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Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 4 Arithmetic of Parts Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 4 Solutions Arithmetic of Parts

Class 6 Kerala Syllabus Maths Solutions Chapter 4 Arithmetic of Parts Questions and Answers

Arithmetic of Parts Class 6 Questions and Answers Kerala Syllabus

Intext Questions (Page No. 50)

In each of the pictures below, write the parts of each colour and the total coloured parts as fractions. Write the sum of the fractions obtained from each picture in the lowest terms.

Question 1.

Answer:
The fraction of circle coloured in blue = \(\frac {3}{8}\)
The fraction of circle coloured in green = \(\frac {1}{8}\)
The circle is divided into 8 equal parts.
Sum of fractions is \(\frac{1}{8}+\frac{3}{8}=\frac{4}{8}=\frac{1}{2}\)

Question 2.

Answer:
The fraction of circle coloured in orange = \(\frac {3}{8}\)
The fraction of circle coloured in brown = \(\frac {3}{8}\)
The circle is divided into 8 equal parts.
Sum of fractions is \(\frac{3}{8}+\frac{3}{8}=\frac{6}{8}=\frac{3}{4}\)

Question 3.

Answer:
The fraction coloured in yellow = \(\frac {1}{10}\)
The fraction coloured in red = \(\frac {3}{10}\)
The ribbon is divided into 10 equal parts.
Sum of fractions is \(\frac{1}{10}+\frac{3}{10}=\frac{4}{10}=\frac{2}{5}\)

Question 4.

Answer:
The fraction coloured in yellow = \(\frac {5}{16}\)
The fraction coloured in green = \(\frac {7}{16}\)
The ribbon is divided into 10 equal parts.
Sum of fractions is \(\frac{5}{16}+\frac{7}{16}=\frac{12}{16}=\frac{3}{4}\)

Addition of Fractions (Page No. 56)

Question 1.
In each pair of pictures below, find the fraction of the circle we get by cutting up the coloured pieces of both circles and putting them together:

Answer:

Question 2.
Calculate the sums given below:
(i) \(\frac{1}{4}+\frac{1}{8}\)
(ii) \(\frac{3}{4}+\frac{1}{6}\)
(iii) \(\frac{1}{3}+\frac{2}{5}\)
(iv) \(\frac{1}{2}+\frac{2}{5}\)
(v) \(\frac{2}{3}+\frac{1}{5}\)
Answer:

Question 3.
There are two taps to fill a tank with water. If the first tap alone is opened, the tank would fill up in 10 minutes. If the second tap alone is opened, it would take 15 minutes to fill up the tank.
(i) If the first tap alone is opened, what fraction of the tank would be filled in one minute?
(ii) If the second tap alone is opened, what fraction of the tank would be filled in one minute?
(iii) If both the taps are opened, what fraction of the tank would be filled in one minute?
(iv) If both the taps are opened, how much time would it take for the tank to be filled up?
Answer:
(i) The first tap fills the whole tank in 10 minutes.
Therefore, in 1 minute it fills upto \(\frac {1}{10}\) of the tank.

(ii) The second tap fills the whole tank in 15 minutes.
Therefore, in 1 minute it fills upto \(\frac {1}{15}\) of the tank.

(iii) If both taps are opened,
First tap fills \(\frac {1}{10}\)
Second tap fills \(\frac {1}{15}\)
So together they fill = \(\frac{1}{10}+\frac{1}{15}=\frac{1 \times 3}{10 \times 3}+\frac{1 \times 2}{15 \times 2}\) = \(\frac{3}{30}+\frac{2}{30}=\frac{5}{30}=\frac{1}{6}\)
That means both taps together fill \(\frac {1}{6}\) of the tank in 1 minute.

(iv) The time taken to fill the tank when both taps are opened.
\(1 \div \frac{1}{6}=\frac{1}{\frac{1}{6}}=1 \times \frac{6}{1}\) = 6 minutes

Some Other Sums (Page No. 57)

Question 1.
For each fraction given below, can you mentally calculate the fraction to be added to make it 1?
(i) \(\frac {2}{7}\)
(ii) \(\frac {4}{7}\)
(iii) \(\frac {3}{8}\)
(iv) \(\frac {3}{10}\)
Answer:
(i) \(\frac {5}{7}\) is added with \(\frac {2}{7}\) to get 1.
That is, \(\frac{2}{7}+\frac{5}{7}=\frac{7}{7}\) = 1

(ii) \(\frac {3}{7}\) is added with \(\frac {4}{7}\) to get 1.
That is, \(\frac{3}{7}+\frac{4}{7}=\frac{7}{7}\) = 1

(iii) \(\frac {5}{8}\) is added with \(\frac {3}{8}\) to get 1.
That is, \(\frac{3}{8}+\frac{5}{8}=\frac{8}{8}\) = 1

(iv) \(\frac {7}{10}\) is added with \(\frac {3}{10}\) to get 1.
That is, \(\frac{7}{10}+\frac{3}{10}=\frac{10}{10}\) = 1

Textbook Page No. 60

Question 1.
Calculate the sums below:
(i) \(\frac{5}{6}+\frac{1}{3}\)
(ii) \(\frac{7}{8}+\frac{1}{4}\)
(iii) \(\frac{5}{6}+\frac{1}{4}\)
(iv) \(\frac{5}{8}+\frac{3}{4}\)
(v) \(2 \frac{1}{3}+3 \frac{1}{2}\)
Answer:

Question 2.
One jar contains one and a half litres of milk, and another contains two and three-quarters litres of milk. How much milk is in both jars together?
Answer:
Milk contained in first jar = 1\(\frac {1}{2}\) litres
Second jar contained in second jar = 2\(\frac {3}{4}\) litres
Milk contained in both jars is,

Question 3.
Two strings of lengths one and a half metres are joined end to end. What is the total length?
Answer:
Lengths of strings = 1\(\frac {1}{2}\)
Two strings are joined together,
\(1 \frac{1}{2}+1 \frac{1}{2}=(1+1)+\left(\frac{1}{2}+\frac{1}{2}\right)\)
= 2 + \(\frac {2}{2}\)
= 2 + 1
= 3 metres

Question 4.
Ahirath bought one and a half kilograms of beans and three-quarters kilograms of yams. What is the total weight?
Answer:
Quantity of beans Ahirath bought = 1\(\frac {1}{2}\) kg
Quantity of yam Ahirath bought = \(\frac {3}{4}\) kg

Removing Parts (Page No. 61)

Question 1.
(i) \(\frac{1}{2}-\frac{1}{8}\)
Answer:

(ii) \(\frac{3}{4}-\frac{1}{8}\)
Answer:

(iii) \(\frac{1}{3}-\frac{1}{5}\)
Answer:

(iv) \(\frac{2}{5}-\frac{1}{3}\)
Answer:

(v) \(\frac{2}{3}-\frac{1}{5}\)
Answer:

Textbook Page No. 64

Question 1.
Natasha drew a circle and coloured \(\frac {5}{12}\) of it. What fraction of the circle remains to be coloured?
Answer:
Coloured portion of the circle = \(\frac {5}{12}\)
Portion of the circle to be coloured is,
\(1-\frac{5}{12}=\frac{12}{12}-\frac{5}{12}\)
= \(\frac{12-5}{12}\)
= \(\frac {7}{12}\)

Question 2.
A bucket can hold 10 litres of water, and it contains 3\(\frac {3}{4}\) litres. How much more is needed to fill it?
Answer:
Total quantity of water that can be held in the bucket = 10 litres
Quantity of water contained in the bucket = 3\(\frac {3}{4}\) litres
The quantity of water needed to fill the bucket is,
10 – 3\(\frac {3}{4}\) = \(\left(9 \frac{1}{4}+\frac{3}{4}\right)-\left(3 \frac{3}{4}\right)\)
= \(\left(9+\frac{1}{4}+\frac{3}{4}\right)-\left(3+\frac{3}{4}\right)\)
= (9 – 3) + \(\left(\frac{1}{4}+\frac{3}{4}-\frac{3}{4}\right)\)
= 6 + \(\frac {1}{4}\)
= 6\(\frac {1}{4}\) litres
OR
If \(\frac {1}{4}\) added to 3\(\frac {3}{4}\), we get 4
And if 6 is added to 4 will results 10
That means, 6 + \(\frac {1}{4}\) = 6\(\frac {1}{4}\) litres

Question 3.
From a string, one and three-quarters of a metre long, a piece half a metre long is cut off. What is the length of the remaining piece?
Answer:
Length of the original string = 1\(\frac {3}{4}\) metre
Piece cut off = \(\frac {1}{2}\) metre
Length of the remaining piece is

Question 4.
A panchayat constructed a new road, 14\(\frac {3}{4}\) kilometres long last year. This year, a road 16\(\frac {1}{4}\) kilometres long was constructed. How much more was constructed this year?
Answer:
Road constructed last year = 14\(\frac {3}{4}\) km
Road constructed this year = 16\(\frac {1}{4}\) km
The more roads constructed this year are,

Question 5.
Ashadev bought 20 metres of string. He cut off a piece 5\(\frac {3}{4}\) metres long first, and then a piece 6\(\frac {1}{2}\) metres long later. What is the length of the string left?
Answer:
Total length of the string = 20 metres
First cut piece = 5\(\frac {3}{4}\) metre
Second cut piece = 6\(\frac {1}{2}\) metres
Total length of the string cut is,

Length of the remaining string is,

Question 6.
The milk society got 75\(\frac {1}{4}\) litres in the morning and 55\(\frac {1}{2}\) litres in the evening. Of this 85\(\frac {3}{4}\) litres of milk is sold. How much milk is left?
Answer:
Milk received in the morning = 75\(\frac {1}{4}\) litres
Milk received in the evening = 55\(\frac {1}{2}\) litres
Milk sold is = 85\(\frac {3}{4}\) litres
Remaining milk is,

Large and Small (Page No. 66)

Question 1.
Find the larger and smaller of each pair of fractions below and write this using the < or > symbol:
(i) \(\frac{2}{5}, \frac{3}{5}\)
(ii) \(\frac{2}{5}, \frac{2}{3}\)
(iii) \(\frac{2}{5}, \frac{3}{4}\)
(iv) \(\frac{3}{7}, \frac{2}{9}\)
(v) \(\frac{2}{7}, \frac{3}{8}\)
(vi) \(\frac{4}{9}, \frac{3}{8}\)
Answer:
(i) Here, the denominators are the same.
So compare the numerators.
That is 2 < 3,
Therefore \(\frac{2}{5}<\frac{3}{5}\)

(ii) Here, the numerators are the same.
So the smaller denominator is larger.
Therefore \(\frac{2}{3}>\frac{2}{5}\)

(iii) Convert the fractions into forms with the same denominators
\(\frac{2}{5}=\frac{2 \times 4}{5 \times 4}=\frac{8}{20}\) and \(\frac{3}{4}=\frac{3 \times 5}{4 \times 5}=\frac{15}{20}\)
Therefore \(\frac{2}{5}<\frac{3}{4}\)

(iv) Convert the fractions into forms with the same denominators
\(\frac{3}{7}=\frac{3 \times 9}{7 \times 9}=\frac{27}{63}\) and \(\frac{2}{9}=\frac{2 \times 7}{9 \times 7}=\frac{14}{63}\)
Therefore \(\frac{3}{7}>\frac{2}{9}\)

(v) Convert the fractions into forms with the same denominators
\(\frac{2}{7}=\frac{2 \times 8}{7 \times 8}=\frac{16}{56}\) and \(\frac{3}{8}=\frac{3 \times 7}{8 \times 7}=\frac{21}{56}\)
Therefore \(\frac{2}{7}<\frac{3}{8}\)

(vi) Convert the fractions into forms with the same denominators
\(\frac{4}{9}=\frac{4 \times 8}{9 \times 8}=\frac{32}{72}\) and \(\frac{3}{8}=\frac{3 \times 9}{8 \times 9}=\frac{27}{72}\)
Therefore \(\frac{4}{9}>\frac{3}{8}\)

Question 2.
Arrange each triple of fractions below from the smallest to the largest and write it using the < symbol:
(i) \(\frac{2}{5}, \frac{3}{4}, \frac{3}{5}\)
(ii) \(\frac{3}{7}, \frac{2}{9}, \frac{2}{7}\)
(iii) \(\frac{1}{2}, \frac{1}{3}, \frac{2}{3}\)
Answer:
(i) Convert the fractions into forms with the same denominators
\(\frac{2}{5}=\frac{2 \times 4}{5 \times 4}=\frac{8}{20}, \quad \frac{3}{4}=\frac{3 \times 5}{4 \times 5}=\frac{15}{20}, \quad \frac{3}{5}=\frac{3 \times 4}{5 \times 4}=\frac{12}{20}\)
\(\frac{8}{20}<\frac{12}{20}<\frac{15}{20}\)
Therefore \(\frac{2}{5}<\frac{3}{5}<\frac{3}{4}\)

(ii) Convert the fractions into forms with the same denominators
\(\frac{3}{7}=\frac{3 \times 9}{7 \times 9}=\frac{27}{63}, \quad \frac{2}{9}=\frac{2 \times 7}{9 \times 7}=\frac{14}{63}, \frac{2}{7}=\frac{2 \times 9}{7 \times 9}=\frac{18}{63}\)
\(\frac{14}{63}<\frac{18}{63}<\frac{27}{63}\)
Therefore \(\frac{2}{9}<\frac{2}{7}<\frac{3}{7}\)

(iii) Convert the fractions into forms with the same denominators
\(\frac{1}{2}=\frac{1 \times 3}{2 \times 3}=\frac{3}{6}, \quad \frac{1}{3}=\frac{1 \times 2}{3 \times 2}=\frac{2}{6} \quad, \frac{2}{3}=\frac{2 \times 2}{3 \times 2}=\frac{4}{6}\)
\(\frac{2}{6}<\frac{3}{6}<\frac{4}{6}\)
Therefore \(\frac{1}{3}<\frac{1}{2}<\frac{2}{3}\)

Class 6 Maths Chapter 4 Kerala Syllabus Arithmetic of Parts Questions and Answers

Class 6 Maths Arithmetic of Parts Questions and Answers

Question 1.
Compare \(\frac {5}{8}\) and \(\frac {3}{4}\)?
Answer:
Convert the fractions into forms with the same denominators
\(\frac{5}{8}<\frac{6}{8}\)
Therefore \(\frac{5}{8}<\frac{3}{4}\)

Question 2.
Arrange from smallest to largest: \(\frac{1}{6}, \frac{1}{2}, \frac{5}{12}\)
Answer:
Convert the fractions into forms with the same denominators
\(\frac{1}{6}=\frac{1 \times 2}{6 \times 2}=\frac{2}{12}, \quad \frac{1}{2}=\frac{1 \times 6}{2 \times 6}=\frac{6}{12} \quad, \frac{5}{12}\)
\(\frac{2}{12}<\frac{5}{12}<\frac{6}{12}\)
Therefore \(\frac{1}{6}<\frac{5}{12}<\frac{1}{2}\)

Question 3.
Calculate: \(\frac{3}{5}+\frac{1}{2}\)
Answer:

Question 4.
A bottle contains 2\(\frac {1}{4}\) litres of juice, and another bottle contains 1\(\frac {2}{3}\) litres. What is the total amount of juice?
Answer:
Juice in first bottle = 2\(\frac {1}{4}\) litres
Juice in second bottle = 1\(\frac {2}{3}\) litres
Total amount of the juice is;

Question 5.
A ribbon is 2\(\frac {1}{2}\) metres long. Another ribbon is 3\(\frac {1}{3}\) metres long. What is their total length?
Answer:
First ribbon = 2\(\frac {1}{2}\) metres
Second ribbon = 3\(\frac {1}{3}\) metres
Total length is:

Question 6.
Reshma had 12\(\frac {1}{2}\) metres of ribbon. She used 4\(\frac {3}{4}\) metres for a project. How much ribbon is left?
Answer:
Total ribbon = 12\(\frac {1}{2}\) metres
Ribbon used = 4\(\frac {3}{4}\) metres
The remaining ribbon is,

Question 7.
A container holds 18 litres of oil. 6\(\frac {2}{3}\) litres are used in the morning and 5\(\frac {1}{6}\) litres in the evening. How much oil is left?
Answer:
Total quantity of oil held in the container = 18 litres
Oil used is,

The quantity of oil remaining is,

Question 8.
A pipe is 9\(\frac {1}{2}\) metres long. A piece 3\(\frac {3}{4}\) metres is cut from it. How much pipe remains?
Answer:
Length of the original pipe = 9\(\frac {1}{2}\) metres
Length of the cut piece = 3\(\frac {3}{4}\) metres
Length of the remaining pipe is,

Question 9.
A recipe needs 1\(\frac {1}{4}\) cups of sugar. Aliya only has \(\frac {3}{4}\) cup. How much more does she need?
Answer:
Required sugar = 1\(\frac {1}{4}\) cups
Available sugar = \(\frac {3}{4}\) cups
Sugar needed is,

Question 10.
Meera walked 2\(\frac {2}{5}\) kilometre in the morning and 3\(\frac {3}{5}\) kilometre in the evening. How much did she walk in total?
Answer:
Meera walked in the morning = 2\(\frac {2}{5}\) km
Walked in the evening = 3\(\frac {3}{5}\) km
Total she walked:

Class 6 Maths Chapter 4 Notes Kerala Syllabus Arithmetic of Parts

→ To find the sum of two fractional measures put together, we must see them as a set of the same equal pieces.

→ Convert both fractional measures to forms with the same denominator.

→ Increasing the numerator alone makes a fraction larger.

→ Of two fractions with the same denominator, the one with the larger numerator is the larger and the one with the smaller numerator is the smaller.

→ If the denominator alone of a fraction is increased, the fraction becomes smaller.

→ Of two fractions with the same numerator, the one with the larger denominator is smaller and the one with the smaller denominator is larger.

→ To compare two fractions with the same denominator, we need only compare the numerator; to compare two fractions with the same numerator, we need only compare the denominators.

In our everyday life, we often come across situations where we need to work with parts of a whole, like dividing a chocolate bar between friends, measuring ingredients for a recipe, or cutting ribbon into equal pieces. This idea of working with parts is what we study in this chapter, Arithmetic of Parts. This chapter mainly deals with understanding fractions – numbers that represent parts of a whole, dividing object quantities into equal parts, performing operations such as addition, subtraction, multiplication, and division with fractions, comparing and converting fractions, especially simplifying them to their lowest terms. This chapter helps build a strong foundation in dealing with fractions and their applications in real-life situations.

Joining Parts
A circle is divided into 4 equal parts, and two of them are joined together to get half of the circle.

The quarter circle joined to a quarter circle makes half a circle.
That means, two quarters make a half.
We can write like this: \(\frac{1}{4}+\frac{1}{4}=\frac{1}{2}\)

Suppose a circle is divided into eight equal parts ,and two of them are joined together.
2 of 8 equal parts is \(\frac {2}{8}\); also, \(\frac{2}{8}=\frac{1 \times 2}{4 \times 2}=\frac{1}{4}\)
So we have \(\frac{1}{8}+\frac{1}{8}=\frac{2}{8}=\frac{1}{4}\)

Question 1.
Join \(\frac {1}{8}\) of a circle and \(\frac {3}{8}\) of the circle, what fraction of the circle would we get?
Answer:
We took 1 + 3 = 4 parts of 8 equal parts, that is \(\frac {4}{8}\)
Reducing the numerator and denominator,
\(\frac{1}{8}+\frac{3}{8}=\frac{4}{8}=\frac{1}{2}\)

Question 2.
Look at the picture given below;

What sum of fractions of the ribbon do we get from this?
Answer:
The ribbon is divided into 8 equal parts
The fraction of the ribbon coloured in red = \(\frac {1}{8}\)
The fraction of the ribbon coloured in green = \(\frac {5}{8}\)
Sum of the fraction is, \(\frac{1}{8}+\frac{5}{8}=\frac{6}{8}=\frac{3}{4}\)

Addition of Fractions
If a circle is cut into four equal pieces and two of them joined together, we get half a circle:

If one more piece is joined to this, we get three-quarters of a circle.

That is half and a quarter make three quarters, \(\frac{1}{2}+\frac{1}{4}=\frac{3}{4}\)

Question 1.
What sum do we get from this picture below?

Answer:
Here, the circle is divided into 8 equal pieces
The pieces coloured in red = 1
The pieces coloured in yellow = 4
Fraction of the coloured portion = \(\frac{1}{8}+\frac{4}{8}=\frac{5}{8}\)
The lowest form of \(\frac{4}{8}=\frac{1}{2}\)
Therefore the sum is \(\frac{1}{8}+\frac{1}{2}=\frac{5}{8}\)

Question 2.
Look at the picture below.

\(\frac {1}{4}\) of a circle and \(\frac {3}{8}\) of another circle of the same size are cut out, and these pieces are put together. What fraction of the full circle is this?
Answer:
In the first figure, the circle is divided into 4 equal parts, and 1 is coloured.
Here one one-fourth of the circle can be considered as two one-eighths joined together.
That is \(\frac{1}{4}=\frac{2}{8}\)
In the second figure, the circle is divided into 8 equal parts, and 3 is coloured.
That is \(\frac {3}{8}\)

Therefore, the fraction of the full circle is \(\frac{1}{4}+\frac{3}{8}=\frac{2}{8}+\frac{3}{8}=\frac{5}{8}\)

Question 3.
Two ribbons of length \(\frac {3}{10}\) metre and \(\frac {2}{5}\) metre are joined end to end. What is the total length?
Answer:
The first ribbon is 3 of 10 equal parts of a 1 metre long ribbon:

The second ribbon is 2 of 5 equal parts of a 1 metre long ribbon:

Considering \(\frac {2}{5}\) metre as 4 of 10 equal parts of a metre:

The sum of fraction is \(\frac{3}{10}+\frac{2}{5}=\frac{3}{10}+\frac{4}{10}=\frac{7}{10}\)
Therefore, the total length is \(\frac {7}{10}\) metre.

To find the sum of two fractional measures put together, we must see them as a set of the same equal pieces.
Convert both fractional measures to forms with the same denominator.

Question 4.
Two ribbons of length \(\frac {1}{2}\) metre and \(\frac {2}{5}\) metre are joined end to end. What is the total length?
Answer:
For the same denominators we want for both must be a multiple of 2 and 5.
That is \(\frac{1}{2}=\frac{1 \times 5}{2 \times 5}=\frac{5}{10}\) and \(\frac{2}{5}=\frac{2 \times 2}{5 \times 2}=\frac{4}{10}\)
Total length of the ribbon is \(\frac{1}{2}+\frac{2}{5}=\frac{5}{10}+\frac{4}{10}=\frac{9}{10}\)

Some Other Sums
Of the two fractions added, one is some parts of one divided into equal parts taken together, and the other is the remaining parts taken together. When both these are taken together, we get all the parts or the whole.
\(\frac{1}{2}+\frac{1}{2}\) = 1
\(\frac{1}{3}+\frac{2}{3}\) = 1
\(\frac{1}{4}+\frac{3}{4}\) = 1
\(\frac{1}{5}+\frac{4}{5}\) = 1
\(\frac{2}{5}+\frac{3}{5}\) = 1

Question 1.
What fraction to be added to get 1?
(i) \(\frac {3}{7}\)
(ii) \(\frac {5}{6}\)
(iii) \(\frac {5}{9}\)
Answer:
(i) \(\frac{3}{7}+\frac{4}{7}=\frac{7}{7}\) = 1
(ii) \(\frac{5}{6}+\frac{1}{6}=\frac{6}{6}\) = 1
(iii) \(\frac{5}{9}+\frac{4}{9}=\frac{9}{9}\) = 1

Question 2.
Draw two circles of the same size and colour half of one and two-thirds of the other. If we cut out these pieces, can we put them together?

