{"id":30978,"date":"2025-10-10T12:35:52","date_gmt":"2025-10-10T07:05:52","guid":{"rendered":"https:\/\/mycbseguide.com\/blog\/?p=30978"},"modified":"2025-10-10T14:53:04","modified_gmt":"2025-10-10T09:23:04","slug":"class-6-ganita-prakash-sample-paper-1","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/","title":{"rendered":"Class 6 Ganita Prakash Sample Paper &#8211; 1"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_76 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Ganita_Prakash_Sample_Paper_2026\" >Ganita Prakash Sample Paper 2026<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Section_A_Ganita_Praksah_Sample_Paper\" >Section A (Ganita Praksah Sample Paper)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Section_B_Ganita_Praksah_Sample_Paper\" >Section B (Ganita Praksah Sample Paper)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Section_C_Ganita_Praksah_Sample_Paper\" >Section C (Ganita Praksah Sample Paper)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Class_06_%E2%80%93_Ganita_Prakash_Sample_Paper\" >Class 06 &#8211; Ganita Prakash Sample Paper<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Section_A_Ganita_Prakash_Sample_Paper\" >Section A Ganita Prakash Sample Paper<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Section_B_Ganita_Prakash_Sample_Paper\" >Section B Ganita Prakash Sample Paper<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/#Section_C_Ganita_Prakash_Sample_Paper\" >Section C Ganita Prakash Sample Paper<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Ganita_Prakash_Sample_Paper_2026\"><\/span>Ganita Prakash Sample Paper 2026<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>CBSE class 6 Maths Ganita Prakash Sample Paper for NCERT Textbook Ganita Prakash is an 80-mark question paper. It is divided into 3 sections. The first section has objective-type questions. The second section contains subjective questions, and the third section comprises case study questions.<\/p>\n<p style=\"text-align: center;\">\u00a0<a class=\"mks_button mks_button_large rounded\" href=\"https:\/\/mycbseguide.com\/dashboard\/category\/23261\/type\/2\" target=\"_self\" style=\"color: #FFFFFF; background-color: #b5540a;\" >Download as PDF<\/a>\n<p style=\"text-align: center;\"><strong>Class 06 &#8211; Maths Ganita Prakash Sample Paper<br \/>\n<\/strong><\/p>\n<hr \/>\n<p><b><br \/>\nMaximum: Marks 80<br \/>\nTime Allowed:\u00a03 hours<\/b><\/p>\n<hr \/>\n<p><b>General Instructions:<\/b><\/p>\n<ul>\n<li>All questions are compulsory.<\/li>\n<li>The question paper is divided into four sections:\n<ul>\n<li><strong>Section A:<\/strong>\n<ul>\n<li>10 Multiple choice questions (1 mark each)<\/li>\n<li>5 Fill in the blanks questions (1 mark each)<\/li>\n<li>5 True\/false questions (1 mark each)<\/li>\n<li>5 Very short answer type questions (1 mark each)<\/li>\n<\/ul>\n<\/li>\n<li><strong>Section B:<\/strong>\n<ul>\n<li>6 Short answer type A questions\u00a0(2 marks each)<\/li>\n<li>5 Short answer type B questions (3 marks each)<\/li>\n<li>4 Long answer type questions (5 marks each)<\/li>\n<\/ul>\n<\/li>\n<li><strong>Section C:<\/strong>\n<ul>\n<li>2 Case study based questions (4 marks)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<ol style=\"padding-left: 20px; list-style: decimal;\">\n<li style=\"text-align: center; clear: both; display: block;\">\n<h2><span class=\"ez-toc-section\" id=\"Section_A_Ganita_Praksah_Sample_Paper\"><\/span><b>Section A (Ganita Praksah Sample Paper)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<\/li>\n<li>Choose the correct answers to the questions from the given options.\n<ol class=\"inner-group-question-ol\">\n<li>A student draws an infographic showing the height of mountains using triangles of different widths. What problem may occur?\n<div style=\"margin-left: 20px;\">\n<p>a) It may wrongly show that wider means taller<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b) It saves time<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0It is a correct method<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0It looks nice<\/p>\n<\/div>\n<\/li>\n<li>Which of the following has only 2 lines of symmetry?\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a0Equilateral triangle<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a0triangle<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0Circle<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0Rhombus<\/p>\n<\/div>\n<\/li>\n<li>If the ratio of areas of two squares is 225 : 256, then the ratio of their perimeters is\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a016 : 15<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a015 : 16<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0256 : 225<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0225 : 256<\/p>\n<\/div>\n<\/li>\n<li>What is the length of the side of a square if its diagonal is 10 cm?\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a010 cm<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a014 cm<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a05 cm<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a07 cm<\/p>\n<\/div>\n<\/li>\n<li>Why can pictographs be misleading?\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a0Unequal symbols or wrong scales can confuse readers<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a0They are colorful<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0They use bars<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0They use symbols<\/p>\n<\/div>\n<\/li>\n<li>In a pictograph, what does one symbol usually represent?