CTET & State TET Exam  >  CTET & State TET Notes  >  Mathematics & Pedagogy Paper 2 for CTET & TET Exams  >  Worksheet Solutions: Knowing Our Numbers- 2

Worksheet Solutions: Knowing Our Numbers- 2

Q1: Fill up the blanks:
(a) Smallest 6-digit number in Indo Arabic Numeration System is __________.

(b) Largest 8-digit number in International Numeration System is
__________.
(c) Expanded notation of 2730145 is __________ .
(d) MDCL in Hindu-Arabic form is written as __________ .
(e) 707 in Roman Numerals can be written as __________ .
Sol: (a) One lakh (100,000)
(b) Ninety nine million nine hundred ninety nine thousand nine hundred ninety nine (99,999,999).
(c) 2 × 10,00,000 + 7 × 1,00,000 + 3 × 10,000 + 0 × 1000 + 1 × 100 + 4 × 10 + 5 = 2,730,145
(d) 1650
(e) DCCVII

Explanation: 
(a) A 6‐digit number is any number from 1,00,000 to 9,99,999 in the Indo‐Arabic system. The smallest 6‐digit number is One lakh (100,000).
(b) The largest 8‐digit number in the International system is 99,999,999, written in words as ninety nine million nine hundred ninety nine thousand nine hundred ninety nine.
(c) The expanded notation shows the value contributed by each digit according to its place value. For 2,730,145 it is 2 × 10,00,000 + 7 × 1,00,000 + 3 × 10,000 + 0 × 1000 + 1 × 100 + 4 × 10 + 5, which equals 2,730,145.
(d) Convert Roman numerals by adding values: M = 1000, D = 500, C = 100, L = 50. So MDCL = 1000 + 500 + 100 + 50 = 1650.
(e) Write 707 as 500 + 100 + 100 + 7, so in Roman numerals it is DCCVII (D = 500, CC = 200, VII = 7).


Q2: Using 2, 0, 4, 5 write largest and smallest 4-digit number (without repetition).
Sol: Largest number : 5420 Smallest number : 2045

Explanation: The largest number is formed by arranging digits in descending order: 5, 4, 2, 0 → 5420. The smallest 4‐digit number cannot begin with zero, so arrange digits in ascending order with the smallest non‐zero digit first: 2, 0, 4, 5 → 2045.


Q3: Fill up the blanks using > or < signs:
(i) 2347 ________  2437 ________  2473 ________  2734 ________  2743

(ii) 50725 ________  50572 ________  50527 ________  50275 ________  50257
Sol: 

(i) 2347 < 2437 < 2473 < 2734 < 2743
(ii) 50725 > 50572 > 50527 > 50275 > 50257

Explanation: 
(i) Compare digits from the leftmost place. The numbers are in ascending order: 2347 < 2437 < 2473 < 2734 < 2743.
(ii) Again compare from the left: 50725 is the greatest and 50257 is the smallest, so 50725 > 50572 > 50527 > 50275 > 50257.


Q4: Add 825432 and 543082 and write the sum according to Indo Arabic Numeration System.
Sol: Sum = 13,68,514 (Thirteen lakh sixty‐eight thousand five hundred and fourteen.)

Explanation: Add the two numbers:
825,432 + 543,082 = 1,368,514. In the Indo‐Arabic (Indian) grouping this is written as 13,68,514 and in words as thirteen lakh sixty‐eight thousand five hundred and fourteen.


Q5: Subtract 405235 from 995432 and write the difference according to International system of numeration.
Sol: 
Difference = 590,197 (Five hundred and ninety thousand one hundred and ninety‐seven)

Explanation: Subtract: 995,432 - 405,235 = 590,197. In the International system this is written as 590,197 and in words as five hundred and ninety thousand one hundred and ninety‐seven.


Q6: If in a garden there are 4592 flowering plants and 3257 fruit trees then what's the total number of plants in the garden?
Sol: 
Total number of plants = 7849

Explanation: Add the two counts: 4,592 + 3,257 = 7,849. So there are 7,849 plants in all.


Q7: Evaluate : 81 [15 {7 - 2 (7 - 3)}]
Sol: -1215

Explanation:
Step 1: Work inside the innermost brackets: 7 - 3 = 4
Then 2 × 4 = 8, so 7 - 8 = -1.
Step 2: Multiply by 15: 15 × (-1) = -15.
Step 3: Now multiply by 81: 81 × (-15) = -1,215.
Therefore, the value of the expression is -1,215.


