7 Maths EM (Refresher Course Module)

Government of Tamil Nadu
REFRESHER COURSE MODULE

2021-2022
7
MATHEMATICS
Department of School Education
7th_RCM_Maths_EM.indd 1 27-10-2021 14:55:03

II

S. No Content Page No.
Fundamental Concepts 1
1 Numbers 33
2 Numbers 37
3 Algebra 40
4 Ratio and Proportion 43
5 Geometry 45
6 Geometry 48
7 Statistics 51
8 Information Processing 54
9 Numbers 58
10 Numbers 61
11 Measurements 64
12 Measurements 67
13 Bill, Profit and Loss 71
14 Geometry 74
16 Fractions 80
17 Integers 84
18 Perimeter and Area 87
19 Symmetry 89
VII STANDARED | MATHEMATICS III

IV VII STANDARED | MATHEMATICS

Fundamental Concepts
1 Introduction of two
digit numbers
Learning Outcome
Reads and writes numeral for numbers up to 99.
Teacher Activities :
Teacher adds a ball to a box with nine balls and introduces the number ten with ten
balls in the box. Its numeral form is ‘10’.
+ =
9 1 10
bY adding the balls one by one with ten balls, he introduces the numbers 11, 12…99.
Student Activities :
Students are to be crowned with one digit numbers. Call two students at a time and
make them stand in front of the class. Ask the remaining students to identify and read
the two digit number formed. This can be repeated with other students.
Evaluation
1. The number of flowers is = __
2. The number of students in your class is ___________
3. Your father's age is _________
VII STANDARED | MATHEMATICS 1

2 Predecessor, Successor
Learning Outcome
Knows the predecessor and successor of a number.
Teacher keeps a box of 12 pencils on the table. He has taken out one pencil from that box
and counts the number of remaining pencils and tells 11 pencils. This ‘11’ is predecessor
of 12.
- =
12 - 1 = 11
+ =
12 + 1 = 13
2 VII STANDARED | MATHEMATICS

Next the teacher adds one pencil to that box of 12pencils. He counts and tells 13 pencils
in the box. This 13 is known as the successor of 12. Similarly teacher explains predecessor
and successor of different numbers. Hence when one is removed from the given number,
we get the predecessor of that number and one is added to a given number, we get the
successor of that number.
Students are given any number cards with ten consecutive numbers and made to stand
infront of the class in order. Any one student (except the extreme end) is made to
step forward. The remaining students are made to say that number, predecessor and
successor of that number. This may be repeated with different numbers.
Evaluation
1. The predecessor of 37 is = _______
2. The successor of 84 is ___________
3. Find in between number : 54 ____ 56

3 Place Value
Learning Outcome
To know the place value of two digit number.
Teacher keeps bundled with 10 sticks and some loose sticks on the table. Teacher takes
a bundle of ten sticks and 3 loose sticks on his left hand and thirteen loose stick on his
right hand. He counts both separately and shows that the same 13 sticks are there in
both the hands. With this he explains that 13 ones can be grouped as one ten and 3 ones.
+ =
10 + 3 = 13
He explains in 13, 3 represents 3 ones and 1 represents one ten. The same is repeated
with different numbers and place value is explained. He also explains that there are ten
ones in a ten.
Students are divided into two groups. One group is given sticks in the form of bundles
of 10 and loose sticks. The other group is given two digit number cards. The group with
number cards will show a card and the other group count and show the number of
sticks according to that number. The role may be interchanged and played with different
numbers.
Evaluation
1. 43 = ___tens + ___ones
2. ____ = 6 tens + 7 ones
3. 80 = 8 tens + ___ ones

4 Comparison
Learning Outcome
Comparison of two digit numbers.
Teacher Activities : 1
Teacher writes two numbers say 23 and 35 on the board and explains the students to
find the bigger number by comparing the number based on the concept of place value.
Step 1: Number of tens in 23 is 2
Number of tens in 35 is 3
Step 2: Now 3 tens are greater than 2 tens.
Therefore 35 is bigger than 23 and 23 is less than 35.
Next the teacher writes 42 and 47 on the board and explains the method of finding
bigger number as below.
Step 1: The number of tens in 42 is 4
The number of tens in 47 is 4.
Now both the numbers have 4 tens. Now let us compare the ones.
Step 2: The number of ones in 42 is 2.
The number of ones in 47 in 7.
Step 3: Now 7 ones is bigger than 2 ones. Therefore 47 is bigger than 42 and 42 is
smaller than 47. Hence to compare two numbers first compare tens. If tens are equal
then compare ones.

A box of two digit number cards is kept on the table. Students are called individual and
ask them to select two cards and identify the smaller and bigger numbers.
Evaluation
1. Which is smaller than 45?
a. 54 b. 45 c. 25 d. 66
2. Which is greater than 68?
a. 58 b. 86 c. 63 d. 49
3. The number equal to 56 is_____
a. 65 b. 59 c. 95 d. 56

5 Ascending and
Descending Order
Learning Outcome
To arrange the numbers in ascending and descending order.
Teacher explains the method of arranging the numbers in ascending order as
below. Teacher writes the following numbers 67, 45, 56, 38, 93 on the blackboard.
The smallest number among the five is 38. Then the smallest number among the
remaining four is 45. The smallest number among the remaining is 56. The smaller
number of the remaining two is 67. The biggest number is 93. Now ascending order
of the numbers is 38, 45, 56, 67, 93. The descending order is 93, 67, 56, 45, 38. Hence
when we writes the numbers from smaller to greater, it is known as ascending order
and when we write the numbers from greater to smaller, it is known as descending
order. Similarly the procedure is followed for different numbers.
Students are divided into five groups and two digit numbers are distributed. Each group
will arrange their numbers in ascending and descending order.
Evaluation
1. Arrange in ascending order : 39, 18, 27, 44, 11
2. Arrange in descending order : 64, 84, 36, 72, 48

6 Addition
Learning Outcome
To know the addition of two digit numbers.
Teacher writes 24 + 15 on the blackboard. First he represents the numbers in the place
value grid. Then adding the numbers in ones place and then ten place as below. The
answer is 39.
T O
2 4
(+) 1 5
3 9
Similarly he explains addition of numbers with carry over.
Students are made to select a card from the box and add the numbers given. Then
interchange the cards and practice the problems.
Evaluation
1. +
2. 62+37 = ___?
3. 48+34= ____?

7 Subtraction
Learning Outcome
To know the subtraction of two digit numbers.
Teacher writes 48-13 on the blackboard. First he represents the numbers in the place
value grid. Then subtract them and gives the answer as 35.
T O
4 8
(–) 1 3
3 5
Similarly he explains subtraction of numbers with borrowing.
Students are made to select a card from the box and subtract the number given in the
card. Then interchange the cards and do the problems.
Evaluation
1. 87-34=___?
2. 64-25= ___?
3. Ramu had 15 marbles of which 6 is broken. Find the number of remaining marbles?

8 Odd and even numbers
Learning Outcome
To know the odd and even numbers.
Teacher represents 21 and 14 in terms dots on the blackboard. Then he circles two, two
dots corresponding to both the numbers. He is left with one dot for 21 and no dots for
14. He concludes that 21 is the odd number and 14 is the even number. Similarly he
explains with different numbers.
Students are distributed with number cards ending with 0 to 9. They are asked to choose
beads according to their number. Next they are asked to keep the beads in twos.
Then those who are left with one need are asked to come one side and remaining are
in the other side and list out their numbers. They observed that all odd numbers are
ending with 1, 3, 5, 7, 9 and even numbers are ending with 0, 2,4,6,8.
Evaluation
1. By encircling twos, check whether the following is odd or
even.
2. Circle the odd number
14, 21, 28, 33, 36
3. Circle the even number
32, 35, 47, 44, 56

9 Introduction of three digits
Learning Outcome
Reads and writes three digit numbers upto 999.
Teacher adds a bead to a collection of 99 beads and introduces the number hundred
with hundred beads and its numeral form is 100.
+ =
By adding the beads one by one with hundred balls, he introduces the numbers 101,
102, 103…. 999 with its numerals.
Students are made to be crowned with one digit numbers. Call three students at a time
and make them stand in front of the class. Ask the remaining students to identify and
read the three digit number formed. This can be repeated with other students.
Evaluation
1. The number of leaves in the picture is _____
2. Some of the three digit numbers formed by using 3, 5, 7 are_____

3. The biggest three digit number is _____

10 Addition
Learning Outcome
To know the addition of three digit numbers.
Teacher writes 315 + 224 on the blackboard. First he represents the numbers in the
place value grid. Then adding the numbers in ones place and then ten place as below.
The answer is 539.
H T O
3 1 5
(+) 2 2 4
5 3 9
Similarly he explains addition of numbers with carry over.
Students are made to select a card from the box and add the numbers given. Then
interchange the cards and practice the problems.
Evaluation
1. 415 + 237 = ___?
2. 562 + 437 = ___?
3. find the total
H T O
6 8 4
(+) 2 5 4

11 Subtraction
Learning Outcome
To know the subtraction of three digit numbers.
Teacher writes 485 - 132 on the blackboard. First he represents the numbers in the place
value grid. Then subtract them and gives the answer as 353.
H T O
4 8 5
(–) 1 3 2
3 5 3
Similarly he explains subtraction of numbers with borrowing.
Students are made to select a card from the box and subtract the number given in the
card. Then interchange the cards and do the problems.
Evaluation
1. 587 - 234=___?
2. 464 - 125= ___?
3. find the subtraction?

H T O
6 4 7
(–) 4 5 8

12 Introduction
Multiplication
Learning Outcome
Introduce the concept of Multiplication.
Teacher Activities :1
Teacher takes 10 cards with two flowers in each card keep one card on the table and says that
there are two flowers, two cards on the tables and says that there one four flowers and continuing the
same for 10 cards. He consolidates on the blackboard as below.
Card Table No. of Flowers
1×2 2
2×2 4
10×2 20
Now the multiplication 2 table is introduced as above similarly the other multiplication tables are
introduced
Student Activities : 1
Students are divided into four groups. They are given cards with repeated addition fact for
multiplication tables. They are asked to fill the multiplication facts based on the repeated addition In
this way students are to be trained for multiplication tables from 2 to 10

Teacher explains multiplication problems using place holders as below
1. × 4 = 20
2. 2 × = 12
3. 5 × 6 =
Similarly he did many problems and explained the multiplication of two digit numbers. For
example
35 ×
12
70
35
420
Student Activities : 2
Students are divided in to 5 groups and given multiplication problems of single digit and two digit
numbers. They are made to solve problems in groups.
Evaluation
1. Multiplication fact of 4+4+4+4+4+ is_________
2. 8×7=
3. Multiply : 24 × 13

13 Square Numbers
Learning Outcome
To know the square numbers
Teacher forms squares with seeds as below
1×1=1 2×2=4 3×3=9 4×4=16 5×5=25
He counts the number of seeds in each square and writes on the board. A number which forms a
square is known square numbers.
Hence when we multiply a number with itself we get square number.
Students are divided into 5 groups and given number cards and seeds and check whether a square
can be formed or not. Then they list out the square numbers.
Evaluation
1. Circle the square numbers. 15, 36, 48, 64, 80

2. The square number of 7 is________
3. Check whether 81 is a square number.

14 Least Common Multiples
(LCM)
Learning Outcome
Introducing least common Multiples (LCM) through multiples.
Teacher draws a number line on the board as below.
1 2 3 4 5 6 7 8 ...25
Teacher explains skip counting of 2’s with number line He list out the numbers as 2, 4, 6, 8, ... and
tells these are known as multiples of 2. In this way Teacher teaches multiples of different numbers.
Teacher takes a sheet of monthly calendar. In that the circles the multiples of 3 in green and
multiples of 4 in red colour He writes them on board as
Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
Multiples of 4 = 4, 8, 12, 16, 20, 24, 28.
Then he lists out the common multiples of 3, 4, as (12, 24)

