NCERT Solutions Class 4 Maths Chapter 13 the Transport Museum

F R E E S T U D Y M AT E R I A L F O R E V E R Y S T U D E N T

C L A S S 4 · M AT H S

NCERT Solutions

Chapter 13: The Transport
Museum

NCERT Textbook — Math Mela

BOOK PAGES SECTIONS QUESTIONS MEDIUM

184 – 202 25 99 English

Solutions, notes, sample papers & more at 80 pages

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

CLASS 4 · MATHS · MATH MELA

NCERT Solutions — Chapter 13: The Transport Museum
Amala, Raahi and Farzan visit a transport museum. Along the way we build new times-tables by splitting and
doubling, multiply by 10s, 100s and 200s, and divide big numbers by taking away equal groups.

TEXTBOOK BOOK PAGES

Math Mela (Class 4) 184 – 202

SECTIONS QUESTIONS

25 99

MEDIUM

English

Mystery Matrix — Page 184
Mystery Matrix

Q1 Fill the yellow boxes with 1-digit numbers (multiplicands and multipliers) such that
you get the products given in the white boxes. Fill the remaining white boxes with
appropriate products.

×

32

42

45

21

The matrix as printed. The yellow boxes are empty; four products are already given.

Start with the column that already has two products in it — 42 and 21.

Page 1 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

21 = 3 × 7

42 = 6 × 7

The number common to both is 7.
So that yellow column box is 7. Its two row boxes are 6 and 3.

Now the single products:

32 = 8 × 4 → row box 8, column box 4

45 = 9 × 5 → row box 9, column box 5

The last column has no product given, so any 1-digit number fits. We take 2.

Filling every white box gives:

× 4 5 7 2

8 32 40 56 16

6 24 30 42 12

9 36 45 63 18

3 12 15 21 6

The same matrix after filling it. The four given products are in black.

Why it happens: A column box must divide every product printed in that column.
Only 7 divides both 21 and 42, so 7 is forced.

Tip: Your answer may look different in the last column, and that is fine. Check that
32, 42, 45 and 21 still sit in their own places.

Page 2 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q2 The product of the numbers in each row is given in the orange boxes. The product of
the numbers in each column is given in the blue boxes. Identify appropriate
numbers to fill the blank boxes.

56

54

63 48

First grid: row products 56 and 54 (orange), column products 63 and 48 (blue).

42

50

60 35

Second grid: row products 42 and 50 (orange), column products 60 and 35 (blue).

First grid. The top-left number sits in the row of 56 and in the column of 63.

56 = 7 × 8

63 = 7 × 9

Common number = 7

So 56 ÷ 7 = 8 and 63 ÷ 7 = 9.

Last box: 54 ÷ 9 = 6. Check the other column: 8 × 6 = 48 ✓

Second grid. The top-left number sits in the row of 42 and the column of 60.

Page 3 of 80

as e
Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
em.
42 = 6 × 7
m l as
60 = 6 × 10
m .co a g
l a se
g
Common number = 6
aSo 42 ÷ 6 = 7 and 60 ÷ 6 = 10.

co m
. ag
Last box: 50 ÷ 10 = 5. Check: 7 × 5 = 35 ✓
e m
g l as
a
7 8 56
co m
e m.
m l as
.co
54
g
9 6

m a
l a se
63 48

a g
First grid filled in.

m a s
m .co agl
l a se
6 g
a 7 42

co m
.
10 5 50

em
m l as
.co g
60 35

m a
l a se
g
Second grid filled in.
a
se m
com g l a
. a
Why it happens: Each blank number is shared by one row and one column, so it
m
ase
must divide both the orange product and the blue product. That leaves only one
choice.
agl

co m
m .
m — Page 184 as e
.co
Times-10
a g l
se m
g l a
a c
m .
m a s e
em . co agl
g l as
a

co m
m .
m ase
.co


a g l Page 4 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Times-10

Q1 Match each problem with the appropriate pictorial representation and write the
answer. 2 × 10 = 2 Tens = ______

A

B

C

The three dashed groups of ten-strips printed beside the question. We have named them A, B and C.

Page 5 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

2 × 10 = 2 Tens

2 Tens = 10 + 10 = 20

Picture: group C, which has 2 strips of ten.

Why it happens: Each strip holds 10 beads. Two strips are two tens, and two tens
make twenty.

Page 6 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q2 5 × 10 = _____ Tens = ______

A

B

C

The three dashed groups of ten-strips printed beside the question. We have named them A, B and C.

5 × 10 = 5 Tens

5 Tens = 10 + 10 + 10 + 10 + 10 = 50

Picture: group A, which has 5 strips of ten.

Page 7 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Why it happens: Counting in tens goes 10, 20, 30, 40, 50. Five tens stop at fifty.

Q3 8 × 10 = _____ Tens = ______

A

B

C

The three dashed groups of ten-strips printed beside the question. We have named them A, B and C.

Page 8 of 80

as e
Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
e m.
8 × 10 = 8 Tens
m l as
.co
8 Tens = 10, 20, 30, 40, 50, 60, 70, 80
m a g
l a se
g
Picture: group B, which has 8 strips of ten.
a

co m
. ag
Why it happens: Eight strips of ten beads are eight tens, and eight tens are written
e m
as
as 80.

a g l

co m
In-text Questions — Page 185
em.
m l as
.co a g
Times-10 / Constructing Tables

a s em
a glQ1 What is 10 × 10 = ____ Tens = _______
m a s
m .co agl
l a se
ag

co m
m .
m as e
.co a g l
se m
g l a
a
se m
com a
Ten strips of ten pushed together make one hundred-square.

. a g l
m
ase
10 × 10 = 10 Tens agl

co m
10 Tens = 100 (1 Hundred)

m .
o m l a se
agThat is why we give it a new
.cWhy it happens: Ten tens fill a full square of a hundred.
m name — one hundred.
l a se
ag
.c
s e m
m a
e m . co agl
g l as
a

co m
m .
m ase
.co


a g l Page 9 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q2 How many pebbles are there in this arrangement? _______

15

The pebble arrangement printed on page 185 — 5 rows of 15 pebbles.

