale industries were established and people of different castes started to work with each other in these industries. They started to use means of transport to move from one place to another. This development reduced the sense of superiority and inferiority. People of one caste started to adopt occupations of other castes as well.

4. Impact on untouchability: Untouchability was an indispensable part of the Indian, caste system. But caste discriminations were reduced due to the spread of western values of equality, liberty, and fraternity. Untouchability declined due to a number of reasons like permission to take admission in educational institutions, same educational system for everyone, same job for similar capable persons, etc. Britishers encouraged industrialization and urbanization. People of different castes started to use all the public places. So untouchability was reduced due to westernization.

5. Impact on religious life: Many religious beliefs, superstitions prevailed in Indian society before the advent of the British. But many religious and reformist movements were started in India due to the impact of western education and Christian missionaries. That’s why many religious evils and superstitions came to an end. Many people changed their religion and became Christians. Elements of equalitarianism and humanism were encouraged in the Hindu religion. Many evils came to an end due to this western impact. With this, religious beliefs and their impact were also decreased. Fundamentalism of the Hindu religion declined and the Indianisation of Christianity took place.

6. Change in status of women: The status of women was very low when the Britishers came to India. Their status was very pitiable due to the Sati System, Purdah System, Child Marriage, restriction on widow remarriage, etc. The British declared Sati System illegal and gave permission for widow remarriage. The Purdah system also declined due to the spread of western education. Westernized women started to wear formed attain like shirts and trousers. Lakhs of women became conscious about their rights and they started to work in offices by leaving their traditional work of taking care of the house.

Question 5.
What is the meaning of Secularisation? Explain its different elements.
Answer:

Srinivas has defined the term Secularisation in this way, “The term secularisation implies that what was previously regarded as religious is now ceasing to be such, and it also implies as a process of differentiation which results in the various aspects of society, economic, political, legal and moral becoming increasingly discrete in relation to each other.”

In this way, on the basis of the given definition, we can say that secularisation is that process in which the explanation of human behavior is not done on the basis of religion but is based upon rationalism. Phenomena are understood on the basis of their reason with function. The effect of religion is decreasing in our daily life. Now the impact of science and objectivity has increased.

Essential elements of secularisation

M.N. Srinivas gave three essential elements of secularisation which are given below:
1. Lack of religiousness: First and the important element of secularisation is the decline in the importance of religion. An increase in secularisation will automatically bring change in religious beliefs. A person starts to feel that those religious beliefs or traditions in which he believes, are unable to fulfill any one of his needs. People start to create an atmosphere of pomp and show while performing religious activities. Now humans don’t have any internal religious feelings. In this way, religious views start to decline. Now every person wants to take advantage of even religious activities.

2. Rationality: Through rationality, humans start to examine every type of superstitions, beliefs, etc. on the basis of rationality. According to Srinivas, “In rationality, with other things traditional beliefs and views were changed into modern knowledge.” In this way, rationality increased in humans with the development of modern ideas and values.

3. Process of differentiation: The process of differentiation is also related to the process of secularisation. Every sector of society i.e. social, moral, political, etc. is different from each other. Occupation of the person, in modern society, is not decided on the basis of religion but is determined on the basis of his/her ability. Now everyone is equal before the law. The impact of religion has decreased in every sector of society. A person started to get everything on the basis of his ability, not on the basis of religion.

Question 6.
Which factors affected the process of Secularisation? ,
Answer:

(a) Modern Education: With modern education, traditional ideas started to decline. That’s why people started to accept new values of society. Rationalism started to develop in society. Modern education started to be given to both boys and girls. Earlier females were confined to the four walls of the house and they had to spend their whole life in the house. But with modem education, females started to get education and jobs in every sphere. In this way, the discrimination of untouchability came to an end because everyone started to get an education.

(b) Development in the means of transportation and communication: British government started to develop means of transport and communication to develop mutual contacts in the Indian states. With this development, people started to come in contact with each other. People of higher and lower castes started to travel with each other in buses and rails. With this, the feeling of sacredness and non-sacredness, and untouchability started to decline.

(c) Westernization: With the advent of the Britishers in India, Indian people started to come in contact with the western culture and it has encouraged values like materialism and individualism. Restrictions of the caste system started to decline. The supremacy of Brahmins declined because the British started to treat everyone on equal terms. Western culture has developed the process of secularisation. In this way, the process of secularism was greatly affected by the factors of westernization.

(d) Urbanisation and Industrialisation: The process of secularisation has also been greatly affected by the process of urbanization and industrialization. People had to emerge out of their houses in search of work. Domestic production came to an end. The population of cities started to increase. People of every caste started to five in cities and started to work together in factories. In this way, at this type of place, it was very difficult to work according to the rules of the caste system. Occupation in cities is given not on the basis of caste but on the basis of ability.

(e) Governmental Efforts: The Indian Constitution was implemented in the Indian society after Independence. The Indian government made a new legal system. The Constitution tried to remove the discriminations on the basis of religion, color, caste, creed, etc. New laws were implemented, some of which are given below:

  1. Special Marriage Act:-1954
  2. Hindu Marriage and Divorce Act:-1955
  3. Hindu Succession Act:-1956
  4. Dowry Prohibition Act:-1961
  5. Widow Remarriage Act:-1856.

In this way, many laws have been passed to remove the social problems of society. Inter caste marriages have been accepted. Now everyone is being treated equally before the law. In this way, the process of secularisation was encouraged by the policies of secularism.

Question 7.
What changes came in the Indian society due to secularisation?
Answer:

1. Change in the concept of purity and impurity: In ancient Hindu society, different castes were given respect according to their high or low position in the society. There were no social relations among the people of higher and lower castes. People of lower castes were considered as impure and the occupation of the Shudras was to serve the people of the higher three castes. A person had to live in that caste in which he was born. They had to adopt the occupation of their own caste, even against their wish.

But the process of Secularisation has tried to remove the concept of pure and impure. Now people are taking the concept of pure and impure by cleanliness and non-cleanliness. If the house of people of higher caste is not clean then he is known as impure. Every type of utensil is considered pure. Brahmins have also changed themselves according to western culture. Restrictions of occupation no more remain in the society. Today, brahmins have adopted other occupations under the effect of secularisation. It means that today no occupation is considered as low or high. They are adopting that occupation in which they see more profit. The widow is no more considered as impure. Even widow remarriage is completely approved by society and is legally sanctioned.

2. Change in the Status of Women: The status of women has been changed completely. Nowadays, the impure word is not used for a literate woman. This type of view has been changed completely. Now everyone can go to the kitchen with shoes on and they take their meals while sitting at the dining table. In this way, we can see that the concept of purity and impurity has been completely changed with the process of secularisation.

3. Changes in life cycles and rituals: With the process of secularisation, the rituals of the Hindu Society have completely changed. Many rituals like upanayana, Namkarna, challah, etc. were popular in Indian society. Some of these rituals were completely wiped out. Some rituals like Sharadha, Namkarna, etc. still exist in our society. In earlier times, marriage was a religious sacrament. Although the people have become modem in their outlook, they are still traditional in their thoughts. Marriage is still considered as sacred. With the development in the field of education, the outlook of people towards marriage has changed completely. Now they want to get married according to their own wish and are opposing the dowry system. Now educated woman considers herself as a dowry.

Literate and employed females even think of not getting married for the sake of their poor parents. Sometimes after the death of her father, a literate female takes the responsibility of her family members.

4. Effect on Dowry System: Under the effect of secularisation, the importance of the dowry system has decreased. Now all sections of society are working against this. Even many institutions have been made against the caste system. Now marriage is a social and religious sacrament. Intercaste marriages are now common. The government has made laws against the Dowry System to eradicate this social evil from society.

Question 8.
What is Sanskritisation? Give some of its main features.
Answer:

Prof. Srinivas gave the name of Sanskritisation to the process of changes that comes with indefinite aspects of human life in Indian Society. He wrote a book named ‘Social Change in Modern India’ and in this book he wrote that the process of Sanskritisation in the Indian Society is going on from the very beginning and is still going on. In his book, he wrote about this process and explained, “Sanskritisation means not only the adoption of new customs and habits but also the exposure to new ideas and values which have been frequently expressed in the vast body of Sanskrit literature, sacred as well as secular. Karma, Dharma, Paap, Maya, Sansar, and Moksha are examples of some of the most common Sanskrit theological ideas, and when people become Sanskritised these words are used frequently.”

In another context, M.N. Srinivas wrote, “Sanskritisation is the process by which a low Hindu caste or group changes its customs, rituals, ideology, and ways of life in the direction of a higher and frequently twice-born caste.”

In this way, the process of Sanskritisation remained in the caste system and through this process, people of lower castes try to adopt and imitate the lifestyle, habits, ways of living, etc. of higher castes and were able to do so. After one or two generations they mixed among the people of higher castes. In this way, people of lower castes try to uplift their social status through this process.

Features of Sanskritisation
1. Sanskritisation is a universal process: This process has influenced the whole Indian Society. This process was not only related to the caste system but this process has exerted its impact even on Muslims and Jains. Even tribal society is very influenced by this. Generally, tribal people and Shudras are given the lowest place in the hierarchy of Indian society. That’s why many tribal groups have adopted the lifestyles of different Hindu castes.

2. Sanskritisation is not merely Brahmanisation: Srinivas and Yogendra Singh both have accepted that Sanskritisation is not merely Brahmanisation. People of lower castes not only adopt the living styles of Brahmins, but they adopt the living styles of Kshatriya and Vaishyas as well. Actually, they adopt living styles and habits of that caste which has more influence in that particular society.

3. Sanskritisation has many models: Varna is not the only model of Sanskritisation but it has many models. Milton Singer says that Sanskritisation does not have one or two models but has three or four models.

4. Imitation of High Castes: People of lower castes, tribes, and other groups adopt the traditions, folkways, ideology, and ways of behavior of Hindu castes. They also perform the rituals done by ‘DWIJAS’, yet this thing is restricted for lower castes. Sanskritisation is a process of imitation of the lifestyle of higher castes by the lower castes.

5. Sanskritisation is related to the group: The status of the group changes through Sanskritisation. It is not related only to a person or family because if any person or family of the lower family tries to say that he belongs to a higher caste then it is quite possible that he might be opposed by that particular caste.

Question 9.
What was the impact of Sanskritisation on lower castes?
Answer:

The process of Sanskritisation has greatly affected the caste system of Indian society. This process has reduced the impact of the caste system and lower castes tried to uplift their social status with this process. Sanskritisation has greatly affected lower castes because of which many changes took place in their status and this is given below:
1. The process of Sanskritisation has increased mobility among lower castes. Census report of 1921 says that Ahirs of North India put sacred thread (Upnayaha) and started to call themselves Kshatriyas.

2. This process has improved the status of lower castes. People of lower castes adopt the traditions, rituals, ideals, and lifestyle of higher castes and start to call themselves members of higher castes. When they are able to achieve the desired place in the local caste hierarchy then their position changes automatically.

3. This process has brought about many changes in the occupational status of lower castes. They started to leave those occupations which were considered impure and started to adopt pure occupations. Yet they were not allowed to adopt pure occupations but due to increasing consciousness towards purity, they started to adopt occupations of higher castes.

4. The process of Sanskritisation also brought about many changes in their culture – folkways, traditions, customs, beliefs, values, behavior, and mannerism. They started to imitate the lifestyle of upper castes due to which their lifestyle also changed.

5. Sanskritisation has also affected the religious life of the lower caste. They started to adopt religious rituals of higher castes. They started to do Yagyas, puja, etc. They left the impure occupations and adopted pure occupations. They started to celebrate Hindu festivals as well.

6. Their economic status was also affected by this. They entered the industrial sector and government jobs with which their income improved. They started to receive technical and occupational education and achieved higher posts. Their incomes increased due to modem occupations with which their economic status improved.

7. Social life of lower castes also changed with this. Members of lower castes started to receive education to improve their status. They got jobs in industries, offices, administration, etc. They started to interact with people of higher castes which resulted in the reduction of caste differences.

8. Their ways of living also changed with the improvement of economic status, education, use of means of transport, jobs, etc. They started to make concrete houses. They started to use means of leisure like furniture, chairs, table, TV, Fridge, Fans, Kitchen Gas, A.C., etc.

Question 10.
What is westernization? State some of its features.
Or
What is meant by westernization? Describe its different aspects.
Answer
:
Generally, the meaning of westernization is taken by the impact of western countries on India. England, France, Germany, and U.S.A. are those western countries that greatly influenced our Indian Society. The educated class of India tried to imitate the lifestyle of the people of these countries. Prof. M.N. Srinivas gave a detailed description of westernization.

Other sociologists also tried to explain westernization but they mainly concentrated on giving an explanation of the impacts of westernization on Indian Society. Srinivas wrote a book called ‘Social Change in Modern India’ and in this book he wrote, ‘1 have used the term westernization to characterize the changes brought about in the Indian Society and culture as a result of over 150 years of British rule and the term subsume changes occurring at different levels, technology, institutions, ideology, and values.”

So from this definition, it is clear that the concept of westernization includes the changes which came in institutions and ideology of our Indian Society and which took place due to political and cultural contacts with the western countries. Westernization can have many ideals like England, U.S.A., or another European country.

Characteristics of westernization
1. Continue after Independence: The process of westernization hardly came to an end even when the British left our country. This process is continuously evolving even after independence. From modern Indian Culture, ways of living, eating habits, new ways of mannerism, the spread of western education, etc. We can tell that India is westernizing even in today’s age.

2. Westernisation is different from modernization: Yet the process of modernization is encouraged by westernization but both concepts are different from each other. Westernization is related to all good or bad effects over the Indian society which were exerted due to the British contacts but the process of Modernisation includes positive impacts of western and other countries like England, Germany, France, Russia, U.S.A., Japan, China, etc. over the Indian Society. Except this, the impact of modern science and technology, information, and science on Indian Society is also known as modernization.

3. Impact of the British culture on Indian Society: Westernisation is the impact of the British culture over Indian Society. India is also influenced by other western countries but the process of westernization does not include the impact of other western countries. To clarify this statement Srinivas wrote that, “I have used the term westernization to characterize the changes brought about in our Indian society and culture as a result of over 150 years of British rule.”

4. Westernisation is not confined to urbanites: The impact of westernization was not confined only to urban areas during the British empire. Whoever came in their contact like rural farmers, smaller officials, military men, etc. became westernized. It was spread even in rural areas as well.

5. Conscious and Unconscious process: The process of westernization is a conscious as well as an unconscious process. Some of the aspects of culture, like language, technology, etc. were consciously adopted by the Indians. But many westernized ideas, values, eating habits, and living habits were unconsciously adopted by the Indians. Eating on a dining table, saying good morning or good night, etc. are some of its examples.

6. Ethically Neutral: Many good, bad, positive, negative, organizational, and disorganization changes came in our Indian Society through westernization. Westernization is not related to positive and negative aspects of change. All the changes taking place under this concept means ethically westernization is a neutral concept.

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NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | SOCIOLOGY PART B IMPORTANT QUESTIONS | CHAPTER-1 | STRUCTURAL CHANGE | EDUGROWN |

In This Post we are  providing  CHAPTER 1 STRUCTURAL CHANGE NCERT MOST IMPORTANT QUESTIONS for Class 12 SOCIOLOGY PART B which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON STRUCTURAL CHANGE

Question 1.
What are the features of Industrialisation? Explain in detail.
Or
What are the prime features of industrial societies today?
Answer:

There are certain features of industrialisation which are given below:
1. Production through machines: Production, in the process of industrialisation, is being done by the machines and not manually. New machines are being invented in this process and these machines help in increasing production. Production in ancient times was being done manually. That’s why industrialisation was not at its developed stage. But production in this process is being done with new machines and is being done on a large scale.

2. Industrialisation is related to the process of production: The relation of industrialisation is with the process of production because production increases in this process. Production in this process is being done with machines.

3. Traditional power is not used in industrialisation: Traditional power is that power which is based upon human force or animal power. Instead of human or animal power, petrol, diesel, coal, electricity or nuclear power is used in industrialisation because this power gives more force to machines as compared to traditional power. Today’s machines are running with this type of power.

4. Production in industrialisation is done on a large scale: This process helps to increase the production. Production in ancient times was being done manually and that’s why it’s the rate was very low. But it is being done with machines in industrialisation and that’s why it is being done on a large scale. Machines are being used to fulfil the needs of the increasing population so that more and more production should take place.

5. Economic development is there in industrialisation: Economic development is a must in this process. Many industries are established in this which not only fulfils the needs of their own countries but they fulfil the needs of other countries as well. That’s why they earn profit for themselves and money for the country. They also pay taxes to the country, which increases the income of the country. This income is used for the development of the country. People get employment in these industries which uplifts their standard of living. It leads to the economic development of the country.