Now the least common number 12 is known as least common multiple (LCM) of 3 and 4.
Students are divided in to four groups. They are given a number card with numbers 1 to 100 and a
pair of number for which they have to find LCM. Students are made to find the LCM trough multiples.
After completion they have to interchange this activity.
Evaluation
1. The multiples of 5 are _______, _______, _______, _______, _______

2. The common multiples of 2 and 3 are ______, _______
3. LCM of 4 and 5 is_______

15 Division
Learning Outcome
To introduce the concept of division
Teachers takes fifteen seeds and keeps in groups 3 seeds. The number of groups are five. This is
nothing but division of 15 by 3by equal grouping.
In addition to the above he explains divisions on the blackboard as below
5
3 15
15
0
Here 15 is the dividend;
3 is the divider;
5 is the quotient;
0 is the remainder
Students are divided into four groups and 24 sticks are given to each group. Student are asked to
given to the sticks into equal groups in different ways and represent then as division facts.
Evaluation
1. Arivumathi had 10 chocolates. She wanted to distribute it equally to her five friends. One friend
will get_____ chocolates.
2. Find the quotient and remainder 16÷ 4
3. Find the quotient and remainder 30 ÷ 3

16 Highest Common Factor
(HCF)
Learning Outcome
HCF through factors
Teacher takes 18 sticks and grouped equally in the following ways.
1×18=18
2×9=18
3×6=18
6×3=18
9×2=18
From the above multiplication facts, introduces 1, 2, 3, 6, 9, 18 are the factors of 18.
Teacher explains the method of finding HCF of 16, 24 as below.
The multiplication facts of 16 are =1×16, 2×8, 4×4
The factors of 16 are =1, 2, 4, 8, 16

The multiplication facts of 24 one =1×24, 2×12, 3×8, 4×6
The common factors of 16 and 24 are =1, 2, 4, 8
The highest common factor is =8
HCF of (16, 24) = 8

Teacher explains the method of finding HCF of 7,8 as below

The multiplication fact of 7 are = 1×7
The factors of 7 are = 1,7
The multiplication fact 8 are = 1×8, 2×4
The factors of 8 are 1, 2, 4, 8
The common factors of 7, 8is =1
Hence HCF of (7,8) =1
Students are divided into 5 group and given cards with two number. They are made to find HCF
those
Evaluation
1. The factors of 20 are ________________

2. The HCF of 15 25 is ________________
3. The HCF of 5, 9 is __________________

17 Prime and Composite
Number
Learning Outcome
To know the prime and composite numbers
Teacher writes few numbers like 15, 18, 1,2,5, 9, 14, on the board. He `express them into
multiplication factor and hence write their factors as below.
15 1×15, 3×5; Factors of 15= 1, 3, 5, 15
18 1× 18, 2×9, 3×6; Factor of 18 = 12,3,6,9,18
1 1×1; Factors of 1=1
2 1×2; Factors of 2=1, 2
5 1×5; Factors of 5= 1, 5
9 1×9, 3×3; Factors of 9=1, 3, 9
14 1×14, 2×7; Factors of 14= 1, 2, 7, 14
The teacher classified the numbers based on its Factors as below
The number having only two Factors (One and The numbers having more than two Factors
the same number)
2 1, 2 9 1, 3, 9
5 1, 5 14 1, 2, 7, 14
15 1, 3, 5, 15
18 1, 2, 3, 6, 9, 18
Teacher introduce that the first category namely the numbers having only two factors (one and
the same number) is called prime numbers and the second category namely the numbers having more
than two factors is called composite numbers.
The prime numbers are = 2, 5
The composite numbers are = 9, 14, 15, 18
The number 2 is the only even prime number
The number 1 is being the unit number it is neither prime or composite number
Students are divided into five groups and give some number cards. They list out the prime and
composite numbers through group activity
Evaluation
1. Circle the prime number 27, 23, 34, 41, 53
2. Circle the composite number 33, 46, 59, 64, 71
3. Is 1 a prime or composite?

18 Divisibility
Learning Outcome
know the divisibility rules
Teacher writes the following numbers on the blackboard and divide them by 2
(i)18 (ii) 32 (iii) 21 (iv) 44
(v) 50 (vi) 66 (vii) 73 (viii) 69
The numbers divisible by 2 are 18, 32, 44, 50, 66
Observed and list out the ones place of the above numbers as 8, 2, 4, 0 and 6
That is 0, 2, 4, 6, 8
Hence he concludes that all the numbers having any of the above numbers ones place is
divisible by 2
Teacher writes the following numbers on the blackboard and adds their digits as below
36 = 3+6 =9
41 = 4+1 =5
5 = 5+1 =6
59 = 5+9 =14
72 = 7+2 =9
84 = 8+4 =12 =1+2=3
He list out the numbers whose sum of the digits are divisible by 3 as 36, 51, 72, 84 and verifies
that the numbers are divisible by 3.
Hence a number is divisible by 2 is the sum of the digits of that number is divisible by 3.
Students are divided into 4 groups and given some number cards. They test the divisibility of
numbers and list out it.
Evaluation
1. The number 381 is divisible by __________

2. The number 963 is divisible by _________ and _____
3. The number 253 is divisible by _______

19 Number System
Learning Outcome
To know the properties of Natural number and whole numbers.
The numbers that are used to count the objects are called counting numbers or Natural numbers.
It is denoted by N
N= { 1, 2, 3, ……..}
The smallest whole number is 1
All whole numbers except 0 have a predecessor
All natural numbers have a successor
Sum of two whole numbers is a whole number for example
(i) 25+30=55
(ii) 13+0=13
Difference between two whole numbers need not be a whole number For example,
(i) 42-15=37
(ii) 32-43=?
The product of two whole numbers is a whole number for example,
(i) 13×2=26
(ii) 27×0=0
The division of two whole numbers need not be a whole number. For example,
24
(i) =8
3
14
(ii) =?
3
Student are divided into 4 groups. Problem cards on the are given. They are asked to do the
problems and verify the properties.
Evaluation
1. The smallest number of whole number is _______________

2. 18+0= ___________________
3. 0×26= _____________

20 Integers
Learning Outcome
To know the properties of Integers.
Teacher gives two problems 5-3 and 3-5 and give the about 3-5? With this teacher introduces the
need for an extension of numbers.
The extension of number system is called Integer which includes negative numbers, ) and positive
numbers and it is donated by Z.
Z= {…. -3, -2, -1, 0, 1, 2, 3, ….}
The set of Integers has the following properties.
The number line for integers is
-4 -3 -2 -1 0 1 2 3 4 5
From the number line, we observe that

(i) The numbers to the right of ‘0’ are called positive integer and to the left of ‘0’ are called
negative integers.
(ii) 0 is less than every positive integer but greater than every negative integer.
For eg: 0<4 and 0>-4
Students are given number cards with integers and asked to represent that integer on the line and
discuss. Students represent their number on the number line and know the properties of integers.
Evaluation
1. The numbers to the left of 0 are ________

2. 0 is the predecessor of _____ and successor of _____
3. Circle the negative integers : 7, 0, -3, 4, -7, 2

21 Operations on Integers
Learning Outcome
To know the four basic operations on Integers.
Teacher extended the addition table for negative integers as below.
5+2=7
4+2=6
3+2=5
2+2= 4
1+2=3
0+2=2
-1+2=2
-2+2=0
-3+3=-1
-4+2=-2
-5+2=-3
He made the students to read the table and practice for other numbers also. From the table he
explained addition of Integers as below.
4+2=6; (-2)+2=0 ; (-4)+2=-2
Therefore when we add a positive integer and a negative integer, get the difference of two integers
with the symbol of greater integer as the sum.
Teacher explained the addition table for negative integers as below.
2+(-1)=1
1+(-1)=0
0+(-1)=-1
(-1)+(-1)=-2
(-2)+(-1)=-3
He explained adding two negative integers as similar to regular addition with negative sign as
below
(-1)+(-1)=-2
(-2)+(-1)=-3
Teacher explained subtraction of integers with tables as below

3-2=1 3-(-2)=5
2-2=0 2-(-2)=4
1-2=-1 1-(-2)=3
0-2=-2 0-(-2)=2
-1-2=-3 -1-(-2)=1
-2-2=-4 -2-(-2)=0
-3-2=-5 -3-(-2)=-1
He explained problems from the tables as below
1-2=-1; 2-(-2) = 4;
-3-2=-5; -2-(-2)=0
Teacher extended the multiplication table as below and explained multiplication of integers.
3×2=6 3×(-2)=-6
2×2=4 2×(-2)=-4
1×2=2 1×(-2)=-2
0×2=0 0×(-2)=0
-1×2=-2 -1×(-2)=2
-2×2=-4 -2×(-2)=4
-3×2=-6 -3×(-2)=6
He explained the following problems from the table.
3×2=6; 3×(-2)=-6
(-3)×2=-6; (-3)×(-2)=6
Teacher explained division of integers with the help of multiplication tables as below.
6 6
3 × 2 = 6 = 3 and = 2
2 3
(–3) × 2 = -6 (6) (6)

3 and 2
3 (3)
From the above, we observe that when we multiply or divide integers with same sign (either ‘+’
or '–') we get positive integer and multiply or divided integers with different sign (one ‘+’ and one '–'),
we get negative integer.
Students are divided into four groups and given cards with problems of four basic operations of
integers. They interchange cards and practice all problems.
Evaluation
1. 15 + (–7) =_________
2. ( – 8 ) × 4 = __________
3. ( - 12 ) ÷(-3) _________

22 Fraction
Learning Outcome
To introduce fractions.
Teacher introduce simple fractions through pictures.
1 1 3 1 2
2 4 4 3 3
Teacher explains from the above parts of a whole we have

Numerator
Fraction =
Denominator
In this Denominator is the total number of equal parts that make up a whole and Numerator is
the number of equal parts Taken from a whole.
For example, in 3 , 3 is Numerator and 4 is Denominator

4
Teacher writes some fraction on the board as below.
He compares numerator and denominator and grouped the fractions as below.
From the above example, in a fractions, if the numerator is smaller than the denominator, then it
is called as a proper fraction and if the numerator is greater than the denominator, then it is called as
an improper fraction.

Mixed fraction is defined as a fraction which contains a whole number and a proper fraction.
1
Example : 1
4
Students are divided into four groups and given cards with different types of fractions. They are
made to compare Numerator and Denominator and classify the fractions.
Evaluation
1. Circle the proper fractions
2. Circle the improper fraction
3. Write a proper and an improper fraction

23 Addition and Subtraction of
fractions
Learning Outcome
To learn addition and subtraction of fractions.
Teacher explains addition and subtraction of fractions with same denominator as below
(i)
(ii)
Therefore when fractions have same denominator, it is enough to add or subtract the numerator.
Teacher explains addition and subtraction of fractions with different denominator as below.
(i)
(ii)
The multiples of 3 &4 are
3 → 3, 6, 9, 12, 15, 18, 21, 24 ….
4 → 4, 8, 12, 16, 20, 24, 28, …….
The common multiple are12, 24, ….
The least common multiple is 12
The LCM of (3, 4) = 12

2 3
Let us write the equivalent fraction of and as below
3 4
2 2 4 8 3 3 3 9
;
3 3 4 12 4 4 3 12
2 3 8 9 17
Therefore
3 4 12 12 12

(ii)
The multiples of 4 and 5 are
4 → 4, 8, 12, 16, 20, 24, 28, 32….
5 → 5, 10, 15, 20, 25, 30….
The common multiples are 20, 40, …..
The least common multiple is 20.
The LCM of (4,5) = 20
Let us write the equivalent fractions of and as below
Therefore
Students are divided into 5 groups and given cards with different fractions and they are made to
add and subtract the fractions given to them.
Evaluation
1.
2.
3.