10 5

The pebble arrangement: 5 rows with 15 pebbles in each row, split into 10 and 5.

The arrangement is 5 × 15.

Split each row into 10 and 5.

5 × 10 = 50

5 × 5 = 25

50 + 25 = 75 pebbles

Page 10 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Why it happens: Splitting 15 into 10 and 5 lets us use two easy tables instead of one
hard one.

Q3 5 × 15 = 5 × 10 and 5 × 5 = ______ + ______ = ______

10 5

The pebble arrangement: 5 rows with 15 pebbles in each row, split into 10 and 5.

10 5

The pebble arrangement: 5 rows with 15 pebbles in each row, split into 10 and 5.

Page 11 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

5 × 10 = 50

5 × 5 = 25

50 + 25 = 75
So 5 × 15 = 75

Why it happens: The two dashed blocks together are the whole arrangement, so
their counts add up to the total.

Constructing Tables — Page 186

Page 12 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Constructing Tables

Q1 Recall the times-tables that we created in Grade 3. Now construct a times-15 table.
You may use the arrangement given below and split the columns into 10 and 5 for
ease of counting, as shown on the previous page. (1 × 15 = ___, 2 × 15 = ___, … 10 × 15 =
___)

15

10

The pebble arrangement printed on page 186 — 15 pebbles across and 10 rows down.

Page 13 of 80

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Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
10 5ase m.
com agl
e m.
g l as
a

co m
e m . ag
g l as
a

co m
em.
m l as
m .co a g
l a se
ag
m a s
m .co agl
l a se
ag
The 10 x 15 pebble arrangement, with each row split into 10 and 5.

co m
m .
m
Take one row at a time. Each row is 10 pebbles and 5 pebbles.
as e
.co a g l
sem
g l a 10 × PART 5 × PART ANSWER

a
se m
1 × 15 10 5 15

com g l a
m. a
2 × 15 20 10 30

ase
agl
3 × 15 30 15 45

m
4 × 15 40 20 60

. c75o
em
m as
5 × 15 50 25

.6c×o15 a g l
m
ase
60 30 90

agl c
.
7 × 15 70 35 105

s e m
m a
.co agl
8 × 15 80 40 120

se m
9 × 15 90
g l a 45 135

10 × 15 100
a 50 150

co m
m .
m ase
.co


a g l Page 14 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

So the times-15 table is:

15, 30, 45, 60, 75, 90, 105, 120, 135, 150

Why it happens: Every new row adds one more 10 and one more 5, that is 15 more
pebbles each time.

Page 15 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q2 1. What patterns do you see in this table?

15

10

The pebble arrangement printed on page 186 — 15 pebbles across and 10 rows down.

1 × 15 = 6 × 15 =
2 × 15 = 7 × 15 =
3 × 15 = 8 × 15 =
4 × 15 = 9 × 15 =
5 × 15 = 10 × 15 =

The times-15 table printed on page 186, with every answer still to be filled in.

Three patterns are easy to see.

Page 16 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

The ones digit goes 5, 0, 5, 0, 5, 0 … again and again.
Each answer is 15 more than the one before it.
Every second answer (30, 60, 90, 120, 150) is a multiple of 30 — it is double the one two steps
back’s neighbour.

15, 30, 45, 60, 75, 90, 105, 120, 135, 150

15 + 15 = 30 30 + 15 = 45 45 + 15 = 60 …

Why it happens: Adding 15 is adding 10 and then 5. Adding 5 twice makes 10, so
the ones digit keeps flipping between 5 and 0.

Page 17 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q3 2. Compare the times-15 table with the times-5 table. What similarities and
differences do you notice?

TIMES - 5 TIMES - 15

1×5=5 1 × 15 = 15

2 × 5 = 10 2 × 15 = 30

3 × 5 = 15 3 × 15 = 45

4 × 5 = ______ 4 × 15 = ______

5 × 5 = ______ 5 × 15 = ______

6 × 5 = ______ 6 × 15 = ______

7 × 5 = ______ 7 × 15 = ______

8 × 5 = ______ 8 × 15 = ______

9 × 5 = ______ 9 × 15 = ______

10 × 5 = ______ 10 × 15 = ______

The Times-5 and Times-15 box printed on page 186. The book fills in the first three lines
of each column.

Both tables filled in, side by side:

Page 18 of 80

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Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
TIMES - 5 TIMES - 15 DIFFERENCE

m as e
1×5=5
.co
1 × 15 = 15 15 − 5 = 10
a g l
se m
g l a
a
2 × 5 = 10 2 × 15 = 30 30 − 10 = 20

3 × 5 = 15 3 × 15 = 45 45 − 15 = 30

com
4 × 5 = 20 4 × 15 = 60
e m . 60 − 20 = 40 ag
5 × 15 g l as
5 × 5 = 25
a = 75 75 − 25 = 50

6 × 5 = 30 6 × 15 = 90 90 − 30 = 60
co m
em.
com l as
7 × 5 = 35 7 × 15 = 105 105 − 35 = 70

. a g
m
ase
8 × 5 = 40 8 × 15 = 120 120 − 40 = 80

agl9 × 5 = 45 9 × 15 = 135 135 − 45 = 90

m a s
.co agl
10 × 5 = 50 10 × 15 = 150 150 − 50 = 100

se m
g l a
a
Same:

Both end in 5 or 0 every time.

co m
.
Both go up by a fixed jump — 5 in one, 15 in the other.

e m
m l as
.co
Different:
a g
s e m
la The times-15 answers grow much faster: 5 reaches only 50, but 15 reaches 150.
Every times-15 answer is 3 times the times-5 answer. (3 × 5 = 15)

ag
se m
com
Why it happens: 15 is 3 fives. So 7 fifteens are just 3 lots of 7 fives — 105 instead of
g l a
m . a
ase
35.

agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
m ase
.co


a g l Page 19 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q4 What times-table is this? ____ How did we get this? (15 – 5 = 10, 30 – 10 = 20, 45 – 15 =
30, ____________ …)

TIMES - 5 TIMES - 15

1×5=5 1 × 15 = 15

2 × 5 = 10 2 × 15 = 30

3 × 5 = 15 3 × 15 = 45

4 × 5 = ______ 4 × 15 = ______

5 × 5 = ______ 5 × 15 = ______

6 × 5 = ______ 6 × 15 = ______

7 × 5 = ______ 7 × 15 = ______

8 × 5 = ______ 8 × 15 = ______

9 × 5 = ______ 9 × 15 = ______

10 × 5 = ______ 10 × 15 = ______

The Times-5 and Times-15 box printed on page 186. The book fills in the first three lines
of each column.

