Passport-G4-Textbook-Maths-FY

Chapter Multiplication 5 I Will Learn About • multiplying 3-digit and 4-digit numbers. • properties of multiplication. • multiplying using standard and lattice algorithms. • multiplying mentally. Concept 5.1: Multiply 3-digit and 4-digit Numbers I Think Jasleen went to the stadium to watch a rugby match with her parents. She observed that the seats are arranged in many rows and columns. All the seats were occupied. She wanted to guess the total number of people who watched the match that day. How will she be able to do that? 5.1 I Recall We have learnt to multiply 2-digit and 3-digit numbers by 1-digit and 2-digit numbers. JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 51 47 28-12-2017 15:11:08

Let us solve the following to revise the concept of multiplication. TO H TO H TO H TO 39 256 589 875 ×2 ×3 ×4 ×5 5.1 I Remember and Understand Let us now learn to multiply 3-digit numbers by 3-digit numbers Standard algorithm is the and 4-digit numbers by 1-digit numbers. method of multiplication in which the product is Multiply a 3-digit number by a 3-digit number regrouped as ones and tens. Multiplying a 3-digit number by a 3-digit number is similar to multiplying a 3-digit number by a 2-digit number. Let us see an example. Example 1: Multiply: 159 × 342 Solution: To multiply the given numbers, follow these steps. Steps Solved Solve these Step 1: Multiply the multiplicand by the ones of the Th H T O T Th Th H T O multiplier, 11 526 159 that is, 159 × 2. ×235 ×342 Regroup if necessary. 318 Step 2: Put a 0 below the ones Th H T O place of the product obtained 23 in the above step. Multiply the multiplicand by the tens of the 11 multiplier, that is, 159 × 4. 159 ×342 Regroup if necessary. 318 6360 48 28-12-2017 15:11:09 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 52

Steps Solved Solve these Step 3: Put two 0s below the T Th Th H T O ones and the tens places of T Th Th H T O the product obtained in the 425 previous step. Multiply the 12 ×119 multiplicand by the hundreds of the multiplier, that is, 159 × 3. 23 T Th Th H T O Regroup if necessary. 301 11 Step 4: Add the products from 159 ×769 steps 1, 2 and 3. This sum gives ×342 the required product. 318 6360 4 7700 T Th Th H T O 12 23 11 159 ×342 318 + 6360 + 4 7 7 0 0 54 378 Multiply a 4-digit number by a 1-digit number Multiplying a 4-digit number by a 1-digit number is similar to multiplying a 3-digit number by a 1-digit number. Let us see an example. Example 2: Multiply: 3628 × 7 Solution: T Th Th H T O 4 15 3 628 ×7 2 5 396 Multiplication 49 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 53 28-12-2017 15:11:09

Th H T O Solve these Th H T O Th H T O 2568 1259 ×8 5689 ×4 ×2 Properties of Multiplication Identity Property: For any number ‘a’, a × 1 = 1 × a = a. 1 is called the multiplicative identity. For example, 461 × 1 = 1 × 461 = 461. Zero Property: For any number ‘a’, a × 0 = 0 × a = 0. For example, 568 × 0 = 0 × 568 = 0. Commutative Property: If ‘a’ and ‘b’ are any two numbers, then a × b = b × a. For example, 12 × 3 = 36 = 3 × 12. Associative Property: If ‘a’, ‘b’ and ‘c’ are any three numbers, then a × (b × c) = (a × b) × c. For example, 3 × (4 × 5) (3 × 4) × 5 3 × 20 12 × 5 60 60 (3 × 4) × 5 = 3 × (4 × 5) Distributive Property: 1) If 'a', 'b' and 'c' are any three numbers, then: a × (b + c) = (a × b) + (a × c). For example, 2 × (3 + 5) = (2 × 3) + (2 × 5). 2 × 8 = 6 + 10 16 = 16 Multiplication distributes over addition. 50 28-12-2017 15:11:09 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 54

2) If 'a', 'b' and 'c' are any three numbers then: a × (b − c) = (a × b) − (a × c). For example, 2 × (8 − 5) = (2 × 8) − (2 × 5). 2 × 3 = 16 − 10 6 = 6 Multiplication distributes over subtraction. Train My Brain Solve the following: a) 222 × 333 b) 692 × 132 c) 5632 × 4 5.1 I Apply Let us see a few real-life examples involving multiplication of 4-digit numbers. Example 3: Neena had 450 pencils in a box. There were 212 T Th Th H T O such boxes. How many pencils did Neena have 1 Solution: in all? 1 450 Number of pencils in a box = 450 ×212 Number of such boxes = 212 1900 + 4500 Total number of pencils = 450 × 212 Therefore, Neena had 95400 pencils. +9 0 0 0 0 9 5400 Example 4: 3542 students went to school from each town. There were 4 such towns. How many students went to school? Solution: Number of students who went to school from each town = 3542 Number of towns = 4 T Th Th H T O Total number of students who went to school 21 = 3542 × 4 Therefore, 14168 students went to school. 3542 ×4 1 4168 Multiplication 51 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 55 28-12-2017 15:11:09

5.1 I Explore (H.O.T.S.) We know that the smallest 4-digit number is 1000 and the largest 4-digit number is 9999. Let us multiply the largest 4-digit number by the smallest and the largest 1-digit numbers. Example 5: Multiply the largest 4-digit number by the smallest Th H T O 1-digit number. 9999 Solution: The largest 4-digit number = 9999 ×1 9999 The smallest 1-digit number = 1 We know that the product obtained when any number is multiplied by 1 is the number itself. Therefore, 9999 × 1 = 9999. Example 6: Multiply the largest 4-digit number by the largest T Th Th H T O 1-digit number. Solution: The largest 4-digit number = 9999 888 The largest 1-digit number = 9 9999 Therefore, 9999 × 9 = 89991. ×9 8 9991 Concept 5.2: Multiply Using Lattice Algorithm I Think Jasleen knows how to multiply a 3-digit number by a 2-digit number. But she makes some mistakes. She wants a simple method for multiplication. Do you know any such method? 5.2 28-12-2017 15:11:09 I Recall We know multiplication using standard algorithm. Let us recall the standard algorithm of multiplication by solving the following sum. 52 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 56

H TO Th H T O Th H T O Th H T O 22 542 142 1243 ×6 ×4 ×8 ×2 5.2 I Remember and Understand Let us now learn to multiply 2-digit and 3-digit numbers using lattice algorithm. The important features of the lattice algorithm: There are two ways to • Setting up the lattice before we begin multiplying multiply numbers: • Doing all the multiplications first, followed by additions 1) Standard Algorithm • There is no carry over in the multiplication phase of the algorithm 2) Lattice Algorithm Let us use the lattice algorithm to multiply: 1) a 2-digit number by a 1-digit number and a 2-digit number 2) a 3-digit number by a 2-digit number Multiply a 2-digit number by a 1-digit number and a 2-digit number Multiplying a 2-digit number by a 1-digit number and a 2-digit number is similar to multiplying a 1-digit number by a 1-digit number. Let us see an example. Example 7: Multiply: a) 29 × 3 b) 43 × 52 Solution: Construct the lattice as shown. Steps Solved Solved Solve these a) 29 × 3 b) 43 × 52 3 2× Step 1: (a) Number of rows = 4 Number of digits in the 2 multiplier. (b) Number of columns = Number of digits in multiplicand. Multiplication 53 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 57 28-12-2017 15:11:10