24 Decimal Number
Learning Outcome
To introduce decimal numbers
Teacher introduce decimal numbers as below. He takes a rectangle divide it into ten equal parts
and shade one part of it as below
1
The fraction of the shaded portion =
10
This can be represented as 0.1 which is called decimal form of a fraction. Therefore, the fractions
with denominator 10, 100, 1000, ……. Can be represented in decimal form. For example
(i) 3 = 0.3
10
45
(ii) = 0.45
100
7865
(iii) = 7.865
1000
2 22 4
(iv) 0. 4
5 5 2 10
Student are divided into four groups and given cards with different fractions. They are made to
discuss and write the decimal form of the fractions.
Evaluation
1. The decimal form of 12 is ___________

10

100

2

25 Rational Numbers
Learning Outcome
To introduce rational numbers.
Teacher writes the following on the board.
10 13 15
= 2 ; = 2 .6 ; =3
5 5 5
13 1
Now = 2 .6 is a number lies between 2 and 3. Now let us take ( − ). This lies between 0 and -1
5 3
11
Similarly - − lies between -3 and -4. Hence, a ratio made by dividing an interface by another
4
a
integer is called a rational number. A rational number is represented in the form of where a and b
b
one integers and b#0. The collection of all rational numbers is denoted by Q.
Example:
3 −2 3 2
−( )
4 , 7 , −8 , 5
Students are given cards with non – zero integers. They are asked to form the rational as much as
they can and list them out.
Evaluation
1. Any one rational number between 0 and 1 is ________

2. Is ‘0’, a rational number?
3. The rational form of 0.25 is _________

1 NUMBERS
Learning Outcomes
""To understand large numbers and the terms used to represent them.
""To compare large numbers and order them.
Teacher Activity
Motivational Activities:
I. Teacher: Let us see how to expand a number by using place values
C TL L T Th Th H T O
7 3 4 1
Look at the beads placed in the abacus. Can you tell what is the number displayed in the above
spiked abacus? Yes, It is 7341(Students are involved to find).
The number 7341 can be expanded with the help of the abacus.
The expanded form of 7341 is
7341 = 7000 + 300 + 40 + 1
Also, we can read this number as Seven thousand three hundred and forty one.

II.
Teacher: Let us consider the numbers 2 and 7. We can form two digit numbers by using these two
numbers. Shall we?
We can form the two digit numbers as 27, 72, 22 and 77 by using the numbers 2 and 7.
Here, the biggest number is 77 and the smallest number is 22.
Teacher Activity – 1
Look at the calendar and write today’s date, for example, 19.04.2021 as 19042021. We are going
to write the number in Indian number system. To write in Indian number system, the first three digits
from right side of the number should be punctuated by a comma.
For example: W
riting the number by putting comma in the number 19042021 as 19042,021.
Then, put commas for every two digits to the left.
For example: Writing the number by putting comma in the number 19042021 as 1,90,42,021.
We can write the number 1,90,42,021in place value method as follows
Ten Thousands
Thousands
Ten Lakhs
Hundreds
Crores
Lakhs
Ones
Tens
1 9 0 4 2 0 2 1
Hence, the number 1,90,42,021 is read as One Crore Ninety Lakhs Forty Two Thousands and
Twentyone.
To write in International Number System, a comma should be punctuated by three digits, from
right to left of the number. For example, writing the number by putting commas in the number
19042021 as 19,042,021.
We can write the number 19,042,021 in place value method as follows
Ten Thousands
Ten Millions
Thousands
Thousands
Hundreds
Hundred
Millions
Ones
Tens
1 9 0 4 2 0 2 1
That is, the number 19,042,021 is read as Nineteen Million Forty Two Thousand and Twentyone.
Similarly, let us read some other numbers: 48205231, 56132074.

Teacher Activity – 2
The different heights of the 5 apartment buildings named A, B, C, D, E were marked as 985 feet,
1245 feet, 1865 feet, 355 feet and 585 feet respectively.
Write the given numbers on the flash cards and make a group which has equal number of digits.
Setting the numbers 985, 355 and 585 as a separate group and the numbers 1245 and 1865 as a
separate group.
Numbers with the same number of digits can be said to be equal number of digits. Here, 985, 355
and 585 have equal number of digits. The number of digits in these is 3.
Similarly, the number of digits in the numbers 1245 and 1865 is four. These numbers have also
equal number of digits.
Now, showing the number cards 985 and 1245 and asking the students about the numbers on
those cards. 985 has three digits and 1245 has four digits. Are the numbers in the cards have same
number of digits?
Not at all ! !
Therefore, since the number of digits in a given number is unequal, those numbers can be called
unequal numbers.
The number with the highest number of digits is the greatest number and the number with the
lowest number of digits is the smallest number.
Here, comparing the numbers 985 and 1245, then 985 is less than 1245.
Therefore, 985 is a smaller number than 1245.
To compare three digit numbers with the same number of digits with the help of place value
355 < 585 < 985

Comparison of two numbers with same number of digits with the help of place value.
1245 < 1865
The ascending order of numbers is
355 < 585 < 985 < 1245 < 1865
Student Activity – 1
In an Indian distance analysis chart, find the distance between Chennai and New Delhi and the
distance between Mumbai and New Delhi. Ask to find which of these distance is greater.
Divide a chart paper into eight equal parts. Write 1 on the flashcard, 2 on the other
flashcard,……… , finally 8 on the last flashcard. Using those flashcards, students are asked to list
out all the possible 8 digit numbers.

1. Place value of 7 in the number 708146 is
a. Seven Lakh b. Seven Hundred
c. Seven Thousand d. Seven
2. 1 billion is equal to
a. 100 crores b. 100 million
c. 100 lakh d. 10000 lakh
3. The Arabian Sea has an area of 1491000 square miles. This area lies between and
a. 1489000 and 1492540 b. 1489000 and 1490540
c. 1490000 and 1490100 d. 1480000 and 1490000
Fill in the blanks:
4. The smallest 6 digit number is
5. Fill it with the appropriate symbols (‘>’, ‘<’ or ‘=’):
48792 48592.

2 NUMBERS
Learning Outcomes
""Solve problems involving large numbers by applying appropriate operations (addition,
subtraction, multiplication and division).
Teacher Activity
I. Teacher: Normally, we start from 1 to count or write the numbers and continue the sequence.
Don’t we?
That is, we can write as 1,2,3,4,5,6,7,...
The set of numbers which start from 1 and so on is called as Natural numbers.
We denote the set of natural numbers as ‘N’, we represent it as
N = {1, 2, 3, . . . }
II. Choose any three single digit numbers and form a three digit number. Then write that number in
reverse. Find the sum and difference between the 3 digit numbers. For an example 8,5 & 2.
Let the three digit number be 528. The reverse of it is 825.
Then the sum of 528 + 825 = 1353.
The difference is 825 – 528 = 297. (students are asked to discuss).
Teacher Activity –1
Can you count the number of fruits seen in the picture below accurately?

Can’t say the exact number, Isn’t it !
So, we say, there may be 50 fruits here. We call it as Approximation.
The approximate numbers are very close to the actual number. It can be a little more or less. This
value is called the Estimated value.
Let us know about rounding off the numbers to the nearest tens place here.
To Round off a number to ten, we have to notice the digit in the tenth place.
For example, if we want to round off the number 76 to its nearest tens place, we need to look at
the number 7 in the tenth place.
If the number to the right of the tenth place value is equal or greater than 5, then “1” must be
added. If it is less than 5 there is no need to change the number in the tenth place.
So, the number to the right of 7 is 6. Since the number 6 is greater than 5, we have to add 1 to 7.
7 + 1 = 8.
Convert the numbers on the right side as zero.
So, rounding off the number 76 to the nearest ten is 80.
Valli and her four friends went to a butter milk shop. Each had a cup of butter milk and paid ₹30,
assuming that the cost of one cup of butter milk to be ₹6. But the shop keeper told that the cost of
butter milk had increased by ₹2. Then, Valli decided to give ₹2 more and paid ₹32. But the shop keeper
claimed that she had to pay ₹40. Who is correct?
Valli calculated as, Shop keeper calculated as,

= (5 × 6) + 2 = 5 × (6 + 2)
= 30 + 2 =5×8
= 32 = 40
The amount ₹40 claimed by the Shop keeper is correct. This confusion can be avoided by using
the brackets in the correct places like 5 × (6 + 2)
BIDMAS rule should be used here.
Expansion of BIDMAS
B Bracket ()
I Indices
D Division ÷ or /
M Multiplication ×
A Addition +
S Subtraction -
According to the above sequences, the mathematical operations should be carried out.
For example: solve 9 + 5 × 2,
9 + 5 × 2 has addition and multiplication functions.
To simplify this we can use the BIDMAS rule,
First, we need to do the Multiplication process.
9 + 5 × 2 = 9 + 10

Next, the Addition process should be performed.
9 + 10 = 19
We already know that a set of natural numbers is N = {1, 2, 3...}.
Adding ‘0’ to the set N gives us the set of whole numbers. It is represented as W = {0, 1, 2, 3,...}.
For any two Whole numbers , addition of those whole numbers and interchanging of those whole
numbers does not affect their addition. It is called as commutative of addition.
For example, when we add the two numbers 43 + 57, we get 100.
When we interchange the numbers, say 57 + 43, Then also we get 100.
Addition of integers for Whole numbers also satisfies the commutative property.
For any two integers 5 and 10, by multiplying we get 5 × 10=50.
Also, 10 × 5 = 50
Thus 5 × 10 = 10 × 5 commutative is true.
Hence, commutative property under multiplication is true for Natural numbers and Whole
numbers.
A jar is filled with Tamarind seeds. Now each student is asked to tell number of Tamarind seeds in
the jar without counting. Teacher records the number said by the students approximately. Then the
number of Tamarind seeds in the jar is counted. Here the students are asked to find the difference
between the Tamarind seeds actually in the jar and the estimated values stated by the students.
Use at least three different pairs of numbers to verify that subtraction is not commutative.

1. The value of 3 + 5 × 2 is .

a. 16 b. 10 c. 13 d. 30
2. ( 53 + 35 ) × 0 is .
a. 88 b. 0 c. 89 d. 53 + 35 × 0
3. The whole number that does not have a predecessor is .
a. 0 b. 9 c. 1 d. 10
Fill in the blanks:
4. Rounding off the number 53 to the nearest ten is .

5. 17 × = 34 × 17.

3 ALGEBRA
Learning Outcomes
""Uses variable and different operations to generalize a given situation.
""Uses unitary method in solving various word problems.
Teacher Activity
I. The teacher keeps 5 beads in his hand and 8 beads on the table. Then, he explains the students that
3 beads are to be added to get the sum of beads, which is on the table. The verbal statement can be
written as 5 + ∆ = 8. Here, ∆ is called a place holder.
II. The teacher writes an equation using place holders as follows:
∆+ =7
Then, the teacher explains which numbers can be replaced in the place holders:
(i.e) 1 + 6 = 7, 2 + 5 = 7, 3 + 4 = 7, 4 + 3 = 7, 5 + 2 = 7, 6 + 1 = 7
Various suitable answers can be written in the place holders to get sum 7. Then, the equation can
be written as x + y = 7 and hence x and y are called as variables.
Algebra gives a way for writing the facts in short and simplest way.
We call an unknown number as a variable. They are written by using alphabets ‘a’ to ‘z’.