It is the times-10 table.

Page 20 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

TIMES - 15 TIMES - 5 DIFFERENCE

15 5 10

30 10 20

45 15 30

60 20 40

75 25 50

90 30 60

105 35 70

120 40 80

135 45 90

150 50 100

The blank lines are filled like this:

60 − 20 = 40 75 − 25 = 50 90 − 30 = 60

105 − 35 = 70 120 − 40 = 80

135 − 45 = 90 150 − 50 = 100

How we got it: we took each times-15 answer and subtracted the times-5 answer above it.

Why it happens: 15 is 5 and 10 together. Take the 5 away and only the 10 is left, so
the differences make the times-10 table.

In-text Questions — Page 187
Making tables by splitting into equal groups

Q1 3. Construct other times-tables for numbers from 11 to 20, as you did for 15.

What to do

1. Pick a number from 11 to 20, say 12.

Page 21 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

2. Split it as 10 and the rest: 12 = 10 + 2.
3. For each step, find n × 10 and n × 2, then add them.

Sample answer: the times-12 table

N N × 10 N×2 N × 12

1 10 2 12

2 20 4 24

3 30 6 36

4 40 8 48

5 50 10 60

6 60 12 72

7 70 14 84

8 80 16 96

9 90 18 108

10 100 20 120

Times-12: 12, 24, 36, 48, 60, 72, 84, 96, 108, 120

Do the same for 11 (10 + 1), 13 (10 + 3), 14 (10 + 4) … up to 20 (10 + 10).

Why it happens: Splitting off the 10 turns a hard table into the times-10 table plus a
very small table.

Q2 4. As you compared the times-5 table with the times-15 table, compare the times-1
table with the times-11 table, the times-2 table with the times-12 table, and so on.
Share your observations.

Sample answer: times-1 and times-11

Page 22 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

TIMES-1 TIMES-11 DIFFERENCE

1 11 10

2 22 20

3 33 30

4 44 40

5 55 50

6 66 60

7 77 70

8 88 80

9 99 90

10 110 100

What we notice

The difference is always the times-10 table: 10, 20, 30, 40 …
The same thing happens for 2 and 12, for 3 and 13, and so on.
So we can write: n × 12 = n × 2 + n × 10.

Example: 7 × 13 = 7 × 3 + 7 × 10

= 21 + 70 = 91

Why it happens: Every number from 11 to 20 is 10 more than a small number.
Taking it n times adds n tens each time.

Page 23 of 80

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Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
6 × 14 = Double of 6 × 7. Why?
e
Q3

m l as
m .co a g
a se

a g l

co m
e m . ag
g l as
a

co m
em.
m l as
m .co a g
l a se
a g
m a s
m .co agl
l a se
ag
7 7
co m
m .
Tara's arrangement of wheels: 6 rows of 14, split into two equal groups of 7.

m as e
.co a g l
s m= 7 + 7
e14
gl a
a
m
So 6 × 14 = 6 × 7 and 6 × 7

a se
6 × 7 = 42
.com a g l
m
ase
agl
42 + 42 = 84

m
Adding a number to itself is the same as doubling it. So 6 × 14 is double 6 × 7.

. co
em
m l as
.csoo the whole has twice that many.
Why it happens: The picture splits into two equal halves. Each half has 6 × 7 wheels,
a g
se m
g l a
a c
m .
a s e
com agl
m.
In-text Questions — Page 188

as e
a g l

co m
m .
m ase
.co


a g l Page 24 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Making tables by splitting / Multiples of 10

Q1 We have seen how to calculate 3 × 14 and 6 × 14 by splitting and doubling. Can we
construct the times-14 table by splitting and doubling? Try!

Yes, we can. Take the times-7 answer and double it every time.

N N×7 DOUBLE IT N × 14

1 7 7+7 14

2 14 14 + 14 28

3 21 21 + 21 42

4 28 28 + 28 56

5 35 35 + 35 70

6 42 42 + 42 84

7 49 49 + 49 98

8 56 56 + 56 112

9 63 63 + 63 126

10 70 70 + 70 140

Times-14: 14, 28, 42, 56, 70, 84, 98, 112, 126, 140

Why it happens: 14 is 7 twice. So n fourteens are always n sevens taken twice.

Q2 What other times-tables can be constructed by splitting into equal groups and
doubling? Give examples.

Any even number can be split into two equal groups.

Page 25 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

TABLE SPLIT AS EXAMPLE

Times-12 6 and 6 8 × 12 = 48 + 48 = 96

Times-16 8 and 8 5 × 16 = 40 + 40 = 80

Times-18 9 and 9 4 × 18 = 36 + 36 = 72

Times-20 10 and 10 7 × 20 = 70 + 70 = 140

Odd numbers like 15 or 13 cannot be split into two equal whole groups, so we split them as 10
and the rest instead.

Why it happens: Doubling works only when the two groups are exactly the same
size.

Q3 Find the answers to the following: a) 15 × 10 = _____ Tens = _____ b) 16 × 10 = _____ Tens
= _____ c) 19 × 10 = _____ Tens = _____ d) 20 × 10 = _____ Tens = _____

PROBLEM IN TENS ANSWER

a) 15 × 10 15 Tens 150

b) 16 × 10 16 Tens 160

c) 19 × 10 19 Tens 190

d) 20 × 10 20 Tens 200

15 Tens = 10 Tens + 5 Tens = 100 + 50 = 150

20 Tens = 2 Hundreds = 200

Why it happens: Taking a number ten times just turns each one into a ten, so the
number of tens is the number itself.