Steps Solved × Solved × Solve these a) 29 × 3 b) 43 × 52 Step 2: Write the 5 2× multiplicand along the 29 43 top of the lattice and the 4 multiplier along the right, 3 5 6 one digit for each row or column. Draw diagonals to 2 6 1× divide each box into parts as shown. 2 9× 4 3× 4 4 Step 3: Multiply each digit 2 2015 5 of the multiplicand by 73 5 7× each digit of the multiplier. 2 Write the products in 3 the cells where the 2 9× 4 3 × 1 corresponding rows and 0 2 columns meet. 273 1 5 6 0 5 Step 4: If the product is a 2 single digit number, put 0 0 0 in the tens place. 8 6 (2 × 3 = 6) = 06 Step 5: Add the numbers 2 9 × 43 × 6 3× along the diagonals 0 2 from the right to find 06 32 21 5 3 the product. Regroup if 7 needed. Write the sum 8 0 5 2 3 from left to right. 7 10 0 Therefore, 286 29 × 3 = 087 = 87 3 6 Therefore, 43 × 52 = 2236. Multiply a 3-digit number by a 2-digit number Multiplying a 3-digit number by a 2-digit number is similar to multiplying a 2-digit number by a 2-digit number. Let us see an example. 54 28-12-2017 15:11:10 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 58

Example 8: Multiply: 168 × 48 Solution: Construct a lattice as shown such that: (a) Number of rows = Number of digits in the multiplier. (b) Number of columns = Number of digits in multiplicand. Steps Solved 8 × Solve these × 168 × 48 17 2 Step 1: Write the multiplicand 16 4 4 along the top of the lattice. Write the multiplier along the right, one 8 2 digit for each row or column. Draw diagonals to divide each box into parts as shown. Step 2: Multiply each digit of the 1 6 8× 2 6 2× multiplicand by each digit of the multiplier. Write the products in 0 2 34 3 the cells where the corresponding 4 4 2 rows and columns meet. 8 8 Step 3: If the product is a single 1 6 8 × 1 7 1× digit number, put 0 in the tens 2 place. 0 3 4 3 4 4 2 1 4 8 0 6 3 4 2× 8 8 4 3 Step 4: Add the numbers along 1 6 8× 2 the diagonals to find the product and write the sum from left to 0 2 3 4 right. 4 2 8 4 0 4 6 8 0 4 28 6 8 4 01 Therefore, 168 × 48 = 8064. Multiplication 55 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 59 28-12-2017 15:11:10

Train My Brain Multiply the following using the lattice method. a) 54 × 3 b) 78 × 21 c) 375 × 27 5.2 I Apply Let us now see a few real-life examples involving multiplication of 3-digit numbers. Example 9: T here are 345 students in each class. Pooja’s 3 4 5 × school has 12 such classes. How many 0 0 students are there in her school? 0 1 3 4 5 1 2 Solution: Number of students in each class = 345 00 0 Number of such classes in Pooja’s school = 12 4 6 8 Total number of students 1 40 = 345 × 12 = 4140 Therefore, there are 4140 students in Pooja’s school. Example 10: 42 people were sitting in a row of a stadium to enjoy a cricket match. How Solution: many people would be there in all if there were 35 such rows? Number of people sitting in one row = 42 42 × Number of rows = 35 10 3 Train M1 y Bra2in 6 5 Total number of people in 35 rows = 42 × 35 = 1470 2 1 40 0 Therefore, there are 1470 people in the stadium. 70 5.2 I Explore (H.O.T.S.) We know how to multiply numbers using lattice algorithm. Let us see if we can analyse and solve the following. Example 11: Find the missing numbers. 23___ × 4___= 9954 56 28-12-2017 15:11:10 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 60

2 3 ? × 0 1 08 n2 8 4 2 0 0 1 ? 94 4 6 9 54 Solution: We can see that the box in the top right corner has the number 28. It is the product of 4 and ?. That is, 4 × ? = 28 4 × 7 = 28 So, 7 is the first unknown number. Similarly, the box in the bottom left corner has 04. It is the product of 2 and?. That is, 2 × ? = 04 2 × 2 = 04 So, the second unknown number is 2. So, the required numbers are 7 and 2 so that 237 × 42 = 9954. Concept 5.3: Mental Maths Techniques: Multiplication I Think Jasleen’s rose garden has rose plants planted in 7 rows. There are 8 plants in each row. Jasleen wanted to find out the total number of rose plants in her garden. How can she find that mentally? 5.3 I Recall To learn how to complete multiplication facts by adding partial products mentally, we must memorise tables from 1 to 5 and 10. For example, we know that 6 × 5 = 30. As 6 = 4 + 2, we have (4 + 2) × 5 = (4 × 5) + (2 × 5) = 20 + 10 = 30. Multiplication 57 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 61 28-12-2017 15:11:11

5.3 I Remember and Understand Let us now understand how to complete multiplication facts by While multiplying two adding the products mentally. numbers mentally, we Example 12: Find the answer by adding the products. split the larger number 8×9 into two parts. Solution: Steps Solved Solve this , 8×9 7×6 Step 1: Check by how much is the larger number more than 5. The larger number is 9, The larger number is and from 5, we count 6, and from 5, we count 7, 8 and 9. So, 9 is 4 more and . So, is than 5. more than 5. + = Step 2: Write the number as the 5 + 4 = 9 sum of 5 and the other number. 5 × = and Step 3: Multiply the numbers of 5 × 8 = 40 and × = the sum by the smaller number. 4 × 8 = 32 Use memorised tables of 1 to 5 + = and 10 to solve mentally. Therefore, 7 × 6 = . Step 4: Add both the products 40 + 32 = 72 from step 3 to get the final Therefore, 8 × 9 = 72. answer. Example 13: Find the answer by adding the products: 14 × 6 Solution: Steps Solved Solve this 14 × 6 12 × 8 Step 1: Check by how much is The larger number is 14, The larger number is ____, the larger number more than 10. and from 10, we count and from 10 we count 11, 12, 13 and 14. So, 14 is and . So is 4 more than 10. more than 10. 58 28-12-2017 15:11:11 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 62

Steps Solved Solve this 14 × 6 12 × 8 Step 2: Write the larger number as the sum of 10 and the other 10 + 4 = 14 + = number. 10 × = Step 3: Multiply the sum in the 10 × 6 = 60 and and previous step by the smaller 4 × 6 = 24 × = number given, using memorised tables of 1 to 5 and 10. + = Therefore, 12 × 8 = Step 4: Add both the products 60 + 24 = 84 . from step 3 mentally to get the Therefore, 14 × 6 = 84. final answer. Train My Brain Find the answer by adding the products. a) 18 × 7 b) 13 × 4 c) 11 × 6 5.3 I Apply We have learnt some easy ways of completing multiplication facts by adding the products mentally. Let us now see some examples where we apply this concept. Example 14: Rohit works for 8 hours in a day. He works 6 days in a week. For how many hours does he work in a week? Solution: Number of hours Rohit works in a day = 8 Number of days he works in a week = 6 Total number of hours Rohit works in a week = 8 × 6 The larger number is 8, and it is 3 more than 5. As 8 = 5 + 3, 8 × 6 = (5 × 6) + (3 × 6) = 30 +18 = 48. Therefore, Rohit works for 48 hours in a week. Multiplication 59 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 63 28-12-2017 15:11:11

