Samacheer Kalvi Class 4 Maths Solutions Term 1 Chapter 3 Patterns InText Questions

Activity (Text Book Page No. 40)

Question. Colour the given picture. Complete the picture.
Answer: For this activity, students need to follow the instructions to color the provided circular pattern and complete the starburst-like pattern. The goal is to fill in the missing parts of the drawing to make it whole and add color. This helps improve observation skills.
In simple words: The task is to color one picture and finish drawing another picture given in the textbook.

🎯 Exam Tip: Pay close attention to the details of the incomplete picture to draw the missing parts accurately. Use a steady hand and appropriate colors.

Activity (Text Book Page No. 41)

Question. Identify the patterns in multiplication and division (multiples of 6).
Answer: The patterns show multiples of 6 highlighted within a 1 to 100 number grid. When we count by 6s, or multiply any number by 6, the result will always be one of these numbers. This activity helps in recognizing multiples quickly.

🎯 Exam Tip: To identify multiples, you can either count by that number (e.g., 6, 12, 18...) or check if the number can be divided by 6 with no remainder.

Activity (Text Book Page No. 42)

Question. (This activity instructs students to perform self-activity using the provided number grid.)
Answer: This is a student self-activity where they would typically engage with the number grid shown previously. It might involve coloring other patterns, circling specific numbers, or solving simple multiplication/division tasks based on the grid. The goal is to explore number relationships independently. Engaging with such grids helps develop a strong sense of number patterns.
In simple words: This is an activity for students to do on their own using the number chart. They can try finding different number patterns or do simple math tasks.

🎯 Exam Tip: Active participation in self-activities helps reinforce learning. Don't just look at the answers; try to discover the patterns yourself first.

Make Patterns Based On The Multiples Of 9

Question. Make patterns based on the multiples of 9, by completing the table.
Answer: This table shows how the sum of the digits of any multiple of 9 is always 9 (or a multiple of 9 that can be reduced to 9). This is a unique property of the number 9 and helps in quick divisibility checks.

🎯 Exam Tip: This "sum of digits" rule is a quick way to check if a number is divisible by 9. If the sum of its digits is 9, the number is a multiple of 9.

Activity (Text Book Page No. 44)

Question. Complete the patterns in the table, showing the difference between a number and its reverse, and the sum of the digits of that difference.
Answer: This activity demonstrates an interesting number pattern. When you subtract the reverse of a two-digit number from the original number, the sum of the digits of the difference often follows a pattern, especially resulting in 9 in these examples. This pattern is related to the divisibility rule of 9.

🎯 Exam Tip: When reversing numbers and finding differences, always subtract the smaller number from the larger number to get a positive difference. This makes pattern observation easier.

Activity (Text Book Page No. 46)

Question 1. Multiply the given numbers by 200.
\( 3 \rightarrow \)
\( 2 \rightarrow \)
\( 4 \rightarrow \)
\( 5 \rightarrow \)
Answer:
\( 3 \rightarrow 600 \)
\( 2 \rightarrow 400 \)
\( 4 \rightarrow 800 \)
\( 5 \rightarrow 1000 \)
In simple words: To multiply by 200, first multiply the number by 2, then add two zeros to the end of your answer.

🎯 Exam Tip: When multiplying by numbers ending in zeros (like 200, 3000), multiply by the non-zero digits first, then add the total number of zeros from the original multiplier to your product.

Question 2. Multiply the given numbers by 3.
\( 60 \rightarrow \)
\( 200 \rightarrow \)
\( 30 \rightarrow \)
\( 500 \rightarrow \)
Answer:
\( 60 \rightarrow 180 \)
\( 200 \rightarrow 600 \)
\( 30 \rightarrow 90 \)
\( 500 \rightarrow 1500 \)
In simple words: For each number, multiply it by 3. For example, for 60, think 6 multiplied by 3 gives 18, then add the zero back to make it 180.

🎯 Exam Tip: When multiplying numbers with trailing zeros, multiply the non-zero parts first, then attach the total count of zeros to the product for a quick calculation.

Question 3. Multiply the given numbers by 10.
\( 7 \rightarrow \)
\( 60 \rightarrow \)
\( 6 \rightarrow \)
\( 100 \rightarrow \)
Answer:
\( 7 \rightarrow 70 \)
\( 60 \rightarrow 600 \)
\( 6 \rightarrow 60 \)
\( 100 \rightarrow 1000 \)
In simple words: To multiply any number by 10, just write the number and add one zero at the end of it.

🎯 Exam Tip: Multiplying by 10, 100, 1000 is straightforward: just add the same number of zeros from the power of ten to the end of the original number.

Question 4. Multiply the given numbers by 9.
\( 20 \rightarrow \)
\( 400 \rightarrow \)
\( 30 \rightarrow \)
\( 500 \rightarrow \)
Answer:
\( 20 \rightarrow 180 \)
\( 400 \rightarrow 3600 \)
\( 30 \rightarrow 270 \)
\( 500 \rightarrow 4500 \)
In simple words: For each number, multiply it by 9. You can multiply the first digit by 9, then add the zeros. For instance, for 20, 2 times 9 is 18, then add one zero to make it 180.

🎯 Exam Tip: Remember the trick for multiplying by 9: multiply by 10 first, then subtract the original number. For example, \( 20 \times 9 = (20 \times 10) - 20 = 200 - 20 = 180 \).

Activity 2 (Text Book Page No. 47)

Question. Complete the following.
(a) \( 54 \div 9 = 6 \)
(b) \( 540 \div 9 = 60 \)
(c) \( 5400 \div 9 = \)
(d) \( \_ \_ \_ \_ \div 9 = 6000 \)
Answer:
(c) \( 5400 \div 9 = 600 \)
(d) \( 54000 \div 9 = 6000 \)
In simple words: Look at the pattern. When you add a zero to the number being divided, you also add a zero to the answer. So, 5400 divided by 9 is 600, and 54000 divided by 9 is 6000.

🎯 Exam Tip: Observe the pattern in division with zeros: if you add a zero to the dividend (the number being divided), you also add a zero to the quotient (the answer) if the divisor stays the same.

Try This (Text Book Page No. 48)

Question. Create magic squares by using,
1. Multiples of nine
2. Multiples of hundred
Answer: Magic squares are grids where the numbers in each row, column, and main diagonal add up to the same sum. This activity involves arranging multiples of 9 and 100 to form such squares, which helps in understanding number relationships and addition skills.

🎯 Exam Tip: To check a magic square, carefully add the numbers in each row, column, and both main diagonals. All sums must be identical for it to be a true magic square.