Page 26 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q4 10 × 10 = ____ ; 2 times (i.e., double of) 10 × 10 = ____

10 × 10 = 10 Tens = 100

Double of 100 = 100 + 100 = 200

Two hundred-squares make 200.

Why it happens: Ten tens fill one hundred-square. Two such squares are two
hundreds.

Q5 Discuss in grade what happens when we take several groups of 10.

Sample answer. Each group of 10 becomes one ten. So the number of groups tells us the
number of tens.

GROUPS OF 10 TENS NUMBER

6 groups 6 Tens 60

10 groups 10 Tens 100

13 groups 13 Tens 130

25 groups 25 Tens 250

When we reach 10 tens we bundle them into 1 Hundred, and a new place starts.

Page 27 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Why it happens: Our counting goes in tens. Ten ones make a ten and ten tens make
a hundred.

Now think and answer — Page 189
Multiples of 10

Q1 30 × 10 = _____ 40 × 10 = _____ 70 × 10 = _____ 50 × 10 = _____ 60 × 10 = _____ 80 × 10 = _____

PROBLEM ANSWER

30 × 10 = 30 Tens 300

40 × 10 = 40 Tens 400

70 × 10 = 70 Tens 700

50 × 10 = 50 Tens 500

60 × 10 = 60 Tens 600

80 × 10 = 80 Tens 800

Why it happens: 30 tens is 3 hundreds, because every 10 tens make 1 hundred.

Q2 Let us find the number of people who can travel in 26 tempo travellers. 26 × 10 =
______ travellers.

26 × 10 = 26 Tens

26 Tens = 20 Tens + 6 Tens

= 200 + 60

= 260 travellers

Page 28 of 80

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Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
Why it happens: Each tempo traveller carries 10 people, so 26 of them carry 26

m as e
l
tens.
.co a g
a s em
gl The English book does not print the seat number; it is given in the picture and
aNote:
in the Hindi edition — 10 people per tempo traveller.

com
m . ag
l a se
Q3 ag Share your thoughts. a) 21 × 10 = _____ b) 42 × 10 =
Answer the following questions.
_____ c) 65 × 10 = _____ d) 38 × 10 = _____ e) 53 × 10 = _____ f) 87 × 10 = _____

co m
e m.
m l as

m .co a g
l a se
PROBLEM ANSWER
g
a a) 21 × 10 = 21 Tens 210

m a s
m.co agl
b) 42 × 10 = 42 Tens 420

l a se
c) 65 × 10 = 65 Tens
ag 650

m
d) 38 × 10 = 38 Tens 380

. co
e m
as
e) 53 × 10 = 53 Tens 530

om
f) 87.×c10 = 87 Tens 870 a g l
a sem
agl
Why it happens: Multiplying by 10 pushes every digit one place to the left, and a 0
se m
takes the ones place.
com g l a
m . a
ase
agl
A small bus can seat 20 people. How many people can be seated in 12 buses?
m
Q4

. co
em
m l as
.co g

em a
s
We have to find 12 × 20. There are three easy ways.
l a
ag c
m .
Way 1: 12 × 20 = 10 × 20 and 2 × 20 = 200 + 40 = 240
m a s e
m . co
Way 2: 12 × 20 = 12 × 10 and 12 × 10 = 120 + 120 = 240
e agl
g l as
a
Way 3: 12 × 20 = 12 × 2 Tens = 24 Tens = 240

co m
m .
m as e
.co


a g l Page 29 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

240 people can be seated in 12 buses.

Why it happens: 20 is 2 tens. Twelve twos are 24, so twelve twenties are 24 tens.

In-text Questions — Page 190
A Day at the Transport Museum

Q1 Solve the following problems. Share your thoughts. 24 × 40 = _______ 13 × 30 = _______
70 × 80 = _______ 50 × 60 = _______ 43 × 60 = _______

PROBLEM THINK IN TENS ANSWER

24 × 40 24 × 4 Tens = 96 Tens 960

13 × 30 13 × 3 Tens = 39 Tens 390

70 × 80 70 × 8 Tens = 560 Tens 5600

50 × 60 50 × 6 Tens = 300 Tens 3000

43 × 60 43 × 6 Tens = 258 Tens 2580

Why it happens: Every one of these second numbers is some tens. We multiply the
easy way first and then say the answer in tens.

Q2 Raahi spots a toy train. She figures out that each coach can seat 14 children. The toy
train has 15 coaches. How many children can be seated in the toy train?

We have to find 15 × 14. Split 15 as 10 + 5 and 14 as 10 + 4.

Page 30 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

10 4

10 100 40

5 50 20

The 15 x 14 arrangement split into 10 and 5, and into 10 and 4.

× 10 4 TOTAL

10 100 40 140

5 50 20 70

15 × 14 = 140 + 70 = 210

In 15 coaches, 210 children can be seated.

Why it happens: The big rectangle is made of four small ones. Adding the four small
counts gives the whole count.

A Day at the Transport Museum — Page 191

Page 31 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Division with a remainder

Q1 She wonders how many coaches will be needed for the 324 children from her school.
Remember, each coach can seat only 14 children. (324 ÷ 14) Total no. of coaches =
_____

The table in the book takes the children away in groups of coaches:

NO. OF CHILDREN NO. OF COACHES NEEDED NO. OF CHILDREN REMAINING

324

140 10 324 − 140 = 184

140 10 184 − 140 = 44

14 1 44 − 14 = 30

28 2 2

10 coaches take 140 children → 324 − 140 = 184 left
10 more coaches take 140 → 184 − 140 = 44 left

1 coach takes 14 → 44 − 14 = 30 left

2 coaches take 28 → 30 − 28 = 2 left

Total no. of coaches = 10 + 10 + 1 + 2 = 23

Remainder = 2 children

So 23 coaches are filled and 2 children are still standing.

Why it happens: We keep taking away full coach-loads of 14 until fewer than 14
children are left. What is left is the remainder.

