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

YEAR 2007 PRICE Rs. .....

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

Forty Forty Forty Forty Forty Forty Forty Forty Forty Fifty
one two three four five six seven eight nine

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 Bundles Expanded form 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 and ones digit is

6 tens = 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 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

In 46 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 10
– 1 + 1
9 10 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? First

3. Who is at fourth place ?

4. Ravi stands at place.
5. Which is the place of Rita?

22
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

Place of is

Is on place

is on place

at place.
23
 Fill up the blanks

fifth third

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 18 19 20

1. On line the number 4 lies on which side of 7. Left

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
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

Numbers Smallest number

(6) Choose the greatest number and write

Numbers Smallest number

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 Jump by 5
22 21
6 21 15 16
5 10
4 20
5 11

6
+2
4
+4
+6 Jump by 2
4. Fill in the blank +8

1 + 14
9+ 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.

2+3 11+5
12+8 9+8

0+7
8+9 5+11 3+2

13+0
8 +12 7+0
0+13

Remember
Two numbers can be added in any
order. Sum is always equal on adding
in two ways.
13 17 5
As etc.
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 remaining mangoes.
On taking 3 pencils from 7 pencils 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.
7
11 5 14
17
12
6 6
9

16 13 10 15
14 8 18

12 16 15
63
 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

13–
15 –
13–2 2

2
9–2 8–2

3. Subtract 8 and write in blank

29 – 8 35– 8 22– 8 51– 8

66
4. Subtract 15 and write the remaining number in
28 –15 = 40 –15 =

28 13 40

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 18 19 20
or

72
 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 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

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
Three once are three
Three twos are six
Three threes are nine
Three fours are twelve
Three fives are fifteen
Three sixs are eighteen
Three sevens are twenty one
Three eights are twenty four
Three nines are twenty seven
Three tens are thirty
Table of five
Five once are five
Five twos are ten
Five threes are fifteen
Five fours are twenty
Five fives are twenty five
Five sixs are thirty
Five sevens are thirty five
Five eights are forty
Five nines are forty five
Five tens are fifty
Table of four
Four once are four
Four twos are eight
Four threes are twelve
Four fours are sixteen
Four fives are twenty
Four sixs are twenty four
Four sevens are twenty eight
Four eights are thirty two
Four nines are thirty six
Four tens are forty
Table of six
Ten once are ten
Ten twos are twenty
Ten threes are thirty
Ten fours are fourty
Ten fives are fifty
Ten sixs are sixty
Ten sevens are seventy
Ten eights are eighty
Ten nines are ninety
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 One are
nine are Five sevens are Five fives are
Three fives are One are Two are
Four eights are Four tens 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
in 5 such bags?
Solution 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)

odd one

(A) (B) (C) (D)

odd one

(A) (B) (C) (D)

odd one

(A) (B) (C) (D)

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 front-
back, 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

Sunday Tuesday

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
m ber Feb
ce ru
e a
D ry
ber

Ma
Novem

rch

Year
April
ober
Oct

Ma
y
r
be

un
pte m e
Se July
August

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.
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 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.
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Indian names of the months

First Chaitra February - March

Second Baishakh 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.
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 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
days September
days January
days Week

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.

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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 May December

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 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

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See and understand

See and understand

Paise

Paise

Paise

100 Paise = 1 Rupee 1 Rupee = 100 Paise

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 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 Paise

25
Paise

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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.

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 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.

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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.
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 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 (arms)
fingers
Hand-span

foot - steps
Leg (foot length)

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

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 Lenth of 16 fingers Same length 12 fingers

Heights of 5 hand spans. Same height 3 hand - span

15 foot length Same length 12 foot length

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50 foot steps Same distance 30 foot steps

6 pencils Same length by 6 pencils

that pencils

5 sticks Same length by 5 sticks

that stick

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 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.

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

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

1 book = ............. pebbles 1 apple = ............. marbles

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

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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
3. Mass of 5 Rs. coin
4. Weight of chalk
5. Weight of empty glass
6. Weight of pencil
7. Weight of rubber
8. Weight of empty match
stick box
9. Weight of ruler (scale)
= ........... mass of pebbles.
= ............ mass of seeds.
= ............ mass of seeds.
= ............ mass of pebbles.
= ............. mass of seeds.
= ............. mass of seeds.
= ............. mass of seeds.
= ............. mass of seeds.

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

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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

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 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

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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 Curved
surface surface
Plane Plane
surface surface

3. Match the correct pairs

Years 30 days
Week 12 months
Month 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.
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5. Write any two case to give Rs. 65 in currency notes.
6. Write the names of the days from Tuesday to Sunday.
7. 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 Tub

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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.
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

15. Write any three ways to pay 25 rupees in currency notes?

16. 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.
17. Tick (ü) mark on correct.

Rupee Paise Paise Paise

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 25 hours 22 hours 24 hours
2.In 1 day

30 days 31 days 25 days

3.In September month

2+2+2 rupees 5+1 rupees 1+2+2 rupees

4.5 rupees

5.1 year 9 months 12 months 16 months

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. We use for measuring cloth?
20. 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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