Mahesh

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 10 Practical Geometry Ex 10.2 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 10th Lesson Practical Geometry Ex 10.2

Question 1.
Draw a line segment PQ = 5.8 cm and construct its perpendicular bisector using ruler and compasses.
Solution:

Steps of construction :

1. Draw a line segment \(\overline{\mathrm{PQ}}\) = 5.8 cm.
2. Set the compasses as radius with more than half of the length of \(\overline{\mathrm{PQ}}\).
3. With P as centre, draw arcs below and above the line segment.
4. With the same radius and Q as centre draw two arcs above and below the line segment to cut the previous arcs. Name the intersecting points of arcs as X and Y.
5. Join the points X and Y. So, the line I is the perpendicular bisector of PQ.
   Hence l is required perpendicular bisector of PQ which meets at A.

Question 2.
Ravi made a line segment of length 8.6 cm. He constructed a bisector of AB on C. Find the length of AC and BC.

Solution:

As it is a bisector, it divides the line segment into two equal parts.
Each equal part is half of AB (8.6 cm) = \(\frac{\mathrm{AB}}{2}=\frac{8.6}{2}\) = 4.3 cm
∴ AC = BC = 4.3 cm

Question 3.
Using ruler and compasses, draw AB = 6.4 cm. Locate its mid point by geometric construction.
Solution:

1. Draw a line segment \(\overline{\mathrm{PQ}}\) = 6.4 cm
2. Set the compasses as radius with more than half of the length of \(\overline{\mathrm{PQ}}\).
3. With A as centre, draw arcs below and above the line segment.
4. With the same radius and B as centre draw two arcs above and below the line segment to cut the previous arcs. Name the intersecting points of arcs as X and Y.
5. Join the points X and Y. So, the line l is the perpendicular bisector of AB.
   Hence l is the required perpendicular bisector of AB which meets at M.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 10 Practical Geometry Ex 10.1 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 10th Lesson Practical Geometry Ex 10.1

Question 1.
Construct a line segment of length 6.9 cms using ruler and compass.

Solution:
Steps of construction:

1. Draw a line l. Mark a point A on the line l.
2. Place the metal pointer of the compass on the zero mark of the ruler. Open the compass, so that pencil point touches the 6.9 cm mark on the ruler.
3. Place the pointer at A on the line l and draw an arc to cut the line. Mark the point where the arc cuts the line as B
4. On the line l, we got the line segment AB of required length.
   

Question 2.
Construct a line segment of length 4.3 cms using ruler.
Solution:

Steps of construction:

1. Place the ruler on paper and hold it firmly.
2. Mark a point with a sharp edged pencil against 0 cm mark on the ruler. Name the point as P.
3. Mark another point against 3 small divisions just after the 4 cm mark. Name this point as Q.
4. Join points P and Q along the edge of the ruler.
   Therefore, PQ is the required line segment of length 4.3 cm.

Question 3.
Construct a circle with centre M and radius 4 cm.
Solution:

Steps of construction:

1. Mark a point M on the paper.
2. By using compasses take 4 cm as the radius on with the scale.
3. Place the metal point on M and draw a circle from M.
   Hence required circle is constructed with center M and radius 4 cm.

Question 4.
Draw any circle and mark three points A, B and C such that
(i) A is on the circle
(ii) B is in the interior of the circle
(iii) C is in
Solution:

AP State Syllabus AP Board 7th Class English Textbook Solutions Chapter 1C The New Blue Dress Textbook Questions and Answers.

AP State Syllabus 7th Class English Solutions Chapter 1C The New Blue Dress

7th Class English Chapter 1C The New Blue Dress Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What kind of street was Gates Avenue at the beginning of the story?
(Or)
What was Gates Avenue ? How was it at the beginning of the story?
Answer:
Gates Avenue was a part of the city of Cleveland. At the beginning of the story, it was dirty and ugly. It had no pavement, no running water facility and no street lighting. It was noisy also because of the nearby railway-track.

Question 2.
What happened to the Gates Avenue by the end of the story?
Answer:
By the end of the story the Gates Avenue had a good pavement, streetlight on the corner and running water facility. The houses were painted’and the surroundings were clean.

Question 3.
Why do you think the teacher gave the blue dress to the little girl?
Answer:
The teacher saw the little girl wearing the same dress over months. She understood that the little girl most probably had no other dress to wear. She was kind and sympathetic. She took pity on the little girl. So she gave her the new blue dress.

Question 4.
What change did the new blue dress bring in the little girl’s house?
Answer:
The little girl’s parents decided to keep the house and the surroundings clean. The girl’s mother put a cloth on the kitchen table. She washed the kitchen floor. Her husband repaired the fence. He made a garden with the help of the members of his family.

Question 5.
How did the change in the little girl’s house influence the neighbours?
Answer:
The neighbours watched the change in the little girl’s house. They too painted their houses and kept them clean.

The New Blue Dress Summary in English

A small good act of a person can make others good. It can change the entire complexion of the surroundings. The present story ‘The New Blue Dress” illustrates this.

Gates Avenue was a short and dirty street in Cleveland. The inhabitants of that street were poor. They never tried to improve their living conditions and better their standard of living. There was no tap water supply in Gates Avenue. There were no street lights. There was also no good pavement.

There was a little girl studying in a school in Gates Avenue. She used to wear the same dress during the spring because she had no other dress to wear. Her parents were too poor to buy a pair of new dress to her.

One day the teacher advised the little girl to keep, at least, her face clean. The girl washed her face clean and came to the class the next morning. She looked more beautiful and tidier. The teacher was pleased. She gave the girl a new blue dress. Her parents saw her in her new blue dress and they were also highly pleased. Since then the members of the family started keeping everything clean and tidy. They washed the floor, repaired the fence and made a garden. The neighbours also followed the same. The surroundings were kept clean. They painted their houses.

After a few days, a young minister of a church passed that way. With his help Gates Avenue got a good pavement, tap-water supply and a street light on the corner.

Within six months Gates Avenue was completely changed. It turned into a neat street where respectable citizens lived.

The new blue dress presented by a teacher to a poor girl could change the entire dirty street into a neat one. So we learn from this incident “A good act shall never go unrewarded”.

The New Blue Dress Glossary

running water: water coming from the main supply when taps are turned on

pavement (n): footpath

excitement (n): strong feeling

amazed (adj): filled with great wonder

decent (adj): respectable

community (n): people living in the same locality who are considered as a unit

organise (v): to arrange/to make preparation

campaigns (n): a series of planned activities to do something

spring (n): the season of flower, tender leaves and fruit

rail road (n): railway line

dirt (n): dust

probably (adv): perhaps

polite (adj): good mannered

untidy (adj): unclean

tidy (adj): neat/good looking

eagerly (adv): anxiously

rushed home: went home quickly

supper (n): night meal

watch: observe keenly

fence (n): the barrier

minister of a church (n): a priest

deserve: worthy to have

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 4 Integers Unit Exercise Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 4th Lesson Integers Unit Exercise

Question 1.
Write the integers for the following situations.
i) A kite is flying at a height of 225 m in the sky. ( )
ii) A whale is at a depth of 1250 m in the ocean. ( )
iii) The temperature in Sahara desert is 12°C below freezing temperature. ( )
iv) Ravi withdrawn Rs. 3800 from ATM using his debit card. ( )
Answer:
i) 225 m
ii) – 1250 m
iii) – 12°C
iv) -3800

Question 2.
Justify the following statements with an example.
i) A positive integer is always greater than a negative integer.
ii) All positive integers are natural numbers.
iii) Zero is greater than a negative integer.
iv) There exist infinite integers in the number system.
v) All whole numbers are integers.
Answer:
i) A positive integer is always greater than a negative integer:
Consider
a) 3, -5 are two integers
3 > -5
b) – 10, 1 are two integers
1 > -10
∴ A positive integer is always greater than a negative integer.

ii) All positive integers are natural numbers:
Positive integers = 1, 2, 3, …..
Natural numbers = 1, 2, 3, …..
So, all positive integers are natural numbers.

iii) Zero is greater than a negative integer:
On a number line, for a given pair of numbers the number on R.H.S is always greater than the number on L.H.S.
All negative integers lie on the L.H.S. of zero, on a number line.
As such all negative numbers are less than zero or zero is greater than all negative integers.

iv) There exist infinite integers in the number system:
If we write integer on a number line, as the line extends on both sides endlessly so as the integers.
(Or)
For every integer there exists another integer which is 1 more than the given integer. Hence the integers are infinite.

v) All whole numbers are integers:
Whole numbers : 0, 1, 2, 3,……
Integers: ……, -3, -2, -1, 0, 1, 2, 3,…..
So, whole number are part of integers.
∴ All whole numbers are integers.

Question 3.
Represent
i) 3+4
ii) 8+(-3)
iii) -7-2
iv) 6-(5)
v)-5-(-4)
on number line.
Answer:
i) 3 + 4 = +7.

On the number line we first move 3 steps to the right of 0 to reach +3.
Then, we move 4 steps to the right of +3 and reach + 7.

ii) 8 + (-3) = +5.

On the number line we first move 8 steps to the right of 0 to reach +8.
Then, we move 3 steps to the left of +8 and reach +5.

iii) -7 -2 = -9

On the number line we first move 7 steps to the left of 0 to reach -7.
Then we move 2 steps to the left of -7 and reach -9.

iv) 6 – (5) = + 1

On the number line we first move 6 steps to the right of 0 to reach +6.
Then, we move 5 steps to the left of +6 and reach +1.

v) -5 – (-4) = -1

-5 – (-4) = -5 + 4 = -1 (∵ -(-a) = a)
On the number line, we first move 5 steps to the left of 0 to reach -5.
Then, we move 4 steps to the right of -5 and reach -1.