6. Industrialisation leads to breaking of old traditions: This process helps in disorganization of old traditions. For example, joint families in India disintegrate due to this process and nuclear families emerge. In the same way, many changes are also taking place in institutions like the caste system, marriage, etc. So we can say those old traditions are not prevalent due to this process.

7. New classes came into being due to industrialisation: Many new classes came into being due to this process. Rich class, middle class, poor class, capitalist class, labourer class, etc. are some of the examples of these new classes. Some people earn a lot of money due to this and some become poor. Many classes like Trade Unions emerge which are necessary for our society.

Question 2.
What problems are emerging due to industrialisation? Explain them.
Or
What are the consequences of the process of industrialisation? Explain them in detail.
Answer:

1. Economic problems: Many times, industrialisation leads to an economic problem instead of economic development. Production, in this, is done on a large scale, but many times consumption is constant or reduces due to one or another reason. Production continues at the same pace but less consumption leads to blockage of goods. That’s why many times, industry suffers economic depression.

2. Unemployment: Industrialisation also leads to the increasing problem of unemployment. Production in ancient times was done manually with which everyone was employed. But this process leads to new inventions and the advent of new machines. Owners try to reduce manpower and start to take more work from machines. One machine does the work of 10-20 labourers. The labourers become unemployed. In this way, this process leads to unemployment.

3. Destruction of small scale industries: This process also leads to the destruction of small scale and cottage industries. Production through machines is cheaper and is of good quality. But cottage industries are unable to produce things of good quality because they are made manually. In this way, things produced by industries take the place of things of the cottage industry in the market. It leads to non-consumption of things of cottage industry and economic depression over the cottage industry. In this way, industrialisation leads to the destruction of cottage industries.

4. Disorganization of Joint families: The process of industrialisation becomes one of the reasons for the disorganization of joint families. Industries are being established in cities because of which people from rural areas leave their joint families and move towards the cities. Gradually their family also move towards cities. With this, they form their own nuclear family. In this way, the joint family, which was one of the important features of Indian society, disorganizes and its reason is industrialisation.

5. Weakening of Caste System: If we look at the ancient Indian society then we see that the caste system was very strong, but now it has been weakened to a great extent. The main reason behind its weakness is industrialisation, as one of the features of the caste system that there were restrictions of social interaction between different castes. But these restrictions have been broken by industrialisation. People use to work with each other in factories and hardly care about the fact that with which caste other people belong.

Question 3.
What are the effects of industrialisation on society?
Answer:

The industrialization has some good and bad effects on society which are given below:
1. Division of labour: During ancient times, production was completed only in the family. Everyone was aware of every type of work related to production and they used to produce things while cooperating with each other. But due to industrialisation, production work is done on machines because of which the concept of division of labour came in front of us. Things are produced in stages and every stage has different types of work. Now every one performs different work. For example, one runs machine to make cloth, one does work of colouring and so on. All these works are related to the division of labour and specialisation. In this way, labour has been divided. Everyone does any specific work and specialisation of every work takes place. It is all because of industrialisation.

2. Development of means of transport: Means of transport have also been developed due to industrialisation. We need raw material in factories for production. To bring raw material from far off places, means of transport like trains and trucks were developed. Except these, we need means of transport to take produced things from factories to markets and they were developed very slowly. In this way, the means of transport were developed due to industrialisation.

3. Increase in production of factories: Production from houses has gone in the hands of factories, due to industrialisation, where production takes place with machines. Production with hands takes a lot of time but production with machines takes place very quickly. Yet consumption has also been increased due to growth in population but new inventions also took place with this and production was also increased. In this way, the increase in production also took place due to industrialisation.

4. Increase in the size of cities: Size of the cities were also increased due to industrialisation. Industries have been established in cities because of which rural people migrated to urban areas. It was not possible for them to go back to villages daily and that’s why they have brought their rural family to cities. Increase in population led to the construction of more houses which resulted in an increase in the size of cities. Gradually the concept of urbanization emerged.

5. Capitalism: Capitalism also came into being due to industrialisation. When production was taking place in the houses then there was no need for more capital because production was very less. But industrialisation gave birth to the factory system. A lot of capital is required to make any factory to buy raw material, to sell the finished product in the market, to give salary to labourers and for so many other things. Rich people, with a large amount of money, established large factories and with the help of their capital, started to earn more and more money.

With this many other classes like businessmen, owners, labourers, middlemen, etc. came into being and business increased. They started to send their produce to other countries which resulted in making more money. This wealth has resulted in the occupation of other countries and imperialism came into being. It has led to the exploitation of other countries. In this way, capitalism came into being and many other problems took place.

6. Elimination of cottage industries: Industrialisation led to the elimination of cottage industries from the villages. Production through machines is cheaper and is of good quality. But production in cottage industries is being done with hands which is not as good as the production of machines. In this way, things produced in the factories started to be sold in the market at cheaper rates. Then people stopped buying things of the cottage industry. In this way, the cottage industry faced economic depression and it came to a stage of the lockout. In this way, industrialisation led to the elimination of the cottage industry.

Question 4.
Explain some problems which are being faced by urban people.
Answer:

1. Problem of places of living: One of the major problems of urban areas is the problem of the place of living. Rural people are moving continuously towards urban areas because of which urban population is increasing rapidly. The population is increasing rapidly but places of living remain the same. That’s why either jungle are cleared to make places of living or many people start to five in one single room. Except this new slum areas are emerging and living there is another problem in itself.

2. Health problem: Urban people also have to face a health problem. Pollution due to the emission of smoke from large industries, pollution of vehicles, noise pollution, slums, etc. is some of the reasons which create a lot of health problem. Everyone comes under the trap of diseases. In the same way noise, the problem of sanitation, non-hygienic water, etc. also affects the health of the people. When people move towards cities then their health is in good shape but within a few years, their health also starts to be affected by the polluted environment of urban areas.

3. Growth of population: Urban population keeps on growing which creates a lot of problems for the people. Population increases due to difference of birth and death rate and it also increases due to the emigration of rural people towards the urban areas. It leads to the growth of population at a rapid pace. Growth in population has led to many other problems like the problem of the place of living, lack of civic facilities, etc.

4. Problem of crimes: Crimes prevails more in urban areas than in rural areas. Crimes in rural areas are generally related to small quarrels or are related to land. But they are of different nature in urban areas. Many types of crimes prevail in urban areas like theft, dacoity, rape, murder, white-collar crimes, etc. People have formal relations among them. Even neighbours hardly know anything about their neighbours. That’s why crimes take place quietly. Planned crimes exist in urban areas. In this way, people have to face the problem of crimes in urban areas.

Question 5.
Which features of modernisation can be seen in India? Explain them in detail.
Answer:

1. Industrialisation: There were very few industries before independence in India. But these industries increased very quickly after independence because industries got favourable conditions after 1947. Yet industrialisation is not a feature of modernisation but still, it is necessary for modernisation, because more industries will bring more money, economic development and employment for the people. Today, > the Indian industries are expanding very rapidly. India’s place in the world is 10th from the industrial point of view. In this way, the first necessary condition of modernity is an industry, which is increasing rapidly in our country

2. Secularism: When India was divided into the kingdoms, different kings used to promote one religion and the other religions were generally hated by them. This situation changed after the interference of the British. They hardly gave importance to any religion because their main motive was to earn money. After independence, the Indian government and the Constitution adopted the policy of Secularism so that none of the religions of the country could be given more importance and all the religions of the country should get equal importance. This is one of the conditions of modernity that a country should be secular and this policy has been adopted in India. So we can say that our country fulfils the next condition of modernity i.e. secularism.

3. Urbanisation: Next feature of Modernisation is urbanisation or increasing the Urban area and this thing can be applied in our country. In 1901, 90% of our population was rural but it decreased very rapidly after independence. According to the census of 1991, 25% of people lived in urban areas and according to the census of 2011, 32% of people lived in cities. It means that the rural population is moving very quickly towards urban areas and urban areas are developing rapidly.

4. Education: It has been said that a country is a modem whose literacy rate is 4 higher because education is directly related to modernity. If we look at western countries, they are considered as modern but we should look at their literacy rate as well. Literacy rate of Japan is 100%, the U.K. 99%, Russia 99.2% and the U.S.A. 98%. Except for this, the literacy rate of European countries is also very high because they spend a lot of money on education. These countries spend around 19-20% on the education of their total budget but our country spends only 3-3.5%. But this percentage is increasing slowly gradually.

5. Westernization: If we look carefully, then westernisation is generally considered as modernisation. Britishers ruled over India for around 200 years and they started the process of westernisation. They implemented western education in India, started industries on western lines, started trains and means of communication. They also changed the administrative system and started to run administration on western lines. A revolution came in India in the fields of transport, communication, education, etc. and this revolution is still underway. Our country has also developed a means of transport, communication, education, etc. on western lines. So after looking at this we can say that India is moving towards modernity.

Question 6.
What is meant by social change? Give some of its definitions.
Answer:

The word ‘Change’ is a value-free word. It never tells us about good or bad about any rule. In a general sense, change is that difference which is there in the present state and earlier state of anything. Like anyone has money today but was poor yesterday. His position has been changed due to money. Comparison is necessary for change because if we want to clarify any change then it can be clarified only by comparison. In this way, social change is related to society. When any change comes in the society or social relationship, then it is known as social change.

Definitions
Many sociologists have given the definitions of social change which are given below:
1. According to Gillin and Gillin, “Social change as variations from the modes of life, whether due to alteration in geographical conditions in cultural equipment, the composition of the population or ideologies, and whether brought by diffusion or invention within the group.”

2. According to Kingsley Davis, “By social change, I meant only such alterations as occur in social organization that is structure and function of society.”

So on the basis of a given description, we can say that social change is collective and is also related to cultural change. When any change comes in human behaviour then we can say that social change is underway. In short, we can say that social change is those differences which exist in ways of life of humans. Whatever we are looking in society these days, that is changed from earlier times. For example, the institutions of family and religion in modern times, have been changed as compared to earlier times.

Question 7.
Explain briefly the characteristics of social change.
Answer:

1. Social change is universal: Social change is that change which occurs in every society. No society is completely static because change is a law of nature. It doesn’t matter which society it is, whether it is ancient or modem, it exists in every culture and society. Demographic change in society, change because of inventions, change in values and ideals, etc. always exists in society. It is right that the speed of social change is different in a different society, but change is always universal. Social change is a universal phenomenon which occurs in all societies and in all ages. The time when human society started, changes have taken place and will remain forever. Every stage of a human society gone through changes, yet the speed of change in them might be different. Change is the law of nature and no one can be prevented from this.

2. Definite prediction is not possible in social change: Any type of definite prediction is impossible in social change. It is so because social relationships are not definite. They keep on changing. For example, if we predict that caste system, untouchability or dowry system etc. will come to an end in the coming ages and maybe we’ll not be able to find the complete end of these evils in the society. That’s why if we will predict definitely then it can be proved wrong. We cannot imagine definitely about the behaviour of a person. That’s why a prediction is impossible in social change. Social change is a community change. It doesn’t mean that there is no rule of social change or we cannot imagine about it.

3. Speed of social change is not uniform: Yet social change is universal but its speed is different in different societies. It comes very quickly in some societies and in some societies, its speed is very slow. For example, if we compare ancient and modem societies then we can see that speed of change is very fast in modern societies as compared to ancient societies. Even this speed is very fast in big cities and very slow in smaller cities. The reasons for the difference in speed is that the factors, which bring social change, are different in different societies. We can notice the change by comparing the two societies.

4. Change is the law of nature: Existence of social change is the law of nature. Change comes even against our wish. We cannot control natural forces which often brings change. Man is dynamic by nature. Change in society either comes because of natural forces or because of planned ways of humans to fulfil their needs. We always want new things and try to achieve them. So the dynamic nature of the person is also responsible for social change. For example, if we are forced to eat the same vegetable daily then we will be bored after one or two days. We love to eat new things daily for our taste. In this way, the way in which need arises for anything in that same way change comes in society. In this way, we can see that change is the wish of every person.

Question 8.
What are the social consequenc.es of Industrialisation? Explain in detail.
Answer:

After 1947, the increase in industrialisation has greatly affected the life of Indian people and its description is given below:
1. Change in community feelings: The process of industrialisation has greatly affected both rural and urban communities. But we can see great community feeling in rural areas as compared to urban areas. The urban population has increased due to industrialisation and that’s why the community feeling has loosened its impact in urban areas.

2. Decline in Social Control: As the population increases due to industrialisation then the power of social and caste organisations has declined. Due to the decline of this power of social organisations, community feeling has decreased and social control has also declined.

3. Development of the process of urbanisation: The main reason behind the development of the process of urbanisation is the process of industrialisation. Cities started to develop due to progress in industries. Wherever industries are established, people move to that place, from rural areas, in search of employment and start to live there. Gradually, that area takes the form of a city.

4. Development of means of transport and communication: Means of transport and communication in India were developed rapidly due to the development of large scale industries. Means of transport like rails, buses, roads, means of the naval system were developed and it has become easy for people to conduct business with far off places or to move from one place to another. The mechanisation of industries also increased the production of industries.

5. Decline in the importance of religion: Importance of religion, in the Indian society, also declined due to the process of industrialisation. People go to urban areas from rural areas to find work in industries and start to live in urban areas. Materialism is of great importance in urban areas because of which even rural people start to move away from the impact of religion upon their lives. In this way, the importance of religion has declined.

6. Change in family system: Due to the development of industries and urban areas, rural people started to find employment in urban areas. Even they had to leave their ancestral houses and property to earn bread and butter in urban areas. It has resulted in the disorganization of the joint family in rural areas. Nuclear families have started to take the place of joint families. Functions of the family were taken away by other institutions of society. Head of the family lost its hold and control over the family. Modem families are becoming smaller due to family planning.

7. Division of Labour: In rural cottage industry, all the members of the family did every type of work. But when machines started to produce things, then the whole process of production was divided into small parts. As a result, the division of labour started to develop. One person only performs one small work of the whole process in the process of division of labour. For example, any car is made up of thousands of parts and every part is made by a different person or persons. A person only gets that work in which he is specialized. In this way, the division of labour and specialisation is developed due to the development of industries.

Question 9.
What is Modernisation? Give its definitions.
Answer:

The process of modernisation came with the development of modern societies. The process of modernisation started in India after the advent of the British. It means that when people came in contact with the people of western culture, then many changes took place. Modernisation is the main feature of our modem society.

According to M.N. Srinivas, “Difference exists in the processes of modernisation and westernisation. Concept of westernisation is morally a more neutral concept than the concept of modernisation. We cannot come to know about the good or bad features of any culture in it. But modernisation is not a value-free concept because modernisation is always considered as good and better.” That’s why Srinivas has given more importance to westernisation than modernisation. He has not given the difference in them but according to him, the results of modernisation are always good and better. So from the views of Srinivas, it is clear that the process of modernisation is always progressive. Different sociologists have expressed different views about it which are given below-

1. According to Marrion J. Levy, “My definition of modernisation hinges on the use of inanimate (non-living) tools to multiply the effect of effort. I conceive each of these two elements as the basis of continue. A society will be considered more or less modernise to the extent that its members use inanimate sources of power and or use tools to multiply the effects of these efforts. Neither of these elements is either totally absent from or exclusively present in any society.”

2. According to Weener, “There are many aspects of modernisation-

  1. Political Modernisation: In this, important institutions, political parties, parliaments, right to vote, development of secret vote which are capable of reaching any participant decision, etc. are included.
  2. Cultural Modernisation: Which produces likeness with ideologies and secularisation.
  3. Economic Modernisation: It is different from industrialisation.

3. According to Dr Yogender Singh, “Modernisation includes rational attitude, universalistic viewpoint, sympathy, scientific world view, humanity, technological advancement etc.”
So we can say that the process of modernisation is that process in which change takes place in the old system and new and better system takes place of the old system. This process exists in any society but its degree is different in different societies.

Question 10.
Explain briefly the different characteristics of modernisation.
Answer
:
1. It leads to the development of urbanisation and industrialisation. Industrialisation also exists with urbanisation. Wherever big industries were established, cities were also developed there. With this process, the population of villages started to move towards cities. Means of communication and transport brought about many changes in urban society, like changes in institutions like family, religion and caste, etc. This led to a change in urbanisation. That is why we believe that urbanisation and modernisation are interrelated. Wherever cities are developed modernisation exists. Hence, we can see more progress in urban society as-compared to the rural community.