Q8: A flask has 5 litres of lemonade. How many glasses, each of 200ml capacity, can it fill?
Sol: Number of glasses = 25

Explanation: Convert litres to millilitres: 5 litres = 5,000 ml. Divide by the capacity of one glass: 5,000 ÷ 200 = 25. So the flask fills 25 glasses.

Q9: Estimate each of the following using general rule:
(i) 842 + 1245
(ii) 19,643 - 13,775
(iii) 2149 × 493
(iv) 5762 ÷ 287
(v) 439 + 8325 - 387
Ans: 

(i) 2,000
(ii) 6,000
(iii) 10,00,000
(iv) 20
(v) 8,000

Explanation:
(i) 842 + 1245
Round to convenient values: 800 + 1,200 = 2,000.
(ii) 19,643 - 13,775
Round each number: 20,000 - 14,000 = 6,000.
(iii) 2149 × 493
Round 2,149 → 2,000 and 493 → 500, then 2,000 × 500 = 1,000,000, written in Indian grouping as 10,00,000.
(iv) 5762 ÷ 287
Round 5,762 → 6,000 and 287 → 300, then 6,000 ÷ 300 = 20.
(v) 439 + 8325 - 387
Round numbers: 400 + 8,000 - 400 = 8,000.


Q10: Fill up the blanks:

Worksheet Solutions: Knowing Our Numbers- 2

Ans:

Worksheet Solutions: Knowing Our Numbers- 2
The document Worksheet Solutions: Knowing Our Numbers- 2 is a part of the CTET & State TET Course Mathematics & Pedagogy Paper 2 for CTET & TET Exams.
All you need of CTET & State TET at this link: CTET & State TET

FAQs on Worksheet Solutions: Knowing Our Numbers- 2

1. How do I compare and order large numbers correctly in CBSE Class 6 maths?
Ans. To compare large numbers, align digits by place value, then compare digit-by-digit from left to right. The number with the larger digit at the highest place value is greater. Use symbols: > (greater than), < (less than), = (equal to). When ordering multiple numbers, arrange them from smallest to largest or vice versa by applying the same comparison method systematically across all values.
2. What's the trick for placing commas in Indian number system versus international number system?
Ans. The Indian numbering system groups digits in twos after the first three: 12,34,56,789. The international system groups in threes: 12,345,678. In Indian format, place commas at ones, hundreds, thousands, lakhs, and crores positions respectively. Understanding both systems helps solve problems involving number representation across different contexts and standardised tests.
3. Why do students make mistakes with ascending and descending order of numbers?
Ans. Students often confuse place values or misalign digits when comparing numbers of different lengths. Common errors include assuming a number with more digits is always larger without checking, or reversing the symbols for greater than and less than. Systematic digit-by-digit comparison from the highest place value eliminates these mistakes and ensures accurate ordering every time.
4. How can I use number lines to understand gaps between large numbers easily?
Ans. Number lines visually represent intervals between values, helping identify patterns and distances. Mark the numbers you're comparing, then observe the spacing to understand relative magnitude differences. This spatial representation strengthens number sense and aids in solving word problems involving measurements, money transactions, and distance calculations commonly found in worksheet solutions.
5. What's the connection between knowing our numbers and solving real-world maths problems?
Ans. Strong number sense-understanding place value, comparison, and ordering-forms the foundation for all arithmetic operations. Real-world applications include comparing prices, reading population statistics, managing money, and interpreting data. Mastering these fundamentals enables students to tackle multi-step problems confidently and apply mathematical reasoning to everyday situations encountered in exams and practical contexts.
Explore Courses for CTET & State TET exam
Get EduRev Notes directly in your Google search
Related Searches
Summary, Semester Notes, MCQs, Free, Important questions, video lectures, Objective type Questions, past year papers, mock tests for examination, ppt, pdf , shortcuts and tricks, Sample Paper, Viva Questions, study material, practice quizzes, Extra Questions, Worksheet Solutions: Knowing Our Numbers- 2, Worksheet Solutions: Knowing Our Numbers- 2, Exam, Previous Year Questions with Solutions, Worksheet Solutions: Knowing Our Numbers- 2;