Example 15: Jaya’s father bought 7 boxes of mangoes, with 12 mangoes in each box. How many mangoes did Jaya’s father buy in all? Solution: Number of boxes of mangoes Jaya's father bought = 7 Number of mangoes in each box = 12 Total number of mangoes = 12 × 7 The larger number is 12, and it is 2 more than 10. So, 12 = 10 + 2. Hence, 12 × 7 = (10 × 7) + (2 × 7) = 70 + 14 = 84. Therefore, Jaya’s father bought 84 mangoes in all. 5.3 I Explore (H.O.T.S.) Let us now see some more examples where we multiply larger numbers mentally. Example 16: Find the answer by adding the products: 17 × 7 Solution: Steps Solved Solve this , 17 × 7 19 × 9 Step 1: Check by how much is the larger number more The larger number is 17, The larger number is than 10. and from 10 we count 11, 12, 13, 14, 15, 16 and from 10 we count and 17. So, 17 is 7 more than10. , , , , , , , , and . So, is more than 10. Step 2: Take the number from Number from step 1 is 7, Number from step 1 is , step 1 and check by how and from 5, we count 6 much it is more than 5. and 7. and from 5, we count , , and . So, is more So, 7 is 2 more than 5. than 5. Step 3: Write the three 10 + 5 + 2 = 17 + + = numbers whose sum is the larger number. 60 28-12-2017 15:11:11 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 64

Steps Solved Solve this 17 × 7 19 × 9 Step 4: Multiply each number of the sum in 10 × 7 = 70 10 × = the previous step by the 5 × 7 = 35 5 × = smaller given number. Use 2 × 7 = 14 × = memorised tables of 1 to 5 and 10 to solve mentally. 70 + 35 + 14 = 119 + + = Therefore, 17 × 7 = 119. Therefore, 19 × 9 Step 5: Add all the three = . products from step 4 to get the final answer. Maths Munchies Let us see how to multiply two 2-digit numbers, 13 and 21, quickly. 213 For the multiplicand 13, draw 1 tens as 1 green line and 3 ones as 3 pink lines. For the multiplier 21, draw 2 tens as 2 red lines and 1 ones as 1 yellow line. Count the number of dots at each intersection as shown. Add the numbers in the middle column. Here, 6 + 1 = 7. Write the number starting from the left. So, the product is 273. 1 1 ones of 21 3 2 3 ones of 13 1 tens of 13 2 tens of 21 6 This method is also called as the Chinese-stick multiplication method. Multiplication 61 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 65 28-12-2017 15:11:11

Connect the Dots Social Studies Fun The oldest known multiplication table was found written on bamboo strips in China around 2300 years ago. Modern multiplication tables are said to have been written down by the famous Greek mathematician Pythagoras. It is also called the Table of Pythagoras in many other languages. English Fun The word ‘Lattice’ in lattice algorithm is not an English word originally. The word is taken from ‘lattis’, in old French language which itself has been taken from ‘latte’ or ‘lath’, that means the wire mesh used for backing in the old German language. Drill Time Concept 5.1: Multiply 3-digit and 4-digit Numbers 1) Multiply a 3-digit number by a 3-digit number. a) 247 × 567 b) 509 × 121 c) 892 × 469 d) 731 × 691 2) Multiply a 4-digit number by a 1-digit number. a) 6741 × 4 b) 3456 × 8 c) 9258 × 9 d) 5555 × 5 3) Word problems a) Pranav makes 253 cotton bags in a day. How many bags will he be able to make in the year 2017? [Hint: 2017 is not a leap year] b) Tanya bought sweaters as Christmas gifts for her 7 cousins. If one sweater costs ` 2734 , then how much money in all did she spend for the gifts? Concept 5.2: Multiply Using Lattice Algorithm 4) Multiply a 2-digit number by a 2-digit number. a) 24 × 32 b) 56 × 15 c) 13 × 39 d) 67 × 51 62 28-12-2017 15:11:11 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 66

Drill Time 5) Multiply a 3-digit number by a 2-digit number. a) 158 × 17 b) 451 × 39 c) 651 × 67 d) 721 × 41 6) Word problems a) A movie theatre sold 127 tickets for a movie. Cost of one ticket was ` 85. How much money did the theatre owner earn from that movie? b) There are 47 students in Class 3. Answer sheets were given to each student for Maths exam. If one answer sheet has 15 pages, then how many total sheets of paper were used for the exam? Concept 5.3: Mental Maths Techniques: Multiplication 7) Multiply the following: a) 9 × 7 b) 9 × 6 c) 11 × 7 d) 14 × 6 e) 13 × 8 8) Word problems a) There are 14 players in a football team. If 8 teams are participating in the district level football tournament, then how many pairs of boots are needed for them? b) Megha eats 8 chappatis daily. How many chappatis does she eat in a week? A Note to Parent Help your child understand and practise the Chinese method of multiplication using straws of different colours. Multiplication 63 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 67 28-12-2017 15:11:11

Chapter Time 6 I Will Learn About • reading and writing time. • the 12-hour and the 24-hour clock formats. • converting 12-hour clock to 24-hour clock format and vice versa. • the terms ‘duration’, ‘end time’ and ‘start time’. • problems involving estimation of time. Concept 6.1: Duration of Events I Think Jasleen was going to school. When she started from home, the time shown by the clock was . Jasleen was easily able to read it as 8 o’clock. When she reached the school, the time shown by the school clock was Jasleen’s found it difficult to read the time from the clock. Can you tell what time it is? 6.1 I Recall There are 24 hours in a day. In a clock, the hour hand shows hours and completes one turn in 12 hours. 64 28-12-2017 15:11:12 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 68

The minute hand shows minutes and takes one turn in one hour. We have learnt to read time to the nearest hour and minutes when the minute hand is on any one of the numbers on the clock. Let us recall the concept by writing the time for the clocks shown below: Read the time shown by the clocks given: a) b) c) d) 6.1 I Remember and Understand Observe this clock. The long hand is called the minute hand. The short hand is called the hour hand. It has numbers from 1 to 12 on its face. B etween 12 and 1, there are four lines. Between 1 and 2, there are four lines. They divide the space between two consecutive numbers into five equal parts. Each division between these consecutive numbers indicates a minute. Thus, these sixty divisions together make 60 minutes or 1 hour. Example 1: Let us read the time shown by these clocks. One is done for you. a) b) c) Time 65 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 69 28-12-2017 15:11:12

