DISHA INDIA COMMUNITY SCHOOL PADHA

DATE: to No. of periods:

SUBJECT: Mathematics CHAPTER 1: knowing our numbers

CLASS: VI

NAME OF THE TEACHER:

NAME OF THE OBSERVER:

LEARNING OBJECTIVES:

Students will understand the concept of number systems

Students will be able to compare different numbers

Students will understand Addition and Subtraction of numbers

Students will be able to understand Conversion of numbers from Indian to international and vice-versa

RESOURCES USED:

Mathematics textbook (MTB), Math notebook – 1, marker, whiteboard, papers.

NOTES FOR THE TEACHER:

This chapter is a goldmine of highly beneficial exercises. Mastering the content within these pages, solely through
the comprehensive approach provided by NCERT, is more than sufficient to solidify the understanding and
proficiency.
Ss will read the “introduction”

1. What can we do easily with numbers now?

2. How did people thousands of years ago handle numbers, and what did they gradually learn?

3. Why did the development of mathematics occur, according to the paragraph?

4. List two ways in which we can represent large quantities using numbers.

5. Name one thing that humans did with numbers in their previous classes.

6. What are five situations mentioned where numbers are used?

7. Name three basic arithmetic operations mentioned that we have done with numbers.

8. How does the paragraph describe the path of human development in handling numbers?

9. Why is there a greater need for the development of mathematics as humans progress?

10. According to the paragraph, what will the chapter focus on regarding numbers?

Ss will read “Comparing Numbers”

1. How can you find the biggest number by looking at its digits?

2. Explain why 4875 is greater than 3542 using their thousands place.

3. Compare 2468 and 1357, and tell which one is bigger.

4. What do you check first when comparing 7890 and 6758?

5. If two numbers have the same thousands place, what's the next thing to compare?

6. Which is larger: 8765 or 8762? Why?

7. Compare 3241 and 3214, and state which is greater.

8. When comparing 5492 and 5498, which number is bigger?

9. Why is 6321 greater than 5678? Explain simply.

10. Compare 7459 and 9547, and say which one is larger based on their digits.

CW:-Try These on page 2

• When two numbers are given, the one with more digits is larger. If the number of digits in two numbers is
the same, the number with the bigger leftmost digit is the larger. If this digit is the same as the previous one,
we move on to the next digit, and so on.
• When creating numbers from supplied digits, it's important to check to verify if the requirements for forming
the numbers are met. Thus, we must employ all four digits to construct the largest four-digit number from
7,8,3,5 without repeating a single digit; the greatest number can only contain 8 as the leftmost digit.
• 1000 is the lowest four-digit number (one thousand). It comes after the threedigit number 999. Similarly,
10,000 is the lowest five-digit figure. It's a tendigit number that comes after the greatest four-digit number,
 9999. Furthermore, 100,000 is the lowest six-digit figure. It is one lakh and comes after 99,999, the highest
five-digit figure. In a similar way, this is true for higher digit numbers.

Ss will read “How many numbers can you make?”

1. Create a 4-digit number using 5, 2, 8, and 1 without repeating any digit.

2. Form the smallest 4-digit number with the digits 3, 6, 9, and 0, ensuring no repetition.

3. Arrange 7, 4, 2, and 1 to make the largest possible 4-digit number without repeating any digit.

4. Using 6, 3, 9, and 2, create two different 4-digit numbers without repetition.

5. Make a 4-digit number with 0, 8, 5, and 3 and compare it with the smallest number mentioned in the paragraph.

CW:-Try these on page 3

Ss will read “Stand in proper order”

1. Arrange the almirah prices in ascending order.

2. Organize the almirah prices in descending order.

3. Explain what ascending order means when arranging almirah prices.

4. Define descending order concerning arranging the prices of almirahs.

5. If Sohan and Rita bought an almirah with a price tag of 5000, arrange three other possible prices in both ascending
and descending order.