Teacher: Can you tell me how many leaves are there in the tree (picture)?
Students: Don’t know
Teacher:
we can’t say exactly. Each of us will say different number (approximately). As
it varies from person to person, we call it as a variable. It can be denoted as ‘x’.
(Note: we can use alphabets ‘a’ to ‘z’ for denoting variables).
(i) Dear Students we can write 5 plus 3 as 5 + 3 by using symbol.
(ii) If we add a number 3 with a variable ‘y’ and it is written as y + 3
Here, “Add 3 with a number” is a verbal statement and ‘y + 3’is an algebraic statement.
(iii) Consider there are ‘m’ apples in a basket. If you take 2 apples from the basket, then it may
be written as ‘m-2’. Here “2 apples taken from basket” is a verbal statement and “m-2” is an
Algebraic statement.
Similarly, if the number of leaves in a branch of tree is x, and the number of branches are 3, then
the number of leaves in the tree is 3x.
Kannan’s age is ‘p’ years. Kumar is 6 years elder than Kannan.
ere, Kumar’s age in the algebraic statement is ‘p + 6 ’. If p = 20, then Kumar’s Age is
H
20 + 6 = 26 years.

(Individual activity)
Each student in the classroom are asked to fill the table individually in their note book.
Change the algebraic statements into verbal Statements.
S. No. Algebraic statement Verbal Statement
1 a+5
2 x-6
3. 12y = 24
4 x/6
(Individual activity)
Each student in the classroom are asked to fill the table individually in their note book.
Change the Verbal Statements into algebraic Statements.
S. No. Verbal Statements Algebraic statement
1 ‘x’ Increased by 21
2 Subtract 10 from a
3. 3 times ‘m’ is divided by 2
4 We get 15 if a number is
added with 5

1. If b-5 is12, then the value of b is ____________

a. 19 b. 17 c. 15 d. 7
2. We get 8, if we subtract 6 from ‘n’. What is the Algebraic statement?
a. n − 6 = 8 b. n − n = 8 c. 8 − n = 6 d. n − 8 = 6
3. A variable ____________
a. can take only a few values b. has a fixed value
c. can take different values d. can take 8 values
4. The number of days in ‘w’ weeks is ____________
a. 30 + w b. 30w c. 7 + w d. 7w
5. 2 sticks are needed to form ‘T’, how many sticks are needed to form four T’s?
a. 2 b. 4 c. 5 d. 8

RATIO AND
4 PROPORTION
Learning Outcomes
""Compares quantities using ratios in different situations.
Teacher Activity
I. If there are 60 boys and 40 girls in a class, then the total number of students in the class is 100.
Then, the teacher explains it as 6 parts of boys and 4 parts of girls which gives the total strength of
the class. Then, it can be written in the ratio of boys to girls is 6 : 4.
II. The length of a chocolate is 15 cm. If it is shared as 1 part to Raja and 2 parts to Rahim, then Raja
will get 5 cm of chocolate and Rahim will get 10 cm of chocolate. Thus the teacher explains the
ratio of chocolate shared to Raja and Rahim is 1 : 2.
1 part 2 part
Teacher Activity-1
Teacher explains that a ratio is the comparison of two quantities with same units. Teacher asks
the students to say and record their height and weight on the black board. By comparing, the teacher
introduces about ratio. Also in our daily life, comparison of marks and many more things are done.
Ratio is the comparison of two quantities by division. Its symbol is “ : ’’
3 : 4 represents a ratio. We call 3 as the first term and 4 is call second term.
3
3 : 4 can be written as
4
Teacher Activity-2
Teacher explains that the ratios equivalent to 2 : 7 can be written as 4 : 14, 6 : 21………
It is obtained as: 2 : 7 = 2 × 2 : 7 × 2 = 4 : 14
2 : 7 = 2 × 3 : 7 × 3 = 6 : 21
From the above example, Teacher concludes that, if the ratio of the front element and the rear
element are multiplied or divided by the same number, then it will be its equivalent ratio.

Teacher Activity-3
Let us consider an equivalent ratio of 2 : 7 is 4 : 14. It can be written as follows 2 : 7 :: 4 : 14
Here, the extremes are 2 and 14 and the means are 7 and 4.
Product of extremes = 2 × 14 = 28
Product of means = 7 × 4 = 28
Then, the Product of the extremes is equal to the product of the means.
So, 2 : 7 = 4 : 14 . We can conclude that, In a proportion,
Product of extremes = Product of means.
Students are divided into several groups according to the strength. Each group is provided
with 2 students and many coloured beads. Each group are to be instructed and asked to select two
different coloured beads. Then they are asked to write the ratio of them. Each group are asked to
present it.
For example:
If there are 4 green and 5 red beads, then the ratio is 4 : 5.
If there are 7 yellow and 10 blue beads, then the ratio is 7 : 10.
Students are divided into several groups according to the strength. Each group is provided
with 5 students and asked to find the ratios for the following:
1. Teacher and total students.
2. Boys and Girls.
3. Boys and total students.
4. Girls and total students.
Each group were asked to discuss and present it.

1. The ratio between the number of sides of a triangle and a rectangle is
a. 4 : 3 b. 3 : 4 c. 3 : 5 d. 3 : 2
2. If 2 : 3 and 4 : are in proportion, then the missing term is
a. 6 b. 2 c. 4 d. 3
3. An equivalent ratio of 4: 7 is
a. 1 : 3 b. 8 : 14 c. 14 : 8 d. 12 : 21
4. If 7 : 5 is equivalent to x : 25, then the value of x is
a. 27 b. 49 c. 35 d. 14
5. If a man walks 2 km in 15 minutes, then he will walk km in 45 minutes
a. 10 km b. 8 km c. 6 km d. 12 km

5 GEOMETRY
Learning Outcomes
""Describes geometrical ideas like line, line segment, open and closed figures, angle, triangle,
quadrilateral, circle, etc., with the help of examples in surroundings.
Teacher Activity
I. The teacher asks two students to walk in the opposite directions along the line which is drawn in
the playground and he explains the students that the endless walk on both sides can be extended.
Thus, he explains a line extends endless on both sides.
II. The teacher explains if we take a part of line, then it is called a line segment.
• •
AB
III. The teacher draws a line starting from one point and extends it in a particular direction. The
teacher explains that it is called a ray and it starts from a point and has no end point.
•
A
IV. The teacher explains Parallel lines by showing edges of blackboard and windows.
V. The teacher explains Perpendicular lines by showing length wise and breadth wise edges of a wall
and which makes an angle of 90°.
Teacher Activity-1
B
The teacher shows sharp point of a pencil and recalls it as a point.
Points are denoted by alphabets A, B, C,.. A
C
A line is infinite set of points and a line extends along both directions D
without an end. A line with two end points is called line segment.
• •
AB
Examples: scale, pencil, edges of table, etc.
We can measure the length of line segment.

A line segment extended to one direction infinitely is called a ray.
•
A
Example: Sun rays, torch flash light.
Two lines which will never meet and extend infinitely on both sides are called parallel lines.
Example: Railway track
Also the distance between parallel lines are equal.

If two lines are not parallel,they will meet at any point and they are called intersecting lines.
Teacher Activity-2
The teacher draws this figure on blackboard and asks the students to fill the following table:
T
R
V
C
P
B D E Q
S
U

Points Lines Line segments Rays Parallel lines Intersecting lines
Students are asked to draw some shapes using line segments name the line segment the number of
line segment in each shape.
Students are asked to stand in a line. Some gestures are shown.
The following gestures are shown by hands: 1. Line. 2. Line segment 3. Ray 4. Parallel lines
5. Intersecting lines. Hence, Students learns line, line segment, ray, parallel lines and intersecting lines.
1 2 3 4 5

1 A _______extends along both directions.

a. line b. line segment c. ray d. point
2. How many end points will a ray have?
a. 4 b. 3 c. 2 d. 1
D
3. The number of line segments in this figure is ____
a. 5 b. 6 c. 7 d. 8
A B C
4. Which one of the following represents the Ray A B ?
a.AB b. BA c. AB d. BA
5. Which one of the following Alphabet represents the parallel lines?
a. A b. K c. E d. T

6 GEOMETRY
Learning Outcomes
""Classifying angles according to their measure.
Teacher Activity
I. The teacher explains acute angle, right angle and obtuse angle by moving door of the classroom.
II. The teacher explains straight angle and zero angle by using ice sticks.
Teacher Activity-1
A B
Teacher explains by showing the above diagram that, when the two rays meet at a point, they
form an angle at that point. We name the angels in the figure, ∠BAC or ∠CAB or ∠A. The teacher
shows angles by using black board, wall, table, book and also asks some examples from students and
teacher explains angles. By using protractor we measure angles in degree. Example: 40°, 85°, 160°.
Types of angles:
The teacher explains the types of angles with the angles made between hour hand and minute
hand for certain time.

10 o’ clock 7.15
3 o’ clock
Acute angle Obtuse angle

Right Angle (angle 90°)
(angle between 0° and 90°) (angle between 0° and 180°)
special angles
12 o’ clock 6 o’ clock
Zero angle (0°). Straight angle (180°)

By taking the angle between door and wall, while opening and closing the door teacher determines
the types of angle.
Teacher Activity-2
The teacher makes the students to know special pair of angles called complementary and
supplementary angles. Two angles are complementary to each other if their sum is 90°. Two angles are
supplementary to each other if they add up to 180°. Example:
The complementary angle of 40° is, 90° – 40° = 50°
The supplementary angle of 110° is, 180° – 110° = 70°
Teacher Activity-3
Teacher explains by showing the above paper cutting. Three or more lines pass through a point,
they are said to be concurrent. The point is called point of concurrency.

In this figure, l, m, n are concurrent. ‘C’ is the point of concurrency.
The points A, B, C are collinear.
From the diagram given, H G
write the names of angle and mention their types.
D C
E F
A B
From the diagram, find the following:
T
Complementary of ∠TUS is _______
S
Supplementary of ∠SUQ is _______
Supplementary of ∠PUT is ______
P U Q

1. 72° is _______ angle.

a. An acute angle b. a right angle c. An obtuse angle d. a straight angle
2. In the diagram, which one of the following is not correct way of N
naming the angle?
a. ∠MLN b. ∠NLM
c. ∠LNM d. ∠L L
M
3. If two lines are intersecting each other, then the number of angles
formed at that point is _____.
a.1 b. 2 c. 3 d. 4
4. If a clock shows time 9.00, then the angle between hour hand and minute hand is_____.
a. 30° b. 60° c. 90° d. 180°
5. The supplementary angle of 85° is ______.
a. 5° b. 95° c. 105° d. 145°

7 STATISTICS
Learning Objectives
""Arranges given / collected information such as expenditure on different terms in a family
in the last six months, in the form of table, pictograph and bar graph and interpret them.
Teacher Activity
I. The teacher explains, the sale of toys in a week by using the following pictograph. Consider a
telephone shape in the graph denotes 10 toys.
DAY - 7 
DAY - 6 
DAY – 5 
DAY – 4 
DAY – 3 
DAY - 2 
DAY - 1 
The number of toys sold on the first day is 50.
The least number of toys was sold on 4th day.
The number of toys sold on 7th day is 60.
The number of toys sold more during the week is 70.
Teacher Activity-1
Data:
Teacher explains that the numerical information or facts collected are known as data. Teacher
asks a student to collect today’s attendance details of our class in which we call that data as the primary
data, because the student receives the information directly. The teacher ask another student to collect
details of today’s total attendance from the Headmaster on the same day. We call this as secondary data
because the amount of information was already collected.

Teacher Activity-2
Teacher explains that the collected information/data can be arrived in numeral easily by using
Tally marks:
One Two Three Four Five
The teacher tabulates and explains the favourite games of 30 students in a classroom by using
Tally marks.
Game Tally Marks Frequency

Cricket 11
Foot ball 7
Hockey 4
Badminton 8
Pictograph:
The data can be easily analysed and interpreted by using pictograph. Many number of informations
can also be denoted by using Pictograph:
Example: The following Pictograph shows the number of student playing different games in a
school.
One full picture represents 10 students.
One half picture represents 5 students.
Sports Number of Students
Cricket
Foot ball
Hockey
Badminton
1. Number of students playing cricket

(6 full picture+1 half picture) = (6 × 10) +5 = 60 + 5 = 65.
2. Number of students playing football.
(4 full Picture +1 half picture) = (4 × 10) + 5 = 40 + 5 = 45.
3. Number of students playing hockey.
(3 full picture) = (3 × 10) = 30.
4. Number of students playing badminton.
(3 full picture + 1 half picture ) = (3 × 10) + 5 = 30 + 5 = 35.

