---
title: "NCERT Solutions for Class 6 Science Chapter 6 Materials Around Us"
url: https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions
dateModified: 2026-10-07T16:01:29+00:00
---

# NCERT Solutions for Class 6 Science Chapter 6 Materials Around Us

This chapter's questions cover students' understanding of materials, their properties such as appearance, hardness, solubility, transparency, and the classification of matter.

Free PDF (15 pages): https://www.swavid.com/api/seo/pdf/ncert/science/class-6/swavid-ncert-solutions-class-6-science-chapter-6-materials-around-us-5a47167364.pdf

## Activity 6.1: Let us identify

### Question 1

*Activity*

Make a list of objects you see around and also write the names of the materials they are made up of in Table 6.1.

**Solution**

1. Observe various common objects present in the classroom or surroundings, such as a desk, a notebook, a pen, a water bottle, and a blackboard.
2. Identify the primary substance used to create each object.
3. List the objects along with their corresponding materials in Table 6.1, recognizing that objects can be made from materials like wood, paper, plastic, metal, and glass.

**Answer:** A compiled list of common objects and the materials they are made up of, such as a notebook made of paper, a pen made of plastic and metal, and a desk made of wood.

> Common mistake: Confusing the object itself with the material it is made of, such as writing 'chair' as the material instead of 'wood' or 'iron'.

## Activity 6.2: Let us group

### Question 1

*Activity*

Group the objects shown in Fig. 6.1 based on any common property, such as shape, colour, hardness, softness, shine, dullness or materials they are made up of.

**Solution**

1. Observe the objects shown in Fig. 6.1, such as keys, lock, scales, pencils, erasers, and clay pots.
2. Group them based on properties like materials they are made up of (metal, wood, plastic, clay), hardness, or shape.

**Answer:** Objects can be grouped into categories like metal objects, wooden objects, and plastic objects.

### Question 2

*2 marks · Very short answer*

Which property did you use to group the objects in Activity 6.2?

**Solution**

1. The objects were grouped based on the materials they are made up of, such as metal, plastic, wood, and clay.

**Answer:** We used the materials that the objects are made up of as the property to group them.

> Common mistake: Listing only the names of objects instead of the property used for grouping.

### Question 3

*2 marks · Very short answer*

Did your friends group objects based on similar properties?

**Solution**

1. Friends may or may not have grouped the objects based on the same properties, as objects can be classified in multiple ways such as by shape, colour, or hardness.

**Answer:** Not necessarily, because objects can be grouped based on various common properties like shape, colour, or texture.

> Common mistake: Assuming there is only one correct way to group objects.

### Question 4

*2 marks · Very short answer*

What did you learn from this activity?

**Solution**

1. We learned that an object can be made from different materials, and some materials can be used to make more than one object.

**Answer:** We learned about classification, discovering that objects can be made from different materials and a material can make various objects.

> Common mistake: Forgetting to mention that one material can make multiple objects and vice versa.

## Activity 6.3: Let us think

### Question 1

*Activity*

Let us think what materials we can use to make a tumbler. Fill in the names of the materials in the spaces provided in Fig. 6.2.

**Solution**

1. Observe the figure in the textbook (Fig. 6.2) which shows a tumbler and different materials pointing to it.
2. Identify the materials that can be used to make a tumbler based on the property of holding water.
3. The materials commonly used to make a tumbler are glass, plastic, metal, and ceramic.

**Answer:** Glass, plastic, metal, and ceramic

> Common mistake: Mentioning materials like cloth or paper which are porous and cannot hold water.

## Activity 6.4: Let us explore

### Question 1

*Activity*

Take each ball and drop it from a fixed height.

**Solution**

1. This activity demonstrates how different materials behave when dropped from a fixed height.
2. Observation: When tennis balls, cricket balls, and hand exercise balls are dropped from the same height, they show different levels of bounce due to the properties of the materials they are made of.

**Answer:** The balls are dropped from a fixed height to observe their bouncing property.

### Question 2

*Activity*

Note the height to which the ball bounces and record it in Table 6.2.

**Solution**

1. The height to which each ball bounces after hitting the ground is noted.
2. Observation: The tennis ball shows a high bounce, the cricket ball shows a medium to low bounce depending on the surface, and the hand exercise ball shows a low bounce.

**Answer:** The bounce levels are recorded in Table 6.2 as high, medium, or low.

### Question 3

*Activity*

Identify the ball that achieves the highest bounce.

