ASSERTION-REASONING WORKSHEET CH-9 Symmetry CLASS 6

  ASSERTION-REASONING WORKSHEET CH-9 Symmetry CLASS 6

ASSERTION-REASONING WORKSHEET

Chapter: Symmetry                                    FOR DOWNLOAD PDF CLICK HERE
Class: 6 | NCERT Maths Chapter 9

✍🏽 Choose the correct option:
(A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(B) Both Assertion and Reason are true, but Reason is not the correct explanation.
(C) Assertion is true, but Reason is false.
(D) Assertion is false, but Reason is true.

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Q1.

Assertion (A): A figure is symmetrical if it can be folded into two equal halves.
Reason (R): The line along which the figure is folded is called the line of symmetry.
Option: ___

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Q2.

Assertion (A): A rectangle has two lines of symmetry.
Reason (R): Both horizontal and vertical lines divide it into equal halves.
Option: ___

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Q3.

Assertion (A): A square has four lines of symmetry.
Reason (R): A square has all sides and angles equal.
Option: ___

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Q4.

Assertion (A): A circle has exactly one line of symmetry.
Reason (R): A line of symmetry in a figure always passes through its center.
Option: ___

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Q5.

Assertion (A): An equilateral triangle has three lines of symmetry.
Reason (R): All sides and angles of an equilateral triangle are equal.
Option: ___

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Q6.

Assertion (A): The English letter “M” has a vertical line of symmetry.
Reason (R): Symmetry in alphabets depends on their geometric shapes.
Option: ___

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Q7.

Assertion (A): All regular polygons have as many lines of symmetry as the number of sides.
Reason (R): Regular polygons have equal sides and angles.
Option: ___

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Q8.

Assertion (A): A scalene triangle has three lines of symmetry.
Reason (R): Triangles always have at least one line of symmetry.
Option: ___

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Q9.

Assertion (A): The letter “A” has a horizontal line of symmetry.
Reason (R): The upper and lower halves of “A” are mirror images.
Option: ___

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Q10.

Assertion (A): A figure can have more than one line of symmetry.
Reason (R): Symmetrical figures may fold evenly along multiple lines.
Option: ___

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Q11.

Assertion (A): Symmetry helps in understanding geometry and design.
Reason (R): Many patterns and designs are based on symmetrical shapes.
Option: ___

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Q12.

Assertion (A): A parallelogram has no lines of symmetry.
Reason (R): Opposite sides of a parallelogram are equal but angles are not right angles.
Option: ___

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Q13.

Assertion (A): Mirror symmetry is observed when an image appears exactly the same on the opposite side of a line.
Reason (R): A mirror acts like a line of symmetry.
Option: ___

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Q14.

Assertion (A): A regular hexagon has 6 lines of symmetry.
Reason (R): It has 6 equal sides and 6 equal angles.
Option: ___

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Q15.

Assertion (A): The letter “H” has both vertical and horizontal lines of symmetry.
Reason (R): Symmetrical letters can be used to explain line symmetry.
Option: ___

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Q16.

Assertion (A): A line of symmetry always lies within the figure.
Reason (R): It must divide the figure into two equal parts.
Option: ___

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Q17.

Assertion (A): An isosceles triangle always has two lines of symmetry.
Reason (R): It has two sides of equal length.
Option: ___

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Q18.

Assertion (A): A rhombus always has two lines of symmetry.
Reason (R): Both diagonals of a rhombus are lines of symmetry.
Option: ___

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Q19.

Assertion (A): A semicircle has one line of symmetry.
Reason (R): The straight edge of the semicircle can be folded over the curved edge.
Option: ___

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Q20.

