IM_TM_G02_MA_MB_Text_AY25-26_eBook

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Master Mathematical Thinking MATHEMATICS

Teacher Manual

MATHEMATICS

Master Mathematical Thinking

Acknowledgements

Academic Authors: Muskan Panjwani, Anjana AR, Anuj Gupta, Simran Singh

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

Book Production: Sanjay Kumar Goel, Vishesh Agarwal

Project Lead: Neena Aul

VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.

© Uolo EdTech Private Limited

First impression 2024

Second impression 2025

This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.

Book Title: Imagine Mathematics Teacher Manual 2

ISBN: 978-81-984519-9-6

Published by Uolo EdTech Private Limited

Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003

CIN: U74999DL2017PTC322986

Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com

All suggested use of the internet should be under adult supervision.

Preface

Mathematics is an essential tool for understanding the world around us. It is not just another subject, but an integral part of our lives. It shapes the very foundation of our understanding, personality and interaction with the world around us. Studies from across the globe have shown that proficiency in mathematics significantly influences career prospects and lifelong learning.

According to the NEP 2020, mathematics and mathematical thinking are crucial for empowering individuals in their everyday interactions and affairs. It focuses on competencies-based education, which essentially means actively and effectively applying mathematical concepts in real life. It also encourages innovative approaches for teaching maths, including regular use of puzzles, games and relatable real-world examples to make the subject engaging and enjoyable.

It is in this spirit that Uolo has introduced the Imagine Mathematics product for elementary grades (1 to 8). This product’s key objective is to eliminate the fear of mathematics by making math exciting, relatable and meaningful for children.

Imagine Mathematics positions itself on the curricular and pedagogical approach of the Gradual Release of Responsibility (GRR), which has been highly recommended by the NEP 2020, the NCF 2022 and other literature in learning and educational pedagogies. Subsequent pages elaborate further on this approach and its actualisation in this book.

This book incorporates highly acclaimed, learner-friendly teaching strategies. Each chapter introduces concepts through real-life situations and storytelling, connecting to children’s experiences and transitioning smoothly from concrete to abstract. These teacher manuals are designed to be indispensable companions for educators, providing well-structured guidance to make teaching mathematics both effective and enjoyable. With a focus on interactive and hands-on learning, the manuals include a variety of activities, games, and quizzes tailored to enhance conceptual understanding. By integrating these engaging strategies into the classroom, teachers can foster critical thinking and problem-solving skills among students. Moreover, the resources emphasise creating an enriched and enjoyable learning environment, ensuring that students not only grasp mathematical concepts but also develop a genuine interest in the subject.

In addition, the book is technologically empowered and works in sync with a parallel digital world, which contains immersive gamified experiences, video solutions and practice worksheets, among other things. Interactive exercises on the digital platform make learning experiential and help in concrete visualisation of abstract mathematical concepts. We invite educators, parents and students to embrace Imagine Mathematics and join us in nurturing the next generation of thinkers, innovators and problem-solvers. Embark on this exciting journey with us and let Imagine Mathematics be a valuable resource in your educational adventure.

Chapter at a Glance: Walkthrough of Key Elements

Numbers up to 8 Digits 1

Learning Outcomes

Alignment

C-1.1:

C-4.3:

Imagine Mathematics Headings: Clear and concise lessons, aligned with the topics in the Imagine Mathematics book, designed for a seamless implementation.

Numbers up to 8 Digits 1

2

Buttons; Beads; Bowls; Digit cards; Bowls with 5 number cards with a 7-digit or 8-digit number written on them; Two bowls with number cards having 8-digit numbers in one bowl and rounded-off places in another bowl

Learning Outcomes: Clear, specific and measurable learning outcomes that show what students should know, understand, or do by the end of the lesson.

Imagine Mathematics Headings

Place Value, Face Value and Expanded Form

Indian and International Number Systems

Comparing and Ordering Numbers

Numbers up to 8 Digits 1

Rounding–off Numbers

Learning Outcomes

Students will be able to: write the place value, face value, expanded form and number names for numbers up to write numbers up to 8 digits in the Indian and International number system. compare numbers up to 8 digits and arrange them in ascending and descending order. round off numbers up to 8 digits to the nearest 10, 100 and 1000.

Alignment to NCF

Learning Outcomes

Students will be able to:

Numbers up to 8 Digits 1

C-1.1: Represents numbers using the place value structure of the Indian number system, numbers, and knows and can read the names of very large numbers

C-4.3: Selects appropriate methods and tools for computing with whole numbers, such as computation, estimation, or paper pencil calculation, in accordance with the context

C-5.1: Understands the development of zero in India and the Indian place value system for the history of its transmission to the world, and its modern impact on our lives and in all technology

Let’s Recall

write the place value, face value, expanded form and number names for numbers up to 8 digits. write numbers up to 8 digits in the Indian and International number system. compare numbers up to 8 digits and arrange them in ascending and descending order. round off numbers up to 8 digits to the nearest 10, 100 and 1000.

Alignment to NCF

Place Value, Face Value and Expanded Form

Recap to check if students know how to write the place value, expanded form and number 6-digit numbers.

Indian and International Number Systems

Ask students to solve the questions given in the Let’s Warm-up section.

Comparing and Ordering Numbers

C-1.1: Represents numbers using the place value structure of the Indian number system, compares whole numbers, and knows and can read the names of very large numbers

Alignment to NCF: Learning Outcomes as recommended by NCF 2022.

Vocabulary

Rounding–off Numbers

C-4.3: Selects appropriate methods and tools for computing with whole numbers, such as mental computation, estimation, or paper pencil calculation, in accordance with the context

Learning Outcomes

C-5.1: Understands the development of zero in India and the Indian place value system for writing numerals, the history of its transmission to the world, and its modern impact on our lives and in all technology

Let’s Recall

expanded form: writing a number as the sum of the values of all its digits order: the way numbers are arranged estimating: guessing an answer that is close to the actual answer rounding off: approximating a number to a certain place value for easier calculation

Teaching Aids

Recap to check if students know how to write the place value, expanded form and number names for 6-digit numbers.

Students will be able to: write the place value, face value, expanded form and number names for numbers up to 8 digits. write numbers up to 8 digits in the Indian and International number system. compare numbers up to 8 digits and arrange them in ascending and descending order. round off numbers up to 8 digits to the nearest 10, 100 and 1000.

Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

Teaching Aids

Let’s Recall: Recap exercises to check the understanding of prerequisite concepts before starting a topic.

Chart papers with empty place value chart drawn; Buttons; Beads; Bowls;

Alignment to NCF

4

5 number cards with a 7-digit or 8-digit number written on them; Two bowls with number 8-digit numbers in one bowl and rounded-off places in another bowl

C-1.1: Represents numbers using the place value structure of the Indian number system, compares whole numbers, and knows and can read the names of very large numbers

expanded form: writing a number as the sum of the values of all its digits order: the way numbers are arranged estimating: guessing an answer that is close to the actual answer rounding off: approximating a number to a certain place value for easier calculation

C-4.3: Selects appropriate methods and tools for computing with whole numbers, such as mental computation, estimation, or paper pencil calculation, in accordance with the context

C-5.1: Understands the development of zero in India and the Indian place value system for writing numerals, the history of its transmission to the world, and its modern impact on our lives and in all technology

Let’s Recall

Chart papers with empty place value chart drawn; Buttons; Beads; Bowls; Digit cards; Bowls with 5 number cards with a 7-digit or 8-digit number written on them; Two bowls with number cards having 8-digit numbers in one bowl and rounded-off places in another bowl

Recap to check if students know how to write the place value, expanded form and number names for 6-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

expanded form: writing a number as the sum of the values of all its digits order: the way numbers are arranged estimating: guessing an answer that is close to the actual answer rounding off: approximating a number to a certain place value for easier calculation

Teaching Aids

Chart papers with empty place value chart drawn; Buttons; Beads; Bowls; Digit

Digit cards; Bowls

Learning Outcomes

Students will be able to: write the place value, face value, expanded form and number names for numbers up to 8 digits. write numbers up to 8 digits in the Indian and International number system. compare numbers up to 8 digits and arrange them in ascending and descending order. round off numbers up to 8 digits to the nearest 10, 100 and 1000.

Numbers up to 8 Digits 1

Numbers up to

Alignment to NCF

C-1.1: Represents numbers using the place value structure of the Indian number system, compares whole numbers, and knows and can read the names of very large numbers

C-4.3: Selects appropriate methods and tools for computing with whole numbers, such as mental computation, estimation, or paper pencil calculation, in accordance with the context

QR Code: Provides access to digital solutions and other interactive resources.

C-5.1: Understands the development of zero in India and the Indian place value system for writing numerals, the history of its transmission to the world, and its modern impact on our lives and in all technology

Learning Outcomes

Let’s Recall

Recap to check if students know how to write the place value, expanded form and number names for 6-digit numbers.

Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

Students will be able to: write the place value, face value, expanded form and number names for numbers up to 8 digits. write numbers up to 8 digits in the Indian and International number system. compare numbers up to 8 digits and arrange them in ascending and descending order. round off numbers up to 8 digits to the nearest 10, 100 and 1000.

Alignment to NCF

expanded form: writing a number as the sum of the values of all its digits order: the way numbers are arranged estimating: guessing an answer that is close to the actual answer rounding off: approximating a number to a certain place value for easier calculation

Teaching Aids

Vocabulary: Helps to know the important terms that are introduced, defined or emphasised in the chapter.

C-1.1: Represents numbers using the place value structure of the Indian number system, compares whole numbers, and knows and can read the names of very large numbers

C-4.3: Selects appropriate methods and tools for computing with whole numbers, such as mental computation, estimation, or paper pencil calculation, in accordance with the context

C-5.1: Understands the development of zero in India and the Indian place value system for writing numerals, the history of its transmission to the world, and its modern impact on our lives and in all technology

Chart papers with empty place value chart drawn; Buttons; Beads; Bowls; Digit cards; Bowls with 5 number cards with a 7-digit or 8-digit number written on them; Two bowls with number cards having 8-digit numbers in one bowl and rounded-off places in another bowl

Let’s Recall

expanded form and number names for numbers up to 8 digits. Indian and International number system. arrange them in ascending and descending order. nearest 10, 100 and 1000.

place value structure of the Indian number system, compares whole names of very large numbers and tools for computing with whole numbers, such as mental pencil calculation, in accordance with the context zero in India and the Indian place value system for writing numerals, world, and its modern impact on our lives and in all technology

Teaching Aids: Aids and resources that the teachers can use to significantly improve the teaching and learning process for the students.

Chapter: Numbers up to 8 Digits

Chapter: Numbers up to 8 Digits

Recap to check if students know how to write the place value, expanded form and number names for 6-digit numbers.

Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

expanded form: writing a number as the sum of the values of all its digits order: the way numbers are arranged estimating: guessing an answer that is close to the actual answer rounding off: approximating a number to a certain place value for easier calculation

Teaching Aids

Chart papers with empty place value chart drawn; Buttons; Beads; Bowls; Digit cards; Bowls with 5 number cards with a 7-digit or 8-digit number written on them; Two bowls with number cards having 8-digit numbers in one bowl and rounded-off places in another bowl

Place Value, Face Value and Expanded Form Imagine Maths Page 2 Learning Outcomes

write the place value, expanded form and number names for given in the Let’s Warm-up section.

the sum of the values of all its digits close to the actual answer to a certain place value for easier calculation

Place Value, Face Value and Expanded Form

Learning Outcomes

Teaching Aids

Imagine Maths Page 2

Students will be able to write the place value, face value, expanded form and number names for numbers up to 8 digits.

Students will be able to write the place value, face value, expanded form and number names for numbers up to 8 digits.

Chart papers with empty place value chart drawn; Buttons; Bowls; Digit cards

Activity

Teaching Aids

Chart papers with empty place value chart drawn; Buttons; Bowls; Digit cards

Activity

Instruct the students to work in small groups. Distribute the teaching aids among the groups. Keep number cards (0–9) in a bowl. Pick a card from the bowl and say the digit aloud along with a place, for example “3 in the thousands place.” Instruct the groups to place as many buttons as the digit in that place on the place value chart. Repeat this to form a 7-digit or 8-digit number. You can repeat digits in more than 1 place. Once the 7-digit or 8-digit number is formed, have each group record the expanded form and number names in their notebooks. Discuss the face value and place value of a few digits in the class. Ask the students to say the number names aloud.

Extension Idea

Activity: A concise and organised lesson plan that outlines the activities and extension ideas that are to be used to facilitate learning.

Instruct the students to work in small groups. Distribute the teaching aids among the groups. Keep number cards (0–9) in a bowl. Pick a card from the bowl and say the digit aloud along with a place, for example “3 in the thousands place.” Instruct the groups to place as many buttons as the digit in that place on the place value chart. Repeat this to form a 7-digit or 8-digit number. You can repeat digits in more than 1 place. Once the 7-digit or 8-digit number is formed, have each group record the expanded form and number names in their notebooks. Discuss the face value and place value of a few digits in the class. Ask the students to say the number names aloud.

Ask: In a number 1,67,48,950, if we interchange the digit in the ten thousands place with the digit in the crores place, then what is the difference in the place values of the digits in the ten thousands place?

Extension Idea

Say: On interchanging the digits, the new number is 4,67,18,950. Difference in the place values = 40,000 – 10,000 = 30,000.

Ask: In a number 1,67,48,950, if we interchange the digit in the ten thousands place with the digit in the crores place, then what is the difference in the place values of the digits in the ten thousands place?

Extension Idea: A quick mathematical-thinking question to enhance the critical thinking skill.

Indian and International Number Systems Imagine Maths Page 5

Say: On interchanging the digits, the new number is 4,67,18,950. Difference in the place values = 40,000 – 10,000 = 30,000.

chart drawn; Buttons; Beads; Bowls; Digit cards; Bowls with number written on them; Two bowls with number cards having rounded-off places in another bowl

Learning Outcomes

Students will be able to write numbers up to 8 digits in the Indian and International number system.

Indian and International Number Systems Imagine Maths Page 5

Teaching Aids

Learning Outcomes

Chart papers with empty place value chart drawn; Buttons; Beads

Students will be able to write numbers up to 8 digits in the Indian and International number system.

Activity

Teaching Aids

Chart papers with empty place value chart drawn; Buttons; Beads

Activity

Arrange the class in groups of 4, with each group split into teams of 2 students. Distribute the teaching aids among the groups. Guide the students to form 7-digit or 8-digit numbers on the chart using buttons and beads as in the previous lesson. Ask them to place buttons for the Indian number system on one chart and beads for the International number system on the other. The two teams should record the expanded form of the numbers using commas in their notebooks and number names. Ask the groups to find the similarities and differences between the two systems. Discuss the answers with the class.

Extension Idea

Arrange the class in groups of 4, with each group split into teams of 2 students. Distribute the teaching aids among the groups. Guide the students to form 7-digit or 8-digit numbers on the chart using buttons and beads as in the previous lesson. Ask them to place buttons for the Indian number system on one chart and beads for the International number system on the other. The two teams should record the expanded form of the numbers using commas in their notebooks and number names. Ask the groups to find the similarities and differences between the two systems. Discuss the answers with the class.

Ask: How many lakhs are there in 10 million?

Answers: Answers, provided at the end of each chapter, for the questions given in Do It Together and Think and Tell sections of the Imagine Mathematics book.

Answers

Say: To find out, we divide 10,000,000 by 100,000. So, there are 100 lakhs in ten million.

Extension Idea

Ask: How many lakhs are there in 10 million?

Say: To find out, we divide 10,000,000 by 100,000. So, there are 100 lakhs in ten million.

Period Plan

The teacher manuals corresponding to Imagine Mathematics books for Grades 1 to 8 align with the recently updated syllabus outlined by the National Curriculum Framework for School Education, 2023. These manuals have been carefully designed to support teachers in various ways. They provide recommendations for hands-on and interactive activities, games, and quizzes that aim to effectively teach diverse concepts, fostering an enriched learning experience for students. Additionally, these resources aim to reinforce critical thinking and problem-solving skills while ensuring that the learning process remains enjoyable.

In a typical school setting, there are approximately 180 school days encompassing teaching sessions, exams, tests, events, and more. Consequently, there is an average of around 120 teaching periods throughout the academic year.

The breakdown of topics and the suggested period plan for each chapter is detailed below.

Chapters No. of Periods

1. Numbers up to 200 8

2. Addition of 2-digit Numbers 7

3. Subtraction of 2-digit Numbers 7

4. Multiplication 6

5. Multiplication Tables: 2, 5 and 10 7

6. Numbers up to 999 6

Building Numbers

Break-up of Topics

Place Value and Expanded Form

Comparing and Ordering Numbers

Ordinal Numbers

Odd and Even Numbers

Revision

Vertical Method; Horizontal Method

Mental Addition

Addition with Regrouping, Adding More Than 2 Numbers

Story Sums

Revision

Vertical Method

Mental Subtraction

Subtraction with Regrouping

Story Sums

Revision

Using Repeated Addition

Making Equal Groups

Writing Multiplication Sentences

Revision

Multiplication by 2

Multiplication by 5

Multiplication by 10

Multiplication Rules

Story Sums on Multiplication

Revision

Writing Numbers up to 999

Place Value and Expanded Form

Comparing and Forming Numbers

Revision

7. Addition and Subtraction of 3-digit Numbers 6

8. Multiplication Tables: 3, 4 and 6 10

Addition of 3-digit Numbers

Subtraction of 3-digit Numbers

Solving Word Problems on Addition and Subtraction

Revision

Multiplying by 3

Multiplying by 4

Multiplying by 6

Multiplication without Regrouping

Multiplication with Regrouping

Story Problems on Multiplication

Revision

Division as Equal Sharing

Division as Repeated Subtraction

Division and Multiplication Facts

9. Introduction to Division 8

10. Introduction to Fractions 6

11. Measurement 11

Long Division

Word Problems on Division

Revision

Equal and Unequal Parts

Halves, Thirds and Fourths

Reading and Writing Fractions

Revision

Length Using Things Around Us

Centimetre

Metre

Weight Using Things Around Us

Weight by Standard Units

Capacity Using Things Around Us

Capacity by Standard Units

Revision

All About Lines

Features of Flat Shapes

Drawing Flat Shapes

Features of Solid Shapes

12. Shapes and Patterns 12

Flat Shapes in Solid Shapes

Repeating Patterns

Growing Patterns

Number Patterns

Revision

Time

Seasons

Estimating

Organising

Pictograph (Drawing)

Pictograph

Numbers up to 200 1

Learning Outcomes

Students will be able to: write numbers up to 200 using numerals and number names. identify the place value for numbers up to 200 and write them in expanded form. compare and order numbers up to 200. read and write ordinal numbers from 1st to 10th. identify odd and even numbers.

Alignment to NCF

C-8.3: Reads and writes Indian numerals for numbers up to ninety-nine using place value in groups of tens and ones

C-8.4: Arranges numbers from a given set of numbers in ascending and descending order

C-8.5: Compares and forms the greatest and smallest two-digit numbers (with and without repetition of given digits). Recognises, reads, writes number names and numerals up to 99 using place value concept

Let’s Recall

Recap to check if students know how to count numbers from 1 to 9. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

counting forward: counting by adding 1 every time counting backward: counting by subtracting 1 every time place value: value of a digit based on its position in the number expanded form: the way to write a number by adding the value of its digits ordinal numbers: numbers that are used to show the positions of objects in a line

Teaching Aids

Place value blocks of 100s, 10s and 1s; Place value chart showing 100s, 10s and 1s; Number cards for 8 numbers between 50 to 200: 58, 189, 79, 197, 118, 146, 152, 176; Number chart 1–200; Strip with 8 squares; Coloured square cut-outs with L in the orange square, E in blue, A in yellow, R in red, N in green, I in purple, N in pink, G in grey; 2 groups of small straws—6 small straws and 9 small straws; 6 bangles

Chapter: Numbers up to 200

Building Numbers

Learning Outcomes

Students will be able to write numbers up to 200 using numerals and number names.

Teaching Aids

Place value blocks of 100s, 10s and 1s

Activity

Imagine Maths Page 3

Instruct the students to work in groups. Distribute the place value blocks to each group. Instruct the students to show the numbers 115 and 148 using the blocks. Ask them to count the number of hundreds, tens and ones shown by the blocks. Then, in their notebooks, they will write that number, and the number of hundreds, tens and ones in words to get the number name. Ask questions like: If I have place value blocks for the number 234, which place value blocks will we add to get the next 3 numbers?

Extension Idea

Ask: How many 1s blocks will you use to show the number one hundred fifty?

Say: The number one hundred fifty can be written as 150. Number of 1s blocks used = 0.

Place Value and Expanded Form

Learning

Outcomes

Imagine Maths Page 4

Students will be able to identify the place value for numbers up to 200 and write them in expanded form.

Teaching Aids

Place value blocks of 100s, 10s and 1s; Place value chart showing 100s, 10s and 1s

Activity

Distribute the place value blocks and place value charts among the students. Ask them to show the number 182 using place value blocks. Instruct the students to identify and write the same number in the place value chart by writing each digit in its correct place. Then, in their notebooks, they will write the number of hundreds, tens and ones as 100 + 80 + 2 to write the expanded form of the number and the place value of each digit. Ask questions like: What is the place value of 5 in the number 159?

Extension Idea

Ask: What would be the expanded form of the number 157 if the digits in the ones and tens places are interchanged?

Say: The digit in the ones place in 157 is 7, and the digit in the tens place is 5. On interchanging the places, the number that we get is 175. So, the expanded form of 175 = 100 + 70 + 5.

Learning Outcomes

Students will be able to compare and order numbers up to 200.

Teaching Aids

Place value blocks of 100s, 10s and 1s; Number cards for 8 numbers between 50 to 200: 58, 189, 79, 197, 118, 146, 152, 176; Number chart 1–200

Activity

Ask the students to work in groups. Distribute the number cards for 8 numbers to each group. Instruct them to pick any 2 number cards, show the numbers using the place value blocks and then compare them. They will first compare the hundreds blocks in both numbers, then the tens and finally the ones. They will then shade the 2 numbers on the number chart. Ask them to write the comparison using the symbol <, > or =, in their notebooks. Discuss how the bigger number will appear after the smaller number on the number chart. Then, ask them to use the remaining number cards, locate the numbers on the number chart and shade them. Ask them to arrange the number cards in increasing and decreasing orders and write them in the same order, in their notebooks.

Ask questions like: Can a 2-digit number be greater than a 3-digit number?

Extension Idea

Ask: Find a number that lies between 95 and 107. There should be 4 numbers between 95 and this number. Say: The number is 100 since it lies between 95 and 107, and has 4 numbers between 95 and itself.

Ordinal Numbers

Learning Outcomes

Students will be able to read and write ordinal numbers from 1st to 10th.

Teaching Aids

Imagine Maths Page 8

Strip with 8 squares; Coloured square cut-outs with L in the orange square, E in blue, A in yellow, R in red, N in green, I in purple, N in pink, G in grey

Activity

Call 10 students to the front of the class and ask them to stand in a line.

Ask questions like: Who is second in the line? Who is tenth?

Ask the students to work in groups. Distribute the strips and cut-outs to each group.

Ask them to place the cut-outs on the square strip as per the instructions to get the word LEARNING. Use ordinal words for the positions of the letters. For example, ask them to place the orange cut-out in the first square and the green cut-out in the fifth square.

Ask them to write the letters in their notebooks with the correct position of each letter.

Learning Outcomes

Students will be able to identify odd and even numbers.

Teaching Aids

2 groups of small straws—6 small straws and 9 small straws; 6 bangles

Activity

Discuss some real-life things that come in pairs like socks, gloves, etc. Instruct the students to form groups of 4. Distribute a set of 6 straws, 9 straws and 6 bangles to each group. Ask them to first use 6 straws and 3 bangles and put pairs of straws inside the bangles. They will then use 9 straws and 5 bangles to make pairs.

Discuss that any number that forms pairs with no leftover is an even number and that a number that has a leftover is an odd number.

Instruct the students to draw 6 lines and 9 lines to show the straws in their notebooks, circle pairs of lines and then write the number and whether it is odd or even.

Ask questions like: What type of number will you get if you add 1 more straw to 9 straws?

Extension Idea

Ask: If we add 2 even numbers, do we get an odd number or an even number?

Say: If we add 2 even numbers, we will get an even number because the 2 numbers already form pairs without any leftovers.

Answers

1. Building Numbers

Think and Tell

20 boxes with 10 sweets in each = 20 tens = 200. It has 20 tens or 2 hundreds.

We write this as 2 hundreds 0 tens.

Do It Together

1. 1 hundred, 1 tens and 4 ones – one hundred fourteen 2. 1 hundred, 1 tens and 2 ones – one hundred twelve

2. Place Value and Expanded Form

Do It Together

Expanded form of 196 is

+ 90 + 6.

