Maths 2

CONSTITUTION OF INDIA Part IV A

Fundamental Duties of Citizens ARTICLE 51 A Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of Indai; (d) to defend the country and render national service when called upon to do so; (e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) to safeguard public property and to abjure violence; (j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.

Experimental Edition

MATHEMATICS CLASS 2

MADHYA PRADESH RAJYA SHIKSHA KENDRA BHOPAL

PRICE Rs. .....

YEAR 2007 I

Publication Year 2007

© M.P. Rajya Shiksha Kendra, Bhopal

Direction M.K. Singh (I.A.S.), Commissioner, M.P. Rajya Shiksha Kendra, Bhopal Guidance

Santosh Mishra, Add. Director, M.P. Rajya Shiksha Kendra, Bhopal Convenor Shakuntala Shrivastava, Coordinator, Curriculum & Textbook and TLM M.P. Rajya Shiksha Kendra, Bhopal Mathematics Co-ordinator

B.B. P. Gupta, M.P. Rajya Shiksha Kendra, Bhopal Writer and Moderator Balram Chaturvedi, BAC, Zila Shiksha Kendra Tikamgarh, Bharat Kumar Chaturvedi, Govt College of Education, Gwalior, Devendra Rao Deshmukh, Saraswati Shiksha Sansthan, Raipur, Dinesh Khanna, Govt. M.S. Siding Satna, G.R. Survikar, Retired, B.E.O., Bhopal, Mukesh Malviya, Govt. M.S. Pahawadi, Shahpur (Betul), Pankaj Tiwari, Govt. Primary School, Shinghori (Seoni), R.S. Chouhan, Retired, DIET, Principal, Rajgarh, R.C. Upadhyaya, DIET, Satna, Sonal Bharti, St. Joseph, Bhopal, V.K. Jain, Retired, TBC, Bhopal

Editing

Trilok Triloe, Saraswati Shishu Mandir, Khandwa, Kusum Saxena, DMS (RIE) Bhopal, Translated by : Sonal Bharati, Bhopal Cover Page : Vikas Malviya Design : Romika, Bhopal Illustration : Media Graphics & Computers Bhopal II

III

About the book .... This book Mathematics Class 2 is based on the syllabus of primary level prescribed by the state government. The content of the book is confined to the numbers from one to one hundred operations and the problems related to money, length, mass capacity, time and simple geometrical figures. This book is also a work-book with text-book. By giving the answers wherever necessary they can learn the subject matter through interactive approach.The content of this book has been taken from field trial feedback done by Govt., DIET (District Institute of Education & Training). The book has been designed to inspire self learning. The book has been divided into three parts. If the teaching session is regular the first part should be finished by end of September month, the second part by the end of December and the third part should be finished by the end of March. Whatever has been learnt by the children in three months can be assessed with the help of the questions given in miscellaneous exercise. To make the process of teaching and learning more effective the teachers should ; Form groups of 8-8, 10-10 children of same level and work with the group as per plan. Provide them teaching aids related to the text. Let the children do some activities discuss the idea behind the activities and derive inferences. Provide opportunities to the children to ask questions. Encourage them to ask questions. Tell the children to do activities related to the concept. Encourage the children to draw pictures related to question and discuss for the picture drawn. Exercise should be done by the children given at the end of the chapter and should be check regularly. Analyse the result got by each children of quarterly, half-yearly and yearly evaluation and find which concept are not on the reach of children. Retry again on this type of concept. In content the Vedic mathematics methods for addition are also included. Make them use. Commissioner M.P. Rajya Shiksha Kendra Bhopal IV

SYLLABUS Class 2

1. Understanding of numbers (Periods 65, Marks 30) • Writing th numbers from 1 to 50 in words. • Understanding the place value concept and expanded form of two digits number from 10 to 99 and can express the expanded form in two digit numbers. • Can tell the place value of two digit number. • Identify the ordinal numbers (first, second, third....) from 1 to 10. • Identify the odd and even numbers by making the pairs (group of 2s) upto 20. • Find the numbers of given things by counting in groups of 2s, 5s and 10s. (things not more then 100) • Comparing the numbers upto 20 by using numberline. 2. Addition, Subtraction and Multiplication of numbers (Periods 65, Marks 35) • Identification and use of equal (=), addition (+), subtraction (–) • To add two or three 2 digit numbers with or without carrying over the sum not exceeding 99. • To subtract two digit number with or without carry over. • To solve the daily life problems related to addition and subtraction in one step. • To add orally the two numbers from 0 to 18 whose sum is not more than 18. • Can solve the problem of daily life on addition and subtraction with carry over and without carrying over in one step in which no any number is greater than 50 (while subtracting the difference should not more than 15) • Can understand the concept of multiplication as repeated addition. • Can use the multiplication sign (×) and write it wherever needed. • Can make the tables of 2, 3, 4, 5 and 10 with the help of solid things and able to read and write. • Can solve the daily life problems in one step with the help of 2, 3, 4, 5 and 10 table. • Can multiply any number by zero and zero to any number. 3. Using the units of money, length, (Periods 30, Marks 25) mass (weight), capacity, time. • •

Can make one rupee coin by using the coins of 5, 10, 20, 25 and 50 paise. Can identify 1 Rs. 2 Rs. and 5 Rs. coins and also of 1 Rs., 2 Rs., 5 Rs., 10 Rs., 20 Rs., 50 Rs., 100 Rs. • Can pay the cost of any thing in paise/ rupees (up to 20 Rs.) • Can find the length of different objects in the surroundings by using the non-standard units like hand-span, steps, sticks. • Can estimate the mass with the help of toy balance of several things in the surroundings by using the non - standard units like stones, beeds etc. • To measure the capacity by using non - standard unit like cup, glass, bottle etc. • Relation between days to week, week to months and months to year. • Can know the name of the months accordingly. 4. Geometrical Shapes (Periods 20, Marks 10) • Can identify the plane and curved surface available in the surroundings and name of the things of both the surface like circle, rectangle, sphere cuboide etc. • Can draw circle, square, Triangle and rectongle. • Can draw horizontal line vertical line, and slant line.

(Total Periods 180, Total Marks 100)

V

CONTENTS S. No. Name of Chapter

Page Number

1.

Numbers

01

2.

Interrelation of the numbers upto 100

20

Miscellaneous Exercise 1

34

3.

Addition

39

4.

Subtraction

60

5.

Multiplication

71

Miscellaneous Exercise 2

86

6.

Geometrical Shapes

89

7.

Time

101

8.

Money

108

9.

Length, Mass and Capacity

115

Miscellaneous Exercise 3

127

V

Chapter 1

Numbers Let's learn To write numbers from 1 to 50 in words. To understand the ones, tens and place value of the numbers upto 99. The expanded form of numbers

Write in words of the numbers from 1 to 50. In class I we have learnt to write the numbers from 1 to 20 in words. Write in words. One

Eleven

Teaching Instruction : Prepare the Activity with the help of number card and number name card to make practice writing the numbers in words. 1

Write in words of the numbers from 21 to 50 (Fill in the blanks)

Twenty Twenty Twenty Twenty Twenty Twenty Twenty Twenty Twenty Thirty one two three four five six seven eight nine

Thirty Thirty Thirty Thirty Thirty Thirty one two three four five six

Thirty seven

Thirty eight

Thirty nine

Forty

Forty one

Forty seven

Forty eight

Forty nine

Fifty

Forty two

Forty three

Forty four

Forty five

Forty six

2

Lets learn and do the given activity : Teacher make/ buy number cards from 1 to 50 and number name card from 1 to 50 and do the following activity in the classroom.

