Thousands Around Us — NCERT Solutions
CBSE · Class 4 · Mathematics
NCERT Solutions for Thousands Around Us, CBSE Class 4 Mathematics: 89 textbook questions solved step by step. Covers Donations Table – Writing Numbers.
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Donations Table – Writing Numbers
1Write the number for: 4 Ones + 7 TensShow solution
Given: 4 Ones + 7 Tens
Formula: Tens × 10 + Ones × 1
Answer: 74
2Write the number for: 100 – 7Show solution
Given: 100 – 7
Answer: 93
3Write the number for: TwelveShow solution
Given: Twelve
Twelve in numerals = 12
Answer: 12
4Write the number for: 10 + 10 + 10 + 10 + 10Show solution
Given: 10 + 10 + 10 + 10 + 10
Answer: 50
5Write the number for: Ten more than three hundred twelveShow solution
Given: Ten more than three hundred twelve
Three hundred twelve = 312
Ten more =
Answer: 322
HTO Blocks – People at Community Lunch
1Draw HTO blocks for 52 people, 145 people, 325 people, and 508 people. Also identify the time slot with the most and least number of people.Show solution
52 people:
HTO representation: 0 Hundreds, 5 Tens, 2 Ones
Draw 5 rods (tens) and 2 unit cubes (ones).
145 people:
HTO representation: 1 Hundred, 4 Tens, 5 Ones
Draw 1 flat (hundred), 4 rods (tens), 5 unit cubes (ones).
325 people:
HTO representation: 3 Hundreds, 2 Tens, 5 Ones
Draw 3 flats (hundreds), 2 rods (tens), 5 unit cubes (ones).
508 people:
HTO representation: 5 Hundreds, 0 Tens, 8 Ones
Draw 5 flats (hundreds), 0 rods (tens), 8 unit cubes (ones).
Comparing: 52 < 145 < 325 < 508
The time slot when the most number of people came for lunch: The slot with 508 people.
The time slot when the least number of people came for lunch: The slot with 52 people.
Let Us Do
1aMake 3-digit numbers using the digits 3 and 7. Write the numbers in the boxes. Circle the smallest and cross out the largest.Show solution
Given digits: 3 and 7 (repetition allowed for 3-digit numbers)
All possible 3-digit numbers using only 3 and 7:
One number is already given as 333.
Arranging in order:
Smallest: Circle 333
Largest: Cross out 777
The four boxes can be filled with any four of the remaining numbers, for example: 337, 373, 733, 773 (answers may vary).
1bMake six 3-digit numbers using the digits 3, 5, 0, 8 such that all numbers are less than 550. You can repeat the digits.Show solution
Given digits: 3, 5, 0, 8 (repetition allowed); condition: number < 550
A 3-digit number less than 550 means it can start with 1–5, but if it starts with 5, the hundreds digit is 5 and tens digit must be less than 5.
Using digits 3, 5, 0, 8:
Six possible numbers less than 550:
- 300 (3 Hundreds, 0 Tens, 0 Ones)
- 305 (3 Hundreds, 0 Tens, 5 Ones)
- 350 (3 Hundreds, 5 Tens, 0 Ones)
- 383 (3 Hundreds, 8 Tens, 3 Ones)
- 500 (5 Hundreds, 0 Tens, 0 Ones)
- 538 (5 Hundreds, 3 Tens, 8 Ones)
(Answers may vary as long as all six numbers use only digits 3, 5, 0, 8 and are less than 550.)
1cMark the numbers you made in 1(b) on the number line.Show solution
Using the six numbers from 1(b): 300, 305, 350, 383, 500, 538
On a number line from 300 to 550:
- Mark 300 at the start.
- Mark 305 just after 300 (5 units ahead).
- Mark 350 at the midpoint between 300 and 400.
- Mark 383 between 350 and 400.
- Mark 500 at the 500 position.
- Mark 538 between 500 and 550.
(Students should draw a number line from 300 to 550 and place dots/marks at each of the six numbers in the correct relative positions.)
Fill in the Blanks – Number Sequences (Question 2)
2Fill in the blanks with appropriate numbers (number sequences shown in images 3–7).Show solution
Since the images cannot be seen, the general method for filling blanks in number sequences is:
Step 1: Identify the pattern (common difference) by looking at the given numbers.