Bar graph:
We can draw bar graph for the above information.

80
60
40
20
0
Cricket Foot ball Hockey Badminton
Each student is provided with a following Information and they are asked to find Tally marks.The
following are the marks obtained by 30 students in a class test out of 20 in Mathematics subject.
11 12 13 12 12 15 16 17 18 12
20 12 13 14 14 14 15 15 15 15
16 16 16 15 14 13 13 11 19 17
Obtaining the details of those who have been vaccinated (Covid-19) in the last one week at the
nearest primary health centres and asks to draw Pictograph and Bar graph for it.

1. Cricket scores gathered from a website is a ______________.

a. Primary data b. secondary data c. Tally marks d. Bar Graph
2. The collection and classification of “Stamp Collecting” by students is a ______________
a. Primary Data b. Secondary data c. Tally marks d. BarGraph
3. The tally marks for the number 5 is ___________
a. V b. c. d. 
4. Representation of data by using picture is known as ___________
a. Pictograph b. Bar graph c. Calendar d. Tally marks
5. If 100 is represented by ,then 250 is represented by __________
a. b. c. d.

INFORMATION
8 PROCESSING
Learning Objectives
""To learn how to count and list symmetrically.
""To explore different methods of arranging information.
""To solve puzzles like Sudoku.
Teacher Activity
I. The teacher explains how to form three digits numbers by using the given digits 9, 6, 8 without
repeating the digits. That is,
First digit, second digit, third digit
First digit, third digit, second digit
Second digit, first digit, third digit
Second digit, third digit, first digit
Third digit, first digit, second digit
Third digit, second digit, first digit
The choices of three digit numbers formed by given digits are,
968, 986, 698, 689, 896, 869
II. The teacher explains how to form a 3 × 3 magic square. That is, the sum of number horizontal
wise, vertical wise and diagonal wise should be the same.
8 1 6
3 5 7
4 9 2
Here, 8 + 1 + 6 = 15, 3 + 5 + 7 = 15, 4 + 9 + 2 = 15 (Horizontal wise sum).

8 + 3 + 4 = 15, 1 + 5 + 9 = 15, 6 + 7 + 2 = 15 (Vertical wise sum).
6 + 5 + 4 = 15, 8 + 5 + 2 = 15 (Diagonal wise sum).

Teacher Activity-1
Consider it as a three tier building from the above picture. RGB, BRG, GRB considering R- red,
G-green, B- blue, ask them to sort and write the colour syllables properly.
Completing Sudoku will always make us happy. In some phases the numbers are not filled
and in some phases the numbers are filled. There will be horizontal grids and vertical grids. Fill
horizontal and vertical row between 1 to 9 numbers. But these numbers can’t come more than once.
In the 3 × 3 Sudoku we have to use the numbers from 1 to 3 properly.
3 × 3 Sudoku
1 2 3
2 3 1
3 1 2
Step 1: Explains that if the numbers in the first horizontal row are kept stable in 3 × 3 Sudoku, the
second horizontal row can be filled in two ways, 2, 3, 1 or 3, 1, 2. First row is fixed as 1, 2, 3.
1 2 3
Step 2: Explains that if the first two horizontal rows are fixed in 3 × 3 Sudoku in the picture, the third
row can be filled only in one way, as shown in the next picture.

1 2 3
1 2 3
2 3 1
3 1 2
Step 3: No number in the third row should come more than once. Therefore, Teacher explains that the
things to remember that 3 × 3 can be filled only in one way in the third row in Sudoku.
Repeat the same process for 4 × 4 Sudoku.
Teacher Activity-2
In the magic triangle, use numbers 1 to 6 and set the sum of three numbers as 12 on each side of
the triangle without using the same numbers again.
Step 1: Fill the triangle corners with large numbers 4, 5 and 6.
Step 2: Fill the small numbers 1, 2 and 3 in the remaining gaps.
3 2
5 1 6
4 in the first row, 3, 2 in the second row, and 5, 1, 6 in the third row is the right method. This
provides the required magic triangle.
Students are asked to sort out the squares and triangles in the picture (prescribed by the Teacher).
Also, find out the total number of 20 triangles and 7 squares.

Student Activity 2:
Follow the instructions given by the teacher and write.
1 2 3 1 2 3 2 3 1 2 3 1
2 3 1 3 1 2 3 1 2 1 2 3
3 1 2 2 3 1 2 3 1 3 1 2
1 3 2 1 3 2 3 2 1 3 2 1
3 2 1 2 1 3 2 1 3 1 3 2
2 1 3 3 2 1 1 3 2 2 1 3
2 1 3 2 1 3 3 1 2 3 1 2
1 3 2 3 2 1 1 2 3 2 3 1
3 2 1 1 3 2 2 3 1 1 2 3
In this solution, the students got 12 ways.

1. Find out how many triangles are in the picture?
2. Fill the missing numbers
1 4 3
1 2 3 3 4
1 2
2 4 1

9 NUMBERS
Learning Objectives
""Recognizes and appreciates (through Patterns) classification of numbers as even, odd,
prime, co-Prime etc.
Teacher Activity
I. The teacher writes a number 27457 on the blackboard. To find whether this number is odd or
even, the teacher explains as follows: Collect 10 beads. See what the unit place digit in the given
number. Here, it is 7. Now, pick 7 beads from the collection of 10 beads and arrange them in
pairs. One bead remains in hand. If any bead does not have pair, then, the given number is an odd
number. Repeat the activity for the numbers ending in 1, 3, 5, and 9. Thus, we can conclude that
the odd numbers will end in 1, 3, 5, 7, and 9.
II. The teacher writes a number 5438 on the blackboard. To find whether this number is odd or
even, the teacher explains as follows: Collect 10 beads. See what the unit place digit in the given
number. Here, it is 8. Now, pick 8 beads from the collection of 10n beads and arrange them in
pairs. No bead remains in hand. If all beads have pairs, then the given number is an even number.
Repeat the activity for the numbers ending in 0, 2, 4, and 6. Thus, we can conclude that the even
numbers will end in 0, 2, 4, 6, and 8.
Teacher Activity-1
We learnt about odd number and even number in the previous classes. We are now going to find
out composite numbers and prime numbers.
The teacher writes down all the numbers from 2 to 20 and their factors on the paper. Teacher
gives each student a number to fill the following table.
Numbers with more than two factors Numbers with only two factors
4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20 2, 3, 5, 7, 11, 13, 17, 19

From this above table teacher explains the system of composite numbers and prime numbers and
defines the following with examples.
Composite Numbers:
A Natural number having more than two factors is called a composite number.
Example: 4, 6, 8, 9, 10, 12,…

Prime Numbers:
A Natural number having only two factors (namely 1 and the number itself) is called prime
number. Example: 2, 3, 5, 7, 11, 13,…
1 is neither a prime number nor a composite number.
Teacher Activity-2
The teacher finds the prime numbers from 1 to 30 using Sieve of Eratosthenes method. The
teacher writes the numbers from 1 to 30 on the block board.
Since, 1 is neither prime nor composite; we may not consider the number 1.
Next the smallest prime number is 2. Encircle and colour 2 and strike out all other multiples of
2 in the grid. Now take the next prime number 3. Encircle and colour 3 and strike out all other multiples
of 3 in the grid. For the prime number 5, encircle and colour 5 and strike out all other multiples of
5 in the grid. Keep doing like this for 7. Now the teacher explains the numbers 2, 3, 5, 7, 11, 13, 17, 19,
23, 29 are the prime numbers from 1 to 30.
Teacher Activity-3
Teacher explains ‘Test of divisibility’ with examples one by one.
Divisibility Rules: We know the divisibility rules of the numbers 2, 3, 5, 6 and 10 in the previous
class itself. Let us now know the divisibility rules of the numbers 4, 8, 9 and 11.
Divisible by 4: If the last two digits of a number is 00 or divisible by 4, then the given number will be
divisible by 4.
Example: 3728, The last two digits are 28 and it is divisible by 4. Therefore 3728 is divisible by 4.
Divisible by 8: If the last 3 digits of a number is 000 or divisible by 8, then the given number will be
divisible by 8.
Example: 52992, The last 3 digits are 992 and it is divisible by 8. Therefore, 52992 is divisible by 8.
Divisible by 9: If the sum of digits of a number is divisible by 9, then the number will be divisible by 9.
Example: 38736, Sum of digits = 3+8+7+3+6 =27
27 is divisible by 9. Therefore, 38736 is divisible by 9.
Divisible by 11: A number is divisible by 11 if the difference between the sum of alternative digits of
the number is either zero or divisible by 11.
Example: (i) 1331 (ii) 235719
Sum of alternative digits
1 + 3 = 4 9 + 7 + 3 = 19
3 + 1 = 4 1+5+2=8
Difference, 4 – 4 = 0 19 – 8 = 11
Therefore, 1331 is divisible by 11 and 235719 is also divisible by 11.

Teacher Activity-4
Prime Factorization
Teacher expresses a given number as a product of factors in which the factors are all prime
numbers, is called the prime factorization of a number.
Example: To find prime factorization of
(i) 24 (ii) 57
2 24 3 57
2 12 19
2 6 57= 3 × 19
3
24 = 2 × 2 × 2 × 3
The teacher writes the numbers from 2 to 50 in flash
Composite number Prime numbers
cards and put them in the box. Then the teacher asks
the students to pick one card and write the number in
the carda appropriate n the box.
The teacher asks all the students to write ‘yes’ or ‘no’ in the given box.
Divisible by
Numbers
2 3 4 5 6 8 9 10 11
57
100
216
605

1. The number of prime number between 11 to 30 is

a. 2 b. 4 c. 6 d. 8
2. Which one of the following number is a prime number?
a. 10 b. 21 c. 73 d. 91
3. Find the prime number that ends with 7.
a. 27 b. 57 c. 117 d. 37
4. The number 195 is divisible by
a. 2 b. 3 c. 4 d. 6
5. The prime factor of 30 is
a. 30 × 1 b. 6 × 5 c. 15 × 2 d. 3 × 2 × 5

10 NUMBERS
Learning Objectives
""Applies HCF or LCM in a particular situation.
Teacher Activity
I. The teacher explains ‘the factors’ by the following table:
Divisible by
Number
1 2 3 4 6 8 9 12 18 24
18          
24          
From the above table, 18 is divisible by 1, 2, 3, 6, 9 and 18. Therefore, the factors of 18 are 1, 2, 3,
6, 9 and 18. And 24 is divisible by 1, 2, 3, 4, 6, 8, 12 and 24. Thus, the numbers which divide a number
without remainder are called factors of that number.
II. The teacher draws the following table:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
The teacher marks multiples of 5 by colouring green and multiples of 10 by colouring blue in the
table. The teacher explains the meaning of multiples by this activity. Similarly, the teacher repeats the
activity for the numbers 3 and 4.
Teacher Activity-1
Finding the HCF of two numbers in common factors method:
Dear Students, let us take two numbers 12 and 24. Find multiplication of two numbers that gives
the product of 12. We get 1 × 12 = 12, 2 × 6 = 12, 3 × 4 = 12. The numbers 1, 2, 3, 4, 6,12 are called the
factors of 12. Similarly for the number 24, 1 × 24 = 24, 2 × 12 = 24, 3 × 8 = 24, 4 × 6 = 24. The numbers
1, 2, 3, 4, 6, 8, 12, 24 are the factors of 24. And 1, 2, 3, 4, 6, 12 are the common factors of 12 and 24.
Here 12 is the highest common factor for 12 and 24.