Activity 1 Teacher should distribute the number cards among the children and place the number name card between the children and say them to find out the number name card of the number card they are having. Teacher/ Monitor may help the children to find out the right number name card. On finding the correct card ask the children to read their number. Repeat this activity many times among the children.

Activity 2 Teacher should distribute the number name card to the children and mix the number card and place them in centre. Tell the children to read their number name card and to find the number card. Help the children. Encourage the child on finding the correct card. Repeat the activity many times.

Activity 3 Distribute number cards to some children and number name cards of those number to some children. Now call the child and say him to write number name having number name card on the black-board. Then call the child having the same number and say him to write the number after number name. Repeat this activity again and again in the classroom Teacher think similar different activities according to the level prepare the teaching materials and do it in the class 3

Exercise 1 Write the given numbers in words and number names in figures. Fifty

48

Forty eight Twenty-six

Thirty two

Forty-two Twenty-eight

Forty-three

Thirty Forty Five Thirty eight Teaching instruction : Ask the children to practise this type of more exercise in their note book and slate. 4

Understanding the numbers ones, tens and place value In class I we have learnt ones and tens upto 99. Let us learn more about it.

Exercise 2 Fill in the blanks as per instruction and show it on the abacus. 35 Tens

Ones

T.

O.

Tens

Ones

T.

O.

Tens

Ones

T.

O.

Tens

Ones

T.

O.

Tens

Ones

T.

O.

Tens

Ones

T.

O.

Teaching instruction : Make number on the abacus (Gintara) and ask the children to read out. Tell the children to make new number on the abacus. 5

Exercise 3 Write the numbers formed by ones and tens.

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Teaching instruction : Practice for those numbers in which ones place is zero. Do more exercise for this. 6

Exercise 4 Convert the number into tens and Ones. Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Teaching instruction : Give the practice by taking several numbers of this type in their notebook. 7

Exercise 5 Write the number in tens and ones and show it in the form of bundles and loose sticks. Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Tens

Ones

Teaching instruction : Concentrate the children that taking the group of 10 make tens or group of 10 ones make one ten. 8

Exercise 6 Understand and write Number

Expanded form

Bundles

Number

Tens

Tens

Tens

Tens

Tens

Tens

Teaching instruction : Make understand about tens in group of 10 and for making understand the value of tens made by the sum of the 10-10 loose group practice in the class. 9

Place value In 48

Tens digit is 4 and ones digit is 8 tens

ones

Expanded form In 74

Tens digit is 7 and ones digit is 4 7 tens = 70 , 4 ones = 4 Expanded form 70+4 = 74

In 68

Tens digit is 6 tens =

and ones digit is 8 ones =

In 39

Tens digit is

ones digit is

In 55

Tens digit is

ones digit is

The value of tens digit is The value of ones digit is Teaching instruction : To develop the understanding of the place value by asking ones, tens of the different numbers by children giving this type of other exercises. 10

Exercise 7 Write the place value In 35

In 46

3 is at tens place therefore the place value of 3 is

30

5 is at ones place therefore the place value of 5 is

5

4 is at tens place therefore the place value of 4 is 6 is at ones place therefore the place value of 6 is

In 52

is at tens place therefore the place value of ...... is is at ones place therefore the place value of ..... is

In 68

is at tens place therefore the place value of ..... is is at ones place therefore the place value of ..... is

In 76

is at tens place therefore the place value of ..... is is at ones place therefore the place value of ..... is

In 65

is at tens place therefore the place value of ..... is is at ones place therefore the place value of ..... is

In 90

is at tens place therefore the place value of ..... is is at ones place therefore the place value of ..... is

In 89

is at tens place therefore the place value of ..... is is at ones place therefore the place value of ..... is

Teaching instruction : Encourage the children to understand the place value of tens and unit in the numbers. 11

Exercise 8 Match with correct number tens,

ones

tens,

ones

tens,

ones

tens,

ones

tens,

ones

tens,

ones

tens,

ones

tens,

ones

tens,

ones

Teaching instruction : Make practice to understand the ones, tens, place value and expanded form of numbers. 12

Exercise 9 Write in the expanded form 4 tens and 5 ones

5 tens and 3 ones

Teaching instruction : Conversion to tens and ones by seeing the number. Now changing tens to ones explain the expanded form of numbers and practice them more to make understand. 13

Exercise 10 Write one less and one more than the number given. One less Number One more

One less Number One more

Teaching instruction : Make the children clear for number one less and one more. Discuss about the change take place in the value of number. 14

Do the following activity of the number one less or one more in the class.

10 – 1 9

10

10 + 1 11

Activity Taking out one thing from the first box and putting it in the third box. Then tell the children that by one less from 10 things 9 things are left and on adding one more to 10 things it becomes 11 things. Similarly do several activities.

15

Exercise 11 Circle the smallest number

Teaching instruction : Look first at the tens digit, the number in which the digit of tens is smaller is the smallest number. If tens digit is equal then look at ones digit . Now whose ones digit is smaller is the smallest number. By discussion make it clear that the children understand. 16

Exercise 12 Circle the greatest number

Teaching instruction : First see the tens digit. The number in which the digit of tens is greater is the greatest number. If digit of tens is equal then look at ones digit. Now whose ones digit is greater is the greatest number. By discussion make it clear that the children understand. 17

Exercise 13 Write the given number in ascending order Numbers

Ascending order

18

Exercise 14 Write the given number in descending order Numbers

Descending order

19

Chapter 2 Interrelation of the numbers upto 100 Lets learn To understand the ordinal numbers (first, second, third...) from 1 to 10. To identify the even, odd numbers of the numbers upto 20 by making the pairs (2s) of things. To count the number of given things in a group of 2s, 5s and 10s To compare the number upto 20 by using the number line.

Count the things and write Four

Twelve

Five

20

While counting the things the last number of that group shows the total number of the things. Ordinal Numbers

Activity 1. Keep a student standing with the wall and ask him to move step by step towards the opposite wall. When the student keep his one step is known as first step. The next steps after that is second, then third, fourth, fifth, sixth, seventh, eighth, ninth, tenth steps.

Activity 2. Held the race competition, taking 10 students from the class to the ground. At the end place of race, who reach first is first, after it is second and who reaches after it is third similarly fourth, fifth, sixth, seventh, eight, ninth, tenth. Teaching instruction : Do the several activity in the class among children to make understand about ordinal numbers 21

Answer the following questions by seeing at the picture :

Reshma Ravi Babli Hasan Rita

1. Which is the place of Hasan while reaching to the bus. Third 2. Which is the place of Reshma? 3. Who is at fourth place ? 4. Ravi stands at

place.

5. Which is the place of Rita?

22

First

Answer the following by looking the place of animals in the picture

Write the ordinal numbers according to the orders of the animals from the tree.

Place of

is

First

is

Place of

Is on place

is on place

at

place. 23

Fill up the blanks third

fifth

Exercise 15 Answer the following question by keeping different five fruits in a line .

1. What is number of biggest size fruit?

First

2. Which fruit is at fourth number? 3. At which number red colour fruit is there? 4. Smallest size fruit is in the number 5. Fruit in the last number is Teaching instruction : Keep five different fruits/ seeds in one line on a table and do the activity. Make many pictures on the black board and keeping the finger on one picture ask the student about its order. Make ten students to stand in line and speak any name and ask his front/ back order. Make the train of students and make them to play "rail chali bhai rail chali" and ask the order of the distance from the engine. 24

Activity On the table keep 10 match sticks in a line. Ask one student to say any number if he/she speak three then from the line pick up three matchstick. If student says third then from any one side pick up the third matchstick. Now practice in several way .