**Solution**

1. Compare the recorded bounce heights of all the tested balls.
2. Observation: The tennis ball achieves the highest bounce among the given options due to the resilient material and air pressure inside it.

**Answer:** Tennis ball achieves the highest bounce.

## Activity 6.5: Let us observe

### Question 1

*Activity*

Hold the objects given in Table 6.3 with your hands. Feel whether the objects are hard or soft. Find out the materials they are made up of. Enter your observations in Table 6.3.

**Solution**

1. Hold each object given in Table 6.3 with your hands and press or feel it.
2. Check whether the object is hard to compress or easy to compress and identify the material it is made up of.
3. Record the observations: Brick is hard and made of baked clay; Water bottle is soft or hard depending on material and made of plastic or metal; Pillow is soft and made of cloth and cotton; Tumbler is hard and made of glass, steel or plastic; Table is hard and made of wood or iron; Sweater is soft and made of wool.

**Answer:** Table 6.3 completed with observations on whether objects are hard or soft and the materials they are made up of.

## Activity 6.6: Let us classify

### Question 1

*5 marks · Case-based*

Classify the following objects as transparent, translucent or opaque in Table 6.4.

**Part (i)**

1. Glass tumbler allows objects to be seen clearly through it.
2. Therefore, a glass tumbler is classified as a transparent object.

Answer (i): Transparent

**Part (ii)**

1. Butter paper allows objects to be seen through it, but not clearly.
2. Therefore, butter paper is classified as a translucent object.

Answer (ii): Translucent

**Part (iii)**

1. Eraser does not allow light or objects to be seen through it at all.
2. Therefore, an eraser is classified as an opaque object.

Answer (iii): Opaque

**Part (iv)**

1. Frosted glass has a hazy surface through which objects cannot be seen clearly.
2. Therefore, frosted glass is classified as a translucent object.

Answer (iv): Translucent

**Part (v)**

1. Wooden board is made of wood, which is a material through which we are not able to see at all.
2. Therefore, a wooden board is classified as an opaque object.

Answer (v): Opaque

**Part (vi)**

1. Window glass allows objects to be seen clearly through it.
2. Therefore, window glass is classified as a transparent object.

Answer (vi): Transparent

**Answer:** The objects are classified into transparent, translucent, and opaque categories according to the properties of the materials they are made of.

> Common mistake: Confusing translucent materials like frosted glass or butter paper with transparent or opaque materials.

## Activity 6.7: Let us explore

### Question 1

*Activity*

Collect small amounts of sugar, salt, chalk powder, sand and sawdust.

**Solution**

1. This is an activity step to collect small amounts of common materials like sugar, salt, chalk powder, sand, and sawdust for testing solubility in water.

**Answer:** Materials are collected for testing.

### Question 2

*Activity*

Take five glass tumblers and fill them about two-third with water.

**Solution**

1. This activity step sets up the experiment by taking five glass tumblers and filling them about two-third with water.

**Answer:** Five glass tumblers are filled two-third with water.

### Question 3

*Activity*

Put a teaspoonful of sugar in the first glass tumbler, salt in the second one, chalk powder in the third, sand in the fourth and sawdust in the fifth glass tumbler.

**Solution**

1. This activity step involves adding a teaspoonful of each specific material into the respective glass tumblers containing water.

**Answer:** Sugar, salt, chalk powder, sand, and sawdust are added to separate tumblers.

### Question 4

*Activity*

On stirring, predict what will happen in each case.

**Solution**

1. This activity step requires predicting whether sugar, salt, chalk powder, sand, and sawdust will disappear or remain unchanged in water before stirring.

**Answer:** Predictions are made for each material regarding whether it will disappear in water.

### Question 5

*Activity*

Use a spoon to stir well the contents of each glass tumbler.

**Solution**

1. This activity step uses a spoon to stir the contents of each glass tumbler thoroughly to mix the materials with water.

**Answer:** Contents of each glass tumbler are stirred well using a spoon.

### Question 6

*Activity*

Wait for a few minutes and watch what happens.

**Solution**

1. Sugar and salt dissolve completely in water and disappear.
2. Chalk powder, sand and sawdust do not dissolve in water and remain insoluble.

**Answer:** Sugar and salt dissolve in water, while chalk powder, sand and sawdust do not dissolve.

### Question 7

*Activity*

Write down your observations in Table 6.5.

**Solution**

1. Sugar and salt completely disappear in water because they are soluble.
2. Chalk powder, sand and sawdust do not disappear in water even after stirring because they are insoluble.

**Answer:** Sugar and salt dissolve in water, while chalk powder, sand and sawdust remain insoluble and do not disappear.

