Class 6

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 7 Money Math Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 7 Solutions Money Math

Class 6 Kerala Syllabus Maths Solutions Chapter 7 Money Math Questions and Answers

Money Math Class 6 Questions and Answers Kerala Syllabus

Discount

In-text Questions (Page Number 103)

Question 1.
See this ad:

Fill in the table below by computing the deduction for each purchase and the amount to be paid.

Answer:

Interest

In-text Questions (Page Number 105)

Question 1.
See this news item:

See the amounts some people have deposited in this bank:

Calculate the interest and the total amount each would get back after one year.
Answer:
1. Ash
Deposited amount = ₹ 15000, interest = 9%
15000 = 150 × 100
Interest = 150 × 9 = ₹ 1350
Amount to be received = 15000 + 1350 = ₹ 16350

2. Suma
Deposited amount = ₹ 25000, interest = 9%
25000 = 250 × 100
Interest = 250 × 9 = ₹ 2250
Amount to be received = 25000 + 2250 = ₹ 27250

3. Niharika
Deposited amount = ₹ 37500, interest = 9%
37500 = 375 × 100
Interest = 375 × 9 = ₹ 3375
Amount to be received = 37500 + 3375 = ₹ 40875

4. Vihan
Deposited amount = ₹ 12500, interest = 9%
12500 = 125 × 100
Interest = 125 × 9 = ₹ 1125
Amount to be received = 12500 + 1125 = ₹ 13625

5. Ahi
Deposited amount = ₹ 22500, interest = 9%
22500 = 225 × 100
Interest = 225 × 9 = ₹ 2025
Amount to be received = 22500 + 2025 = ₹ 24525

Interest (Page Number 106)

Question 1.
See the board in front of the shop:

Sreesha bought clothes worth 3500 rupees from this shop. How much should she pay?
Answer:
The price of the books that Sreesha bought = ₹ 3500
Discount = 25% (25 for every 100)
3500 = 35 × 100
Discount = 35 × 25 = ₹ 875
Amount to be paid = 3500 – 875 = ₹ 2625

Question 2.
Angelo Tomy borrowed 45000 rupees from a bank. The interest is 12%. How much should he pay back after one year?
Answer:
Borrowed amount = ₹ 45000
Rate of interest = 12%
45000 = 450 × 100
Interest = 450 × 12 = ₹ 5400
Amount to be repaired = 45000 + 5400 = ₹ 50400

Question 3.
Mehul contributes 8% of his earnings each month to medical aid for the poor. His income this month is 75000 rupees. How much is his contribution this month?
Answer:
His income = ₹ 75000
Giving contribution = 8%
75000 = 750 × 100
Contribution = 750 × 8 = ₹ 6000

Question 4.
Eugene saves 15% of his income each month. His income in January was ₹ 64000 rupees. How much did he save that month?
Answer:
His income = ₹ 64000
Saving amount = 15%
64000 = 640 × 100
Saving = 640 × 15 = ₹ 9600

Question 5.
A TV manufacturer decides to reduce the price by 5% from next month. What will be the price next month of a TV that costs 45000 rupees right now?
Answer:
Current price = ₹ 45,000
Discount = 5%
45000 = 450 × 100
Discount = 450 × 5 = ₹ 2,250
Next month’s price of the TV = 45,000 – 2,250 = ₹ 42,750

Question 6.
A car manufacturer decides to increase the price by 2% from next month. What will be the price next month of a car that costs 5,60,000 rupees?
Answer:
Current price of the car = ₹ 5,60,000
Higher price = 2%
560000 = 5,600 × 100
Higher price = 5,600 × 2 = ₹ 11,200
Price of next month = 5,60,000 + 11,200 = ₹ 5,71,200.

Percent Problems (Page Number 110)

Question 1.
At the book’s Festival, all books are given 15% discount. See the prices of book Sreena and her friends bought:

Calculate how much each has to pay.
Answer:
Sreena
Price of the book = ₹ 540
540 = 500 + 40
Discount for 500 rupees = 5 × 15 = ₹ 75
Since the reduction for 10 rupees is 1 rupee 50 paise
The discount for 40 rupees = ₹ 6
Total = 75 + 6 = ₹ 81
Amount to be paid = 540 – 81 = ₹ 459
Tessy
Price of the book = ₹ 375
375 = 300 + 50 + 25
Discount for 300 rupees = 3 × 15 = ₹ 45
Discount for 50 rupees = half of 15 = ₹ 7.50
Discount for 25 rupees = half of ₹ 7.50 = ₹ 3.75
Total = 45 + 7.50 + 3.75 = ₹ 56.25
Amount to be paid = 375 – 56.25 = ₹ 318.75
Nassar
Price of the book = ₹ 630
630 = 600 + 30
Discount for 600 rupees = 6 × 15 = ₹ 90
Since the reduction for 10 rupees is 1 rupee 50 paise
Discount for 30 rupees = 3 × ₹ 1.50 = ₹ 4.50
Total = 90 + 4.50 = ₹ 94.50
Amount to be paid = 630 – 94.50 = ₹ 535.50
Jacob
Price of the book = ₹ 432
432 = 400 + 30 + 2
Discount for 400 rupees = 4 × 15 = ₹ 60
Discount for 30 rupees = 3 × ₹ 1.50 = ₹ 4.50
Discount for 2 rupees = 2 × 15 paise = 30 paise
Total = ₹ 60 + ₹ 4.50 + 30 paise = ₹ 64.80
Amount to be paid = 432 – 64.80 = ₹ 367.20

Question 2.
A person borrowed 26750 rupees from a bank, where the interest is 12% each year. How much should he pay back after one year?
Answer:
Borrowed amount = ₹ 26750
Rate of interest = 12%
26750 = 20000 + 6000 + 700 + 50
Interest for 20000 rupees = 200 × 12 = ₹ 2400
Interest for 6000 rupees = 60 × 12 = ₹ 720
Interest for 700 rupees = 7 × 12 = ₹ 84
(It can also be written as 267 × 12 = 3204 for 26700 rupees)
Interest for 50 rupees = ₹ 6
Total interest = 3204 + 6 = ₹ 3210
Amount to be paid = 26750 + 3210 = ₹ 29960

Question 3.
A company gives 8% of one month’s salary as a bonus for Onam. How much does a man, whose monthly salary is 46375 rupees, get as a bonus?
Answer:
Monthly salary = ₹ 46375
Bonus = 8%
46375 = 46300 + 50 + 25
Bonus for 46300 rupees = 463 × 8 = ₹ 3704
Bonus for 50 rupees = ₹ 4 (half of 8)
Bonus for 25 rupees = ₹ 2 (half of 4)
Total bonus = 3704 + 4 + 2 = ₹ 3710

What Percent? (Page Number 112)

Question 1.
25000 rupees deposited in a bank earned 2000 rupees as interest in a year. What is the interest rate?
Answer:
Deposited amount = 25000 rupees
Interest = 2000
25000 = 250 × 100
250 for one hundred = 2000
For one hundred = 2000 ÷ 250
= 8 × 250 ÷ 250
= 8
Interest percent = 8%

Question 2.
For books worth 480 rupees, a shop gave 72 rupees as a discount. What is the discount percent?
Answer:
The worth of the book = 480 rupees
Discount = 72 rupees
48 for ten = 72 rupees
For one ten = 72 ÷ 48
= 24 × 3 ÷ 24 × 2
= 3 ÷ 2
= \(\frac {3}{2}\)
= 1\(\frac {1}{2}\) rupees
Since for ₹ 10 it is ₹ 1.50, for ₹ 100 it is ₹ 15
This can also be calculated for one rupee.
For 480 rupees = 7,200 paisa
For 1 rupee = 7,200 ÷ 48 = 150 paise
Since for ₹ 10 it is 150 paise, for ₹ 100 it is 150 × 100 = 1,500 paise = ₹ 15
The discount = 15%

Question 3.
A mobile phone manufacturer sells all the previous year’s models at a fixed discount. A phone that cost 45,000 rupees earlier is now sold for 37800 rupees. What is the discount percent?
Answer:
Previous price = ₹ 45,000
Present price = ₹ 37,800
Discount = 45,000 – 37,800 = ₹ 7,200
For 100 rupees = 7200 ÷ 450
= 720 × 10 ÷ 45 × 10
= 80 × 9 ÷ 5 × 9
= 80 ÷ 5
= 16
Discount percent = 16%

Class 6 Maths Chapter 7 Kerala Syllabus Money Math Questions and Answers

Class 6 Maths Money Math Questions and Answers

Question 1.
A mobile phone worth ₹ 8500 is sold at a discount of 6%. What is its present price?
Answer:
Original price = ₹ 8500
Discount = 6%
It is ₹ 6 for every 100 rupees
There are 85 hundred in ₹ 8500
So, the discount for 85 hundreds = 85 × 6 = ₹ 510
Therefore, present price = 8500 – 510 = ₹ 7990

Question 2.
For ₹ 2000, 12% interest has to be paid for one year. How much interest should be paid?
Answer:
Amount borrowed = ₹ 2000
Interest = 12%
Rupees 12 for every ₹ 100.
There are 20 hundred in 2000 rupees.
So, for 20 hundreds = 20 × 12 = ₹ 240

Question 3.
The price of a watch worth ₹ 1350 increased by 8%. What is its present price?
Answer:
Original price = ₹ 1350
Increase = 8%
1350 = 1300 + 50
There are 13 hundred in 1300 rupees (13 × 100 = 1300)
Increase for 13 hundreds = 13 × 8 = ₹ 104
Increase for ₹ 50 = half of 8 = ₹ 4
Total increase = 104 + 4 = ₹ 108
Present price = 1350 + 108 = ₹ 1458

Question 4.
The price of a fan was ₹ 3275. Its price decreased by 12%. How much did it decrease?
Answer:
Price of fan = ₹ 3275
Decrease = 12%
3275 = 3200 + 50 + 25
There are 32 hundred in 3200
Decrease for 32 hundreds = 32 × 12 = ₹ 384
Decrease for ₹ 50 = half of 12 = ₹ 6
Decrease for ₹ 25 = half of 6 = ₹ 3
Total decrease = 384 + 6 + 3 = ₹ 393

Question 5.
When a product worth ₹ 1530 was bought, 18% tax was added. What is the total price of the product?
Answer:
Price of the article = ₹ 1530
Tax = 18%
1530 = 1500 + 30
Tax for one hundred = ₹ 18
Tax for rupees 1500 = 15 × 18 = ₹ 270
Since the tax is ₹ 18 for every ₹ 100, the tax for ₹ 10 is ₹ 1.80.
So, the tax for ₹ 30 is three times ₹ 1.80, which is equal to ₹ 5.40.
Total tax = 270 + 5.40 = ₹ 275.40
Therefore, total price = 1530 + 275.40 = ₹ 1805.40

Question 6.
For ₹ 12000, the interest for one year is ₹ 1800. What is the rate of interest?
Answer:
Amount = ₹ 12000
Interest = ₹ 1800
12000 = 120 × 100
For 120 hundreds = ₹ 1800
For one hundred = 1800 ÷ 120
= (15 × 120) ÷ 120
= 15
Therefore, the rate of interest = 15%

Question 7.
The price of an article worth ₹ 540 increased by ₹ 27. By what percentage did it increase?
Answer:
Original price = ₹ 540
Increase = ₹ 27
540 cannot be made exactly into hundreds.
For 54 tens, the increase is ₹ 27 (2700 paise)
Increase for one ten rupees = 2700 ÷ 54
= 27 × 100 ÷ 2 × 27
= 100 ÷ 2
= 50 paise
Increase for one hundred rupees = 10 × 50 = 500 paise = 5 rupees
Therefore, increase = 5%

Question 8.
The price of a saree decreased from ₹ 1240 to ₹ 992. What is the percentage of decrease?
Answer:
Original price = ₹ 1240
New price = ₹ 992
Decrease = 1240 – 992 = ₹ 248
1240 = 124 ten rupees
For 124 tens, the decrease is ₹ 248.
Decrease for one ten rupees = 248 ÷ 124
= 2 × 124 ÷ 124
= 2 rupees
100 rupees means 10 ten rupees.
Decrease for ₹ 100 = 10 × 2 = 20 rupees
Therefore, the percentage of decrease = 20%

Question 9.
The price of an article is ₹ 1860. Including tax, it is sold for ₹ 1953. What is the percentage of tax?
Answer:
Price without tax = ₹ 1860
Price with tax = ₹ 1953
Tax = 1953 – 1860 = ₹ 93
1860 = 186 ten rupees
Tax for 186 ten rupees = ₹ 93 = 9300 paise
Tax for one ten rupees = 9300 ÷ 186
= (93 × 100) ÷ (93 × 2)
= 100 ÷ 2
= 50
Tax for 10 ten rupees = 10 × 50 = 500 paise = ₹ 5
Therefore, tax = 5%

Question 10.
Gopi paid ₹ 960 as interest for one year on ₹ 12000 in one bank. Radha paid ₹ 1050 as interest for one year on ₹ 15000 in another bank. Who paid at a higher rate of interest?
Answer:
Gopi
Amount = ₹ 12000
Interest = ₹ 960
For 120 hundreds = ₹ 960
For one hundreds = 960 ÷ 120
= (96 × 10) ÷ (10 × 12)
= 96 ÷ 12
= 8
Interest percentage = 8%

Radha
Amount = ₹ 15000
Interest = ₹ 1050
For 150 hundreds = ₹ 1050
For one hundred = 1050 ÷ 150
= (21 × 50) ÷ (3 × 50)
= 21 ÷ 3
= 7
Interest percentage = 7%
Therefore, Gopi paid at a higher rate of interest (8%)

Class 6 Maths Chapter 7 Notes Kerala Syllabus Money Math

→ 1 Rupee = 100 Paise

→ When we buy or sell goods, we deal with price, discount, tax, profit, and loss.

→ Discount = Original price – Selling price

→ Increase = New price – Old price

→ Tax is an extra amount paid while buying goods.

→ The extra amount deposited in banks or paid when borrowing money is called interest.

→ We calculated the percentages of numbers for which we can accurately find how many hundreds they contain.

In this unit, we learn about the concept of percentage and some situations in life where it is used. The term ‘percentage’ is something we often hear in our daily life. We often hear percentages being used to express things like the number of students who achieved a certain grade, the number of people who passed, discounts or price increases, and population growth or decline. We also see them in newspapers and advertisements. What is a percentage? How is it calculated? Let us learn about it in this unit. The word ‘percentage’ is derived from Latin “per centum,” which means per hundred and represents a part of a whole. Therefore, the word percentage refers to a measure based on one hundred. The symbol % is used to denote a percentage.

Discount
We are all familiar with expressing the reduction in the price of goods as a percentage.
If an item has a 20 percent discount, it means that an article worth ₹ 100 will get a ₹ 20 reduction in price. So, if the article costs ₹ 200, the discount will be 2 × 20 = ₹ 40, and if it costs ₹ 500, the discount will be 5 × 20 = ₹ 100 (since there are two hundreds in 200 and five hundreds in 500). Thus, giving a ₹ 20 reduction for every ₹ 100 is called a 20 percent deduction. This can be written using the symbol 20%.

Write the answers for the following:

Question 1.
A shop offers a 15% deduction on goods. How much discount will a buyer get on an item worth ₹ 300?
Answer:
For ₹ 100, the deduction is ₹ 15.
For ₹ 300, the deduction is 3 × 15 = ₹ 45.

Question 2.
If an article has a 25% deduction and its price is ₹ 1000, how much should be paid to buy it?
Answer:
For ₹ 100, the deduction is ₹ 25.
For ₹ 1000, the deduction is 10 × 25 = ₹ 250

Question 3.
In a shop, there is a 20% deduction. Which of the following statements related to this are correct?
(a) From this shop, you will get goods worth ₹ 100 for ₹ 80.
(b) If you buy an item worth ₹ 100 from this shop, paying ₹ 80 will be enough.
(c) If you buy an item worth ₹ 1000 from this shop, you have to pay ₹ 980.
(d) In this shop, you will get a discount of ₹ 20 on an item worth ₹ 100.
Answer:
Statements a, b, and d are correct.

Interest
The extra amount deposited in banks or paid when borrowing money is called interest. If the interest rate is 10%, it means that for every ₹ 100 deposited, you will get ₹ 10 extra. Or, if you borrow ₹ 100, you have to pay ₹ 10 extra. So, if the interest rate is 12%, you have to pay ₹ 12 as interest for every ₹ 100.
Now, what if the amount is ₹ 1000?
There are ten hundreds in 1000. Therefore, the interest will be 10 × 12 = ₹ 120.
If ₹ 1500 is deposited, there are fifteen hundred in it.
So, the interest will be 15 × 12 = ₹ 180.
After one year, the total amount, including interest, will be ₹ 1500 + ₹ 180 = ₹ 1680.

Now write the answers to these questions:

Question 1.
A person deposited ₹ 4000 in a bank. The rate of interest is 8%. How much will he get after one year?
Answer:
Interest for ₹ 100 in one year is ₹ 8.
For ₹ 4000, there are 40 hundreds.
Interest = 8 × 40 = ₹ 320
(That is, ₹ 4000 has forty hundreds. Interest for one hundred is ₹ 8. So, for 40 hundreds, 40 × 8 = ₹ 320)
Total amount received = 4000 + 320 = ₹ 4320

Question 2.
A person borrowed ₹ 7600 from a bank. The rate of interest is 11%. How much should he repay after one year?
Answer:
Interest for ₹ 100 in one year is ₹ 11.
There are 76 hundreds in ₹ 7600 (7600 = 76 × 100)
Interest = 76 × 11 = ₹ 836
Total amount to be repaid = 7600 + 836 = ₹ 8436

Percentage means how many rupees for every 100 rupees.
So, how do we calculate a given percent?
First, we check how many hundreds are in the number.
Then we multiply that number by the given percentage.
Eg: To find 20% of ₹ 16000.
There are 160 hundred in 16000
So, 20% = 160 × 9 = 1440.

