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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
Break-up of Topics
1. Pre-number Concepts 8 Behind–In Front of; Inside–Outside; Before–After–Between; Top–Bottom; On–Under; Above–Below; High–Low Near–Far Maps Big and Small; Long and Short; Tall and Short; Thick and Thin Heavy and Light Revision
One-to-One Matching Counting Things up to 9 Number Names Zero
2. Numbers up to 20 16
3. Addition up to 10 9
The Number 10 Counting up to 20 Numbers 11 to 20 as Tens and Ones Number Names Forward and Backward Counting Before, Between and After Using the Number Strip Ordering Smallest to Biggest; Ordering Biggest to Smallest Revision
Adding One; Adding More Than One Adding Zero Order in Addition Addition Facts Vertical Addition; Adding Three Numbers Story Problems on Adding Numbers Revision
4. Subtraction up to 10 8
5. Shapes and Patterns 9
Count Back to Subtract
Subtracting the Number Before; Subtracting a Number from Itself; Subtracting Zero
Subtraction Facts of Numbers
Vertical Subtraction
Story Problems on Subtracting Numbers
Revision
Flat Shapes
Straight Lines and Curved Lines
Sorting Solid Shapes
Rolling and Sliding
Repeating Patterns
Number Patterns
Revision
Counting Forward to Add Making 10 to Add Adding 2-digit and 1-digit Numbers
6. Addition and Subtraction up to 20 12
7. Numbers up to 50 8
8. Measurement 8
9. Numbers up to 100 8
Story Sums on Addition Taking Away
Counting Back to Subtract
Vertical Subtraction
Story Sums on Subtraction
Revision
Making Tens up to 50
Writing Numbers
Tens and Ones
Number Names
Comparing Numbers up to 50
Revision
Measuring and Comparing Lengths
Heavy or Light
Comparing Weights Using a Simple Balance How Much Does It Hold
Comparing Capacity
Revision
Making Tens up to 100
Writing Numbers
Tens and Ones
Number Names
Comparing Numbers
Revision
10. Addition and Subtraction up to 100 9
11. Grouping and Sharing 8
Adding a 2-digit and a 1-digit Number
Adding Two 2-digit Numbers
Addition in Real Life
Subtracting a 1-digit Number from a 2-digit Number
Subtracting a 2-digit Number from a 2-digit Number
Subtraction in Real Life Revision
Repeated Addition; Making Equal Groups Skip Counting
Writing Multiplication Sentences
How Many Groups?
How Many in Each Group? Revision
Parts of the Day
12. Time and Money 9
Reading Time Days of the Week Months in a Year
Indian Coins and Notes Counting Money Revision
13. Data Handling 5 Sorting Things Making a Table Reading a Table Revision
Pre-number Concepts 1
Learning Outcomes
Students will be able to: find where things are using the words behind–in front of, inside–outside, before–after–between, top–bottom, on–under, above–below, high–low. find the position of things using words like near, far, nearer, farther, nearest or farthest. read simple maps and layouts using words like left–right or up–down. compare the size of things using words like big–small, long–short, tall–short, thick–thin. compare the weight of things using words like heavy or light.
Alignment to NCF
C-8.4: Arranges the same set of objects in different sequences based on different properties of objects (e.g., by size/length/weight/colour)
C-8.8: Develops and uses vocabulary of spatial relationship (e.g., top, bottom, on, under, inside, outside, above, below, near, far, before, after)
Recap to check if students know how to identify big and small things. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
position: the place of an object or thing in relation to other objects space: the area around us
map: a picture of a place printed on a flat surface
Teaching Aids
Three boxes of different sizes; Multiple toys; Sentence cards like The teddy bear is on the of Box A. Box B is Box A and Box C; Objects available in the classroom like chalk, pen, pencil, box, bag; 4 × 4 square grid drawn on the floor; 4 × 4 square grid drawn on paper; Counters; Playdough of red, blue and green colours; Picture cards of pairs of objects—papaya–balloon, feather–toy car, a bottle of water–orange; Objects like feathers, balloons, toy cars, a bottle of water, orange and papaya
Chapter: Pre-number Concepts
Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under; Above–Below; High–Low
Learning Outcomes
Imagine Maths Page 2
Students will be able to find where things are using the words behind–in front of, inside–outside, before–after–between, top–bottom, on–under, above–below.
Teaching Aids
Three boxes of different sizes; Multiple toys; Sentence cards like The teddy bear is on the of Box A. Box B is Box A and Box C.
Activity
Instruct the students to form groups and take the sentence cards. Place 3 boxes of different sizes side by side. Place a toy/object over Box A, 2 toys/objects inside Box B and 1 toy/object in front of Box C. Instruct the students to look at the boxes and the placement of the toys. They will then fill in the blanks in the sentence cards. Discuss the answers.
Extension Idea
Ask: Can there be a toy that can be both on the top and at the bottom? Say: Yes, if we place 3 boxes, one on top of the other, and a toy in the middle box, then the toy will be on top of one box and at the bottom of the other.
Near-Far
Learning Outcomes
Imagine Maths Page 5
Students will be able to find the position of things using words like near, far, nearer, farther, nearest or farthest.
Teaching Aids
Objects available in the classroom like chalk, pen, pencil, box, bag Activity
Instruct the students to form groups of 5. Scatter the objects around the classroom and draw a start line for the students. Call 1 student from each group and make him/her stand behind the line. Give instructions like: Pick the thing that is the farthest. Pick the thing that is near you. Allow 2 students to follow each instruction and bring the things to you. Discuss with the class if each instruction is followed correctly. Try giving each student a chance. Repeat this process for each student from each group, one by one.
Extension Idea
Ask: Was there anything that was near to one student but far from the other student? How is this possible? Say: It is possible that one toy, which is near one student, can be far from the other student since the 2 students might be standing far from each other and the toy is kept close to one of the students.
The teddy bear is on the of Box A. Box B is Box A and Box C.
Learning Outcomes
Students will be able to read simple maps and layouts using words like left–right or up–down.
Teaching Aids
4 × 4 square grid drawn on the floor; 4 × 4 square grid drawn on paper; Counters
Activity
Draw a 4 × 4 square grid on the floor. Invite 2–3 students to come and stand in one corner. Give instructions like ‘Move 2 steps up. Move 2 steps left’. Instruct the students to follow the instructions and move on the grid. This will help the students understand how to perform the activity.
Instruct the students to form groups of 4. Distribute the 4 × 4 square grid, drawn on paper, and 1 counter to each group. Instruct the students to place their counters on M and write the letter M in their notebooks. Ask them to move their counter in different directions with each instruction. They will write the letter they land on, in their notebooks. Give them instructions in a way that will lead them to the cells with letters that form the word MATHS. For example, the instruction Move 1 step up and 1 step left will bring them to the letter A. The group that finds the word first is the winner.
Extension Idea
Ask: Can you write the directions for forming the word PURE?
Say: Start by standing on the letter ‘P’. Move 1 step up to reach ‘U’. Move 1 step right and 1 step down to reach ‘R’. Move 2 steps right to reach the letter ‘E’.
Big and Small; Long and Short; Tall and Short; Imagine Maths Page 9 Thick and Thin
Learning Outcomes
Students will be able to compare the size of things using words like big–small, long–short, tall–short, thick–thin.
Teaching Aids
Playdough of red, blue and green colours
Activity
Make groups of 5 students and distribute the playdough to each group.
Instruct the students to create big and small balls using the red playdough, short and tall towers using the blue playdough and thick and thin books using the green playdough.
Ask the students to compare the shapes.
Discuss the difference between the words and what they mean.
Extension Idea
Ask: How is tall different from long?
Say: Tall refers to the height of an object, that is, when the object is vertical or upright. Long refers to the length of objects, that is, when the object is lying down horizontally.
Learning Outcomes
Students will be able to compare the weight of things using words like heavy or light.
Teaching Aids
Picture cards of pairs of objects—papaya–balloon, feather–toy car, a bottle of water–orange; Objects like feathers, balloons, toy cars, a bottle of water, orange and papaya
Activity
Ask the students to lift a pencil in one hand and the school bag in the other hand. Discuss how the bag is heavy and the pencil is light.
Instruct the students to look at the picture cards, and then pick up each object in each hand to decide which is heavy and which is light. Ask them to write ‘Heavy’ or ‘Light’ under each object.
Papaya Balloon
Discuss how things that seem the same size can be light or heavy and that the size of the object does not determine its weight.
Extension Idea
Ask: If you have 2 jars of the same size with sand filled in one jar and cotton in another, which jar will be heavy?
Say: The jar with sand will be heavy. The jar with cotton will be light.
1. Behind–In Front of, Inside–Outside Do It Together
Answers
The boy is the rocket. The boy is the rocket. outside
2. Before–After–Between Do It Together
The bear is before the rabbit.
The rabbit is between the bear and the lion.
The lion is after the rabbit.
3. Top–Bottom, On–Under, Above–Below, High–Low Do It Together
The vase is on the table.
The slippers are under the table.
4. Near–Far Do It Together
1. The boy is near the shop.
2. The mother is nearer to the shop.
3. The father is nearest to the shop.
5. Maps
Think and Tell
We will go 2 steps to the right from purple to reach blue. Do It Together
1. Sam is on C. He goes 1 step left. He reaches A
2. Sam is on X. He goes 1 step up. He reaches D.
6. Big and Small Do It Together
7. Long and Short
Short
10. Heavy and Light
Numbers up to 20 2
Learning Outcomes
Students will be able to: match things one-to-one by drawing lines. count up to 9 things and write the number. write the number names for numbers up to 9. identify 0 as a number and in words and relate it to things. count things to make 10 and write the number and number name. count up to 20 things and write the number. write numbers from 11 to 20 as tens and ones. write the number names for numbers from 11 to 20. count forward or backwards to find the missing numbers for numbers up to 20. find numbers that come before, after and between for numbers up to 20. compare numbers up to 20 to find the smaller or greater number. order numbers up to 20 from smallest to greatest and greatest to smallest.
Alignment to NCF
C-8.3: Counts forward and backward from a specific number (between 0 and 99)
C-8.5: Recognizes the symbol zero to represent absence of object/thing; Recognizes and writes numerals up to 20 and in words up to 10; Compares two numbers up to 20 and uses vocabulary like bigger than or smaller than
Let’s Recall
Recap to check if students know how to count things up to 5. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
number names: a way to express numbers in word form
Teaching Aids
Pictures of dog houses and dogs; Glue sticks; Classroom supplies such as pencils, books, erasers, crayons; Paper cards with simple drawings; Ice cream sticks; Rubber bands; Number mats (11 to 20); Flags with numbers from 11 to 20 and corresponding flags with number names; Paper cups; Marker; Large number cards from 1 to 20; Number strips with numbers from 1 to 20; Question cards with random numbers and blanks before, after or between the numbers; Sheets with a number line drawn from 1 to 20; Crayons; Pebbles, dried twigs, fallen leaves, flowers
Chapter: Numbers up to 20
One-to-One Matching
Learning Outcomes
Students will be able to match things one-to-one by drawing lines.
Teaching Aids
Pictures of dog houses and dogs; Glue sticks
Activity
Imagine Maths Page 19
Instruct the students to work in groups. Distribute pictures of dog houses, dogs and glue sticks to each group. Give 1 extra house picture or extra dog picture to the groups. Instruct the students to match each dog to its house by gluing the dogs outside the kennels. This activity helps them practise matching one-to-one. Ask questions like: Could you give a house to each dog? Why?
Extension Idea
Ask: What will you need to match all the remaining dogs/dog houses?
Say: We will need more dog house/dog pictures to match the remaining dogs/dog houses.
Counting Things up to 9
Learning Outcomes
Students will be able to count up to 9 things and write the number.
Teaching Aids
Classroom supplies such as pencils, books, erasers, crayons
Activity
Imagine Maths Page 19
Scatter a variety of classroom supplies on a table ensuring that none of them exceed 9 items. For example, include 7 pencils, 8 books, 7 erasers and 9 crayons.
Instruct the students to form groups for the activity. Provide each group with a sheet of paper and a pencil.
Instruct the groups to take turns and explore the table. Ask them to count the number of each item they find and write down the corresponding numbers in their sheets. Repeat the activity for all the groups formed. After a set amount of time, gather the students and discuss the various supplies they discovered.
Extension Idea
Ask: Can you split into groups of 4 and count the total number of legs your group has?
Say: If there are 4 people in the group and each person has 2 legs, then you can count by saying: “1, 2, 3, 4”, for the number of people, and then count the legs as “1, 2, 3, 4, 5, 6, 7, 8” to find the total number of legs in the group. So, the answer is 8 legs.
Learning Outcomes
Students will be able to write the number names for numbers up to 9.
Teaching Aids
Paper cards with simple drawings
Activity
Discuss the number names for numbers up to 9 in the class. Instruct the students to work in groups. Distribute the paper cards with simple drawings among the groups. Ask the students to count the objects and write the number name below it. Encourage group discussions for deciding the right number names.
Extension Idea
Ask: Draw “three” stars and write the number.
Say: The number will be written as 3.
Learning Outcomes
Students will be able to identify 0 as a number and in words and relate it to things.
Teaching Aids
Ice cream sticks; Paper plates
Activity
Introduce the concept of “nothing” by explaining the use of the number 0. Write the word “Zero” on the board and discuss its meaning. Instruct the students to form groups for the activity. Distribute 9 ice cream sticks and 1 paper plate to each group.
Instruct the students to place as many sticks on the plate as the number called out. Start the game by calling out random numbers between 0 and 9. When they hear “Zero,” the students should refrain from placing any sticks on the paper plate. If a group puts sticks during a “Zero” call or places an incorrect number of sticks, they are out.
Continue the game for a set period. The group that survives till the end, without placing any sticks during “Zero” calls or making any mistakes, wins.
Extension Idea
Ask: Do you know who discovered the number zero?
Say: The Indian mathematician, Aryabhatta, discovered zero, long ago.
Learning Outcomes
Students will be able to count things to make 10 and write the number and number name.
Teaching Aids
Ice cream sticks; Rubber bands
Activity
Instruct the students to form groups for the activity.
Distribute some ice cream sticks and rubber bands to each group of students. Ask them to count the ice cream sticks as 1, 2, 3... up to the number 9. Ask them to add 1 more ice cream stick. Discuss that the number that comes after 9 is 10. Instruct them to bundle those 10 sticks using rubber bands. Teach them the number name for 10 as “ten”.
Finally, ask them to write the number “10” and the corresponding number name “ten” in their notebooks.
Extension Idea
Ask: If you have 7 ice cream sticks, how many more do you need to make 10 sticks?
Say: The numbers that come after 7 are 8, 9 and 10. So, we will need 3 more sticks to make 10.
Counting
up to 20 Imagine Maths Page 23
Learning Outcomes
Students will be able to count up to 20 things and write the number.
Teaching Aids
Number mats (11 to 20); Ice cream sticks
Activity
Introduce numbers from 11 to 20 in the class.
Instruct the students to work in groups. Distribute number mats and ice cream sticks among the groups. Ask the students to place the number mats in front of them. Start by calling out random numbers. Ask the students to count as many ice cream sticks as the number being called out and place it on the corresponding number mat. Encourage the students to say the number aloud as they identify and place the ice cream sticks. Continue calling out numbers, allowing the students to swiftly count and cover the correct numbers on their mats. Check the ice cream sticks placed by the groups on the mats at the end.
Extension Idea
Ask: How many ice cream sticks would you have in all if we added 1 more ice cream stick to the number 14?
Say: We would have a total of 15 ice cream sticks.
Numbers 11 to 20 as Tens and Ones
Learning Outcomes
Students will be able to write numbers from 11 to 20 as tens and ones.
Teaching Aids
Ice cream sticks; Rubber bands
Activity
Divide the class into small groups.
Distribute ice cream sticks (between 11–20) and rubber bands among the groups.
Ask the students to count 10 ice cream sticks and bundle them using rubber bands. Guide them in counting the bundled sticks as sets of 10 and the remaining ones separately. Assist them in grasping the concept of grouping with tens and ones, for example, 1 set of 10 and 2 ones make 12. Help them if needed.
Later, encourage the groups to share their counting methods and ways of bundling, using ice cream sticks and rubber bands.