Exercise 16 In a place ten things are kept at first, second, third ... tenth place.

First

Second

Third

Fourth

Fifth

Sixth

Seventh

Eighth

Ninth

Tenth

1. Tick the right (3) mark as per the given picture.

First

Sixth

Fifth

Ninth

Fifth

Second

Seventh

Sixth

First

Sixth

Third

Third

Seventh

Tenth

Seventh

25

Fill up the blank by looking at the picture

Fourth

Odd and Even number : Activity : Tell one child to pick up some seeds in the palm then as shown infigure tell him to make in 2s pairs. Making the pairs we find that no seed is left. Hence 4 is the even number.

Now take five seeds, make two-two pairs as shown in figure. After making the pairs one seed is left hence 5 is not as even number. Similarly taking 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 seeds, make two-two pairs. No seed remain on making the two-two seeds pairs of 2, 4, 6, 8 and 10 seeds. Hence 2, 4, 6, 8, 10 are even numbers. Those numbers of which two-two pairs can be made completely and nothing remains then the numbers of those things are known as even numbers. One seed is left on making pairs of 1, 3, 5, 7 and 9 seeds. Hence 1, 3, 5, 7, 9 are not the even numbers. the numbers which are not even is known as odd numbers. Teaching instruction : Under the project give the student to collect the order (with names) of 10s houses which are left and right side from their home and write names of one student who are studying in first, second, third.... tenth class. Discuss and make them understand about for the place of first, second, third.. tenth. 26

Exercise 17 1. Write even and odd numbers.

Even

Odd

27

2. Circle the even numbers and write in

Even numbers

3. Circle the odd numbers and write in

Odd numbers 4. Observing the pattern write even and odd numbers

Teaching instruction : Tell the students that those numbers in which ones place has 0, 2, 4, 6, 8 are even numbers and ones place has 1,3, 5, 7, 9 are odd numbers. Teachers do other activities for the students to make them understand about even and odd numbers. 28

5. Count and write upto 20 and find out even - odd numbers Number upto 20

Odd numbers

Even numbers

6. Pick up even, odd numbers in the given numbers.

Even numbers

Odd numbers

29

To make group of two-two, five-five and ten-ten. Take some pebbles/ seeds Groups of two-two

Group Groups of five-five

Group Groups of ten-ten

Group Teaching instruction : Write counting from 1 to 100. Counting with the difference of two like 2, 4, 6, 8, ....10. Make the circle upto 100. Difference of five like 5, 10, 15, 20, ....100 circle upto 100. Counting by the difference of ten like 10, 20, 30... 100 cirlce upto 100. Number obtained is the table of 2, 5, 10. Discuss that how many groups are formed and the number obtained from it.

30

Exercise 18 1. Proceed counting by the difference of two-two.

2. Proceed counting by the difference of five-five.

3. Proceed counting by the difference of ten-ten.

Teaching instruction : Count by collecting many match-stick/seeds by making groups of 2-2, 5-5 and 10-10 then obtain the result. As in 50 sticks/ seeds groups formed in 2-2 is 25, 5-5 is 10 and 10-10 is 5. Clear the result obtained. 31

Comparison of numbers on number line Look at the number line 0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19

20

On the number line 4 is on the right side of number 3, hence 4 is greater than 3. 10 is on the right side of number 6, hence 10 is greater than 6. On the number line any number which is on the right side of the other number, then that number is greater. 4 is on the left side of number 5, hence 4 is smaller than 5. 10 is on the left side of number 14, hence 10 is smaller than 14. On the number line any number which is on the left side of the other number, then that number is smaller.

Exercise 19 (1) Look at the number line and write the answer of the question. 0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

1. On line the number 4 lies on which side of 7. 2. On line the number 10 lies on which side of 20. 3. On line the number 16 lies on which side of 14.

(2) Look the number and write bigger or smaller. 1. Number 9 is smaller than number 12. 2. Number 13 is

than number 20. 32

18 19

Left

20

3. Number 20 is ..............than number 10. 4. Number 16 is ..............than number 6. 5. Number 10 is ..............than number 14. (3) Observing the number line answer the question. 1. Write 4 numbers smaller than 5. 2. Write 5 numbers just after 16. 3. Write the number between 14 and 16. 4. Write the three numbers between 8 and 12 5. Bigger number in 10 and 20 is ................ 6. Numbers between 1 and 10 are ................ 7. Numbers between 10 to 20 are ................

(4) Observing the numbers pattern write the numbers in the blanks.

Teaching instruction : Tell about one less and one more than by using the number line. Count any number by one more and one less. Make them understand the ascending and descending order. 33

Miscellaneous Exercise 1 Orally 1. Read the number by observing number card Teacher show the number card from 1 to 100 one by one to the children and make them read. This work should be done by every children. Please pay attention that card should not be shown by order. 2. Tell the next number Teachers, show the card from 1 to 100 one by one and ask the children to tell the next number of the number written on the card. Repeat this work to every children turn by turn. Pay attention that card should not be shown by order. 3. Identify the digit placed on ones/tens Teacher show the card from 1 to 100 and tell them to identify the digit on tens/ones of the number written in the card. Repeat this work among all the children turn by turn. 4. Tell the mid number Teacher show the children two cards in the way leaving the mid number card and ask the children to tell the mid number of the number written in two cards like cards of 12 and 14. Repeat the work to every children turn by turn. Write these number on the black board and discuss on it. 5. Tell the number by looking at the stick bundle and loose sticks. Teacher ask the number made by showing the bundle or loose sticks for the numbers up to 100. Repeat the activity by all the children turn by turn. Write the number obtained on the black-board. Discuss on it 34

(1) Write the number 1. 3 tens and 9 ones. 2. 4 tens and 0 ones. 3. 1 ten and 7 ones. 4. 7 tens and 7 ones. 5. 9 tens and 1 ones. (2) Write in expanded form

1. In 48, 4 tens and 8 ones 2. In 56, ..... tens and ..... ones 3. In 79, ..... tens and ..... ones 4. In 24, ..... tens and ..... ones 5. In 80, ..... tens and ..... ones (3) Match the correct pair

tens

ones

tens

ones

tens

ones

tens

ones

tens

ones 35

(4) Write the number one less and one more of the given numbers. One less Number One more One less Number One more

(5) Choose the smallest number and write Smallest number

Numbers

(6) Choose the greatest number and write Smallest number

Numbers

36

(7) Write in descending and ascending order of the given numbers. Numbers

Descending order

Ascending order

(8) Answer by recognizing the pictures.

1. What was in the second coach?

Monkey and Rabbit

2. In which coach the bird is? 3. What was kept in the third coach? 4. In which coach the vegetable are? (9) Circle the even numbers.

(10) Write any 6 odd numbers less than 20.

37

(11) Write True/False 1. In 54 the place value of 4 is 4. 2. In 80 the place value of 8 is 80. 3. 69 is one less than 70. 4. 28 is one more than 29. 5. 50 number is between 49 and 51. (12) Choose the correct answer and put mark (ü) below it. 1. Smallest number in 22, 19, 21 and 20. (A)

(B)

(C)

(D)

2. In 84, the digit in the tens place is (A)

(B)

(C)

(D)

3. In 89, the place value of digit in ones place is (A)

(B)

(C)

(D)

90

9

80

8

38

Chapter 3 Addition Let's learn To identify and use of equal (=) and addition (+) sign. To add two or three 2 digit numbers with or without carrying over the sum not exceeding 99. To add orally the two numbers from 0 to 18 whose sum is not more than 18. To solve orally the problems of daily life on the addition without carrying over in one step in which no any number is greater than 50.

