Imagine_Maths_TM_Grade1 by Uolo

Imagine Mathematics seamlessly bridges the gap between abstract mathematics and real-world relevance, offering engaging narratives, examples and illustrations that inspire young minds to explore the beauty and power of mathematical thinking. Aligned with the NEP 2020, this book is tailored to make mathematics anxiety-free, encouraging learners to envision mathematical concepts rather than memorize them. The ultimate objective is to cultivate in learners a lifelong appreciation for this vital discipline.

Imagine Mathematics

About the Book

MATHEMATICS Teacher Manual

Key Features • Let’s Recall: Helps to revisit students’ prior knowledge to facilitate learning the new chapter • Real Life Connect: Introduces a new concept by relating it to day-to-day life • Examples: Provides the complete solution in a step-by-step manner

• Do It Together: Guides learners to solve a problem by giving clues and hints • Think and Tell: Probing questions to stimulate Higher Order Thinking Skills (HOTS) • Error Alert: A simple tip off to help avoid misconceptions and common mistakes • Remember: Key points for easy recollection • Did You Know? Interesting facts related to the application of concept • Math Lab: Fun cross-curricular activities • QR Codes: Digital integration through the app to promote self-learning and practice

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

Singapore

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Gurugram

Bengaluru

hello@uolo.com

NEP 2020 based

NCF compliant

CBSE aligned

12/02/24 3:13 PM

Teacher Manual

MATHEMATICS Master Mathematical Thinking

Grade 1

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Fo re wo rd

Mathematics is not just another subject. It is an integral part of our lives. It shapes the very foundation of our understanding, personality and interaction with the world around us. However, due to the subject’s abstract nature, the stress of achieving high academic scores and complex teaching methods, most children develop a fear of mathematics from an early age. This fear not only hinders their mathematical thinking, logical reasoning and general problem solving abilities, but also negatively impacts their performance in other academic subjects. This creates a learning gap which widens over the years. The NEP 2020 has distinctly recognised the value of mathematical thinking among young learners and the significance of fostering love for this subject by making its learning engaging and entertaining. Approaching maths with patience and relatable real-world examples can help nurture an inspiring relationship with the subject. 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 learning exciting, relatable and meaningful for children. This is achieved by making a clear connection between mathematical concepts and examples from daily life. This opens avenues for children to connect with and explore maths in pleasant, relatable, creative and fun ways. This product, as recommended by the NEP 2020 and the recent NCF draft, gives paramount importance to the development of computational and mathematical thinking, logical reasoning, problem solving and mathematical communication, with the help of carefully curated content and learning activities. Imagine Mathematics strongly 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 latest NCF Draft and other international educational policies. In this approach, while learning any new mathematical concept, learners first receive sufficient modelling, and then are supported to solve problems in a guided manner before eventually taking complete control of the learning and application of the concept on their own. 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 exercises among other things. Interactive exercises on the digital platform make learning experiential and help in concrete visualisation of abstract mathematical concepts. In Imagine Mathematics, we are striving to make high quality maths learning available for all children across the country. The product maximises the opportunities for self-learning while minimising the need for paid external interventions, like after-school or private tutorial classes. The book adapts some of the most-acclaimed, learner-friendly pedagogical strategies. Each concept in every chapter is introduced with the help of real-life situations and integrated with children’s experiences, making learning flow seamlessly from abstract to concrete. Clear explanations and simple steps are provided to solve problems in each concept. Interesting facts, error alerts and enjoyable activities are smartly sprinkled throughout the content to break the monotony and make learning holistic. Most importantly, concepts are not presented in a disconnected fashion, but are interlinked and interwoven in a sophisticated manner across strands and grades to make learning scaffolded, comprehensive and meaningful. As we know, no single content book can resolve all learning challenges, and human intervention and support tools are required to ensure its success. Thus, Imagine Mathematics not only offers the content books, but also comes with teacher manuals that guide the pedagogical transactions that happen in the classroom; and a vast parallel digital world with lots of exciting materials for learning, practice and assessment. In a nutshell, Imagine Mathematics is a comprehensive and unique learning experience for children. On this note, we welcome you to the wonderful world of Imagine Mathematics. In the pages that follow, we will embark on a thrilling journey to discover wonderful secrets of mathematics—numbers, operations, geometry and measurements, data and probability, patterns and symmetry, algebra and so on and so forth. Wishing all the learners, teachers and parents lots of fun-filled learning as you embark upon this exciting journey with Uolo. ii

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Key El emen t s o f a L e sso n— A Q u i c k G lanc e 1

Pre-number Concepts Imagine Mathematics Headings

Clear and concise lessons that can be implemented through the

Pre-number Concepts

academic year with each perfectly aligned to the topics covered in the Imagine Mathematics learners’ content book. Imagine Mathematics Headings

Maps

Pre-number Concepts

Heavy and Light

2 5 6 CB Page

Imagine Mathematics Headings

Big and Small; Longof, and Short; Tall and Before–After–Between; Short; Thick and Thin Top–Bottom, On–Under, Behind–In Front Inside–Outside; Above–Below Heavy and Light

10 13

Near–Far

Learning Outcomes

10 13

Learning Outcomes

CB Page

Near–Far

Near–Far 5 of what students should know, understand, or do by the end

theBiglesson. and Small; Long and Short; Tall and Short; Thick and Thin

Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, Above–Below Maps

CB Page

Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, Clear, specific and measurable learning outcomes that show 2 Above–Below

Imagine Mathematics Headings CB Page Students will be able to: Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, find where things are using the words behind–in front of, inside–outside, before–after–between, 2 Above–Below top–bottom, on–under, above–below. Near–Far 5 find the position of things using words like near, far, nearer, farther, nearest or farthest. Maps 6 read simple maps and layouts using words like left–right or up–down. Big and Small; Short; Tall words and Short; Thick and Thin 10 compare the Long size ofand things using like big–small, long–short, tall–short, thick–thin.

Pre-number Concepts

Heavy and the Light compare weight of things using words like heavy or light.

Maps 6 Students will be able to: Big and Small; Long and Short; Tall and Short; Thick and Thin 10 find where things are using the words behind–in front of, inside–outside, before–after–between, Heavy and Light 13 top–bottom, on–under, above–below. find the position of things using words like near, far, nearer, farther, nearest or farthest. Learning Outcomes read simple maps and layouts using words like left–right or up–down. Students able to: using words like big–small, long–short, tall–short, thick–thin. comparewill thebe size of things find where things of arethings usingusing the words behind–in of, inside–outside, before–after–between,CB Page compare the weight words like heavy front or light. Imagine Mathematics Headings top–bottom, on–under, above–below. Behind–Into Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, Alignment NCF 2 find the position of things using words like near, far, nearer, farther, nearest or farthest. Above–Below C-8.4: the same set of objects different sequencesor based on different properties of objects readArranges simple maps and layouts using in words like left–right up–down. Near–Far 5 (e.g., by size/length/weight/colour) compare the size of things using words like big–small, long–short, tall–short, thick–thin. C-8.8: Maps Develops and uses vocabulary of spatial relationship (e.g., top, bottom, on, under, inside, outside, 6 compare the weight of things using words like heavy or light. above, below, near, far, before, after) Big and Small; Long and Short; Tall and Short; Thick and Thin 10 Alignment to NCF C-8.9: Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low Heavy and Light 13 Arranges the same set of objects in different sequences based on different properties of objects Let’sC-8.4: Recall Learning Outcomes (e.g., by size/length/weight/colour) Recap to check if students know how to identify big and small things. C-8.8: Develops and to: uses vocabulary of spatial relationship (e.g., top, bottom, on, under, inside, outside, Students willtobe able Ask students solve the questions given in the Let’s Warm-up section. above, below, near, far, before, after) find where things are using the words behind–in front of, inside–outside, before–after–between, Vocabulary C-8.9: Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low top–bottom, on–under, above–below.

Pre-number Concepts

Alignment to NCF Learning Outcomes

C-8.4: Arranges the same Students will be able to: set of objects in different sequences based on different properties of objects (e.g., size/length/weight/colour) findby where things are using the words behind–in front of, inside–outside, before–after–between,

C-8.8: Developson–under, and uses above–below. vocabulary of spatial relationship outside, top–bottom, Imagine Mathematics Headings(e.g., top, bottom, on, under, inside,CB Page above, below, near,of far, before, after) find the position things using words like near, far, nearer, farther, nearest or farthest. Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, 2 C-8.9: Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low read simple maps and layouts using words like left–right or up–down. Above–Below compare Let’s Recall the size of things using words like big–small, long–short, tall–short, thick–thin. Near–Far 5

Learning Outcomes as recommended by the NEP 2020 and the

Recap exercises to check the understanding of prerequisite

latest National Curricular Framework (NCF).

compare the weight starting of things using words like heavy or light. concepts aidentify topic. Maps Recap tobefore check if students know how to big and small things.

(e.g., by size/length/weight/colour)

Learning Outcomes position: the placeand of an object or thing relation to other objects C-8.8: Develops uses vocabulary ofin spatial relationship (e.g., top, bottom, on, under, inside, outside,

space: the area around above, below, near,to: far,us before, after) Students will be able map: a picture of a place printed on a flat surface C-8.9: Distinguishes between near, far, thin, thick,front longer/taller, shorter, high, low find where things are using the words behind–in of, inside–outside, before–after–between, top–bottom, on–under, above–below. Teaching Aids Let’s Recall

find the position of things using words like near, far, nearer, farther, nearest or farthest. Three boxes of different sizes; Multiple toys; Sentence cards likethings. The teddy bear is on the _____ of Box A. Box Recap to check if students know how to identify big and small read simple maps and layouts using words like left–right or up–down. B is ___________ Box and Box C; Objects given available in Let’s the classroom like chalk, pen, pencil, box, bag; 4 × 4 Ask students to Asolve the questions in the Warm-up section. compare the size of things using words like big–small, long–short, tall–short, thick–thin. square grid drawn on the floor; 4 × 4 square grid drawn on paper; Counters; Playdough of red, blue and compare the Picture weight of things usingofwords like- heavy or light. Vocabulary green colours; cards of pairs objects papaya–balloon, feather–toy car, a bottle of water–orange; Objects likethe feathers, balloons, toy bottle of water, orange and papaya position: an object orcars, thinga in relation to other objects Alignment to place NCF of

space: the area around us layouts using words like left–right or up–down. read simple maps and Recap to check students know identify big and small things. map: a picture of aif place printed onhow a flattosurface compare the size of things using words like big–small, long–short, tall–short, thick–thin. Ask students to solve the questions given in the Let’s Warm-up section. compare Teaching Aidsthe weight of things using words like heavy or light.

space: the area around us C-8.4: Arranges the same set of objects in different 1 sequences based on different properties of objects map: a picture of a place printed on a flat surface (e.g., by size/length/weight/colour)

C-8.8: Develops Teaching Aids and uses vocabulary of spatial relationship (e.g., top, bottom, on, under, inside, outside,

Vocabulary Three boxes ofto different Alignment NCF sizes; Multiple toys; Sentence cards like The teddy bear is on the _____ of Box A. Box

position: anC;object or available thing in relation to other objects B is ___________the Boxplace A andofBox Objects in the classroom like chalk, pen, pencil, box, bag; 4 × 4 C-8.4: Arranges the same set of objects in different sequences based on different properties of objects square grid on the floor; space: thedrawn area around us 4 × 4 square grid drawn on paper; Counters; Playdough of red, blue and (e.g., by size/length/weight/colour) green colours; Picture cards of pairs of objects papaya–balloon, feather–toy car, a bottle of water–orange; map: a picture of a place printed on a flat surface C-8.8: Develops uses vocabulary of spatial relationship (e.g.,papaya top, bottom, on, under, inside, outside, Objects like feathers,and balloons, toy cars, a bottle of water, orange and above,Aids below, near, far, before, after) Teaching

Vocabulary to help know the important terms that are introduced, defined or emphasized in the chapter.

1 C-8.9: Distinguishes between near, far,toys; thin,Sentence thick, longer/taller, shorter, Three boxes of different sizes; Multiple cards like The teddyhigh, bear low is on the _____ of Box A. Box B is ___________ Let’s Recall 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 Recap to check if students know how to identify big and small things. green colours; Picture cards of pairs of objects - papaya–balloon, feather–toy car, a bottle of water–orange; Ask students to solve the questions given in the Warm-up Objects like feathers, balloons, toy cars, a bottle ofLet’s water, orangesection. and papaya 2/12/2024 12:49:16 PM

Vocabulary

above, below, near, far, before, after) Three boxes of different sizes; Multiple toys; Sentence cards like The teddy bear is on the _____ of Box A. Box C-8.9: Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low B is ___________ Box A and Box C; Objects available in the classroom like chalk, pen, pencil, box, bag; 4 × 4 2/12/2024 12:49:16 PM square grid drawn on the floor; 4 × 4 square grid drawn on paper; Counters; Playdough of red, blue and Let’s Recall green colours; Picture cards of pairs of objects - papaya–balloon, feather–toy car, a bottle of water–orange; Recap to check if students know how to identify big and small things. Objects like feathers, balloons, toy cars, a bottle of water, orange and papaya Ask students to solve the questions given in the Let’s Warm-up section.