3. Increasing and Decreasing Order

Do It Together

Increasing order: 109, 111, 123, 132, 143

Decreasing order: 143, 132, 123, 111, 109

4. Ordinal Numbers

Do It Together 1. B 2. A 3. T 4. No

5. Odd and Even Numbers

Think and Tell

If we add 2 odd numbers, we will get an even number because the 2 leftovers without a pair will be paired together. Do It Together

Addition of 2-digit Numbers 2

Learning Outcomes

Students will be able to: add 2-digit numbers without regrouping. add 2-digit numbers by counting up. add 2-digit numbers with regrouping (sums up to 200). solve story problems on adding numbers (sums up to 200).

Alignment to NCF

C-8.6: Adds two numbers using place value concept (sum not exceeding 99) and applies them to solve simple daily life problems

C-8.6: Identifies appropriate operation (addition or subtraction) to solve problems in a familiar situation/context

C-8.6: Comprehends and solves simple word problems

C-8.12: Comprehends texts and extracts simple mathematical problems embedded in the text

Let’s Recall

Recap to check if students know how to add two 1-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

regrouping: rearranging numbers into groups according to their place values number line: a line showing numbers at equal distances

Teaching Aids

Place value blocks of 100s, 10s and 1s; Number grid (numbers 41 to 70 written on them); Word problem written on a sheet of paper with space given for each element of the CUBES strategy

Chapter: Addition of 2-digit Numbers

Vertical Method; Horizontal Method

Learning Outcomes

Students will be able to add 2-digit numbers without regrouping.

Teaching Aids

Place value blocks of 10s and 1s

Activity

Ask the students to work in groups. Distribute the place value blocks to each group. Instruct them to show 42 and 36 using the place value blocks by placing them side by side. Ask them to put together or add the 1s blocks, count the total number of 1s blocks and write the number of 1s in their notebooks. Ask them to repeat this with the 10s blocks. Then, in their notebooks, they will add the numbers using the vertical method by first adding the digits in the 1s place, then the digits in the 10s place. Ask them to compare the answers that they got using the place value blocks and the vertical method.

Give them 2 more numbers and ask them to find the total using the place value blocks and the vertical method.

Extension Idea

Ask: What is the total number of 10s blocks that you will use to show the sum of five 10s blocks and six 1s blocks with 31?

Say: Five 10s blocks and six 1s blocks make the number 56. 56 + 31 = 87; hence, we need eight 10s blocks to show the sum. Mental Addition

Learning Outcomes

Students will be able to add 2-digit numbers by counting up.

Teaching Aids

Number grid (numbers 41 to 70 written on them)

Activity

Distribute the number grid to each student. Give them 2 numbers such as 43 and 25.

Say: We know 25 has two 10s and five 1s, so we can write it as: 43 + 25 = 43 + 20 + 5. Now in the number grid, jump two 10s from 43 to reach 63. Then jump five 1s to reach 68.

Give 2 more numbers like 52 and 15 to solve using the same number grid, and ask them to note down the answers in their notebooks.

Extension Idea

Ask: How can we quickly add 50 and 20?

Say: Look at the 10s digits. In 50, the 10s digit is 5, and in 20, the 10s digit is 2. Add the 10s digits together:  5 + 2 = 7. Now, add a zero to the end of 7, so it becomes 70.

Addition with Regrouping; Adding More Than 2 Numbers Imagine Maths Page 19

Learning Outcomes

Students will be able to add 2-digit numbers with regrouping (sums up to 200).

Teaching Aids

Place value blocks of 100s, 10s and 1s

Activity

Ask the students to work in groups. Distribute the place value blocks to each group. Instruct them to show 87 and 25 using the blocks by placing them side by side. Ask them to put together or add the 1s blocks. Ask how many blocks they have got on adding the 1s blocks. Discuss how ten 1s blocks become one 10s block, so we need to replace ten 1s blocks with one 10s block. Ask them to repeat the process with the 10s blocks and discuss how ten 10s become one 100s block. Then, in their notebooks, they will add the numbers using the vertical method by first adding the digits in the 1s place, then the digits in the 10s place and finally the digits in the 100s place. Ask them to check if the sums that they got using the place value blocks and the vertical method match. Ask questions like: What is thirty 10s? How will you show this using the 100s blocks?

Story Sums

Learning

Outcomes

Students will be able to solve story problems on adding numbers (sums up to 200).

Teaching Aids

Imagine Maths Page 25

Word problem written on a sheet of paper with space given for each element of the CUBES strategy

Activity

Distribute the sheet with the word problem to the students. Instruct them to circle the numbers, underline the question and box the key words. Discuss what they need to find. Ask them to evaluate the problem, solve it and write the answer using the vertical method.

Ask questions like: How will you find out if your answer is correct?

Extension Idea

Rhea sold 15 red roses, 12 white roses and 28 pink roses. How many roses did she sell altogether?

Ask: Create your own word problem where you need to add the numbers 118 and 56.

Say: Multiple story problems can be created based on adding 2 numbers. One such word problem could be: Kamal sold 118 oranges and 56 apples in a day. What is the total number of fruits that Kamal sold?

1. Vertical Method Do

Answers

6.

Adding More Than 2 Numbers

2. Horizontal Method Do It Together 34 + 42 = 76

3. Mental Addition

Do It Together

+ 43 = 24 + 40 + 3

64 + 3 = 67

4. Addition with Regrouping to 10 Do It Together

We get 0 in the ones place if we add 34 and 16. Do It Together

The sum of 48 and 22 is 70

5. Regrouping When the Sum is More

Are all the answers the same? Yes/ No

7. Story Sums

Do It Together

Rohan solved 15 sums on Monday, 23 sums on Tuesday, and 17 sums on Wednesday. How many sums did he solve in total? Solve using the CUBES method, given above.

Sums solved by Rohan on Monday = 15

Sums solved by Rohan on Tuesday = 23

Sums solved by Rohan on Wednesday = 17

Total sums solved = 55

Rohan solved 55 sums in total.

Subtraction of 2-digit Numbers 3

Learning Outcomes

Students will be able to: subtract 2-digit numbers without regrouping. subtract 2-digit numbers by counting backwards. subtract 2-digit numbers with regrouping. solve story problems on subtracting 2-digit numbers.

Alignment to NCF

C-8.6: Subtracts two numbers up to 99 using place value and applies them to solve simple daily life problems/situations

C-8.6: Appreciates and applies relationship between addition and subtraction of numbers

C-8.6: Identifies appropriate operation (addition or subtraction) to solve problems in a familiar situation/context

C-8.6: Comprehends and solves simple word problems

C-8.12: Comprehends texts and extracts simple mathematical problems embedded in the text

Let’s Recall

Recap to check if students know how to subtract 1-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

regrouping: rearranging numbers into groups according to their place values addition fact: showing 2 numbers with a (+) sign in between them followed by the (=) sign and the sum of the 2 numbers

subtraction fact: showing 2 numbers with a (−) sign between them followed by the (=) sign and the difference of the 2 numbers

Teaching Aids

Places value blocks of 10s and 1s; Number strips; Rabbit toy; Pencils; Ice-cream sticks; Word problem sheets with a word problem written on each sheet of paper and space given for What is given? What do we need to find out? and How do we find out?

Chapter: Subtraction of 2-digit Numbers

Vertical Method

Learning Outcomes

Students will be able to subtract 2-digit numbers without regrouping.

Teaching Aids

Places value blocks of 10s and 1s

Activity

Ask the students to work in groups. Distribute the place value blocks to each group.

Imagine Maths Page 30

Instruct the students to subtract 17 from 39 by first showing the bigger number using place value blocks and then taking away or removing as many blocks as the smaller number. For example, to solve 39 − 17, they will take three 10s blocks and nine 1s blocks to show 39. They will then remove one 10s block and seven 1s blocks to subtract 17. Ask them to count the number of 10s and 1s blocks left to get the answer.

Then, in their notebooks, they will subtract using the vertical method by first subtracting the digit in the 1s place and then the digit in the 10s place.

Ask them to compare the answers they got using both the methods.

Instruct them to subtract 33 from 45 using the place value blocks and the vertical method.

Mental Subtraction

Imagine Maths Page 31 Learning Outcomes

Students will be able to subtract 2-digit numbers by counting backwards.

Teaching Aids

Number strips; Rabbit toy; Pencils Activity

Discuss how 2 numbers can be subtracted mentally.

Divide the class into groups. Distribute the number strips and rabbit toy to each group.

Give a subtraction problem 45 – 21. Ask the students to circle the numbers 45 and 21 on the number strip. Ask the group to help the rabbit hop two 10s backwards from 40 by drawing arrows on the number strip. They will then jump one 1s backwards to reach the answer. The group to place the rabbit correctly on the answer on the number strip will get a point.

Ask question such as: How many ones did the rabbit jump to get the answer?

Subtraction with Regrouping

Imagine Maths Page 33 Learning Outcomes

Students will be able to subtract 2-digit numbers with regrouping.

Teaching Aids

Place value blocks of 10s and 1s

Activity

Ask the students to work in groups. Distribute the place value blocks to each group.

Instruct them to solve 58 − 29. Ask them to first show the bigger number using the place value blocks and then take away as many blocks as the smaller number. As 9 ones is less than 8 ones, they will need to replace a 10s block with ten 1s blocks, and then subtract the ones and the tens.

Then, in their notebooks, they will subtract using the vertical method by first subtracting the digit in the 1s place, then the digit in the 10s place and regrouping wherever needed.

Ask questions like: What will you get if you add the ice-cream sticks and the smaller number?

Extension Idea

Ask: Can you think of two 2-digit numbers that give 15 after subtracting one from the other? What could the possible numbers be?

Say: Think of any two-digit number, say 52, and subtract 15 from it. 52 – 15 = 37. So, 52 and 37 are two such numbers that give 15 after subtraction.

Story Sums

Learning Outcomes

Students will be able to solve story problems on subtracting 2-digit numbers.

Teaching Aids

Ice-cream sticks; Word problem sheets with a word problem written on each sheet of paper and space given for What is given? What do we need to find out? and How do we find out?

Activity

Invite 2 students to the front of the class. Give 12 ice-cream sticks to one student and 15 ice-cream sticks to the other.

Ask questions to help the students understand the keywords: Who has more ice-cream sticks? Who has fewer ice-cream sticks? How many more ice-cream sticks does the second student have? How many fewer ice-cream sticks does the first student have?

Distribute the word problem sheet to the students with the problem written as: Priya has 25 toys and Satish has 18 toys. How many fewer toys does Satish have than Priya?

Priya has 25 toys and Satish has 18 toys. How many fewer toys does Satish have than Priya? What is given?

What do we need to find out?

How do we find out?

Solve to find the answer.

Instruct them to read the problem. Ask them to write what is given, what they need to find out and how to find the answer. Ask them to solve and write the final answer. Discuss the answers.

Extension Idea

Ask: Create your own word problem where you need to subtract 39 from 58.

Say: There can be multiple word problems on subtracting 39 from 58. One such problem could be: Richa read 58 pages of a book and Shalini read 39 pages of the book. How many more pages did Richa read than Shalini?

1. Subtraction without Regrouping

Do

Answers

4. Story Sums Do It Together

Number of toy cars = 33

Number of toy cars sold = 13

Number of toy cars left = 33 – 13 = 20

2. Mental Subtraction

Go back by 4 tens from 99 to reach 59.

Then move back by 9 ones to reach 50

So, 99 – 49 = 50.

3. Subtraction with Regrouping

Do It Together

Multiplication 4

Learning Outcomes

Students will be able to: find the total using repeated addition. make equal groups and find the total. write a multiplication sentence using the symbols (×) and (=) for a given group of things.

Alignment to NCF

C-8.7: Uses repeated adding to solve simple multiplication problems up to 99

Let’s Recall

Recap to check if students know how to add two numbers using pictures. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

equal groups: same number of things in each group unequal groups: different number of things in each group repeated addition: adding equal groups of numbers together

Teaching

Aids

Circular paper plates; Counters; Repeated addition sentence cards; Multiplication sentence cards

Chapter: Multiplication

Using Repeated Addition

Learning

Outcomes

Students will be able to find the total using repeated addition.

Teaching Aids

Circular paper plates; Counters; Repeated addition sentence cards

Activity

Discuss how to write the things given in equal groups as repeated addition sentences. Instruct the students to work in groups. Distribute the counters, plates and repeated addition sentence cards to each group.

3 + 3 + 3 + 3 = ______________ 4 + 4 = ______________

Instruct the students to show 3 + 3 + 3 + 3 and 4 + 4 using the plates and counters. They will choose the correct repeated addition sentence, place the card below each set of plates and counters and fill in the blank to write the answer. Then, in their notebooks, they will write the repeated addition sentences. Ask questions like: How did you match the repeated addition sentence with the set of counters?

Extension Idea

Ask: Which of these is the correct way of writing 8 groups of 4: 8 + 8 + 8 + 8 or 4 + 4 + 4 +

+ 4? Say: We write the number of things in each group as many times as the number of groups. 8 groups of 4 show 8 groups with 4 things in each group. So, 8 groups of 4 will be written as 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4.

Making

Equal Groups

Learning Outcomes

Students will be able to make equal groups and find the total.

Teaching Aids

Circular paper plates; Counters

Activity

Draw stars to show an example of equal groups. Ask the students questions around the number of groups, the number of stars in each group and the total number of stars. Instruct the students to work in groups. Distribute the circular plates and counters. Instruct them to show 3 groups of 9 using the plates and counters. Then, in their notebooks, they will first write the number of plates, then the number of counters on each plate and finally, the total number of counters. Instruct them to show 4 groups of 8 using the plates and counters. Ask questions like: What if we remove 1 counter from 4 groups of 8? Will it still be an equal grouping?

Writing Multiplication Sentences

Learning Outcomes

Students will be able to write a multiplication sentence using the symbols (×) and (=) for a given group of things.

Teaching Aids

Circular paper plates; Counters; Multiplication sentence cards

Activity

Discuss how to write the things given in equal groups as a multiplication sentence. Instruct the students to work in groups. Distribute the counters, plates and multiplication sentence cards to each group.

4 � 2 = ______________

2 � 5 = ______________

Instruct the students to show 4 groups of 2 and 2 groups of 5 using the plates and counters. They will choose the correct multiplication sentence, place the card below each group of plates and counters and fill in the blank to write the answer. Then, in their notebooks, they can write the multiplication sentences. Ask questions like: How did you match the multiplication sentence with the group of counters?

Extension Idea

Ask: How is 9 × 4 different from 4 × 9? How are they similar?

Say: 9 × 4 shows 9 groups with 4 things in each group. 4 × 9 shows 4 groups with 9 things in each group. Both multiplications give the same answer, which is 36.

Answers

1. Using Repeated Addition

Do It Together

There are 3 bunches of flowers with 5 flowers in each. How many flowers are there in all the bunches together?

3 groups of 5 flowers

5 + + 5 5 = 15

There are 15 flowers altogether.

2. Making Equal Groups

Think and Tell

No, it will not be easy to find the total. We will have to count the number of things to get to the answer.

Do It Together

There are 3 plates. Each plate has 4 guavas.

3 groups of 4 guavas = 12 guavas.

3. Writing Multiplication Sentences

Think and Tell

There are 5 + 5 + 5 + 5 + 5 + 5

6 groups of 5

6 × 5 = 30 stars

Do It Together

There are 4 boxes of crayons. Each box has 5 crayons. How many crayons are there in total?

5 + 5 + 5 + 5

4 groups of 5

4 × 5 = 20

There are 20 crayons in total.

Multiplication Tables: 2, 5 and 10 5

Learning Outcomes

Students will be able to: skip count to write the multiplication table of 2. skip count to write the multiplication table of 5. skip count to write the multiplication table of 10. use the multiplication rules to multiply 2 numbers. solve story problems on multiplication using the multiplication tables of 2, 5 or 10.

Alignment to NCF

C-8.3: Demonstrates skip counting in 2s or 3s on a number line (graduated) or blocks/pictures

C-8.7: Uses repeated adding to solve simple multiplication problems up to 99

C-8.12: Comprehends texts and extracts simple mathematical problems embedded in the text

Let’s Recall

Recap to check if students know the concept of repeated addition. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

repeated addition: adding equal groups of numbers together skip count: jumps of the same number again and again multiplication table: a list that shows the results of multiplying a number by different numbers

Teaching Aids

Number charts; Ice cream sticks; Paper cups; Colour pencils; 4 paper chits with multiplication rules written on them; Question cards; Table charts with 2 times, 5 times and 10 times tables

Chapter: Multiplication Tables: 2, 5 and 10

Multiplication by 2

Learning Outcomes

Students will learn to skip count to write the multiplication table of 2.

Teaching Aids

Number charts; Ice cream sticks; Paper cups; Colour pencils

Activity

Ask the students to work in groups of 5. Draw a number line on the floor and ask 1 student from each group to come up to the line and skip count, first by 1 and then by 2, and jump.

Distribute the number charts, Ice cream sticks and paper cups to each group. Instruct the groups to place 2 paper cups in front of them. Ask them to put 1 Ice cream stick in each cup. Discuss how the cups show 2 groups and the Ice cream sticks in them show 2 groups of 1.

Ask the students to count the total number of Ice cream sticks (2) in both cups and shade the same number on the number chart. Then, instruct them to show 2 groups of 2 using the Ice cream sticks and cups (by putting one more Ice cream stick in each cup), count the total and circle the result on the number chart. Repeat the same steps 10 times. Discuss how the numbers shaded on the chart give the multiplication table of 2. Show them how to write the table using the multiplication sign.

Ask questions like: How will you show 2 groups of 12?

Multiplication by 5 Imagine Maths Page 59

Learning Outcomes

Students will learn to skip count to write the multiplication table of 5.

Teaching Aids

Number charts; Ice cream sticks; Paper cups; Colour pencils

Activity

Discuss the concept of skip counting by 5. Ask the students to work in groups. Distribute the number charts, ice cream sticks and paper cups to each group. Instruct the groups to place 5 paper cups in front of them. Ask them to put 1 ice cream stick in each cup. Discuss how the cups show 5 groups and the ice cream sticks in them show 5 groups of 1.

Ask the students to count the total number of ice cream sticks in all the cups and shade the same number on the number chart. Then, instruct them to show 5 groups of 2 using the ice cream sticks and cups (by putting 1 more ice cream stick in each cup), count the total and circle the result on the number chart. Repeat the same steps 10 times. Discuss how the numbers shaded on the chart give the multiplication table of 5. Show them how to write the table using the multiplication sign.

Extension Idea

Ask: Is putting 2 ice cream sticks in each of the 5 cups the same as putting 5 ice cream sticks in each of the 2 cups? Say: 2 ice cream sticks each in 5 cups = 2 + 2 + 2 + 2 + 2 = 10 and 5 ice cream sticks each in 2 cups = 5 + 5 = 10. The result is the same.

Multiplication by 10

Learning Outcomes

Students will learn to skip count to write the multiplication table of 10.

Teaching Aids

Number charts; Ice cream sticks; Paper cups; Colour pencils Activity

Maths Page 61

Discuss the concept of skip counting by 10. Ask the students to work in groups. Distribute the number charts, ice cream sticks and paper cups to each group. Instruct the groups to place 10 paper cups in front of them. Ask them to put 1 ice cream stick in each cup. Discuss how the cups show 10 groups and the ice cream sticks in them show 10 groups of 1.

Ask the students to count the total number of ice cream sticks in all the cups and shade the same number on the number chart. Then, instruct them to show 10 groups of 2 using the ice cream sticks and cups (by putting 1 more ice cream stick in each cup), count the total and circle the result on the number chart. Repeat the same steps 10 times. Discuss how the numbers shaded on the chart give the multiplication table of 10. Show them how to write the table using the multiplication sign.

Multiplication Rules

Learning Outcomes

Students will learn to use the multiplication rules to multiply 2 numbers.

Teaching Aids

Ice cream sticks; Paper cups; 4 paper chits with multiplication rules written on them Activity

Imagine Maths Page 64

Write the multiplication rules on the board and discuss them with the students. Ask the students to work in groups of 4. Distribute the teaching aids to each group. Instruct every member of the group to represent one of the multiplication rules using the ice cream sticks and paper cups.

Ask them to verify their presentation with the other groups. Instruct them to write the multiplication rule in their notebooks along with 1 example.

Extension Idea

Ask: Is 2 × 3 × 4 the same as 4 × 3 × 2?

Say: The same numbers multiplied in any order gives the same answer. Yes, 2 × 3 × 4 is the same as 4 × 3 × 2 as it gives the same answer. 2 × 3 × 4 = 24 and 4 × 3 × 2 = 24.

Learning Outcomes

Students will learn to solve story problems on multiplication using the multiplication tables of 2, 5 or 10.

Teaching Aids

Question cards; Table charts with 2 times, 5 times and 10 times tables

Activity

Distribute the word problem cards and multiplication table charts to the students. Emily planted 5 rows of flowers, and each row had 7 flowers. How many flowers did Emily plant?

What is given?

What do we need to find?

How do we find?

Solve to find the answer.

Instruct the students to read the question, note down what they know and what they want to know. Discuss how they will find the answer. Ask them to identify the correct multiplication sentence in the table chart and write the answer.

Ask questions like: How many flowers would Emily have planted if she had used only 2 rows with the same number of flowers?

Extension Idea

Ask: Create your own word problem where you need to multiply the numbers 8 and 10.

Say: There can be many word problems on multiplying the numbers 8 and 10. One such problem could be: There are 10 rows of students. If each row has 8 students, what is the total number of students?

1. Multiplication by 2

Do It Together

Complete this table. Groups

1 group of 2 1 × 2 = 2

2 groups of 2 2 × 2 = 4

3 groups of 2 3 × 2 = 6

4 groups of 2 4 × 2 = 8

Answers

4. Multiplication Rules

Do It Together

5 groups of 2 5 × 2 = 10

2. Multiplication by 5

Do It Together

5 groups of 4 flowers equals 20

5 × 4 = 20

3. Multiplication by 10

Do It Together

5 jumps of 10 steps each. 5 × 10 = 50

How many times does Mitthu jump? 5

Write the multiplication fact. 5 × 10 = 50

5. Story Sums on Multiplication

Do It Together

What do we know?

The number of vases in the house = 5

The number of flowers in each vase = 5

What do we want to know?

The total number of flowers in all the vases.

How do we find the answer?

Solve to find the answer.

5 × 5 = 25 flowers

So, there are 25 flowers in total.

Numbers up to 999 6

Learning Outcomes

Students will be able to: write numbers up to 999 and write their number names. identify the place value of numbers up to 999 and write them in expanded form. compare numbers up to 999 and arrange them in ascending or descending order.

Alignment to NCF

C-8.3: Reads and writes Indian numerals for numbers up to ninety-nine using place value in groups of tens and ones

C-8.4: Arranges numbers from a given set of numbers in ascending and descending order

C-8.5: Compares and forms the greatest and smallest two-digit numbers (with and without repetition of given digits). Recognises, reads, writes number names and numerals up to 99 using place value concept

Let’s Recall

Recap to check if students know the place value and expanded form for numbers up to 200. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

place value: value of a digit based on its position in a number expanded form: the sum of the values of all the digits in a number

Teaching Aids

Place value blocks of 100s, 10s and 1s; Place value chart showing 100s, 10s and 1s; 20 number cards with numbers between 80 and 999

Chapter: Numbers up to 999

Writing Numbers up to 999

Learning

Outcomes

Students will be able to write numbers up to 999 and write their number names.

Teaching Aids

Place value blocks of 100s, 10s and 1s Activity

Imagine Maths Page 73

Show the students some 100s blocks and ask them to identify the number shown. Repeat this with 10s and 1s blocks and then all the blocks together.

Instruct the students to work in groups. Distribute the place value blocks to each group. Instruct the students to show the numbers 358 and 884 using the blocks. Ask them to count the number of hundreds, tens and ones shown by the blocks. Then, in their notebooks, they will write the number and the number of hundreds, tens and ones in words to get the number name.

Ask questions like: How many 10s blocks will you need to show the numbers 802 and 820?

Extension Idea

Ask: If four 10s blocks are added to the blocks showing 304, what would be the new number?

Say: The number of 10s blocks in 304 is 0. So, zero 10s blocks + four 10s blocks = four 10s blocks. So, the new number would be 344.

Place Value and Expanded Form

Learning Outcomes

Imagine Maths Page 76

Students will be able to identify the place value of numbers up to 999 and write them in expanded form.

Teaching Aids

Place value blocks of 100s, 10s and 1s; Place value chart showing 100s, 10s and 1s Activity

Instruct the students to work in groups. Distribute the place value blocks and place value charts to each group. Ask them to show the numbers 253 and 352 using place value blocks. They should then identify and write the same numbers in the place value chart by writing each digit in its correct place. Then, in their notebooks, they will write the number of hundreds, tens and ones, the expanded form of the number and the place value of each digit in both the numbers.

Ask questions like: Which digit has the same place value in both the numbers?

Extension Idea

Ask: What is the expanded form of a number which is 5 more than three hundred twenty-five?

Say: Three hundred twenty-five = 325. Five more than 325 is the 5th number when counting forward from 325, which gives us 326, 327, 328, 329, 330. So, in its expanded form, 330 = 300 + 30 + 0.