Exercise 20 Lets repeat 1. Add

and

equal to

and

equal to

39

2. Add

5 and 3 is equal to

3 and 3 is equal to

3+4=

+ is a sign of addition

= is a sign of equal to

40

3. Add and write in blank space. and and 4. Add

41

Exercise 21 Add the following given three numbers of one digit and write the answer in blank space.

42

Exercise 22 1.

Fill in the blanks.

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

43

2. Add the given three numbers and fill in the blanks

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

44

3. Count by jump Jump by 1 22 6 21 5 4 20

Jump by 5 21 15 16 10 5 11

6 4 +2

4. Fill in the blank

9+

+4 +6 +8

Jump by 2

1 + 14 2+

8+

3+

15

7+

4+ 6+

5+

Teaching instruction : Similarly by other method ask the children to do the activities of addition. 45

Exercise 23 1. Match the other pairs as shown in two pairs.

11+5

2+3

12+8

9+8

0+7 8+9

5+11 13+0

3+2 7+0

8 +12 0+13

Remember

13

17

5

Two numbers can be added in any order. Sum is always equal on adding in two ways. etc.

As

20

7 Instead of this Why?

16

46

Adding two digit numbers To add without carry over

Example 1. (3 tens + 2 ones) + (5 tens +1 ones) = (3 + 5) tens + (2 +1) ones = (8 tens) + (3 ones) For adding the numbers of two digit numbers and understand it by the place value. As in number 35, there are 3 tens and 5 ones. In number 41, there are 4 tens and 1 one is there, if once understood we can add the number easily.

Example 2. Add The sum of 35 and 41 is 7 tens and 6 units

Example 3. Add

(6 tens + 0 ones) + (1 tens +8 ones) = (6 + 1 tens) + (0 ones +8 ones) = (7 tens) + (8 ones)

Exercise 24 (1) Add

47

Teaching instruction : First solve the question without carry over with the help of ones and ten ten sticks/bundles for counting the digits take the help of your fingers. Make clear that tens added to tens and ones is added to ones. 48

2. Add by expanding

49

To find the missing number

Example 4

(i)

How much comes when 5 and 3 are added (Ans. = 8) (ii) What should we add to 4 to get 9?

(For this we subtract 4 from 9 and we get 5.) 50

Exercise 25 Solve

Addition with carry over Example 5

Step 1 Sum of ones 9 + 6 = 15 ones. (1 ten + 5 ones) Write 5 below the ones column and 1 ten as carry over write above the tens column. Step 2 Now add tens 1 + 3 + 2 = 6 tens. Write 6 below the tens column. 51

Exercise 26 1. Solve

13

Teaching Instruction : Make clear the above given example with the help of sticks/bundles that on adding ones, ten or more that 10 ones comes then making tens and ones, we write the obtain ones the ones and obtain ten is added to tens and write below ten. 52

Exercise 27 1. Add the number given in box match the correct pairs.

On adding the given one or two numbers in any order, sum always remain the same.

We have learnt additon. Now we will think those questions which are based on daily life problems. Example 6. Sohan has 3 red balls and 2 white balls. How many total balls he has? Solution :

To know number of balls Sohan has add the numbers of red and white balls.

Red Balls White Balls Total Balls 53

Example 7. Shamim has 4 mangoes and 3 pomegranates. How many total fruits he has? Solution : To find the fruits Shamim has, add the number of mangoes and pomegranates. Mangoes Pomegranate Total fruits Example 8. Maria plucked 11 red flowers and 7 yellow flowers from her garden to make a garland. How many total flowers she plucked? T O Solution : Red flowers Yellow flowers Total flowers Example 9. One balloon seller sells 21 balloons on Monday and 17 balloons on Tuesday. How many balloons were sold in two days? Solution : Balloons sold T O On Monday On Tuesday Total balloons sold

54

Exercise 28 (1) Add orally

1. Ramesh has 5 toffees. His father gave him 3 more toffees. Now how many total toffees he has? 2. Manju bought 3 blue pencils and 4 yellow pencils by shopkeeper, how many total pencils did she buy? 3. Salman plucked 4 mangoes from one tree and 5 from another tree, how many total mangoes did he pluck. 4. 2 photographs were hanged in a wall. 4 photographs more were hanged, now how many total photographs were there in a wall? 2. Solve 1. Raju purchased one copy of 5 rupees and another copy of 4 rupees. For how many rupees he has purchase the copy? 2. Gurmeet has 7 beads. Harmeet has given him 5 more beads, now how many beads does Gurmeet have? 3. Kanchan has 6 toys. Her mother gave 2 more toys. How many total toys does she has now?

55

4. Arif kept 12 red flowers and 7 white flowers in a basket. How many flowers are there in the basket? 5. There are 16 mango trees and 12 papaya trees in a garden. How many trees are there in a garden? 6. Deenu bought two packets of biscuit. One packet has 12 biscuits and another packet has 14 biscuits. How many total biscuits are there? 7. Ashish spent 20 rupees on fruits and 22 rupees on vegetables. How much rupees does he spend? 8. Salma has 23 story books. She bought 12 more books. How many books now she have? 9. Amit got 44 marks in maths and 43 marks in english. How many marks he got in both the subjects? 10. One class has 28 girls and 31 boys. How many total students are there in a class? Param Mitra Digit Parammitra digit : The two digit whose sum is 10 are called as param mitra. Param mitra of 1 is 9 Param mitra of 2 is 8 Param mitra of 3 is 7 Param mitra of 4 is 6 Param mitra of 5 is 5 The relation is for both the numbers as Param mitra of 1 is 9 so Param - mitra of 9 is 1 etc. 56

Exercise 29 Write Param mitra of 1 is Param mitra of 7 is is Param mitra of 4 is Param mitra of 5 Addition with the help of Param mitra. On adding when both the digits are greater than 5 i.e. 6, 7, 8 and 9 then it is easy to add with help of Param mitra. Example 10 Add Solution

To add 9 and 7 means joining 1 is Param - mitra of 9 so on adding the sum is 10. When 1 from 7 is added to 9, 6 remain. Now add 6 to 10 Hence 10 and 6 = 16 Therefore 9 + 7 = 16

57

Exercise (Orally) 30

Addtion on the base of number which have zero : Those numbers having zero at the end (ones) like 10, 20 , 30, 40, 50.....etc. can be added easily to any number. Example 11.

and

Example 12.

and 88 58

Exercise (Orally) 31 Add orally and write.

59

Chapter 4 Subtraction Let's learn Identification and use of (-) sign To subtract two digit number with or without carry over. To solve daily life problem based on subtraction in one step To solve orally the problem of daily life on subtraction without carrying over in one step in which no any number is greater than 50 (while subtracting the difference should not be more than 15)

Tell

Taking 2 from 8

remaining are 6

Taking 1 from 4

remaining are 3

10

–

4

5

–

1 60

Exercise 32 (1) Fill in the blanks On taking 3 balls from 4 balls

remaining balls.

On taking 2 mangoes from 4 mangoes On taking 3 pencils from 7 pencils

remaining mangoes. remaining pencils.

(2) Subtract and fill in the blanks

- is sign of subtraction (3) Fill in the blanks

61

(4) Subtract the given number using the number line. 0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

62

Exercise 33 1. Subtract

Smaller number is subtracted from bigger number. 2. Subtract the number given in triangle from the given number and write in empty box.