Extension Idea
Ask: If you have 16 crayons, how many more crayons would you need to complete 2 sets of 10?
Say: We would need 4 more crayons to make 2 sets of 10 crayons each.
Number
Names Imagine Maths Page 25
Learning Outcomes
Students will be able to write the number names for numbers from 11 to 20.
Teaching Aids
Flags with numbers from 11 to 20 and corresponding flags with number names; Paper cups; Marker
Activity
Introduce number names from 11 to 20 in the class.
Instruct the students to work in groups.
Distribute the flags with numbers, corresponding flags with number names and empty cups among the groups.
Ask the groups to place the number flag, along with its name flag, in 1 cup. Encourage them to match each number with its name and place the flags in different cups and then write the number on the cup.
Instruct the students to write down the numbers and their corresponding number names in their notebooks.
Forward and Backward Counting
Learning Outcomes
Students will be able to count forward or backwards to find the missing numbers for numbers up to 20.
Teaching Aids
Large number cards from 1 to 20
Activity
Take the students outdoors for the activity. Create 2 sets of number cards from 1 to 20 with a few numbers missing.
Split the students into 2 groups, assigning some students a number card from 1 to 20. Arrange each group in a line, forming a human number chain. Ask the students with no number cards from each group to stand on one side.
Place the pile of the missing number cards on a table. Ask the students with no number cards to race and pick a missing number card, and run to find their place in the number chain. The remaining students from their groups should assist in determining the correct place for the missing numbers in the chain. The first group to successfully form the complete number chain wins the relay challenge.
Extension Idea
Ask: What number comes 2 steps from the number 11 when counting forward?
Say: The number that comes 2 steps forward from the number 11 is 13.
Before, Between and After
Learning Outcomes
Students will be able to find numbers that come before, after and between for numbers up to 20.
Teaching Aids
Number strips with numbers from 1 to 20; Question cards with random numbers and blanks before, after or between the numbers; Ice cream sticks; Rubber bands
Activity
Ask the students to form groups. Distribute the number strips, question cards, ice cream sticks and rubber bands to each group. Instruct the students to examine the number strip provided to them. Using the number strips, guide them to identify numbers that come before, after or between the specific numbers mentioned on the question card. Encourage the students to count and bundle up the corresponding number of ice cream sticks to check if their answer is correct. Prompt them to write the identified numbers in their appropriate places on the question cards.
Extension Idea
Ask: What is the number name of the number that comes before sixteen?
Say: The number name of the number that comes before sixteen is fifteen.
Learning Outcomes
Students will be able to compare numbers up to 20 to find the smaller or greater number.
Teaching Aids
Sheets with a number line drawn from 1 to 20; Crayons
Activity
Instruct the students to work in groups. Distribute the sheets with a number line drawn to each group. Call out 2 numbers between 1–20.
Ask the students to shade the numbers called out on the number line using the crayons. Ask them to identify the number which is on the right. Discuss that the number which is on the right on the number line is always greater than the number on the left. Ask them to note down the comparison using the words ‘more than’ or ‘less than’ in their notebooks. Repeat the activity with 3 more sets of numbers.
Extension Idea
Ask: If Suresh has 10 pencils and 2 erasers, and his friend has 9 pencils and 2 erasers, which of them has a greater number of items?
Say: Both of them have 2 erasers each, but Suresh has 1 pencil more than his friend. Hence, Suresh has a greater number of items. Ordering Smallest
Learning Outcomes
Students will be able to order numbers up to 20 from smallest to greatest and greatest to smallest.
Teaching Aids
Pebbles, dried twigs, fallen leaves, flowers
Activity
Take the students outside to an open area with trees. Divide them into groups and instruct them to explore and find pebbles, dried twigs, fallen leaves, flowers and other items in their surroundings. After collecting their nature treasures, have the students count and group the items. Then, guide them to arrange the groups in either increasing or decreasing order, based on the item count. For example, if they have pebbles, they can organise the groups from the fewest to the most, or vice versa for decreasing order. Finally, help them record their findings in their notebooks.
Extension Idea
Ask: Can you give one number that can be both the smallest and the biggest?
Say: Yes, when we compare 6 and 7, 6 is the smallest number. But, when we compare 5 and 6, we notice that 6 becomes the biggest number.
1. One-to-One Matching Do It Together tractor/s left.
2. Counting Things up to 9 Do It
4. Zero Do It Together Now there are birds.
5. The Number 10 Do It Together
10. Before, Between and After Do It Together
12. Ordering Smallest to Biggest Do It Together 9, , , 20
13. Ordering Biggest to Smallest Do It Together 19, , , 10
11. Using the Number Strip Do It Together
Addition up to 10 3
Learning Outcomes
Students will be able to: count forward to find the total number of things up to 10. add 0 to a number up to 10 and find the total number of things. find the sum when the order of the numbers is changed. write all the addition facts for numbers up to 10. add 2 or more numbers by writing them one below the other. solve word problems on adding 2 or 3 numbers (sum up to 10).
Alignment to NCF
C-8.3: Counts forward and backward from a specific number (between 0 and 99)
C-8.3: Counts objects greater than 20 using number names till 99 and observe the pattern as groups of 10, up to 99
C-8.5: Recognises and writes numerals up to 20 and in words up to 10
C-8.5: Compares two numbers up to 20 and uses vocabulary like bigger than or smaller than Let’s Recall
Recap to check if students know how to count the number of things. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
counting forward: counting by adding 1 every time addition fact: showing 2 numbers with a (+) sign between them, followed by the (=) sign and the sum of the 2 numbers
vertical addition: adding numbers by writing them one below the other
Teaching Aids
Bags containing ice cream sticks; Empty bags; Red and blue straws; Paper cups; Small pieces of red and blue straws; Sheet of paper with the column table drawn, with space to paste the straws; Sheets with a word problem written and space given for What do we know? What do we need to know? and Solve to find the answer.
Chapter: Addition up to 10
Adding One; Adding More Than One
Learning
Outcomes
Students will be able to count forward to find the total number of things up to 10.
Teaching Aids
Bags containing ice cream sticks; Paper cups
Activity
Instruct the students to work in pairs.
Distribute bags containing 10 ice cream sticks to each student. Ask 1 student to put 3 ice cream sticks in the paper cup. Ask the second student to put 4 ice cream sticks in the paper cup. Then will then together count forward to find the total number of ice cream sticks in the paper cup.
Discuss how the ice cream sticks added and can be written as: 3 + 4 = 7.
Repeat the activity with other 1-digit numbers. Ask the students to first use the ice cream sticks to find the total and then write the addition sentence in their notebooks.
Extension Idea
Ask: If you have 3 bags of ice cream sticks and each bag has 2 ice cream sticks, how many ice cream sticks are there in all?
Say: 2 + 2 = 4 and 4 + 2 = 6. So, we will have 6 ice cream sticks.
Adding Zero
Learning Outcomes
Students will be able to add 0 to a number up to 10 and find the total number of things.
Teaching Aids
Empty bags; Bags containing ice cream sticks
Activity
Instruct the students to work in pairs.
Distribute a bag containing 4 ice cream sticks to one student and an empty bag to another student in each pair. Ask the students to take out the ice cream sticks from their bags and place them together and count the total number of ice cream sticks. Explain that when we do not have anything, we show it with the number 0.
Discuss that the ice cream sticks taken by the pairs are added and can be written as: 4 + 0 = 4.
Repeat the activity once more to add the numbers 6 and 0. Ask the students to write the addition sentence in their notebooks.
Extension Idea
Ask: Do 5 + 0 and 0 + 5 give the same answer?
Say: Yes. 5 + 0 = 5 and 0 + 5 = 5. The total number of things will remain 5.
Learning Outcomes
Students will be able to find the sum when the order of the numbers is changed.
Teaching Aids
Red and blue straws
Activity
Instruct the students to work in groups.
Distribute 2 bags of straws with 3 red and 5 blue straws in one bag and 5 red and 3 blue straws in another bag, to each group.
Ask the students to take out the straws from the first bag. Ask them to count the number of red straws, then blue straws and finally the total number of straws. Help them to write the addition sentence in their notebooks.
Ask the students to now take out the straws from the second bag. Ask them to again count the number of red, blue and total straws, and write the addition sentence in their notebooks.
Ask questions like: What is different about 3 + 5 and 5 + 3? What is same?
Explain that, in both the cases, the number of straws remains the same. So, we can add 2 numbers in any order.
Extension Idea
Ask: Is 2 + 3 + 5 the same as 5 + 3 + 2? Why?
Say: 2 + 3 + 5 is the same as 5 + 3 + 2. Both give the same answer since the 3 numbers being added are the same, although their order is changed.
Addition Facts
Learning Outcomes
Students will be able to write all the addition facts for numbers up to 10.
Teaching Aids
Red and blue straws; Paper cups
Activity
Instruct the students to work in pairs.
Distribute the paper cups, red straws and blue straws to each pair.
Imagine Maths Page 41
Ask them to put 4 red straws in the first cup and keep the second cup empty. Show them how to write the addition sentence as 4 + 0 = 4. Let the students note down the addition sentence in their notebook. Now, ask the pairs to keep 3 red straws in the first cup and 1 blue straw in the second cup. Ask them to note down the addition sentence for the same.
Repeat the activity for all the addition sentences of the number 4 and make the students write the addition sentences. Ask questions like: In how many ways did you add 2 numbers to make 4?
Repeat the activity for the addition facts of 6.
Extension Idea
Ask: How will you show the addition facts of 5 by drawing red and blue lines?
Say: To show the addition facts of 5, we can draw 5 red–0 blue, 4 red–1 blue, 3 red–2 blue, 2 red–3 blue, 1 red–4 blue and 0 red–5 blue lines. Draw lines on the board to show.
Vertical Addition; Adding Three Numbers
Learning Outcomes
Students will be able to add 2 or more numbers by writing them one below the other.
Teaching Aids
Imagine Maths Page 43
Small pieces of red and blue straws; Sheet of paper with the column table drawn, with space to paste the straws
Activity
Distribute 2 pieces of red and 4 pieces of blue straws and a sheet of paper to the students. Instruct the students to count the number of red and blue straws and write the numbers in the table. Then, they will paste the straw pieces next to each number. Ask them to add the 2 numbers and write the answer in the table. Finally, ask them to count the total number of straws and match the answers.
Ask questions like: Could you add 2 or more numbers if there were no straws?
Story Problems on Adding Numbers
Learning Outcomes
Students will be able to solve word problems on adding 2 or 3 numbers (sum up to 10).
Teaching Aids
Imagine Maths Page 44
Sheets with a word problem written and space given for What do we know? What do we need to know? and Solve to find the answer.
Activity
Instruct the students to work in groups. Distribute the word problem sheets among the groups.
Read the word problem: Suman has 2 crayons. Ann has 3 crayons. Sia has 4 crayons. How many crayons do they have in all?
Suman has 2 crayons. Ann has 3 crayons. Sia has 4 crayons. How many crayons do they have in all? What do we know? What do we need to know? Solve to find the answer.
Discuss what is given and what we need to know. Ask the students to write the numbers to be added, draw the same number of lines as the number of crayons and find the sum. Discuss the answer in the class.
1. Adding One
8. Story Problems on Adding Numbers Do It Together
Subtraction up to 10
Learning Outcomes
Students will be able to: count back on a number strip to subtract numbers up to 10. subtract two numbers using properties of subtraction. write all the subtraction facts for numbers up to 10. subtract two numbers by writing them one below the other. solve story problems on subtracting numbers up to 10.
Alignment to NCF
C-8.6: Uses real-world situations and concrete objects to model and solve subtraction (e.g., taking away of chocolates in given set) problems up through 9 using subtraction facts
C-8.6: Develops relationship between addition and subtraction of numbers
C-8.6: Recognises the +/– symbols for addition/subtraction operations
C-8.13: Recognises situations in the real world as simple mathematical problems
C-8.13: Solves simple numerical problems using different strategies
Let’s Recall
Recap to check if students know how to count up to 10 and compare to find which group has more. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
subtraction: finding the difference between 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
Ice cream sticks; Number strips drawn on paper; Paper cups; Circular cut-outs; Blank sheet of paper; Straws; Vertical subtraction cards; Story sum cards; Crayons
Chapter: Subtraction up to 10
Count Back to Subtract Imagine Maths Page 50
Learning Outcomes
Students will be able to count back on a number strip to subtract numbers up to 10.
Teaching Aids
Ice cream sticks; Number strips drawn on paper Activity
Demonstrate subtraction to the students by counting back on a number strip. Show them that if we have 6 objects and we take away 3 from these, we will start from 6 and jump back 3 times, reaching the number 3.
0 1 2 3 4 5 6 7 8 9 10
Instruct the students to work in pairs.
Distribute the sheets with number strips drawn on them and some ice cream sticks among each pair. Ask the pairs to place 9 ice cream sticks in front of them and circle the number on the strip. Ask them to remove 5 ice cream sticks. Instruct them to show the subtraction on the number strip. Discuss the answer with the class. Repeat the activity for 8 – 7 and 5 – 5.
Extension Idea
Ask: We start from 10 and count back 4 to reach 6. How much do we need to count back to reach 6 if we start from 8?
Say: To reach 6, we need to count back by 2 from 8.
Subtracting the Number Before; Subtracting a Number from Itself; Subtracting Zero
Imagine Maths Page 52
Learning Outcomes
Students will be able to subtract two numbers using properties of subtraction.
Teaching Aids
Paper cups; Ice cream sticks
Activity
Instruct the students to work in groups.
Distribute the paper cups and ice cream sticks among the groups. Ask the students to put 8 ice cream sticks in the cup. Ask them to take out 7 ice cream sticks and write the result as a subtraction sentence, 8 – 7 = 1.
Ask the students to put the ice cream sticks back and not to take out anything. Ask them to write this as a subtraction sentence, 8 – 0 = 8.
Ask the students to put the ice cream sticks back and to take out all the sticks. Ask them to write this as a subtraction sentence, 8 – 8 = 0.
Subtraction
Facts of Numbers
Learning Outcomes
Students will be able to write all the subtraction facts for numbers up to 10.
Teaching Aids
Circular cut-outs; Blank sheet of paper
Activity
Instruct the students to work in groups.
Distribute the circular cut-outs and a blank sheet to each group.
Imagine Maths Page 54
Instruct the groups to paste 4 circles on the sheet, and then cross out 4 circles to show 4 – 4. Then, they will write the answer by counting the number of circles left.
4 – 4 = 0
Then, let them keep pasting 4 more circles and crossing out numbers, as crossing out 3, then 2, then 1 and finally 0; and write the subtraction sentence for each, below the circles.
Extension Idea
Ask: Will the subtraction fact for the situations A and B be the same or different?
A: No mango was taken from a basket containing 7 mangoes.
B: All 7 out of 7 bananas were eaten by a monkey.
Say: The subtraction facts for both situations will be different. 7 – 0 = 7; 7 – 7 = 0.
Vertical Subtraction
Learning
Outcomes
Students will be able to subtract two numbers by writing them one below the other.
Teaching Aids
Straws; Vertical subtraction cards
Activity
Imagine Maths Page 55
Demonstrate vertical subtraction on the board. Show how to write the bigger number above and the smaller number below.
Instruct the students to work in pairs.
Distribute 9 straws and the vertical subtraction cards to each pair.
6 5 –5 1 –
Ask them to take the first card and place as many straws as the bigger number in front of them. Instruct them to look at the smaller number on the card and remove the same number of straws. Now, ask them to count the number of straws they are left with in front of them. Ask the students to write, on the card, the number of straws they are left with as the answer.
Learning Outcomes
Students will be able to solve story problems on subtracting numbers up to 10.
Teaching Aids
Story sum cards; Crayons
Activity
Instruct the students to work in groups.
Distribute the story sum cards and 7 crayons to each group.
Samantha had 7 crayons. She gave 2 to her friend. How many crayons does she have now?
Take away 2 crayons from 7. We get 7 2 –
Samantha has crayons now.
Instruct the students to read the question. Discuss what needs to be found. Ask the students to arrange the crayons and take out the required number of crayons to find the result. Encourage them to cross the same number of crayons on the sheet as well, and write the result in the form of vertical subtraction.