\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a0A number or quantity<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a0A drawing<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0A title<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0A color<\/p>\n<\/div>\n<\/li>\n<li>The number of degrees in a complete angle is:\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a0360\u00b0<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a090\u00b0<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0180\u00b0<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0270\u00b0<\/p>\n<\/div>\n<\/li>\n<li>If the length of the diagonal of a square is 20 cm, then its perimeter is\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a040 cm<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a0<span class=\"math-tex\">{tex}10 \\sqrt{2 } \\mathrm{\\ cm}{\/tex}<\/span><\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0200 cm<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0<span class=\"math-tex\">{tex}40 \\sqrt{ 2} \\mathrm{~cm}{\/tex}<\/span><\/p>\n<\/div>\n<\/li>\n<li>In which of the following expressions, prime factorization has been done?\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a0<span class=\"math-tex\">{tex} 56=1 \\times 7 \\times 2 \\times 2 \\times 2 {\/tex}<\/span><\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a0<span class=\"math-tex\">{tex} 24=2 \\times 3 \\times 4 {\/tex}<\/span><\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0<span class=\"math-tex\">{tex} 70=2 \\times 5 \\times 7 {\/tex}<\/span><\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a0<span class=\"math-tex\">{tex} 54=2 \\times 3 \\times 9 {\/tex}<\/span><\/p>\n<\/div>\n<\/li>\n<li>What is the angle between the diagonals of a square?\n<div style=\"margin-left: 20px;\">\n<p>a)\u00a045\u00b0<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>b)\u00a060\u00b0<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>c)\u00a0120\u00b0<\/p>\n<\/div>\n<div style=\"margin-left: 20px;\">\n<p>d)\u00a090\u00b0<\/p>\n<\/div>\n<\/li>\n<\/ol>\n<\/li>\n<li>Fill in the blanks:\n<ol class=\"inner-group-question-ol\">\n<li>A rectangle ________ has lines of symmetry.<\/li>\n<li>A ________ has one endpoint and extends endlessly in one direction.<\/li>\n<li>When creating a geometric pattern using circles and lines, choosing a good ________ helps make the design visually appealing and symmetrical.<\/li>\n<li>A line of ________ divides a figure into two similar parts.<\/li>\n<li>In a grid, a number is a supercell only if it is greater than its ________ neighbours.<\/li>\n<\/ol>\n<\/li>\n<li>State whether each of the following statement is True or False:\n<ol class=\"inner-group-question-ol\">\n<li>A rectangle can be constructed using only the length of one side.\n<div style=\"margin-left: 20px;\"><\/div>\n<\/li>\n<li>A number cannot have more than 150 multiples.\n<div style=\"margin-left: 20px;\"><\/div>\n<\/li>\n<li>If A, B, C and D are collinear points D, P and Q are collinear, then points A, B, C, D, P and Q are always collinear.\n<div style=\"margin-left: 20px;\"><\/div>\n<\/li>\n<li>You can only create circular shapes in geometric artwork.\n<div style=\"margin-left: 20px;\"><\/div>\n<\/li>\n<li>\u2002A regular pentagon has 5 lines of symmetry.\n<div style=\"margin-left: 20px;\"><\/div>\n<\/li>\n<\/ol>\n<\/li>\n<li>Answer any FIVE of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li>Construct a line segment EF with a length of 10.2 cm. From EF, cut off EG, which measures 3.8 cm. Determine the length of FG.<\/li>\n<li>Define Frequency distribution.<\/li>\n<li>Number of words in your maths textbook:\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>More than 5000<\/li>\n<li>Less than 5000<\/li>\n<\/ol>\n<\/li>\n<li>Mark three non-collinear points A, B and C in your note book. Draw lines through these points taking two at a time. Name these lines. How many such different lines can be drawn?<\/li>\n<li>Suppose you start with \u20b9 0 in your bank account, and then you have debits of \u20b9 1,\u00a02, 4, 8, 16, 32, 64, and 128, and then a single credit of \u20b9 256. What is your bank account balance now?<\/li>\n<li>Find the prime factorisations of the following numbers: 64, 104, 105, 243, 320, 141, 1728, 729, 1024, 1331, 1000.<\/li>\n<\/ol>\n<\/li>\n<li style=\"text-align: center; clear: both; display: block;\">\n<h2><span class=\"ez-toc-section\" id=\"Section_B_Ganita_Praksah_Sample_Paper\"><\/span><b>Section B <\/b><b>(Ganita Praksah Sample Paper)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<\/li>\n<li>Answer any SIX of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li>Amita read 60 pages of a book containing 140 pages while Aarushi read <span class=\"math-tex\">{tex}\\frac{2}{5}{\/tex}<\/span> of the book. Who read more pages?<\/li>\n<li>In a figure, 60<sup>o<\/sup> is the smallest angle of symmetry. What are the other angles of symmetry of this figure?<\/li>\n<li>A marble tile measures 15 cm <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 20 cm. How many tiles will be required to cover a wall of size 4 m <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 6 m?<\/li>\n<li>The outline of the new parliament building in India is shown. Construct a single line segment that equals the total length of any two sides in the given shape using a ruler and compass.<img decoding=\"async\" style=\"height: 141px; width: 200px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/tg_images\/2025\/8\/7\/16493920\/1754562808-dn8dvs.jpg\" \/><\/li>\n<li>Following is the choice of sweets of 30 students of class VI: Ladoo, Barfi, Ladoo, Jalebi, Ladoo, Rasgulla, Jalebi, Ladoo, Barfi, Rasgulla, Ladoo, Jalebi, Jalebi, Rasgulla, Ladoo, Rasgulla, Jalebi, Ladoo, Rasgulla, Ladoo, Rasgulla, Jalebi, Ladoo, Rasgulla, Ladoo, Ladoo, Barfi, Rasgulla, Rasgulla, Ladoo.