HW:-Try these on page 5

Ss will read “Shifting digits” till “Revisiting Place value”

1. Shift the digits in 256. What are the largest and smallest numbers you can make?

2. Do the same with 487. Find the largest and smallest numbers.

3. Choose any 3-digit number, switch the hundreds and ones digits. Is the new number bigger or smaller? Write both
numbers in order.

4. Experiment with a 4-digit number by swapping the thousands and ones digits. Does the number get larger or
smaller? List the numbers in both ascending and descending order.

5. What happens when you add 1 to the greatest 2-digit number? How about the greatest 3-digit and 4-digit
numbers?

6. What is the value of ten thousand, and how is it related to 10 multiplied by 1000?

7. Expand the 5-digit number 76342 in terms of place value, stating the value of each digit's position.

8. What is the smallest possible 5-digit number? What about the largest?
9. When you exchange digits in a number, in which case does it become greater? In which case does it become
smaller?

CW:-Try these on page 6

Ss will read “larger numbers”

1. What is the greatest 6-digit number? Write it down.

2. What is the smallest 7-digit number, and what is it called?

3. Identify the greatest 7-digit number and the smallest 8-digit number. What is the smallest 8-digit number called?

4. Complete the pattern: 999 + 1 = _______

5. Continue the pattern: 9,999 + 1 = _______

6. Extend the pattern: 99,999 + 1 = _______

7. Progress with the pattern: 9,99,999 + 1 = _______

8. Complete the pattern with the final step: 99,99,999 + 1 = _______

9. What is the term used for the smallest 7-digit number in the pattern?

10. What is the term used for the smallest 8-digit number in the pattern?

Ss will read “use of commas”

1. Write a number in the Indian System of Numeration: 9,23,456. Read the number.

2. Express the number 12,34,567 in the International System of Numeration and read it accordingly.

3. Create a large number in the Indian System with commas: 4,56,789,012. Read the number.

4. In the International System, represent the number 78,90,123,456 and read it.

5. Write any large number in both the Indian and International Systems and read them.

6. How many lakhs make a million in the Indian System of Numeration?

7. How many millions make a crore in the Indian System of Numeration?

8. Express the number 25,00,000 in the Indian System and the International System. Read it in both ways.

9. Convert the number 1,20,00,000 into the International System and read it accordingly.

10. Share an interesting fact: In the International System, what does 1 billion equal to in millions?

• Using commas makes it easier to understand and write big figures. In the Indian numeration system, commas
appear after the first three digits, starting on the right, and every two digits beyond that. Thousand, lakh, and
crore are separated by commas after 3,5 and 7 digits, respectively. Starting from the right, commas are put after
every three numbers in the International system of numeration. After three and six figures, commas separate
thousand and million, respectively.
In many aspects of daily life, large numbers are required. For example, to calculate the number of pupils at a school,
the number of people in a hamlet or town, the amount of money spent or received in major transactions (buying and
selling), and to measure vast distances, such as between cities in a country or around the world.

CW:-Try these on page 11

HW:-EXERCISE 1.1

Ss will read “Large Numbers in Practice”

1. What unit do we use to measure the length of a pencil, and what is the smaller unit for its thickness?

2. When measuring the length of a classroom, what unit is more suitable than centimetres?

3. What unit do we use for long distances between cities, like Delhi and Mumbai?

4. How many millimetres make up one kilometre, and how is it calculated?

5. For buying rice or wheat, what unit of weight is commonly used, and what is its relation to grams?

6. What unit is used for smaller quantities like ginger or chillies, and how many grams make up one kilogram?

7. What is the tiny unit used for measuring the weight of medicine tablets?

8. When measuring the capacity of a bucket, what unit do we use, and what is the smaller unit for items like hair oil?

9. Explain the terms kilo, milli, and centi, and their relationships in terms of size.

10. Which is the greatest among kilo, milli, and centi, and what does each represent in terms of size?

CW:-Try these on page 13

HW:-EXERCISE 1.2