Learning Outcomes

Students will be able to compare numbers up to 999 and arrange them in ascending or descending order.

Teaching Aids

20 number cards with numbers between 80 and 999; Place value chart showing 100s, 10s and 1s

Activity

Ask the students to work in groups. Display the place value chart on the board. Invite 1 student from each group to come up to the board. Ask them to write numbers in the place value chart and compare the hundreds, then the tens and finally the ones. Next, invite the students to write 3 numbers in the place value chart and order them in ascending order.

Once the students understand comparison and ordering, turn the activity into a game. Create number lines for each group in an open area. Scatter the number cards with numbers around the open area. Instruct the students that they need to place cards on the number line in the correct order by comparing the numbers. One student from each group goes and picks any 1 card and runs back to their number line and places the card in the correct place. Then, the next student from the group goes to pick another card and places it on the number line. Repeat this process until every student gets a chance to put a card on the number line.

Extension Idea

Ask: Form the greatest 3-digit number using the digits 3, 4 and 8 and the smallest 3-digit number above 400 and below 440.

Say: The greatest number using 3, 4 and 8 is 843. The smallest number above 400 and below 440 is 438.

Answers

1. Counting Forward and Backwards

Do It Together a.

2. Hundreds, Tens and Ones

Think and Tell

1. 1000 is the smallest 4-digit number.

2. We know 10 tens = 1 hundred. 11 tens is 10 tens + 1 ten. So, we can write it as 1 hundred, 1 ten, 0 ones = 110.

Do It Together

3. Place Value and Expanded Form

a. 453

Expanded Form: 400 + 50 + 3

Number Name: four hundred fifty-three

Place Value of 3: 3

Face Value of 4: 4

b. 102

Expanded Form: 100 + 0 + 2

Number Name: one hundred two

Place Value of 1: 100

Face Value of 0: 0

4. Comparing Numbers; Forming Numbers

Do It Together

81 is a 2-digit number while 421 and 612 are 3-digit numbers.

So, 81 is smaller than both 421 and 612.

We can also see that 421 < 612 because the digit in the hundreds place is smaller in 421.

Greatest number—541 thirty-three

Five hundred twenty-two

So, the increasing order (smallest to largest) is 81, 421, 612.

The decreasing order (largest to smallest) is 612, 421, 81

5. Forming Numbers

Smallest number—145

Addition and Subtraction of 3-digit Numbers

Learning Outcomes

Students will be able to: add 3-digit numbers with regrouping using vertical addition. subtract 3-digit numbers without regrouping using vertical subtraction. solve word problems on adding and subtracting 3-digit numbers.

Alignment to NCF

C-8.6: Adds two numbers using place value concept (sum not exceeding 99) and applies them to solve simple daily life problems/situations

C-8.6: Subtracts two numbers up to 99 using place value and applies them to solve simple daily life problems/situations

C-8.6: Identifies appropriate operation (addition or subtraction) to solve problems in a familiar situation/context

C-8.6: Comprehends and solves simple word problems

Let’s Recall

Recap to check if students know how to add and subtract 2-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

regrouping: rearranging numbers into groups according to their place values place value: value of a digit based on its position in the number vertical addition: adding numbers by writing them one below the other vertical subtraction: subtracting numbers by writing them one below the other

Teaching Aids

Place value blocks of 1000s, 100s, 10s and 1s; Question cards; Addition (+) and subtraction (–) cards

Chapter: Addition and Subtraction

of 3-digit Numbers

Addition of 3-digit Numbers Imagine Maths Page 88

Learning Outcomes

Students will be able to add 3-digit numbers with regrouping using vertical addition.

Teaching Aids

Place value blocks of 1000s, 100s, 10s and 1s

Activity

Ask the students to work in groups. Distribute the place value blocks to each group. Instruct them to use the place value blocks to show two numbers, 341 and 259, and add them. Ask them to begin by adding the 1s blocks. Tell them if the total of the 1s blocks is more than 9, they should replace ten 1s blocks with one 10s block. Next, guide them on how to add the 10s blocks, reminding them to regroup if necessary. Finally, ask them to add the 100s blocks. Now, instruct the students to write the numbers in columns in their notebooks by placing the digits one below the other and then add. Ask them to compare the answers that they got using the place value blocks and the vertical addition method.

Ask questions like: What did you do if the total of the digits in the 10s place was more than 9?

Extension Idea

Ask: What do you do when the number of 100s is more than 9?

Say: When the number of 100s is more than 9, we remove ten 100s blocks and add one 1000s block.

Subtraction of 3-digit Numbers

Learning Outcomes

Imagine Maths Page 92

Students will be able to subtract 3-digit numbers without regrouping using vertical subtraction.

Teaching

Aids

Place value blocks of 1000s, 100s, 10s and 1s

Activity

Ask the students to form groups. Distribute the place value blocks to each group.

Instruct the students to use the place value blocks to show two numbers, 567 and 123. To subtract, they should pick as many place value blocks as the bigger number and then take away the same number of blocks as in the smaller number. Explain that the leftover blocks give the answer. Then, in their notebooks, the students should write the numbers in columns and subtract. Ask them to compare the answers that they got using the place value blocks and the vertical subtraction method.

Ask questions like: Does the number of 1000s, 100s, 10s and 1s decrease when we subtract two numbers? Can you subtract the bigger number from the smaller number using place value blocks?

Extension Idea

Ask: How would you subtract if the number of 1s in the bigger number is less than the number of 1s in the smaller number?

Say: We would take one 10 from the 10s place in the bigger number and exchange it for ten 1s so that we have enough 1s to subtract from.

Solving Word Problems on Addition and Subtraction

Learning Outcomes

Students will be able to identify the right operation and learn to solve word problems on adding and subtracting 3-digit numbers.

Teaching Aids

Question cards; Addition (+) and subtraction (–) cards

Activity

Ask the students to share some situations from real life where they need to add or subtract. Ask the students to form groups. Distribute the question cards (as given in the picture) and the addition (+) and subtraction (–) cards to each group.

Anna has 451 stamps. Susan has 167 stamps. How many stamps do they have in all?

What is given?

What do we need to find?

How do we find it?

Solve to find the answer.

Instruct them to understand the situation, analyse it and show the correct operation for it using the addition/ subtraction cards for some situations. Then, ask them to use the strategy to solve the problem on the question card. Ask questions like: How will you know whether you need to add or subtract in a problem?

Extension Idea

Ask: Write a word problem that involves both addition and subtraction, and ask your classmates to solve it. Say: There can be multiple word problems on both adding and subtracting numbers. One problem could be: I have 10 apples. I eat 3 apples and then my friend gives me 5 more. How many apples do I have now?

1. Addition without Regrouping

Do It Together

Place Value Blocks

Answers

Use for 1 hundred (H), for 1 ten (T) and for 1 one (O). H T O 2 1 5 + 6 5 2

8 6 7

2. Addition with Regrouping

Do It Together

T O 1 1 2 3 9 + 5 6 2 8 0 1

3. Subtraction of 3-digit Numbers

Do It Together

4. Identifying the Right Operation

Do It Together

Situation Addition

There were 234 students in the hall. 150 more students joined them. How many students are there in the hall now?

Rahul had 262 crayons, he lost 130 crayons. How many crayons are left?

5. Word Problems on Addition and Subtraction

Do It Together

What do we know?

There were 124 kurtas. 120 kurtas were sold. What do we find?

Number of kurtas left. How do we find (keyword)?

The keyword ‘left’ tells us that we need to subtract.

Number of kurtas left = Number of kurtas – Number of kurtas sold

Solve to find the answer.

So, 4 kurtas are left.

Multiplication Tables: 3, 4 and 6 8

Learning Outcomes

Students will be able to:

skip count to write the multiplication table of 3. skip count to write the multiplication table of 4. skip count to write the multiplication table of 6. multiply a 2-digit number by a 1-digit number using the multiplication tables of 3, 4 or 6 (without regrouping). multiply a 2-digit number by a 1-digit number using the multiplication tables of 3, 4 or 6 (with regrouping). solve story problems on multiplying a 2-digit number by a 1-digit number using the multiplication tables of 3, 4 or 6.

Alignment to NCF

C-8.3: Demonstrates skip counting in 2s or 3s on a number line (graduated) or blocks/pictures

C-8.7: Uses repeated adding to solve simple multiplication problems up to 99

C-8.12: Comprehends texts and extracts simple mathematical problems embedded in the text

Let’s Recall

Recap to check if students know how to find the total using repeated addition. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

multiplication fact: showing 2 numbers with a (×) sign in between them, followed by the (=) sign and the product of the two numbers

multiplication statement: a sentence that shows 2 numbers being multiplied order: the way numbers are arranged regrouping: rearranging numbers into groups according to their place values

Teaching Aids

Paper plates; Counters; Number chart that goes from 1 to 40 (or higher); Crayons; Multiplication tables; Multiplication sheets with the column table drawn; Pair of dice; Word problem cards

Chapter: Multiplication Tables: 3, 4 and 6

Multiplying by 3

Learning Outcomes

Students will be able to skip count to write the multiplication table of 3.

Teaching Aids

Paper plates; Counters

Activity

Instruct the students to work in groups. Distribute the paper plates and counters to each group. Instruct the students to take 3 plates and place 1 counter on each plate. Discuss that the plates show the number of groups and the counters show the number of items in each group. Guide them to write 3 groups of 1 as 3 × 1 = 3 and say it as “3 ones are 3”. They will then write the multiplication statement in their notebooks. Next, have them add 1 more counter to each plate, and guide them to skip count to find the product as 3 × 2 = 6.

Encourage them to continue adding counters to each plate and writing the multiplication statements until they reach 3 × 10 = 30. Then, in their notebooks, they will write the multiplication table for 3.

Extension Idea

Ask: Is 3 groups of 8 equal to 8 groups of 3?

Say: Yes, 3 groups of 8 = 8 + 8 + 8 = 24 and 8 groups of 3 = 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24.

Multiplying by 4 Imagine Maths

Learning Outcomes

Students will be able to skip count to write the multiplication table of 4.

Teaching Aids

Number chart that goes from 1 to 40 (or higher); Crayons Activity

Instruct the students to work in groups. Distribute the number charts to each group. Ask the students to begin at 4 and colour the box with the number 4. Then, direct them to count and continue colouring every 4th cell, such as 8, 12, 16 and so on, until they reach 40. Next, instruct them to skip count by 4, verbally stating each number as they land on the shaded cells.

Encourage them to say “4 ones are 4, 4 twos are 8, 4 threes are 12, 4 fours are 16…” and so on, highlighting the multiplication pattern of 4 on the chart.

Extension Idea

Ask: Think of some real-life situations where skip counting might be useful. What could these situations be? Say: There can be many such situations, such as counting bundles of 4 notebooks in a stationery shop or setting a dining table for 4 people by arranging items like plates, glasses, napkins and spoons in groups of 4.

Learning Outcomes

Students will be able to skip count to write the multiplication table of 6.

Teaching Aids

Paper plates; Counters

Activity

Instruct the students to work in groups. Distribute the paper plates and counters to each group.

Instruct the students to take 6 plates and place 1 counter on each plate. Discuss that the plates show the number of groups and the counters show the number of items in each group. Guide them to write 6 groups of 1 as 6 × 1 = 6 and say it as “6 ones are 6”.

Next, have them add 1 more counter to each plate, and guide them to skip count to find the product as 6 × 2 = 12.

Encourage them to continue adding counters to each plate and writing the multiplication statements until they reach 6 × 10 = 60. Then, in their notebooks, they will write the multiplication table for 6.

Teacher Tip: If resources are unavailable, students can be asked to draw circles to show the plates and dots to show the counters.

Multiplication without Regrouping

Learning Outcomes

Students will be able to multiply a 2-digit number by a 1-digit number using the multiplication tables of 3, 4 or 6 (without regrouping).

Teaching Aids

Multiplication tables; Multiplication sheets with the column table drawn

Activity

Begin by reviewing the concept of multiplication as repeated addition. Ask questions like: How many items will there be in 22 groups of 4? Introduce the need for using the column method to multiply.

Then, show the students the steps to multiply a 2-digit number by a 1-digit number without regrouping using multiplication tables.

Instruct the students to work in groups. Distribute the multiplication tables and multiplication sheets to each group.

Ask them to multiply and write the answer using the multiplication tables.

Learning Outcomes

Students will be able to multiply a 2-digit number by a 1-digit number using the multiplication tables of 3, 4 or 6 (with regrouping).

Teaching Aids

Pair of dice; Multiplication tables; Multiplication sheets with the column table drawn

Activity

Begin by reviewing the concept of regrouping in addition.

Show the students the steps to multiply a 2-digit number by a 1-digit number with regrouping using multiplication tables. Instruct the students to work in groups. Distribute the pairs of dice, multiplication sheets and multiplication tables to each group. Ask the students to take turns and roll the pair of dice. Ask them to write the number formed on the dice as the first number of the multiplication. Instruct them to multiply the number on the dice by the given 1-digit number, using multiplication tables, and find the answer. Repeat the activity as many times as the number of students in the group.

Story Problems on Multiplication

Learning Outcomes

Students will be able to solve story problems on multiplying a 2-digit number by a 1-digit number using the multiplication tables of 3, 4 or 6.

Teaching Aids

Word problem cards

Activity

Start by asking questions on some real-life situations where students need multiplication.

Instruct the students to work in groups. Distribute the word problem cards to each group.

Neha has 40 friends in her class and she wants to give 3 chocolates to each of them. How many chocolates does Neha need in total? What is given?

Instruct them to read the problem: Neha has 40 friends in her class and she wants to give 3 chocolates to each of them. How many chocolates does Neha need in total? Ask them to write what is given, what they need to find and how to find the answer. Ask them to evaluate and find the answer using the multiplication tables. Discuss the answers with the students.

Extension Idea

Ask: Create your own word problem where you need to multiply 54 by 6.

Say: There can be many word problems where we need to multiply 54 by 6. One such problem can be: Ravi purchased 54 boxes of toys for his toy shop. If 1 box contains 6 toys, what is the total number of toys that he purchased?

1. Multiplying by 3

3 ×

3 ×

3 ×

3 ×

3 ×

2. Multiplying by 4

Think and Tell 4 × 11 = 44

3. Multiplying by 6 Do It Together

4. Multiplication without Regrouping

5. Multiplication with Regrouping Do

6. Story Problems on Multiplication

Do It Together

What do we know?

Total desks = 86

People at each desk = 4

What do we want to know?

We need to find the number of people in the hall

How do we find the answer?

Number of people = Total desks × People at each desk

Solve to find the answer.

Introduction to Division 9

Learning Outcomes

Students will be able to:

divide using equal sharing to find the number or groups or number of things in each group. divide using repeated subtraction and write the division sentence. write division facts for the given multiplication fact and understand the relationship between multiplication and division.

divide a 2-digit number by a 1-digit number using long division. solve story problems on dividing a 2-digit number by a 1-digit number using the multiplication tables.

Alignment to NCF

C-8.7: Uses repeated subtraction to find out how many groups for solving division problems

C-8.13: Talks about different ways in which to solve a simple mathematical problem

Let’s Recall

Recap to check if students know how to write a multiplication statement for given pictures. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

repeated subtraction: taking away the same number over and over again multiplication fact: showing 2 numbers with a (×) sign between them followed by the (=) sign and the product of the 2 numbers division fact: showing 2 numbers with a (÷) sign between them followed by the (=) sign and the quotient of the 2 numbers

Teaching Aids

Ice cream sticks; Paper cups; Sheet of paper with a table and ice cream sticks drawn; 12 ice cream sticks; A sheet of paper with a word problem written on it and a table showing each element of the CUBES strategy

Chapter: Introduction to Division

Division as Equal Sharing

Learning

Outcomes

Imagine Maths Page 119

Students will be able to divide using equal sharing to find the number or groups or number of things in each group.

Teaching Aids

Ice cream sticks; Paper cups

Activity

Instruct the students to work in groups of 4. Distribute 20 ice cream sticks and 4 paper cups to each group. Instruct them to take turns to pick 1 ice cream stick at a time from their shared collection and put them in the paper cups, one by one, until all the ice cream sticks are distributed. Ask them to record the total number of ice cream sticks, number of paper cups and the number of ice cream sticks in each cup, in their notebooks.

Discuss whether each paper cup has the same number of ice cream sticks and how many ice cream sticks each paper cup has. Repeat the activity with 5 paper cups and 20 ice cream sticks to reinforce the concept.

Ask questions like: How is 20 ice cream sticks shared equally in 4 cups different from 20 ice cream sticks shared equally in 5 cups?

Extension Idea

Ask: Can you distribute 19 ice cream sticks equally among 4 paper cups? Explain. Say: No, 19 ice cream sticks cannot be shared equally among 4 paper cups. There will be 3 cups with 5 ice cream sticks in each, but the fourth cup will have only 4 ice cream sticks.

Division as Repeated Subtraction

Learning

Outcomes

Imagine Maths Page 121

Students will be able to divide using repeated subtraction and write the division sentence.

Teaching Aids

Sheet of paper with a table and ice cream sticks drawn; 12 ice cream sticks

Activity

Instruct the students to work in groups of 4. Distribute 12 ice cream sticks and the sheets to each group.

Instruct them to take turns to pick 3 ice cream sticks at a time from their shared collection until no ice cream sticks are left. Each time a student takes 3 ice cream sticks, the group should cross out 3 ice cream sticks from the sheet and write the subtraction sentence. Help them write the first subtraction sentence as 12 – 3 = 9. Ask them to repeat the steps until all the ice cream sticks have been crossed out. Ask the students to count the number of times 3 was subtracted and the number of students who got the ice cream sticks. Show them how to write the division fact.

Ask questions like: How will you write the division fact if you have 20 ice cream sticks and you take away 4 ice cream sticks at a time?

Learning Outcomes

Students will be able to write division facts for the given multiplication fact and understand the relationship between multiplication and division.

Teaching Aids

Ice cream sticks

Activity

Instruct the students to work in groups. Distribute 20 ice cream sticks to each group. Ask them to make 5 groups with 4 ice cream sticks in each group. Then, in their notebooks, they will write the multiplication fact for the groups formed as 5 × 4 = 20. Next, ask them to put all the ice cream sticks together and remove 5 ice cream sticks at a time until they are left with 0 ice cream sticks. Then, in their notebooks, they will write the division fact for the ice cream sticks removed as 20 ÷ 5 = 4. Discuss how multiplication and division work together. Repeat the activity with more sets of things to practise.

Ask questions like: What are the division facts for 7 × 8 = 56?

Long Division Imagine Maths Page 127

Learning Outcomes

Students will be able to divide a 2-digit number by a 1-digit number using long division.

Teaching Aids

Ice cream sticks

Activity

Discuss the need for long division and the use of multiplication tables in long division. Show the students the use of the division house and the placement of the numbers in it. Instruct the students to work in groups. Give 20 ice cream sticks to each group.

Instruct them to arrange the ice cream sticks first in groups of 2, then in groups of 4, and finally in groups of 5. Ask them to note down the result in terms of a division sentence. Then, in their notebooks, they will divide 20 by 2, 20 by 4 and 20 by 5 using the long division method to compare the answers they get with the results of the activity.

Extension Idea

Ask: Which of the following numbers do not appear in the table of 4: 13, 17, 24, 16 or 26?

Say: 6 × 4 = 24 and 4 × 4 = 16. So, 24 and 16 appear in the table of 4 while 13, 17 and 26 do not appear in the table of 4.

Learning Outcomes

Students will be able to solve story problems on dividing a 2-digit number by a 1-digit number using the multiplication tables.

Teaching Aids

A sheet of paper with a word problem written on it and a table showing each element of the CUBES strategy

Activity

Instruct the students to work in groups. Distribute the word problem cards to each group. Instruct them to use the CUBES strategy to solve the word problem: Jyoti purchased 35 apples and she distributed them equally among 7 people. How many apples did each person get?

Ask the students to circle the numbers in the word problem, underline the question and box the keywords.

Discuss what the students need to find out and then solve the problem using the long division method, on the sheet.

Extension Idea

C Circle the Numbers

Jyoti purchased 35 apples and she distributed them equally among 7 people. How many apples did each person get?

Underline the Question U

Evaluate/Draw E

Ask: Create your own word problem where you need to divide 54 by 6.

B Box the Keywords

Solve and Check S 

Say: There can be multiple word problems on dividing 54 by 6. One such problem could be: Rohan takes 6 days to read 54 pages of a book. How many pages does he read in a day?

1. Division as Equal Sharing Do It Together

The children will get 4 strawberries each. We get 4 groups of 4 strawberries.

2. Division as Repeated Subtraction Do It Together

We say the table of 4 until we get 16. 4 × 4 = 16. So, 4 is the answer. 5. Word Problems on Division Do It Together

3. Division and Multiplication Facts

Think and Tell

Introduction to Fractions 10

Learning Outcomes

Students will be able to: identify wholes divided into equal parts. identify halves, thirds and fourths of a whole and show them using pictures. write the fractions for given pictures showing halves, thirds and fourths.

Alignment to NCF

C-8.1: Sorts objects into groups and subgroups (e.g., in a group of blocks, first sorts based on colour, then within the colour, sorts based on shape, then sorts based on size. Sorts between trees and creepers, within that sort fruit bearing and non-fruit bearing, within that edible or non-edible)

Let’s Recall

Recap to check if students know how to classify things or shapes that are divided into equal or unequal parts. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

unequal parts: parts that are not the same size

one-half: 1 out of 2 equal parts

one-third: 1 out of 3 equal parts

quarter: 1 out of 4 equal parts

three-fourths: 3 out of 4 equal parts

two-thirds: 2 out of 3 equal parts

Teaching Aids

Paper cut-outs of shapes divided into equal or unequal parts with dotted lines; Crayons; Rectangular cutouts; Sheets of paper; Circular cut-outs with one-half, one-fourth, two-thirds and three-fourths shaded

Chapter: Understanding Fractions

Equal and Unequal Parts

Learning Outcomes

Students will be able to identify wholes divided into equal parts.

Teaching Aids

Imagine Maths Page 134

Paper cut-outs of shapes divided into equal or unequal parts with dotted lines; Crayons

Activity

Fold the square and circular cut-outs to make equal and unequal parts and show them to the students. Discuss the concepts of equal and unequal parts.

Instruct the students to work in groups. Distribute the paper cut-outs of shapes that have been divided into equal or unequal parts to each group.

Ask the students to identify the shapes that are divided into equal and unequal parts and to colour those divided into equal parts in green and those divided into unequal parts in red.

Ask questions like: How did you find out if the shape was divided into equal parts?

Halves, Thirds and Fourths

Learning Outcomes

Imagine Maths Page 135

Students will be able to identify halves, thirds and fourths of a whole and show them using pictures.

Teaching Aids

Rectangular cut-outs; Crayons

Activity

Instruct the students to work in groups. Distribute 3 rectangular cut-outs and crayons to each group. Instruct them to take the first cut-out and fold it along the centre. Tell them to open the cut-out and look at the fold line. Discuss how the line has divided the cut-out into halves.

Ask them to take the second cut-out and fold it in a way that it is divided into 3 equal parts. Ask them to take the third cut-out and fold it in a way that it is divided into 4 equal parts.

Instruct the students to draw lines on the folds of all the rectangles and then shade to show the fractions, one-half in the first rectangle, two-thirds in the second rectangle and three-fourths in the third rectangle.

Ask questions like: What is the fraction of the unshaded parts in the 3 rectangles?

Extension Idea

Ask: Can we divide a circle into 3 equal parts and show one-fourth by shading 1 part? Say: No. To show one-fourth, the circle must be divided into 4 equal parts with 1 part shaded.

Learning Outcomes

Students will be able to write the fractions for given pictures showing halves, thirds and fourths.

Teaching Aids

Sheets of paper; Circular cut-outs with one-half, one-fourth, two-thirds and three-fourths shaded

Activity

Demonstrate how to write the fraction for the shaded part of a figure with a numerator and denominator.

Instruct the students to work in groups. Distribute the sheets of paper and the circular cut-outs to each group.

Ask the students to stick the cut-outs on a sheet of paper and write the correct fraction for the shaded part of each cut-out.

Ask questions like: Can the number of shaded parts be greater than the total number of parts?

Extension Idea

Ask: Alice sliced an apple into 3 parts. She ate one of the slices. What fraction of the apple is remaining now? Write the fraction in numbers.

Say: As 2 of the 3 slices are remaining, the fraction of the apple remaining is two-thirds. Two-thirds in numbers is represented as 2 3 .

Answers

1. Equal and Unequal Parts

Think and Tell

No, we cannot always divide all things into equal parts due to the nature of the object.

2. Halves, Thirds and Fourths

Three-fourths 2. Two-thirds

3. Reading and Writing Fractions

Equal halves may be shown in different ways.

Measurement 11

Learning Outcomes

Students will be able to: measure the length of things using other smaller things or body parts. measure the length of things using a ruler. estimate the correct standard unit that can be used to measure the length of different things. measure the weight of things using non-standard units. estimate and find the weight of things in grams or kilograms. measure the capacity of containers using non-standard units. estimate the correct standard unit that can be used to measure the capacity of different containers.