Assertion (A): Objects with symmetry are always more stable.
Reason (R): Symmetry helps in making designs that are balanced and aesthetic.
Option: ___
ANSWER KEY CLICK HERE

ASSERTION-REASONING WORKSHEET CH-8 Playing with Constructions CLASS 6

  ASSERTION-REASONING WORKSHEET CH-8 Playing with Constructions CLASS 6

ASSERTION-REASONING WORKSHEET

Chapter: Playing with Constructions                    FOR DOWNLOAD PDF CLICK HERE
Class: 6 | NCERT Maths Chapter 8

✍🏽 Choose the correct option:
(A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(B) Both Assertion and Reason are true, but Reason is not the correct explanation.
(C) Assertion is true, but Reason is false.
(D) Assertion is false, but Reason is true.

---

Q1.

Assertion (A): A line segment of any length can be drawn using a ruler.
Reason (R): A ruler is a straightedge with marked lengths.
Option: ___

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Q2.

Assertion (A): A circle can be drawn using a ruler and compass.
Reason (R): The compass is used to fix a radius and draw the curve.
Option: ___

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Q3.

Assertion (A): A perpendicular bisector divides a line segment into two equal parts.
Reason (R): The perpendicular bisector intersects the line segment at a right angle.
Option: ___

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Q4.

Assertion (A): A line can be constructed perpendicular to a given line using only a compass.
Reason (R): A compass allows equal arc constructions needed for perpendiculars.
Option: ___

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Q5.

Assertion (A): The compass can be used to copy a line segment without using a ruler.
Reason (R): The compass can preserve the exact length when transferring.
Option: ___

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Q6.

Assertion (A): Using only a ruler, one can construct a perfect 90° angle.
Reason (R): Angles need protractors or compass constructions for accuracy.
Option: ___

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Q7.

Assertion (A): The intersection point of two arcs from ends of a line segment helps draw a perpendicular bisector.
Reason (R): The arcs from both ends intersect at equal distances from the segment’s midpoint.
Option: ___

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Q8.

Assertion (A): A 60° angle can be constructed using a compass only.
Reason (R): An equilateral triangle’s angles are all 60°.
Option: ___

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Q9.

Assertion (A): An angle of 30° can be constructed directly using only compass.
Reason (R): 30° is a basic geometric angle constructible by default.
Option: ___

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Q10.

Assertion (A): A triangle can be constructed when three sides (SSS) are known.
Reason (R): The SSS criterion is sufficient for unique triangle construction.
Option: ___

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Q11.

Assertion (A): Using compass and ruler, we can bisect any angle.
Reason (R): The method uses equal arcs and intersection points for accuracy.
Option: ___

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Q12.

Assertion (A): An angle greater than 90° is called an obtuse angle.
Reason (R): Acute angles are greater than 90°.
Option: ___

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Q13.

Assertion (A): The length of a line segment can be verified using a compass.
Reason (R): A compass can hold the fixed distance of a segment to compare.
Option: ___

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Q14.

Assertion (A): All angles of a triangle can be constructed using compass and ruler.
Reason (R): Triangle construction methods include SSS, SAS, ASA.
Option: ___

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Q15.

Assertion (A): A triangle can always be constructed from any three lengths.
Reason (R): The sum of two sides must always be greater than the third.
Option: ___

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Q16.

Assertion (A): The compass is used to measure curved lengths.
Reason (R): Compass is a tool for drawing and measuring arcs and circles.
Option: ___

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Q17.

Assertion (A): The midpoint of a line segment is the point that divides it equally.
Reason (R): The perpendicular bisector passes through the midpoint.
Option: ___

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Q18.

Assertion (A): 90° angle can be constructed by bisecting a 60° angle.
Reason (R): 60° ÷ 2 = 90°
Option: ___

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Q19.

Assertion (A): A protractor is used in constructions to measure and draw angles accurately.
Reason (R): It has degree markings from 0° to 180°.
Option: ___

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Q20.