Percent Problems
We calculated the percentages of numbers for which we can accurately find how many hundreds they contain.
For example: 200, 12500, 37500, etc.
Now, let’s look at some numbers for which we cannot accurately find the number of hundreds.

If you buy goods worth ₹ 650 from a shop that offers a 20% discount, how much discount will you get?
The price of the item is ₹ 650. For every ₹ 100, you get a discount of ₹ 20.
So, for six hundred, you get 6 × 20 = ₹ 120 discount.
There is an additional ₹ 50, and since the discount is ₹ 20 for every ₹ 100, for ₹ 50, you get half of that ₹ 10 discount.
Total discount = 120 + 10 = ₹ 130
Now, if the price is ₹ 875:
Discount for ₹ 800 = 8 × 20 = ₹ 160
Discount for ₹ 50 = half of 20 = ₹ 10
Discount of ₹ 25 = half of 10 = ₹ 5
Total discount = 160 + 10 + 5 = ₹ 175

Let’s look at another calculation:
At an interest rate of 15%, how much interest should be paid for ₹ 1275 in one year?
Answer:
For 1000 rupees =10 × 15 = ₹ 150
For 200 rupees = 2 × 15 = ₹ 30
For 50 rupees = half of 15 = ₹ 7.50
For 25 rupees = half of 7.50 = ₹ 3.75
Total = 150 + 30 + 7.50 + 3.75 = ₹ 191.25

At an interest rate of 7%, how much interest should be paid for ₹ 23275 in one year?
Answer:
We can write 23275 as 20000 + 3000 + 200 + 50 + 25
Interest for 20000 rupees = 200 × 7 = ₹ 1400
Interest for 3000 rupees = 30 × 7 = ₹ 210
Interest for 200 rupees = 2 × 7 = ₹ 14
Interest for 50 rupees = half of 7 = ₹ 3.50
Interest for 25 rupees = half of 3.50 = ₹ 1.75
Total interest = 1400 + 210 + 14 + 3.50 + 1.75 = ₹ 1629.25

If an item costs ₹ 748 and you get an 8% discount, how much should you pay for it?
Answer:
748 = 700 + 40 + 8
Discount for 700 rupees = 7 × 8 = ₹ 56
Since the discount on ₹ 100 is ₹ 8, for ₹ 10 the discount is 80 paise.
So, for ₹ 40, it is 4 × 80 = 320 paise = ₹ 3.20.
For ₹ 10, the discount is 80 paise, so for ₹ 1, it is 8 paise.
For ₹ 8, it is 8 × 8 = 64 paise.
Now let’s find the total discount:
56 + 3.20 + 0.64 = ₹ 59.84
Amount to be paid = 748 – 59.84 = ₹ 688.16

What Percent?
So far, we have discussed the method of finding a fixed percentage of a number.
Now let’s look at another example.
When a person buys an item worth 100 rupees and pays 8 rupees as tax, what is the tax percentage?
Since the tax is 8 rupees for 100 rupees, the tax rate is 8%.
Therefore, including the tax, the total amount to be paid is 108 rupees.
If a person pays a tax of ₹ 40 on an item worth ₹ 400, what is the tax percentage?
The tax is calculated for every 100 rupees.
Here, the tax of 40 rupees is for 400 rupees.
To find how much it is for 100 rupees, we divide 40 by 4.
40 ÷ 4 = (4 × 10) ÷ 4 = 10 (the common factor 4 can be cancelled)
The tax is 10%.
Let’s see another example.

When a book worth ₹ 1200 was bought, a discount of ₹ 360 was given. What percentage of discount was given?
Answer:
Since it is for ₹ 1200, to find how much it is for one hundred, divide 360 ÷ 12.
360 ÷ 12 = 36 × 10 ÷ 12
= 3 × 12 × 10 ÷ 12
= 3 × 10
= 30 (the common factor 12 can be cancelled)
The discount is 30%.
A person’s daily wage was ₹ 1250. Now it has increased by ₹ 250. What is the percentage of increase?
Since ₹ 1250 cannot be made into exact hundreds, we make it 125 tens.
It increased by ₹ 250 for 125 tens.
So, to find how much it increased for one ten, divide 250 by 125.
250 ÷ 125 = 2
Since it increased by 2 for one ten, it increased by 20 for one hundred.
Therefore, the percentage of increase = 20%.

If ₹ 60 is given as interest for one year on ₹ 750, what is the rate of interest?
Answer:
Here, it is difficult to calculate for ₹ 100 or ₹ 10, so we should find how much it is for ₹ 1.
₹ 750 earns ₹ 60, that is 6000 paise.
To find how many paise for ₹ 1, divide 6000 by 750.
6000 ÷ 750 = 600 ÷ 75
600 ÷ 75 = 8 × 75 ÷ 75 = 8
Since the interest for one rupee is 8 paise, the interest for 100 rupees = 8 × 100 = 800 paise = 8 rupees
Interest 8%

When an item worth ₹ 320 was bought, a discount of ₹ 48 was given. What is the percentage of discount?
Answer:
The discount on ₹ 320 is ₹ 48 (4800 paise)
The discount for one rupee = 4800 ÷ 320
= 480 ÷ 32
= 60 × 8 ÷ 4 × 8
= 60 ÷ 4
= 15 paise
Since the discount for one rupee is 15 paise, for 100 rupees it is 1500 paise = ₹ 15
Therefore, the discount is 15%.
In this way, we can calculate how much it is for ₹ 100, ₹ 10, and ₹ 1 and then find the percentage.

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 8 Unchanging Relations Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 8 Solutions Unchanging Relations

Class 6 Kerala Syllabus Maths Solutions Chapter 8 Unchanging Relations Questions and Answers

Unchanging Relations Class 6 Questions and Answers Kerala Syllabus

Unchanging Sum (Page Number 116)

Question 1.
Mentally calculate the sums below:
(i) 137 + 199
(ii) 375 + 298
(iii) 697 + 174
(iv) 1489 + 2363
Answer:
(i) 137 + 199 = 136 + 200 = 336 (1 subtracted, 1 added)
(ii) 375 + 298 = 373 + 300 = 673 (2 subtracted, 2 added)
(iii) 697 + 174 = 700 + 171 = 871 (3 added, 3 subtracted)
(iv) 1489 + 2363 = 1500 + 2352 = 3852 (11 added, 11 subtracted)

Question 2.
(i) Take any four consecutive natural numbers. Calculate the sum of the first and the last, and also the sum of the middle two numbers. Take the other four consecutive natural numbers and check. Why are the sums the same every time?
Answer:
1 + 2 + 3 + 4 → 1 + 4 = 5; 2 + 3 = 5
7 + 8 + 9 + 10 → 7 + 10 = 17; 8 + 9 = 17
10 + 11 + 12 + 13 → 10 + 13 = 23; 11 + 12 = 23
The first number and the fourth number represent the sum of the first number and the number that is 3 more than it.
The second number and the third number also mean the first number and the number that is 3 more than it.
Both sums will always be equal. (both will be the first number, add 4)
Adding 3 to 1 gives 4 (1 + 4 = 5)
Adding 1 + 2 to 1 also gives 4 (1 + 4 = 5)
Adding 3 to 10 gives 13 (10 + 13 = 23)
Adding 1 + 2 to 10 also gives 13 (10 + 13 = 23)
It can also be said like this:
If you add 3 to the first number, you get 4.
The middle numbers are the first number plus one, and the fourth number minus one.
When one number decreases by one and the next number increases by one, the total remains unchanged.

(ii) Instead of four consecutive natural numbers, take six consecutive natural numbers. The sum of the first and the last numbers is equal to which other pairs? Why is this so?
Answer:
Six consecutive natural numbers are 3, 4, 5, 6, 7, 8
3 + 8 = 4 + 7 = 5 + 6 = 11
The sixth number is five more than the first number.
Now, if we take the second and fifth numbers:
The second number is one more than the first number, and the fifth number is one less than the sixth number.
(one more than 3 is 4, one less than 8 is 7)
Next, if we take the third and fourth numbers:
The third number is two more than the first number, and the fourth number is two less than the sixth number.
(two more than 3 is 5, and two less than 8 is 6)
So, 3 + 8 = (3 + 1) + (8 – 1) that is 4 + 7 = 11
3 + 8 = (3 + 2) +(8 – 2) that is 5 + 6 = 11
Consecutive counting numbers will always follow this pattern.

(iii) What if we take five consecutive naturalnumbers?
Answer:
Five consecutive natural numbers are 1, 2, 3, 4, 5
1 + 5 = 6, 2 + 4 = 6, 3 + 3 = 6
The second number is one more than the first number, and the fourth number is one less than the fifth number.
Therefore, first number + fifth number = second number + fourth number
Now, if we take the third number:
It is two more than the first number and two less than the fifth number.
So, if we add it twice, it will be equal to the sum of the first and fifth numbers.
Example: 3 + 3 = (1 + 2) + (5 – 2) = 6

(iv) What about three consecutive natural numbers?
Answer:
Three consecutive natural numbers are 4, 5, 6
4 + 6 = 5 + 5
The middle number is one more than the first number and one less than the third number.
Therefore, the sum of the end numbers will always be twice the middle number.

Question 3.
In the calendar of any one month, mark those dates which fall on any one day of the week:

The sum of the first and last numbers is equal to the sum of which other pairs? Why?
Answer:
Let’s take the first 4 Sundays.
5, 12, 19, 26
5 + 26 = 12 + 19 = 31
The second number is 7 more than the first number, and the third number is 7 less than the fourth number.
Therefore, the sums of such pairs will not change.
When we take 5 numbers 1, 8, 15, 22, 29, the same thing happens.
The middle number is 14 less than one end number and 14 more than the other end number.
So, when it is added twice, we get the same sum as the end numbers.
Example: 1 + 29 = 8 + 22 = 15 + 15

Unchanging Difference (Page Number 118)

Question 1.
Calculate these differences in your head:
(i) 453 – 196
(ii) 388 – 189
(iii) 700 – 387
(iv) 1500 – 839
Answer:
(i) 453 – 196 = (453 + 4) – (196 + 4)
= 457 – 200
= 257

(ii) 388 – 189 = (388 + 11) – (189 + 11)
= 399 – 200
= 199

(iii) 700 – 387 = (700 + 13) – (387 + 13)
= 713 – 400
= 313

(iv) 1500 – 839 = (1500 – 1) – (839 – 1)
= 1499 – 838
= 661

(Page Numbers 119 & 120)

Question 1.
Is the difference of any two multiples of 3 again a multiple of 3? Why?
Answer:
The difference of two multiples of 3 is always a multiple of 3.
If you take (3 × one number) – (3 × another number), it can be written as 3 × (bigger number – smaller number).
Since the result is 3 multiplied by some whole number, it will always be a multiple of 3.
Example: 63 – 21
= (21 × 3) – (7 × 3)
= (21 – 7) × 3
= 14 × 3
= 42
Whenever you subtract one multiple of 3.
From another, the answer will always be a multiple of 3.

Question 2.
(i) If two numbers leave a remainder of 1 on division by 3, is their difference a multiple of 3? Why?
Answer:
The difference of two numbers that leave a remainder of 1 when divided by 3 will always be a multiple of 3.
This is because if you subtract 1 from each of those numbers, they become exact multiples of 3.
So, the remaining difference will be a multiple of 3.
3 × 10 + 1 – 3 × 7 + 1
3 × 3 + 0 = 3 × 3, multiple of 3

(ii) If two numbers leave a remainder of 2 on division by 3, is their difference a multiple of 3? Why?
Answer:
A number that leaves a remainder of 2 when divided by 3 can be written in the form 3 × 10 + 2.
Then, 3 × 10 + 2 – 3 × 4 + 2
3 × 6 + 0 = 3 × 6, multiple of 3.

Question 3.
What all things can we say if we take 4 instead of 3 in the last problem?
Answer:

• If you subtract one multiple of 4 from another multiple of 4, the result will always be a multiple of 4.
• When two numbers leave the same remainder when divided by 4, their difference will also be a multiple of 4.

Question 4.
If two numbers leave the same remainder on division by a number, what is the relation between the difference of these numbers and the dividing number?
Answer:
The difference will be the divisor multiplied by some counting number.

Unchanging Product (Page Number 123)

Question 1.
If we start with 1 and double again and again, we get the numbers 1, 2, 4, 8, 16,…
(i) Take any four consecutive numbers from these. Why is the product of the first and last numbers the same as the product of the middle two numbers?
Answer:
The second number will be the first number multiplied by two.
The third number will be the last number divided by two.
1, 2, 4, 8
1 × 8 = 2 × 4

(ii) If we take three consecutive numbers from these, what is the relation between the product of the first and last numbers and the middle number?
Answer:
The product of the first and the last numbers will be equal to the middle number multiplied by itself.
4, 8, 16
4 × 16 = 8 × 8

Question 2.
If we start with 1 and triple it again and again, we get the numbers 1, 3, 9, 27, 81,… For these, are the results of the first problem true? Why?
Answer:
That’s correct. Because the second number is the first number multiplied by 3.
The third number is the last number divided by 3.
1, 3, 9, 27, 81
1 × 27 = 3 × 9
Similarly, the second number is three times the first number.
The second number is the third number divided by 3.
3 × 27 = 9 × 9 = 81
Three multiplied by 3 is nine.
If you divide 81 by 3, you get 27.

Unchanging Quotients (Page Number 126)

Question 1.
Calculate the quotients below:
(i) 345 ÷ 15
(ii) 495 ÷ 45
(iii) 325 ÷ 25
(iv) 975 ÷ 75
(v) 875 ÷ 125
Answer:
(i) 345 ÷ 15 = 690 ÷ 30
= (69 × 10) ÷ (3 × 10)
= 69 ÷ 3
= 23

(ii) 495 ÷ 45 = 990 ÷ 90
= (99 × 10) ÷ (9 × 10)
= 99 ÷ 9
= 11

(iii) 325 ÷ 25 = 650 ÷ 50
= (65 × 10) ÷ (5 × 10)
= 65 ÷ 5
= 13

(iv) 975 ÷ 75 = 3900 ÷ 300
= (390 × 10) ÷ (30 × 10)
= 390 ÷ 30
= 13

(v) 875 ÷ 125 = 3500 ÷ 500
= (350 × 10) ÷ (50 × 10)
= 350 ÷ 50
= 7

Class 6 Maths Chapter 8 Kerala Syllabus Unchanging Relations Questions and Answers

Class 6 Maths Unchanging Relations Questions and Answers

Question 1.
Take any 4 consecutive numbers from the sequence 10, 20, 30, 40, 50, 60, …Find the pairs that give the same sum. Take any 6 numbers. Find the pairs that give the same sum. Explain why? What if we take 7 numbers?
Answer:
4 consecutive numbers are 40, 50,60, 70
40 + 70 = 50 + 60
50 is 10 more than 40, 60 is 10 less than 70.
6 consecutive numbers are 30, 40, 50, 60, 70, 80
30 + 80 = 40 + 70 = 50 + 60
40 is ten more than 30, 70 is ten less than 80.
Similarly, 50 is twenty more than 30, and 60 is twenty less than 80.
7 consecutive numbers are 10, 20, 30, 40, 50, 60, 70
10 + 70 = 20 + 60 = 30 + 50 = 40 + 40
In each case, the numbers on the two sides decrease and increase by the same amount, so the sum does not change.

Question 2.
Write 4 other multiplication expressions that are equal to 36 × 24.
Answer:
36 × 24
18 × 48
72 × 12
9 × 96
144 × 6

Question 3.
Do the following mentally:
(a) 202 + 198
Answer:
202 + 198 = (202 – 2) + (198 + 2) = 400

(b) 515 + 485
Answer:
515 + 485 = (515 – 15) + (485 + 15) = 1000

(c) 394 + 306
Answer:
394 + 306 = (394 + 6) + (306 – 6) = 700

(d) 1204 + 1296
Answer:
1204 + 1296 = (1204 – 4) + (1296 + 4) = 2500

(e) 288 – 178
Answer:
288 – 178 = (288 + 12) – (178 + 12) = 110

(f) 5000 – 1424
Answer:
5000 – 1424 = (5000 – 1) – (1424 – 1) = 3576

(g) 5012 – 3212
Answer:
5012 – 3212 = (5012 – 12) – (3212 – 12) = 1800

(h) 6008 – 1458
Answer:
6008 – 1458 = (6008 – 8) – (1458 – 8) = 4550

Question 4.
For each division problem, write 2 equivalent division problems.
(a) 160 ÷ 40
Answer:
160 ÷ 40
= 80 ÷ 20
= 40 ÷ 10
= 4 ÷ 1

(b) 144 ÷ 12
Answer:
144 ÷ 12
= 288 ÷ 24
= 72 ÷ 6
= 36 ÷ 3

(c) 500 ÷ 150
Answer:
500 ÷ 150
= 1000 ÷ 300
= 100 ÷ 30
= 10 ÷ 3

(d) 750 ÷ 25
Answer:
750 ÷ 25
= 1500 ÷ 50
= 150 ÷ 5
= 300 ÷ 10

Class 6 Maths Chapter 8 Notes Kerala Syllabus Unchanging Relations

→ The sum of two numbers is the same as the sum of the numbers got by adding a number to one of them and subtracting the same number from the other.