11

7

5

14 17

12

6

6

9 16

13 14

10 8

15 18

7 12

16 63

15

Subtract by reverse counting Look and understand

Count 5 numbers just before 27 as 26, 25, 24, 23, 22

Exercise 34 Solve

Count and write the 4 numbers just before 46.

Count and write the 6 numbers just before 32.

Count and write the 4 numbers just before 22.

Count and write the 6 numbers just before 37.

64

Subtract by carry over Example 1 Subtract 44 from 62

Here we cannot subract 4 ones from 2 ones for this we take 1 ten from 6 tens and convert it to ones. 10 ones and 2 ones is equal to 12 ones Subtracting 4 ones from 12 ones, 8 ones remain Subtracting 4 tens from 5 tens, 1 ten remain Exercise 35 1. Subtract

Teaching Instruction : With the help of stick/ pebbles tell the students that in 62-44, 4 cannot be subtracted from 2 hence taking one ten from 6 tens adding it to 2 it become 10 + 2 ones = 12 ones. Now 12 - 4 = 8 ones and 5 - 4 = 1 ten. 65

2. Subtract 2 and write in blank

8–2

15 –

2

2 13–

9–2 7

13–2

3. Subtract 8 and write in blank

29 – 8

22– 8

35– 8

66

51– 8

4. Subtract 15 and write the remaining number in

40 –15 =

28 –15 = 28

40

13

62 –15 = 62 5.

8 birds were sitting on a tree 2 birds flew away how many birds are sitting now on the tree?

67

6. One basket has 15 mangoes. Ajay took 2 mangoes. How many mangoes are left in the basket.

15 –2 = ?

Earlier we have learnt subtraction. Now we learn to solve the questions related to daily life problems. As Example 2. Sonu has 5 toffees. He ate 2 toffees, how many toffees are left with Sonu? Solution : To know how many toffees are left with Sonu, we subtract the number of toffees eaten by him from the total toffees he has. Total toffees Toffees eaten Toffees left 68

Example 3. Hemant has 16 apples. He gave 5 apples to his sister, how many apples are left with him? Solution : Total apples Number of apples given to sister

Apples left

Hence 11 apples are left

Example 4. Sadhna has 48 rupees. She bought the books of 25 rupees, how many rupees are left with her? Solution : Total rupees Money spent to buy books is Rs.

Money left

Hence 23 rupees are left

Example 5. Michael has 65 candles. On christmas he used 56 candles. Now how many candles are left with him? Solution : Total candles Candles used Candles left

Hence 9 candles are left

Exercise 36 Subtract orally

1. Rajesh had 5 rupees. He spent 2 rupees. How many rupees are left with him? 69

2. Madhuri has 8 bangles. She gave 4 bangles to her friend. How many bangles are left now with her? 3. Anand distributed 3 laddoos from 6 laddoos. How many laddoos were left with him? 4. Neetu has 7 balloons. 3 balloons burst. How many balloons are left with her?

Exercise 37 Solve : 1. Ajay gave 3 bananas to his friend from 8 bananas. How many bananas are left with him? 2. Seema has 15 toys, 3 toys broke. How many toys are left with her? 3. Ramesh was 18 years old. His sister was 6 years younger from him. How old his sister now ? 4. Rachna bought 24 mausambis. She used 14 mausambis for juice how many mausambis are left? 5. There are 38 roses in the basket. 26 flowers were used for making a garland. How many flowers are left? 6. 22 birds were sitting on the tree. 18 birds flew away. How many birds are sitting now on the tree. 7. Rajni went to the market with 40 rupees. She bought the books for Rs. 30. How many rupees are left with her? 8. 45 rasgullas were made by halwai. 38 rasgullas were sold. How many rasgullas are left with him?

70

Chapter 5

Multiplication Let's learn To understand the concept of multiplication as repeated addition. To use the multiplication sign. To form tables of 2, 3, 4, 5 and 10 To solve word problems based on multiplication. To multiply any number by zero and zero by any number.

What is multiplication? We will learn about the multiplication in this chapter. But what is multiplication? Multiplication means to add the same number again and again.

Look at the picture. Here are 6 rabbits. Each rabbit has 2 ears. How many ears are there?

We add 2, 6 times. In short we write as

2 × 6 = 12 We read it as two multiplied by six is equal to twelve. X is the sign of multiplication Teaching Instruction : Make the students to understand the concept of multiplication as repeated addtion with the help of pebbles, seeds or any other solid substances. 71

One day four children brought three-three bananas. How many total bananas they have? 3 + 3 + 3 + 3 = 12 So total there are 12 bananas. In short it is written as 3× 4 = 12

There are 5 bouquet. Each bouquet have 5 flowers. Number of flowers 5 + 5 + 5 + 5 + 5 = 25 We write it as 5X5 = 25 Multiplication on number line

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

or

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

or

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

or 72

18 19 20

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

or

0

0

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

10 11 12 13 14 15 16 17

or

or

9

10 11 12 13 14 15 16 17

18 19 20

18 19 20

or

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

or

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

18 19 20

or

Teaching Instruction : The related multiplication by repeated addition of the same number students himself write on the number line. If not able to write teachers help them. 73

Tables Table of 2 How many birds are there if two birds sitting on each branch?

74

Two birds sitting on branch tell how many birds? 2 ×1 = 2 Two birds sitting on a branch if 2 more birds come then tell how many birds? 2 + 2 = 4 or 2 × 2 = 4 Four birds sitting on a branch if 2 more birds come then tell how many birds? 2 + 2 + 2 = 6 or 2 × 3 = 6 Six birds sitting on a branch if 2 more birds come then tell how many birds? 2 + 2 + 2 + 2 = 8 or 2 × 4 = 8 Eight birds sitting on a branch if 2 more birds come then tell how many birds? 2 + 2 + 2 + 2 + 2 = 10 or 2 × 5 = 10 ..................................................................... ..................................................................... ..................................................................... ..................................................................... Eighteen irds sitting on a branch if 2 more birds come then tell how many birds? 2+2+2+2+2+2+2+2+2+2= 20 or 2×10 = 20

Teaching instruction : Ask the students to sing the above song with the fingers for two birds and for coming birds make the practice with the help of the tables of 2, 3, 4 .... etc. The activity can also be done for two-two students instead of the birds. 75

Understand by observing

To make tables Multiply by 2 the numbers from 1 to 10. Multiplication of first 5 numbers is shown. Do the next.

76

Similarly multiply 3, 4, 5, .... 10 by the numbers 1 to 10 and make the tables.

