NCERT Solutions for Class 4 Maths Mela Chapter 04 Thousands Around Us

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Question 1. The donations are shown in the table below. Write the number in each case.
Answer: Look at the table and count the items shown in each row. The numbers for each donation type are: (a) 39, (b) 74, (c) 103, (d) 93, (e) 482, (f) 25, (g) 12, (h) 50, (i) 65, (j) 322. Use the pictures and symbols to figure out how many of each item was given.
In simple words: Count what you see in the table. Some rows show pictures, some show dots, and some show numbers written as words - add them all up to get your answer.

Exam Tip: Look carefully at each row. Pictures, tally marks, words like "Twelve", and number sentences all represent quantities - make sure you count or work out each type correctly.

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Question 2. Jaspreet and Gulnaz record the number of people who come for the community lunch at different times. Write the time and draw the number of people who had food at different time slots using HTO blocks as shown below.
Answer: Fill in the clock faces to show the start and end times for each time slot. Then use Hundreds, Tens, and Ones blocks to show the number of people: (a) 12:00 to 12:30 - 52 people, (b) 12:30 to 01:00 - 145 people, (c) 01:00 to 01:30 - 325 people, (d) 01:30 to 02:00 - 508 people. Draw the blocks for each number using the right number of hundred-squares, ten-lines, and one-dots.
In simple words: Write the times on the clocks. Then use blocks to show how many people ate at each time - use big hundred squares, line tens, and small ones.

Exam Tip: Always write both start and end times for each slot. When drawing blocks, count carefully - one big square is 100, one line is 10, and one small dot is 1.

Question 3. The time slot when the most number of people came for lunch is _____________________.
Answer: Looking at the four time slots, the 01:30 to 02:00 slot had 508 people - that is more than any other time slot (52, 145, and 325). So the answer is 01:30 to 02:00.
In simple words: Check all four time slots and find which one has the biggest number. That time slot is when most people came.

Exam Tip: To find "most," compare all the numbers: 52, 145, 325, 508. The biggest one tells you the busiest time slot.

Question 4. The time slot when the least number of people came for lunch is _____________________.
Answer: Looking at the same four time slots, the 12:00 to 12:30 slot had only 52 people - that is fewer than the other times (145, 325, and 508). So the answer is 12:00 to 12:30.
In simple words: Check all four time slots and find which one has the smallest number. That was the quietest time.

Exam Tip: To find "least," look for the smallest number among all the choices: 52 is the smallest, so 12:00 to 12:30 is correct.

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Question 5. (a) Make 3-digit numbers using the digit 3 and 7. Write the number in the boxes given below. Circle the smallest and cross out the largest.
Answer: You can make eight different numbers using only the digits 3 and 7 in 3-digit form. They are 333, 337, 373, 377, 733, 737, 773, and 777. The smallest number is 333 (circle this). The largest number is 777 (cross this out).
In simple words: Use 3 and 7 to fill three spots. Write down all the ways you can do this. The one with the most 3s is smallest. The one with the most 7s is biggest.

Exam Tip: When making numbers with given digits, be systematic - start with the smallest digit in all spots, then swap one at a time. This helps you find all possible numbers without missing any.

Question 5. (b) Make six 3-digit numbers using the digits 3, 5, 0, 8 such that all numbers are less than 550. You can repeat the digits.
Answer: Six numbers less than 550 using 3, 5, 0, 8 with repetition allowed are: 350, 358, 385, 503, 530, and 538. All of these are less than 550 because they start with 3 or 5, and if they start with 5, the next digit must be 0 or 3 to stay under 550.
In simple words: Build numbers that do not go past 550. You can use any of the four digits more than once. Pick six different ones you make.

Exam Tip: For numbers less than 550, start with 3 or start with 50. This keeps you under the limit. Numbers starting with 55 or higher would be too big.

Question 5. (c) Mark the numbers you made in 1 (b) on the number line.
Answer: On a number line from 200 to 600, mark the numbers 350, 358, 385, 503, 530, and 538. Each number goes in its correct place between 300 and 550. Space them out fairly according to their value - 350 comes first on the left, then 358, 385, then 503, 530, and finally 538 on the right side.
In simple words: Draw a line with marks from 200 to 600. Put dots or marks on the line where each number should go - smaller numbers on the left, bigger numbers on the right.