Aids and resources that the teachers may use to significantly

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improve the teaching and learning process for the students. Vocabulary space: the area around us

map: a picture of a place printed on a flat surface UM24TM0101.indd 1

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

map: a picture of a place printed on a flat surface

Teaching Aids

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organized lesson plan that outlines the

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activities and extension ideas that are to be used to facilitate learning.

Imagine Maths Page 13

Heavy and Light

Learning Outcomes

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Answers, provided at the end of each chapter,

Students will be able to compare the weight of things using words like heavy or light.

Teaching Aids Picture cards of pairs of objects like, papaya–balloon, feather–toy car, a bottle of water–orange; Objects like 2/12/2024 12:49:16 PM papaya, balloon, feather, toy car, a bottle of water, orange

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 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

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Teaching Aids

space: the area around us

A concise and

position: the place of an object or thing in relation to other objects

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Heavy and Light the same set of objects in different sequences based on different properties of objects 13 C-8.4: Arranges Vocabulary

position: theposition place of of anthings object using or thing in relation to other objectsfarther, nearest or farthest. find the words like near, far, nearer, Let’s Recall

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Alignment NCF Big Small;to Long andthe Short; Tall and Short; andWarm-up Thin Askand students to solve questions given in Thick the Let’s section.

for the questions given in Do It Together and Think and Tell

Balloon

sections of the Imagine

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.

Mathematics book.

Extension Idea

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Answers 1. Behind–In Front of, Inside–Outside

7. Long and Short

Do It Together

Do It Together inside The boy is _______ the rocket.

outside The boy is ________ the rocket.

2. Before–After–Between Do It Together

Long ____________

Short ____________

Longer ____________

Shorter ____________

Longest ____________

Shortest ____________

8. Tall and Short 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 Do It Together The vase is on the table. The shoes are under the table.

4. Near–Far

Tallest ___________

Do It Together

Tall ___________

Taller ___________

9. Thick and Thin

1. Prem is near the shop.

Do It Together

2. Shyam is nearer to the shop. 3. Ram is nearest to the shop.

5. Maps

Thick

Think and Tell

Thin

2 steps Do It Together Sam is on C. He goes 1 step left. He reaches A.

10. Heavy and Light

Sam is on X. He goes 1 step up. He reaches D.

Do It Together

6. Big and Small

Do It Together a.

Ask: If you have two 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. Chapter 1 • Pre-number Concepts

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QR Code: Access to digital solutions and other interactive resources. 4

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Pe ri od 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

Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, Above–Below Near–Far

1. Pre-number Concepts

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

The Number 10

Counting Up to 20 2. Numbers up to 20

Numbers 11 to 20 as Tens and Ones Number Names

Forward and Backward Counting Before, Between and After Comparing Numbers

Ordering Smallest to Biggest; Ordering Biggest to Smallest Revision Counting Forward to Add Adding Zero Order in Addition 3. Addition up to 10

Addition Facts of Numbers Vertical Addition; Adding Three Numbers Fun with Addition Revision

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Count Back to Subtract Subtracting Zero 4. Subtraction up to 10

Subtraction Facts of Numbers Vertical Subtraction Subtraction Fun Revision Shape and Size Straight Lines and Curved Lines Solid Shapes

5. Shapes and Patterns

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

Story Problems on Addition 10

Taking Away Counting Back to Subtract Vertical Subtraction Story Sums on Subtraction Revision Making Tens up to 50 Writing Numbers

7. Numbers up to 50

Tens and Ones Number Names Comparing Numbers Revision Measuring and Comparing Lengths Finding Weight

8. Measurement

Comparing Weights of More Than 2 Objects How Much Does It Hold Comparing Capacity Revision

Period Plan

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Making Tens Up to 100 Writing Numbers 9. Numbers up to 100

Tens and Ones Number Names Comparing Numbers Revision Adding a 2-digit and a 1-digit Number Adding Two 2-digit Numbers

10. A ddition and Subtraction up to 100

Addition in Real Life 9

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 Making Equal Groups

11. Introduction to Multiplication

Skip Counting Writing Multiplication Sentences Revision Parts of the Day Reading Time Days of the Week

12. Time and Money

Months in a Year Indian Coins and Notes Counting Money Revision Sorting Things

13. Data Handling

Making a Table Reading a Table Revision

Total Number of Periods

115

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C o nt e nt s

Pre-number Concepts ��1

Numbers up to 20 ��6

Addition up to 10 ��15

Subtraction up to 10 ��20

Shapes and Patterns ��25

Addition and Subtraction up to 20 ��30

Numbers up to 50 ��36

Measurement ��41

Numbers up to 100 ��45

10 Addition and Subtraction up to 100 ��50 11 Introduction to Multiplication ��55 12 Time and Money ��58 13 Data Handling ��63 Solutions ��66

Contents

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Pre-number Concepts Imagine Mathematics Headings

CB Page

Behind–In Front of, Inside–Outside; Before–After–Between; Top–Bottom, On–Under, Above–Below

Near–Far

Maps

Big and Small; Long and Short; Tall and Short; Thick and Thin

Heavy and Light

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. 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) C-8.9: Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low

Let’s Recall 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 1

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Chapter: Pre-number Concepts Behind–In Front of, Inside–Outside; Before–After–Between; Imagine Maths Page 2 Top–Bottom, On–Under, Above–Below 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.

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 students to form groups and take the sentence cards.

The teddy bear is on the _________ of Box A. Place three boxes of different sizes side by side. Place a toy/ object over box A, two toys/objects inside box B and one toy/ Box B is _________ Box A and Box C. object in front of box C. Instruct 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

Imagine Maths Page 5

Learning Outcomes

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, etc.

Activity

Instruct 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 two students might be standing far from each other and the toy is kept close to one of the students. 2

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Imagine Maths Page 6

Maps 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. Up B

Left

Down

Left

Right

Down

Instruct students to form groups of 4. Distribute the 4 × 4 square grid, drawn on paper, and 1 counter to each group. Instruct students to place their counters on M S and write the letter M in their notebooks. Ask them to move their counter in different L Right directions with each instruction. They will write the letter they land on, in their E notebooks. Give them instructions in a way that will lead them to the cells with letters M 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 one step right and one step down to reach ‘R’. Move 2 steps right to reach the letter ‘E’.

Big and Small; Long and Short; Tall and Short; Thick and Thin

Imagine Maths Page 10

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 playdough to each group. Instruct 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.

Chapter 1 • Pre-number Concepts

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Heavy and Light

Imagine Maths Page 13

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 like, papaya–balloon, feather–toy car, a bottle of water–orange; Objects like papaya, balloon, feather, toy car, a bottle of water, orange

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 two 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.

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Answers 1. Behind–In Front of, Inside–Outside

7. Long and Short

Do It Together

Do It Together inside The boy is _______ the rocket.

outside The boy is ________ the rocket.

2. Before–After–Between Do It Together

Long ____________

Short ____________

Longer ____________

Shorter ____________

Longest ____________

Shortest ____________

8. Tall and Short 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 Do It Together The vase is on the table. The shoes are under the table.

4. Near–Far

Tallest ___________

Do It Together

Tall Taller ___________ ___________

9. Thick and Thin

1. Prem is near the shop.

Do It Together

2. Shyam is nearer to the shop. 3. Ram is nearest to the shop.

5. Maps

Thick

Think and Tell

Thin

2 steps Do It Together Sam is on C. He goes 1 step left. He reaches A.

10. Heavy and Light

Sam is on X. He goes 1 step up. He reaches D.

Do It Together

6. Big and Small

Do It Together a.

Chapter 1 • Pre-number Concepts

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Numbers up to 20

Imagine Mathematics Headings

One-to-One Matching

Counting Things Up to 9 Number Names Zero

The Number 10 Counting Up to 20

CB Page

Imagine Mathematics Headings

Numbers 11 to 20 as Tens and Ones

Forward and Backward Counting

Number Names

Before, Between and After

Comparing Numbers

Ordering Smallest to Biggest; Ordering Biggest to Smallest

CB Page 27 28 30 32 34 36

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 their word form

Teaching Aids Pictures of dog houses and dogs; Glue sticks; Classroom supplies; Paper cards with simple drawings; Ice-cream sticks; Paper plates; Rubber bands; Number mats (11 to 20); Flags with numbers from 11 to 20 and corresponding flags with number names; Paper cups; Large number cards from 1 to 20; Number strips with numbers from 1 to 20; Question cards; Sheets with number line drawn from 1 to 20; Crayons; Pebbles, dried twigs, fallen leaves, flowers 6

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Chapter: Numbers up to 20 One-to-one Matching

Imagine Maths Page 20

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 Instruct the students to work in groups. Distribute pictures of dog houses, dogs and glue sticks to each group. Give one 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.

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

Imagine Maths Page 20

Learning Outcomes Students will be able to count up to 9 things and write the number.

Teaching Aids Classroom supplies such as pencils, books, markers, crayons

Activity 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 on 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 four 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.

Chapter 2 • Numbers up to 20

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Number Names

Imagine Maths Page 21

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 paper cards with simple drawings among the groups. Ask the students to count the objects and write its 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.

Zero

Imagine Maths Page 23

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 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,” 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 until the end, without placing sticks during “Zero” calls or making mistakes, wins.

Extension Idea Ask: Do you know who discovered the number zero? Say: The Indian mathematician “Aryabhatta” discovered zero, long ago.

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The Number 10

Imagine Maths Page 24

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 one 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 26

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 called out and place it on the corresponding number mat. Encourage students to say the number aloud as they identify and place the ice cream sticks. Continue calling out numbers, allowing 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 need if we added one more ice cream stick to the number 14? Say: We would need a total of 15 ice cream sticks.

Chapter 2 • Numbers up to 20

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Numbers 11 to 20 as Tens and Ones

Imagine Maths Page 27

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 10s and ones, for example, 1 set of 10 and 2 ones make 12. Help them if needed. Later, encourage 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 two sets of 10? Say: We would need 4 more crayons to make two sets of 10 crayons each.

Number Names

Imagine Maths Page 28

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.

Eleven

Distribute 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 one cup. Encourage them to match each number with its name and place the flags in different cups. Instruct students to write down the numbers and their corresponding number names in their notebooks.

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Forward and Backward Counting

Imagine Maths Page 30

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 two sets of number cards from 1 to 20 with a few numbers missing. Split the students into two 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

Imagine Maths Page 32

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 number; Ice cream sticks; Rubber bands

Activity Ask the students to form groups. Distribute number strips, question cards, ice cream sticks, and rubber bands to each group. Instruct 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 number mentioned on the question card. Encourage 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 are the number name of the number that comes before sixteen? Say: The number name of the number that comes before sixteen is fifteen.

Chapter 2 • Numbers up to 20

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Comparing Numbers

Imagine Maths Page 34

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 sheets with a number line drawn to each group. Call out two 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 to Biggest; Ordering Biggest to Smallest

Imagine Maths Page 36

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 children 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.

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Answers 1. One-to-one Matching

6. Counting Up to 20

Do It Together

Do It Together 1.

1 tractor is left. ___ 2.

2. Counting Things Up to 9 Do It Together

7. Numbers 11 to 20 as Tens and Ones

3. Number Names

Think and Tell 20 chocolates

Do It Together 4

Do It Together

7 seven ______________________

13 __________

nine ______________________

four

5 five ______________________

4. Zero Do It Together

8. Number Names Do It Together

0 Now there are _________ birds.

20 2. ____

twenty

4. 15

fifteen _________

5. 19

nineteen ___________

18 eighteen 3. ____

Do It Together

 Ten _______

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eleven _________

9. Forward and Backward Counting

5. The Number 10

Chapter 2 • Numbers up to 20

1. 11

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10. Before, Between and After

12. Ordering Smallest to Biggest

Do It Together

Before

Between

After

10 ___, 18 20 9, ___,

13. Ordering Biggest to Smallest

Do It Together 19, ___ 17 , ___ 11 , 10

11. Comparing Numbers Do It Together

16 _______________

12 _______________

8 _______________

6 _______________

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Addition up to 10 Imagine Mathematics Headings

CB Page

Counting Forward to Add

Adding Zero

Order in Addition

Addition Facts of Numbers

Vertical Addition; Adding Three Numbers

Fun with Addition

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 two or more numbers by writing them one below the other.

solve word problems on adding two or three 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 one every time

addition fact: showing two numbers with a (+) sign between them, followed by the (=) sign and the sum of the two 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 and with space to paste the straws; Sheets with a word problem written 15

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Chapter: Addition up to 10 Counting Forward to Add

Imagine Maths Page 44

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

Activity Instruct the students to work in pairs.