Question 4.
Write all the integers lying between the given numbers.
i) 7 and 12
ii) -5 and -1
iii) -3 and 3
iv) -6 and 0
Answer:
i) 7 and 12
Integers lying between 7 and 12 are 8, 9, 10, ll.

ii) -5 and -1
Integers lying between -5 and -1 are -2, -3 and -4.

iii) -3 and 3
Integers lying between -3 and 3 are -2, -1, 0, 1, 2.

iv) -6 and 0
Integers lying between -6 and 0 are -5, -4, -3, -2, -1.

Question 5.
Arrange the following integers in ascending order and descending order.
-1000, 10, -1, -100, 0, 1000, 1, -10
Answer:
Given numbers -1000, 10, -1, -100, 0, 1000, 1, -10
Ascending order: – 1000, -100, -10, -1, 0, 1, 10, 1000
Descending order: 1000, 10, 1, 0, -1, -10, -100, -1000

Question 6.
Write a real life situation for each of the following integers.
i) -200 m
ii) +42°C
iii) -4800(cr)
iv) -3.0 kg
Answer:
i) -200 m
In the Singareni coal mines workers will go 200 m below the ground level.
ii) +42°C
In summer average temperature of May month is 42°C.
iii) Rs. 4800 (crores)
Central Government sanctioned Rs. 4800(crores) for education in the Annual Budget.
iv) – 3.0 kg
In a Primary School the ground balance of rice = -3 kg

Question 7.
Find:
i) (-603) + (603)
ii) (-5281) +(1825)
iii) (-32) + (-2) + (-20) + (-6)
Answer:
i) (-603) + (603)
Sum of a number and its additive number is 0.
Additive inverse of – 603 is 603.
So, -603 + 603 = 0

ii) (-5281) + (1825)
= – 5281 + 1825 = – 3456

iii) (-32) + (-2) + (-20) + (-6)
= -32 – 2 – 20 – 6 = -60

Question 8.
Find:
i)(-2) – (+1)
ii) (-270) – (-270)
iii) (1000) – (-1000)
Answer:
i) -2 – (+1)
= -2 -1 = -3

ii) – 270 – (-270)
= -270 + 270 [∵ -(-a) = a]
= 0 [-a + a = 0]

iii) 1000 – (-1000)
= 1000 + 1000 [∵ -(-a) = a]
= 2000

Question 9.
In a quiz competition, where negative score for wrong answer is taken,Team A scored +10, -10, 0, -10, 10, -10 and Team B scored 10,10, -10,0,0,10 in 6 rounds successively .Which team wins the competition? How?
Answer:
Score of Team A = (+10), (-10), 0, (-10), 10, (-10)
Total score of Team A = (+10) + (-10) + (0) + (-10) + (10) + (-10)
= +10 – 10 + 0 – 10 + 10 – 10
= +20 – 30 = -10
Score of Team B = 10, 10, -10, 0, 0, 10
Total Score of Team B = (+10) + (+10) + (-10) + 0 + 0 + (+10)
= +10 + 10 – 10 + 10
= + 30 – 10
= + 20
-10 < + 20
Team A < Team B
So, Team B is the winner. Because, Team B got more score than Team A.

Question 10.
An apartment has 10 floors and two cellars for car parking under the basement. A lift is now, at the ground floor. Ravi goes 5 floors up and then 3 floors up, 2 floors down and then 6 floors down and come to lower cellar for taking his car. Count how many floors does Ravi travel all together? Represent the result on a vertical number line.
Answer:

First move:
Ground to 5th floor up = 5
(Can reach 5th floor)
Second move:
5th floor to 3 floors up = 3
(Can reach 8)
Third move:
8th floor to 2 floors down = 2
(Can reach 6th floor)
Fourth move:
6th floor to 6 floors down = 6
(Can reach ground floor)
Final move:
Ground to lower cellar = 2
(Can reach cellar -2)
No. of floors Ravi travelled = 18

AP State Syllabus AP Board 7th Class English Textbook Solutions Chapter 1B The Town Child & The Country Child Textbook Questions and Answers.

AP State Syllabus 7th Class English Solutions Chapter 1B The Town Child & The Country Child

7th Class English Chapter 1B The Town Child & The Country Child Textbook Questions and Answers

I. Answer the following questions.

Question 1.
Where does the town child want to live?
Answer:
The town child wants to live in a country.

Question 2.
Why is there smoke in the towns?
Answer:
There is smoke in the towns because there are buses and motors and trams, plying often.

Question 3.
There is one thing that the town child loves. What is it?
Answer:
The town child loves the sky which is far above.

Question 4.
“There is no one to play with at all”. This sentence means
a) there are no people in villages.
b) there are no players in villages.
c) the villages have lesser population than the towns.
Answer:
b) There are no players in villages.

Question 5.
What is the wish of the country child?
Answer:
The country child’s wish is that he lived in a town.

Question 6.
Which child is able to watch meadows and lambs?
Answer:
The country child is able to watch meadows and iambs.

Question 7.
Why are the lanes in the country so quiet?
Answer:
The lanes in the country are so quiet because they are not crowded with traffic and feet.

Question 8.
Why are nights colourful in towns?
Answer:
Nights are colourful in towns because of the bright and twinkling streets. There are electric lights at night in towns.

Question 9.
Pick out the rhyming words from both the poems.
The first one is done for you.

Answer:
The rhyming words from the poems are:

Question 10.
If you were given an option to live in a town or a country, where would you prefer to live? Give reasons for your option.
Answer:
I would prefer to live in a country. I like the greenery there. It is a pollution free place. People are innocent and courteous. It is always quiet and calm. Hence I like to live in a village.

Project

Conduct a Survey

Study the following questionnaire and discuss the points in small groups.

Contact people in your School/your locality and put these questions to them. Collect information by ticking in the relevant column.

Analyse the results in the group and write a brief report on the result of your survey.
Use phrases such as the following:
Most people think that ……………………………….
A few people think that ……………………………….
Hardly anyone thinks that ……………………………….
No one thinks that ……………………………….

THE REPORT

Most people think that home is a place where they feel secure and happy. Some people- not many-think that you can be alone at home if you choose to be. A large number of people feel that they can keep all their things at home. Almost everyone agreed that home is the place where we can bring up a family. A considerable number of persons opine that one can invite friends and relatives to home. Only a very few persons agree to the idea that one can make a noise or do whatever one likes at home. A great part of the participants are of the view that one can be at peace at home. Many people contribute to the point that home is the place where we look after parents and exchange love.

The Town Child & The Country Child Summary in English

The Town Child
The town child lives in a street full of buses, cars, producing a lot of noise and discharging smoke. The boy wishes to have meadows and lambs around. He hates those rows of houses filled with noises. He loves to have woods near. The only thing he loves in the town is the blue sky. He says the sky alone has room for him and lots of clouds.

The Country Child
The country child lives close to a wood. The streets are quiet. The lanes are not crowded. The boy wants players all around. The trees are too tall and the boy feels lonely. He has the company of just birds and flowers. He wishes to have a home in a town. He loves to watch trams all around. He longs to see colourful lights glitter at nights. He prays to have town life.

The Town Child & The Country Child Glossary

feet (n): (here) people who walk in streets

tram (s): an electric vehicle that transports people in cities

meadow (n): a field with grass and often wild flowers

castle (n): a large strong building

lane (n): a narrow road in the countryside or, in a town

twinkling (adj): shining strongly and then weakly

woods (pl.n): an area of trees, smaller than a forest

quiet (adj): silent! peaceful

lonely (adj): unhappy because you have no friends or people to talk to

wood (noun): the hard material that the trunk and branches of a tree are made of.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 6 Basic Arithmetic Ex 6.4 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 6th Lesson Basic Arithmetic Ex 6.4

Question 1.
Express each of the following percents as fractions in the simplest form,
a) 15%
b) 35%
c) 50%
d) 75%
Answer:
a) Given percent is 15%
= \(\frac{15}{100}\) = \(\frac{3}{20}\) (fraction form) [∵ To express a percentage as a fraction first drop the symbol % and then divide it by 100.]

b) Given percent is 35%
= \(\frac{35}{100}\) = \(\frac{7}{20}\) (fraction form)

c) Given percent is 50%
= \(\frac{50}{100}\) = \(\frac{1}{2}\) (fraction form)

d) Given percent is 75%
= \(\frac{75}{100}\) = \(\frac{3}{4}\) (fraction form)

Question 2.
Express each of the following fractions as percents.
a) \(\frac{15}{2}\)
b) 8\(\frac{1}{4}\)
c) 5\(\frac{3}{4}\)
d) 3\(\frac{1}{3}\)
Answer:
a) Given number \(\frac{15}{2}\) is in fraction form.
To convert the fraction into percent we have to multiply the fraction by 100%
\(\frac{15}{2}\) = \(\frac{15}{2}\) × 100 = 15 × 50 = 750% (percent form)

b) Given number 8\(\frac{1}{4}\) is in fraction form.
To convert the fraction into percent we have to multiply the fraction by 100%
8\(\frac{1}{4}\) = \(\frac{33}{4}\) = \(\frac{33}{4}\) × 100 = 33 × 25 = 825%,(percent form).