Exam Tip: When marking on a number line, space the numbers fairly based on the scale shown. Numbers closer in value should be closer together on the line.

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Question 6. Fill in the blanks with appropriate numbers.
Answer: (a) Starting from 787, count up by ones: 787, 788, 789, 790, 791, 792, 793, 794, 795, 796, 797, 798, 799, 800, 801, 802, 803, 804, 805, 806. (b) Starting from 934, count down by ones: 934, 933, 932, 931, 930, 929, 928, 927, 926, 925. (c) Starting from 629, count up by tens: 629, 639, 649, 659, 669, 679, 689, 699, 709, 719, 729. (d) Starting from 333, count up by fives: 333, 338, 343, 348, 353, 358, 363, 368, 373, 378. (e) Starting from 167, count up by hundreds: 167, 267, 367, 467, 567, 667, 767, 867, 967, 1067.
In simple words: Find what you add or subtract each time to get the next number. Keep doing that pattern to fill all the blanks.

Exam Tip: Look at the first two or three numbers to spot the pattern - are you adding 1, 10, 5, or 100? Once you find the rule, keep using it for every blank.

Question 7. How many people came from the community lunch?
Answer: Looking at the chart showing all the numbers, you need to add up the people from all four time slots: 52 + 145 + 325 + 508 = 1,030 people came to the community lunch in total. (The chart shows numbers up to 1100, and the sum of those four numbers gives you the total count.)
In simple words: Add all four numbers together: 52 plus 145 plus 325 plus 508 equals 1030 people altogether.

Exam Tip: Always add carefully when finding a total - line up the numbers and add ones first, then tens, then hundreds. Double-check your work by adding again.

Question 8. Fill in the blanks with appropriate numbers:
Answer: (a) 997, (b) 998, (c) 999, (d) 1000, (e) 1001, (f) 1002, (g) 1003, (h) 1004, (i) 1005. These are all the numbers counting up from 997 to 1005 in order, showing the sequence of numbers around 1000.
In simple words: Count up by ones: 997, 998, 999, then 1000, then 1001, 1002, and keep going. Fill in each blank with the next number.

Exam Tip: Notice that 1000 comes after 999 - this is when you move from a 3-digit number to a 4-digit number. Be careful with this boundary.

Question 9. Identify the range of numbers most suitable for the following situations. Share your thoughts.
Answer: (a) Number of children in your village: 500 to 1000. (b) Number of tables in your classroom: 10 to 50. (c) Number of pages in your math textbook: 100 to 200. (d) Number of teachers in your school: 10 to 50. (e) Number of leaves in a plant: 50 to 100. (f) Number of books in your library: 500 to 1000. (g) Number of ants in an anthill: More than 1000. (h) Number of books in your classroom: 50 to 100. (i) Number of leaves in a tree: More than 1000. (j) Number of girls in your school: 200 to 500. (k) Number of fingers in your classroom: 500 to 1000. (l) Number of children in your school: 500 to 1000. (m) Number of letters on this page: 500 to 1000. (n) Number of steps to reach school: 100 to 200. These ranges make sense because they match what you would expect to find in real life for each situation - a small classroom has fewer tables than a large school has students.
In simple words: Think about what is reasonable for each thing. A classroom has only a few tables, but a village has many children. A tree has many more leaves than a plant. Use your own knowledge to pick the right range.

Exam Tip: Think about the real world - a teacher's classroom might have 5 to 10 tables, but a school has hundreds of students. Match each item to a sensible range based on what you know.

Question 10. Identify things around you that are more than 1000 in number.
Answer: Many things in the world are more than 1000 in number: (1) Stars in the night sky - billions of stars exist in our galaxy alone. (2) Grains of sand on a beach - a handful of sand has thousands of grains. (3) Leaves on a big tree - a mature tree can have tens of thousands of leaves. (4) Drops of water in a bucket - even a small bucket holds thousands of drops. (5) Hairs on your head - most people have about 100,000 hairs. (6) Seeds in a watermelon - one melon contains many seeds. (7) Ants in an anthill - colonies can have hundreds of thousands of ants. (8) Blades of grass in a playground - grass covers the ground completely. (9) Cells in your body - you have trillions of cells. (10) Raindrops during a rainstorm - storms drop huge amounts of water.
In simple words: Look around and think big. The sky has countless stars. A beach has mountains of sand grains. Your body has more cells than you can count. These are all examples of numbers way bigger than 1000.