Look, understand and read the table Table of one Table of two One once is one

Two once are two

One twos are two

Two twos are four

One threes are three

Two threes are six

One fours are four

Two fours are eight

One fives are five

Two fives are ten

One sixs are six

Two sixs are twelve

One sevens are seven

Two sevens are fourteen

One eights are eight

Two eights are sixteen

One nines are nine

Two nines are eighteen

One tens are ten

Two tens are twenty

Teaching Instruction : Teachers make the student learn the tables by repeated addition by any activity and make them learn. 77

Table of three

Table of four

Three once are three

Four once are four

Three twos are six

Four twos are eight

Three threes are nine

Four threes are twelve

Three fours are twelve

Four fours are sixteen

Three fives are fifteen

Four fives are twenty

Three sixs are eighteen

Four sixs are twenty four

Three sevens are twenty one

Four sevens are twenty eight

Three eights are twenty four

Four eights are thirty two

Three nines are twenty seven

Four nines are thirty six

Three tens are thirty

Four tens are forty

Table of five

Table of six

Five once are five

Ten once are ten

Five twos are ten

Ten twos are twenty

Five threes are fifteen

Ten threes are thirty

Five fours are twenty

Ten fours are fourty

Five fives are twenty five

Ten fives are fifty

Five sixs are thirty

Ten sixs are sixty

Five sevens are thirty five

Ten sevens are seventy

Five eights are forty

Ten eights are eighty

Five nines are forty five

Ten nines are ninety

Five tens are fifty

Ten tens are hundred 78

Exercise 38 (1) Fill in the blanks Two twos are

Three twos are

Ten fives are

Two tens are

fours are Five sevens are

One

One are Four tens are

Two

nine are Three fives are Four eights are

are

Five fives are are threes are

(2) Multiplication in the form of repeated addition Repeated addtion

Multiplication Equal to Equal to Equal to Equal to Equal to

(3) Repeated addition in the form of multiplication Multiplication

Repeated addition Equal to Equal to Equal to Equal to Equal to

Teaching Instructions : Make practice of speaking and writing of table. Ask and make them write the dodging tables (tables from between.) 79

Exercise 39 (1) Multiply with the help of table

Learn the tables by writing counting Table of 2

Table of 3

Table of 4

Similarly write the table of 5 and 10. Teaching Instructions : Students to understand 2×3 = 6, 3×2 = 6, 4×2 =8, 2×4 =8 80

See and understand the multiplication table

Exercise 40 1. Multiply with the help of tables

81

2. Fill in the blanks

3. Match the correct pairs

4. With the help of tables multiply orally 3 Goats have

legs.

5 Elephants have

trunk.

4 Dogs have

ears.

5 Cows have

legs.

10 Cycles have

wheels.

2 Boys have

hand.

4 girls have

eyes. 82

Look at the question written below and understand Example 1. One bag has 3 books. How many books will be there Solution

in 5 such bags? Books in 1 bag = 3

Books in 5 bags Example 2. 10 plants to be planted in one line. How many plants required to plant in 4 such lines? Solution

Plants in 1 line Plants in 4 lines

Exercise 41 1. One shirt has 5 buttons. How many buttons are there in4 such shirts? 2. One bag has 8 apples. How many apples will be there in 5 such bags? 3. Suraj has 7 boxes. Each box has 10 pencils. How many total pencils he has? 4. 6 Children sit in one row. How many children will sit in 5 rows? 5. Yusuf bought a biscuit packet of Rs. 7. How many rupees is needed to buy 3 packet of biscuits? 6. One week has 7 days. How many days are there in 4 weeks? 7. One car has 4 wheels. How many wheels are there in 5 cars? 8. Rakesh make 8 pots in one day. If he daily makes the same number of pots, how many pots he will make in 6 days? 9. 6 glasses can be kept in one tray. How many glasses can be kept in 3 such trays? 10. Kamla bought 6 books. Each cost Rs. 8 How many rupees she spend to buy the books? 83

To multiply by zero We have learnt to multiply the number of one digit by the number of one digit. Like etc. What will you do if we have to multiply by 0 ? like 3x0 =? Let us understand

We see that each time it is decreasing by 3. Nothing remains when 3×0 Hence Similarly Thus any number multiplied by 0 the product is always 0 Similarly And multiplying 0 by any number the product is always 0. Remember

Teaching Instructions : Multiplication is the short form of addition. By 0×4 means 0+0+0+0 = 4×0=0 but adding 4 to 0 times is meaningless. Similarly the definition of 0×0 seems meaningless, but 0×0=0 Now clear the students about all this and tell about the product. 84

Remember On multiplying any number by one the number remains the same. Every number of table of 2 is even number.

To show the time in watch in minute it is like a table of 5.

For the table of 10. We put one zero with the one digits.

Any number multiplied by zero the product is always 0.

Multiplying 0 by any number the product is always 0. 85

Miscellaneous Exercise 2 1. Add

2.

Subtract

3. One girl has 12 rupees. Her mother gave her 20 rupees more. How many rupees does she has now? 4. Find the missing number and write

5. Ramesh has 9 goats. He bought 10 more goats. How many goats he has now? 6. Suraj has 55 rupees. He purchased the books of Rs. 38. How many rupees are left with him? 7. One businessman bought 8 bags of rice and 11 bags of grams. How many bags of grains did he buy?

8.

Solve

86

9.

One fruit seller kept 48 chikoos in one box and 39 chikoos in another box. How many chikoos were kept in both the boxes? 10. What should be added to 56 to get 81? 11. Solve

12. In industry, 48 sandooks were made on first day, 36 sandooks on second day. How many sandooks were made in both the days? 13. What should be subtracted from 95 that the remaining is 27? 14. Tell how much?

4 three times = ................ 15. Solve

16. One team has 11 players. How many players are there in 4 teams? 17. One bag has 8 apples, how many apples are there in 5 such bags? 87

18. What will be the number obtained on adding 17, 4 times? 19. Solve

20. Pick the odd one (A)

(B)

(C)

(D)

(C)

(D)

(C)

(D)

(C)

(D)

odd one (A)

(B) odd one

(A)

(B) odd one

(A)

(B) odd one

21. Match the correct pairs.

88

Chapter 6

Geometrical Shapes Lets learn To identify the plane surface and curved surface available in the surroundings and names of the things of both surface like circle, cuboid, rectangle, sphere etc. To draw the shapes of plane surface of circle, square, triangle and rectangle. To draw horizontal line, vertical line and slant line.

Shapes Observe, understand and draw Things like sphere shape - Spherical

Ball

Water melon Foot Ball

Things like cylinder shape - Cylindrical

Pipe

Flute

Pencil

Teaching Instructions : Collect the different shape things and classify it according to their shapes like group of spherical things as ball. Like this make the groups identifying the shapes and by their names. 89

Things like cuboid - Cuboidal

Dice

Brick

Match stick

Things like cone - Conical

Ice-Cream

Cap

Carrot

Exercise 42 1.

Write the names of any 4 vegetables or fruits of spherical shape.

2.

Write the names of any 5 vegetables or fruits of cylindrical shape.

3.

Write the names of any 3 vegetables or fruits of conical shape.

90

4. Draw

5. Continue observing the pattern 1. 2. 3. 4. 91

Plane surface and curved surface

Collect the different objects as shown in picture and touch/rub the surface of these object. Write which object has the plane surface? ..................................................................................................... Write which object has the rolling (curved) surface ? ..................................................................................................... Slide the objects of plane surface on the floor. Roll the objects of curved surface on the floor. Write which object slide and which roll? Object which slides

Object which rolls

92

Look at the square box how many surfaces are in the frontback, up-down, right-left.

Total number of surfaces

Is the surface of a box is plane or curved?

Now take one cylindrical box

How is its surface at up and down ? How is vertical surface ?

Now take one ball. Write how many surface does it have How its surface is? Teaching Instructions : Ask each student to bring three different things, collect the brought things at one place. Now tell students to classify them on the basis of their shapes and form. Teacher and student discuss on the result. 93

Exercise 43 See, understand and tell (write the names) 1. Plane surface objects

Match Box

Box

2. Curved surface objects

Guard

Pumpkin

3. Plane and curved surface objects

Dholak

Plate

Teaching Instructions : Collect the objects of different surface. Taking these objects into the hands ask studens to see carefully. Discuss the results obtained from observations. Introduce about things that roll have curved surface and the things that slide are plane surface. 94

Exercise 44 Identify the picture as plane or curved surface and tick the correct mark. Plane surface

Plane surface

Curved surface

Curved surface

Plane surface

Plane surface

Curved surface

Curved surface

Plane surface

Plane surface

Curved surface

Curved surface

Plane surface

Plane surface

Curved surface

Curved surface

Plane surface

Plane surface Eraser

Curved surface

Curved surface

Teaching Instructions : Place the game activity for the student so that they can identify the plane surface and curved surface by looking their nearby things. Things kept in classroom can be identified in the form of plane surface, curved surface. 95

Exercise 45 Find the odd shape and tick the correct mark.