Alignment to NCF

C-8.9: Measures lengths and distances along short and long paths using uniform (non-standard) units, extends to longer lengths; Estimates and measures length/distances and capacities of containers using uniform non-standard units like a rod/pencil, cup/spoon/bucket; Appreciates the need for a simple balance; Compares weights of given objects using simple balance; Arranges in order containers as per their volumes based on perception & verifies by pouring out

Let’s Recall

Recap to check if students know how to compare the lengths, weights or capacities of daily-life objects. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

length: horizontal distance from one end to the other weight: measurement of the heaviness of an object capacity: the amount that can be held in a particular space

Teaching Aids

Imagine Mathematics book; Pencils; Ruler; Metre tape; Simple weight balance; Unit cubes; Pencil box; Water bottle; Standard weights of 500 g, 1 kg and 2 kg; Bags of rice of weight 500 g, 1 kg and 2 kg; Jug; Glass; Paper cup; 10 mL medicine bottle; 500 mL and 1 L water bottles; Picture cards

Chapter: Measurement

Length Using Things Around Us

Learning Outcomes

Students will be able to measure the length of things using other smaller things or body parts.

Teaching Aids

Imagine Mathematics book; Pencils

Activity

Show the students how to measure things starting from one end to the other. Instruct them to use their handspans to measure the length of their desks and to use their pencils to measure the length of their Imagine Mathematics books. Ask them to write the answers in their notebooks and compare their answers with their partners. Ask questions like: Are the measures the same or different?

Discuss the reason for this. Bring out the fact that the measures can be different since the sizes of the handspans and pencils might differ.

Extension Idea

Ask: Can we compare the lengths of the desk and the Imagine Mathematics book, if the length of the desk is 5 handspans and the length of the book is 2 pencils? Why?

Say: We cannot compare the lengths of the desk and the textbook because both are measured using different non-standard units.

Centimetre

Learning Outcomes

Students will be able to measure the length of things using a ruler.

Teaching Aids

Ruler; Pencil; Imagine Mathematics book

Activity

Demonstrate how to use a ruler. Explain that the number written below each long line shows the measure in cm and that 2 cm lines have 9 shorter mm lines between them.

Distribute the rulers among the students. Ask them to measure the length of their pencil and their Imagine Mathematics book using the ruler and to note down the result in their notebook. Ask questions like: Is the length of the pencil and the Imagine Mathematics book the same or different for everyone?

Discuss the reason for this. Bring out the fact that measuring objects using a standard way makes it easy to get accurate measures and compare them.

Extension Idea

Ask: What is the length of a crayon if it is placed along the ruler starting from the number 3 to 13?

Say: The distance between every 2 consecutive numbers on the ruler is 1 unit or 1 cm. So, the length of the crayon is 10 cm.

Learning Outcomes

Students will be able to estimate the correct standard unit that can be used to measure the length of different things.

Teaching Aids

Metre tape

Activity

Demonstrate how to use a metre tape. Explain the rules to be kept in mind while measuring using the metre tape and how to measure objects using it. Discuss when to measure length in metres.

Instruct the students to work in pairs. Distribute the metre tapes to each pair. Ask them to measure the length of their desks and the height of their chairs using the metre tape.

Discuss why a metre tape was used to measure the length of the desk and not a ruler, and how it would be difficult to measure the length of the desk using a ruler. Encourage the students to write the answers in their notebooks and compare them with their partners.

Weight Using Things Around Us

Learning Outcomes

Students will be able to measure the weight of things using non-standard units.

Teaching Aids

Imagine Mathematics book; Pencil; Simple weight balance; Unit cubes; Pencil box; Water bottle

Activity

Instruct the students to take out their pencils and Imagine Mathematics books. Ask them to hold the pencil in one hand and the book in the other.

Ask questions like: Which is heavy? Which is light?

Instruct the students to work in groups and take the simple balance and unit cubes. Ask them to measure the weight of the book and the pencil using the unit cubes. Let them measure the weight of more objects from their bags, like a pencil box or water bottle. Discuss the weights and bring out the fact that if the 2 sides of the balance are at equal levels, the weight is the same; otherwise, the heavier side goes down.

Teacher Tip: You may refer to https://www.youtube.com/watch?v=rkM8wlheqZ8 to make the balance. Encourage students to make the balance and bring it to class the next day.

Ask questions like: How is putting 2 things on either side of the balance different from measuring weight using unit cubes?

Extension Idea

Ask: The weight of a suitcase, which is 18 kg, is equal to the total weight of a pumpkin and a handbag. If the weight of the pumpkin is 6 kg, what is the weight of the handbag?

Say: The pumpkin and the handbag together weigh as much as the suitcase. So, the weight of the handbag is 18 – 6 = 12 kg.

Weight

by Standard Units Imagine Maths Page 152

Learning Outcomes

Students will be able to estimate and find the weight of things in grams or kilograms.

Teaching Aids

Simple weight balance; Standard weights of 500 g, 1 kg and 2 kg; Bags of rice of weight 500 g, 1 kg and 2 kg

Activity

Set up a weighing station in the class with a weighing balance, the standard weights of 500 g, 1 kg and 2 kg and bags of rice of weight 500 g, 1 kg and 2 kg. Demonstrate how to use the balance with standard weights using one of the rice bags.

Instruct the students to work in groups. Distribute 1 simple balance, the standard weights and bags of rice weighing 500 g, 1 kg and 2 kg to each group.

Instruct the students to guess the weight of each bag and then measure the weight of each rice bag by placing the bag on the left side and a standard weight on the right side. Repeat the activity by asking them to place more than one rice bag on the left and measure the total weight.

Let the students compare their estimate with the actual weight.

Extension Idea

Ask: The weight of 1 block is 1 kg. The weight of 5 blocks and a ball is 7 kg. What is the weight of the ball?

Say: The weight of 1 block is 1 kg. The weight of 5 blocks is 5 kg. So, the weight of the ball is 7 – 5 = 2 kg.

Capacity Using Things Around Us

Learning Outcomes

Students will be able to measure the capacity of containers using non-standard units.

Teaching Aids

Jug; Glass; Paper cup; Water bottle

Activity

Imagine Maths Page 155

Instruct the students to work in groups. Distribute the jug, glass, paper cup and water bottle to them. Ask them to fill the paper cup with water and pour it into the jug; they should continue to do so until the jug is full to the brim. Ask them to count each time they pour water from the cup into the jug. Ask them to perform the same task with the glass instead of the jug. Let them write the capacity of the jug and the glass in their notebooks in terms of cups and compare their capacities.

Ask questions like: Does the jug hold more water than the glass? Can we use some other vessel to measure the capacity? Will the capacity of the jug and the glass change?

Extension Idea

Ask: My bottle can be filled with 5 cups of water. My friend’s bottle can be filled with 3 more cups of water. How many cups of water does it take to fill my friend’s bottle?

Say: The capacity of your bottle is 5 cups of water. So, the capacity of your friend’s bottle will be 5 + 3 = 8 cups of water.

Learning Outcomes

Students will be able to estimate the correct standard unit that can be used to measure the capacity of different containers.

Teaching Aids

10 mL medicine bottle; 500 mL and 1 L water bottles; Picture cards

Activity

Show the students a 10 mL medicine bottle, a 500 mL water bottle and a 1 L water bottle, and discuss the different units of measuring capacity.

Show the picture cards with containers of different sizes. Ask the students what measuring unit they will use to measure the capacity of each container. Discuss the answers in the class.

Instruct the students to work in groups. Ask them to prepare a chart and draw 2 vessels that will hold water in litres and 2 vessels that will hold water in millilitres. Ask them to write the estimated capacity of each vessel below its picture.

Show the charts drawn by the different groups to the rest of the class.

Extension Idea

Ask: The capacity of a bucket is 8 L. How many bottles of water are needed to fill a bucket completely if the capacity of a bottle is 2 L?

Say: The capacity of the bucket is 8 L. The capacity of 1 bottle is 2 L. As 4 × 2 = 8, 4 bottles of water will be needed to fill the bucket completely.

Answers

1. Length Using Things Around Us

Think and Tell

We cannot measure a tall door with a small crayon because a crayon is a very small object. It would become a very time-consuming task to measure bigger objects using it.

We can measure a tall door with a roll of newspaper.

Do It Together

1. The teddy is 4 blocks tall.

2. The toy giraffe is about 7 blocks tall.

3. The paper fan is 6 blocks tall.

4. The teddy is 2 blocks taller than the toy car. The toy giraffe is 1 block taller than the paper fan.

2. Centimetre

Do It Together

1. Toothbrush – 12 cm

2. Pencil – 10 cm

3. Key – 7 cm

4. Iron screw – 6 cm

3. Metre

Do It Together

1. A door is measured in . (m, cm)

2. A lamp post is measured in . (m, cm)

5. Gram Do It Together

6. Kilogram

Think and Tell

Another way to measure 5 kg of potatoes with 1 kg and 2 kg weights is: 1 kg + 1 kg + 1 kg + 2 kg

Do It Together

1. 2 kg + 2 kg = 4 kg

So, the seller needs to put 2 weights of 2 kg to weigh 4 kg of potatoes.

2. 2 kg + 2 kg + 1 kg = 5 kg

7. Capacity Using Things Around Us

Think and Tell

A river holds more water than a tank.

Do It Together

The blue pot has less capacity. It can be filled with 3 glasses while the red pot takes 5 glasses to fill.

8. Millilitre

Do It Together

4. Weight Using Things Around Us

Do It Together

9. Litre

Do It Together

Shapes and Patterns

Learning Outcomes

Students will be able to: identify the different types of lines and curves in a figure and trace them. name flat shapes and list their features. draw flat shapes on dot paper. name solid shapes and list their features. trace solid shapes to identify the flat shapes in them. identify and extend repeating patterns with shapes or figures. identify and extend growing patterns with shapes or figures. identify and extend number patterns.

Alignment to NCF

C-8.2: Describes the rule of patterns and applies this on abstract patterns such as number, symbol, and analogic thinking patterns

C-8.8: Identifies 3D shapes by their names and describes their observable characteristics; Identifies 2D shapes by their names and describes their observable characteristics; Distinguishes between straight and curved lines and draws/represents straight lines in various orientations; Traces 2D outlines of 3D objects

Let’s Recall

Recap to check if students know how to distinguish sizes of objects. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

flat shape: a shape that can be drawn on plane paper solid shape: a shape that has 3 dimensions (length, breadth and height)

Teaching Aids

Ice cream sticks; Pencils; Sheets of paper; Thread; Glue stick; Flat shape cut-outs (square, rectangle, triangle, circle, oval); Scissors; Crayons; Wooden solid shapes (cube, cuboid, cylinder, cone, sphere); 2 objects for each solid shape; Building blocks of the same shape and size; Number cards

Chapter: Shapes and Patterns

All About Lines

Learning

Outcomes

Imagine Maths Page 164

Students will be able to identify the different types of lines and curves in a figure and trace them.

Teaching Aids

Ice cream sticks; Pencils; Sheets of paper; Thread; Glue stick Activity

Show the students an ice cream stick. Hold it vertically, horizontally and then in a slanting position, and discuss standing, sleeping and slanting lines.

Use a piece of thread to show curves.

Ask the students to work in groups. Distribute the ice cream sticks, a glue stick and a sheet of paper to each group. Instruct them to make 2 letters and 2 numbers using the ice cream sticks on the sheet of paper. Allow them to use the glue to paste the ice cream sticks on the paper. Below each letter or number, they should write the types of lines in it.

Standing line and sleeping lines Sleeping line and slanting lines

Extension Idea

Ask: Name a letter and a number that have both lines and curves.

Say: The letter B and the number 5 have both lines and curves.

Features of Flat Shapes

Learning

Outcomes

Students will be able to name flat shapes and list their features.

Teaching

Aids

Flat shape cut-outs (square, rectangle, triangle, circle, oval) Activity

Imagine Maths Page 166

Demonstrate how to find the sides and corners in a square. Invite a student to come up and put a finger at one corner of the shape. Ask the student to move his/her finger along the side of the shape as all the students say ‘SIDE’. When the finger reaches a corner, all the students should say ‘CORNER’. Continue this until the finger reaches the point where it started from. Ask the students to call out the number of sides and corners in the shape.

Ask the students to work in groups. Distribute the shape cut-outs to each group.

Ask them to find the number of sides and corners in each shape cut-out and write the features in their notebooks. Ask questions like: How many corners are there in a circle?

Extension Idea

Ask: What are the differences and similarities between a square and a rectangle?

Say: Both a square and a rectangle have 4 sides and 4 corners but all 4 sides of a square are equal, while the 4 sides are not equal in a rectangle.

Learning Outcomes

Students will be able to draw flat shapes on dot paper.

Teaching Aids

Sheets of paper; Scissors; Crayons; Glue stick

Activity

Distribute the sheets of paper showing traces of different shapes. Ask the students to trace the shapes and cut them out. Ask them to colour the shapes and stick them together on a sheet of paper to form a robot-like structure.

Extension Idea

Ask: What shape is formed when 2 squares are joined side by side?

Say: When 2 squares are joined side by side, a rectangle is formed.

Features of Solid Shapes Imagine Maths Page 169

Learning Outcomes

Students will be able to name solid shapes and list their features.

Teaching Aids

Wooden solid shapes (cube, cuboid, cylinder, cone, sphere); 2 objects for each solid shape like a dice, book, sugar cube, rectangular pencil box, cylindrical bottle, juice can, birthday cap, ice cream cone, ball, globe

Activity

Show the students the different wooden solid shapes and discuss what faces, edges and vertices are. Place the solid shapes on the table.

Ask the students to work in groups. Distribute the objects. Instruct the students to look at each object, identify its shape and sort it as per its shape. Ask them to identify the faces, edges and vertices in each shape and write the number of each in their notebooks.

Ask questions like: Which of these shapes have the same features?

Discuss how a cube and a cuboid have the same number of faces, edges and vertices but are still different.

Extension Idea

Ask: What shape is formed when we put bangles one on top of another?

Say: When multiple bangles are put one on top of another, a cylinder is formed.

Flat Shapes in Solid Shapes

Learning Outcomes

Students will be able to trace solid shapes to identify the flat shapes in them.

Teaching Aids

Wooden solid shapes (cube, cuboid, cylinder, cone, sphere)

Activity

Imagine Maths Page 171

Discuss the faces of a cube and ask the students to guess the shapes that they will get on tracing the sides of the cube on a piece of paper.

Instruct the students to work in groups. Distribute the wooden solid shapes among them by giving 1 shape to each group.

Instruct the students to look at the shape, place it on the sheet of paper and use a pencil to trace 2 sides of the solid shape. Instruct the students to look at the shapes formed after tracing.

Ask questions like: What flat shapes did you get on tracing the faces of a cylinder?

Discuss how flat shapes are formed on tracing the faces of solid shapes.

Extension Idea

Ask: 2 cubes are joined together and then 1 face of the resulting solid shape is traced. What shape does it form? Say: 2 cubes put together form a cuboid. On tracing a cuboid, we get a rectangle.

Repeating Patterns

Learning Outcomes

Students will be able to identify and extend repeating patterns with shapes or figures.

Teaching Aids

Flat shape cut-outs; Sheets of paper

Activity

Imagine Maths Page 172

Instruct the students to work in pairs. Distribute cut-outs of different shapes and blank sheets of paper to each pair.

Instruct the students to paste the shape cut-outs on the sheet of paper in a line. For example, the students can paste a circle, a square, a circle and a square or 2 circles, 1 square, 2 circles and 1 square.

Then, ask them to exchange sheets with their partners and extend the pattern made by their partners by pasting the same shapes.

Allow the students to repeat the activity with other shapes.

Discuss the patterns that the students formed.

Learning Outcomes

Students will be able to identify and extend growing patterns with shapes or figures.

Teaching Aids

Building blocks of the same shape and size

Activity

Ask the students to work in groups. Distribute the building blocks to each group.

Instruct them to make towers using the blocks (for example: 1 block, 2 blocks, 3 blocks, 4 blocks and so on) where each student in a group makes 1 tower and the next student makes a tower that has 1 more block. Let them continue making the towers until 6 towers are formed.

Further, instruct the students to make 1 more set of towers with different numbers of blocks making sure that the pattern made is different from the previous one and that the same number of blocks is added each time.

Discuss growing patterns and how to identify the rule in a growing pattern.

Extension Idea

Ask: How many blocks will be in the fifth tower if the first tower has 3 blocks, the second has 6 blocks and the third has 9 blocks?

Say: There are 3 blocks in the first tower, 6 blocks in the second tower, 9 blocks in the third tower, 12 blocks in the fourth tower and 15 blocks in the fifth tower.

Number Patterns Imagine Maths Page 174

Learning Outcomes

Students will be able to identify and extend number patterns.

Teaching Aids

Number cards; Pencils

Activity

Write a number pattern, say 2, 4, 6, 8, 10, on the board. Ask the students what they notice and how to identify the rule in a number pattern.

Ask the students to work in groups. Distribute the number cards to each group.

Instruct 1 student in each group to place 4 number cards next to each other making sure that there is a pattern in the numbers. The next student in the group will then identify the rule in the pattern and place a number card that helps extend the pattern. Let the students take turns at extending the pattern.

Repeat the activity by asking them to put all the number cards together with another student forming a number pattern and the other students in the group extending it.

Ask questions like: What helped you identify the rule in a number pattern?

Answers

1. All About Lines

Do It Together

Sleeping Line Curved Line Standing Line

2. Features of Flat Shapes

Think and Tell

4. Features of Solid Shapes

Think and Tell

When 2 cylinders are put one on top of another, then the shape formed is also a cylinder.

Do It Together

1. Cylinder

3. Cube

4. Sphere

5. Flat Shapes in Solid Shapes

Think and Tell

On tracing a cone, we get a circle and a triangle. On tracing a cylinder, we get a circle and a rectangle.l

Yes, there are more flat shapes. A star and a heart drawn on paper are also flat shapes.

Do It Together

3. Drawing Flat Shapes

Think and Tell

No, we cannot make a circle or an oval with ice cream sticks. Do It Together

Square—Corners = 4. Sides = 4.

Triangle—Corners = 3. Sides = 3.

Rectangle—Corners = 4. Sides = 4

It Together

Repeating Patterns

Learning Outcomes

Students will be able to: read the time to the half hour on a clock. recall the days of the week and use today, tomorrow and yesterday. name the months of the year and arrange them in order. read a calendar and identify the different seasons and festivals in a year. solve problems on reading a timetable. estimate the time taken for a given activity. solve problems on finding the time taken for an activity when the start time and end time are given. read a map to find the directions.

Alignment to NCF

C-8.10: Gets a feel for sequence of seasons (varying locally)

C-8.10: Measures duration of time using standard units – days, hours (e.g. 7 days a week and 24 hours in a day)

Let’s Recall

Recap to check if students know the different parts of a day as morning, afternoon, evening and night; and the activities that they do in each part of the day. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

clock: a device that helps us to read and show time timetable: a list or table that tells us the times when different events take place seasons: the 5 parts of the year—summer, winter, spring, monsoon and autumn

Teaching Aids

Clock with movable hour and minute hands; Monthly calendar; Circular chart paper divided into 7 sectors; Crayons; Year calendar; Circular chart paper divided into 12 sectors; Chart paper; Class timetable; Template for creating a timetable; Picture cards (activities like brushing, clapping hands, watching a movie); Story of �Little Red Riding Hood� on a sheet of paper; Map on a chart paper; Pencils

Chapter: Time

Time on a Clock Imagine Maths Page 181

Learning Outcomes

Students will be able to read the time to the half hour on a clock.

Teaching Aids

Clock with movable hour and minute hands

Activity

Discuss how the time to the hour and half hour is read by looking at the minute and hour hands of a clock. Discuss a few examples.

Move the hands of the clock to show the times 1:30, 6:30 and 10:30.

Instruct the students to look at the clock and read the time on the clock each time. In their notebooks, they will write the time in 2 different ways.

Ask questions like: What times do you see on the clock? What is same and different in the clock each time?

Extension Idea

Ask: A train takes 2 hours to reach Station B from Station A. If the train starts from Station A at 9:30, what will be the time on the clock when the train reaches Station B?

Say: The train will reach Station B at 11:30.

Days of the Week

Learning Outcomes

Students will be able to recall the days of the week and use today, tomorrow and yesterday.

Teaching Aids

Monthly calendar; Circular chart paper divided into 7 sectors; Crayons

Activity

Show the monthly calendar to students and let them recite the days of the week. Discuss the concepts of today, yesterday and tomorrow in terms of the day. Ask the students to work in groups. Distribute the circular chart paper to each group. Write the days of the week on the board in random order.

Instruct the students to write the days of the week from Monday to Sunday on the chart paper in the order in which they come. They can decorate the calendar of the week the way they like. Then, in their notebooks, they will write the names of all the days of the week. Ask questions like: What day is it today? If it is Monday today, what day will it be tomorrow? What day was it yesterday?

Extension Idea

Ask: Surbhi attends night school every Tuesday, Thursday and Saturday. What days does Surbhi not have school? Say: Surbhi does not have school on Monday, Wednesday, Friday and Sunday.

Learning Outcomes

Students will be able to name the months of the year and arrange them in order.

Teaching Aids

Year calendar; Circular chart paper divided into 12 sectors; Crayons

Activity

Show the year calendar to the students and let them recite the months of the year. Discuss the number of months in a year.

Ask the students to work in groups. Distribute the circular chart paper to each group.

Instruct students to write the months of the year from January to December on the chart paper in the order in which they come. Ask them to shade the months that have 30 days in yellow, 31 days in blue and others in green. They can decorate the calendar of the month the way they like. Then, in their notebooks, they will write the names of all the months in a year.

Ask questions like: Which months have 30 days? Which months have 31 days? What month is it now? What is the next month?

Extension Idea

Ask: Rahul’s birthday is in a month that has 31 days. The name of the month starts with the letter ‘J’ and it is not the first month of the year. In which month is Rahul’s birthday?

Say: The months that have 31 days are January, March, May, July, August, October and December. January and July start with the letter ‘J’. As Rahul’s birthday is not in the first month of the year, his birthday is in July. Seasons and Festivals

Learning Outcomes

Students will be able to read a calendar and identify the different seasons and festivals in a year.

Teaching Aids

Chart paper; Crayons

Activity

Discuss the 5 seasons—winter, spring, summer, monsoon and autumn—and the different festivals that are celebrated in different seasons.

Instruct the students to work in groups of 5 such that each group chooses 1 season. Distribute the chart paper to each group. Ask each group to draw a picture of that season and write the festivals of that season.

Ask questions like: What season is it now? Are you wearing your winter clothes or summer clothes? What festival is in this season?

Extension Idea

Ask: Richa visited her grandparents after April and came back before the monsoon. In which season did she visit her grandparents? For how many months did she stay there?

Say: Richa visited her grandparents in the month of May and came back before July. So, she visited her grandparents in the summer season. She visited them for 2 months.

Learning Outcomes

Students will be able to solve problems on reading a timetable.

Teaching Aids

Class timetable; Template for creating a timetable

Activity

Show the class timetable to the students and discuss it.

Instruct the students to use the template, as shown, to make a new timetable for their daily routine including tasks like Waking up, School start time, Lunch break, School end time, Homework, Play, Dinner, Bedtime.

Ask questions like: How is your timetable different from the timetable made by your partner? How is it the same?

Extension Idea

Event Time

Ask: A timetable shows that Train A leaves at 3:30 and Train B leaves 3 hours later. What is the time written on the timetable for Train B?

Say: The time of departure written on the timetable for Train B is 6:30.

Estimating Time Taken Imagine Maths Page 190

Learning Outcomes

Students will be able to estimate the time taken for a given activity.

Teaching Aids

Picture cards (activities like brushing, clapping hands, watching a movie)

Activity

Discuss how different activities require different amounts of time.

Ask the students to copy the table drawn on the blackboard in their notebooks. Show the picture cards one by one. Ask students to guess the time taken by them for the activity. Write the name of the activity in the correct column as per the time taken to do it.

Ask the students to exchange their notebooks to check the answers. Month Days Hours Minutes

Teacher Tip: if you cannot get these picture cards, then you can say the activity names aloud for the kids to put them in the correct columns.

Ask questions such as: Which activity took hours to complete? Which activity took only minutes?

Time Duration

Learning Outcomes

Students will be to solve problems on finding the time taken for an activity when the start time and the end time are given.

Teaching Aids

Story of ‘Little Red Riding Hood’ on a sheet of paper

Activity

Discuss how the time spent can be found when the starting time and end time are given.

Narrate the story ‘Little Red Riding Hood’. Ask the students to listen carefully.

‘Little Red Riding Hood left her house at 10:00 a.m. for her grandmother’s house. She took some food with her for her sick grandmother. On the way she had to cross a forest. She met the wolf at 11:00 a.m. in the forest. Little Red Riding Hood reached her grandmother’s place at 12:00 p.m.’