Step 2: Add or subtract the common difference to find the missing numbers.
Example (a): If the sequence is 100, 200, ___, 400, 500 → common difference = 100 → missing number = 300
Example (b): If the sequence is 10, 20, ___, 40 → common difference = 10 → missing number = 30
Example (c): If the sequence is 500, 510, 520, ___ → common difference = 10 → missing number = 530
Example (d): If the sequence is 990, 995, ___, 1005 → common difference = 5 → missing number = 1000
Example (e): If the sequence is 100, 200, 300, ___, 500 → common difference = 100 → missing number = 400
(Students should apply the same method to the actual sequences shown in their textbook images.)
How Many People Came for the Community Lunch
1How many people came for the community lunch? Fill in the blanks with appropriate numbers (based on the Dienes block images).Show solution
Given: The four time slots had 52, 145, 325, and 508 people.
Total number of people:
Total people who came for the community lunch = 1030
Fill in the blanks (place value):
- 1030 = 1 Thousand + 0 Hundreds + 3 Tens + 0 Ones
- Th = 1, H = 0, T = 3, O = 0
Question 3 – Identify the Range of Numbers
3Identify the range of numbers most suitable for the following situations.Show solution
Left column:
- Number of children in your village → More than 1000
- Number of teachers in your school → 10 to 50
- Number of tables in your classroom → Only 1 (or 2 to 5)
- Number of books in your library → 500 to 1000
- Number of leaves in a plant → 50 to 100
- Number of pages in your math textbook → 100 to 200
- Number of ants in an anthill → More than 1000
Right column:
- Number of books in your classroom → 50 to 100
- Number of fingers in your classroom → 200 to 500
- Number of leaves in a tree → More than 1000
- Number of letters on this page → 200 to 500
- Number of children in your school → 500 to 1000
- Number of girls in your school → 200 to 500
- Number of steps to reach school → 100 to 200 (answers may vary)
Things around us that are more than 1000 in number (examples):
- Grains of rice in a bag
- Stars visible in the night sky
- Leaves on a large tree
- Ants in an anthill
- Pages in a large dictionary
Let Us Break Up One-Thousand
aWe are at 900. How much more to make 1000? 900 + ___ = 1000Show solution
bMark 800. How much more to make 1000? 800 + ___ = 1000Show solution
cMark 850. How much more to 1000? 850 + ___ = 1000Show solution
dMark 760. How much more to 1000? 760 + ___ = 1000Show solution
eMark 400. How much less is 400 than 1000? 1000 - ___ = 400Show solution
So 400 is 600 less than 1000.
fComplete the addition facts leading to 1000.Show solution
Some addition facts that make 1000:
(Students should fill in the specific pairs shown in their textbook image using the same logic: the two numbers must add up to 1000.)
Grouping and Regrouping
1Look at the pictures. Circle groups of 10 Ones or 10 Tens. Write the final number. (Third picture — Tens and Ones)Show solution
Given example in book: The third picture shows some tens rods and ones cubes.
Method:
- Count all the tens rods and ones cubes.
- Circle every group of 10 ones to make a new ten.
- Write: ___ Tens + ___ Ones = ___
(Since the image is not visible, students should count the blocks shown and apply the grouping rule. For example, if there are 4 tens and 7 ones:)
2Look at the pictures. Circle groups of 10 Ones, 10 Tens, 10 Hundreds. Write the final number. (Hundreds + Tens + Ones picture)Show solution
Method:
- Count all hundreds flats, tens rods, and ones cubes.
- Circle every 10 ones to make a ten; circle every 10 tens to make a hundred.
- Write: ___ Hundreds + ___ Tens + ___ Ones = ___
(Since the image is not visible, students should count the blocks shown. For example, if there are 3 hundreds, 2 tens, and 5 ones:)
Circle Groups – Grouping and Regrouping Exercises
a14 Ones — Circle groups of 10. Fill in the Tens and Ones table.Show solution
Given: 14 Ones
Circle a group of 10 ones → that makes 1 Ten.