What if we cut them like this?

Answer:
Figure 1
The first circle is divided into 2 equal parts, and 1 is considered. In the second circle, it is divided into 3 equal parts, and 2 is considered from it.
If we join these two circles together, we get,

Figure 2
If we join these two circles together, we get,

Removing Parts
Here we can do this subtraction just as we did the addition of fractions:
If a half metre piece is cut off from a three-quarter metre long ribbon, then the length of the remaining portion is;

Answer:
Length of the ribbon is 1 metre.
Here, a half metre piece is cut off from a three-quarter metre long ribbon,

If one-third of a metre is removed from half a metre;
Answer:

Therefore, the remaining portion is \(\frac {1}{6}\) metres.

We have seen some pairs of fractions that add up to 1.
We can rewrite them as subtractions:

Question 3.
From one liter of milk, a quarter liter was used up. How much milk is left?
Answer:
The remaining portion of milk is,
\(1-\frac{1}{4}=\frac{4}{4}-\frac{1}{4}\)
= \(\frac{4-1}{4}\)
= \(\frac {3}{4}\) litres

Question 4.
From two and a half kilograms of yams, one and a quarter kilograms are cut off. What is the weight of the remaining piece?
Answer:
Weight of yam = 2\(\frac {1}{2}\)
The weight cut off from the yam = 1\(\frac {1}{4}\)
Weight of the remaining piece

Large and Small
Case 1: To find the largest fraction with the same denominator,
Increasing the numerator alone makes a fraction larger.
For example:
\(\frac{1}{7}<\frac{2}{7}<\frac{3}{7}<\frac{4}{7}<\frac{5}{7}<\frac{6}{7}\)

Which is larger, \(\frac {2}{5}\) or \(\frac {3}{5}\)?
Answer:
\(\frac {2}{5}\) is 2 parts of 5 equal parts taken together, and \(\frac {3}{5}\) is 3 parts of 5 equal parts taken together.

Therefore \(\frac {2}{5}\) is less than the number \(\frac {3}{5}\).
We can write like this:
\(\frac {2}{5}\) < \(\frac {3}{5}\) Or \(\frac {3}{5}\) is greater than \(\frac {2}{5}\).
That is, \(\frac {3}{5}\) > \(\frac {2}{5}\)

In general, we can say “Of two fractions with the same denominator, the one with a larger numerator is the larger and the one with a smaller numerator is the smaller.”

Case 2
If the denominator of a fraction is increased, the fraction becomes smaller.
For example:
\(\frac{7}{2}>\frac{7}{3}>\frac{7}{4}>\frac{7}{5}>\frac{7}{6}\)

Which is larger \(\frac {3}{4}\) and \(\frac {3}{5}\)?
Answer:
4 equal parts are larger than each of 5 equal parts.

3 of the first kind of pieces taken together is larger than 3 of the second kind of pieces.

This means \(\frac {3}{4}\) > \(\frac {3}{5}\)
In general, of two fractions with the same numerator, the one with the larger denominator is smaller and the one with the smaller denominator is larger.

In conclusion,
To compare two fractions with the same denominator, we need only compare the numerators
To compare two fractions with the same numerator, we need only compare the denominators.
If both the numerator and denominator are different, convert the fractions into forms with the same denominators.

Which of \(\frac {1}{2}\) and \(\frac {3}{5}\) are larger?
Answer:
\(\frac{1 \times 5}{2 \times 5}=\frac{5}{10}\) and \(\frac{3 \times 2}{5 \times 2}=\frac{6}{10}\)
That is, \(\frac{5}{10}<\frac{6}{10}\)
Therefore \(\frac{1}{2}<\frac{3}{5}\)

Which is larger, \(\frac {3}{5}\) or \(\frac {7}{5}\)?
Answer:
\(\frac {3}{5}\) < \(\frac {7}{5}\)

Which is larger, \(\frac {4}{5}\) or \(\frac {4}{6}\)?
Answer:
\(\frac {4}{5}\) > \(\frac {4}{6}\)

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 3 Volume Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 3 Solutions Volume

Class 6 Kerala Syllabus Maths Solutions Chapter 3 Volume Questions and Answers

Volume Class 6 Questions and Answers Kerala Syllabus

Size as Number (Page No. 37)

Question 1.
All blocks shown below are made up of cubes of side 1 centimetre. Calculate the violume of each.


Answer:
Figure 1
Length = 4 small cube = 4 cm
Width = 4 small cube = 4 cm
Height = 4 small cube = 4 cm
Therefore volume = 4 × 4 × 4 = 64 cubic cm

Figure 2
Length = 2 small cube = 2 cm
Width = 2 small cube = 2 cm
Height = 3 small cube = 3 cm
Therefore volume = 2 × 2 × 3 = 12 cubic cm

Figure 3
Length = 4 small cube = 4 cm
Width = 3 small cube = 3 cm
Height = 3 small cube = 3 cm
Therefore volume = 4 × 3 × 3 = 36 cubic cm

Figure 4
Length = 7 small cube = 7 cm
Width = 2 small cube = 2 cm
Height = 3 small cube = 3 cm
Therefore volume = 7 × 2 × 3 = 42 cubic cm

Figure 5
Length = 3 small cube = 3 cm
Width = 2 small cube = 2 cm
Height = 2 small cube = 2 cm
Therefore volume = 3 × 2 × 2 = 12 cubic cm

Intext Questions (Page No. 40)

Question 1.
Calculate the volume of each of the rectangular blocks shown below:

Answer:
Figure 1
Length = 7 small cube = 7 cm
Width = 4 small cube = 4 cm
Height = 1 small cube = 1 cm
Therefore volume = length × width × height
= 7 × 4 × 1
= 28 cubic cm

Figure 2
Length = 6 small cube = 6 cm
Width = 3 small cube = 3 cm
Height = 3 small cube = 3 cm
Therefore volume = length × width × height
= 6 × 3 × 3
= 54 cubic cm

Figure 3
Length = 5 small cube = 5 cm
Width = 5 small cube = 5 cm
Height = 5 small cube = 5 cm
Therefore volume = length × width × height
= 5 × 5 × 5
= 125 cubic cm

Figure 4
Length = 5 small cube = 5 cm
Width = 4 small cube = 4 cm
Height = 5 small cube = 5 cm
Therefore volume = length × width × height
= 5 × 4 × 5
= 100 cubic cm

Volume Calculation (Page No. 40)

Question 1.
The length, width, and height of a brick are 21 centimetres, 15 centimetres, and 7 centimetres. What is its volume?
Answer:
Length of a brick = 21 cm
Width = 15 cm
Height = 7 cm
Volume = 21 × 15 × 7
= 315 × 7
= 2205 cubic cm

Question 2.
An iron cube is of side 8 centimetres. What is its volume? 1 cubic centimetre of iron weighs 8 grams. What is the weight of this cube?
Answer:
Volume = 8 × 8 × 8 = 512 cubic cm.
Weight of this cube = 512 × 8 = 4096 cubic cm

Volume and Length (Page No. 41)

Question 1.
The table shows the measurements of some rectangular blocks. Calculate the missing measures.

Answer:

New Shapes (Page No. 42)

Question 1.
Calculate the volumes of the shapes shown below. All lengths are in centimetres.

Answer:
Figure 1

(i) 8 × 4 × 2 = 64 cubic cm.
(ii) 8 × 4 × 2 = 64 cubic cm.
(iii) 20 × 4 × 2 = 160 cubic cm.
(iv) 4 × 4 × 2 = 32 cubic cm.
Total volume = 64 + 64 + 160 + 32 = 320 cubic cm.

Figure 2

(i) 16 × 3 × 4 = 192 cubic cm.
(ii) 16 × 3 × 4 = 192 cubic cm.
(iii) 4 × 3 × 4 = 48 cubic cm.
Total volume = 192 + 192 + 48 = 432 cubic cm.

Figure 3

(i) 16 × 3 × 4 = 192 cubic cm.
(ii) 11 × 3 × 4 = 132 cubic cm.
Total volume = 192 + 132 = 324 cubic cm

Large Measures (Page No. 43)

Question 1.
A truck is loaded with sand, 4 metres long, 2 metres wide, and 1 metre high. The price of 1 cubic metre of sand is 1000 rupees. What is the price of this truckload?
Answer:
Volume of the truck = 4 × 2 × 1 = 8 cubic metre
The price of 1 cubic metre of sand = 1000 rupees.
The price of 8 cubic metre sand = 8 × 1000 = 8000 rupees

Question 2.
What is the volume in cubic centimetres of a platform 6 metres long, 1 metre wide, and 50 centimetres high?
Answer:
Volume of the platform = 6 m × 1 m × 50 cm
= 600 × 100 × 50
= 3,000,000 cubic cm

Question 3.
What is the volume of a piece of wood that is 5 metres long, 1 metre wide, and 25 centimetres high? The price of 1 cubic metre of wood is 60000 rupees. What is the price of this piece of wood?
Answer:
Volume of apiece of wood = 5 m × 1 m × 25 cm
= 500 cm × 100 cm × 25 cm
= 1250000 cubic cm
= 1250000 ÷ 1000000
= 1 cubic metre 250000 cubic cm
= 1\(\frac {1}{4}\) cubic metre
The price of 1 cubic metre of wood = 60000 rupees.
The price of \(\frac {1}{4}\) cubic metre of wood = 15000 rupees.
Therefore the total price = 60000 + 15000 = 75000 rupees

Capacity & Liquid Measures (Page No. 45)

Question 1.
The inner sides of a cubical box are of length 4 centimetres. What is its capacity? How many cubes of side 2 centimetres can be stacked inside it?
Answer:
Inner length of the cubical box = 4 cm
Capacity of the box = 4 × 4 × 4 = 64 cubic cm.
Volume of one small cube = 2 × 2 × 2 = 8 cubic cm.
Number of small cubes that can fit inside = 64 ÷ 8 = 8 cubes

Question 2.
The inner sides of a rectangular tank are 70 centimetres, 80 centimetres, and 90 centimetres. How many litres of water can it contain?
Answer:
Capacity of the water tank = 70 × 80 × 90
= 504000 cubic cm
= 504 litres (Since 1000 cubic cm = 1 liter)

Question 3.
The length and width of a rectangular box are 90 centimetres and 40 centimetres. It contains 180 litres of water. How high is the water level?
Answer:
1 litre = 1000 cubic cm.
180 litres = 180 × 1000 = 180,000 cubic cm.
Volume = length × width × height
180,000 = 90 × 40 × height
height = 180,000 ÷ (90 × 40) = 50 cm

Question 4.
The inner length, width, and height of a tank are 80 centimetres, 60 centimetres, and 50 centimetres, and it contains water 15 centimetres high. How much more water is needed to fill it?
Answer:
Inner dimensions of the tank:
Length = 80 cm
Width = 60 cm
Height = 50 cm
Current water height = 15 cm
Capacity of the tank,
Total volume = 80 × 60 × 50 = 240,000 cubic cm.
Capacity = 240 litres
Volume of the water already in the tank = 80 × 60 × 15 = 72,000 cubic cm
Current Capacity = 72 litres
Remaining water needed = 240 – 72 = 168 litres
Or
Now the water is at 15 cm height, and the remaining height is 35 cm.
The water can fill in the remaining portion = 80 × 60 × 35
= 168,000 millilitres
= 168 litres

Question 5.
The panchayat decided to make a rectangular pond. The length, width, and depth were decided to be 20 metres, 15 metres, and 2 metres. How many litres of water are needed to fill this pond to a height of one and a half metres?
Answer:
Length = 20 m = 2000 cm
Width = 15 m = 1500 cm
Height = 1\(\frac {1}{2}\) m = 150 cm
Volume = 2000 × 1500 × 150 = 450,000,000 cubic cm.
= 450 cubic metres
= 450000 litre
Or
Volume = 20 × 15 × 1\(\frac {1}{2}\)
= 300 × 1\(\frac {1}{2}\)
= 300 + 150
= 450 cubic metres
= 450000 litre

Question 6.
The inner length and width of an aquarium are 60 centimetres and 30 centimetres. It is half-filled with water. When a stone is immersed in it, the water level rises by 10 centimetres. What is the volume of the stone?
Answer:
When a stone is immersed in the aquarium, the water level rises by 10 centimetres
Volume of the water roses = length × width × 10 cm
= 60 × 30 × 10
= 18000 cubic metres.
Volume of the stone = 18000 cubic cm.

Question 7.
A rectangular iron block has a length of 20 centimetres, a width of 10 centimetres, and a height of 5 centimetres. It is melted and recast into a cube. What is the length of a side of this cube?
Answer:
Volume = 20 × 10 × 5 = 1000 cubic cm
The side of the cube = 10 cm
10 × 10 × 10 = 1000 cubic cm

Question 8.
A tank 2 metres long and 1 metre wide is to contain 10000 litres of water. What should be the height of the tank?
Answer:
1 cubic metre = 1000 litres
10,000 litres = 10 cubic metres
Volume = length × width × height
10 = 2 × 1 × height
height = 10 ÷ (2 × 1)
= 10 ÷ 2
= 5 metres

Question 9.
From the four corners of a square piece of paper of side 12 centimetres, small squares of side 1 centimetre are cut off. The edges of this are bent up and joined to form a container of height 1 centimetre. What is the capacity of this container? If squares of side 2 centimetres are cut off. What would be the capacity?
Answer:

Original side of the square = 12 cm
After cutting 1 cm from each corner, the length and width were reduced by 2 cm (1 cm from each end)
New length = 12 – 2 = 10 cm
New width = 12 – 2 = 10 cm
Height = 1 cm
Capacity = 10 × 10 × 1 = 100 cubic cm.
If 2 cm is cut off from each side,
New length = 12 – 4 = 8 cm
New width = 12 – 4 = 8 cm
Height = 2 cm
Volume = 8 × 8 × 2 = 128 cubic cm.

Class 6 Maths Chapter 3 Kerala Syllabus Volume Questions and Answers

Class 6 Maths Volume Questions and Answers

Question 1.
Which of the following rectangular blocks has a volume of 30 cubic centimetres?
(a) 3 cm, 4 cm, 5 cm
(b) 5 cm, 3 cm, 2 cm
(c) 4 cm, 7 cm, 2 cm
(d) 10 cm, 2 cm, 2 cm
Answer:
(b) 5 cm, 3 cm, 2 cm
Volume = 5 × 3 × 2 = 30 cubic cm.

Question 2.
Which of the following is correct for the volume of a rectangular block?
(a) Volume is the product of its length and height.
(b) Unit of volume is the square centimetre.
(c) If the length of a rectangular block is doubled, then its volume is also doubled.
(d) 100 cubic centimetres is equal to 1 cubic metre.
Answer:
(a) False.
Reason: volume = length × width × height
(b) False.
Reason: unit of volume is cubic centimetre or cubic metre.
(c) If the length of a rectangular block is doubled, then its volume is also doubled.
(d) False.
Reason: 1000 cubic centimetres is 1 litre
100 cubic centimetres is 100 millilitres.

Question 3.
Match the following:
(a) 1000 cubic centimetre – 10 litre
(b) 1000000 cubic centimetre – 1 millilitre
(c) 1 cubic centimetre – 1 cubic metre
(d) 10000 millilitre – 1 litre
Ans:
(a) 1000 cubic centimetre – 1 litre
(b) 1000000 cubic centimetre – 1 cubic metre
(c) 1 cubic centimetre – 1 millilitre
(d) 10000 millilitre – 10 litre

Question 4.
Find the volume of the rectangular block whose length is 12 centimetres, width is 6 centimetres, and height is 4 centimetres.
Answer:
Volume = 12 × 6 × 4 = 288 cubic centimetres

Question 5.
A rectangular block of length 50 centimetres and width 20 centimetres has a volume of 3000 cubic centimetres. What is the height of the rectangular block?
Answer:
Volume = length × width × height
3000 = 50 × 20 × height
height = 3000 ÷ (50 × 20)
= 3000 ÷ 1000
= 3 cm

Question 6.
A wooden block of length 15 metres, width 4 metres, and height 2 metres. What is its volume?
Answer:
Volume of the wodden block = 15 × 4 × 2 = 120 cubic metres

Question 7.
A tank 4 metres long and 2 metres wide is to contain 16000 litres of water. What should be the height of the tank?
Answer:
Volume = 16000 litre = 16 cubic metre
Volume = length × width × height
16 = 4 × 2 × height
height = 16 ÷ (4 × 2)
= 16 ÷ 8
= 2 metres

Question 8.
Complete the following given below:
(a) 180 cubic metre = _____________ litre
(b) 3000 cubic centimetre = _____________ litre
(c) 2000 litre = _____________ cubic metre
(d) 15 cubic centimetre = _____________ millilitre
(e) 75 cubic metre = _____________ litre
Answer:
(a) 180 cubic metre = 180,000 litre
(b) 3000 cubic centimetre = 3 litre
(c) 2000 litres = 2 cubic metres
(d) 15 cubic centimetre = 15 millilitre
(e) 75 cubic metre = 75,000 litre

Class 6 Maths Chapter 3 Notes Kerala Syllabus Volume

→ To compare the size of two rectangular blocks, we must consider their length, width, and height.

→ The volume of a rectangular block can be calculated by multiplying its length, width, and height.

→ If the measurements are in centimetres, then the volume will be in cubic centimetres.

→ If measurements are in metres, then the volume should be in cubic metres.

→ The volume of a rectangular block is the product of its length, width, and height.

→ For a rectangular block,

• If the length is doubled, the volume becomes twice.
• If the length and width are doubled, the volume becomes four times.
• If the length, width, and height are all doubled, the volume becomes eight times.

→ The volume of a rectangular block is 1 cubic metre if its length is 1 metre, width is 1 metre, and height is 1 metre.

→ 1 cubic metre = 100 × 100 × 100 = 1000000 cubic centimetre

→ The volume is called the capacity of the box or a vessel.

→ The capacity of a rectangular box or a vessel is calculated by multiplying its inner length, width, and height.

→ 1 cubic centimeter = 1 millilitre

→ 1000 cubic centimeter = 1 litre

→ 1 cubic metre =1000 litre

→ 1 cubic metre = 1000000 cubic centimetre

In our everyday life, we often come across objects that occupy spaces – like a water bottle, a box, a tank, or even a cupboard. The amount of space an object takes up is called its volume. Volume helps us understand how much space is inside a three-dimensional object or how much it can hold. In this chapter, we will learn how to measure the volume of different solid shapes, such as cubes, cuboids. We will also explore the formulas used to calculate volume, and understand the units in which volume is measured, like cubic centimetres or liters.

Large and Small & Rectangular Blocks
In the previous classes, we have already learned how to compare the lengths of objects, to find their perimeter. The size of an object can be determined by measuring its length of the objects. Measuring only the length of a rectangular-shaped object is not sufficient to determine its size. Instead, we need to measure both its length and breadth to find its area. To compare the size of two rectangular blocks, we must consider their length, width, and height.

Size of a Rectangular Block & Size as a Number
Look at the rectangular block given below.

The length, width, and height of the rectangular block are 10 cm, 5 cm, and 10 cm, respectively. Also, consider that it is made by stacking smaller blocks, each having length, width, and height as 1 cm, 1 cm, 1 cm.

Let us find out how many small rectangular blocks are contained within the large rectangular block. In the bottom row, there are 10 numbers in length and 5 numbers in width. So the total number of small rectangular blocks is 50.

The height of the larger rectangular block is 10 cm, so we can place 10 smaller blocks along the height. If we stack 50 such columns, each with 10 blocks in height, we get a total of 50 × 10 = 500 blocks. So the size of the larger rectangular block is the same as the size of the small 500 rectangular blocks, each measuring 1 cm in length, 1 cm in width, and 1 cm in height.

We learned that the area of a rectangle with a length of 1 cm and a width of 1 cm is 1 square centimeter. Similarly, the volume of a rectangular block with a length of 1 cm, a width of 1 cm, and a height of 1 cm is 1 cubic centimeter. Therefore, the volume of the above rectangular block is 10 × 5 × 10 = 500 cubic centimeters. That means the volume of a rectangular block can be calculated by multiplying its length, width, and height. If the measurements are in centimeters, then the volume will be in cubic centimeters. If measurements are in metres, then the volume should be in cubic metres.

Question 1.
Find the volume of the given rectangular block.

Answer:
Length of the rectangular block = 20 cm
Width =10 cm
Height = 8 cm
Therefore, Volume = 20 × 10 × 8 = 1600 cubic cm

Question 2.
How many small cubes are used to make this large cube? If one small block is removed from each corner of the large block, how many would be left?

Answer:
The large cube is made by stacking small cubes.
Length = 4 small cubes
Width = 4 small cubes
Height = 4 small cubes
Total number of small cubes = 4 × 4 × 4 = 64
A cube has 8 corners. Removing 1 cube from each corner means a total of 8 cubes are removed.
Therefore the cubes left = 64 – 8 = 56
The number of cubes remaining after removing corners is 56.

Question 3.
All sides of the large cube are painted. How many small cubes would have no paint at all?

Answer:
Total number of small cubes = 3 × 3 × 3 = 27
Only the cubes that are completely inside the large cube will have no paint on them.
The top layer and bottom layer have 9 cubes each, and all have at least one side painted.
In the middle layer, only the outer edge cubes have paint on any of their sides, which means 8 cubes have at least one side painted.
So the total number of cubes with at least one side painted is = 9 + 9 + 8 = 26
Therefore, the small cube with no paint at all = 27 – 26 = 1 cube

Volume Calculation
How do we calculate its volume?

For calculating the volume, we must find out how many cubes of side 1 cm we need to make it.

30 small cubes are needed to make it.
So the volume of the cube is 30 cubic cm.
Or
Volume of the cube = 5 × 3 × 2 = 30 cubic cm.
The volume of a rectangular block is the product of its length, width, and height.

Question 1.
The dimensions of a rectangular block are given below. Find its volume.
(i) Length = 10 cm, Width = 7 cm, Height = 4 cm.
(ii) Length = 5 cm, Width = 5 cm, Height = 5 cm.
(iii) Length = 8 cm, Width = 4 cm, Height = 6 cm.
(iv) Length = 20 cm, Width = 10 cm, Height = 10 cm.
(v) Length = 40 cm, Width = 10 cm, Height = 10 cm.
Answer:
(i) 10 × 7 × 4 = 280 cubic cm
(ii) 5 × 5 × 5 = 125 cubic cm
(iii) 8 × 4 × 6 = 192 cubic cm
(iv) 20 × 10 × 10 = 2000 cubic cm
(v) 40 × 10 × 10 = 4000 cubic cm

Volume and Length
Volume can be calculated when the length, width, and height are given. If any three of these four terms are given, we can find the fourth term.