a) The hour hand has b) T he hour hand has c) T he hour hand has crossed 10. crossed ____________. crossed ____________.. The minute hand is on the The minute hand is on the The minute hand is on the third division after 2. So, the minutes is (2 × 5 + 3) = __________. ___________. 13 minutes. So, the minutes is ________. So, the minutes is ________. Therefore, the time shown is 10:13. The time is ________. The time is ________. We have learnt to read and write time in the 12-hour clock format. Now, let us learn to read time in the 24-hour clock format. In 12-hour clock format: • The hour hand of the clock goes around the clock face (dial) twice in 24 hours. • T o identify morning or evening, we write a.m. or p.m. along with the time. In 24-hour clock format: • The time is expressed as a 4-digit number (hhmm) followed by ‘h’ to denote hours. 12-hour clock time 24-hour clock time Read as 4:20 a.m. 0420 h Four twenty hours 11:40 a.m. 1140 h Eleven forty hours 5:30 p.m. 1730 h Seventeen thirty hours 7:35 p.m. 1935 h Nineteen thirty-five hours • H ere, the first two digits from the left tell us the hours and the next two digits tell us the minutes. • We do not write a.m. or p.m. • 12 o’clock at midnight is written as 0000 h. • 1 2 o’clock in the afternoon is written as 1200 h. The time before noon is written in the 12-hour format but without a.m. For example, 5:30 a.m. is written as 0530 hours. • T he time post noon is written by adding 12 to the number of hours. • When the number of hours is more than 12, then the time indicates post noon. For example, 1730 h, 1815 h, 2210 h and so on. • W hen the hour hand is at 12 and the minutes are more than 00, the time is past noon and we write p.m. along with the number. For example, 1220 h = 12:20 p.m. (Here, we do not subtract 12 from hours.) 66 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 70 28-12-2017 15:11:12

Do you know? To convert the time in 24-hour clock to12-hour clock format, we subtract • R ailways/Airlines/Armed forces use the 12 from the number of hours and 24-hour clock to record time. write p.m. after the difference. • The 24-hour clock is used in digital watches. Example 2: Convert the given time to 12-hour To convert time from 12-hour clock clock format. into 24-hour clock for the time after 12 noon, we add 12 to the number of a) 1320 h b) 0550 h hours and omit writing p.m. c) 0915 h d) 2105 h e) 1800 h f) 1945 h g) 2355 h h) 0030 h Solution: The 12-hour clock format are given below. a) (13 – 12):20 = 1:20 p.m. b) 5:50 a.m. c) 9:15 a.m. d) (21 – 12): 05 = 9:05 p.m. e) (18 – 12):00 = 6 p.m. f) (19 – 12): 45 = 7:45 p.m. g) (23 – 12):55 = 11:55 p.m. h) (00 + 12):30 = 12:30 a.m. We have learnt how to read and show time, exact to minutes and hours. Let us now consider an example that involves finding the length of time between two given times. Example 3: The clocks given show the start time and end time of a Maths class in a school. How long was the Maths class? Solution: The start time is 9:00 and the end time is 9:45. So, the time between is the length of the Maths class = 9:45 – 9:00 = 45 minutes The time between two given times is called the length of time or time duration or time interval. It is given by the difference of end time and start time. Time 67 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 71 28-12-2017 15:11:12

Train My Brain c) 3:32 Draw the hands of a clock to show: a) 6:12 b) 11: 43 6.1 I Apply Let us see a real-life example involving duration of time. Example 4: Neha went to the airport to see off her uncle. There she saw the departure time for Flight 142 to Hyderabad as 1102 h. What was the time of departure of the flight in the 12-hour clock time? Solution: Time of departure of the flight = 1102 h 1102 h is in hhmm form. Since 11 < 12, the given time is a.m. Therefore, the given time in 12-hour clock is 11: 02 a.m. 6.1 I Explore (H.O.T.S.) Let us now see a few more real-life examples involving the duration of time. Example 5: Anil took a flight from Delhi at 10:10 p.m. and reached Hyderabad in 2 hours 5 minutes. At what time did the flight reach Hyderabad? Solution: Start time of the flight = 10:10 p.m. Duration of travel = 2 hours 5 minutes End time = Start time + Duration = 10:10 p.m. + 2 hours 5 minutes = 12:15 a.m. (After 12 midnight, time is taken as a.m.) Therefore, Anil’s flight reached Hyderabad at 12:15 a.m. Example 6: A movie began at 5:35 p.m. Lucky switched on the TV at 6:23 p.m. For how much time did Lucky miss the movie? Solution: Start time of the movie = 5:35 p.m. Time at which Lucky switched on the TV = 6:23 p.m. 68 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 72 28-12-2017 15:11:12

5:35 pm to 6 p.m. = 25 minutes 6 pm to 6:23 p.m. = 23 minutes The time for which Lucky missed the movie = (25 + 23) = 48 minutes Therefore, Lucky missed the movie for 48 min. Example 7: When Shruti was having her breakfast, the clock showed 7:45. Express the time in the 12-hour and 24-hour clock formats? Solution: The time when Shruti was having her breakfast = 7:45 This time in the 12 hour clock time is 7:45 a.m. In the 24-hour clock time, it is 0745 h. Concept 6.2: Estimate Time I Think Jasleen’s father was trying to book flight tickets from Mangalore to Dubai. He asked Jasleen to see the flight timings. He wanted her to find the time it would take for him to reach Dubai. Do you know how to find that? 6.2 I Recall The time from midnight 12 to midday 12 is 12 hours. The time from midday 12 to midnight 12 is 12 hours. Observe this timeline. 12 12 Mid Mid night night 12 hours Mid 12 hours Morning day Afternoon / Evening The time after midnight is written with a.m. after it. The time after midday is written with p.m. after it. So, 4 o’clock in the morning is 4 a.m., and 4 o’clock in the evening is 4 p.m. We can show the time in the morning or evening on a clock face. We know how to find the length of the time between two given times. Time 69 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 73 28-12-2017 15:11:12

Now, let us compare the different units of time. • A minute is a shorter period of time than an hour. • An hour is shorter than a day. A day is shorter than a week. • A week is shorter than a month. • A month is shorter than a year. Express the following in a.m. or p.m. a) 3:30 in the morning b) 11:45 before noon c) 12:15 at midnight d) 5 in the evening 6.2 I Remember and Understand We have learnt how to find the duration of time with the help of start time and end time. Let us understand this through a few examples. Duration = End time – Start time End time = Start time + Duration Example 8: If an event starts at 1:15 p.m. and it takes Start time = End time – Duration 2 hours to get over, then by what time will the event end? Solution: The start time of the event = 1:15 p.m. Duration of the event = 2 hours End time of the event = Start Time + Duration = 1:15 p.m. + 2 hours = 3:15 p.m. Therefore, the end time of the event is 3:15 p.m. Example 9: If a dance class ends at 9:20 a.m. and has taken 1 hour 15 minutes to complete, when did it begin? Solution: The end time of the dance class = 9:20 a.m. Duration of the class = 1 hour 15 minutes Start time of the class = End Time – Duration = 9:20 a.m. – 1 hour 15 minutes = 8:05 a.m. Therefore, the dance class began at 8:05 a.m. Example 10: Ravi’s swimming class is for a duration of 1 h 50 min. If the class begins at 10:15 a.m., at what time does it end? 70 28-12-2017 15:11:12 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 74