2. This process develops the education: With the process of modernisation, the educational sector developed very quickly. A lot of development has taken place in technical education. In ancient times, only higher castes were given religious education. But with the progress of society, the need was felt of technical institutions and hence technical institutions were opened. Except this, the importance of occupational education was increased because every person started to get work according to his/her ability. The process of specialisation was also increased. A person who receives technical education got a job or function. In this way, the process of modernisation has brought about many changes in the educational sector.

3. It increases international relations: Cooperation is increased in different countries with the process of modernisation. Every country receives security with the advents of U.N.O. To produce a peaceful atmosphere in the world, mutual relations in different countries were necessary. The U.N.O. has tried to protect human rights. It has also given its view to resolving the personal problems of any country. Its main aim is to maintain peace in the world. If a conflict starts between two countries then the U.N.O. tries to resolve their dispute. In this way, the process of modernisation has developed an atmosphere of love and cooperation at the international level,

4. This process develops and increases the process of social differentiation: With the process of modernisation, our society becomes complex and the process of differentiation has increased. With the material development of society, social differentiation has increased. By this process, we have come to know about that process with which the society is divided into different parts. This process never allows the feeling of hardness to come in humans and groups. In this way, when society moves from a simple situation to a complex situation, then differentiation definitely exists in a society. Without this process, we can’t divide the functions in society.

By this, the way in which this process of modernisation develops, similarly every sector of society i.e. religious, economic, educational, etc. starts to develop. That’s why the process of differentiation attains the pace and speed.

5. It increases social mobility: Social mobility is the main feature of modem societies. Specialisation, division of labour in urban societies, differentiation of occupations, business, industries, facilities of means of communication and transport has brought about a great pace in social mobility. Now every person can become successful with his/her ability and brain. Now they can choose an occupation in which they see more profit. People even change their place of residence due to occupation. In this way, with the process of social mobility, new values were developed instead of traditional values.

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Chapter-10 Mensuration | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 10 Mensuration

Ex 10.1 Class 6 Maths Question 1.
Find the perimeter of each of the following figures:
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 1
Solution:
(a) Perimeter = the sum of the lengths of sides
= 5 cm +1 cm +2 cm + 4 cm = 12cm
(b) Perimeter = the sum of the lengths of sides
= 40 cm +35 cm + 23 cm +35 cm = 133 cm
(c) Perimeter = 4x the length of one side
= 4 x 15 cm = 60 cm
(d) Perimeter = 5 x the length of one side
4 = 5 x 4 cm = 20 cm
(e) Perimeter = the sum of the lengths of sides
= 4 cm + 0.5 cm + 2.5 cm + 2.5 cm + 0.5 cm + 4 cm + 1 cm = 15 cm
(f) Perimeter = the sum of the lengths of sides
= 4 cm + 3 cm + 2 cm + 3 cm + 1 cm + 4 cm + 3 cm + 2 cm + 3 cm + 1 cm + 4 cm + 3 cm + 2 cm +3 cm +1 cm + 4 cm + 3 cm + 2 cm + 3 cm + 1 cm = 52 cm

Ex 10.1 Class 6 Maths Question 2.
The lid of a rectangular box of sides 40 cm by 10 cm is sealed all round with tape. What is the length of the tape required?
Solution:
Length of the tape required
= Perimeter of the lid of a rectangular box = 2 x ( length + breadth)
= 2 x (40 cm +10 cm)
= 2 x 50 cm = 100 cm or 1 m

Ex 10.1 Class 6 Maths Question 3.
A table-top measures 2 m 25 cm by 1 m 50 cm. What is the perimeter of the table-top?
Solution:
Perimeter of the table-top
= 2 x (length + breadth)
= 2 x (2 m 25 cm +1 m 50 cm)
= 2 x (3 m 75 cm)
= 2 x 3.75 m = 7.50 m

Ex 10.1 Class 6 Maths Question 4.
What is the length of the wooden strip required to frame a photograph of length and breadth 32 cm and 21 cm, respectively?
Solution:
The length of the wooden strip required to frame a photograph is the perimeter of the photograph.
Perimeter of the photograph = 2 x (length + breadth)
= 2 x (32 cm +21 cm)
= 2 x 53 cm = 106 cm
∴ The length of the wooden strip required is 106 cm.

Ex 10.1 Class 6 Maths Question 5.
A rectangular piece of land measures 0.7 km by 0.5 km. Each side is to be fenced with 4 rows of wires. What is the length of the wire needed?
Solution:
We have to cover 4 times the perimeter of the land measuring 0.7 km by 0.5 km.
∴ Total length of wire required is 4 times its perimeter.
Perimeter of the land = 2 x (length + breadth)
= 2x (0.7 km+0.5 km)
= 2 x 1.2 km = 2.4 km
∴ Total length of wire required = 4 x 2.4 km = 9.6 km

Ex 10.1 Class 6 Maths Question 6.
Find the perimeter of each of the following shapes:
(a) A triangle of sides 3 cm, 4 cm and 5 cm.
(b) An equilateral triangle of side 9 cm.
(c) An isosceles triangle with equal sides 8 cm each and third side 6 cm.
Solution:
(a) Perimeter = the sum of the sides
= 3 cm + 4 cm + 5cm = 12 cm
(b) Perimeter = 3 x the length of one side
= 3 x 9 cm = 27 cm
(c) Perimeter = the sum of the lengths of the sides
= 8 cm + 8 cm + 6 cm = 22 cm

Ex 10.1 Class 6 Maths Question 7.
Find the perimeter of a triangle with sides measuring 10 cm, 14 cm and 15 cm.
Solution:
Perimeter of the triangle = the sum of the lengths of its sides
= 10 cm + 14 cm + 15 cm = 39 cm

Ex 10.1 Class 6 Maths Question 8.
Find the perimeter of a regular hexagon with each side measuring 8 m.
Solution:
A regular hexagon has 6 sides, so its perimeter
= 6 x length of its one side = 6 x 8 m
= 48 m

Ex 10.1 Class 6 Maths Question 9.
Find the side of the square whose perimeter is 20 m.
Solution:
Perimeter = 20 m
A square has 4 equal sides, so we can divide the perimeter by 4 to get the length of one side.
One side of the square = 20 m + 4 = 5m

Ex 10.1 Class 6 Maths Question 10.
The perimeter of a regular pentagon is 100 cm. How long is its each side?
Solution:
Perimeter = 100 cm
A regular pentagon has 5 equal sides, so we can divide the perimeter by
5 to get the length of one side
∴ length of one side = 100 cm + 5 = 20 cm

Ex 10.1 Class 6 Maths Question 11.
A piece of string is 30 cm long. What will be the length of each side if the string is used to forms
(a) a square?
(b) an equilateral triangle?
(c) a regular hexagon?
Solution:
(a) Perimeter = Length of the string = 30 cm
A square has 4 equal sides, so we can divide the perimeter by 4 to get the length of one side.
One side of the square = 30 cm + 4 = 7.5 cm
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 2
(b)
 Perimeter = Length of the string = 30 cm
An equilateral triangle has 3 equal sides, so we can divide the perimeter by 3 to get the length of one side.
∴ One side of an equilateral triangle = 30 cm ÷ 3 = 10 cm
(c) Perimeter = Length of the string = 30 cm
A regular hexagon has 6 equal sides, so we can divide the perimeter by
6 to get the length of one side.
One side of a regular hexagon = 30 cm + 6 = 5 cm

Ex 10.1 Class 6 Maths Question 12.
Two sides of a triangle are 12 cm and 14 cm. The perimeter of the triangle is 36 cm. What is its third side?
Solution:
Let ABC be the given triangle such that AB =12 cm, BC = 14 cm and its perimeter = 36 cm.
i.e., AB + BC + CA = 36 cm
or 12 cm + 14 cm + CA = 36 cm
or 26 cm + CA = 36 cm
or CA =36 cm – 26 cm = 10 cm
∴ The third side of triangle is 10 cm.

Ex 10.1 Class 6 Maths Question 13.
Find the cost offencing a square park ofside 250 mat the rate of ? 20 per metre.
Solution:
Side of the square park = 250 m
∴ Perimeter of the square park
= 4 x side
= 4 x 250 m = 1000 m
∴ Cost of fencing = ₹ (1000 x 20)
= ₹ 20000

Ex 10.1 Class 6 Maths Question 14.
Find the cost of fencing a rectangular park of length 175 m and breadth 125 m at the rate of? 12 per metre.
Solution:
Length of the rectangular park = 175 m Breadth of the rectangular park 125 m .-. Perimeter of the park = 2 x (length + breadth)
= 2 x (175m + 125m)
= 2 x 300 m = 600 m
∴ Cost of fencing = ₹ (600 x 12) = ₹ 7200

Ex 10.1 Class 6 Maths Question 15.
Sweety runs around a square park of side 75 m. Bulbul runs around a rectangular park with length 60 m and breadth 45 m. Who covers less distance?
Solution:
The distance each girl covers in one round is the same as the perimeter of the respective field. Therefore, the distance that Sweety covers in one round
= 4 x side
= 4 x 75 m = 300 m
Also, the distance that Bulbul covers in one round
= 2 x (length + breadth)
= 2 x (60 m + 45 m)
= 2 x 105 m = 210 m
This shows that Bulbul covers less distance than Sweety.

Ex 10.1 Class 6 Maths Question 16.
What is the perimeter of each of the following figures? What do you infer from the answer?
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 3
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 4
Solution:
(a) Perimeter = 4 x side
= 4 x 25 cm
= 100 cm
(b) Perimeter = 2 x (length + breadth)
= 2 x (40 cm +10 cm)
= 2 x 50 cm = 100 cm
(c) Perimeter = 2 x (length + breadth)
2 x (30 cm +20 cm)
= 2 x 50 cm = 100 cm
(d) Perimeter = 30 cm +30 cm +40 cm = 100 cm
Thus, we observe that the perimeter of each figure is 100 cm i.e., they have equal perimeters.

Ex 10.1 Class 6 Maths Question 17.
Avneet buys 9 square paving slabs, each with a side of 1/2 m. He lays them in the form of a square.
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 5
(a)
 What is the perimeter of his arrangement [Fig. (i)]?
(b) Shari does not like his arrangement. She gets him to lay them out like a cross. What is the perimeter of her arrangement [Fig. (ii)]?
(c) Which has greater perimeter?
(d) Avneet wonders if there is a way of getting an even greater perimeter. Can you find a way of doing this? (The paving slabs must meet along complete edges i.e. they cannot be broken.)
Solution:
(a) In case of Avneet’s arrangement:
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 6
(b) In case of Shari’s arrangement:
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 7
(c) Clearly, perimeter in case of Shari is greater.
(d) Yes, there is a way shown in the figure in which we get a greater perimeter
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 8
Perimeter = 2 x (9 + 1) units = 2 x 10 units = 20 units

Ex 10.2 Class 6 Maths Question 1.
Find the areas of the following figures by counting square:
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 9
Solution:
Placing these figures on the centimetre square, we have
(a) Full squares = 9
∴ Area covered by the figure = 9 x 1 sq. cm = 9 sq. cm

(b) Full squares = 5
∴ Area covered by the figure = 5 x 1 sq. cm = 5 sq. cm

(c) Full squares = 2
Half squares = 4
∴ Area covered by the figure (2×1+4×12) sq. cm
= (2 + 2) sq cm = 4 sq. cm

(d) Full squares = 10
∴ Area covered by the figure = 10 x 1 sq. cm = 10 sq. cm

(e) Full squares = 10
∴ Area covered by the figure = 10 x 1 sq. cm = 10 sq. cm

(f) Full squares = 2
Half squares = 4
∴ Area covered by the figure = (2×1+4×12) sq. cm
= (2 + 2)sq. cm = 4 sq. cm

(g) Full squares = 4
Half squares = 4
∴ Area covered by the figure = (2×1+4×12) sq. cm
= (4 + 2)sq. cm = 6 sq. cm

(h) Full squares = 5
∴ Area covered by the figure = 5 x 1 sq. cm
= 5 sq. cm

(i) Full squares = 9
∴ Area covered by the figure = 9 x 1 sq. cm
= 9 sq. cm

(j) Full squares = 2
Half squares = 4
∴ Area covered by the figure = (2×1+4×12) sq. cm
= (2 + 2)sq. cm = 4 sq. cm

(k) Full squares = 4
Half squares = 2
∴ Area covered by the figure = (4×1+2×12) sq. cm
= (4 + 1)sq. cm = 5 sq. cm

(l) Full squares = 4
More than half squares = 3
Half square = 2
∴ Area covered by the figure = (4×1+3×1+2×12) sq. cm
= (4 + 3 + 1)sq. cm
= 8 sq. cm

(m) Full squares = 7
More than half squares = 7
Half square = 0
∴ Area covered by the figure = (7×1+7×1+0×12) sq. cm
= (7 + 7 + 0)sq. cm
= 14 sq. cm

(n) Full squares = 10
More than half squares = 8
Half square = 0
∴ Area covered by the figure = (10×1+8×1+0×12) sq. cm
= (10 + 8 + 0)sq. cm
= 18 sq. cm

Ex 10.3 Class 6 Maths Question 1.
Find the areas of the rectangles whose sides are:
(a) 3 cm and 4 cm
(b) 12 m and 21 m
(c) 2 km and 3 km
(d) 2 m and 70 cm
Solution:
(a) Length of the rectangle = 4 cm
Breadth of the rectangle = 3 cm
Area = Length x Breadth
= 4 cm x 3 cm
= 12 sq. cm

(b) Length of the rectangle = 21 m
Breadth of the rectangle = 12 m
Area = Length x Breadth
= 21 m xl2 m
= 252 sq. m.

(c) Length of the rectangle = 3 km
Breadth of the rectangle =2 km
Area = Length x Breadth
= 3 km x 2km
= 6 sq. km

(d) Length of the rectangle =2m = 2 x l00= 200 cm
Breadth of the rectangle = 70 cm
Area = Length x Breadth
= 200 cm x 70 cm
= 14000 sq. cm

Ex 10.3 Class 6 Maths Question 2.
Find the areas of the squares whose sides are:
(a) 10 cm
(b) 14 cm
(c) 5 m
Solution:
(a) Side of the square = 10 cm
Area = (side)2
= (10)2 sq. cm
= 100 sq. cm

(b) Side of the square = 14 cm
Area = (side)2
= (14)2 sq. cm
= 196 sq. cm

(c) Side of the square = 5 m
Area = (side)2
= (5)2 sq. m = 25sq. m

Ex 10.3 Class 6 Maths Question 3.
The length and breadth of three rectangles are as given below:
(a) 9 m and 6 m
(b) 17 m and 3 m
(c) 4 m and 14 m
Which one has the largest area and which one has the smallest?
Solution:
In rectangle (a), Area = (9 x 6) sq. m
= 54 sq. m
In rectangle (b), Area =(3 x 17) sq. m = 51 sq. m
In rectangle (c), Area = (4 x 14) sq. m = 56 sq. m
Clearly, 56 > 54 > 51 i.e., 56 is the largest number and 51 is the smallest number.
∴ The rectangle (c) has the largest area and the rectangle (a) has the smallest area.

Ex 10.3 Class 6 Maths Question 4.
The area of a rectangular garden 50 m long is 300 sq m. Find the width of the garden.
Solution:
We use the formula A = l x b, where l is the length and b is the breadth of the rectangle in metre and its area in m2.
Here, A = 300 m2, and l = 50 m
Therefore, 300 =50 x b [ ∵ A = l x b]
or b=30050=6
Hence the breadth (width) of the rectangle is 6 m.