Distribute bags containing 10 ice cream sticks to each student. Ask one student from each pair to take out 3 ice cream sticks. Ask the second student to take out 4 ice cream sticks. Ask the pairs to keep their ice cream sticks together and then count again. Discuss how the ice cream sticks taken by the pairs are added and can be written as: 3 + 4 = 7.

Repeat the activity with other 1-digit numbers. Ask the students to first use 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 you take out 2 ice cream sticks from each bag, how many ice cream sticks will you have? Say: 2 + 2 = 4 and 4 + 2 = 6. So, we will have 6 ice cream sticks.

Adding Zero

Imagine Maths Page 48

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 one more time 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.

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Imagine Maths Page 49

Order in Addition 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 two 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, 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 the same?

Explain that in both the cases, the number of straws remains the same. So, we can add two 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.

Imagine Maths Page 50

Addition Facts of Numbers 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 paper cups, red straws and blue straws to each pair.

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. Ask the pairs to now 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 addition sentences of the number 4 and make the students write the addition sentence. Ask questions like: How many ways did you add two numbers to make 4? Repeat the activity for addition facts of 6.

Extension Idea Ask: How will you show the addition facts of 5 by drawing red and blue lines?

5+0=5

4+1=5

3+2=5

2+3=5

1+4=5

0+5=5

Say: To show 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.

Chapter 3 • Addition up to 10

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Imagine Maths Page 52

Vertical Addition; Adding Three Numbers Learning Outcomes Students will be able to add two or more numbers by writing them one below the other.

Teaching Aids 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. They will then paste the straw pieces next to each number. Ask them to add the two numbers and write the answer in the table. Finally, ask them to count the total number of straws and match the answers.

Red Straws

→

Blue Straws

→

Total Straws

→

T O 2

4 6

Ask questions like: Could you add two or more numbers if there were no straws?

Fun with Addition

Imagine Maths Page 54

Learning Outcomes Students will be able to solve word problems on adding two or three numbers (sum up to 10).

Teaching Aids 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 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.

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Answers 1. Adding One

5. Addition Facts of Numbers

Do It Together

Do It Together 5 + 0 = 5; 4 + 1 = 5; 3 + 2 = 5; 2 + 3 = 5;

4 ______

and

1 + 4 = 5; 0 + 5 = 5

4 puppies. is ______

3 puppies and 1 puppy

2. Adding More Than 1

6. Vertical Addition Do It Together 4 ___

Do It Together

+3 is 9

and

7 ___

7 mangoes and 2 mangoes are 9 mangoes.

There are 7 trees in all.

and 6 ______________

8 ______________

7. Adding three Numbers Do It Together

6+2=8 Addition Sentence _______________

2 ________ + 4 ________ + 3

3. Adding Zero Think and Tell 0+4=4

6 ________

9 ________

So, the total will be 4.

8. Fun with Addition

Do It Together 7 gifts. Bag with ___

Bag with 0 gifts.

Do It Together Number of girls = 5

and 7

Number of boys = + 3 There are 8 children in the park.

4. Order in Addition Do It Together

and

is ___ 7 sketch pens. ___ 4 + ___ 3 = ___ 7 sketch pens

and

7 sketch pens. is ___

4 = ______ 4 + 3 = ___ 7 sketch pens 3 + ___

Chapter 3 • Addition up to 10

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Subtraction up to 10 Imagine Mathematics Headings

CB Page

Count Back to Subtract

Subtracting Zero

Subtraction Facts of Numbers

Vertical Subtraction

Subtraction Fun

Learning Outcomes Students will be able to:

count back on a number strip to subtract numbers up to 10.

subtract 0 from a number up to 10 and find the number of things left. 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 two numbers

subtraction fact: showing two 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 cutouts; Blank sheet of paper; Straws; Vertical subtraction cards; Story sum cards; Crayons 20

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Chapter: Subtraction up to 10 Imagine Maths Page 59

Count Back to Subtract 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 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.

Instruct the students to work in pairs.

Distribute 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 Zero

Imagine Maths Page 64

Learning Outcomes Students will be able to subtract 0 from a number up to 10 and find the number of things left.

Teaching Aids Paper cups; Ice cream sticks

Activity Instruct the students to work in groups.

Distribute paper cups and ice cream sticks among the groups.

Ask the students to put 8 ice cream sticks inside the cup. Ask them to take out 5 ice cream sticks and write the result in the form of a subtraction sentence, as 8 – 5 = 3. Ask the students to put the ice cream sticks back and not take out anything. Ask them to write this as a subtraction sentence, as 8 – 0 = 0. Repeat the activity for 7 − 3, 5 − 5 and 3 – 3, and ask the students to note down the subtraction sentences in their notebooks.

Chapter 4 • Subtraction up to 10

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Subtraction Facts of Numbers

Imagine Maths Page 64

Learning Outcomes Students will be able to write all the subtraction facts for numbers up to 10.

Teaching Aids Circular cutouts; Blank sheet of paper

Activity Instruct the students to work in groups. Distribute circular cutouts and a blank sheet to each group. Instruct the groups to paste 4 circles on the sheet, and then cross out 4 circles to show 4 – 4, and then 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 seven out of seven bananas were eaten by a monkey. Say: The subtraction facts for both situations will be different. 7 – 0 = 7; 7 – 7 = 0.

Vertical Subtraction

Imagine Maths Page 66

Learning Outcomes Students will be able to subtract two numbers by writing them one below the other.

Teaching Aids Straws; Vertical subtraction cards

Activity Demonstrate vertical subtraction on the board. Show how to write the bigger number above and the smaller number below. 6 5 Instruct the students to work in pairs. – – 5 1 Distribute 9 straws and the vertical subtraction cards to each pair. 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. Ask them to now 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.

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Imagine Maths Page 67

Subtraction Fun 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 four birds on one branch and six birds on another branch of a tree. If three 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.

Chapter 4 • Subtraction up to 10

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Answers 1. Subtracting One

5. Subtraction Facts of Numbers

Do It Together

Think and Tell

–1

3–1=2 2+1=3 We will get 3.

3 children are playing now.

Do It Together

2. Subtracting the Number Before

6–0=6 ____________

Do It Together

6–1=5 ____________

1 pencil is left.

6–2=4 ____________

6–5=1 Show 6 – 5 on the number strip. 5

3. Subtracting a Number from Itself Do It Together

6. Vertical Subtraction Do It Together 5 –2 3 cars left. There are ______

There are 0 butterflies left in the garden.

7. Subtraction Fun

6–6=0

Do It Together

4. Subtracting Zero

8 Number of balloons with Priya = ______

Do It Together There are 7 birds left.

Number of balloons burst = 4 Number of balloons Priya had left:

7–0=7

8 –4

4 balloons left. Priya has ______

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Shapes and Patterns Imagine Mathematics Headings

CB Page

Shape and Size

Straight Lines and Curved Lines

Solid Shapes

Rolling and Sliding

Repeating Patterns

Number Patterns

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 cutouts; String; Sheets of paper; Pair of scissors; Collection of old magazines, newspapers and books; Daily use objects; Books; Ruler; Coin; Fallen leaves, twigs or flowers; Number charts 25

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Chapter: Shapes and Patterns Shape and Size

Imagine Maths Page 74

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 cutouts of squares, rectangles, triangles, and circles of different sizes

Activity Divide the class into groups.

Distribute coloured paper cutouts of squares, rectangles, triangles and circles of different sizes to each group.

Instruct the groups to sort the shapes the way they like. Allow 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 cutouts?

Extension Idea Ask: Which two 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

Imagine Maths Page 77

Learning Outcomes Students will be able to differentiate between straight lines and curved lines and find them in shapes and figures.

Teaching Aids String; Sheets of paper; Pair of 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 cutouts into two piles: one for straight lines and one for curved lines. Then, they can glue the straight-line cutouts on one side of their sheet of paper and the curved-line cutouts 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 three 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. 26

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Solid Shapes

Imagine Maths Page 80

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 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 are they 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 two cubes are kept side to side? Say: When two cubes are kept side to side, then a cuboid will be formed.

Rolling and Sliding

Imagine Maths Page 81

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 one 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.

Chapter 5 • Shapes and Patterns

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Imagine Maths Page 83

Repeating Patterns Learning Outcomes Students will be able to identify and extend repeating patterns.

Teaching Aids Square cutouts of different colours; Sheets of paper; Fallen leaves, twigs or flowers

Activity Divide the class into groups and invite one 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 cutouts 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. They will then 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.

Imagine Maths Page 86

Number Patterns Learning Outcomes

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. They will then 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.

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Answers 1. Different Shapes

6. Rolling and Sliding

Do It Together

Do It Together Object

Triangle

Square

Circle

Rectangle

Roll

2. Same Shapes

Do It Together

 

Slide

Do It Together

3. Straight Lines



 



7. Repeating Patterns Think and Tell Yes, day and night have a pattern. The pattern is day, night, day, night. Do It Together

4. Curved Lines Do It Together

8. Number Patterns Do It Together 1.

5. Sorting Solid Shapes Do It Together

Chapter 5 • Shapes and Patterns

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Addition and Subtraction up to 20 Imagine Mathematics Headings

CB Page

Counting Forward to Add

Making 10 to Add

Adding 1-Digit and 2-Digit Numbers

Story Problems on Addition

Taking Away

Counting Back to Subtract

100

Vertical Subtraction

101

Story Sums on Subtraction

102

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.

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 30

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Chapter: Addition and Subtraction up to 20 Counting Forward to Add

Imagine Maths Page 92

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 students to add two numbers, 6 and 7, using the number line. 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 that the number that they reach will be the answer. So, here 13 will be the answer. Guide students to use the concept of counting forward by saying the next number as they jump. Ask the students to add two 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 the same about 9 + 3 and 3 + 9? Explain. Say: Start from 9 on the number line and jump three 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

Imagine Maths Page 93

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 two 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. Chapter 6 • Addition and Subtraction up to 20

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Adding 1-Digit and 2-Digit Numbers

Imagine Maths Page 96

Learning Outcomes Students will be able to add two or more numbers by writing them one below the other.

Teaching Aids Bundles of 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 which 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 Problems on Addition

Imagine Maths Page 97

Learning Outcomes Students will be able to solve story problems on adding two numbers, for sums up to 20.

Teaching Aids Bundles of 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.

Tens

Ones

Extension Idea Ask: Can you think of a real-life situation and create a word problem for the addition of the numbers 13 and 6? Say: Many different word problems can be created to add the numbers 13 and 6. One 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.

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Taking Away

Imagine Maths Page 99

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 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. They will then count the ice cream sticks left. Ask them to write the subtraction sentence in their notebooks. Give them one 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

Imagine Maths Page 100

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 two 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 e.g., they will stand on 12, and take 5 steps back, one after the other, to reach 7. Guide 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?

Chapter 6 • Addition and Subtraction up to 20

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Vertical Subtraction

Imagine Maths Page 101

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 Bundles of and loose ice cream sticks

Activity Instruct the students to form groups of 4. Distribute two 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 two 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 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 102

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 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 (e.g., 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?

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Answers 1. Counting Forward to Add

5. Taking Away

Do It Together

9 Count ____ 6 numbers forward. Start from ____.

8 pens. 18 pens. Cross out ____

3 4 5

10 pens are left. ____

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

15 9 + 6 = ____. 15 There are ____ 15 erasers in total. We reach ____.

2. Making 10 to Add

6. Counting Back to Subtract Do It Together 6

4 3 2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Think and Tell Yes, we can add numbers by using only our fingers. Do It Together

8 So, there are ____ 8 keys left. 14 – 6 = ____.

5 leaves 9 leaves + ____ Add ____ 4 = ____ 14 leaves 10 + ____

10 leaves 14 fallen leaves in total. There are ____

8 We reach the number ____.

4 leaves

7. Vertical Subtraction Do It Together

3. Adding 2-Digit and 1-Digit Numbers Do It Together

Tens

Ones

17 So, 15 + 2 = _______.

–

Tens

Ones

13 So, 18 – 5 = ____

8. Story Sums on Subtraction Do It Together

4. Story Problems on Addition Do It Together

Tens

–

Tens

Ones

12 19 – 7 = ____ 12 oranges left. So, Shelley has ____

11 + 5 = 16 16 workers at the supermarket. So, there are _______

Chapter 6 • Addition and Subtraction up to 20

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Numbers up to 50 Imagine Mathematics Headings

CB Page

Making Tens up to 50

108

Writing Numbers

110

Tens and Ones

112

Number Names

115

Comparing Numbers

116

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 one every time

counting backwards: counting by subtracting one 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 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 36

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Chapter: Numbers up to 50 Making Tens up to 50

Imagine Maths Page 108

Learning Outcomes 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 students into groups. Distribute the ice cream sticks and the rubber bands. Instruct 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 one bundle of 10. Ask them to make one more bundle of 10 and place both bundles together. Ask questions like: How many bundles of 10 do you have? Instruct students to write the number of 10s used for making 20. Instruct students to make 40 using the ice cream sticks and write the number of 10s 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

Imagine Maths Page 110

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

22 23 24

7 21 9 25 26 12 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 13 20 15 16 27 18 on the board. 11 50 28 24 Instruct students to form pairs. 2 48 29 30 Distribute the printed copies of the maze to the pairs. 36 35 34 33 32 31 Instruct the pairs to help the bee start from 20 and the cat start from 40 to reach each 37 40 47 48 other at the number 30. One student in each pair will count forward from 20 to reach 38 39 24 35 30 and the other student will count backwards from 40 to reach 30. Ask questions like: What are the two numbers forward from 20? What are the two 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. Chapter 7 • Numbers up to 50

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Tens and Ones

Imagine Maths Page 112

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.