→ The difference of two numbers is the same as the difference of the two numbers got by adding or subtracting the same number to each of them.

→ The product of two numbers is the same as the product of the numbers got by multiplying one of them by a number and dividing the other by the same number.

→ The quotient of two numbers is the same as the quotient of these two numbers multiplied or divided by the same number.

We have been learning many types of relationships involving numbers since the lower classes. For example, the sum of two consecutive natural numbers is always an odd number. The product of two odd numbers is always an odd number. We have understood such ideas. In this unit, we explain some other relationships that remain unchanged even when the numbers change.

Unchanging Sum
A rope is 10 metres long. From it, a 2-metre piece is cut off. If we add the cut piece and the remaining piece, we get 2 + 8 = 10.
Now, if the piece cut off is 3 metres, the remaining part is 7 metres: 3 + 7 = 10
If 6 metres is cut off, the remaining part is 4 metres: 6 + 4 = 10
Thus, when the cut length changes, the remaining length also changes, but the total remains 10.

Mayookhi has 100 rupees in her money box. She took 10 rupees from it and bought a pen. How much money is left? What if she had spent 20 rupees?
In the money problems in the textbook, even if the amount spent and the amount remaining change, the total always remains 100.
10 + 90 = 100, 20 + 80 = 100, 30 + 70 = 100, and so on.

Let us look at another example. We need to draw a rectangle with a perimeter of 20 cm. To draw a rectangle, we need the length of one side, right? What should it be?
We have learned that the perimeter of a rectangle is twice the sum of its width and height.
Here, since the perimeter is 20 cm, the sum of the width and height is 10 cm.
So, if we take the width as 6 cm, the height will be 10 – 6 = 4 cm.
With the same perimeter, we can draw many other rectangles too.
Width = 1 cm, height = 9 cm, Sum = 10 cm, Perimeter = 20 cm
Width = 2 cm, height = 8 cm, Sum = 10 cm, Perimeter = 20 cm
Here, the width and height of the rectangle may change, but the total remains the same.
What did we observe here?
When the perimeter remains the same, the more the width increases, the more the height decreases.
When one piece of the rope becomes longer, the other piece becomes shorter by the same amount.
When the amount of money spent increases, the amount remaining decreases by the same amount.

Now look at another situation.
A child put 64 manchadi seeds into a box. Now he has 98 seeds left in his hand. How many seeds did he have altogether?
It is 64 + 98.
If the number put into the box decreases by one, the number left increases by one.
If the number put into the box decreases by two, the number left increases by two.
So, 64 + 98 becomes 66 + 96, which is 162.
Here, when one number increases by two and the other decreases by two, the total remains the same.
Now, consider 128 + 99.
This is safe as 127 + 100, which is 227.

How can we write 97 + 203?
(97 + 3) + (203 – 3) = 100 + 200 = 300
That is, one number increases by a certain amount, and the other number decreases by the same amount.
We can say it like this:
The sum of two numbers = (one number + a certain amount) + (the other number – the same number)
Now look at these examples.
425 + 597 = 422 + 600 (3 subtracted, 3 added) = 1022
3249 + 894 = 3243 + 900 (6 subtracted, 6 added) = 4143
395 + 876 = 400 + 871 (5 added, 5 subtracted) = 1271

Look at the numbers 5, 10, 15, 20
If you add 5 and 20, you get 25 (the end of numbers).
If you add 10 and 15, you also get 25(the middle numbers).
Why are their sums equal? Because 5 + 20 = 10 + 15
In 5 + 20, the number 5 is five less than the 10 in 10 + 15, and the number 20 is five more than the 15 in 10 + 15.
So, when one number decreases by 5 and the other number increases by 5, the total doesn’t change.
Let’s extend the sequence 5, 10, 15, 20, 25, 30.
Here, also 15 + 30 = 20 + 25
Again, one number increases by 5, and the other number decreases by 5.
So, the sum remains the same.
It can also be explained like this:
When the first number and the fourth number are added, it is the same as adding the second number and its four times.
When the second number and the third number are added, it is the same as adding twice the first number and three times the first number.
Both results are equal to five times the same number.
Similarly, take 10, 15, 20, 25: 10 + 25 = 15 + 20.
Here, 10 increases to 15 and 25 decreases to 20.
So, the sum stays the same.

In the sequence 4, 8, 12, 16, 20, 24, if you take any four consecutive numbers, will the sum of the two end numbers equal the sum of the two middle numbers? Why?
Answer:
Yes.
4, 8, 12, 16
4 + 16 = 8 + 12 = 20
If you add 4 to 4, you get 8.
If you subtract 4 from 16, you get 12.
One number increases by 4, and the other decreases by 4.
So, the total does not change.

Unchanging Difference
The age difference between two people is a relationship that never changes.
If one person is 17 years old and the other is 25 years old, the age difference now is 25 – 17 = 8 years.
After 10 years?
Difference = (25 + 10) – (17 + 10) = 35 – 27 = 8.
After 3 years?
Difference = (25 + 3) – (17 + 3) = 28 – 20 = 8 again.
What do we observe here?
When finding the difference between two numbers, if we add or subtract the same number from both the first and the second number, the difference does not change.
Examples:
195 – 98 = (195 + 2) – (98 + 2)
= 197 – 100
= 97

212 – 172 = (212 – 12) – (172 – 12)
= 200 – 160
= 40

487 – 247 = (487 + 13) – (247 + 13)
= 500 – 260
= 240

5000 – 3674 = (5000 – 1) – (3674 – 1)
= 4999 – 3673
= 1326

Now we can do this mentally:
1. 704-304
704 – 304 = (704 – 4) – (304 – 4)
= 700 – 300
= 400

2. 598 – 128
598 – 128 = (598 + 2) – (128 + 2)
= 600 – 130
= 470

3. 312 – 142
312 – 142 = (312 – 12) – (142 – 12)
= 300 – 130
= 170

4. 325 – 135
325 – 135 = (325 – 25) – (135 – 25)
= 300 – 110
= 190

5. 1524 – 324
1524 – 324 = (1524 + 26) – (324 + 26)
= 1550 – 350
= 1200

6. 4000 – 1299
4000 – 1299 = (4000 + 1) – (1299 + 1)
= 4001 – 1300
= 2701

Even and Odd Numbers
The difference between two even numbers will always be an even number. Let’s see why?
When you subtract 8 × 2 from 12 × 2, you get 4 × 2. This is an even number.
In the same way, the difference between two odd numbers is always an even number.
Here is the reason.
An odd number can be written as an even number plus one.
So, 125 – 73 can be written as (125 + 1) – (73 + 1), this difference is an even number.
This is true for any pair of odd numbers.
325 – 293 = (325 + 1) – (293 + 1) = 326 – 294; this difference is an odd number.
Let us now check the difference of multiples of 5 in the same way.
125 – 85 = (25 × 5) – (17 × 5) = (25 – 17) × 5 = 8 × 5
The difference is also a multiple of 5.
Similarly, let us check whether the difference of multiples of 9 is also a multiple of 9.
Explanation: 81 and 63 are multiples of 9
81 = 9 × 9, 63 = 7 × 9
(9 × 9) – (7 × 9) = (9 – 7) × 9 = 2 × 9, the difference is multiple of 9.

Unchanging Product
There are 36 cups. We want to arrange them in rows and columns to make a rectangle.
Possible arrangements:
9 rows and 4 columns; 9 × 4 = 36
12 rows and 3 columns; 12 × 3 = 36
18 rows and 2 columns; 18 × 2 = 36
6 rows and 6 columns; 6 × 6 = 36
Look at these examples.
Even though the numbers have changed, the product has not changed.
18 × 2 = 36
9 × 4 = 36
Look at these. What change has happened to each number?
18 became its half, which is 9.
2 became its double, which is 4
Look at the next pair, 18 × 2 = 36; 6 × 6 = 36.
Here, 18 became on third, which is 6, and 2 became three times, which is 6.
Here, also did not change.
What do we understand from this?
When two numbers are multiplied, if one number is multiplied by a certain number and the other number is divided by the same number, the product remains unchanged.
Example: 24 × 6 = 144
When 24 is multiplied by 2, we get 48.
When 6 is divided by 2, we get 3.
48 × 3 = 144 (24 × 6 = 48 × 3)
When 24 is divided by 3, the result is 8; when 6 is multiplied by 3 is 18
24 × 6 = 8 × 18 = 144
Further, 24 is divided by 12, which is 2; 6 is multiplied by 12, which is 72.
24 × 6 = 2 × 72 = 144
The result can be written like this:
24 × 6 = 48 × 3 = 8 × 18 = 2 × 72
Similarly, let us try to write some multiplication expressions equal to 72 × 40
72 × 40
36 × 80
18 × 160
9 × 320

Write some other multiplication expressions equal to the multiplication given below.
(a) 48 × 32
(b) 60 × 20
(c) 72 × 48
Answer:
(a) 48 × 32 = 24 × 64
= 12 × 128
= 6 × 256
= 3 × 512

(b) 60 × 20 = 30 × 40
= 15 × 80
= 120 × 10
= 240 × 5

(c) 72 × 48 = 36 × 96
= 18 × 192
= 9 × 384
= 144 × 24

1 × 216 and 6 × 36 are equal. Why?
Answer:
Multiplying 1 by 6 gives 6.
Dividing 216 by 6 gives 36.
If you multiply one number in 1 × 216 by 6 and divide the other number by 6, their product will still be the same as 1 × 216.

Answer:
20 × 16 = 40 × 8
42 × 30 = 7 × 180
30 × 15 = 10 × 45
55 × 3 = 11 × 15

Unchanging Quotient
If you put 5 seeds in each of 10 covers, how many seeds are needed?
5 × 10 = 50 seeds
If you put 10 seeds in each of 10 covers, how many seeds are needed?
10 × 10 = 100 seeds
If you put 20 seeds in each of 10 covers, how many seeds are needed?
20 × 10 = 200 seeds
In all these examples, there are 3 quantities: the number of seeds in one packet, the number of covers, and the total number of seeds.
Here, the number of seeds in one packet and the total number of seeds change.
The number of covers does not change.
The total number of seeds divided by the number of seeds in one packet gives the number of covers.
50 ÷ 5 = 10, 100 ÷ 10 = 10, 200 ÷ 20 = 10
Similarly, we can see the same idea in the pen problems in the textbook.
The number of pens and the total cost change.
The price per pen does not change.
40 ÷ 8 = 5, 80 ÷ 16 = 5, 50 ÷ 10 = 5, 150 ÷ 30 = 5
In the same way, in square problems too, when both numbers change in the same multiple, the quotient remains the same.
Eg: 25 ÷ 5 = 5, 50 ÷ 10 = 5, 100 ÷ 20 = 5
We also know that when we divide both numbers by the same number, the quotient does not change.
40 ÷ 10 = 4, 4 ÷ 1 = 4
Here, both numbers are divided by 10; the quotient remains the same.
This is like cancelling common factors.
40 ÷ 10 = 4 × 10 ÷ 1 × 10 = 4
75 ÷ 25 = (5 × 15) ÷ (5 × 5)
If we cancel the common factor: 15 ÷ 5
Again, cancelling the common factor: 15 ÷ 5 = 3 × 5 ÷ 1 × 5 = 3
Thus, the quotient of two numbers and the quotient of their equal multiples or equal parts will always be the same.
Eg: 16 ÷ 4 = 4
If we take the multiples of 16 and 4,
(16 × 5) ÷ (4 × 5) = 80 ÷ 20 = 4
If we take the same part of 16 and 4,
(16 ÷ 2) ÷ (4 ÷ 2) = 8 ÷ 2 = 4, quotient does not change.

Eg: If 175 is divided by 5?
175 ÷ 5 = 350 ÷ 10 = 35

Eg: 495 ÷ 15
495 ÷ 15 = 990 ÷ 30
= 99 ÷ 3
= 33

Match the ones with the same quotient.

Answer:
14 ÷ 2 = 28 ÷ 4
35 ÷ 7 = 350 ÷ 70
150 ÷ 30 = 15 ÷ 3
240 ÷ 8 = 120 ÷ 4
200 ÷ 10 = 100 ÷ 5

By reviewing Kerala Syllabus SCERT Class 6 Social Science Solutions Chapter 10 Through the Oceans Important Questions, students can improve their conceptual understanding.

Through the Oceans Extra Questions and Answers Class 6 Social Science Chapter 10 Kerala Syllabus

Through the Oceans Class 6 Important Questions

Question 1.
Water is one of the major components that retains life on the earth.
(a) Which are the two sources of water? Explain.
Answer:
Surface water sources are found on the surface of the earth, underground sources are found just beneath the surface, inside the earth,

(b) What percentage of the Earth’s surface is covered with water?
Answer:
Seventy one percent

Question 2.
(a) Inspite of continuous usage by living beings, why doesn’t the water run out?
Answer:
As a result of circulation of water (water cycle) in the hydrosphere water in the water sources do not get depleted despite its use.

(b) Choose the correct statement related to Hydrosphere?
A. Total mass of water found in the earth’s surface, interior and atmosphere in solid, liquid and gaseous state.
R. The layer of air that surrounds the Earth.
C. The solid rocky portion of the Earth.
D. All living organisms found on Earth.
Answer:
A. Total mass of water found in the earth’s surface, interior and atmosphere in solid, liquid and gaseous state.

Question 3.
The water cycle keeps water moving around the Earth in a continuous loop.
(a) Define Water Cycle.
Answer:
Water cycle is the continuous circulation of water on the earth, under its surface and in the atmosphere

(b) Explain its circulation
Answer:
The different sources of water on the earth turns into vapour through evaporation. The vapour thus formed becomes clouds through condensation. In addition to clouds, fog and dew are other forms of condensation. Water droplets from the clouds reach the earth, through precipitation.

Question 4.
Observe the given picture.

(a) Explain the distribution of water based on the given picture.
Answer:
97% of water on earth is saline water. Only 3% of total water on earth is fresh water. A major quantity of this fresh water lies frozen in ice sheets and glaciers. Hence, very limited amount of fresh water is available for living beings.

Question 5.
Oceans play a vital role in sustaining life on earth,
(a) Define Oceans,
Answer:
Oceans are vast water bodies that are situated among continents.

(b) Write the parts of Oceans,
Answer:
Seas and bays are parts of oceans.

(c) W hat is the scientific study of oceans called?
Answer:
Oceanography

Question 6.
What is the use of studying Oceanography?
Answer:
Oceanography helps in understanding the complex movement of water in oceans. Moreover, the study helps in addressing challenges like climate change, ocean pollution and depletion of biodiversity.

Question 7.
Ocean day reminds us of the need to conserve oceans.
(a) When is World Ocean Day celebrated annually?
(b) W’hat is its main objectives?
Answer:
(a) June 8
(b) The main objective of this day is to realise the importance of oceans in our life. The unscientific intervention of human beings affects the marine habitat adversely.

Question 8.
Match the following

A	B
Sea	A strait is a narrow strip of water that connects two seas or oceans and is located between land areas.
Bay	A part of ocean that is partially surrounded by land is called a sea.
Strait	A bay is a part of the ocean that extends into the land.

Answer:

A	B
Sea	A part of ocean that is partially surrounded by land is called a sea.
Bay	A bay is a part of the ocean that extends into the land.
Strait	A strait is a narrow strip of water that connects two seas or oceans and is located between land areas.

Question 9.
There are five main oceans on Earth.
A. Oceans and their characteristics are given in jumbled order. Write them in correct.

Oceans	Features
A Pacific Ocean	i. It appears like the letter ‘S’ in the English alphabet.
B The Atlantic Ocean	ii. About one third of the earth’s surface is covered by this ocean.
C Indian Ocean	iii. This ocean shares its borders with all the oceans except the Arctic Ocean.
D The Southern Ocean	iv. The Bay of Bengal and the Arabian Sea are its parts

(a) A -iii, B -iv, C -I, D -ii
(b) A – ii, B -1, C – iv, D – iii
(c) A -iv, B -iii, C -1, D -ii
(d) A -I, B -iv, C -ii, D – iii
Answer:
(b) A -ii, B -I, C -iv, D – iii

(B) Which among the following statements is not correct about the Arctic Ocean? Write them.
(a) It is situated mostly within the Arctic Circle.
(b) It is the smallest and shallowest ocean.
(c) Java Trench is the deepest part in this ocean.
(d) This area is mostly frozen throughout the year.
Answer:
(c) Java Trench is the deepest part in this Ocean

Question 10.
(a) The concepts related to Oceans are given below. Identify the Ocean and write the names.
i. Largest and Deepest Ocean.
ii. The Oceanic ridge called the Mid-Atlantic Ridge situated in the middle of the Ocean.
Answer:
i. Pacific Ocean
ii. The Atlantic Ocean

(b) Who gave the name ‘Pacific’ to the Pacific Ocean?
i. Christopher Columbus
ii. Vasco da Gama
iii. Ferdinand Magellan
iv. Marco Polo
Answer:
iii. Ferdinand Magellan

(c) What does the term ‘Mar Pacifico’ mean?
Answer:
Peace

Question 11.
Complete the table related to the main processes involved in the circulation of water.

A	B
Evaporation	(a) _______
(b) _________	The process by which water vapour in the air cools to form water.
Precipitation	(c) _______

Answer:
(a) The process by which a liquid changes into gaseous form with the help of heat.
(b) Condensation
(c) The process by which water particles fall on earth as the clouds cannot hold it further, due to its increased weight and size, as a result of continuous condensation.