Ask the students to find the time taken from Red Riding Hood’s house to meeting the wolf in the forest.

Ask question such as: How much time did she take to reach her grandmother’s place from her house?

Reading Maps

Learning Outcomes

Maths Page 192

Students will be able to use words like right, left and straight, and directions to read and draw a map.

Teaching Aids

Map on a chart paper; Pencils

Activity

Discuss what maps are and how we move from one to another on a map.

Divide the class into groups. Distribute the maps to each group.

Ask the groups to read the given map and use words like right, left and straight to write the direction from the circus to the ice cream shop, in their notebooks.

Ask the groups to draw the directions from the ice cream shop to the grocery store.

Ask question such as: In which direction did you turn from the vegetable shop to the grocery store?

Grocery Store
Circus
Ice cream Shop
Fruit Shop
Vegetable Shop

Answers

1. Time on a Clock

Do It Together

1. 12:00 12 o’ clock

2. 2:30 Half past 2

2. Days of the Week

Do It Together

1. Pudding is available on Friday.

2. Laddoo is available on Wednesday.

3. Cupcakes are available on Monday and Sunday.

4. Gulab Jamun is available on Thursday

3. Months of the Year

Do It Together

1. How many months are coloured in yellow? 2 months

2. How many months are coloured in green? 5 months

3. How many days are there in January and February? January: 31 days, February: 28 days

4.

Seasons and Festivals

Think and Tell

Different people celebrate different festivals. For example, the Sikhs celebrate Guru Nanak Jayanti in autumn. Christians celebrate Easter that in spring. Do It Together

2. How many months are there in autumn? 3

3. Which season comes after winter? Spring

4. Which season comes before summer? Spring

5. Timetables

Do It Together

2. On Thursday, Noni has her Hindi class in Period 6.

3. Noni has her art class on Wednesday and Thursday.

6. Estimating Time Taken

Do It Together

2. Watching a film   Hours

3. Summer Holidays  Months

7. Time Duration

Do It Together

1. Time Rashi goes to the market = 5 o’ clock.

2. Time Rashi comes back from the market = 8 o’ clock.

3. Rashi spent 3 hours at the market.

8. Directions

Do It Together

2. What is to the West of the school? Airport / Pet shop

3. What is to the South of the airport? School / Hospital  

Learning Outcomes

Students will be able to: identify different coins and notes (up to ₹500). count the money amounts (up to ₹100) to find the notes and coins needed to pay for something that is bought. solve problems on adding and subtracting money amounts.

Alignment to NCF

C-8.11: Adds up notes and coins to form amounts up to ₹100

Let’s Recall

Recap to check if students know where to use money and its value. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

rupee: money in India is called the Indian Rupee, shown by the symbol ₹ total amount: the sum of the prices of items bought coin: a piece of metal money

Teaching Aids

Play money (1 note each of ₹500, ₹100, ₹50, ₹20, ₹10 and 1 coin each of ₹20, ₹10, ₹5, ₹2, ₹1); Sheets of paper; Cards showing toys and prices written (any number of cards can be made)

Chapter: Money

Indian

Learning Outcomes

Notes

Students will be able to identify different coins and notes (up to ₹500).

Teaching Aids

Play money (1 note each of ₹500, ₹100, ₹50, ₹20, ₹10 and 1 coin each of ₹20, ₹10, ₹5, ₹2, ₹1)

Activity

Discuss with the students the money that they’ve seen in their daily lives and how to read the values of notes and coins. Show them 1 note and point to its value and symbol.

Instruct the students to look at the play money and sort them into notes and coins. Then, in their notebooks, they will write the notes and coins, and their values using the rupee symbol.

Ask questions like: What amount of money has the same value both in notes and coins? Which note or coin has the highest value?

Discuss and show the notes and coins that are no longer available and if the students have seen them.

Extension Idea

Ask: Which is costlier: a chocolate costing ₹50 or a toy costing ₹200? How do you know?

Say: Since 200 > 50, the toy is costlier.

Counting Money to Pay

Learning Outcomes

Imagine Maths Page 202

Students will be able to count the money amounts (up to ₹100) to find the notes and coins needed to pay for something that is bought.

Teaching Aids

Sheets of paper; Play money (1 note each of ₹500, ₹100, ₹50, ₹20, ₹10 and 1 coin each of ₹20, ₹10, ₹5, ₹2, ₹1); Cards showing toys and prices written (any number of cards can be made)

Activity

Discuss how to make ₹60 in different ways: ₹60 = ₹20 + ₹20 + ₹20 or ₹60 = ₹10 + ₹10 + ₹10 + ₹10 + ₹10 + ₹10.

Ask the students to work in groups of 4. Distribute the play money to each group. Place the toy cards on the table. Invite 1 student from each group to come up and pick any 3 items that they want to buy and take it back to their group.

Instruct the students to use the notes and coins to make up the amount for each of the items that they want to buy. Then, they will write the notes and coins used to make up the amounts for the 3 items in their sheets. Open the class for discussion.

Ask questions like: Which notes or coins did you use to make ₹75?

Duck Teddy Bear Robot Toy Car

Learning Outcomes

Students will be able to solve problems on adding and subtracting money.

Teaching Aids

Play money (1 note each of ₹500, ₹100, ₹50, ₹20, ₹10 and 1 coin each of ₹20, ₹10, ₹5, ₹2, ₹1); Cards showing toys and prices written (any number of cards can be made)

Activity

Discuss with the students how much they need to pay when they buy 2 items costing ₹40 and ₹80.

Ask the students to form groups of 4. Distribute play money worth ₹200 to each group.

Place the toy cards on the table.

Ask the groups to decide on any 2 toys that they want to buy. Ask them to add the money amounts to find the total amount to be paid for the 2 items and how much money they will get back on paying ₹200 for those two items. Then, in their notebooks, they will add or subtract using the column method.

Ask questions like: What is the total amount? Do we add or subtract if we buy 2 items together? 3 items together?

Extension Idea

Ask: Anna buys a book for ₹85. She pays for it with a ₹100 note. Which coins can the shopkeeper use to give her the change amount due?

Say: To find the amount of money that the shopkeeper will return, we subtract. ₹100 – ₹85 = ₹15. The shopkeeper can pay in different ways. He can pay with one ₹10 and one ₹5 coin. He can also pay with three ₹5 coins.

Duck Teddy Bear Robot Toy Car

1. Indian Coins and Notes

3. Adding and Subtracting Money

Think and Tell Riya can use ₹50 + ₹50 + ₹20 + ₹20 to make a payment of ₹140. Do It Together

Add

2. Counting Money to Pay Do

Data Handling

Learning Outcomes

Students will be able to: count the number of things in each group and make a table. organise data in a table in the form of lists. read the data given in a table and answer questions on the data. draw a pictograph to show the given data. read a pictograph and answer questions based on the given data.

Alignment to NCF

C-8.1: Sorts objects into groups and subgroups (e.g., in a group of blocks, first sorts based on colour, then within the colour, sorts based on shape, then sorts based on size. Sorts between trees and creepers, within that sort fruit bearing and non-fruit bearing, within that edible or non-edible)

C-8.12: Comprehends texts and extracts simple mathematical problems embedded in the text

C-8.13: Talks about different ways in which to solve a simple mathematical problem

Let’s Recall

Recap to check if students know how to sort objects of the same kind and count them. Ask students to solve the questions given in the Let’s Warm-up section.

Vocabulary

data: facts, figures or other pieces of information that can be used to learn about something pictograph: a table that shows the given data using pictures or symbols

Teaching Aids

Coloured circular paper cut-outs (orange, blue, green, yellow); Items from the school bag like notebooks, textbooks, pencils, etc.; Chart paper; Straws in red, green and blue; Smiley cut-outs; Glue sticks; Pictograph chart representing the number of fruits collected by a boy/girl

Chapter: Data Handling

Counting Data

Learning Outcomes

Students will be able to count the number of things in each group and make a table.

Teaching Aids

Coloured circular paper cut-outs (orange, blue, green, yellow)

Activity

Instruct the students to work in groups.

Distribute the circular cut-outs to the students and draw a table, as shown, on the board. Ask the students to copy the table into their notebooks. You can also provide printed sheets of paper with these tables.

Colour Orange Blue Green Yellow

Number of Cut-outs

Instruct the students to count the number of circular cut-outs they have of each colour. Then, in their notebooks, they will record their counts in the respective columns of the table.

Ask questions like: How many orange, blue, green and yellow cut-outs are there? What is the total number of cut-outs?

Extension Idea

Ask: If I give you some black circular cut-outs, where will you record their count?

Say: You can record the count of the black circular cut-outs by adding 1 more column to the table.

Organising Data

Learning Outcomes

Students will be able to organise data in a table in the form of lists.

Teaching Aids

Items from the school bag like notebooks, textbooks, pencils, etc.

Activity

Ask the students to create a list of 5 items, such as notebooks, textbooks, pens, pencils, erasers, etc., that they currently have in their school bags. Instruct them to make the list in their notebooks, organising it into 2 columns: ‘Item Name’ and ‘Number of Each Item’. Encourage the students to diligently record all the 5 items they find in their school bags in the left column and the quantity of each item they are carrying in the right column. Emphasise the importance of accuracy and completeness in their lists.

Extension Idea

Ask: If there is a drawing and painting class tomorrow, which 2 items would you add to your list? How much of each item would you need?

Say: Answers may vary. Sample answer: You may need various types of paints (watercolours, acrylics) and paintbrushes.

Reading Data Tables Imagine Maths Page 214

Learning Outcomes

Students will be able to read the data given in a table and answer questions on the data.

Teaching Aids

Items from the school bag like notebooks, textbooks, pencils, etc.

Activity

Instruct the students to refer to the list of all the items they have in their school bag. Ask them to find specific information from the table. For example: How many notebooks are there? How many textbooks are there? How many items are there in all? What is the largest number of any item on the list? Instruct the students to locate the information in the table and write down the answers in their notebooks.

Extension Idea

Ask: Which do you have more of: notebooks or textbooks? By how much?

Say: Answers may vary. Sample answer: I have 2 more notebooks in my bag than textbooks.

Pictograph (Drawing) Imagine Maths Page 216

Learning Outcomes

Students will be able to draw a pictograph to show the given data.

Teaching Aids

Chart paper; Straws in red, green and blue; Smiley cut-outs; Glue sticks

Activity

Explain what a pictograph is and how it represents data using pictures or symbols. Instruct the students to work in groups. Distribute the chart paper, coloured straws, smiley cut-outs and glue sticks among the groups. Show them how to make a table with the colour names on the left and the number of straws written on the right. Ask them to count the number of red straws and paste that many smiley cut-outs in front of the colour red in the table. Ask them to repeat the activity for the other 2 colours of straws. Explain that the data so formed is a pictograph.

Extension Idea

Ask: If you want to use 1 picture to show 2 items, how many pictures will you use to show 10 items?

Say: We will use 5 pictures to show 10 items.

Learning Outcomes

Students will be able to read a pictograph and answer questions based on the given data.

Teaching Aids

Pictograph chart representing the number of fruits collected by a boy/girl.

Activity

Instruct the students to work in groups. Distribute the pictograph charts to each group. Ask the students to examine the pictograph carefully. Explain that each fruit picture represents 1 fruit.

Ask questions like: How many apples did he/she collect? How many bananas did he/she collect? How many fruits did he/she collect in all? Which fruit did he/she collect the most of? Which fruit did he/she collect the least number of?

Encourage the students to answer orally first and then write down the answers in their notebooks.

1.

Counting Data

Do It Together

Colour

Number of Circles 10 9 4 5

2. Organising Data

Think and Tell

Preeti’s mother would buy:

Mangoes = 1 kg + 1 kg = 2 kg

Carrots = 3 kg + 3 kg = 6 kg

Potatoes = 7 kg + 7 kg = 14 kg

Apples = 5 kg + 5 kg = 10 kg

Do It Together

3. Reading Data Tables

Do It Together

1. Which month had the most flowers? March

2. Which month had the least flowers? April

3. March has 1 less flower than January – True or False? False

4. Pictograph

Do It Together

Sport Number of Students

Badminton

Hockey

Cricket

Football

Tennis

1. How many students participated in Football? 3

2. Which sport was played by the most students? Cricket

3. Was there any sport that was played by only 1 student? Yes

4. Which sport was played by 2 students? Hockey

Solutions

Chapter 1

Let’s Warm-up

Do It Yourself 1A

1. a. 111, 112, 113, 114, 115

b. 155, 156, 157, 158, 159

c. 189, 190, 191, 192, 193

2. a.

Hundreds Tens Ones 1 1 1 b.

c. Hundreds Tens Ones 1 5 0

3. Hundreds Tens Ones

143

4. a. 132

Tens Ones 1 3 3

6. Number of bones in human body is 206. Number name of 206 = two hundred six

Challenge

1. for 1 tens, and for 1 ones 10 10

132 142 152

From 132 first jump of ten we will reach at 142. Next, from 142 if we jump ten more we will reach 152. 20 should be added to 132 to make it 152.

So, 2 tens should be added.

Do It Yourself 1B

1. a. 122 and 100 have the same digit at the hundreds place. 122 has higher digit in the tens place than 100. 2 > 0

Thus, 122 > 100

So, circle 122.

b. 66 doesn’t have the hundreds place. 166 has one hundreds place.

Thus, 66 < 166

So, circle 166.

c. 43 doesn’t have the hundreds place. 102 has one hundreds place.

Thus, 43 < 102

So, circle 102.

2. a. The digit in the hundreds place is the same in both the numbers.

Let us compare the digit in the tens place.

2 < 4. So, 123 < 143

b. The digit in the hundreds place is the same in both the numbers.

Let us compare the digit in the tens place.

3 < 9. So, 133 < 193

111

There are three tens in the given number. Thus, the place value of the digit 3 is 30. b. 114

There are four ones in the given number. Thus, the place value of the digit 4 is 4.

c. 123

There are one hundred in the given number. Thus, the place value of the digit 1 is 100.

d. 156

There are six ones in the given number. Thus, the place value of the digit 6 is 6.

e. 155

There are five tens in the given number. Thus, the place value of the digit 5 is 50.

f. 198

There are one hundreds in the given number. Thus, the place value of the digit 1 is 100.

5. a. 100 + 30 + 8 = 138

b. 100 + 0 + 4 = 104

c. 100 + 90 + 2 = 192

c. The digit in the hundreds, tens and ones place is the same in both the numbers.

So, 129 = 129

3. a. 122  123

b. 133  134

c. 198  199

4. a. 112  113 b. 100  101 c. 179  180

5. a. The given numbers are 123, 114, 109, 154, 134 The digit in the hundreds place is the same in all the numbers.

Let us compare the digit in the tens place.

0 < 1 < 2 < 3 < 5

So, 109 < 114 < 123 < 134 < 154

Increasing order: 109, 114, 123, 134, 154

Descending order: 154, 134, 123, 114, 109

b. The given numbers are 112, 110, 119, 117, 118

The digit in the hundreds place is the same in all the numbers.

The digit in the tens place is also same in all the numbers.

Let us compare the digits in the ones place.

0 < 2 < 7 < 8 < 9

So, 110 < 112 < 117 < 118 < 119

Increasing order: 110, 112, 117, 118, 119

Descending order: 119, 118, 117, 112, 110

c. The given numbers are 73, 100, 99, 101, 111 100, 101, 111 have hundreds place, making them the larger numbers.

They all have same digit in the hundreds place. Let us compare the digits in the tens place of these larger numbers.

111 has one in the tens place, making it the largest. 100 and 101 have the same digits in the tens place. Comparing the digits in the ones place.

0 < 1

So, 100 < 101

73 and 99 doesn’t have digits in the hundreds place. Compare the digits in the tens place.

7 < 9

So, 73 < 99

Increasing order: 73, 99, 100, 101, 111

Descending order: 111, 101, 100, 99, 73

d. The given numbers are 100, 187, 119, 111, 99

Among these numbers, all have a digit in the hundreds place except 99.

So, 99 is the smallest number

The digit in the hundreds place is the same in the numbers 100, 187, 119, 111.

Let us compare the digit in the tens place.

0 < 1 < 8

So, 187 is the biggest number

Number 119 and 111 have same digit in tens place. Comparing ones digit for 119 and 111

1 < 9

So, 111 < 119

Increasing order: 99, 100, 111, 119, 187

Descending order: 187, 119, 111, 100, 99

Increasing

Decreasing

a. 109, 114, 123, 134, 154 154, 134, 123, 114, 109

b. 110, 112, 117, 118, 119 119, 118, 117, 112, 110

c. 73, 99, 100, 101, 111 111, 101, 100, 99, 73

d. 99, 100, 111, 119, 187 187, 119, 111, 100, 99

6. Nagarhole tiger reserve has 141 tigers, Corbett tiger reserve has 160 tigers, Bandipur tiger reserve has 150 and Dudhwa tiger reserve has 135 tigers.

Numbers 141, 160, 150 and 135 have the same digit at the hundreds place.

Let us compare the digits in the tens place.

3 < 4 < 5 < 6

So, 135 < 141 < 150 < 160

Arranging the tiger reserves in ascending order on the basis of the number of tigers:

Dudhwa tiger reserve < Nagarhole tiger reserve < Bandipur tiger reserve < Corbett tiger reserve

Challenge

1. Number 10 less than 95 = 95 – 10 = 85

One more than 85 is 85 + 1 = 86

So, number is 86.

Do It Yourself 1C

3. a. The grapes are in the third position.

b. The mango is in the 5th position.

c. The apple is in the second position.

d. The sunflower is in the fourth position.

Meena’s position = 5th

Soham’s position = last (7th)

Tina is between Meena and Soham. So, Tina is 6th in the line.

Do It Yourself 1D 1. a.

2. Even number of objects are circled.

3. a. Riya has 3 mugs. She has an odd number of mugs. True

One mug is not in a pair. 3 is an odd number. So, these mugs are odd in number.

b. Jiya has 8 pens. She has an even number of pens. True

All pens are in a pair. 8 is an even number. So, these mugs are odd in number.

Meena Tina
Soham

c. Mohan has 5 apples. He can form 4 pairs. False

One apple is not in a pair. 5 is an odd number. So, these apples are odd in number.

4. Drawings may vary Even Odd Challenge

1. Number of mangoes with Rupa = 6 a. Rupa can make 3 pairs.

Pair 1 Pair 2 Pair 3

b. She needs 2 more pairs to make 10 mangoes.

Chapter Checkup

1. a.

2. a.

3

3. Before Between After

a. 123 124 125

b. 197 198 199

c. 134 135 136

4. a. The digit in the hundreds place is the same in all the numbers.

Let us compare the digits in the tens place.

3 < 4

The digit in the tens place is also same in 133 and 134

Let us compare the digits in the ones place.

3 < 4. So, 133 < 134 < 142 133 142 134

b. The digit in the hundreds place is the same in all the numbers.

Let us compare the digits in the tens place.

3 < 4 < 9. So, 143 < 154 < 195 195 154 143

c. The digit in the hundreds place is the same in all the numbers.

Let us compare the digits in the tens place.

3 < 8 < 9. So, 132 < 184 < 198 184 132 198

d. The digit in the hundreds place is the same in all the numbers.

Let us compare the digits in the tens place.

2 < 5 < 7. So, 123 < 154 < 176 123 176 154

5. a. 122 = 100 + 20 + 2

b. 134 = 100 + 30 + 4

c. 167 = 100 + 60 + 7

d. 176 = 100 + 70 + 6

8. Soma planted 159 saplings. Daman planted 148 saplings. Rajiv planted 198 saplings. Suhani planted 184 saplings.

The given numbers are 159, 148, 198, 184.

The digits in the hundreds place is the same in all the numbers.

Let us compare the digits in the tens place.

4 < 5 < 8 < 9

So, 148 < 159 < 184 < 198

So, Rajiv planted the maximum number of saplings.

Challenge

1. a. 1 hundreds, 7 tens and 9 ones blocks is = 100 + 70 + 9 = 179

b. 2 tens blocks = 20 If 2 tens blocks are taken away then number is 179 – 20 = 159

2. Riya lives on the 2nd floor.

Juhi lives on the floor above Riya.

The floor above 2nd will be 3rd floor.

So, Juhi lives on the 3rd floor. 1 7 9

Rohan - 5th floor fourth floor

Juhi - 3rd floor

Riya - 2nd floor first floor

Case Study

1. Raman lives in the 5th house. So, its colour is purple. Thus, option d is correct.

2. The yellow house is in the 4th position. Thus, option b is correct.

3. a. The 3rd house is orange.

b. The only green house is 7th on the street.

4. a. The orange houses are in the 3rd and 6th position on the street. True

b. The purple house, other than Raman’s house, is 4th on the street. False

5. Answers may vary

Chapter 2

Let’s Warm-up

1.

Do It Yourself 2A 1.

We can write it as, 14 + 13 = 14 + 10 + 3 = 24 + 3 = 27 14 + 13 = 21

f. We can write it as, 56 + 21 = 56 + 20 + 1 = 76 + 1 = 77 56 + 21 = 77

Challenge 1. We can write the numbers as,

So, Arjun is not correct. The digit in the ones place of the sum is 7.

Do It Yourself 2B

3. + = 19 is

3. a. 25 + 45 = 71    10    70    60

b. 23 + 19 = 32    42    40    13

c. 35 + 15 = 40    50    20    60

d. 34 + 27 = 23    61    43    51

Challenge

1. Number of flowers in pot A = 13

Number of flowers in pot B = 17 We need to add 3 tens to get the answer.

Do It Yourself 2C

1.

Challenge

1. Answers may vary. Sample answer: The two numbers that add will up to 79 can be 42 and 37.

Do It Yourself 2D

1. Number of candies bought by Riya = 24 Number of candies given by Aryan = 37 Total candies with Riya = 24 + 37 = 61 Thus, Riya has 61 candies now.

2. Number of murukkus Arun makes = 42 Number of murukkus his friend makes = 26

Number of murukkus do they make in total = 42 + 26 = 68

Thus, they make 68 murukkus

3. Number of red roses = 48

Number of yellow roses = 32

Number of white roses = 17

Total roses in the garden = 48 + 32 + 17 = 97

Thus, there are 97 roses in the garden.

4. Number of red balloons = 56

Number of blue balloons = 21

Number of green balloons = 12

Total balloons = 56 + 21 + 12 = 89

Thus, there are 89 balloons in all.

5. Answers may vary. Sample answer:

In a grocery store, there are 42 mangoes on one shelf and 39 mangoes on another shelf. How many mangoes are there in total?

Challenge

1. The given numbers are 22, 52, 26, 31

To find the smallest sum, we need to add smallest numbers.

Writing the given numbers in ascending order 22, 26, 31, 52

Let us compare the digits in the tens place.

2 < 3 < 5

Since the digits in the tens places of 22 and 26 are same, compare the digits in the ones place of 22 and 26.

So, 22 < 26 < 31 < 52

Smallest two numbers are 22 and 26.

Sum of 22 and 26 is = 22 + 26 = 48

Chapter Checkup

1. a. 8 + 2 = 10

2.

4. a. 26 + 13 = 39

First add the ones 6 + 3 = 9 ones

Now, add the tens 2 + 1 = 3 tens

b. 48 + 22 = 70

First add the ones 8 + 2 = 10

So, write 0 in the ones place and add 1 tens to the tens place.

Now, add the tens 4 + 2 + 1 = 7 tens

c. 57 + 38 = 95

First add the ones 7 + 8 = 15

So, write 5 in the ones place and add 1 tens to the tens place.

5. a.

Now, add the tens 5 + 3 + 1 = 9 tens

6. Number of leaves brought by Rohan = 23

Number of leaves brought by Soham = 46

Total number of leaves brought = 23 + 46 = 69

Thus, the total number of leaves are 69.

7. Number of apples = 28

Number of oranges = 41

Number of bananas = 29

Total fruits = 28 + 41 + 29 = 98

Thus, the fruit vendor has 98 fruits.

8. Number of comic books Mohan bought = 15

Number of colouring books Mohan bought = 12

Number of notepads Mohan bought = 10

Total number of books = 15 + 12 + 10 = 37

Thus, the total number of books Mohan bought is 37.

Challenge

1. Smallest 2-digit number = 10

1 dozen = 12

Let us add, 10 and 12

10 + 12 = 22

2. An odd number is a number that can’t be split into two equal parts.

When you add three odd numbers together, the answer is always odd, not even.

So, the given statement is false.

For example, let us add three odd numbers: 11, 13, and 15 11 + 13 + 15 = 39

So, 39 is an odd number

Case Study

1. On Day 1, Raha’s friends collected 31 shells

2. On Day 1, Raha collected 8 shells and her friends collected 31 shells.

Total shells collected = 8 + 31 = 39

So, Raha and her friends made 39 bird feeders on Day 1.

Thus, option c is correct answer.

3. Raha and her friends got 39 shells on Day 1.

And on Day 2, they got 5 shells.

Total number of shells = 39 + 5 = 44

So, they made a total of 44 bird feeders.