Exam Tip: When thinking of large quantities, consider tiny objects (like grains, drops, cells) or vast natural spaces (sky, ocean, forest). These are where you find numbers much larger than 1000.

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Question 11. We are at 900. How much more to make 1000?
Answer: If you are at 900 and want to reach 1000, you need to add 100 more. The number sentence is: 900 + 100 = 1000. You can see this by using the HTO blocks - at 900 you have 9 hundred-blocks. To get to 1000 (ten hundred-blocks), you need 1 more hundred-block, which equals 100.
In simple words: Count up from 900. You need 100 more to reach 1000. Think of it as adding one more big hundred-block.

Exam Tip: When finding the gap to 1000, subtract the starting number from 1000: 1000 - 900 = 100. This works for any starting point.

Question 12. (b) Mark 800. How much more to make 1000?
Answer: If you are at 800 and want to reach 1000, you need to add 200 more. The number sentence is: 800 + 200 = 1000. Using blocks, at 800 you have 8 hundred-blocks. To reach 1000 (ten hundred-blocks), you need 2 more hundred-blocks, which equals 200.
In simple words: Count from 800 to 1000. You need 200 more. That is two big hundred-blocks.

Exam Tip: Use the same method - subtract: 1000 - 800 = 200. This tells you exactly how much more you need.

Question 12. (c) Mark 850. How much more to make 1000?
Answer: If you are at 850 and want to reach 1000, you need to add 150 more. The number sentence is: 850 + 150 = 1000. This is 8 hundred-blocks plus 5 ten-lines, and you need 1 more hundred-block and 5 more ten-lines to complete 1000.
In simple words: From 850 to 1000, count up 150. You need one hundred-block and five ten-lines more.

Exam Tip: When the number has tens in it (like 850), break it down into hundreds and tens. Then figure out what you need to reach the next hundred and then to 1000.

Question 12. (d) Mark 760. How much more to make 1000?
Answer: If you are at 760 and want to reach 1000, you need to add 240 more. The number sentence is: 760 + 240 = 1000. You have 7 hundred-blocks and 6 ten-lines. To reach 1000, you need 2 more hundred-blocks and 4 more ten-lines.
In simple words: From 760 to 1000, you need 240 more. That is two hundred-blocks and four ten-lines.

Exam Tip: Break larger numbers into parts: 760 is 700 + 60. To 1000 is 1000 - 700 = 300, minus the 60 you already have, so 300 - 60 = 240.

Question 12. (e) Mark 400. How much less is 400 than 1000?
Answer: The number 400 is 600 less than 1000. The number sentence is: 1000 - 600 = 400. In other words, 400 is 600 away from 1000. You have 4 hundred-blocks and need 6 more to reach 1000 (ten hundred-blocks).
In simple words: From 400 to 1000, the gap is 600. You need six hundred-blocks to close that gap.

Exam Tip: To find "how much less," subtract the smaller number from the larger: 1000 - 400 = 600. This difference is how much less 400 is than 1000.

Question 12. (f) Complete the addition facts leading to 1000.
Answer: Several addition facts lead to 1000. The orange circle diagram shows examples: 900 + 100 = 1000, 800 + 200 = 1000, 705 + 295 = 1000, 775 + 225 = 1000, 895 + 105 = 1000, 670 + 330 = 1000, 600 + 400 = 1000, 500 + 500 = 1000, and 990 + 10 = 1000. Each pair of numbers adds to exactly 1000. You can create your own pairs by picking any number and then finding what to add to make 1000.
In simple words: Pick any number. Subtract it from 1000 to find its partner. The two numbers will always add up to 1000. This works for any starting number.

Exam Tip: Learn some common pairs by heart: 500 + 500, 100 + 900, 200 + 800, 300 + 700, 400 + 600. These come up often and are quick to spot.

Question 1. Mark 900. How much more is needed to reach 1000?
Answer: To reach 1000 from 900, you need to add 100 more. So 900 + 100 = 1000.
In simple words: From 900 to 1000 is 100 more.