Question 12.
There are several factors that influence the movement of ocean water.
(a) Explain the given Ocean Movements.
i. Waves
ii. High tides and low tides
iii. Ocean currents
Answer:

• Waves are movements created by the wind on the surface of the ocean.
• High tides and low tides are phenomena of rising and falling of sea level at fixed intervals. The rise in the sea level is called a high tide and the fall is called a low tide.
• Ocean current is a phenomenon by which water flows through the ocean in a fixed direction through a fixed path.

(b) Write some of the reasons that influence Ocean currents.
Answer:
Wind, variations in the temperature and salinity of the ocean, and the rotation of the earth.

Question 13.
Why is seawater salty?
Answer:
Mineral salts are dissolved in water from all sources. But the amount of salts in seawater is comparatively high. That is why seawater remains salty. Salinity is the total amount of all the mineral salts dissolved in water.

Question 14.
Human beings have depended on oceans for their livelihood since ancient times.
(a) How do Oceans influence our lives?
Answer:

• Along with seafood, oceans provide other resources as well.
• Maritime transportation helps in maintaining international trade.
• The oceans play a significant role in regulating global warming and producing oxygen.
• Coasts are also popular tourist destinations,

(b) Oceans face several challenges. Write some of them.
Answer:

• Pollution
• Dumping of chemicals and other dangerous substances

Question 15.
It is essential to conserve the marine ecosystem, which is home to a great variety .of animals and plants ranging from micro-organisms to the blue whale.
(a) Write some ways to conserve Oceans.
Answer:

• Prevent plastic, chemicals etc., from reaching the oceans.
• Keep the coast free from pollution.
• Create awareness on conservation of ocean.
• Control unsustainable fishing.

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 9 Lines and Angles Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 9 Solutions Lines and Angles

Class 6 Kerala Syllabus Maths Solutions Chapter 9 Lines and Angles Questions and Answers

Lines and Angles Class 6 Questions and Answers Kerala Syllabus

When Lines Meet

In-text Questions (Page Number 130)

Question 1.
Some pictures of two lines that meet are shown below. The measure of one of the two angles made on either side is also given. Find the measure of the other angle:

Answer:
1. 100° – 80°
2. 45° – 135°
3. 30° – 150°
4. 80° – 100°
From this, we can understand that a line drawn from another line, or two Lines meet, the sum of the angles made thus will be 180°.
The sum of the two angles made when two lines meet is 180°.

Question 2.
From the following figure, what is the measurement of the third angle?

Answer:
Since the sum of three angles is 180°.
Here, the sum of two angles is 85° + 150 = 100°
Therefore, the third angle is 180° – 100 = 80°

Question 3.
Now look at the angles in the following figure.

Answer:
Sum of the three angles = 70° + 20° + 40° = 130°
So the fourth angle is 180° – 130° = 50°

When Lines Meet (Page Numbers 131-132)

Question 1.
In the picture below, what is the angle on the left?

Answer:
The sum of two angles = 50° + 25° = 15°
The third angle = 180° – 15° = 105°

Question 2.
In the picture below, what is the measure of the angle between the lines?

Answer:
Let’s check the corners of the set-squares.
From the corners which are joined, one is 45°, and the other is 60°.
So, adding these two angles, we get 60° + 45° = 105°
Therefore the middle angle = 180° – 105° = 75°

Question 3.
Among the three angles marked in the picture below, the angles on the left and right are equal. How much is each?

Answer:
As one angle is 30°, the sum of the angles of the other two angles will be 180° – 30° = 150°
Since those two angles are equal, one angle will be \(\frac {150}{2}\) = 75°

Question 4.
Of the two angles made when two lines meet, one angle is double the other. What are the measures of the two angles?
Answer:
We need to find two numbers whose sum is 180, and one number is double the other.
If those numbers are the same, then they are 90° each.
If we subtract 30° from one and add 30° from the other, we get
90° – 30° = 60°
90° + 30° = 120°
When they are added together, we get 180°.

When Lines Intersect (Page Number 134)

Question 1.
The pictures below show various pairs of intersecting lines. One of the four angles thus made is given in each picture. Calculate the other three angles and mark them in each picture:

Answer:
1. 45°, 135°, 45°, 135°
2. 120°, 60°, 120°, 60°
3. 90° each

(Page Number 136-137)

Question 1.
In the four angles made by two intersecting lines, the sum of the two angles is 100°. Calculate all four angles.
Answer:
As the sum of two angles is 100, they are opposite angles (if they are adjacent angles, their sum is 180).
As the opposite angles are equal, each of them is 50°. So one of its adjacent angles is 130°.
So the pair of adjacent angles of another angle is also 130°.
So the measurement of four angles is 50°, 130°, 50°, 130°.

Question 2.
In the four angles made by two intersecting lines, one angle is half of another. Calculate all four angles.
Answer:
Since one angle is half of another, the two angles must be adjacent (otherwise, vertically opposite angles would be equal).
The sum of adjacent angles on a straight line is 180°.
Given that one angle is half of the other, the angles must be 120° and 60°.
Therefore, the vertically opposite angles are also 120° and 60°.
So, the four angles are 120°, 60°, 120°, and 60°.

Question 3.
The two pictures below show lines passing through a point. The measures of some of the angles are given in each. Calculate the other marked angles in each:

Answer:

Non Intersecting Lines & Line and Slant (Page Number 144)

Question 1.
Find the pairs of parallel lines in the picture below and write them down:

Answer:
Similar pairs
1. A, F (F is 70° and the other angle is 110°)
2. B, D (F is 100° and the other angle is 80°)
3. C, E (Both are perpendicular)

Parallelograms (Page Number 146)

Question 1.
Draw the parallelograms shown below:

Answer:
1. Draw a line of 4 cm.
Draw angles of 70° and 110° on each side.
Mark a point at 3cm on each of these lines.
Join these points with a line.

2. Draw a line of 5 cm.
Draw an angle of 60° from the left side and 120° on the right side.
Mark a point at 3cm on each of these lines.
Join these points with a line.

3. Draw a line of 4 cm.
Draw an angle of 50° from the left side and 130° on the right side.
Mark a point at 2cm on each of these lines.
Join these points with a line.

4. Draw a line of 3 cm.
Draw an angle of 40° from the left side and 140° on the right side.
Mark a point at 3cm on each of these lines.
Join these points with a line.
This is a parallelogram with equal sides.

Class 6 Maths Chapter 9 Kerala Syllabus Lines and Angles Questions and Answers

Class 6 Maths Lines and Angles Questions and Answers

Question 1.
In each of the following figure give the angle marked as ‘?’

Answer:
(a) 140°
(b) 50°
(c) 60°

Question 2.
Write all the angles in the picture given.

Answer:
(a) (a) 60°, (b) 120°, (c) 60°
(b) (a) 50°, (b) 130°, (c) 50°
(c) (a) 70°, (b) 40°, (c) 70°, (d) 70°
(d) (a) 60°, (b) 30°, (c) 90°, (d) 60°

Question 3.
When two angles intersect each other to make an angle of 90°, what will be the other angles?
Answer:
90° each

Question 4.
In the figure, one angle is a right angle and the other two are equal.

Answer:
Angle 1 = 45°
Angle 2 = 45°

Question 5.
In the figure given, which of the angles are the same? Which of the angle having sum of 180°?

Answer:
Equal angles are a and c; b and d
Having sum 180° = a and b; c and d; a and d; b and c.

Question 6.
Draw a line of 8 cm and draw a parallel line of it at a distance of 3 cm.
Answer:

Draw a line of 8 cm. Place a scale perpendicularly and set a square on the line.
Mark a point 3cm away from the line.
Move the set square to the point marked and draw a line along the point.

Question 7.
Draw a line and draw another line having an angle of 70°. Draw a parallel line with the second line.
Answer:

Draw a line a mark a point.
Draw an angle of 70° from this point.
Similarly, mark a point on the left side.
Draw an angle of 70° from this point.

Question 8.
Draw a parallelogram of 6 cm and another side of 4 cm and having an angle of 45°.
Answer:

Draw a line of 6 cm.
Draw an angle of 45° on one side and 135° on another side.
Mark a point on 4 cm of each line.
Join the points with a line.

Question 9.
In this picture, which of them are opposite angles?

Answer:
1 and 3
2 and 4
If angle 1 is 110°, then angle 3 is also 110°.
Then the angle 2 is 70°, so angle 4 is also 70°.

In the four angles made by two intersecting lines,

• The sum of each pair of adjacent angles is 180°.
• Each pair of opposite angles is equal.

Question 10.
Look at the angles given in the picture. Which are adjacent angles and which are opposite angles?

If angle a = 100°, find the measurement of the other angles.
Answer:
Adjacent angles: a, b; b, c; c, d; a, d
Opposite angles: a, c; b, d
Angle a = 100°
Angle b = 80°
Angle c = 100°
Angle d = 80°

Question 11.
Which are equal pairs in the given figure? Which pairs have a sum of 180°?

Answer:
Equal pairs: 1 and 3; 2 and 4
Pairs having a sum of 180°:

• 1 and 2
• 2 and 3
• 3 and 4
• 1 and 4

Question 12.
From the following, find which of them are parallel lines?

Answer:
1. 2, 9
2. 3, 6
3. 4, 7
4. 5, 8

Question 13.
Draw the picture given below in your notebook, and draw parallel lines to the slanted lines.
Answer:

Question 14.
In the following figures, there is a measurement of one angle. Find the other angles without measuring.

Answer:

(A) 140°, 40°, 140°
(B) Each 90°
(C) 100°, 80°, 100°

Class 6 Maths Chapter 9 Notes Kerala Syllabus Lines and Angles

→ The sum of the two angles made when two lines meet is 180°

→ When two lines intersect, four angles are formed. If the lines are perpendicular to each other, all four are 90°.

→ If the lines are slanted, there are two small angles and two large angles; in these,

• Both the smaller angles have the same measure.
• Both the larger angles have the same measure.
• The sum of a small angle and a large angle is 180°.

→ In the four angles made by two intersecting lines,

• The sum of each pair of adjacent angles is 180°
• Each pair of opposite angles is equal

→ Lines that keep the same distance apart and will never meet are called parallel lines.

→ A quadrilateral with each pair of opposite sides parallel is called a parallelogram.

→ Any four-sided figure is called a quadrilateral.

In this chapter, we learn more about the lines and the shapes that are made by lines and angles. When these lines intersect, we get different shapes. We also learn about the lines that do not intersect and their peculiarities.

When Lines Meet
You have learned how to draw angles and measure them. Try to measure them.

How many degrees are they each?
A = ___________
B = ___________
C = ___________
D = ___________
Look at the angles given below.

The first angle is 90°, which is a right-angle triangle. In this type of angles two lines are always vertical.
The second angle is less than the right angle, which means its angle is less than 90°.
In this type angles the second line slants inside.
The third angle is greater than the right angle, which means its angle is greater than 90°.
In this type angles the second line slants outwards.
Now, let’s check some other points regarding angles.
We know that the angles are made by drawing a line and then drawing another line from one of its ends.

These types of angles are of three types.
1. If we draw a line and the second line is drawn straight up, we get a right angle.

2. Now, what if the second line is drawn slanted towards the left side?
The angle on the left side becomes smaller than 90°, and the angle on the right side becomes larger than 90°.
The amount by which the angle on the left side is less than 90° is the same amount by which the angle on the right side is greater than 90°.
That is, the sum of those two angles is 180°.

3. Now, what if the second line is drawn slanted towards the right side?
The angle on the right side becomes smaller than 90°, and the angle on the left side becomes larger than 90°.
The amount by which the angle on the right side is less than 90° is the same amount by which the angle on the left side is greater than 90°.
That is, the sum of those two angles is 180°.

So, in these types of angles, if we know one angle, we can find the other.
Look at the picture.

Since the smaller angle is 50°, the other angle will be 130°. Because when the two angles are added, their sum is 180°.
That means the smaller angle is 40° less than 90° and the bigger angle is 40° greater than 90°.

One angle is given; find the other one of the following angles.

Answer:

1. 160°
2. 90°
3. 120°
4. 145°
5. 20°
6. 50°

When Lines Intersect
Now let’s check the peculiarities of the angles formed by the lines that intersect.
When a line intersects another line, four angles are formed.

In this, if we add the first and second angle we get 180°.
Like this, which of the pairs of angles will have a sum of 180°?

1. 2 & 3
2. 3 & 4
3. 1 & 4

Let’s check the same thing with the measurement of angles.

Here, if one angle is 120°, then the adjacent angle will be 60°.
Like this, in these types of angles, two angles will have the same measurements.
Then what will be the measurements of the other angles of the following figure?
The angle on the right side of 30° is 150°.
The opposite angle of 30° is also 30°, and the bottom of 30° is 150°.

What if the line intersecting is straight downwards?

Then all the angles formed here will be 90°. So in general,
When two lines intersect, four angles are formed. If the lines are perpendicular to each other. All four are 90° angles.
If the lines are slanted, there are two small angles and two large angles; in these,

• Both the smaller angles have the same measure
• Both the larger angles have the same measure
• The sum of a small angle and a large angle is 180°

Angles that are next to each other are called adjacent angles. When two lines intersect, they form four angles, which can be paired in different ways.
Some of these pairs have the same measure. In each such pair, the angles are next to each other.
Look at the picture given below.

When two lines intersect like this, we can find one thing from this. One angle and its opposite angle are always the same.

Non-Intersecting Lines
These lines won’t meet however much we extend them, in any direction, because the distance between them is equal everywhere.
Lines like these, which keep the same distance apart and will never meet, are called parallel lines.

To draw a line parallel to another line, first draw a line.
Then draw perpendicular lines of equal length from both ends of the line, and join the endpoints of these perpendicular lines.
This new line will be parallel to the original line.
Look at this picture. Draw a line first.
Then, draw two perpendicular lines from both ends of the line using set squares or use a protractor to draw 90 ° angles.
Now mark the same distance on both the perpendicular lines.
Join the points marked on both the perpendicular lines.

To avoid lots of unwanted lines for drawing a neat parallel line like this, we can use setsquares and a scale.

First, draw a line. Now, place a scale perpendicular to the line firmly. Place a set square close to the line and scale.
Now move the set square by placing the scale firmly and draw a line above the line from the tip of the set square.
Now, if we draw a line, and we want to draw a parallel line that is 4 cm away from this line.

Draw a line first. Place a scale perpendicular to this line firmly and place a setsquare on the line which is close to the scale.
Now move the set square in the upward direction till the measurement reaches 4cm on the scale.
Now remove the scale and draw the line starting from the tip of the setsquare.
Now, what if we draw lots of perpendicular lines in a line?

None of these perpendicular line won’t meet if this extended.
Now we can understand that any perpendicular lines drawn in a line are parallel lines.

Line and Slant
Now draw a line that is perpendicular to and slanted to a line. The lines drawn now are not parallel.
We need to draw a line that is not perpendicular, but a line that is parallel to the line.

A line is drawn 60° slanted from a line. If we want to draw a line parallel to this line, we should draw another line with the same slant.
Since two lines have the same slant, they are parallel to each other.

From this we can understand that the lines which having same slant in a line are parallel to each other.

Method of Drawing
Draw a line and make an angle in a place. Draw another angle in some other place.

Now draw this picture in your notebook.
Draw a parallel line for the slanted line.
Since the angle of the slanted line is 80°, draw a line from a certain distance from this line, which has an angle of 80°, and they will be parallel to each other.

The angle on the right side is 100°, since the adjacent pair is 80° (since they are adjacent angles, and their sum will be 180°).

Parallelograms
Any four-sided figure is called a quadrilateral.
The following figures are quadrilaterals.

All of them have four sides.
1. Opposite sides are equal; it is a rectangle
2. All sides are equal; it is a square
Look at the 5th figure.
Their opposite sides are equal and parallel.
Since their corners are not straight, they are not a rectangle.

A quadrilateral with each pair of opposite sides parallel is called a parallelogram.
If two parallel lines are drawn as shown in this figure, we get a parallelogram.

We can draw a parallelogram using a protractor.

• Draw a line of 5 cm.
• Draw an angle of 50° on the left side.
• Mark a point on 3cm of this line.
• Draw an angle of 130° on the other end of the bottom line.
• Mark a point on 3cm of this line.
• Join the two points on these lines.

By changing the length of the sides and angles, we can draw this in different ways.

Draw 90° angles in between the sides and check what we get?

Answer:
Now the angles are straight and parallel, we call this a rectangle.

By reviewing Kerala Syllabus SCERT Class 6 Social Science Solutions Chapter 9 An Introduction to Constitution Important Questions, students can improve their conceptual understanding.

An Introduction to Constitution Extra Questions and Answers Class 6 Social Science Chapter 9 Kerala Syllabus

An Introduction to Constitution Class 6 Important Questions

Question 1.
To enable people to live freely, peacefully and progressively in a society, it is essential to follow laws and rules.
(a) Define Constitution.
Answer:
A Constitution is an authentic document that contains fundamental laws, principles and rules needed for the organisation and functioning of government in a country,

(b) Why is the Constitution needed?
Answer:

• Ours is a country with a vast geographical area, large population, where people from different sections live together.
• The advancement of such a diverse country is made possible by following certain laws, rules, and systems.
• Similarly, most of the countries also have a unified document based on fundamental principles that supports their existence and governance. This is called the Constitution.

Question 2.
The idea of the Constitution grew from India’s need for a clear system to govern the country after independence.
(a) Why is the Code of Hammurabi important?
Answer:
The Code of Hammurabi is one of the oldest legal codes in the world. This legal code dictates that no one has the authority to violate the fundamental laws of a kingdom.