Extension Idea
Ask: There are 4 birds on one branch and 6 birds on another branch of a tree. If 3 birds from each branch fly away, how many birds are left on each branch?
Say: Since 4 – 3 = 1 and 6 – 3 = 3, there will be 1 bird left on the first branch and 3 birds left on the second branch.
1. Count Back to Subtract
Do It Together
7 children are playing now.
2. Subtracting the Number Before Do It Together
1 pencil is left. 6 – 5 = 1 1 2 3 4 5
Answers
5. Subtraction Facts of Numbers
Think and Tell
6. Vertical Subtraction
3. Subtracting a Number from Itself Do It Together
There are 0 butterflies left in the garden.
6 – 6 = 0
4. Subtracting Zero Do It Together
There are 7 birds left.
7. Story Problems on Subtracting Numbers Do It Together
Number of balloons with Priya = Number of balloons that burst = 4
Shapes and Patterns 5
Learning Outcomes
Students will be able to: identify flat shapes and compare them on the basis of their type and size. differentiate between straight lines and curved lines and find them in shapes and figures. sort and name solid shapes and find them in things around them. identify solid shapes that will slide and roll. identify and extend repeating patterns. identify the rule in a number pattern, use it to extend the pattern.
Alignment to NCF
C-8.2: Fills in missing elements of simple, repeating patterns in different aspects
C-8.8: Sorts, classifies and describes the objects on the basis of shapes, and other observable properties; Observes and describes the physical features of various solids/shapes in her own language (e.g., a ball rolls, a box slides)
Let’s Recall
Recap to check if students know how to differentiate big and small things. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
flat shapes: shapes that can be drawn on plain paper solid shapes: shapes that have 3 dimensions (length, breadth and height) pattern: an arrangement of shapes or figures that are repeated
Teaching Aids
Coloured paper cut-outs of squares, rectangles, triangles and circles of different sizes; Sheets of paper; Scissors; Collection of old magazines, newspapers and books; Objects that are readily available like a dice, cuboidal eraser, a birthday cap, a candle, a ball, etc.; Books; Ruler; Coin; Daily-use objects like an eraser, a box, a pencil, a chalk, a duster, rectangular pencil box, etc.; Square cut-outs of different colours; Fallen leaves, twigs or flowers; Number charts 1–40
Chapter: Shapes and Patterns
Flat Shapes
Learning
Outcomes
Students will be able to identify flat shapes and compare them on the basis of their type and size.
Teaching Aids
Coloured paper cut-outs of squares, rectangles, triangles and circles of different sizes
Activity
Divide the class into groups.
Distribute the coloured paper cut-outs of squares, rectangles, triangles and circles of different sizes to each group. Instruct the groups to sort the shapes the way they like. Allow the students to sort in any way they like without emphasis on whether they should sort by size, colour or type. Discuss the different ways in which the different groups have sorted the shapes. Then, bring out the shapes sorted by type and their names.
Ask questions like: What are the shapes you saw in these cut-outs?
Extension Idea
Ask: Which 2 shapes look the same but are different in some ways?
Say: Squares and rectangles look the same but a square has all sides equal and a rectangle has 2 equal long sides and 2 equal short sides.
Straight Lines and Curved Lines
Learning
Outcomes
Students will be able to differentiate between straight lines and curved lines and find them in shapes and figures.
Teaching Aids
Sheets of paper; Scissors; Collection of old magazines, newspapers and books
Activity
Begin the class by discussing examples of straight lines and curves in real life. Instruct the students to form groups of 4. Distribute the teaching aids to the groups. Instruct the groups to go on a “Line Hunt” through the materials provided. Ask them to cut out images or sections from the materials that display either straight lines or curved lines. For example, a doorframe might have straight lines, while a ball might have curved lines. Have the students sort the cut-outs into 2 piles: one for straight lines and one for curved lines. Then, they can glue the straight-line cut-outs on one side of their sheet of paper and the curved-line cut-outs on the other side. Engage the class in a discussion about their collages. Ask them to identify and explain why each cutout belongs to the straight or curved lines group.
Extension Idea
Ask: Can you name 3 capital letters of the English alphabet that have both straight lines and curved lines? Say: Some letters with both straight and curved lines are B, D and P.
Learning Outcomes
Students will be able to sort and name solid shapes and find them in things around them.
Teaching Aids
Objects that are readily available like a dice, cuboidal eraser, a birthday cap, a candle, a ball, etc.
Activity
Divide the class into groups of 4.
Distribute the objects to the students.
Instruct the students to sort the objects as per their shape. For example, all round things should be put together and so on.
Discuss their sorting to bring out the shapes and their names, and how they are different from each other. Ask questions like: Do you see flat shapes in these solid shapes?
Now, ask them if they can find a few more objects of the same shape in the classroom.
Extension Idea
Ask: Which shape will be formed when 2 cubes are kept side to side?
Say: When 2 cubes are kept side to side, then a cuboid will be formed.
Rolling and Sliding
Learning Outcomes
Students will be able to identify solid shapes that will slide and roll.
Teaching Aids
Books; Ruler; Coin; Daily-use objects like an eraser, a box, a pencil, a chalk, a duster, rectangular pencil box, etc.
Activity
Instruct the students to form groups.
Distribute the objects to each group and ask them to use their books and rulers for the activity.
Instruct them to stack 3–4 books and rest a ruler against the stack with one end slanting towards the edge of the table like a ramp. Let them use a book to make the ramp if a ruler does not help in sliding.
Now, instruct them to place 1 object at a time on the ramp and check if the object slides or rolls.
Ask them to sort and note down in their notebooks the type of object that slides or rolls. Discuss the reasons for their sorting.
Ask questions like: Which are the objects that slide and why? Which are the objects that roll and why?
Extension Idea
Ask: Will a coin roll or slide? Why?
Say: The coin will both slide and roll since it has both straight and round sides. Use the rolling and sliding tool to show how a coin both rolls and slides.
Repeating Patterns
Learning Outcomes
Students will be able to identify and extend repeating patterns.
Teaching Aids
Square cut-outs of different colours; Sheets of paper; Fallen leaves, twigs or flowers
Activity
Divide the class into groups and invite 1 student from each group to the front of the class and give each student a square cutout to form a pattern. Make sure the square cut-outs are of different colours. Ask the class their observation on what they notice. Discuss the pattern and how, when colours are repeated, they form a repeating pattern.
Instruct the students to get into pairs. Take the class out to the playground and ask them to collect fallen leaves or flowers of different colours. Make sure that the students do not pluck leaves, flowers or twigs. Then, they will come back to the class and form a pattern on a sheet of paper and exchange patterns with their partners. Ask them to identify the repeating unit in the pattern and extend their partner’s pattern.
Ask questions like: How are your pattern and your partner’s pattern similar and different from each other?
Extension Idea
Ask: How will you create a pattern with a square and a circle? Create a pattern by drawing the 2 shapes. Say: There can be different patterns that can be drawn. One such pattern can be as 2 circles, 1 square, 2 circles, 1 square.
Number Patterns
Learning Outcomes
Imagine Maths Page 72
Students will be able to identify the rule in a number pattern, use it to extend the pattern.
Teaching Aids
Number charts 1–40
Activity
Divide the class into groups. Distribute the number chart to each group with 4 numbers shaded that form a pattern. There can be different patterns on each chart. For example, one number chart can have 2, 4, 6, 8 shaded, the second number chart can have 3, 6, 9, 12 shaded and the third number chart can have 1, 4, 7, 10 shaded.
Instruct the students to work in groups where they together identify the rule of the pattern on the number chart, and shade 4 more numbers to extend the pattern. Then, they will pass the number chart to the next group that will shade 4 more numbers.
Discuss the patterns at the end of the activity by writing them on the board. Ask the students to write the first 8 numbers of the patterns in their notebooks.
Answers
1. Different Shapes Do It Together Triangle Square Circle Rectangle
2. Same Shapes Do It Together
3. Straight Lines and Curved Lines Do It Together
5. Rolling and Sliding Do It Together Object Roll
Slide
Name Sphere Cylinder
6. Repeating Patterns
4. Sorting Solid Shapes Do It Together
Think and Tell Yes, day and night have a pattern. The pattern is day, night, day, night. Do It Together 7.
Addition and Subtraction up to 20 6
Learning Outcomes
Students will be able to: count forward to add numbers on a number line (for sums up to 20). add two numbers for sums up to 20, by making 10. add two or more numbers by writing them one below the other. solve story problems on adding two numbers, for sums up to 20. subtract a number up to 9 from a number up to 20 by taking away. subtract a number up to 9 from a number up to 20 by counting back on a number line. subtract a number up to 9 from a number up to 20 by writing them one below the other. solve story problems on subtracting a number up to 9 from a number up to 20.
Alignment to NCF
C-8.6: Uses real-world situations and concrete objects to model and solve addition sums up to 18 using addition facts
C-8.6: Uses real-world situations and concrete objects to model and solve subtraction (e.g., taking away of chocolates in given set) problems up through 9 using subtraction facts
C-8.6: Recognizes the +/- symbols for addition/subtraction operations
Let’s Recall
Recap to check if students know how to add or subtract two 1-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
addition: combining numbers to find the total subtraction: taking away some from a group to find what’s left counting forward: saying numbers in order, one after the other, starting from a specific number counting backwards: saying numbers in reverse order, starting from a specific number
Teaching Aids
Number lines drawn on sheets of paper; Bundles of and loose ice cream sticks; Rubber bands; Paper cups
Chapter: Addition and Subtraction up to 20
Counting Forward to Add
Learning Outcomes
Students will be able to count forward to add numbers on a number line (for sums up to 20).
Teaching Aids
Number lines drawn on sheets of paper
Activity
Instruct the students to form groups of 4. Distribute a sheet, with a number line drawn, to each group. Instruct the students to add 2 numbers, 6 and 7, using the number line. The students will start from the bigger number and jump forward as many times as the smaller number. So, they start from 7 and count forward 6 times as 8, 9, 10, 11, 12, 13. Guide them saying that the number they reach will be the answer. So, here, 13 will be the answer. Guide the students to use the concept of counting forward by saying the next number as they jump. Ask the students to add 2 more numbers, 5 and 9, using the number line.
Ask questions like: Can we start from the smaller number and jump as many times as the bigger number?
Extension Idea
Ask: Ramu ate 3 cookies in the morning, and 9 cookies in the evening. His friend Shalini ate 9 cookies in the morning and 3 cookies in the evening. Did they both eat an equal number of cookies, in total? What is same about 9 + 3 and 3 + 9? Explain.
Say: Start from 9 on the number line and jump 3 steps to find 9 + 3, which is equal to 12. For 3 + 9, start counting from 3 on the number line and move 9 steps ahead to find 3 + 9, which is also equal to 12.
Thus, 9 + 3 = 3 + 9 = 12.
Making 10 to Add
Learning Outcomes
Students will be able to add two numbers for sums up to 20, by making 10.
Teaching Aids
Ice cream sticks; Rubber bands
Activity
Instruct the students to form groups of 4. Distribute a set of 6 and a set of 5 ice cream sticks (or any 2 numbers that sum up to 20) to each group.
Ask the students to count the total number of ice cream sticks they have got. Instruct them to make a bundle of 10 using a rubber band. Ask them to count the bundle and the loose sticks. In their notebooks, they will write the number of bundles of sticks and the number of loose sticks. Give them 2 more sets of ice cream sticks to find the total by making 10.
Ask questions like: How many more ice cream sticks do you need to make the sum equal to 20?
Extension Idea
Ask: Suppose you have some green marbles and some red marbles. How can you group these marbles in different ways to make a 10?
Say: We can group them in many ways, such as 6 green marbles + 4 red marbles; 5 green marbles + 5 red marbles; 4 green marbles + 6 red marbles, etc.
Adding 2-digit and 1-digit Numbers
Learning Outcomes
Imagine Maths Page 81
Students will be able to add two or more numbers by writing them one below the other.
Teaching Aids
Ice cream sticks in bundles of 10; Loose ice cream sticks; Paper cups
Activity
Instruct the students to form groups of 4. Distribute 2 paper cups, one of which has 12 ice cream sticks (1 bundle of 10 ice cream sticks and 2 loose sticks) and the other has 6 loose ice cream sticks. The students will then count the total number of ice cream sticks in both cups by counting the loose sticks and the bundle of 10.
In their notebooks, they will write 2 numbers, one below the other, and draw lines to show each number. Then, have them add to find the answer. Ask them to compare their answers with the total number of ice cream sticks.
Extension Idea
Ask: How can you add 12 and 13 using bundles of ice cream sticks and some loose sticks?
Say: You can add 12 and 13 using ice cream sticks by counting the loose sticks (5) and then the bundles, one by one (to get 20). Thus, 12 + 13 = 25.
Story Sums on Addition
Learning Outcomes
Imagine Maths Page 82
Students will be able to solve story problems on adding two numbers, for sums up to 20.
Teaching Aids
Ice cream sticks in bundles of 10; Loose ice cream sticks
Activity
Instruct the students to form groups. Distribute the ice cream sticks.
Give them a word problem such as: Ramesh has 12 candies, and Suresh has 7 candies. What is the total number of candies they have?
Ask them to identify the numbers to be added from the question. Then, instruct them to pick 1 bundle of ice cream sticks and 2 loose sticks for 12 and 7 loose sticks for 7. Guide them to put the sticks one below the other and find the total.
Encourage them to find and write the answers using the column method, in their notebooks.
Extension Idea
Tens Ones +
Ask: Can you think of a real-life situation and create a word problem for the addition of the numbers 13 and 6?
Say: Different word problems can be created to add the numbers 13 and 6. One such problem can be: Emma has 13 toy cars, and her friend Jack gives her 6 more toy cars as a gift. How many toy cars does Emma have in total?
Learning
Outcomes
Students will be able to subtract a number up to 9 from a number up to 20 by taking away.
Teaching Aids
Ice cream sticks
Activity
Instruct the students to form groups of 4. Distribute the ice cream sticks to each group. Give them a subtraction problem (say 18 – 6).
Instruct them to pick the same number of ice cream sticks as the bigger number and take away as many ice cream sticks as the smaller number. Then, they will count the ice cream sticks left. Ask them to write the subtraction sentence in their notebooks.
Give them 1 more subtraction problem to solve using ice cream sticks.
Ask questions like: Can we have 6 ice cream sticks and take away 18 ice cream sticks from that?
Extension Idea
Ask: If we begin with 9 ice cream sticks and remove 2, then remove 3 more sticks, how many sticks will remain with us?
Say: After taking away 2 sticks from 9, we will be left with 7 sticks. Then, removing 3 sticks will leave us with 4 sticks.
Counting Back to Subtract
Learning
Outcomes
Students will be able to subtract a number up to 9 from a number up to 20 by counting back on a number line.
Teaching Aids
Number lines drawn on sheets of paper
Activity
Instruct the students to form groups. Distribute a sheet, with a number line drawn on it, to each group. Give them 2 numbers (say 12 and 5) to learn to subtract on a number line. Ask the students to start from the bigger number and jump backwards as many times as the smaller number. Tell them that the number they reach will be the answer. For example, they will stand on 12 and take 5 steps back, one after the other, to reach 7.
Guide the students to learn the concept of counting back to subtract by saying the corresponding previous number as they jump back.
Ask questions like: Can we start from the smaller number and jump back as many times as the bigger number?
Learning Outcomes
Students will be able to subtract a number up to 9 from a number up to 20 by writing them one below the other.
Teaching Aids
Ice cream sticks in bundles of 10; Loose ice cream sticks
Activity
Instruct the students to form groups of 4. Distribute 2 paper cups such that one has 19 ice cream sticks (1 bundle of 10 sticks and 9 loose sticks) and the other cup is empty. The students will then have to remove 8 ice cream sticks from the first cup and put these in the second cup (subtract 8 from 19).
In their notebooks, ask them to draw as many lines as the bigger number and cross out as many lines as the smaller number. Also, ask them to write the 2 numbers one below the other (with the bigger number on top). Then, guide them to subtract vertically to find the answer. Ask them to compare their answers with the one they got using the ice cream sticks.
