--- title: "NCERT Solutions Class 6 Science Measurement of Length and Motion" url: https://www.swavid.com/science/class/6/chapter/measurement-of-length-and-motion/ncert-solutions dateModified: 2026-10-07T16:00:30+00:00 --- # NCERT Solutions Class 6 Science Measurement of Length and Motion This chapter's questions cover concepts related to the measurement of length using standard and non-standard units, the correct methods of measurement, and the identification of various types of motion. Free PDF (6 pages): https://www.swavid.com/api/seo/pdf/ncert/science/class-6/swavid-ncert-solutions-class-6-science-chapter-5-measurement-of-length-and-motion-c31e8b1430.pdf ## Let us enhance our learning ### Question 1 *3 marks · Short answer* Some lengths are given in Column I of Table 5.5. Some units are given in Column II. Match the lengths with the units suitable for measuring those lengths. **Part (a)** 1. 1. Distance between Delhi and Lucknow is a very large distance. 2. 2. Therefore, it is measured in kilometre. Answer (a): kilometre **Part (b)** 1. 1. Thickness of a coin is very small. 2. 2. Therefore, it is measured in millimetre. Answer (b): millimetre **Part (c)** 1. 1. Length of an eraser is a small length. 2. 2. Therefore, it is measured in centimetre. Answer (c): centimetre **Part (d)** 1. 1. Length of school ground is a medium length. 2. 2. Therefore, it is measured in metre. Answer (d): metre **Answer:** Distance between Delhi and Lucknow matches with kilometre, Thickness of a coin matches with millimetre, Length of an eraser matches with centimetre, Length of school ground matches with metre. > Common mistake: Matching units without considering the relative magnitude of the lengths. ### Question 2 *1 mark · True or false* Read the following statements and mark True (T) or False (F) against each. (i) The motion of a car moving on a straight road is an example of linear motion. (ii) Any object which is changing its position with respect to a reference point with time is said to be in motion. (iii) 1 km = 100 cm **Part (i)** 1. 1. A car moving on a straight road travels along a straight-line path. 2. 2. Hence, its motion is linear motion. Answer (i): True **Part (ii)** 1. 1. An object is said to be in motion if its position changes with respect to a reference point with time. Answer (ii): True **Part (iii)** 1. 1. We know that $1 \text{ km} = 1000 \text{ m}$ and $1 \text{ m} = 100 \text{ cm}$, so $1 \text{ km} = 100,000 \text{ cm}$. 2. 2. Therefore, the statement is incorrect. Answer (iii): False. Correct statement: $1 \text{ km} = 100,000 \text{ cm}$ (or $1 \text{ m} = 100 \text{ cm}$). **Answer:** Statements (i) and (ii) are True, statement (iii) is False. > Common mistake: Confusing metre and centimetre conversions in kilometre. ### Question 3 *1 mark · MCQ* Which of the following is not a standard unit of measuring length? - millimetre - centimetre - kilometre - handspan **Solution** 1. 1. Millimetre, centimetre, and kilometre are standard SI-based units of length. 2. 2. Handspan is a body part unit that differs from person to person and is not a standard unit. **Answer:** (iv) handspan > Common mistake: Confusing body-part units with standard metric units. ### Question 4 *3 marks · Short answer* Search for the different scales or measuring tapes at your home and school. Find out the smallest value that can be measured using each of these scales. Record your observations in a tabular form. **Solution** 1. 1. Examine a standard 15-cm school scale and a metre scale. 2. 2. Observe the smallest division marked on these scales, which is one millimetre. 3. 3. Record that the smallest value that can be measured using these scales is $1 \text{ mm}$ or $0.1 \text{ cm}$. **Answer:** The smallest value that can be measured using a standard 15-cm or metre scale is $1 \text{ mm}$ ($0.1 \text{ cm}$). > Common mistake: Writing $1 \text{ cm}$ as the smallest measurable value instead of $1 \text{ mm}$. ### Question 5 *3 marks · Numerical* Suppose the distance between your school and home is 1.5 km. Express it in metres. **Solution** 1. Given: Distance between school and home = $1.5 \text{ km}$ 2. Formula: $1 \text{ km} = 1000 \text{ m}$ 3. Substitution: $\text{Distance in metres} = 1.5 \times 1000 \text{ m}$ 4. Result: $1500 \text{ m}$ **Answer:** 1500 m > Common mistake: Multiplying by 100 instead of 1000 when converting kilometres to metres. ### Question 6 *Activity* Take a tumbler or a bottle. Measure the length of the curved part of the base of glass or bottle and record it. **Solution** 1. 