Question 1.
The volume of a rectangular block is 160 cubic centimetres. Its height and width are 5 centimetres and 4 centimetres respectively. What is its length?
Answer:
Volume = length × breadth × height
160 = length × 5 × 4
160 = length × 20
To find the length, divide 160 by 20
Length = 160 ÷ 20 = 8 cm

Question 2.
A rectangular block of length 23 centimetres and height 6 centimetres has a volume of 1380 cubic centimetres. What is its width?
Answer:
Volume = length × breadth × height
1380 = 23 × width × 6
1380 = width × 138
Width = 1380 ÷ 138 = 10 cm

New Shapes
We can make shapes other than rectangular blocks by stacking cubes.

Question 1.
It is made by stacking cubes of side 1 centimetre. Calculate its volume?

Answer:
1st row (bottom row) = 9 × 9 = 81
2nd row = 7 × 9 = 63
3rd row = 5 × 9 = 45
4th row = 3 × 9 = 27
Total = 81 + 63 + 45 + 27 = 216
Therefore, volume = 216 cubic cm.
Or
If the length and width are 9 in every row, and the height is 4.
Then total number of blocks = 9 × 9 × 4 = 324
Now consider the missing blocks.
1st row (bottom row) = 2 × 9 = 18
2nd row = 4 × 9 = 36
3rd row = 6 × 9 = 54
Total missing blocks = 18 + 36 + 54 = 108
Total number of blocks = 324 – 108 = 216
Therefore, volume = 216 cubic cm.

Question 2.
It is made by stacking square blocks. The bottom block is of side 9 centimetres. As we move up, the sides decrease by 2 centimetres at each step. All blocks are of height 1 centimetre. What is the volume of this figure?

Answer:
The blocks are arranged in 5 rows.
Volume of the first square block = 9 × 9 × 1 = 81 cubic cm.
Volume of the second square block = 7 × 7 × 1 = 49 cubic cm.
Volume of the third square block = 5 × 5 × 1 = 25 cubic cm.
Volume of the fourth square block = 3 × 3 × 1 = 9 cubic cm.
Volume of the fifth (top) square block = 1 × 1 × 1 = 1 cubic cm.
Toatal volume of the square blocks = 81 + 49 + 25 + 9 + 1 = 165 cubic cm.

Question 3.
What is the volume of a rectangular block of length 4 centimetres, width 3 centimetres, and height 1 centimetre? If the length, width, and height are doubled, what happens to the volume?
Answer:
Length of the rectangular block = 4 cm
Width = 3 cm
Height = 1 cm
Volume of the rectangular block = 4 × 3 × 1 = 12 cubic cm.
If the length, width, and height are doubled.
Length = 8 cm
Width = 6 cm
Height = 2 cm
Volume = 8 × 6 × 2 = 96 cubic cm.

For a rectangular block,
If the length is doubled, the volume becomes twice.
If the length and width are doubled, the volume becomes four times.
If the length, width, and height are all doubled, the volume becomes eight times.

Large Measures
The volume of a rectangular block is 1 cubic centimetre if its length is 1 centimetre, its width is 1 centimetre, and its height is 1 centimetre.
The volume of a rectangular block is 1 cubic metre if its length is 1 metre, width is h metres, and height is 1 metre.
1 cubic metre = 100 × 100 × 100 = 1000000 cubic centimetre
Then, the volume of a rectangular block, if its length is 5 metres, width 3 metres, and height 2 metres, is 5 × 3 × 2 = 30 cubic metres
If it is converted into cubic centimetres, 30 × 1000000 = 30000000 cubic cm

Question 1.
What is the volume of a platform if its length is 12 metres, width is 8 metres, and height is 75 centimetres?
Answer:
Here, the measurements are both in centimetres and metres.
Convert every value into centimetres.
1200 cm × 800 cm × 75 cm = 72,000,000 cubic cm
If converting it into cubic metres, 72,000,000 ÷ 1000000 = 72 cubic metres

Capacity & Liquid Measures
Capacity refers to the amount a box or a vessel can hold. So it is closely related to volume. That is, the volume is called the capacity of the box or a vessel. The capacity of a rectangular box or a vessel is calculated by multiplying its inner length, width, and height. While considering the thickness of a rectangular box or vessel, the inner and outer dimensions are different.

For this rectangular box, the outer dimensions are greater than the inner dimensions. For calculating the capacity, we have to consider the inner dimensions.

Question 1.
Calculate the capacity when its inner dimensions are of length 20 centimetres, width 10 centimetres, and height 5 centimetres.
Answer:
Capacity = 20 × 10 × 5 = 1000 cubic cm

If we are discussing the quantity of water contained in a rectangular box, it can be expressed in millilitres or litres.
Consider a rectangular box with dimensions of length 1 centimetre, width 1 centimetre, and height 1 centimetre.
Its capacity is calculated as = 1 × 1 × 1 = 1 cubic cm. This is equal to 1 millilitre

If we combine 1000 such boxes, their total capacity becomes 1000 cubic cm, which is equal to 1 litre.
1000 millilitre = 1 litre
Therefore, the capacity of the above-mentioned rectangular box is 1000 cubic cm = 1 litre.

Consider a rectangular box with dimensions of length 10 centimetres, width 10 centimetres, and height 10 centimetres.
Its capacity is calculated as = 10 × 10 × 10 = 1000 cubic cm. This is equal to 1 litre. These relationships can be written like this:

• 1 cubic centimeter = 1 millilitre
• 1000 cubic centimeter = 1 litre
• 1 cubic metre = 1000 litre
• 1 cubic metre = 1000000 cubic centimetre

Question 2.
What is the capacity of a box whose inner length, width, and height are 15 centimetres, 10 centimetres, and 8 centimetres?
Answer:
Capacity = 15 × 10 × 8
= 1200 cubic cm.
= 1000 cubic cm + 200 cubic cm
= 1 litre + 200 millilitre
= 1 litre 200 millilitre

Question 3.
A vessel is filled with water. If a cube of side 1 centimetre is immersed in it, how many cubic centimetres of water would overflow? What if 20 such cubes are immersed?
Answer:
If a cube of side 1 centimetre is immersed in a vessel filled with water, the amount of water that overflows will be equal to the volume (or capacity) of the cube.
Volume of the cube = 1 cm × 1 cm × 1 cm = 1 cubic centimeter
Since 1 cubic centimetre = 1 millilitre
1 millilitre of water will overflow.
If 20 such cubes are immersed.
Each cube displaces 1 millilitre of water.
So, 20 × 1 = 20 millilitres of water will overflow.

Question 4.
A water tank of length 4 metres, width 3 metres, and height 2 metres. How many litres of water does it contain?
Answer:
Capacity of the water tank = 4 × 3 × 2 = 24 cubic metre
Since 1 cubic metre = 1000 litre
24 cubic metre = 24000 litre
Therefore, the tank can hold 24,000 litres of water.

Question 5.
A rectangular tank of length 8 metres and width 6 metres. It contains 96000 litres of water. Calculate the height of the water in the tank?
Answer:
1 cubic metre = 1000 litres
96000 litres = \(\frac {96000}{10000}\) = 96 cubic metres
Volume = length × width × height
96 = 8 × 6 × height
height = 96 ÷ 48 = 2 metre

Question 6.
A swimming pool is 25 metres long, 10 metres wide, and 2 metres deep. It is half-filled. How many litres of water does it contain now?
25 × 10 × 1 = 250 cubic metres = 250000 litres
Suppose the water level is increased by 1 centimetre. How many more litres of water does it contain now?
Answer:
If it is half-filled
Full depth = 2 metre, Half depth = 1 metre
Volume = 25 × 10 × 1 = 250 cubic metres
250 cubic metres = 250 × 1000 = 250,000 litres
If the water level rises by 1 cm
Additional volume = 2500 × 1000 × 1 = 2500000 cubic cm
2500000 cubic cm = \(\frac {2500000}{1000}\) = 2500 litres

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 2 One Fraction Many Forms Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 2 Solutions One Fraction Many Forms

Class 6 Kerala Syllabus Maths Solutions Chapter 2 One Fraction Many Forms Questions and Answers

One Fraction Many Forms Class 6 Questions and Answers Kerala Syllabus

Numerator and Denominator (Page No. 24)

Question 1.
Find the fractions specified below:
(i) The form of \(\frac {1}{2}\) with denominator 24
(ii) The form of \(\frac {1}{2}\) with numerator 24
(iii) The form of \(\frac {1}{3}\) with denominator 24
(iv) The form of \(\frac {1}{3}\) with numerator 24
(v) The form of \(\frac {1}{4}\) with numerator 100
Answer:
(i) \(\frac{1}{2}=\frac{12}{24}\)
(ii) \(\frac{1}{2}=\frac{24}{48}\)
(iii) \(\frac{1}{3}=\frac{8}{24}\)
(iv) \(\frac{1}{3}=\frac{24}{72}\)
(v) \(\frac{1}{4}=\frac{100}{400}\)

Question 2.
Write three different forms of \(\frac {1}{4}\).
Answer:
Three different forms of \(\frac {1}{4}\) is
\(\frac{1}{4}=\frac{2}{8}=\frac{20}{80}=\frac{50}{200}\)

Question 3.
For each pair of fractions below, find three forms with the same denominator:
(i) \(\frac{1}{2}, \frac{1}{3}\)
(ii) \(\frac{1}{2}, \frac{1}{4}\)
(iii) \(\frac{1}{3}, \frac{1}{4}\)
Answer:

Question 4.
Does \(\frac {1}{3}\) have another form with a denominator of 10, 100, or 1000? Give reasons.
Answer:
No, \(\frac {1}{3}\) does not have another form with a denominator 10, 100, or 1000, because none of these numbers is divisible by 3.

Textbook Page No. 26

Question 1.
Now, can’t you fill up the following table by multiplying the numerator and denominator by a number?

Answer:

Textbook Page No. 28

Question 1.
Write each of the following fractions in lowest terms:
(i) \(\frac {32}{64}\)
(ii) \(\frac {27}{81}\)
(iii) \(\frac {30}{45}\)
(iv) \(\frac {12}{21}\)
(v) \(\frac {45}{54}\)
Answer:
(i) \(\frac{32}{64}=\frac{16}{32}=\frac{8}{16}=\frac{4}{8}=\frac{2}{4}=\frac{1}{2}\)
The largest common factor of 32 and 64 is 32
So divide 32 and 64 by 32, we get \(\frac{32}{64}=\frac{1}{2}\)

(ii) \(\frac {27}{81}\)
3, 9, 27 are the common factors of 27 and 81
\(\frac{27}{81}=\frac{9 \times 3}{27 \times 3} ; \quad \frac{27}{81}=\frac{3 \times 9}{9 \times 9} ; \quad \frac{27}{81}=\frac{1 \times 27}{3 \times 27}\)
So divide it by the largest common factor, 27, to get \(\frac {1}{3}\)
Therefore, the lowest form is \(\frac {1}{3}\).

(iii) \(\frac {30}{45}\)
Common factors are 5 and 15
So divide it by 15
\(\frac{30}{45}=\frac{2}{3}\)

(iv) \(\frac {12}{21}\)
3 is the common factor of 12 and 21
\(\frac{12}{21}=\frac{3 \times 4}{3 \times 7}=\frac{4}{7}\)

(v) \(\frac {45}{54}\)
3, 9 are the common factors of 45 and 54.
\(\frac{45}{54}=\frac{15 \times 3}{18 \times 3}=\frac{15}{18}, \quad \frac{15}{18}=\frac{5 \times 3}{6 \times 3}=\frac{5}{6}\)
First, removing the factor 9 from it will result in \(\frac {5}{6}\)
\(\frac{45}{54}=\frac{9 \times 5}{9 \times 6}=\frac{5}{6}\)

Fraction as Division (Page No. 32)

Question 1.
20 litres of water are used to fill 8 identical bottles. How many litres of water are there in each bottle?
Answer:
20 ÷ 8 = \(\frac {20}{8}\)
\(\frac {16}{8}\) = 2
The remaining 4 is divided into 8 equal parts, that is,
\(\frac{4}{8}=\frac{1}{2}\)
Therefore the quantity of water contained in one bottle is 2\(\frac {1}{2}\) liters
Or \(\frac{20}{8}=\frac{10}{4}=\frac{5}{2}=2 \frac{1}{2}\)

Question 2.
A rope of length 140 centimetres is cut into 16 equal pieces. What is the length of each piece?
Answer:
140 ÷ 16 = \(\frac {140}{16}\)
= \(\frac {70}{8}\)
= \(\frac {35}{4}\)
= 8\(\frac {3}{4}\) metre

Question 3.
If 215 kilograms of rice is divided equally among 15 people, how many kilograms of rice would each get?
Answer:
215 ÷ 15 = \(\frac{215}{15}=\frac{43 \times 5}{3 \times 5}=\frac{43}{3}\)
If 42 is divided by 3 we get 14
The remainder 1 is divided into 3 parts, we get \(\frac {1}{3}\)
The kilogram of rice each get 14\(\frac {1}{3}\) kg

Class 6 Maths Chapter 2 Kerala Syllabus One Fraction Many Forms Questions and Answers

Class 6 Maths One Fraction Many Forms Questions and Answers

Question 1.
Which is the correct statement given below:
(a) The form of \(\frac {1}{3}\) with denominator 9 is \(\frac {2}{9}\)
(b) The form of \(\frac {1}{3}\) with numerator 9 is \(\frac {9}{27}\)
(c) The form of \(\frac {1}{3}\) with denominator 6 is \(\frac {4}{6}\)
(d) The form of \(\frac {1}{3}\) with numerator 2 is \(\frac {2}{6}\)
Answer:
(b) The form of \(\frac {1}{3}\) with numerator 9 is \(\frac {9}{27}\)
(d) The form of \(\frac {1}{3}\) with numerator 2 is \(\frac {2}{6}\)

Question 2.
Which is the wrong statement given below:
(a) Another form of \(\frac {1}{4}\) is \(\frac {5}{20}\)
(b) Another form of \(\frac {3}{7}\) is \(\frac {9}{21}\)
(c) Another form of \(\frac {5}{8}\) is \(\frac {30}{40}\)
(d) Another form of \(\frac {9}{10}\) is \(\frac {27}{30}\)
Answer:
(c) Another form of \(\frac {5}{8}\) is \(\frac {30}{40}\)
Multiplying 8 by 5 we get 40, and multiplying 5 by 5 we get 25.
So the another form of \(\frac {5}{8}\) is \(\frac {25}{40}\)

Question 3.
Match the following:

Answer:

Question 4.
The form of \(\frac {3}{5}\) with denominator 25 is _____________
Answer:
\(\frac{3}{5}=\frac{15}{25}\) (3 × 5 = 15, 5 × 5 = 25)

Question 5.
The form of \(\frac {1}{8}\) with numerator 10 is _____________
Answer:
\(\frac{1}{8}=\frac{10}{80}\) (1 × 10 = 10, 8 × 10 = 80)

Question 6.
Write 3 different forms of \(\frac {3}{10}\)?
Answer:
\(\frac{3}{10}=\frac{6}{20}=\frac{12}{40}=\frac{24}{80}\)

Question 7.
Write 3 different forms of the pair \(\frac {2}{5}\), \(\frac {1}{6}\) with same denominator.
Answer:
\(\frac {2}{5}\), \(\frac {1}{6}\)
Denominator 30: \(\frac{12}{30}, \frac{5}{30}\)
Denominator 60: \(\frac{24}{60}, \frac{10}{60}\)
Denominator 120: \(\frac{48}{120}, \frac{20}{120}\)

Question 8.
If 10 litres of milk are filled into 3 identical bottles. How many litres of milk are contained in one bottle?
Answer:
Milk contained in one bottle is 10 ÷ 3 = \(\frac {10}{3}\) = 3\(\frac {1}{3}\) litres

Question 9.
Dividing 12 by which number is equal to 24 divided by 18.
Answer:
24 ÷ 18 = 12 ÷ 9 (\(\frac{24}{18}=\frac{12}{9}\))

Question 10.
Write the lowest term of \(\frac {60}{90}\).
Answer:
Lowest term is \(\frac{60}{90}=\frac{2 \times 30}{3 \times 30}=\frac{2}{3}\)

Class 6 Maths Chapter 2 Notes Kerala Syllabus One Fraction Many Forms

→ Multiplying the numerator and denominator of a fraction by the same natural number gives a form of the same fraction.

→ If the numerator and denominator of a fraction have a common factor, then dividing them by this common factor gives a form of this fraction.

→ The form of a fraction in the lowest terms is obtained by removing all common factors of the numerator and denominator by division.

→ If we remove common factors of the numerator and denominator of a fraction, then we get another form of the same fraction.

→ In writing divisions with remainders as fractions, we can remove common factors of the numerator and denominator.

Fractions are numerical representations used to describe parts of a whole or the ratio between quantities. A fraction consists of two components: the numerator (the top number), which shows how many parts are being considered, and the denominator (the bottom number), which indicates the total number of equal parts the whole is divided into. Fractions are commonly used in everyday life to divide objects or quantities evenly, express proportions, and make comparisons. In this chapter, we will explore the concept of fractions in detail and learn how a single fraction can be expressed in various forms.

Numerator and Denominator

→ A portion of two equal parts is called a half. It is also known as one by two portion and is written as \(\frac {1}{2}\).

→ If an object is divided into 4 equal parts and 2 parts are taken, or it is divided into 6 equal parts and 3 parts are taken, or even if it is divided into 8 equal parts and 4 parts are taken. In all these cases, the portion taken is the same as \(\frac {1}{2}\) of the whole.

→ If an object is divided into 3 equal parts, then 1 part is \(\frac {1}{3}\) (one-third) and 2 parts are \(\frac {2}{3}\) (two-thirds) of the whole.

→ If an object is divided into 4 equal parts, then 1 part represents \(\frac {1}{4}\) (one-fourth or a quarter), and 3 parts represent \(\frac {3}{4}\) (three-fourths or three-quarters) of the whole.

→ Like this, fractions are the numbers used to represent parts of an object being considered.

→ If 2 objects are divided into 3 equal parts, then one part will be \(\frac {2}{3}\) of it.

→ If 3 objects are divided into 2 equal parts, each part will be \(\frac {3}{2}\), which is equal to one and a half.
\(\frac{3}{2}=1+\frac{1}{2}=1 \frac{1}{2}\)

Now let’s check the different forms of a fraction in detail:

→ Different forms of the fraction \(\frac {1}{2}\) are \(\frac{2}{4}, \frac{3}{6}, \frac{4}{8}, \frac{5}{10}\)

→ Similarly different forms of \(\frac {1}{3}\) are \(\frac{2}{6}, \frac{3}{9}, \frac{4}{12}, \frac{5}{15}\)

→ If an object is divided into 100 equal parts and we take 50 of them or divide it into 50 equal parts and we take 25 of them will be half \(\frac {1}{2}\). So \(\frac{1}{2}, \frac{25}{50}, \frac{50}{100}\) are all different forms of a fraction.

→ Similarly, we can see the different forms of the fraction \(\frac {1}{3}\) as \(\frac{10}{30}, \frac{20}{60}, \frac{100}{300}\)

→ For the fraction \(\frac {1}{2}\), its numerator is 1 and denominator is 2.

→ For the fraction \(\frac {2}{3}\), its numerator is 2 and denominator is 3.

To get the different forms of a fraction when the numerator is 1, we can write the numerator as the number used to multiply the denominator.
Another form of \(\frac {1}{2}\)
If we multiply 2 by 8, we get 16
So another form of \(\frac {1}{2}\) is \(\frac {8}{16}\).

Another form of \(\frac {1}{5}\)
If we multiply 5 by 10, we get 50
Numerator = 10, Denominator = 50
So another form of \(\frac {1}{5}\) is \(\frac {10}{50}\).

The form of \(\frac {1}{7}\) with denominator 21
If we multiply 7 by 3, we get 21
The numerator of another form is 3
So the another form is \(\frac {3}{21}\)

The form of \(\frac {1}{4}\) with denominator 10 is \(\frac {10}{40}\)
Because the denominator is multiplied by 10 is its numerator.

Write the different forms of \(\frac {1}{7}\)
Write the numerator as the number multiplied by 7
7 × 4 = 28 → \(\frac {4}{28}\)
7 × 6 = 42 → \(\frac {6}{42}\)
7 × 10 = 70 → \(\frac {10}{70}\)

Complete the following given below.

Question 1.
The form of \(\frac {1}{6}\) with denominator 12 is _____________
Answer:
The denominator of \(\frac {1}{6}\) is multiplied by 2, we get 12.
So its numerator is 12
Therefore the form is \(\frac {2}{12}\)

Question 2.
The form of \(\frac {1}{10}\) with denominator 40 is _____________
Answer:
The denominator of \(\frac {1}{10}\) is multiplied by 4, we get 40.
So its numerator is 4
Therefore the form is \(\frac {4}{40}\)

Question 3.
The form of \(\frac {1}{8}\) with numerator 4 is _____________
Answer:
The denominator of \(\frac {1}{8}\) is multiplied by 4, we get 32.
So its numerator is 4
That is \(\frac{1}{8}=\frac{4}{32}\)
(Since the numerator will be the number used to multiply the denominator)

Question 4.
The form of \(\frac {1}{12}\) with numerator 5 is _____________
Answer:
The denominator of \(\frac {1}{12}\) is multiplied by 5, we get 60.
So its numerator is 5
Therefore the form is \(\frac{1}{12}=\frac{5}{60}\)

Question 5.
The form of \(\frac {1}{5}\) with denominator 50 is _____________
Answer:
The denominator of \(\frac {1}{5}\) is multiplied by 10, we get 50.
So its numerator is 10
Therefore the form is \(\frac{1}{5}=\frac{10}{50}\)

Question 6.
The form of \(\frac {1}{7}\) with numerator 20 is _____________
Answer:
The denominator of \(\frac {1}{7}\) is multiplied by 20, we get 140.
So its numerator is 20
Therefore the form is \(\frac{1}{7}=\frac{20}{140}\)

Question 7.
Any 3 different forms of \(\frac {1}{4}\) is _____________
Answer:
Different forms of \(\frac {1}{4}\) is,

Question 8.
Any 3 different forms of \(\frac {1}{8}\) is _____________
Answer:

Different forms of fractions:
So far, we have discussed the different forms of fractions with a numerator of 1.
To find the different forms of fractions in this form, we can take the numerator as the number that is used to multiply the denominator.
\(\frac{1}{4}=\frac{1 \times 10}{4 \times 10}=\frac{10}{40}\)

How do we find the different forms of \(\frac {2}{5}\)?
For this, we have to multiply both the numerator and denominator by the same number.
In the fraction \(\frac {2}{5}\), multiply 5 by 2, we get 10.
Here, we multiply the denominator by 2, so we need to multiply the numerator also by 2.
That is, \(\frac{2}{5}=\frac{2 \times 2}{5 \times 2}=\frac{4}{10}\)
Another form, \(\frac{2}{5}=\frac{2 \times 5}{5 \times 5}=\frac{10}{25}\)
That means instead of taking 2 from 5 equal parts, take 4 from 10 equal parts (\(\frac{2}{5}=\frac{4}{10}\))
Similarly, instead of taking 2 from 5 equal parts, take 10 from 25 equal parts (\(\frac{2}{5}=\frac{10}{25}\))

Now check the different forms of \(\frac {3}{7}\).
\(\frac{3}{7}=\frac{6}{14}\) (multiply 7 by 2, we get 14, and multiply 3 by 2, we get 6)
\(\frac{3}{7}=\frac{30}{70}\) (multiply 7 by 10 we get 70, and multiply 3 by 10 we get 30)

Complete the following given below:

Question 1.
The form of \(\frac {2}{3}\) with denominator 15 is _____________
Answer:
Multiply 3 by 5 to get the denominator as 15
So, multiply 2 by 5, and we get the numerator as 10
\(\frac{2}{3}=\frac{2 \times 5}{3 \times 5}=\frac{10}{15}\)

Question 2.
The form of \(\frac {3}{4}\) with denominator 100 is _____________
Answer:
Multiply 4 by 25 to get the denominator as 100
So, multiply 3 by 25, and  we get the numerator as 75
\(\frac{3}{4}=\frac{3 \times 25}{4 \times 25}=\frac{75}{100}\)

Question 3.
The form of \(\frac {5}{8}\) with numerator 25 is _____________
Answer:
Multiply 5 by 5 to get the numerator as 25
So, multiply 8 by 5, and we get the denominator as 40
\(\frac{5}{8}=\frac{5 \times 5}{8 \times 5}=\frac{25}{40}\)

Question 4.
The form of \(\frac {7}{10}\) with numerator 70 is _____________
Answer:
Multiply 7 by 10 to get the numerator as 70
So, multiply 10 by 10, we get the denominator as 100
\(\frac{7}{10}=\frac{7 \times 10}{10 \times 10}=\frac{70}{100}\)

Question 5.
The 3 forms of \(\frac {3}{8}\) is _____________
Answer:
Different forms is,

Question 6.
The 3 forms of \(\frac {5}{7}\) is _____________
Answer:
Different forms is,

Till now, we have discussed the fractions with a numerator of 1 and different numbers separately.
In general, we can say this: “Multiplying the numerator and denominator of a fraction by the same natural number gives a form of the same fraction.”
For example: \(\frac{1}{5}=\frac{1 \times 6}{5 \times 6}=\frac{6}{30}, \quad \frac{2}{5}=\frac{2 \times 6}{5 \times 6}=\frac{12}{30}\)

Lowest terms:
We can form the different forms of a fraction by multiplying the numerator and denominator by the same number.