Teacher Activity-2
Find the HCF of two numbers in star coding 12 16 12 4

method: Let us take the two numbers 12 and 16.
Keep 16 on the right and 12 on the left in a table, **** **** **** ////
****
**** **** **** ////
****
then put 16 stars below 16 and 12 stars below **** **** ////
**** ****
12. First cancel (/) 12 star codes from the 16 star **** ****
codes on the right side. Now there are 4 star codes
on the right side and 12 star codes on the left side. 8 4 4
4
Again cancel 4 star codes from the 12 star codes
////
**** **** ////
**** ****
on the left side. Again cancel 4 star codes from 8
**** ****
star codes on the left side. Now the table has the ****
same (4 = 4) star codes on the right and left. So,
here 4 is the HCF of 12 and 16.
Teacher Activity-3
Application Problem on HCF:
What is the maximum length of the piece obtained by cutting two wires of 8 feet and 10 feet into
equal length of piece?.
The term maximum length in the sum refers to the activity HCF. The highest common factor for
8 and 12 is 4. So, the maximum length of the piece obtained by cutting two wires of 8 feet and 12 feet
into equal length of pieces is 4 feet.
Teacher Activity-4
Finding the LCM of two numbers in common multiplies method:
Let us consider the number 6. If we multiply the number 6 by the numbers 1, 2, 3, 4, 5, 6, 7, 8,

9, 10,… respectively. Then we get 6, 12, 18, 24, 30, 36, 42, 48, 54, 60,… respectively. These are called
multiples of 6. Similarly, for the number 8, we get 8, 16, 24, 32, 40, 48, 56, 64, 72, 80,… respectively
and these are called multiples of 8. 24, 48 are common multiples of 6 and 8. So 24 is the least common
multiple of 6 and 8.
Teacher Activity-5
Finding the LCM of two numbers using rectangular cards:
Students will first cut out 10 identical rectangular cards that are 8 cm long 8 16
and 4 cm wide. Mark the rectangular cards separately as A, B, C, D, E, F, G, H,
4 A B
I, J. First paste the card A on a paper and the card B on the right hand side of A,
paste card C under the card A, paste card D under the card B, paste the card E 8 C D
under the card C, paste the card F under the card D. paste the card G under the 12 E F
card E and paste the card H under the card F. Finally we get a complete square
16 G H
of side 16 cm hence the LCM of 8 and 4 in 16.

Teacher Activity-6
Application problem on LCM:
What is the minimum length of 4 meter long red mat and 5 meter long blue mat that can be
matched by both sizes?
The word minimum in the sum refers to the LCM, when trying to find a solution to the sum.
Hence the LCM of 4 and 5 is 20. So, at a length of 20 meters, both mats are equal.
Teacher Activity-7
Relationship between the numbers and their HCF & LCM:
Students let us take two numbers 4 and 6 their HCF is 2, LCM is 12. Now the product of two
numbers, 4 × 6 = 24. Product of HCF and LCM is 2 × 12 = 24.
The product of two given numbers = the product of their HCF and LCM .
Students are asked to do the following problems on the low level black board:
1. Find the HCF of 30, 40 by using common factors method.
2. Find the HCF of 18, 24 by using star coding method.
3. What is the greatest possible volume of a vessel that can be used to measure exactly the volume
of milk in cans (in full capacity) of 8 litres and 12 litres?
4. Find the LCM of 8 and 12 by common multiple method.
5. Find the LCM of 9 and 6 by using rectangular cards method.

1. The number of factors of 20 is

a. 4 b. 5 c. 6 d. 20
2. Which one of the following is multiple of 7?
a. 1 b. 17 c. 49 d. 62
3. Which one of the following is HCF of 40 and 56?
a.4 b. 8 c. 2240 d. 1
4. LCM of 4 and 5 is ___________
a. 40 b. 10 c. 20 d. 8
5. If LCM of two numbers 3 and 9 is 9, then their HCF is_____________
a. 3 b. 27 c. 9 d. 12

11 MEASUREMENTS
Learning Objectives
""To understand the position of decimal point in the conversion of smaller unit to larger unit
and vice-versa.
""To do four fundamental operations on quantities of different units.
Teacher Activity
I. The teacher explains the non-standard units hand span, finger width, a cubit, a foot span, a pace.
The teacher instructs each student to measure the length of table and blackboard by using their
hand span and cubit. The teacher shows that every student’s measurement is differ from each
other and explain about non-standard units.
II. The teacher explains that we buy clothes by using the unit metre: we buy pulses by using the unit
kilogram and we buy milk by using the unit litre. Also, the teacher explains the units that we
frequently use such as:
1 metre=100 centimetre, 1 kilometre=1000 metre, 1 litre= 1000 millilitre
1 kilogram=1000 gram. Hence, the teacher explains that these units are standard units.
Teacher Activity-1
Teacher explains about the universally accepted metric units in length are
10 Millimetre = 1 Centimetre
10 Centimetre = 1 Decimetre
10 Decimetre = 1 Metre
10 Metre = 1 Decametre
10 Decametre = 1 hectometre
10 hectometre =1Kilometre
Conversions within the metric system:
× 10 × 10 × 10 × 10 × 10 × 10
km ham dam m dm cm mm
÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

When we move from higher unit to lower unit, multiply the given measure by the powers of 10’s.
When we move from Lower unit to higher unit, divide the given measure by the powers of 10’s.
Example:
1) Convert 5km into metre.
We know that 1km = 1000 metre
5km = 5 × 1000 = 5000 meter.
Here, we convert higher unit (km) into lower unit. So, we multiply.
2) Convert 500cm into metre. We know that 100cm = 1 metre.
500cm = 500cm ÷100 = 5 metre.
Here, we convert lower unit (cm) to higher unit (m). So we divide.
Teacher Activity-2
Teacher explains about the fundamental operations on quantities with different units.
1) To add 10m 35cm and 5m 70cm, let us write m and cm as follows: (We can do the basic operation
on the metric units as we do the decimal operations. But, unlike units of measurements should be
converted into like units and then they can be added /subtracted).
m cm
10 35
5 70
16m 05cm
When we add, 10m 35cm with 5m 70cm, we get, 15m 105cm.
We know that, 100cm = 1m
Hence,ss 105cm = 100cm + 5cm
= 1m + 5cm
This 1m should be added with 15m, so that we get 16m.
Therefore addition of 10m 35cm and 5m 70cm is 16m 5cm.
2) When we multiply 225ml by 5 we get =1125ml.
We know that, 1litre = 1000ml. Then, 1125ml = 1litre 125ml.
Therefore, 225ml × 5 = 1 litre 125ml.

3) To divide 200 litre by 250ml, we have to convert either litre to millilitre or millilitre to litre.
Here, let us convert 250ml into litre.

1
We knowe that, 1ml = litres
1000
250
Therefore, 250ml = litres
1000
1
= litres
4
Hence, 200 litres ÷ 250ml
1
= 200 litres ÷ litres
4
= 200 × 4
= 800
The following two sums are given to students to solve as a classroom activities.
1. Convert 52 metre into cm.
2. Convert 2500ml to litre.
Students are asked to solve the following individually in their notebook:
1. Measure the length and the breadth of your classroom in metre and convert it into Cm.
2. Calculate the distance between your school and your home in km and convert it into metre.
3. The capacity of water tank in your village is 5000 litre and the capacity of water tank in your
school is 500 litre. How many times the water tank in your village is bigger than the water tank
in your school.
4. Calculate the total weight of rice and grains in stock in your school noon meal centre.

1. 5m 5cm is equal to ___________

a. 505dm b. 505mm c. 505cm d. 550cm
2. 7km = _____________ metre.
a. 700m b. 7000m c. 0.007m d. 70m
1
3. litre + 1 litre = ___________ litre.
2
a. 1/6 b. 3/2 c. 3/4 d. 1/8
4. 50kg ÷10g
a. 5g b. 50g c. 500g d. 5000g
5. 255ml × 2 = ___________ ml
a. 510 b. 5.10 c. 0.510 d. 410

12 MEASUREMENTS
Learning Objectives
""To read time in a clock and convert the 12 hour format to the 24 hour format and vice-versa.
""To find duration between two given time instances.
""To do conversion of units of time.
Teacher Activity
I. The teacher demonstrates certain times on the model clock and explains the following:
1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
7 days = 1 week
30 days = 1 month
1 year = 365 days or 12 months
1 leap year = 366 days
Also, teacher mentions the month February has 29 days.
II. The teacher explains how to calculate number of days between any two dates by using Calendar.
Teacher Activity-1
Teacher asks the students to tell the accurate time with a sample clock.

Reading the Time:
When the minute hand is on the right side of the clock we read the time as _____ minute past
_____ hour.
20 minutes Past 1
1.20
When the minute hand is on the left side of the clock we read the time as _____ minute to
_______ hour.
10 Minutes to 3.
2.50
Teacher Activity-2
12-Hour Format:
The teacher explains to the students about antemeridien(a.m) and postmeridien (p.m). The time
after 12:00 midnight and before 12:00 noon is antemeridien (a.m). The time after 12:00 noon and
before 12:00 midnight is postmeridien (p.m). The teacher tells the students that the time in the school
before school lunch time is 12.40 p.m. In the school after lunch time is called as p.m.
Teacher Activity-3
24-Hour Format:
To avoid morning or evening confusions we are using 24-hour format. In railway we are using
this format only. In this format we are using 4 digits. The first two digits shows the hours and the last
two digits shows the minutes.
Example:
(i) 7 O’ clock evening = 19 00 hours
(ii) 5 O’ clock morning = 05 00 hours
(iii) 6.30 in evening = 18 30 hours
(iv) 12 midnight = 00 00 hours

Teacher Activity-4
Conversion of Time Format:
Conversion into the 24 hour format and the vice-versa.
12 hour format 24 hour format 24 hour format 12 hour format

05L:25 a.m 05 25 hours 04 15 hours 04:15 a.m.
11:30 a.m. 11 30 hours 07 40 hours 07:40 a.m.
03:00 p.m. 15 00 hours 22 05 hours 10:05 p.m.
09:25 p.m. 21 25 hours 23 30 hours 11:30 p.m.
12 Noon 12 00 hours 00 00 hours Midnight 12
Teacher Activity-5
Duration between the two given time instances:
The time between an active and end time is called its time interval. It would be easy to change the
time in the 24-hour format.
Teacher calculates how much time the students are in the school. Students arrive school at
9:00 a.m. and leaves at 4:10 p.m. Convert these times into 24-hours format.
9:00 a.m. = 09:00 hours and 4:10 p.m. = 16.10 hours
Students duration in the School = 16:10 – 09:00 = 7:10 hours
Total duration of the students in the school is 7 hours and 10 minutes.
Teacher Activity-6
Year:
1 year = 12 months.
The teacher asks the students to tell the months of a year in English and Tamil.
The teacher also tells 1 Ordinary year = 365 days and 1Leap year = 366 days.
If a year is divisible by 4, then it is a leap year. If the year is in centuries, then it should be divisible
by 400. The teacher asks the students to find they were born in a leap year or an ordinary year.

The teacher divides the students into two groups. One group of the students tell the time and the
other group students will show that time in the sample clock.
The teacher asks each student in the class to write down the time they get up in the morning and
the time they go to bed at night in a 24-hour format.
Teacher asks the students to convert the following time into 24-hours format.
S.No 12-hours format 24-hours format

1. 6:00 p.m.
2. 1:00 p.m.
Asks the students to find they and their family members were born in a leap year or an ordinary
year.