Remaining: 4 Ones.
| Tens | Ones |
|---|---|
| 1 | 4 |
Number = 14
b23 Ones — Circle groups of 10. Fill in the Tens and Ones table.Show solution
Given: 23 Ones
Circle a group of 10 ones → 1 Ten. Remaining: 13 Ones.
Circle another group of 10 ones → 1 Ten. Remaining: 3 Ones.
Total: 2 Tens + 3 Ones
| Tens | Ones |
|---|---|
| 2 | 3 |
Number = 23
c1 Ten and 27 Ones — Circle groups of 10. Fill in the Tens and Ones table.Show solution
Given: 1 Ten and 27 Ones
From 27 Ones: circle 2 groups of 10 → 2 more Tens, with 7 Ones remaining.
Total Tens = 1 + 2 = 3 Tens, 7 Ones
| Tens | Ones |
|---|---|
| 3 | 7 |
Number = 37
d10 Tens and 6 Ones — Fill in the Hundreds, Tens, Ones table. (Answer given as 106)Show solution
Given: 10 Tens and 6 Ones
10 Tens = 1 Hundred (circle the 10 tens to make 1 hundred)
Remaining: 0 Tens, 6 Ones
| Hundreds | Tens | Ones |
|---|---|---|
| 1 | 0 | 6 |
Number = 106
e11 Tens and 14 Ones — Circle groups of 10. Fill in the Hundreds, Tens, Ones table.Show solution
Given: 11 Tens and 14 Ones
Step 1: From 14 Ones, circle 1 group of 10 → 1 more Ten, 4 Ones remaining.
Now we have: 11 + 1 = 12 Tens and 4 Ones.
Step 2: From 12 Tens, circle 1 group of 10 Tens → 1 Hundred, 2 Tens remaining.
Total: 1 Hundred + 2 Tens + 4 Ones
| Hundreds | Tens | Ones |
|---|---|---|
| 1 | 2 | 4 |
Number = 124
f1 Hundred, 12 Tens and 14 Ones — Circle groups of 10. Fill in the Hundreds, Tens, Ones table.Show solution
Given: 1 Hundred, 12 Tens, 14 Ones
Step 1: From 14 Ones, circle 1 group of 10 → 1 more Ten, 4 Ones remaining.
Now: 1 Hundred, 12 + 1 = 13 Tens, 4 Ones.
Step 2: From 13 Tens, circle 1 group of 10 Tens → 1 more Hundred, 3 Tens remaining.
Now: 1 + 1 = 2 Hundreds, 3 Tens, 4 Ones.
| Hundreds | Tens | Ones |
|---|---|---|
| 2 | 3 | 4 |
Number = 234
Let Us Solve – Grouping
a45 Ones — Identify and write the number.Show solution
Given: 45 Ones
Circle 4 groups of 10 ones → 4 Tens, 5 Ones remaining.
b39 Ones — Identify and write the number.Show solution
Given: 39 Ones
Circle 3 groups of 10 ones → 3 Tens, 9 Ones remaining.
c35 Tens — Identify and write the number.Show solution
Given: 35 Tens
Circle 3 groups of 10 Tens → 3 Hundreds, 5 Tens remaining.
d86 Tens — Identify and write the number.Show solution
Given: 86 Tens
Circle 8 groups of 10 Tens → 8 Hundreds, 6 Tens remaining.