c) Given number 5\(\frac{3}{4}\) is in fraction form.
To convert the fraction into percent we have to multiply the fraction by 100 and assign the percentage symbol %
5\(\frac{3}{4}\) = \(\frac{23}{4}\) × 100 = 23 × 25 = 575% (percent form)

d) Given number is 3\(\frac{1}{3}\) in fraction form.
To convert the fraction into percent we have to multiply the fraction by 100%
3\(\frac{1}{3}\) = \(\frac{10}{3}\) × 100 = \(\frac{1000}{3}\) = 333\(\frac{1}{3}\) % (percent form)

Question 3.
Express each of the following ratios as percents.
(a) 3 : 5 (b) 5 : 8 (c) 2.5 : 55 (d) 4 : 36
Answer:
a) 3 : 5
Given ratio is 3 : 5.
3 : 5 = \(\frac{3}{5}\) (fraction form)
To convert the fraction into percent we have to multiply the fraction by 100%
\(\frac{3}{5}\) = \(\frac{3}{5}\) × 100 = 60% (percent form)

b) 5 : 8
Given ratio is 5 : 8
5 : 8 = \(\frac{5}{8}\) (fraction form)
To convert the fraction into percent we have to multiply the fraction by 100%
\(\frac{3}{5}\) = \(\frac{3}{5}\) × 100 = 62 \(\frac{1}{2}\) % (percent form)

c) 2.5 : 55
Given ratio is 2.5 : 55
2.5 : 55 = \(\frac{2.5}{55}\)
To convert the fraction into percent we have to multiply the fraction by 100%

d) 4 : 3 6
Given ratio is 4 : 36
4 : 36 = \(\frac{4}{36}\) (fraction form)
To convert the fraction into percent we have to multiply the fraction by 100%
\(\frac{4}{36}\) = \(\frac{4}{36}\) × 100 = \(\frac{100}{9}\) = 11 \(\frac{1}{9}\) % (percent form)

Question 4.
Express each of the following percents as ratios in the simplest form.
(a) 12% (b) 25% (c) 45% (d) 84%
Answer:
a) Given percent is 12%
= \(\frac{12}{100}\) = \(\frac{3}{25}\) (fraction form)
= 3 : 25 (ratio form)

b) Given percent is 25%
= \(\frac{25}{100}\) = \(\frac{1}{4}\) (fraction form)
= 1 : 4 (ratio form)

c) Given percent is 45%
= \(\frac{45}{100}\) = \(\frac{9}{20}\) (fraction form)
= 9 : 20 (ratio form)

d) Given percent is 84%
= \(\frac{84}{100}\) = \(\frac{21}{25}\) (fraction form)
= 21 : 25 (ratio form)

Question 5.
Express each of the following percents as decimals,
(a) 1% (b) 6% (c) 19% (d) 67%
Answer:
a) Given percent is 1%
= 1% = \(\frac{1}{100}\) (fraction form)
= 0.01 (decimal form)

b) Given percent is 6%
= 6% = \(\frac{6}{100}\) = \(\frac{3}{50}\) (fraction form)
= 0.06 (decimal form)

c) Given percent is 19%
= 19% = \(\frac{19}{100}\) (fraction form)
= 0.19 (decimal form)

d) Given percent is 67%
= 67% = \(\frac{67}{100}\)
= 0.67 (decimal form)

Question 6.
Express each of the following decimals as percent.
(a) 0.04 (b) 0.52 (c) 0.125 (d) 0.0006
Answer:
a) Given decimal number is 0.04.
Convert this into fraction

b) Given decimal number is 0.52.
Convert this into fraction

c) Given decimal number is 0.125.
Convert this into fraction

d) Given decimal number is 0.0006.
Convert this into fraction

Question 7.
Find the number, which is 12\(\frac{1}{2}\)% of 75.
Answer:
Given 12\(\frac{1}{2}\)% of 75
We know that x% of y = \(\frac{x}{100}\) × y

(OR)

Question 8.
Pavani secured 85% marks in mathematics paper. If maximum marks in the paper are 80, find the marks secured by her in that paper.
Answer:
Given maximum marks of the paper = 80
Percentage of marks secured by Pavani = 85%
Marks secured by Pavani

∴ Marks secured by Pavani = 68

Question 9.
Siva spends 78% of his monthly income. If he saves Rs. 7,700/- per month, what is his monthly income?
Answer:
Let Siva’s monthly income = Rs. x
Percentage of income spent = 78%
Percentage of income saved = 100% – percentage of spent income
= 100% – 78% = 22%
Saved income = 22% of monthly income = 7700
= 22% of x = 7700
⇒ \(\frac{1}{2}\) × x = 7700
⇒ x = \(\frac{7700×100}{2}\)
⇒ x = Rs. 35000
∴ Siva’s monthly income = Rs. 35000

AP State Syllabus AP Board 7th Class English Textbook Solutions Chapter 1A The Town Mouse and the Country Mouse Textbook Questions and Answers.

AP State Syllabus 7th Class English Solutions Chapter 1A The Town Mouse and the Country Mouse

7th Class English Chapter 1A The Town Mouse and the Country Mouse Textbook Questions and Answers

Look at these two pictures and answer the questions that follow.

Question 1.
Write the differences you notice between the things you see in the two pictures.
Answer:
i) Picture-1 is the scenery of a village life.
Picture-2 is the scene of a city life.
ii) In the village we can see thatched houses.
But in the city we can see tall, multi-storeyed buildings.
iii) In the village we can see farmers, bullocks, cows and bullock carts.
But in cities we can see a lot of buses, cars and two-wheelers.
iv) The village is surrounded by beautiful fields and hills.
But the cities are surrounded by industries and workshops besides slums.
v) Villages are calm and peaceful but the cities are noisy because of heavy traffic and . industries.

Question 2.
Where would you like to live, in a town or in a village?
Answer:
I would like to live in a village.

Question 3.
Where do you think life is peaceful? Why?
Answer:
Life is peaceful in villages. The village is calm, beautiful and peaceful. It is surrounded by
pastures and fields. The people living there have cordial relations with each other.

Question 4.
Do animals feel the same like you?
Answer:
Yes. Animals also feel that life is peaceful in villages.

I. Answer the following questions.

Question 1.
Why did the town mouse want to go to the countryside?
Answer:
The town mouse wanted to go to the countryside because he had been ill with a cough and his doctor had advised him to spend a week in the countryside.

Question 2.
Describe the town mouse’s experience at the countryside.
Answer:
At the countryside, the town mouse had to drink coconut water instead of orange juice or lemonade. He did not enjoy his dinner as it consisted of the root and the sugarcane. There he had to sleep on the hard, cold ground. It was so quiet at the countryside. He felt the country a strange place. He did not like it.

Question 3.
What differences do you find between the country and the town?
Answer:
The town is full of noises. Lights are on all the time. Artificial food, cool drinks, air conditioning etc., are common. The village is quiet where clear water, fresh air and raw food greet everyone.

Question 4.
How can you say that the town mouse could not enjoy the dinner offered by the country mouse?
Answer:
The town mouse did not enjoy his dinner as it consisted of only the root and the sugarcane, instead of bread and jam, different kinds of fruit and slabs of chocolate.

Question 5.
What would happen if the person who opened the cupboard found any of the mice?
Answer:
If the person who opened the cupboard found any of the mice, the mouse that was found would be caught and killed.

Question 6.
Why did the town mouse travel in an ordinary train?
Answer:
The town mouse travelled to the countryside in an ordinary train because there was no air- conditioned coach.

Question 7.
Why did the country mouse go back to his house in the country?
Answer:
The country mouse went back to his house in the country because the town was noisy and polluted. He wanted to eat in peace but could not find that in the town.

Question 8.
How can you say the town mouse was not comfortable in the country?
Answer:
The town mouse came to the village for rest for a week. But he went back to the town the very next day. This clearly shows that the town mouse was uncomfortable in the village.

Question 9.
How are the streets of a town different from those of a village?
Answer:
There was heavy traffic of cars, buses and lorries in the streets of a town and so they were noisy and polluted. No such traffic was seen in the streets of a village and so they were quiet and unpolluted. Unlike the streets of a village, the streets of a town had many lights even in the middle of the night.

Question 10.
Describe the lifestyle of the country mouse in two or three sentences.
Answer:
The country mouse lived in a hole in a field of a village. He was in the habit of taking raw food such as roots, sugar-cane and fresh water. He lived in a peaceful and natural way.

Question 11.
“The town mouse and the country mouse did not visit each other again.” Why ? Give reasons for your answer.
Answer:
The town mouse did not visit the country mouse again because the country was so quiet and he had to eat only raw food there.
The country mouse did not visit the town mouse again because there the streets were noisy with the traffic of buses, lorries and cars. He could not get raw food there. He could not even eat in peace, there.