(b) Match the following.

A	B
Magna Carta	This led to the formation of constitution that grants power to the Parliament in England.
Glorious Revolution	King and the government were not above the law.
American Declaration of Independence	Gave acceptance to the principle that supreme power rests with the people, not with the king.
French Revolution	Able to make the people aware of their power to remove the government.

Answer:

A	B
Magna Carta	King and the government were not above the law.
Glorious Revolution	This led to the formation of constitution that grants power to the Parliament in England.
American Declaration of Independence	Able to make the people aware of their power to remove the government.
French Revolution	Gave acceptance to the principle that supreme power rests with the people, not with the king.

Question 3.
Complete the flowchart.

Answer:
i. Nature
ii. Unwritten
iii. Flexible
iv. Method of formation
v. Evolved

Question 4.
Constitutions are classified into various types based on their nature, the process of amendment, and the method of formation,
(a) Match the following.

1. Written Constitution	a. United Kingdom
2. Flexible Constitution	b. Australia
3. Evolved Constitution	c. New Zealand
4. Rigid Constitution	d. India

A. 1 – d, 2 – c, 3 – a, 4 – b
B. 1 -b, 2 – a, 3 – d, 4 – c
C. 1- c, 2 – d, 3 – b, 4 – a
D. 1 -b, 2 – c, 3 – d, 4 – a
Answer:
A. 1 – d, 2 – c, 3 – a, 4 – b

(b) Identify the Qualities of the Constitution from the given hints.
i. The constitution should be precise with essential provisions.
ii. It must be suitable for meeting people’s needs and aspirations.
iii. It should be able to make timely changes according to changing circumstances.
iv. The powers of the government and the rights and duties of the citizens should be comprehensively stated.
Answer:
i. Brevity
ii. Suitability
iii. Dynamic
iv. Comprehensiveness

Question 5.
If unlimited powers are given to administrators, it will destroy the freedom of the people and lead to dictatorship.
(a) Define Constitutionalism.
Answer:
The constitutionalism is a political order that limits the powers of the government through constitution,

(b) Who was the first philosopher to discuss the Constitution and Constitutionalism?
Answer:
Aristotle

Question 6.
The origin of the Indian Constitution is related to the history of India under the British rule.
(a) Arrange the following events related to the origin of the Indian Constitution in the order in which they happened.

• Government of India Acts
• English East India Company
• Cabinet Mission
• The First War of Indian Independence 1857
• Indian Councils Acts
• Freedom Movements

Answer:

• English East India Company
• The First War of Indian Independence 1857
• Indian Councils Acts
• Freedom Movements
• Government of India Acts
• Cabinet Mission

(b) Who was the Chairman of the Constituent Assembly?
i. Jawaharlal Nehru
ii. Dr. B.R. Ambedkar
iii. Dr. Rajendra Prasad
iv. Sardar Vallabhbhai Patel
Answer:
iii. Dr. Rajendra Prasad

Question 7.
Fill in the blanks.
(a) The Drafting Committee was chaired by _________
(b) The Constitution was adopted on _________
(c) _________ is observed as Constitution Day.
(d) The Constitution came into force on _________
Answer:
(a) Dr. B.R. Ambedkar
(b) 26 November 1949
c) November 26
d) 26 January 1950

Question 8.
Define Cabinet Mission
Answer:
Cabinet Mission was a three member committee appointed by the British to discuss with Indian leaders regarding the transfer of power to India.

Question 9.
What important ideas and details about the Constitution are mentioned in the Preamble?
Answer:

• The main ideas, values and views of the Constitution are reflected in the Preamble.
• Our Constitution is a guideline for the fulfilment of the ideas that the people of India cherished and dreamed of during the freedom struggle.
• The Constitution envisages that the power of the nation originates from the people.
• The nature of the state, the objectives of the Constitution and the date of adoption of the Constitution are also mentioned in the Preamble.

Question 10.
Complete the table related to the Fundamental Objectives of the Indian Constitution.

Objectives	Features
Sovereignty	….(a)….
……(b)………	Social justice is sustained by ensuring equal status and equal opportunities to all.
Secularism	……….(c)…….
………..(d)…….	The representatives elected by the people govern the state. Through this, the people become the sovereign.
Republic	………….(e)……….

Answer:
(a) The power of the state to take decisions without any external interference or pressure.
(b) Socialism
(c) The state has no official religion. Individuals have the right to profess, practice and propagate the religion of their choice. The state will not discriminate against any religion.
(d) Democracy
(e) Republic is a system in which the head of the state is decided through elections. Our Constitution stipulates that the President of India, the head of state, should be an elected person.

By reviewing Kerala Syllabus SCERT Class 6 Social Science Solutions Chapter 8 Towards South Indian History Important Questions, students can improve their conceptual understanding.

Towards South Indian History Extra Questions and Answers Class 6 Social Science Chapter 8 Kerala Syllabus

Towards South Indian History Class 6 Important Questions

Question 1.
Sangam Literature is the main historical source providing information about ancient Tamizhakam.
(a) Who is the author of “Tirukural”?
i. Thiruvalluvar
ii. Iiango Adigai
iii. Chithalai Chathanar
iv. Avvaiyar
Answer:
i. Thiruvalluvar

(b) Which Tamil epic tells the story of Kannaki and Kovalan?
Answer:
Silappadikaram

(c) Define Sangam Age.
Answer:
The period in which the “Sangham works” were composed is called the “Sangha period”.

Question 2.
Megalithic Monuments that made of huge stones or stone slabs they are called Megalithic Monuments.
(a) Write some Megalithic Monuments in South India.
Answer:
Kudakkallu (umbrella stone), Thoppikkallu (cap stone), and Muniyaras (dolmens)

(b) Define Iron Age.
Answer:
Numerous iron tools were found from Megalithic monuments, this period is also known as the Iron Age.

Question 3.
Complete the flowchart.

Answer:
(a) Kurumtokai
(b) Akananuru
(c) Pathittupathu

Question 4.
There are many historical sources that provide information about ancient Tamizhakam.

(a) Mention some sources of information about ancient Tamizhaka.
Answer:
Pazhamthamizhpattukal, Coins, Travelogues and Inscriptions,

(b) Which Tamil literary works, apart from Sangam literature, give information about ancient Tamizhakam?
Answer:
Tirukural’, ‘Silappadikaram’, and ‘Manimekalai

(c) How are Sangam literary works generally classified? Explain.
Answer:

• Sangam works are generally classified into two Akam songs and Puram songs.
• The Akam songs refer to the family life and social life. The Puram songs refer to the economic, political and military life.

Question 5.
The evidences of the Megalithic Age are found in most parts of South India.

(a) Which are the important Megalithic sites in South India?
Answer:
Marayoor, Cheramanangad, Kuppakkolli and Mangad in Kerala, Adichanallur in Tamil Nadu, Brahmagiri in Karnataka, and Nagaijunakonda in Andhra Pradesh.

(b) Which states and Union Territories are included in South India?
Answer:
Indian states: Karnataka, Tamil Nadu, Kerala, Andhra Pradesh, and Telangana Union Territories: Puducherry and Lakshadweep.

(c) Name the things buried with remains of the dead.
Answer:
Ornaments, Weapons, Tools, Vessels, and Coins

Question 6.
Ancient Tamil songs have references to the social life, agriculture, cattle rearing, salt extraction, and the exchange of goods.
(a) Differentiate the features of the socio-economic life during the Sangam Age.
Answer:

Social life	Economic life
There existed a social division based on occupation. There were no social discriminations. Gender equality existed.	Agriculture was the main livelihood. Cattle rearing, fishing, and hunting were other livelihoods. There existed trade relations with foreign countries. Pepper and other spices were the main items bought by foreigners. They brought here copper, silver, gold etc., with them.

(b) Who were the rulers of ancient Tamizhakam?
Answer:
The Chera, Chola and Pandya who ruled ancient Tamizhakam were collectively known as ‘Muvendar’ or ‘Muvarasar’. Although many ruling powers existed in Tamizhakam, the Muvendar had an authoritative position. These kings were referred to as Ko, Kon, and Kadumko.

Question 7.
The lifestyle and livelihoods of the people in each Tinai varied according to its geographical features.
(a) Define Aintinais.
(b) Complete the table.

Tinais	Geographical Features	Means of Livelihood
Kurinchi	….(i)….	Collection of forest produce, hunting
Mullai	Grasslands, bushes	—(ii)
(iii)	Arid region	Robbery and plunder
Marutham	Agricultural field	(iv)….

Answer:
(a) Sangam works mention five geographical divisions based on its terrain which existed in ancient Tamizhakam. These are known as ‘Aintinais’.

(b) i. Forest, Mountain
ii. Cattle rearing
iii. Palai
iv. Agriculture

Question 8.
In ancient Tamizhagam, people in each Tinai exchanged resources.
(a) What were the trade centres called?
Answer:
Angadis (Markets)

(b) How were ‘Allalavanam’ and ‘Nalangadi’ markets different from each other?
Answer:
Allalavanam: Evening markets
Nalangadi: Daytime markets

Question 9.
After the Sangam Age, the regions which were under the control of the Cheras later came under the Perumal rule.
(a) Which was the centre of administration of the Perumals?
(b) What titles did the kings of Mahodayapuram adopt?
(c) Who were the prominent rulers of Mahodayapuram?
Answer:
(a) Mahodayapuram (Makotai), near present-day Kodungallur.
(b) Perumal. Cheraman and Kulasekhara.
(c) Ramarajasekharan. Sthanu Ravi, Indukotha, and Bhaskara Ravi

Question 10.
In the 9th century CE, Perumal rule was established.
(a) Arrange the administrative units in the correct order from highest to lowest.
(Karas, Nadus,Perumal, Desam)
Answer:
Perumal → Nadus → Desam → Karas

(b) There was a strong economic foundation during the reign of Perumals. Prepare a note.
Answer:
Along with agriculture, trade also flourished during that period. The spice trade with foreign countries and the customs duties (taxes) collected through ports, resulted in the economic changes in the Perumal kingdom. The commercial activities of trading groups like Anchuvannam, Manigramam, Valanjiar, and Nanadesikal, which were prevalent throughout South India at that time, helped the economic development in this region.

Question 11.
During the Perumal rule, there were significant changes in the cultural sphere as well,
(a) Complete the flowchart.

Answer:

• Temples emerged as the core of cultural life as they were the centres of agrarian villages.
• The caste system emerged as people continued the same occupation traditionally from birth.
• Architecture, sculpture, painting, instrumental music, dance, and music, flourished around temples.
• Ritualistic arts like Koothu and Koodiyattam also developed during this period.

Question 12.
The emergence of independent and autonomous Naduvazhi Swaroopams significantly altered the socio-economic and political structures of medieval Kerala.
(a) The System that controlled the socio-economic and political spheres in medieval Kerala.
Answer:
Janmi System

(b) Complete the concept map including the major Naduvazhi Swaroopams.

Answer:
i. Kolathunadu
ii. Nediyiruppu
iii. Perumpadappu
iv. Trippappur

Question 13.
The princely states that evolved from the Naduvazhi Swaroopams were unified to form the modern state of Kerala.

(a) Which of the following is not related to Naduvazhi Swaroopams?
i. With the expansion of Naduvazhi rule, the Janmi system (landlordism) became widespread.
ii. Joint families based on the ‘Marumakkathayam’ system controlled the ‘Swaroopams’.
iii. Swaroopams were self-governing regions that existed based on the ‘Makkathayam’ system.
iv. The rise of Naduvazhi Swaroopams was the result of expansion of the Janmi System.
Answer:
iii. Swaroopams were self-governing regions that existed based on the Makkathayam System.

(b) What is the main difference between the Makkathayam and Marumakkathayam systems of inheritance?
Answer:
Makkathayam is the system of inheritance from father to children whereas Marumakkathayam was a system by which right of inheritance was passed to the sons of the sister in the family.

(c) During whose reign did Venad develop into a powerful princely state called Travancore?
Answer:
Anizham Thirunal Marthanda Varma

d) Who transformed the Perumpadappu Swaroopam into the Kochi kingdom?
Answer:
Sakthan Thampuran

Question 14.
(a) Examine the given details about major Naduvazhi Swaroopams and arrange them in the table correctly.

• The ruler was known as ‘Kolathiri’
• It was later known as the Kochi Royal Family
• The ruler was known as ‘Samoothiri’ (Zamorin)
• Later it evolved into the powerful princely state of Travancore

Answer:

Kolathunadu Swaroopam	Nediyiruppu Swaroopam	Perumpadappu Swaroopam	Trippappur Swaroopam
The ruler was known as ‘Kolathiri’	The ruler was known as ’Samoothiri’ (Zamorin)	It was later known as the Kochi Royal Family	Later it evolved into the powerful princely state of Travancore

((b) Write some of the reforms introduced by Marthanda Varma and Sakthan Thampuran.
Answer:

Anizham Thirunal Marthanda Varma	Sakthan Thampuran
Suppressed the Madambis and Ettuveettil Pillamar, the powerful landlords Measured and surveyed the land in the kingdom Performed Thrippadidanam	Suppressed the Naduvazhis Established trade centres Initiated the Thrissur Pooram

By reviewing Kerala Syllabus 6th Standard Social Science Notes Pdf English Medium and Class 6 Social Science Chapter 12 Japan: History and the Present Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 6 Social Science Chapter 12 Japan: History and the Present Notes Questions and Answers

Class 6 Social Science Japan: History and the Present Notes Questions and Answers

Class 6 Social Science Chapter 12 Question Answer Kerala Syllabus

Question 1.
Observe the world map. Identify and note neighbouring countries of Japan.

Answer:

• Russia
• South Korea
• North Korea
• China

Question 2.
Complete the worksheet.

Answer:

JAPAN
Literature	Kojiki is traditional history of Japan
Shintoism	Traditional religious belief
Food	Rice was the staple food in Japan
Clothing	Kimono is traditional dress of Japan.

Question 3.
Collect information indicating Japan’s progress from the Meiji Restoration to its growth into an economic power. Prepare a wall magazine with this information.
Answer:

Question 4.
List the efforts made by Japan to build an empire. Analyse how this adversely affected Japan’s growth.
Answer:
Efforts Made by Japan to Build an Empire
Strong Nationalism: After the Meiji Restoration, Japan became very proud of its country and sought to become as strong as Western nations.

Wars to Expand

• Japan fought wars with China and Russia to gain more power and land.
• Japan won these wars even though it was a small country.

Colonies: Japan took control of nearby territories, such as T aiwan and Korea, and made them colonies.
World War II Actions: Japan continued trying to expand and attacked Pearl Harbour in the USA during World War II.

How This Affected Japan Badly
Atomic bombs

• Because Japan attacked Pearl Harbour, the USA dropped atomic bombs on Hiroshima and Nagasaki.
• This caused huge destruction and suffering.

Japan Lost the War

• Japan was defeated in World War II.
• Its army was dissolved, and a new constitution was made.

Economy Destroyed

• Many cities and industries were destroyed.
• Japan became very poor and had to rebuild everything.

Lost All Colonies
Japan lost Taiwan, Korea, and all other lands it had taken.

Japan: History and the Present Questions and Answers Extended Activities

Question 1.
Prepare placards for an anti-war rally.
Answer:

Question 2.
Decorate the classroom by making Sadako paper cranes and write messages of peace.
Answer:

Question 3.
Collect pictures and information about Japanese cuisine and prepare an album! digital album.
Answer:

Question 4.
Organise a seminar on the topic: ‘The Meiji Restoration and the Changes in Japan’.
Answer:
1. Introduction
Topic: The Meiji Restoration and the Changes in Japan Important Changes During Meiji Restoration
(a) Modem Education

• Schools were started for all children.
• Students learned science, maths, and languages.

(b) Modem Army and Navy

• Japan trained its army using modem methods.
• New uniforms and new weapons were introduced.

(c) Modem Industry

• Japan built factories, railways, and shipyards.
• People started using machines instead of doing everything by hand.

(d) Transport and Communication

• Railways and roads were improved.
• Postal services and telegram services started.

How Japan Changed

• Japan became strong, modem, and well-developed.
• It became one of the leading countries in Asia.
• Japan became known for technology, discipline, and progress.

Conclusion

• The Meiji Restoration helped Japan grow very fast.
• It changed Japan from an old country to a modem nation.
• Today’s successful Japan started with these changes.

Japan: History and the Present Class 6 Notes Pdf

Std 6 Social Science Japan: History and the Present Notes

• There are thousands of islands in Japan.
• The major four islands of Japan were Hokkaido, Honshu, Shikoku, Kyushu.
• Japan is a country constantly facing earthquakes and volcanic eruptions.
• The longest river in Japan is the Shinano River.
• Kojiki, written in the 8th century CE, is a work that describes the traditional history of Japan.
• “The Tale of Genji”, written by a court lady Murasaki Shikibu, is one of the most famous among them.
• Shintoism is the traditional religious belief in Japan.
• The word “Shinto” means “the way of God”.
• From ancient days rice was the staple food in Japan. This cooked food was called ‘Gohan’.
• The Kimono is traditional dress of Japan. It was mainly used in royal courts.
• The Samurais were a class of warriors who had influence in the administration. They served the Shoguns and the Daimyo.
• Japan was an Asian country that escaped from the foreign domination. Many countries tried to establish trade relations with Japan.
• The Meiji Government initiated a new policy emphasising the idea of ‘Fukoku Kyohei’ – ‘Rich Country, Strong Army’.
• In the 1870s, Japan began a new education system.
• Japan engaged in wars to expand its empire to China and other Asian regions.
• Japan, devastated in the Second World War, rapidly recovered to the path of progress. This reconstruction was described as the ‘post-war miracle’.