4. Answers may vary. Sample answer: Egg cartons and cardboard can be reused to make bird feeders.

Chapter 3

Let’s Warm-up

1. a. 54 − 12 = 42

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

b. 66 − 20 = 46

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

c. 70 − 22 = 48

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

d. 68 − 14 = 54

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

2. a. Go back by 1 tens from 23 to reach 13. Then move back by 2 ones to reach 11.

So, 23 – 12 = 11

b. Go back by 3 tens from 56 to reach 26. Then move back by 2 ones to reach 24.

So, 56 – 32 = 24

c. Go back by 1 tens from 73 to reach 63. Then move back by 2 ones to reach 61.

So, 73 – 12 = 61

d. Go back by 4 tens from 98 to reach 58. Then move back by 2 ones to reach 56.

So, 98 – 42 = 56

3. a.

Challenge

1. Meera's statement: When you subtract 0 from any number, you get the same number.

For example, 51 – 0 = 51

So, Meera is correct.

Sheena's statement: When you subtract 1 from any number, you get the same number. For example, 51 – 1 = 50

So, Sheena is not correct.

Thus, Meera is correct because subtracting 0 from any number leaves the number unchanged. Do It Yourself 3B

The addition and subtraction facts of 9, 6 and 15 are: 9 + 6 = 15  6 + 9 = 15  15 – 6 = 9  15 – 9 = 6

b. The addition and subtraction facts of 3, 8 and 11 are: 3 + 8 = 11  8 + 3 = 11  11 – 3 = 8  11 – 8 = 3 3. a.

5. Answer may vary. Sample answer:

Challenge

1. Answers may vary. Sample answers:

73 – 61 = 12

Do It Yourself 3C

1. Number of flowers Jiya had = 51

Number of flowers Raju had = 31

Number of flowers that Jiya has more than Raju = 51 – 31 = 20

Thus, Jaya has 20 more flowers than Raju.

2. Number of items of fruit with Mohan = 45

Number of items of fruit with Minal = 21

Number of fewer items of fruit that Minal has = 45 – 21 = 24

Thus, Minal has 24 fewer items of fruit than Mohan.

3. Total number of houses in a village = 27

Number of thatched houses = 15

Remaining houses = 27 – 15 = 12

Number of concrete houses = 12

4. Answer may vary. Sample answer: Sarah had 28 apples in her basket. She gave 11 apples to her friends.

How many apples does Sarah have left?

Challenge

1. Number of apples Sheetal has = 12

Number of days in a week = 7

Number of days in 2 weeks = 7 + 7 = 14

Number of more apples needed for 2 weeks = 14 – 12 = 2

Thus, Sheetal needs to buy 2 more apples.

Chapter Checkup

7. Number of bells in Sunita’s ghungaroos = 46

Number of bells in Sarika’s ghungaroos = 35

Number of bells that Sunita has more than Sarika = 46 – 35 = 11

So, Sunita has more bells.

8. Number of teeth that a 7-year-old child has = 22

Number of teeth that an adult has = 32

Number of more teeth that an adult has than a child = 32 – 22 = 10

9. Cost of one pencil that Meena buys = ₹8

Currency note that she gives to shopkeeper = ₹50

Amount of money to be returned to Meena = ₹50 – ₹8 = ₹42

₹42 can be split as ₹42 = ₹20 + ₹20 + ₹2

So, Meena gets two ₹20 notes and one ₹2 coin.

Challenge

1. The given number = 54

Robin takes away 13 from the number, remaining is = 54 – 13 = 41

He takes 10 more, then remaining number is = 41 – 10 = 31

Number ones in the answer is 1.

2. The number that is 40 less than 80 = 80 – 40 = 40 10 more than 40 is = 40 + 10 = 50

So, the number is 50.

Case Study

1. The cost of ribbons = ₹43

The cost of snacks = ₹50

Amount of money Jay spent = ₹43 + ₹50 = ₹93

So, option d is correct.

2. Amount of money Jay has = ₹99

Amount of money is left with him after buying ribbons

= Amount of money Jay has − The cost of ribbons = ₹99 – ₹43 = ₹56

3. Amount money is left with him after buying both the things

= Amount of money Jay has − Total amount of money Jay spent = ₹99 – ₹93 = ₹6

4. Cost of wrapping paper = ₹13

So, Jay cannot buy a wrapping paper with the money left because he is only left with ₹6.

5. Answer may vary

Chapter 4

Let’s Warm-up Vegetables bought Total vegetables

1.

3 Tomatoes and 4 Brinjals 8 vegetables

2.

1 Tomato and 4 Cauliflowers  7 vegetables

3.

4 Brinjals and 2 Cabbages  5 vegetables

4.

4 Tomatoes and 5 Cabbages  6 vegetables

5.

4 Brinjals and 4 Cauliflowers  9 vegetables

Do It Yourself 4A 1.

There are 8 leaves in total. 2.

There

Cow 1

Number legs a cow has = 4 Number of legs 2 cows have = 4 + 4 = 8 So, 2 cows have 8 legs.

Challenge

1. Representation may vary

Riya is adding 6 three times. It is represented here by adding a set of 6 eggs three times. 6 + 6 + 6 = 18

Do It Yourself 4B 1. a.

2 apples 2 apples 2 and a half apples

The apples are not equal in each group. b.

6 flowers 6 flowers 6 flowers

There are an equal number of flowers in each group.

2.

3 groups of 3 stars = 9 stars

3. a. There are 3 bicycles.

Each bicycle has 2 wheels. There are 6 wheels in all.

b. There are 4 baskets.

Each basket has 3 fruits.

There are 12 fruits in all.

4.

Group 1

8 grapes Group 2 8 grapes Group 3 8 grapes

8 grapes + 8 grapes + 8 grapes = 24 grapes

5. Repeated Addition Total Equal Grouping

a. 7 + 7 + 7 18 7 groups of 2

b. 3 + 3 + 3 + 3 + 3 + 3 21

3 groups of 5

c. 5 + 5 + 5 14 3 groups of 7

d. 2 + 2 + 2 + 2 + 2 + 2 + 2 15 6 groups of 3

a. There are 3 groups of 7s to be added.

So, sum is 7 + 7 + 7 = 21

b. There are 6 groups of 3s to be added.

So, sum is 3 + 3 + 3 + 3 + 3 + 3 = 18

c. There are 3 groups of 5s to be added.

So, sum is 5 + 5 + 5 = 15

d. There are 7 groups of 2s to be added.

So, sum is 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14

Challenge

1.

Jar 1 10 sweets Jar 2 10 sweets Jar 3 9 sweets

The first two jars have 10 sweets and the third jar has 9 sweets.

So, the distribution is not equal.

Do It Yourself 4C

3 + 3 + 3 + 3 + 3 + 3 + 3 = 21

7 groups of 3 = 7 times 3

7 × 3 = 21

There are 21 roses in total.

4 groups of 4 = 4 times 4

4 + 4 + 4 + 4 = 16

4 × 4 = 16

There are 16 candles in total.

2. a. 2 times 4

b. 5 times 2

c. 4 times 2

d. 3 times 3

3. a.

b.

2 + 2 + 2 + 2  4 groups of 2   4 × 2 = 8

6 + 6 + 6   3 groups of 6 3 × 6 = 18

c. 3 + 3   2 groups of 3   2 × 3 = 6

Challenge

1. 5 × 5 = 25 means 5 times 5 = 5 groups of 5

5 + 5 + 5 + 5 + 5 = 25

So, 5 dots on each bug.

Chapter Checkup

1. a.

b.

2. a.

b.

8 + 8 + 8 + 8 = 32

There are 32 mangoes in all.

5 + 5 = 10

There are 10 books in all.

4 groups of 5 pieces of chalk in each group.

3 groups of 10 marbles in each group.

Group 1

6 grapes

b.

Group 2 6 grapes

Group 3 6 grapes

There are 3 groups and 6 grapes in each group.

So, circle option c.

Group 1

2 tomatoes

Group 2 2 tomatoes

Group 3 2 tomatoes

Group 4 2 tomatoes

There are 4 groups and 2 tomatoes in each group.

So, circle option c.

4. Answer may vary. Sample answer: a.

3 groups of 6 apples in each = 6 + 6 + 6 = 3 × 6 = 18

b.

2 groups of 2 apples in each = 2 + 2 = 2 × 2 = 4

c.

3 groups of 7 apples in each = 7 + 7 + 7 = 3 × 7 = 21

5. a. 3 + 3 + 3 + 3  4 times 3  4 × 3 = 12

b. 3 + 3  2 times 3  2 × 3 = 6

6. a. 2 + 2 + 2 + 2 = 10 × 2 False

4 groups of 2 is 4 × 2 = 8

b. 4 groups of 10 is 14 False

4 groups of 10 is 4 × 10 = 40

c. 7 times 5 is 35 True

7 × 5 = 35

d. 10 + 10 = 10 × 2 True

2 groups of 10 is 2 × 10 = 20

7. Number of wheels a tuk-tuk has = 3

Total number of tuk-tuks = 4

4 groups of 3 = 3 + 3 + 3 + 3 = 4 × 3 = 12

So, 4 tuk-tuks have 12 wheels.

8. Number of players in Kabaddi team = 7

Number of teams = 2

Number of players in two teams = 2 groups of 7 = 2 + 2 + 2 + 2 + 2 + 2 + 2 = 2 × 7 = 14

So, there are 14 players in two teams.

Challenge

1. Adding 6 to itself 6 times is = 6 + 6 + 6 + 6 + 6 + 6 = 36

6 groups of 6 = 6 times 6 = 6 × 6 = 36

So, Rohan is correct.

2. Number of lamps Rina placed near every pillar = 3

Number of pillars = 5

Total number of lamps Rina placed = 5 groups of 3 = 3 + 3 + 3 + 3 + 3 = 5 × 3 = 15

Number of lamps Shina placed near every corner = 2

Number of corners = 6

Total number of lamps Shina placed = 6 groups of 2 = 2 + 2 + 2 + 2 + 2 + 2 = 6 × 2 = 12

So, Rina placed more lamps.

Case Study

1. Number of neem saplings Jiya plants in each row = 2

Total number of rows = 5

So, total number of saplings = 5 groups of 2 = 2 + 2 + 2 + 2 + 2 = 5 × 2 = 10

Option b does not represent the number of saplings planted by Jiya.

2. Number of rows of mango saplings planted by Rahul = 2

Number of mango trees in each row = 4

Total number of saplings = 2 groups of 4 = 4 + 4 = 8

So, option a is correct.

3. a. 4 saplings each in 2 rows = 2 groups of 4

b. 10 saplings each in 3 rows = 3 groups of 10

4. Answer may vary.

Chapter 5

Let’s Warm-up

1. 3 pears + 3 pears = 6 pears

2. These are 2 groups of 3 pears each.

3. We can say, 2 × 3 pears = 6 pears

Do It Yourself 5A

1. Groups Multiplication fact

2 groups of 4 spoons.

2 groups of 6 balloons.

Do It Yourself 5B

1. Number of hands 1 2 3 4 5

Number of fingers 1 × 5 = 5

2. 5 × 3 = 15

3.

=

4. Number of jingles one jhika has = 10

Number of jhikas = 10

Total jingles = 10 × 10 = 100 jingles

Thus, there are 100 jingles.

10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = 100

Challenge

1. Product of 2 numbers = 40

One of the numbers is 10. Since, 10 × 4 = 40

So, the other number is 4.

Do It Yourself 5D

1. a. 3 groups of zero eggs are 3 × 0 = 0

b. 2 groups of 1 egg are 2 × 1 = 2

2. a. If 4 × 5 = 20, 5 × 4 = 20

b. 9 × 4 = 36, 4 × 9 = 36

3. a. Double of 4 is 4 × 2 = 8

b. Double of 22 is 22 × 2 = 44

c. Double of 15 is 15 × 2 = 30

d. Double of 20 is 20 × 2 = 40

a. Double of 4  44

b. Double of 22 40

c. Double of 15 8

d. Double of 20 30

4. Number of lamp posts on a road = 10

Number of LED lamps on each lamp post is 1.

Total number of lamps = 10 × 1 = 10

5. Amount saved by Diya every day = ₹2

4.

6 + 6 + 6 + 6 + 6 or 5 × 6 = 30 Thus, there are 30 grapes in total.

Challenge

1. When we skip count by 5 and jump, we get numbers 5, 10, 15, 20, 25, 30, 35, 40. Number 34 is marked incorrectly.

Do It Yourself 5C

1. a. 10 groups of 6 butterflies equal 60. 10 × 6 = 60

b. 20 groups of 2 chairs equal 40. 20 × 2 = 40

c. 5 groups of 10 skateboards equal 50. 5 × 10 = 50

2. a. 5 jumps of 10 each means 5 × 10 = 50

b. 7 jumps of 10 each means 7 × 10 = 70

3. Figures may vary. Sample figures: 10 groups with each group having 3 balls. So, a total of 10 × 3 = 30 balls.

Number of days she saved money = 10

Total amount of money Diya saved is 10 × 2 = 20

So, Diya saved ₹20.

Challenge

1. The number is between 20 and 30.

Double of a number is 48.

24 × 2 = 48

So, the number is 24.

Do It Yourself 5E

1. Number of bookshelves = 10

Number of books each shelf can hold = 6

The total number of books the bookstore can hold = 10 × 6 = 60 books

Thus, the bookstore can hold 60 books.

2. Number of Mishti Doi packet boxes Manan has = 9

Number of Mishti Doi packets each box can hold = 10

The total number of Mishti Doi packets = 9 × 10 = 90 Mishti Doi packets

Thus, there are 90 Mishti Doi packets.

3. Number of baskets = 10

Number of oranges in each basket = 6

The total number of oranges in 10 baskets = 10 × 6 = 60 oranges

Thus, the baskets can hold 60 oranges.

4. Number of batches with Tom = 4

Number of cupcakes made in each batch = 10

Total cupcakes = 4 × 10 = 40 cupcakes

Thus, Tom made 40 cupcakes altogether.

5. Answers may vary. Sample answer: Lisa collected 2 jars of marbles, and each jar contained 10 marbles.

How many marbles did Lisa collect in total?

Challenge

1. Seerat knows the table of 5. She can find 5 times 8 is 5 × 8 = 40

This is equal to 8 times 5. So, 8 × 5 = 40

Chapter Checkup

1. a. 2 × 6 = 12

2 times 6 is 12. So, it is true.

b. 5 × 1 = 0

5 times 1 is 5. So, it is false.

c. 7 × 0 = 1

7 times 0 is 0. So, it is false.

d. 10 × 5 = 50

10 times 5 is 50. So, it is true.

2. a. 2 × 5

b. 5 × 3

3. a. 5 + 5 = 10 b. 2 + 2 + 2 + 2 + 2 = 10

4. a. Double of 8 2 × 8 = 16

b. 5 times 8 5 × 8 = 40

c. 10 times 1 10 × 1 = 10

d. 0 times 8 0 × 8 = 0

5. 3 × 10 = 30 3 × 2 = 6

6.

7. Number of dosas that can be cooked on a single tawa = 7

Number of tawas = 10

Total number of dosas = 10 × 7 = 70

Thus, the total number of dosas cooked on 10 tawas is 70.

Challenge

1. Top to bottom

5 × 4 = 20

2 × 8 = 16 Left to right

4 × 2 = 8

4 × 10 = 40 10 × 2 = 20

8.

a. Hats 2 5 × 2 = 10 10 hats

b. T-shirts 6 5 × 6 = 30 30 t-shirts

c. Shoes 2 pairs 5 × 2 = 10 10 pairs

2. Number floors in a tower = 5

Number of blocks each floor has = 4

Total number of blocks = 5 × 4 = 20

So, the total number of blocks required = 20

Yes, you are right.

Case Study

1. There are lollipops, books, cookies, toys and pencils in the goody bag.

So, option b, c and d are correct.

2. Number of lollipops in a goody bag = 2

Number of kids in the orphanage = 10

Total lollipops = 10 × 2 = 20

So, 20 lollipops are needed in total.

3. Number of toys in a goody bag = 1

Number of kids in the orphanage = 10

Total toys = 10 × 1 = 10

So, 10 toys are needed in total.

4. 5 times 10 is the same as 10 times 5.

5 × 10 = 50

Then, 10 × 5 = 50

5. Answers may vary.

Chapter 6

Let’s Warm-up

1. 93 1 hundreds, 2 tens, 1 ones

2. 121 1 hundreds, 4 tens, 8 ones

3. 148 9 tens, 3 ones

4. 163 1 hundreds, 9 tens, 9 ones

5. 199 1 hundreds, 6 tens, 3 ones

Do It Yourself 6A

1. a. 720 721 722 723 724 725 726 727 728 729 730 b. 810 811 812 813 814 815 816 817 818 819 820 2.

3. Number of floors in Burj Khalifa = 163

Number name: one hundred sixty-three

4. a. 4 hundreds, 6 tens and 5 ones 465

b. 7 hundreds, 7 tens and 7 ones 777

c. 6 hundreds and 3 ones 603

d. 5 hundreds and 5 ones 505

5. for hundreds, for tens, and for ones.

a. 345

b. 459

c. 567

d. 678

Challenge

1. I have 2 hundreds.

So, the digits in the hundreds place is 2. I have no tens.

So, the digit in the tens place is 0.

1 more ones than the number of hundreds.

So, the digit in the ones place is 2 + 1 = 3 Hence, the number is 203.

Do It Yourself 6B

1. a. 3 hundreds + 9 tens + 8 ones

Expanded form: 300 + 90 + 8

b. 1 hundreds + 7 tens + 0 ones

Expanded form: 100 + 70 + 0

c. 6 hundreds + 5 tens + 4 ones Expanded form: 600 + 50 + 4

Number name for 984: Nine hundred eighty-four

Number name for 576: five hundred seventy-six

Number name for 702: seven hundred two

3. a. 7 is 700 701 679 57

b. 6 is 60 693 567 896

c. 3 is 300 345 639 130

4. Number of steps in Rameshwaram temple = 127 steps

Number name: one hundred twenty-seven Expanded form: 100 + 20 + 7

Challenge

1. My ones digit is less than 1. So, the digit in the ones place is 0.

My tens digit is the greatest single digit number. So, the digit in the tens place is 9. My hundreds digit is 5. Thus the number is 590.

Do It Yourself 6C

1. a. Let us compare the digit in the hundreds place. 1 < 8. So, 167 < 879.

167 879

b. Let us compare the digit in the hundreds place.

7 < 9. So, 799 < 901.

799 901

c. Let us compare the digit in the hundreds place.

1 < 2. So, 178 < 204.

204 178

2. a. 2-digit numbers are always smaller than 3-digit numbers. So, 97 is less than both 239 and 709.

Let us compare the digit in the hundreds place.

2 < 7. So, 97 < 239 < 709.

239 97 709

b. Let us compare the digit in the hundreds place.

4 < 5 < 7. So, 446 < 551 < 783.

551 446 783

c. Let us compare the digit in the hundreds place.

1 < 2 < 8. So, 175 < 269 < 865.

269 175 865

d. Let us compare the digit in the hundreds place.

1 < 5

So, 159 is less than both 537 and 538.

The digit in the hundreds place is the same in both numbers 537 and 538.

The digit in the tens place is also the same in both the numbers 537 and 538.

Let us compare the digits in the ones place.

7 < 8. So, 159 < 537 < 538.

159 537 538

3. The numbers are 789, 345, 100, 620.

100 is lesser than 345.

345 is lesser than 620.

620 is lesser than 789.

Increasing order: 100, 345, 620, 789

Decreasing order: 789, 620, 345, 100

4. Digits: 2, 5 and 7. 2 < 5 < 7.

Greatest number will have greatest digit in hundreds place.

Smallest number will have smallest digit in hundreds place.

Greatest 3-digit number = 752

Smallest 3-digit number = 257

5. Number of bricks used by Toni = 790

Number of bricks used by Ramu = 689

Let us compare the digit in the hundreds place.

6 < 7. So, 790 > 689

Thus, Toni used more bricks.

Challenge

1. The hundreds place has the greatest digit. So, the digit is 9.

The place value and face value of the digit in the tens place is the same.

So, digit is 0.

The digit in the ones place is 1. So, the number is 901.

Chapter Checkup

1.

2.

3.

4. a. Let us compare the digit in the hundreds place. 2 < 3. So, 345 > 232

b. Let us compare the digit in the hundreds place. 6 < 9. So, 999 > 678

c. The digit in the hundreds place, tens places and ones place are the same in both numbers 945 and 945. So, 945 = 945

d. 2-digit numbers are always smaller than 3-digit numbers. So, 34 < 344

e. Let us compare the digit in the hundreds place. 1 < 8. So, 123 < 856

f. Let us compare the digit in the hundreds place. 8 < 9. So, 899 < 999

5. a. 559, 678, 345 559 is greater than 345. 678 is greater than 559.

Decreasing order: 678, 559, 345

b. 109, 289, 678 289 is greater than 109. 678 is greater than 289. Decreasing order: 678, 289, 109

c. 345, 696, 873 696 is greater than 345. 873 is greater than 696. Decreasing order: 873, 696, 345

6. a. 540, 330, 257 257 is smaller than 330. 330 is smaller than 540.

Increasing order: 257, 330, 540

b. 678, 447, 567 447 is smaller than 567.

567 is smaller than 678.

Increasing order: 447, 567, 678

c. 600, 120, 499

120 is smaller than 499. 499 is smaller than 600.

Increasing order: 120, 499, 600

7. The four houses on a street with numbers in the order 223, 224, 225 and 226.

The next number after 226 will be 227.

So, the next house number will be 227.

8. Less than 500: 123, 229, 289, 459

More than 500: 590, 769, 890, 985

9. The digits are 6, 1 and 4.

Arrange the given digits in descending order: 6 > 4 > 1.

The greatest number is 641.

Arrange the given digits in ascending order 1 < 4 < 6. The smallest number is 146.

Challenge

2. There are six 3-digit odd numbers between 101 and 115. Count on your fingers the 3-digit odd numbers between 101 and 115.

The numbers are 103, 105, 107, 109, 111 and 113.

Hint: Do not count 101 and 115.

Case Study

1. There are 8 metro pillars. So, option b is correct.

2. Metro is moving towards the right, the pillar numbers are increasing.

3. The smallest pillar number is 576.

The number name is five hundred seventy-six.

4. The greatest pillar number is 583.

Arrange the given digits in ascending order 3 < 5 < 8 to get the smallest number formed using the digits 5, 8, 3 is 358.

Chapter 7

Let’s Warm-up

3. for 1 hundreds (H), for 1 tens (T) and for 1 ones (O).

a. 123 + 543 = 666 + =

b. 801 + 111 = 912 + =

c. 453 + 212 = 665 + =

4.

T O

Challenge

1. Yes, Yash is right. We need 111 to add 245 to get 356.

5 6

4

Do It Yourself 7B

1. for 1 hundreds (H), for 1 tens (T) and for 1 ones (O).

a. 457 – 14 = 443      b. 458 – 327 = 131

c. 668 – 118 = 550

2. a. H T O

4. We have to take away 167 from 567 to get 400.

Challenge

1. Arrange the given digits in descending order 5 > 4 > 3.

Largest possible number = 543

Arrange the given digits in ascending order 3 < 4 < 5. Smallest 3-digit number = 345

Subtraction = 543 – 345 = 198 H T O 13 4 3 13 5 4 3 3 4 5 1 9 8

So, the digit in the ones place of the difference is 8.

Do It Yourself 7C

1. a. Addition

H T O 1 1 4 5 6 + 1 9 8 6 5 4

There are 654 books on the table.

2. a. Number of sheep = 134

Number of goats = 227

b. Subtraction H T O 5 6 8 – 2 3 2 3 3 6

There are 336 toys left.

Total number of sheep and goats = 134 + 227 = 361

There are 361 sheep and goats in total.

b. Number of dogs = 189

Number of sheep = 134

Number of more dogs than sheep = 189 – 134 = 55

There are 55 more dogs than sheep.

3. Number of packets the shopkeeper had = 583

Number of packets he sold = 272

Number of packets left = 583 – 272 = 311

Shopkeeper is left with 311 packets.

4. Number of tigers at Corbett Tiger Reserve = 260

Number of tigers at Kanha Tiger Reserve = 105

Total number of tigers = 260 + 105 = 365

Challenge

1. Number formed by Vidit = 204

Number formed by Suhaan after reversing the digits = 402

Sum of the numbers = 204 + 402 = 606

Chapter Checkup

1. for 1 hundreds (H), for 1 tens (T) and for 1 ones (O). a. H T O

435 + 546 = 9 hundreds + 8 tens + 1 ones

5. Situation Addition Subtraction

a. Rahul bought 345 books and arranged 115 books on the shelf. How many books are left to be arranged on the shelf?

b. Mona had 123 marbles. Her friend Tina had 167 marbles. How many marbles are there in all?

6. Number of English books = 568

Number of Hindi books = 345 Hindi books are fewer.

Number of Hindi books fewer than English = 568 – 345 = 223

Hindi books are fewer than English books by 223.