e10 Tens and 1 One — Identify and write the number.Show solution
Given: 10 Tens and 1 One
10 Tens = 1 Hundred
f15 Tens and 23 Ones — Identify and write the number.Show solution
Given: 15 Tens and 23 Ones
Step 1: 23 Ones = 2 Tens + 3 Ones
New total: 15 + 2 = 17 Tens, 3 Ones
Step 2: 17 Tens = 1 Hundred + 7 Tens
g34 Tens and 12 Ones — Identify and write the number.Show solution
Given: 34 Tens and 12 Ones
Step 1: 12 Ones = 1 Ten + 2 Ones
New total: 34 + 1 = 35 Tens, 2 Ones
Step 2: 35 Tens = 3 Hundreds + 5 Tens
h19 Tens and 10 Ones — Identify and write the number.Show solution
Given: 19 Tens and 10 Ones
Step 1: 10 Ones = 1 Ten + 0 Ones
New total: 19 + 1 = 20 Tens, 0 Ones
Step 2: 20 Tens = 2 Hundreds + 0 Tens
i2 Hundreds, 13 Tens and 7 Ones — Identify and write the number.Show solution
Given: 2 Hundreds, 13 Tens, 7 Ones
Step 1: 13 Tens = 1 Hundred + 3 Tens
New total: 2 + 1 = 3 Hundreds, 3 Tens, 7 Ones
Beyond 1000 – Fill in the Table
1Look at the table and fill in the blanks for numbers 1001 to 1003, 1005, 1100, 1038, and others.Show solution
Row 1: Expanded Form: , Number: 1001
- Th = 1, H = 0, T = 0, O = 1
- Number Name: One thousand one
Row 2: Number: 1002
- Expanded Form:
- Th = 1, H = 0, T = 0, O = 2
- Number Name: One thousand two
Row 3: Number: 1003
- Expanded Form:
- Th = 1, H = 0, T = 0, O = 3
- Number Name: One thousand three
Row 4: Th = 1, H = 0, T = 0, O = 5
- Expanded Form:
- Number: 1005
- Number Name: One thousand five
Row 5 (100010): This represents 1 Thousand and 1 Ten:
- Expanded Form:
- Th = 1, H = 0, T = 1, O = 0
- Number: 1010
- Number Name: One thousand ten
Row 6: Expanded Form: , Number: 1100
- Th = 1, H = 1, T = 0, O = 0
- Number Name: One thousand one hundred
Row 7: Number: 1038
- Expanded Form:
- Th = 1, H = 0, T = 3, O = 8
- Number Name: One thousand thirty eight
Row 8 (100010010011100): Counting tokens: 1 Thousand + 2 Hundreds + 3 Tens + 4 Ones (example interpretation)
- Expanded Form:
- Number: 1234
- Number Name: One thousand two hundred thirty four
Row 9 (10100100100101000): Counting tokens: 2 Thousands + 1 Hundred + 0 Tens + 0 Ones (example)
- Expanded Form:
- Number: 2100
- Number Name: Two thousand one hundred
Row 10: Expanded Form:
- Th = 3, H = 0, T = 1, O = 9
- Number: 3019
- Number Name: Three thousand nineteen
(Note: Rows 8 and 9 depend on the actual token images. Students should count the tokens carefully and apply the same method.)
Number Sequences – Forward and Backward (Question 1 under Beyond 1000)
1aWrite the numbers in a sequence — forward as indicated (image 30).Show solution
Since the image is not visible, the general method is:
Step 1: Identify the starting number and the common difference (step size).
Step 2: Add the common difference repeatedly for a forward sequence.
Example: If the sequence starts at 1000 and increases by 1:
Example: If the sequence starts at 1000 and increases by 10:
(Students should apply this method to the actual sequence in their textbook.)
1bWrite the numbers in a sequence — backward as indicated (image 31).Show solution
Step 1: Identify the starting number and the common difference.
Step 2: Subtract the common difference repeatedly for a backward sequence.
Example: If the sequence starts at 1050 and decreases by 10:
(Students should apply this method to the actual sequence in their textbook.)
1cWrite the numbers in a sequence — forward as indicated (image 32).Show solution
Example: If the sequence starts at 2000 and increases by 100:
(Students should apply this method to the actual sequence in their textbook.)
1dWrite the numbers in a sequence — backward as indicated (image 33).Show solution
Example: If the sequence starts at 5000 and decreases by 100:
(Students should apply this method to the actual sequence in their textbook.)
Let Us Play – Place Value Slider
a1895 — increase the number by 1Show solution
b2785 — increase the number by 10Show solution
c3369 — decrease the number by 2Show solution
d5648 — decrease the number by 10Show solution
e6487 — increase the number by 20Show solution
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Number Line – Questions
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Arrow Cards Activity
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Find Me! – Grid Activity
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Let Us Solve – Using Tokens (1s, 10s, 100s, 1000s)
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Comparing Numbers – Gurudwara Plates Record
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Let Us Do – Comparing Numbers
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Challenge!
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Let Us Explore
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Sources & Official References
- NCERT Official — ncert.nic.in
- CBSE Academic — cbseacademic.nic.in
- CBSE Official — cbse.gov.in
- National Education Policy 2020 — education.gov.in
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