____ 5 tens

____ 6 ones 56

Divide students into groups. Distribute 2 sets of ice cream sticks and rubber bands to each group. Instruct students to use the ice cream sticks to make 47 and 25 by first making bundles of 10. They will then 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 115

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 students to open page 115 in their Imagine Mathematics books. Read aloud the number names from the books. Ask 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 numbers names to each group. Instruct students to match the numbers with their number names and place them next to each other. The group that matches correctly first, wins. The students will then write the correct numbers and number names in their notebooks.

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Comparing Numbers

Imagine Maths Page 116

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 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.

Chapter 7 • Numbers up to 50

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Answers 1. Making Tens up to 50

4. Number Names

Do It Together

Think and Tell

51 is fifty-one.

5 tens = _______

Do It Together

50 sticks = _______ 2.

3 tens = _______

24: twenty-four

37: thirty-seven

49: forty-nine

25: twenty-five

5. Comparing Numbers

30 sticks = _______

Do It Together

2. Writing Numbers Do It Together 1.

9 10

6 7

7 8

9 11 10

12 11

2. 5

6 22 13

12 13

28 29

29 30

24 23

23 22 21

27 28 24 25

27 26

31 32 33

34 35 36

37 38 39

3. Tens and Ones Do It Together 1.

1 one ____

3 tens 31 2.

5 ones ____

4 tens ____ 45

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Measurement Imagine Mathematics Headings

CB Page

Measuring and Comparing Lengths

123

Finding Weight

128

Comparing Weights of More Than 2 Objects

131

How Much Does It Hold

134

Comparing Capacity

136

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 place 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 bowl; Big jug 41

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Chapter: Measurement Measuring and Comparing Lengths

Imagine Maths Page 123

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. Ask the students to now 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?

Finding Weight

Imagine Maths Page 128

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 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. 42

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Comparing Weights of More Than 2 Objects

Imagine Maths Page 131

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 two objects such as a book and a lunch box by placing them on two sides of the balance. Explain the comparison: The pan with the book is lower. It shows that the book is heavier than the lunch box. Divide students into groups. Distribute simple balances. Instruct a 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

Imagine Maths Page 134

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 bowl; Big jug

Activity

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.

Chapter 8 • Measurement

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Imagine Maths Page 136

Comparing Capacity 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 capacities of two 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 Length

Do It Together

Casio

Glass

Toy engine

Students will measure the lengths of the lines using their fingers. 1. Line A is the longest.

2. Line C is the shortest.

2. Finding Weights Do It Together Weight of the ball = 2 marbles.

Weight of the cup = 6 marbles.

The cup is heavier than the ball.

3. C omparing Weights of More Than 2 Objects Think and Tell No, bigger objects are not always heavier than the smaller objects. For example, a small rock or brick can be heavier than a big heap of cotton.

20 blocks

5 blocks

10 blocks

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 Capacity of bottle = 8 glasses. Capacity of jug = 5 glasses.

The bottle has more capacity.

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Numbers up to 100 Imagine Mathematics Headings

CB Page

Making Tens Up to 100

142

Writing Numbers

145

Tens and Ones

148

Number Names

151

Comparing Numbers

152

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 to 100; Place value chart showing 10s and 1s

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Chapter: Numbers up to 100 Making Tens up to 100

Imagine Maths Page 142

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: 3 tens more than 6 tens is 9 tens which is equal to 90.

Writing Numbers

Imagine Maths Page 145

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

Number Chart 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.

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Imagine Maths Page 148

Tens and Ones 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 gets formed? Say: 6 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.

Imagine Maths Page 151

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.

Chapter 9 • Numbers up to 100

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ten

fourteen

fifty-two

thirty-six

nine

forty-five

seventy-seven

eighty-seven

sixty-three

twenty-two

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Comparing Numbers

Imagine Maths Page 152

Learning Outcomes Students will be able to compare numbers up to 100.

Teaching Aids 20 number cards with numbers between 21 to 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. Rotate 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. 65 has fewer ones than 67 so, 65 < 67. Thus, sixty-five is smaller than 6 tens 7 ones.

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Answers 1. Making Tens up to 100

4. Number Names

Do It Together

Bundles

How many tens?

How many sticks?

54: fifty-four

57: fifty-seven

2. Writing Numbers

5. Number 5261Names 5663

64 5865

5967 6759 78

66 69

62 63

92 7461

9274

77 6558

94 7563

96 7765

9475

75 6356

7867 99

100

9677

9978

100

82 83

6152 74

52 98: ninety-eight

Do It Together

85: eighty-five

3. Tens and Ones Do It Together

9 tens

4 ones 94

Chapter 9 • Numbers up to 100

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Addition and 10 Subtraction up to 100 Imagine Mathematics Headings

CB Page

Adding a 2-digit and a 1-digit Number

160

Adding Two 2-digit Numbers

162

Addition in Real Life

163

Subtracting a 1-digit Number from a 2-digit Number

166

Subtracting a 2-digit Number from a 2-digit Number

168

Subtraction in Real Life

169

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 50

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Chapter: Addition and Subtraction up to 100 Imagine Maths Page 160

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:

34 + 4 = 38

31 32 33 34 35 36 37 38 39 40

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

Imagine Maths Page 162

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?

3 7

4 6

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.

Chapter 10 • Addition and Subtraction up to 100

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Imagine Maths Page 163

Addition in Real Life 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 Instruct students to open page 163 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.

Priya has 25 toys and Sana has 13 toys. How many toys do they have in total?

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.

Solve to find the answer.

Instruct the students to work in groups.

What do we know? What do we need to know?

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 12 and 17. One such problem can be: Rahul has 34 books and Nisha has 65 books. How many books do they have in total?

Subtracting a 1-digit Number from a 2-digit Number

Imagine Maths Page 166

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:

4 3 2 1 Divide the class into pairs. Distribute the number strips. 36 – 4 = 32 Instruct the pairs to point to the last number on the strip and 31 32 33 34 35 36 37 38 39 40 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. 52

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Subtracting a 2-digit Number from a 2-digit Number

Imagine Maths Page 168

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.

Imagine Maths Page 169

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 169 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 colours less than Nura does Renu have? 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 colours less than Nura does Renu have? 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?

Chapter 10 • Addition and Subtraction up to 100

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Answers 1. Adding a 2-digit and a 1-digit Number

4. Subtracting a 1-digit Number from a 2-digit Number

Do It Together T

7 7

Do It Together

T O

3 9

–

6 2

6. Subtraction in Real Life

What do we know?

Do It Together

79 Total flowers on the tree: _______ 10 Flower it gives away: _______

3. Addition in Real Life

69 flowers left. The tree has _______

Do It Together

What do we need to know?

What do we Know? T

Bead strings: 3 Stars and bead strings in total: They have used 17 stars and bead strings altogether.

–

7 6

9 9

69 Number of flowers left: _______

Stars: 14 What do we need to know?

6 3

6 9

–

Do It Together

5. Subtracting a 2-digit Number from a 2-digit Number

Think and Tell T

61 62 63 64 65 66 67 68 69 70 69 – 6 = 63

2. Adding Two 2-digit Numbers

1 1

O 4 3 7

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Introduction 11 to Multiplication Imagine Mathematics Headings

CB Page

Making Equal Groups

175

Skip Counting

178

Writing Multiplication Sentences

180

Learning Outcomes Students will be able to:

make equal groups and find the total.

skip count on a number line to find the total.

write a multiplication sentence using the symbols (×) and (=) for a given group of things.

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 numbers 1 to 16; Cards with the texts 4 groups of 3 and 5 groups of 6 written on them

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Chapter: Introduction to Multiplication Imagine Maths Page 175

Making Equal Groups Learning Outcomes

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

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.

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.

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

Imagine Maths Page 178

Learning Outcomes

Students will be able to skip count on a number line to find the total.

Teaching Aids

3 number strips with numbers 1 to 16

Activity

Create 3 number strips with 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 one 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.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

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, this does not show jumps of 2 because we jumped 3 steps when we jumped from 6 to 9.

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Imagine Maths Page 180

Writing Multiplication Sentences Learning Outcomes

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

Teaching Aids 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 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 students to keep the card in front of them and then place the paper cups and straws to show the groups of things. They will then count the total number of straws used for each and write on the cards. Instruct students to write the multiplication sentences in their notebooks.

Answers 1. Making Equal Groups

3. Writing Multiplication Sentences

Think and Tell

Do It Together

There will be 6 groups of 3 mangoes.

There are 3 groups of 2.

6 groups of 3 is 18 mangoes.

3×2=6

Do It Together

There are 3 groups of books. There are 6 books in each group. 3 groups of 6.

2. Skip Grouping Think and Tell The 4th jump will be on the number 6. Do It Together 1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5 jumps of 3. The numbers are 3, 6, 9, 12 and 15.

Chapter 11 • Introduction to Multiplication

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12 Time and Money Parts of the Day

Imagine Mathematics Headings

Reading Time

CB Page 187 191

Days of the Week

193

Months in a Year

195

Indian Coins and Notes

197

Counting Money

199

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 two 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; Activity cards with names of various activities like Brushing the 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; Glue stick; 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) 58

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Chapter: Time and Money Parts of the Day

Imagine Maths Page 187

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 the 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 categorize these activities based on the time of the day viz. morning, afternoon, evening or night. They should then paste the activity cards in the respective sections of the paper clock provided to them. Provide ample time for discussion and encourage students to share their thoughts on the time taken by various activities.

2 3

9 4

8 7

Extension Idea Ask: Can you name two activities that are done both in the morning and at night? Say: Brushing our teeth and reading a book are 2 activities that are done both in the morning and at night.

Reading Time

Imagine Maths Page 191

Learning Outcomes Students will be able to read and show time on a clock (to the hour) and write it in two 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 students to actively participate by identifying and verbally stating the time displayed. Distribute two 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 two different ways.

Chapter 12 • Time and Money

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Days of the Week

Imagine Maths Page 193

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 memorize the order of the days. Point to each day on the calendar, emphasizing the order. Instruct the students to work in groups.

Distribute 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 four days after Thursday? Say: Monday comes four days after Thursday.

Months in a Year

Imagine Maths Page 195

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.

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Indian Coins and Notes

Imagine Maths Page 197

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, emphasizing 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

Imagine Maths Page 199

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 five rupee notes more or less in value than one 10 rupee 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

Chapter 12 • Time and Money

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Answers 1. Times of the Day

4. Days of the Week

Do It Together

1. What time of the day does each picture show– morning, evening, noon or night?

1. Sunday

Monday

2. Tuesday

Tuesday

Wednesday

3. Friday

Thursday

Saturday

Sunday

5. Months in a Year Think and Tell Morning ________________

Afternoon ________________

Evening ________________

Night ________________

2. Write 1 activity each that you do:

Individual answers. Do It Together

in the morning. Brushing teeth in the afternoon. Have lunch

1. January

February

March

3. August

September

October

2. March

in the evening. Playing in the ground at night. Reading a Story book

April

6. Indian Coins and Notes

2. How Much Time?

Do It Together

Write 2 activities that will take: 1. less time than drinking a glass of water: Closing the door, Switching off fan

2. more time than drinking of glass of water: Taking Bath, Watering Plants

3. Reading Time

Think and Tell The minute hand is longer.

Do It Together

Write the time in the other way. 4 o' clock

7 o' clock

May

9 o' clock

12 o' clock

`15

`25

`55

`12

`20

`22

`10

`20

`50

`100

`10

`20

`50

`100

7. Counting Money Do It Together 1.

4:00

7:00 _____________

9:00 _____________

12:00 _____________

+ +

= 14 rupees

= 20 rupees

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13 Data Handling Imagine Mathematics Headings

CB Page

Sorting Things

205

Making a Table

207

Reading a Table

210

Learning Outcomes 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 cutouts in 2 colours; Paper plates labelled Triangle, Circle and Square; Bags with pictures/cutouts of cars, animals and vegetables; The table drawn by the students in the previous lesson

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Chapter: Data Handling Imagine Maths Page 205

Sorting Things Learning Outcomes Students will be able to sort things into different groups.