> Common mistake: Confusing insoluble substances like chalk powder or sand with substances that dissolve like sugar.

## Activity 6.8: Let us measure

### Question 1

*Activity*

Let us take three identical paper cups (or bowls). Fill each cup half with the provided materials.

**Solution**

1. Take three identical paper cups or bowls of the same size and capacity.
2. Fill each cup half with water, sand, and pebbles respectively as per the instructions.

**Answer:** Three identical paper cups are filled half with water, sand, and pebbles.

### Question 2

*Activity*

Fill one with water and mark it as 'A', second with sand and mark it as 'B', and the third with pebbles and mark it as 'C'.

**Solution**

1. Mark the first cup containing water as 'A'.
2. Mark the second cup containing sand as 'B' and the third containing pebbles as 'C'.

**Answer:** The cups are labeled A, B, and C.

### Question 3

*Activity*

Predict which one would be heavier and which one would be lighter?

**Solution**

1. Predict the heaviness based on the density and nature of materials occupying the same volume.
2. Cup C with pebbles is predicted to be the heaviest, and cup A with water or cup B with sand may vary depending on packing, but pebbles generally have the highest mass for the same volume.

**Answer:** Cup C (pebbles) is predicted to be the heaviest.

### Question 4

*Activity*

Weigh each cup using a balance (Fig. 6.7) and record the readings in your notebook.

**Solution**

1. Place each paper cup one by one on the physical balance as shown in Fig. 6.7.
2. Read the mass shown on the balance and record the readings in the notebook.

**Answer:** Mass readings for cups A, B, and C are recorded in the notebook.

### Question 5

*Activity*

Compare the data and infer which is heavier or lighter.

**Solution**

1. Compare the recorded mass values of the three cups.
2. Infer that the object with a higher reading is heavier and possesses more mass, while the one with a lower reading is lighter and possesses less mass.

**Answer:** The cup with the highest mass reading is inferred to be the heaviest.

## Let us play

### Question 1

*Activity*

Find the companion. Link the following words by putting arrows between words that have a connection.

**Solution**

1. Link words that share a common property or relationship based on the chapter.
2. Connect 'Iron' and 'Copper' as they are metals having a lustrous surface.
3. Connect 'Plastic' and 'Wood' as they are non-lustrous materials.
4. Connect 'Transparent', 'Translucent', and 'Opaque' as terms related to visibility through materials.
5. Connect 'Solid', 'Liquid', or specific objects like 'Bottle' with the materials they are made of.

**Answer:** Words are linked based on properties such as being metals, non-lustrous, transparent, or solid.

## Let us enhance our learning

### Question 1

*3 marks · Short answer*

Visit your kitchen and observe how your parents have organised various edibles. Can you suggest a better sorting method? Write it in your notebook.

**Solution**

1. Parents usually organise edibles by grouping similar types together, such as keeping spices in one container group, grains and pulses in another, and snacks separately.
2. A better sorting method can be classifying them based on their frequency of use, keeping daily essentials in easily accessible front shelves.
3. Edibles can also be classified based on storage requirements, separating items that need refrigeration from dry goods.

**Answer:** Edibles can be organised by grouping similar items together, frequency of daily use, or specific storage requirements.

> Common mistake: Listing random items without explaining a systematic grouping method based on properties or use.

### Question 2

*3 marks · Short answer*

Unscramble the letters (Column I) and match with their properties (Column II).

**Solution**

1. Unscrambled letters for Column I are: (i) MATTER, (ii) SOLUBLE, (iii) TRANSPARENT, (iv) LUSTRE.
2. Matching Column I with Column II properties: (i) MATTER matches with (b) Occupies space and has mass.
3. Matching the remaining: (ii) SOLUBLE with (d), (iii) TRANSPARENT with (a), and (iv) LUSTRE with (c).

**Answer:** (i)-(b), (ii)-(d), (iii)-(a), (iv)-(c)

> Common mistake: Incorrectly unscrambling the jumbled words in Column I.

### Question 3

*3 marks · Short answer*

The containers which are used to store materials in shops and at home are usually transparent. Give your reasons for this.

**Solution**

1. Containers used to store materials in shops and at home are usually transparent so that the items kept inside can be easily seen and identified without opening them.
2. Transparent materials allow light to pass through clearly.
3. This helps shopkeepers and customers locate stored items quickly.

**Answer:** Transparent containers allow us to easily see and identify the stored items inside without opening them.

> Common mistake: Writing that transparent materials are shiny instead of focusing on visibility.