Extension Idea
Ask: There is 1 bundle of 10 ice cream sticks and 8 loose sticks. How can we take away 9 sticks to show 18 – 9?
Say: To show 18 – 9, you can take away 9 sticks by removing 8 loose sticks and 1 stick from the bundle. This leaves you with 1 less stick in the bundle. So, 9 sticks are left in all.
Story Sums on Subtraction Imagine Maths Page 85
Learning Outcomes
Students will be able to solve story problems on subtracting a number up to 9 from a number up to 20.
Teaching Aids
Ice cream sticks
Activity
Instruct the students to form groups. Distribute the ice cream sticks to each group. Ask them to create a subtraction story using the ice cream sticks. For example, “I had 8 ice cream sticks, and I gave 3 to my friend. How many ice cream sticks do I have now?”
Instruct the students to act out the story using the ice cream sticks, starting with the initial amount and physically giving out the ice cream sticks to represent the subtraction. Write the corresponding subtraction sentence on the board (8 – 3 = 5), and instruct the students to write the answer in their notebooks.
Extension Idea
Instruct: Make a story problem using these clues and solve it: Mohan, 9 candies, ate some, 2 candies left.
Say: There can be more than one way to make the story problem. One example can be: Mohan had 9 candies. He ate some candies and was left with 2 candies. How many candies did he eat?
1. Counting Forward to Add
Do It Together
Start from Count numbers forward.
We reach . 9 + 6 = . There are erasers in total.
2. Making 10 to Add
Think and Tell
Yes, we can add numbers by using only our fingers. Do It Together
10 + = There are fallen leaves in total.
3. Adding 2-digit and 1-digit Numbers Do It Together
4.
So, there are doors and windows at the supermarket.
5. Taking Away Do It Together
6. Counting Back to Subtract Do It Together
Numbers up to 50
Learning Outcomes
Students will be able to: make tens for numbers up to 50 by using bundles of ice cream sticks. count forward and backwards to write numbers up to 50. write numbers from 21 to 50 as tens and ones. write the number names for numbers up to 50. compare numbers up to 50.
Alignment to NCF
C-8.3: Count objects greater than 20 using number names till 99 and observe the pattern as groups of 10, up to 99
C-8.3: Counts forward and backward from a specific number (between 0 and 99)
C-8.5: Recognizes and writes numerals up to 20 and in words up to 10
C-8.5: Compares two numbers up to 20 and uses vocabulary like bigger than or smaller than
Let’s Recall
Recap to check if students know how to make tens, write numbers and number names up to 20. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
counting forward: counting by adding 1 every time counting backwards: counting by subtracting 1 every time number names: the way to express numbers in the form of words
Teaching Aids
Ice cream sticks; Rubber bands; Number chart for 1 to 50; Printed copies of the maze for numbers with 30 highlighted; Slips of paper with numbers and number names written for numbers 1–50; Number cards with any 10 numbers between 1 to 50 written on them
Chapter: Numbers up to 50
Making Tens up to 50
Learning
Outcomes
Imagine Maths Page 91
Students will be able to make tens for numbers up to 50 by using bundles of ice cream sticks.
Teaching Aids
Ice cream sticks; Rubber bands Activity
Divide the students into groups. Distribute the ice cream sticks and the rubber bands.
Instruct the students to count 10 sticks and tie them together with the rubber band. Inform them, after they have made the bundle, that 1 bundle is 1 ten.
Explain that they should call it a bundle of 10 or 1 bundle of 10.
Ask them to make 1 more bundle of 10 and place both bundles together.
Ask questions like: How many bundles of 10 do you have?
Instruct the students to write the number of tens used for making 20.
Instruct the students to make 40 using the ice cream sticks and write the number of tens and the number in their notebooks.
Extension Idea
Ask: How many tens does it make if you have 2 bundles and your friend has 1 bundle of sticks?
Say: In total, you have 2 + 1 = 3 bundles of sticks. We know that 1 bundle = 1 ten. So, 3 bundles = 3 tens.
Writing Numbers
Learning
Outcomes
Students will be able to count forward and backwards to write numbers up to 50.
Teaching Aids
Number chart for 1 to 50; Printed copies of the maze for numbers with 30 highlighted Activity
Display the number chart. Discuss how to count forward and backwards with the help of a number chart. Write a few examples of forward counting and backward counting on the board.
Instruct the students to form pairs.
Distribute the printed copies of the maze to the pairs.
Instruct the pairs to help the bee start from 20 and the cat start from 40 to reach each other at the number 30. One student in each pair will count forward from 20 to reach 30 and the other student will count backwards from 40 to reach 30.
Imagine Maths Page 93
Ask questions like: What are the 2 numbers forward from 20? What are the 2 numbers backwards from 40?
Extension Idea
Ask: How many numbers are there between 32 and 39?
Say: There are 6 numbers between 32 and 39.
Tens and Ones Imagine Maths Page 95
Learning Outcomes
Students will be able to write numbers from 21 to 50 as tens and ones.
Teaching Aids
Ice cream sticks; Rubber bands
Activity
Recall that 10 sticks make 1 bundle which is 1 ten. Demonstrate how to count tens and ones using 56 sticks and write the number on the board.
tens ones 5 56 6
Divide the students into groups. Distribute 2 sets of ice cream sticks and rubber bands to each group.
Instruct the students to use the ice cream sticks to make 47 and 25 by first making bundles of 10. Then, they will count the bundles and the loose sticks and write the answer as tens and ones.
Ask questions like: How many tens and ones are there in 47? How many tens and ones are there in 25?
Number Names Imagine Maths Page 97
Learning Outcomes
Students will be able to write the number names for numbers up to 50.
Teaching Aids
Slips of paper with numbers and number names written for numbers 1–50
Activity
Instruct the students to open page 97 in their Imagine Mathematics books. Read aloud the number names from the books. Ask the students to read the same number names and repeat after you. Divide the class into 5 groups.
Distribute the slips with 10 numbers and their number names to each group.
Instruct the students to match the numbers with their number names and place them next to each other. The group that matches correctly first, wins. Then, the students will write the correct numbers and number names in their notebooks.
Comparing
Learning Outcomes
Students will be able to compare numbers up to 50.
Teaching Aids
Number cards with any 10 numbers between 1 to 50 written on them
Activity
Draw a number line on the board and discuss before and after numbers.
Draw 2 number lines on the floor with markings for 25 numbers—one with numbers 1 to 25 and the other with 26 to 50.
Instruct the students to form 2 groups and give them 10 cards corresponding to their number line.
Ask the students to place the number cards on the number line in their correct place.
Ask questions like: Which is the smallest number? How do you know?
Ask the students to write the numbers in their notebooks in ascending order.
Extension Idea
Ask: Which number is greater than 35 but smaller than 37?
Say: 36 is greater than 35 and smaller than 37.
4. Number Names
5. Comparing Numbers up to 50
Measurement 8
Learning Outcomes
Students will be able to: measure the length of different things using other smaller things or body parts. measure the weight of things using a simple balance. compare the weight of things using a simple balance. measure the capacity of a container using smaller containers. measure and compare the capacity of 2 or more containers by using smaller containers.
Alignment to NCF
C-8.8: Compares shapes based on specific attributes (e.g., length, area, volume)
C-8.9: Measures short lengths in terms of non-uniform units; Estimates short distance and length, and verifies using non-uniform & non-standards units; Compares and places in order from light to heavy objects or vice-versa; Estimates and measures volumes of containers using uniform nonstandard units like a cup/spoon/mug
Let’s Recall
Recap to check if students know how to compare objects using the words long-short, heavy-light and thick-thin. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
measure: the right size, weight or amount of something, found by an instrument cubit: the length from the elbow to the tip of the middle finger weight: the measure of how heavy something is capacity: the amount that a container or space can hold
Teaching Aids
Pencils; Simple balance; Unit cubes; Different objects to weigh such as a water bottle, a book, a notebook, a pencil case and a lunch box; Bucket of water; Empty bottles of 1 L capacity each; Glass; Cup; Big jug; Big bowl
Chapter: Measurement
Measuring and Comparing Lengths
Learning Outcomes
Students will be able to measure the length of different things using other smaller things or body parts.
Teaching Aids
Pencils
Activity
Divide the students into groups of 3. Instruct them to take out their pencils. Draw lines of different lengths on the board to explain the words �longest� and �shortest�. Instruct the groups to compare the lengths of their pencils by placing them next to each other.
Show the students how to measure things from one point to another using different objects in the classroom and body parts. Now, ask the students to measure the length of their desks, using the same pencils. Ask them to note down the results in their notebooks. Encourage them to measure different objects in the classroom using fingers, hand span, cubit, feet, etc.
Ask questions like: How long is your desk when measured with your pencils? Is the measure of the objects the same using different body parts? Why?
Heavy or Light
Learning Outcomes
Students will be able to measure the weight of things using a simple balance.
Teaching Aids
Simple balance; Unit cubes
Activity
Demonstrate using a simple balance with unit cubes to measure a chalk duster. Say: The weight of this duster is 7 cubes. Write on the board: Duster = 7 cubes
Divide the students into groups. Distribute a simple balance and some unit cubes to each group. Instruct them to place an object, such as a pencil box on one side and cubes on the other side, to measure the weight of the box. Ask them to repeat the activity with different objects such as their water bottles, lunch boxes, books, etc. Instruct them to note down, in their notebooks, the weight of each object as compared to the number of cubes. Ask questions like: What is the weight of your pencil box in cubes?
Extension Idea
Ask: The weight of a lunch box is 2 blocks and the weight of 1 block is 3 marbles. What is the weight of the lunch box in terms of marbles?
Say: The weight of a lunch box = 2 blocks, and 1 block = 3 marbles. So, the weight of a lunch box = 1 + 1 = 2 blocks or 3 + 3 = 6 marbles.
Learning Outcomes
Students will be able to compare the weight of things using a simple balance.
Teaching Aids
Simple balance; Different objects to weigh such as a water bottle, a book, a notebook, a pencil case and a lunch box
Activity
Demonstrate how to compare the weight of any 2 objects, such as a book and a lunch box, by placing them on the 2 sides of a balance. Explain the comparison: The pan with the book is lower. It shows that the book is heavier than the lunch box.
Divide the students into groups. Distribute the simple balances.
Instruct 1 student from each group to weigh and compare different objects such as an apple, a pencil box and a book/notebook on the balance.
Ask questions like: Which side is lower? Which object is heavier? Which one is lighter?
Extension Idea
Ask: Which would be heaviest—a watermelon, a banana or a grape? Will you be able to guess the weight without using a balance?
Say: Sometimes, we can tell which object would be heavier or lighter simply by looking at its shape or size, or by its number. A watermelon would be heavier than a banana and a grape. A grape would be the lightest.
How Much Does It Hold
Learning Outcomes
Students will be able to measure the capacity of a container using smaller containers.
Teaching Aids
Bucket of water; Empty bottles of 1 L capacity each; Glass; Cup; Big jug; Big bowl
Activity
Imagine Maths Page 112
Demonstrate the meaning of capacity by filling an empty bottle with the help of a glass. Show them how to write the capacity of the bottle in terms of glasses. Write the capacity on the board as: Capacity of 1 bottle = 4 glasses. Instruct the students to work in groups. Distribute a big bowl, a jug, a glass and a cup to the groups. Ask them to first fill the bowl using the cup and then using the glass. Ask them to note down the capacity of the bowl in their notebooks.
Ask questions like: Which container is used more times to measure the capacity of the bowl—the glass or the cup? Repeat the activity to measure the capacity of the jug using the cup and the glass.
Extension Idea
Ask: 1 bottle can hold 4 glasses of water and 1 glass can hold 2 cups of water. How many cups of water can the bottle hold?
Say: 1 bottle = 4 glasses of water = 1 + 1 + 1 + 1 glasses and 1 glass = 2 cups of water. So, 1 bottle = 2 + 2 + 2 + 2 cups of water = 8 cups of water.
Learning Outcomes
Students will be able to measure and compare the capacity of 2 or more containers by using smaller containers.
Teaching Aids
Bucket of water; Empty bottles of 1 L capacity each; Glass; Cup; Big jug; Big bowl
Activity
Invite 4 students for the demonstration.
Demonstrate the comparison of the capacities of 2 containers by measuring their capacities using the same smaller container.
Instruct the students to work in groups. Distribute a glass, a bottle, a bowl, a jug and a cup to each group. Instruct the groups to fill the glass, the bottle, the bowl and the jug using the cup. Ask them to count the number of cups used to fill the 4 containers and note down the capacity in their notebooks.
Ask questions like: How many cups of water are used to fill the glass, the bottle, the bowl and the jug? Which container has the most capacity and which has the least?
Answers
1. Using Body Parts to Measure and Compare Length
Do It Together
Students will measure the lengths of the lines using their fingers.
a. Line A is the longest.
b. Line C is the shortest.
2. Heavy or Light
Do It Together
3. Comparing Weights Using a Simple Balance
Think and Tell
The casio is the heaviest.
4. How Much Does It Hold
Do It Together
a. Capacity of the bottle = 2 glasses.
b. Capacity of the bucket = 6 jugs.
5. Comparing Capacity
Do It Together
No, bigger objects are not always heavier than smaller objects. For example, a small rock or brick can be heavier than a big heap of cotton. Do It Together
Capacity of bottle = 8 glasses. Capacity of jug = 5 glasses. The bottle has more capacity.
Numbers up to 100 9
Learning Outcomes
Students will be able to: make tens for numbers up to 100. count forward and backwards to write numbers up to 100. write numbers from 50 to 100 as tens and ones. write the number names for numbers up to 100. compare numbers up to 100.
Alignment to NCF
C-8.3: Counts objects greater than 20 using number names till 99 and observe the pattern as groups of 10, up to 99
C-8.3: Counts forwards and backwards from a specific number (between 0 and 99)
Let’s Recall
Recap to check if students know how to read and write numbers and number names from 1 to 50. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
number name: a way to express numbers in their word form comparing: to find out if a number is smaller or bigger
Teaching Aids
Unit building blocks; Small bags; Number cards (1–100); Number grid 1–100; Sheet of paper; Number cards for 10 numbers; Number name cards for the same 10 numbers; 20 number cards with numbers between 21 and 100; Place value chart showing 10s and 1s
Chapter: Numbers up to 100
Making Tens up to 100
Learning Outcomes
Students will be able to make tens for numbers up to 100.
Teaching Aids
Unit building blocks
Activity
Ask students to form groups of 4.
Distribute the unit building blocks to each group of students.
Instruct the students to build towers of 10 to make 50 by stacking the building blocks on top of each other. They will then count the number of towers made as 1 ten, 2 tens, 3 tens, 4 tens and 5 tens to get the number 50. Finally, ask them to write the number of tens and the number in their notebooks.
Let them repeat the activity to make the number 80.
Make sure that each student in the group gets a chance to make 1 tower.
Extension Idea
Ask: What is 3 tens more than 6 tens?
Say: Three 10s more than six 10s is nine 10s which is equal to 90.
Writing Numbers
Learning
Outcomes
Students will be able to count forward and backwards to write numbers up to 100.
Teaching Aids
Small bags; Number cards (1–100); Number grid 1–100
Activity
Ask students to form groups of 5.
Distribute number cards (1–100) in a small bag and an empty number grid to each group. Each student of the group will pick number cards for a different set of numbers. For example, one student picks number cards for 1 to 20 and places them on the grid, another picks from 21 to 40 and so on. The group which places all the numbers first will be the winner.
Learning Outcomes
Students will be able to write numbers from 50 to 100 as tens and ones.
Teaching Aids
Unit building blocks
Activity
Ask the students to make groups of 4.
Distribute unit building blocks to each group of students.
Instruct the students to build towers of 10 using unit building blocks and some loose unit cubes to form the numbers 36 and 64.
They will count the number of towers made and number of loose blocks required to form the numbers. They will write the number of tens and ones required in their notebooks. Make sure that each student in the group gets an opportunity to build a number using the blocks.
Extension Idea
Ask: If you add 5 loose blocks to 6 towers of 10 and 5 loose blocks, what will be the number that is formed?
Say: Six towers of 10 and 5 loose blocks make 65. On adding 5 loose blocks, we get 10 loose blocks that can be put together to make a tower of 10. So, now we have 7 towers of 10 blocks and the number is 70.