Teaching Aids Triangle, square and circle cardboard cutouts in 2 colours; Paper plates labelled Triangle, Circle and Square

Activity Instruct the students to work in pairs.

Distribute the three paper plates labelled Triangle, Circle and Square and a set of shape cutouts equally to each pair.

Instruct the students to sort the cutouts into the plates based on the names of the shapes written on them (e.g. square cutouts in the cup labelled ‘Square’). Once sorted, guide them to take out the cutouts and sort them into two plates based on their colours. Ask questions like: In what other ways can you sort these cutouts?

Extension Idea Ask: If I give you a star shaped cutout, which cup will you put it in?

Say: The star shaped cutout cannot be put into any of the three cups. We would need a cup labelled “Star” instead.

Imagine Maths Page 207

Making a Table Learning Outcomes

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/cutouts 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 students to form small groups. Distribute the bags with the pictures/cutouts giving one bag to each group.

Item

Vegetable Animal

Car

How many?

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 animal and car pictures.

Extension Idea Instruct: Look around and count the number of windows and fans in the classroom.

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Imagine Maths Page 210

Reading a Table Learning Outcomes Students will be able to read a table and answer simple questions on it.

Teaching Aids The 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?

Answers 1. Sorting Things

3. Reading a Table

Do It Together

Do It Together a. 6 b. Bulbs c. 7 + 6 + 9 + 8 = 30

2. Making a Table Do It Together Shape How many?

Chapter 13 • Data Handling

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S o lu t i o ns 4.

Chapter 1

Let's Warm-up 1.

left 3.

right

4. down 5. a. blue circle b. Red square Word Problem 1.

Do It Yourself 1A 1. Near

1B 1. a.

2. a.

outside, inside

Outside c.

left, right

Inside d.

After, Before, between

before

between

3. b.

right

2. a.

top

bottom

after

top, bottom

left

Far

4. M ohit’s tower is taller than Tiya’s as it is made up of more blocks.

Word Problem 1.

1C 1. a.

a. 2. a.

Solution_book.indb 66

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3. a.

5. a.

b. 6. a.

7. Jia is holding the thick book. c. 8.

THICK

THIN

d. 10.

Word Problem 1. Right

Left

Chapter 2 Let's Warm-up

4. The boy is carrying the heavy object.

1. 2. 3.

5. Daniel is carrying more weight than Misty. Word Problem 1. Joy is carrying the light thing.

4. 5.

2A 1. a. Chapter Checkup 1. a. The teddy bear is behind the drum. True b. The ball is under the sofa. False c. Some toys are in the box. True d. The plant in on the cupboard. True e. The train is in front of the toy box. True f. The drum is on the sofa. False 2.

Behind

In front of

Inside

Outside

3. a. The school bus is on the left. b. The apple tree is on the right. c. The children are in the pool. d. The tent is in front of the tree. e. Two children are on the see-saw. 4. a. Samuel is standing before Rosa. b. Rhea is standing between Henry and Samantha. c. Rhea is standing after Rhea.

Solutions

Solution_book.indb 67

b. c. a.

3. a. 6

nine

b. 8

seven

c. 9

eight

d. 7

six

4. a. one: 1 b. four: 4 5. a. 8 – EIGHT b. 3 – THREE 2B 1. a. b.

c. two:

d. eight:

2/14/2024 10:54:24 AM

2. a.

10 d.

3. a.

There are 5 mangoes.

There are 0 mangoes.

b. 4. Number name of 10 is ten.

6 pencils

4 pencils

2C 1. a.

1 ten 4 ones

1 ten 5 ones

2. a. 19 b. 17 3. a. fourteen b. eleven c. twelve d. fifteen 4. a. Twenty – 20 b. Eleven – 11 c. Thirteen – 13 d. Sixteen – 16 e. Eighteen – 18 5.

2D 1. 13, 14, 15, 16, 17 b. 19, 18, 17, 16, 15 c. 10, 9, 8, 7, 6 d. 12, 13, 14, 15, 16 2. a. 12 14 13

3. a.

12 6

e. 15, 16, 17, 18, 19 f. 20, 19, 18, 17 16

15 13

14 9

17 16

10 11 12

19 17

b. 13 14 15 16 17 18 19 20

4. 12 11

18 19 20

Before 3 12 10

17 18 19

Between 4 13 11

After 5 14 12

is in between Mohan and Rahul.

2. a. 12 14 b. 7 10 c. 18 16 d. 11 20 e. 19 13 3. a. 9 11 b. 7 3 c. 8 10 d. 14 19 e. 18 20 4. Meena has more fruits, as 13 > 10. 5. a. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2G 1. a.

13 b.

2 3 1 1 2 3 2. a. 4, 1, 8 → 1, 4, 8 b. 9, 3, 6 → 3, 6, 9 c. 11, 17, 13 → 11, 13, 17 d. 18, 10, 16, 9 → 9, 10, 16, 18 e. 16, 14, 19, 11 → 11, 14, 16, 19 f. 17, 20, 13, 10 → 10, 13, 17, 20 3. a. 16, 11, 9 b. 3, 7, 12 c. 12, 17, 8 d. 13, 18, 19 e. 10, 11, 16 f. 18, 9, 10 4. a. 13, ___, 15

b. 17, ___, 19

c. 11, ___, 13

d. 8, ___, 10

e. 4, ___, 6

5. 16 is the biggest number among 9, 16, 10, 6. Biggest to smallest 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

10 11 12 13 14 15 13

15 16 17

2H 1. a. 7 to 3

c. 10 11 12 13 14 15 16 17 d.

17 19 16 b. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 tens 0 ones

2F 1.

5. B oys are standing in this way: Mohan, Rohan, Rahul. Rohan

0 pencils

5. 2 buttons need to be removed from the group to make it 10.

6. a. 15, 16, 17, 18, 19 b. 11, 12, 13, 14, 15 c. 1, 2, 3, 4, 5 d. 10, 9, 8, 7, 6 2E 1. a. 5 6 b. 2 3 c. 12 13 d. 13 14 e. 19 20 f. 10 11 2. a. 1 2 b. 6 7 c. 13 14 d. 18 19 e. 10 11 f. 9 10 3. a. b. c. 3 4 5 9 10 11 12 13 14

There are 6 mangoes.

7 to 3: 7, 6, 5, 4, 3 b. 18 to 14 Biggest to smallest

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

19 20

18 to 14: 18, 17, 16, 15, 14

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c. 9 to 5

Biggest to smallest

Do It Yourself 3A 1.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

9 to 5: 9, 8, 7, 6, 5 d. 1 to 4 Biggest to smallest

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 to 1: 4, 3, 2, 1 2. a. 3 2 5

5 2

3. a. 11, 13, 18 b. 10, 15, 12 d. 18, 10, 9 e. 9, 17, 20

3 12 19

3. a. 4 and 3 is 7 1

Chapter Checkup

4. a.

3 8

4 9

b. 11 16

5 10

12 17

13 18

14 19

15 20

. a. 4 b. 3 c. 8 d. 5 4 5. a.

Twelve

Fifteen

c. 1 + 2 = 3

f. 9.

a. 15, 10, 16

b. 11, 15, 13

6 i.

14 18

e. 13

3 15

Biggest to smallest

11, 13, 15

15, 13, 11

16, 15, 10

10. The order of boys is Monu, Sonu, and Tonu.

1. 5 pineapples

Solutions

Solution_book.indb 69

3 more 5

3. 3 cats

4. 5 crayons

is 8. is 9.

6 more 4

2 more 4

4 more 4

e. 2 + 3 = 5 2

3 more 4

3B 1. a. 2. 4 brushes

is 8.

5 more

d. 2 + 4 = 6

Chapter 3 Let's Warm-up

Smallest to biggest 10, 15, 16

is 8.

b. 3 + 6 = 9

and

and Addition sentence: 4 + 4 = 8.

7. a.

is 11.

and Addition sentence: 3 + 6 = 9.

6. a. 19 mangoes b. 13 trees

and

3 more

5. a. 2 + 5 = 7

8. a.

is 6.

and Addition sentence: 5 + 3 = 8.

f. 2 7

b. 5 and 3 is 8

1. a.

1 6

is 5.

5. 15, 14, 13, 12, 11 is the arrangement of numbers 15 to 11 from biggest to smallest.

2. a.

and

c. 13, ___, 11 d. 3, ___, 1 e. 4, ___, 2

is 6.

2. a.

c. 20, 13, 11

4. a. 20, ___, 18 b. 17, ___, 15

and

b. 3

+ 3

+ 5

2/14/2024 10:55:04 AM

is 5

3+2=5

is 5

+ + +

2+4=6

c. 1 + 6 = 7 1

d. 2 + 4 = 6

3. a.

6 2 + 3 +

1 = 6 b.

4 +

+2 7

+2 +6

5. The number of blue ribbons with Farhana = 2 The number of red ribbons with Farhana = 3 The number of green ribbons with Farhana = 1 Total number of ribbons with Farhana = 2 + 3 + 1 = 6 Farhana has a total of 6 ribbons. Word Problems 1. The number of pens Rita bought = 3 The number of pencils Rita bought = 5 Total number of things Rita bought = 3 + 5 = 8 So, Rita bought 8 things. 2. The number of apples Soham ate = 2 The number of mangoes Soham ate = 2 Total number of fruits eaten by Soham = 2 + 2 = 4 So, Soham ate 4 fruits.

Chapter Checkup 1. a.

and

6. a.

is ______. 5

4 more 3

4. a. 4 + 0 = 4 b. 7 + 1 = 8 c. 9 + 0 = 9 d. 7 + 1 = 8 e. 3 + 0 = 3 5. a. 3 + 0 = 3 True b. 4 + 1 = 6 False c. 3 + 2 = 5 and 2 + 3 = 5 True d. 5 + 0 = 6 False

= 8

4. a.

6 more

+2 2. a.

7 more

+3 8

8 more

b. 7 + 1 = 8

4 + 4= 8 5

3. a. 1 + 8 = 9

3+3=6

5. She needs 4 more pens.

is ______. 6

2. a.

4+2=6

3C 1. a.

and

2+3=5

3. a. 3 + 5 = 8 b. 4 + 2 = 6 c. 2 + 6 = 8 5+3=8 2+4=6 6+2=8 d. 5 + 2 = 7 e. 4 + 5 = 9 f. 3 + 1 = 4 2+5=7 5+4=9 1+3=4 4. It is only given for suggestion purpose, answer may vary.

6 is ______.

and

2 +3 +1 6 3 +5 8 2 +2 4

+ 5

+ 2 6

+ 3 9

6+0=6

4+3=7

4+4=8

6+1=7

1+5=6

4+2=6

3+3=6

1+6=7

6+3=9

8. Answers may vary. Addition facts for 7 are 1 + 6 = 7 5+2=7 3+4=7 Addition facts for 8 are 2 + 6 = 8 5+3=8 4+4=8 9. a. 4 + 5 + 1 = 10 b. 7 + 1 + 2 = 10 c. 4 + 2 + 3 = 9 d. 5 + 1 + 3 = 9 e. 1 + 4 + 2 = 7 10. N umber of books with Meena = 3 Number of books with Seema = 1 Number of books with Tina = 0 Total number of books = 3 + 1 + 0 = 4 They have total of 4 books. Word Problems 1. N umber of sweets with Mili = 6 Number of sweets with Rohan = 3 Total number of sweets with Mili and Rohan = 6 + 3 = 9 Thus, they have 9 sweets. 2. The number of pens with Harshit = 5 The number of pens with Megha = 3 Total number of pens with Harshit and Megha = 5 + 3 = 8 Thus, they have 8 pens with them.

3 +1 +0 4 6 +3 9 5 +3 8

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Word Problems 1. The number of flowers with Bani = 8 The number of flowers that Bani gave to her friend = 6 The number of flowers left with Bani = 8 − 6 = 2 Thus, Bani is left with 2 flowers. 2. The number of children playing in the park = 9 The number of children who went home = 5 The number of children left in the park = 9 – 5 = 4 Thus, there are 4 children left in the park. 4C 1. a. 5 b. 9 2. a. 9 b. 9 c. 9

Chapter 4 Let's Warm-up 1. 2. 3. 4.

3. a.

Do It Yourself 4A 1. a. 2 caps are left. b. 1 packet of juice is left. 2. a.

–1 4

–5 4

–7 2

–5 4

–0 9

7–4=3

4–3=1

3. a. 7 – 1 = 6

5–2=3

d. b. 6 – 5 = 1

6–2=4

4. 8–0=8

4. a. 4 – 4 = 0 b. 5 – 5 = 0 c. 7 – 7 = 0 d. 9 – 9 = 0 5. The number of pencils with Soham = 3 The number of pencils that Rina took = 1 The number of pencils left with Soham = 3 – 1 = 2 Thus, Soham is left with 2 pencils. Word Problem 1. The number of oranges on the tree = 9 The number of oranges that fell down = 9 The number of oranges left on the tree = 9 – 9 = 0 Thus, there are no oranges left on the tree. 4B 1. The total number of butterflies = 9 The number of butterflies that flew away = 2 The number of butterflies left = 9 – 2 = 7 Thus, 7 butterflies are left. 2. The number of pears in the tree = 7 The number of pears that fell from the tree = 7 The number of pears left in the tree = 7 – 7 = 0 Thus, there are no pears left in the tree. 3. a.