### Question 4

*4 marks · Short answer*

State whether the statements given below are True [T] or False [F]. Correct the False statement(s).
(i) Wood is translucent while glass is opaque.
(ii) Aluminium foil has lustre while an eraser does not.
(iii) Sugar dissolves in water whereas sawdust does not.
(iv) An apple is a matter because it occupies no space and has mass.

**Part (i)**

1. Wood is opaque while glass is transparent.
2. Therefore, the given statement is False.

Answer (i): False

**Part (ii)**

1. Aluminium foil is a metal and has lustre, whereas an eraser is non-lustrous.
2. Therefore, the given statement is True.

Answer (ii): True

**Part (iii)**

1. Sugar dissolves completely in water (soluble), whereas sawdust does not (insoluble).
2. Therefore, the given statement is True.

Answer (iii): True

**Part (iv)**

1. An apple is matter because it occupies space and has mass.
2. Therefore, the given statement is False.

Answer (iv): False

**Answer:** Statements (i) and (iv) are False, while (ii) and (iii) are True.

> Common mistake: Confusing transparent and opaque properties for wood and glass.

### Question 5

*4 marks · Short answer*

We see chairs made up of various materials, such as wood, iron, plastic, bamboo, cement and stones. Following are some desirable properties of materials which can be used to make chairs. Which materials used to make chairs fulfil these properties the most?
(i) Hardness (does not bend or shake on sitting even after long use).
(ii) Lightweight (easy to lift or to take from one place to another).
(iii) Does not feel very cold when sitting during winters.
(iv) Can be cleaned regularly and made to look new even after long use.

**Part (i)**

1. Hard materials like wood, iron, stone, and bamboo fulfil the property of hardness as they do not bend or shake on sitting.
2. Therefore, wood, iron, stone, and bamboo are suitable.

Answer (i): Wood, iron, bamboo, and stone

**Part (ii)**

1. Lightweight materials like plastic and wood are easy to lift and take from one place to another.
2. Therefore, plastic and wood fulfil this property the most.

Answer (ii): Plastic and wood

**Part (iii)**

1. Materials like wood and plastic do not feel very cold when sitting during winters compared to metals.
2. Therefore, wood and plastic fulfil this property.

Answer (iii): Wood and plastic

**Part (iv)**

1. Materials like plastic and polished wood can be cleaned regularly and made to look new even after long use.
2. Therefore, plastic and wood fulfil this property.

Answer (iv): Plastic and wood

**Answer:** Different materials fulfil specific requirements for making chairs based on their properties.

> Common mistake: Listing materials without relating them to the specific property asked in each sub-part.

### Question 6

*3 marks · Short answer*

You need to have containers for collection of: (i) food waste, (ii) broken glass and (iii) wastepaper. Which materials will you choose for containers of these types of waste? What properties of materials do you need to think of?

**Solution**

1. (i) For food waste, we need an opaque, waterproof, and closed container (like plastic or metal) to prevent foul smell and entry of pests.
2. (ii) For broken glass, we need a hard, opaque, and sturdy container (like thick plastic or metal) so that sharp edges do not pierce through.
3. (iii) For wastepaper, a lightweight container made of plastic or wire mesh can be used, keeping it away from moisture.

**Answer:** Containers for waste should be chosen based on properties like being opaque, waterproof, hard, and sturdy.

> Common mistake: Not considering safety properties like puncture resistance for broken glass containers.

### Question 7

*1 mark · MCQ*

Air is all around us but does not hinder us from seeing each other. Whereas, if a wooden door comes in between, we cannot see each other. It is because air is ______ and the wooden door is ______.

- transparent, opaque
- translucent, transparent
- opaque, translucent
- transparent, translucent

**Solution**

1. 1. Air allows objects to be seen clearly through it, making it transparent.
2. 2. A wooden door does not allow light to pass through and we cannot see through it at all, making it opaque.
3. 3. Therefore, the correct option is (i) transparent, opaque.

**Answer:** (i) transparent, opaque

> Common mistake: Confusing transparent materials with translucent or opaque materials.

### Question 8

*3 marks · Short answer*

Imagine you have two mysterious materials, X and Y. When you try to press material X, it feels rigid and does not change its shape easily. On the other hand, material Y easily changes its shape when you press it. Now, when you mix both materials in water, only material X dissolves completely, while material Y remains unchanged. What can materials X and Y be? Can you identify whether material X is hard or soft? What about material Y? Justify your answer.