Introduction
This chapter, “Japan: History and present”, explains that Japan is a small island country in Asia, but it has a long and exciting history. Long ago, Japan was ruled by emperors and followed old traditions. A major turning point came with the Meiji Restoration, when Japan decided to modernize and learn new ideas from the world. This helped the country grow fast in education, technology, and industry. Later, Japan made great efforts to build an empire and become powerful in Asia. Today, Japan is known for its hard work, discipline, and advanced technology. It is one of the most developed countries in the world, combining its rich traditions with modem life.

THE HISTORY OF JAPAN

• The major four islands of Japan were Hokkaido, Honshu, Shikoku, Kyushu.
• Vast coastlines, high hill ranges, and mountains are the features of Japan’s geography.
• Japan is a country constantly facing earthquakes and volcanic eruptions. The rivers are generally steep and fast-flowing.
• The longest river in Japan is the Shinano River.
• China and Korea, the neighbouring countries of Japan, had its influence in the culture of Japan from ancient times.
• Chinese writing system, philosophy, and literature reached Japan through Korea. In this manner, Buddhism also spread in Japan.

Literature

• Kojiki, written in the 8th century CE, is a work that describes the traditional history of Japan. It is written in a style that combines history and legend.
• By the 10th century CE, Japan began efforts to free itself from Chinese cultural influence. This helped Japan to develop its own unique culture.
• They developed a new script for the Japanese language by simplifying the Chinese writing style.
• Numerous literary works, including stories and poems, were written in the Japanese language.
• “The Tale of Genji”, written by a court lady Murasaki Shikibu, is one of the most famous among them.

Shintoism

• Shintoism is the traditional religious belief in Japan.
• The word “Shinto” means “the way of God”.
• Deities were generally called as ‘Kami’. The most important among them was the Sun Goddess ‘Amataresu’.
• Emperors were considered to be descendants of the Sun Goddess. These emperors were the heads of Shintoism.

Food

• From ancient days rice was the staple food in Japan. This cooked food was called ‘Gohan’.
• Millets were also a part of their diet.
• As a source of nutrition, fish w as a part of their diet. Sushi, a Japanese dish made of raw fish is now popular all over the world.
• Asa result of Chinese influence, noodles also became a part of their diet.

Clothing

• The Kimono is traditional dress of Japan. It was mainly used in royal courts.
• Kimono is worn by both women and men. It was similar to the long robes prevalent among the Chinese.

Shogun Rule

• Japan was ruled by emperors, for ages. However, by the 12th century, the administration of the country passed from the Emperors to the hands of military leaders known as Shoguns.
• The Shoguns ruled in the name of the Emperor, who became a nominal ruler.
• During this administration, Japan was divided into over 250 domains.
• Their control was placed under the rule of lords called Daimyo.
• The Samurais were a class of warriors who had influence in the administration. They served the Shoguns and the Daimyo.
• The Shogun rule came to an end in Japan with the ‘Meiji Restoration’ in the 19th century.

DAIMYO
Daimyo were feudal lords in Japan. They controlled the provinces of Japan from the 12th century to the 19th century.

MEIJI RESTORATION

• Japan was an Asian country that escaped from the foreign domination. Many countries tried to establish trade relations with Japan.
• Commodore Matthew Perry, an American arrived in Japan in 1853 and secured the right to have trade with them.
• The arrival of Matthew Perry changed the political history of Japan.
• The Shoguns were forcibly removed from power in a movement in 1868, and the emperor returned to
  power as the supreme authority.
• The city of Edo was declared the capital. It was later renamed as Tokyo. This is known as the ‘Meiji Restoration’.

Changes In Administration

• The Meiji Government initiated a new policy emphasising the idea of ‘Fukoku Kyohei’ – ‘Rich Country, Strong Army’.
• To strengthen the country, the Meiji Government implemented a new administrative system. The army and the officials were brought under the direct control of the Emperor.
• Military service was made compulsory for all young men over the age of twenty for a fixed period.

Education System
In the 1870s, Japan began a new education system.

Economic Development
Another important aspect of the Meiji reforms was the modernisation of the economy.

• As a part of modernisation, numerous industries were started in Japan.
• From small-scale industries employing less than five people, to large factories with hundreds of workers, were set up in Japan. Thus, Japan succeeded in forming a modem nation-state.

EFFORTS OF JAPAN TO BUILD AN EMPIRE

• A nationalism centred around the state emerged in Japan with the Meiji Restoration.
• Japan engaged in wars to expand its empire to China and other Asian regions.
• It established a colonial empire by conquering neighbouring countries, Taiwan and Korea.

Despite being a small country, Japan defeated both China, the source of its culture and ideals and Russia the European power. Their subsequent efforts to establish their empire led to more wars. During the Second World War, Japan attacked Pearl Harbour of the United States of America. This led the United States of America to drop atom bombs on Hiroshima and Nagasaki in Japan.

The dropping of the atom bombs caused immense destruction and suffering in Japan. After the war, with
the US led invasion, Japan’s military was disbanded, and a new constitution came into existence.

Japan, devastated in the Second World War. rapidly recovered to the path of progress. This reconstruction was described as the ‘post-war miracle’. The Olympics conducted in the capital, Tokyo in 1964 was a declaration of Japan’s comeback. The industrial and commercial sectors grew rapidly. The bullet train network that could run at a speed of up to 200 miles per hour, started during the same period, was a proof of Japan’s technological expertise. By the 1970s. Japan emerged as a major economic power in the world. Japan is a direct example of how to become one of the world’s economic powers by utilising political and technological capabilities.

WORLD WARS
The First World War (1914-1918) and the Second World War (1939-1945) were the two wars in the 20th century that caused great terror and changes in human history. The atom bomb was first used in the Second World War.

By reviewing Kerala Syllabus 6th Standard Social Science Notes Pdf English Medium and Class 6 Social Science Chapter 10 Through the Oceans Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 6 Social Science Chapter 10 Through the Oceans Notes Questions and Answers

Class 6 Social Science Through the Oceans Notes Questions and Answers

Class 6 Social Science Chapter 10 Question Answer Kerala Syllabus

Question 1.
Complete the concept map after observing the given pictures.


Answer:

Question 2.
What are the water sources that we use for our daily needs?
Answer:

• Spring
• Well
• Borewell
• River

Question 3.
Complete the list related to the Pacific Ocean.

Answer:

Major islands	The deepest point	Continents bordering the ocean
Philippines, Japan, Hawaii and New Zealand	The Challenger Deep in the Mariana Trench	Asia, Australia, North America and South America

Question 4.
Prepare the identity card of Atlantic Ocean. Ans:

Answer:

Question 5.
Read the news headlines given below. Which is the ocean bordering this port?

Answer:
Indian Ocean

Question 6.
Find the countries that share their borders with the Indian Ocean, using an atlas or a globe.
Answer:

• Africa: South Africa, Kenya, Tanzania, Somalia, Mozambique, Madagascar, Comoros, Mauritius, and Seychelles.
• Asia: India, Pakistan, Iran, Oman, Yemen, Bangladesh, Myanmar, Thailand, Malaysia, Singapore, Maldives, Sri Lanka and Indonesia.
• Oceania: Australia and East Timor (Timor-Leste).

Question 7.
Complete the worksheet related to oceans.
Answer:

Oceans	Position in size	Deepest point/ Part	Major islands
Southern Ocean	Fourth position	The Factorian deep in the South Sandwich Trench	Dolleman and Heard
Arctic Ocean	Smallest Ocean	The Molloy Deep
Pacific Ocean	Largest Ocean	The Challenger Deep in the Mariana Trench	Philippines, Japan, Hawaii and New Zealand
Atlantic Ocean	Second largest	The Milwaukee Deep in the Puerto Rico Trench	Newfoundland and Iceland
Indian Ocean	Third largest	Java Trench	Andaman and Nicobar Islands, Lakshadweep, Maldives and Sri Lanka

Question 8.
Let us complete the concept map.

Answer:

Question 9.
How do oceans iniluence our lives? List after earnining the picture.

Answer:

• Regulates the climate
• Support tourism
• Provide a livelihood through fishing
• Maritime transportation helps in maintaining international trade

Question 10.
Prepare theme songs related to water conservation.
Answer:
(Hints)
Turn off the tap, don’t let it flow,
Plant more trees and watch them grow.
Keep our lakes and streams so clean,
For a healthy world, fresh and green.

Through the Oceans Questions and Answers Extended Activities

Question 1.
Collect more information on oceans and their features and prepare a digital presentation.
Answer:
(Hints)
Step 1: Start with a title slide
Step 2 : Explain the features of each ocean
Step 3: Include water cycle
Step 4: Add the importance of oceans .
Step 5: Add conservation measures
Step 6: Include Pictures and Map
Step 7: Conclusion

Question 2.
Prepare a digital album on news and pictures related to water pollution.
Answer:
(Hints)
Step 1: Create a Title Page .
Step 2: Collect Recent News (River pollution, Ocean plastic pollution, Industrial waste in water bodies)
Step 3: Add relevant Pictures
Step 4: Add Captions Under Each Picture
Step 5: End with a Conclusion Page

Question 3.
Organise an elocution competition on the topic ‘Ocean and Human beings’ under the auspices of the Social Science Club, on World Ocean Day.
Answer:
(Hints: Organise an elocution competition by using the given steps)
Step 1: Decide the Details (Date, Time, and Venue)
Step 2: Registration of Participants
Step 3: Arrange Judges
Step 4: Prepare the Programme
Step 5: Announce Results
Step 6: Vote of Thanks

Through the Oceans Class 6 Notes Pdf

Std 6 Social Science Through the Oceans Notes

• Water is one uf the major components that retains life on the earth. .
• Seventy one percent of the earth’s surface is covered with water.
• The hydrosphere is the total mass of water found in the earth’s surface, interior and atmosphere in solid, liquid and gaseous state.
• The water in the hydrosphere moving cyclically through the processes of evaporation, condensation and precipitation is known as watercycle.
• 97% of water on earth is saline water. Only 3% of total water on earth is fresh water.
• Oceans are vast water bodies that are situated among continents.
• Seas and bays are parts of oceans.
• The scientific study of oceans is known as Oceanography.
• World Ocean Day is observed on June 8 every year.
• The Pacific Ocean is the largest and deepest ocean. About one third of the earth’s surface is covered by this ocean.
• The Atlantic Ocean is the second largest ocean. It appears like the letter ‘S’ in the English alphabet. The Indian Ocean is the only ocean named after a country. This is the third largest ocean in the world. The ocean that surrounds Antarctica is the Southern Ocean.
• The Arctic Ocean is situated mostly within the Arctic circle.
• Waves are movements created by the wind on the surface of the ocean.
• In addition to the waves, ocean water movements include high tides, low tides and ocean currents. High tides and low tides are phenomena of rising and falling of sea level at fixed intervals. The rise in the sea level is called a high tide and the fall is called a low tide.
• Ocean current is a phenomenon by which water flows through the ocean in a fixed direction through a fixed path. Such currents are there in all the oceans.
• Factors such as the wind, variations in the temperature and salinity of the ocean, and the rotation of the earth are some of the reasons that influence ocean currents.
• Human beings have depended on oceans for their livelihood since ancient times.
• Dumping of chemicals and other dangerous substances are a threat to the marine ecosystem.

Introduction
The chapter “Through the Oceans” helps us understand the vast water bodies that cover most of our planet and play an important role in our lives. It explains the major oceans of the world, their special features, and the different movements of ocean water such as waves, tides, and currents. The chapter also describes important processes like evaporation, condensation, and precipitation, which show how oceans are linked to the water cycle. By learning about oceans, we discover how they influence climate, support rich marine life, and provide valuable resources for human beings. It also reminds us of the need to protect oceans from pollution and overuse. This chapter helps us appreciate the importance of oceans and encourages us to care for them for a healthier planet.

WATER

• Water is one of the major components that retains life on the earth. Seventy one percent of the earth’s surface is covered with water.
• As a result of circulation of water (water cycle) in the hydrosphere water in the water sources do not get depleted despite its use.
• The hydrosphere is the total mass of water found in the earth’s surface, interior and atmosphere in solid, liquid and gaseous state.

Sources of Water

Water Cycle
Water cycle is the continuous circulation of water on the earth, under its surface and in the atmosphere.

• The different sources of water on the earth turns into vapour through evaporation. The vapour thus formed becomes clouds through condensation. In addition to clouds, fog and dew are other forms of condensation.
• Water droplets from the clouds reach the earth, through precipitation. Rain, snow fall and hailstones are the different forms of precipitation.
• The water in the hydrosphere moving cyclically through the processes of evaporation, condensation and precipitation is known as watercycle.
• Water is an inevitable factor for the survival of life. But the distribution of water is not the same everywhere on Earth.

• 97% of water on earth is saline water. Only 3% of total water on earth is fresh water. A major quantity of this fresh water lies frozen in ice sheets and glaciers. Hence, very limited amount of fresh water is available for living beings.
• Just like fresh water, marine water is also essential for the existence of human beings.
• Oceans play a vital role in regulating the weather and supporting habitats. It also provides resources essential for human life.

Evaporation: The process by which a liquid changes into gaseous form with the help of heat. Condensation: The process by which water vapour in the air cools to form water.

Precipitation: The process by which water particles fall on earth as the clouds cannot hold it further , due to its increased weight and size, as a result of continuous condensation.

OCEANS
Oceans are vast water bodies that are situated among continents.
Seas and bays are parts of oceans. The scientific study of oceans is known as Oceanography. Oceanography helps in understanding the complex movement of water in oceans. Moreover, the study helps in addressing challenges like climate change, ocean pollution and depletion of biodiversity. Oceans play a vital role in sustaining life on earth.

World Ocean Day

• World Ocean Day is observed on June 8 every year.
• The main objective of this day is to realise the importance of oceans in our life. The unscientific intervention of human beings affects the marine habitat adversely. Therefore, this day reminds us of the need to conserve oceans.
• Sea : A part of ocean that is partially surrounded by land is called a sea. E.g: The Arabian Sea
• Bay: A bay is a part of the ocean that extends into the land. E.g: The Bay of Bengal
• Strait: A strait is a narrow strip of water that connects two seas or oceans and is located between land areas. E.g: The Palk Strait

1. Pacific Ocean
The name ‘Pacific’ was given by Ferdinand Magellan, an explorer. Magellan called it ‘Mar Pacifico’ which means ‘peace’. He named it ‘Pacific’ because he felt that it was calmer than the Atlantic Ocean.

• The Pacific Ocean is the largest and deepest ocean. About one third of the earth’s surface is covered by this ocean.
• Asia, Australia, North America and South America are the continents that are bordered by the Pacific Ocean.
• The largest number of islands are found in this ocean. Philippines, Japan, Hawaii and New Zealand are some of the major islands in the Pacific.
• The Challenger Deep in the Mariana Trench located in the Pacific Ocean is the deepest point on the earth. Several trenches and active volcanoes are the features of this ocean.
• Point Nemo is the farthest point on ocean from the land. From this point, one has to travel more than 2000 kms to reach the nearest point on land. Point Nemo is situated in the Pacific Ocean.

2. The Atlantic Ocean

• The Atlantic Ocean is the second largest ocean. It appears like the letter ‘S’ in the English alphabet. The busiest sea route in the world is situated in the Atlantic Ocean.
• The oceanic ridge called the Mid-Atlantic Ridge situated in the middle of the ocean is another feature of the Atlantic. The Milwaukee Deep in the Puerto Rico Trench is the deepest point. Newfoundland and Iceland are some of the important islands in the Atlantic Ocean. North America, South America, Africa and Europe are the continents that are bordered by the Atlantic Ocean.

3. Indian Ocean
The Indian Ocean is the only ocean named after a country. This is the third largest ocean in the world. Africa, Asia and Australia are the continents lying close to the Indian Ocean. The Bay of Bengal and the Arabian Sea are parts of the Indian Ocean. Java Trench is the deepest part in this ocean. Andaman and Nicobar Islands, Lakshadweep, Maldives and Sri Lanka are major islands in this ocean. The Malacca Strait connects the Indian Ocean and the Pacific Ocean.

4. The Southern Ocean

• The ocean that surrounds Antarctica is the Southern Ocean.
• The Southern Ocean surrounds Antarctica to almost 60° South Latitude. This ocean shares its borders with all the oceans except the Arctic Ocean.
• The Southern ocean is fourth in position with regard to its size. Dolleman and Heard are some of the islands in this ocean. The Factorian deep in the South Sandwich Trench is the deepest point in this ocean.

5. The Arctic Ocean

• The Arctic Ocean is situated mostly within the Arctic circle.
• The North Pole is in the Arctic Ocean. This is the smallest and shallowest ocean. This area is mostly frozen throughout the year. The Molloy Deep is the deepest point in this ocean. The Arctic Ocean is the northernmost border of Asia, Europe and North America.