8–4=4

8–3=5

8–2=6

5. The number of bicycles = 9 The number of bicycles taken by Rohit = 1 The number of bicycles left = 9 – 1 = 8 The number of bicycles taken by Sam = 1 The number of bicycles left = 8 – 1 = 7 Thus, 7 bicycles are left.

Word Problems 1. 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.

2. 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.

7–1=6 b. 7–6=1 c. 7–7=0 4.

8–1=7 8–2=6 8–5=3 8–6=2

5. The number of tomatoes in the basket = 6 The number of rotten tomatoes in the basket = 2 The number of good tomatoes in the basket = 6 – 2 = 4 Thus, there are 4 good tomatoes in the basket.

Solutions

Solution_book.indb 71

Chapter Checkup 1. a.

b. c. 2. a. b. c. d.

7–3=3

6–3=3

3–6=3

8–4=3

8–5=3

8–3=3

7–2=2

7–4=2

7–5=2

8–4=4 8–7=1 8–3=5 8–8=0

2/14/2024 10:55:19 AM

3. a. 5 – 5 = 1 b. 8 – 7 = 1 c. 5 – 5 = 0 4. a.

7 –3 4 9 –5 4

8 –5 3

5. a.

Chapter 5 Let's Warm-up 1.

Do It Yourself 5A 1. a.

1 left. b.

c. Circle

Rectangle

5. a.

ii.

2. a.

Triangle

4 left. 6. a.

3. 7–4=3

4. a.

b. 6–0=6

7. a. 9–1=8

b. 9–3=6

9–3=6

9. a.

7–3 b.

iii.

iv.

Word Problem 1. a. She has used 2 triangles and 1 rectangle. b. She has used a triangle to make the roof. c. She has not used a circle. 5B 1. a. S b. C c. S d. C 2.

6–5 10. a. 6 − 3 = 3 b. 8 − 1 = 7 Word Problems 1. The number of cups with Rohan = 7 The number of cups given to Rina = 2 The number of cups left with Rohan = 7 − 2 = 5 Thus, 5 cups are left with Rohan. 2. The number of crayons with Preeti = 7 The number of crayons given to Nidhi = 3 The number of crayons left with Preeti = 7 – 3 = 4 The number of crayons given to Neeta = 1 The number of crayons left with Preeti = 4 – 1 = 3 Thus, 3 crayons are left with Preeti.

7 –2 5 7 –3 4 4 –1 3

5. a. U is a curve. True b. Y has a curved line. False c. F has 3 straight lines. True d. N has 1 curved line and 2 straight lines. False

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Word Problem 1. I drew curved lines.

5E 1. a. 4, 5, 4, 5, 4, 5 b. 6, 8, 7, 6, 7, 8 c. 3, 4, 3, 4, 3, 4 2.

a. 3

4 _________

c. 10

b. 4

5 _________

9 _________

3. a. 4 5 6 4 5 6 4 5 6 b. 1 7 1 7 1 7 1 7 1 c. 3 4 5 3 4 5 3 4 5 d. 2 8 2 8 2 8 2 8 2 4. a. 1 1 2 1 1 2 1 1 2 1 1 2 b. 12 11 12 11 12 11 12 0 1 0 1 0 1 0 1 5. a. 0 and 1

5C 1.

b. Cylinder

a. Cuboid

2 3 2 3 2 3 2 3 b. 2 and 3 Word Problem 1. No, the cards are not placed in a pattern. Chapter Checkup 1. a. Square—2 b. Triangles—5 c. Circles—2 d. Rectangles—1 2. a. b. c.

Carrom

d. Sphere

c. Cone

Carrom

3. The number ‘2’ is made with both straight and curved lines. Ball

Sphere

Box

Cube

Book

Cuboid

Bottle

Cylinder

Birthday cap Cone

5. The fallen cone will roll. Word Problem 1. a. Candle 1 is a cone. b. Candle 2 is a cylinder. c. Candle 3 is a sphere. 5D 1. Picture 2 is not a pattern. 2. b is a pattern. 3. a.

4. 5.

Cuboid

5. a.

6. Only the first scarf has a pattern.

Solutions

Solution_book.indb 73

a. b.

Cube

It is a pattern with circles and rectangles. False

Cylinder

6. a.

This pattern is made using only circles. True 4. a.

Cone

This pencil box can roll. False This speaker can slide. True

__________ __________ __________

9. a. 2, 3, 4, 2, 3, 4, 2, 3, 4 b. 10, 9, 8, 10, 9, 8, 10, 9, 8 c. 1, 3, 5, 1, 3, 5, 1, 3, 5 d. 10, 8, 6, 10, 8, 6, 10, 8, 6 10.

Word Problem 1. B y putting the 4 books on top of each other, they will make a cuboid shape.

2/14/2024 10:55:49 AM

4. a.

Chapter 6

Tens One

Let's Warm-up

5–1=4

–

6–3=3

–

3–2=1

3+2=5

–

1+1=2

Tens One

7 1

1 +

Tens One

3 6

1 +

5. a. Number of mangoes on the tree = 12 Number of more mangoes grow = 5 Total number of mangoes = 12 + 5 = 17 Therefore, there are 17 mangoes.

7 1

2. a. 9 + 3 = 12

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Tens One 1 +

2 5

Do It Yourself 6A 1. a. 8 + 3 = 11 b. 7 + 6 = 13

6. 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. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

b. 8 + 4 = 12 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3. a. 9 + 6

b. 8 + 6

4. a.

10 + 2 = 12

10 + 3 = 13

5. a.

b. 9 + 8 = 17

10 + 1 = 11

c. 5 + 8 = 13

2 1

3. a.

4 6

Tens One 1 +

3. a.

1 1

Tens One

1 6

–

5 1

Tens One 1

7 6

Tens One 1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

– c.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Tens One

7 +

16 – 6 = 10 b. 12 – 7 12 – 7 = 5 c. 11 – 3 11 – 3 = 8 2. a. 12 − 3 = 9

5 1

3 3

6C 1. a. 16 – 6

Tens One

b. 18 − 6 = 12

5 + 5 = 10

Word Problems 1. Number of boys in the park = 9 Number of girls in the park = 5 Total children in the park = 9 + 5 = 14 Therefore, there are 14 children in the park. 2. Number of white balls = 7 Number of black balls = 3 Total balls = 7 + 3 = 10 Therefore, there are 10 balls in the box. 6B 1. a. 10 + 6 = 16 b. 11 + 2 = 13 c. 14 + 3 = 17 d. 8 + 8 = 16 2. a. b. Tens One Tens One 1

Word Problem Number of books with Mili = 7 Number of books Mina gave her = 5 Number of books Mili has now = 7 + 5 = 12 Thus, Mili has 12 books.

Tens One 1 –

6 4

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5. 19 – 9 = 10

Tens One 1

–

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

8 1

Tens One

4. Number of flowers in the garden = 16 Number of blue flowers in the garden = 6 Number of yellow flowers = 16 – 6 = 10 So, there are 10 yellow flowers in the garden.

1 –

– 1

Word Problems 1. Number of candies with Rama = 18 Number of candies given to Sanya = 5 Number of candies left = 18 – 5 = 13 So, 13 candies are left with Rama now.

1 –

5 1

3. The number of butterflies sitting on flowers = 15 The number of butterflies that flew away = 5 The number of butterflies that flew away later = 2 Total number of butterflies that flew away = 7 The number of butterflies remaining = 15 – 7 = 8 So, 8 butterflies are remaining on flowers. 2. b. 12 + 3 = 15 b. Tens One

4 1

1 –

4. a.

1 +

Solutions

Solution_book.indb 75

Tens One

3 4

1 + 2

Tens One

7 3 0

–

7. 11 balls should be crossed out to get only 9 balls.

1 +

2 2

13 apples – 6 apples = 7 apples 9. 0 can be added or subtracted from 12, the answer will be same. 12 + 0 = 12 – 0 = 12 10. a. b. + = 20 + = 16 Tens One 1 +

2 8

Tens One

8 +

8 1

2. Number of peaches in a tree = 18 Number of peaches fell down = 6 Number of peaches left on the tree = 18 – 6 = 12 So, 12 peaches are left on the tree.

Tens One

Tens One 1

–

3 1

6 1

5 0 5

Word Problems 1. Number of balls in the basket = 16 Number of balls the child takes away = 3 Number of balls left = 16 – 3 = 13 So, 13 balls are left in the basket.

5 7

Tens One 1

Tens One

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1. a. 10 + 4 = 14 a. Tens One

2 1 1

Tens One –

Tens One

2. Number of pencils with Aashish = 16 Number of pencils broke = 4 Number of pencils left = 16 – 4 = 12 So, 12 pencils are left with Aashish now.

Chapter Checkup

8 5

–

Tens One 1

Tens One

6 6

5. Number of teddy bears in the shop = 18 Number of teddy bears sold = 5 Number of teddy bears left = 18 – 5 = 13 So, 13 teddy bears are left now.

6. a.

3. Number of birds on a wall = 20 Number of birds that flew away = 8 Number of birds sitting on the wall now = 20 – 8 = 12 Thus, 12 birds are left on the tree.

Tens One 1

–

6 1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Chapter 7 Let's Warm-up 1. 6 2. 8 3. 10 4. 16 5. 18

20 straws = 2 bundles = 2 tens = twenty c. 50 straws = 5 bundles = 5 tens = fifty d. 30 straws = 3 bundles = 3 tens = thirty 2. a.

4 tens

5 tens

3 tens

3. There are 10 sweets in one box = 1 ten. 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 b. 5 tens

3. a.

Word Problem 1. a. Amit had put the cards showing numbers backward. b. Rupa has put the cards showing numbers forward. 15, 16, 17, 18, 19, 20 7C 1. Tens Ones a. 5 0 b.

2. There are 4 baskets = 4 tens There are 9 apples = 9 ones There are 4 tens and 9 ones. 3. a. There are 2 bags of marbles = 10 + 10 = 20 marbles There are 8 loose marbles Total marbles = 20 + 8 = 28 marbles b. There are 3 bags of marbles = 10 + 10 + 10 = 30 marbles There are 5 loose marbles Total marbles = 30 + 5 = 35 marbles 4. a. 37 b. 45 3

These are 20 flags. So, they make 2 tens. Word Problem 1. Number of sticks with Rima = 30 = 3 tens Number of sticks Rima wants = 50 = 5 tens Number of more sticks Rima wants = 5 tens – 3 tens = 2 tens = 20 She needs 20 more sticks. 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 13

Missing Numbers

Tens

Color the box

40 straws = 4 bundles = 4 tens = 4 ten = forty b.

12 22

2. a.

eighteen sixteen eight six ten

Do It Yourself 7A 1.

 

Ones

Tens

Ones

5 5. Number of sticks in each bundle = 10 Number of sticks in 2 bundles = 10 + 10 = 20 Number of more sticks needed = 60 – 20 = 40 Number of bundles in 40 sticks = 4 4 more bundles are needed to make 60 sticks Word Problem 1. Number of bunches = 4 Number of loose balloons = 8 Number of balloons in bunches = 40 Number of balloons altogether = 40 + 8 = 48 There are total 4 bunches and 8 balloons that is 48 balloons. 7D 1. two-six twenty-five twenty-one twenty-six 2. a. 23 thirty-five b. 35 forty-six c. 46 fifty d. 50 twenty-three 3. a. 45- forty-five b. 34- forty-three  � c. 21- one-two d. 39- thirty-nine �  4. a. 24 – twenty-four b. 37 – thirty-seven c. 16 – sixteen d. 45 – forty-five 5. Answer may vary. Sample answer: 5 number names which can be made using given words are as follows: Twenty-two Forty-seven Twenty-six Forty-six 33 34 36 37 Twenty-seven Word Problem 1. No, it is incorrectly written. The number name of 50 is fifty. 7E 1. 40 41 42

43 44 45

46 47

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2. a. 27 28 b. 35 36 c. 39 40 d. 48 49 3. 2 numbers bigger than 36 are 37 and 38. 4. 2 numbers smaller than 47 are 46 and 45 5. a. 28, 29, 30 b. 44, 45, 46 31 29 27 43 47 45 Word Problem 1. Rima’s mom's age is a bigger number than her dad’s. 37 > 35. Chapter Checkup 1. a. There are 3 bundles, so 3 tens is the answer. b. There are 4 bundles, so 4 tens is the answer. 2. a.

long short short

hair

long

Do It Yourself 8A 1. a.

hair

40 22

3. a.