Ex 10.3 Class 6 Maths Question 5.
What is the cost of tiling a rectangular plot of land 500 m long and 200 m wide at the rate of ₹ 8 per hundred sq. m?
Solution:
Area of rectangular piece of land = 500 x 200 sq. m
= 100000 sq. m
Cost of tiling the land at the rate of ₹ 8 per hundred sq. m
= ₹ (100000×1100) = ₹ 8000

Ex 10.3 Class 6 Maths Question 6.
A table-top measures 2 m by 1 m 50 cm. What is its area in square metres?
Solution:
Length of table’s top = 2 m
Breadth of table’s top = 1 m 50 cm = 1.50 m
∴ Area = Length x Breadth
= (2 x 1.50) sq m = 3 sq m

Ex 10.3 Class 6 Maths Question 7.
A room is 4 m long and 3 m 50 cm wide. How many square metres of carpet is needed to cover the floor of the room?
Solution:
Length of the room = 4 m
Breadth of the room = 3 m 50 cm = 3.50 m
Carpet needed to cover the floor of the room
= Area of the floor of the room
= Length x Breadth
= (4 x 3.50) sq. m = 14 sq. m

Ex 10.3 Class 6 Maths Question 8.
A floor is 5 m long and 4 m wide. A square carpet of sides 3 m is laid on the floor. Find the area of the floor that is not carpeted.
Solution:
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 10
Area of the floor of the room = (5 x 4) sq. m
= 20 sq. m
Area of the carpet = (3 x 3) sq. m = 9 sq. m
Area of the floor not carpeted = (20 – 9) sq. m
= 11 sq. m

Ex 10.3 Class 6 Maths Question 9.
Five square flower beds each of sides 1 m are dug on a piece of land 5 m long and 4 m wide. What is the area of the remaining part of the land?
Solution:
Area of the piece of land =(5 x 4) sq. m
= 20 sq. m
Area of square flower bed =(1 x 1) sq. m
= 1 sq. m
Area of 5 such flower beds =(5 x 1) sq. m
= 5 sq. m
∴ Area of the remaining part of land
= (20 – 5) sq. m = 15 sq. m

Ex 10.3 Class 6 Maths Question 10.
By splitting the following figures into rectangles, find their areas (The measures are given in centimetres).
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 11
Solution:
(a) Let the figure may be divided into rectangles marked as A, B, C etc. Area of rectangle (A) = (3 x 3) sq. cm = 9 sq. cm
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 12
Area of rectangle (B) = (1 x 2) sq. cm = 2 sq. cm
Area of rectangle (C) = (3 x 3) sq. cm = 9 sq. cm
Area of rectangle (D) = (4 x 2) sq. cm = 8 sq. cm
∴ The total area of the figure = (9 + 2 + 9 + 8) sq. cm = 28 sq. cm
(b) Let the figure may be divided into rectangle marked as shown.
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 13
Area of rectangle (A) = (2 x 1) sq cm = 2 sq cm
Area of rectangle (B) = (5 x 1) sq cm = 5 sq cm
Area of rectangle (C) = (2 x 1) sq cm = 2 sq cm
∴ Total area of the figure = (2 + 5 + 2) sq cm = 9 sq cm

Ex 10.3 Class 6 Maths Question 11.
Split the following shapes into rectangles and find their areas. (The measures are given in centimetres)
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 14
Solution:
(a) Splitting the given shape into rectangles as marked A and B.
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 15
Area of the rectangle (A) = (10 x 2) sq cm
= 20 sq cm
Area of the rectangle (B) = (10 x 2) sq cm
= 20 sq cm
∴ Total area of given shape = (20 +20) sq cm
= 40 sq cm
(b) Splitting the given shape into five squares each of side 7 cm.
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 16
Area of the given shape
= 5 x Area of one square of side 7 cm = 5 x (7 x 7) sq. cm
= (5 x 49)sq cm 7
= 245 sq cm
(c) Splitting the given shape into two rectangles named A and B. Area of rectangle (A) = (5 x 1) sq cm = 5 sq cm
Area of rectangle (B) = (4 x 1) sq cm = 4 sq cm
∴ Total area of given shape = (5 + 4) sq cm = 9 sq cm
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 17

Ex 10.3 Class 6 Maths Question 12.
How many tiles whose length and breadth are 12 cm and 5 cm, respectively will be needed to fit in a rectangular region whose length and breadth are respectively:
(a) 100 cm and 144 cm
(b) 70 cm and 36 cm
Solution:
(a) Area of the rectangular region
= (100 x 144) sq cm
= 14400 sq cm
Area of one tile = (5 x 12) sq cm
= 60 sq cm
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 18
(b) Area of the rectangular region
= (70 x 36) sq cm
= 2520 sq cm
NCERT Solutions for Class 6 Maths Chapter 10 Mensuration 19

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Chapter-9 Data Handling | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 9 Data Handling

Ex 9.1 Class 6 Maths Question 1.
In a Mathematics test, the following marks were obtained by 40 students. Arrange these marks in a table using tally marks.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 1
(a)
 Find how many students obtained marks equal to or more than 7?
(b) How many students obtained marks below 4?
Solution:
In the first column of the table, we write all the values of marks scored by the students starting from the lowest to the highest. In the second column, a vertical bar (|) called the tally mark is put against the number, whenever it occurs. For our convenience, we shall keep the tally marks in bunches of five, the fifth mark being drawn diagonally across the first four. We continue this process for all the values of the first column. Finally, we count the number of tally marks corresponding to each observation and write the number in the third column to represent the number of students.
Thus, we have the table as under:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 2
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling3
From the above, clearly the number of students who obtained marks equal to or more than 7 marks are
5 + 4+3=12
Clearly, from the above table the number of students scoring marks below 4 are
2 + 3 + 3 = 8

Ex 9.1 Class 6 Maths Question 2.
Following is the choice of sweets of 30 students of class VI. Ladoo, Barfi, Ladoo, Jalebi, Ladoo, Rasgulla, Jalebi, Ladoo, Barfi, Rasgulla, Ladoo, Jalebi, Jalebi, Rasgulla, Ladoo, Rasgulla, Jalebi, Ladoo, Rasgulla, Ladoo, Ladoo, Barfi, Rasgulla, Rasgulla, Jalebi, Rasgulla, Ladoo, Rasgulla, Jalebi, Ladoo.
(a) Arrange the names of sweets in a table using tally marks.
(b) Which sweet is preferred by most of the students?
Solution:
(a) The required table is as under:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling4
(b) The sweet Ladoo is preferred by the most of the students.

Ex 9.2 Class 6 Maths Question 1.
Total number of animals in five villages are as follows:
Village A    :   80
Village B    :   120
Village C     :   90
Village D     :  40
Village E     :   60
Prepare a pictograph of these animals using one symbol NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 5 to represent 10 animals and answer the following questions:
(a) How many symbols represent animals of village E?
(b) Which village has the maximum number of animals?
(c) Which village has more animals: village A or village C?
Solution:
The given data can be represented by a pictograph as given below:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 6
(i)
 6 symbols represent the animals of village E.
(ii) Village B has the maximum number of animals.
(iii) Village C has more animals than that of village A.

Ex 9.2 Class 6 Maths Question 2.
Total number of students of a school in different years is shown in the following table:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 7
A.
 Prepare a pictograph of students using one symbol A to represent 100 students and answer the following questions:
(a) How many symbols represent total number of students in the year 2002?
(b) How many symbols represent total number of students for the year 1998?
B. Prepare another pictograph of students using any other symbol each representing 50 students. Which pictograph do you find more informative?
Solution:
The given data can be represented by a pictograph as given below:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 8
(a)
 6 symbols represent total number of students in the year 2002.
(b) 5 complete symbols and one incomplete symbol of 35 students
B. Let us prepare another pictograph of students using symbol NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 9 each representing 50 students.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 10
Second pictograph is more informative as it is accurate.

Ex 9.3 Class 6 Maths Question 1.
The bar graph given alongside shows the amount of wheat purchased by government during the year 1998-2002.
Read the bar graph and write down your observations. In which year was.
(a) the wheat production maximum?
(b) the wheat production minimum?
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 11
Solution:
The given bar graph represents the amount of wheat (in thousand tonnes) purchased by government during the year 1998-2002. The amount of wheat purchased during 1998 – 2002 = 15 + 25 + 20 +20 +30 = 110 (in thousand tonnes).
(a) The maximum wheat production was in the year 2002.
(b) The minimum wheat production was in the year. 1998.

Ex 9.3 Class 6 Maths Question 2.
Observe this bar graph which is showing the sale of shirts in a ready made shop from Monday to Saturday.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 12
Now answer the following questions:
(a) What information does the above bar graph given?
(b) What is the scale chosen on the horizontal line representing number of shirts?
(c) On which day were the maximum number of shirts sold? How many shirts were sold on that day?
(d) On which day were the minimum number of shirts sold?
(e) How many shirts were sold on Thursday?
Solution:
(a) The given bar graph represents the number of shirts sold from Monday to Saturday.
(b) Scale: 1 unit length = 5 shirts.
(c) Saturday and 60 in number.
(d) Tuesday.
(e) 35

Ex 9.3 Class 6 Maths Question 3.
Observe this bar graph which shows the marks obtained by Aziz in half yearly examination in different subjects.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 13
Answer the given questionsn.
(a) What information does the bar graph give?
(b) Name the subject in which Aziz scored maximum marks.
(c) Name the subject in which he has scored minimum marks.
(d) State the names of the subjects and marks obtained in each of them.
Solution:
(a) The given bar graph represents the marks obtained by Aziz in half yearly examination in different subjects.
(b) Hindi
(c) Social Studies.
(d) Hindi-80, English-60, Mathematics-70, Science-50 and Social Studies-40.

Ex 9.4 Class 6 Maths Question 1.
A survey of 120 school students was done to find which activity they prefer to do in their free time:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 14
Draw a bar graph to illustrate the above data taking scale of 1 unit length = 5 students.
Which activity is preferred by most of the students other than playing?
Solution:
Here, 5 values of the data are given. So, mark 5 points on the horizontal axis at equal distances and erect rectangles of the same width whose heights are proportional to the values of the numerical data.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 15
The activity of ‘reading story books’ is preferred by most of the students other than playing.

Ex 9.4 Class 6 Maths Question 2.
The number of Mathematics books sold by a shopkeeper on six consecutive days is shown below:
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 16
Draw a bar graph to represent the above information choosing the scale of your choicer
Solution:
Here 6 values of the data are given. So, mark 6 points on the horizontal axis at equal distances and erect rectangles of the same width whose heights are proportional to the values of the numerical data.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 17

Ex 9.4 Class 6 Maths Question 3.
Following table shows the number of bicycles manufactured in a factory during the years 1998 to 2002. Illustrate this data using a bar graph. Choose a scale of your choice.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 18
(a)
 In which year were the maximum number of bicycles manufactured?
(b) In which year were the minimum number of bicycles manufactured.
Solution:
Here, 5 values of the data are given. So, mark 5 points on the horizontal axis at equal distances and erect rectangles of the same width whose heights are proportional to the values of the numerical data.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 19
(a)
 The maximum number of bicycles were manufactured in the year 2002.
(b) The minimum number of bicycles were manufactured in the year 1999.

Ex 9.4 Class 6 Maths Question 4.
Number of persons in various age groups in a town is given in the following table.
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 20
Draw a bar graph to represent , the above information and answer the following questions.
(take 1 unit length = 20 thousands)
(a) Which two age groups have same population?
(b) All persons in the’ age group of 60 and above are called senior citizens. How many senior citizens are there in the town?
Solution:
Here, 6 values of the data are given. So, mark 6 points on the horizontal axis at equal distances and erect rectangles of the same width whose heights are as under:
Age Group
NCERT Solutions for Class 6 Maths Chapter 9 Data Handling 21
(a)
 Age groups 30 – 44 and 45 – 59 have the same population.
(b) Number of senior citizens are 80000 + 40000 = 120000.

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Chapter-8 Decimals | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 8 Decimals

Ex 8.1 Class 6 Maths Question 1.
Write the following as numbers in the given table:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 1
Solution:
On filling the given table, we have
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 2

Ex 8.1 Class 6 Maths Question 2.
Write the following decimals in the place value table:
(a) 19.4
(b) 0.3
(c) 10.6
(d) 205
Solution:
Let us make a common place value table, assigning appropriate place value to the digits in the given numbers. We have,
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 3

Ex 8.1 Class 6 Maths Question 3.
Write each of the following as decimals:
(a) Seven- tenths
(b) Two tens and nine-tenths
(c) Fourteen point six
(d) One hundred and two ones
(e) Six htihdred point eight
Solution:
(a) Seven-tenths = 710 = 0.7
(b) Two tens, 9 – tenths = 20 + 910 = 20.9
(c) Fourteen point six = 14.6
(d) One Hundred and 2-ones = 1 x 100 + 0 x 10 + 2 x 1 + 0 x 110
= 100 + 0 + 2 = 102.0
(e) Six hundred point eight = 600.8

Ex 8.1 Class 6 Maths Question 4.
Write each of the following as decimals:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 4
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 5
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 6

Ex 8.1 Class 6 Maths Question 5.
Write the following decimals as fractions. Reduce the fractions to lowest form:
(a) 0.6
(b) 2.5
(c) 1.0
(d) 3.8
(e) 13.7
(f) 21.2
(g) 6.4
Solution:
tiwari academy class 6 maths Chapter 8 Decimals 7
tiwari academy class 6 maths Chapter 8 Decimals 8

Ex 8.1 Class 6 Maths Question 6.
Express the following as cm vising decimals:
(a) 2 mm
(b) 30 mm
(c) 116 mm
(d) 4 cm 2mm
(e) 162 mm
(f) 83 mm
Solution:
tiwari academy class 6 maths Chapter 8 Decimals 9
tiwari academy class 6 maths Chapter 8 Decimals 10

Ex 8.1 Class 6 Maths Question 7.
Between which two whole numbers on the number line are the given numbers lie?
Which of these whole numberes is nearer the number?
tiwari academy class 6 maths Chapter 8 Decimals 11
(a) 0.8
(b) 5.1
(c) 2.6
(d) 6.4
(e) 9.1
(f) 4.9
Solution:
tiwari academy class 6 maths Chapter 8 Decimals 12

Ex 8.1 Class 6 Maths Question 8.
Show the following numbers on the number line.
(a) 0.2
(b) 1.9
(c) 1.1
(d) 2.5
Solution:
(a) Since 0.2 > 0 but <1. There are 2 tenth in it. Divide the unit length between 0 and 1 into 10 equal parts and take 2 parts as shown below. Thus, A represents 0.2.
tiwari academy class 6 maths Chapter 8 Decimals 13
(b)
 Since 1 < 1.9 < 2. Divide the unit length between 1 and 2 into 10 equal parts and take 9 parts as shown below. Thus, A represents 1.9.
tiwari academy class 6 maths Chapter 8 Decimals 14
(c)
 Since 1 < 1.1 < 2. Divide the unit length between 1 and 2 into 10 equal parts and take 1 part as shown below. Thus, A represents 1.1.
tiwari academy class 6 maths Chapter 8 Decimals 15
(d)
 Since 2 < 2.5 < 3. Divide the unit length between 2 and 3 into 10 equal parts and take 5 parts as shown below. Thus, A represents 2.5.
tiwari academy class 6 maths Chapter 8 Decimals 16

Ex 8.1 Class 6 Maths Question 9.
Write the decimal number represented by the points A, B, C, D on the given number line
tiwari academy class 6 maths Chapter 8 Decimals 17
Solution:
Since A lies between 0 and 1 and the unit length between 0 and 1 stands divided in 10 equal parts. Also A is at the 8th point.
Thus, A represents 0.8.
Since, B lies between 1 and 2 and the unit length between 1 and 2 stands divided in 10 equal parts. Also, B lies 3 points ahead of 1. Therefore, B represents 1.3.
Since C and D lies between 2 and 3 and the unit length between 2 and 3 stands divided between 2 and 3 in 10 equal parts. Also C and D respectively lies 2 and 9 points ahead of 2.
∴ C represents 2.2 and D represents 2.9.

Ex 8.1 Class 6 Maths Question 10.
(a) The length of Ramesh’s notebook is 9 cm 5 mm. What will be its length in cm?
(b) The length of a young gram plant is 65 mm. Express its length in cm.
Solution:
(a) Length of Ramesh’s notebook
tiwari academy class 6 maths Chapter 8 Decimals 18
(b) Length of gram plant
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 19

Ex 8.2 Class 6 Maths Question 1.
Complete the table with the help of these boxes and use decimals to write the number
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 20
Solution:
Completing the table, we have
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 21

Ex 8.2 Class 6 Maths Question 2.
Write the numbers given in the following place value table in decimal form:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 22
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 23
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 24

Ex 8.2 Class 6 Maths Question 3.
Write the following decimals in the place value table:
(a) 0.29
(b) 2.08
(c) 19.60
(d) 148.32
(e) 200.812
Solution:
Let us make a common place value table, assigning appropriate place value to the digits in the given numbers. We have,
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 25

Ex 8.2 Class 6 Maths Question 4.
Write each of the following as decimals:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 26
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 27

Ex 8.2 Class 6 Maths Question 5.
Write each of the following decimals in words:
(a) 0. 03
(b) 1.20
(c) 108.56
(d) 10.07
(e) 0. 032
(f) 5.008
Solution:
(a) 0.03 = Zero point zero three or three hundredths.
(b) 1.20 = One point two zero.
(c) 108.56 = One hundred eight point five six.
(d) 10.7 = Ten point zero seven.
(e) 0. 032 = Zero point zero three two.
(f) 5.008 = Five point zero zero eight.