Let’s look at another form of \(\frac {20}{25}\);
We can divide 20 and 25 by their factor 5.
Divide 20 by 5, and we get 4
Divide 25 by 5, we get 5
Therefore \(\frac{20}{25}=\frac{4}{5}\)
Now 1 is the only number that can divide 4 and 5.
So the lowest form of \(\frac {20}{25}\) is \(\frac {4}{5}\).

Now let’s look at another form of \(\frac {30}{36}\);
Divide 30 and 36 by their common factor 2, we get
\(\frac{30}{36}=\frac{15}{18}\)
Now, divide 15 and 18 by their common factor 3, and we get
\(\frac{15}{18}=\frac{5}{6}\) (15 ÷ 3 = 5, 18 ÷ 3 = 6)
There is no common factor for 5 and 6.
So the lowest form of \(\frac {30}{36}\) is \(\frac {5}{6}\).
(Instead of dividing the numerator and denominator of the fraction \(\frac {30}{36}\) by 2 and 3, it is enough to divide both 30 and 36 by their common factor 6)
\(\frac{30}{36}=\frac{15}{18}=\frac{5}{6}\)

Like this, find another form of \(\frac {40}{50}\) by removing their common factor;
Divide both 40 and 50 by their common factor 5,
40 ÷ 5 = 8, 50 ÷ 5 = 10
\(\frac{40}{50}=\frac{8}{10}\)
2 is the factor of 8 and 10.
So, divide both 8 and 10 by 2, we get
8 ÷ 2 = 4, 10 ÷ 2 = 5
\(\frac{8}{10}=\frac{4}{5}\)
There is no common factor for 4 and 5, so the lowest form of \(\frac {40}{50}\) is \(\frac {4}{5}\).
(When the numerator and denominator of \(\frac {40}{50}\) is divided by 10 we get \(\frac {4}{5}\))
By removing the common factor of the numerator and denominator of any fraction, we get the lowest form of this fraction.
In general, if the numerator and denominator of a fraction have a common factor, then dividing them by this common factor gives a form of this fraction.

Write each of the following fractions in lowest terms:
(i) \(\frac {21}{28}\)
Answer:
7 is a factor of 21 and 28
Divide 21 by 7 we get 3
Divide 28 by 7 we get 4
\(\frac{21}{28}=\frac{3}{4}\) (3 and 4 do not have any common factor)

(ii) \(\frac {35}{50}\)
Answer:
5 is a factor of 35 and 50
35 ÷ 5 = 7, 50 ÷ 5 = 10
\(\frac{35}{50}=\frac{7}{10}\)

(iii) \(\frac {6}{60}\)
Answer:
2 is the factor of 6 and 60
So, \(\frac{6}{60}=\frac{3}{30}\)
3 is the factor of 3 and 30
\(\frac{3}{30}=\frac{1}{10}\)

(iv) \(\frac {40}{70}\)
Answer:
5 is a factor of 40 and 70
So, \(\frac{40}{70}=\frac{8}{14}\)
2 is a factor of 8 and 14
\(\frac{8}{14}=\frac{4}{7}\)
4 and 7 do not have any common factor.
So the lowest form is \(\frac {4}{7}\)
(Also 40 and 70 can be divided by 10 to get \(\frac {4}{7}\))

(v) \(\frac {7}{70}\)
Answer:
7 is the factor of 7 and 70
7 ÷ 7 = 1, 70 ÷ 10 = 7
\(\frac{7}{70}=\frac{1}{10}\)

Fraction as Division
In class 5, we have seen that the fraction \(\frac {2}{3}\) can be expressed in two different ways.

• If one is divided into 3 equal parts and 2 fares are taken from it.
• If two is divided into 3 equal parts and 1 is removed from it.

Any division can be written as a fraction like this.
For example 8 ÷ 4 = \(\frac {8}{4}\)
The lowest form is
\(\frac{8}{4}=\frac{2}{1}\) = 2
10 ÷ 5 = \(\frac {10}{5}\) = 2
24 ÷ 6 = \(\frac {24}{6}\) = 4
We can write like this.
\(\frac {4}{1}\) means 4 itself.
Like this, any natural number with a denominator of 1 can be expressed as a fraction.
\(\frac {5}{1}\) = 5, \(\frac {50}{1}\) = 50, \(\frac {100}{1}\) = 100
The remaining divisions can also be written as fractions.

If a 3 metre ribbon is divided equally among 2 people. Then what is the length of the ribbon each will get?
Answer:
One will get 3 ÷ 2.
Each person will get 1 metre of ribbon and 1 metre as a remainder.
Divide the remainder of 1 metre equally among the 2 people.
Each will get \(\frac {1}{2}\) metre.
So one person will get, 1 metre + \(\frac {1}{2}\) metre = 1\(\frac {1}{2}\) metre.

Like this, what is 8 ÷ 3?
8 ÷ 3 = \(\frac {8}{3}\)
Divide 6 into 3 equal parts, we get 2
Divide the remaining 2 into 3 equal parts, that is \(\frac {2}{3}\)
So, \(\frac{8}{3}=2 \frac{2}{3}\)

\(\frac {15}{4}\)
Divide 12 by 4, and we get 3
Divide the remaining 3 into 4 equal parts, we get \(\frac {3}{4}\)
So, \(\frac{15}{4}=3 \frac{3}{4}\)

If 14 is divided into 4 parts
\(\frac{14}{4}=\frac{7}{2}\)
That means dividing 14 into 4 parts is the same as dividing 7 into 2 parts.
\(\frac{14}{4}=3 \frac{2}{4}=3 \frac{1}{2}\)
\(\frac{7}{2}=3 \frac{1}{2}\)

Write the following in the form of fractions:
15 ÷ 3 = \(\frac {15}{3}\) = 5
21 ÷ 7 = \(\frac {21}{7}\) = 3
24 ÷ 4 = \(\frac {24}{4}\) = 6
32 ÷ 16 = \(\frac {32}{16}\) = 2
7 ÷ 3 = \(\frac {7}{3}\)
If 7 is divided into 3 parts, we get 2, and the remaining 1 is divided into 3 parts
\(\frac{7}{3}=2 \frac{1}{3}\)

25 ÷ 7 = \(\frac {25}{7}\)
If 21 is divided into 7 equal parts, we get 3, and the remaining 4 is divided into 7 parts
\(\frac{25}{7}=3 \frac{4}{7}\)

Answer the following questions:

Question 1.
If a 12 metre long ribbon is divided among 5 people. How long will a person get?
Answer:
12 ÷ 5 = \(\frac {12}{5}\)
If 10 is divided into 5 equal parts, we get 2, and the remaining 2 is divided into 5 parts, that is \(\frac {2}{5}\)
One person will get 2\(\frac {2}{5}\)

Question 2.
If a 37 metre iron rod is divided into 5 equal parts. What is the length of the rod in metres?
Answer:
37 ÷ 5 = \(\frac {37}{5}\)
If 35 is divided into 5 equal parts, we get 7, and the remaining 2 is divided into 5 parts, that is \(\frac {2}{5}\)
The length of one rod is 7\(\frac {2}{5}\) metre

Question 3.
If 18 kg of sugar is packed equally in 7 identical packets. What is the quantity of sugar in one packet?
Answer:
18 ÷ 7 = \(\frac {18}{7}\)
If 14 is divided into 7 equal parts, we get 2, and the remaining 4 is divided into 7 parts, that is \(\frac {4}{7}\)
Sugar in one packet is 2\(\frac {4}{7}\)

Question 4.
If 20 litres of coconut oil are filled in 6 bottles, then how many liters are in each bottle contains.
Answer:
20 ÷ 6 = \(\frac {20}{6}\)
If 18 is divided into 6 equal parts, we get 3, and the remaining 2 is divided into 6 parts, that is \(\frac{2}{6}=\frac{1}{3}\).
One bottle contain 3\(\frac {1}{3}\)
Or dividing 20 into 6 parts is the same as dividing 10 into 3 parts.
\(\frac{20}{6}=\frac{10}{3}, \quad \frac{10}{3}=3 \frac{1}{3}\)

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 1 Angles Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 1 Solutions Angles

Class 6 Kerala Syllabus Maths Solutions Chapter 1 Angles Questions and Answers

Angles Class 6 Questions and Answers Kerala Syllabus

Drawing Angles (Page 13)

Question 1.
Measure and mark each angle below:


Answer:
(i) 60°
(ii) 135°
(iii) 60°
(iv) 130°

Question 2.
Draw the pictures below in the notebook:

Answer:
(i)

• Draw PQ of length 4 cm.
• From P measure 50° (right measure).
• From Q measure 50° (left).
• Join the two lines.

(ii)

• Make a line of 5 cm.
• From the right end, measure 90° and make a line.
• From the left end, draw a line making a 30° angle.
• Meet the two lines to get the required figure.

(iii)

• Draw a line of length 5 cm.
• From one end, draw a line of 3 cm at an angle of 60°.
• From the other end, draw a line of 3 cm, making 120°.
• Join the angles of the two lines.

(iv)

• Draw a line (dotted) of 6 cm.
• From both ends, draw a line to make a 20° angle on both sides.
• Join the lines together to get the required figure.

Circle Division (Pages 17 & 18)

Question 1.
In each of the pictures below, calculate what fractions of the circle are the yellow and green parts:


Answer:
The measure of an angle inside a circle is 360°
Figure-1
Angle measure of the yellow portion is 20°
Total fractions of the circle is 360° ÷ 20 = 18
The fraction of yellow portion is \(\frac {1}{18}\)
The green portion is \(\frac {17}{18}\)

Figure-2
Angle measure of the yellow portion is 24°
Total fractions of the circle is 360° ÷ 24 = 15
The fraction of yellow portion is \(\frac {1}{15}\)
The green portion is \(\frac {14}{15}\)

Figure-3
Angle measure of the yellow portion is 54°
But for 18° its fraction is, \(\frac {1}{20}\). So for 54° it is \(\frac {3}{20}\).
Therefore the fraction of yellow portion is \(\frac {3}{20}\)
The green portion is \(\frac {17}{20}\)

Figure-4
The angle measure of the yellow portion is 80°
Total fractions of the circle when it is 40°;
360° ÷ 40 = 9. So for 40° it is \(\frac {1}{9}\)
The yellow portion is 80°.
The fraction of yellow portion is \(\frac {2}{9}\)
The green portion is \(\frac {7}{9}\)

Figure-5
Angle measure of the yellow portion is 108°
If it is 36° its fraction is \(\frac {1}{10}\).
That means 36 × 3 = 108
So for 108° it is \(\frac {3}{10}\)
Therefore the fraction of yellow portion is \(\frac {3}{10}\)
The green portion is \(\frac {7}{10}\)

Figure-6
Angle measure of the yellow portion is 150°
If it is 30° its fraction is, \(\frac {1}{12}\).
So for 150° it is \(\frac {5}{12}\).
Therefore the fraction of yellow portion is \(\frac {5}{12}\)
The green portion is \(\frac {7}{12}\)

Question 2.
Mark each of the fractions below as part of a circle and colour the pictures.
(i) \(\frac {3}{8}\)
(ii) \(\frac {2}{5}\)
(iii) \(\frac {4}{9}\)
(iv) \(\frac {5}{12}\)
(v) \(\frac {5}{24}\)
Answer:
(i) \(\frac {3}{8}\)

Angle inside a circle is 360°.
360 is divided into 8 equal parts.
\(\frac {360}{8}\) = 45°
Each part measures 45°.
Angle of shaded region = 3 × 45 = 135°

(ii) \(\frac {2}{5}\)

\(\frac {360}{5}\) = 72°
Each part measures 72°.
Shaded angle = 72 × 2 = 144°

(iii) \(\frac {4}{9}\)

\(\frac {360}{9}\) = 40°
Each part measures 40°.
Shaded angle = 4 × 40° = 160°

(iv) \(\frac {5}{12}\)

\(\frac {360}{12}\) = 30°
Each part measures 30°.
Shaded angle = 30 × 5 = 150°

(v) \(\frac {5}{24}\)

\(\frac {360}{24}\) = 15°
Each part measures 15°.
Shaded angle = 15 × 5 = 75°

Question 3.
Draw the pictures below:

Answer:
Figure-1
Draw a circle and mark 72° in the centre of the circle, and complete the pattern. From the corner-1, draw a line to the corners 3 and 4 similarly, from corner-5 draw a line to the corners 2 and 3, and from corner-2 draw lines to the corners 4 and 5. And colour the picture.

Figure-2
To draw the second figure, make some changes to the above second figure.

Figure-3
Draw an 8-sided figure and draw lines inside the figure to get a square.

Figure-4
Draw it like this.

Class 6 Maths Chapter 1 Kerala Syllabus Angles Questions and Answers

Class 6 Maths Angles Questions and Answers

Question 1.
Draw the angles on the lines that are marked below.

Answer:
Place the point which the bottom line and the perpendicular line joins together in the protractor at the end of the line where the angle should be drawn. For drawing the figures 4 and 5 place the protractor downwards and mark the angles and complete the angles.

Question 2.
Measure and mark each angle below:

Answer:
(i) 50°
(ii) 130°
(iii) 90°
(iv) 105°
(v) 103°

Question 3.
From the angles given below, without measuring it classify them into angles right angle, less than and greater than right angles.

Answer:
Less than right angle: a, d, h
Greater than right angle: b, e, f, g
Right angle: c

Question 4.
Measure the angles below.

Answer:
(a) 120°
(b) 60°
(c) 58°
(d) 125°
(e) 90°
(f) 22°

Question 5.
Divide the circle into 6 equal parts and draw different figures.
Answer:

Question 6.
Draw a picture with 5 and 8 sides.
Answer:
Draw a circle and mark a horizontal line (radius), and mark a 72° angle on it.
Again, mark a 72° angle with each line.

Draw a circle and mark a horizontal line (radius), and mark a 45° angle on it.
Again, mark a 45° angle with each line.

Question 7.
Measure all the angles.

Answer:
(a) 1 – 90°, 2 – 90°, 3 – 130°, 4 – 50°
(b) 1 – 150°, 2 – 120°, 3 – 60°, 4 – 30°

Question 8.
Draw these pictures with the same measurements.

Answer:

Question 9.
Calculate what fraction of the circle is the shaded portion.

Answer:
Figure-1
Angle measure of the shaded portion is 36°
Total fractions of the circle is 360° ÷ 36 = 10
The fraction of shaded portion is \(\frac {1}{10}\)

Figure-2
Angle measure of the shaded portion is 120°
Total fractions of the circle is 360° ÷ 120 = 3
The fraction of shaded portion is \(\frac {1}{3}\)

Class 6 Maths Chapter 1 Notes Kerala Syllabus Angles

→ A figure formed by two lines meeting at a point is called an angle.

→ A protractor is a simple measuring instrument that is used to measure angles.

→ It is in the shape of a semicircle with an inner scale and an outer scale and with markings from 0° to 180° on it.

→ The angle at a square corner is 90°. It is also called a right angle.

→ The measure of a circle is 360°.

An angle is formed when two lines meet at a point. The space between these lines is called an angle. Angles are measured in degrees or radians, and they are grouped based on their size. Angles are very useful in our daily lives. For example, engineers use angles to build houses, bridges, and buildings. Athletes use angles in sports to improve their movements. Carpenters use angles to make things like doors, tables, and chairs. In this chapter, we will learn how to measure angles using a protractor, and how to divide a circle into equal parts.

When Lines Join
Remember how we drew various shapes joining lines straight up and slanted in the section Line Math of the lesson Lines and Circles in the class 5 textbook. Here we draw different patterns using the set square.

If we draw two lines upward of the same length on the two ends of a line and join the top ends using another line, the lengths of the lines in the top and bottom are of the same length.

Instead of drawing the straight-up lines, two slanted lines can be drawn using the set square. We know that the length of the top and bottom lines is are same.

We learn more about the topic straight up and slanted in this unit.
A figure formed by two lines meeting at a point is called an angle.

For example: Arrange these angles based on their size.

Write the numbers of the cones in ascending order.
The angle with less spread out is 4, and the more spread out is 6.
Therefore, the smallest angle is 4 and the largest angle is 6.
Thu,s the arrangement is of the form, 4, 1, 3, 2, 5, 6.

Protractor:
A protractor is a simple measuring instrument that is used to measure angles. It is in the shape of a semicircle with an inner scale and an outer scale, and with markings from 0° to 180° on it.

Considering the inner scale, starting with the bottom line marked 0, there are other lines upward; and as they move up, the angles between them and the bottom line become larger and larger. The numbers at their ends show the sizes of these angles.

How do you measure these angles using a protractor?

Place the protractor at the corner of each angle, as shown below:

Here we can see that the angle on the second figure is 60°.
In the first figure, the slant line of this angle passes between 50 and 60 on the protractor.
We can see that the small lines in the protractor divide the gaps between the multiples of 10 into ten equal parts. Each of them shows a difference of 1°.
Here, in the first figure, the slant line goes through the fifth (slightly larger) line between 50 and 60. That means the angle is 55°.

The angle at a square corner is 90°. It is also called a right angle.

A line making an angle of 90° with another line is said to be perpendicular to the first line.

For example, from the following figures, find out the perpendicular lines.

The lines in Figures 1, 6, and 8 are perpendiculars.
The other figures the angles does not form 90°; therefore, the lines are not perpendicular.

Drawing Angles
Draw an angle of 40° using a protractor.
First, draw a horizontal line. Then place the protractor at its left end as shown below and mark a point at the number 40 in it.

Now remove the protractor and join this point and the left endpoint of the first line to get a 40° angle:

For example: Draw an angle measure of 80°.
First, draw a horizontal line. Then, place the point where the bottom line and the perpendicular line join together in the protractor at the end of the line where the angle should be drawn.

Then mark the point 80° and join this point.

Circle Division
A protractor is a semicircle with 180° measure. Then for a circle, its measure is 360°.
That is, the measure of the angle around the centre of a circle is 360°.
In a circle, 360 equally spaced radii are drawn, and then the angle between any two nearby radii is 1°.
Here, the circle is divided into 360 equal parts.

What if we divide a circle into 4 equal parts?
Its one part is, 360° ÷ 4 = 90°

What if we draw radii 10° apart?
We get 36 radii, which divide the circle into 36 equal parts.

For example, divide a circle into 8 equal parts.
360° ÷ 8 = 45°
Here we get 8 radii, which are 45° apart.

The angle measures of some other portions are;

Practicing with SCERT Kerala Syllabus 6th Standard Hindi Textbook Solutions Unit 1 Chapter 1 नीली चिड़िया Neeli Chidiya Hindi Poem Question Answer Notes Summary in Malayalam & Hindi improves language skills.

Neeli Chidiya Hindi Poem Class 6 Question Answer Notes Summary

SCERT Class 6 Hindi Unit 1 Chapter 1 Question Answer Kerala Syllabus नीली चिड़िया

Neeli Chidiya Hindi Poem Question Answer

प्रश्न 1.
चित्र में क्या-क्या देख रहा है ?
ചിത്രത്തിൽ എന്തൊക്കെയാണ് കാണാൻ സാധിക്കുന്നത്?
उत्तर:
चित्र में एक मेंढ़क, भालू, खरगोश, तोता, मधुमखी, मुर्गी और जिराफ हैं।
ചിത്രത്തിൽ ഒരു തവളയും, കരടിയും, മുയലും, തത്തയും, തേനീച്ചയും, കോഴിയും, ജിറാഫുമുണ്ട്.

प्रश्न 2.
सब खुशी में हैं। क्यों?
എല്ലാവരും സന്തോഷത്തിലാണ്. എന്തുകൊണ്ട്?
उत्तर:
चित्र में पानी दिखाया गया है और हर कोई उसमें खुशी से कूद रहा है। चित्र को देखकर ऐसा लगता है कि वे सभी खुशी से उछल रहे हैं, जब आखिरकार उस क्षेत्र में बारिश आ गई है, जहाँ काफी समय से बारिश नहीं हुई थी ।
ചിത്രത്തിൽ ജലം കാണിച്ചിട്ടുണ്ട്. എല്ലാവരും ചേർന്ന് ആ ജലത്തിൽ സന്തോഷത്തോടെ തുള്ളിച്ചാടുന്ന താണ് കാണുന്നത്. ചിത്രം കണ്ടിട്ട് തോന്നുന്നത് കുറെ നാൾ മഴ ഇല്ലാതിരുന്ന പ്രദേശത്ത് മഴ വന്നു കഴി ഞ്ഞപ്പോൾ അവരെല്ലാം അതിൽ സന്തോഷിച്ചു തുള്ളിച്ചാടുന്നത് പോലെയാണ്.

नीली चिड़िया पाठ के आधार पर दिए प्रश्नों के उत्तर

प्रश्न 1.
नमूने के अनुसार वाक्य बनाएँ:-
മാതൃക അനുസരിച്ച് വാക്യം ഉണ്ടാക്കുക.
छिपकर गाना – ഒളിച്ചിരുന്ന് പാടുക
पास न आना – അടുത്ത് വരുന്നില്ല
झट उड़ जाना – പെട്ടെന്ന് പറന്നു പോകുക
दाना खाना – ധാന്യങ്ങൾ ഭക്ഷിക്കുക
उत्तर:
चिड़िया छिपकर गाती है।
പക്ഷി ഒളിച്ചിരുന്ന് പാടി.
चिड़िया पास न आती है।
പക്ഷി അടുത്ത് വരുന്നില്ല.
चिड़िया झट उड़ जाती है।
പക്ഷി പെട്ടെന്ന് പറന്ന് പോയി.
चिड़िया दाना खाती है।
പക്ഷി ധാന്യം ഭക്ഷിക്കുന്നു.