1. The time shown by the clock is _______.
a. 2 hours b. 5 hours c.10 hours d. 12 hours
2. In a leap year, February month has _______ days.
a. 28 b. 29 c. 30 d. 31
3. 2 weeks = _______ days.
a. 7 b. 14 c. 21 d. 28
4. The interval time between 5:30 a.m. to 12:30 p.m. is _______ hours.
a.5 b. 6 c. 7 d. 8
5. Which of the following year is a leap year?
a. 2010 b. 2020 c. 2025 d. 2022

BILL, PROFIT
13 AND LOSS
Learning Objectives
""To prepare a bill and verify the bill amount.
""To calculate profit and loss.
""To calculate Cost price, Selling price, Marked price and Discount.
Teacher Activity
I. Fill in the boxes:
Quantity Price
Sl. No. Name of item
( in kg.) Rs Paise
1. Rice 25 1000 00
2. Urad Dal (Pulse) 0.5 60 00
3. Ground Nut Oil 2 400 00
4. Cashew Nut 0.25 150 00
5. Sugar 5 250 00
Total 1860 00
The teacher explains the following from the above bill
The price of Rice per kg =1000/25 = ` 40
The price of Urad Dal per kg =60/0.5 = ` 120
The price of Cashew Nut per kg =150/0.25 = ` 600
The price of Sugar per kg =250/5 = ` 50
II. The teachers explains if a person bought a Television at ` 25000 and sold at ` 27000, he sold
it for ` 2000 more than the cost price. If Selling Price is greater than the Cost price, then there will be
profit. Perhaps he sold at ` 24000; he sold it for ` 1000 less than the Cost price. If Selling Price is less
than the Cost price, then there will be loss.
Teacher Activity-1
Selvi purchased some stationery items for her learning: 3 one quire note book for ` 25/ note book,
2 pen for ` 35/pen, 1 pencil for ` 5, and 1 geometry box for ` 50. Prepare a bill for the above stationery
items.

Cash Bill
Premium Stationery Mart, Salem Road, Namakkal.
Sl. Rate Amount

Items Quantity
No. (in `) (in `)
1. Pen 2 35 70.00
2. Note book 3 25 75.00
3. Pencil 1 05 05.00
4. Geometry Box 1 50 50.00
Total 8 200.00
The teacher explains about bill and preparation of bill from the above example.
Teacher Activity-2
Sukumar sold a Television at ` 27000. Its Cost Price is ` 25000. Then how to find Sukumar has a
profit or loss in this sale? Here, Selling Price is greater than Cost Price. That is, Selling Price is ` 2000
more than the Cost Price. So, Sukumar gets profit. Hence, we can derive a formula,
Profit = Selling Price – Cost Price
Suppose Sukumar sold the Television at ` 24000, then the Selling Price is ` 1000 less than the Cost
Price. That is, if Cost Price is greater than Selling Price, then it is called Loss. Hence, we can derive a
formula,
Loss = Cost Price – Selling Price
Teacher Activity-3
I bought a car at ` 7,50,000. If I want a profit of ` 50,000, I fix the Selling Price as ` 8,00,000. This
Selling Price is called as Marked Price. If I reduce ` 10,000 from the marked price, then it will be
called as Discount. Then, we can derive a formula, Discount = Marked Price - Selling Price. So, we
can conclude that the seller reduces certain amount from the marked price only and hence, he never
meets loss.
Divide the students into 4 groups named as vegetables, stationery, snacks and fruits. Ask the
students to list out the rate of vegetables, stationery, snacks and fruits and to prepare bill for them.

Fill up the following table with suitable answer:
Sl. No. Cost Price Selling Price Profit Loss

1. ` 60 ` 70
2. ` 80 ` 65
Fill up the following table with suitable answer:
Sl. No. Marked Price Selling Price Discount

1. ` 800 ` 600
2. ` 25,000 ` 23,500

1) If Cost Price of an object is ` 75000 and Selling Price is ` 90000, then the profit is,
a. ` 25000 b. ` 20000 c. ` 15000 d. ` 10500
2) Which one of the following is not mentioned in a bill?
a. Content number b. Date c. Time d. Amount
3) Cost of one kg of Tomato is ` 20. What is the cost of 4 kg of Tomato?
a. ` 80 b. ` 100 c. ` 150 d. ` 90
4) If Cost Price of an object is Rs.5000 and Selling Price is Rs.4250, then the Loss is,
a. ` 250 b. ` 500 c. ` 750 d. ` 1000
5) Discount means _______
a. Cost Price- Selling Price

b. Selling Price- Cost Price
c. Marked Price- Selling Price
d. Marked Price- Cost Price

14 GEOMETRY
Learning Objectives
""Classifies triangles into different groups/types on the basis of their angles and sides.
For example, scalene, isosceles or equilateral triangles on the basis of sides, etc.
Teacher Activity
A
I. The teacher explains: a triangle has 3 vertices, 3 sides and 3 angles by using
cut out of a triangle and by drawing a triangle on the black board. B C
Here, the vertices are A, B, C. The sides are AB, BC and CA. The angles are ∠A, ∠B, and ∠C.
II.
Paper folding activity: Teacher folds a rectangular sheet along the diagonal and shows that we can
get two triangles from a rectangle. Take one triangle and show the vertices of a triangle. Then, he
measures three sides and angles of the triangle. Also, he demonstrates the sum of three angles of
a triangle is 180°.
Teacher Activity-1
After the teacher has explained the properties of the triangle to

the students, the teacher shows equilateral triangle, isosceles triangle
and scalene triangle by using rubber bands on geo- board and explains
their properties.
Types of triangle Properties

Equilateral Triangle All three sides are equal. All three angles are equal.
Isosceles Triangle Two sides are equal. Two Angles are equal.
Scalene Triangle All three sides are different. Three angles are different.
Teacher Activity-2
The teacher has to classify and explain the triangle based on the angles by using wooden triangles
in the maths kit box. The angles of the triangle can be measured with a protractor and the triangles can
be classified according to the angles. According to angles the types of triangle are as follows:

Acute angled triangle Right angle triangle Obtuse angles triangle
C
620 c
a
750 430
A B b
Teacher Activity-3
Perpendicular lines: H
The teacher draws a line AB on the black board and draw CH perpendicular
to the line AB. The teacher measures the angle between AB and CH by using
protractor and shows the angle is 90. Therefore, AB and CH are perpendicular
lines. A C B
R S
Parallel lines.
A B
The teacher explains that if the perpendicular distance between two lines remains the same,
then they are parallel. Also, the lines do not intersect each other.
Student Activity
Divide the students into 6 groups and asks them to classify the triangles M
by drawing and cut outs from chart paper. Ask the students to measure
L
between any two parallel lines and mark the distance.

1. How many types of triangles are there based on sides?

a. 1 b. 2 c. 3 d. 4
2. How many types of triangle are there based on angles?
a. 3 b. 4 c. 5 d. 2
3. Which of the following is an obtuse angled triangle?
C
620
c
600
a. b. a c. d.
750 430
A B b 600 600
4. The sum of three angles of a triangle is ____________

a. 90° b. 180° c. 270° d. 360°
5. The right angle is ____________
a. 70° b. 30° c. 90° d. 180°

INFORMATION
15 PROCESSING
Learning Objectives
""The numeric and algebraic expression on the icon map.
""Write the numeric and algebraic expression from the map.
Teacher Activity
The teacher asks the following mental sums and says the answers for them:
I. In a tree planting ceremony, 6 coconut saplings and 5 neem saplings are planted. Find the total
number of saplings planted. (6 + 5 = 11 saplings)
II. There are 8 tender coconuts in a tree. If they pick 5 tender coconuts, then find the remaining
tender coconuts. (8 – 5 = 3 tender coconuts)
III. 15 books can be arranged in a row. How many books will be arranged in 40 rows?
(15 × 40 = 600 books)
IV. 10 pens can be kept in a box. How many boxes are needed to keep 100 pens?
(100 ÷ 10 = 10 boxes)
Teacher Activity-1
In the genetic mapping system, the computer answers us by simultaneously calculating billions of
functions in a uniform manner. Here both the numeric and algebraic expression can be represented in
the map by the following function:
[(8 – 3) × 4] ÷ [(4 + 2) × 2] Let us write a map in the form of a tree. Take the above file as
Equation: 1 = (8 – 3) × 4 and Equation: 2 = (4 + 2) × 2 and write it as an icon as follows.
Equation
1 ÷ Equation
2

Then the equations can be written as a genetic diagram as follows:
Equation 1 = Factor 1 × Factor 2
= (8 – 3) × 4
Equation 2 = Factor 1 × Factor 2
= (4 + 2) × 2
Equation
1 = 8-3
x 4
Equation
2 = 4+2
x 4
Explain that combining the above two icon diagrams as follows will result in the conversion of the
octave into a complete icon map.
x x
4 - 2 +
8 4
3 2
The conversion of the icon map into an octave and algebraic expression can be explained by the
following functions.
+ -
5 9
4
5
The above icon diagram can be modified without changing the answer as follows:
The following number can be set by the above icon diagram is,
Numeric = [5 + 4] × [9 – 5]
+
x -
5 4 9 5

Student Activity
Converting the file 4a into an icon with teacher guidance
a + a
a
Also, converting the algebraic expression given as a genetic map into a file without changing values.
a
b
+
x d
-
c
Students learn that we have the following algebraic expression through the western map.

Choose the correct answer

x
1. Which one of the following is the correct algebraic expression?
+ a
a. ab – c b. (a + b) + c
c
c. ab + c d. (a – b) + c b
2. Choose the correct number file.

a. (6 × 2) – 8 b. 8 + (6 × 2)
x
+ 2
c. 8 – (6 + 2) d. (8 – 6) + 2
8
6

3. Choose the correct algebraic expression.
X
x x
a. b. xy
y
c. x + y d. x – y y
4. What is the correct genetic map for the algebraic expression 3a – b?
3
a.
×
– a
b
3
b.
×
– b
b
c.
+ a
3
d.
+
× a
b
5. Choose the correct algebraic expression?

3
×
+ b
2
×
a
a. 2a + 3b b. 2a – 3b
2a
c. 2a × 3b d.
3b

16 FRACTIONS
Learning Objectives
""Using fractions and decimals in different situations which involve money, length,
1
temperature, etc. For example, 7 metres of cloth, distance between two places is 112.5 km, etc.
2
Teacher Activity
p
I. The teacher explains that the form of a fraction is (where q ≠ 0, p and q are positive numbers).
q
For example: In the fraction 3 , the numerator is 3 and the denominator is 7. Also, the teacher
7
gives few diagrammatic representation as follows:
Fraction Diagram
1
2
5
8
2
II.
Teacher explains: In a fraction , 2 is less than 5. Then it is called as proper fraction. In a
5
7 2
fraction , 7 is greater than 4. Then it is called as improper fraction. In this mixed fraction 4 ,
4 3
2
4 is a real part and is a decimal part (Which is written in a fraction).
3
III. The teacher explains that the fractions, which have same denominator are called Like fractions
by showing the fractions 1 , 3 , 4 . Also, the teacher explains that the fractions which have
5 5 5
different denominators are called unlike fractions by showing the fractions 3 , 4 , 5 .
7 9 11
IV. The teacher explains that we have to add the numerators only and keep the denominator as it is
for addition of like fractions.
Example: 1 + 2 + 4 = 1+2+4 = 7 .
5 5 5 5 5

Teacher Activity-1
Comparison of two unlike fractions: Cross multiplication method:
If A won 5 out of 6 matches and B won 4 out of 5 matches in a game. Who won the most matches?
5 4
Here we take two different fractions and here we get (5 × 5 = 25) and (6 × 4 = 24) when
6 5 5 4
multiplied using the cross multiplication method. Here, 25>24. Therefore, is greater than
5 4 6 5
> . Hence A won the most matches.
6 5
5 4
6 5
Teacher Activity-2
Addition of two unlike fractions: Butterfly picture method:

2 3
Draw a butterfly picture as below to add two unlike fractions and . So when we add two
3 5
2 3 19
unlike fractions and we get the fraction . The butterfly picture method can be used for the
3 5 15
subtraction of two unlike fractions as well.
10 + 9
2×5 3×3
2 3
3 5
15
3×5

Teacher Activity-3
Proper fractions improper fractions and mixed fractions:
Picture method:
3 Proper Fraction
4 (3<4)
7 Improper fraction
3 (7>3)
2 2 Mixed fraction
3
Teacher Activity-4
Let us take a improper fraction 23 . If we divide the numerator 23 by the denominator 7. We get
7
quotient as 3, and the remainder as 2. Here, 7 is the divisor.
23 = Quotient Remainder = 3 2 .
7 Divisor 7
Teacher Activity-5
Let us take 3 2 and 7 2 . To add these two mixed fractions first we have to add the whole
4 5
numbers i.e (3 + 7 = 10). Then add the unlike fractions by 2 and 2 taking L.C.M. of 4 and 5. Then,
4 5
we get 18 i.e 9 .
20 10
Therefore, 3 2 + 7 2 = 10 9
4 5 10
The same method can also be followed for subtraction of mixed fractions.
Teacher Activity-6
How many litres of milk does a milk man supply 3 litres for 7 persons each?
4
To find the solution for this sum we have to multiply the whole number 7 by 3 (numerator)
(7 × 3 = 21). Then divide 21 by 4 (Denominator).