OCEAN AND MOVEMENTS

• Waves are movements created by the wind on the surface of the ocean.
• The energy flow generated by the wind creates ups and downs on the surface of the sea. Waves are usually formed when the wind blows over the surface of the water. These continuous ups and downs of the ocean water are called waves. The size of the waves increases with respect to the increase in the speed of the wind. In addition to the waves, ocean water movements include high tides, low tides and ocean currents.
• High tides and low tides are phenomena of rising and falling of sea level at fixed intervals. The rise in
  the sea level is called a high tide and the fall is called a low tide.
• Like rivers, water in the ocean is flowing through it for several kilometres. Ocean current is a
  phenomenon by which water flows through the ocean in a fixed direction through a fixed path. Such currents are there in all the oceans.
• Factors such as the wind, variations in the temperature and salinity of the ocean, and the rotation of the earth are some of the reasons that influence ocean currents.
• Mineral salts are dissolved in water from all sources. But, the amount of salts in seawater is comparatively high. That is why seawater remains salty. Salinity is the total amount of all the mineral salts dissolved in water.

High tide and Low tide
The gravitational force of the sun and the moon and the centrifugal force result in the rise and fall of the sea level that are called high tide and low tide. High tides are caused by the gravitational force on the side of the earth that faces the moon and due to centrifugal force on the opposite side at,the same time. Low tides are experienced on other parts of the earth at this time.

OCEANS AND HUMAN BEINGS
Oceans are the sources of precious resources. Human beings have depended on oceans for their livelihood since ancient times.

• Along with seafood, oceans provide other resources as well.
• Maritime transportation helps in maintaining international trade.
• The oceans play a significant role in regulating global warming and producing oxygen.
• Coasts are also popular tourist destinations.

OCEAN POLLUTION
Oceans face several challenges. Pollution is the greatest issue. Dumping of chemicals and other dangerous substances are a threat to the marine ecosystem. Not only oceans, but also fresh water sources like rivers, lakes etc., are affected by pollution.

Ways to Conserve Oceans
It is essential to conserve the marine ecosystem, which is home to a great variety of animals and plants ranging from micro-organisms to the blue whale. Misuse of water and its pollution is a threat to the existence of life on the earth.

• Prevent plastic, chemicals etc., from reaching the oceans.
• Keep the coast free from pollution.
• Create awareness on conservation of ocean.
• Control unsustainable fishing.
• Preserve the marine ecosystem
• Use renewable energy to reduce ocean warming.

Reviewing Std 6 Basic Science Notes Pdf English Medium and Kerala Syllabus Class 6 Basic Science Chapter 6 Tiny Chambers of Life Question Answer SCERT Solutions Notes Pdf can uncover gaps in understanding.

Class 6 Basic Science Chapter 6 Tiny Chambers of Life Question Answer Notes

Basic Science Class 6 Chapter 6 Question Answer Notes Tiny Chambers of Life

Tiny Chambers of Life Class 6 Questions and Answers Notes

Let’s Assess

Question 1.
Some statements related to cells are given
A. All cells have cell wall.
B. All cells have cell membrane.
C. All cells have chloroplast.
D. All cells have cytoplasm.
Answer:
A, and C

Question 2.
Read the given statement. ‘Plant body is made up of cells. Animal body is made up of cells.’ What conclusion can be drawn from these statements?

• There is no diversity among the cells of living organisms.
• Cells are the building blocks of all things.
• Cells are the building blocks of all living things.
• Organ systems in animal body and plant body are the same.

Answer:
Cells are the building blocks of all living things

Question 3.
Arrange the following in sequential order.
Cells, Organisms, Tissues, Organ system, Organ
Answer:
Cells → Tissues → Organs → Organ systems → Organism

Question 4.
Unicellular organisms have smaller cells, and multicellular organisms have larger cells. What is your response to this statement?
Answer:
This statement is not true. That is, the idea that unicellular organisms h^ve small cells and multicellular organisms have large cells is wrong. The size of an organism is determined not by the size of the cell, but by the number of cells. It is not necessary that unicellular organisms have small cells.

Basic Science Class 6 Chapter 6 Question Answer Kerala Syllabus

Question 1.
We cannot see cells with our naked eye. What could be the reason?
Answer:
Our eyes cannot see objects smaller than a certain point. Most cells are much smaller than that. With our naked eyes, we can only clearly see objects about 0.1 millimetres, or 100 micrometres, in size. Since most cells are smaller than this, we cannot see them even though they are right in front of our eyes.

Question 2.
Observe the given picture and record the parts of the microscope in your Science Diary.

Answer:

• Eyepiece
• Objective lens
• Adjustment Knobs
• Stage
• Stage clips
• Condenser
• Mirror

Question 3.
With the help of the picture, write down what parts the cells in the cheek (animal cell) have.
Answer:

• Cell membrane
• Cytoplasm
• Nucleus

Question 4.
Aren’t plants also living? Are they also made of cells like this? What is your guess?
Answer:
Cells are the building blocks of life. Plants are also made up of these cells.

Question 5.
The organisms you observed through the microscope are unicellular organisms. Observe the picture and write their names.
Answer:

• Amoeba
• Paramecium
• Euglena

Question 6.
Which are the life processes carried out in multicellular organisms?
Answer:

• Movement
• Nutrition
• Respiration
• Digestion
• Excretion
• Reproduction

Question 7.
Do unicellular organisms also have all the same life processes as in multicellular organisms? Discuss.
Answer:
Life processes are the sum of all the basic functions that organisms need to survive and grow. All of these functions occur in both unicellular and multicellular organisms, but the way they are performed differs. In unicellular organisms, all life processes are performed by a single cell.

Question 8.
Complete the given table by understanding the characteristics of unicellular and multicellular organisms.
Answer:

Unicellular organisms	Multicellular organisms.
Possess a single cell	The body is made up of many cells
All life activities are done by a single cell	Each life function has specific cells and organs.
They have a simple body structure.	They have a complex body structure..
E.g., Amoeba, Paramecium, Yeast, Bacteria.	E.g., Elumans, animals, plants (trees), insects.

Question 9.
Observe the pictures given below. What do you see? What are their peculiarities? Write it in your Science Diary.

Answer:
Unicellular organism – Paramecium (only one cell)
Special features: This single cell performs all the vital functions such as respiration, nutrition, excretion, reproduction, and movement. They do not need the help of another to survive on their own. They often reproduce by dividing the cell into two (Binary Fission).

Cells in multicellular organisms – cheek cells, onion cells
Special features: The body is made up of billions of cells. Cells that do the same job are grouped together to form tissues, and tissues are grouped together to form organs. Each cell has its own specific job (for example: muscle cells help in movement). Since each cell does a specific job, the work is done accurately and efficiently. It cannot exist alone. It can only function by cooperating with other cells in the body. Due to the cooperation between cells, they are able to have more complex body structures and functions.

Question 10.
Identify and list the different parts of a cell with the help of the picture.

Answer:

• Cell membrane
• Cytoplasm
• Nucleus
• Endoplasmic Reticulum
• Mitochondrion
• Ribosome
• Vacuole

Question 11.
Analyse the table and discuss the role of each part of the cell based on the given indicators. Record it in your Science Diary.
(a) What is the function of cell membrane?
Answer:
It covers and protects the cell.

(b) Which is the part that controls the entire cell?
Answer:
Nucleus

(c) Which cell organelle works as the powerhouse of the cell?
Answer:
Mitochondrion

(d) Which organelle acts as the pathway within the cell?
Answer:
Endoplasmic reticulum

(e) What is the difference between the function of a vacuole and that of a ribosome?
Answer:
The function of the vacuole is to store water, salts, and waste products inside the cell. However, the ribosome is the cell organelle that functions as the centre of protein production.

Question 12.
Observe the picture and understand the parts of a plant cell.

Answer:

• Cell wall
• Cell membrane
• Cytoplasm
• Nucleus
• Endoplasmic Reticulum
• Mitochondrion
• Ribosome
• Vacuole
• Chloroplast

Question 13.
How do plant cells differ from animal cells? Do you see any part in plant cells that is different from animal cells? Analyse the figure and write.
Answer:

• Chloroplast
• Cell wall
• Vacuole (Difference in size)

The list of plant cell parts that differ from animal cells and their functions are given below in the table.

Parts of cell	Function
Cell wall	Protects the cell
Chloroplast	Helps in photosynthesis

 

The nucleus is an important cell organelle inside the cell. Vacuole, ribosome, endoplasmic reticulum, mitochondrion, chloroplast, etc, seen in the cytoplasm are other cell organelles.

Question 14.
Tabulate the similarities and differences between the animal cell and the plant cell.
Answer:

Similarities between a plant cell and an animal cell	Differences between a plant cell and an animal cell
Both have the nucleus, which is the centre of the cell and controls its functions. The cell membrane Mitochondria Ribosomes Endoplasmic reticulum Golgi apparatus, and other organelles are also found in both.	Plant cells have a cell wall in addition to the cell membrane that found in animal cells. Plastids are present in plant cells but not in animal cells. Vacuole: A single, larger, vacuole in plant cells, smaller, and sometimes absent in animal cells.

Question 15.
Isn’t the body made up of cells? If so, do we have the same type of cells in all parts of our body?
Answer:
No, not all parts of our body have the same type of cells. Although the body is made up of billions of cells, cells vary greatly in shape and structure to perform the specific functions of each part. This phenomenon is called cell differentiation.

Question 16.
Observe the given picture. What do you see?

Answer:

• Lungs
• Trachea
• Nostrils

Question 17.
Are the lungs, trachea, and nostrils organs?
Answer:
Yes, different organs function in coordination; they form an organ system. The lung is an organ. Similarly, nostrils and trachea are also organs. Together, they form the respiratory system.

The circulatory system is another organ system in our body. An organism is made up of different organ systems, like this.

Question 18.
Complete the flowchart and record it in the Science Diary.
The journey of a cell to an organism

Answer:
Cells → Tissues → Organs → Organ systems → Organism

Class 6 Basic Science Chapter 6 Question Answer Extended Activities

Question 1.
Prepare slides of plant parts and observe them under microscope.
Answer:
Do ityourself

Question 2.
Collect information related to Robert Hooke and history of cells from the library or internet. Prepare notes and present them in the class.
Ans:
Robert Hooke – Discovery of the Cell:
Robert Hooke (1635-1703) was an English scientist, architect, and physicist. He is remembered in the history of science, especially for his discovery of the basic unit of life, the cell.

Major Contributions:

• Discovery of the Cell: In 1665, he observed thin sections of cork using a microscope he designed.
• The name ‘cell’: Within this core, he saw many small, empty, honeycomb-like chambers. He used the Latin word ‘cellulae’, meaning ‘small rooms’, for these chambers. This is what later became known as ‘cell’.
• “Micrographia”: A book published in 1665 by Hooke explaining his observations. It is the first book to include drawings of microscopic organisms and objects.

Cell History:
The study of cells developed further about 150 years after the discovery of cells. It was in the 19th century that the idea that cells are the basis of all living things was confirmed. This is the Cell Theory.

Tiny Chambers of Life Notes Pdf

Tiny Chambers of Life Class 6 Notes Kerala Syllabus

• Our body is built up of basic units called cells. They are the basic units of all living things.
• The human body is made up of millions of cells.
• Cells are very tiny. They cannot be seen using a hand lens.
• We use a microscope to observe things that cannot be seen by naked eyes.
• Unicellular organisms are organisms that have only one cell.
• An organism whose body is made up of more than one cell is a multicellular organism. We can see multicellular organisms with our naked eyes as they have numerous cells.
• There are specific members within the cell responsible for performing each function. These are called cell organelles. Cell organelles found within the cells are also different. Their functions are also different.
• The nucleus is an important cell organelle inside the cell. Vacuole, ribosome, endoplasmic reticulum, mitochondrion, chloroplast, etc, seen in the cytoplasm are other cell organelles.
• We grow not because of the increase in the size of cells in our body, but because of the increase in their number.
• There are about two hundred different types of cells, such as nerve cells, blood cells, and muscle cells. They all have different functions. They also vary in shape.
• Cells that are similar in shape and perform the same function are collectively called tissues.
• Skin is the part that covers and protects the body of animals. It is a group of cells. These are the epithelial tissues.
• Cells combine to form tissues. Many tissues combine to form various organs.
• Different organs function in coordination; they form an organ system.
  Cells → Tissues → Organs → Organ systems → Organism

Introduction
A cell is defined as the basic structural and functional unit of all known living organisms. Just as bricks are the basic units of a building, cells are the building blocks of every living thing—from the smallest bacteria to a massive whale, and every plant and animal in between. The study of cells is known as Cell Biology or Cytology.
Cells are incredible, self-contained units capable of carrying out all the essential processes necessary for survival, including: Metabolism, Reproduction, Response to Stimuli, etc.

While cells come in countless shapes and sizes (like long nerve cells or disc-shaped red blood cells), they share three primary, universal components: Cell Membrane, Cytoplasm, and Organelles. There are many types of cells, including nerve cells, muscle cells, skin cells, and blood cells, each with specialised functions.

A cluster of cells can form a tissue, such as epithelial tissue, where the cells are tightly packed together to form a protective layer. In this chapter, we are going to study some topics regarding cells, the microscope and its various parts, observation of different types of cells, the difference between plant and animal cells, the size and number of cells, diversity among cells, cell clusters, organ systems in the human body and the journey of a cell to an organism.

CELLS

• Our body is built up of basic units called cells.
• They are the basic units of all living things.
• The human body is made up of millions of cells.
• There are many small and large organisms around us. Their bodies are also made up of cells.

MICROSCOPE

• Cells are very tiny.
• They cannot be seen using a hand lens.
• We use a microscope to observe things that cannot be seen by naked eyes.

Let’s Observe Cells

• Cells can easily be taken from the inner part of the cheek.
• Materials needed to do an experiment to see how it works when taking cheek cells:
  Toothpick, slide, methylene blue stain, cover, glass.
• Procedure: Rinse the mouth thoroughly with clean water. Gently scrape the inside of the cheek using a toothpick. Cheek cells get attached to the tip of the toothpick. Place these cheek cells at the centre of the slide.
• Add a drop of methylene blue stain to it. Place a cover glass over it. Place the slide on the microscope and observe.

Let’s Observe The Cells In The Onion: Activity

• Materials Required: Onion, blade, forceps, needle, watch glass, safranine stain, glycerine, pure water, cover glass, tissue paper, slide
• Procedure: Take a thin layer from a cleaned onion using forceps.
• Cut it into small pieces and place them in a watch glass containing a dilute safranine stain. After some time, take two or three pieces of stained onion from the watch glass and place it in another watch glass containing pure water. Take one piece from pure water and place it in glycerine on the slide. Place a cover glass over this with the help of a needle. Wipe off excess glycerine with tissue paper. Observe the prepared slide under the microscope.

Wonder World In A Drop Of Water – Activity

• Aim: Observe a drop of water through a microscope.
• Materials Required: Microscope, cover glass, water boiled with hay and cooled, water collected from pond/paddy fields, spoon.
• Procedure: Pour some water collected from the pond/paddy field into the water boiled with hay.
  Keep it for four or five days. Take a drop of water from this water sample on a slide. Place a cover glass over it and observe it under the microscope

Observation:

Conclusion: Microorganisms like the one in the picture can be seen through a microscope. Although they are microorganisms, their bodies are also made up of cells.

Robert Hooke
The cell was discovered by Robert Hooke in 165. He observed a small portion of cork taken from an oak tree through a microscope designed by him. He found numerous areas like tiny chambers. He called it ‘Celia.’ The Latin word Cella’ means a small room. Now we call it ‘cell.

UNICELLULAR AND MULTICELLULAR ORGANISMS

Unicellular Organisms

• Unicellular organisms are organisms that have only one cell.
• As the number of cells is.less, we cannot see them with our naked eyes.

Multicellular Organisms

• An organism whose body is made up of more than one cell is a multicellular organism.
• We can see multicellular organisms with our naked eyes as they have numerous cells.

Examples of multicellular organisms include:

• Tapeworm
• Leech
• Cockroach
• Starfish
• Fish
• Frog
• Eagle
• Gerden lizard
• Elephant

INTO THE CELL

Cell Organelles

• There are specific members within the cell responsible for perfonning each function. These are called cell organelles.
• Cell organelles found within the cells are also different. Their functions are also different.

Parts of Cell And Their Functions
The different parts of the animal cell and their functions are given in the table.

Parts of cell	Function
Cell membrane	Covers the cell
Cytoplasm	Holds the cell parts inside the cell, except nucleus
Nucleus	Controls cellular activities.
Vacuole	Stores water, salt and excretory products
Ribosome	Synthesises protein.
Endoplasmic reticulum	Acts as intracellular pathway
Mitochondrion	Synthesises energy

Plant Cell

Small And Large
We grow not because of the increase in the size of cells in our body, but because of the increase in their number.
The difference in size between organisms is also due to differences in the number of cells.

DIVERSITY AMONG CELLS

• The human body is made up of different types of cells.
• There are about two hundred different types of cells, such as nerve cells, blood cells, and muscle cells.

CLUSTERS OF CELLS
Cells that are similar in shape and perform the same function are collectively called tissues.
Skin is the part that covers and protects the body of animals. It is a group of cells. These are the epithelial tissues.
The body has different types of tissues, like nervous tissues and muscular tissues.
Nervous tissues are formed by the combination of nerve cells, and muscular tissues are formed by the combination of muscle cells.
Various such tissues are also found in plants.
Cells combine to form tissues. Many tissues combine to form various organs. For example: liver, heart.

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

Class 6 English Cousins From Across the Sea Summary

Cousins From Across the Sea Summary in English

It was the last period in the afternoon. Sona Teacher beamed at her children. The children knew that some good news was coming. She told them they would be going for a study tour the following month. She wanted to know where they wanted to go. Aisha said they should go to Lakshadweep. When asked why she preferred Lakshadweep, Aisha said her uncle worked there. He was a teacher. He said it was a beautiful place. Sona Teacher said it was a good idea. The entire class then agreed to go to Lakshadweep.