**Solution**

1. Material X feels rigid and does not change shape easily, so it is hard.
2. Material Y easily changes shape when pressed, so it is soft.
3. Since material X dissolves completely in water while material Y remains unchanged, material X can be salt or sugar and material Y can be sand, sawdust, or chalk powder.

**Answer:** Material X is hard (such as salt or sugar) and material Y is soft (such as chalk powder or sand).

> Common mistake: Confusing hardness with solubility when identifying the materials.

### Question 9

*4 marks · Very short answer*

(i) Who am I? Identify me on the basis of the given properties.
(a) I have lustre.
(b) I can be easily compressed.
(c) I am hard and soluble in water.
(d) You cannot see clearly through me.
(e) I have mass and volume but you cannot see me.
(ii) Make your own 'Who am I?'

**Part (a)**

1. Materials that have shiny surfaces and show lustre are typically metals.

Answer (a): Metal

**Part (b)**

1. Materials that can be easily compressed are soft materials like a sponge.

Answer (b): Sponge

**Part (c)**

1. Materials that are hard and dissolve in water include salt or sugar.

Answer (c): Salt or sugar

**Part (d)**

1. Materials through which you cannot see clearly are translucent materials like frosted glass or butter paper.

Answer (d): Frosted glass or butter paper

**Part (e)**

1. Anything that has mass and volume but cannot be seen is air.

Answer (e): Air

**Answer:** Identified the objects based on their properties.

> Common mistake: Forgetting that air has mass and volume even though it is invisible.

### Question 10

*3 marks · Short answer*

You are provided with the following materials—vinegar, honey, mustard oil, water, glucose and wheat flour. Make any two pairs of materials where one material is soluble in the other. Now, make two pairs of materials where one material remains insoluble in the other material.

**Solution**

1. 1. Two pairs where one material is soluble in the other: (i) Glucose dissolved in water, (ii) Honey mixed in water.
2. 2. Two pairs where one material remains insoluble in the other: (i) Wheat flour mixed in water, (ii) Mustard oil mixed in water.
3. 3. Therefore, glucose and honey show solubility, while wheat flour and mustard oil show insolubility in water.

**Answer:** Soluble pairs: Glucose in water, Honey in water. Insoluble pairs: Wheat flour in water, Mustard oil in water.

> Common mistake: Assuming all liquids or fine powders dissolve in water.

## Frequently asked questions

### How many questions and activities are there in NCERT Solutions for Class 6 Science Chapter 6 Materials Around Us?

This chapter is based on the new NCERT book for the 2026-27 session and includes several hands-on activities like Activity 6.1 through Activity 6.8, along with 10 questions in the final exercise. SwaVid provides comprehensive step-by-step solutions for all these questions in the free PDF available on this page only.

### Which topics are covered in the questions of Class 6 Science Chapter 6?

The questions cover important concepts such as objects and the materials they are made of, grouping based on common properties, and material characteristics like hardness, lustre, solubility in water, and transparency. You can access detailed explanations for each of these topics in SwaVid's free PDF on this page.

### Which question types are the most challenging in this chapter and how should I approach them?

Questions involving property-based classification, such as identifying materials for specific uses or analyzing solubility and transparency, can be tricky. To approach them, carefully observe the physical properties of the materials discussed in activities like Activity 6.5 and Activity 6.7 before writing your answers.

### How can I write answers to score full marks in Class 6 Science Chapter 6 exams?

To score full marks, structure your answers clearly by first stating the scientific property involved, such as transparency or solubility, and then giving relevant examples from daily life. Referring to SwaVid's step-by-step solutions on this page will help you learn the exact presentation format expected by teachers.

### Is the free PDF for Class 6 Science Chapter 6 Materials Around Us easily accessible?

Yes, the complete chapter solutions aligned with the latest NCF 2023 syllabus for the 2026-27 session are completely free to download. You can find SwaVid's free PDF and detailed step-by-step solutions right here on this page.

## Related pages

- [Exercise 6.1 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-1)
- [Exercise 6.2 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-2)
- [Exercise 6.3 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-3)
- [Exercise 6.4 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-4)
- [Exercise 6.5 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-5)
- [Exercise 6.6 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-6)
- [Exercise 6.7 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-7)
- [Exercise 6.8 solutions](https://www.swavid.com/science/class/6/chapter/materials-around-us/ncert-solutions/exercise-6-8)
- [Class 6 Science chapters](https://www.swavid.com/science/class/6)

Solutions written by SwaVid, a personal AI tutor for Class 6 to 10 Maths and Science. Practise this chapter free: https://www.swavid.com/start/student