Ex 8.2 Class 6 Maths Question 6.
Between which two numbers in tenths place on the number line does each of the given number lie?
(a) 0. 06
(b) 0.45
(c) 0.19
(d) 0.66
(e) 0.92
(f) 0.57
Solution:
All these points lies between 0 and 1.
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 28

Ex 8.2 Class 6 Maths Question 7.
Write as fractions in lowest terms:
(a) 0.60
(b) 0.05
(c) 0.75
(d) 0.25
(f) 0.125
(g) 0.066
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 29
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 30

 

Ex 8.3 Class 6 Maths Question 1.
Which is greater?
(a) 0.3 or 0.4
(b) 0.07 or 0.02
(c) 3 or 0.8
(d) 0.5 or 0.05
(e) 1.23 or 1.2
(f) 0.099 or 0.19
(g) 1.5 or 1.50
(h) 1.431 or 1.490
(i) 3.3 or 3.300
(j) 5.64 or 5.603
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 31
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 32
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 33
In this case, the two numbers have the same parts upto tenths. The hundredth part of 5.64 is greater than that of 5.603.
∴ 5.64 > 5.603

Ex 8.3 Class 6 Maths Question 2.
Make five more examples and find the greater number from them.
(i) 0.5 and 0.8
(ii) 2.0 or 0.9
(iii) 0.042 or 0.22
(iv) 3.012 or 2.99
(v) 0.055 or 0.15
Solution:
Their solutions are:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 34
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 35

Ex 8.4 Class 6 Maths Question 1.
Express as rupees using decimals:
(a) 5 paise
(b) 75 paise
(c) 20 paise
(d) 50 rupees 90 paise
(e) 725 paise
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 36

Ex 8.4 Class 6 Maths Question 2.
Express as metres using decimals:
(a) 15 cm
(b) 6 cm
(c) 2 m 45 m
(d) 9 m 7 cm
(e) 419 cm
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 37

Ex 8.4 Class 6 Maths Question 3.
Express as cm using decimals:
(a) 5 nun
(b) 60 mm
(c) 164 mm
(d) 9 cm 8 mm
(e) 93 mm
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 38

Ex 8.4 Class 6 Maths Question 4.
Express as km using decimals:
(a) 8 m
(b) 88 m
(c) 8888 m
(d) 70 km 5 m
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 39

Ex 8.4 Class 6 Maths Question 5.
Express as kg using decimals:
(a) 2 g
(b) 100 g
(c) 3750 g
(d) 5 kg 8 g
(e) 26 kg 50 g
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 40
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 41

Ex 8.5 Class 6 Maths Question 1.
Find the sum in each of the following:
(a) 0.007 + 8.5 + 30.08
(b) 15 + 0.632 + 13.8
(c) 27.076+ 0.55 + 0.004
(d) 25.65 + 9.005 + 3.7
(e) 0.75 + 10.425 + 2
(f) 280.69 + 25.2 + 38
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 42

Ex 8.5 Class 6 Maths Question 2.
Rashid spent ₹ 35.75 for Maths book and ₹ 32.60 for Science book. Find the total amount spent by Rashid.
Solution:
Money spent on Maths book = ₹ 35.75
Money spent on Science book=₹ 32.60
∴ Total money spent is =₹ 35.75 +₹ 32.60 = ₹ 68.35
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 43

Ex 8.5 Class 6 Maths Question 3.
Radhika’s mother gave her ₹ 10.50 and her father gave her ₹ 15.80, find the total amount given to Radhika by the parents.
Solution:
Money given by Radhika’s mother = ₹ 10.50
Money given by Radhika’s father = ₹ 15.80
∴ Total amount given to Radhika = ₹ 10.50 + ₹ 15.80 = ₹ 26.30

Ex 8.5 Class 6 Maths Question 4.
Nasreen bought 3 m 20 cm cloth for her shirt and 2 m 5 cm cloth for her trouser. Find the total length of cloth bought by her.
Solution:
Cloth bought by Nasreen for her shirt = 3 m 20 cm
Cloth bought by Nasreen for her trouser = 2 m 5 cm
∴ Total cloth bought by Nasreen = 3 m 20 cm + 2 m 5 cm
= 5 m 25 cm
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 45

Ex 8.5 Class 6 Maths Question 5.
Naresh walked 2 km 35 m in the morning and 1 km 7 m in the evening. How much distance did he walk in all?
Solution:
Distance walked in the morning = 2 km 35 m = 2.035 km
Distance walked in the evening = 1 km 7 m = 1.007 km
∴ Total distance walked by Naresh = 2.035 km +1.007 km = 3.042 km
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 46

Ex 8.5 Class 6 Maths Question 6.
Sunita travelled 15 km 268 m by bus, 7 km 7 m by car and 500 m on foot in order to reach her school. How far is her school from her residence?
Solution:
Distance travelled by bus = 15 km 268 m = 15.268 km
Distance travelled by car = 7 km 7 m = 7.007 km
Distance travelled on foot = 500 m = 0.500 km
Total distance of school from her residence
= 15.268 km + 7.007 km + 0.500 km = 22.775km
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 47

Ex 8.5 Class 6 Maths Question 7.
Ravi purchased 5 kg 400 g rice, 2 kg 20 g sugar and 10 kg 850 g flour. Find the total weight of his purchases.
Solution:
Weight of rice purchased = 5 kg 400 g = 5.400 kg
Weight of sugar purchased = 2 kg 20 gm = 2.020 kg
Weight of flour purchased = 10 kg 850 g = 10.850 kg
Total weight of purchases = 5.400 kg +2.020 kg +10.850 kg = 18.270 kg
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 48

Ex 8.6 Class 6 Maths Question 1.
Subtract:
(a) ₹ 18.25 from ₹ 20.75
(b) ₹ 202.54 m from 250 m
(c) ₹ 5.36 from ₹ 8.40
(d) 2.051 km from 5.206 km
(e) 0.314 kg from 2.107 kg
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 49

Ex 8.6 Class 6 Maths Question 2.
Find the value of:
(a) 9.756 – 6.28
(b) 21.05 – 15.27
(c) 18.5 – 6.79
(d) 11.6 – 9.
Solution:
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 50
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 51

Ex 8.6 Class 6 Maths Question 3.
Raju bought a book for ₹ 35.65. He gave ₹ 50 to the shopkeeper. How much money did he get back from the shopkeeper?
Solution:
Cost of the book = ₹ 35.65
Money given to the shopkeeper by Raju = ₹ 50
Money he got back = ₹ 50 – ₹ 35.65 = ₹ 14.35
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 52

Ex 8.6 Class 6 Maths Question 4.
Rani had ₹ 18.50. She bought one ice-cream for ₹ 11.75. How much money does she have now?
Solution:
Money with Rani = ₹ 18.50
Money spent on ice-cream=₹ 11.75
Money left with Rani = ₹ 18.50 – ₹ 11.75 = ₹ 6.75
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 53

Ex 8.6 Class 6 Maths Question 5.
Tina had 20 m 5 cm long cloth. She cuts 4 m 50 cm length of cloth from this for making a curtain. How much cloth is left with her?
Solution:
Total length of cloth = 20 m 5 cm = 20.05 m
Length cut out for curtain = 4 m 50 cm = 4.50 m
Cloth left over = 20.05 m – 4.50 m = 15.55 m
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 54

Ex 8.6 Class 6 Maths Question 6.
Namita travels 20 km 50 m every day. Out of this she travels 10 km 200 m by bus and the rest by auto. How much distance does she travel by auto?
Solution:
Total distance travelled by Namita
20 km 50 m = 20.050 km
Distance travelled by bus = 10 km 200 m = 10.200 km
∴ Distance travelled by auto = 20.050 km – 10.200 km
= 9.850 km
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 55

Ex 8.6 Class 6 Maths Question 7.
Aakash bought vegetables weighing 10 kg. Out of this, 3 kg 500 g is onions, 2 kg 75 g is tomatoes and the rest is potatoes. What is the weight of the potatoes?
Solution:
Total weight of vegetables bought = 10 kg
Weight of onions = 3 kg 500 g = 3.500 kg
Weight of tomato= 2 kg 75 g = 2.075 kg
∴ Total weight of these vegetables =3.500 kg + 2.075 kg = 5.575 kg
As per question
Weight of potatoes = 10 kg – 5.575 kg = 4.425 kg
NCERT Solutions for Class 6 Maths Chapter 8 Decimals 56

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Chapter-7 Fractions | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 7 Fractions

Ex 7.1 Class 6 Maths Question 1.
Write the fraction representing the shaded portion.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 1
Solution:
The fraction representing the shaded portion in the given diagram are as under:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 2

Ex 7.1 Class 6 Maths Question 2.
Colour the part according to the given fraction
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 3
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 4
Solution:
The figures are shaded as per indicated fraction shown against them.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 5

Ex 7.1 Class 6 Maths Question 3.
Identify the error, if any?
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 6
Solution:
In all the figures, the shaded portions do not represent the given fractions.

Ex 7.1 Class 6 Maths Question 4.
What fraction of a day is 8 hours?
Solution:
Since, there are 24 hours in a day, therefore, the required fraction
=824=13.

Ex 7.1 Class 6 Maths Question 5.
What fraction of an hour is 40 minutes?
Solution:
Since, there are 60 minutes in an hour, therefore, the required fraction =4060=23.

Ex 7.1 Class 6 Maths Question 6.
Arya, Abhimanyu and Vivek shared lunch. Arya has brought two sandwiches, one made of vegetable and one of jam. The other two boys forgot to bring their lunch. Arya agreed to share his sandwiches so that each person will have an equal share of each sandwich.
(a) How can Arya divide his sandwiches so that each person has an equal share?
(b) What part of a sandwich will each boy receive?
Solution:
(a) To divide 2 sandwiches brought by Arya equally among Arya, Abhimanyu and Vivek (i.e., 3 persons), we have to divide each sandwich into 3 equal parts. Then two parts thus obtained be given to each of them.
(b) 13 of a sandwich will be received by each boy but in total each will get 23.

Ex 7.1 Class 6 Maths Question 7.
Kanchan dyes dresses. She had to dye 30 dresses. She has so far finished 20 dresses. What fraction of dresses has she finished?
Solution:
Total number of dresses = 30
Work finished = 20
∴ The fraction of dresses she has finished ==2030=23.

Ex 7.1 Class 6 Maths Question 8.
Write the natural numbers from 2 to 12. What fraction of them are prime numbers?
Solution:
Natural numbers from 2 to 12 are:
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 i.e., 11 in number.
Prime numbers out of these numbers are:
2, 3, 5, 7, 11 i.e., 5 in number.
∴ Required fraction = =412=13

 

Ex 7.1 Class 6 Maths Question 9.
Write the natural numbers from 102 to 113. What fraction of them are prime numbers?
Solution:
Natural numbers from 102 to 113 are:
102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113 i.e., 12 in number.
Prime numbers out of the above numbers are:
103, 107, 109, 113 i.e., 4 in number.
∴ Required fraction ==412=13

Ex 7.1 Class 6 Maths Question 10.
What fraction of these circles have X’s in them?
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 7
Solution:
∴Required fraction = =48=12

Ex 7.1 Class 6 Maths Question 11.
Kristin received a CD player for her birthday. She bought 3 CDs and received 5 others as gifts. What fraction of her total CDs did she buy and what fraction did she receive as gifts?
Solution:
Total number of CDs = 3 + 5 = 8
Number of CDs purchased = 3
Fraction of CDs purchased = 38
Fraction of CDs received as gift = 58 .

Ex 7.2 Class 6 Maths Question 1.
Draw number lines and locate the points on them:
(a) 12,14,34,44
(b) 18,28,38,78
(c) 25,35,85,45
Solution:
(a) We know that 12 is greater than zero and less than 1, so it should lie 2 between 0 and 1.
To show 12 on the number line, we divide the gap between 0 and 1 into two equal parts and the point P represents the fraction 12 .
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 8
To represent 14,34,44 on the number line, we divide the gap between 0 and 1 into 4 equal parts, then the points P, R and A respectively represent the fraction 14,34 and 44 .
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 9
(b)
 To rfepresent 18,28,38 and 78 on the number line, we divide the gap between 0 and 1 into 8 equal parts, then the points P, Q, R and S respectively represent the fraction 18,28,38 and 78 .
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 10
(c)
 To represent 25,35 and 45 on the number line, we divide the gap between 0 and 1 into 5 equal parts, then the points P, Q and R respectively represent the fraction 25,35 and 45 .
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 11
For representing 85
Draw a line. Take a point 0 on it. Let it represent 0.
Now, 85=135=1+35
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 12

From O, set off unit distances to the right. Let these segments be OA, AB. Then, clearly the points A and B represent 1 and 2 respectively. Take 1 full unit length to the right of O. Divide the 2nd unit AB into 5 equal parts. Take 3 parts out of these 5 parts to reach P. Then, P represents 85.

Ex 7.2 Class 6 Maths Question 2.
Express the following as mixed fractions:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 13
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 14
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 15

Ex 7.2 Class 6 Maths Question 3.
Express the following as improper fractions:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 16
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 17

Ex 7.3 Class 6 Maths Question 1.

Write the fractions. Are all these fractions equivalent?
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 18
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 19
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 20

Ex 7.3 Class 6 Maths Question 2.
Write the fractions and pair up the equivalent fractions from each row.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 21
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 22

Ex 7.3 Class 6 Maths Question 3.
Replace □ in each of the following by the correct number:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 23
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 24
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 25
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 26

Ex 7.3 Class 6 Maths Question 4.
Find the equivalent fraction of 35 having
(a) denominator 20
(b) numerator 9
(c) denominator 30
(d) numerator 27
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 27
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 28

Ex 7.3 Class 6 Maths Question 5.
Find the equivalent fraction of 3648 with
(a) numerator 9
(b) denominator 4
Solution:
(a) ∵ 36 ÷ 9 = 4
∴ We divide the numerator and denominator by 4
3648=36÷448÷4=912
(b) ∵ 48 ÷ 4 = 12
∴ We divide the numerator and denominator by 12
3648=36÷1248÷12=34

Ex 7.3 Class 6 Maths Question 6.
Check whether the given fractions are equivalent:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 29
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 30

Ex 7.3 Class 6 Maths Question 7.
Reduce the following fractions to simplest form:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 31
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 32
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 33
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 34
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 35

Ex 7.3 Class 6 Maths Question 8.
Ramesh had 20 pencils, Sheelu had 50 pencils and Jamaal had 80 pencils. After 4 months, Ramesh used up 10 pencils, Sheelu used up 25 pencils and Jamaal used up 40 pencils. What fraction did each use up? Check if each has used up an equal fraction of their of her/his pencils?
Solution:
Fractions of pencils used by Ramesh, Sheelu and Jamaal are 1020,2550 and 4080 respectively.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 36
Thus, these fractions are equal.

Ex 7.3 Class 6 Maths Question 9.
Match the equivalent fractions and write two more for each:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 37
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 38
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 39
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 40
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 41

Ex 7.4 Class 6 Maths Question 1.
Write shaded portion as fraction. Arrange them in ascending and descending order using correct sign ‘>’, ‘=’, ‘>’ between the fractions:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 42
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 43
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 44
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 45

Ex 7.4 Class 6 Maths Question 2.
Compare the fractions and put an appropriate sign.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 46
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 47
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 48

Ex 7.4 Class 6 Maths Question 3.
Make five more such pairs and put appropriate signs.
Solution:
Five more such pairs may be taken as under:
Compare the fractions and put an appropriate sign.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 49

Ex 7.4 Class 6 Maths Question 4.
Look at the figures and write ‘<’ or ‘>’, ‘=’ between the given pairs of fractions.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 50
Make five more such problems and solve them with your friends.
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 51
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 52

Ex 7.4 Class 6 Maths Question 5.
Five more such problems are as under:
Look at the figures given in question 5 and write ‘<’ or ‘>’ or ‘=’ between the pairs of fractions.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 53
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 54

Ex 7.4 Class 6 Maths Question 6.
How quickly can you do this? Fill appropriate sign. (<, =, >)
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 55
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 56
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 57

Ex 7.4 Class 6 Maths Question 7.
The following fractions represent just three different numbers. Separate them into three groups of equivalent fractions, by changing each one to its simplest form.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 58
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 59
On separating them into three groups of equivalent fractions, we have
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 60

Ex 7.4 Class 6 Maths Question 8.
Find answers to the following. Write and indicate how you solved them.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 61
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 62

Ex 7.4 Class 6 Maths Question 9.
Ila read 25 pages of a book containing 100 pages. Lalita read 25 of the same book. Who read less?
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 63

Ex 7.4 Class 6 Maths Question 10.
Rafiq exercised for 36 of an hour, while Rohit exercised for 34 of
an hour. Who exercised for a longer time?
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 64

Ex 7.4 Class 6 Maths Question 11.
In a class A of 25 students, 20 passed in first class; in another class B of 30 students, 24 passed in first class. In which class was a greater fraction of students getting first class?
Solution:
Fraction of students getting first class in class A
=2025=20÷525÷5=45
Fraction of students getting first class in class B
=2430=24÷630÷6=45
Clearly, an equal number of students got 1st class in both the classes.