Exam Tip: Always find the difference between the target number and the starting number - here, 1000 - 900 = 100.

Question 2. Mark 800. How much more to make 1000?
Answer: To make 1000 from 800, you need 200 more. So 800 + 200 = 1000.
In simple words: From 800 to 1000, add 200.

Exam Tip: Think of counting on from the smaller number to reach the target - this helps find the missing amount quickly.

Question 3. Mark 850. How much more to 1000?
Answer: To reach 1000 from 850, you need to add 150. So 850 + 150 = 1000.
In simple words: From 850 to 1000 is 150 more.

Exam Tip: Break down the addition into easier steps if needed - for example, add 50 to reach 900, then add 100 more to reach 1000.

Question 4. Mark 760. How much more to 1000?
Answer: To reach 1000 from 760, you need to add 240. So 760 + 240 = 1000.
In simple words: From 760 to 1000 is 240 more.

Exam Tip: Use number bonds or place value - add 40 to reach 800, then add 200 to reach 1000.

Question 5. Mark 400. How much less is 400 than 1000?
Answer: 400 is 600 less than 1000. We can write: 1000 - 600 = 400.
In simple words: 400 is 600 away from 1000.

Exam Tip: When a number is "less than" a target, subtract that number from the target to find how much less - here, 1000 - 400 = 600.

Question 6. Complete the addition facts leading to 1000.
Answer:
705 + 295 = 1000
830 + 170 = 1000
497 + 503 = 1000
895 + 105 = 1000
775 + 225 = 1000
980 + 20 = 1000
500 + 500 = 1000
670 + 330 = 1000
In simple words: These are pairs of numbers that add up to 1000. You can see different ways to build 1000 by adding two numbers together.

Exam Tip: Look for patterns - notice that if one number ends in 5, the other ends in 5 as well (like 705 and 295); and if one has 0 in the tens place, the other often does too.

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Grouping and Regrouping

Question 1. We are at 900. How much more to make 1000?
Answer: From 900, we need to add 100 to reach 1000. So 900 + 100 = 1000.
In simple words: Add 100 to 900 to get 1000.

Exam Tip: Use the visual grid blocks in the source to count or group tens - this makes finding the answer clearer.

Question 2. Mark 800. How much more to make 1000?
Answer: From 800, add 200 to get 1000. So 800 + 200 = 1000.
In simple words: You need 200 more to go from 800 to 1000.

Exam Tip: When finding the missing number in an addition fact, subtract the known number from the total.

Question 3. Mark 850. How much more to 1000?
Answer: From 850, add 150 to make 1000. So 850 + 150 = 1000.
In simple words: 150 more is needed to reach 1000 from 850.

Exam Tip: Draw blocks or use fingers to count up from the smaller number if you need help finding the answer.

Question 4. Mark 760. How much more to 1000?
Answer: To get from 760 to 1000, add 240. So 760 + 240 = 1000.
In simple words: Add 240 to 760 to make 1000.

Exam Tip: Round the smaller number to the nearest 10 or 100 first, then count on - this makes the problem easier.

Question 5. Mark 400. How much less is 400 than 1000?
Answer: 400 is 600 less than 1000. We can write this as: 1000 - 600 = 400.
In simple words: The difference between 1000 and 400 is 600.

Exam Tip: To find how much less a number is, always subtract it from the larger number: 1000 - 400 = 600.

Question 6. Complete the addition facts leading to 1000.
Answer:
705 + 295 = 1000
830 + 170 = 1000
497 + 503 = 1000
895 + 105 = 1000
775 + 225 = 1000
980 + 20 = 1000
500 + 500 = 1000
670 + 330 = 1000
In simple words: Each pair of numbers adds up to exactly 1000. You can use these facts to help you add and count quickly.

Exam Tip: Practise these number pairs until you can recall them quickly - they are building blocks for understanding place value and number bonds.

Question 1. When you write 30 + 4, this gives you 34. Break this down into groups.
Answer: 30 + 4 = 34 means 3 tens plus 4 ones equals 34. You can show this as 3 groups of 10 cubes stacked together, plus 4 single cubes arranged separately. When written as place value, 3 tens and 4 ones make 34.
In simple words: 3 tens is 30 cubes. 4 ones is 4 cubes. Together they make 34 cubes.