II. Choose the best answer from the choices given to complete each sentence.

1. The town mouse and the country mouse are ….
a) friends
b) cousins
c) classmates

2. The house of the town mouse was ….
a) a field in a village
b) a building in a village
c) a kitchen cupboard in a town

3. The house of the town mouse was ….
a) full of most delicious food
b) full of sugar-canes and roots
c) full of coconut water

4. At the end of the story, the country mouse ….
a) went back to his country
b) stayed in the town
c) visited the town mouse
Answer:
1. b
2. c
3. a
4. a

III. Say whether the following statements are TRUE/FALSE. Correct the wrong statements.

1. The country mouse lives in a town. ( )
2. The town mouse feels very comfortable in the train. ( )
3. It was hot when the town mouse travelled to the countryside. ( )
4. The town mouse liked to eat cooked food. ( )
5. There are more lights, cars and lorries in the town than in the’village. ( )
Answer:
1. False
2. False
3. True
4. True
5. True

Vocabulary

I. The following sentences are from your lesson. Read them carefully and tick (✓) the correct meaning of the underlined word in each sentence.

1. He has asked me to spend a week in the countryside. [ ]
(a) a land with towns and cities.
(b) a neighbouring country.
(c) a land outside towns and cities with fields, woods etc.

2. The town mouse packed his bags. [ ]
(a) put something in a container so that it can be stored
(b) put clothes etc., into a bag in preparation for a trip away from home
(c) put expensive things in a bag so as to keep them safe

3. The day was bright and sunnv. [ ]
(a) with a lot of bright light from the sun
(b) with a cool wind from the east
(c) without rain

4. He nibbled at the root and the sugar-cane. [ ]
(a) took a large quantity of food
(b) took a small quantity of food showing a slight interest
(c) took food with a great interest

5. The country mouse arrived in town. [ ]
(a) left for a place (b) got to a place (c) left a place

Answer:
1. c (✓)
2. b (✓)
3. a (✓)
4. b (✓)
5. b (✓)

II. Fill in the blanks using appropriate words/phrases given below.

Rambabu started his journey to his grandfather’s village in Prakasam District. He caught a train to reach the village. The train arrived at the station. At that time, he was hungry and thirsty. As soon as he —1— the train, he wanted to drink and eat something. So he —2— but found nothing to eat and drink. He started walking towards his grandfather’s house. On the way, he found a shop which was —3— cool drinks. He had —4— money. So he bought a cool drink and a —5— bread.
Answer:
1) got off,
2) looked around,
3) full of,
4) plenty of,
5) piece of

III. Read the following sentence from your lesson and identify the underlined expression.

He nibbled at the root and the sugar-cane. The expression sugar-cane is a compound noun. It is a combination of two nouns.
sugar + cane – sugar-cane
Now read your lesson and pick out at least two compound nouns.
cupboard, coconut water, Mouse Town, Country Mouse
Let’s form some compound nouns now.

Join each word in column-A with a suitable word in column-B to form Compound Nouns. The first one is done for you.

Grammar

I. Read the following sentences and notice the underlined words.

It’s always quiet in the country, Sometimes it is quieter than today. My grandfather says that our village is the quietest among all the villages in our district.

The underlined words are adjectives. But they are in different degrees of comparison. The first one is in positive degree: The second and the third are in comparative and superlative degrees respectively.

Positive Degree             Comparative Degree            Superlative Degree
quiet                                       quieter                                  quietest

Here is a list of adjectives. Write the other degrees of them. The first one is done for you. (Use a dictionary and check your work.)
Note: Usually short words take ‘er’ and ‘est’ as suffixes to form other degrees.

Note: Words with two or more than two syllables take ‘more’ and ‘most’ respectively in comparative degree and superlative degree.

Note: Unlike the above, some words change completely in other degrees.

Read the following sentence from your lesson and notice the underlined word.

May I stay with you?
The underlined word ‘may’ is a helping verb. It is used to take or give permission in a formal
way.
But ‘can’ is used to take or give permission in an informal way.

• Can I leave this place? ( Taking permission)
• You can go now. ( Giving permission)

‘May’ has another use also. It is used to express possibility, e.g. It may rain today.
1. May I + bare infinitive is used to ask for permissions,
e.g.: May I stay with you?
May I use your cell phone?
May I leave the class earl ?

2. Can I + bare infinitive (V1) is used to ask for permissions,
e.g.: Can I leave this place?
Can I take leave of you?
Can I use your cell phone?

3. You + may / can + bare infinitive (V1) is used to give permissions,
e.g.:
1) You may go now.
2) You may use my cell phone.
3) You may take my umbrella.
4) You can go now.
5) You can use my scooter.
6) You can lend my notebook.
4. May is used to express possibility.
e.g.:
1) It may rain today.
2) He may come tomorrow.
3) She may attend the party.

I. Read the following sentences and say what they mean. Choose the right answer from the choices given:

1. May I come in, sir? ( )
a) aiving permission
b) taking permission
c) expiring the possibility

2. Sindhu may come to India next month. ( )
a) giving permission
b) taking permission
c) expressing the possibility

3. You may use my cell phone if you need. ( )
a) giving permission
b) taking permission
c) expressing the possibility

4. Can I take leave of you? ( )
a) taking permission in a formal way
b) taking permission in an informal way
c) expressing the possibility

5. The dog may attack you if you run. ( )
a) giving permission
b) taking permission
c) expressing the possibility
Answer:
1. b
2. c
3. a
4. b
5. c

II. Rewrite the following sentences as directed.

1. The boy seems to cry if you do not buy an ice-cream for him. (Express this using ‘may’)
Answer:
The boy may cry, if you do not buy an ice-cream for him.

2. You can use my camera if you need. (Give permission using ‘may’)
Answer:
You may use my camera if you need.

3. He seems to be a nice man. (Express this possibility using ‘may’)
Answer:
He may be a nice man.

4. You want to leave the class now.
Answer:
May I leave the class, now? (Take permission using ‘may’)

5. Raju wants to use your water bottle. (Give permission using ‘may’)
Answer:
You may use my water bottle, if you need.

III. Read the following sentence from your lesson.

I wish there was an air-conditioned coach.

The above sentence expresses unreal past.
We use “ wish + subject + past tense” to express unreal past. This sentence means …. 1 am sorry there is no air-conditioned coach.
Some more examples:
1) I wish I had wings. (This means that I am sorry I don’t have wings.)
2) I wish I were a bird.
3) I wish I were the Prime Minister.
4) I wish 1 had a car.

Now express the wishes of the people mentioned below using unreal past (wish + subject + past tense). The first one is done for you.

1. Sindhu has missed her school bus. She has to go to school urgently. She wishes to have a car. How would Sindu express her wish?
Answer:
I wish I had a car.

2. Anita wants to abolish the system of exams. She wishes to be the Prime Minister. How would Anita express her wish?
Answer:
I wish I were the Prime Minister.

3. Srinu’s father has a car. He wishes to drive that car. But he doesn’t know how to drive a car. How would Srinu express his wish?
Answer:
I wish my father/I knew how to drive a car.

4. Sharmila wants to play tennis. But she doesn’t have a tennis racket. How would Sharmila express her wish?
Answer:
I wish I had a tennis racket.

5. Mahendra wants to get first rank in the class. But he can’t. How would Mahendra express his wish?
Answer:
I wish I got first rank in the class.

Writing

I. Write a letter to your friend inviting him/her to your village to spend summer holidays. Write about your family and the places where you will take him/her.

Near Ramalayam,
75 – Tyallur,
Pedakurapadu Mandal,
Guntur District.
April 18, 20xx.

My dear Guruvardhan,

I am fine and pink in health. I am doing well in my examinations. I do hope the same with you, there.

You know, our summer holidays begin on April 24. I cordially invite you to my village to spend summer holidays with me, at least for a fortnight. All the members of our family are friendly and affectionate. They treat you as one of us. You also have asked me to write to you a letter, inviting you to my house for the summer vacation. If you come over here, I can show you the beautiful locations in and around our village which you will certainly enjoy well. Besides, I can take you to Amaravathi where you can see the Amaravathi museum, the huge statue of Lord Buddha. We can also have a holy dip in the river Krishna and visit the temple of Lord Amaralingeswara.

I shall make your stay enjoyable here. Please intimate me the day when you leave for my village so that I can receive you.

Kindly express my regards to your parents and best wishes to your younger sister.

Yours lovingly,
xxx xx

Address on the envelope:

II. Imagine you were the town mouse/ country mouse and write a paragraph describing your visit.

I am a town mouse. I was born there and I spent all my life in the same town. Recently I suffered badly from cough. The doctor advised me to spend a week or two in the countryside. So I wrote a letter to my cousin who lives in a village, expressing my desire to spend a week in his village. He was very happy and invited me to his village with great pleasure. Immediately after receiving the letter I went to the village. He received me at the station. There it was very hot indeed. I was very much thirsty. I asked him for a cool drink or a lemonade. But he offered me coconut water. At dinner he offered me raw roots and sugarcane. In my town 1 usually take delicious foods such as bread and jam; cheese, and different kinds of fruits. I didn’t like the food offered to me by him. At night I had to sleep on cold and hard ground. The life at the village is very different from that of the town. There is no glitter of lights. There are no buses, cars and even two wheelers. It appears very dull when compared to the city life. There was no ready food. I had to go to nearby farms in search of food. 1 felt the village life dreadful and unpleasant. I cannot accustom with the hardships of the village life system. So I came back to the town the very next day. And I never visited the village again in my life. I thought that the city, in which I live, is the heaven on this earth.