96

LINES Look your note book or textbook carefully at the ends and move your finger from one edge to another edge. You experience that your finger move in a straight way. In the same way you move your finger in your slate, pencil and scale from one edge to another edge. Now put a scale on your copy and move the pencil to one corner to another corner. Removing the scale the image you see is a line. With the help of match box draw the four vertical line.

On the page vertical line is drawn from up to down or down to up. With the help of your book draw the four horizontal lines.

On the page horizontal line is drawn from right to left and left to right Teaching Instructions : Take a plane page fold it in different way. Open the paper completely. Show the students the folded sign of the folded paper and make them understood about vertical line, horizontal line and slant line. 97

Draw the slant line with the scale

Understand

To understand these three lines easily look method. In the figure you can see one monkey sitting on the tree and seeing the bananas kept down when monkey jump to take the bananas (according to figure) then slant line will be formed. When the monkey will get the banana then monkey will go near the tree to climb the horizontal line will be formed and to reach back at that place monkey will climb on the tree. The vertical line will be formed. 98

Understanding the lines write their names in

l The line formed during jumping l The line formed on taking the banana while going on the tree. l The line formed during climbing.

Remember : l Vertical line l Horizontal line. l Slant line.

Teaching Instructions : Teacher help the students to do this activity, when activity is complete teacher tell the students about the relation of the three lines. 99

Exercise 46 1. Tell and write, on observing the picture 1. How many vertical lines are there 2. How many horizontal lines are there 3. How many slant lines are there

2. Draw 1. Draw four vertical lines.

2. Draw five horizontal lines.

3. Draw three slant lines.

100

Chapter 7 Time Lets learn Relation between days to week, week to month and month to year. To know the name of the months in order. In previous class we have learnt the names of the days of the week. We know a week has seven days.

Monday

Tuesday

Sunday

Week Wednesday

Saturday

Thursday

Friday

101

Activity Some boxes are made below. These boxes are kept inthe row of seven boxes each. Write the names of the days in the first row of boxes in order as Monday, Tuesday and so on. When the name of seven days are written then again write in the same order as Monday, Tuesday. In this way write the names in all the boxes. Monday Tuesday

Exercise 47 Answer the following question by looking at the given table 1.

How many names of the days came 5 times. Which are they?

2.

How many names of the days came 4 times. Which are they?

102

3.

Name the days coming 6 times? Which are they? ................................................................

2.

Name the days coming 3 times? Which are they? ................................................................

One week has 7 days. Month and year January

Feb ru a

rch

Novem

Ma

ber

ry

ber m ce e D

Ma

ober Oct

April

Year

e un

r be

y J

July

August

Se p te m

Teaching instruction : As the names of the days of the week table has been made similarly tell children to make the table (30 boxes) of month's name in the notebook and practice them by asking questions. 103

Exercise 48 Answer the following question 1. How many months are there in a year? 2. In which month teacher's day is celebrated ? 3. In which month children's day is celebrated ? 4. In which month Independence day is celebrated ? 5. Which month has the least days? 6. In which month your birthday come? 7. Write the name of the present month?

One year has twelve months

One month has 30 days

Teaching instruction : Tell the students that January is the first month of the year then February, March.... December. Showing calender of any month tell the number of the days of that month, number of Sundays. April, September, June, November are of 30 days, rest months are of 31 days. February has 28 days. Fourth year has 29 days tell them the number of days in the months. 104

Indian names of the months First

Chaitra

Second

Baishakh

February - March March - April

Third

Jyeshtha

April - May

Fourth

Aashad

May - June

Fifth

Shrawan (Sawan) June - July

Sixth

Bhado

July - August

Seventh

Ashwin

August - September

Eight

Kartik

September - October

Ninth

Aghan

October - November

Tenth

Paush (Poos)

November - December

Eleventh

Magh

December - January

Twelfth

Falgun

January - February

Exercise 49 Answer about Indian months 1. Name the present month? 2. Which is the first month of the year? 3. How many months are there in a year? 4. Write the name of the month comes after Ashadh? 5. In which month Holi comes? 6. In which month Depawali comes? Teaching instruction : Telling the names of Indian months, tell the fruits available and festivals celebrated in these months. Ask if anyone know Barahmasi Song. If yes, then sing. 105

There are 31 days in the month of January, March, May, July, August, October and December each. There are 30 days in the month of April, June, September and November each. There are 28 or 29 days in the month of February. The year in which February has 29 days is known as leap year.

Exercise 50 1.

Match the correct pairs days

February September

days

January

days

Week

days

2. Write True/ False 1. There are 31 days in month of December 2. Rakshabandhan is celebrated in the month of Shrawan 3. There are 31 days in the month of February. 4. There are 7 days in one week. 5. There are 6 weeks in one month.

106

Choose and write the correct answer. 1. Months in one year.

2. First month of the year. January February

March

April

3. The day just after the Monday. Sunday

Tuesday

Wednesday

Thursday

4. Days in February month.

5. Hottest month is January February

107

May

December

Chapter 8 Money Lets learn To make one rupee by using the coins of 5, 10, 20, 25 and 50 paise. Identification of 1, 2 and 5 Rs. coins and of 1 Re, 2 Rs., 5 Rs., Rs. 10, Rs. 20, Rs. 50 and 100 Rs. To pay the cost of any thing in paise (upto 20 Rs.) In class I we have learnt to identify the coins of Indian currency. Some pictures of coins are given below.

Coins of Indian currency

108

See and understand

See and understand Paise

Paise

Paise

100 Paise = 1 Rupee

1 Rupee = 100 Paise 109

Exercise 51 1. Match the correct pairs

1 Rupee 50 Paise 25 Paise 2. Write the number equal to given cost.

Paise

Paise

Paise

Paise

25 Paise 110

Paise

Write the total cost of coins

5

10

25

Paise

Paise

Paise Paise

10

20

25

Paise

Paise

Paise Paise

10

10

50

Paise

Paise

Paise Paise

20

50

Paise

Paise Paise

25

50

Paise

Paise Paise

20

25

50

Paise

Paise

Paise

Paise

Teaching instruction : Practice to make 1 Rupee by using coins. When two coins are added how much cost occur explain and make it understand in the blackboard. 111

Indian Currency

Sample

Sample

Sample Sample

Sample Sample

Sample

Teaching instruction : Introduce the children by showing currency notes and sample notes. Identify from both the side. 112

Exercise 52 1. Write the value looking at the coin.

2. Write the value looking the Rupees (note) Sample

Sample

Sample

Sample

Sample

Sample

Sample

Teaching instruction : Identify the national emblem on the currency note discuss the colours and their length, breadth of different currency notes. 113

Price of toys are given below :

6 rupees

10 rupees

15 rupees

8 rupees

14 rupees

13 rupees

9 rupees

5 rupees

Exercise 53 Write the mode of payment on buying toys. rupees

Rs.

+

Rs.