\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>Arrange the names of sweets in a table using tally marks.<\/li>\n<li>Which sweet is preferred by most of the students?<\/li>\n<\/ol>\n<\/li>\n<li>Write a five-digit number and a four-digit number such that their difference is a four-digit number.<\/li>\n<li>Give three examples of angles from your environment.<\/li>\n<\/ol>\n<\/li>\n<li>Answer any FIVE of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li>Which of the following pairs of numbers are twin-primes?\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>17,19<\/li>\n<li>59,61<\/li>\n<li>43,47<\/li>\n<li>97,101<\/li>\n<\/ol>\n<\/li>\n<li>Why are 1, 3, 6, 10, 15, 21, 28, 36, &#8230; called triangular numbers?<\/li>\n<li>Express each of the following mixed fractions as improper fractions:\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li><span class=\"math-tex\">{tex}3 \\frac{2}{7}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}4 \\frac{5}{9}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}3 \\frac{2}{5}{\/tex}<\/span><\/li>\n<\/ol>\n<\/li>\n<li>In the following figures, identify the figure that has:<br \/>\n<img decoding=\"async\" style=\"height: 121px; width: 300px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1743056560-vehrgy.jpg\" \/><\/p>\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>line of symmetry<\/li>\n<li>rotational symmetry<\/li>\n<li>both line of symmetry and rotational symmetry<\/li>\n<li>neither line of symmetry nor rotational symmetry<\/li>\n<\/ol>\n<\/li>\n<li>Find the perimeter of a rectangular field whose length is four times its width and which has an area equal to <span class=\"math-tex\">{tex}30976 {~cm}^2{\/tex}<\/span>.<\/li>\n<li>Test the divisibility of the following numbers by 6:\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>7020<\/li>\n<li>56423<\/li>\n<li>732510<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li>Answer any FOUR of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li>Why can&#8217;t all five children in a height-based sequence say &#8216;1&#8217;?<\/li>\n<li>Write the following mixed numbers as fractions:\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li><span class=\"math-tex\">{tex}3 \\frac{1}{4}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}7 \\frac{2}{3}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex} 9 \\frac{4}{9}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}3 \\frac{1}{6}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}2 \\frac{3}{11}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}3 \\frac{9}{10}{\/tex}<\/span><\/li>\n<\/ol>\n<\/li>\n<li>Minimum, how many unit squares will you colour so that the figure has:\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>only one line of symmetry?<\/li>\n<li>two lines of symmetry?<\/li>\n<li>four lines of symmetry?<\/li>\n<li>only a horizontal line of symmetry?<\/li>\n<\/ol>\n<\/li>\n<li>Find the areas of the figures below by dividing them into rectangles and triangles.<br \/>\n<img decoding=\"async\" style=\"height: 276px; width: 300px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1723800160-hr5u6z.jpg\" \/><\/li>\n<li>Draw a rectangle with sides of length 4 cm and 6 cm. After drawing, check if it satisfies both the rectangle properties.<\/li>\n<\/ol>\n<\/li>\n<li style=\"text-align: center; clear: both; display: block;\">\n<h2><span class=\"ez-toc-section\" id=\"Section_C_Ganita_Praksah_Sample_Paper\"><\/span><b><b>Section C <\/b><\/b><b>(Ganita Praksah Sample Paper)<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<\/li>\n<li>Answer the following Case Study based questions:\n<ol class=\"inner-group-question-ol\">\n<li><strong>Read the following text carefully and answer the questions that follow:<\/strong><br \/>\nOn a 12-hour clock, certain times form palindromic patterns. For example, 12 : 21 is a palindromic time because it reads the same backward as forward. Other examples include 1 : 01, 2 : 12, and 3 : 03. These times are called palindromic because the sequence of digits is the same when reversed. Students can identify such times by checking if the hour and minute digits are symmetrical. This activity helps in understanding patterns and timekeeping in a creative way.<\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>What is the next palindromic time after 10 : 01? <strong>(1)<\/strong><\/li>\n<li>How many minutes are there between 12 : 21 and the next palindromic time? <strong>(1)<\/strong><\/li>\n<li>List all the palindromic times between 1 : 00 and 2 : 00. <strong>(2)<\/strong><br \/>\n<strong>OR<\/strong><br \/>\nExplain why 11 : 11 is a palindromic time. <strong>(2)<\/strong><\/li>\n<\/ol>\n<\/li>\n<li><strong>Read the following text carefully and answer the questions that follow:<\/strong><br \/>\nRohan is using a compass to draw circles in his geometry class. He notices that when he opens the compass, the two arms form an angle. He wonders how the size of the angle affects the circle he draws. He also observes that the compass can form different types of angles, such as acute, obtuse, and right angles.