Fill the yellow boxes with 1-digit numbers (multiplicands and multipliers) such that you get the products given in the white boxes.
×
32
42
45
21
Fill the remaining white boxes with appropriate products.
The product of the numbers in each row is given in the orange boxes. The product of the numbers in each column is given in the blue boxes. Identify
appropriate numbers to fill the blank boxes.
56
54
63
48
42
50
60
35
Times-10
Match each problem with the appropriate pictorial representation and write the answer.
2 × 10 = 2 Tens = ______
5 × 10 = ____Tens = ____
8 × 10 = ____ Tens = ____
10 Tens 10 Tens 1 Hundred =100
What is 10 × 10 = ____ Tens = _______
Constructing Tables
How many pebbles are there in this arrangement? _______
This is a 5 × 15 arrangement. There is an easy way to find this product by splitting the arrangement.
Recall the times-tables that we created in Grade 3. Now construct a times-15 table. You may use the arrangement given below and split the columns into 10 and 5 for ease of counting, as shown on the previous page.
How can we find 1 ×15, 2 ×15, ..... with this?
1 × 15 = ___
6 × 15 = ___
2 × 15 = ___
7 × 15 = ___
3 × 15 = ___
8 × 15 = ___
4 × 15 = ___
9 × 15 = ___
5 × 15 = ___
10 × 15 = ___
1. What patterns do you see in this table?
2. Compare the times-15 table with the times-5 table. What similarities and differences do you notice?
Times - 5
Times - 15
1 × 5 = 5
1 × 15 = 15
2 × 5 = 10
2 × 15 = 30
3 × 5 = 15
3 × 15 = 45
4 × 5 = ___
4 × 15 = ___
5 × 5 = ___
5 × 15 = ___
6 × 5 = ___
6 × 15 = ___
7 × 5 = ___
7 × 15 = ___
8 × 5 = ___
8 × 15 = ___
9 × 5 = ___
9 × 15 = ___
10 × 5 = ___
10 × 15 = ___
15 – 5 = 10
30 – 10 = 20
45 – 15 = 30
____________
____________
____________
____________
____________
____________
____________
What times-table is this? ____ How did we get this?
3. Construct other times-tables for numbers from 11 to 20, as you did for 15.
4. As you compared the times-5 table with the times-15 table, compare the times-1 table with the times-11 table, the times-2 table with the times-12 table, and so on. Share your observations.
Making tables by splitting into equal groups
Here is an arrangement of wheels. To count the total number of wheels, Tara splits them into two equal groups.
Discuss in grade what happens when we take several groups of 10.
Note for Teachers: Support the learners in understanding
multiplication when group size is a multiple of 10. Language of ‘tens’ is a useful way to think about this.
For example: 16 × 10 = 16 Tens is 160
16 × 20 = 16 × 2 Tens = 32 Tens = 320
Now think and answer the following problems.
30 × 10 = _____
40 × 10 = _____
70 × 10 = _____
50 × 10 = _____
60 × 10 = _____
80 × 10 = _____
Let us find the number of people who can travel in 26 tempo travellers.
26 × 10 = ______ travellers.
Share what you notice about the answers to these problems.
11 × 100 = _______
22 × 100 = _______
11 × 200 = _______
22 × 200 = _______
What do you notice about any number times-100s
Answer the following questions. Share your thoughts.
18 × 100 = _______
5 × 500 = _______
15 × 200 = _______
14 × 300 = _______
23 × 200 = _______
7 × 800 = _______
Note for Teachers: Encourage students to understand the multiplication of a number times-100 by splitting the number of groups in suitable ways. For example, 18 × 100 = 18 Hundreds = 10 Hundreds and 8 Hundreds, that is, 1800. Also, children should be encouraged to see relationships in the answers to two different multiplication problems like the ones above, for example, changing the group size from 100 to 200 or changing the number of groups from 11 to 22.
Find the answers in Set A. Examine the relationships between the problems and the answers in Set A carefully. Then use this understanding to find the answers in Set B.
A)
14 × 100 = _____
14 × 10 = _____
14 × 1 = _____
14 × 500 = _____
14 × 50 = _____
14 × 5 = _____
7 × 500 = _____
7 × 50 = _____
7 × 5 = _____
7 × 250 = _____
7 × 25 = _____
7 × 10 = _____
B)
30 × 100 = _____
30 × 10 = _____
30 × 1 = _____
30 × 200 = _____
30 × 20 = _____
30 × 2 = _____
15 × 100 = _____
15 × 10 = _____
15 × 1 = _____
15 × 200 = _____
15 × 20 = _____
15 × 2 = _____
C)
Answer the following question
1) 44 × 10 = ________
2) 16 × 100 = ________
22 × 20 = ________
4 × 400 = ________
Amala is fascinated to read this information in the aeroplane section of
the transport museum.
“During the COVID-19 pandemic, the Indian Government undertook a massive evacuation of Indians living outside the country, under a mission called Vande Bharat. In the first week, 64 flights carried 152 people each.”
Note for Teachers: Encourage students to understand the patterns in the above problems. Relationships between doubles and halves and multiplication by 10s and 100s should be pointed out.
Amala wonders how many people travelled the first week of this ‘Vande
Bharat Mission’.
Help her find the answer.
64 × 152
×
100
50
2
60
6000
3000
120
4
400
200
8
6400
3200
128
210
Farzan notices the famous snake boat from Kerela.