प्रश्न 2.
समान अर्थ ढूँढें, पत्ते भरें:
സമാനമായ അർത്ഥം അന്വേഷിച്ച്, ഇലകൾ നിറയ്ക്കാം.

उत्तर:

प्रश्न 3.
पंक्तियाँ ढूँढें, लिखें।
വരികൾ തിരഞ്ഞെടുത്ത് എഴുതാം.

• चिड़िया एक डाली से दूसरी डाली पर उड़ जाती है।
പക്ഷി ഒരു ചില്ലയിൽ നിന്ന് മറ്റേ ചില്ലയിലേക്ക് പറന്നു പോകുന്നു.
उत्तर:
इस डाली से उस डाली पर
उड़-उड़ जानेवाली चिड़िया।

• चिड़िया लोगों के पास नहीं आती है।
പക്ഷി ആളുകളുടെ അടുത്ത് വരുന്നില്ല.
उत्तर:
लाख बुलाऊँ लेकिन मेरे
पास न आने वाली चिड़िया

• चिड़िया पत्तों में छिपकर गाती है।
പക്ഷി ഇലകൾക്കുള്ളിൽ ഒളിച്ചിരുന്ന് പാടുന്നു.
उत्तर:
इन पत्तों में, उन पत्तों में
छिपकर गाने वाली चिड़िया

• चिड़िया दाना खाकर जल्दी उड़ जाती है।
പക്ഷി ധാന്യം കഴിച്ചിട്ട് പെട്ടെന്ന് പറന്നു പോകുന്നു.
उत्तर:
दाना खाकर पर फड़काकर
झट उड़ जाने वाली चिड़िया

प्रश्न 4.
कविता से चुनकर लिखें।
കവിതയിൽ നിന്ന് തിരഞ്ഞെടുത്ത് എഴുതാം.

उत्तर:

प्रश्न 5.
ऊपर के नमूने के अनुसार शब्द बनाएँ।
മുകളിലെ മാതൃക അനുസരിച്ച് വാക്കുകൾ ഉണ്ടാക്കുക.
(पी, देख, भीग, कर)

उत्तर:
पी – पीनेवाली – കുടിക്കുന്ന
देख – देखने वाली – കാണുന്ന
भीग – भीगनेवाली – നനയുന്ന
कर – करनेवाली – ചെയ്യുന്ന

प्रश्न 6.
पंक्तियाँ जोड़ें।
വരികൾ ചേർക്കുക.

उत्तर:
नीली चिड़िया घोंसला बनाती है।
നീല പക്ഷി പക്ഷിക്കൂട് ഉണ്ടാക്കുന്നു.
नीली चिड़िया पानी पीती है।
നീല പക്ഷി വെള്ളം കുടിക്കുന്നു.
नीली चिड़िया प्यार करती है।
നീല പക്ഷി സ്നേഹിക്കുന്നു.
नीली चिड़िया बारिश में भीगती है।
നീല പക്ഷി മഴയിൽ നനയുന്നു.

प्रश्न 7.
पक्षियों के चित्र इकट्ठा करें, उनके नाम लिखें, एलबम बनाएँ ।
പക്ഷികളുടെ ചിത്രം ശേഖരിക്കാം, പേരെഴുതി വച്ച് ഒരു ആൽബം തയ്യാറാക്കാം.
उत्तर:

प्रश्न 8.
राष्ट्रीय पक्षि दिवस – ദേശീയ പക്ഷി ദിനം
5 जनवरी – ജനുവരി 5
पंछी आएँ, – പക്ഷി വരിക,
प्यास बुझाएँ – ദാഹം അകറ്റുക

आपके स्कूल में भी ऐसे कार्यक्रम का आयोजन करें।
നിങ്ങളുടെ സ്ക്കൂളിലും ഇങ്ങനെയുള്ള പരിപാടികൾ ആസൂത്രണം ചെയ്യുക.

प्रश्न 9.
चित्र में क्या-क्या देख रहा है?
ചിത്രത്തിൽ എന്തൊക്കെയാണ് കാണുന്നത്?
उत्तर:
चित्र में एक स्कूल दिखाया गया है। स्कूल के सामने एक बगीचा है। बगीचे में एक बड़ा पेड़ है। उस पेड़ में तीन पक्षियाँ बैठती हैं। दो लड़कियाँ एक बर्तन में पानी डाल रही हैं। तीन लड़के पानी से भरा हुआ बर्तन उस पेड़ की डाली पर लटका रहे हैं। राष्ट्रीय पक्षी दिवस के अवसर पर स्कूल में बच्चे पक्षियों की प्यास बुझाने के लिए ऐसा कर रहे हैं।
ചിത്രത്തിൽ ഒരു വിദ്യാലയമാണ് കാണിക്കുന്ന ത്. സ്കൂളിന്റെ മുൻപിൽ ഒരു പൂന്തോട്ടമുണ്ട്. പൂന്തോട്ടത്തിൽ ഒരു വലിയ മരമുണ്ട്. ആ മരത്തിൽ മൂന്ന് പക്ഷികൾ ഇരിക്കുന്നു. രണ്ട് പെൺകുട്ടികൾ ഒരു പാത്രത്തിൽ വെള്ളം നിറക്കുന്നു. മൂന്ന് ആൺകുട്ടികൾ വെള്ളം നിറഞ്ഞ പാത്രം ആ മര ത്തിൽ തൂക്കിയിടുന്നു. ദേശീയ പക്ഷി ദിനത്തോ ടനുബന്ധിച്ച് സ്കൂളിൽ കുട്ടികൾ പക്ഷികളുടെ ദാഹം അകറ്റു ന്ന തി നാ യിട്ടാണ് ഇങ്ങനെ ചെയ്യുന്നത്.

नीली चिड़िया पाठ के अन्य प्रश्न और उत्तर

प्रश्न 1.
इस पाठ में कैसी चिड़िया के बारे में कवि बता रहे हैं?
ഈ പാഠത്തിൽ എങ്ങനെയുള്ള പക്ഷിയെപ്പറ്റി യാണ് കവി പറയുന്നത്?
उत्तर:
नीली चिड़िया
നീലപക്ഷി

प्रश्न 2.
नीली चिड़िया कैसी है?
നീലപക്ഷി എങ്ങനെയുള്ളതായിരുന്നു?
उत्तर:
നീലപക്ഷി വിചിത്രമാണ്.

प्रश्न 3.
चिड़िया उड़कर कहाँ जाने वाली है?
പക്ഷി എങ്ങോട്ടാണ് പോകുന്നത്?
उत्तर:
चिड़िया इस फुनगी से उन फुनगी पर उड़कर जाने वाली है।
പക്ഷി ഈ ചില്ലയിൽ നിന്ന് ആ ചില്ലയിലേക്ക് പറന്നു പോകുന്നു.

प्रश्न 4.
चिड़िया कहाँ छिपती है?
പക്ഷി എവിടെയാണ് ഒളിക്കുന്നത്?
उत्तर:
चिड़िया पत्तों में छिपती है।
പക്ഷി ഇലകൾക്കിടയിൽ ഒളിക്കുന്നു.

प्रश्न 5.
चिड़िया कैसे नीचे आती है?
പക്ഷി എങ്ങിനെയാണ് താഴേക്ക് വരുന്നത്?
उत्तर:
पर फड़काकर
ചിറകടിച്ചുകൊണ്ട്.

प्रश्न 6.
पर फड़काकर चिड़िया क्यों आती है?
ചിറകടിച്ചുകൊണ്ട് പക്ഷി എന്തിനാണ് വരുന്നത്?
उत्तर:
दाना खाने के लिए
ധാന്യം കഴിക്കുന്നതിനുവേണ്ടി

प्रश्न 7.
चिड़िया क्यों छिपकर गाती है?
പക്ഷി എന്തുകൊണ്ടാണ് ഒളിച്ചിരുന്നത് പാടു ന്നത്?
उत्तर:
पक्षी को डर है कि जब दूसरे लोग उसका गाना सुनेंगे तो उसे पकड़े के लिए आ जायेंगे ।
പക്ഷിക്ക് പക്ഷിയുടെ പാട്ട് കേട്ട് മറ്റുള്ളവർ അതിനെ പിടിക്കാൻ വരുമോ എന്ന് പേടിയുണ്ട്.

प्रश्न 8.
‘लाख बुलाऊँ लेकिन मेरे पास न आने वाली चिड़िया’ – क्यों?
ലക്ഷം പ്രാവശ്യം വിളിച്ചുവെങ്കിലും എന്റെ അടുത്ത് പക്ഷി വരുന്നില്ല. എന്തുകൊണ്ട്?
उत्तर:
क्योंकि उसे पकड़े जाने और पिंजरे में डाल दिए जाने का ड़र रहता है।
കാരണം അതിനെ പിടിച്ചു കൂട്ടിലാക്കുമോ എന്ന് അതിന് ഭയമുണ്ട്.

प्रश्न 9.
‘नीली चिड़िया’ कविता के कवि कौन है?
നീലി ചിടിയാ എന്ന കവിതയുടെ കവി ആരാണ്?
उत्तर:
हरिवंशराय बच्चन
ഹരിവംശറായ് ബച്ചൻ

प्रश्न 10.
झट उड़ जाने वाली चिड़िया – चिड़िया ऐसे क्यों उड़ जाने वाली है?
പെട്ടെന്ന് പക്ഷി പറന്നുപോകുന്നു. പക്ഷി എന്തു കൊണ്ടാണ് പെട്ടെന്ന് പറന്നു പോകുന്നത്?
उत्तर:
जब पक्षी दाने खाने के लिए नीचे आती है, तब उसे डर लगा कि क्या कोई इसे पकड़ पाएगा?
എപ്പോഴാണോ പക്ഷി ധാന്യം കഴിക്കുന്നതിനായി താഴെ വരുന്നത് അപ്പോൾ പക്ഷിക്ക് പേടി തോന്നു ന്നു. ഇനി ആരെങ്കിലും അതിനെ പിടിക്കുമോ യെന്ന്.

प्रश्न 11.
राष्ट्रीय पक्षी दिवस के आधार पर एक पोस्टर तैयार कीजिए।
ദേശീയപക്ഷി ദിനത്തോടനുബന്ധിച്ച് ഒരു പോസ്റ്റർ തയ്യാറാക്കുക.
उत्तर:

विशेषण (Adjective)
विशेषण एक ऐसा शब्द है जो संज्ञा या सर्वनाम की विशेषता बताता है।
ഒരു നാമത്തേയോ സർവ്വനാമത്തേയോ വിശേ ഷിപ്പിക്കുന്ന വാക്കുകളെയാണ് വിശേഷണം എന്നു പറയുന്നത്.

विशेष्य
विशेष्य वह शब्द है, जिसके बारे में विशेषण कुछ कहता है।
ആരെപ്പറ്റിയാണോ അഥവാ എന്തിനെയാണോ വിശേഷിപ്പിക്കുന്നത് ആ വാക്കുകളെ विशेष्य എന്ന് പറയുന്നു.
उदाहरणः हरा तोता (പച്ചത്തെ)

ഇവിടെ हरा എന്ന വാക്ക് വിശേഷണവും ‘तोता’ എന്ന വാക്ക് विशेष्य ആണ്.

प्रश्न 12.
पाठभाग से विशेषण और विशेष्य शब्द चुनकर लिखिए।
പാഠഭാഗത്ത് നിന്ന് വിശേഷണവും विशेष्य ഉം തിരഞ്ഞെടുത്തെഴുതുക.
उत्तर:
नीले आसमान : नीले → विशेषण
आसमान → विशेष्य

नीली चिड़िया : नील → विशेषण
चिड़िया → विशेष्य

निराली चिड़िया : निराली → विशेषण
चिड़िया → विशेष्य

प्रश्न 13.
विशेषण और विशेष्य के अन्य उदाहरण ।
उत्तर:

Neeli Chidiya Hindi Poem Summary in Malayalam

नीली चिड़िया Summary in Malayalam

नीली चिड़िया (നീലപക്ഷ)
കവിതയുടെ മലയാള പരിഭാഷ

നീല ആകാശത്ത് നിന്ന് ഇറങ്ങി
നീലനിറമുള്ള ഒരു വിചിത്രമായ പക്ഷി
പാടികൊണ്ട് പറന്ന് നടക്കുന്ന പക്ഷി
പറന്നുകൊണ്ട് പാടുന്ന പക്ഷി
ഈ ചില്ലയുടെ അറ്റത്തുനിന്ന് ആ ചില്ലയുടെ അറ്റത്ത് വരെ

പറന്ന് പോകുന്ന പക്ഷി
ഈ ഇലകളിലും, ആ ഇലകളിലും
മറഞ്ഞിരുന്നുകൊണ്ട് പാടുന്ന പക്ഷി.

ചിറകടിച്ചു കൊണ്ട് താഴെ വന്ന്
ധാന്യങ്ങൾ ഭക്ഷിക്കുന്ന പക്ഷി
ധാന്യങ്ങൾ ഭക്ഷിച്ചിട്ട് ചിറകടിച്ചുകൊണ്ട്
പെട്ടെന്ന് തന്നെ പറന്നു പോകുന്ന പക്ഷി

ഈ ചില്ലയിൽ നിന്ന് ആ ചില്ലയിൽ വരെ
പറന്നു പറന്നു പോകുന്ന പക്ഷി
ലക്ഷക്കണക്കിന് പ്രാവശ്യം വിളിച്ചുവെങ്കിലും
എന്റെ അടുക്കലേക്ക് വരാത്ത പക്ഷി

നീല ആകാശത്ത് നിന്ന് ഇറങ്ങി
നീല നിറമുള്ള ‘ഒരു വിചിത്രമായ പക്ഷി
പാടികൊണ്ട് പറന്ന് നടക്കുന്ന പക്ഷി
പറന്നുകൊണ്ട് പാടുന്ന പക്ഷി

नीली चिड़िया कविता के सारांश
നീലി ചിടിയാ കവിതയുടെ സാരാംശം

नीली चिड़िया कविता हरिवंश राय बच्चन द्वारा लिखी गई कविता है। यह कविता एक छोटी नीले रंग की चिड़िया के बारे में है । कविता में चिड़िया को स्वतंत्र और साहसी के रूप में चित्रित किया गया है। नीली चिड़िया उड़कर गाती है। वह इस फुनगी से उस फुनगी पर उड़कर गाती है। वह पत्तों में छिपकर गाती है। वह पर फड़ककर नीचे आकर दाना खाकर झट से ऊपर उड़ती है। लाखों बार बुलाने पर भी वह नीचे न आती है।

‘നീലി ചിടിയാ’ കവിത ഹരിവംശ റായ് ബച്ചൻ എഴുതിയ കവിതയാണ്. ഇതൊരു ചെറിയ, നീല നിറത്തിലുള്ള പക്ഷിയെപ്പറ്റിയുള്ള കവിതയാണ്. കവിതയിൽ പക്ഷിയെ സ്വതന്ത്രയായും, സാഹി കയുമായിട്ടാണ് ചിത്രീകരിച്ചിരിക്കുന്നത്. നീല പക്ഷി പറന്നു പാടി നടക്കുകയാണ്. ഈ ചില്ല യിൽ നിന്നും അങ്ങേ ചില്ലയിൽ പറന്നു പാടുന്നു. ഇലകൾക്കിടയിൽ അത് ഒളിച്ചിരുന്നു പാടുന്നു. അത് ചിറകടിച്ചുകൊണ്ട് താഴെ വന്ന് ധാന്യം കഴി ച്ചിട്ട് പെട്ടെന്ന് തന്നെ മുകളിലേക്ക് പറന്നു പോകു ന്നു. ലക്ഷം പ്രാവശ്യം വിളിച്ചാലും അത് താഴേക്ക് ഇറങ്ങി വരില്ല.

नीली चिड़िया Hindi Poem कवि परिचय

हरिवंशराय बच्चन हिन्दी भाषा के एक कवि और लेखक थे। उनका जन्म 27 नवम्बर 1907 में हु थे। कविता के उत्तर छायावाद काल के प्रमुख कवियों में से एक थे। उनकी सबसे प्रसिद्ध कृति मधुशाला है। भारतीय फिल्म उद्योग के अभिनेता अमिताभ बच्चन उनके सुपुत्र हैं। उन्होंने इलाहाबाद विश्वविद्यालय में अंग्रेज़ी का अध्यापन किया। बाद में भारत सरकार के विदेश मंत्रालय में हिन्दी विशेषज्ञ रहे । अनन्तर राज्य सभा के मनोनीत सदस्य रहे । बच्चन जी की गिनती हिन्दी के सर्वाधिक लोकप्रिय कवियों में होती है। उन्होंने हिन्दी साहित्य में महत्वपूर्ण योगदान दिया है और उन्हें कई पुरस्कारों से सम्मानित किया गया है। वे हिन्दी साहित्य के सुप्रसिद्ध अनुवादक भी थे। वे हालावादी काव्य के अग्रणी कवियों में से एक थे। श्री बच्चन की आत्मकथा ‘क्या भूलूँ क्या याद करूँ’ साहित्य जगत में बेमिसाल मानी जाती है । वही उमर खैयाम की रुबाइयों से प्रेरित सन् 1935 में प्रकाशित उनकी ‘मधुशाला’ सबसे लोकप्रिय कृति है। उन्होंने और भी बहुत सी कविता लिखी है जैसे कि मधुकलश, चार खेमे चैंसठ खूँटे, तेरा हार, मधुबाला, हलाहल, एकांक-संगीत, प्रणय पत्रिका, सूत की माला आदि । भारत सरकार द्वारा हरिवंश राय बच्चन जी को वर्ष 1976 में पद्म भूषण से सम्मानित किया गया। वर्ष 1965 में प्रकाशित काव्य संग्रह ‘दो चटानें’ के लिए सन् 1968 में साहित्य अकादमी पुरस्कार मिला । हरिवंशराय बच्चन का 95 वर्ष की 1 आयु में 18 जनवरी 2003 को मुंबई में निधन हुआ। लेकिन साहित्य जगत में वे आज भी अपनी लोकप्रिय कृतियों के लिए विद्यमान हैं।

ഹിന്ദി ഭാഷാ സാഹിത്യത്തിലെ പ്രമുഖ കവിയും ലേഖകനുമാണ് ശ്രീ ഹരിവംശറായ് ബച്ചൻ. അദ്ദേഹ ത്തിന്റെ ജനനം 1907 നവംബർ 27-ന് ആയിരുന്നു. ഛായാവാദാനന്തര ഹിന്ദി കവിതാ കാലഘട്ടത്തിലെ പ്രമുഖ കവികളിൽ ഒരാളായിരുന്നു അദ്ദേഹം. അദ്ദേഹത്തിന്റെ പ്രശസ്തമായ കൃതിയാണ് “മധുശാല. ഇന്ത്യൻ ചലച്ചിത്ര നടൻ അമിതാഭ് ബച്ചൻ അദ്ദേഹത്തിന്റെ മകനാണ്. അദ്ദേഹം അലഹബാദ് സർവ്വകലാ ശാലയിൽ ഇംഗ്ലീഷ് പഠിപ്പിച്ചു. പിന്നീട് അദ്ദേഹം ഇന്ത്യ ഗവൺമെന്റിന്റെ വിദേശകാര്യ മന്ത്രാലയത്തിൽ ഹിന്ദി വിദഗ്ധനായിരുന്നു. പിന്നീട് അദ്ദേഹം രാജ്യസഭയിൽ നാമനിർദ്ദേശം ചെയ്യപ്പെട്ട അംഗമായിരുന്നു. ഏറ്റവും ജനപ്രിയരായ ഹിന്ദി കവികളിൽ ഒരാളായി ബച്ചൻ ജി കണക്കാക്കപ്പെടുന്നു. അദ്ദേഹം ഹിന്ദി സാഹിത്യത്തിന് മഹത്വപൂർണ്ണമായ സംഭാവനകൾ നൽകിയിട്ടുണ്ട്. കൂടാതെ ഒരുപാട് അവാർഡുകളാൽ അദ്ദേഹം ആദരിക്കപ്പെടുകയും ചെയ്തിട്ടുണ്ട്.

അദ്ദേഹം ഹിന്ദി സാഹിത്യത്തിലെ പ്രസിദ്ധനായ വിവർത്ത കനുമാണ്. അദ്ദേഹം ഹാലാവാദി കവികളിൽ മുൻപന്തിയിൽ നിൽക്കുന്ന ഒരാളാണ്. മിസ്റ്റർ ബച്ചന്റെ ആത്മകഥ ‘ക്യാ ഭൂലും ക്യാ യാദ് കരും’ സാഹിത്യലോകത്ത് സമാനതകളില്ലാത്തതായി കണക്കാക്കപ്പെടുന്നു. ഒമർ ഖയ്യാമിന്റെ റുബായി കളിൽ നിന്ന് പ്രചോദനം ഉൾക്കൊണ്ട് 1935-ൽ പ്രസിദ്ധീകരിച്ച ‘മധുശാല’ യാണ് അദ്ദേഹത്തിന്റെ ഏറ്റവും ജനപ്രിയമായ കൃതി. അദ്ദേഹം ഇതു കൂടാതെ മധുകലശ്, ചാർ ഖേമേ ചൗസ് ഖൂംടേ, തേരാ ഹാർ, മധുബാല, ഹലാഹൽ, ഏകാംക്-സംഗീത്, പ്രണയ പ്രതിക, സൂത് കി മാലാ തുടങ്ങി അനേകം കവിതകൾ എഴുതിയിട്ടുണ്ട്. 1976-ൽ ഹരിവംശറായ് ബച്ചൻ ജിക്ക് ഇന്ത്യാ ഗവൺമെന്റ് ‘പത്മഭൂഷൺ’ നൽകി ആദരിച്ചു. 1965-ൽ പ്രസിദ്ധീകരിച്ച ‘ദോ ചട്ടനേൻ’ എന്ന കവിതാസമാഹാരത്തിന് 1968-ൽ അദ്ദേഹത്തിന് സാഹിത്യ അക്കാദമി അവാർഡ് ലഭിച്ചു. അദ്ദേഹം 2003 ജനുവരി 18-ന് മുംബെയിൽ വച്ച് 95-ാം വയസ്സിൽ അന്തരിച്ചു. എന്നാൽ തന്റെ ജനപ്രിയ കൃതികളിലൂടെ അദ്ദേഹം ഇപ്പോഴും സാഹിത്യ ലോകത്ത് നിറഞ്ഞു നിൽക്കുന്നു.