+

Rs.

rupees rupees rupees rupees rupees Teaching instruction : Showing the toys tell their cost , then the mode of payment for buying the toys through games. Bring five things in a class and place different notes and coins of Rs. 50 among the children and make them play as buyer and a shopkeeper. 114

Chapter 9 Length, Mass and Capacity Lets learn To find the length of different objects in your surroundings by using the non-standard units like hand span, steps, sticks.

Length We have to measure the length of most of the things. In this chapter we will learn to measure the things with the help of our body parts. Like

Hand-span

fingers

Hand (arms)

foot - steps Leg (foot length)

Length of 3 hand (arm) Same length Length of 2 hand 115

Lenth of 16 fingers Same length

Heights of 5 hand spans. Same height

15 foot length

Same length

116

12 fingers

3 hand - span

12 foot length

50 foot steps

Same distance

30 foot steps

6 pencils

Same length by that pencils

6 pencils

5 sticks

Same length by that stick

5 sticks

117

Activity 1 Write by measuring Length of the wall

= ........... hand.

Length of Mathematics book = ........... hand. Length of Carpet

= ............ hand span.

Length of Bamboo

= ............ hand span.

Length of black board

= ............ hand

Length of the table

= ............. hand span.

Activity 2 Go home and measure the length of your bed, first by your hand-span and then by your sister and then see what is the difference coming in the measurement of both of you. If difference comes, tell how much it is? In the game of "gillidande", count the distance of gilli from the starting place by number of dande to measure. Teaching instruction : Similarly measure the length of other things. Discuss by using the hand span in the game of marbles. Compare the height of two students by using sticks. Practice to measure the length of the wall of the class by foot steps and the shadow of any child teachers tell the children about height and breadth related to length.

118

Exercise 54 Look the pictures and tick (3) mark whose length is greater.

119

Mass (weight) Lets learn To estimate the mass with the help of toy balance of several things in your surroundings by using the non-standard units like stones, beads etc.

See and understand

The child lifted the chair but the table is not lifted why?

We use balance to know the weight of the things.

1 chalk = ............. seeds

1 chalk = ............. marbles.

1 pencil = ............. pebbles

1 potato = ............. marbles.

Teaching instruction : Take a stem of wood. Tie one-one small basket at both the ends and make one toy balance then tell the students to find the weight of the things with the help of pebbles, seeds, chalk, marble etc. 120

1 book = ............. chalks

1 book = ............. stones

1 book = ............. pebbles

1 apple = ............. marbles

1 duster = ............. chalk

1 duster = ............. seeds 121

Activity 2 Write by weighing the things with the help of toy. Number of seeds

Number of chalks

Number of pebbles

Pencil Book Duster 1. Mass (weight) of tomato = ........... mass of marbles. 2. Weight of ball

= ........... mass of pebbles.

3. Mass of 5 Rs. coin

= ............ mass of seeds.

4. Weight of chalk

= ............ mass of seeds.

5. Weight of empty glass

= ............ mass of pebbles.

6. Weight of pencil

= ............. mass of seeds.

7. Weight of rubber

= ............. mass of seeds.

8. Weight of empty match stick box

= ............. mass of seeds.

9. Weight of ruler (scale)

= ............. mass of seeds.

122

Exercise 55 Look the pictures and tick (ü) mark which has more weight.

123

Capacity Lets learn To measure the capacity by using non-standard units like cup, glass bottle etc.

We know that some utensils are big and some are small. Water, milk, oil etc. comes more in bigger utensil and less in small utensils. Hence we fill water, milk, oil etc from small utensils to bigger utensils like

Bucket fills with 20 glass of water Same Bucket fills with 10 lota of water

Pot filled in 28 glass

Same pot filled in 8 jugs

Container filled with 12 mugs.

Container emptied with 12 mugs 124

Exercise 56 Look pictures and tick (ü) the mark in which more water can be filled.

Write the capacity by estimation and justify it by measurement. 1. Capacity of bucket by using lota. 1 bucket =..............lota of water. 2. Capacity of lota by using the bowls 1 lota =.............. bowls of water 125

3.

Capacity of bucket by using the jug.

1 Bucket =.............. Jug. Look the containers and name them in decreasing order according to their capacities.

4.

Capacity of bucket by using the jug. Glass

Bowl

Bucket

Tub

Jug

Name of containers according to their capacities in descending order.

Teaching instruction : In the same way measure the capacity of many utensils. Find the result that after measuring by several students the capacity of big utensils measured by one utensil is always same. Ask them to fill the bucket with lotas and empty the bucket with one one lota and ask them how much lota of water is there in one bucket. 126

Miscellaneous Exercise 3 1. Write the name of the following given shapes.

2. Match the correct pairs

Curved surface

Curved surface

Plane surface

Plane surface

3. Match the correct pairs

Years Week Month

30 days 12 months 7 days

4. Fill in the blanks. 1. .......................is the first month of the year. 2. ...............is the first day of the week. 3. There are.............hours in one day. 4. September months has ............days. 5. One year has ..............days. 127

5. 6. 7.

Write any two case to give Rs. 65 in currency notes. Write the names of the days from Tuesday to Sunday. Match the correct pairs. Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise

Paise Paise

Paise Paise 8.

Write by measuring the length. 1.

Length of the table.................. hand.

2.

Breadth of the table............... hand span.

3.

Length of a book .............. fingers.

4.

Length of a bag.......... fingers.

5.

Length of the room .......... foot length.

6.

Breadth of the room .......... foot length.

7.

Length of your friend ............. hand span.

8.

Length of your class room .............foot. 128

9.

Length of the carpet..........hand.

10. Length of the black board..................hand span. 9.

Taking tamarind or any other seeds, write the weight by using toy balance. 1.

Weight of your pen ...................seeds.

2.

Weight of your pencil ....................seeds.

3.

Weight of your rubber ...................seeds.

4.

Weight of your sharpener ...................seeds.

5.

Weight of your empty match stick box.............seeds.

10. 10 bowls of water is used to fill the jug completely what is the capacity of the jug? 11. 5 lotas are filled by one bucket of water and 4 bowls are filled by one lota, write the capacity of bucket in terms of bowls. 12. Write the capacity in ascending order.

Glass

Cup

Bucket

129

Tub

13. Complete the following table Utensil

by estimation

by measurement

difference

In a lota

............glass

............glass

............glass

In a glass

............bowl

............bowl

............bowl

In a jug

............glass

............glass

............glass

In a tub

...............jug

...............jug

...............jug

In a bucket

...............jug

...............jug

...............jug

14. Put a right (ü) or wrong (×) mark for the given statement.

15. 16. 17.

1.

There are 32 hours in a day

2.

There are 7 days in a week

3.

There are 12 months in a year

4.

There are 50 seconds in an hour

5.

There are 31 days in the month of January

Write any three ways to pay 25 rupees in currency notes? The length of a room is 30 steps and breadth is 18 steps. What is the total length and breadth of the room in steps. Tick (ü) mark on correct. Rupee

Paise

130

Paise

Paise

25 hours

22 hours

24 hours

30 days

31 days

25 days

2+2+2 rupees

5+1 rupees

1+2+2 rupees

9 months

12 months

16 months

2.In 1 day

3.In September month

4.5 rupees

5.1 year

18.

Write 1. How many coins of 50 paise are there in 2 rupees. 2. How many coins of 25 paise are there in 2 rupees.

19. 20.

We use

for measuring cloth?

Measure and write 1. The height of any two students by using the sticks? 2. The breadth of your almirah by using your hand arm? 3. The length of your mathematics book by using the hand span. 4. The height of your teacher's desk by using the duster.

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132

133