The Transport Museum – Class 4 Maths Chapter 13 Notes & NCERT PDF

Class 4MathematicsChapter 13NCERT book: Maths Mela - Class 4

Notes and a simple summary of Chapter 13 of the NCERT Class 4 Mathematics book, with the official chapter PDF, flashcards, an MCQ quiz and an AI tutor for your doubts.

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Chapter 13: The Transport Museum

Introduction

"The Transport Museum" takes children on a trip with Amala, Raahi and Farzan to a museum of transport in India, from toy trains and aeroplanes to Kerala's snake boats. Along the way they learn bigger multiplication and division: multiplying by 10 and 100, building times-tables from 11 to 20, and dividing larger numbers, including remainders.

What's in this Chapter

Mystery Matrix – Fill boxes with 1-digit numbers so that rows and columns give the products shown.

Times-10 – 2 × 10 = 2 tens = 20; 10 × 10 = 10 tens = 1 hundred = 100.

Constructing tables – A 5 × 15 arrangement can be split as 5 × 10 and 5 × 5: 50 + 25 = 75. Children build the times-15 table (15, 30, 45 … 150) and compare it with the times-5 table: each 15-table entry is 10 more, 20 more, 30 more … than the 5-table entry. Tara splits 14 into 7 and 7: 3 × 14 = 21 + 21 = 42 and 6 × 14 = 42 + 42 = 84.

Multiples of 10 – 14 × 10 = 14 tens = 140; 26 tempo travellers × 10 = 260. A small bus seats 20: 12 × 20 = 240, found three ways (10 × 20 + 2 × 20; 12 × 10 + 12 × 10; 12 × 2 tens = 24 tens).

A Day at the Transport Museum – Each toy train coach seats 14 children and there are 15 coaches: 15 × 14 = 100 + 40 + 50 + 20 = 210. For 324 children: 324 ÷ 14 = 23 coaches with 2 children left – this leftover is called the remainder, and one more coach would be needed.

Multiples of 100 – 10 × 100 = 1000, 11 × 100 = 1100, 20 × 100 = 2000, 11 × 200 = 2200.

Vande Bharat Mission – During COVID-19, 64 flights carried 152 people each in the first week: 64 × 152 = 6400 + 3200 + 128 = 9728 people.

Snake boats of Kerala – Vallam kali is held between July and September and ends with Onam. 960 participants, 64 per boat: 960 ÷ 64 = 15 boats.

Dividing by 10 and 100 – 60 kg rice in 10 kg sacks = 6 sacks; 600 ÷ 100 = 6. Manku the monkey sees 870 bananas in bunches of 10: 87 bunches. Rukhma Bi shares ₹1000 among 10 grandchildren on Eid: ₹100 each.

Word problems – Punjab Mail (3 passenger coaches with 96 people on the first journey: 32 in each; today 24 coaches × 72 = 1728 passengers); a Goa double-decker bus trip; a brick kiln; Chilika lake dolphins (₹60 bus + ₹1200 ÷ 8 boat = ₹210 per person); and Chinnu's coins for a ₹750 ticket (Chinnu needs 150 five-rupee coins).

Key Ideas

Multiplying by 10 turns ones into tens (14 × 10 = 140); by 100 turns them into hundreds.

Split numbers into tens and ones to multiply 2-digit by 2-digit numbers.

Tables can be built by splitting (15 = 10 + 5) or by doubling (14 = 7 + 7).

Division can be done by taking away big groups (10 × 14 = 140).

The amount left over in division is the remainder.

Activities from the Book

Construct tables from 11 to 20 and compare with tables 1 to 10.

Find multiplication and division sentences hidden in a grid.

Match vehicles to how many people can travel in them.

Spot the pattern in 12 × 13 = 156, 11 × 14 = 154, 13 × 13 = 169, 11 × 12 = 132.

Words to Learn

Multiply – find the total of equal groups (गुणा करना)

Product – answer of multiplication (गुणनफल)

Quotient – answer of division (भागफल)

Remainder – what is left over (शेषफल)

Times-table – list of multiples (पहाड़ा)

Museum – place showing old and special things (संग्रहालय)

Evacuation – moving people to safety (निकासी)

Passenger – person travelling (यात्री)

Tips for Parents & Teachers

Build the times-15 table with pebbles split into 10 and 5.

Use grid (area) drawings to multiply 15 × 14.

Ask: "If the bus has 2 empty seats left, how many more people can it take?"

Plan an imaginary school trip and work out tickets and seats.

Common Mistakes

Writing 14 × 10 as 14 or 1400.

Forgetting a partial product (e.g. 5 × 4) when splitting.

Ignoring the remainder when deciding how many coaches or boats are needed.

💡 Key Learning Points

✓Multiplying by 10 and 100 shifts numbers to tens and hundreds.
✓Times-tables 11–20 can be built by splitting (10 + 5) or doubling (7 + 7).
✓2-digit × 2-digit and 3-digit × 2-digit products can be found with the grid (area) method.
✓Division by bigger numbers works by taking away groups of 10s; leftovers are remainders.
✓Real-life problems (trains, flights, boats, tickets) use multiplication and division.

👨‍🏫 Teaching Tips

→Use pebble arrays to split 15 into 10 and 5 before writing the table.
→Model the grid method with coloured blocks for 15 × 14.
→Discuss what to do with remainders in real situations (one more coach).
→Encourage language like '16 tens' and '22 hundreds' as the Note for Teachers suggests.
→Connect problems to trips and transport children know.
→Let children spot the pattern in 12 × 13, 11 × 14 and make their own examples.

📋 Assessment Questions

Can the child multiply by 10, 20, 100 and 200 mentally?
Can the child build a times-table from 11 to 20?
Can the child multiply 2-digit by 2-digit numbers using splitting?
Can the child divide a 3-digit number and state the remainder?

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