Q: Starting from different floors, find the movements required to reach Floor -5. For example, if I start at Floor +2, I must press -7 to reach Floor -5. The expression is (+2) + (-7) = -5. Find more starting positions and the movements needed to reach Floor -5 and write the expressions.

Other such expressions are:(+3) + (-8) = -5(+4) + (-9) = -5(+5) + (-10) = -5(+6) + (-11) = -5And there could be infinite such expressions.10.1 Bela’s Building of Fun Figure it Out (Page No. 246)Evaluate these expressions by thinking of them as the resulting movement of combining button presses:(a) (+1) + (+4) = _______________Solution:Target floor = (+1) + (+4) = +5(b) (+4) + (+1) = _______________Solution:Target floor = (+4) + (+1) = +5(c) (+4) + (-3) + (-2) = _______________Solution:Target floor = (+4) + (-3) + (-2)= 4 + (-5)= -1(d) (-1) + (+2) + (-3) = _______________Solution:Target floor = (-1) + (+2) + (-3)= (-4) + (2)= -210.1 Bela’s Building of Fun Figure it Out (Page No. 247)Notice that all negative number floors are below Floor 0. So, all negative numbers are less than 0. All the positive number floors are above Floor 0. So, all positive numbers are greater than 0.

Q: Compare the following numbers using the building of fun and fill in the boxes with . (a) -2 __________ + 5 (b) -5 __________ + 4 (c) -5 __________ – 3 (d) +6 __________ – 6 (e) 0 __________ – 4 (f) 0 __________ +4

(a) Floor – 2 is lower than the floor + 5.So, – 2 (b) Floor – 5 is lower than the floor + 4.So, – 5 (c) Floor – 5 is lower than the floor – 3.So, – 5 (d) Floor + 6 is higher than the floor – 6.So, + 6 > – 6(e) Floor 0 is higher than the floor – 4.So, 0 > – 4(f) Floor 0 is lower than the floor + 4.So, 0

Q: If Floor A = -12, Floor D = -1 and Floor E = +1 in the building shown on the right as a line, find the numbers of Floors B, C, F, G and H.

Floor B is 9 floors lower than Floor 0.So, the number of Floor B is -9.Floor C is 6 floors lower than Floor 0.So, the number of Floor C is -6.Floor F is 2 floors higher than Floor 0.So, the number of Floor F is +2.Floor G is 6 floors higher than Floor 0.So, the number of Floor G is +6.Floor H is 11 floors higher than Floor 0.So, the number of Floor H is +11.

Q: Complete these expressions. You may think of them as finding the movement needed to reach the Target Floor from the Starting Floor. (a) (+1) – (+4) = _______________ (b) (0) – (-2) = _______________ (c) (+4) – (+1) = _______________ (d) (0) – (-2) = _______________ (e) (+4) – (-3) = _______________ (f) (-4) – (-3) = _______________ (g) (-1) – (+2) = _______________ (h) (-2) – (-2) = _______________ (i) (-1) – (+1) = _______________ (j) (+3) – (-3) = _______________