<\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>What is the vertex of the angle formed by the compass arms? <strong>(1)<\/strong><\/li>\n<li>If Rohan opens the compass to form a right angle, what is the measure of this angle in degrees? <strong>(1)<\/strong><\/li>\n<li>Explain how the size of the angle formed by the compass arms affects the circle drawn. <strong>(2)<\/strong><br \/>\n<strong>OR<\/strong><br \/>\nIf Rohan opens the compass to form an angle of 45\u00b0, what type of angle is this? Justify your answer. <strong>(2)<\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<h2 style=\"text-align: center; page-break-before: always;\"><span class=\"ez-toc-section\" id=\"Class_06_%E2%80%93_Ganita_Prakash_Sample_Paper\"><\/span><strong>Class 06 &#8211; Ganita Prakash Sample Paper<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Section_A_Ganita_Prakash_Sample_Paper\"><\/span><b>Section A Ganita Prakash Sample Paper<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol style=\"padding-left: 20px;\">\n<li>Choose the correct answers to the questions from the given options.\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\">(a) It may wrongly show that wider means taller<b>Explanation: <\/b>Width and height must not confuse the actual data meaning.<\/li>\n<li style=\"clear: both;\">(d) Rhombus<b>Explanation: <\/b>Rhombus<\/li>\n<li style=\"clear: both;\">(b) 15 : 16<b>Explanation: <\/b>Consider ABCD and PQRS as the two squares.<br \/>\nLet the lengths of each side of <span class=\"math-tex\">{tex}A B C D{\/tex}<\/span> and <span class=\"math-tex\">{tex}P Q R S{\/tex}<\/span> be <span class=\"math-tex\">{tex}x{\/tex}<\/span> and <span class=\"math-tex\">{tex}y{\/tex}<\/span>.<br \/>\nWe know that<br \/>\nArea of sq. <span class=\"math-tex\">{tex}A B C D{\/tex}<\/span> \/Area of sq. <span class=\"math-tex\">{tex}P Q R S=x^2 \/ y^2{\/tex}<\/span><br \/>\nSo we get <span class=\"math-tex\">{tex}x^2 \/ y^2=225 \/ 256{\/tex}<\/span><br \/>\nBy taking square roots on both sides,<br \/>\n<span class=\"math-tex\">{tex} x \/ y=15 \/ 16 {\/tex}<\/span><br \/>\nBy taking the ratio of their perimeters, we get<br \/>\nPerimeter of sq. <span class=\"math-tex\">{tex}{ABCD} \/{\/tex}<\/span>Perimeter of sq. <span class=\"math-tex\">{tex}{PQRS}=(4 \\times{\/tex}<\/span> side of sq. ABCD<span class=\"math-tex\">{tex}) \/(4 \\times{\/tex}<\/span> side of sq. PQRS) = <span class=\"math-tex\">{tex}4 {x} \/ 4 {y}{\/tex}<\/span><br \/>\nBy removing common terms in numerator and denominator<br \/>\nPerimeter of sq. <span class=\"math-tex\">{tex}A B C D \/{\/tex}<\/span>Perimeter of sq. <span class=\"math-tex\">{tex}P Q R S=x \/ y{\/tex}<\/span><br \/>\nSo perimeter of sq. <span class=\"math-tex\">{tex}A B C D \/{\/tex}<\/span>Perimeter of sq. <span class=\"math-tex\">{tex}P Q R S=15 \/ 16{\/tex}<\/span><br \/>\nHence, the ratio of their perimeters <span class=\"math-tex\">{tex}=15: 16{\/tex}<\/span><\/li>\n<li style=\"clear: both;\">(d) 7 cm<b>Explanation: <\/b>7 cm (using Pythagoras theorem, side = diagonal\/<span class=\"math-tex\">{tex}\\sqrt 2 \\approx 7{\/tex}<\/span>)<\/li>\n<li style=\"clear: both;\">(a) Unequal symbols or wrong scales can confuse readers<b>Explanation: <\/b>Consistency and clear scales are needed to avoid misinterpretation.<\/li>\n<li style=\"clear: both;\">(a) A number or quantity<b>Explanation:\u00a0 <\/b>Each picture or symbol in a pictograph stands for one or more data values.<\/li>\n<li style=\"clear: both;\">(a) 360\u00b0<b>Explanation: <\/b>360\u00b0<\/li>\n<li style=\"clear: both;\">(d) <span class=\"math-tex\">{tex}40 \\sqrt{ 2} \\mathrm{~cm}{\/tex}<\/span><b>Explanation: <\/b>It is given that length of the diagonal <span class=\"math-tex\">{tex}=20 \\mathrm{~cm}{\/tex}<\/span><br \/>\nSo the length of the side of a square <span class=\"math-tex\">{tex}={\/tex}<\/span> Length of Diagonal <span class=\"math-tex\">{tex}\/ \\sqrt{2 } =20 \/ \\sqrt{2 } =(2 \\times 10) \/ \\sqrt{ 2}{\/tex}<\/span><br \/>\nWe get<br \/>\nLength of the side of a square <span class=\"math-tex\">{tex}=(\\sqrt{ 2} \\times \\sqrt{ 2} \\times 10) \/ \\sqrt{2 } =10 \\sqrt{ 2} \\mathrm{~cm}{\/tex}<\/span><br \/>\nHence, perimeter of the square <span class=\"math-tex\">{tex}=4 \\times{\/tex}<\/span> Side <span class=\"math-tex\">{tex}=4 \\times 10 \\sqrt{ } 2=40 \\sqrt{ } 2 \\mathrm{~cm}{\/tex}<\/span><\/li>\n<li style=\"clear: both;\">(c) <span class=\"math-tex\">{tex} 70=2 \\times 5 \\times 7 {\/tex}<\/span><b>Explanation: <\/b><span class=\"math-tex\">{tex} 70=2 \\times 5 \\times 7 {\/tex}<\/span><\/li>\n<li style=\"clear: both;\">(d) 90\u00b0<b>Explanation: <\/b>90\u00b0<\/li>\n<\/ol>\n<\/li>\n<li>Fill in the blanks:\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\">infinite<\/li>\n<li style=\"clear: both;\">ray<\/li>\n<li style=\"clear: both;\">center<\/li>\n<li style=\"clear: both;\">symmetry<\/li>\n<li style=\"clear: both;\">adjacent (left, right, top, and bottom)<\/li>\n<\/ol>\n<\/li>\n<li>State whether each of the following statement is True or False:\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\">False<\/li>\n<li style=\"clear: both;\">\n<p style=\"display: inline;\">False<\/p>\n<\/li>\n<li style=\"clear: both;\">\n<p style=\"display: inline;\">False<\/p>\n<\/li>\n<li style=\"clear: both;\">\n<p style=\"display: inline;\">False<\/p>\n<\/li>\n<li style=\"clear: both;\">\n<p style=\"display: inline;\">True<\/p>\n<\/li>\n<\/ol>\n<\/li>\n<li>Answer any FIVE of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\"><img decoding=\"async\" style=\"height: 143px; width: 400px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/tg_images\/2025\/8\/7\/16493920\/1754562595-a39tat.jpg\" \/><\/li>\n<li style=\"clear: both;\">Frequency table or frequency distribution is a method to present raw data in the form from which one can easily understand the information contained in the raw data.\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>More than 5000<br \/>\nMost textbooks contain well over 5000 words, considering explanations, exercises, and examples.