The technique for making these boats is 800 years old. Vallam kali (the snake-boat race) is held during the monsoon season between July and September and concludes with Onam, the harvest festival. These boats
are 30 to 35 metres long and can be peddled by 64 –128 people.
In a particular race, 960 participants volunteered. Each boat is pedalled
by 64 people. How many boats will be needed?
We have to find 960 ÷ 64
No. of boats
No. of participants
No. of people remaining
960
10
640
320
5
320
0
64) 960 (10+5 –640
320 –320
0
Total no. of boats: 15
Let Us Solve
Also, identify remainder (if any) in the division problems.
a) 237 × 28
d) 807 ÷ 24
b) 140 × 16
e) 692 ÷ 33
c) 389 × 57
f) 996 ÷ 45
Dividing by 10 and 100
A farmer packs his rice in sacks of 10 kg each.
a) If he has 60 kg of rice, how many sacks does he need?
b) If he has 600 kg of rice, how many sacks does he need?
If a sack of rice weighs 100 kg then how many sacks does he need for 600 kg of rice?____
60 ÷ 10 = _______
600 ÷ 10 = _______
600 ÷ 100 = _______
Find the answers to the following questions. Share your thoughts in grade.
40 ÷ 10 = ____
4 ÷ 2 = ____
400 ÷ 2 = ____
400 ÷ 10 = ____
40 ÷ 20 = ____
400 ÷ 20 = ____
400 ÷ 100 = ____
400 ÷ 200 = ____
400 ÷ 200 = ____
Think and answer. Write the division statement in each case.
1. Manku the monkey sees 870 bananas in the market. Each bunch has 10 bananas. How many bunches are there in the market? _______
2. Rukhma Bi wants to distribute `1000/- equally among her 10 grandchildren on the occasion of Eid.
How much money will each of them get? ________
Let Us Solve
1. The oldest long-distance train of the Indian Railways is the Punjab Mail which ran between Mumbai and Peshawar. Its first journey was on 12 October 1912. Do you know how many coaches it had on its first journey? It had 6 coaches: 3 carrying 96 passengers and 3 for goods.
a) How many people travelled in each coach on the first journey?
b) This train has been running for 106 years now. It runs between Mumbai, Maharashtra and Ferozepur, Punjab. It has 24 coaches. Each coach can carry 72 passengers. How many people can travel on this train?
2. Amala and her 35 classmates, along with 6 teachers, are going on a school trip to Goa. They are using the double-decker “hop on hop
off” sightseeing bus to explore the city.
a) 2 people can sit on every seat of the bus. There are 15 seats in the lower deck and 10 in the upper deck. How many seats will they need to occupy? Are there enough seats for everyone?
b) Find the total cost of the tickets for all children.
c) What is the cost of the tickets for all teachers?
3. Kedar works in a brick kiln.
Ticket price
Adult - ₹899/-
Children - ₹359/
a) The kiln makes 125 bricks in a day. How many bricks can be made in a month?
b) Each brick is sold in the market for ` 9. How much money can they earn in a month?
4. Chilika lake in Odisha is the largest saltwater lake in India. It is
famous for the Irrawaddy dolphins. Boats can be hired to go see the dolphins. The trip from Puri includes a bus ride followed by a boat ride. Eight people will be going on the trip.
• A bus ticket from Puri to Satapada costs ₹60.
• A two-hour boat ride for 8 people costs ₹1200.
• How much money do we need to spend on each person?
5. Find the multiplication and division sentences below. Shade the sentences. How many can you find? Some are done for you.
134
52
30
31
931
10
93
55
5
20
15
15
250
3
33
101
22
1040
450
0
4
26
104
5555
110
100
50
20
1000
60
16
99
44
104
19
3
6
22
132
7
20
6
950
6
6000
30
200
693
808
624
31
14
1200
8
16
24
35
9
525
5
105
62
3200
78
250 × 4 = 1000
50 × 20 = 1000
525 ÷ 5 = 105
____________
____________
____________
____________
____________
____________
6. Solve
a) 35 × 76
j) 459 ÷ 3
b) 267 × 38
k) 774 ÷ 18
c) 498 × 9
l) 864 ÷ 26
d) 89 × 42
m) 304 ÷ 12
e) 55 × 23
n) 670 ÷ 9
f) 345 × 17
o) 584 ÷ 25
g) 66 × 22
p) 900 ÷ 15
h) 704 × 11
q) 658 ÷ 32
i) 319 × 26
r) 974 ÷ 9
Chinnu’s Coins
1. Five friends plan to visit an amusement park nearby. Each of them uses different notes and coins to buy the ticket. The cost of the ticket is ₹750.
• Bujji has brought all notes of ₹200.
• And Munna has brought all notes of ₹50.
• Whereas Balu has brought all notes of ₹20.
• And guess what, Chinnu has all coins of ₹5.
• And Sansu has all coins of ₹2.
a) Find out how many notes/coins each child has to bring to buy the ticket.
b) Which of these children will not receive any change from the cashier?
c) How long would the cashier take to count Chinnu’s coins?
2. Observe the following multiplications. The answers have been provided.
12 × 13
156
11 × 14
154
13 × 13
169
11 × 12
132
In each case, do you see any pattern in the two numbers and their product?(Hint: Look at the coloured digits!)
For what other multiplication problems will this pattern hold?
Find 5 such examples.
3. Assume each vehicle is travelling with full capacity. How many people can travel in each of these vehicles? Match them up.
10 Tens 10 Tens 1 Hundred =100
How many pebbles are there in this arrangement? _______