Solution: Duration of Ravi’s swimming class = 1 h 15 min The start time of the class = 10:15 a.m. The end time of the class = 10:15 a.m. + 1 h 15 min = (10 + 1) h + (15 + 15) min = 11 h 30 min Therefore, Ravi’s swimming class ends at 11:30 a.m. Example 11: On the Sports day of a school, the indoor games competition begins at 11:40 a.m. If the competition goes on for 2 hours, at what time will it end? Solution: Start time of indoor games competition = 11:40 a.m. Duration of competition = 2 hours End time = Start time + Duration = 11:40 a.m. + 2 h = 1:40 p.m. Example 12: Our school’s annual day begins at 5:30 p.m. and would end after 5 h 12 min. At what time will it end? Express the end time in the 24-hour clock format. Solution: Start time of our annual day = 5:30 p.m. Duration of the celebration = 5 h 12 min End time = Start time + Duration = 5:30 p.m. + 5 h 12 min = 10:42 p.m. Therefore, the annual day ended at 10:42 p.m. In 24-hour clock time, it is (10 + 12) 42 h = 2242 h. Train My Brain Find the time interval between the following: a) 4:30 a.m. and 2:30 p.m. b) 10:25 a.m. and 4:30 p.m. 6.2 I Apply Let us see a few real-life examples involving the estimation of time. Time 71 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 75 28-12-2017 15:11:13

Example 13: Radha participated in a drawing competition which was scheduled for one hour starting at 9 a.m. If Radha completes her drawing 15 minutes before the end time, at what time does she complete her drawing? Solution: Drawing competition was for 1 hour, starting at 9 a.m. So, the competition was scheduled to end at 10 a.m. Radha completed her drawing 15 minutes before the end time. That is, she took (60 – 15) minutes that is 45 minutes for the drawing. 45 minutes from 9 a.m. is 9:45 a.m. Therefore, the time at which Radha completed her drawing was 9:45 a.m. Example 14: Leela goes for the music class at 4:48 p.m. and comes back at 6:45 p.m. How much time does she spend in the class? Solution: Start time of Leela’s music class is 4:48 p.m. End time of Leela’s music class is 6:45 p.m. 4:48 p.m. _1_2__m__in__u_te__s_ 5 p.m. ___1_h_o__u_r__ 6 p.m. 4__5_m__in__u_t_e_s 6:45 p.m. Time spent by Leela in the class = 1 hour + 45 minutes + 12 minutes = 1 hour 57 minutes Therefore, Leela spent 1 hour 57 minutes in the class. 6.2 I Explore (H.O.T.S.) Let us consider another example that involves estimating time. Example 15: On 12th February, Raju saw the calendar and circled 21st March as his father’s birthday. He wanted to buy a gift for his father. How many days are left for him to buy the gift? Solution: Since it is not mentioned as a leap year, we assume the number of days in February to be 28. Days in February = 28 – 11 = 17 Days in March = 21 Total number of days = 17 + 21 = 38 Therefore, there are 38 days from 12th February to 21st March for Raju to buy a gift for his father. 72 28-12-2017 15:11:13 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 76

Maths Munchies 213 One hour is divided into sixty minutes and one minute is divide into sixty seconds. The number 60 was probably chosen for its mathematical convenience. It is exactly divisible by many smaller numbers: 2, 3, 4, 5, 6, 10, 12, 15, 20 and 30. Connect the Dots Social Studies Fun The Earth’s rotation about its own axis takes 24 hours. Science Fun A sundial is a tool that uses the position of the Sun to measure time, typically involving a shadow cast across a marked surface. Drill Time Concept 6.1: Duration of Events 1) Find the duration of time (in 24-hour clock) from the given start time and end time. a) Start Time = 12:00 and End Time = 02:15 b) Start Time = 15:00 and End Time = 19:00 c) Start Time = 3:15 and End Time = 7:20 d) Start Time = 7:20 and End Time = 10:41 e) Start Time = 5:56 and End Time = 7:57 Time 73 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 77 28-12-2017 15:11:13

Drill Time 2) Read the times on the clocks and write them in the 12-hour and 24-hour formats. a) b) Evening Afternoon c) d) Morning Afternoon e) f) Evening Night 28-12-2017 15:11:13 74 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 78

Drill Time 3) Word problems a) Karthik started his running race at 8:20 a.m. and finished it at 8:45 a.m. For how long did he run? b) Shirish was eating his dinner when it was 10:36 in the clock. What is the time in 12-hour and 24-hour clock formats? Concept 6.2: Estimate Time 4) Word problems a) If Sohail’s magic show begins at 5:56 p.m. and lasts for 2 hours, at what time does his show end? b) Sunny’s karate class lasted for 4 hours. If it ended at 8:20 p.m., when did it begin? A Note to Parent Help your child build his or her own sundial. Go outdoors with your family on a sunny afternoon. Explain to your child how shadows are formed and how people in the olden days used to measure time using shadows. Time 75 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 79 28-12-2017 15:11:13

Chapter Division 7 I Will Learn About • dividing 4-digit numbers by 1-digit and 2-digit numbers. • dividing 3-digit numbers by 2-digit numbers. • properties of division. Concept 7.1: Divide Large Numbers I Think Jasleen and seven of her friends want to share 3540 papers equally among themselves. Do you think the papers can be divided, without some being left over? 7.1 I Recall Recall that we can write two multiplication facts for a division fact. For example, a multiplication fact for 45 ÷ 9 = 5 can be written as 9 × 5 = 45 or 5 × 9 = 45. 45 ÷ 9 = 5 ↓ ↓ ↓ Dividend Divisor Quotient The number that is divided is called the dividend. The number that divides is called the divisor. The number of times the divisor divides the dividend is called the quotient. 76 28-12-2017 15:11:13 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 80

Factors Factors Multiplicand × Multiplier = Product Multiplicand × Multiplier = Product 5 × 9 = 45 9 × 5 = 45 ↓ ↓ ↓ ↓ ↓ ↓ Divisor Quotient Dividend Divisor Quotient Dividend The part of the dividend that remains without being divided is called the remainder. Let us solve the following to revise the concept of division. a) 72 ÷ 9 b) 42 ÷ 3 c) 120 ÷ 5 d) 80 ÷ 4 e) 24 ÷ 1 7.1 I Remember and Understand In Class 3, we have learnt that division means equal sharing and equal grouping of things. Let us now understand the division of large numbers. Division and Division of a 4-digit number by a 1-digit number multiplication are Dividing a 4-digit number by a 1-digit number is similar to that of a reverse operations. 3-digit number by a 1-digit number. Example 1: Solve: 2065 ÷ 5 Solution: Steps Solved Solve these Step 1: Check if the thousands digit of the )5 2065 )7 3748 dividend is greater than the divisor. If it is not, consider the hundreds digit also. 2 is not greater than 5. So, consider 20. Step 2: Find the largest number in the 4 multiplication table of the divisor that can be subtracted from the 2-digit number of )5 2065 the dividend. Write the quotient. Write the product of the quotient and divisor below -2 0 the dividend. 5 × 4 = 20 5 × 5 = 25 25 > 20 Step 3: Subtract and write the difference. 4 Dividend = _____ Divisor = ______ )5 2065 Quotient = ____ Remainder = ___ -20 0 Division 77 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 81 28-12-2017 15:11:13