(a) (+1) – (+4) = 1 – 4 = -3(b) (0) – (+2) = 0 – 2 = -2(c) (+4) – (+1) = 4 – 1 = 3(d) (0) – (-2) = 0 + 2 = 2(e) (+4) – (-3) = 4 + 3 = 7(f) (-4) – (-3) = -4 + 3 = -1(g) (-1) – (+2) = -1 – 2 = -3(h) (-2) – (-2) = -2 + 2 = 0(i) (-1) – (+1) = -1 – 1 = -2(j) (+3) – (-3) = 3 + 3 = 610.1 Bela’s Building of Fun Figure it Out (Page No. 251)Complete these expressions. Check your answers by thinking about the movement in the mineshaft.(a) (+40) + _______________ = +200Solution:Given (+40) + _______________ = +200Let (+40) + x = +200⇒ +x = 200 – 40 = 160∴ (+40) +(+160)= +200(b) (+40) + _______________ = -200Solution:Given (+40) + _______________ = -200Let (+40) + x = -200⇒ x = -200 – 40 = -240∴ (+40) +(-240)= -200(c) (-50)+ _______________ = +200Solution:Given (-50) + _______________ = +200Let (-50) + x = +200⇒ x = +200 – (-50) = +250∴ (-50) +(+250)= +200(d) (-50) + _______________ = -200Solution:Given (-50) + _______________ = -200Let (-50) + x = -200⇒ x = -200 – (-50) = -150∴ (-50) +(-150)= -200(e) (-200) – (-40) = _______________Solution:Given (-200) – (-40) = _______________Let (-200) – (-40) = x⇒ (-200) – (-40) = -160 = x∴ (-200) – (-40) =-160(f) (+200) – (+40) = _______________Solution:Given (+200) – (+40) = _______________Let (+200) – (+40) = x⇒ +160 = x∴ (+200) – (+40) =+160(g) (-200) – (+40) = _______________Solution:Given (-200) – (+40) = _______________Let (-200) – (+40) = x⇒ (-200) + (-40) = -240 = x∴ (-200) + (-40) =-24010.1 Bela’s Building of Fun Figure it Out (Page No. 253 – 254)

Question 1

You start from Floor + 2 and press – 3 in the lift. Where will you reach? Write an expression for this movement.

Accepted Answer

The starting floor is (+ 2)and the number on the button pressed is (- 3).∴ The target floor (+2) + (- 3) = + 2 – 3 = -1

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: Start, Floor, Press, Lift, Reach, Expression. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ11: Is 2 > -3? Why? Is -2 < 3? Why?
Q12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 2

Evaluate these expressions (you may think of them as Starting Floor + Movement by referring to the Building of Fun).
(a) (-1) + (+ 4) = _______________
(b) (+4) + (+1) = _______________
(c) (+ 4) + (- 3) = _______________
(d) (-1) + (+ 2) = _______________
(e) (-1) + (+1) = _______________
(f) 0 + (+ 2) = _______________
(g) 0 + (-2) = _______________

Accepted Answer

(a) (-1) + (+ 4) = + 5(b) (+4) + (+1) = +5(c) (+ 4) + (- 3) = +1(d) (-1) + (+ 2) = +1(e) (-1) + (+1) = 0(f) 0 + (+ 2) = +2(g) 0 + (-2) = -2

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: Expressions, Think, Starting, Floor, Movement, Referring. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ11: Is 2 > -3? Why? Is -2 < 3? Why?
Q12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 3

Starting from different floors, find the movements required to reach Floor -5. For example, if I start at Floor +2, I must press -7 to reach Floor -5. The expression is (+2) + (-7) = -5.
Find more starting positions and the movements needed to reach Floor -5 and write the expressions.

Accepted Answer

Other such expressions are:(+3) + (-8) = -5(+4) + (-9) = -5(+5) + (-10) = -5(+6) + (-11) = -5And there could be infinite such expressions.10.1 Bela’s Building of Fun Figure it Out (Page No. 246)Evaluate these expressions by thinking of them as the resulting movement of combining button presses:(a) (+1) + (+4) = _______________Solution:Target floor = (+1) + (+4) = +5(b) (+4) + (+1) = _______________Solution:Target floor = (+4) + (+1) = +5(c) (+4) + (-3) + (-2) = _______________Solution:Target floor = (+4) + (-3) + (-2)= 4 + (-5)= -1(d) (-1) + (+2) + (-3) = _______________Solution:Target floor = (-1) + (+2) + (-3)= (-4) + (2)= -210.1 Bela’s Building of Fun Figure it Out (Page No. 247)Notice that all negative number floors are below Floor 0. So, all negative numbers are less than 0. All the positive number floors are above Floor 0. So, all positive numbers are greater than 0.