Exam Tip: Always use the place value language: "tens" and "ones" - this helps you understand how bigger numbers are built from smaller groups.

Question 2. When you write 200 + 50, what groups do you get?
Answer: 200 + 50 = 250 means 2 hundreds plus 5 tens and 0 ones. In place value terms, this is shown as 2 hundreds, 5 tens, and 0 ones all together to make 250.
In simple words: 2 hundreds is 200. 5 tens is 50. Together they make 250.

Exam Tip: Notice that there are no ones in this number - the ones place has a 0, which is important when reading and writing the complete number.

Question 3(a). You have 14 ones shown in the picture. Group them and fill the empty boxes.
Answer: 14 ones can be regrouped as 1 ten and 4 ones. In the place value table: Tens column shows 1, Ones column shows 4, and the number is 14.
In simple words: 14 small cubes can be grouped into 1 group of 10 and 4 leftover.

Exam Tip: When you have 10 or more ones, always regroup them into tens - this makes writing and understanding the number easier.

Question 3(b). You have 23 ones shown in the picture. Group them and fill the empty boxes.
Answer: 23 ones can be regrouped as 2 tens and 3 ones. In the place value table: Tens column shows 2, Ones column shows 3, and the number is 23.
In simple words: 23 small cubes make 2 groups of 10 and 3 leftover.

Exam Tip: Always count by tens first - see how many complete groups of 10 you can make, then count the leftover ones.

Question 3(c). You have 1 ten and 27 ones shown in the picture. Group them and fill the empty boxes.
Answer: When you have 1 ten and 27 ones, regroup the 27 ones into 2 tens and 7 ones. Then add the 1 ten you already had, which gives you 3 tens and 7 ones total. The number is 37. In the place value table: Tens column shows 3, Ones column shows 7, and the number is 37.
In simple words: 27 ones become 2 tens and 7 ones. Add the 1 ten you had first. That makes 3 tens and 7 ones, which is 37.

Exam Tip: When you have extra ones beyond 10, always regroup them into tens first, then add those tens to any tens you already have.

Question 3(d). You have 10 tens and 6 ones shown in the picture. Group them and fill the empty boxes.
Answer: When you have 10 tens, regroup them into 1 hundred. So 10 tens and 6 ones becomes 1 hundred, 0 tens, and 6 ones. The number is 106. In the place value table: Hundreds column shows 1, Tens column shows 0, Ones column shows 6, and the number is 106.
In simple words: 10 tens make 1 hundred. You also have 6 ones. So the number is 1 hundred and 6, which is 106.

Exam Tip: Remember that 10 tens always equals 1 hundred - this is a key place value fact that helps with regrouping in bigger numbers.

Question 1(e). You have 11 tens and 14 ones shown in the picture. Group them and fill the empty boxes.
Answer: First, regroup the 14 ones into 1 ten and 4 ones. Then add this 1 ten to the 11 tens you have, making 12 tens total. Next, regroup 12 tens into 1 hundred and 2 tens. So the final answer is 1 hundred, 2 tens, and 4 ones, which is 124. In the place value table: Hundreds column shows 1, Tens column shows 2, Ones column shows 4, and the number is 124.
In simple words: 14 ones become 1 ten and 4 ones. Add that 1 ten to get 12 tens. Then 12 tens become 1 hundred and 2 tens. The answer is 124.

Exam Tip: Work in steps: first regroup the ones, add to the tens you have, then regroup the tens if needed - this makes the process clear and less confusing.

Question 1(f). You have 1 hundred, 12 tens, and 14 ones shown in the picture. Group them and fill the empty boxes.
Answer: First, regroup the 14 ones into 1 ten and 4 ones. Add this 1 ten to the 12 tens, making 13 tens. Then regroup 13 tens into 1 hundred and 3 tens. Finally, add this 1 hundred to the 1 hundred you already have, making 2 hundreds. The final answer is 2 hundreds, 3 tens, and 4 ones, which is 234. In the place value table: Hundreds column shows 2, Tens column shows 3, Ones column shows 4, and the number is 234.
In simple words: Start with the ones - 14 ones make 1 ten and 4 ones. Add to the tens. 13 tens make 1 hundred and 3 tens. Add to the hundreds. You get 2 hundreds, 3 tens, and 4 ones, which is 234.