Assertion (A): Using compass and straightedge only, any angle can be constructed.
Reason (R): Only angles like 30°, 60°, 90°, 120° are constructible using classical methods.
Option: ___
ANSWER KEY CLICK HERE

ASSERTION-REASONING WORKSHEET CH-7 Fractions CLASS 6

  ASSERTION-REASONING WORKSHEET CH-7 Fractions CLASS 6

ASSERTION-REASONING WORKSHEET

Chapter: Fractions                                        FOR DOWNLOAD PDF CLICK HERE
Class: 6 | NCERT Maths Chapter 7

✍🏽 Choose the correct option:
(A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(B) Both Assertion and Reason are true, but Reason is not the correct explanation.
(C) Assertion is true, but Reason is false.
(D) Assertion is false, but Reason is true.

---

Q1.

Assertion (A): A fraction represents a part of a whole.
Reason (R): The numerator tells how many parts are taken out of the total parts.
Option: ___

---

Q2.

Assertion (A): $\frac{3}{4}$ is a proper fraction.
Reason (R): In a proper fraction, the numerator is less than the denominator.
Option: ___

---

Q3.

Assertion (A): A fraction with a numerator greater than or equal to the denominator is an improper fraction.
Reason (R): Improper fractions can be converted into mixed numbers.
Option: ___

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Q4.

Assertion (A): $\frac{9}{4}$ is a mixed fraction.
Reason (R): A mixed fraction has a whole number and a fractional part.
Option: ___

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Q5.

Assertion (A): Two equivalent fractions represent the same value.
Reason (R): Multiplying or dividing both numerator and denominator by the same non-zero number gives an equivalent fraction.
Option: ___

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Q6.

Assertion (A): $\frac{1}{2}$ and $\frac{2}{4}$ are not equivalent fractions.
Reason (R): Equivalent fractions must have the same numerators.
Option: ___

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Q7.

Assertion (A): Like fractions have the same denominators.
Reason (R): It is easier to compare or add like fractions.
Option: ___

---

Q8.

Assertion (A): Unlike fractions can be directly added without making denominators the same.
Reason (R): The addition of fractions depends only on the numerators.
Option: ___

---

Q9.

Assertion (A): $\frac{3}{5} < \frac{4}{5}$
Reason (R): In like fractions, the one with a greater numerator is larger.
Option: ___

---

Q10.

Assertion (A): To compare $\frac{2}{3}$ and $\frac{3}{4}$, we convert them to like fractions.
Reason (R): Like denominators help in comparing unlike fractions.
Option: ___

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Q11.

Assertion (A): To add $\frac{1}{4} + \frac{1}{6}$, we take the LCM of denominators.
Reason (R): LCM helps to create like denominators.
Option: ___

---

Q12.

Assertion (A): The sum of two proper fractions is always a proper fraction.
Reason (R): Adding small fractions never gives a number more than 1.
Option: ___

---

Q13.

Assertion (A): Mixed fractions can be added by converting them to improper fractions.
Reason (R): It simplifies the addition process.
Option: ___

---

Q14.

Assertion (A): $\frac{2}{5} - \frac{1}{5} = \frac{1}{5}$
Reason (R): When denominators are same, subtract numerators directly.
Option: ___

---

Q15.

Assertion (A): A fraction can be represented on the number line.
Reason (R): The number line helps to compare the size of fractions visually.
Option: ___

---

Q16.

Assertion (A): $\frac{0}{7}$ is equal to 0.
Reason (R): 0 parts of any whole means nothing is taken.
Option: ___

---

Q17.

Assertion (A): Division by 0 is not defined in fractions.
Reason (R): Any number divided by 0 is infinity.
Option: ___

---

Q18.

Assertion (A): Fractions can also be greater than 1.
Reason (R): Improper fractions and mixed numbers represent values greater than 1.
Option: ___

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Q19.

Assertion (A): The fraction $\frac{7}{7}$ is equal to 1.
Reason (R): A number divided by itself gives 1.
Option: ___

---

Q20.