Question 4

Compare the following numbers using the building of fun and fill in the boxes with .
(a) -2 __________ + 5
(b) -5 __________ + 4
(c) -5 __________ – 3
(d) +6 __________ – 6
(e) 0 __________ – 4
(f) 0 __________ +4

Accepted Answer

(a) Floor – 2 is lower than the floor + 5.So, – 2 (b) Floor – 5 is lower than the floor + 4.So, – 5 (c) Floor – 5 is lower than the floor – 3.So, – 5 (d) Floor + 6 is higher than the floor – 6.So, + 6 > – 6(e) Floor 0 is higher than the floor – 4.So, 0 > – 4(f) Floor 0 is lower than the floor + 4.So, 0

Question 5

Imagine the building of fun with more floors. Compare the numbers and fill in the boxes with .
(a) -10 __________ -12
(b) +17 __________ -10
(c) 0 __________ -20
(d) +9 __________ – 9
(e) -25 __________ -7
(f) +15 __________ -17

Accepted Answer

(a) -10 > -12(b) +17 > -10(c) 0 > – 20(d) + 9 > – 9(e) – 25 (f) +15 > -17

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: Imagine, Building, Fun, Floors, Numbers, Fill. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ11: Is 2 > -3? Why? Is -2 < 3? Why?
Q12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 6

If Floor A = -12, Floor D = -1 and Floor E = +1 in the building shown on the right as a line, find the numbers of Floors B, C, F, G and H.

Accepted Answer

Floor B is 9 floors lower than Floor 0.So, the number of Floor B is -9.Floor C is 6 floors lower than Floor 0.So, the number of Floor C is -6.Floor F is 2 floors higher than Floor 0.So, the number of Floor F is +2.Floor G is 6 floors higher than Floor 0.So, the number of Floor G is +6.Floor H is 11 floors higher than Floor 0.So, the number of Floor H is +11.

Question 7

Mark the following floors of the building shown on the right.
(a) -7
(b) -4
(c) +3
(d) -10

Accepted Answer

Floors -7, -4, +3, and -10 of the building are marked on the line given on previous page.10.1 Bela’s Building of Fun Figure it Out (Page No. 249)

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: Mark, Floors, Building, Shown, Right, The Other Side of Zero. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ11: Is 2 > -3? Why? Is -2 < 3? Why?
Q12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 8

Complete these expressions. You may think of them as finding the movement needed to reach the Target Floor from the Starting Floor.
(a) (+1) – (+4) = _______________
(b) (0) – (-2) = _______________
(c) (+4) – (+1) = _______________
(d) (0) – (-2) = _______________
(e) (+4) – (-3) = _______________
(f) (-4) – (-3) = _______________
(g) (-1) – (+2) = _______________
(h) (-2) – (-2) = _______________
(i) (-1) – (+1) = _______________
(j) (+3) – (-3) = _______________

Accepted Answer

(a) (+1) – (+4) = 1 – 4 = -3(b) (0) – (+2) = 0 – 2 = -2(c) (+4) – (+1) = 4 – 1 = 3(d) (0) – (-2) = 0 + 2 = 2(e) (+4) – (-3) = 4 + 3 = 7(f) (-4) – (-3) = -4 + 3 = -1(g) (-1) – (+2) = -1 – 2 = -3(h) (-2) – (-2) = -2 + 2 = 0(i) (-1) – (+1) = -1 – 1 = -2(j) (+3) – (-3) = 3 + 3 = 610.1 Bela’s Building of Fun Figure it Out (Page No. 251)Complete these expressions. Check your answers by thinking about the movement in the mineshaft.(a) (+40) + _______________ = +200Solution:Given (+40) + _______________ = +200Let (+40) + x = +200⇒ +x = 200 – 40 = 160∴ (+40) +(+160)= +200(b) (+40) + _______________ = -200Solution:Given (+40) + _______________ = -200Let (+40) + x = -200⇒ x = -200 – 40 = -240∴ (+40) +(-240)= -200(c) (-50)+ _______________ = +200Solution:Given (-50) + _______________ = +200Let (-50) + x = +200⇒ x = +200 – (-50) = +250∴ (-50) +(+250)= +200(d) (-50) + _______________ = -200Solution:Given (-50) + _______________ = -200Let (-50) + x = -200⇒ x = -200 – (-50) = -150∴ (-50) +(-150)= -200(e) (-200) – (-40) = _______________Solution:Given (-200) – (-40) = _______________Let (-200) – (-40) = x⇒ (-200) – (-40) = -160 = x∴ (-200) – (-40) =-160(f) (+200) – (+40) = _______________Solution:Given (+200) – (+40) = _______________Let (+200) – (+40) = x⇒ +160 = x∴ (+200) – (+40) =+160(g) (-200) – (+40) = _______________Solution:Given (-200) – (+40) = _______________Let (-200) – (+40) = x⇒ (-200) + (-40) = -240 = x∴ (-200) + (-40) =-24010.1 Bela’s Building of Fun Figure it Out (Page No. 253 – 254)