Q2 What do we do with the remaining 2 children? Discuss in grade.

Sample answer. We cannot leave 2 children behind, so we take one more coach for them.

Page 32 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

23 full coaches + 1 part-full coach = 24 coaches

The 24th coach carries only 2 children.

Other fair ideas the class may give:

Let the 2 children sit with a teacher in the first coach.
Send the 2 children in the next trip of the toy train.

Why it happens: In a real problem we cannot throw the remainder away. Two
children are still two children, so they need a seat.

Let Us Solve — Page 192
Also, identify remainder (if any) in the division problems.

Q1 a) 25 × 34

Split each number by its places and multiply piece by piece.

× 30 4 TOTAL

20 600 80 680

5 150 20 170

25 × 34 = 680 + 170 = 850

Q2 b) 16 × 43

Split each number by its places and multiply piece by piece.

Page 33 of 80

as e
Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
× 40 3 TOTAL

m as e
10
.co
400 30 430
a g l
se m
g l a
a
6 240 18 258

co m
. ag
16 × 43 = 430 + 258 = 688
e m
g l as
a
c) 68 × 12
co m
m.
Q3

m ase
.co a g l
m

l a se
g
Split each number by its places and multiply piece by piece.
a
s
× 10 2 TOTAL
m a
m .c120o agl
ase
60 600 720

8 80 agl 16 96

co m
m .
68 × 12 = 720 + 96 = 816
m as e
.co a g l
se m
g l a
a
Q4 d) 39 × 13
se m
com g l a
m . a
ase
agl

Split each number by its places and multiply piece by piece.

co m
.
× 10 3 TOTAL

em
m l as
.co g
30
a
300 90 390

a s em 9
gl
90 27 117
a c
m .
m a s e
. co agl
39 × 13 = 390 + 117 = 507
em
g l as
a

co m
m .
m ase
.co


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Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q5 e) 125 ÷ 15

Take away groups of 15 again and again.

15 × 8 = 120

125 − 120 = 5

Groups taken = 8

Left over = 5

125 ÷ 15 = 8, remainder 5

Check: 15 × 8 + 5 = 125 ✓

Q6 f) 94 ÷ 11

Take away groups of 11 again and again.

11 × 8 = 88

94 − 88 = 6

Groups taken = 8

Left over = 6

94 ÷ 11 = 8, remainder 6

Check: 11 × 8 + 6 = 94 ✓

Page 35 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q7 g) 440 ÷ 22

Take away groups of 22 again and again.

22 × 20 = 440

440 − 440 = 0

Groups taken = 20

Left over = 0

440 ÷ 22 = 20, remainder 0

The remainder is 0, so 22 divides 440 exactly.

Q8 h) 508 ÷ 18

Take away groups of 18 again and again.

18 × 20 = 360

508 − 360 = 148

18 × 8 = 144

148 − 144 = 4

Groups taken = 20 + 8 = 28

Left over = 4

508 ÷ 18 = 28, remainder 4

Check: 18 × 28 + 4 = 508 ✓

Page 36 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Multiples of 100 — Page 192
Multiples of 100

Q1 3 × 100 = _____ Hundreds = ______

Three hundred-squares.

3 × 100 = 3 Hundreds

3 Hundreds = 100 + 100 + 100 = 300

Why it happens: Taking 100 three times is three hundreds, just as taking 10 three
times is three tens.

Q2 5 × 100 = _______ = __________

Five hundred-squares.

Page 37 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

5 × 100 = 5 Hundreds = 500

Why it happens: Five lots of one hundred are five hundred.

Q3 8 × 100 = ______ = _________

Eight hundred-squares.

8 × 100 = 8 Hundreds = 800

Why it happens: The digit 8 moves two places to the left and two zeros fill the tens
and ones.

Page 38 of 80

as e
Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
What happens when we put 10 Hundreds together?
e
Q4

m l as
m .co a g
a se

a g l

co m
e m . ag
g l as
a

co m
em.
m l as
m .co a g
l a se
a g
m a s
m .co agl
se
Ten hundred-squares placed together.

g l a
a
m
10 × 100 = 10 Hundreds = 1000

. co
We read it as one thousand.
e m
m l as
.co a g
a s
Tenemhundreds get bundled into one new unit, and a fourth place — the thousands place —
agl begins.
se m
com g l a
.
Why it happens: Ten ones make a ten, ten tens make a hundred, and in the same
m a
ase
way ten hundreds make a thousand.

agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
m ase
.co


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Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q5 12 × 100 = _______ 15 × 100 = _______

12 × 100 = 12 Hundreds = 10 Hundreds + 2 Hundreds

= 1000 + 200 = 1200

15 × 100 = 15 Hundreds = 10 Hundreds + 5 Hundreds

= 1000 + 500 = 1500

Why it happens: We split the number of hundreds into 10 and the rest, because 10
hundreds are easy — they are 1000.

Q6 27 × 100 = _______ 70 × 100 = _______

27 × 100 = 27 Hundreds = 20 Hundreds + 7 Hundreds

= 2000 + 700 = 2700
70 × 100 = 70 Hundreds = 7 × 10 Hundreds

= 7 × 1000 = 7000

Why it happens: Every 10 hundreds make a thousand, so 70 hundreds make 7
thousands.

In-text Questions — Page 193

Page 40 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Multiples of 100

Q1 Now answer the following questions. Share your thoughts. 30 × 100 = ________ 40 ×
100 = ________ 50 × 100 = ________ 24 × 100 = ________ 53 × 100 = ________ 19 × 100 = ________

PROBLEM ANSWER

30 × 100 = 30 Hundreds 3000

40 × 100 = 40 Hundreds 4000

50 × 100 = 50 Hundreds 5000

24 × 100 = 24 Hundreds 2400

53 × 100 = 53 Hundreds 5300

19 × 100 = 19 Hundreds 1900

Why it happens: Multiplying by 100 puts two zeros after the number, because each
one becomes a hundred.

Q2 We Know 80 × 100 = 8000. Find 80 × 50 = ________ and 40 × 50 = ______

50 is half of 100.