Number Names
Learning Outcomes
Students will be able to write the number names for numbers up to 100.
Teaching Aids
Sheet of paper; Number cards for 10 numbers; Number name cards for the same 10 numbers
Activity
Ask the students to make groups of 5.
Distribute the teaching aids to the students. Instruct the students to match the numbers with their correct number names and paste them on the sheet of paper. The group that pastes all the numerals with their number names correctly and quickly will be the winner.
Teacher Tip: The students can also be given building blocks that they can use to form the numbers for each number name.
Learning Outcomes
Students will be able to compare numbers up to 100.
Teaching Aids
20 number cards with numbers between 21 and 100; Place value chart showing 10s and 1s
Activity
Ask the students to work in groups of 5.
Distribute 2 number cards and a place value chart to each group. Ask them to show the same numbers on the place value chart. Ask them to compare and identify the smaller number and the larger number.
Once the students understand comparison, turn the activity into a scavenger hunt.
Create a long number line in an open area. Hide number cards with numbers around the open area. Groups must find the cards and place them on the number line. Keep changing the roles within each team so that every student has a chance to run, pick a number and place it on the number line.
Play multiple rounds, adjusting the difficulty of the numbers as the students become more comfortable with the concept.
Extension Idea
Ask: Compare sixty-five and 6 tens 7 ones. Which is smaller?
Say: Sixty-five = 65 and 6 tens 7 ones = 67. Sixty-five has fewer ones than 67 so, 65 < 67. Thus, sixty-five is smaller than 6 tens 7 ones.
Answers
1. Making Tens up to 100 Do It
2. Writing Numbers
4. Number Names Do It Together
54: fifty-four
57: fifty-seven
85: eighty-five
98: ninety-eight
5. Smaller and Bigger Numbers Do It
3. Tens and Ones
6. Ordering Numbers
77 is the smallest number. 100 is the biggest number. Smallest to biggest: 77, 83, 92, 100
Addition and Subtraction up to 100 10
Learning Outcomes
Students will be able to: add a 2-digit number and a 1-digit number without regrouping. add two 2-digit numbers without regrouping. solve story problems on adding numbers up to 99. subtract a 1-digit number from a 2-digit number without regrouping. subtract 2-digit numbers without regrouping. solve story problems on subtracting numbers up to 99.
Alignment to NCF
C-8.6: Uses real-world situations and concrete objects to model and solve addition sums up to 18 using addition facts
C-8.6: Uses real-world situations and concrete objects to model and solve subtraction (e.g., taking away of chocolates in given set) problems up through 9 using subtraction facts
C-8.6: Develops relationship between addition and subtraction of numbers
C-8.6: Recognises the +/– symbols for addition/subtraction operations
C-8.13: Recognises situations in the real world as simple mathematical problems
C-8.13: Solves simple numerical problems using different strategies
Let’s Recall
Recap to check if students know how to add and subtract 1-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
1-digit numbers: numbers with only the unit place value, that is, from 0 to 9 2-digit numbers: numbers that have ones and tens place values, that is, from 10 to 99
Teaching Aids
Number strips with any ten 2-digit numbers from 10 to 99; Bundles of 10 ice cream sticks; Loose ice cream sticks; Imagine Mathematics book; Word problem cards
Chapter: Addition and Subtraction up to 100
Adding a 2-digit and a 1-digit Number
Learning
Outcomes
Students will be able to add a 2-digit number and a 1-digit number without regrouping.
Teaching Aids
Number strips with any ten 2-digit numbers from 10 to 99
Activity
Explain on the board how to add a 1-digit number to a 2-digit number by counting forward on a number line. Show an example, such as the one given here:
Divide the class into pairs. Distribute the number strips.
Instruct the pairs to add 41 and 6 using the number strip. They need to pick the number strip having the bigger number, that is, 41, and mark the number on the strip. Then count forward as many times as the smaller number, that is, 6. Ask them to write the answer in their notebooks by writing the numbers they added with a + sign in between followed by an = sign and the answer. Repeat the activity to add 2 more numbers.
Show and explain how to add 2-digit and 1-digit numbers using the column method as well.
Adding Two 2-digit Numbers
Learning
Outcomes
Students will be able to add two 2-digit numbers without regrouping.
Teaching Aids
Bundles of 10 ice cream sticks; Loose ice cream sticks
Activity
Divide the class into 3 groups. Distribute the bundles and loose ice cream sticks among the groups. Write 34 + 42 on the board. Instruct the groups to show both the numbers using the ice cream sticks. Ask questions like: How many bundles of tens and ones sticks are there in 34 and in 42?
Ask the groups to put all the bundles and sticks together and find the total number of bundles and sticks. Ask questions like: What is the total number of bundles and loose sticks when we put all the bundles and sticks together?
Ask students to now write the numbers one below the other and add the ones and then the tens. Repeat the process by giving students 2 more numbers to add using the ice cream sticks and the column method.
Learning Outcomes
Students will be able to solve story problems on adding numbers up to 99.
Teaching Aids
Imagine Mathematics book; Word problem cards
Activity
Priya has 25 toys and Sana has 13 toys. How many toys do they have in total?
What do we know?
What do we need to know?
Solve to find the answer.
Instruct students to open page 136 in their content book. Read aloud the problem sum about Jaya and Kabir to find the total number of vegetables they picked. Discuss the steps What do we know?, What do we need to know?, and Solve to find the answer. Invite responses from students. Write the solution on the board as the students respond. Instruct the students to work in groups. Distribute the word problem cards with the question: Priya has 25 toys and Sana has 13 toys. How many toys do they have in total? to the groups. Instruct them to read the problem, write What do we know?, What do we need to know?, and Solve to find the answer.
Extension Idea
Instruct: Create your own word problems where you need to add 34 and 65. Say: There can be many word problems where we need to add 34 and 65. One such problem can be: Rahul has 34 books and Nisha has 65 books. How many books do they have in total?
Learning Outcomes
Students will be able to subtract a 1-digit number from a 2-digit number without regrouping.
Teaching Aids
Number strips with any ten 2-digit numbers from 10 to 99
Activity
Explain on the board how to subtract a 1-digit number from a 2-digit number by counting backwards on a number line. Show 2–3 examples. Divide the class into pairs. Distribute the number strips. Instruct the pairs to point to the last number on the strip and count backwards to subtract 5. Ask them to write the answer in their notebooks by writing the numbers they subtracted with a − sign between them, followed by an = sign and the answer. Repeat the activity to subtract 2 more numbers. Show and explain how to subtract 2-digit and 1-digit numbers using the column method. Write 2–3 more questions on the board and ask the pairs to solve them in their notebooks. Give the answers at the end of the lesson.
– 5 = 45
Subtracting a 2-digit Number from a 2-digit Number
Learning Outcomes
Students will be able to subtract 2-digit numbers without regrouping.
Teaching Aids
Bundles of 10 ice cream sticks; Loose ice cream sticks
Activity
Divide the class into 3 groups. Distribute the bundles and loose ice cream sticks among the groups. Instruct the groups to show the numbers 55 and 21 using the ice cream sticks.
Ask questions like: How many bundles of tens and ones sticks are there in 55 and in 21? Which number is bigger?
Instruct the pairs to remove as many bundles and sticks that make the smaller number from the bundles and sticks of the bigger number, and then count the remaining bundles and sticks.
Next, ask students to write the bigger number above and the smaller number below, and subtract the ones first and then the tens. Repeat the process by giving the students 2 more numbers to subtract using the ice cream sticks and the column method.
Subtraction in Real Life
Learning Outcomes
Students will be able to solve story problems on subtracting numbers up to 99.
Teaching Aids
Imagine Mathematics book; Word problem cards
Activity
Instruct students to open page 141 in their content book. Read aloud the story of Aunty Mia to find the number of cookies left after she burnt 10 of them. Discuss the steps What do we know?, What do we need to know?, and Solve to find the answer. Invite responses from students. Write the subtraction and solution on the board as students respond.
Instruct the students to work in groups.
Nura has 25 colours. Renu has 15. How many more colours does Nura have than Renu?
What do we know?
What do we need to know?
Solve to find the answer.
Distribute the word problem cards with the question: Nura has 25 colours. Renu has 15. How many more colours does Nura have than Renu? Instruct them to read the problem, write What do we know?, What we need to know?, and Solve to find the answer.
Extension Idea
Instruct: Create your own word problem where you need to subtract 32 from 46.
Say: There can be many word problems where we need to subtract 32 from 46. One such problem can be: Tanya has 46 stickers. She gave 32 stickers to her sister. How many stickers does she have now?
1. Adding a 2-digit and a 1-digit Number
Do It Together
2. Adding Two 2-digit Numbers
Think and Tell
Yes, we can add 25, 42 and 32 by first adding the ones in the numbers and then the tens. So, 5 ones + 2 ones + 2 ones = 9 ones. 2 tens + 4 tens + 3 tens = 9 tens. So, 25 + 42 + 32 = 99.
4. Subtracting a 1-digit Number from a 2-digit Number
Do It Together
5. Subtracting a 2-digit Number from a 2-digit Number
Do It
6. Subtraction in Real Life
What do we know?
3. Addition in Real Life
Do It Together
Balls: 15
Stars: 14
They have used 29 balls and stars altogether.
Grouping and Sharing
Learning Outcomes
Students will be able to: find the total using repeated addition and by making equal groups. skip count on a number line to find the total. write a multiplication sentence using the symbols (×) and (=) for a given group of things. find the number of groups when the total number of things and number of things in each group are given. find the number of things in each group when the total number of things and number of groups are given.
Alignment to NCF
C-8.7: Solves small-number multiplication problems by grouping C-8.7: Recognizes the symbol for multiplication operation
Let’s Recall
Recap to check if students know how to add 1-digit numbers. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
grouping: a collection of things skip: jumping from one number or place to another multiplication: way of adding groups of the same number together
Teaching Aids
Straws; Paper cups; 3 number strips with the numbers 1 to 16; Cards with the texts, 4 groups of 3 and 5 groups of 6, written on them; 18 ice cream sticks
Chapter: Grouping and Sharing
Repeated Addition; Making Equal Groups
Learning Outcomes
Students will be able to find the total using repeated addition and by making equal groups.
Teaching Aids
Straws; Paper cups
Activity
Instruct the students to work in groups. Distribute the cups and the straws among the groups. Ask the groups to place 3 paper cups in front of them. Instruct them to put 1 straw in each cup. Explain that the cups show the groups and the number of straws shows the number of items in each group. So, here, they can see 3 groups of 1 straw. Write on the board: 3 groups of 1 is 3.
Explain how this can be written using repeated addition: 1 + 1 + 1 = 3 (since there 3 groups with 1 straw)
Ask questions like: How many total straws are there?
Ask them to show 3 groups of 2 straws next and then 4 groups of 3 straws. Discuss the total number of straws in each case. Write on the board: 3 groups of 2 is 6, 4 groups of 3 is 12. Ask the students to find the total using repeated addition.
Extension Idea
Ask: How many straws do you need to make 5 groups of 3?
Say: Each group has 3 straws. So, 5 groups will have 3 + 3 + 3 + 3 + 3 = 15 straws.
Skip Counting
Learning Outcomes
Students will be able to skip count on a number line to find the total.
Teaching Aids
3 number strips with the numbers 1 to 16
Activity
Create 3 number strips with the numbers 1 to 16. Shade the numbers 2 and 4 in the first strip, 3 and 6 in the second strip and 4 and 8 in the third strip.
Make groups of 3 students. Distribute the number strips among the groups asking each student in the group to take 1 strip.
Instruct the students to shade numbers to show 4 jumps of 2 in strip 1, 4 jumps of 3 in strip 2 and 4 jumps of 4 in strip 3.
Ask questions like: By what number did you skip each time? How many jumps did you make, starting from the first number? What is the number that you landed on?
Extension Idea
Ask: Do jumps on numbers 2, 4, 6, 9, 11 and 13 show 6 jumps of 2? Why?
Say: No, it does not show jumps of 2 because we jumped 3 steps when we jumped from 6 to 9.
Writing Multiplication Sentences
Learning Outcomes
Imagine Maths Page 149
Students will be able to write a multiplication sentence using the symbols (×) and (=) for a given group of things.
Teaching Aids
Straws; Paper cups; Cards with the texts, 4 groups of 3 and 5 groups of 6, written on them
Activity
Draw 5 groups of 3 flowers on the board and demonstrate how to write the multiplication sentence.
Distribute the straws, paper cups and cards with the texts, 4 groups of 3 and 5 groups of 6, written on them.
4 groups of 3 5 groups of 6
Instruct the students to keep the card in front of them and then place the paper cups and straws to show the groups of things. Then, they will count the total number of straws used for each and write on the cards.
Instruct the students to write the multiplication sentences in their notebooks.
How Many Groups?
Learning Outcomes
Imagine Maths Page 152
Students will be able to find the number of groups when the total number of things and number of things in each group are given.
Teaching Aids
18 ice cream sticks; Paper cups
Activity
Discuss how groups can be formed for the given total number of things. Divide the class into groups of 3. Distribute the paper cups and 18 ice cream sticks to each group. Ask each member of the group to take 1 paper cup. Ask the students to start keeping 1 ice cream stick in each paper cup. Ask the students to repeat until there are no more sticks left.
Ask questions such as: How many groups did you make? How many ice cream sticks did each cup have?
How Many in Each Group?
Learning Outcomes
Imagine Maths Page 153
Students will be able to find the number of things in each group when the total number of things and number of groups are given.
Teaching Aids
18 ice cream sticks; Paper cups
Activity
Discuss how a given number of things can be divided into different number of groups. For example, 4 pencils can be divided into 2 groups of 2 pencils each; 4 pencils can also be divided into 4 groups of 1 pencil each.
Divide the class into groups of 3 and choose a leader in the group. Distribute the paper cups and 18 ice cream sticks to each group.
Ask the leader of the group to draw 18 circles in his/her notebook. All the members will start keeping 1 ice cream stick in each of their paper cup. The leader will keep cutting the circles in his/her notebook, as the sticks are distributed. Repeat until there are no more sticks left.
Ask question such as: How many sticks are there in each group? How many sticks will be there in each group if there are 6 group and 18 sticks?
Answers
1.
Repeated Addition
Think and Tell
There will be 6 groups of 3 mangoes. 3 + 3 + 3 + 3+ 3 + 3
6 groups of 3 is 18 mangoes.
Do It Together
2. Making Equal Groups
Do It Together
There are 3 groups of books. There are 6 books in each group.
3 groups of 6
3. Skip Counting
Do It Together
5 jumps of 3.
The numbers are 3, 6, 9, 12 and 15.
Think and Tell
She will be on number 12 in her 4th jump.
4. Writing Multiplication Sentences
Do It Together
There are 3 groups of 2. 3 × 2 = 6
5. How Many Groups?
Do It Together
Total number of toffees = 10
Toffees in each group = 2
Number of groups = 5
10 grouped by 2s = 5
6. How Many in Each Group?
Do It Together
There are 2 erasers for each group.
Time and Money
Learning Outcomes
Students will be able to: list activities that take place in the morning, afternoon, evening and night, and find if an activity takes more time or less time.
read and show time on a clock (to the hour) and write it in 2 ways. write the days of the week and arrange them in an order. write the months of the year and arrange them in an order. identify the different notes and coins (up to ₹100).
count a set of notes or coins of the same value to find the total amount (up to ₹20).
Alignment to NCF
C-8.10: Distinguishes between events occurring in time using terms like earlier and later
C-8.10: Gets the qualitative feel of long & short duration, of school days v/s holidays
C-8.10: Narrates the sequence of events in a day
C-8.11: Adds up notes and coins to form amounts up to Rs 20
Let’s Recall
Recap to check if students know how to read and write numbers related to time or money. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
currency: money used in a country to buy things
coins: pieces of metal money
notes: paper money
rupee: currency of India
Teaching Aids
Paper clock; Glue stick; Activity cards with names of various activities like Brushing teeth, Reading a book; Clock with movable hands; Sketch pens; Paper clocks pre-marked with numbers and a minute hand; Calendar displaying days of the week; Days-of-the-week cards; Large calendar with space left for the months; Flash cards with names of months printed on them; Play money in the form of notes and coins; Large sheet of paper; Markers; Envelopes with coins or notes of the same denomination (up to ₹20)
Chapter: Time and Money
Parts of the Day
Learning Outcomes
Students will be able to list activities that take place in the morning, afternoon, evening and night, and find if an activity takes more time or less time.
