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.

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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: ___

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Q2.

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

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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: ___

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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: ___

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Q9.

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

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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: ___

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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: ___

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Q13.

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

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Q14.

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

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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: ___

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Q16.

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

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Q17.

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

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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: ___

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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.

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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: ___

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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: ___

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Q5.

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

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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: ___

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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

WORKSHEET   - CH-1 PATTERNS IN MATHS                 

Subject: Maths                       
Class-VI            
Q1. a) Recognize the pattern in each of the sequences.  b) write the next three numbers in each sequence,
c)   what is the rule for forming the numbers in the sequence?
A) 1, 1, 1, 1, 1, 1, 1, ...        B) 1, 2, 3, 4, 5, 6, 7, ..
C)1, 3, 5, 7, 9, 11, 13, ... D) 2, 4, 6, 8, 10, 12, 14, ..
E) 1, 3, 6, 10, 15, 21, 28, ... F) 1, 4, 9, 16, 25, 36, 49, ... 
G) 1, 8, 27, 64, 125, 216, ... H) 1, 2, 3, 5, 8, 13, 21, …
I) 1, 2, 4, 8, 16, 32, 64, .. J) 1, 3, 9, 27, 81, 243, 729, …
pattern ________________________ Next three terms ___, ____, ____ Rule __________________
Q2. Draw the next picture for each sequence.

   

         

Q3. ________________ dots can be arranged perfectly both in a triangle and in a square. 
Q4.  What would you call the following sequence of numbers?

Q5. Complete the pattern:  1 , 3 , 6 , 10 ,  …..  ,   ……
Q6. What is the next number in the pattern: 2, 4, 8, 16, __?
(a) 20      (b)18        (c) 32       (d) 64
Q7. Identify the pattern and write the next letter: A, C, E, G, J, ___
H       (b)   N           (c)  L              (d) O.
Q7 a) What comes next:  11 , 13, 15 , 17 , …. ,  ……
(a) 19, 21                              (b) 19 , 22   (c) 19, 20         (d) 20 , 23
Q8. Find the rule and next two terms: 5, 10, 20, 40, _ , _

Answer:

Q9. Observe the pattern and write next three numbers: 3, 6, 11, 18, 27, __

Answer:

Q10. Complete the pattern: ● △ , ● ● △ , ● ● ● △ , ● ● ● ● △_________________,  ______________________
Q11. What comes next?          △ ,    ロ,     ⬠  , ……….

Answer:

Q12. Write the sum of the first 6 odd numbers.

Answer:

Q13. Write the next sequence

a)  1,   2  ,   4  , 8  ,   16   ,  32   ,  ______ ,_____ , ______
b)  1  ,  4  , 9 ,   16 , 25   ,   ___________, 49     ,__________  ,   ________

Q14. Draw the Next Shape and Count and write numbers of smaller triangles.

Answer:

Q15.  
a)   In fig.  K2-  1 line segment , K3 – 3 line segment , K4 - ____________ ,K-5 _____________ 
b) Write the name of the fig  K3 and  K5 .

Answer:

Q16. Draw pictorial ways to visualise the sequence of Powers of 2?

Answer:

Q17.  Draw pictorial ways to visualise the sequence of Powers of 3?

Answer:

Q18. what will be the value of 1 + 2 + 3 + ... + 99 + 100 + 99 + ... + 3 + 2 + 1?

Answer:

Q19.Which sequence do you get when you start to add the All 1’s sequence up?

Answer:
Q20. Which sequence do you get when you start to add the All 1’s sequence up? Answer:

Q21.Which sequence do you get when you start to add the Counting numbers up?
Q22. 1, 3, 6, 10, 15, … called___________

a) triangular numbers b) Square numbers c) Hexagonal numbers d) None of these 
Q23.1, 4, 9, 16, 25, … called ________

a) triangular numbers b) Square numbers c) Hexagonal numbers d) None of these 
Q24.  1, 8, 27, 64, 125, … called _________

a) triangular numbers b) Square numbers c) Hexagonal numbers d) Cube numbers
Q25. What is the next number in the sequence?

Q26.what is the sum of the first 10 odd numbers?

Answer:

Q27.what is the sum of the first 100 odd numbers?

Answer:

Q28. Draw the next shape in each sequence and write the rule or pattern for forming the shapes in the sequence
a) b)
c) d)       e)
Q29. four sided polygon is called _____________
Q30. How many total line segments are there in each shape of the Koch Snowflake? What is the corresponding number sequence?

Answer:

Q31.How many little triangles are there in each shape of the sequence of Stacked Triangles?

Answer:

Q32.How many little squares are there in each shape of the sequence of Stacked Squares? Which number sequence does this give?

Answer:

Q33. Count the number of lines in each shape in the sequence of Complete Graphs. Which number sequence do you get?

Answer:

Q34. Ravi and Meena are helping their father design a walking path in their backyard garden. Their father gives them two different tile patterns to be arranged in rows.

Pattern A uses the same tile in every row.Pattern B uses a growing number of tiles in each new row. They recorded the number of tiles in each row for both patterns:
Pattern A: 1, 1, 1, 1, 1, 1, 1, ...
Pattern B: 1, 2, 3, 4, 5, 6, 7, … (Answer any 1 Pattern A or B)
a) Recognize the pattern in each of the sequences. 
b) write the next three numbers in each sequence,
c)   what is the rule for forming the numbers in the sequence?
d) Draw the next picture (diagram or dot representation) for each sequence. (2) q35. Assertion (A) :1,4,9,16,25……….called square numbers.

Reason (R): When a multiplied number by itself is called a square number.
a) Both Assertion and reason are correct and reason is correct explanation for Assertion. 

b) Both Assertion and reason are correct but reason is not correct explanation for Assertion 

c) Assertion is true but reason is false. 

d) Both assertion and reason are false