(Or)

I am a country mouse. I live in the countryside. On receiving an invitation from my cousin, the town mouse, I went to his town. His house was at the back of a kitchen cupboard. There he received me warmly. But my head began to ache because of the noise caused by ’ the traffic of cars, buses and lorries, running in the streets of the town. They also cause air-pollution. I was also surprised to see the lights even in the middle of the night. On my asking, my cousin replied that it was common in towns. I wanted to drink some water and eat raw food like the root and the sugar-cane. But my cousin offered me ice-cold orange juice to drink. He also offered me bread and jam, different kinds of fruit and slabs of chocolate. But I could not eat any in peace because he pushed me out through a hole when somebody was opening the cupboard door. On the whole, it was not a pleasant experience and I decided not to visit the town again.

Study Skills

I. Study the table given below and observe the changing patterns of unemployment in some advanced countries. Answer the questions that follow.

1. How many countries are compared in the given table?
Answer:
Eight countries

2. What period does the table represent?
Answer:
The period from 2000 to 2006.

3. Which country has the least unemployment rate in 2005?
Answer:
Japan

4. Which country has a decrease of nearly 6% in unemployment rate between 2000 and 2006?
Answer:
Spain.

5. In the case of every country we can notice that (Choose the correct answer.)
(a) The unemployment rate is steadily increasing.
(b) The unemployment rate is steadily decreasing.
(c) The unemployment rate is fluctuating, i.e. sometimes it rises and sometimes it falls.
Answer:
(c) The unemployment rate is fluctuating i.e., sometimes it rises and sometimes it falls.

6. Which year recorded the highest unemployment rate for many countries?
Answer:
The year 2000.

7. Which country recorded the least fluctuations in the unemployment rate?
Answer:
The U.K. recorded the least fluctuations.

Listening and Speaking

I. An old student of your school visits your school. Your teacher introduces her to your class like this. (Now the teacher has to read the following information.)

My dear students! Look, who is here! This is Kumari Nithya. I am very happy to introduce her to you. She was my student; I mean, a student of this school. You know, she is now working as a software engineer in a big company. When I remember Nithya, I see a pretty little girl with two plaits sitting in the first row eagerly waiting for a chance to speak. She would answer any question at the drop of a hat.
When I talked to others, she would become restless and went on saying ma’am, ma’am, thrusting her hand into air. No wonder she passed S.S.C. in first class and scored more than 550 marks. I hope you have seen her name in our H.M.’s room, haven’t you?
Going by her marks, don’t think she is just a bookworm. She did equally well in sports and games. She led our school kabaddi team to state level competitions. There are many other things that I would like to share with you, but I’m leaving them, especially the naughty things, for her to share with you.
Now Nithya will address you. Nithya …. !

Imagine that your eldest brother has come to your school. Introduce him to your class and your teachers.
Answer:
Respected teachers ! My dear friends ! I think the person standing by my side is known to many of the teachers, here. This is Hanuman. I am very happy to introduce him to you. He is my eldest brother. He was a student of this school. He is, now, doing his engineering.
He is sharp right from the start. He has passed S.S.C. and scored more than 570 marks. I hope you have seen his name in our H.M.’s room, haven’t you? But don’t think, he is just a bookworm. He has done equally well in sports and games. If you want to know some more about him, you can talk to him. Thank you all, for giving me this opportunity.

II. Listen to the conversation between Sulochana and Madhavi.

Sulochana: Hi! Madhavi, welcome to city. How are you?
Madhavi: I am fine. Thank you. I-low about you?
Sulochana: Pretty well. Why are you waiting outside? Come in. When did you return from your village?
Madhavi: Just this morning.
Sulochana: How was Pongal?
Madhavl: It was great fun. I really enjoyed every moment in the village. I wish I could spend some more time there.
Sulochana: Oh! Did the village life impress you so much?
Madhavi: Yes, it was wonderful.
Sulochana: What fascinated you so much there?
Madhavi: Well ! It was pollution free. Fresh air, fresh water, clear sky… and what not?
Sulochana: Was there anything else?
Madhavi: Yes, I liked the green fields, strange birds, sheep, cows, bulls etc.
Sulochana: Oh! That’s interesting. Why don’t yàu take me with you the next time you go to your village?
Madhavi: Done.

Now work in pairs and talk about your experience of living in a town/village.
Answer:
Seeta: Hi, Lata! When did you return from the village?
Lata: Hi, Seeta! I came back yesterday. It was a memorable experience.
Seeta: What impressed you so much?
Lata: Everything in the village. Absolute peace, green fields, clean water, fresh air, innocent villagers and what not?
Seeta: You are carried away by your stay there it seems!
Latha: You too will feel the same way if you stay there for sometime.
Seeta: When are you, then, taking me to your grandparents’ village?
Lata: Shall go during Dasara holidays!
Seeta: Done.

(Or)

During the Pongal holidays, I visited my uncle’s village and stayed on there for a week. The celebration of Pongal in villages. I had a lot of fun and really enjoyed every moment in the village. The village life impressed me much. There is no air-pollution and sound pollution in villages. People in villages get fresh air and fresh water. There the sky is clear. I liked the green fields, the sheep, the cows and the bulls. I wish I could spend some more time there.

III. In groups, read the story once again. Decide on a scene from the story and per¬form a sport play.
(Group work – Let the students form 3 or 4 groups).

• Read the story once again.
• Identify the characters.
• Pick out the dialogues of the characters.
•  Identify the locations of the events.
• Decide scenes and setting accordingly.
• Assign roles to the members of the groups.
• Enact the drama before the whole class.

Answer:
(When the curtain rises up, the kitchen room in a rich man’s house is seen, with a cupboard. Beside it, the town-mouse (the student having this character, wears trousers with a tail hang-ing from behind it, and a shirt under a coat) appears, coughing and sniffing.)
The town mouse to himself : Oh ! I can’t bear this cough. I must phone to my family doctor for a speedy recovery.
(The town mouse makes a phone call to the doctor. After a gap of two/three minutes, the doctor (the student having the character of the doctor-mouse) comes into his room.)
Town Mouse: (seeing the doctor) Good morning doctor!
Doctor: Good morning. Why have you called me to come urgently?
Town Mouse: Doctor, I need your help, now.
Doctor: OK. What’s the problem?
Town Mouse: See, doctor, how I am coughing!
[Doctor checks his chest with a stethoscope]
Doctor: For how many days have you been suffering from cough and cold?
Town Mouse: For the last 4 days.
Doctor: Oh ! You have delayed. You should have called me as and when you were attacked with cough.
Town Mouse: Sorry doctor. I didn’t think it would last for long.
Please tell me what I should do to restore normal and good health.
Doctor: Use this medicine tonight for tomorrow, after taking a light diet.
Town Mouse: OK. Doctor.
Doctor: But one thing
Town Mouse: Tell me, doctor.
Doctor: I strongly say you need change of climate as well as change of place.
Town Mouse: You mean I need to go somewhere else.
Doctor: Yes, you have caught my point. Spend some days in a countryside where you get fresh and unpolluted air for your health. Do you have any relatives in any countryside ?
Town Mouse: Yes, I have. My cousin, country mouse lives at Mouse Cciuntry. We often write letters to each other and are affectionate to each other.
Doctor: That’s good. Then you had better leave for your cousin’s place and be there at least for a week to have a speedy recovery.
Town Mouse: OK, doctor. Tomorrow. I go there.
Doctor : OK. Now, I leave.
Town Mouse: Thank you, doctor, for your kind concern. I shall see you soon after I return from my cousin’s place.
(The doctor departs)
Town Mouse to himself: I’ll send my cousin a letter about my visiting his place and start my
journey after receiving the reply from him.
(The curtain comes down and after a gap of three/four minutes, it rises up again, showing the country mouse (the student having this character wears a white Dhoti and a white Laichi with a Kanduva on his shoulder) with a letter in his hand.)
Country Mouse to himself: Oh! This letter is from cousin, the town mouse. I shall know what he has written.
(The Country Mouse reads out the undermentioned letter, loudly)

Kitchen Cupboard,
Mouse Town.
22 March, 20xx.

Dear Cousin,
I have been ill with cough and my doctor feels I need a holiday. He has asked me to spend a week in the countryside. May I stay with you? Please give me an early reply.
With warm regards,

Yours affectionately
Town Mouse

To
Country Mouse,
The Mouse Hole,
Mouse Country.

(After reading the letter)
Country Mouse to himself: Oh ! My cousin is ill-healthy. I must send an immediate reply asking him to come over here, at once.
(The country mouse is seen writing a letter. Then the curtain begins to come down)
(Later after a gap of 3 minutes, the curtain rises up, showing the country mouse waiting for his cousin near the ‘MOUSE-COUNTRY’ board. Then comes in the town mouse)
Country Mouse: Oh, cousin! Welcome.
Town Mouse: Thank you. Sorry for keeping you waiting.
Country Mouse: No, you need not say that.
Town Mouse: Oh, cousin, I felt .rather hot and thirsty while travelling in that train. I wished I travelled in an air-conditioned coach.
Country Mouse: Are you OK now?
Town Mouse: OK. But I am rather thirsty. I hope you have something ice-cold lemonade for me to drink at home.
Country Mouse: Well, I have some water. But J can look around for some coconut water if you like.
Town Mouse (showing horror): Coconut water? Don’t you have any orange juice or lemonade?
Country Mouse: I’m afraid not. But I found a very nice piece of root toddy and a tender bit of sugar-cane. I’m sure you will enjoy that.
Town Mouse: Root? Sugar-cane? But I don’t eat raw food like that.
(Both sit under a big tree, where a large hole is seen)
Country Mouse: This is what we eat in the country. Try it. It’s not bad.
(The town mouse pretends to nibble at the root and the sugar-cane)
Town Mouse: Cousin, I want to sleep, now.
Country Mouse: You can sleep there. (showing a comer)
Town Mouse: On the ground?
Country Mouse: Yes. This is how we sleep in the country.
Town Mouse: Cousin, why is itso quiet here?
Country Mouse: You mean
Town Mouse: I mean it is rather silent here. Where are all the cars and lorries? Where are the radios and the televisions? Where are all the lights?
Country Mouse: Such things are not seen here. It is always quiet here.
(The two pretend to be asleep).
(The curtain comes down)
(When the curtain rises up, the town mouse is seen, holding a suitcase and the country mouse beside him)
Country Mouse: Cousin, today we’ll visit another farm.
Town Mouse: Sorry, cousin. But I must leave for my town, now itself.
Country Mouse: Why?
Town Mouse: I’ll catch the next train home. I have suddenly remembered that I have
forgotten something.
Country Mouse: OK. I’ll come with you to the station.
(Both pretend to be walking towards the station-side. Then the curtain comes down.)