1. Wrap a thread around the curved base of the tumbler or bottle ensuring it follows the complete boundary. 2. 2. Mark the points on the thread where it completes one full turn. 3. 3. Stretch the thread straight along a metre scale and measure the length between the marks to find the circumference. **Answer:** The length of the curved base is measured by using a thread and a metre scale. > Common mistake: Trying to measure a curved boundary directly with a rigid straight scale. ### Question 7 *3 marks · Short answer* Measure the height of your friend and express it in (i) metres (ii) centimetres and (iii) millimetres. **Part (i)** 1. Measure the height of a friend using a metre scale or measuring tape. 2. Express the measured length in metres, for example $1.35\text{ m}$. Answer (i): $1.35\text{ m}$ **Part (ii)** 1. Convert the height in metres to centimetres by multiplying by $100$. 2. The height in centimetres is $1.35 \times 100 = 135\text{ cm}$. Answer (ii): $135\text{ cm}$ **Part (iii)** 1. Convert the height in centimetres to millimetres by multiplying by $10$. 2. The height in millimetres is $135 \times 10 = 1350\text{ mm}$. Answer (iii): $1350\text{ mm}$ **Answer:** The height is expressed in metres, centimetres, and millimetres using standard conversions ($1\text{ m} = 100\text{ cm}$ and $1\text{ cm} = 10\text{ mm}$). > Common mistake: Forgetting to multiply correctly during unit conversion between metres, centimetres, and millimetres. ### Question 8 *3 marks · Short answer* You are given a coin. Estimate how many coins are required to be placed one after the other lengthwise, without leaving any gap between them, to cover the whole length of the chosen side of a notebook. Verify your estimate by measuring the same side of the notebook and the size of the coin using a 15-cm scale. **Solution** 1. Estimate the number of coins required by placing them visually along the notebook length. 2. Measure the length of the chosen side of the notebook and the diameter of the coin using a 15-cm scale. 3. Divide the length of the notebook by the size of the coin to verify the estimate. **Answer:** The estimated and measured number of coins required to cover the notebook length are compared and verified. > Common mistake: Leaving gaps between the coins while placing them lengthwise along the notebook. ### Question 9 *3 marks · Short answer* Give two examples each for linear, circular and oscillatory motion. **Solution** 1. Linear motion: Motion of a car on a straight road and an eraser dropped from a height. 2. Circular motion: Motion of a stone tied to a thread and whirled, and the motion of a merry-go-round. 3. Oscillatory motion: Motion of a simple pendulum and a swing moving to and fro. **Answer:** Examples of linear, circular, and oscillatory motion are given based on the path of the moving object. > Common mistake: Confusing circular motion with oscillatory or periodic motion. ### Question 10 *3 marks · Short answer* Observe different objects around you. It is easier to express the lengths of some objects in mm, some in cm and some in m. Make a list of three objects in each category and enter them in the Table 5.6. **Solution** 1. List three objects best measured in millimetres, such as the thickness of a coin, thickness of a notebook page, and length of an eraser. 2. List three objects best measured in centimetres, such as the length of a pencil, width of a book, and length of a comb. 3. List three objects best measured in metres, such as the length of a room, height of a door, and length of the school ground. **Answer:** Objects are categorized and listed under mm, cm, and m based on their appropriate sizes. > Common mistake: Choosing a unit that is too large or too small for the object's actual size. ### Question 11 *3 marks · Short answer* A rollercoaster track is made in the shape shown in Fig. 5.19. A ball starts from point A and escapes through point F. Identify the types of motion of the ball on the rollercoaster and corresponding portions of the track. **Solution** 1. Portion AB is a straight inclined track, so the ball exhibits linear motion. 