Teaching Aids
Paper clock; Glue stick; Activity cards with names of various activities like Brushing teeth, Reading a book
Activity
Instruct the students to work in groups.
Distribute a paper clock, as shown, and activity cards representing various activities done throughout the day to each group.
Ask students to categorise these activities based on the time of the day viz. morning, afternoon, evening or night. Then, they should paste the activity cards in the respective sections of the paper clock provided to them.
Provide ample time for discussion and encourage the students to share their thoughts on the time taken for the various activities.
Extension Idea
Ask: Can you name 2 activities that are done both in the morning and at night?
Say: Brushing our teeth and reading a book are 2 activities that may be done both in the morning and at night.
Reading
Learning Outcomes
Students will be able to read and show time on a clock (to the hour) and write it in 2 ways.
Teaching Aids
Clock with movable hands; Sketch pens; Paper clocks pre-marked with numbers and a minute hand; Glue stick
Activity
Demonstrate the concept of time using a physical clock. Move the hands to different positions and encourage the students to actively participate by identifying and verbally stating the time displayed.
Distribute 2 paper clocks (diameter 5 cm) pre-marked with numbers and a minute hand, and sketch pens, to each student.
Instruct them to paste these paper clocks into their notebooks.
Ask the students to show 5 o’clock on the first paper clock by drawing the hour hand. Then ask them to draw the hour hand to show the time at which their school starts on the second paper clock. Ask them to write down the time below each clock in 2 different ways.
Learning Outcomes
Students will be able to write the days of the week and arrange them in an order.
Teaching Aids
Calendar displaying days of the week; Days-of-the-week cards
Activity
Start with using a calendar and interactive songs or chants to help students memorise the order of the days. Point to each day on the calendar, emphasising the order.
Instruct the students to work in groups.
Distribute the days-of-the-week cards to each group.
Instruct the groups to order the cards as the days occur in a week.
Once the groups have successfully arranged the days, ask questions such as, “What day comes after Sunday?” or “What day comes before Tuesday?” This prompts students to recognise the cyclical nature of the days of the week and understand that, after Sunday, the sequence repeats with Monday and so on.
Extension Idea
Ask: What day comes 4 days after Thursday?
Say: Monday comes 4 days after Thursday.
Months in a Year
Learning Outcomes
Students will be able to write the months of the year and arrange them in an order.
Teaching Aids
Large calendar with space left for the months; Flash cards with names of months printed on them; Glue stick
Activity
Start with discussing the months in a year.
Instruct the students to work in groups of 4.
Distribute a large calendar made on chart paper, with designated spaces for the months and separate flash cards with the names of each month written on them, to each group.
Instruct the students to arrange and stick the month cards in the correct order on the calendar.
After the activity, engage the class in a brief discussion to review and confirm the correct arrangement of the months.
Ask questions like: Which month comes after June?
Extension Idea
Ask: In which month does India celebrate its Independence Day?
Say: India celebrates its Independence Day in the month of August.
Learning Outcomes
Students will be able to identify the different notes and coins (up to ₹100).
Teaching Aids
Play money in the form of notes and coins; Large sheet of paper; Glue stick; Markers
Activity
Start the activity by introducing a discussion on currency and its various denominations. Show the students different notes and coins, emphasising the importance of each in daily transactions.
Instruct the students to work in groups.
Distribute a collection of notes and coins to each group, along with a large sheet of paper, glue stick and markers. Instruct the students to create a collage using the notes and coins. Ask them to arrange these creatively, pasting them on the paper to form an engaging visual representation.
After creating the collage, encourage the students to write the respective amounts below each note and coin.
Extension Idea
Ask: Which has more value: a ₹10 coin or ₹5 note?
Say: The ₹10 coin has more value since 10 > 5.
Counting Money
Learning Outcomes
Students will be able to count a set of notes or coins of the same value to find the total amount (up to ₹20).
Teaching Aids
Envelopes with coins or notes of the same denomination (up to ₹20)
Activity
Begin the activity by forming small groups of 3 or 4 students. Distribute envelopes with coins or notes of the same denomination to each group, ensuring uniformity in the currency type.
Ask the students to count the money they have. Then, in their notebooks, they will write the total amount.
Repeat the activity by making the groups exchange their envelopes.
Ask questions like: Are two 5-rupee notes more or less in value than one 10-rupees note?
Extension Idea
Ask: What would be the total value of money if someone has one ₹10 coin, two ₹5 notes and three ₹2 coins?
Say: ₹10 + ₹5 + ₹5 + ₹2 + ₹2 + ₹2 = ₹26
Answers
1. Times of the Day
Do It Together
1. What time of the day does each picture show–morning, evening, noon or night? Evening Morning noon Night
2. a. Bedtime/Sleep later Brush your teeth earlier b. Cook breakfast earlier Eat breakfast later
2. How Much Time?
Write 2 activities that will take:
a. less time than drinking a glass of water: blinking eyes, switching off fan
b. more time than drinking a glass of water: taking bath, watering plants
Students will be able to: sort things into different groups. count the number of things in a group and make a table to show the data. read a table and answer simple questions on it.
Alignment to NCF
C-8.4: Arranges the same set of objects in different sequences based on different properties of objects (e.g., by size/length/weight/colour)
C-8.8: Sorts, classifies and describes the objects on the basis of shapes, and other observable properties
Let’s Recall
Recap to check if students know how to classify things around them based on shape and colour. Ask students to solve the questions given in the Let’s Warm-up section.
Vocabulary
sorting: putting the same kinds of things together from a group of different things data: facts, figures or other pieces of information that can be used to learn about something table: a neat way to organise data in rows and columns
Teaching Aids
Triangle, square and circle cardboard cut-outs in 2 colours; Paper plates labelled Triangle, Circle and Square; Paper plates labelled Green and Yellow; Bags with pictures/cut-outs of cars, animals and vegetables; Table drawn by the students in the previous lesson
Chapter: Data Handling
Sorting Things
Learning
Outcomes
Students will be able to sort things into different groups.
Teaching Aids
Imagine Maths Page 175
Triangle, square and circle cardboard cut-outs in 2 colours; Paper plates labelled Triangle, Circle and Square; Paper plates labelled Green and Yellow Activity
Instruct the students to work in pairs.
Distribute the 3 paper plates labelled Triangle, Circle and Square and a set of shape cut-outs equally to each pair.
Instruct the students to sort the cut-outs into the plates based on the names of the shapes written on them (e.g., square cut-outs in the paper plate labelled ‘Square’).
Once sorted, guide them to take out the cut-outs and sort them into 2 plates based on their colours. Ask questions like: In what other ways can you sort these cut-outs?
Extension Idea
Ask: If I give you a star-shaped cutout, which paper plate will you put it in?
Say: The star-shaped cut-out cannot be put into any of the 3 paper plates. We would need a paper plate labelled �Star� instead.
Making a Table
Learning
Outcomes
Imagine Maths Page 177
Students will be able to count the number of things in a group and make a table to show the data.
Teaching Aids
Bags with pictures/cut-outs of cars, animals and vegetables Activity
Make a table, as shown, on the board and ask the students to copy it into their notebooks.
Instruct the students to form small groups. Distribute the bags with the pictures/cut-outs giving 1 bag to each group.
Instruct the students to count the number of pictures showing vegetables. Ask them to write the number below the vegetable column in their notebooks. Repeat the activity with the animal and car pictures.
Extension Idea
Instruct: Look around and count the number of windows and fans in the classroom.
Reading a Table Imagine Maths Page 179
Learning Outcomes
Students will be able to read a table and answer simple questions on it.
Teaching Aids
Table drawn by the students in the previous lesson
Activity
Instruct the students to get into small groups.
Ask them to take out the tables drawn in the previous lesson. Guide the students to look at the items and their counts in the table.
Have them read the table and answer these questions: How many vegetable pictures were there? Which item had the fewest pictures? Which had more pictures: cars or vegetables? Which item had the most pictures?
Instruct them to write the responses in their notebooks.
Ask questions like: How did you find your answers?
1. Sorting Things
Do It Together
2. Making a Table Do It Together
Shape
How many? 8 4 6
Answers
3. Reading a Table Do It Together a. 6 b. Bulbs c. Bells
Do It Yourself 1A
Answer may vary. Sample figure:
1. a. You are on the red square. Move down 2 steps. Move 1 step right. Move 1 step up. Where have you reached? Blue circle b. Answer may vary. Sample answer: You are on the green triangle. You will move 2 steps up and 2 steps left to reach the red square.
Do It Yourself 1B
3. Answer may vary. Sample answer:
Challenge
1. The number of blocks in Mohit’s tower = 3 blocks
The number of blocks in Tiya’s tower = 2 blocks Mohit’s tower is taller than Tiya’s because it is made up of more blocks.
Do It Yourself 1C
3. The boy is carrying the heavy object.
Chapter Checkup
4. Number of boxes carried by Misty = 1
Number of boxes carried by Daniel = 2 Daniel is carrying more weight than Misty as he carries more boxes.
Challenge
1. Lines are drawn where we place the things. a.
Behind In front of Inside Outside
3. a. The ball is under the sofa. False
b. Some toys are in the box. True
c. The books are on the shelf. True
d. The drum is on the sofa. False
4. a. Sumit is standing before Rashi.
b. Rhea is standing between Hira and Samir.
c. Samir is standing after Rhea.
7. Figures may vary. Sample figure: A plant shorter than the boy.
Challenge
1. A rocket is flying up in the sky, and a submarine is inside the water. The rocket is high . The submarine is low .
Real-Life Maths
1. Number of kites flying = 4
2. Ronit is the farthest from the father. Thus, option a is correct.
3. Jia is standing behind the father.
4. Answers may vary.
Sumit Rashi Hira Rhea Samir 5. 6.
Let’s Warm-up
b. 6 pencils 4 pencils 0 pencils
3. The number name of 10 is ten.
4. a. Draw 5 beads to make 10.
Do It Yourself 2A
1. a. Numbers of apples = 6
b. Number of umbrellas = 5
a.
b. Draw 2 beads to make 10.
c. Draw 6 beads to make 10.
Challenge
1. You need to remove 2 buttons from the group to have 10 buttons.
3. a. 6
b. 8 seven
c. 9 eight
d. 7 six
4. a. four: 4
Challenge
Do It Yourself 2C
1. a. 1 tens 4 ones
tens 5 ones
b. eight: 8
1. a. 8: E I G H T b. 3: T H R E E
Do It Yourself 2B 1. a. b. c. 2. a.
2. Number names:
a. 14 fourteen b. 11 eleven
c. 12 twelve d. 15 fifteen
3. a. 19 − 1 tens 9 ones 1 tens = 10 ice-creams
b. 17 − 1 tens 7 ones 1 tens = 10 cupcakes
4. Numbers for the given number names:
a. Twenty—20
c. Sixteen—16
b. Thirteen—13
d. Eighteen—18
Challenge
1. Draw 5 stars to make the total number 20.
Do It Yourself 2D
1. a. 12 13 14 15 16 17 18 19
b. 10 11 12 13 14 15 16 17
2. a. 1, 2, 3, 4, 5 b. 11, 12, 13, 14, 15
c. 19, 18, 17, 16, 15 d. 10, 9, 8, 7, 6
3. a. 18 19 20 b. 8 9 10 c. 11 12 13
4. The number of legs a cat has = 4
The number of legs a spider has = 8
The number of legs a crab has = 10
The crab has the most legs as it contains more legs.
Biggest to smallest
5. a. Biggest number among 17, 19, 16 is 19 since 19 comes after 16 and 17.
4. The number of empty bottles picked by Heena = 16
The number of empty bottles picked by Hira = 10
The number of empty bottles picked by Seeren = 13
The numbers from smallest to biggest are 10, 13, 16.
Smallest to biggest
5. The number of letters in the name KAVYA = 5
7 to 3: 7, 6, 5, 4, 3 c. 9 to 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The number of letters in the name VISHAKHA = 8
The number of letters in the name NANDINI = 7
The numbers from smallest to biggest are 5, 7, 8.
Smallest to biggest
2 3 4 5
8 9 10 11 12 13 14 15 16 17 18 19 20
The names from smallest to biggest are Kavya, Nandini, Vishakha.
Challenge
1. Answer may vary. Sample answer: The number of leaves from biggest to smallest:
5. a. 4
b. 7
6. a.
Number—12
Number name—Twelve b.
Number—15
Number name—Fifteen
7. The bigger number is shown in red colour, and the smaller number is shown in blue colour:
9. a. 15, 10, 16
The numbers from smallest to biggest 10, 15, 16
to biggest
The numbers biggest to smallest 16, 15, 10
to smallest
b. 11, 15, 13
The numbers from smallest to biggest 11, 13, 15 1 2 3 4 5 6
The numbers biggest to smallest 15, 13, 11
Biggest to smallest
Challenge
1. The biggest number among 9, 16, 10 and 6 is 16. The smallest number among 9, 16, 10 and 6 is 6.
Smallest to biggest
2. Number of tens = 1
Number of ones = 5 + 2 = 7 The number is 17.
Real-Life Maths
1. The highest number in the hopscotch is 20. Hence, option c is correct.
2. 20 is after 19.
3. The number 14 is between 13 and 15.
4. The numbers from biggest to smallest are 20, 19, 18, 17, 16, 15, 14, 13, 12, 11.
Biggest to smallest
5. Answer may vary. Sample answer: Yes, we should not push or fight with our friends while playing.
Chapter 3 Let’s Warm-up
5 pineapples
4 brushes
3 cats
5 crayons
Do It Yourself 3A
1. a. and is 6 b. and is 5
2. a. and is 6
Do It Yourself 3B
1. a. 3 + 2 = 2 + 3 True since in both the cases, we get 5 as the answer.
b. Addition facts of 1 are 1 + 0 and 0 + 1. True since in both the cases, we get 1 as the answer.
2. The number of apples Sia has = 3
The number of apples Sia’s mother gave to Sia = 2
Total number of apples Sia have = 3 + 2 = 5
Change the order.
5 + 0 5
3. a. and is 7 4 and 3 is 7 3 more 1 2 3 4 5 6 7 8 9 10
4. Answer may vary. Sample answer:
5 3 + 2 = 5
3 = 5
4.
and
So,
Challenge
1. Fill in 3 in blue because the pattern in blue is 1, then 2. This means that the number is increasing by 1 each time. Fill in 7 in pink because the pattern in pink is that 7 comes each time. It also shows the addition fact of 7. 6 + 1 = 7, 5 + 2 = 7, 4 + 3 = 7.
So, the total number of gulab jamuns = 10
Addition sentence = 7 + 2 = 9
b. 1 + 2 + 6
3. Number of crows fed by Rita in a day = 3
Number of sparrows fed by Rita in a day = 5
Total number of birds feed by Rita in a day = 3 + 5 = 8 birds
4. Number of chickens in the first coop = 5
Number of chickens in the second coop = 4
Total number of chickens Ramesh have = 5 + 4 = 9 chickens
1. To find the partner for roll number 2 using only addition, we can list the roll numbers that when added to 2, will give us 9. Starting with roll number 2, we can add numbers to see which one gives us 9: 2 + 1 = 3 (not a match)
So, the roll number that will be the partner of roll number 2 is 7. Chapter Checkup
(not a match)
2 + 3 = 5 (not a match)
3. a. 3 + 0 = 3 True b. 4 + 1 = 6 False because 4 + 1 = 5. c. 3 + 2 = 5 and 2 + 3 = 5 True d. 5 + 0 = 6 False because 5 + 0 = 5.
a. 3
4
5. The addition facts of 6 are coloured in blue.
6. a. 4 + 5 + 1 = 10
b. 7 + 1 + 2 = 10
c. 4 + 2 + 3 = 9
7. Answers may vary. Sample answer: Meena has 3 books in her bag. Seema has 1 book in her bag. How many books are there in all?