नीली चिड़िया शब्दार्थ

नीली – നീല
चिड़िया – പക്ഷി
आसमान – ആകാശം
उतरी – ഇറങ്ങി
निराली – വിചിത്രമായ
गाती – പാടുന്ന
उड़नेवाला – പറക്കുന്ന
फुनगी – ചില്ലയുടെ അറ്റം
पत्ता – ഇല
छिपकर – ഒളിച്ചിരിക്കുക
दाना – ധാന്യം
डाली – ചില്ല
बुलाना – വിളിക്കുക
पास – അടുത്ത്
पर – ചിറക്
फड़काकर – അടിച്ചു കൊണ്ട്
नीचे – താഴെ
खाना – കഴിക്കുക
झट – പെട്ടെന്ന്
उड़ना – പറക്കുക
लाख – ലക്ഷം
लेकिन – എന്നാൽ
मेरे – എന്റെ

Parents often use SCERT Kerala Syllabus 6th Standard English Textbook Solutions Unit 1 Chapter 1 Names and Names Textual Questions and Answers Activities Notes Pdf Download to assist their kids with homework.

Class 6 English Names and Names Activities Question Answer

Names and Names Class 6 Questions and Answers

6th Standard English Unit 1 Question Answer

“In diversity there is beauty and there is strength.”
Maya Angelou
“വൈവിധ്യത്തിൽ സൗന്ദര്യമുണ്ട്. ശക്തിയുണ്ട്.”
മായ ആഞ്ചലോ

The Doorway

Look at the picture.

Question 1.
What are the children doing?
കുട്ടികൾ എന്താണ് ചെയ്യുന്നത്?
Answer:
They are looking at the globe and discussing some things.
അവർ ഭൂഗോളത്തിലേക്ക് നോക്കി ചില കാര്യങ്ങൾ ചർച്ച ചെയ്യുന്നു.

Question 2.
Do you think the children are from the same country?
കുട്ടികൾ ഒരേ രാജ്യത്തിനുന്നുള്ളവരാണെന്ന് നിങ്ങൾ കരുതുന്നുണ്ടോ?
Answer:
No, they are not. They are from different countries in different continents. I can see Asians, Africans and Europeans in the picture.
ഇല്ല, അവർ അങ്ങനെയല്ല. അവർ വ്യത്യസ്ത ഭൂഖണ്ഡങ്ങളിലെ വ്യത്യസ്ത രാജ്യങ്ങളിൽ നിന്നുള്ളവരാണ്. ചിത്രത്തിൽ ഏഷ്യക്കാരെയും ആഫ്രിക്കക്കാരെയും യൂറോപ്യന്മാരെയും എനിക്ക് കാണാൻ കഴിയും.

Names and Names Questions and Answers

Question 1.
What did Kunhichirutha love doing at the gate?
ഗേറ്റിനടുത്ത് നിന്നുകൊണ്ട് കുഞ്ഞിച്ചിരുതയ്ക്ക് എന്ത് ചെയ്യാനാണ് ഇഷ്ടം?
Answer:
She loved to look at the passing vehicles and pedestrians.
കടന്നുപോകുന്ന വാഹനങ്ങളെയും കാൽനടയാത്രക്കാരെയും നിരീക്ഷിക്കാൻ അവൾക്ക് വളരെ ഇഷ്ടമായിരുന്നു.

Question 2.
What was the climate like?
കാലാവസ്ഥ എങ്ങനെയായിരുന്നു?
Answer:
It was the end of winter and the air was warming up.
ശൈത്യകാലത്തിന്റെ അവസാനമായിരുന്നു. വായു കുറേശ്ശേ ചൂടുപിടിച്ചുകൊണ്ടിരുന്നു.

Question 3.
Why did Kunhichirutha puzzle about the varying length of the day and night?
പകലിന്റെയും രാത്രിയുടെയും ദൈർഘ്യത്തിലെ വ്യത്യാസത്തെക്കുറിച്ച് കുഞ്ഞിച്ചിരുത എന്തി നാണ് ആശയക്കുഴപ്പത്തിലായത്?
Answer:
She was puzzled about the varying length of the day and night because in July the sun set at 8.30 – and the day was more than 15 hours long. But in winter the sun set a little before 5, and the day lasted only less than 10 hours. She was not used to this kind variation in the length of the day in Kerala.
ജൂലൈയിൽ സൂര്യൻ 8.30ന് അസ്തമിക്കുകയും പകൽ 15 മണിക്കൂറിൽ കൂടുതൽ നീണ്ടുനിൽക്കു കയും ചെയ്തതിനാൽ പകലിന്റെയും രാത്രിയുടെയും ദൈർഘ്യത്തിലെ വ്യത്യാസത്തെക്കുറിച്ച് അവൾ ആശയക്കുഴപ്പത്തിലായിരുന്നു. എന്നാൽ ശൈത്യകാലത്ത് 5 മണിക്ക് അൽപ്പം മുമ്പ് സൂര്യൻ അസ്ത മിക്കുകയും പകൽ 10 മണിക്കൂറിൽ താഴെ മാത്രമേ നീണ്ടുനിന്നുള്ളു. കേരളത്തിൽ പകലിന്റെ ദൈർഘ്യത്തിൽ ഇത്തരത്തിലുള്ള വ്യതിയാനം അവൾക്ക് പരിചിതമായിരുന്നില്ല.

Question 4.
Why was Kunhichirutha startled?
കുഞ്ഞിച്ചിരുത എന്തിനാണ് ഞെട്ടിയത്?
Answer:
Kunhichirutha was startled because somebody was calling her as “kun-hi-chi-ryoo-tha”.
ആരോ അവളെ “കൂൻ ഹി-ചി–താ!” എന്ന് വിളിക്കുന്നത് കേട്ട് കുഞ്ഞിച്ചിരുത ഞെട്ടിപ്പോയി.

Question 5.
Why didn’t Kunhichirutha feel a stranger at all at school?
സ്കൂളിൽ കുഞ്ഞിച്ചിരുതയ്ക്ക് ഒരു അപരിചിതത്വം തോന്നാതിരുന്നത് എന്തുകൊണ്ട്?
Answer:
Kunhichirutha did not feel a stranger at all at school because her classmates and teachers were very kind and helpful to her.
കുഞ്ഞിച്ചിരുതയ്ക്ക് സ്കൂളിൽ ഒരു അപരിചിതത്വം തോന്നിയില്ല. കാരണം അവളുടെ സഹപാഠി കളും അധ്യാപകരും അവളോട് വളരെ ദയയുള്ളവരും സഹായിക്കുന്നവരുമായിരുന്നു.

Question 6.
Why did Kunhichirutha think it was rude to call Prakash by name?
പ്രകാശിനെ പേര് ചൊല്ലി വിളിക്കുന്നത് അപമര്യാദയാണെന്ന് കുഞ്ഞിച്ചിരുതയ്ക്ക് തോന്നി യത് എന്തുകൊണ്ട്?
Answer:
Kunhichirutha thought it was rude to call Prakash by name because in the Indian culture young children don’t call elders by their names. They call them uncles or aunts.
ഇന്ത്യൻ സംസ്കാരത്തിൽ കുട്ടികൾ മുതിർന്നവരെ പേര് ചൊല്ലി വിളിക്കാറില്ലാത്തതിനാൽ പ്രകാ ശിനെ പേര് ചൊല്ലി വിളിക്കുന്നത് അപമര്യാദയാണെന്ന് കുഞ്ഞിച്ചിരുതയ്ക്ക് തോന്നി. അവർ അവരെ അമ്മാവൻ എന്നോ അമ്മായി എന്നോ ആണ് വിളിക്കുന്നത്.

Question 7.
What was Kunhichirutha’s reaction when Prakash pronounced her name correctly?
പ്രകാശ് തന്റെ പേര് ശരിയായി ഉച്ചരിച്ചപ്പോൾ കുഞ്ഞിച്ചിരുതയുടെ പ്രതികരണം എന്തായിരുന്നു?
Answer:
She was delighted because Prakash was the first person, outside her family, to pronounce her name perfectly in New Jersey. She nodded her head, showing him her delight.
ന്യൂജേഴ്സിയിൽ തന്റെ കുടുംബത്തിന് പുറത്ത് ആദ്യമായി തന്റെ പേര് കൃത്യമായി ഉച്ചരിച്ചത് പ്രകാശ് ആണെന്നതിനാൽ അവൾ സന്തോഷിച്ചു. അവൾ തലയാട്ടി, സന്തോഷം പ്രകടിപ്പിച്ചു.

Question 8.
Why was Prakash surprised at Kunhichirutha’s name?
കുഞ്ഞിച്ചിരുതയുടെ പേര് കേട്ടപ്പോൾ പ്രകാശ് എന്തിനാണ് അത്ഭുതപ്പെട്ടത്?
Answer:
Prakash was surprised at Kunhichirutha’s name because such names are not common these days. Kunhichirutha was an old-fashioned name.
കുഞ്ഞിച്ചിരുതയുടെ പേര് കേട്ടപ്പോൾ പ്രകാശ് അത്ഭുതപ്പെട്ടു. കാരണം അത്തരം പേരുകൾ ഇന്ന് സാധാരണമല്ല. കുഞ്ഞിച്ചിരുത ഒരു പഴയ രീതിയിലുള്ള പേരായിരുന്നു.

Question 9.
How did Kunhichirutha get her name?
കുഞ്ഞിച്ചിരുതയ്ക്ക് എങ്ങനെ പേര് ലഭിച്ചു?
Answer:
Kunhichirutha got her name from her great grandmother, who became a school teacher at the age of 18.
18 വയസ്സിൽ സ്കൂൾ അധ്യാപികയായി മാറിയ അവളുടെ മുതുമുത്തശ്ശിയിൽ നിന്നാണ് കുഞ്ഞിച്ചി രുതയ്ക്ക് ആ പേര് ലഭിച്ചത്.

Question 10.
What surprised Kunhichirutha when Antoinette pronounced her name right?
ഒംഗത്വാനെറ്റ് തന്റെ പേര് ശരിയായി ഉച്ചരിച്ചപ്പോൾ കുഞ്ഞിച്ചിരുതയ്ക്ക് എന്താണ് അത്ഭുതം തോന്നിയത്?
Answer:
None in the school pronounced the name of Kunhichirutha right. Therefore when, Antoinette pronounced it right, especially the ‘nh’ Kunhichirutha was surprised.
സ്കൂളിൽ ആരും കുഞ്ഞിച്ചിരുതയുടെ പേര് ശരിയായി ഉച്ചരിച്ചില്ല. അതിനാൽ ഒംഗ്ത്വാനെറ്റ് അത് ശരിയായി ഉച്ചരിച്ചപ്പോൾ, പ്രത്യേകിച്ച് “nh” കുഞ്ഞിച്ചിരുത അത്ഭുതപ്പെട്ടു.

Question 11.
Why do you think Antoinette was able to pronounce Kunhichirutha’s name fairly well? കുഞ്ഞിച്ചിരുതയുടെ പേര് നന്നായി ഉച്ചരിക്കാൻ ഓംഗ് താനെറ്റിന് കഴിഞ്ഞത് എന്തുകൊണ്ടാ ണെന്നാണ് നിങ്ങൾ കരുതുത്
Answer:
I think Antoinette was able to pronounce Kunhichirutha’s name fairly well because her own name was mispronounced by most of her classmates as ‘an-toy-net’. So she tried to pronounce Kunhichirutha’s name correctly.
സഹപാഠികളിൽ ഭൂരിഭാഗവും തന്റെ പേര് തെറ്റായി ഉച്ചരിച്ചതിനാൽ അംഗത്വാനെറ്റിന് കുഞ്ഞിച്ചിരു തയുടെ പേര് നന്നായി ഉച്ചരിക്കണമെന്നുണ്ടായിരുന്നുവെന്ന് ഞാൻ കരുതുന്നു. അതിനാൽ അവൾ കുഞ്ഞിച്ചിരുതയുടെ പേര് ശരിയായി ഉച്ചരിക്കാൻ ശ്രമിച്ചു.

Names and Names Activities

Names and Names Class 6 Question Answer – Activity 1

Read the text messages between Kunhichirutha and Antoinette. To ‘hang out’ means “to spend a lot of time in a place or with someone. You wish to hang out with your friend this weekend. How will you plan for it? Create a chat.


Answer:
You: Hi! What are you doing this weekend?
Friend: I’m not sure yet. Do you want to hang out?
You: Sure, I would love to.
Friend: Come to my home. My parents came from Dubai yesterday. They have brought some new video games.
You: Really! I am very happy to hear that. I love to play video games.
Friend: There is more good news. They have also brought some fine chocolates and sweets. I know you love “Cadbury” and “Nestle”. We have some.
You: Mmmm! Yummy! My mouth is already watering. I will be there this evening! Friend: We all will be happy to have you. We can spend the weekend together.
You: Thank you, dear!

Class 6 English Names and Names Activities Pdf – Activity 2

Read the email on p. 14, received by Kunhichirutha from her friend Antoinette during the vacation.
Write the reply:

Answer:
From: kunhichiruta@hotmail.com
To: antoinette12@gmail.com

Dear Antoinette,
I was excited to get your mail! It made me so happy to hear from you.

I’m glad you are enjoying your vacation. Paddleboarding is a good sport. But it is risky as you tend to fall down often. Here in Kerala it is not so popular. We love swimming. There is a swimming pool near my house and I go for swimming everyday with my friends here. This is the time for the greatest festival of our State – the Onam celebrations. We have dances, songs and other local arts forms in connection with this festival. Very delicious “sadya” – a sumptuous meal with different items – is the specialty of this day. Next year you should come to Kerala during this time.

I am spending time with my old friends here. They are surprised at the change in the way I speak English now.

Antoinette, I really miss you. But the vacation will soon be over and then we will meet again. Say Hi to your Mom and Dad for me.

Take care!
Love.
Kunhichirutha

Names and Names Class 6 Questions and Answers Pdf – Activity 3

Read the sentences on p. 15.
Here we see how the people from various countries are called.

Canada – Canadian
China – Chinese
Egypt – Egyptian
Japan – Japanese
Mexico – Mexican
a. Complete the following:
• France: …………………………….
• Germany: …………………………….
• Spain: …………………………….
• The UAE: …………………………….
b. Adding more to the List
• ……………………. : ………………………….
• ……………………. : ………………………….
Answer:
a. Complete the following:
France – French
Germany – German
Spain – Spanish
The UAE – Emirati

b. Adding more to the List
a) Italy – Italian
b) Portugal – Portuguese
c) The USA – American
d) The UK – British
e) Korea – Korean
f) Vietnam – Vietnamese
g) Cambodia – Cambodian

Class 6 English Names and Names Question Answer – Activity 4

Fun with Words
a. Help Kunhichirutha and Antoinette to complete the list on p. 16.
a. Kunhichirutha and Antoinette decided to play a game. They picked words that started with each letter of their names. The words describe something positive about them. For example, ‘K’ in Kunhichirutha
stands for ‘Kind’ and ‘A’ in Antoinette stands for ‘Act1ve Help them complete the list.

b. Do the same for you. Sit with your friend and share your work. Present it in the class.

c. Here are some qualities describing the character of Kunhichirutha. Write a sentence about each of these qualities.
Kind: Kunhichirutha is a kind girl.
Understanding: She is very understanding both at home and school.
Neat: ……………………………………………………………………………
Helpful: ………………………………………………………………………..
Intelligent: ……………………………………………………………………
Curious: ………………………………………………………………………..
Happy: ………………………………………………………………………….
…………… : …………………………………………………………………….
…………… : ……………………………………………………………………
d. Write a short description of Kunhichirutha, using the qualities above.
Kunhichirutha is a kind and helpful girl. ……………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
Answer:
a. Kunhichirutha
R – Religious
U – Urbane
T – Truthful
H – humane
A – Affectionate

Antoinette
N – natural
E – easy-going
T – Truthful
T – Trustworthy
E – Energetic

c. Kind: Kunhichirutha is a kind girl.
Understanding: She is very understanding both at home and school.
Neat: She is a neat girl and she keeps everything tidy.
Helpful: She is very helpful as she is a kind girl.
Intelligent: She is an intelligent girl; she understands things quickly.
Curious: She is a curious girl; she wants to know many things.
Happy: She is a happy girl; she is not worried about things.
Imaginative: She is an imaginative girl; she even writes stories.
Religious: She is a religious girl; she prays every day for some time.
Urbane: She is very urbane; she behaves politely with everyone.
Truthful: She is truthful; you can depend on her.
Humane: She is humane; she helps the poor and the needy.
Affectionate: She is affectionate; she loves her parents and siblings very much.

d. Kunhichirutha is a kind and helpful girl. She is humane and she is always ready to help the poor and the needy. She is very intelligent. She is curious to know about many of the mysteries of nature. She works very hard and she is quite understanding in her dealings with others. She is always neat and tidy and she is happy as she is always optimistic. Everyone likes Kunhichirutha because of her many good qualities.

Std 6 English Names and Names Question Answer – Activity 5

Read the sentence on p. 17.
Imagine a new student from another country or state has just joined your school. How would you help her adjust to the new place and culture?
(You may use will/shall/can to frame sentences.)

For example
I will show her around the school and introduce her to my friends
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
Answer:
If a new student from another country or state joins our school, I will do whatever I can to make her feel comfortable. I will show her around the school and introduce her to my friends and also teachers. I will talk to her about the rules of the school. I will take her to the school library and also to the cafeteria. Since she is new to this country she may not know some of the local dishes that we usually eat. I will explain to her what some of them are. I will also teach her some commonly used words, especially for greeting and responding to greetings. I will try to make her comfortable by assuring her that she won’t have any problems here as we are there to help her.

Names and Names Questions and Answers – Activity 6

Read the sentence: But she had picked up English with an amazing speed.
Picked up means learned or acquired.
a. A few such pairs of words are given below. Pick out the sentences that contain those expressions from the story.
• Come across: ………………………………
• Switched over: ……………………………..
b. Read the conversation on p. 18 and identify more such expressions.

Kunhichirutha: Hi everyone, Antoinette’s birthday is coming up. Let’s do something special!
Jake: Yeah! We can pick up a nice gift for her.
Mia: And we can take her out to eat at her favourite cafe.
Kunhichirutha: Great! I’ll fix a time for us to go.
Ben: I’ll look for a good gift. What about a book?
Kunhichirutha: Good idea! We can check out the bookstore to find one she’ll like.
Mia: We’ll look up a book she doesn’t have.
Jake: Let’s get a cake too. I can drop it off at her house.
Kunhichirutha: Perfect! we’ll ask her to come back to the cafe after school and we’ll surprise her.
Ben: Okay! Let’s get going! Keep the secret.

Answer
a. Pick out the sentences from the story with ‘Come cross’ and ‘Switched over’.
Kunhichirutha has come across many Indians on the streets. (has met/found)
Prakash suddenly switched over to Malayalam. (changed)

b. Read the conversation on p. 18 and identify more such expressions.

coming up	pick up	take out
look for	check out	look up
drop off	come back	get going

7. Read what Ben from Italy speaks about his country on p. 19. Antoinette wants to say something about her country, France. Some facts about France are given on p. 20. Help her make a description and present it.

Dear friends,
I am from Italy. It’s a beautiful country. Its capital is Rome. The flag is really cool with three colours: green, white and red. Most people in Italy speak Italian. We make some of the best foods ever, like pizza and pasta. Italy is also home to amazing places like the Colosseum, the Leaning Tower of Pisa and the Canals of Venice. If you visit Italy, you might even spot animals like the Italian wolf and wild boar. The weather is nice too, with warm summers and cool winters. Italians love to celebrate holidays like Christmas, Easter and Carnivals, where we wear colourful
masks and costumes.
Sounds fun, right?

Next, Antoinette would like to say something about her country, France. Some basic facts about France are given. Can you help her make a description and present it?
Country: France
Capital: Paris
Flag: Three colours: blue, white, red
Major Language: French
Popular Food items: Croissants, Baguettes, Macarons
Famous Places: Eiffel Tower, the Louvre Museum, beaches of the French Riviera
Animals: French bulldog, wild boar
Celebrations: Bastille Day, Christmas, Easter

I come from the great country of France. The capital of my country is Paris. We have a tri- colour flag with blue, white and red. The major language is French. We are very fond of eating Croissants, Baguettes and Macarons. Our country has the world famous Eiffel Tower, the Louvre Museum and also the beaches of the French Riviera. Our most popular animals are French bulldog and the wild boar. We have three famous celebrations – the Bastille Day, Christmas and Easter. The weather is good in the months of May to August. If you want to visit France and enjoy its various cultural activities, come between these months.

Students often refer to SCERT Class 6 English Solutions and Names and Names Summary in Malayalam & English Medium before discussing the text in class.

Class 6 English Names and Names Summary

Names and Names Summary in English

Kunhichirutha stood at the gate, looking at the street. She loved to look at the passing vehicles and people. It was the end of winter. The air was getting warmer. But there was still the cold wind now and then. It had been a cold winter in New Jersey. It was only 5 pm but night had fallen.

The differing lengths of day and night in different seasons had puzzled Kunhichirutha. When she came in July, the sun set only at 8.30. The day was more than 15 hours long. Now the sun set a little before 5, and the day was less than 10 hours.

“Kun-hi- chi-ryoo-tha!” someone called. She was startled. It was Kate who called her, Kate lived across the street. Kunhichirutha was not happy that Kate pronounced her name wrongly.

This was her 6^th month at school. When she was in Kerala, she had only learned some English rhymes at play school. But she had learnt English with great speed. Her classmates and teachers. were very kind and helpful. She did not feel a stranger at school. Ms. Hopkins was her Maths teacher. She helped Kunhichirutha a lot. The only thing Kunhichirutha disliked was the way her classmates pronounced her name. Even Ms. Hopkins found it hard to pronounce it, although she tried. She got the last part right, But the first part was a tongue-twister.

“Hi Kate”, Kunhichirutha waved back. Kate was going with her aunt to shop.

There were 24 students in Grade 1. Kunhichirutha was not the only non- American student in her class. In fact, nearly half of the students belonged to immigrant families. There were students from Canada, Mexico, Italy the UAE, Egypt and China. Kunhichirutha was the only Indian.

Kunhichirutha had seen many Indians on the streets. She was happy when she met Prakash. Prakash ran a confectionery near her school. Kunhichirutha thought he looked very much like her uncle, Harish. But Prakash was a lot older. He was almost as old as Muthassan. Prakash had looked curiously at her when she bought some candy from the store the first time.

All her classmates called him “Mr. Prakash”. Kunhichirutha thought it rude. In Kerala she would have called him “Prakash Uncle”. The next time she went to the store, Prakash patted her lovingly on her head. He asked her what her name was. She told him. He then repeated her name. Kunhichirutha was delighted because he was the first person, outside her family, to pronounce her name perfectly in New Jersey. She nodded her head, showing him her delight.

Suddenly started speaking in Malayalam. He wondered if children still had names like Kunhichirutha. Parakah was not the first person to think like that. Many people had asked her about her name. She knew how she got her name. So she told Prakash about her great grandmother who became a school teacher at the age of 18. She had seen only a fading photograph of her great grandmother.

Kunhichirutha later learned from her Amma that Prakash belonged to a village near her own. He had come to America some 50 years ago.

A few days before the spring break, a girl named Antoinette took admission in Kunhichirutha’s class. She was from a city called Marseilles in France. Her mother was working in a multinational company. She was given a new project in New Jersey. So her family came here.

Antoinette and Kunhichirutha soon became friends. Kunhichirutha was amused to find that her classmates and teachers had trouble pronouncing Antoinette’s name also. Most of them pronounced it “an-toy-net”. Kunhichirutha learned from Antoinette that the name is to be pronounced as “ong- thwa-net”. Kunhichirutha tried to say it correctly. After a few trials she got it right. She was surprised that Antoinette pronouncing her name fairly well, especially and “nh”. Antoinette visited Kunhichirutha at her home a few days later. Kunhichirutha found it funny that her mother could not say Antoinette in the right way. So she had to become her mother’s language teacher for a moment.