So 80 × 50 is half of 80 × 100.

Half of 8000 = 4000

40 is half of 80.
So 40 × 50 is half of 80 × 50.

Half of 4000 = 2000

Page 41 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Why it happens: If one number is halved, the answer is halved too — we are taking
half as much each time.

Check it yourself: Check the other way: 40 × 50 = 40 × 5 Tens = 200 Tens = 2000. ✓

In-text Questions — Page 194
Multiples of 100

Q1 Share what you notice about the answers to these problems. What do you notice
about any number times-100s? 11 × 100 = _______ 11 × 200 = _______ 22 × 100 = _______ 22
× 200 = _______

PROBLEM ANSWER

11 × 100 1100

11 × 200 2200

22 × 100 2200

22 × 200 4400

What we notice

Multiplying by 100 simply writes two zeros after the number: 11 → 1100.
Doubling the group size (100 → 200) doubles the answer: 1100 → 2200.
Doubling the number of groups (11 → 22) also doubles the answer.
Doubling both doubles it twice: 1100 → 2200 → 4400.

11 × 200 = 11 × 2 Hundreds = 22 Hundreds = 2200

Why it happens: The answer counts how many hundreds there are. Twice as many
groups, or twice as big a group, means twice as many hundreds.

Page 42 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q2 Answer the following questions. Share your thoughts. 18 × 100 = _______ 5 × 500 =
_______ 15 × 200 = _______ 14 × 300 = _______ 23 × 200 = _______ 7 × 800 = _______

PROBLEM THINK IN HUNDREDS ANSWER

18 × 100 18 Hundreds 1800

5 × 500 5 × 5 Hundreds = 25 Hundreds 2500

15 × 200 15 × 2 Hundreds = 30 Hundreds 3000

14 × 300 14 × 3 Hundreds = 42 Hundreds 4200

23 × 200 23 × 2 Hundreds = 46 Hundreds 4600

7 × 800 7 × 8 Hundreds = 56 Hundreds 5600

Why it happens: We first do the small multiplication, then say how many hundreds
that is.

Set A, Set B and Set C — Page 195
Find the answers in Set A, then use the same understanding for Set B.

Q1 Set A: 14 × 100 = ___, 14 × 500 = ___, 7 × 500 = ___, 7 × 250 = ___; 14 × 10 = ___, 14 × 50 = ___,
7 × 50 = ___, 7 × 25 = ___; 14 × 1 = ___, 14 × 5 = ___, 7 × 5 = ___, 7 × 10 = ___

FIRST COLUMN SECOND COLUMN THIRD COLUMN

14 × 100 = 1400 14 × 10 = 140 14 × 1 = 14

14 × 500 = 7000 14 × 50 = 700 14 × 5 = 70

7 × 500 = 3500 7 × 50 = 350 7 × 5 = 35

7 × 250 = 1750 7 × 25 = 175 7 × 10 = 70

How the answers are linked

Going left across a row, each answer is 10 times the one on its right.

Page 43 of 80

as e
Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

Going down from row 1 to row 2, the group size is 5 times bigger.
co m
Row 3 is half of row 2, because 7 is half of 14.
em.
m l as
.co a g
Row 4 is half of row 3, because 250 is half of 500.

a s em
gl it happens: Halving one of the two numbers halves the answer, and
aWhy
multiplying one of them by 10 multiplies the answer by 10.

com
m . ag
l a se
Q2 ag= ___, 15 × 100 = ___, 15 × 200 = ___; 30 × 10 = ___, 30 × 20 =
Set B: 30 × 100 = ___, 30 × 200
___, 15 × 10 = ___, 15 × 20 = ___; 30 × 1 = ___, 30 × 2 = ___, 15 × 1 = ___, 15 × 2 = ___

co m
e m.
m l as

m .co a g
l a se
FIRST COLUMN SECOND COLUMN THIRD COLUMN
g
a 30 × 100 = 3000 30 × 10 = 300 30 × 1 = 30

m a s
30 × 200 = 6000 30 × 20 = 600
m.co 30 × 2 = 60
agl
l a se
15 × 100 = 1500
ag
15 × 10 = 150 15 × 1 = 15

m
15 × 200 = 3000 15 × 20 = 300 15 × 2 = 30

. co
e m
m l as
.co
Start from the easy third column: 30 × 1 = 30.
m times bigger: 30 × 10 = 300. a g
a s eTen
agl
m
Ten times bigger again: 30 × 100 = 3000.
a se
. com a g l
m
ase
Row 3 is half of row 1 everywhere, because 15 is half of 30.

a gl
Why it happens: Once the small answer is known, every bigger one is just that
answer with zeros added.
co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
m ase
.co


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Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q3 Set C — 1) 44 × 10 = ________ 22 × 20 = ________

44 × 10 = 44 Tens = 440

22 × 20 = 22 × 2 Tens = 44 Tens = 440

Both answers are the same.

Why it happens: 44 is double 22, and 10 is half of 20. One doubling and one halving
cancel each other out.

Q4 Set C — 2) 16 × 100 = ________ 4 × 400 = ________

16 × 100 = 16 Hundreds = 1600

4 × 400 = 4 × 4 Hundreds = 16 Hundreds = 1600

Both answers are the same again.

Why it happens: 16 became 4 (four times smaller) and 100 became 400 (four times
bigger), so nothing changed.

In-text Questions — Page 196
Vande Bharat Mission

Q1 Amala wonders how many people travelled the first week of this ‘Vande Bharat
Mission’. Help her find the answer. (In the first week, 64 flights carried 152 people
each.) 64 × 152

Split 64 as 60 + 4 and 152 as 100 + 50 + 2.

Page 45 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

100 50 2

60 6000 3000 120

4 400 200 8

The 64 x 152 rectangle split into 60 and 4, and into 100, 50 and 2.

× 100 50 2 TOTAL

60 6000 3000 120 9120

4 400 200 8 608

64 × 152 = 9120 + 608 = 9,728

So 9,728 people travelled in the first week.

Why it happens: Six little rectangles fill the big one, so their six counts add up to the
whole count.