End of the First Scene

IV. Have a discussion in the whole class on how the performance could be improved in terms of delivery of dialogues, costumes, action, settings, etc.

Teacher: Good morning, students.
Students: Good morning, sir.
Teacher: Now, we will have discussion on the first scene of our play.
Students: O.K., sir.
Teacher: Venkat, do you feel satisfied with your acting, dialogue delivery and costumes, as the Town Mouse?
Venkat: I do, sir.
Guruvandhan: Sir, I think Venkat should have been in Pyzama and Lalchi, the light clothes which may suit for an ill-healthy person.
Hanuman : He didn’t show his suffering much both in his dialogue and acting.
Teacher : Yes. T too have observed and I want to say the same.
Payan: Sir, at the countryside, we have shown only a tree.
Teacher: You mean, there should be some other. If so, what would you suggest?
Payan: I mean we should have put some grass around, making the audience feel it is a farm or field.
Teacher: Good.
Guravalah: instead of the doctor coming to the house of the town mouse, the town mouse should have gone to hospital and the discussion be seen in a hospital. Am I correct, sir?
Teacher: Chennakesava, do you agree with him?
Chennakasva: Yes, sir. I do.
Teacher: OK. You have given some suggestions for the improvement of the first scene. We’ll put them next time in the play.
Students: Thank you, sir.
Teacher: OK. Concentrate on your work, now.

V. You have already written the script for one scene. Develop the other scenes in the same manner and make it a complete script for the play.

Answer:
Script for the other (second) scene:
(When the curtain rises up, the country mouse is seen, sitting near his house, the hole at the bottom of a tree)

Country Mouse to himself: Oh ! I have hurt my cousin’s feelings and disappointed him by not pro¬viding him with what he wanted. Besides, he seemed he didn’t like qui¬etness of the countryside. That’s why he left the place the very next morning . It’s already a month since he left this place. I don’t know how he is now. I make sure he is healthy. I’ll write a letter about my visiting his place.
(After a few minutes, the curtain rises up and shows the town mouse with a letter in his hand)
Town Mouse to himself : Oh ! What a happy news it is ! My cousin wants to visit my house.
I must send him the message to come over here. I’ll send a telegram now itself.
(The curtain comes down. A few minutes later, the town mouse is seen beside a cupboard in a room. The country mouse, after a minute – time enters.)
Country Mouse: How are you, my cousin?
Town Mouse: I am fine and active now, I am very happy to see you here. How are you, cousin?
Country Mouse: I am OK. I am worried about your health. I want to make sure you are alright. That’s why I have come here.
Country Mouse: It’s already 11 p.m. Why are there lights even in the middle of the night?
Town Mouse: Oh, cousin, this is the town. Here there are lights even in the middle of the day.
Country Mouse: (closing his ears with hands)
What is this dreadful noise that never stops?
Town Mouse: That is the traffic. That is the noise made by buses, lorries, cars and aeroplanes.
Country Mouse: Oh, cousin! All this noise has made my head ache.
Town Mouse: Don’t worry. You’ll be alright soon.
Country Mouse: Could I have some water to drink?
Town Mouse: Oh, cousin, what a silly thing! You have come to my house. Then, why only water? (opens the door of the cupboard and shows the cool-drinks, juice, etc.) Look at what there is for you ice-cold lemonade, orange
juice…. Which one do you want?
Country Mouse: I don’t want those. They are not good for my health. I want just some water.
I want some water to drink and then a little bit of food to eat.
Town Mouse: OK. Have this water to quench your thirst.
(The country mouse drinks some water)
Country Mouse: Cousin, can I have some food?
Town Mouse: I have plenty of food, cousin. You can eat as much as you like.
(The town mouse shows the country mouse by opening the door of the cupboard, bread and different kinds of food items)
Town Mouse: Cousin, there are different kinds of fruits, bread and jam, slabs of chocolate and a huge piece of lovely cheese.
Eat, cousin, eat whichever you want.
(By the time the country mouse was about to take some fruits, there was a sound like thunder. The country mouse was frightened.)
Town Mouse: Run, cousin, run, run along with me into the hole.
(Later the town mouse pushed the country mouse out through the hole in the back of the cupboard. The country mouse exhibits as if his heart was beating very fast.)
Country Mouse: I am in fear, but what is it?
Town Mouse: Sssh …. Don’t say loudly. Wait here for sometime.
[A man comes into the room, opens the door of the cupboard and gets some juice. Later he goes out]
[When everything was silent again, the town mouse crept out of the hole. He was quite cheerful again]
Town Mouse: Cousin. now come out. You need not be afraid now. Come out.
[The country mouse comes to the town mouse]
Country Mouse: What was it, dear?
Town Mouse: Cousin, that was only somebody opening the cupboard. We are safe now.
[They heard the same sound and had to escape by running, two times again]
[At last, when it was completely quiet]
Town Mouse: It won’t happen again. You can eat now.
Country Mouse: (eating) But I feel I am not safe here. I am quite tired of running and hiding.
Town Mouse: I’ve also done the same, yet I am not tired.
Country Mouse: You are accustomed to doing this and living like this.
Town Mouse: Tomorrow, I’ll take you to different areas in this town.
Country Mouse: No, cousin. I want to go back to the country. I may not get much food there but at least I can eat in peace. So, please let me go there.
Town Mouse: OK. Cousin, I don’t like to trouble or pain you.
You can go there tomorrow, morning.
[The curtain comes down]

End of the play

The Town Mouse and the Country Mouse Summary in English

The town mouse lived at the back of the kitchen cupboard in a rich man’s house in a town whereas the country mouse lived in a country. They were cousins. They often wrote letters to each other.

One day the town mouse wrote a letter to his cousin saying that he was ill and wanted to stay with the country mouse in his country as he had been advised by the doctor to spend a week in the countryside. The country mouse got the letter from the town mouse. He invited the town mouse to his countryside. So he packed his bags and caught the next train to the countryside. He felt hot in train as the day was bright and sunny. He wished he was in an air- conditioned coach.

The country mouse received the town mouse at the station of the countryside. The town mouse asked the country mouse for some organge juice or lemonade saying that he was thirsty. But the country mouse offered him coconut water. The dinner that the country mouse served the town mouse at his house consisted of the root and the sugar-cane. The town mouse nibbled at the root and the sugarcane as he did not enjoy his dinner. Later he had to sleep on the hard, cold ground. The countryside was very quiet. The mouse felt it strange and did not like it. He went back to his town.

Next time, the country mouse visited the house of the town mouse. He did not like the traffic there. He felt surprised watching lights in the streets even in the midnight. The country mouse wanted some water and a little bit of food. The town mouse offered him ice-cold lemonade and orange-juice to drink. The town-mouse offered him bread and jam, different kinds of fruit, slabs of chocolate and a huge piece of lovely cheese. The country mouse had to eat and drink what the town mouse had offered. Meanwhile, they had to run for safety and hide themselves as somebody entered the room and opened the cupboard. The country mouse was tired of doing this and did not like to be there. So, he took leave of his cousin and went back to his house in the country. Since then, they did not visit each other again.

The Town Mouse and the Country Mouse Glossary

1. country (n): a village/an area outside towns or cities with fields and farms

2. affectionately (adv): lovingly/showing caring feelings and love

3. pack (v): to put clothes etc.. into a bag in preparation for a trip away from home

4. uncomfortable (adj): unpleasant

5. grumble (v): to complain about something in a bad-tempered way

6. chug (v): to move making the sound of an engine .

7. dreadful (adj): very bad / unpleasant

8. horror (n): a feeling of great shock or fear

9. lemonade (n): a sweet FIZZY drink with a lemon flavour .

10. nibbled (v): took small bites of something especially food

11. cousin (n): a child of your aunt or uncle

12. quiet (adj): making very little noise

13. strange (adj): unusual or surprising, especially in a way that is difficult to understand

14. farm (n): an area of land used for growing crops

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 2 Whole Numbers InText Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 2nd Lesson Whole Numbers InText Questions

Question 1.
Fill the following table with the successor and predecessor of the numbers provided. (Page No. 15)

Solution:

Discuss

Question 1.
Which number has no successor ? (Page No. 15)
Answer:
Each and every number has a successor.

Question 2.
Which number has no predecessor? (Page No. 15)
Answer:
Zero (0) has no predecessor in the set of whole numbers.

Check Your Progress (Page No. 16)

Question 1.
Which is the smallest whole number?
Answer:
Zero(0) is the smallest whole number.