Names and Names Summary in Malayalam

കുഞ്ഞിച്ചിരുത ഗേറ്റിൽ നിന്നുകൊണ്ട് തെരുവിലേക്ക് നോക്കി. കടന്നുപോകുന്ന വാഹനങ്ങളെയും ആളു കളെയും നോക്കാൻ അവൾ ഇഷ്ടപ്പെട്ടു. ശൈത്യ കാലം അവസാനിച്ചു. വായു ചൂടായിക്കൊണ്ടിരുന്നു. പക്ഷേ ഇടയ്ക്കിടെ തണുത്ത കാറ്റ് വീശുന്നുണ്ടാ യിരുന്നു. ന്യൂജേഴ്സിയിൽ ഒരു തണുത്ത ശൈത്യ കാലമായിരുന്നു. അത് വൈകുന്നേരം 5 മണി മാത്ര മായിരുന്നു. പക്ഷേ രാത്രി ആയിക്കഴിഞ്ഞു.

വ്യത്യസ്ത സീസണുകളിലെ പകലിന്റെയും രാത്രിയുടെയും വ്യത്യസ്ത ദൈർഘ്യം കുഞ്ഞിച്ചിരുതയെ ആശയക്കുഴപ്പത്തിലാക്കിയിരുന്നു. ജൂലൈയിൽ അവൾ എത്തിയപ്പോൾ, സൂര്യൻ 8.30ന് മാത്രമാണ് അസ്ത മിച്ചത്. പകൽ 15 മണിക്കൂറിൽ കൂടുതൽ നീണ്ടുനിന്നു. ഇപ്പോൾ സൂര്യൻ 5 മണിക്ക് അല്പം മുമ്പ് അസ്ത മിച്ചു. പകൽ 10 മണിക്കൂറിൽ താഴെയായിരുന്നു.

“കൻ – ഹി-ചി-റിയൂ-ഥാ!” ആരോ വിളിച്ചു. അവൾ ഞെട്ടിപ്പോയി. അവളെ വിളിച്ചത് കേയ്റ്റ് ആയിരുന്നു. കേയ്റ്റ് തെരുവിന്റെ മറുവശത്ത് താമ സിച്ചിരുന്നു. കേയ്റ്റ് തന്റെ പേര് തെറ്റായി ഉച്ചരി ച്ചതിൽ കുഞ്ഞിച്ചിരുതയ്ക്ക് സന്തോഷമില്ലായി രുന്നു.

സ്കൂളിൽ ഇത് അവളുടെ ആറാം മാസമായിരുന്നു. കേരളത്തിൽ ആയിരുന്നപ്പോൾ, പ്ലേ സ്കൂളിൽ നിന്ന് അവൾ കുറച്ച് ഇംഗ്ലീഷ് റൈമുകൾ മാത്രമേ പഠിച്ചിട്ടുള്ളൂ. പക്ഷേ അവൾ വളരെ വേഗത്തിൽ ഇംഗ്ലീഷ് പഠിച്ചിരുന്നു. സഹപാഠികളും അധ്യാപകരും വളരെ ദയയുള്ളവരും സഹായിക്കുന്നവരുമായിരുന്നു. സ്കൂളിൽ അവൾക്ക് ഒരു അപരിചിതത്വം തോന്നിയില്ല. മിസ് ഹോപ്കിൻസ് അവരുടെ ഗണിത അധ്യാപി കയായിരുന്നു. കുഞ്ഞിച്ചിരുതയെ അവർ വളരെയധികം സഹായിച്ചു. കുഞ്ഞിച്ചിരുതയ്ക്ക് ഇഷ്ടപ്പെടാത്ത ഒരേയൊരു കാര്യം സഹപാഠികൾ അവരുടെ പേര് ഉച്ചരിക്കുന്ന രീതിയായിരുന്നു. മിസ് ഹോപ്കിൻസ് പോലും അത് ഉച്ചരിക്കാൻ ബുദ്ധിമുട്ടി. അവർ ശ്രമിച്ചതു കാരണം അവസാന ഭാഗം അവർ ശരിയായി പറഞ്ഞു. പക്ഷേ ആദ്യ ഭാഗം അവർക്ക് ശരിയായി പറയാൻ പറ്റുന്നില്ലായിരുന്നു.

“ഹായ് കേയ്റ്റ്” കുഞ്ഞിച്ചിരുത തിരിച്ചു കൈവീശി. കേയ്റ്റ് അമ്മായിയോടൊപ്പം ഷോപ്പിംഗിന് പോകു കയായിരുന്നു.

ഒന്നാം ക്ലാസ്സിൽ 24 കുട്ടികളുണ്ടായിരുന്നു. കുഞ്ഞിച്ചിരുത മാത്രമല്ല അവളുടെ ക്ലാസ്സിലെ അമേരിക്കൻ വിദ്യാർത്ഥിയല്ലാതിരുന്നത്. വാസ്തവത്തിൽ വിദ്യാർത്ഥികളിൽ പകുതിയും കുടിയേറിയ കുടുംബങ്ങളിൽ നിന്നായിരുന്നു. കാനഡ, മെക്സിക്കോ, ഇറ്റലി, യുഎഇ, ഈജിപ്ത്, ചൈന എന്നിവിടങ്ങളിൽ നിന്നുള്ള വിദ്യാർത്ഥികളുണ്ടായിരുന്നു. കുഞ്ഞിച്ചിരുത മാത്രമായിരുന്നു ഇന്ത്യക്കാരി.

കുഞ്ഞിച്ചിരുത തെരുവുകളിൽ ധാരാളം ഇന്ത്യക്കാരെ കണ്ടിരുന്നു. പ്രകാശിനെ കണ്ടുമുട്ടിയപ്പോൾ അവൾ സന്തോഷിച്ചു. പ്രകാശ് തന്റെ സ്കൂളിനടുത്ത് ഒരു മിഠായി കട നടത്തിയിരുന്നു. തന്റെ അമ്മാവൻ ഹരീ ഷിനെ പോലെയാണ് അദ്ദേഹം കാണപ്പെടുന്നതെന്ന് കുഞ്ഞിച്ചിരുത കരുതി. പക്ഷേ പ്രകാശ് നല്ല പ്രായ മുള്ള ആളായിരുന്നു. മുത്തശ്ശന്റെ അത്രയും പ്രായമുണ്ടായിരുന്നു. ആദ്യമായി കടയിൽ നിന്ന് കുറച്ച് മിഠായി വാങ്ങിയപ്പോൾ പ്രകാശ് അവളെ കൗതുകത്തോടെ നോക്കിയിരുന്നു.

അവളുടെ സഹപാഠികളെല്ലാം അദ്ദേഹത്തെ “മിസ്റ്റർ പ്രകാശ്” എന്ന് വിളിച്ചു. കുഞ്ഞിച്ചിരുത അത് പരു ഷമായി കരുതി. കേരളത്തിൽ അദ്ദേഹത്തെ അവൾ “പ്രകാശ് അങ്കിൾ” എന്ന് വിളിക്കുമായിരുന്നു. അടുത്ത തവണ കടയിൽ പോകുമ്പോൾ പ്രകാശ് അവളുടെ തലയിൽ സ്നേഹത്തോടെ തലോടി. അവളുടെ പേരെ ന്താണെന്ന് അദ്ദേഹം അവളോട് ചോദിച്ചു. അവൾ പറഞ്ഞു. പിന്നെ അദ്ദേഹം അവളുടെ പേര് ആവർത്തി ച്ചു. ന്യൂജേഴ്സിയിൽ, കുടുംബത്തിന് പുറത്ത്, തന്റെ പേര് കൃത്യമായി ഉച്ചരിക്കുന്ന ആദ്യത്തെ വ്യക്തി അദ്ദേഹമാണെന്നതിനാൽ കുഞ്ഞിച്ചിരുത സന്തോഷിച്ചു. അവൾ തലയാട്ടി. തന്റെ സന്തോഷം അയാൾക്ക് കാണിച്ചു.

പെട്ടെന്ന് അദ്ദേഹം മലയാളത്തിൽ കാര്യങ്ങൾ പറഞ്ഞു തുടങ്ങി. കുട്ടികൾക്ക് ഇപ്പോഴും കുഞ്ഞിച്ചിരുത പോലുള്ള പേരുകൾ ഉണ്ടോ എന്ന് അദ്ദേഹം ചിന്തിച്ചു. അങ്ങനെ ചിന്തിച്ച ആദ്യത്തെ വ്യക്തി പ്രകാശല്ല. പലരും അവളുടെ പേരിനെക്കുറിച്ച് ചോദിച്ചിരുന്നു. അവൾക്ക് എങ്ങനെ ആ പേര് ലഭിച്ചു എന്ന് അവൾക്ക റിയാമായിരുന്നു. അതിനാൽ അവൾ പ്രകാശിനോട് 18 വയസ്സിൽ സ്കൂൾ അധ്യാപികയായ തന്റെ മുതുമു ത്തശ്ശിയെക്കുറിച്ച് പറഞ്ഞു. അവരുടെ പേര് തന്റെ കുഞ്ഞിച്ചിരുത എന്നായിരുന്നു. മുതുമുത്തശ്ശിയുടെ മങ്ങിയ ഫോട്ടോ മാത്രമേ അവൾ കണ്ടിട്ടുള്ളൂ.

പ്രകാശ് തന്റെ സ്വന്തം ഗ്രാമത്തിനടുത്തുള്ള ഒരു ഗ്രാമത്തിൽ നിന്നുള്ളയാളാണെന്ന്കു ഞ്ഞിച്ചിരുത പിന്നീട് അമ്മയിൽ നിന്ന് മനസ്സിലാക്കി. അദ്ദേഹം ഏകദേശം 50 വർഷം മുമ്പ് അമേരിക്കയിൽ എത്തിയിരുന്നു.

സിംഗ് ബ്രേക്കിന് കുറച്ച് ദിവസങ്ങൾക്ക് മുമ്പ് ഒംഗ് താനെറ്റ് എന്ന പെൺകുട്ടി കുഞ്ഞിച്ചിരുതയുടെ ക്ലാസ്സിൽ പ്രവേശനം നേടി. അവൾ ഫ്രാൻസിലെ മാർസെയിൽസ് എന്ന നഗരത്തിൽ നിന്നുള്ളവളായിരു ന്നു. അവളുടെ അമ്മ ഒരു മൾട്ടിനാഷണൽ കമ്പനിയിൽ ജോലി ചെയ്യുകയായിരുന്നു. ന്യൂജേഴ്സിയിൽ അവൾക്ക് ഒരു പുതിയ പ്രോജക്റ്റ് ലഭിച്ചു.അങ്ങനെ അവളുടെ കുടുംബം ഇവിടെയെത്തി.

ഒംഗത്വാനെറ്റും കുഞ്ഞിച്ചിരുതയും താമസിയാതെ സുഹൃത്തുക്കളായി. തന്റെ സഹപാഠികൾക്കും അധ്യാ പകർക്കും ഒംഗ്താനെറ്റിന്റെ പേര് ഉച്ചരിക്കുന്നതിൽ ബുദ്ധിമുട്ടുണ്ടെന്ന് കണ്ട് കുഞ്ഞിച്ചിരുതയ്ക്ക് സന്തോ ഷമായി. അവരിൽ മിക്കവരും അത് “ആൻ-ടോയ്-നെറ്റ്” എന്നാണ് ഉച്ചരിച്ചത്. അംഗത്വാനെറ്റിൽ നിന്ന് ഉച്ചാരണം മനസ്സിലാക്കി. കുഞ്ഞിച്ചിരുത അത് ശരിയായി പറയാൻ ശ്രമിച്ചു. കുറച്ച് പരീക്ഷണങ്ങൾക്ക് ശേഷം അവൾ അത് ശരിയായി മനസ്സിലാക്കി. ഒംഗ്ത്വാനെറ്റ് തന്റെ പേര് വളരെ നന്നായി ഉച്ചരിച്ചതിൽ അവൾ അത്ഭുപ്പെട്ടു. പ്രത്യേകിച്ച് “ഞ്ഞി” കുറച്ച് ദിവസങ്ങൾക്ക് ശേഷം “ഓംഗ്ത്വാനെറ്റ്” കുഞ്ഞിച്ചിരുതയെ അവളുടെ വീട്ടിൽ സന്ദർശിച്ചു. അമ്മയ്ക്ക് ഒംഗ്ത്വനെറ്റ് ശരിയായ രീതിയിൽ ഉച്ചരിക്കാൻ കഴിയാത്തത് കുഞ്ഞിച്ചിരുതയ്ക്ക് തമാശയായി തോന്നി. അതിനാൽ അവൾ ഒരു നിമിഷം അമ്മയുടെ ഭാഷാ അധ്യാപി കയായി മാറി.

Names and Names Words Meanings

gazing – looking, നോക്കുക
pedestrians – people walking on the street, കാൽനടയാത്രക്കാർ
occasional – happening frequently, ഇടക്കിടക്ക് സംഭവിക്കുന്ന
varying – differing, വ്യത്യസ്തമായ
puzzled – confused, ആശയക്കുഴപ്പത്തിലായി
startled – felt sudden shock, ഞെട്ടി
amazing – surprising, അതിശയിപ്പിക്കുന്ന
stranger – unknown person, അപരിചിതൻ
tongue twister – a thing difficult to say, ഉച്ചരിക്കാൻ പ്രയാസമുള്ള
immigrant – a person who comes to live permanently in a foreign country, സ്വന്തം നാടുവിട്ട് മറ്റൊരു രാജ്യത്തേക്ക് കുടിയേറുന്നയാൾ
confectionery – sweets and chocolates considered collectively, മിഠായിക്കട
curiously – with a desire to know more, ജിജ്ഞാസയുള്ള
affectionately – lovingly, സ്നേഹത്തോടെ
patted – touch quickly and gently with the flat of the hand, തലോടി
delighted – was happy, സന്തോഷമായി
nodded – moved the head up and down showing agreement, തല താഴോട്ടും മേലോട്ടും ചലിപ്പിച്ച് സമ്മതം അറിയിക്കുക
beamed – smiled, പുഞ്ചിരിച്ചു
switched over to – changed to, മാറ്റി
several – many, വിവിധ, പല
fading – not clear, ക്ലിയറല്ലാത്ത
relocated – changed the place, സ്ഥലം മാറ്റി
amusement – fun, രസം, തമാശ

By reviewing Kerala Syllabus SCERT Class 6 Social Science Solutions Chapter 1 Early Humans and Civilizations Important Questions, students can improve their conceptual understanding.

Early Humans and Civilizations Extra Questions and Answers Class 6 Social Science Chapter 1 Kerala Syllabus

Early Humans and Civilizations Class 6 Important Questions

Question 1.
Human fossils are important sources that help us to learn about the history of early humans.
a) Who proposed a scientific view of the origin of humans?
b) Define Evolution.
c) What are the subgroups of Homo?
Answer:
a) Charles Darwin

b) Charles Darwin suggested that humans have originated through organic changes that took place over a long period of time. He called this process ‘evolution’.

c)

• Homo habilis
• Homo erectus
• Homo sapiens

Question 2.
Complete the table, including the various stages of human evolution and their characteristics.

Human species	Features
Primates	A category of mammals
Hominoids	…………a)…………..
…………b)…………..	Walked on two legs
Homo habilis	…………c)…………..
…………d)…………..	The Upright humans
Homo sapiens	…………e)…………..

Answer:
a) Walked on four legs
b) Hominids
c) The tool makers
d) Homo erectus
e) The wise or thinking man

Question 3.
Based on the development achieved over time in weapons and tools made of stones, the Stone Age can be divided into three stages.
a) Which are the three stages of the Stone Age?
b) Define the Stone Age.
c) In which Stone Age did agriculture begin?
Answer:
a)

• Palaeolithic Age
• Mesolithic Age
• Neolithic Age

b) Early humans lived in the forests. They lived by gathering fruits and vegetables and hunting animals to eat their meat. They used rough stones from their surroundings as weapons. Since stones were used as weapons, this period is called the Stone Age.

c) Neolithic Age

Question 4.
Observe the given pictures.

a) Identify the stage of the Stone Age given in the above picture.
b) Write any two features of each stage.
Answer:
a) A – Palaeolithic Age
B – Neolithic Age

Palaeolithic Age	Neolithic Age
Used rough stones as tools	Used more refined and polished stone tools
Gathering and hunting as a means of livelihood	Invented wheel and started making pottery

Question 5.
Which was the first metal used by humans?
Answer:
Copper

Question 6.
Differentiate the Metal Age and Bronze Age.
Answer:
The period when humans used weapons and tools made of metals is called the Metal Age. The period when weapons and tools made of bronze were used is known as the Bronze Age.

Question 7.
What changes did the use of bronze bring to human life?
Answer:

• Bronze tools helped in expanding agricultural land.
• The expansion of agricultural land led to an increase in agricultural production.
• The increase in agricultural production paved the way for the exchange of products and the development of centres of exchange.
• The centres of exchange later transformed into towns and cities.

Question 8.
What all changes might settled life have brought about in humans?
Answer:

• Dwellings began to be built.
• People began to interact more with each other, and marked the beginning of organised social life.
• Settlements gradually developed into villages and urban centres.

Question 9.
Match the following.

A	B
Bhimbetka	Used smaller fine stone tools
Mesolithic Age	Rock shelter
The Theory of Human Evolution	Human species
Chinese Civilization	On the Origin of Species
Homo sapiens	Bronze Age Civilizations

Answer:

A	B
Bhimbetka	Rock shelter
Mesolithic Age	Used smaller fine stone tools
The Theory of Human Evolution	On the Origin of Species
Chinese Civilization	Bronze Age Civilizations
Homo sapiens	Human species

Question 10.
Why did Bronze Age civilizations form in river valleys?
Answer:

• Fertile Soil
• Availability of water
• Favourable climate

Question 11.
Between which rivers is Mesopotamia located?
Answer:
The Euphrates and the Tigris rivers.

Question 12.
Which cultures combined to form the Mesopotamian civilization?
Answer:
Mesopotamian civilization consisted of four different civilizations, which were Sumerian, Babylonian, Assyrian, and Chaldean.

Question 13.
Who were the first people who contributed to the development of urban life in Mesopotamia?
Answer:
Sumerians

Question 14.
The Writing system of the Mesopotamians was known as Cuneiform.
a) Write a note on cuneiform script.
b) Which are the major cities of the Mesopotamian civilization?
Answer:
a)

• Cuneiform script was developed.by the Sumerians
• It was a wedge shaped pictographic script
• It was written on clay tablets
• They used a pointed reed stylus to write on clay tablets

b) Ur, Uruk, Lagash

Question 15.
Tabulate the contributions of the Mesopotamians.
Answer:

Science and Mathematics	Law
Lunar calendar	Laws were codified for the first time during the reign of Sumerian ruler Dungi.
Calculated the solar and lunar eclipses	The code of Hammurabi is the revised form of these laws.

Question 16.
Egyptian civilization flourished in the Nile Valley.
a) The main city of the Egyptian civilization was ……………………
b) What were the kings of Egypt known as?
c) The main feature of the Egyptian civilization is the ………………….
d) Why is Egypt called the ‘Gift of the Nile’?
Answer:
a) Cairo

b) Pharaohs

c) Pyramids

d) Agriculture was the main livelihood of the people. Wheat, barley, millet, fifuits, flax, cotton, and so on grew abundantly in the Nile river basin. This agricultural prosperity facilitated the development of a civilization in the Nile Valley. Hence, Egypt is called the ‘Gift of the Nile’.

Question 17.
Observe the given picture.

a) Identify this Script that existed in Egypt.
b) Write four features of this script.
Answer:
a) Hieroglyphics Script

b)

• Hieroglyphics was the script of the ancient Egyptians.
• The word Hieroglyphics means ’sacred writing.
• This script was a combination of signs and letters.
• It is read from right to left.

Question 18.
Prepare a note on the achievements in the science of Egyptian culture.
Answer:
Mathematics and Medical Science achieved significant advancement in Egypt.The Egyptians laid the foundation of geometry in Mathematics. Addition and subtraction were their contributions. Their solar calendar consisted of twelve months of thirty days each, and an added five days to complete a year of 365 days.

Question 19.
Match the following.

A	B
Ziggurats	An eye for an eye, a tooth for a tooth
Code of Hammurabi	Places of worship
Pyramids	The land between rivers
Mummies	Tombs of the Pharaohs
Mesopotamia	Dead body

Answer:

A	B
Ziggurats	Places of worship
Code of Hammurabi	An eye for an eye, a tooth for a tooth
Pyramids	Tombs of the Pharaohs
Mummies	Dead body
Mesopotamia	The land between rivers

Question 20.
On which riverbank did Chinese Civilization originate, and write two important features of the Chinese civilization.
Answer:
Along the banks of river Hwang-Ho.

• Agriculture was the foundation of this civilization as well.
• They were also experts in weaving, pottery, and silk production.
• They made excellent bronze sculptures.

Question 21.
Identify the given script and write its features.

Answer:
Chinese Script.

• The Chinese had a writing system since ancient times.
• The pictographic script, that used pictures instead of letters, was common.
• Gradually, they developed symbols to use in place of pictures. That script still exists in China with modifications.

Question 22.
Which civilization existed in the Indus Valley during the Bronze Age?
Answer:
Harappan Civilization

Question 23.
Prepare a note on the Harappan Civilization.
Answer:
It was a civilization that existed in the Indus Valley during the Bronze Age. It is generally considered to have existed from about 2600 BCE to 1900 BCE. Harappa was the first city to be discovered. That is why this civilization is called the Harappan Civilization. Since it emerged in the Indus Valley, it is also known as the Indus Valley Civilization.

Question 24.
Which civilization is called the first urbanization in India? Why?
Answer:
Harappan Civilization. Because this civilization developed around urban centres. Therefore, this civilization is termed as the first urbanization in India.

Question 25.
The main feature of the Harappan civilization was town planning. Elucidate the statement,
Answer:
The main feature of the Harappan civilization was town planning. They built houses on both sides of the streets. They used burnt bricks for the purpose of construction. The drainage system was another important feature of the Harappan civilization. The cities and drains were planned in such a way that the waste water from the houses was drained out of the city through the drains in the streets.

Question 26.
What were the special features of the Great Bath of Mohenjodaro?
Answer:
Mohenjodaro was the major city of the Harappan civilization. The Great Bath is the most distinctive structure of this city. There were flights of steps on both sides to enter this tank and it had bathrooms. There was also arrangement for filling fresh water and draining out waste water.

Question 27.
Explain the following features of the Harappan Civilization.
• Granary
• Handicrafts
• Art of Writing
Answer:
Granary: Agriculture was the main livelihood of the Harappan people. Evidences of rice cultivation have been found from sites like Rangpur and Lothal in Gujarat. The granary is the most significant historical remain found in Harappa. It was used to store and preserve grains.

Handicrafts: The Harappans were skilled in handicrafts. Necklaces, bracelets and earrings made of gold, silver, beads and shells were widely used. They made seals from clay and stones. The toys, clay pots and bronze statues found in Harappan cities all show the artistic skills of the Harappan people.

