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Be My Multiple, I`ll be Your Factor - 2 Class 5 Worksheet Maths Chapter 6

Q1: Fill in the blanks.

(i) 3 × 5 = 15. Here 3 and 5 are ______ of 15.
Ans: factors

(ii) 6 × 7 = 42. Here 42 is the ______ of 6 and 7.
Ans: multiple

(iii) The numbers with only 2 factors are called ______ numbers.
Ans: prime

(iv) The HCF of co-prime number is ______
Ans: 1

(v) A number can have ______ multiples.
Ans: many

(vi) LCM of two co-prime numbers is their ______
Ans: Products

(vii) HCF of two or more numbers always ______ their LCM.
Ans: divides

Q2: Find the number.

(i) A multiple of 7 which lies between 30 and 40.
Ans: 35
(ii) A multiple of 5 and 2 which is 2 more than the third multiple of 6.

Ans: 20
(iii) A multiple of 3 and 5 greater than 42 but less than 47.

Ans: 45
(iv) 2 digit prime number less than 47. The product of my digits is 21.

Ans: 37
(v) Multiple of 3 but not of 6 and 9 greater than 22 but less than 37.

Ans: 33
(vi) Two digit odd composite number. Sum of my digits is 12 and I am greater than 89.

Ans: 93

Q3: Write the first three multiples of the given numbers.

(i) 4
Ans: 4, 8, 12
(ii) 7

Ans: 7, 14, 21
(iii) 13

Ans: 13, 26, 39

Q4: Find the HCF of the given numbers.

(i) 15 and 20
Ans: 5

(ii) 24, 36 and 42
Ans: 6

(iii) 36 and 170
Ans: 2

(iv) 90, 108 and 126
Ans: 18

Q5: Check the divisibility of given numbers.

(i) 86, 190 by 3
Ans: divisible

(ii) 47, 815 by 3
Ans: divisible

(iii) 2, 37, 405 by 11
Ans: not divisible

(iv) 81, 620 by 4
Ans: divisible

Q6: Find the LCM of the given numbers.

(i) 42 and 84
Ans: 84
(ii) 55 and 105

Ans: 1155
(iii) 32 and 124

Ans: 992
(iv) 35, 25 and 15

Ans: 525
(v) 80, 140 and 200

Ans: 2800

Q7: Answer the following Questions.

(i) Find the prime factor of 84.
Ans: 2 × 2 × 3 × 7

(ii) Write the prime numbers between 11- 30.
Ans: 13, 17, 19, 23, 29

(iii) Find the common multiples of 2, 8 and 12.
Ans: 24

(iv) The LCM of 25 and 65 is 325. Find their HCF.
Ans: 5

(v) The LCM of two numbers is 1344 and their HCF is 4. If one of the numbers is 84, find the other number.
Ans: 64

(vi) Sam visits the library every fourth day and Ron every sixth day. Find out days on which both meet in the library in the month of April.
Ans: 12th day and 24th day

The document Be My Multiple, I`ll be Your Factor - 2 Class 5 Worksheet Maths Chapter 6 is a part of the Class 5 Course Mathematics for Class 5: NCERT.
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FAQs on Be My Multiple, I`ll be Your Factor - 2 Class 5 Worksheet Maths Chapter 6

1. What are multiples and factors in mathematics?
Ans.Multiples of a number are the results of multiplying that number by integers (e.g., the multiples of 3 are 3, 6, 9, 12, etc.). Factors are numbers that divide another number evenly without leaving a remainder (e.g., the factors of 12 are 1, 2, 3, 4, 6, and 12).
2. How can I find the multiples of a number?
Ans.To find the multiples of a number, simply multiply that number by whole numbers (0, 1, 2, 3, etc.). For example, to find the multiples of 5, you would calculate 5×0=0, 5×1=5, 5×2=10, and so on.
3. What is the relationship between factors and multiples?
Ans.The relationship between factors and multiples is that factors of a number are the numbers that can be multiplied together to get that original number, whereas multiples are the results of that number being multiplied by whole numbers. For example, if 3 is a factor of 12, then 12 is a multiple of 3.
4. How can I determine if a number is a factor of another number?
Ans.To determine if a number is a factor of another number, divide the second number by the first number. If the division results in a whole number (no remainder), then the first number is a factor of the second number. For example, 4 is a factor of 20 because 20 ÷ 4 = 5 (a whole number).
5. Why are understanding multiples and factors important in math?
Ans.Understanding multiples and factors is essential in math because they are foundational concepts used in various topics, including fractions, least common multiples (LCM), greatest common factors (GCF), and algebra. They help in simplifying problems and finding solutions efficiently.
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