Assertion (A): A fraction is in simplest form when numerator and denominator have no common factors other than 1.
Reason (R): Simplest form gives the most reduced expression of the fraction.
Option: ___
ANSWER KEY CLICK HERE

ASSERTION-REASONING WORKSHEET CH-6 Perimeter and Area CLASS 6

  ASSERTION-REASONING WORKSHEET CH-6 Perimeter and Area CLASS 6

ASSERTION-REASONING WORKSHEET

Chapter: Perimeter and Area                FOR DOWNLOAD PDF CLICK HERE
Class: 6 | NCERT Maths Chapter 6

✍🏽 Choose the correct option:
(A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(B) Both Assertion and Reason are true, but Reason is not the correct explanation.
(C) Assertion is true, but Reason is false.
(D) Assertion is false, but Reason is true.

---

Q1.

Assertion (A): The perimeter of a square is 4 times the length of its side.
Reason (R): All sides of a square are equal.
Option: ___

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Q2.

Assertion (A): The area of a rectangle is calculated by multiplying its length and breadth.
Reason (R): Area is the amount of space inside a closed figure.
Option: ___

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Q3.

Assertion (A): Perimeter is measured in square units.
Reason (R): Perimeter is the length of the boundary.
Option: ___

---

Q4.

Assertion (A): A figure with the largest area will always have the largest perimeter.
Reason (R): Area and perimeter are always directly proportional.
Option: ___

---

Q5.

Assertion (A): The perimeter of a rectangle is 2 × (length + breadth).
Reason (R): A rectangle has opposite sides equal.
Option: ___

---

Q6.

Assertion (A): If all sides of a rectangle are equal, it becomes a square.
Reason (R): A square is a special type of rectangle.
Option: ___

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Q7.

Assertion (A): A triangle has 3 sides and 3 vertices.
Reason (R): The perimeter of a triangle is the sum of the lengths of its sides.
Option: ___

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Q8.

Assertion (A): The area of a square is side × side.
Reason (R): The side is the only measurement needed for calculating area in a square.
Option: ___

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Q9.

Assertion (A): Area and perimeter of the same shape always increase together.
Reason (R): Bigger shapes always have both more area and more perimeter.
Option: ___

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Q10.

Assertion (A): The unit of area is square centimetres or square metres.
Reason (R): Area represents surface coverage.
Option: ___

---

Q11.

Assertion (A): The perimeter of an equilateral triangle is 3 times one of its sides.
Reason (R): All sides in an equilateral triangle are equal.
Option: ___

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Q12.

Assertion (A): A rectangle with length 5 cm and breadth 3 cm has area 15 cm².
Reason (R): Area of rectangle = length + breadth.
Option: ___

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Q13.

Assertion (A): The boundary of a circle is called its perimeter.
Reason (R): The perimeter of a circle is also known as its circumference.
Option: ___

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Q14.

Assertion (A): Irregular shapes can have perimeter but not area.
Reason (R): Area is defined only for regular shapes.
Option: ___

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Q15.

Assertion (A): A square and a rectangle can have the same area but different perimeters.
Reason (R): The side lengths affect perimeter even when area is equal.
Option: ___

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Q16.

Assertion (A): A rectangle of length 8 cm and breadth 2 cm has the same perimeter as a square of side 5 cm.
Reason (R): Perimeter of rectangle = 2 × (l + b), perimeter of square = 4 × side.
Option: ___

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Q17.

Assertion (A): If the side of a square doubles, its area becomes four times.
Reason (R): Area of square is directly proportional to the square of its side.
Option: ___

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Q18.

Assertion (A): To find the area of irregular figures, we can count square units inside them.
Reason (R): This method is known as approximation or unit square method.
Option: ___

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Q19.

Assertion (A): All figures with the same perimeter have the same area.
Reason (R): Perimeter determines area directly.
Option: ___

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Q20.

Assertion (A): When two shapes have equal area, their perimeters must also be equal.
Reason (R): Equal area always leads to equal perimeter.
Option: ___
ANSWER KEY CLICK HERE