Exam Tip: Always regroup from right to left: ones first, then tens, then hundreds - this keeps your work organised and correct.

Question. Identify and write the numbers for each of the following in your notebook. Draw pictures like these, if needed.
Answer:
(a) 45 ones = 4 tens + 5 ones = 45
(b) 39 ones = 3 tens + 9 ones = 39
(c) 35 tens = 3 hundreds + 5 tens = 350
(d) 86 tens = 8 hundreds + 6 tens = 860
(e) 10 tens and 1 one = 1 hundred + 0 tens + 1 one = 101
(f) 15 tens and 23 ones = 1 hundred + 5 tens + 23 ones = 1 hundred + 7 tens + 3 ones = 173
(g) 34 tens and 12 ones = 3 hundreds + 4 tens + 12 ones = 3 hundreds + 5 tens + 2 ones = 352
(h) 19 tens and 10 ones = 1 hundred + 9 tens + 10 ones = 2 hundreds + 0 tens + 0 ones = 200
(i) 2 hundreds, 13 tens and 7 ones = 2 hundreds + 13 tens + 7 ones = 3 hundreds + 3 tens + 7 ones = 337
In simple words: When you have more than 10 ones or 10 tens, regroup them - 10 ones become 1 ten, and 10 tens become 1 hundred.

Exam Tip: Always check: do I have 10 or more ones? Do I have 10 or more tens? If yes to either, regroup right away.

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Question. Look at the table below and fill in the blanks.

Answer: All rows of the table have been filled as shown above. Each row displays how tokens (visual representations of thousands, hundreds, tens, and ones) can be written in expanded form and then in the standard place value columns (Th, H, T, O). The final columns show the number and its word name.
In simple words: These rows show how to break down numbers into thousands, hundreds, tens, and ones, and how to say and write each number.

Exam Tip: Always fill the place value columns from left to right - thousands first, then hundreds, then tens, then ones. This keeps your work neat and makes it easier to spot mistakes.

Question. Write the numbers in a sequence forward and backward as indicated.
Answer:
(a) 1027, 1028, 1029, 1030, 1031, 1032, 1033, 1034
(b) 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014
(c) 4885, 4886, 4887, 4889, 4890, 4891, 4892, 4893
(d) 7996, 7997, 7998, 7999, 8000, 8001, 8002, 8003
In simple words: Counting forward means going 1, 2, 3... higher. Count the next numbers in order, one by one.

Exam Tip: If you get stuck, use a number line or count on your fingers - this helps you find the next number without making mistakes.

Question. Let Us Play - Make the place value slider.
Answer: Children can take turns to increase or decrease the number as told:
(a) 1895 - increase the number by 1: 1896
(b) 2785 - increase the number by 10: 2795
(c) 3369 - decrease the number by 2: 3367
(d) 5648 - decrease the number by 10: 5638
(e) 6487 - increase the number by 20: 6507
In simple words: To increase means to add. To decrease means to take away. Use these rules to change each number.

Exam Tip: When increasing or decreasing by 10, only the tens digit changes - the other digits stay the same. This saves time and prevents errors.

Question. Let Us Think - Correct the mistakes in the following.
Answer:
(1) Ram wrote 7 Thousand 0 Hundreds 2 Tens 4 Ones as 724.
(a) Is this correct? No
(b) Write the correct number: 7024

(2) Richa wrote 5 Thousand 6 Hundreds 0 Tens 3 Ones as 563.
(a) Is this correct? No
(b) Write the correct number: 5603
In simple words: Ram forgot to write the 0 hundreds in the middle. Richa forgot to write the 0 tens. You must show zero when a place has nothing in it.

Exam Tip: Always include zeros in the right places - they show that a particular place value column is empty. Missing zeros change the entire number.

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Question 1. Which of these numbers lie between 2226 and 3226? Circle the correct answers.
Answer: The numbers that lie between 2226 and 3226 are: 2236, 3126, and 3216.
In simple words: A number lies between two others if it is bigger than the first and smaller than the second. Check each number.