7. Number of jhadus in a month = 145

Number of jhadus in another month = 206

Total number of jhadus = 145 + 206 = 351

There are 351 jhadus made.

8. Number of biscuits Rohit baked = 340

Number of more biscuits Rohit baked = 105

Total number of biscuits baked = 340 + 105 = 445

Number of biscuits he sold = 130

No. of biscuits left with Rohit = 445 – 130 = 315 Rohit is left with 315 biscuits.

9. a. Number shown with blocks = 2 hundreds + 5 tens + 6 ones = 256

b. The new number if 145 is added = 256 + 145 = 401 The new number will be 401 if 145 is added to it.

Challenge

1. a. Mr Parikhʼs house no. is 299. My number is 100 more than 216.

b. Mr Ahmadʼs house no. is 300. My number is 25 less than 267.

c. Ms Shahʼs house no. is 316. My number is the number before 300.

d. Mrs Paulʼs house no. is 242. My number is 10 less than 310.

2. Answers may vary. Sample answer: There are 456 coconuts in a farm. 124 coconuts are sold. How many coconuts are left in the farm?

Case Study

1. They first made 237 soaps. So, option a is correct.

2. Number of soaps made the first time = 237

Number of soaps sold for first time = 168

Number of soaps left after selling the soaps the first time = 237 − 168 = 69

3. Total number of soaps in the end = Soaps left after selling the soaps the first time + Soaps made later = 69 + 134 = 203

4. Answers may vary.

Chapter 8

Let’s Warm-up

1. 4 + 4 + 4

2. 6 + 6 + 6 + 6

3. 2 + 2 + 2 + 2 + 2 + 2

4. 6 + 6 + 6

5. 8 + 8 + 8 + 8 + 8

Do It Yourself 8A

1. a. 3 × 6 = 18   b. 3 × 5 = 15

c. 3 × 3 = 9    d. 3 × 9 = 27

2. a. 3, 6, 9, 12 b. 18, 21, 24, 27  c. 12, 15, 18, 21  d. 21, 24, 27, 30  e. 9, 12, 15, 18 f. 15, 18, 21, 24

3. a. 3 × 6 = 18   b. 3 × 9 = 27    c. 3 × 5 = 15

d. 3 × 8 = 24   e. 3 × 10 = 30   f. 3 × 4 = 12

4. a. 3 × 6 = 18   b. 3 × 10 = 30   c. 3 × 2 = 6 d. 3 × 9 = 27   e. 3 × 8 = 24    f. 3 × 3 = 9

5. a. 3 × 8 = 24

b. 3 × 4 = 12

c. 3 × 10 = 30

Challenge

1. Let us write the multiplication table of 3 up to 20. 3, 6, 9, 12, 15, 18

A number that comes in the multiplication table of 3 and has 2 in the ones place is 12.

Do It Yourself 8B

1. a. 4 × 3 = 12 b. 4 × 8 = 32 c. 4 × 2 = 8

d. 4 × 6 = 24 e. 4 × 9 = 36 f. 4 × 1 = 4

2. a. 4 × 5 = 20 b. 4 × 3 = 12 c. 4 × 10 = 40

3. a. 4 fives are 20 b. 4 tens are 40 c. 4 nines are 36 d. 4 fours are 16 e. 4 twos are 8 f. 4 sixes are 24

4. Figures may vary. Sample figures:

a. 4 × 7 = 28

b. 4 × 9 = 36

c. 4 × 4 = 16

Challenge

1. Number of boxes = 4

a. 4 × 6 = 24 books

b. 4 × 8 = 32 books

c. 4 × 3 = 12 books

Do It Yourself 8C

1. a. 6 × 7 = 42    b. 6 × 5 = 30    c. 6 × 4 = 24

2. a. 30, 36, 42    b. 12, 18, 24    c. 24, 30, 36

3. a. 6 times 7 is 42 b. 6 times 4 is 24 c. 6 times 8 is 48

d. 6 times 10 is 60 e. 6 times 3 is 18 f. 6 times 9 is 54

4. a. 6 × 5 = 30    b. 6 × 7 = 42    c. 6 × 9 = 54

d. 6 × 2 = 12    e. 6 × 8 = 48    f. 6 × 3 = 18

Challenge

1. Table of 3 3 6 9 12 15 18 21 24 27 30

Table of 3 + 3 6 9 12 15 18 21 24 27 30

Table of 6 6 12 18 24 30 36 42 48 54 60

Do It Yourself 8D

1. a. T O

T O 4 4 × 2 8 8

4. T O 1 3 × 3 3 9 13 jugs will have 13 × 3 = 39 glasses of chaach

Challenge

1. 4 times 13 is 52. So, the number is 4. T

Do It Yourself 8E

1. a. T O 1 4 8 × 2 9 6 b. T O 3 1 6 × 6 9 6  c. H T O 5 2 × 3 1 5 6

2. a. T O 3 1 8 × 4 7 2 b. T O 1 4 5 × 2 9 0  c. H T O

3. T O

1 1 3 × 6 7 8

13 multiplied by 6 is 78.

4. False, we will not get 7 ones. We have 6 ones as shown in the multiplication. H T O 4 1 × 6

2 4 6

5. We get 6 tens when we multiply 92 with 5. H T O 1 9 2 × 5 4 6 0

Challenge

1. 24 × 2 = 48 and 24 × 20 = 480 21 × 3 = 63 and 21 × 30 = 630

Do It Yourself 8F

1. Number of packets = 98

Number of candies in each packet = 5

Total candies = 98 × 5 = 490

There are 490 candies in all.

2. Number of seats in a bus = 46

Number of buses = 4

Total seats = 46 × 4 = 184 There are 184 seats in all.

3. Number of pouches = 52

Number of pins in each pouch = 6

Total pins = 52 × 6 = 312

There are 312 pins.

4. Number of poles needed to fence a garden = 6

Cost of each pole = ₹85

Total cost of all bamboos = 6 × ₹85

So, the total cost of all bamboos is ₹510.

Challenge

1. Answers may vary. Sample answer: A pond has 68 fish. If a lake has fish 3 times that of the pond, how many fish are there in the lake?

Chapter Checkup

1. a. 3 × 8 = 24 b. 3 × 5 = 15 c. 3 × 2 = 6

d. 3 × 1 = 3 e. 3 × 3 = 9 f. 3 × 10 = 30

2. a. 4 × 9 = 36 b. 4 × 8 = 32 c. 4 × 5 = 20

d. 4 × 6 = 24 e. 4 × 7 = 28 f. 4 × 10 = 40

3. a. 7 × 6 = 6 × 7 = 42  b. 6 × 10 = 10 × 6 = 60

c. 6 × 5 = 5 × 6 = 30 4. a. T O 1 3 7 × 2 7 4 b.

6. Number of runs on each ball = 6

Number of balls = 7

Total runs scored = 6 × 7 = 42

Thus, Rahul scored 42 runs for his team.

7. Number of rows = 4

Number of dancers in each row = 28

Total dancers = 4 × 28 = 112

So, there are 112 dancers in all.

8. Number of dosa plates = 6

Cost of each plate = ₹85

Cost of all plates = 85 × 6 = 510

Cost of all the dosas is ₹510.

2. Answers may vary. Sample answer: A vegetable vendor sells 5 baskets of tomatoes, and each basket contains 42 tomatoes. How many tomatoes does he sell?

Case Study

1. Answers may vary.

2. They have 5 jugs of juice. So, option a is correct.

3. Number of cups in each jug = 81 cups

4. Total number of cups = 81 × 5 = 405 cups

5. Answers may vary

Chapter 9

Let’s Warm-up 1. 2 groups of 4

3 groups of 2

groups of 2 4 groups of 6

Do It Yourself 9A

1. a.

b.

c.

2. a. Each rabbit will get 3 carrots.

b.

Each friend will get 4 biscuits.

3. a. There are 4 groups of 2 bananas. Each child will get 2 bananas.

b. There are 4 groups of 3 cupcakes. Each child will get 3 cupcakes.

4. a. Number of mangoes = 20

Number of children = 5 Each child will get 4 mangoes.

Challenge

1. Number of laddoos = 18

There are 3 laddoos in each plate.

Do It Yourself 9B

1. a. 18 – 6 = 12

12 – 6 = 6 6 – 6 = 0

6 is subtracted 3 times. 18 ÷ 3 = 6

So, 3 children will get 6 chocolates each.

b. 14 – 2 = 12 12 – 2 = 10 10 – 2= 8 8 – 2 = 6

6 – 2 = 4

4 – 2 = 2 2 – 2 = 0

2 is subtracted 7 times.

14 ÷ 2 = 7

So, 7 children will get 2 pens each.

c. 8 – 4 = 4

4 – 4 = 0

4 is subtracted 2 times.

8 ÷ 4 = 2

So, 2 children will get 4 apples each.

2. a. Total number of books = 12

Number of books in each group = 3

So, 12 ÷ 3 is the correct answer.

b. Total number of pencils = 15

Number of pencils in each group = 5

So, 15 ÷ 5 is the correct answer.

3. a. 15 ÷ 3

b. 10 ÷ 5

4. a. 15 ÷ 3 = 5

5 objects in each group is the correct answer. So, the given statement is true.

b. 12 ÷ 4 = 3

3 objects in each group is the correct answer. So, the given statement is false.

c. Total number of objects = 20

Number of groups = 4

So, 20 ÷ 4 is the correct division fact. Therefore, the given statement is false.

Challenge

1. Number of flowers Ravi has = 24

Number of vases Ravi has = 8

Ravi has already put 22 flowers in the vases. So, he needs to put 2 more flowers.

Do It Yourself 9C

1. There are 4 groups of 3 pastries. Multiplication fact: 4 × 3 = 12

Division fact: 12 ÷ 4 = 3

2. a. 5 × 4 = 20

20 ÷ 4 = 5

3. a. 4 × 2 = 8

8 ÷ 4 = 2

8 ÷ 2 = 4

4. Figures may vary. Sample figures:

a. 4 × 2 = 8, 8 ÷ 4 = 2

b. 6 × 3 = 18, 18 ÷ 6 = 3

Challenge

1. Each multiplication fact has 2 division facts. Multiplication fact: 6 × 4 = 24

Division facts: 24 ÷ 4 = 6

24 ÷ 6 = 4

Do It Yourself 9D

1. a. 12 ÷ 3 = 4

Say the table of 3 until we get 12. 3 × 4 = 12. So, 12 ÷ 3 = 4.

b. 20 ÷ 4 = 5

Say the table of 4 until we get 20. 4 × 5 = 20. So, 5 is the answer.

2. a. Say the table of 5 until we get 30. 5 × 6 = 30. So, 6 is the answer 6 5 30

b. Say the table of 4 until we get 28. 4 × 7 = 28. So, 7 is the answer.

c. Say the table of 3 until we get 21. 3 × 7 = 21. So, 7 is the answer

d. Say the table of 5 until we get 10. 5 × 2 = 10. So, 2 is the answer.

3. a. Say the table of 2 until we get 18. 2 × 9 = 18. So, 9 is the answer

b. Say the table of 5 until we get 20. 5 × 4 = 20. So, 4 is the answer.

c. Say the table of 2 until we get 16. 2 × 8 = 16. So, 8 is the answer

d. Say the table of 4 until we get 28. 4 × 7 = 28. So, 7 is the answer

e. Say the table of 6 until we get 42. 6 × 7= 42. So, 7 is the answer

4. Number of chocolates = 21

Number of groups = 7

Number of chocolates in each group = 3

Challenge

1. 4 ÷ 2 = 2

So, 2 is the missing number in the centre. 3 ÷ 3 = 1

So, 1 is the missing number in the bottom.

Do It Yourself 9E

1. Total number of pencils = 12

Number of boxes = 4

Number of pencils in each box = 12 ÷ 4 = 3

Each box will have 3 pencils.

2. Total number of cherries = 20

Number of cakes = 5

Number of cherries in each cake = 20 ÷ 5 = 4

Each cake will have 4 cherries.

3. Total number of apples = 10

Number of friends = 5

Number of apples each friend will get = 10 ÷ 5 = 2

Each friend will get 2 apples.

4. Number of jalebis with Nidhi = 18

Number of friends = 6

Number of jalebis each friend will get = 18 ÷ 6

Each friend will get 3 jalebis.

Challenge

1. Total number of candies = 35

Number of friends = 7

Number of candies each friend will get = 35 ÷ 7 = 5

Sherry can give 5 candies to each of her friends.

No, Merry is not correct. They need to divide.

Chapter Checkup

1. a. There are 3 groups of 4. b. There are 6 groups of 2.

2. a. 12 − 4 = 8         b. 18 − 3 = 15

8 − 4 = 4

4 − 4 = 0

4 is subtracted 3 times. So, 12 ÷ 4 = 3

Thus, there will be 3 balls in each box.

15 − 3 = 12

12 − 3 = 9

9 − 3 = 6

6 − 3 = 3

3 − 3 = 0

3 is subtracted 6 times. So, 18 ÷ 3 = 6 Thus, there will be 6 pencils in each box.

c. 20 – 5 = 15 d. 16 – 2 = 14 14 – 2 = 12 12 – 2 = 10 10 – 2 = 8 8 – 2 = 6

15 – 5 = 10

10 – 5 = 5

5 – 5 = 0

5 is subtracted 4 times. So, 20 ÷ 5 = 4

Thus, there are 4 marbles in each box.

6 – 2 = 4 4 – 2 = 2 2 − 2 = 0

2 is subtracted 8 times. So, 16 ÷ 2 = 8 Thus, there will be 8 books on each shelf.

3. a. 2 × 3 = 6 6 ÷ 3 = 2 6 ÷ 2 = 3

b. 3 × 8 = 24 24 ÷ 3 = 8 24 ÷ 8 = 3

c. 3 × 3 = 9 9 ÷ 3 = 3 9 ÷ 3 = 3

4. a. Say the table of 3 until we get 21. 3 × 7 = 21. So, 7 is the answer. 7 3

b. Say the table of 6 until we get 48. 6 × 8 = 48. So, 8 is the answer

c. Say the table of 5 until we get 45. 5 × 9 = 45. So, 9 is the answer.

d. Say the table of 2 until we get 9. 2 × 9 = 18. So, 9 is the answer.

5. a. Say the table of 5 until we get 25. 5 × 5 = 25. So, 5 is the answer

b. Say the table of 4 until we get 40. 4 × 10 = 40. So, 10 is the answer

c. Say the table of 3 until we get 30. 3 × 10 = 30. So, 10 is the answer

d. Say the table of 2 until we get 10. 2 × 10 = 20. So, 10 is the answer.

7. Number of amlas with Julia = 18

Number of packets = 6

Number of amlas in each packet = 18 ÷ 6

Each packet will have 3 amlas.

8. Number of packets of rice = 20

Number of families = 5

Number of packets of rice that each family will get = 20 ÷ 5

Each family will get 4 packets of rice.

Challenge

1. Division fact that we get by multiplying 2 same numbers is 9 ÷ 3 = 3

The multiplication fact for the above division fact can be given as:

3 × 3 = 9

2. Number multiplied by 6 gives 24.

6 × 4 = 24

4 times 9 is 36.

36 ÷ 9 = 4

So, the number is 4.

Case Study

1. There are 10 children. So, option a is correct.

2. We can make 10 ÷ 2 = 5 groups

3. No.

4 groups of 3 children in each group is 4 × 3 = 12

There are 10 children and not 12.

4. For making 4 groups of 3, we need 4 × 3 = 12 children

But we have 10 children.

Hence, 12 − 10 = 2 more children are needed

5. Answers may vary.

Chapter 10 Let’s Warm-up

Do It Yourself 10A

(Answers may vary.)

3. Yes, Raina did the correct thing. No, each piece will not be called a half since they are not equal.

4. Shapes may vary.

a. One-third b. One-half c. Three-fourths d. Two-thirds

5. Answers may vary. Sample answer: The

Challenge

1. Number of parts she cut = 4

Number of parts used = 1

Number of parts left unused = Number of parts she cut − Number of parts used = 4 − 1 = 3 = 3 out of 4 = 3 4

The part which was unused is three-fourth. Answers may vary. Sample answer: Old newspapers can also be used to make paper bags. Chapter Checkup

6. Colouring of parts may vary.

2. a. 1 2 means 1 part out of 2 equal parts. b. 1 4 means 1 part out of 4 equal parts.

8. a. One-half means 1 part out of 2 equal parts. So, the sentence is true.

b. Two-thirds means 2 parts out of 3 equal parts. So, the sentence is true.

c. One part out of 4 equal parts is shaded. So, the sentence is true.

d. If the top number is 3, it means that 3 parts of the figure are shaded. So, the statement is false.

9. Figures may vary. Sample figures:

a.  b.

Challenge

1. Garima is correct because it shows 3 equal parts.

2. a. One-fourth is already shaded.

b. Two-fourths are yet to be shaded.

Case Study

1. The tomato is cut in half The fraction is 1 2

2. The cucumber is cut into unequal parts. So, option c is correct.

3. The watermelon is one whole. So, option b is correct.

4. Not all vegetables can be cut equally. Vegetables like spring onions cannot be cut equally.

Chapter 11

Let’s Warm-up

1. Do It Yourself 11A

1. a. A rope      A ball

b. A sharpener      A stick  

2. a. The sofa is about 10 pencils long.

b. The mat is about 8 crayons long.

3. The bottle is about 14 blocks long. The car is about 13 blocks long. The box is about 5 blocks long. Since, 14 > 13 > 5, The bottle is the longest.

4. The height of Rani’s doll is about 4 crayons.

Challenge

1. B Longest path A B A Shortest path

Do It Yourself 11B

1. a. The car will be measured in metre. b. The spatula will be measured in centimetre.

2. The fork starts at 0 cm and ends at 9 cm. cm 9

3. Length of the given car = 2 m

Length of the average small car = 3 m The car is (3 − 2) m shorter, that is, 1 m.

4. Length of the mango tree leaf is 30 cm.

Length of the peepal tree leaf is 12 cm.

The mango leaf is longer

30 – 12 = 18 cm

So, mango leaf is longer by 18 cm.

Challenge

1. Length of 1 crayon = 10 cm

10 crayons will make 10 × 10 = 100 cm.

Since 1 m = 100 cm, 10 crayons of the same length are needed to measure the plant sapling.

Do It Yourself 11C 1.

4. A tree is bigger and heavier than a shrub, so the shrub is lighter.

5. 5 blocks = 15 chillies

So, 1 block = 15 ÷ 5 = 3 chillies

Challenge

1. Number of blocks equal to 1 brick = 5

Number of blocks equal to 2 bricks = 5 + 5 = 10

So, the weight of 2 bricks is about 10 blocks.

Do It Yourself 11D 1.

Items Units of Weight

b. A spoon of salt

c. A bag of wheat

a. A basket of tomatoes kilograms grams

d. Candyfloss

2. a. Tube of Toothpaste 200 g 200 kg

b. Suitcase     15 g      15 kg

3. a. 100 g + 100 g + 500 g = 700 g

b. 2 kg + 5 kg + 1 kg = 8 kg

4. 500 g + 500 g + 500 g + 500 g = 1 kg + 1 kg = 2 kg

2 kg < 3 kg

So,

Challenge

1. Tom will put a 2 kg weight along with the watermelon on one side and the 10 kg weight on the other side to balance the watermelon.

Do It Yourself 11E

1. A bucket can store more water than a pot.

= 7 glasses = 6 glasses

4. 5 glasses

Challenge

1. Capacity of 1 jug in glass = 3 glasses

Capacity of a glass = 2 cups

Capacity of 3 glasses = 3 × 2 = 6 cups

The capacity of 1 jug cups is = 6 cups

2. Capacity of half a pot = 6 glasses of water

Capacity of a full (half + half ) pot is = 6 + 6 = 12 glasses

The capacity of a full pot is 12 glasses of water.

Do It Yourself 11F

1. 2.

3. A pot can hold 500 mL of kheer

4. Answers may vary. Sample answer: Less capacity More capacity

Challenge

1. Leela’s water tank was full with 20 L of water.

Leela used half of the water for washing clothes = half of 20 L = 20 ÷ 2 = 10 L

Remaining water in the tank = Total water − water used for washing clothes = 20 L – 10 L = 10 L

Half of the remaining amount for cooking and drinking = half of 10 L = 5 L

So, 10 ÷ 2 = 5 L of water is left in the tank.

Chapter Checkup

1. Eraser can be used to measure the length of a lunch box. 2. Red strip = 4 blocks Green strip = 8 blocks

The green strip is longer.

3. The straw starts from 0 cm and ends at 7 cm.

Thus, the straw is 7 cm long.

4. a. b.

5. a. Weight of object = 2 + 2 + 2 + 2 = 8 kg

b. Weight of object = 100 g

6. 100 g + 100 g + 100 g + 100 g + 100 g + 100 g = 600 g

100 g + 100 g + 100 g = 300 g

300 g < 600 g

So, 300 g is lighter.

7. Pot A = 4 cups

Pot B = 5 cups

Since, 4 < 5, Pot A has less capacity

8. The capacity of the jug is around 2 L.

Students can draw individual figures.

Challenge

1. Number of 1 m sticks = 4

Number of 2 m sticks = 2

Number of 3 m sticks = 1

Possible combinations

1 m + 1 m + 1 m + 1 m + 2 m = 6m : 5 sticks

1 m + 1 m + 1 m + 3 m = 6 m : 4 sticks

1 m + 1 m + 2 m + 2 m = 6 m : 4 sticks

1 m + 2 m + 3 m = 6 m : 3 sticks

So, Tina will use one 3 m, one 2 m and one 1 m sticks since 3 + 2 + 1 = 6 m

2. 1 kg = Ten 100 g weights

1 kg = 10 × 100 g = 1000 g

Add 100 g to 500 g until we get 1000 g.

500 g + 100 g + 100g + 100 g + 100g + 100 g

We added 100g 5 times.

So, 100 × 5 = 500 g of weight needs to be put on the balance.

Case Study

1. The purple tent is the farthest.

So, option a is correct.

2. Distance Genie walked = 15 m

Distance Jai walked = 21 m

Since, 21 > 15, Jai walked more than Genie. He walked 21 − 15 = 6 m more than Genie.

3. Genie walked 15 m from her tent to the campfire.

Total distance Genie walked = Distance walked from tent to campfire + Distance walked from campfire to tent = 15 + 15 m = 30 m

So, Genie walked a distance of 30 m in total.

4. Answers may vary.

Chapter 12

Let’s Warm-up

1.

Do It Yourself 12A

1.

2. a. Sleeping lines – 4

b. Standing lines – 5

c. Slanting lines – 3

d. Curved lines – 0

3. a. straight lines

b. curved lines

4. LATIN

a. Letter with only a standing line – I

b. Letters with sleeping and standing lines – L, T

c. Letter with slanting and standing lines – N

Challenge

1.

a. Bruno ran on a curved line.

b. Foxy ran on slanting lines.

c. Montu ran straight.

d. Montu ran the least distance.

Do It Yourself 12B

1. a. Square   b. Triangle

2. Oval Rectangle Square Triangle

a. Squares – 2, Rectangles – 1, Triangles – 2, Circles – 2, Ovals – 0

b. Squares – 5, Rectangles – 1, Triangles – 1, Circles – 4, Ovals – 0

c. Squares – 1, Rectangles – 4, Triangles – 3, Circles – 0, Ovals – 2

4. a. A square has 3 sides and 3 corners. False because a square has 4 sides, 4 corners.

b. A rectangle has 4 equal sides. False because rectangle has 2 opposite equal sides.

c. Both a circle and an oval have 0 sides and 0 corners. True 5. Figures may vary. Sample figure:

Challenge 1.

There are 8 triangles in the above rectangle.

Do It Yourself 12C 1.

3. a. Flat shapes made by a cube is square. Square

Foxy Montu Bruno
3.
2. a. b. c. d. e.

b. Flat shapes made by a cylinder are rectangle and circle/oval.

Rectangle Circle Oval

c. Flat shapes made by a sphere is circle. Circle

d. Flat shapes made by a cone are triangle and circle/oval.

b. The pattern is 1 blue circle and then 1 orange circle. Thus, the missing shapes will be 1 blue circle and 1 orange circle.

c. The pattern is 2 square shapes followed by 4 square shapes. So, each time, 2 square shapes are increasing. Thus, the missing shapes will be 8 squares.

d. The pattern is adding 3 each time.

1 + 3 = 4, 4 + 3 = 7, 7 + 3 = 10, 10 + 3 = 13, 13 + 3 = 16, 16 + 3 = 19

1, 4, 7, 10, 13 , 16 , 19

e. The pattern is 1 triangle, 1 rectangle and 1 circle; then, 2 triangles, 2 rectangles and 2 circles. So, each time 1 triangle, 1 rectangle and 1 circle are increasing.

a. Number of cubes Jon used in the tower = 4

f. The pattern is 1, 3, 2 and then again 1, 3, 2. So, each time 1, 3, 2 is repeated.