Ex 7.5 Class 6 Maths Question 1.
Write these fractions appropriately as additions or subtractions:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 65
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 66

Ex 7.5 Class 6 Maths Question 2.
Solve:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 67
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 68
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 69

Ex 7.5 Class 6 Maths Question 3.
Shubham painted 23 of the wall space in his room. His sister Madhavi helped and painted 13 of the wall space. How much did they paint together?
Solution:
Portion of wall painted by Shubham = 23
Portion of wall painted by Madhavi = 13
Wall painted by both of them = 23+13=2+13=33=1
i.e., full wall was painted by them.

Ex 7.5 Class 6 Maths Question 4.
Fill in the missing fractions.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 70
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 71
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 72

 

Ex 7.5 Class 6 Maths Question 5.
Javed was given 57 of a basket of oranges. What fraction of oranges was left in the basket? ‘
Solution:
Portion of oranges received by Javed = 57
Portion of oranges left in the basket
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 73

Ex 7.6 Class 6 Maths Question 1.
Solve:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 74
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 75
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 76
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 77
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 78

Ex 7.6 Class 6 Maths Question 2.
Sarita bought 25 metre of ribbon and Lalita 34 metre of ribbon.
What is the total length of the ribbon they bought?
Solution:
Ribbon bought of Sarita = 25 m
Ribbon bought of Lalita = 34 m
Total length of the ribbon bought = (25+34) m
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 79

Ex 7.6 Class 6 Maths Question 3.
Naina was given 112 piece of cake and Najma was given 113piece of cake. Find the total amount of cake was given to both of them.
Solution:
Number of pieces of cake consumed by Naina = 112
Number of pieces of cake consumed by Najma = 113
Total amount of cake consumed = 112+113
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 80

Ex 7.6 Class 6 Maths Question 4.
Fill in the boxes:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 81
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 82
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 83
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 84

Ex 7.6 Class 6 Maths Question 5.
Complete the addition-subtraction box.
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 85
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 86
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 87

Ex 7.6 Class 6 Maths Question 6.
A piece of wire 78 metre long broke into two pieces. One piece was 14 metre long. How long is the other piece?
Solution:
Total length of wire = 78 metre
Length of a piece of wire = 14 metre
∴ Other piece of wire =(7814) metre
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 88

Ex 7.6 Class 6 Maths Question 7.
Nandini’s house is 910 km from her school. She walked some distance and then took a bus for 12 km to reach the school. How
Solution:
Total distance of Nandini’s house from her school = 910 km
Distance for which bus was taken = 12 km
∴ Distance walked by Nandini for home
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 89

Ex 7.6 Class 6 Maths Question 8.
Asha and Samuel have bookshelves of the same size partly filled with hooks. Asha’s shelf is 25 th full and Samuel’s shelf is 56 th full. Whose bookshelf is more full? By what fraction?
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 90
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 91

Ex 7.6 Class 6 Maths Question 9.
Jaidev takes 215 minutes to walk across the school ground. Rahul takes 74 minutes to do the same. Who takes less time and by what fraction?
Solution:
NCERT Solutions for Class 6 Maths Chapter 7 Fractions 92

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Chapter-6 Integers | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 6 Integers

Ex 6.1 Class 6 Maths Question 1.
Write opposites of the following:
(a) Increase in weight
(b) 30 km north
(c) 326 BC
(d) Loss of ₹ 700
(e) 100 m above sea level
Solution:
(a) Decrease in weight
(b) 30 km South
(c) 326 AD
(d) Gain of ₹ 700
(e) 100 m below sea level

Ex 6.1 Class 6 Maths Question 2.
Represent the following numbers as integers with appropriate signs.
(a) An aeroplane is flying at a height two thousand metre above the ground.
(b) A submarine is moving at a depth, eight hundred metre below the sea level.
(c) A deposit of rupees two hundred.
(d) Withdrawal of rupees seven hundred.
Solution:
(a) +2000
(b) -800
(c) +200
(d) -700.

Ex 6.1 Class 6 Maths Question 3.
Represent the following numbers on a number line:
(a) +5
(b) -10
(c) +8
(d) -1
(e) -6
Solution:
In order to represent integers on a number line, we draw a line and mark a point O almost in the middle of it as shown. Now, set off equal distances on the right hand side as well as on the left hand side of O. On the right side of O, label the points of subdivisions as 1,2, 3 etc. and the point O as 0. Since negative integers are opposite of positive integers (i.e., natural numbers), so we represent negative integers in the opposite direction Le., on the left side of O on the number line. On the left side of point O, label the points of subdivision by -1, -2, -3 etc. as shown in figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 1
Clearly (a) +5 (b) -10 (c) +8 (d) -1 and (e) -6 are represented by the points A, B, C, D and E respectively on the number line.

Ex 6.1 Class 6 Maths Question 4.
Adjacent figure is a vertical number line, representing integers. Observe it and locate the following points:
NCERT Solutions for Class 6 Maths Chapter 6 Integers 2
(a) If point D is+ 8, then which point is -8?
(b) Is point G a negative integer or a positive integer?
(c) Write integers for points B and E.
(d) Which point marked on this number line has the least value?
(e) Arrange all the points in decreasing order of value.
Solution:
From the given vertical number line, clearly
(a) The point F represents -8.
(b) Since G lies below O, so it is a negative integer.
(c) Point B represents +4 and E represents -10.
(d) E has the least value.
(e) Points in decreasing order are as under: D, C, B, A, O, H, G, F, E

 

Ex 6.1 Class 6 Maths Question 5.
Following is the list of temperatures of five places in India, on a particular day of the year.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 3
(a) Write the temperatures of these places in the form of integers in the blank column.

(b) Following is the number line representing the temperature in degree Celsius.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 4
Plot the name of the city against its temperature.
(c) Which is the coolest place?
(d) Write the names of the places where temperatures are above 10°C.
Solution:
(a) Siachin: -10 °C Shimla: -8°C
Ahmedabad: +30°C Delhi: +35°C
Srinagar: -2°C
(b) Plotting the name of the city against its temperature on the number line representing the temperature in degree Celsius, we have
NCERT Solutions for Class 6 Maths Chapter 6 Integers 5
(c)
 The coolest place is Siachin.
(d) The places having temperatures, above 10°C are Ahmedabad anti Delhi.

Ex 6.1 Class 6 Maths Question 6.
In each of the following pairs, which number is to the right of the other on the number line?
(a) 2, 9
(b) -3, -8
(c) 0, -1
(d) -11, 10
(e) -6, 6
(f) 1, -100
Solution:
(a) 9 is on the right of 2 on the number line.
(b) -3 is on the right of -8 on the number line.
(c) 0 is on the right of -1 on the number line.
(d) 10 is on the right of -11 on the number line.
(e) 6 is on the right of-6 on the number line.
(f) 1 is on the right of -100 on the number line.

Ex 6.1 Class 6 Maths Question 7.
Write all the integers between the given pairs (write them in the increasing order).
(a) 0 and -7
(b) -4 and 4
(c) -8 and -15
(d) -30 and -23
Solution:
(a) All the integers between 0 and -7 in the increasing order are -6, -5, -4, -3, -2,-1.
(b) All the integers between -4 and 4 in the increasing order are -3, -2, -1, 0, 1, 2, 3.
(c) All the integers between -8 and -15 in the increasing order are -14, -13,-12,-11,-10,-9.
(d) All the integers between -30 and -23 in the increasing order are -29, -28, -27, -26, -25, -24.

Ex 6.1 Class 6 Maths Question 8.
(a) Write four negative integers greater than 20.
(b) Write four negative integers less than 10.
Solution:
(a) Four negative integers greater than -20 are -20 +1, -20 + 2, -20 + 3 and -20 + 4
i. e., -19 , -18, -17 and -16.
(b) Four negative integers less than-10 are -10 -1, -10 -2, -10 -3 and -10 -4
i. e., -11, -12, -13, -14.

Ex 6.1 Class 6 Maths Question 9.
For the following statements, write true (T) or false (F). If the statement is false, correct the statement.
(a) -8 is to the right of -10 on a number line.
(b) -100 is to the right of -50 on a number line.
(c) Smallest negative integer is -1.
(d) -26 is larger than -25.
Solution:
(a) True.
(b) False. The correct statement should be “ -100 is to the left of -50 on a number line”.
(c) False. The correct statement should be “ There is no last or smallest negative number”.
(d) False. The correct statement should be “ -26 is smaller than -25’.

Ex 6.1 Class 6 Maths Question 10.
Draw a number line and answer the following:
(a) Which number will we reach if we move 4 numbers to the right of -2?
(b) Which number will we reach if we move 5 numbers to the left of 1?
(c) If we are at -8 on the number line, in which direction should we move to reach -13?
(d) If we are at -6 on the number line, in which direction should we move to reach -1?
Solution:
(a) We want to obtain integer on moving 4 numbers to the right of -2. So, we start from -2 and proceed 4 units to the right of -2 to obtain 2 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 6
Hence, we will reach the number 2.
(b) We want to obtain integer on moving 5 numbers to the left of 1. So, we start from 1 and proceed 5 units to the left of 1 to obtain -4 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 7
Hence, we will reach the number -4. ,
(c) Since -13 < -8. So, to reach -13 from -8 on the number line we should move to the left of -8.
(d) Since -1 > -6. So,, to reach -1 from -6 on the number line, we should move to the right of -6.

 

Ex 6.2 Class 6 Maths Question 1.
Using the number line write the integer which is:
(a) 3 more than 5
(b) 5 more than -5
(c) 6 less than 2
(d) 3 less than -2
Solution:
(a) We want to obtain integer 3 more than 5. So, we start from 5 and proceed 3 units to the right to obtain 8 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 8
Hence, 3 more than 5 is 8.
(b) We want to obtain integer 5 more than -5. So, we start from -5 and proceed 5 units to the right to obtain 0 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 9
Hence, 5 more than -5 is 0.
(c) We want to obtain an integer 6 less than 2. So, we start from 2 and proceed 6 units to the left of it to obtain -4 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 10
Hence, 6 less than 2 is -4.
(d) We want to obtain an integer 3 less than -2. So, we start from -2 and proceed 3 units to the left of it to obtain -5 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 11
Hence, 3 less than -2 is -5.

Ex 6.2 Class 6 Maths Question 2.
Use number line and add the following integers:
(a) 9 + (-6)
(b) 5 + (-11)
(c) (-1) + (-7)
(d) (-5) + 10
(e) (-1) + (-2) + (-3)
(f) (-2) + 8 + (-4)
Solution:
(a) First we move to the right of 0 by 9 steps reaching 9. Then we move 6 steps to the left of 9 reaching 3 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 12
Thus, 9 + (-6) = 3.
(b) First we move to the right of 0 by 5 steps reaching 5. Then, we move 11 steps to the left of 5 reaching -6 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 13
Thus, 5 + (-11) = -6.
(c) First we move to the left of 0 by 1 step reaching -1. Then we move 7 steps to* the left of -1 reaching -8 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 14
Thus, (-1) + (-7) = -8.
(d) First we move to the left of 0 by 5 steps reaching -5. Then we move 10 steps to the right of -5 reaching 5 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 15
Thus, (-5) + 10 = 5.
(e) First we move to the left of 0 by 1 step reaching -1. Then we move 2 steps to the left of -1 reaching -3. Again, we move 3 steps to the left of -3 reaching -6 as shown in the figure.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 16
Thus, (-1) + (-2) + (-3) = -6.
(f) First we move to the left of 0 by 2 steps reaching -2. Then we move 8 steps to the right of -2 reaching 6. Again, we move 4 steps to the left of 6 reaching -2 as shown in the figure.
Thus, (-2) + 8 + (-4) = 2.
NCERT Solutions for Class 6 Maths Chapter 6 Integers 17

Ex 6.2 Class 6 Maths Question 3.
Add without using number line:
(a) 11 + (-7)
(b) (-13) + (+18)
(c) (-10) + (+19)
(d) (-250) + (+150)
(e) (-380)+ (-270)
(f) (-217) + (-100)
Solution:
(a) 11 + (-7) = 4 + 7 + (-7)
= 4 + 0 = 4
(b) (-13) + (+18) = (-13) + (+13) + (+ 5)
= 0 + (+5) = 5
(c) (-10) + (+19) = (-10) + (+10) + (+9)
= 0 + (+9) = +9
(d) (-250) + (+150) = (-100) + (-150) + (+150)
= (-100) + 0 = -100
(e) (-380) + (-270) = -650
(f) (-217) + (-100) = -317

Ex 6.2 Class 6 Maths Question 4.
Find the sum of:
(a) 137 and -354
(b) -52 and 52
(c) -312, 39 and 192
(d) -50, – 200 and 300
Solution:
(a) (+137) + (-354) = (+137) + (-137) + (-217)
= 0 + (-217) =-217
(b) (-52) + (+52) = 0
(c) (-312) + (+39) + (+192) = (-312) + (+231)
= (-81) + (-231) + (+231)
= (-81) + 0 = -81
(d) (-50) + (-200) + (+300) = (-250) + (+300)
= (-250) + (+250) + (+50)
= 0 + (+50) = +50

Ex 6.2 Class 6 Maths Question 5.
Find the sum:
(a) (-7) + (-9) + 4 + 16
(b) (37) + (-2) + (-65) + (-8)
Solution:
(a) (-7) + (-9) + 4 + 16 = (-16) + 4 + 16
= (-16) + (+16) + 4 = 0 + 4 = 4
(b) (37) + (-2) + (-65) + (-8) = 37 + (-75)
= 37+ (-37)+ (-38)
= 0 + (-38) = -38

 

Ex 6.3 Class 6 Maths Question 1.
Find:
(a) 35-(20)
(b) 72 (90)
(c) (-15) – (-18)
(d) (-20) – (13)
(e) 23 (-12)
(f) (-32) – (-40)
Solution:
(a) 35 – 20 = (15 + 20) – 20
= 15 + (20 – 20) = 15 + 0 = 15
(b) 72 – 90 = 72 – (72 + 18)
= (72 – 72) + (-18)
= 0 + (-18) = -18 1
(c) (-15) – (-18) = (-15) + (additive inverse -18)
= -15 + 18 = -15 +(15 + 3)
= (-15 + 15) 43 = 0 + 3 = +3
(d) (-20) -13 = -20 -13 = -(20 + 13) = -33
(e) 23 – (-12) = 23 + 12 = 35
(f) (-32) – (-40) = -32 + 40 = (-32 + 32) +8
= 0 + 8 + 8

 

Ex 6.3 Class 6 Maths Question 2.
Fill in the blanks with >, < or = sign:
(a) (-3) + (-6) …… (-3) -(-6)
(b) (-21) – (-10) …… (-31) + (-11)
(e) 45 – (-11) ……. 57 + (-4)
(d) (-25) – (-42) …….. (-42) – (-25)
Solution:
(a) Here, (-3) + (-6) = -3 – 6 = =9
and (-3)-(-6) = -3 + 6 =3
As -9 < 3
∴ (-3) + (-6) < (-3) – (-6) (b)

(b) Here, (-21) – (-10) = -21 +10 = -11
and (-31)+ (-11) = -31 -11 = -42
As -11 > -42
∴ (-21) – (-10) > (-31) + (-11)

(c) Here, 45 – (-11) = 45 + 11 = 56
and 57 + (-4) = 57-4 = 53
As 56 > 53
∴ 45 – (-11) > 57 + (-4)

(d) Here, -25 – (-42) = -25 + 42
= -25 + (25 + 17)
= (-25 + 25) +17 = 0 + 17 = 17
and, (-42) – (-25) = -42 + 25
= (-17 – 25) + 25
= -17 + (-25 + 25) = -17 + 0 = -17
As 17 > -17
∴ (-25) – (-42) > (-42) – (-25)

Ex 6.3 Class 6 Maths Question 3.
Fil in the blanks:
(a) (-8)+ ….. = 0
(b) 13 + …….. = 0
(c) 12 + (-12) = ……
(d) (-4) + ……. = -12
(e) ………. -15 = -10
Solution:
(a) (-8) + (+8) = 0
(b) 13 + (-13) = 0
(c) 12 + (-12) = 0
(d) (-4) +(-8) = -12 [∵ -12 – (-4) = -12 + 4 = -8]
(e) 5-15 = -10 [∵ -10 + 15 = 5]

Ex 6.3 Class 6 Maths Question 4.
Find:
(a) (-7) – 8- (-25)
(b) (-13) + 32 – 8 – 1
(c) (-7) + (-8) + (-90)
(d) 50 – (-40) – (-2)
Solution:
(a) (-7) – 8 – (-25) = -7 – 8 + 25
= -15 + 25 = 10.
(b) (-13) + 32 – 8-1 = -13 – 8 – 1 + 32
= -22 + 32 = 10
(c) (-7) + (-8) + (-90) = -7 – 8 – 90 = -105.
(d) 50 – (-40) – (-2) = 50+ 40 + 2 = 92.