Exam Tip: To find numbers between two given numbers, check if each option is greater than the smaller number AND less than the larger number.

Question 2(a). 1001 and 1038 are marked on the number line. Try to mark 1043, 1069, and 1084 on the same number line.
Answer: On a number line from 1000 to 1100:
- Mark 1043 between 1001 and 1038, closer to 1038
- Mark 1069 roughly in the middle of the line
- Mark 1084 closer to 1100
All three numbers should be placed in order from left to right, with equal spacing representing equal number intervals.
In simple words: Find where each number sits on the line by comparing its size to the marked numbers 1001 and 1038.

Exam Tip: Always check the starting and ending numbers on the line first, then space out your marks evenly - this helps place numbers in the correct positions.

Question 2(b). Mark the following numbers on the number line below: 2025, 2080, 2175, 2245, 2295, 2310, 2390, 2430, 2460.
Answer: On a number line from 2000 to 2500, place each number in order from left to right:
- 2025 just after 2000
- 2080 slightly further right
- 2175 past 2100
- 2245, 2295 closer to 2300
- 2310, 2390, 2430, 2460 on the right side, approaching 2500
Space them proportionally so the distances match the number differences.
In simple words: Put each number where it belongs by comparing it to the start (2000) and end (2500) points on the line.

Exam Tip: Count the distance between 2000 and 2500 (it is 500), then divide the line into equal parts - this helps you place all numbers accurately.

Question 2(c). Mark the following numbers on the number line below: 5512, 5548, 5590, 5636, 5673, 5695.
Answer: On a number line from 5500 to 5725, place each number in increasing order:
- 5512 near the left side
- 5548, 5590 spread across the lower-middle section
- 5636, 5673, 5695 on the right side, approaching 5725
Distribute all marks so the spacing reflects the actual number gaps between them.
In simple words: Each number should sit between 5500 and 5725 based on how big it really is.

Exam Tip: Work out roughly how many units of 25 fit between 5500 and 5725 (the line covers 225 units), then space your marks proportionally - this method works for any number line.

Question 2(d). Mark the following numbers on the number line below: 8679, 8990, 8923, 8763.
Answer: On a number line from 8500 to 9000, place the numbers in order from smallest to largest:
- 8679 on the left side
- 8763 slightly further right
- 8923 further along the line
- 8990 near 9000
Space them so the distances between points match the number differences.
In simple words: Put the smallest number on the left and the biggest on the right, keeping the spacing fair.

Exam Tip: First sort the numbers from smallest to biggest in your head (8679, 8763, 8923, 8990), then mark them left to right - this ensures they are in the right order.

Question 1. What cards are used for 4085? Write it in expanded form and in words.
Answer: The number 4085 is made up of four cards: one showing 4000, one showing 0, one showing 80, and one showing 5. In expanded form, it is written as 4000 + 0 + 80 + 5. When you say this number out loud, it reads as Four Thousand Eighty Five.
In simple words: The number 4085 breaks down into 4000 + 0 + 80 + 5, and we say it as "Four Thousand Eighty Five".

Exam Tip: When writing expanded form, include all place values even if they are zero, and always match it with the correct word form.

Question 2. Read aloud the numbers and locate them in the grid.
(i) The number 3782
(ii) Two thousand five hundred and seventy six
Answer:
(i) The number 3782 can be found in the grid. You may locate it by reading the digits row by row and column by column.
(ii) Two thousand five hundred and seventy six is written as 2576. Search the grid to find where these four digits appear together in sequence.
In simple words: Find 3782 and 2576 in the grid by looking at each row and column until you spot all four digits next to each other.

Exam Tip: Read the grid carefully from left to right and top to bottom; the numbers may appear horizontally or in other patterns.

Question 3. A 4 - digit number with all digits the same.
Answer: A 4 - digit number where all four digits are identical is 2222. Other examples from the grid or possible answers include 1111, 3333, 4444, 5555, 6666, 7777, 8888, and 9999.
In simple words: Pick any digit from 1 to 9 and repeat it four times to make a number where all digits look the same, like 2222 or 5555.

Exam Tip: Any number of the form dddd (where d is the same digit repeated) works as a correct answer.