<\/li>\n<\/ol>\n<\/li>\n<li style=\"clear: both;\">AB, BC, AC, Three lines<\/li>\n<li style=\"clear: both;\">0 (initial balance) + 256 (credit) &#8211; 1 (debit) &#8211; 2 (debit) &#8211; 4 (debit) &#8211; 8 (debit) &#8211; 16 (debit) &#8211; 32 (debit) &#8211; 64 (debit) &#8211; 128 (debit)<br \/>\nSimplifying the expression: 0 + 256 &#8211; 255<br \/>\n=<br \/>\nTherefore, your bank account balance now is <strong>\u20b9 1<\/strong>.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ul>\n<li><span class=\"math-tex\">{tex}64=2^6{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}104=2^3 \\times 13{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}105=3 \\times 5 \\times 7{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}243=3^5{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}320=2^6 \\times 5{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}141=3 \\times 47{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}1728=2^6 \\times 3^3{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}729=3^6{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}1024=2^{10}{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}1331=11^3{\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex}1000=2^3 \\times 5^3{\/tex}<\/span><\/li>\n<li style=\"text-align: center; display: block;\">\n<h3><span class=\"ez-toc-section\" id=\"Section_B_Ganita_Prakash_Sample_Paper\"><\/span><b>Section B Ganita Prakash Sample Paper<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<\/li>\n<li>Answer any SIX of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\">Pages read by Amita:<br \/>\nAlready given <span class=\"math-tex\">{tex}=60{\/tex}<\/span> pages<br \/>\nPages read by Aarushi:<br \/>\n<span class=\"math-tex\">{tex} \\frac{2}{5} \\times 140=\\frac{280}{5}=56\\ \\text{pages} {\/tex}<\/span><br \/>\nCompare:<br \/>\nAmita read 60 pages and Aarushi read 56 pages.<br \/>\nSince <span class=\"math-tex\">{tex}60&gt;56{\/tex}<\/span>:<br \/>\n<strong>Amita<\/strong> read more pages.<\/li>\n<li style=\"clear: both;\"><strong>If 60 degrees is the smallest angle of symmetry, then the other angles of symmetry are multiples of 60 degrees.<\/strong><br \/>\nThis is because if the figure can be rotated 60 degrees to map onto itself, it can also be rotated 120 degrees, 180 degrees, 240 degrees, and so on.<br \/>\nTherefore, the complete list of angles of symmetry for this figure would be:<\/p>\n<ul style=\"list-style-type: disc;\">\n<li>60 degrees<\/li>\n<li>120 degrees<\/li>\n<li>180 degrees<\/li>\n<li>240 degrees<\/li>\n<li>300 degrees<\/li>\n<li>360 degrees (which is always a rotational symmetry for any figure)<\/li>\n<\/ul>\n<\/li>\n<li style=\"clear: both;\">Measure of marble tile = 15 cm <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 20 cm<br \/>\nSize of wall = 4 m \u00d7 6 m = 400 cm <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 600 cm<br \/>\nSo we get area of tile = 15 cm <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 20 cm = 300 cm<sup>2<\/sup><br \/>\nArea of wall = 400 cm <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 600 cm = 240000 cm<sup>2<\/sup><br \/>\nNo. of tiles required to cover the wall = Area of wall\/ Area of one tile<br \/>\nSubstituting the values<br \/>\nNo. of tiles required to cover the wall = 240000\/300 = 800 tiles<br \/>\nHence, 800 tiles are required to cover a wall of size 4 m <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 6 m.<\/li>\n<li style=\"clear: both;\"><img decoding=\"async\" style=\"height: 165px; width: 400px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/tg_images\/2025\/8\/7\/16493920\/1754562879-vjh2uq.jpg\" \/><img decoding=\"async\" style=\"height: 86px; width: 200px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/tg_images\/2025\/8\/7\/16493920\/1754562975-unyuek.jpg\" \/>\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>Frequency table of sweets given to 30 students is as follows:<br \/>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>Sweets<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Tally Marks<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Frequency<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Ladoo<\/td>\n<td><span class=\"math-tex\">{tex}\\cancel {||||}{\/tex}<\/span>\u00a0<span class=\"math-tex\">{tex}\\cancel {||||}{\/tex}<\/span>\u00a0||<\/td>\n<td>12<\/td>\n<\/tr>\n<tr>\n<td>Burfi<\/td>\n<td>|||<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>Jalebi<\/td>\n<td><span class=\"math-tex\">{tex}\\cancel {||||}{\/tex}<\/span>\u00a0|<\/td>\n<td>6<\/td>\n<\/tr>\n<tr>\n<td>Rasgulla<\/td>\n<td><span class=\"math-tex\">{tex}\\cancel {||||}{\/tex}<\/span>\u00a0||||<\/td>\n<td>9<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<li>From the table we know that ladoo has the maximum frequency<br \/>\nHence, ladoo is the sweet which is preferred by most of the students.<\/li>\n<\/ol>\n<\/li>\n<li style=\"clear: both;\"><strong>Five-digit number:<\/strong> 15000<br \/>\n<strong>Four-digit number:<\/strong> 5678<br \/>\n<strong>Difference:<\/strong> 9312<\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Corner of a notebook or book &#8211; forms a right angle (90<sup>o<\/sup>)<\/li>\n<li>Open door &#8211; forms an acute or obtuse angle depending on how much it is opened<\/li>\n<li>Hands of a clock &#8211; form different angles (e.g., 90<sup>o<\/sup> at 3 o\u2019clock, 180<sup>o<\/sup> at 6 o\u2019clock)<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<li>Answer any FIVE of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\">If the difference between a pair of prime numbers is 2, then the pair is pair of twin-primes, otherwise not.