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Chapter-5 Understanding Elementary Shapes | Class 6th | NCERT MAths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes

Ex 5.1 Class 6 Maths Question 1.
What is the disadvantage in comparing line segments by mere observation?
Solution:
The disadvantage in comparing line segments by mere observation is the inaccuracy in judgement.

Ex 5.1 Class 6 Maths Question 2.
Why is it better to use a divider than a ruler, while measuring the length of a line segment?
Solution:
It is better to use a divider with ruler as it given an accurate measurement of the line segment.

Ex 5.1 Class 6 Maths Question 3.
Draw any line segment, say AB. Take any point C lying in between A and B. Measure the lengths of AB, BC and AC. Is AB = AC + CB?
[Note: If A, B, C are any three points on a line, such that AC + CB = AB, then we can be sure that C lies between A and B.]
Solution:
On measuring the lengths of line segments AB, BC and AC using ruler, we find
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 1
AB =6.5 cm,
CB = 4.2 cm,
and AC = 2.3 cm
Now, AC +CB = 2.3 cm +4.2 cm = 6.5 cm = AB
AB = AC+CB.

 

Ex 5.1 Class 6 Maths Question 4.
If A, B, C are three points on a line such that AB = 5 cm, BC = 3 cm and AC = 8 cm, which one of them lies between the other two?
Solution:
Since, AB + BC = 5 cm +3 cm = 8 cm = AC
∴ A, B, C are collinear and B lies between A and C.

Ex 5.1 Class 6 Maths Question 5.
Verify, whether D is the mid point of AG¯¯¯¯¯¯¯¯.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 2
Solution:
Since AD = AB +BC + CD = 3 units
and, DG = DE +EF + FG = 3 units
∵ AD = DG [∵ Each = 3 units]
Thus, D is the mid-point of AG¯¯¯¯¯¯¯¯.

Ex 5.1 Class 6 Maths Question 6.
If B is the mid point of AC¯¯¯¯¯¯¯¯ and C is the mid point of BD¯¯¯¯¯¯¯¯, where A, B, C, D lie on a straight line, say why AB = CD?
Solution:
∵ B is the mid point of AC¯¯¯¯¯¯¯¯. Therefore, AB = BC.
∵ C is the mid-point of BD¯¯¯¯¯¯¯¯. Therefore, BC = CD.
Thus, AB =BC = CD i.e., AB = CD.

Ex 5.1 Class 6 Maths Question 7.
Draw five triangles and measure their sides. Check in each case, if the sum of the lengths of any two sides is always less than the third side.
Solution:
Draw any five triangles, T1, T2, T3, T4 and T5. label each one as ∆ ABC. Measure, in each case, the three sides a = BC, b = CA and c = AB.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 3
Let us tabulate the measurements of sides as under:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 4
From the above table, we find that
(i) each value of b + c – a is positive;
(ii) each value of c + a – b is positive;
(iii) each value of a + b – c is positive.
Now, b + c – a is positive ⇒ b + c – a > 0 ⇒ b + c > a
c + a – b is positive ⇒ c + a- b > 0 ⇒ c + a > b
a+ b – c is positive ⇒ a + b – c > 0 ⇒ a + b > c
Thus, it is verified that the sum of any two sides of a triangle is greater than the third side.
∴ The statement ‘the sum of two sides is ever less than the third side’ is never true.

Ex 5.2 Class 6 Maths Question 1.
What fraction of a clockwise revolution does the hour hand of a clock turn through, when it goes from
(a) 3 to 9
(b) 4 to 7
(c) 7 to 10
(d) 12 to 9
(e) 1 to 10
(f) 6 to 3
Solution:
(a) 12 of a revolution
(b) 14 of a revolution
(c) 14 of a revolution
(d) 34 of a revolution
(e) 34 of a revolution
(f) 34 of a revolution

Ex 5.2 Class 6 Maths Question 2.
Where will the hand of a clock stop if it
(a) starts at 12 and makes 12 of a revolution, clockwise?
(b) starts at 2 and makes 12 of a revolution clockwise?
(c) starts at 5 and makes 14 of a revolution, clockwise?
(d) starts at 5 and makes 34 of a revolution, clockwise?
Solution:
(a) If the hand of clock starts at 12 and makes 12 of a revolution clockwise it reaches at 6.
(b) If the hand of clock starts at 2 and makes 12 of a revolution clockwise it reaches at 8.
(c) If the hand of clock starts at 5 and makes 14 of a revolution clockwise it reaches at 8.
(d) If the hand of clock starts at 5 and makes 34 of a revolution clockwise it reaches at 2.

Ex 5.2 Class 6 Maths Question 3.
Which direction will you face if you start facing
(a) east and make 12 of a revolution clockwise?
(b) east and make 112 of a revolution clockwise?
(c) west and make 34 of a revolution anti-clockwise?
(d) south and make one full revolution?
(Should we specify clockwise or anit-clockwise for this last question? Why nor?)
Solution:
(a) Facing east and on making 12 of a revolution clockwise, we will face west.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 5

 

(b) Facing east and on making 112 of a revolution clockwise, we will face west.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 6
(c)
 Facing west and on making 34 of a revolution anti-clockwise, we will face north.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 7
(d)
 Facing south and on making 1 full revolution we will face south again.
There is no need to specify clockwise or anti-clockwise in the last question as turning by one full revolution (i.e., two straight angles) make us to reach the original position.
tiwari academy class 6 maths Chapter 5 Understanding Elementary Shapes 8

 

Ex 5.2 Class 6 Maths Question 4.
What part of a revolution have you turned through if you stand facing
(a) east and turn clockwise to face north?
(b) south and turn clockwise to face east?
(c) west and turn clockwise to face east?
Solution:
Figures drawn will dearly show the amount of revolution:
(a) 34 of a revolution
tiwari academy class 6 maths Chapter 5 Understanding Elementary Shapes 9
(b)
 34 of a revolution
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 10

(c) 12 of a revolution
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 11

Ex 5.2 Class 6 Maths Question 5.
Find the number of right angles turned through by the hour hand of clock when it goes from
(a) 3 to 6
(b) 2 to 8
(c) 5 to 11
(d) 10 to 1
(e) 12 to 9
(f) 12 to 6
Solution:
Since turning by two straight angles (or four right angles) in the same direction makes a full turn. Thus for the movement of clock hand from 12 – 1,1 – 2, 2 – 3, … 11 – 12 i.e., 12 in number gives 4 right angles turn. Therefore,
(a) From 3 to 6 : 3 – 4, 4 – 5 and 5 – 6 i.e., 3 in number.
∴ Number of right angles turned through by the hour hand of a clock when it goes from 3 to 6
(412×3) right angles = 1 right angles

(b) From 2 to 8 :2 – 3,3 – 4, 4 – 5, 5 – 6,6 – 7 and 7 – 8 i.e., 6 in number.
∴ Number of right angles turned through by the hour hand of a clock
when it goes from 2 to 8
(412×6) right angles = 2 right angles

(c) From 5 to II : 5 – 6, 6 – 7, 7 – 8, 8 – 9, 9 – 10 and 10 – 11 i.e., 6 in number.
∴ Number of right angles turned through by the hour hand of a clock when it goes from 5 to 11
(412×6) right angles = 2 right angles

(d) From 10 to 1 :10 – 11,11 -12 and 12 – 1 i.e., 3 in number.
∴ Number of right angles turned through by the hour hand of a clock when it goes from 10 to 1
(412×3) right angles = 1 right angles

(e) From 12 to 9 : 12 – 1, 1 – 2, 2 – 3, 3 – 4, 4 – 5, 5 – 6, 6 – 7, 7 – 8 and 8 – 9 i.e., 9 in number
∴ Number of right angles turned through by the hour hand of a clock when it goes from 12 to 9
(412×9) right angles = 1 right angles

(f) From 12 to- 6 : 12 – 1, 1 – 2, 2 – 3, 3 – 4, 4 – 5 and 5 – 6 i.e., 6 in number.
∴ Number of right angles turned through by the hour hand of a clock when it goes from 12 to 6
(412×6) right angles = 2 right angles

Ex 5.2 Class 6 Maths Question 6.
How many right angles do you make if you start facing
(a) south and turn clockwise to west?
(b) north and turn anti-clockwise to east?
(c) west and turn to west?
(d) south and turn to north?
Solution:
Figures drawn will clearly indicate the number of right angles we make if we start facing:
(a) south and turn clockwise to west is 1 right angle.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 12
(b)
 north and turn anti-clockwise to east are 3 right angles.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 13

 

(c) west and turn to west are 4 right angles.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 14
(d)
 south and turn to north are 2 right angles.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 15

Ex 5.2 Class 6 Maths Question 7.
Where will the hour hand qfa clock stop if it starts
(a) from 6 and turns through 1 right angle?
(b) from 8 and turns through 2 right angles?
(c) from 10 and turns through 3 right angles?
(d) from 7 and turns through 2 straight angles?
Solution:
We know that in 12 hours hour hand turns through 4 right angles i.e., in a turn of 1 right angle, the hour hand moves 3 hours.
(a) If the hour hand of a clock starts from 6 and turns through 1 right angle then its hour hand stops at (6 +3) i.e., 9.
(b) If the hour hand of a clock starts from 8 and turns through 2 right
angles then its hour hand stops at (8 + 2 x 3) = 14 i.e., 2. .
(c) If the hour hand of a clock starts from 10 and turns through 3 right angles then its hour hand stops at (10+3×3) = 19 i.e., 7.
(d) If the hour hand of a clock starts from 7 and turns through 2 straight angles i.e., 4 right angles then its hour hand stops at (7 + 4 x 3) = 19 i.e., 7.

Ex 5.3 Class 6 Maths Question 1.
Match the following:
(i) Straight angle                             (a) Less than one-fourth of a revolution
(ii) Right angle                               (b) More than half a revolution
(iii) Acute angle                             (c) Half of a revolution
(iv) Obtuse angle                         (d) One-fourth of a revolution
(v) Reflex angle                         (e) Between 14 and 12 of a revolution
(f) One complete revolution
Solution:
On matching, we find
(i) → (c)
(ii) → (d)
(iii) → (a)
(iv) → (e)
(v) → (b)

Question 2.
Classify each one of the following angles as right, straight, acute, obtuse or reflex:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 16
Solution:
Clearly, we find that
(a) → acute angle
(b) → obtuse angle
(c) → right angle
(d) → reflex angle
(e) → straight angle
(f) → acute angles.

Ex 5.4 Class 6 Maths Question 1.
What is the measure of
(i) a right angle?
(ii) a straight angle?
Solution:
(i) 1 right angle = 90°
(ii) 1 straight angle = 2 right angles = 2 x 90°=180°

 

Ex 5.4 Class 6 Maths Question 2.
Say True or False:
(a) The measure of an acute angle < 90°.
(b) The measure of an obtuse angle < 90°.
(c) The measure of a reflex angle > 180°.
(d) The measure of one complete revolution = 360°.
(e) If m∠A = 53° and m∠B = 35°, then m∠A > m∠B.
Solution:
(a) True
(b) False
(c) True
(d) True
(e) True

 

Ex 5.4 Class 6 Maths Question 3.
Write down the measures of
(a) some acute angles.
(b) some obtuse angles.
(give at least two examples of each).
Solution:
(a) Since the measure of an acute angle < 90°. So, two acute angles may be of 60° and 30°.
(b) Since the measure of an obtuse angle > 90°. So, two obtuse angles may be of 110° and 120°.

Ex 5.4 Class 6 Maths Question 4.
Measure the angles given below using the Protractor and write down the measure.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 17
Solution:
On measuring the given angles using protractor, we find that
(a) 45°
(b) 125°
(c) 90°
(d) ∠1 = 40°, ∠2 = 125° and ∠3 = 95°.

 

Ex 5.4 Class 6 Maths Question 5.
Which angle has a large measure ? First estimate and then measure.
Measure of Angle A =
Measure of Angle B =
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 18
Solution:
Observing the given angles, we find that
∠B > ∠A
On measuring, we find that
Measure of Angle A =40°
Measure of Angle B = 65°
∴ ∠B > ∠A.

 

Ex 5.4 Class 6 Maths Question 6.
From these two angles which has larger measure? Estimate and then confirm by measuring them.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 19
Solution:
On observing, we find that
∠B > ∠A
On measuring, we find that
∠A = 45° and ∠B =60°
Thus, ∠B > ∠A.

Ex 5.4 Class 6 Maths Question 7.
Fill in the blanks with acute, obtuse, right or straight:
(a) An angle whose measure is less than that of a right angle is ……. .
(b) An angle whose measure is greater than that of a right angle is ……… .
(c) An angle whose measure is the sum of the measures of two right angles is ……. .
(d) When the sum of the measures of two angles is that of a right angle, then each one of them is …… .
(e) When the sum of the measures of two angles is that of a straight angle and if one of them is acute then the other should be …… .
Solution:
(a) acute
(b) obtuse
(c) straight
(d) acute
(e) obtuse

 

Ex 5.4 Class 6 Maths Question 8.
Find the measure of the angle shown in each figure. (First estimate with your eyes and then find the actual measure with a protractor).
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 20
Solution:
On estimating without measuring, the measure of the angle shown in each figure is
(a) 45°
(b) 60°
(c) 125°
(d) 135°

On measuring with the protractor, we find their measures as under:
(a) 40°
(b) 65°
(c) 130°
(d) 135°

Ex 5.4 Class 6 Maths Question 9.
Find the angle measure between the hands of the clock in each figure:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 21
Solution:
The angle measure between the hands of the clock in the time shown is as under:
At 9.00 a.m. : 90°
At 1.00 p.m. : 30°
At 6.00 p.m. : 180°

Ex 5.4 Class 6 Maths Question 10.
Investigate
In the given figure, the angle measures 30°. Look at the same figure through a magnifying glass. Does the angle becomes larger? Does the size of the angle change?
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 22
Solution:
Looking through a magnifying glass does not make the angle larger and so the size of the angle does not change.

Ex 5.4 Class 6 Maths Question 11.
Measure and classify each angle:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 23
Solution:
The measure of angle and its classification is recorded in the given table as under:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 24

Ex 5.5 Class 6 Maths Question 1.
Which of the following are models for perpendicular lines:
(a) The adjacent edges of a table top.
(b) The lines of a railway track.
(c) The line segments forming the letter ‘L’.
(d) The letter V.
Solution:
(a) Yes
(b) No
(c) Yes
(d) No

 

Ex 5.5 Class 6 Maths Question 2.
Let PQ¯¯¯¯¯¯¯¯ be the perpendicular to the line segment XY¯¯¯¯¯¯¯¯. Let PQ¯¯¯¯¯¯¯¯ and XY¯¯¯¯¯¯¯¯ intersect in the point A. What is the measure of ∠PAY?
Solution:
The measure of ∠PAY =90° [∵ PQ ⊥ XY, given]
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 25

Ex 5.5 Class 6 Maths Question 3.
There are two “set-squares” in your box. What are the measures of the angles that are formed at their corners? Do they have any angle measure that is common?
Solution:
In one, the angles are of 30°, 60°, 90° and in the other the angles are of 90°, 45°, 45°.
Clearly, the common angle = 90°

Ex 5.5 Class 6 Maths Question 4.
Study the diagram. The line l is perpendicular to line m.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 26

(a) Is CE = EG?
(b) Does PE bisect CG?
(c) Identify any two line segments for which PE is the perpendicular bisector. ‘ ’
(d) Are these true?
(i) AC > FG
(ii) CD = GH
(iii) BC< EH
Solution:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 27

Ex 5.6 Class 6 Maths Question 1.
Name the types of following triangles:
(a) Triangle with lengths of sides 7 cm, 8 cm and 9 cm.
(b) ∆AJBC with AB = 8.7 cm, AC = 7 cm and BC = 6 cm.
(c) ∆PQR such that PQ = QR = PR = 5 cm.
(d) ∆DEF with m∠D = 90°
(e) ∆XYZ with m∠Y = 90° and XY = YZ.
(f) ∆LMN with m∠L = 30°, m∠M = 70° and m∠N = 80°
Solution:
(a) Since all the sides are of different lengths
∴ It is scalene triangle.
(b) In ∆ABC, AB ≠ BC ≠ CA.
∴ AABC is scalene triangle.
(c) In ∆PQR, PQ = QR = PR
∴ ∆PQR is equilateral triangle.
(d) In ∆DEF, m∠D =90°
∴ ∆DEF is right angled triangle.
(e) In ∆ XYZ, m∠Y = 90° and XY = YZ
∴ ∆ XYZ is an isosceles right angled.
(f) As each angle of ∆ LMN is < 90°
∴ ∆ LMN is an acute angled triangle.