8. The number of Kanche won by Mili = 6
The number of Kanche won by Rohan = 3
Total number of Kanche they win together = 6 + 3 = 9 Kanche
Real-Life Maths
1. There are 5 kids in the bus. Hence, option a is correct.
2. There is 1 dog in the bus.
3. There are 2 girls and 3 boys in the bus.
4. Answer may vary. Sample answer: Yes, I go on picnics to nearby parks by car.
5. Answer may vary. Sample answer: We should not lean out of the window.
Chapter 4
Let’s Warm-up
9 They won 9 kanche in total.
9. The number of pens with Harshit = 5
The number of pens Megha gives to Harshit = 3
Total number of pens with Harshit = 5 + 3 = 8 5
8 Thus, Harshit has 8 pens with him.
Challenge
1. Two numbers together that add up to 9 are:
Challenge
1. Number of sweets Diya has = 6
Number of sweets Raghav has = 0
Diya is left with 2 less sweets.
2 less sweets = 6 − 2 = 4
So, number of sweets Diya is left with = 4
Number of sweets Diya shared = 6 − 4 = 2
So, Diya shares 2 sweets with Raghav.
Do It Yourself 4B
1. Total number of butterflies = 9
The number of butterflies cross out = 8
The number of butterflies left = 9 8 = 1 butterfly
2. The number of pears in the tree = 9
The number of pears that fell from the tree = 2
The number of pears left in the tree = 9 2 = 7
Picture may vary. Sample picture:
3. The number of cups with Trisha = 7
The number of cups given to Tina = 4
The number of cups left with Trisha = 7 4 = 3
Thus, Trisha is left with 3 cups.
4. The number of kites with Meera = 9
The number of kites given to Mita = 5
The number of kites left with Meera = 9 5 = 4
Thus, 4 kites are left with Meera.
5. Answers may vary. Sample answer: Ritu has 8 mangoes. She eats 1 mango. How many mangoes are left with Ritu?
Challenge
1. Number of legs an ant has = 6
The number of legs a spider has = 8
Since, 6 < 8
So, a spider has 2 more legs than an ant.
Thus, there are 7 pears left in the tree.
3. Answers may vary. Sample answer:
a. 7 1 = 6, 7 6 = 1, 7 0 = 7
b. 8 1 = 7, 8 2 = 6, 8 8 = 0
4. Number of saplings Diya has = 9
Number of saplings Diya planted = 8
Number of saplings she left with = 9 8 = 1 sapling
Challenge
1. Number of laddoos on Rohan’s plate = 5
Number of laddoos Rohan shared = 0
Number of laddoos left on the plate = 5 − 0 = 5
Picture may vary. Sample picture:
Do It Yourself 4C
1.
7. a.
6 5 = 6 1 3
7 4 = 3 b.
6 0 = 6
8. Number of kids playing hopscotch = 7
Number of kids that are out from the game = 2
Number of kids left in the game = 7 − 2 = 5 7 2 5
9. Number of green chillies Preeti has = 7
Number of green chillies used in vegetable = 3
Number of green chillies in dal = 1
Total number of green chillies used = 3 + 1 = 4
Number of green chillies left with Preeti = 7 4 = 3 green chillies
10. Number of plates Roy washed = 8
Number of plates Jia washed = 7
Since, 8 > 7
8 7 1
So, Roy washed 1 plate more than Jiya.
Challenge
1. 9 3 1 = 5
9 − 3 = 6
6 − 1 = 5
2. Number of biscuits Bhavya put on a plate = 9
Number of biscuits her sister eats = 3
So, the number of biscuits left on a plate = 9 − 3 = 6
Number of biscuits Rannu added on a plate = 4
Thus, the total number of biscuits on a plate = 6 + 4 = 10
Hence, there are finally 10 biscuits on a plate.
Real-Life Maths
1. There are 4 children in the park. Hence, option a is correct.
2. The number of birds in the park = 2
The number of birds that flew away = 2
The number of birds left in the park = 2 − 2 = 0
Hence, option a is correct.
3. a. There is dog in the park.
b There are children on the slide.
4. Answer may vary.
5. Pictures may vary.
Chapter 5
Let’s Warm-up
a. She uses 2 triangles and 1 rectangle to make a tree.
b. She uses triangle to make the roof.
c. Answers may vary. Sample answer: She has not used circle shape. 1 2
Do It Yourself 5B
4. The shapes that are made only with straight lines.
Challenge
Given word is FUNNY.
1. a. U is a curve. True
b. Y has a curved line. False since Y only has straight lines.
c. F has 1 standing line and 2 sleeping lines. True
d. N has 1 curved line and 2 straight lines. False since N only has straight lines.
Do It Yourself 5C
1.
3. 4. Colour the things that slide.
Challenge 1.
a. The fallen cone will roll.
b. Yes. The matchbox slides.
Do It Yourself 5D
1. Picture 1:
Picture 2:
Picture 2 is not a pattern.
Picture 1 is a pattern. The pattern repeats smiley, heart, smiley, heart, smiley, heart.
2. a. snap, clap, clap, snap, clap, clap, snap, clap.
b. tap, blink, tap, blink, tap, blink
4. a. The pattern is decreasing two shapes each time.
b. The pattern is increasing one dot each time on dice.
Challenge
1. Answers may vary. Sample answer:
Do It Yourself 5E
1. a. 4, 5, 4, 4, 4, 5
This is not a pattern.
b. 33, 32, 31, 30 This is a pattern as we subtract 1 each time.
2. a. Cuboid
Cylinder
Sphere
Cone
c. 3, 6, 9, 12, 15
This is a pattern as we add 3 each time.
2. a. The pattern repeats 3, 4 each time.
b. The pattern repeats 10, 9 each time.
c. The pattern is adding 2 each time.
3. a. The pattern repeats 4 5 6 each time.
4 5 6 4 5 6 4 5 6.
b. The pattern is adding 1 each time.
0 1 2 3 4 5 6
c. The pattern is adding 2 each time.
1 3 5 7 9 11 13 15
d. The pattern is adding 4 each time.
4 8 12 16 20 24
4. The pattern is adding 7 each time.
Challenge
1. Answers may vary. Sample answer:
a. 2, 3, 2, 3, 2, 3, 2, 3
Chapter Checkup
b. 2, 2, 3, 3, 2, 2, 3, 3
1. a. The circle is the odd shape because the remaining shapes are triangles.
b. The rectangle shape is the odd shape because remaining shapes are circle.
3. Colour the pictures with ONLY curved lines.
4. The pattern repeats heart and smiley each time.
The pattern repeats a square and triangle each time.
The pattern repeats blue shape and yellow shape each time.
6. The number 2 is made with both straight and curved lines.
7. Lines shows the dog to reach the boy.
2.
a. Number of squares = 2
b. Number of triangles = 5
c. Number of circles = 2
d. Number of rectangles = 1
We drew curved lines.
8. a. This pencil box can roll. False since the pencil is a cuboid-shaped object and a cuboid can only slide.
b. This speaker can slide. True since a cube and a cuboid can slide.
9. a. The pattern 2, 3, 4 each time. 2, 3, 4, 2, 3, 4, 2, 3, 4
b. The pattern is adding 5 each time. 5, 10, 15, 20, 25, 30
c. The pattern is subtracting 1 each time. 22, 21, 20, 19, 18, 17
d. The pattern adds 3 each time. 2, 5, 8, 11, 14, 17, 20
5.
Cuboid Cone Cylinder Cube
Challenge
1. The shape of a book is cuboid.
The cuboid solid shape is formed when Raj puts 4 such books one on top of the other.
Real-Life Maths
1. The solid shape of the juice bottle is a cylinder. Hence, option c is correct.
2. The 2-D shape made by the plate is a circle. Hence, option d is correct.
3. The shape of the party hat is similar to a triangle and it has 2 straight lines and one curved line. So, the number of straight lines in each hat = 2 Total number of party hats = 5 Thus, the number of straight lines in the party hats = 2 × 5 = 10
4. Answers may vary.
5. Figures may vary.
Chapter 6
Let’s Warm-up
5. Number of pages Misty read on Monday = 13
Number of pages Misty read on Tuesday = 7
Total pages Misty read = 13 + 7 = 20
Thus, Misty read 20 pages.
1. 6 + 5 = 11
4. Total number of seed paper = 18 seeds
Number of seed paper sold = 5 seeds Number of seed paper left = 18 − 5 = 13 seed paper
1. Dan jumped back from 16 on the number line to reach 8. Number of jumps Dana took = 16 – 8 = 8 Subtraction sentence is 16 − 8 = 8 jumps
1. Number of bulbs on the Christmas tree = 12 bulbs
Number of stars on the Christmas tree = 1 star
Total number of decorations = 12 + 1 = 13
Hence, option c is correct.
2. Number of gifts grandparents = 10
Number of gift parents = 10 + 4 = 14
Thus, she has 14 gifts in total. Hence, option d is correct.
3. Number of toys Milli found = 11 toys
Number of toys kept aside for friends = 3 toys
Number of toys left with Mili = 11 – 3 = 8
Hence, option d is correct.
4. Number of candies Milli got = 18 candies
Number of candies she gave away to children in need = 8 candies
Number of candies left = 18 − 8 = 10 candies
Chapter 7
Let’s Warm-up
1. 6
2. 8
3. 10
4. 16
5. 18
Do It Yourself 7A
1. a.
eighteen
sixteen
eight
six
ten
There are 10 straws in one bundle
There are 4 bundles.
So, 10 + 10 + 10 + 10 = 40 straws = 4 tens
There are 4 tens. b.
There are 10 straws in one bundle.
There are 2 bundles.
So, 10 + 10 = 20 straws = 2 tens
There are 2 tens.
c.
There are 10 straws in one bundle.
There are 5 bundles.
So, 10 + 10 + 10 + 10 + 10 = 50 straws = 5 tens
There are 5 tens. d.
There are 10 straws in one bundle.
There are 3 bundles.
So, 10 + 10 + 10 = 30 straws = 3 tens
There are 3 tens.
2. 1 box of crayons = 1 tens
3. There are 10 sweets in one box = 1 tens
There are 3 boxes.
So, 10 + 10 + 10 = 30 sweets = 3 tens
The boxes will make 3 tens.
There are 30 sweets.
4. a. 3 tens
There are 10 sticks in one bundle.
So, 10 + 10 + 10 = 30 sticks = 3 tens
So, colour 3 bundles.
b. 5 tens
There are 10 sticks in one bundle.
So, 10 + 10 + 10 + 10 + 10 = 50 sticks = 5 tens
So, colour 5 bundles.
Challenge
1. There are 10 sticks in one bundle.
There are 5 tens.
So, 10 + 10 + 10 + 10 + 10 = 50 sticks = 5 tens
The number of sticks Rima has = 30 sticks
So, the number of more sticks Rima needs to make 5 tens = 50 − 30 = 20 sticks
Do It Yourself 7B
1. a. 5, 6, 7, 8, 9, 10 b. 20, 19, 18, 17, 16, 15
c. 25, 26, 27, 28, 29, 30 d. 40, 39, 38, 37, 36, 35
2. a. 11 12 13 14 15 16 b. 31 32
Do It Yourself 7C
Challenge
1.
There are 4 baskets = 4 tens
There are 9 apples = 9 ones
There are 4 tens and 9 ones. 3.
There are 10 sticks in one bundle.
There are 2 bundles.
So, 10 + 10 = 20 sticks = 2 tens
There are 9 loose sticks.
So, there are 9 ones.
b. 4 tens 2 ones
Number = 42
There are 10 sticks in one bundle.
There are 4 bundles.
So, 10 + 10 + 10 + 10 = 40 sticks = 4 tens
There are 2 loose sticks.
So, there are 2 ones.
Challenge
1. The number of nose we have = 1
So, there are 1 tens.
The number of fingers we have in one hand = 5
So, there are 5 ones.
Thus, the number is 15.
Do It Yourself 7D
1. The correct name of the number 26. two-six twenty-five twenty-one twenty-six
2. a. 45: forty-five
b. 34: forty-three 34 is thirty-four
c. 21: one-two 21 is twenty-one
d. 39: thirty-nine
3. a. 23 thirty-five
b. 35 forty-six
c. 46 fifty
d. 50 twenty-three
4. Number of goats in a farm = 30
Number of goats put in each barn = 10
Number of barns needed = 30 ÷ 10 = 3 3 0 30 10 30
The number name of 3 is three.
Challenge
1. Answers may vary. Sample answer: 5 number names for 2-digit numbers that the given words twenty, forty, two, six and seven can make are: twenty, forty, twenty-two, forty-two and twenty-six.
Do It Yourself 7E
1. a.
2. Let us circle the bigger number.
a. 7 comes after 2. So, 7 is the biggest 7 2
b. 32 comes after 14. So, 32 is the biggest 32 14
c. 50 comes after 44. So, 50 is the biggest 44 50
d. 46 comes after 45. So, 46 is the biggest 45 46
3. a. 28 29 30 31 29 27
b. 44 45 46 43 47 45
4. The given numbers are 39, 40, 34, 30, 32. The numbers arranged from smallest to biggest: 30, 32, 34, 39, 40.
Challenge
1. Rima’s dad age = 35 years
Rima’s mom age = 37 years
Since, 35 < 37
So, Mom’s age is a bigger number.
Chapter Checkup
There are 10 sticks in one bundle. There are 3 bundles.
So, 10 + 10 + 10 = 30 straws = 3 tens b.
There are 10 straws in one bundle. There are 4 bundles.
So, 10 + 10 + 10 + 10 = 40 straws = 4 tens
There are 10 sweets in one box.
There is 1 box.
So, 10 = 10 sweets = 1 tens
There are 4 loose sweets.
So, there are 4 ones.
1 tens 4 ones b.
There are 10 sweets in one box.
There are 2 boxes.
So, 10 + 10 = 20 sweets = 2 tens
There are 7 loose sweets.
So, there are 7 ones.
2 tens 7 ones
5. a. 22: Twenty -two b. 27: Twenty- seven 6. a.
7. The given numbers: 26, 45, 33, 47, 34 The numbers are arranged from smallest to biggest: 26, 33, 34, 45, 47 8.
There are 10 candles in one box.
There are 4 boxes.
So, 10 + 10 + 10 + 10 = 40 candles = 4 tens
There are 9 loose candles.
So, there are 9 ones.
Thus, the number is 49. Hence, there are 49 candles in total.
Challenge
1. Rupa puts number cards in a line like this: 15 16 17 18 19 20
Amit puts them in a line like this: 45 44 43 42 41 40
a. Amit put the cards to show counting backwards.
b. The numbers that show forward counting are 15, 16, 17, 18, 19, 20.
The number card that will come after the last number card is 21.
2. There are 2 tens.
To make the number 25 we must draw 5 lines to show the ones.
Real-Life Maths
1. There is 1 dog.
Hence, option a is correct.
2. Number of cabbages = 8
So, 8 ones will be made by the cabbages. Hence, option c is correct.
3. The number of turnips = 12 = 10 + 2
Since, 1 tens = 10
So, 1 tens will be made by turnips.
4. The number of carrots = 12
There are 10 carrots in one bundle
The number of loose carrots left = 12 − 10 = 2 carrots
So, 2 loose carrots are left after making a bundle of 10.
5. Answer and picture will vary.
Chapter 8
Let’s Warm-up
Banana LeafMango Leaf Banana Leaf Mango Leaf The banana leaf is longer
Challenge
1. Answer may vary. Sample answer:
Circle the heavier thing.
3. a. A brick is heavier than a flower. T b. A pencil is lighter than a big rock. T c. An apple is heavier than an elephant. F
Ball A
B Ball B is heavier because the heavier side will go down.
Challenge
1. Answer may vary. Sample answer: One thing that is heavier than each of these things.
Do It Yourself 8C
1. a.
A watch weighs as much as 5 blocks.
2. The weight of the ball = 2 marbles
The weight of the cup = 6 marbles
An orange weighs as much as 4 blocks.
The cup is heavier than the ball since 6 > 2.
3. a.
The weight of the bus = 20 blocks b.
The weight of the fruit basket = 40 blocks c.
The weight of the pen stand = 10 blocks
Since, 40 > 20 > 10
So, the fruit basket is the heaviest.