\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>We find that 17 and 19 are prime numbers such that <span class=\"math-tex\">{tex}19-17=2{\/tex}<\/span>. So, 17,19 is a pair of twin-primes.<\/li>\n<li>We observe that 59 and 61 are prime numbers such that <span class=\"math-tex\">{tex}61-59=2{\/tex}<\/span>. So, 59,61 is a pair of twin-primes.<\/li>\n<li>Note that 43 and 47 are prime numbers such that <span class=\"math-tex\">{tex}47-43 \\neq 2{\/tex}<\/span>. So, they do not form a pair of twin-primes.<\/li>\n<li>We notice that 97 and 101 are primes but their difference is not 2. So, it is not a pair of twin-primes.<\/li>\n<\/ol>\n<\/li>\n<li style=\"clear: both;\">Numbers like <span class=\"math-tex\">{tex}1,4,9,16,25,36, \\ldots{\/tex}<\/span> are called square numbers because they are made by multiplying a number by itself (like <span class=\"math-tex\">{tex}1 \\times 1,2 \\times 2,3 \\times 3{\/tex}<\/span>, etc.) and can form a perfect square shape.<\/li>\n<li style=\"clear: both;\">We have,\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li><span class=\"math-tex\">{tex} 3 \\frac{2}{7}=\\frac{3 \\times 7+2}{7}=\\frac{21+2}{7}=\\frac{23}{7} {\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex} 4 \\frac{5}{9}=\\frac{4 \\times 9+5}{9}=\\frac{36+5}{9}=\\frac{41}{9} {\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex} 3 \\frac{2}{5}=\\frac{3 \\times 5+2}{5}=\\frac{15+2}{5}=\\frac{17}{5} {\/tex}<\/span><\/li>\n<li>Figures (a) and (b) have line of symmetry.<\/li>\n<li>Figures (a) and (d) have rotational symmetry.<\/li>\n<li>Figures (a) has both line of symmetry and rotational symmetry.<\/li>\n<li>Figures (c) has neither line of symmetry nor rotational symmetry.<\/li>\n<\/ol>\n<\/li>\n<li style=\"clear: both;\">Let the width of the field be <span class=\"math-tex\">{tex}b {~cm}{\/tex}<\/span>. Then,<br \/>\nLength of the field <span class=\"math-tex\">{tex}=4 b {~cm}{\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex}\\therefore {\/tex}<\/span> Area of the field <span class=\"math-tex\">{tex}=(b \\times 4 b) {cm}^2=4 b^2 {~cm}^2{\/tex}<\/span><br \/>\nBut, area of the field is given as <span class=\"math-tex\">{tex}30976 {~cm}^2{\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} \\therefore 4 b^2=30976 {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} \\Rightarrow b^2=\\frac{30976}{4}=7744 {\/tex}<\/span>\u00a0<span class=\"math-tex\">{tex}\\Rightarrow b \\times b=88 \\times 88 \\Rightarrow b{\/tex}<\/span>\u00a0= 88<br \/>\n<span class=\"math-tex\">{tex} \\therefore \\text { Length of the field }=4 b {~cm}{\/tex}<\/span>\u00a0<span class=\"math-tex\">{tex}=(4 \\times 88) {cm}=352 {~cm}\u00a0{\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} \\text { Width of the field }=b {~cm}=88 {~cm} {\/tex}<\/span><br \/>\nHence, Perimeter of the field =\u00a0<span class=\"math-tex\">{tex}2(\\text { Length }+ \\text { Breadth }) {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =2(352+88) {cm}=880 {~cm} {\/tex}<\/span><\/p>\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>7020 Last digit <span class=\"math-tex\">{tex}=0 \\rightarrow{\/tex}<\/span> divisible by 2.<br \/>\nSum of digits <span class=\"math-tex\">{tex}=7+0+2+0=9\\Rightarrow{\/tex}<\/span> divisible by 3.<br \/>\nSo, 7020 is divisible by 6.<\/li>\n<li>56423<br \/>\nLast digit <span class=\"math-tex\">{tex}=3\\rightarrow{\/tex}<\/span> not divisible by 2.<br \/>\nSo, no need to check further.<br \/>\n<span class=\"math-tex\">{tex}56423{\/tex}<\/span> is not divisible by 6.<\/li>\n<li>732510<br \/>\nLast digit <span class=\"math-tex\">{tex}=0\\rightarrow{\/tex}<\/span> divisible by 2.<br \/>\nSum of digits <span class=\"math-tex\">{tex}=7+3+2+5+1+0=18\\rightarrow{\/tex}<\/span> divisible by 3.<br \/>\nSo, 732510 is divisible by 6.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li>Answer any FOUR of the following questions:\n<ol class=\"inner-group-question-ol\">\n<li style=\"clear: both;\">Each child says the number of taller children standing next to them. If all five children say &#8216;1&#8217;, it means each child has exactly one taller neighbor on both sides.<br \/>\nThis is impossible because:<\/p>\n<ul style=\"list-style-type: disc;\">\n<li>The two children at the ends would also need a taller child next to them, which is not possible.<\/li>\n<li>If the end children say &#8216;1&#8217;, it implies a taller child exists beyond the line.<br \/>\nThus, a sequence like 1,1,1,1,1\u00a0cannot be achieved in a group of 5 children.<\/li>\n<li>Here <span class=\"math-tex\">{tex}3 \\frac{1}{4}=3+\\frac{1}{4}{\/tex}<\/span><br \/>\n[Splitting <span class=\"math-tex\">{tex}3 \\frac{1}{4}{\/tex}<\/span> into 3 and <span class=\"math-tex\">{tex}\\frac{1}{4}{\/tex}<\/span> ]\n<span class=\"math-tex\">{tex} =1+1+1+\\frac{1}{4} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{4}{4}+\\frac{4}{4}+\\frac{4}{4}+\\frac{1}{4}=\\frac{13}{4} {\/tex}<\/span><\/li>\n<li>Here <span class=\"math-tex\">{tex}7 \\frac{2}{3}=7+\\frac{2}{3}{\/tex}<\/span><br \/>\n[Splitting <span class=\"math-tex\">{tex}7 \\frac{2}{3}{\/tex}<\/span> into 7 and <span class=\"math-tex\">{tex}\\frac{2}{3}{\/tex}<\/span> ]\n<span class=\"math-tex\">{tex} =1+1+1+1+1+1+1+\\frac{2}{3} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{3}{3}+\\frac{3}{3}+\\frac{3}{3}+\\frac{3}{3}+\\frac{3}{3}+\\frac{3}{3}+\\frac{3}{3}+\\frac{2}{3} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{23}{3} {\/tex}<\/span><\/li>\n<li>Here <span class=\"math-tex\">{tex}9 \\frac{4}{9}=9+\\frac{4}{9}{\/tex}<\/span><br \/>\n[Splitting <span class=\"math-tex\">{tex}9 \\frac{4}{9}{\/tex}<\/span> into 9 and <span