Ex 5.6 Class 6 Maths Question 2.
Match the following:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 28
Solution:
The matching is as shown:
(i) → (e)
(ii)→ (g)
(iii) → (a)
(iv) → (f)
(v) → (d)
(vi) → (c)
(vii) → (b)

Ex 5.6 Class 6 Maths Question 3.
Name each of the following triangles in two different ways: (you may judge the nature of the angle by observation)
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 29
Solution:
(a) Isosceles triangle; Acute angled triangle.
(b) Scalene triangle; Right angled triangle.
(c) Isosceles triangle; Obtuse angled triangle.
(d) Isosceles triangle; Right angled triangle.
(e) Equilateral triangle; Acute angled triangle.
(f) Scalene triangle; Obtuse angled triangle.

Ex 5.6 Class 6 Maths Question 4.
Try to construct triangles match sticks. Some are shown here. Gan you make a triangle with
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 30
(a) 3 matchsticks?

(b) 4 matchsticks?
(c) 5 matchsticks?
(d) 6 matchsticks?
(Remember you have to use all the available matchsticks in each case)
Name the type of triangle in each case.
If you cannot make a triangle, think of reasons for it.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 31
Solution:
(a) Yes, an equilateral triangle.
(b) No (as sum of two sides is always > the third side but here 1 + 1 = 2 ≱ ≯ 2).
(c) Yes, an isosceles triangle.
(d) Yes, an equilateral triangle.

 

Ex 5.7 Class 6 Maths Question 1.
Say True or False:
(a) Each angle of a rectangle is a right angle.
(b) The opposite sides of a rectangle are equal in length.
(c) The diagonals of a square are perpendicular to ont i^Atber.
(d) All the sides of rhombus are of equal length.
(e) All the sides of a parallelogram are of equal length.
(f) The opposite sides of a trapezium are parallel.
Solution:
(a) True
(b) True
(c) True
(d) True
(e) False
(f) False

Ex 5.7 Class 6 Maths Question 2.
Give reasons for the following:
(a) A square can be thought of as a special rectangle.
(b) A rectangle can be thought of as a special parallelogram.
(c) A square can be thought of as a special rhombus.
(d) Squares, rectangles, parallelograms are all quadrilaterals.
(e) Square is also a parallelogram.
Solution:
(a) All the properties of a rectangle are there in a square.
(b) All the properties of a parallelogram are there in a rectangle.
(c) All the properties of a rhombus are there in a square.
(d) All the four sided closed plane figure are known as quadrilateral.
(e) All the properties of a parallelogram are there in a square.

Ex 5.7 Class 6 Maths Question 3.
A figure is said to be regular if its sides are equal in length and angles are equal in measure. Can you identify the regular quadrilateral?
Solution:
A regular quadrilateral is a square, regular pentagon, regular hexagon, regular octagon etc.

Ex 5.8 Class 6 Maths Question 1.
Examine whether the following are polygons. If any one among them is not, say why?
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 32
Solution:
(a) No, because it is not closed,
(b) Yes.
(c) No, because it is not drawn by using line segments.
(d) No, because it is not closed by line segments.

Ex 5.8 Class 6 Maths Question 2.
Name each polygon:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 33
make two more examples of each of these.
Solution:
(a) Quadrilateral
(b) Triangle
(c) Pentagon
(d) Octagon

Two more examples of :
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 34

Ex 5.8 Class 6 Maths Question 3.
Draw a rough sketch of a regular hexagon. Connecting any three of its vertices, draw a triangle. Identify the type of the triangle you have drawn.
Solution:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 35
Let ABCDEF be a rough sketch of a regular hexagon.
Join AC
A ∆ ABC is obtained in which AB = BC. Thus,
∆ ABC is an isosceles triangle.

Ex 5.8 Class 6 Maths Question 4.
Draw a rough sketch of a regular octagon.
(Use squared paper if you wish). Draw a rectangle by joining exactly four of the vertices of the octagon.
Solution:
Let ABCDEFGH be a rough sketch of a regular octagon. Join AC, CE, EG and GA to obtain a rectangle ACEG.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 36

 

Ex 5.8 Class 6 Maths Question 5.
A diagonal is a line segment that joins any two vertices of the polygon and is not a side of the polygon. Draw a rough sketch of a pentagon and draw its diagonals.
Solution:
Let ABCDE be a rough sketch of a pentagon. To draw its diagonals, join AC, AD, BD, DE and CE. Then, AC, AD, BD, BE and CE are its diagonals.
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 37

 

Ex 5.9 Class 6 Maths Question 1.
Match the following:
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 38
NCERT Solutions for Class 6 Maths Chapter 5 Understanding Elementary Shapes 39
Give two new examples of each shape.
Solution:
Matching is as under:
(a) → (ii)
(b) → (iv)
(c) → (v)
(d) → (iii)
(e) → (i)

Two new examples of

(a) Cone: Conical tent.
(b) Sphere: Tennis ball, a ball of wool.
(c) Cylinder: Measuring jars, gas cylinder.
(d) Cuboid: Brick, Match box.
(e) Pyramid: Pyramids of Egypt.

Ex 5.9 Class 6 Maths Question 2.
What shape is
(a) Your instruments box?
(b) A brick?
(c) A match box?
(d) A road-roller?
(e) A sweet laddu?
Solution:
(a) Cuboid
(b) Cuboid
(c) Cuboid
(d) Cylinder
(e) Sphere

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Chapter-4 Basic Geometrical Ideas | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 4 Basic Geometrical Ideas

Ex 4.1 Class 6 Maths Question 1.
Use the figure to name:
(a) Five points
(b) A line
(c) Four rays
(d) Five line segments
Solution:
Clearly, from the given figure
(a)
 5 points are points, O, C, B, D and E.
(b) A line is [altex]\overleftrightarrow { BD } [/latex]
(c) 4 rays are OC←→,OB←→,OD←→ and ED←→.
(d) 5 line segments are OE¯¯¯¯¯¯¯¯,OD¯¯¯¯¯¯¯¯,DE,¯¯¯¯¯¯¯¯¯OB¯¯¯¯¯¯¯¯ and BD¯¯¯¯¯¯¯¯.

 

Ex 4.1 Class 6 Maths Question 2.
Name the line given in all possible (twelve) ways, choosing only two letters at a time from the four given.
Solution:
All the possible ways of naming the given by choosing only two letters at a time out of 4 letters are
AB←→,AC←→,AD←→,BC←→,BD←→,CD←→,DC←→,DB←→,CB←→,DA←→,CA←→ and BA←→.

Ex 4.1 Class 6 Maths Question 3.
Use the figure to name :
(a) Line containing point E.
(b) Line passing through A.
(c) Line on which O lies.
(d) Two pairs of intersecting lines.
Solution:
Clearly, from the given figure
(a) Line containing pqint E is AE←→.
(b) Line passing through A is AE←→.
(c) O lies on the line CB←→.
(d) Two pairs of intersecting lines are CO←→,AE←→ and AE←→,EF←→.

Ex 4.1 Class 6 Maths Question 4.
How many lines can pass through
(a) one given point?
(b) two given points?
Solution:
(a) An unlimited number of lines can be drawn passing through a given point.
(b) Exactly one line can be drawn passing through two different given points in a plane.

Ex 4.1 Class 6 Maths Question 5.
Draw a rough figure and label suitably in each of the following cases:
(a) Point P lies on AB¯¯¯¯¯¯¯¯.
(b) XY←→ and PQ←→ intersect at M.
(c) Line l contains E and F but not D.
(d) OP←→ and OQ←→ meet at O.
Solution:
A rough figure and labelled suitably for the given cases are as under:
(a) Point P lies on AB←→ :
(b)
 XY←→ and PQ←→ intersect at M:
(c)
Line l contains E and F but not D:
(d)
 OP←→ and OQ←→ meet at O.

Ex 4.1 Class 6 Maths Question 6.
Consider the following figure of line MN. Say whether following statements are true or false in context of the given figure.
(a) Q, M, O, N, P are points on the line MN←→− .

(b) M, O, N are points on a line segment MN¯¯¯¯¯¯¯¯¯¯.
(c) M and N are end points of line segment MN¯¯¯¯¯¯¯¯¯¯.
(d) O and N are end points of line segment OP¯¯¯¯¯¯¯¯.
(e) M is one of the end points of line segment QO¯¯¯¯¯¯¯¯.
(f) M is point on ray OP−→−.
(g) Ray OP−→− is different from ray QP−→−.
(h) Ray OP−→− is same as ray OM−→−.
(i) Ray OM−→− is not opposite to ray OP−→−.
(j) O is not an initial point of OP−→−.
(k) N is the initial point of NP−→− and NM−→−.
Solution:
In the context of the given figure, the given statement is:
(a) True
(b) True
(c) True
(d) False
(e) False
(f) False
(g) True
(h) False
(i) True
(j) False
(k) True

Ex 4.2 Class 6 Maths Question 1.
Classify the following curves as
(i) Open or
(ii) Closed.
Solution:
Open curves are (a) and (c) and closed curves are (b), (d) and (e).

 

Ex 4.2 Class 6 Maths Question 2.
Draw rough diagrams to illustrate the following:
(a) Open curve
(b) Closed curve
Solution:
Rough diagram to illustrate
(a) Open curve is

(b) Closed curve is

Ex 4.2 Class 6 Maths Question 3.
Draw any polygon and shade its interior.
Solution:
We know that in a closed curve, the interior is inside of the curve. Thus, shaded portion of the polygon indicate its interior.

Ex 4.2 Class 6 Maths Question 4.
Consider the given figure and answer the questions:
(a) Is it a curve?

(b) Is it closed?
Solution:
(a) Yes, the given figure represents a curve.
(b) Yes, the curve is closed.

Ex 4.2 Class 6 Maths Question 5.
Illustrate, if possible, each one of the following with a rough diagram:
(a) A closed curve that is not a polygon.
(b) An open curve made up entirely of line segments.
(c) A polygon with two sides.
Solution:
(a) Impossible, as a close plane figure bounded by lines is called a polygon.
(b) Yes, it may be as
(c)
 No, impossible, as a polygon of two sides cannot be drawn.

Ex 4.3 Class 6 Maths Question 1.
Name the angles in the given figure.
Solution:
The angles in the given figure are named as ∠ABC, ∠BCD, ∠CDA and ∠DAB.

 

Ex 4.3 Class 6 Maths Question 2.
In the given diagram, name the point(s)
(a) In the interior of ∠DOE
(b) In the exterior of ∠EOF
(c) On ∠EOF
Solution:
Clearly, from the given figure :
(a)
 The point A lies in the interior of ∠DOE. .
(b) The points A and C lie in the exterior of ∠EOF.
(c) The points E, B, O and F lie on ∠EOF.

Ex 4.3 Class 6 Maths Question 3.
Draw rough diagrams of two angles such that they have
(a) One point in common
(b) Two points in common
(c) Three points in common
(d) Four points in common
(e) One ray in common
Solution:
(a) The diagram is shown as below
Here, ∠ROQ and ∠QOP have one point O in common.
(b) The diagram is shown as below
Here, ∠MON and ∠ONR have two points O and N in common.
(c) Drawing a diagram of two angles, such that they have three points in common, is not possible.
(d) Drawing a diagram of two angles, such that they have four points in common, is not possible.
(e) In the figure given below, ∠SOT and ∠POT have one ray OT−→− in common.

Ex 4.4 Class 6 Maths Question 1.
Draw a rough sketch of a triangle ABC. Mark a point P in its interior and a point Q in its exterior. Is the point A in its exterior or in its interior?
Solution:
Rough sketch of a ∠ABC as shown.
Points P and Q are marked in the interior and exterior of ∆ABC.
Point A lies on the ∆ABC.

 

Ex 4.4 Class 6 Maths Question 2.
(a) Identify three triangles in the figure.
(b) Write the names of seven angles.
(c) Write the names of six line segments.
(d) Which two triangles have ZB as common?
Solution:
(a) Three triangles are identified in the figure as ∆ ABC, ∆ ABD and ∆ ACD.
(b) The names of seven angles are ∠BAD, ∠BAC, ∠CAD, ∠ABD, ∠ACD, ∠ADC and ∠ADB.
(c) The names of six line segments are AB, BD, DC, CA, BC and AD.
(d) ∆ ABC and ∆ ABD have ∠B as common.

Ex 4.5 Class 6 Maths Question 1.
Draw a rough sketch of a quadrilateral PQRS. Draw its diagonals. Name them. Is the meeting point of the diagonals in the interior or exterior of the quadrilateral?
Solution:
PQRS is a quadrilateral having PR and QS as its diagonals intersecting at the point O, which is in the interior of the quadrilateral PQRS.
NCERT Solutions for Class 6 Maths Chapter 4 Basic Geometrical Ideas 22
Ex 4.5 Class 6 Maths Question 2.
Draw a rough sketch of a quadrilateral KLMN. State,
(a) two pairs of opposite sides,
(b) two pairs of opposite angles,
(c) two pairs of adjacent sides,
(d) two pairs of adjacent angles.
Solution:
KLMN is a quadrilateral.
NCERT Solutions for Class 6 Maths Chapter 4 Basic Geometrical Ideas 23
(a)
 KL, MN and LM, KN are two pairs of its opposite sides.
(b) ∠K, ∠M and∠L, ∠N are two pairs of opposite angles.
(c) KL, LM and KN, NM are two pairs of adjacent sides.
(d) ∠K, ∠N and ∠L, ∠M are two pairs of adjacent angles.

Ex 4.5 Class 6 Maths Question 3.
Investigate:
Use strips and fasteners to make a triangle and a quadrilateral.
Try to push inward at any one vertex of the triangle. Do the same to the quadrilateral.
Is the triangle distorted? Is the quadrilateral distorted? Is the triangle rigid?
Why is it that structures like electric towers make use of triangular shapes and not quadrilaterals?
Solution:
On pushing inward at any one vertex of the triangle, we find that the triangle is not distorted. Whereas doing so with the quadrilateral we find that it is distorted. Triangle is rigid. Thus, we make use of triangular shapes in structures like electric towers as triangular shapes are more rigid.

Ex 4.6 Class 6 Maths Question 1.
From the figure, identify:
(a) the centre of circle
(b) three radii
(c) a diameter
(d) a chord
(e) two points in the interior
(f) a point in the exterior
(g) a sector
(h) a segment
NCERT Solutions for Class 6 Maths Chapter 4 Basic Geometrical Ideas 24
Solution:
(a) O is the centre of the circle.
(b) OA, OB and OC are three radii of circle.
(c) AC is a diameter of circle.
(d) ED is a chord of circle.
(e) Points O and P are in the interior of circle.
(f) Point Q is in the exterior of circle.
(g) OAB is a sector of circle.
(h) Shaded region in the interior of a circle enclosed by a chord ED.

Ex 4.6 Class 6 Maths Question 2.
(a) Is every diameter of a circle also a chord?
(b) Is every chord of a circle also a diameter?
Solution:
(a) Yes, a diameter is the longest chord.
(b) Not always.

Ex 4.6 Class 6 Maths Question 3.
Draw any circle and mark
(a) its centre
(b) a radius
(c) a diameter
(d) a Sector
(e) a segment
(f) a point in its interior
(g) a point in its exterior
(h) an arc
Solution:
Draw any circle and its various parts are as under :
NCERT Solutions for Class 6 Maths Chapter 4 Basic Geometrical Ideas 25
(a) Its centre is O.
(b) Its radii are OA, OB and OC.
(c) Its diameter is AOC.
(d) Its sector is OAB.
(e) Shaded region in the interior of a circle enclosed by a chord PQ.
(f) M is a point in its interior.
(g) N is a point in its exterior.
(h) BC is an arc.

Ex 4.6 Class 6 Maths Question 4.
Say true or false:
(a) Two diameters of a circle will necessarily intersect.
(b) The centre of a circle is always in its interior.
Solution:
(a) True, because each diameter passes through the centre of a circle.
(b) True.

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