1, 3, 2, 1, 3, 2, 1 , 3 , 2

b. Number of cuboids Jon used in the tower = 2

c. Number of cylinders Jon used in the tower = 1

Challenge

3. Riya’s stickers:

5. Figures may vary. Sample figure:

1. 10 such bangles when put one over the other will make a cylinder.

Do It Yourself 12D

1. a.

Not a pattern.

b. 2, 3, 4, 2, 3, 4 Number pattern.

c. Growing pattern.

d. Repeating pattern.

e.

Repeating pattern.

2. a. The pattern is 1 triangle and then 1 circle. Thus, the missing shapes will be 1 circle and 1 triangle.

Joy’s stickers:

Riya does not create a pattern using the stickers because the design does not repeat itself in a fixed order.

Joy creates a pattern using the stickers. The pattern is 2 sad emojis and then 3 happy emojis, again 2 sad emojis and then 3 happy emojis.

4. a. The pattern is 1 green circle and then 1 red circle; then, 1 green circle and then 2 red circles. So, each time 1 red circle is increasing.

b. The pattern is 1 brown circle and then 1 green circle; then again 1 brown circle and then 2 green circles. So, each time 1 green circle is increasing.

c. The pattern is 1 red circle and then 1 yellow circle; then again 1 red circle and then 3 yellow circles. So, each time 2 yellow circles are increasing.

5. a.

In this pattern, we are adding one square each time. b.

In this pattern, we are adding 1 circle each time.

c.

In this pattern, we are adding 1 square and one triangle each time.

6. a. The pattern is adding 4 each time. 12 4 16 8 20 24

b. The pattern is subtracting 1 each time. 8 10 7 9 6 5

c. The pattern is 3, mirrored shape of 5, 3, 5 3 3 3 5 5 5

d. The pattern is 7 followed by mirror shaped 7. 7 7 7 7 7 7

Challenge

1. 5 4 3 5 3 4

No, this is not a pattern. The cards arranged in a pattern are 5 4

Chapter Checkup

Oval

Triangle

4. a. L Standing and sleeping   b. V Slanting

c. M Standing and slanting   d. Z Sleeping and slanting

5. a. The pattern repeats green triangle, red triangle, yellow triangle, blue triangle, brown triangle.

b. The pattern repeats yellow circle, green circle, red circle, brown circle, blue circle.

Cuboid Cylinder Cube Rectangle Circle Square

a. A cube will give us a square, each time it is traced.

b. A cylinder can give us a circle, when traced.

c. A cuboid can give us a rectangle, when traced.

9. Answers may vary. Sample answer:

Figures may vary. Sample figures:

a. Pattern from the above shapes

b. A growing pattern of the above shapes

Challenge

1. Jay 's pattern starts with 1 flower and 1 leaf, and grows by 2 flowers at each step.

Here, F represents flower and L represents leaf.

First term: FL

Second term: FFFL

Third term: FFFFFL

Fourth term: FFFFFFFL

Fifth term: FFFFFFFFFL

The pattern that Jay made up to 5 terms is FL FFFL FFFFFL FFFFFFFL FFFFFFFFFL

2. The seeds are sown in pairs, with 1 pair in the first row, 2 pairs in the second row and so on.

Since 1 pair = 2 things,

First row: 2 seeds

Second row: 2 × 2 = 4 seeds

Third row: 2 × 3 = 6 seeds

Fourth row: 2 × 4 = 8 seeds

Fifth row: 2 × 5 = 10 seeds and so on

The number pattern formed for the first 10 rows 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.

Case Study

1.

Animals whose shadows are present in the picture are rabbits, dogs and snails. Hence, option d is correct.

2. Number of animal shadows in the picture = 5

Squares – 2, Rectangles – 1, Triangles – 5, Circles – 1, Ovals – 0 b.
Squares – 1, Rectangles – 0, Triangles – 5, Circles – 0, Ovals – 0

3. If we shine a light from the top on a cone, we get a shadow in the form of a circle. If we shine a light from the side, we get a shadow in the form of a triangle.

4. Answers may vary.

Chapter 13

Let’s Warm-up

1. Playing in the park Morning

2. Going to bed. Noon

3. Eating lunch. Evening

4. Waking up. Night

Do It Yourself 13A

1.

The minute hand is at 12.

The hour hand is at 2. This is 2 o’ clock or 2:00.

The minute hand is at 12. The hour hand is at 3. This is 3 o’ clock or 3:00.

c. The hour hand will be at 4 when the time is 2 o’ clock. False because the hour hand will be at 2 when the time is 2 o'clock.

4. Answers may vary. Sample answers: Afternoon nap - 2 o’ clock Breakfast - half past 8

2.

The minute hand is at 6.

The hour hand is between 9 and 10.

This is half past nine or 9:30.

The minute hand is at 6. The hour hand is between 10 and 11.

This is half past ten or 10:30.

Play time - Half past 12 Lunch time - 12 o' clock

Challenge

1. The time at which Suman starts playing is 5:30 p.m.

Playing time = 30 minutes

Therefore, the time at which Suraj takes turns = 5:30 p.m. + 30 minutes = 6:00 p.m.

Do It Yourself 13B

1. a. Thursday comes after Wednesday.

b. Thursday comes before Friday.

c. Tuesday lies between Monday and Wednesday.

d. If today is Monday, tomorrow will be Tuesday.

e. If today is Thursday, yesterday was Wednesday.

2. a. There are only 30 days in the month of August. False because there are 31 days in the month of August.

b. January and December each have 31 days. True

c. There are 7 months with 31 days. True

3. Twisha’s birthday comes in Magha (month) as per the Hindu calendar.

Twisha’s birthday is in the first month of the year.

This year, her birthday is before Sunday and after Friday.

3 o’clock: The hour hand will be at 3.

The minute hand will be at 12.

8 o’clock: The hour hand will be at 8.

The minute hand will be at 12.

1 o’clock: The hour hand will be at 1.

The minute hand will be at 12.

Half past 11: The hour hand will be between 11 and 12.

The minute hand will be at 6.

3. a. The long hand is the hour hand. False.

b. The minute hand will be at 12 when the time is 12 o’ clock. True.

a. Twisha’s birthday is in January.

b. Twisha’s birthday is on a Saturday.

4. Days in the week are Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.

The day Saina goes to an orphanage is Saturday.

The day Saina goes to an old age home is Sunday

Therefore, Saina does not go to the orphanage or old age home on Monday, Tuesday, Wednesday, Thursday and Friday.

Challenge

1. There are 12 months in a year.

1. January

2. February

3. March

4. April

5. May

6. June

7. July

8. August

9. September

10. October

11. November

12. December

An even number is a number that can be divided by 2 without any remainder.

Example – 2, 4, 6, 8, 10, 12, 18 …

From clue 1, the month is an even-numbered month. So, January, March, May, July, September, and November are impossible.

From clue 2, two months start with the same letter, March and May are only possible.

Hence, from clues 1 and 2, the even-numbered month between two months March and May is April.

Do It Yourself 13C

a Noni has 2 maths classes on Tuesday.

b Noni has the science class 5 days a week.

c. Noni has 2 sports classes in a week.

2. Time Jia wakes up = 7 o’ clock in the morning Jia takes 2 hours to get ready for school.

Since, 7 + 2 = 9, Jia goes to school at 9 o’clock.

3. Station A Station B Station C Station D Station E Station F 9:00 10:30 11:00 12:30 2:00 3:30

a. The train reaches Station D at 12:30

b. The train reaches Station E at 2:00.

c. The train reaches Station C at 11 o'clock.

d. The train reaches Station B at half past 10

4. a. Filling a large water tank hours

1.

2. a. Independence Day is celebrated in the monsoon season.

b. Summer season comes after spring.

c. Autumn comes after the monsoon season.

d. Christmas is celebrated in the winter season.

3. a. Spring comes after summer. False

b. Dussehra is celebrated in the summer season. False

c. Winter comes after autumn. True

4. a. No, Independence Day (15th August) is celebrated in the monsoon and Republic Day (26th January) in the winter.

b. There are 3 months of winter. December, January and February.

c. Summer starts from May.

5. Era spends her summer holidays with her grandparents every year.

So, Era spends May and June with her grandparents.

Challenge

1. Lily celebrates Holi every year with her grandmother. She visits her before school starts in April.

The month before April is March.

So, Lily visits her grandmother every year in March.

Do It Yourself 13D

1. Noni’s timetable:

1. Noni's timetable: DAYS PERIODS 1

Monday English Science EVS Maths Craft Sports

Tuesday Sports English Science Computer Maths Maths

Wednesday Maths Art English Music EVS Science

Thursday Maths Maths Art English Science Hindi

Friday Dance Science Maths EVS English Hindi

Saturday HOLIDAY

Sunday HOLIDAY

b. Knitting a sweater days

c. Growing a seed into a plant months.

d. Yoga class hours.

5. Answers will vary. Sample answer: Class timetable

Monday Maths Maths Sports English Science Social Science

Tuesday English Maths Hindi Science Library Social Science

Wednesday Maths Art English Science Computer Sports

Thursday Computer Maths Maths Hindi English Social Science

Friday Hindi Science Maths English English Music

Saturday OFF OFF OFF OFF OFF OFF

Sunday OFF OFF OFF OFF OFF OFF

Challenge

1. Sana has a lot of activities to do tomorrow.

So, Sana should choose a timetable.

Seeren has a wedding to attend on the last day of this month.

So, Seeren should choose a calendar.

Do It Yourself 13E

a. The cafe is to the east of the pharmacy.

b. Where is the museum? It is to the east of the school.

c. A line to show the route from the cafe to the museum:

Winter Spring Summer Monsoon Autumn

2. Answers may vary.

Challenge

1. Mia, Sia and Tia are going from place A to place B. Mia says they should use the map on the phone to reach B. Tia says they should just go straight and see where it goes. Sia says they would never be able to reach B. So, Mia is correct because maps show us the direction.

Chapter Checkup

1. a. b.

10:30 or half past 10 11:30 or half past 11

c. d.

4:00 or 4 o'clock 2:00 or 2 o'clock

2. Neha’s father’s schedule:

Has breakfast every day at 9 o' clock.

Leaves for the office every weekday at 10:30.

Goes for a walk every Monday, Wednesday and Friday.

Goes to the market every Sunday.

a. His breakfast time is 9 o' clock.

b. The time he leaves for the office is 10:30.

3.

c. Neha’s father does not go for a walk on Tuesday, Thursday, Saturday and Sunday.

d. Neha's father goes to the market every Sunday.

e. No, he does not go for a walk on Thursday

a. There are 5 Saturdays in this month.

b. There are 31 days in this month.

c. There are 5 Mondays in this month.

4. a. The year begins with winter season.

b. Monsoon comes after the summer season.

c. Spring falls in March and April.

d. July and August months are the monsoon seasons.

5. Answer may vary. Sample answer:

Activities that take hours –

i. Travelling by car. ii. Doing homework.

Activities that take days –

i. Growing a plant. ii. Making a project.

Activities that take months –

i. Building a house. ii. Making a bridge.

6. Time seen by Tanya in the shadow of the sundial’s arm is twelve thirty.

7. Sunita’s daily timetable: 7:00 8:30 9:30 1:30 4:30 8:30 10:00

Wake up Have breakfast Leave for office Come home Have tea Have dinner Go to bed

a. Sunita has her dinner at 8:30.

b. Sunita leaves for office at 9:30.

c. Sunita goes to bed at 10:00.

8. Taxi Rank

a. We are at the post box when we go north, 3 squares from the start.

b. We are at the café when we go east, 3 squares from the post box.

c. Answer may vary. Sample answer: Directions to get from the dentist to the pool: 2 squares north and then 3 squares east.

Challenge

1. From clue 1, the months starting with the first letter of the alphabet, which is A, are April and August.

From clue 2, the month has the same number of days as the month before me.

The month before April is March but March has 31 days while April has 30 days.

The month before August is July, and July and August both have 31 days.

So, from both clues, the month is August.

2. Sanya is walking to her house in the morning. The sun is to her right. She turns right twice and then turns left once.

The least possible figure is:

So, Sanya facing east direction.

Calender

1. We see a car park when we enter the zoo from the zoo gate and go left.

2. The birds are in the west direction when we stand facing the camel.

3. Ice cream is to the east of the ostrich.

4. The directions from the elephant to the café; Go straight; take the second left, then right; then left.

5. No, we should not tease animals in the zoo. By not disturbing them, we take care of animals in the zoo.

Chapter 14

Let’s Warm-up

1. We do not need money to buy things. F

2. We pay more money to buy a pen than for shoes. F

22/08/24 6:11 PM

3. All coins and notes have the same value. F

4. A shopkeeper takes money to sell things. T

Do It Yourself 14A

Challenge

1. =

So, eight 50-paise coins will be nedded to make ₹4.

Do It Yourself 14B

1. a. For ₹20 we can exchange four ₹5 coins. (₹20 ÷ ₹5 = 4)

b. For ₹100 we can exchange two ₹50 notes. (₹100 ÷ ₹50 = 2)

c. Seven ₹10 notes make ₹70. (₹70 ÷ ₹10 = 7)

2. Answer may vary. Sample answer: Cost of the crayons = ₹56

He can pay for the crayons using ₹10 and ₹2 coins in the given manner.

• Five ₹10 notes (5 × ₹10 = ₹50)

• Three ₹2 coins (3 × ₹2 = ₹6) = ₹56

3. Answer may vary. Sample answer: Cost of the crayons = ₹200

He can pay for the crayons using ₹20-rupee notes or ₹10-rupee notes in the given manner.

• Ten ₹20 notes (10 × ₹20 = ₹200)

• Twenty ₹10 notes (20 × ₹10 = ₹200)

4. Answer may vary. Sample answer.

Cost of ticket = ₹70

Two ways in which Sana can pay for the tickets are:

a. Ten ₹20 notes.

b. Twenty ₹10 notes.

2. Rama sells each cup for ₹20. a. b. c. d.

Challenge

4. a. Riya bought a box of crayons for ₹100.

b. Raj bought a packet of balloons for ₹50.

c. Tina bought a red pen for ₹10.

1. Tick () if the note or the coin shows the correct cost.

1. Raj can get a 50-rupee note and five 10-rupee notes (5 × ₹50 = ₹50) in exchange for a 100-rupee note (₹50 + ₹50 = ₹100).

Do It Yourself 14C

1.

₹10 ₹45 ₹72 ₹36 ₹14

a. Price of 1 ice cream = ₹45

Price of 1 packet of chips = ₹10

Total amount to be paid = ₹45 + ₹10 = ₹55

3. a. There is a ₹15 coin. False

b. There is a ₹300 note. False

c. There is a ₹2 coin. True

d. There is a ₹10 coin and note. True

₹55 will be paid altogether

b. Amount paid to the shopkeeper = ₹87

Price paid for a cap = ₹36

Amount received back = ₹87 − ₹36 = ₹51

Nisha will get ₹51 back from the shopkeeper.

c. Amount paid to the shopkeeper = ₹90

Price of the toy car = ₹72

Amount received back = ₹90 ₹72 = ₹18

Tina will get ₹18 back from the shopkeeper.

2.

₹75 ₹36 ₹20 ₹49

a. Cow's meal is ₹75.

b. 1 goats's meal is ₹49. So, 2 goats' meals = ₹49 + ₹49 = ₹98

Riya’s uncle pays ₹98 for 2 goats' meals.

c. Cost of 1 hen's meal is ₹20.

Cost of 3 hens meals = ₹20 + ₹20 + ₹20 = ₹60

3. Answers may vary. Sample answer: Suresh bought a book for ₹50 and a pencil box for ₹30. How much money did he spend on the 2 items?

Challenge

1. Number of 5-rupee coins Rina had = 3

Money value of the 5-rupee coins = ₹5 + ₹5 + ₹5 = ₹15

Number of 2-rupee coins Rina had = 2

Money value of the 2-rupee coins = ₹2 + ₹2 = ₹4

Total money with Rina = ₹15 + ₹4 = ₹19

Price of pencil = ₹7

₹19 > ₹7

So, Rina can buy the pencil with the coins she has. Money that she will get back = ₹19 – ₹7 = ₹12

Chapter Checkup

1. a. ₹10 using ₹1 coins = (₹10 ÷ ₹1 = 10) ₹1 ₹1 ₹1 ₹1 ₹1 ₹1

b. ₹50 using ₹10 notes (₹50 ÷ ₹10 = 5) ₹10 ₹10 ₹10 ₹10 ₹10

2.

a. Price of curry leaves = ₹5

b. Price of semolina = ₹70

Price of curd = ₹22

Total price = ₹70 + ₹22 = ₹92

Kriti will pay ₹92.

c. Amount Kriti gives = ₹80

Price of the vegetables = ₹65

Amount that Kriti will get back = ₹80 − ₹65 = ₹15 Kriti will get back ₹15.

4. a. Three notes of ₹10 will make ₹10 + ₹10 + ₹10 = ₹30

Three notes of ₹10 will make ₹30.

b. Five coins of ₹1 will make ₹1 + ₹1 + ₹1 + ₹1 + ₹1 = ₹5

Tina has five coins of ₹1 each. She has ₹5 in all.

c. Cost of pencil = ₹10

Cost of eraser = ₹7

Total cost = ₹10 + ₹7 = ₹17

Raj bougth a pencil for ₹10 and an eraser for ₹7.

He paid ₹17 to the shopkeeper.

d. Money given by mother = ₹35

Price of a candy = ₹8

Money left = ₹35 − ₹8 = ₹27

My mother gave me ₹35 and I purchased a candy for ₹8. Now, I have ₹27 left.

5. Money Ravi has = ₹15

Money he wants to save = ₹10

Money he will have = ₹15 + ₹10 = ₹25

Ravi will have ₹25 after saving.

6. Money Priya had = ₹74

More money given by her father = ₹50

Total money she has = ₹74 + ₹50 = ₹124

Priya has ₹124 now.

7. Money Raj had    = ₹30

Price of a toy car = ₹15

Price of a ball    = ₹10

Total money Raj spent = ₹15 + ₹10 = ₹25

So, Raj spent ₹25 in total.

8. Money my brother had = ₹67

Money given to me = ₹35

Money left with him = ₹67 − ₹35 = ₹32

He has ₹32 left now.

9. Cost of sweets = ₹300

Money with Rishabh and his friends = ₹130

Money needed to buy sweets = ₹300 − ₹130 = ₹170

Challenge

1. Money Aanya had = ₹25

Price of a toy = ₹15

Price of a chocolate box = ₹8

Total money spent = ₹15 + ₹8 = ₹23

Money left with Aanya = ₹25 − ₹23 = ₹2

For household chores, money given by her friend = ₹5

Money Aanya has now = ₹25 + ₹5 = ₹30

Money left with Aanya now = ₹30 − ₹23 = ₹7

₹7 > ₹2. So, Aanya must buy the deal because Aanya will be left with more money and helping is a good deed.

2. Three coins that can make ₹17 are ₹10, ₹5 and ₹2.

₹10 + ₹5 + ₹2 = ₹17

So, Nita has coins of ₹10, ₹5 and ₹2.

Three coins that can make ₹20 are ₹10, ₹5 and ₹5.

₹10 + ₹5 + ₹5 = ₹20

So, Rita has coins of ₹10, ₹5 and ₹5.

Case Study

1. Mira’s mother gave her ₹300.

2. Mira’s mother gave her ₹300. Rectangles to show ₹300:

₹100 ₹100 ₹100 = ₹300

3. Money mother gave = ₹300

Money spent on buying tickets = ₹200

Money left = ₹300 − ₹200 = ₹100

Hence, option a is correct.

4. Answers may vary

Chapter 15

It Yourself 15A

b. No, she has not done the right thing. We should not pluck flowers from plants.

Challenge

1. Number of circles = 2

If 2 more circles are added, then total circles = 2 + 2 = 4

Number of rectangles = 3

Number of circles that are more than rectangles = 4 − 3 = 1

Do It Yourself 15B

1.

4.

Challenge

Do It Yourself 15C

1. a. The most number of pages were read on Day 2.

b. The number of pages read on Day 1 is 10.

c. The number of pages read on Day 3 is less than the number of pages read on Day 1.

2. a. The most chocolates were sold on Day 2. True

b. 16 chocolates were sold on Day 4. True

c. Only 6 chocolates were sold on Day 3. True

d. More chocolates were sold on Day 1 than on Day 4. False because 13 < 16.

3. a. 40 students participated in football.

b. Football had the greatest number of students.

c. Yes, table tennis had only 10 students.

4. a. In the spring season, he counted the most birds.

b. In the rainy season, he counted the least birds.

c. Number of birds he counted in winter = 10

Number of birds he counted in summer = 15

Total number of birds he counted altogether in winter and summer = 10 + 15 = 25

d. Number of birds he counted in autumn = 20

Number of birds he counted in spring = 40

Number of fewer birds he counted in autumn than in spring = 40 – 20 = 20 Challenge

Do It Yourself 15D

1. 1 = 1 student

Stationery items No. of students

2. a. Sahil bought the most number of carrots.

b. Sahil bought 5 mushrooms.

c. Mushrooms are more than tomatoes. Number of tomatoes = 4

Number of more mushrooms than tomatoes = 5 – 4 = 1

3. a. February had the most number of flowers.

b. April had the least number of flowers.

c. 6 flowers grew in January.

d. Total number of flowers = 6 + 8 + 5 + 4 = 23

4. Answer may vary. Sample answer: 1 = 1 member

Name of the friend No. of family members

Challenge

1. a. Number of carrots that Sahil bought = 10

5 less carrots than what Sahil bought = 10 – 5 = 5

So, the number of carrots that the customer bought = 5

b. Number of mushrooms that Sahil bought = 5

5 more mushrooms than what Sahil bought = 5 + 5 = 10

So, the number of mushrooms that the customer bought = 10

Chapter Checkup

2. a. 13 students have crayons.

b. There are 19 pencils in all.

c. Students have the least chalks.

d. Most of the students have pencils.

3. a. There are 4 bugs.

b. There are 4 bees.

c. Bees and bugs are the most in the picture.

d. Bees and bugs are in equal numbers and ants and snails are also in equal numbers.

4. a. Toys

b. Total number of things Mona bought = 3 + 4 + 2 + 1 = 10

5. a. 5 sandwiches were sold on Thursday.

b. Number of sandwiches sold on Friday = 9

Number of sandwiches sold on Monday = 6 As 9 > 6, more sandwiches were sold on Friday.

Difference = 9 − 6 = 3

So, 3 more sandwiches were sold on Friday compared to Monday.

c. Total number sandwiches sold in the week = 6 + 3 + 4 + 5 + 9 = 27

So, 27 sandwiches were sold in the week.

6. Blue = 7

Red = 3

Green = 7

Yellow = 4

1 = 1 colour

Favourite colour Number of students

Blue

Red Green

Yellow

Challenge

1. a. There are 6 blue butterflies.

b. There are 5 yellow butterflies.

c. The number of red butterflies is 3 less than the number of blue butterflies. ()

The above statement is incorrect because the number of red butterflies is equal to the number of blue butterflies.

d. The number of red and yellow butterflies is the same. ()

The above statement is incorrect since there are 6 red butterflies and 5 yellow butterflies.

2. a. Aadya draws 1 picture to show 2 butterflies. Number of blue butterflies = 6

She can show 6 butterflies as 2 + 2 + 2 = 6

So, the number of pictures she will draw to show the blue butterflies = 3

Case Study

1. 1 child =

Activites

Working with a garbage bag

Sweeping with a broom

Wraping a cap or hat

Number of children

2. Number of children carrying a garbage bag = 4

3. 3 children are wearing a hat.

4. Answers may vary.

About the Book

The Imagine Mathematics teacher manuals bridge the gap between abstract mathematics and real-world relevance, offering engaging activities, games and quizzes that inspire young minds to explore the beauty and power of mathematical thinking. These teacher manuals are designed to be indispensable companions for educators, providing well-structured guidance to make teaching mathematics both effective and enjoyable. With a focus on interactive and hands-on learning, the lessons in the manuals include teaching strategies that will ensure engaging lessons and foster critical thinking and problem-solving skills. The teaching aids and resources emphasise creating an enriched and enjoyable learning environment, ensuring that students not only grasp mathematical concepts but also develop a genuine interest in the subject.

Key Features

• Alignment with Imagine Mathematics Content Book: Lesson plans and the topics in the learners’ books are in sync

• Learning Outcomes: Lessons designed as per clear, specific and measurable learning outcomes

• Alignment to NCF 2022-23: Lessons designed in accordance with NCF recommendations

• Built-in Recaps: Quick recall of pre-requisite concepts covered in each lesson

• Supporting Vocabulary: Systematic development of mathematical vocabulary and terminology

• Teaching Aids: Resources that the teachers may need to facilitate the lesson

• Activity: Concise and organised lesson plans that outline each activity

• Extension Ideas: Analytical opportunities upon delivery of each lesson

• Detailed Solutions: Solutions to all types of questions in the Imagine Mathematics Content Book

• Digital Assets: Access to supplementary interactive resources

About Uolo

Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.

ISBN 978-81-984519-9-6

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