In-text Questions — Page 197

Page 46 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

The snake boat race

Q1 In a particular race, 960 participants volunteered. Each boat is pedalled by 64
people. How many boats will be needed? (960 ÷ 64)

NO. OF BOATS NO. OF PARTICIPANTS NO. OF PEOPLE REMAINING

960

10 640 320

5 320 0

10 boats hold 64 × 10 = 640 people

960 − 640 = 320 people left

5 boats hold 64 × 5 = 320 people

320 − 320 = 0 people left
Total no. of boats = 10 + 5 = 15

Remainder = 0

15 boats will be needed, and no one is left out.

Why it happens: Sixty-four people fill one boat. We keep taking away boat-loads
until nobody is left.

Let Us Solve — Page 197
Also, identify remainder (if any) in the division problems.

Q1 a) 237 × 28

Split each number by its places and multiply piece by piece.

Page 47 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

× 20 8 TOTAL

200 4000 1600 5600

30 600 240 840

7 140 56 196

237 × 28 = 5600 + 840 + 196 = 6,636

Q2 b) 140 × 16

Split each number by its places and multiply piece by piece.

× 10 6 TOTAL

100 1000 600 1600

40 400 240 640

140 × 16 = 1600 + 640 = 2,240

Q3 c) 389 × 57

Split each number by its places and multiply piece by piece.

× 50 7 TOTAL

300 15000 2100 17100

80 4000 560 4560

9 450 63 513

Page 48 of 80

as e
Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
e m.
389 × 57 = 17100 + 4560 + 513 = 22,173
m l as
m .co a g
l a se
aQ4g d) 807 ÷ 24

co m
e m . ag
as

Take away groups of 24 again and again.
a g l

co m
m.
24 × 30 = 720

m as e
.co l
807 − 720 = 87
a g
a s em
24 × 3 = 72

a gl 87 − 72 = 15
m a s
agl
Groups taken = 30 + 3 = 33

m .co
se
Left over = 15

g l a
a
807 ÷ 24 = 33, remainder 15
co m
m .
m as e
.co
Check: 24 × 33 + 15 = 807 ✓
a g l
se m
g l a
a
e) 692 ÷ 33
se m
com l a
Q5

. a g
m
ase
agl

Take away groups of 33 again and again.

co m
m .
33 × 20 = 660
as e
com− 660 = 32
.692 a g l
se m
g l a
a
Groups taken = 20
.c
Left over = 32
s e m
m a
e m . co agl
g l as
692 ÷ 33 = 20, remainder 32
a

co m
m .
m ase
.co


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Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Check: 33 × 20 + 32 = 692 ✓

Q6 f) 996 ÷ 45

Take away groups of 45 again and again.

45 × 20 = 900

996 − 900 = 96

45 × 2 = 90

96 − 90 = 6

Groups taken = 20 + 2 = 22

Left over = 6

996 ÷ 45 = 22, remainder 6

Check: 45 × 22 + 6 = 996 ✓

Dividing by 10 and 100 — Page 197
A farmer packs his rice in sacks of 10 kg each.

Q1 a) If he has 60 kg of rice, how many sacks does he need? 60 ÷ 10 = _______

Each sack holds 10 kg.

60 = 10 + 10 + 10 + 10 + 10 + 10

60 ÷ 10 = 6 sacks

Why it happens: Sixty is six tens, so six sacks of ten kilograms hold it all.

Page 50 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Q2 b) If he has 600 kg of rice, how many sacks does he need? 600 ÷ 10 = _______

600 = 60 Tens

600 ÷ 10 = 60 sacks

Ten times more rice needs ten times more sacks: 6 becomes 60.

Why it happens: Dividing by 10 asks how many tens there are. Six hundred is sixty
tens.

Q3 If a sack of rice weighs 100 kg then how many sacks does he need for 600 kg of rice?
____ 600 ÷ 100 = _______

600 = 6 Hundreds

600 ÷ 100 = 6 sacks

Bigger sacks, fewer sacks — 60 sacks of 10 kg become just 6 sacks of 100 kg.

Why it happens: Each 100 kg sack does the work of ten 10 kg sacks, so we need ten
times fewer of them.

In-text Questions — Page 198

Page 51 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Dividing by 10 and 100

Q1 40 ÷ 10 = ____ 400 ÷ 10 = ____ 400 ÷ 100 = ____

PROBLEM ANSWER

40 ÷ 10 (how many tens in 40?) 4

400 ÷ 10 (how many tens in 400?) 40

400 ÷ 100 (how many hundreds in 400?) 4

40 = 4 Tens → 40 ÷ 10 = 4

400 = 40 Tens → 400 ÷ 10 = 40

400 = 4 Hundreds → 400 ÷ 100 = 4

Why it happens: Dividing by 10 asks how many tens there are, and dividing by 100
asks how many hundreds.

Q2 4 ÷ 2 = ____ 40 ÷ 20 = ____ 400 ÷ 200 = ____

PROBLEM ANSWER

4÷2 2

40 ÷ 20 2

400 ÷ 200 2

4÷2=2

40 ÷ 20 = 4 Tens ÷ 2 Tens = 2

400 ÷ 200 = 4 Hundreds ÷ 2 Hundreds = 2

Page 52 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

All three answers are the same.

Why it happens: Both numbers grew ten times each time. Sharing ten times more
among ten times bigger groups gives the same answer.

Q3 400 ÷ 2 = ____ 400 ÷ 20 = ____ 400 ÷ 200 = ____

PROBLEM ANSWER

400 ÷ 2 200

400 ÷ 20 20

400 ÷ 200 2

400 ÷ 2 = 200 (half of 400)

400 ÷ 20 = 40 Tens ÷ 2 Tens = 20

400 ÷ 200 = 4 Hundreds ÷ 2 Hundreds = 2

Each time the group is ten times bigger, so the answer is ten times smaller: 200, 20, 2.

Why it happens: The same 400 shared into bigger and bigger groups gives fewer
and fewer groups.

Note: 400 ÷ 200 is printed twice on this page — once in the middle column and once
here. Both give 2.