Let’s Think (Page No. 16)

Question 1.
Are all natural numbers whole numbers? .
Solution:
Yes. All the natural numbers are whole numbers.

Question 2.
Are all whole numbers natural numbers?
Solution:
No. All the whole numbers are not natural numbers.

Let’s Do (Page No. 17)

Show these on number line:

i) 5 + 3
Solution:

Draw the number line starting with ‘O’.
Start from 5, make 3 jumps to the right of 5 on the number line. We reach 8.
So, 5 + 3 = 8

ii) 5 – 3
Solution:

Draw the number line starting with zero (0).
Start from 5, make 3 jumps to the left of 5 on the number line, we reach 2.
So, 5 – 3 = 2

iii) 3 + 5
Solution:

Draw the number line starting with zero (0).
Start from 3, we make 5 jumps to the right of 3 on the number line. We reach 8. So, 3 + 5 = 8

iv) 10 + 1
Solution:

Draw the number line which starts with zero (0).
Start from 10, make 1 jump to the right of 10 on the number line. We reach’ll. So, 10 + 1 = 11

v) 8 – 5
Solution:

Draw the number line which starts with zero (0).
Start from 8, we make 5 jumps to the left of 8 on the number line. We reach 3. So, 8-5 = 3

Let’s Explore (Page No. 17)

Find the following by using number line:

Question 1.
Which number should be deducted from 8 to get 5?
Solution:

Draw the number line, which starts with zero (0).
To get 5 from 8. We have to start from 8. We make 3 jumps to the left of 8 on the number line, we reach 5. As we are moving on left side we have minus sign.
So, 8 – 3 = 5
Therefore to get 5 we deduct 3 from 8.

Question 2.
Which number should be deducted from 6 to get 1?
Solution:

Draw the number line starting with zero (0).
To get 1 from 6 we have to start from 6.
We make 5 jumps to the left of 6 on the number line. We reach 1. As we have moved to left side, we have 6-5 = 1 Threfore to get 1 we deduct 5 from 6.

Question 3.
Which number should be added to 6 to get 8?
Solution:

Draw the number line starts with zero (0).
To get 8 from 6, we have to start from 6.
We make 2 jumps to the right of 6 on the number line to reach 8; So, 6 + 2 = 8 ‘
Therefore to get 8 we add 2 to 6.

Question 4.
How many 6 are needed to get 30?
Solution:

Draw the number line starts with zero (0).
Start from 0 and make 6 jumps to the right of the zero as the number line. Now, treat 6 jumps as one step. So, to reach 30, we make 5 steps.
So, 5 × 6 = 30

Question
Raju and Gayatri together made a number line and played a game on it.

Raju asked “Gayatri, where will you reach if you jump thrice, taking leaps of 3, 8 and 5”? Gayatri said the first leap will take me to 3 and then from there I will reach 11 in the second step and another five steps from there to 16′.
Draw Gayatri’s steps and verify her answers.
Play this game using addition and subtraction on this number line with your friend.
Solution:

Lets Think (Page No. 19)

Question 1.
Are the whole numbers closed under subtraction?
Solution:
8 – 5 = 3, a whole number
5 – 8 = -3 is not a whole number
Therefore whole numbers are not closed under subtraction.

Question 2.
Are the whole numbers closed under division?
Solution:
6 ÷ 3 = 2, a whole number
3 ÷ 6 = \(\frac{3}{6}\), not a whole number 6
Therefore, whole numbers are not closed under division.

Check Your Progress (Page No. 19)

Question 1.
Find out 12 ÷ 3 and 4 ÷ 7.
Solution:
12 ÷ 3
12 is divided by 3 means, we subtract 3 from 12 repeatedly till, we get zero i.e., we subtract 3 from 12 again and again till, we get zero.
12 – 3 = 9 once
9-3 = 6 twice
6-3 = 3 thrice
3-3 = 0 four times
So, 12-3 = 4

42 ÷ 7
42 is divided by 7 means, we subtract 7 from 42 repeatedly, i.e., we subtract 7 from 42 again and again till, we get zero a number less than 7.
42 – 7 = 35 once
35 – 7 = 28 twice
28 – 7 = 21 thrice
21-7 = 14 four times
14-7 = 7 five times
7 – 7 = 0 six times
i.e., we can subtract 7 from 42 for 6 times successively. ,
So, 42 ÷ 7 = 6.

Question 2.
What would 6 4-0 and 9 4- 0 be equal to?
Solution:
6 ÷ 0
6 is divided by 0 means, we subtract 0 from 6 repeatedly i.e., we subtract 0 from 6 again and agian from 6.
6 – 0 = 6 once
6 – 0 = 6 twice
6 – 0 = 6 thrice and ……………….
If we subtract zero from 6 successively we can’t get zero at any end.
So, 6 ÷ 0 is not a number that we can reach.
So, division of a whole number by 0 does not give a known number as answer, so it is not defined.
Similarly 9 ÷ 0 is not defined.
So, we can’t say whether they are equal or not.

Let’s Explore (Page No. 20)

Take few examples and check whether

a) Subtraction is commutative over whole numbers or not?
Solution:
Let’s take two whole numbers 4 and 6
6 – 4 = 2 and (4 – 6) = – 2 is not a whole number.
So, 6 – 4 ≠ 4 – 6.
Therefore we say that subtraction is not commutative over the whole numbers.

b) Division is commutative over whole numbers or not ?
Solution:
Let’s take two whole numbers 8 and 2
8 ÷ 2 = 4 and (2 ÷ 8) = \(\frac{1}{4}\) is not a whole number.
So, 8 ÷ 2 ≠ 2 ÷ 8
Therefore, we say that division is not commutative over the whole numbers.

Check Your Progress (Page No. 22)

Verify the following:
i) (5 × 6) × 2 = 5 × (6 × 2)
Solution:
L.H.S : (5 × 6) × 2 = 30 × 2 = 60
R.H.S : 5 × (6 × 2) = 5 × 12 = 60
∴ L.H.S = R.H.S
So (5 × 6) × 2 = 5 × (6 × 2)
∴ Multiplication of whole numbers is associative.

ii) (3 × 7) × 5 = 3 × ( 7 × 5 )
Solution:
L.H.S : (3 × 7) × 5 = 21 × 5 = 105
R.H.S : 3 × (7 × 5) = 3 × 35 = 105
∴ (3 × 7) × 5 = 3 × (7 × 5)
∴ Multiplication of whole numbers is associative.

Check Your Progress (Page No. 22)

Use the commutative and associative properties to simplify the following:

i) 319 + 69 + 81
Solution:
319 + 69 + 81 = 319 +(81 + 69) (Commutative property)
= (319 + 81) + 69 (Associative property)
= 400 + 69 = 469

ii) 431 + 37 + 69 + 63
Solution:
431 + 37 + 69 + 63
= 431 + (37 + 69) + 63
= 431 + (69 + 37) + 63 (Commutative property)
= (431 + 69) + (37 + 63) (Associative property)
=(431 + 69) + 100
= 500+ 100 = 600

iii) 2 × (71 × 5)
Solution:
2 × (71 × 5) = 2 × (5 × 71) (Commutative property)
= (2 × 5) × 71 (Associative property)
= 10 × 71
= 710

iv) 50 × 17 × 2
Solution:
50 × (17 × 2) = 50 × (2 × 17) (Commutative property)
= (50 × 2) × 17 (Associative property)
= 100 × 17 = 1700

Let’s Think (Page No. 22)

a) Is(8 ÷ 2) ÷ 4 = 8 ÷ (2 ÷ 4)?
Is there any associative property for division ?
Check if this property holds for subtraction of whole numbers too.
Solution:
a) (8 ÷ 2) ÷ 4 = (8 ÷ 2) ÷ 4
= 4 ÷ 4 = 1
8 ÷ (2 ÷4) = 8 ÷ \(\left(\frac{2}{4}\right)\)
= 8 – \(\frac{4}{2}\) = 8 × 2 = 16
So, (8 ÷ 2) ÷ 4 ≠ 8 ÷ (2 ÷ 4) .
Therefore, associative property does not holds in division.

b) Is (8 – 2) – 4 = 8 – (2 – 4) ?
Solution:
(8 – 2) – 4 = 6 – 4 .
= 2
8 – ( 2 – 4 ) = 8 – ( – 2)
= 8 + 2 = 10
So, (8 – 2) – 4 ≠ 8 – (2 – 4)
Therefore, associative property does not holds in subtraction,
i. e., whole numbers are not associative w.r.t. subtraction.
They are not equal.
So whole numbers do not satisfy Associative property w.r.t. Subtraction & Division.