Steps Solved Solve these Step 4: Check if difference < 0 < 5 (True) divisor is true. )3 2163 4 If it is false, the division is incorrect. Dividend = _____ Step 5: Bring down the tens digit of the )5 2065 Divisor = ______ dividend and write it near the remainder. Quotient = ____ −20↓ Remainder = ___ 06 )5 1555 Step 6: Find the largest number in the 5×1=5 multiplication table of the divisor that can 5 × 2 = 10 Dividend = _____ be subtracted from the 2-digit number in 5 < 6 < 10 Divisor = ______ the previous step. So, 5 is the required Quotient = ____ number. Remainder = ___ Step 7: Write the factor of the required 41 number, other than the divisor, as the quotient. )5 2 0 6 5 Write the product of the divisor and the − 20 ↓ quotient below the 2-digit number. 06 Then subtract them. − 05 01 Step 8: Repeat steps 6 and 7 till all the digits 1 < 5 (True) of the dividend are brought down. 4 13 Check if remainder < divisor is true. )5 2 0 6 5 Stop the division. (If this is false, the division is incorrect.) −2 0 ↓ 06 − 05 0 15 − 015 000 Step 9: Write the quotient and the Quotient = 413 remainder. Remainder = 0 Step 10: Check if (Divisor × Quotient) + 5 × 413 + 0 = 2065 Remainder = Dividend is true. If this is false, 2065 + 0 = 2065 the division is incorrect. 2065 = 2065 (True) 78 28-12-2017 15:11:14 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 82

Division of a 3-digit number by a 2-digit number Let us understand the division of 3-digit numbers by 2-digit numbers, through some examples. Example 2: Divide: 414 ÷ 12 Solution: )Write the dividend and the divisor as Divisor Dividend Steps Solved Solve these Step 1: Guess the quotient by thinking of )12 414 dividing 41 by 12. )14 324 Find the multiplication fact which has 12 × 3 = 36 the number less than or equal to the 12 × 4 = 48 dividend and the divisor. 36 < 41 < 48 So, 36 is the number to be subtracted from 41. Step 2: Write the factor other than the Write 3 in the quotient and dividend and the divisor as the quotient. 36 below 41, and subtract. Then bring down the next Dividend = _____ number in the dividend. Divisor = ______ 3 Quotient = ____ )12 414 −36 ↓ 054 Remainder = ___ Step 3: Guess the quotient by thinking of 12 × 4 = 48 dividing 54 by 12. 12 × 5 = 60 )16 548 Find the multiplication fact which has 48 < 54 < 60 Dividend = _____ the number less than or equal to the So, 48 is the number to be Divisor = ______ dividend and divisor. Write the factor subtracted from 54. Quotient = ____ other than the dividend and the divisor Remainder = ___ as the quotient. Write 4 in the quotient and 48 below 54, and subtract. 34 )12 414 −36 ↓ 054 − 048 6 Quotient = 34 Remainder = 6 Division 79 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 83 28-12-2017 15:11:14

Checking for the correctness of division: We can check whether our division is correct or not using a multiplication fact of the division. Step 1: Compare the remainder and the divisor. [Note: The remainder must always be less than the divisor.] Step 2: Check if (Quotient × Divisor) + Remainder = Dividend Let us now check if our division in example 2 is correct. Steps Checked Step 1: Remainder < Divisor Dividend = 414 Step 2: (Quotient × Divisor) + Divisor = 12 Remainder = Dividend Quotient = 34 Remainder = 6 6 < 12 (True) 34 × 12 + 6 = 414 408 + 6 = 414 414 = 414 (True) Note: a) If remainder > divisor, the division is incorrect. b) If (Quotient × Divisor) + Remainder is not equal to Dividend, the division is incorrect. Dividing a 4-digit number by a 2-digit number Dividing a 4-digit number by a 2-digit number is similar to dividing a 3-digit number by a 2-digit number. Let us understand this through the following example. Example 3: Solve: 2340 ÷ 15 Solution: Steps Solved Solve these Step 1: Check if the thousands digit 2 is not greater than 15. So, )12 5088 of the dividend is greater than the consider 23. divisor. If it is not, consider also the hundreds digit too. )15 2340 80 28-12-2017 15:11:14 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 84

Steps Solved Solve these Step 2: Guess the quotient by 1 Dividend = _____ thinking of dividing 23 by 15. Divisor = ______ )15 2340 Quotient = _____ Remainder = _____ Find the multiplication fact which has −15 )14 4874 a number less than or equal to the 15 × 1 = 15 dividend and the divisor. 15 × 2 = 30 15 < 23 < 30 So, 15 is the required number. Step 3: Write the factor other than Write 1 in the quotient and 15 the dividend and the divisor as the below 23 and subtract. Then quotient. bring down the next number in the dividend. )1 15 2340 −15 ↓ 84 Step 4: Guess the quotient by 15 × 5 = 75 thinking of dividing 84 by 15. 15 × 6 = 90 Find the multiplication fact which has 75 < 84 < 90 Dividend = _____ a number less than or equal to the Divisor = ______ So, 75 is the required number Quotient = _____ dividend and the divisor. Remainder = _____ that is to be subtracted from Write the factor other than the dividend and the divisor as the 84. 156 quotient. )15 2340 − 15↓ 84 − 75 9 Division 81 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 85 28-12-2017 15:11:14

Steps Solved Solve these Step 5: Subtract and write the 15 × 5 = 75 )16 3744 difference. Repeat till all the digits of 15 × 6 = 90 the dividend are brought down. 90 = 90 So, 90 is the required number. 156 )15 2340 − 15↓ Dividend = _____ 84 Divisor = ______ Quotient = _____ − 75 90 − 90 00 Quotient = 156 Remainder = 0 Step 6: Check if (Divisor × Quotient) + 15 × 156 + 0 = 2340 Remainder = _____ Remainder = Dividend is true. If this is 2340 + 0 = 2340 false, the division is incorrect. 2340 = 2340 (True) Let us see some properties of division. Properties of division 1) Dividing a number by 1 gives the same number as the quotient. For example: 15 ÷ 1 = 15; 1257 ÷ 1 = 1257; 1 ÷ 1 = 1; 0 ÷ 1 = 0 2) D ividing a number by itself gives the quotient as 1. For example: 15 ÷ 15 = 1; 1257 ÷ 1257 = 1; 1 ÷ 1 = 1 3) Division by zero is not possible and is not defined. For example: 10 ÷ 0; 1257 ÷ 0; 1 ÷ 0 are not defined Train My Brain Solve the following: a) 2868 ÷ 4 b) 7890 ÷ 12 c) 723 ÷ 15 82 28-12-2017 15:11:14 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 86

7.1 I Apply Division of large numbers can be applied in many real-life situations. Consider these examples. Example 4: 4720 apples are to be packed in 8 baskets. If each basket has the 590 same number of apples, how many apples are packed in each Solution: basket? )8 4720 Total number of apples = 4720 − 40↓ 072 Number of baskets = 8 − 072 The number of apples packed in each basket = 4720 ÷ 8 0000 Example 5: Therefore, 590 apples are packed in each basket. − 0000 Solution: 2825 notebooks were distributed equally among 25 students. How many 0b0o0o0ks did each student get? 113 Number of notebooks = 2825 Example 6: )25 2 8 2 5 Solution: Number of students = 25 −25↓ Number of books each student got = 2825 ÷ 25 032 Therefore, each student got 113 notebooks. −025 0 075 8308 people watched a hockey match. If 10 people watched − 0075 from each cabin in the stadium, how many cabins were full? How 000 many people were there in the remaining cabin? 830 Number of people = 8308 Number of people in each cabin = 10 )10 8 3 0 8 −80↓ 30 Number of cabins = 8308 ÷ 10 = 830 − 30 Number of people in the remaining cabin = 8 (Remainder in the 008 division of 8308 by 10). Therefore, 8 people were remaining in the cabin. 7.1 I Explore (H.O.T.S.) Let us see some more examples of situations where we use division of large numbers. Division 83 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 87 28-12-2017 15:11:14