2. Portion BCD involves a curved or circular loop path, so the ball exhibits circular motion. 3. Portion DEF is a straight horizontal path, so the ball exhibits linear motion. **Answer:** The ball undergoes linear motion on straight portions (AB and DEF) and circular motion on the curved loop portion (BCD). > Common mistake: Failing to recognize that a curved loop track produces circular motion. ### Question 12 *3 marks · Short answer* Tasneem wants to make a metre scale by herself. She considers the following materials for it—plywood, paper, cloth, stretchable rubber and steel. Which of these should she not use and why? **Solution** 1. Tasneem should not use paper, cloth, and stretchable rubber to make a metre scale. 2. Paper and cloth can tear easily and get deformed, while stretchable rubber changes its length when pulled. 3. A proper scale requires a rigid and stable material like plywood or steel so that its markings do not change with stretching or bending. **Answer:** Paper, cloth, and stretchable rubber should not be used because they are flexible, stretchable, or tear easily, leading to inaccurate measurements. > Common mistake: Not explaining why stretchable or flimsy materials cause incorrect measurements. ### Question 13 *5 marks · Long answer* Think, design and develop a card game on conversion of units of length to play with your friends. **Solution** 1. Design a card game with two sets of cards: one set containing lengths with units such as metres, centimetres, millimetres, and kilometres (e.g., $2500 \text{ m}$), and the other set containing their converted values in another unit (e.g., $2.5 \text{ km}$). 2. Make about 20 pairs of matching cards following the standard relations: $1 \text{ km} = 1000 \text{ m}$, $1 \text{ m} = 100 \text{ cm}$, and $1 \text{ cm} = 10 \text{ mm}$. 3. Distribute five cards to each player and place the remaining deck in the centre. 4. Players take turns to draw a card and discard a card, trying to collect matching pairs of original length and converted length. 5. The first player to successfully match all their cards wins the game. **Answer:** A card game designed using conversion relations like $1 \text{ m} = 100 \text{ cm}$ and $1 \text{ km} = 1000 \text{ m}$ to match equivalent lengths. > Common mistake: Mixing up multiplication and division factors while writing the converted values on the cards. ## Frequently asked questions ### How many questions are there in NCERT Solutions for Class 6 Science Chapter 5 Measurement of Length and Motion? There are 13 questions in the new NCERT book for the 2026-27 session under Let us enhance our learning. You can find step-by-step solutions for all of them in the free PDF available on this page. ### Which topics are covered in the exercise questions of this Class 6 Science chapter? The questions cover concepts such as choosing appropriate units of length, conversion of units, estimation and measurement using a scale, and measuring curved lines. They also test your understanding of identifying types of motion on a track, measuring scales, and motion and units. ### What are the different types of questions included in this chapter's exercise? The exercise includes various question types such as multiple choice questions, true or false, short answer, long answer, numerical problems, and activity-based questions. SwaVid provides detailed answers for all these formats in the free PDF on this page. ### Which is the hardest question type in this chapter and how should I approach it? Numerical problems and unit conversion questions are often considered the hardest by students because they require careful calculation and correct formula application. To score full marks, always write down the given values, state the conversion formula clearly, and show each step of your calculation. ### Is the free PDF for this Class 6 Science Chapter 5 available for download? Yes, the free PDF containing complete solutions for the new NCERT book based on the NCF 2023 syllabus for the 2026-27 session is available on this page only. ## Related pages - [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