Question 9

Is 2 > -3? Why? Is -2 < 3? Why?

Accepted Answer

Represent the numbers 2, -3, -2 and 3 on a number line.2 is to the right of-3 on the number line.So, 2 > -3.And, -2 is to the left of 3 on the number line. So, -2

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: The Other Side of Zero, Mathematics. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Q17: Evaluate the following using tokens. (a) (-3) – (+10) (b) (+8) – (-7) (c) (-5) – (+9) (d) (-9) –...
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 10

(i) -5 + 0

Accepted Answer

(ii) 7 +(-7)Solution:(iii) -10 + 20Solution:(iv) 10 – 20Solution:(v) 7 – (-7)Solution:(vi) -8 – (-10)?Solution:10.2 The Token Model Figure it Out (Page No. 257)

Question 11

Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in each case? What is the corresponding addition statement in each case?

Accepted Answer

(a) From the picture we see that we can remove three pairs.This cancels out to 0.Remaining tokens =Since two negative tokens is remaining, the lift attendant is on the second floor below the ground floor.The corresponding addition statement is (+3) + (-5) = (-2)(b) From the picture we see that we can remove three pairs.This cancels out to 0.Remaining tokens =Since three positive tokens are remaining, the lift attendant is on the third floor above the ground floor.The corresponding addition statement is (+6) + (-3) = (+3)10.2 The Token Model Figure it Out (Page No. 258)

Question 12

Evaluate the following differences using tokens. Check that you get the same result as with other methods you now know:
(a) (+10) – (+7)

Accepted Answer

(+10) – (+7) = 3(b) (-8) – (-4)Solution:(-8) – (-4) = -4(c) (-9) – (-4)Solution:(-9) – (-4) = -5(d) (+9) – (+12)Solution:Start with 9 positives.But there are not enough tokens to take out 12 positives. So, we will add 3 extra zero pairs and then take out 12 positives.(+9) – (+12) = -3(e) (-5) – (-7)Solution:Start with 5 negatives.But there are not enough tokens to take out 7 negatives. So, we will add 2 extra zero pairs and then take out 7 negatives.(-5) – (-7) = +2(f) (-2) – (-6)Solution:Start with 2 negatives.But there are not enough tokens to take out 6 negatives. So, we will add 4 extra zero pairs and then take out 6 negatives.(-2) – (-6) = +410.2 The Token Model Figure it Out (Page No. 259)

Question 13

Try to subtract – 3 – (+ 5).
How many zero pairs will you have to put in? What is the result?

Accepted Answer

You have – 3 (3 negative tokens). Subtracting + 5 means you need to remove 5 positive tokens.Add 5 zero pairs to introduce 5 positive tokens that can be removed.Remove the 5 positive tokens.After removing these, you are left with 3 original negative tokens and 5 additional negative tokens.3 original negative tokens + 5 additional negative tokens= 8 negative tokensSo, the result is – 8 and you needed to add 5 zero pairs to perform the subtraction.– 3 – (+ 5) = – 8

Question 14

Evaluate the following using tokens.
(a) (-3) – (+10)
(b) (+8) – (-7)
(c) (-5) – (+9)
(d) (-9) – (+10)
(e) (+6) – (-4)
(f) (-2) – (+7)

Accepted Answer

10.3 Integers in Other Places Figure it Out (Page No. 260)

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: Tokens, The Other Side of Zero, Mathematics. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ11: Is 2 > -3? Why? Is -2 < 3? Why?
Q12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 15

Suppose you start with 0 rupees in your bank account, and then you have credits of ₹ 30, ₹ 40, and ₹ 50, and debits of ₹ 40, ₹ 50, and ₹ 60. What is your bank account balance now?