Example 7: A school has 530 students in the primary section, 786 students in the middle school and 658 students in the high school section. If equal number of students are seated in 6 halls, how many students are seated in each hall? Solution: Number of students in the primary section = 530 329 Number of students in the middle school section = 786 Number of students in the high school section = 658 )6 1974 Thus, the total number of students in the school = 530 + 786 + 658 = 1974 −18 1974 children are equally seated in 6 halls. 017 − 012 54 − 54 00 Therefore, the number of students in each hall = 1974 ÷ 6 = 329 students. Example 8: Divide the largest 4-digit number by the largest 2-digit number. Write the Solution: quotient and the remainder. 10 1 The largest 4-digit number is 9999. The largest 2-digit number is 99. )99 9 9 9 9 The required division is 9999 ÷ 99 −99↓ 009 − 000 99 Quotient = 101; Remainder = 0 − 99 00 Maths Munchies 213 Divide by multiplying 5255 ÷ 5 To make this easier, multiply both the numbers by 2 to make the divisor 10. Then 10510 ÷ 10 gives a quotient 1051 and remainder 0. Thus, 5255 ÷ 5 gives a quotient 1051 and remainder 0. Connect the Dots Science Fun There are different kinds of living things other than people on the Earth. All living things are divided into various groups. These divisions help scientists to study these living things. 84 28-12-2017 15:11:14 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 88

Social Studies Fun India is a very large country. So, it becomes difficult to make laws for the entire country. To manage this large country, it is divided into 29 states and 7 union territories. Drill Time Concept 7.1: Divide Large Numbers 1) Divide a 4-digit number by a 1-digit number. a) 1347 ÷ 6 b) 4367 ÷ 5 c) 3865 ÷ 4 d) 5550 ÷ 5 2) Divide a 4-digit and 3-digit numbers by a 2-digit number. a) 3195 ÷ 10 b) 612 ÷ 10 c) 2676 ÷ 12 d) 267 ÷ 11 3) Word Problems a) An amount of ` 1809 is distributed equally among 9 women. How much money did each of them get? b) 10 boxes have 1560 pencils. How many pencils are there in a box? c) A school has 1254 students, who are equally grouped into 14 groups. How many students are there in each group? How many students are remaining? A Note to Parent Collect electricity bills of the past three months and show them to your child. Highlight the total amount and per unit cost of electricity. Explain how units of electricity are calculated. Now help your child to calculate the number of units of electricity that were consumed in the past three months. Division 85 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 89 28-12-2017 15:11:14

Chapter Fractions - I 8 I Will Learn About • equivalent fractions. • problems related to equivalent fractions. • like and unlike fractions. • adding and subtracting like fractions. Concept 8.1: Equivalent Fractions I Think Jasleen cuts 3 apples into 18 equal pieces. Ravi cuts an apple into 6 equal pieces. Did both of them cut the apples into equal pieces? 8.1 I Recall In Class 3, we have learnt that a fraction is a part of a whole. A whole can be a region or a collection. When a whole is divided into two equal parts, each part is called ‘a half’. 11 22 ‘Half’ means 1 out of 2 equal parts. We write ‘half’ as 1 . 2 86 28-12-2017 15:11:15 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 90

Two halves make a whole. Numerator Numbers of the form Denominator are called fractions. The total number of equal parts into which a whole is divided is called the denominator. The number of such equal parts taken is called the numerator. Similarly, each of the three equal parts of a whole is called a third. We write one-third as 1 and, two-thirds as 2 . 33 Three-thirds or 3 make a whole. 3 Each of four equal parts of a whole is called a fourth or a quarter written as 1 . 4 Two such equal parts are called two-fourths, and three equal parts are called three-fourths, written as 2 and 3 respectively. Four quarters make a whole. 44 2 halves, 3 thirds, 4 fourths, 5 fifths, …, 10 tenths make a whole. So, we write a whole as 2 , 3 , 4 , 5 ,...,10 and so on. 2 3 4 5 10 8.1 Fractions that denote I Remember and Understand the same part of a whole are called Let us now understand what equivalent fractions are. equivalent fractions. Suppose there is 1 bar of chocolate with Ram and Raj each as shown. chocolate with Ram chocolate with Raj Ram eats 1 of the chocolate. 5 Then the piece of chocolate he gets is Raj eats 2 of the chocolate. 10 Then the piece of chocolate he gets is We see that both the pieces of chocolates are of the same size. So, we say that the fractions 1 5 and 2 are equivalent. We write them as 1 = 2 . 10 5 10 Fractions - I 87 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 91 28-12-2017 15:11:15

Example 1: Shade the regions to show equivalent fractions. [ 1 and 2 ] a) 36 b) [ 1 and 2 ] 48 Solution: a) 1 3 2 6 b) 1 4 2 8 Example 2: Find the figures that represent equivalent fractions. Also, mention the fractions. a) b) c) d) Solution: The fraction represented by the shaded part of figure a) is 1 . 2 The shaded part of figure b) represents 2 . The shaded part of figure d) 4 represents 1 . 2 So, the shaded parts of figures a), b) and d) represent equivalent fractions. 88 28-12-2017 15:11:15 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 92

Train My Brain Answer the following: a) How many thirds make a whole? b) Are 1 and 3 equivalent? 55 c) What is the value of 8 eighths? 8.1 I Apply Let us see a few examples of equivalent fractions. Example 3: Shade the second figure to give a fraction equivalent to the first. Solution: 2 The fraction denoted in the first figure is . This is half of the given figure. Example 4: 4 Solution: So, to denote a fraction equivalent to the first, shade half of the the second figure as shown. Venu paints four-sixths of a cardboard and Raj paints two-thirds of a similar sized cardboard. Who has painted a larger area? Fraction of the cardboard painted by Venu and Raj are as follows: Venu Raj It is clear that, both Venu and Raj have painted an equal area on each of the cardboards. 8.1 I Explore (H.O.T.S.) We have learnt how to find equivalent fractions using pictures. Let us see a few more examples involving equivalent fractions. Fractions - I 89 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 93 28-12-2017 15:11:15

Example 5: Find two fractions equivalent to the given fractions. Solution: a) 2 b) 33 11 66 To find fractions equivalent to the given fractions, we either multiply or divide both the numerator and the denominator by the same number. a) 2 11 W e see that 2 and 11 do not have any common factors. So, we cannot divide them to get an equivalent fraction of 2 . 11 T herefore, we multiply both the numerator and the denominator by the same number, say 5. 2 = 2 × 5 = 10 11 11× 5 55 Thus, 10 is a fraction equivalent to 2 . 55 11 2 L ikewise, we can multiply by any number of our choice to get more 11 fractions equivalent to it. b) 33 66 W e see that 33 and 66 have common factors 3, 11 and 33. So, dividing both the numerator and the denominator by 3, 11 or 33, we get fractions equivalent to 33 . 66 33 ÷ 3 = 11 , 33 ÷ 11 = 3 or 33 ÷ 33 =1 66 ÷ 3 22 66 ÷11 6 66 ÷ 33 2 Therefore, 11 , 3 and 1 are the fractions equivalent to 33 . 2 66 22 6 Example 6: Draw four similar rectangles. Divide them into 2, 4, 6 and 8 equal parts. Then Solution: colour 1 2 3 and 5 parts of the rectangles respectively. Compare these , , 246 8 coloured parts and write the fractions using >, = or <. 90 11 22 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 94 28-12-2017 15:11:15