Sona Teacher asked the student if they knew the meaning of Lakshadweep. Aisha said it meant one lakh islands. Sona Teacher said the name meant that, but actually there were only 36 islands. Only ten of them are inhabited. She said that the islanders call Kerala “Kara”! They say like that because they are islanders and they think they live in water!

Hearth and Home (Unit 5) Naveen wanted to know why people wanted to visit the islands. The teacher said, “They are tourist spots. The sea around them is pleasing blue in colour. There is always a pleasant breeze blowing. The islands are full of coconut palms. Some islands have facilities for scuba diving.” The children didn’t know what scuba diving was. She explained: “SCUBA stands for Self Contained Underwater Breathing Apparatus. You can wear the apparatus. It contains oxygen for breathing under water. You can dive under water. You can see the sight under water for some time. It is a wonderful experience.”

Aparna wanted to know how to go to the islands. The teacher answered: “There are ships which take us to the islands from Kochi. One of the islands, Agathi, has an airport. There are regular flights to Bangalore and back, with a stop at Kochi.”

She continued her explanation: “People in nine islands speak Malayalam. Their Malayalam is called Jeseri. It comes from the word ‘jesr’ which means island. It is very different from our Malayalam here. But we can understand it. An islander says ‘nan fotte’ to mean ‘njan potte’! In Minicoy Island they speak a language called Mahal. Malayalam is the administrative language in all the islands.”

Shanthi said her mother has an islander friend. She came to her home once. She said that the islanders eat a lot of fish.

The teacher agreed. They eat a lot of fish. Fishing is one of their main occupations. Their staple food is rice and fish. Some of the fish they catch are canned and exported. Many of you have tasted the Tuna fish from the islands. They get a large variety of fish. In the lagoons around the islands there are plenty of fresh water fish also.

Revathi wanted to know if all the islanders live by fishing. The teacher answered: “Making coir is another important occupation. They also make ‘dweep chakkara’ from the coconut palms. I am sure you all have tasted ‘dweep chakkara’. Today there are many doctors, teachers and government servants among the islanders. Many of them work in Kerala and other states also.”

Jisha wanted to know what the people grew in the islands. The teacher said, “They grow only coconut palms. Coconut is an ingredient in all dishes. Everything else is imported from Kerala – rice, vegetables and fruits.”

Asim wanted to know if there were more things to see in the islands.

The teacher answered him: “There is a marine aquarium and museum at Kavaratti, the capital. There you can learn about the island’s marine life. Lakshadweep has a rich marine life, including fish, turtles, and dolphins. It is fine destination for marine exploration, Lakshadweep islands are coral atolls. The lagoons are a wonderful sight. You may also meet some famous islanders. There are famous writers, painters, and film-makers that come from there.”

Sona Teacher could see that all the children were excited.

She said, “We go to Lakshadweep in 3 weeks’ time. Get your parents’ permission. We’ll contact the Lakshadweep administration to get the tour permit. Let us say, ‘Bon Voyage”!

Cousins From Across the Sea Summary in Malayalam

ഉച്ചകഴിഞ്ഞുള്ള അവസാന പീരിയഡ് ആയിരുന്നു അത്. സോണ ടീച്ചർ തന്റെ കുട്ടികളെ നോക്കി പുഞ്ചി രിച്ചു. ചില നല്ല വാർത്തകൾ വരുമെന്ന് കുട്ടികൾക്ക് അറിയാമായിരുന്നു. അടുത്ത മാസം ഒരു പഠനയാ ത്രയ്ക്ക് പോകുമെന്ന് ടീച്ചർ അപ്പോൾ പറഞ്ഞു. അവർക്ക് എവിടേക്കാണ് പോകേണ്ടതെന്ന് അറിയാൻ ടീച്ചർ ആഗ്രഹിച്ചു. ലക്ഷദ്വീപിലേക്ക് പോകണമെന്ന് അയിഷ പറഞ്ഞു. എന്തുകൊണ്ടാണ് ലക്ഷദ്വീപ് ഇഷ്ടപ്പെടുന്നതെന്ന് ചോദിച്ചപ്പോൾ, തന്റെ അമ്മാവൻ അവിടെയാണ് ജോലി ചെയ്യുന്നതെന്നും അദ്ദേഹം ഒരു അധ്യാപകനാണെന്നും അയിഷ പറഞ്ഞു. അതൊരു മനോഹരമായ സ്ഥലമാണെന്ന് അദ്ദേഹം പറ ഞ്ഞിട്ടുണ്ട്. സോണ ടീച്ചർ അത് ഒരു നല്ല ആശയമാണെന്ന് പറഞ്ഞു. തുടർന്ന് മുഴുവൻ ക്ലാസും ലക്ഷദ്വീ പിലേക്ക് പോകാൻ സമ്മതിച്ചു.

ലക്ഷദ്വീപിന്റെ അർത്ഥം അറിയാമോ എന്ന് സോണ ടീച്ചർ വിദ്യാർത്ഥികളോട് ചോദിച്ചു. ഒരു ലക്ഷം ദ്വീപുകൾ എന്നാണ് അതിന്റെ അർത്ഥം എന്ന് അയിഷ പറഞ്ഞു. പേരിന്റെ അർത്ഥം അതാണ്. പക്ഷേ യഥാർത്ഥത്തിൽ 36 ദ്വീപുകൾ മാത്രമേ അവിടെ ഉള്ളൂ എന്ന് സോണ ടീച്ചർ പറഞ്ഞു. അവയിൽ പത്തെണ്ണത്തിൽ മാത്രമേ ജനവാസമുള്ളൂ. ദ്വീപുവാസികൾ കേരളത്തെ “കര ” എന്നാണ് വിളിക്കുന്നത്. അവർ പറഞ്ഞു. അവർ അങ്ങനെ പറയുന്നത് അവർ ദ്വീപുവാസികളായതിനാലും അവർ വെള്ളത്തി ലാണ് ജീവിക്കുന്നതെന്ന് അവർ കരുതുന്നതിനാലും ആണ്

ആളുകൾ ഈ ദ്വീപുകൾ സന്ദർശിക്കാൻ ആഗ്രഹിക്കുന്നത് എന്തുകൊണ്ടാണെന്ന് അറിയാൻ നവീൻ ആഗ്രഹിച്ചു. ടീച്ചൻ പറഞ്ഞു, “അവ വിനോദസഞ്ചാര കേന്ദ്രങ്ങളാണ്. ചുറ്റുമുള്ള കടൽ നീല നിറത്തിലാ ണ്. എപ്പോഴും സുഖകരമായ കാറ്റ് വീശുന്നു. ദ്വീപുകളിൽ തെങ്ങുകൾ നിറഞ്ഞിരിക്കുന്നു. ചില ദ്വീപുക ളിൽ സ്കൂബ ഡൈവിംഗിനുള്ള സൗകര്യങ്ങളുണ്ട്. കുട്ടികൾക്ക് സ്കൂബ ഡൈവിംഗ് എന്താണെന്ന് അറിയില്ലായിരുന്നു. അവർ വിശദീകരിച്ചു. “SCUBA എന്നാൽ സ്വയം നിയന്ത്രിത അണ്ടർവാട്ടർ ബ്രീത്തിംഗ് ഉപകരണം എന്നാണ്. നിങ്ങൾ ആ ഉപകരണം ധരിച്ചാൽ വെള്ളത്തിനടിയിൽ ശ്വസിക്കാൻ അതിൽ ഓക്സി ജൻ ഉണ്ട്. നിങ്ങൾക്ക് വെള്ളത്തിനടിയിൽ മുങ്ങി, കുറച്ച് സമയത്തേക്ക് വെള്ളത്തിനടിയിലെ കാഴ്ച കാണാൻ കഴിയും. അതൊരു അത്ഭുതകരമായ അനുഭവമാണ്.”

ദ്വീപുകളിലേക്ക് എങ്ങനെയാണ് പോകുന്നതെന്ന് അറിയാൻ അപർണ ആഗ്രഹിച്ചു. ടീച്ചർ മറുപടി പറ ഞ്ഞു. “കൊച്ചിയിൽ നിന്ന് ദ്വീപുകളിലേക്ക് ആൾക്കാരെ കൊണ്ടുപോകുന്ന കപ്പലുകളുണ്ട്. ദ്വീപുകളിൽ ഒന്നായ അഗതിയിൽ ഒരു വിമാനത്താവളമുണ്ട്. ബാംഗ്ലൂരിലേക്കും തിരിച്ചും പതിവായി വിമാനങ്ങളുണ്ട്. അതിന് കൊച്ചിയിൽ സ്റ്റോപ്പുണ്ട്.

അവർ വിശദീകരണം തുടർന്നു. “ഒൻപത് ദ്വീപുകളിലെയും ആളുകൾ മലയാളം സംസാരിക്കുന്നു. അവ രുടെ മലയാളം ജെരി എന്നാണ് അറിയപ്പെടുന്നത്. ദ്വീപ് എന്നർത്ഥം വരുന്ന ‘ജെസ്’ എന്ന വാക്കിൽ നിന്നാണ് ഇത് വരുന്നത്. നമ്മുടെ മലയാളത്തിൽ നിന്ന് ഇത് വ്യത്യസ്തമാണ്. പക്ഷേ നമുക്ക് അത് മന സ്സിലാക്കാൻ കഴിയും. ഒരു ദ്വീപുവാസി ‘നാൻ ഫോട്ടെ’ എന്ന് പറയുന്നതിന്റെ അർത്ഥം ‘ഞാൻ പോട്ടെ’ എന്നാണ്! മിനിക്കോയ് ദ്വീപിൽ അവർ മഹൽ എന്ന ഭാഷയാണ് സംസാരിക്കുന്നത്. എല്ലാ ദ്വീപുകളിലും ഭരണഭാഷ മലയാളമാണ്.

ശാന്തി തന്റെ അമ്മയ്ക്ക് ഒരു ദ്വീപുവാസിയായ സുഹൃത്ത് ഉണ്ടെന്ന് പറഞ്ഞു. ഒരിക്കൽ അവൾ അവളുടെ വീട്ടിൽ വന്നിരുന്നു. ദ്വീപുവാസികൾ ധാരാളം മത്സ്യം കഴിക്കുമെന്ന് അവൾ പറഞ്ഞു.

ടീച്ചർ സമ്മതിച്ചു. അവർ ധാരാളം മത്സ്യം കഴിക്കുന്നു. മീൻപിടുത്തം അവരുടെ പ്രധാന തൊഴിലുകളിൽ ഒന്നാണ്. അവരുടെ പ്രധാന ഭക്ഷണം അരിയും മീനുമാണ്. അവർ പിടിക്കുന്ന ചില മത്സ്യങ്ങൾ കാൻ ചെയ്ത് കയറ്റുമതി ചെയ്യുന്നു. നിങ്ങളിൽ പലരും ദ്വീപുകളിൽ നിന്നുളള ട്യൂണ മത്സ്യം രുചിച്ചിട്ടുണ്ടായി രിക്കും. അവർക്ക് വൈവിധ്യമാർന്ന മത്സ്യങ്ങൾ ലഭിക്കുന്നു. ദ്വീപുകൾക്ക് ചുറ്റുമുള്ള തടാകങ്ങളിൽ ധാരാളം ശുദ്ധജല മത്സ്യങ്ങളും ഉണ്ട്.

എല്ലാ ദ്വീപുവാസികളും മത്സ്യബന്ധനം നടത്തി ജീവിക്കുന്നവരാണോ എന്ന് അറിയാൻ രേവതി ആഗ ഹിച്ചു. ടീച്ചർ മറുപടി പറഞ്ഞു. “കയർ നിർമ്മാണം മറ്റൊരു പ്രധാന തൊഴിലാണ്. അവർ തെങ്ങുകളിൽ നിന്ന് ‘ദ്വീപ് ചക്കര’യും ഉണ്ടാക്കുന്നു. നിങ്ങളെല്ലാം ‘ദ്വീപ് ചക്കര’ രുചിച്ചിട്ടുണ്ടാകുമെന്ന് എനിക്ക് ഉറപ്പു ണ്ട്. ഇന്ന് ദ്വീപുവാസികൾക്കിടയിൽ ധാരാളം ഡോക്ടർമാരും അധ്യാപകരും സർക്കാൻ ജീവനക്കാരുമു ണ്ട്. അവരിൽ പലരും കേരളത്തിലും മറ്റ് സംസ്ഥാനങ്ങളിലും ജോലി ചെയ്യുന്നു.

ദ്വീപുകളിൽ ആളുകൾ എന്താണ് വളർത്തുന്നതെന്ന് അറിയാൻ ജിഷ് ആഗ്രഹിച്ചു. “അവർ തെങ്ങുകൾ മാത്രമേ വളർത്തുന്നുള്ളൂ. തേങ്ങ എല്ലാ വിഭവങ്ങളിലും ഒരു ചേരുവയാണ്. മറ്റെല്ലാം കേരളത്തിൽ നിന്ന് ഇറക്കുമതി ചെയ്യുന്നു. അരി, പച്ചക്കറികൾ, പഴങ്ങൾ” ടീച്ചർ പറഞ്ഞു.

ദ്വീപുകളിൽ കാണാൻ കൂടുതൽ കാര്യങ്ങൾ ഉണ്ടോ എന്ന് അറിയാൻ അസിം ആഗ്രഹിച്ചു.

അധ്യാപിക മറുപടി പറഞ്ഞു. “തലസ്ഥാനമായ കവരത്തിയിൽ ഒരു മറൈൻ അക്വേറിയവും മ്യൂസിയവു മുണ്ട്. ദ്വീപിലെ സമുദ്രജീവികളെക്കുറിച്ച് നിങ്ങൾക്ക് അവിടെ പഠിക്കാം. മത്സ്യം, ആമകൾ, ഡോൾഫിനു കൾ എന്നിവയുൾപ്പെടെ സമ്പന്നമായ സമുദ്രജീവികൾ ലക്ഷദ്വീപിലുണ്ട്. സമുദ്രപര്യവേക്ഷണത്തിന് ഇത് ഒരു മികച്ച സ്ഥലമാണ്. ലക്ഷദ്വീപുകൾ പവിഴദ്വീപുകളാണ്. ലഗൂണുകൾ ഒരു അത്ഭുതകരമായ കാഴ്ച യാണ്. നിങ്ങൾക്ക് ചില പ്രശസ്ത ദ്വീപുവാസികളെയും അവിടെ കാണാൻ കഴിയും. അവിടെ ജീവി

ക്കുന്ന പല പ്രശസ്ത എഴുത്തുകാരും, ചിത്രകാരന്മാരും, ചലച്ചിത്ര നിർമ്മാതാക്കളും ഉണ്ട്.”

എല്ലാ കുട്ടികളും ആവേശഭരിതരാണെന്ന് സോന ടീച്ചർക്ക് കാണാൻ കഴിഞ്ഞു.

അവർ പറഞ്ഞു. “മൂന്ന് ആഴ്ചയ്ക്കുള്ളിൽ നമ്മൾ ലക്ഷദ്വീപിലേക്ക് പോകും. നിങ്ങളുടെ മാതാപിതാക്ക ളുടെ അനുമതി നേടുക. ടൂർ പെർമിറ്റ് ലഭിക്കാൻ ഞങ്ങൾ ലക്ഷദ്വീപ് ഭരണകൂടവുമായി ബന്ധപ്പെടും. നമുക്ക് ‘ബോൺ വോയേജ്’ എന്ന് പറയാം!”

Cousins From Across the Sea Words Meanings

• beamed – smiled, ചിരിച്ചു
• realised – understood, മനസ്സിലായി
• entire – whole, full, മുഴുവൻ
• hazarded – took a risk, ഒരു റിസ്ക് എടുത്തു
• inhabited – where people lived , ആൾതാമസമുള്ള
• facilities – provisions, സൗകര്യങ്ങൾ
• scuba – short form for Self Contained Underwater Breathing Apparatus,
  ബാ – വെള്ളത്തിനടിയിൽ കുറച്ചുനേരം കിടന്ന് നീന്താൻ പറ്റിയ ഉപകരണം
• apparatus – instrument”, ഉപകരണം
• contains – has, carries, അടങ്ങിയിരിക്കുന്നു
• gazing – looking, നോക്കുക
• eagerly – with much interest, കൗതകത്തോടെ
• slightly – in a small way, ചെറിയരീതിയിൽ
• puzzled – confused, ആശയക്കുഴപ്പമുണ്ടായി
• administrative language – language used by the government offices, ഭരണഭാഷ
• occupations – jobs, ജോലികൾ
• staple food – main food, പ്രധാനഭക്ഷണം
• lagoons – bays, തടാകങ്ങൾ
• genuine – honest, സത്യസന്ധമായ
• ingredient – component, ചേരുവ
• imported – got from other places, or countries, ഇറക്കുമതി ചെയ്യുക
• marine – of the sea, സമുദ്രവുമായി ബന്ധപ്പെട്ട
• exciting – interesting, കൗതുകകരമായ
• destination – goal, ലക്ഷ്യം, എത്തേണ്ടസ്ഥലം
• exploration – search, discovery, അന്വേഷണം
• abroad – in foreign countries, മറ്റു രാജ്യങ്ങളിൽ
• scanned – looked carefully, സൂക്ഷിച്ചു നോക്കി
• contact – get in touch with, സമ്പർക്കം പുലർത്തുക
• administration – government, സർക്കാർ
• Bon Voyage – – have a good journey, യാത്രചെയ്യുമ്പോൾ പറയുന്ന അഭിവാദനം, വിഷ്