Accepted Answer

Here, Credits = ₹ 30 + ₹ 40 + ₹ 50 = ₹ 120and Debits = ₹ 40 + ₹ 50 + ₹ 60 = ₹ 150∴ Balance = Credits – Debits= ₹ 120 – ₹ 150= – ₹30Therefore, your bank account balance is – ₹ 30.

Question 16

Suppose you start with 0 rupees in your bank account, and then you have debits of ₹1, 2, 4, 8, 16, 32, 64, and 128, and then a single credit of ₹ 256. What is your bank account balance now?

Accepted Answer

Consider ‘credits’ as positive numbers and ‘debits’ as negative numbers.Total credits = +256Total debits = (-1) + (-2) + (-4) + (-8) + (-16) + (-32) + (-64)+ (-128) =-255Account balance = Total credits + Total debits = (+256) + (-255) = +1Hence, the account balance is ₹ 1.

Question 17

Why is it generally better to try and maintain a positive balance in your bank account? What are circumstances under which it many be worthwhile to temporarily have a negative balance?

Accepted Answer

Maintaining a positive balance ensures you avoid fees or interest charges.In situations like making an investment that will quickly pay off a profit, a temporary negative balance might be worthwhile.10.3 Integers in Other Places Figure it Out (Page No. 261)

Question 18

Looking at the geographical cross-section fill in the respective heights:

Accepted Answer

A = +1500 mB = -500 mC = +300 mD = -1200 mE = +1200 mF = -200 mG = +100 m

Source: This question is from The Other Side of Zero, Mathematics &mdash; Class 6, CBSE Board.
Key Concepts CoveredThis question tests your understanding of the following concepts from the chapter The Other Side of Zero: Looking, Geographical, Cross, Section, Fill, Respective. These are fundamental topics in Mathematics that students are expected to master as part of the CBSE Class 6 curriculum.A thorough understanding of these concepts will help you answer similar questions confidently in your CBSE examinations. These topics are frequently tested in both objective and subjective sections of Mathematics papers. We recommend revising the relevant section of your textbook alongside practising these solved examples to build a strong foundation.
How to Approach This QuestionRead the question carefully and identify what is being asked. Break down complex questions into smaller parts. Use the terminology and concepts discussed in this chapter. Structure your answer logically — begin with a definition or key statement, then provide supporting details. Review your answer to ensure it addresses all parts of the question completely.
Key Points to RememberAlways show your working steps clearly.
Verify your answer by substituting values back into the equation.
Practice similar problems from the textbook exercises.
Memorise important formulae and their conditions of applicability.
Related Questions from The Other Side of ZeroQ11: Is 2 > -3? Why? Is -2 < 3? Why?
Q12: (i) -5 + 0
Q14: Cancel the zero pairs in the following two sets of tokens. On what floor is the lift attendant in...
Q15: Evaluate the following differences using tokens. Check that you get the same result as with other...
Q16: Try to subtract – 3 – (+ 5). How many zero pairs will you have to put in? What is the result?
Practice more questions from The Other Side of Zero &mdash; Mathematics, Class 6 CBSE

Question 19

Which is the highest point in this geographical cross-section? Which is the lowest point?

Accepted Answer

Identify the point on the graph that reaches the height point above sea level. Point A shows the highest point. Similarly find the point that is the lowest, considering points below sea level as well. Point D shows the lowest point.

Question 20

Can you write the points A, B,……, and G in a sequence of decreasing order of heights? Can you write the points in a sequence of increasing order of heights?

Accepted Answer

Based on the heights we determined in question 1, arrange the points from highest to lowest (decreasing order) A > E > C > G > F > B > D and then from lowest to highest (increasing order) D