4. a.

34 28 35 29

27 36 37

24 30

48 45 47

44 43

3445 33

31 42 41

49 30

43 46

44 45

5. a. There is 1 box of sweets and 4 loose sweets. So, there are 1 tens and 4 ones sweets. b. T here are 2 boxes of sweets and 7 loose sweets. So, there are 2 tens and 7 ones sweets. 24 25 26 27 28 29 30 6. a. T here is 1 box of crayon and 8 loose crayons. So, there are a total of 18 crayons. b. T here are 2 boxes of crayons and 7 loose crayons. So, there are a total of 27 crayons. 7. a. twenty b. twenty c. two d. five 8. a. 24 – twenty-four b. 37 – thirty-seven c. 45 – forty-five d. 13 – thirteen 9. a. b. 20

c. 35

Chapter 8 Let's Warm-up 1.

book

Solutions

b.  4. a.

thick

book

thick thin

b. S

5. a.

6. A nswer may vary. Sample answer:

Word Problems 1. The bracelet will require a shorter string than the necklace. 2. The grey ladder is taller than the brown ladder.

8B 1. a.

10. N umbers from smaller to bigger – 26,33,34,45,47

Word Problems 1. Number of colour boxes uncle gave to Minu = 2 Number of colours in each box = 10 Number of colours in 2 boxes = 2 × 10 = 20 = 2 tens These boxes make 2 tens. 2. N umber of boxes of candles = 4 Number of candles in 1 box = 10 Number of candles in 4 boxes = 4 × 10 = 40 Number of loose candles = 9 Total candles = 40 + 9 = 49 So, there are 49 candles.

thin

3. a.

 41

25 38 39

2. a. b.

b. 34 25 24 23 22 21 20 35 36 37 38 39 40

Solution_book.indb 77



2. a.

3. a.

wrist watch weighs as much as A 5 blocks.

n orange weighs as much as 4 A blocks.

4. a. A brick is heavier than a flower—T b. A pencil is lighter than a big a flower—T c. An pencil is heavier than an elephant—F 5. Answers may vary. Sample answers: a. Pen—Brick b. Sharpener—Phone c. Book—Big stone d. Cotton—Coconut Word Problem 1. Ball B is heavier than ball A, because ball B has tipped the scale.

2/14/2024 10:56:44 AM

8C 1. a.

5 . Pot B has the least capacity. Word Problems 1. Ankit should use the jug to fill the bucket. H

has more capacity than

Chapter Checkup 1. a. H

2. 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 The fruit basket is the heaviest. 3. a.



2. a. M y pencil is 2 fingers long. b. My lunch box is 3 handspans long. 3.

4. a. b.

4. Answer may vary. Sample answer:

a. A book b. A fan c. An apple d. A brick 5. The order of things from the heaviest to the lowest is: glass, cup and spoon. Word Problem 1. Saanvi’s bag is heavier than Shreya’s bag. 8D 1. a. b.

 2. a.



Shortest

About 3 handspans long.

About 4 handspans long.

5. Answer may vary. Sample answer: a. b. 6. a. A boy is heavier than an apple. b. A rat is lighter than a giraffe. 7. a.



Capacity of the jug = 2 glasses

Longest

Capacity of the bucket = 8 glasses

 8.

9. a.

3 . =

mugs

4. 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. 5. She should use a bucket to fill the drum since it has more capacity than the spoon. Word Problem 1. The capacity of a drum is 5 buckets. 8E 1. a. b.

2. a. Container A holds the most water. b. Container B holds the least water. 3. a. 4. A nswer may vary. Sample answer: A drum and a bucket can hold more water than a cup.

Capacity = 6 mugs 10. The tank has more capacity.

Capacity = 5 mugs 11.

a. 5 blocks b. 4 blocks c. 2 blocks d. 3 blocks 12. No, the tables are not equal because Sara’s father hand is longer than Sara’s hand. Word Problems 1. Sanjana’s bag is heavier than Monika’s bag, as it has more notebooks. 2. The blue jeans are longer than the red jeans. 3. The capacity of the cooler is 5 buckets.

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Chapter 9

Let's Warm-up

79 80 81

74 73

1. 9 2. 17 3. 25 4. 32 5. 48

twenty-five thirty-two forty-eight nine seventeen

80 81 84

73 71

88 89

Do It Yourself 9A Number of boxes = 5

Number of colours in each box = 10 Number of colours in 5 boxes = 50 = 5 tens These boxes will make 5 tens. 2. a. 9 tens

86 87 88

6790

Word Problem 80 81 82 83 84 85 86 87

9C 1 tray = 10 eggs

b. 7 tens c. 8 tens

There are a total of 100 sticks. ord Problem 1. Number of sweets in 1 box = 10 W Number of boxes = 8 Number of sweets in 8 boxes = 80 a. 80 = 8 tens So, these boxes will make 8 tens. b. There are 80 sweets. 9B 1. a. b. 71 72 73 74 75 61 62 63 64 65

3. a.

96 97 98 99 100

b. 71

Solutions

Solution_book.indb 79

86 87 88 89 90

76 79

72 73

75 74 80

57 58

55 54 60

b. c.

3. a. N umber of eggs in 1 tray = 10 Number of trays = 5 Number of eggs in 5 trays = 50 b. Number of eggs in 1 tray = 10 Number of trays = 10 Number of eggs in 10 trays = 100 4. a. 1 bundle of sticks = 1 ten = 10 6 bundles of sticks = 6 tens = 60 b. 1 bundle of sticks = 1 ten = 10 9 bundles of sticks = 9 tens = 90 5. a.

2. a.

5 trays and 3 loose eggs = 50 + 3 = 53 = 5 tens 3 ones a. There are 6 tens - False b. There are 3 ones - True c. There are 35 eggs altogether - False d. There are 53 eggs altogether - True 2. a. 7 tens 6 ones 8 tens 5 ones 6 tens 2 ones

3. a. 1 bundle of pencils = 10 pencils 6 bundles of pencils and 4 loose pencils = 6 tens 4 ones = 60 + 4 = 64 pencils b. 1 bundle of pencils = 10 pencils 8 bundles of pencils and 3 loose pencils = 8 tens 3 ones = 80 + 3 = 83 pencils 4 . a. There are 6 bundles of sticks and 7 loose sticks. So, there are 67 sticks in all. b. There are 7 bundles of sticks and 5 loose sticks. So, there are 75 sticks in all. c. There are 8 bundles of sticks and 6 loose sticks. So, there are 86 sticks in all. d. There are 9 bundles of sticks and 4 loose sticks. So, there are 94 sticks in all. 5. a. 65 = 60 + 5 = 6 tens 5 ones b. 91 = 90 + 1 = 9 tens 1 one Word Problem 1. 1 basket = 10 apples 5 baskets and 4 loose apples = 50 + 4 = 54 apples a. There are 5 tens and 4 ones. b. Ranu has 54 apples. 9D 1. sixty-six sixty-five sixty-seven sixty-nine 2. a. 53 eighty-five

b. 63 seventy-four c. 74 ninety-five d. 85 fifty-three e. 95 sixty-three 3. a. � b.  c. � d. � 4. a. sixty-four b. seventy-two c. eighty-six d. eighty-seven 5. We can write given number names using given words: eighty-six, fifty-six, ninety-six, eighty-three, eighty-eight, fifty-three Word Problem 1. Answer may vary. Sample answers: fifty-two, seventy-two, fifty-five, seventy-five, fifty-seven, seventy-nine 9E 1. a. b. 58 59 60 68 69 70

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2. a.

76 66

d. b.

82 78

Chapter 10

Let's Warm-up 1. 3 + 2 = 5 4. 6 – 3 = 3

3. 100 93 56 70 4. 80 55 69 98 5. a. Numbers from smaller to bigger – 56, 86,95 b. Numbers from bigger to smaller – 95, 86, 56 Word Problem 1. Kiya looks taller than Tinu. Kiya’s height is 89.

Chapter Checkup

Do It Yourself 10A 1. a. 10 + 2 = 12 b. 12 + 3 = 15 2. a.

6 tens

10 tens

2. a. 8 bundles of matchsticks = 8 tens = 80 b. 7 bundles of matchsticks = 7 tens = 70 3. a. b. 56

57 58 59 60

4. 81

72 73

69 + 1 = 70

77 84

5. a.

Tens

Ones

6. a. 9 bunches of flowers and 7 loose flowers = 90 + 7 = 97 Tens One 9

b. 10 bunches of flowers = 100 Tens

One

7. a. 99 b. 65 c. 80 8. a. eighty-four b. ninety-two c. ninety-five d. hundred 9. a. 64 b. 84 c. 79 Word Problems 1. Number of boxes of crayons = 6 Number of crayons in each box = 10 Number of crayons in 6 boxes = 60 = 6 tens a. These boxes will make 6 tens. b. There are a total of 60 crayons altogether. 2. 52 = fifty-two, 77 = seventy-seven, 81 = eighty-one, 99 = ninety-nine So, second and third card is incorrect from the right side.

sevenseventy

eightone

70 + 4 = 74

3 3

O 5 4 9

60 + 2 = 62

6 6

1 6 7

6 3

5. a. 79 + 2 = 81 b. 87 + 4 = 91 Word Problem 1. Number of flowers in the vase = 10 Number of flowers to be put in the vase = 9 Total number of flowers with Rima = 10 + 9 = 19 10B 1. a. Lions + Elephants = 3 + 2 = 5 b. Giraffes + Alligator = 3 + 1 = 4 2. a. b. T O T O +

90 + 5 = 95

47 + 2 = 49

4. a.

74 75

65 66 67 68 69 70

9 tens

3. 4 + 3 = 7

45 46 47 48 49 50 3. a.

1. a.

2. 4 + 2 = 6

5. 10 – 6 = 4

3 1 4

2 2 4

3 1 4

2 1 3

3. The number of apples picked by Anu and Abir = 11 The number of apples on the tree = 18 Total number of apples = 11 + 18 = 29 There are 29 Apples altogether. 4. Ritu saw 12 butterflies of one type and 25 butterflies of the other type. Total number of butterflies seen by Ritu altogether = 12 + 25 = 37 Ritu saw 37 butterflies altogether. 5. The number of story books with Dia = 14 The number of story books with Rhea = 11 The total number of story books with Dia and Rhea = 14 + 11 = 25 Dia and Rhea have 25 story books altogether. Word Problem 1. The number of colours in the first box = 12 The number of colours in the second box = 25 The total number of colours Aman has = 12 + 25 = 37 Aman has 37 colours altogether.

1 2

1 9

1 3

2 7

1 2

4 5

1 3

2 7

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10C 1. a. 10 – 3 = 7

b. 12 – 2 = 10

2. a. 20 – 5 = 15 b. 59 – 3 = 56 3 2 5 4 3 2 1

b. 15– 10

c. 22 – 20

d. 15 – 12

55 56 57 58 59 60

15 16 17 18 19 20

3. a. 20 – 10

4. a. Yes b. No

3. a.

49 – 5 = 44 b.

–

66 – 6 = 60 4. a.

–

5 4

6 O

–

T –

8 6

4 7

2 8

34 – 13 = 21

56 – 23 = 33 T

–

Solutions

Solution_book.indb 81

–

2 6

–

6 3

O 6 2

–

9 4

–

1 1

O 3 2 1

Word Problem 1. Number of pages in the book = 45 a. The number of pages read = 22 The number of pages left to be read = 45 – 22 = 23 – b. Number of pages read today = 15 They read 22 – 15 = 7 pages less today as compared to yesterday. 10E 1. a. False b. True 2. Number of flowering plants with Aunt Ruby = 28 Number of plants watered so far = 15 – Number of plants left to be watered = 28 – 15 = 13 3. Total number of chocos with Binu = 58 Number of chocos Binu ate = 25 Number of chocos left with Binu = 58 – 25 = 33

–

9 10

10D 1. a.

2. a.

–

8 3

7 5

9 6

5 9

O 8

d. No

5. We will subtract 32 sticks from 87 to get 55.

5. a. 22 – 3 = 19 b. 74 – 5 = 69

2. The number of gifts with Mr Foxy = 10 The number of gifts given to friends = 4 The number of gifts left with Mr Foxy = 10 – 4 = 6

–

ord Problems W 1. The number of balloons with Mr Foxy = 13 The number of balloons that flew away = 2 The number of balloons left with Mr Foxy = 13 – 2 = 11

3 5

T 9

c. No

4. a. Total number of bees = 18 Number of bees that flew away = 15 Number of bees left = 18 – 15 = 3

b. Total number of butterflies = 26 Number of butterflies that flew away = 14 Number of butterflies left = 26 – 14 = 12 5. Sold Flowers

Flowers Left

a. 37 Tulips

b. 15 Lilies

c. 22 Pansies

–

4 2

5 3

2 1

8 3

5 3

8 3

1 0

8 3

2 1

6 2

2/14/2024 10:58:05 AM

Word Problem 1. Number of marbles with Raman = 49 Number of marbles taken out by Raman = 8 Number of marbles left with Raman = 49 – 8 = 41

Chapter Checkup 1. a. 12 + 2 = 14

–

4 4

b. 10 + 4 = 14 10 11 12 13 14 15

10 11 12 13 14 15 2. a. 24 + 4 = 28

b. 36 + 2 = 38

23 24 25 26 27 28

34 35 36 37 38 39

c. 59 + 1 = 60

O 9 8 1

10. a. We add to find the total number of toffees. 54 + 43 = 97 b. We subtract to find the number of toffees left. 97 – 12 = 85 Word Problems 1. The number of red apples = 23 T The number of green apples = 14 2 Total number of apples in the box = 23 + 14 = 37 + 1 3

2. The number of books on the bookshelf = 58 The number of books read by Siya = 27 The number of books left to be read = 58 – 27 = 31

Chapter 11

1. 2. 3. 4. 5.

