Positive numbers

Hello Grade IV students, in this help on math problems session we are going to discuss the positive numbers. Numbers help us to count something. And many types of numbers are used in our daily life, such as real, positive, negative, zero and many more. Without the help of numbers the mathematics is nothing. In mathematics we also use the positive numbers. Let’s define positive numbers; they are the numbers that are greater than the zero.
For example : - 1, 2, 3, 6, 7, 65 they all are the positive numbers. Sometimes we include decimal number in the positive numbers but they should be greater than zero. Like 2.6, 56.67.
Positive numbers are also known as the natural numbers. In the whole numbers we do not include the 0. The positive numbers are denoted by the positive ' + ' symbol. This symbol is used when we have to show that we have positive numbers like +2, +45, +4, +87, +23 , if we do not apply this + symbol before the number, then it does not mean that the number is negative. The numbers are by default positive (more details here), if they are not containing any type of symbol.
Positive numbers are the just opposite of the negative numbers (play negative numbers worksheet here). To understand the positive numbers, let’s take an example : - -6 -7 -8 -9 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9
In above number row the numbers that are right to the zero are called the positive numbers. And those numbers that are left to the zero are called the negative numbers.
We can perform any operation on the positive numbers like addition, subtraction, multiplication and division.

In upcoming posts we will discuss about Multiplication problems and Polygons in Grade V. Visit our website for information on 12th physics syllabus Maharashtra board

Negative numbers

Hello students, in this session we are going to discuss the negative numbers for Grade IV. Numbers are helpful to count anything. And in mathematics we used so many types of numbers; for example real, positive, negative, whole, prime, odd and even and many more. We cannot imagine the calculation in mathematics without the help of numbers. In mathematics we also use the negative numbers, now the question is that how to define negative numbers, let’s take a look. They are the numbers that are less than the zero.
For example : - -1, -4, -5, -9, -75 these are the negative numbers. (Also improve your skills by reading Negative Correlation Coefficient)
In the negative numbers we do not include the 0. The negative numbers are denoted by this ' - ' symbol. This symbol is called the Minus sign or symbol and we used this symbol when we need to show that we have negative numbers for example -7, -85, -124, -5543, if you want to show the negative numbers then it is necessary to apply the sign or put this sign just before the number. (also play adding and subtracting positive and negative numbers worksheet)
Negative numbers are the just opposite of the positive numbers. We can express the negative numbers by taking an example : - -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9
In above number line the numbers that are left to the zero are known as the negative numbers. And those numbers that are right to the zero are said to be the positive numbers.
In negative numbers we can also perform any binary operation such as addition, subtraction, multiplication and division. Mainly negative numbers are used in the accounting and science to show the less than zero values.


In upcoming posts we will discuss about Positive numbers and Estimates of Measurements in Grade V. Visit our website for information on West Bengal council of higher secondary education syllabus

Multiplication and division situations

Hi Friends! In this free math homework help session we will discuss about Multiplication and division situations. Multiplication and division situations are included for the students of grade IV. There are some situations that occur requiring the Multiplication situations or division situations that are as follows :

( 1 ) Equal groups : It can be understood by an example: if there are three boxes and each of them contains 4 balls then what are total number of balls in three boxes?

These types of questions produce the multiplication situation. The total balls are 3 * 4 = 12 balls.

And when total number of balls are given and number of boxes are given then it produces the division situation for getting the number of balls in each box as 3 * Balls in each box =12 or balls in each box = 12 / 3 = 4 .

( 2 ) Arrays / area : If there are three rows of cycles in the ground and in each row there are 6 cycles then how many cycles are there ?

This situation also requires the multiplication as total number of cycles are 3 * 6 = 18 cycles .

If we are given the total number of cycles and we have to give the cycles min each row and then find the number of rows. It produces the division situation as number of rows * 6 = 18 or number of rows = 18 / 6 = 3 rows.

( 3 ) Comparison : If there is comparison between the two objects as if length of one rope is double then the other rope of length 10 cm then find the length of first rope ? (also read difference between integration and differentiation)

Above situation is defined for the multiplication situation as length of first rope = 2 * length of second rope

Then l = 2 * 10 cm = 20 cm.

Or if there is a situation as Sam has 4 apples and Gim has half of them then it is division situation as

Gim's apples = 4 * 1/ 2 = 2 apples.

In upcoming posts we will discuss about Negative numbers and Unit Conversion and Measurement in Grade V. Visit our website for information on CBSE 11 physics book

Addition and subtraction

Number system is the basic tool for the mathematics to solve various types of problem. In the number system we generally deal with whole numbers, natural numbers, integers and decimals values. To perform the various tasks we being free math problem solver, execute the concept of operation with them. In the concept of operation, most popular operations are addition, subtraction, multiplication and division. Addition and subtraction are the most popular operations which are performed by students of Grade IV in a very easier way.
Addition: This concept can be defined as total of two or more numbers for generating the single value. The addition can be performed with single digit numbers to multiple digit numbers. The addition operation represented by the ( + ) plus symbol. In the concept of addition, there is no boundary for the no. of digit in the value that are used in the addition. In a more specific form addition is a mathematical operation that combine the collections of values into larger collection value. Addition operation can easily be executed on rational numbers or fractional numbers. Lets show you below the process of addition:
Example: Find the total of given numbers 1234 and 4321?
Solution: now we follow the process step by step
step 1: Arrange the numbers in following manner
   1 2 3 4
+ 4 3 2 1
_________________
   5 5 5 5
step 2: In this always remember, start the process from right hand side to left hand side.