Find using distributive property : (Pg. No. 22)
i) 2 × (5 + 6)
ii) 5 × (7 + 8)
Solution:
i) 2 × (5 + 6)
Given, 2 × (5 + 6) = (2 × 5) + (2 × 6)
By using distributive property of multiplication over addition.
2 × 11 = 10 + 12
22 = 22
L.H.S. = R.H.S

ii) 5 × (7 + 8)
Given, 5 × (7 + 8) = (5 × 7) + (5 × 8)
By using distributive property of multiplication over addition.
5 × 15 = 35 + 40
75 = 75
L.H.S = R.HS

iii) 19 × 7 + 19 × 3
Given, (19 × 7) + (19 × 3) = 19 × (7 + 3)
By using distributive property of multiplication over addition.
133 + 57 = 19 × 10
190 = 190
L.H.S = R.H.S

Find : i) 25 × 78 ii) 17 × 26 iii) 49 × 68 + 32 × 49 using distributive property. (Page. No. 22)
Solution:
i) 25 × 78
Given, 25 × 78 = 25 × (80 – 2)
By using distributive property of multiplication over subtraction.
= (25 × 80) – (25 × 2)
= 2000 – 50 = 1950
∴ 25 × 78 = 1950

ii) 17 × 26
Given, 17 × 26 = (10 + 7) × 26
By using distributive property of multiplication over addition.
= (10 × 26) + (7 × 26)
= 260 + 182 = 442
7.17 × 26 = 442

(OR)

= 17 × (30 – 4)
By using distributive property of multiplication over subtraction.
= (17 × 30) – (17 × 4)
= 510 – 68 = 442

iii) 49 × 68 + 32 × 49
Given, 49 × 68 + 32 × 49 = (49 × 68) + (49 × 32)
By using distributive property of multiplication over addition.
= 49 × (68 + 32) .
= 49 × 100
∴ (49 × 68) + (32 × 49) = 4900

Let’s Explore (Page. No. 25)

Question 1.
Which numbers can be shown as a line only?
Solution:
Two or more than two numbers can be shown as a line.
i.e., 2, 3, 4, 5, 6,

Question 2.
Which numbers can be shown as rectangles?
Solution:
6, 8, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 26, 27,.

Question 3.
Which numbers can be shown as squares?
Solution:
4, 9, 16, 25.

Question 4.
Which numbers can be shown as triangles?
Solution:
3, 6, 10, 15, 21, :
Note : Starting from 3; +3, +4, +5, +6, …………………. are all triangular numbers.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 4 Integers Ex 4.4 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 4th Lesson Integers Ex 4.4

Question 1.
Find:
i) 40 – (22)
ii) 84 – (98)
iii) (-16) + (-17)
iv) (-20) – (13)
v) (38) – (-6)
vi) (-17) – (-36)
Answer:
i) 40 – (22) = +40 – 22
= +(18 + 22)-22
= 18 +(22-22)
= 18 + 0
∴ 40-(22) = + 18

ii) 84 – (98) = 84 – 98
= + 84 – 84 – 14
= (84 – 84) – 14
= 0 – 14
∴ 84 – (98) = – 14

iii) (-16) + (-17) = -16 – 17 = – 33
∴ (-16) + (-17) = -33

iv) (-20) – (13) = – 20 – 13
= -33
∴ (-20) – (13) = – 33

v) 38 – (-6) = 38 + 6
We know – (-a) = a = + 44
∴ 38 – (-6) = + 44

vi) (-17) – (-36) = -17 + 36
We know – (- a) = a
= -17 + 17 + 19
= (-17+17) + 19
= + 19
∴ (-17) – (-36) = + 19

Question 2.
Fill in the boxes with >, < or = sign:
(i) (-4) + (-5) (-5) – (-4)
(ii) (-16) – (-23) (-6) + (-12)
(iii) 44 – (-10) 47 +(-3)
Answer:
(i) (-4) + (-5) (-5)- (-4)
-4-5  -5 + 4
-9 -1

(ii) (-16) – (-23) (-6) + (-12)
-16 + 23 -6-12  [∵ -(-a) = a]
-16 + 16 + 7 -18
+7 -18

(iii) 44 – (-10) 47 + (-3)
44+10 47-3.
54 44 + 3 – 3
54 44

Question 3.
Fill in the blanks:
i) (-13) + ———– = 0
ii) (-16) + 16 = ———–
iii) (-5) + ———– = -14
iv) ———– + (2 – 16) = – 22
Answer:
i) (-13) + ———– = 0
We know, additive inverse of a is -a (or) – a is a.
Additive inverse of -13 is 13. So, -13 + 13 = 0

ii) (-16) + 16 = ———–
We know, sum of a number and its additive inverse is 0.
i.e., (-a) + a = 0
So, (-16) + (16) = 0

iii) (-5) + ———– = -14
-5 + (-9) = -14

iv) ———– + (2 – 16) = – 22
———– + (-14) = -22
– 8 + (-14) = – 22

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 4 Integers Ex 4.3 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 4th Lesson Integers Ex 4.3

Question 1.
Add the following integers using number line.
i) 7 + (-6)
ii) (-8) + (-2)
iii) (-6) + (-5) + (+2)
Answer:
i) 7 + (-6)

On the number line, we first move 7 steps to the right of 0 to reach +7.
Then, we move 6 steps to the left of +7 and reach + 1.
So, 7 + (-6) = 1

ii) (-8) + (-2)

On the number line, we first move 8 steps to the left of 0 to reach -8.
Then, we move 2 steps to the left of -8 and reach -10.
So,(-8) + (-2) = -10

iii) (-6) + (-5) + (+2)

On the number line, we first move 6 steps to the left of 0 to reach -6.
We move 5 steps to the left of -6 and reach -11.
Then, we move 2 steps to the right of -11 and reach -9.
So, (-6) + (-5) + (+2) = -9

Question 2.
Add without using number line.
(i) 10 + (-3)
(ii) 10 + (+16)
(iii) (-8) + (+8)
Answer:
i) 10 + (-3)
10 + (-3) = 7 + 3 + (-3) = 7 + (3 + (-3))
= 7 + 3 – 3 = 7 + 0
∴ 10 + (-3) = +7

ii) -10 + (+16)
-10 + (+16)
= -10 + 10 + 6
= (-10 + 10) + 6
= 0 + 6
∴ -10 + (+16) = + 6

iii) (-8) + (+ 8)
-8 + (+8) = -8 + 8 = 0
∴ -8 + (+8) = 0

Question 3.
Find the sum of i) 120 and -274 ii) -68 and 28
Answer:
i) 120 and-274
Method -1: Sum = + 120 + (-274)
= + 120 + (- 120 – 154)
= + 120 – 120 – 154
∴ 120 + (-274) = -154

Method – II:
As the given numbers have opposite sign, we subtract one from other

As 274 is having negative (-) sign, the answer is – 154.

ii) -68 and 28
Sum = – 68 + (28)
= – 40 – 28 + 28
∴ – 68 + 28 = – 40

Question 4.
Simplify:
i) (-6) + (-10) + 5 + 17
ii) 30 + (-30) + (-60) + (-18)
Answer:
i) (-6) + (-10) + 5 + 17
– 6 – 10 + 5 + 17 = -16 + 22
= -16 + 16 + 6
= + 6
∴ (-6) + (-10) + 5 + 17 = + 6

ii) 30 + (-30) + (-60) + (-18)
= 30 + (-30 -60 -18)
= 30 + (-108)
= 30 – 108 = – 78
∴ 30 + (-30) + (-60) + (-18) = -78

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 6 Basic Arithmetic Ex 6.3 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 6th Lesson Basic Arithmetic Ex 6.3

Question 1.
If the cost of 3 apples is Rs. 60/-, then find the cost of 7 apples.
Answer:
Cost of 3 apples = Rs. 60
Cost of 1 apple = \(\frac{60}{3}\) = Rs. 20
∴ Cost of 7 apples = 7 × Rs. 20 = Rs. 140

Question 2.
Uma bought 8 books for a total of ? 120. How much would she pay for just 5 books?
Answer:
Cost of 8 books = Rs. 120
Cost of 1 book = \(\frac{120}{8}\) = Rs. 15
∴ Cost of 5 books = 5 × 15 = Rs. 75

Question 3.
The cost of 5 fans is Rs. 11,000/-. Find the number of funs that can be purchased for Rs. 4,400/-.
Answer:
Cost of 5 fans = Rs. 11000
Cost of 1 fan = \(\frac{11000}{5}\) = Rs. 2200
Number of fans can be purchased for Rs. 4400 = 4400 ÷ cost of 1 fan = \(\frac{4400}{2200}\) = 2

Question 4.
A car is moving at a constant speed covers a distance of 180 km in 3 hours. Find the time taken by the car to cover a distance of 420 km at the same speed.
Answer:
Distance covered = 180 km
Time taken = 3 Hrs.
Distance to be covered = 420 km
Time required = ? = x (say)
Since the car is moving at a constant speed, we have
180 : 3 is as to 420 : x
180 : 3 :: 420 : x
Its a proportion.
So, product of extremes = Product of means
180 × x = 3 × 420

∴ Time required = 7 Hrs.
(OR)
Distance covered by a car in 3 hours = 180 km
Distance covered by a car in 1 hour = 180 ÷ 3
Time taken to cover 60 km distance = \(\frac{180}{3}\) = 60 km
Time taken to cover 420 km distance = 420 ÷ 60 = \(\frac{420}{60}\) = 7 hours

Question 5.
A truck requires 108 litres of diesel for covering a distance of 594 km. How much diesel will be required by the truck to cover a distance of 1650 km?
Answer:
108 : 594 :: x : 1650
So, 108 × 1650 = x × 594
∴ x = \(\frac{108 \times 1650}{\hline 594}\) = 300 litres
(OR)
Distance covered by truck with 108 litres diesel = 594 km
Distance covered by truck with 1 litre of diesel = \(\frac{594}{108}\) km
Diesel required to cover 1650 km distance = 1650 ÷ \(\frac{594}{108}\) = 1650 × \(\frac{108}{594}\)
Diesel required to cover 1650 km distance = 300 litres.