2 44 33 66 55 88 From the coloured parts of these rectangles, we can see that all of them except 5 are of the same size. So, the fractions, 1 , 2 and 3 are 8 24 6 equivalent. Therefore, 1 = 2 = 3 . 246 Concept 8.2: Identify and Compare Like Fractions I Think Jasleen has a circular disc coloured in blue, green, red and white as shown. She wants to know if there is any special name for the fractions shown by different colours on the circular disc. Do you know any special name for such fractions? Fractions - I 91 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 95 28-12-2017 15:11:15

8.2 I Recall In Class 3, we have learnt to represent shaded parts of a whole as fractions. Recall the same through the following example. Jasleen’s colourful circular disc is given here. Find the fractions represented by the following colours: a) Red b) Green c) Blue d) White 8.2 I Remember and Understand 12 3 Fractions such as , and , that have the same denominator are called like fractions. 88 8 Fractions such as 1 , 2 and 3 that have different denominators are called unlike fractions. 84 7 To understand like and unlike fractions, consider the following examples. Example 7: Identify like and unlike fractions from the Fractions with numerator ‘1’ Solution: following fractions. are called unit fraction. 3 ,3 , 1, 5 , 6, 1, 4 such as 1 , 1 , 1 and so Example 8: 7 5 7 7 7 4 11 on. 2 3 4 3 , 1 , 5 and 6 have the same denominator. 777 7 So, they are like fractions. 3 , 1 and 4 have different denominators. So, they are unlike fractions. 54 11 Find the fraction of the parts not shaded in these figures. a) b) c) d) Which of them represent like fractions? Solution: a) Number of parts not shaded = 1 Total number of equal parts = 2 92 28-12-2017 15:11:15 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 96

Fraction = Number of parts not shaded = 1 Total number of equal parts 2 b) Number of parts not shaded = 3 Total number of equal parts = 4 Fraction = Number of parts not shaded = 3 Total number of equal parts 4 c) Number of parts not shaded = 3 Total number of equal parts = 5 Fraction = Number of parts not shaded = 3 Total number of equal parts 5 d) Number of parts not shaded = 3 Total number of equal parts = 6 Fraction = Number of parts not shaded = 3 = 1 Total number of equal parts 6 2 a) and d) have denominator equal to 2. They represent like fractions. Train My Brain Identify the like fractions from each of the following: a) 1 , 3 , 2 , 4 b) 5 , 6 , 2 , 8 , 6 , 7 , 1 c) 1 , 5 , 2 , 3 ,18 , 3 , 3 , 6 4666 11 11 7 11 7 11 7 3 25 25 5 25 4 7 25 8.2 I Apply We can compare like fractions and tell which is greater or less than the others. To compare like fractions, we compare their numerators. The fraction with the greater numerator is greater. Let us understand this better through some examples. Example 9: Jai ate 1 of the apple and Vijay ate 2 of the apple. Who ate more? Solution: 3 13 Fraction of apple Jai ate = 3 Fraction of apple Vijay ate = 2 3 Fractions - I 93 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 97 28-12-2017 15:11:16

Since, 2 > 1, 2 > 1 33 Therefore, Vijay ate more. Example 10: The circular disc shown here is divided into equal parts. The parts are painted in different colours. Write the fraction of each colour on the disc. Compare the fractions and tell which colour is used more and which the least. Solution: Total number of equal parts on the disc is 16. Number of parts painted yellow is 3. Fraction = Number of parts painted yellow = 3 Total number of equal parts 16 The fraction of the disc that is painted white = Number of parts painted white = 6 Total number of equal parts 16 The fraction of the disc that is painted red = Number of parts painted red = 4 Total number of equal parts 16 The fraction of the disc that is painted blue = Number of parts painted blue = 3 Total number of equal parts 16 Comparing the numerators of these fractions, we get 3 < 4 < 6. Since, 6 is the 16 greatest and 3 is the least, white is used the most and blue and yellow are 16 the least. 8.2 I Explore (H.O.T.S.) Let us see a few more examples using comparison of like fractions. Example 11: Colour each figure to represent the given fraction and compare them. 3 2 5 Solution: 5 94 28-12-2017 15:11:16 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 98

Clearly, the part of the figure represented by 3 is greater than that 5 represented by 2 . Hence, 3 is greater than 2 . 55 5 Let us try to arrange some like fractions in ascending and descending orders. Example 12: Arrange 1 , 6 , 2 , 5 and 4 in the ascending and descending orders. Solution: 777 7 7 Comparing the numerators of the given like fractions, we have 1 < 2 < 4 < 5 < 6. 12 4 56 So, < < < < . 77777 Therefore, the required ascending order is 1 , 2 , 4 , 5 , 6 . 77777 We know that, the descending order is just the reverse of the ascending order. So, the required descending order is 6 , 5 , 4 , 2 , 1 . 77 7 7 7 Concept 8.3: Add and Subtract Like Fractions I Think Jasleen has a cardboard piece, equal parts of which are coloured in different colours. Some of the equal parts are not coloured. She wants to find the part of the cardboard that has been coloured and left uncoloured. How do you think Jasleen can find that? Train My Brain 8.3 I Recall Recall that like fractions have the same denominators. To compare them, we compare their numerators. Let us answer the following to recall the concept of like fractions. Compare the following using >, < and =. a) 2 ____ 1 b) 4 ____ 8 c) 3 ____ 5 d) 7 ____ 3 e) 1 ____ 4 33 10 10 77 88 55 Fractions - I 95 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 99 28-12-2017 15:11:16

8.3 I Remember and Understand Let us understand addition and subtraction of like fractions through some examples. Example 13: In the given figures, find the fractions While adding or subtracting represented by the shaded parts like fractions, add or subtract using addition. Then find the fractions only their numerators. Write represented by the unshaded parts using the sum or difference on the subtraction. same denominator. a) b) c) Solution: Solved Solve these Steps Step 1: Count the total Total number of equal Total number of Total number of number of equal parts. equal parts = ____ parts = 6 equal parts = ___ Step 2: Count the a) N umber of parts a) N umber of parts a) N umber of parts number of parts of each coloured pink = 1 coloured yellow coloured violet = colour. = ______ _______ b) N umber of parts coloured blue = 2 b) N umber of parts b) N umber of parts coloured violet = coloured brown _______ = ______ Step 3: Write the fraction Pink: 1 , Blue: 2 Yellow: ________ Violet: ________ representing the number 66 Violet: ________ Brown: ________ of parts of each colour. 96 28-12-2017 15:11:16 JSNR_BGM_9789387552753-Passport-G4-Textbook-Maths-FY_Text.pdf 100