Let's Warm-up

57 58 59 60 61 62 3. a.

5. a. Yes b. No +

Do It Yourself 11A 1. a.

6 1

– 8. a. –

2 2

O 5 3

5 groups of 2

3. a.

2 groups of 3

4 groups of 4

3 groups of 8

4. a. 2 groups of 13.

8 3

b. –

2 6

3 3

13 12

4 6

8 9

5 7

13 12

Or 5 groups of 3.

4 2 O

b. 3 groups of 5.

5 7

–

2 groups of 3

7 4 5 8 6

2. a.

42 43 44 45 46 47 48 49 7. a.

25 26 27 28 29 30



c. 49 – 7 = 42 7

b. 28 – 2 = 26

9 10



3+5 2+4 1+3 4+1 2+5

6. a. 10 – 5 = 5

4. a.

–

2 1

9. a. 34 + 4 = 38 b. 27 – 2 = 25 c. 69 – 9 = 60 d. 75 + 5 = 80 e. 98 – 2 = 96

5. a. b. c.

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6. Answers may vary. Sample answers: a.

3. a. 4 groups of 3 b. 2 groups of 5 c. 3 groups of 2

2×5 3×2 4×3

4. a. There are 4 groups of apples. There are 3 apples in each group. There are 12 apples in all. b. There are 2 groups of balloons. There are 6 balloons in each group. There are 12 balloons in all. Word Problem 1.

11B 1. a.

1 3

3 groups of 2 steps each. b. 1 2 1 0

2 1

1 2

There are 2 flowers in each group.

3. 4.

Word Problem 1. There are 6 packets of candies. There are 2 candies in each packet. There are 6 groups of 2. 6 × 2 = 12 There are 12 candies in total.

1 0

3 1

2. a.

There are 4 baskets of orange. There are 3 oranges in each basket. There are 4 groups of 3. 4 × 3 = 12. There are 12 oranges in all.

4 2

Chapter Checkup 1. a. 2 groups of 4. b.

3 groups of 3. 2. a. 4 groups of 4

12 2

Word Problem 1.

11C 1. a.

3 5

Tom took 7 jumps. b.

2 groups

8 5

9 6

b. 3 groups of 2 14

3. a.

There are 2 groups of balls. There are 4 balls in each group. 2 groups of 4 balls. 2×4=8

Solution_book.indb 83

1 1

4 groups

There are 4 groups of mangoes. There are 2 mangoes in each group. 4 groups of 2 mangoes. 4×2=8 b.

Solutions

3×3=9

1 4

b. 2 jumps of three steps. 0

3×3=9

5. a. 2 groups of 3 2 × 3 = 6 b. 3 groups of 3 c. 4 groups of 5 4 × 5 = 20

4 groups of 2 steps each. 2. a. 2 jumps of 4 steps.

3×2=6

2. 3

2 3

3×3=9

There are 3 groups of flowers.

3×3=5

2×4=8

2×3=5

here are 2 groups of T balloons. There are 4 balloons in each group. There are 8 balloons in all.

1 0

There are 2 groups of kites. There are 4 kites in each group.

2 2

2 groups of 2. b.

1 1

2 groups of 3.

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5. 4 jumps of 2 steps each. 1

groups of 2 butterflies. 4 There are 8 butterflies in all. 4×2=8

10 11 12 13 14 15 16 17 18 19 20

6. There are 4 jumps. Each jump has 2 steps. 1

Let's Warm-up 50

10 11 12 13 14 15 16 17 18 19 20

There are 2 jumps. Each jump has 3 steps. 2 groups of 3. 2 × 3 = 6. 7. 5 × 3 = 5 groups of 3

There are 15 flowers. 5 × 3 = 15

4 × 5 = 4 groups of 5

There are 20 butterflies. 4 × 5 = 12 8. a.

Chapter 12

There are 2 groups of 4.

There are 3 groups of 5. c.

2×4=8

Do It Yourself 12A 1. We usually do the given activities in the morning. a.

Wake up

Go to school

2. a. We brush our teeth early in the morning. b. We usually take bath in the morning. c. We come back from school in the afternoon. d. We watch the moon and stars at night. 3. Watching the sun rise, Having breakfast, Watching the sunset, Having dinner 4. The given activities usually take less time than having a bath. a. Sharpening a pencil c. Drinking a cup of juice 5. Answers may vary. Sample Answer: The given activities take longer than a day to complete. a. Building a house b. Travelling from Chennai to Delhi by train c. A plant growing from a seed Word Problems 1. Siya is looking at the stars. Since the stars come out at night, it is night time. 2. Jay’s aunt is coming to his house after sunset, so, she will reach Jay’s house at night. 12B 1. Minute hand Hour hand

3 × 5 = 15

There are 3 groups of 3. 3×3=9 9. There are 3 baskets. There are 5 oranges in each basket.

3 groups of 5. There are 15 oranges in all. 3 × 5 = 15. 10. There are 4 sets of pens. There are 2 pens in every set. There are 4 groups of 2 pens. There are 8 pens in all. 4×2=8 Word Problems 1. There are 5 boxes of crayons. There are 2 crayons in each box. There are 5 groups of 2. There are 10 crayons. 5 × 2 = 10 2. There are 4 flowers in the garden. There are 2 butterflies on each flower.

2. a. b. c. d. 3. a.

2 o' clock 11 o' clock 1 o' clock 12 o' clock 8:00

12:00 1:00 2:00 11:00

10:00

c. 11 o'clock

d. 2 o'clock

4. a. 3 o’clock or 3:00 b. 6 o’clock or 6:00 c. 9 o’clock or 9:00 d. 8 o’clock or 8:00 5. Word Problem 1. Bina wakes up when the minute hand is on 12 and the hour hand is on 6. That means she woke up at 6 o’clock or 6:00.

12C 1. Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

2. a. Wednesday comes after Tuesday. b. Friday comes after Thursday. c. Sunday comes after Saturday. 3. a. Saturday, Sunday, Monday b. Monday, Tuesday, Wednesday c. Thursday, Friday, Saturday 4. a. Sunday comes before Tuesday - False b. Thursday comes after Sunday- False 5. a. If Monday is Day 1, then Tuesday is Day 2, and Wednesday is Day 3. b. If Sunday is Day 1,

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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. Word Problems 1. Rina slept early on Tuesday night. She woke up the next day, which is Wednesday. 2. R ahul’s birthday is 3 days after Wednesday. The first day after Wednesday is Thursday. The second day after Wednesday is Friday. The third day after Wednesday is Saturday. Rahul’s birthday is on Saturday. 12D 1. 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. 2. a. February comes after January. b. July comes after June. c. November comes after October. 3. a. April, May, June b. June, July, August 4. a. January comes before February - True b. March comes before April- True c. September is two months before November - True 5. a. We have Christmas in the month of December. b. We have New Year in the month of January. c. We have Republic Day in the month of January. Word Problems 1. Coco’s birthday is in the month after April, so her birthday is in the month of May. 2. Anu’s two months of summer break ended in the month of July, so her summer break started in May. 12E 1.

2. a.

Chapter Checkup 1. Answers may vary. Sample answer: a. We have

breakfast in the morning. b. We have lunch in the afternoon. c. We have dinner at night. 2. a. 10:00 b. 12 o’clock c. 4:00 3. a. 10 o’clock or 10:00 b. 8 o’clock or 8:00 c. 2 o’clock or 2:00 4. a. Friday b. Monday c. Saturday and Sunday d. Tuesday and Thursday 5. Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday 6. a. The month that starts with the letter F is February. b. The month that starts with the letter S is September. c. The month that starts with the letter O is October. 7. January, February, March, April, May, June, July, August, September, October, November, December 8. a. N b. C c. C d. C e. N f. N 9. a. ₹6 b. ₹20 10. ₹20 Word Problem 1. 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. 2. Since the hour hand is at 9 and the minute hand is on at 12, when Raju is going to sleep, he is going to bed at 9 o’clock or 9:00. 3. Aaju’s mother gave him 3 coins of ₹2. His father gave him 3 more coins of ₹2. So, Aaju has 6 coins of ₹2. So, money with Aaju = ₹2 + ₹2 + ₹2 + ₹2 + ₹2 + ₹2 = ₹12 or 12 rupees. 4. Kavita has a ₹10 note, and a ₹5 and a ₹2 coin. So, money with Kavita = ₹10 + ₹5 + ₹2 = ₹17 or 17 rupees.

Chapter 13 Let's Warm-up 1.

2. 3.

1 rupee 2 rupees 3. a. True b. True 4.

10 rupees

20 rupees

5. A 100-rupee note pays more money than a 50-rupee note.

4. 5.

Do It Yourself 13A 1.

Word Problem 1. Raju pays with a note.

12F 1. a.

b. c.

+ +

2 +

2. a. ₹12 b. ₹ 16 3. a. Two coins of ₹5 are needed to pay for 10 rupees. b. Three coins of ₹5 are needed to pay for 15 rupees. c. Four coins of ₹5 are needed to pay for 20 rupees. 3. a. One note of ₹10 is needed to pay 10 rupees. b. Two notes of ₹10 are needed to pay 20 rupees. 4. ₹10 + ₹5 + ₹5 = ₹20 5. ₹20 Word Problems 1. Maya has 3 coins of ₹5. So, money with her = ₹5 + ₹5 + ₹5 = ₹15 or 15 rupees 2. Ravi has 5 coins of ₹2. He lost one coin. So, Ravi has four coins of ₹2. So, money with Ravi = ₹2 + ₹2 + ₹2 + ₹2 = ₹8 or 8 rupees. 3. Aadu has 2 coins of ₹5 and 1 note of ₹10. So, money with Aadu = ₹5 + ₹5 + ₹10 = ₹20 or 20 rupees.

Solutions

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5. a.

b. We can sort the same colours. Word Problem 1. a. Things we see during the day: Sun and rainbow. b. Things we see at night: Moon and stars. 13B 1.

How many?

Pinwheel Lamp 5

Clock

Cup

Air balloon

Word Problem 1. 6

are the most in number. b.

are the least in number.

c. Total number of leaves = 10 + 8 + 12 = 30 d.

Kinds of Flowers 2

Shape How many?

7. a. There are more pans than jars. FALSE b. There are fewer cups than pans. FALSE c. The number of forks and spoons are the same. FALSE 8. a. There are 5 foxes in the zoo. b. There are 6 turtles in the zoo. c. There are 2 MORE turtles in the zoo than giraffes. d. There are 2 LESS lions in the zoo than foxes. 9.

13C 1. a.

Button

Kite

How many?

Paints and Brushes How many?

Flower How many?

Boys in the park

Colour How many?

Girls in the park

is more. 12 – 10 = 2.

2. a. There are 10 rockets.

b. There are 15 spinners. c. Rockets are least in number. 3. a. Sunflowers are more in number than cactus. b. Cactus is less in number than tulips. c. Total number of plants = 3 + 10 + 5 = 18 4. a. There are 6 snails. TRUE b. There are 12 caterpillars. FALSE c. Bees are more than snails. TRUE d. Ladybugs are fewer than bees. FALSE 5. Word Problem 1. a. Apple is the most in number. b. Watermelon and pineapple are the same in number. c. Total number of fruits = 2 + 7 + 2 + 9 = 20.

Objects How many?

Cycles

Lamps

Vases

Watering cans

10. a. There is 1 pair of orange socks. b. There are 2 pairs of purple socks. Word Problems 1.

Things Riya can eat Bananas

Chocolate Rice

Beans

Things Riya can

use for cleaning Soap

Shampoo

Detergent

2. a. 5 b. Pink c. Total number of butterflies = 6 + 8 = 14

Chapter Checkup 1.

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Imagine Mathematics

About the Book

MATHEMATICS Teacher Manual

Singapore

IM_G01_MA_MB_Cover_TM.indd All Pages

Gurugram

Bengaluru

hello@uolo.com

NEP 2020 based

NCF compliant

CBSE aligned

12/02/24 3:13 PM