Page 53 of 80

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Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
1. Manku the monkey sees 870 bananas in the market. Each bunch has 10 bananas.
e
Q4

m l as
.co
How many bunches are there in the market? _______ (Write the division statement.)

a g
se m
g l a
a

Division statement: 870 ÷ 10 = 87
com
e m . ag
as
870 = 87 Tens

Each bunch is one ten. a g l

co m
m.
There are 87 bunches in the market.

o m l a se
Why it.chappens: Every bunch takes away exactly 10 bananas,
a gso the answer is
m
se the number of tens in 870.
g l a
simply
a
om a s
. c
em₹1000/- equally among her 10 grandchildren on agl
a s
2. Rukhma Bi wants to distribute

a l money will each of them get? ________
Q5
the occasion of Eid. Howgmuch

co m
.

e m
m l as
m .co
Division statement: ₹1000 ÷ 10 = ₹100
a g
a s e1000
agl = 10 Hundreds

Give 1 Hundred to each child.
se m
com g l a
m . a
ase
Each grandchild gets ₹100.

agl
Why it happens: One thousand is ten hundreds. Ten children, one hundred-rupee
note each.
co m
m .
m as e
.co a g l
a s em
agl Let Us Solve — Page 198
.c
s e m
m a
em . co agl
g l as
a

co m
m .
m ase
.co


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Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

The Punjab Mail

Q1 1. The oldest long-distance train of the Indian Railways is the Punjab Mail which ran
between Mumbai and Peshawar. Its first journey was on 12 October 1912. It had 6
coaches: 3 carrying 96 passengers and 3 for goods. a) How many people travelled in
each coach on the first journey?

Only 3 coaches carried people, and they carried 96 in all.

96 ÷ 3 = ?

3 × 30 = 90 → 96 − 90 = 6

3×2=6 → 6−6=0

96 ÷ 3 = 30 + 2 = 32

32 people travelled in each passenger coach.

Why it happens: The 96 passengers are shared equally between 3 coaches, so each
coach gets one third of 96.

Careful: The other 3 coaches carried goods, not people, so we do not divide by 6.

Q2 b) This train has been running for 106 years now. It runs between Mumbai,
Maharashtra and Ferozepur, Punjab. It has 24 coaches. Each coach can carry 72
passengers. How many people can travel on this train?

We have to find 24 × 72.

× 70 2 TOTAL

20 1400 40 1440

4 280 8 288

24 × 72 = 1440 + 288 = 1,728

Page 55 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

1,728 people can travel on this train.

Why it happens: Twenty-four coaches each hold 72 people, so we add 72 twenty-
four times — that is what multiplying does.

Note: The English book says “106 years” here; the Hindi book says “more than 100
years”. The number of coaches and passengers is the same in both.

Let Us Solve — Page 199
The school trip, the brick kiln and Chilika lake

Q1 2. Amala and her 35 classmates, along with 6 teachers, are going on a school trip to
Goa. a) 2 people can sit on every seat of the bus. There are 15 seats in the lower
deck and 10 in the upper deck. How many seats will they need to occupy? Are there
enough seats for everyone?

Children = Amala + 35 classmates = 36

Teachers = 6

Total people = 36 + 6 = 42

1

3 6

+ 6

4 2

2 people sit on one seat.
42 ÷ 2 = 21 seats needed

Seats in the bus = 15 + 10 = 25

25 is more than 21.

Page 56 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

They need 21 seats, and yes, there are enough seats — 4 seats are still empty.

Why it happens: Two people share one seat, so the number of seats is half the
number of people.

Q2 b) Find the total cost of the tickets for all children.

Ticket price
Adult – ₹899/-
Children – ₹359/-

The ticket-price board printed beside the question.

Number of children = 36

Cost of one child’s ticket = ₹359

We have to find 36 × 359.

× 300 50 9 TOTAL

30 9000 1500 270 10770

6 1800 300 54 2154

36 × 359 = 10770 + 2154 = 12,924

The tickets for all the children cost ₹12,924.

Page 57 of 80

Class 4 Maths Chapter 13 The Transport Museum AglaSem · NCERT Solutions

Why it happens: Every child needs one ticket of ₹359, so we take ₹359 thirty-six
times.

Q3 c) What is the cost of the tickets for all teachers?

Ticket price
Adult – ₹899/-
Children – ₹359/-

The ticket-price board printed beside the question.

Number of teachers = 6

An adult ticket costs ₹899

We have to find 6 × 899.

× 800 90 9 TOTAL

6 4800 540 54 5394

6 × 899 = 5,394

The tickets for all the teachers cost ₹5,394.

Page 58 of 80

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Class 4 Maths Chapter 13 The Transport Museum
a g l AglaSem · NCERT Solutions

co m
m.
Try This: ₹899 is just ₹1 less than ₹900. So 6 × 899 = 5400 − 6 = 5394. Same answer,

m as e
l
less work!
.co a g
a s em
gl it happens: Teachers are adults, so each one pays the adult price of ₹899.
aWhy

com
e m . ag
Q4
l as
3. Kedar works in a brick kiln. a) The kiln makes 125 bricks in a day. How many
g
a
bricks can be made in a month?

co m
m.

m day = 125 as e
coone
Bricks.in a g l
a s em
a gl Days in a month = 30 (we take a 30-day month)
s
We have to find 125 × 30.
m a
m.co agl
l a se
125 × 30 = 125 × 3 Tens ag
m
125 × 3 = 375
. co
375 Tens = 3,750 bricks
e m
m l as
m .co a g
l a se
About 3,750 bricks can be made in a month.

ag
Did you know? A month may have 31 days. Then 125 × 31 = 3,875 bricks. February
se m
com g l a
. a
has 28 days: 125 × 28 = 3,500 bricks.
m
ase
agl
Why it happens: The same 125 bricks are made every day, so we add 125 as many

m
times as there are days.

. co
em
m l as
m .co a g
l a se
ag
.c
s e m
m a
e m . co agl
g l as
a

co m
m .
m ase
.co


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