Art of Writing: Harappan people had their own writing system. They used symbols instead of letters to write. Their art of writing is mostly found on seals.

Question 28.
Harappan cities faced decline around 1900 BCE. There are different opinions about the decline of Harappan civilization. Write some of them.
Answer:

• Climate change
• Frequent floods
• Deforestation
• Excessive use of land

By reviewing Kerala Syllabus 6th Standard Social Science Notes Pdf English Medium and Class 6 Social Science Chapter 1 Early Humans and Civilizations Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 6 Social Science Chapter 1 Early Humans and Civilizations Notes Questions and Answers

Class 6 Social Science Early Humans and Civilizations Notes Questions and Answers

Class 6 Social Science Chapter 1 Question Answer Kerala Syllabus

Question 1.
The following is a passage from Jawaharlal Nehru’s book, “Letters from a Father to His Daughter.”

a) What is the historical remain that Jawaharlal Nehru mentions here?
b) According to him, where was it obtained from?
Answer:
a) Skull of earliest men.
b) Heidelberg

Question 2.
Look at the family tree that Sinu prepared including members of his family’s previous generations. In this way, details of how many generations of your family can you find?

Answer:
(Hints: Ask your parents and grandparents about their parents names. This will help you find 3 or 4 generations of your family.)

Question 3.
Prepare a note including the various stages of human evolution and their characteristics.
Answer:
The evolution of humans took place through various stages over millions of years. It began with primates, a group of mammals that includes monkeys, apes, and humans. From them evolved hominoids, who walked on four legs. Later came the hominids, who developed the ability to walk’ on two legs, allowing them to use their hands for other tasks. One of the early hominids was Australopithecus, which showed both human like and ape-like features. From this stage, the Homo group evolved. The first in this group was Homo habilis, known as “the tool makers,” who used simple tools. They were followed by Homo erectus, “the upright humans,” who could walk fully upright and had learned to use fire. Finally came Homo sapiens, “the wise or thinking man,” who developed language, culture, and advanced tools. Modem humans belong to this group.

Question 4.
Write the characteristics of the Palaeolithic, Mesolithic and Neolithic periods on strips and place them in a bowl. Arrange the charts with the names of these Stone Age periods in the classroom. The children may pick the strips from the bowl and paste them on the corresponding chart in the correct order.
Answer:

Question 5.
Observe the pictures given below. What materials are they made of?

Answer:
Fig 1 : Stone , Fig 2: Metal

Question 6.
Compare and prepare a note on the features of human life in the Stone Age and the Bronze Age.
Answer:

Human life in the Stone Age	Human life in the Bronze Age
Stone tools	Bronze tools
Agriculture Started	Expanding agriculture
Invented the wheel	Centres were established for product exchange
Started making pottery	Cities and towns were formed
Animal skin, bark of trees and leaves used for clothing	Made Ornaments using metals

Question 7.
Observe the given Map and identify the river valleys where the major Bronze Age civilizations developed and complete the table.


Answer:

Civilization	Rivers
Mesopotamian	Euphrates, Tigris
Egyptian	Nile River
Harappan	Indus River
Chinese	Hwang-Ho

Question 8.
Prepare a note on the cultural contributions of the Mesopotamians.
Answer:

• The first people who contributed to the development of urban life in Mesopotamia were the Sumerians.
• The major cities of Mesopotamian civilization included Ur, Uruk, Lagash, and others.
• The writing system of the Mesopotamians was known as Cuneiform.
• The oldest written code of law in the world is the Code of Hammurabi, which existed during the reign of the Babylonian ruler Hammurabi.
• The temples of the Mesopotamians were known as Ziggurats. These temples were mainly built in cities.

Question 9.
How many months are there in the calendar we use now? Does each month have thirty days? Look at the calendar at your home and find out how many days are there in each month and write it down.
Answer:
It has 12 months in a year.
No, not all months have 30 days. Some have 31 days, and one month (February) has 28 or 29 days.

• January – 31 days
• February – 28 days (29 in a leap year)
• March – 31 days
• April – 30 days
• May – 31 days
• June – 30 days
• July – 31 days
• August – 31 days
• September – 30 days
• October – 31 days
• November – 30 days

Question 10.
Find out the features of the writing system that existed in Mesopotamia, Egypt and China and complete the table.

Answer:

Civilization	Scripts	Features
Mesopotamia	Cuneiform	• They were written on clay tablets. • It was a wedge shaped pictographic script.
Egypt	Hieroglyphics	• The script was a combination of signs and letters. • It is read from right to left.
China	Pictographic Script	• Images were used instead of letters

Question 11.
Look at the given map, find out and list the major cities of the Harappan civilization.

Answer:

• Mohenjodaro
• Harappa
• Lothal
• Kalibangan

Question 12.
Observe the pictures given below. What details about the handicraft of the Harappans can be obtained from these pictures? Find out and complete the concept map.


Answer:

Early Humans and Civilizations Questions and Answers Extended Activities

Question 1.
Prepare a picture album of the tools used by humans in different phases of Stone Age.
Answer:

Question 2.
Collect more information on the topic “Bronze Age Civilizations and Human Progress” and prepare a digital presentation.
Indicators:
• Mesopotamian civilization
• Egyptian civilization
• Chinese civilization
• Harappan civilization
Answer:
(Hint: You can use the given details to create slides in PowerPoint, Google Slides, or any other presentation software.)
• Slide 1: Title Slide (Topic: Bronze Age Civilizations and Human Progress)

• Slide 2: What is the Bronze Age?

• The Bronze Age started about 5000 years ago.
• People made tools and weapons from bronze (a metal).
• They built cities, started farming, and used writing.
• It was the beginning of human progress.

• Slide 3: Mesopotamian Civilization

• Place: Between Tigris and Euphrates rivers (Iraq).
• People wrote using cuneiform on clay tablets.
• Built ziggurats (temples).
• Code of Hammurabi – one of the earliest law codes

• Slide 3: Egyptian Civilization

• Place: Along the Nile River.
• Hieroglyphics were the script.
• Built big pyramids for pharaohs (kings).
• Used the calendar to measure time.

• Slide 4: Chinese Civilization

• Place: Along the banks of river Hwang-Ho.
• Agriculture was the foundation.
• Script: Pictographic Script.

• Slide 5: Harappan Civilization

• Place: Along the Indus Valley.
• Also known as the Indus Valley Civilization.
• Had well-planned cities.
• They used symbols instead of letters to write.

• Slide 6: Human Progress (Learned to write and read, lived in organized cities, made beautiful tools and art, etc.)

• Slide 7: Conclusion & Add Pictures for each civilization.

Question 3.
Prepare a digital album by collecting pictures that showcase the features of Bronze Age civilizations.
Answer:

Question 4.
Make a clay tablet, inscribe a script you know, allow it to dry and display it in the Social Science Lab.
Answer:
(Hints)
• Take a small piece of clay, flatten it like a tablet, use a stick to write any script you know (like English or Malayalam), let it dry, and keep it in the Social Science Lab to show others.

Question 5.
Find out and prepare a list of major cities situated in river valleys.
Answer:

City	River valley	Civilization
Ur	Euphrates River	Mesopotamian Civilization
Memphis	Nile River	Egyptian Civilization
Harappa	Ravi River	Indus Valley Civilization
Mohenjodaro	Indus River	Indus Valley Civilization
Anyang	Hwang-Ho River	Chinese Civilization

Early Humans and Civilizations Class 6 Notes Pdf

Std 6 Social Science Early Humans and Civilizations Notes

• Human fossils are important sources that help us to learn about the history of early humans.
• Fossils are the remains of ancient plants, animals and humans.
• Human evolution began from primates, a category of mammals.
• It was Charles Darwin who proposed a scientific view on the origin of human beings.
• Charles Darwin suggested that humans have originated through organic changes that took place over a long period of time. He called this process ‘evolution’.
• Homo habilis, Homo erectus and Homo sapiens were the subgroups of Homo.
• The human species to which we belong is Homo sapiens.
• Chronologically, history is divided into two periods – Before Common Era (BCE) and Common Era (CE).
• Since stones were used as weapons, this period is called the Stone Age.
• Based on the development achieved over time in weapons and tools made of stones, the Stone Age can be divided into three stages.
  • Palaeolithic age
  • Mesolithic age
  • Neolithic age
• Agriculture began in the Neolithic period.
• Copper was the first metal used by humans.
• The period when humans used weapons and tools made of metals is called the Metal Age.
• The period when weapons and tools made of bronze were used is known as the Bronze Age.
• The word ‘Mesopotamia’ means ‘the land between rivers’.
• Mesopotamian civilization consisted of four different civilizations which were Sumerian, Babylonian, Assyrian, and Chaldean.
• The writing system of the Mesopotamians was known as Cuneiform.
• Egyptian civilization flourished in the Nile Valley.
• The main feature of the Egyptian civilization is the pyramids.
• Mathematics and Medical Science achieved significant advancement in Egypt.
• Chinese civilization originated along the banks of river Hwang-Ho.
• Harappan civilization was a civilization that existed in the Indus Valley during the Bronze Age.
• Harappa was the first city to be discovered. That is why this civilization is called the Harappan Civilization.
• The main feature of the Harappan civilization was town planning.
• The drainage system was another important feature of the Harappan,civilization.
• Mohenjodaro was the major city of the Harappan civilization.
• Harappan people had their own writing system. They used symbols instead of letters to write.

INTRODUCTION

Recording human history of ancient period is a very difficult and laborious task. Since no written evidence is available we rely only on archaeological evidence, to learn about humans and their lives in prehistoric times. Historians have recorded the history of humans since the beginning by analyzing such archaeological evidences. While fossil remains provide evidence of humans that evolved millions of years ago, stone weapons, tools, and cave paintings tell us about people in the Stone Age. The beginning of agriculture and the development of settled life during the Neolithic period were milestones in human history. The civilizations that emerged in different parts of the world during the Bronze Age reveal the history of the achievements of humans during that period. It is the knowledge and practices formed in ancient civilizations that laid the foundation for our culture. We can use such reminders of the past as stepping stones for the future.

ORIGIN AND EVOLUTION OF HUMANS
If we can go back thousands of generations, we can reach the early humans.

• Human fossils are important sources that help us to learn about the history of early humans.
• It is by scientifically calculating the age of such fossils that the history of the origin and evolution of humans is written.
• Fossils are the remains of ancient plants, animals and humans. These are generally embedded in rocks and have been preserved for millions of years.

HUMAN EVOLUTION
It was Charles Darwin who proposed a scientific view on the origin of human beings. He suggested that humans have originated through organic changes that took place over a long period of time. He called this process ‘evolution’. He presented the Theory of Human Evolution in his book ‘On the Origin of Species’, published in 1859.

ANCESTORS OF HUMANS
Early humans evolved millions of years ago. Human evolution began from primates, a category of mammals.

Various stages of evolution
• Homo habilis, Homo erectus and Homo sapiens were the subgroups of Homo. The human species to which we belong is Homo sapiens.

BCE and CE
Chronologically, history is divided into two periods – Before Common Era (BCE) and Common Era (CE). Based on the birth of Jesus Christ, earlier it was divided into BC and AD. The period before the birth of Christ was known as BC (Before Christ) and the period after the birth of Christ was known as AD (Anno Domini). These days, it is known as BCE and CE respectively.

• A century denotes hundred years. A million years denotes ten lakh years.

Charles Darwin Charles Darwin was born in England on February 12, 1809. He is a naturalist who helped in understanding the processes that led to the origin of life on earth and the diversity of living organisms. Charles Darwin explained through his theory of evolution that all living species evolved over a period of time and took millions of years to reach its present form.

VARIOUS STAGES OF HUMAN DEVELOPMENT

• Early humans lived in the forests. They lived by gathering fruits and vegetables and hunting animals to eat their meat.
• They used rough stones from their surroundings as weapons.
• Since stones were used as weapons, this period is called the Stone Age.
• Based on the development achieved over time in weapons and tools made of stones, the Stone Age can be divided into three stages.

Characteristics of the various Stone Age periods:

BEGINNING OF AGRICULTURE AND SETTLED LIFE

• Agriculture began in the Neolithic period.
• As humans started farming, it became necessary for them to settle near the farmlands.
• They settled near their farms to maintain the crops, protect the fields from wild animals and to care for their domesticated animals.

Bhimbetka
Bhimbetka in Madhya Pradesh is an important rock shelter in India which was inhabited by stone age humans. The paintings inside this cave tell us about the varied ways of life of ancient humans. These cave paintings are also a proof of their communication.

FROM STONE TO METAL

• Copper was the first metal used by humans.
• The period when humans used weapons and tools made of metals is called the Metal Age.
• Since copper was not strong enough for tilling the soil and cutting trees, they mixed copper and tin to make a harder and stronger alloy called bronze.
• The period when weapons and tools made of bronze were used is known as the Bronze Age.
• With the use of bronze tools, there occurred significant changes in human life.

BRONZE AGE CIVILIZATIONS
• As a result of the changes that have occurred in human life in the Bronze Age, civilizations were formed centered around cities.

Bronze Age civilizations formed in river valleys. Because

MESOPOTAMIAN CIVILIZATION

• The word ‘Mesopotamia’ means ‘the land between rivers’.
• This region lies between the Euphrates and the Tigris rivers.
• This region is presently a part of Iraq.
• Mesopotamian civilization consisted of four different civilizations which were Sumerian, Babylonian, Assyrian, and Chaldean.

Urban Life and Art of Writing

• The Sumerians were the first people who contributed to the development of urban life in Mesopotamia.
• The major cities of Mesopotamian civilization were Ur, Uruk, Lagash, and so on.
• The writing system of the Mesopotamians was known as Cuneiform.

Contributions of the Mesopotamians

EGYPTIAN CIVILIZATION

• Egyptian civilization flourished in the Nile Valley. The main city of the Egyptian civilization was Cairo.
• The Egyptian kings were known as ‘Pharaohs’.
• The main feature of the Egyptian civilization is the pyramids.
• Agriculture was the main livelihood of the people. Wheat, barley, millet, fruits, flax, cotton, and so on grew abundantly in the Nile river basin.
• This agricultural prosperity facilitated the development of a civilization in the Nile Valley. Hence, Egypt is called the ‘Gift of the Nile’.

Art of Writing

Achievements in Science

• Mathematics and Medical Science achieved significant advancement in Egypt.
• The Egyptians laid the foundation of geometry in Mathematics.
• Addition and subtraction were their contributions.
• Their solar calendar consisted of twelve months of thirty days each, and an added five days to complete a year of 365 days.

CHINESECIVILIZATION

• Chinese civilization originated along the banks of river Hwang-Ho.
• Agriculture was the foundation of this civilization as well.
• They were also experts in weaving, pottery, and silk production.
• They made excellent bronze sculptures.

Writing System

• The Chinese had a writing system since ancient times.
• The pictographic script, that used pictures instead of letters, was common. Gradually, they developed symbols to use in place of pictures.
• That script still exists in China with modifications.

HARAPPAN CIVILIZATION
It was a civilization that existed in the Indus Valley during the Bronze Age. It is generally considered to have existed from about 2600 BCE to 1900 BCE.

• Harappa was the first city to be discovered. That is why this civilization is called the Harappan Civilization.
• Since it emerged in the Indus Valley, it is also known as the Indus Valley Civilization.
• This civilization developed around urban centres. Therefore, this civilization is termed as the first
  urbanization in India.

Town Planning

• The main feature of the Harappan civilization was town planning.
• They built houses on both sides of the streets. They used burnt bricks for the purpose of construction.
• The drainage system was another important feature of the Harappan civilization.
• The cities and drains were planned in such a way that the waste water from the houses was drained out of the city through the drains in the streets.

Great Bath of Mohenjodaro
Mohenjodaro was the major city of the Harappan civilization. The Great Bath is the most distinctive structure of this city. There were flights of steps on both sides to enter this tank and it had bathrooms. There was also arrangement for filling fresh water and draining out waste water.

Granary
Agriculture was the main livelihood of the Harappan people. Evidences of rice cultivation have been found from sites like Rangpur and Lothal in Gujarat. The granary is the most significant historical remain found in Harappa. It was used to store and preserve grains.

Handicrafts
The Harappans were skilled in handicrafts. Necklaces, bracelets and earrings made of gold, silver, beads and shells were widely used. They made seals from clay and stones. The toys, clay pots and bronze statues found in Harappan cities all show the artistic skills of the Harappan people.

Art of Writing
Harappan people had their own writing system. They used symbols instead of letters to write. Their art of writing is mostly found on seals.

Decline of Harappan Civilization
Harappan cities faced decline around 1900 BCE. There are different opinions about the decline of Harappan civilization.

The comprehensive approach in SCERT Class 6 Basic Science Textbook Solutions Chapter 2 Marvel of the Magnetic Realm Important Questions ensure conceptual clarity.

Marvel of the Magnetic Realm Extra Questions and Answers Class 6 Basic Science Chapter 2 Kerala Syllabus

Marvel of the Magnetic Realm Class 6 Important Questions

Question 1.
A) A boy brought a magnet from a broken loudspeaker near various objects. He found that some objects attracted him, while others did not. The objects are given below. Classify them and list them Cardboard, piece of steel, iron nail, eraser, plastic pen, piece of glass, coin, bike key

Objects attracted by magnet	Objects that are not attracted by the magnet

B) What are the objects that are attracted to magnets and the objects that are not attracted to magnets called?
C) Suggest a way to quickly collect pins that have fallen on the ground.
Answer:

Objects attracted by magnet	Objects that are not attracted by the magnet
Piece of steel Iron nail Coin Bike key	Cardboard Eraser Plastic Pen Piece of glass

B) The substances that are attracted by magnet are called Magnetic substances. Those substances that are not attracted by a magnet are called Non-magnetic substances.

C) Wrap a magnet in paper, tie it to a string, and drag it across the floor. The pins will stick to the magnet.

Question 2.
A) Write the names of the magnets given below.

B) Write an experiment to observe the magnetic field around a magnet.
Answer:
A) a) Bar magnet
b) Magnetic needle
c) U magnet
d) Ring magnet

B) Place a sheet of glass on top of two books of the same size, spaced apart. Place a bar magnet under the sheet of glass. Sprinkle iron powder on top of the sheet of glass. Tap the sheet of glass lightly. The iron powder aligns in a specific way. This indicates a magnetic field.

Question 3.
Observe the pictures given below.

A) Write the names of the magnets given in the pictures.
B) Which among the given magnets is used in mini motor?
C) Write the other two devices in which magnet is used.
D) Among the following, which alloy is used to make magnet?
1) Lodestone
2) Alnico
3) Neodymium
4) Samarium
Answer:
A) Picture – 1: Bar magnet
Picture – 2: U magnet
Picture – 3: Ring magnet
Picture – 4: Arc magnet

B) Arc magnet

C) Speaker, Electric bells

D) Alnico

Question 4.
A) What is the directional property of a magnet?
B) Write the name of a device that uses this property of a magnet.
C) Write how to make such a device.
Answer:
A) A freely suspended magnet always rests in the North-South direction. This is the directional property of a magnet.

B) Compass

C) Materials we need:

• Magnet
• Needle
• Thread
• Cork

Thread the needle. Hold the thread and rub the needle from one end to the other end with a magnet for about 50 times in the same direction. The needle is threaded for holding it conveniently and for safety.

Take a small cork. After removing the thread, pierce the needle into the cork as shown in the figure. Otherwise, you can glue the needle to the top of the cork.

Place this cork in a bowl of water. We can see that the needle points in the North – South direction. We can also see that the needle returns to its original position if we change the direction of cork. We can make use of this device as a compass to find direction.

Question 5.
Observe the pictures related to magnets.

A) Which of these pictures is correct?
B) Which pictures indicate the like poles?
C) Which property of a magnet is used by the navigators to find the direction?
Name a device in which this property of magnetism is used.
Answer:
A) i) and iii) are correct pictures
B) i) or iv)
C) Directional property.
Device – Compass

Question 6.
A) Imagine that you are standing in an unknown place. You can’t see the sun due to the rain. Can you find out the directions with the help of a bar magnet?
B) What are the uses of the north-south directive property of magnets?
Answer:
A)Yes, we can find out the direction with the help of a bar magnet. Suspend a magnet freely in the air it aligns in the north-south direction. N Marking on the magnet indicates the North pole, and S marking on the magnet indicates the South pole. If your face is towards the north, then the right side will be towards the south.

B)

• In ships to find the direction
• To know the direction inside a forest
• To know the direction for building a house

Question 7.
A) Does a magnet attract another magnet? Write an activity to prove it.
B) Examine the figures given below. Which of them is correct?

Answer:
A) Aim: To prove whether a magnet attracts another magnet.
Materials required: Two magnets on which N and S are marked
Activity: Take two magnets on which N and S are marked. Place one of them on a surface. Bring the pole of the other magnet to the middle of this magnet.
Observation: The first magnet moves towards the second magnet.
Inference: Like poles repel and unlike poles attract.

B) The figures (a) and (c) are correct.

Question 8.
Write an activity to check whether the attractive power of the magnet same everywhere.
Answer:
To verify whether the magnetic field’s attractive power is uniform throughout.
Materials required: Magnet, needle, scale and stand.

Activity: Suspend the needle using the thread in such a way that it is balanced. Place the scale on the table in such a way that one end of it is below the needle. Move the magnet on the scale from the other end to the side of the needle. Stop moving the magnet when the attractive force is felt on the needle. Measure the distance to the needle. Slowly move the magnet towards the needle. Observe the changes in the needle in each instance.

Observation: There is a change in the attractive force. As the magnet comes close to the needle, it experiences a strong attractive force. The attractive force decreases when a magnet moves away from the needle.

Inference: The Attractive power of a magnet is not the same everywhere. As the distance between the magnet and magnetic substance increases force of attraction decreases.

Question 9.
A) What are the like and unlike poles of magnets?
B) The picture in which two bar magnets are arranged in different ways is given in the first column. Analyze the picture and fill in the other columns.

C) What feature of the poles helped the table analysis?
Answer:
A) The same poles of different magnets are called like poles, and their different poles are called unlike poles. Like poles repel and unlike poles attract.

B)

C) Like poles of a magnet repel and unlike poles of a magnet attracts

Question 10.
A) Write how to make a magnet using a battery.
B) An electromagnet is a temporary magnet. Why?
C) What is a permanent magnet? Give an example.
Answer:
A) Materials we need
• 9V battery, connector
• Insulated copper wire
• Soft iron nail
• Pins
Wind the insulated copper wire around an iron nail as shown in the figure.

Make sure to have many coils. Remove the insulation from both ends of the copper wire. Connect these ends to the battery using a connector. Bring the tip of the nail close to a few pins. We can see that the iron nail will attract the pins. If we disconnect the battery, the iron nail will lose its magnetic power.

B) An iron rod becomes a magnet only when there is an electric current. When the electric current is disconnected, the magnetic force is lost. Therefore, an electromagnet is a temporary magnet.

C) The magnets in which the magnetic property persists for a long time are called permanent magnets. Example: Lodestone, Alnico

Question 11.
A) Write the names of some devices that use magnets.
B) Write which property of magnets is utilised in any two devices.
Answer:
A)

• Electric bell
• Electric crane
• Generator
• Loudspeaker
• Magnetic compass

B) Electric crane – Magnet can attract magnetic substances.
Compass – When suspended freely, magnets always align in the North – South direction. (Directional property)