class=\"math-tex\">{tex}\\frac{4}{9}{\/tex}<\/span> ]\n<span class=\"math-tex\">{tex} =9 \\text { times } \\frac{9}{9}+\\frac{4}{9} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{81}{9}+\\frac{4}{9}=\\frac{85}{9} {\/tex}<\/span><\/li>\n<li>Here<br \/>\n<span class=\"math-tex\">{tex} 3 \\frac{1}{6}=3+\\frac{1}{6}{\/tex}<\/span><br \/>\n[Splitting <span class=\"math-tex\">{tex}3 \\frac{1}{6}{\/tex}<\/span> into 3 and <span class=\"math-tex\">{tex}\\frac{1}{6}{\/tex}<\/span> ]\n<span class=\"math-tex\">{tex} =3 \\operatorname{times} \\frac{6}{6}+\\frac{1}{6} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{18}{6}+\\frac{1}{6} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{19}{6} {\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex} \\text { We have } 2 \\frac{3}{11}=2+\\frac{3}{11} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} {\\left[\\text { Splitting } 2 \\frac{3}{11} \\text { into } 2 \\text { and } \\frac{3}{11} \\text { ] }\\right.} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =2 \\text { times } \\frac{11}{11}+\\frac{3}{11} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{22}{11}+\\frac{3}{11} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{25}{11} {\/tex}<\/span><\/li>\n<li><span class=\"math-tex\">{tex} 3 \\frac{9}{10}=3+\\frac{9}{10} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} \\text { [Splitting } 3 \\frac{9}{10} \\text { into } 3 \\text { and } \\frac{9}{10} \\text { ] } {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =3 \\text { times } \\frac{10}{10}+\\frac{9}{10} {\/tex}<\/span><br \/>\n<span class=\"math-tex\">{tex} =\\frac{30}{10}+\\frac{9}{10}=\\frac{39}{10} {\/tex}<\/span><\/li>\n<li>One unit square will be coloured to have only one line of symmetry.<br \/>\n<img decoding=\"async\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1743059110-sejp3v.jpg\" \/><\/li>\n<li>Two unit squares will be coloured to have two lines of symmetry.<br \/>\n<img decoding=\"async\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1743059142-wy7fav.jpg\" \/><\/li>\n<li>Four unit squares will be coloured to have four lines.<br \/>\n<img decoding=\"async\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1743059178-9g7qse.jpg\" \/><\/li>\n<li>Two unit squares will be coloured to have only a horizontal line of symmetry.<br \/>\n<img decoding=\"async\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1743059213-4axymn.jpg\" \/><\/li>\n<\/ul>\n<\/li>\n<li style=\"clear: both;\">Let, the 1 square = 1 square unit\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li><img decoding=\"async\" style=\"height: 113px; width: 100px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1723800263-jvmkyr.jpg\" \/><br \/>\nLength of rectangle ABCD = 5 units<br \/>\nWidth of rectangle ABCD = 4 units<br \/>\nSo, area of rectangle ABCD = 5 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 4 square units = 20 sq units<br \/>\nNow, Height of triangle AXD = 1 unit<br \/>\nBase of triangle AXD = 4 units<br \/>\nSo, the area of triangle AXD = <span class=\"math-tex\">{tex}\\frac 12\\times 1 \\times 4{\/tex}<\/span> sq units = 2sq units<br \/>\nAs same as the area of triangle BCY = 2 sq units<br \/>\nHence, the area of the figure XBYD = (20 + 2 + 2) sq units = 24 sq units<\/li>\n<li><img decoding=\"async\" style=\"height: 177px; width: 120px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1723800377-jfnde9.jpg\" \/><br \/>\nArea of rectangle ABCD = 5 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 4 sq units = 20 sq units<br \/>\nArea of triangle BCX = <span class=\"math-tex\">{tex}\\frac 12\\times 2 \\times 4{\/tex}<\/span> sq units = 4 sq units<br \/>\nArea of triangle ADY = <span class=\"math-tex\">{tex}\\frac 12\\times 4 \\times 4{\/tex}<\/span> sq units = 8 sq units<br \/>\nSo, the area of the figure ABXY = (20 + 4 + 8) sq units = 32sq units<\/li>\n<li><img decoding=\"async\" style=\"height: 152px; width: 150px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1723800494-ag5sse.jpg\" \/><br \/>\nArea of the rectangle ABCD = 6 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 10 sq units = 60 sq units<br \/>\nArea of triangle BCO = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 10 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 3 sq units = 15 sq units<br \/>\nArea of triangle PDO = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span>\u00a03 sq units = 3 sq units<br \/>\nSo, the area of figure ABOP = Area of the rectangle ABCD &#8211; (Area of triangle BCO + Area of triangle PDO)<br \/>\n<span class=\"math-tex\">{tex}\\therefore{\/tex}<\/span>\u00a0Area of figure ABOP = 60 &#8211; (15 + 3) sq units = 42 sq units<br \/>\nNow, Area of triangle AMN = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 3 sq units = 3 sq units<br \/>\n<span class=\"math-tex\">{tex}\\therefore{\/tex}<\/span>\u00a0Area of triangle MNB =\u00a0\u00a0<span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span>\u00a0\u00d7 2\u00a0 \u00d7 3 sq units = 3 sq units<br \/>\nHence, area of the figure AMBOP = (42 + 6) sq units = 48 sq units<\/li>\n<li><img decoding=\"async\" style=\"height: 163px; width: 150px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1723800686-cnfc3h.jpg\" \/><br \/>\nArea of rectangle XBCY = 3\u00a0<span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 4 sq units = 12 sq units<br \/>\nArea of triangle AXO = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 1 sq units = 1 sq units<br \/>\nArea of triangle DOY = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 3 sq units = 3 sq units<br \/>\nHence, the area of the figure ABCDO = (12 + 1 + 3) sq units = 16 sq units<\/li>\n<li><img