Question 4. The smallest 4 digit number in this table.
Answer: When you look at all the 4 - digit numbers shown in the grid and other parts of this exercise, the smallest one is 1000. This is because 1000 has the lowest value among all four - digit numbers that can be made or found.
In simple words: The smallest 4 - digit number in the table is 1000, which is also the smallest 4 - digit number that exists.

Exam Tip: Remember that 1000 is the first (smallest) 4 - digit number; any number before it has only 1, 2, or 3 digits.

Question 5. The largest 4 digit number in this table.
Answer: Looking through all the 4 - digit numbers shown in the grid, the largest one is 9483. This number has the highest value when compared to all other numbers in the same table.
In simple words: The largest 4 - digit number you can find in the table is 9483.

Exam Tip: Scan all numbers in the table and compare the first digit, then the second, and so on, to find the largest.

Question 6. A number more than 5000 and less than 5200.
Answer: Any number that is greater than 5000 but smaller than 5200 fits this description. One such number from the grid is 5010. Other valid examples would be 5050, 5100, 5150, or any other number within this range.
In simple words: Find a number bigger than 5000 but smaller than 5200, like 5010 or 5100.

Exam Tip: The number you choose must be larger than 5000 but must not reach 5200 or higher.

Question 7. A number between 5600 and 6300.
Answer: Numbers that fall between 5600 and 6300 include 5657 and 5760 from the grid. Many other valid answers exist, such as 5700, 5800, 6000, or 6200, as long as they are greater than 5600 and less than 6300.
In simple words: Pick any number larger than 5600 but smaller than 6300, such as 5657, 5760, or 5900.

Exam Tip: Make sure your number is strictly between these two values and not equal to either endpoint.

Question 8. A 4 digit number all of whose digits can be found on a die.
Answer: A standard die shows the numbers 1, 2, 3, 4, 5, and 6. So a 4 - digit number where every single digit comes from this set would be something like 1234 or 1111 or 6543. From the grid, a number such as 1223 would qualify, since it uses only the digits 1, 2, and 3.
In simple words: Make a 4 - digit number using only the digits you see on a die (1, 2, 3, 4, 5, or 6). For example, 1234 or 5612 work, but 7890 does not.

Exam Tip: A die has only six faces with dots showing 1 through 6 - remember that 0, 7, 8, and 9 are not on a die.

Question 9. Use tokens of 1s, 10s, 100s, and 1000s to identify the numbers and write them in the table.
(a) 6 Tens and 22 Ones
(b) 4 Tens and 12 Ones
(c) 3 Hundreds, 14 Tens, and 8 Ones
(d) 12 Hundreds, 18 Tens, and 2 Ones
(e) 1 Thousand, 5 Hundreds, 10 Tens, and 17 Ones
Answer:
(a) 6 Tens = 60, and 22 Ones = 22. Adding these together: 60 + 22 = 82. So the number is 82, with 0 thousands, 0 hundreds, 8 tens, and 2 ones.
(b) 4 Tens = 40, and 12 Ones = 12. Adding these: 40 + 12 = 52. The number is 52, made up of 0 thousands, 0 hundreds, 5 tens, and 2 ones.
(c) 3 Hundreds = 300, 14 Tens = 140, and 8 Ones = 8. Adding: 300 + 140 + 8 = 448. The number is 448, shown as 0 thousands, 4 hundreds, 4 tens, and 8 ones.
(d) 12 Hundreds = 1200, 18 Tens = 180, and 2 Ones = 2. Adding: 1200 + 180 + 2 = 1382. The number is 1382, which gives us 1 thousand, 3 hundreds, 8 tens, and 2 ones.
(e) 1 Thousand = 1000, 5 Hundreds = 500, 10 Tens = 100, and 17 Ones = 17. Adding: 1000 + 500 + 100 + 17 = 1617. The number is 1617, shown as 1 thousand, 6 hundreds, 1 ten, and 7 ones.
In simple words: Combine the tokens by adding them up - for example, 6 tens plus 22 ones equals 60 plus 22, which makes 82.

Exam Tip: When you have more than 9 ones or more than 9 tens or more than 9 hundreds, you must regroup them - for example, 10 ones become 1 ten, and 10 tens become 1 hundred.