Subtraction: This operation can be define as “compare the two different values and show the difference value into the new collection. Subtraction can be represented by the ( - ) minus symbol. Like a addition, subtraction can also be performed on any number of number system. Let's show you the process of subtraction into the given example:
Example: Find the difference value of given number 456 and 123?
Solution: 4 5 6
             - 1 2 3
_______________
              3 3 3


In upcoming posts we will discuss about Multiplication and division situations and Direct, Indirect, Standard, and Non-standard Units. Visit our website for information on business studies class 12 CBSE syllabus

Percents problems in mathematics

In today’s free math problem solver session we are going to discuss how to solve percent problems in mathematics. This is the very important part of mathematics. Most of the problems are based on the percentage. Here we will discuss about such problems related to Grade IV.
We generally face percents problems which are chiefly of three types: (for more detail read this)
1. Missing Percent Problems: In such problems the task is to find what percent one quantity is of the other quantity.
2. Missing Part Problem: In this kind of problems we need to find what quantity is given percent of other quantity.
3. Missing Whole Problem: In this kind of problems we find the full or whole quantity given what percent a certain quantity is, like the 100%.
In the above mentioned problems the 3rd problem is difficult.
If we need to find 15% of 150, we generally first convert the 15% to its compatible decimal form i.e. 0.15. Now 15% of 150 indicate us to multiply the 0.15 and 150, and then we will get 0.15*150 = 22.5. That means 22.5 is the 15th percent of the 150.
Now here is some examples related to the percents problems:
a. What percent of 20 is 25%?
We first have the original number 20 with the comparative number 25. Now we need to find the rate or the percentage. So let the percentage be x.
     25 = x * 20
     25/20 = x
     x = 1.25
Now the task is to convert this decimal back into the percentage: 1.25 = 125%
Now we can say that 25 is the 125% of 20.
b. What is 35% of 50?
X = 0.35 * 50 (here x stands for a number)
X = 17.5
Now the 17.5 is 35% of 50.
So today we learnt about the percents problem.

In upcoming posts we will discuss about Addition and subtraction and Powers and repeated multiplication in Grade V. Visit our website for information on CBSE political science board paper

Fractions

Math Fractions are the numbers expressed in form of p/q where p and q are the whole numbers such that q <> 0.  Fractions are the part of a whole. It is expressed in form of numerator/denominator. If we write 3/5, here 3 is the numerator and 5 is the denominator. It means that a complete object is equally divided into 5 equal parts and 3, which is in the numerator represents that we are taking only 3 parts out of total 5 parts
If the fractions are written such that the denominators are same are called like fractions .In grade IV we as free math tutor online, will learn about solving fraction with same denominator.
Among 2/4, 3/6, 1/6, 3/7, and 1/9 which of them are like fractions?
   3/6  and 1/6 have the  same denominator , so they are like fractions.
Similarly the fractions which do not have same denominators are called unlike fractions.
On comparing like fractions, we must remember that fractions with smaller numerator are smaller than the fraction with larger numerator .
E.g.: Compare 3/7 and 2/7
As the denominators are same so  we only check the numerators and see that 3/7 > 2/7
If the numerators are same, then the number with a larger denominator is smaller
E.g. Compare 4/7 and 4/9
We find that thee numerators are same, so
  4/7 <  4/9
Let’s learn to solve fractions:
   Now let’s learn how to add or subtract the two like fractions.
  Add 3/5 and 1/5
Now we write it as
    = 3/5  + 1/5
Here the denominator are same so,
= ( 3 + 1 ) / 5
= 4/5 Ans It means that if 3/5 part of a whole and 1/5 part of a whole are added gives us 4/5 of a whole.

Similarly we can subtract like fractions too
1. Solve 5/9  - 2/9
     as the denominators are same and the fractions are like fractions, so we get
   = ( 5 - 2 ) /9
= 3/9 Ans
2. Subtract 3/5 from 7/5
  = 7/5 - 3/5
  = (7-3) /5
  = 4/5 Ans.

In upcoming posts we will discuss about Percents problems in mathematics and LCM, GCF, ratios and proportions. Visit our website for information on CBSE previous years 11 physics

Multiplication/division - inverse relationship

In this free math problem solver session we are going to study about Multiplication of inverse relationship: There exists an inverse relationship between multiplication and division. With the above statement we mean that for any given relation of multiplication, if we inverse the numbers, the result remains unchanged. (Improve your knowledge by playing inverse function worksheet)
Let us see and understand it through some examples:
  If we write:  4 * 3 , it simply means 4 times of a number 3.
We know that multiplication is simply a repetitive addition . So it can be written as
  3 + 3 + 3 + 3  = 12
But when we write the above multiplication expression as 3 * 4, it will be expressed as :
 3 times 4
= 4 + 4 + 4  = 12    
In both the cases we get the same answer.
So we conclude that multiplication is inverse relationship i.e. 3 * 4  = 4 * 3
See more on inverse relationship here
Division of inverse relationship: Acceding to this we conclude that If any number is divided by  a divisor we get a quotient.
 Now if the place of quotient and divisor are changed, the relation remains same.
Let us try it with an example:
If we are given 26 / 3
We know that, 26 divided by 2 gives 13
or 26 / 2 = 13
In the same way if we write
26 divided by 13 gives 2
or                   26 / 13 = 2
So division of inverse relationship holds true.


In upcoming posts we will discuss about Fractions and Decimals and Place Values. Visit our website for information on CBSE home science syllabus