decoding=\"async\" style=\"height: 133px; width: 130px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1723800784-xadm2f.jpg\" \/><br \/>\nArea of rectangle MNOP = 6 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 4 sq units = 24 sq units<br \/>\nArea of triangle MBA = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 sq units = 2 sq units<br \/>\nArea of triangle ADP = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 2 sq units = 2 sq units<br \/>\nArea of triangle BNC = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 4 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 3 sq units = 6 sq units<br \/>\nArea of triangle DOC = <span class=\"math-tex\">{tex}\\frac 12{\/tex}<\/span> <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 4 <span class=\"math-tex\">{tex}\\times{\/tex}<\/span> 1 sq units = 2 sq units<br \/>\nSo, the area of figure ABCD = Area of rectangle MNOP &#8211; Area of other 4 triangle<br \/>\n<span class=\"math-tex\">{tex}\\therefore{\/tex}<\/span>\u00a0Area of figure ABCD = 24 &#8211;\u00a0(2 + 2 + 6 + 2) sq units = 12 sq units<\/li>\n<\/ol>\n<\/li>\n<li style=\"clear: both;\">We shall draw a rectangle of the form shown in Fig. 1.<br \/>\n<img decoding=\"async\" style=\"height: 159px; width: 208px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1739765701-7mmtv9.jpg\" \/><br \/>\nStep 1. Using a ruler, draw a line AB equal to 6 cm. (Fig. 2)<br \/>\n<img decoding=\"async\" style=\"height: 45px; width: 200px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1739765564-6ebfdw.jpg\" \/><br \/>\nStep 2. Using a protractor, draw perpendicular lines at A and B (Fig. 3)<br \/>\n<img decoding=\"async\" style=\"height: 205px; width: 162px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1739765639-2t86wq.jpg\" \/><br \/>\nStep 3. Using a ruler, mark point P on the perpendicular line at A such that AP = 4 cm. Using a ruler, mark point Q on the perpendicular line at B such that BQ = 4 cm. (Fig. 4).<br \/>\n<img decoding=\"async\" style=\"height: 190px; width: 199px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1739765815-s5xf43.jpg\" \/><br \/>\nStep 4. Join P and Q using a ruler. Erase the lines above P and Q. (Fig. 5).<br \/>\n<img decoding=\"async\" style=\"height: 145px; width: 210px;\" src=\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1739765879-c9b7ve.jpg\" \/><br \/>\nStep 5. Using a ruler, verify that PQ is of length 6 cm.<br \/>\nUsing a protractor, verify that <span class=\"math-tex\">{tex}\\angle{\/tex}<\/span>P and <span class=\"math-tex\">{tex}\\angle{\/tex}<\/span>Q are 90\u00b0 each.<br \/>\nStep 6. We have:<\/p>\n<ol style=\"list-style-type: lower-roman;\" start=\"1\">\n<li>AB = PQ = 6 cm and AP = BQ = 4 cm<\/li>\n<li><span class=\"math-tex\">{tex}\\angle{\/tex}<\/span>A = <span class=\"math-tex\">{tex}\\angle{\/tex}<\/span>B = <span class=\"math-tex\">{tex}\\angle{\/tex}<\/span>Q = <span class=\"math-tex\">{tex}\\angle{\/tex}<\/span>P = 90\u00b0.<\/li>\n<\/ol>\n<p>Step 7. ABQP in Fig. 5 is the required rectangle of sides 4 cm and 6 cm.<\/li>\n<\/ol>\n<\/li>\n<li style=\"text-align: center; display: block;\">\n<h3><span class=\"ez-toc-section\" id=\"Section_C_Ganita_Prakash_Sample_Paper\"><\/span><b>Section C Ganita Prakash Sample Paper<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<\/li>\n<li>Answer the following Case Study based questions:\n<ol>\n<li style=\"list-style-type: none;\">\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>The next palindromic time after 10 : 01 is 10 : 01.<\/li>\n<li>There are 10 minutes between 12 : 21 and the next palindromic time, which is 12 : 21.<\/li>\n<li>The palindromic times between 1 : 00 and 2 : 00 are 1 : 01, 1 : 11, and 1 : 21.<br \/>\n<strong>OR<\/strong><br \/>\n11 : 11 is a palindromic time because it reads the same backward as forward.<\/li>\n<li>The vertex of the angle is the point where the two arms of the compass meet.<\/li>\n<li>The measure of a right angle is 90\u00b0.<\/li>\n<li>The size of the angle formed by the compass arms determines the radius of the circle. A larger angle will result in a larger circle, while a smaller angle will result in a smaller circle.<br \/>\n<strong>OR<\/strong><br \/>\nAn angle of 45\u00b0 is an acute angle because it is less than 90\u00b0.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Ganita Prakash Sample Paper 2026 CBSE class 6 Maths Ganita Prakash Sample Paper for NCERT Textbook Ganita Prakash is an 80-mark question paper. It is divided into 3 sections. The first section has objective-type questions. The second section contains subjective questions, and the third section comprises case study questions. \u00a0 Class 06 &#8211; Maths Ganita &#8230; <a title=\"Class 6 Ganita Prakash Sample Paper &#8211; 1\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/class-6-ganita-prakash-sample-paper-1\/\" aria-label=\"More on Class 6 Ganita Prakash Sample Paper &#8211; 1\">Read more<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1346,1339,289,2003,1395,2015],"tags":[12,1997],"class_list":["post-30978","post","type-post","status-publish","format-standard","hentry","category-cbse","category-cbse-sample-papers","category-cbse-class-06","category-class-6-sample-papers","category-mathematics-cbse-class-06","category-maths-sample-papers-class-6-sample-papers","tag-cbse-sample-papers","tag-cbse-sample-papers-2026"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Class 6 Ganita Prakash Sample Paper - 1 | myCBSEguide<\/title>\n<meta name=\"description\" content=\"CBSE class 6 Maths Ganita Prakash Sample Paper for session 2025-26 as per the new NCERT textbook. 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