4. The weight of the spoon = 4 blocks
The weight of the glass = 15 blocks
The weight of the cup = 12 blocks
The weights are arranged from the heaviest to the lightest: 15, 12, 4
The names of these three things from the heaviest to the lightest are: Glass, Cup, Spoon.
Challenge
1. Number of blocks in 1 brick = 5 blocks
Number of blocks in 4 bricks = 5 + 5 + 5 + 5 = 20 blocks
Do It Yourself 8D
1.
Capacity of the mug = 2 glasses
Capacity of the bucket = 8 glasses
3. a. A pot can hold 4 cups of tea. The capacity of the pot = 4 cups
b. A kettle can hold 8 cups of tea. The capacity of the kettle = 8 cups
4. Rao is helping to save water. He uses a bucket, which means he only uses a little bit of water. Raj uses a pipe, and water keeps coming out, so he uses more water.
Challenge
1. Number of cups of water a glass can hold = 2
Number of cups of water a jug can hold = 4
Number of cups of water a bucket can hold = 8
To fill the bucket completely from a glass:
First time: Fill the glass and pour it into the bucket, now the bucket has 2 cups.
Second time: Fill the glass again and pour it into the bucket, now the bucket has 2 + 2 = 4 cups
Third time: Fill the glass and pour it into the bucket, now the bucket has 2 + 2 + 2 = 6 cups
Fourth time: Fill the glass one more time and pour it into the bucket, now the bucket has 2 + 2 + 2 + 2 + 2 = 8 cups
So, you need to fill the glass 4 times to fill the bucket completely
Do It Yourself 8E
1. a. Answer may vary. Sample answer:
2.
A drum and bucket can hold more water than a cup.
Capacity of bucket = 5 glasses Capacity of jug = 3 glasses
Since, 5 > 3
So, a bucket has more capacity than a jug.
3. Capacity of Pot A = 6 cups
Capacity of Pot B = 4 cups
Capacity of Pot C = 8 cups
The capacities are arranged from the least to the most capacity: 4, 6, 8
Thus, the pots are arranged from the least to the most capacity as Pot B, Pot A and Pot C.
4. = =
Capacity of container = 4 cups Capacity of container = 2 glasses
Since 4 cups are required to fill the container, whereas 2 glasses are required to fill the container.
So, a has more capacity.
Challenge
1. We should use a jug to fill the bucket faster because it has more capacity than a cup.
Chapter Checkup
1. a.
b.
2. Answer may vary. Sample answer:
a. My pencil is 2 fingers long.
b. My lunch box is 3 handspans long.
3. a. About 3 handspans long. b. About 4 handspans long.
4. a.
5. a. A boy is heavier than an apple. (heavier/lighter)
b. A rat is lighter than a giraffe. (heavier/lighter)
6. Weight of the watermelon = Weight as 4 apples
Challenge
1. Sara’s table is 6 handspans long. Her father says the table is 5 handspans long.
Sara’s handspan is smaller than her father’s handspan. So, there is a difference in the lengths even though the length of the table is the same.
Real-Life Maths
Animal
Weight in Blocks 20 65 45
1. a. The weight of the mouse is 20 blocks.
b. The weight of the squirrel is 45 blocks.
2. a. The kitten is heavier than the squirrel. True Since, 65 > 45
b. The squirrel is heavier than the mouse. True Since, 45 > 20
c. The mouse is the heaviest animal among the three. False Since, 65 > 45 > 20 ⇒ Kitten > Squirrel > Mouse
3. Since, 20 < 45 < 65
So, the animal names from least to most weight are: Mouse Squirrel Kitten Hence, option d is correct.
Chapter 9
Let’s Warm-up
1. 9 twenty-five
2. 17 thirty-two
Since, 5 > 3
So, the tank has more
3. 25 forty-eight
4. 32 nine
5. 48 seventeen
Do It Yourself 9A
1.
1 box = 1 tens
Number of boxes = 5
Number of colours in each box = 10
Number of colours in 5 boxes = 5 tens = 50
These boxes will make 5 tens.
2. 1 bundle of sticks = 1 tens
a. Number of sticks in 1 bundle = 10
Number of bundles = 6
Number of sticks in 6 bundles = 6 tens = 60 6 tens = 60
b. Number of sticks in 1 bundle = 10
Number of bundles = 9
Number of sticks in 6 bundles = 9 tens = 90 9 tens = 90
3. 1 tray of eggs = 1 tens. 1 tens = 10
a. Number of eggs in 1 tray = 10
Number of trays = 3
Number of eggs in 3 trays = 3 tens = 30
b. Number of eggs in 1 tray = 10
Number of trays = 6
Number of eggs in 6 trays = 6 tens = 60
4. Number of sticks in 1 bundle = 10
Number of bundles = 10
Number of sticks in 10 bundles = 10 tens = 100
There are a total of 100 sticks.
Challenge
1. Total Sweet boxes = 8
Sana's father bought 2 more boxes.
So, the total boxes = 8 + 2 = 10 boxes
Number of sweets in each box = 10
Number of sweets in 10 boxes = 10 tens = 100
So, the total sweets = 100
Do It Yourself 9B 1.
3.
4. Join the numbers by counting forward from 61 to 80.
Challenge
1. Priya counts the mangoes as 82, 83, 84, 86, 87. 82 83 84 85 86 87
Counting forword
Priya missed the number 85.
Do It Yourself 9C
1. 1 tray of eggs = 1 tens = 10 eggs
Number of eggs in 1 tray = 10
Number of trays = 5
Number of eggs in 5 trays = 5 tens = 50
Number of loose eggs = 3 = 3 ones
Total number of eggs = 5 tens 3 ones = 50 + 3 = 53
a. There are 6 tens. False since there are 5 tens.
b. There are 3 ones. True
c. There are 35 eggs altogether. False since there are 53 eggs altogether.
d. There are 53 eggs altogether. True 2. 7 tens 6 ones
8 tens 5 ones
6 tens 2 ones
3. a. Number of pencils in 1 bundle = 10
Number of bundles = 6
Number of pencils in 6 bundles = 6 tens = 60
Number of loose pencils = 4 = 4 ones
Total number of pencils = 6 tens 4 ones = 60 + 4 = 64
6 tens 4 ones. 64 pencils
b. Number of pencils in 1 bundle = 10
Number of bundles = 8
Number of pencils in 8 bundles = 8 tens = 80
Number of loose pencils = 3 = 3 ones
Total number of pencils = 8 tens 3 ones = 80 + 3 = 83
8 tens 3 ones. 83 pencils
4. a. 65 = 6 tens 5 ones b. 91 = 9 tens 1 ones
Challenge 1.
Number of apples in 1 basket = 10
Number of baskets = 5
Number of apples in 5 baskets = 5 tens = 50
Number of loose apples = 4 = 4 ones
Total number of apples = 5 tens 4 ones = 54
a. Ranu has 54 apples in total.
b. There are 5 tens and 4 ones.
If Ranu has 1 less basket, then number of baskets = 4
Number of apples in 4 baskets = 4 tens = 40
Number of loose apples = 4 ones = 4
Total number of apples = 4 tens 4 ones = 44
Thus, Ranu has 44 apples in total.
Do It Yourself 9D
1. Name of the number 69 sixty-six sixty-five sixty-seven sixty-nine
2. a. 54: forty-five 54 is fifty-four
b. 68: sixty-eight
c. 99: nine-ninety 99 is ninety-nine
d. 100: hundred and zero
100 is hundred
3. a. 53 eighty-five
b. 63 seventy-four
c. 74 fifty-three
d. 85 sixty-three
4. a. seventy—70
b. eighty-one—81
c. fifty-nine—59
d. sixty-two—62
5. Answer may vary. Sample answer: 28
Challenge
1 Answers may vary. Sample answers:
We can write number names using words three, fifty, ninety, eighty, six and eight are:
The number of flowers that can be equally put in each vase = 6 ÷ 3 = 2 flowers
Thus, there will be 2 flowers in each vase.
Real-Life Maths
1. There are 1 merry-go-round.
2. The number of people who can sit in 1 hot air balloon = 3
The number of people who can sit in 4 hot air balloons = 3 + 3 + 3 + 3 = 4 × 3 = 12 0 1 2 3 3 3 3 3 10 4 5 6 7 11 8 12 9
3. Number of children = 4
Number of ice creams each child gets = 1
Total number of ice creams = 1 + 1 + 1 + 1 = 4 × 1 = 4
4. Answer may vary.
Chapter 12
Let’s Warm-up
The numbers on the coin are circled, and the numbers on the clock are ticked.
3 oʼ clock or 3:00
Do It Yourself 12A
1. a.
Wake up b. Ride a bicycle Go to school d. Go to sleep
Challenge
1. Rina is right because when the minute hand is on 12 and the hour hand is on 6, it is 6 o’ clock.
2. a. We brush our teeth early in the morning (morning/evening).
b. We usually take bath in the morning (morning/evening).
c. We come back from school in the afternoon (morning/afternoon).
d. We watch the moon and stars at night (night/noon).
3. a. Watching the sunset earlier Having dinner later
b. Watching the sunrise earlier Having breakfast later
4. Activities that usually take less time (shorter duration) than bathing are
a. Sharpening a pencil
c. Drinking a glass of juice.
Hence option a, c are correct.
5. Answers may vary. Sample answers:
a. Building a house.
b. Travelling from Chennai to Delhi by train.
c. A plant growing from a seed.
Challenge
1. Siya is looking at the stars. Since the stars come out at night, it is night time.
Do It Yourself 12B
1. Minute hand Hour hand
2. a. 2 o’ clock 12:00
b.
It Yourself 12C
2. If today is Monday, then yesterday is Sunday and tomorrow is Tuesday. So, Riya did not go to school yesterday, but will go to school tomorrow.
3. a. If Monday is Day 1, then Tuesday is Day 2, and Wednesday is Day 3.
b. If Sunday is Day 1, then Monday is Day 2, Tuesday is Day 3, Wednesday is Day 4, Thursday is Day 5, Friday is Day 6, and Saturday is Day 7.
4. a. The months that start with the letter A are April and August.
b. The months that start with the letter J are January, June, and July.
c. The months that start with the letter M are March and May.
5. a. January comes before February. True
b. March comes before April. True
c. September is two months before November. True
Challenge
1. Anu’s two months of summer break ended in the month of July, so her summer break started in May.
Do It Yourself 12D
A 100-rupee note pays more money than a 50-rupee note.
Challenge
1. Money paid by Rama for ice cream = ₹20
Money paid by Raju for ice cream = ₹10 Since, 20 is more than 10. Hence, Rama’s ice cream is more expensive.
Do It Yourself 12E
1.
2 a. Two coins of ₹5 are needed to pay for 10 rupees since ₹5 + ₹5 = ₹10.
b. Three coins of ₹5 are needed to pay for 15 rupees since ₹5 + ₹5 + ₹5 = ₹15.
c. Four coins of ₹5 are needed to pay for 20 rupees since ₹5 + ₹5 + ₹5 + ₹5 = ₹20.
3.
Challenge
1. Cost of ice cream = ₹50
Answers may vary. Sample answer: She can give 5 coins of ₹10 to buy the ice cream.
+ + + + = ₹50
Chapter Checkup
1. a. Clap hands once short Cleaning a cupboard long
b. Putting waste in a dustbin short Watering the plants long
c. Putting plates on the table short Cooking food long
2. Answers may vary. Sample answer:
a. Activity to do in the morning is to eat breakfast.
b. Activity to do in the afternoon is eat lunch.
c. Activity to do at night is eat dinner.
10 o’ clock or 10:00
2 o’ clock or 2:00
4. The days start with the given letter:
a. F: Friday b. M: Monday
c. S: Saturday and Sunday d. T: Tuesday and Thursday
5. The month start from the given letter:
6.
a. F: February b. S: September c. O: October
Challenge
1. Yes, Raha is correct. The minute hand does move faster than the hour hand on a clock because the hour hand completes one full rotation in 12 hours, while the minute hand completes one full rotation in just 60 minutes (1 hour). This means the minute hand moves 12 times faster than the hour hand.
2. Since Vibhu is up early to see the sunrise, it would be 5 o’ clock in the morning. So, 5 o’ clock is the correct answer. Hence, option a is correct.
Real-Life Maths
A cup of milk with 5 almonds Idli A glass of juice 1 roti, dal, green vegetables, curd Tea with biscuits Rice, dal, curd
1. a. Suveera has her lunch at 1:00
b. She eats dinner at 8:00
c. She drinks tea in the evening.
2. a. Milk Morning
b. Roti Afternoon
c. Biscuits Night
d. Rice Evening
3. Answer will vary.
Chapter 13
Let’s Warm-up
Do It Yourself 13A
Lines show the sorting of strawberries into the big and small cups:
We can sort the same colours.
4. a. Things we see during the day: The sun and the rainbows.
Things we see at night: The moon and the stars.
2.
3. Lines show the sorting of dirty and clean clothes:
Girls in the park Boys in the park
Kite Pinwheel Lamp Clock Cup Air balloon
Buttons
How many? 8 9 10
b. Answer may vary. Sample answer: Sort by the same number of holes.
Number of Holes 2 holes 4 holes
How many? 19 8
Do It Yourself 13C
1. Number of Cactus plants = 3
Number of Tulip plants = 10
Number of Sunflower plants = 5
a. Sunflower is more than Cactus.
b. Cactus is less than Tulip.
c. Total number of plants = 3 + 10 + 5 = 18
2. Number of Ladybug = 12
Number of Snail = 6
Number of Bee = 8
a. There are 6 snails. T
b. There are more bees than snails. T
c. The number of ladybugs is less than bess. F since 12 > 8
3. Number of yellow colour leaves = 10
Number of green colour leaves = 8
Number of brown colour leaves = 12
a. Brown leaves has the most number.
b. Green leaves has the least number.
c. is more than by 12 − 10 leaves = 2 leaves
4. Number of watermelons = 2
Number of oranges = 7
Number of pineapples = 2
Number of apples = 9
a. Apple has the most number.
b. Watermelon and pineapples have the same number.
c. Raman bought 7 oranges.
Challenge
1. Number of sad faces = 2
Number of happy faces = 4
Number of shy faces = 2 Chapter Checkup
6. Number of spoons = 16
Number of forks = 12
Number of cups = 7
Number of pans = 3
a. There are more pans than spoons. F There are 16 spoons and 3 pans so the number of pans are fewer.
b. There are fewer cups than pans. F There are 7 cups and 3 pans so the number of cups are more.
c. The number of forks and spoons is the same. F
There are 16 spoons and 12 forks so the number of spoons and forks are not the same.
7. Number of elephants = 4
Number of foxes = 5
Number of giraffes = 4
Number of turtles = 6
Number of lions = 3
a. There are 5 foxes in the zoo.
b. There are 6 turtles in the zoo.
c. 2 more than the number of giraffes = 4 + 2 = 6 = Number of turtles
There are 2 MORE turtles in the zoo than giraffes.
d. 2 less than the number of foxes = 5 − 2 = 3 = Number of lions
There are 2 LESS lions in the zoo than foxes.
8. Number of purple butterflies = 6
Number of bees = 5
Number of pink butterflies = 8
a. Ritu sees 5 bees.
b. There are 8 pink butterflies and 6 purple butterflies. Since 8 > 6, Ritu sees more of pink butterflies.
c. Total number of butterflies Ritu sees = 6 + 8 = 14 butterflies
Challenge
1. Number of pairs of orange socks = 4
Number of pairs of purple socks = 6
Since, 1 pair = 2 sock
a. Number of orange socks = 4 × 2 = 8
b. Number of purple socks = 6 × 2 = 12
Real-Life Maths
1. Things to Eat Things for Cleaning Bananas Sugar Rice Soap bar Shampoo Toothpaste Washing Powder 3 4
2. The things that Riya can eat raw are bananas and sugar. There are 2 things that Riya can eat raw. Hence, option d is correct.
3. The things that Riya can use while bathing are soap bar and shampoo.
There are 2 things that Riya can use while bathing. Hence, option a is correct
4. Answer may vary. Sample answer: Riya can use bananas and rice to feed hungry people around her home.
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.