21 = 5 1 litres of milk to be supplied for 7 persons.
4 4
Teacher Activity-7
To divide 2 ÷ 1 Here the reciprocal of 1 is 6 . Then multiply 2 and 6 we get 2 × 6 = 12 and

3 6 6 1 3 1
3 × 1 = 3. Therefore, 2 ÷ 1 = 12 = 4.
3 6 3
Compare the two unlike fractions 8 and 9 by using cross multiplication method.
7 6
Add 1 and 3 by using the butterfly picture method.
7 9
Subtract 2 from 8 by using the butterfly picture method.
7 9

1. How much is half a 3 a liter of milk?

4
a. 3 l b. 1 l c. 1 1 l d. 3 l
2 4 4 8
2. If 1 part is 1 kg. then 3 parts is ______ kg?
2
a. 3 kg b. 3 kg c. 1 1 kg d. 2 kg
4 2
3. Convert 34 rupees 85 paise into mixed fractions.
a. ` 34.85 b. ` 34 85 c. ` 34 100 d. ` 85

100 85 100
4. If the length of 3 parts of a cloth is 2 1 m, then the length of 1 part of a cloth is __________
4
a. 1 m b. 1 m c. 3 m d. 1 1 m
2 4 4 4
5. Convert 5 3 into improper fraction
7
a. 35 b. 7 c. 3 d. 38
4 3 38 3

17 INTEGERS
Learning Objectives
""Solves problem involving addition and subtraction of integers.
Teacher Activity
I. Teacher explains: If we were travelling over a mountain, we might be + 2365m above sea level, or
if we were in a submarine we could be –65m below sea level. Here, we denote the level of sea as 0;
the height as positive number and the depth as negative number.
II. After recalling the set of Natural numbers N = { 1, 2, 3, . . . } and the set of Whole numbers
W = { 0, 1, 2, 3, . . . }, the teacher introduces the Integers by doing following activity:
4–1=3
3–1=2
2–1=1
1–1=0
0 – 1 = -1
0 – 2 = -2 …
Teacher Activity - 1
The teacher explains integers with the TLM which is in the mathematical kit box as follows:
Number line
Negative Numbers Positive Numbers
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8
Positive integers z+ = {+ 1, + 2, + 3, + 4……}
Negative integers z - = {–1, –2, –3, –4………}

integers Z = {……… –3, –2, –1, 0, 1, 2, 3,…….}
The teacher expresses Zero is neither positive nor negative and hence it has no sign. Integers are

a set of numbers having positive integers, negative integers and Zero. It is denoted by the letter Z.
The numbers right side of 0 in a number line are increasing in their values. Integers are used in daily
life situations like height of flying flight from sea level, measure altitude, and depth of ocean. Also,
the teacher explains that a number and its opposite number in number line are in equal distance
from 0 on either sides (left and right). Opposite number of 0 is also 0. The opposite of –5 is +5.
The opposite +2 is –2.
Teacher keeps 7 sheets in a box (positive and negative integer is written on each sheet). He selects
7 students and asks each one of them to pick a sheet randomly. Then asks the students to stand right
side those who have positive integers and stand left side those who have negative integers.
The teacher explains how to arrange integers in ascending and descending order.
Example:
-28 6 -5 -4 22 2 4 7 Students
Ascending Order = –28, –5, –4, 2, 4, 6, 22
Descending Order = 22, 6, 4, 2, –4, –5, –28
Comparing Integers:
Now, when we compare 2 and -4, we get 2>-4
Predecessor and Successor:
The teacher explains that predecessor means 1 is subtracted from given integer. If 1 is added to
given integer, then it is successor of that integer.
Example: predecessor of -3 is -4
successor of -3 is -2
predecessor of 3 is 2
4 is the successor of 3 can be explained by teacher to the students
1. Ask students to draw a number line and mark the following points on it.
-7, 5, 0, 4, -4
2. A
sk the students to mark the number which is 5 units away from -3 on the right hand side of a
number line.

The teacher asks the students to find the predecessor and successor for the following Integers:
S.No Integer Predecessor Successor

1. – 17
2. – 19
3. 101

1. The additive inverse of 14 is___________

a. –14 b. 14
c. 15 d. 0
2. Zero is ____________ integer
a. Positive
b. Negative
c. Neither positive nor negative
d. positive and Negative
3. Put the appropriate sign – 889 –1000
a. = b. <
c. > d. <=
4. Predecessor of -25is
a. –27 b. 27
c. 26 d. –26
5. Successor of -999is
a. –1000 b. 1000
c. –998 d. 99

PERIMETER AND
18 AREA
Learning Objectives
""Finds out the perimeter and area of rectangular objects in the surroundings like floor of
classroom, surfaces of a chalk box, etc.
Teacher Activity
I. Teacher demonstrates: Form a square by using 4 match sticks. Find the length of each side and add
them. Now, it is a perimeter of the square .
II. Teacher demonstrates: Takes a rectangular sheet. Measures all the sides and adds them. Now, we
get the perimeter of the rectangular sheet.
III. Teacher asks the students: To find the area of a square and a rectangle by counting the unit
squares in the graph sheet.
Teacher asks the students to draw a square and a rectangle on a graph sheet and measure the length
of the sides of the square and rectangle such that 1 cm = 1 unit. Then the teacher explains that the
total number of units drawn by the students is the perimeter of the drawn figures. Thus, the teacher
concludes that the “length of the boundaries of the closed figure is called Perimeter” . Similarly students
are explained that the number of square units presents in a closed square and rectangle is the area of the
closed figure. Thus “area of the closed figure is the number of unit squares inside the closed figure”.
D O
G O
R A
S T
The perimeter of the square GOOD = 8 cm
The area of the square GOOD = 4 Sq cm
The perimeter of the Rectangle STAR = 12 cm
The area of the Rectangle STAR = 8 Sq cm
Therefore, the perimeter of the square = 4 × S units
Therefore, the area of the square = S × S sq. units
Therefore, the perimeter of the Rectangle = 2 [ l + b ] units
Therefore, the area of the Rectangle = l × b Sq. units

Teacher form a rectangle of 3 m length and 5 m breadth on the playground and ask a student to
walk on the rectangle. Then the teacher explains the students that the total distance covered by the student
is the perimeter of the rectangle. Next the teacher divides the rectangle into unit squares (area of a unit
square = 1 sq.m.) and asks the students to stand on the unit square. Then he asks a student to count number
of students standing on the unit square. Then the total number of students will represent total number of
unit squares. Thus, there are 15 unit squares and the area of rectangle is 15 sq.m. Now, in rectangle ABCD,
D C
A B
Perimeter of the rectangle ABCD = 5 + 3 + 5 + 3 m = 2[5 + 3] = 2 × 8 = 16 m
Area of the rectangle ABCD = 5 × 3 = 15sq.m.
The dimension of the floor of a room is 8m × 7m. If the floor is filled by the tiles of 1 sq.m as
shown in the following figure, then find the perimeter and area of the floor.
The students are divided into two groups. Two boxes are kept in the middle of the classroom. In that
a box contains shapes of square, rectangle and triangle and in the other box contain the formulae of
area and perimeter of the shapes written on the card board. A student from a group asked to take
any shape from the box. A student from the other group asked to take the formulae (perimeter and
area) for the shape shown. From this, students can understand the concept of area and perimeter.

1. The area of a square, whose side 4cm is .

a. 8cm b. 16sq.cm c. 64cm d. 12cm
2. The perimeter of a rectangle whose length 6cm and breadth 4cm is
a. 20cm b. 10cm c. 24cm d. 40cm
3. The side of a square having perimeter 8cm is .
a. 6cm b. 12cm c. 2cm d. 4cm
4. The perimeter of equilateral triangle of side 3cm is .
5. The breadth of a rectangle whose length 5cm and perimeter 16cm is .

19 SYMMETRY
Learning Objectives
""Identifying symmetrical 2Dimensional (2D) shapes which are symmetrical along one or
more lines.
Teacher Activity
I. Teacher explains that by folding a rectangular sheet along length wise and shows that there is
a line dividing the rectangle equally. This is called line of symmetry. Similarly, teacher asks the
students to fold a rectangular sheet along breadth wise and shows that there is a line dividing the
rectangle equally. This is also called line of symmetry. From this activity, the teacher explains that
a rectangle has two symmetry lines
II. Paper folding activity: The teacher explains that a square has 4 symmetry lines and a circle has
many symmetry lines by paper folding.
The figures are symmetrical about the line.
The teacher explains the students about the reflectional symmetry by keeping the mirror along
the line of symmetry in the above figures, the other half of the figure gets reflected by the mirror and
it looks the same.
In the same way classroom is covered with flooring tiles without any change in the orientation.
Make the students to know when a pattern slides to a new position involves neither rotation nor
reflection is translational symmetry.

As seen above if an object is shown on the mirror, the object and its
image will lie at the same distance from the mirror. The only difference is
the lateral inversion of the image of the object (left to right and vice versa).
Draw Square, Rectangle, Circle on the black board. Cut the same shapes with same measurements
on the paper. Place the figures on the blackboard as one shape is fixed and rotate the other about its
centre. If it looks the same after being rotated 360° about its centre, then the object is said to have
rotational symmetry. The number of times coincide the same shape in one complete rotation is called
order of rotational symmetry.
Divide the students into two groups. The figures shown below are drawn by one group and a line is
drawn near the figure. The second group is asked to keep the mirror on the line and asked to draw
the mirror image of the figure, thereby understanding reflection symmetry.
5 5 BB
MIRROR
Students are asked to write all the English alphabets and numbers from 0 to 9 individually in a
sheet of paper. Students are asked to identify the symmetrical figures out of all the alphabets and
numbers by placing a mirror along the line. From this activity students are able to identify the line
of symmetry and the concept symmetry

1. Which of the following shape does not have symmetry?

a. Square b. Rhombus c. Parallelogram d. Triangle
2. The number of lines of symmetry in a regular hexagon
a. 6 b. 2 c. 4 d. 3
3. Which of the following shape does not have line of symmetry?
a. B b. O c. R d. A
4. The order of rotational symmetry of a rectangle is
a. 1 b. 2 c. 3 d. 4
5. A circle has _______ rotational symmetry
a. 2 b. 3 c. 6 d. countless

INFORMATION
20 PROCESSING
Learning Objectives
""To perceive iterative process and pattern
""To know Fibonacci sequence and Fibonacci number
Teacher Activity
I. Teacher explains: If ∆ = 3,  = 4,  = 5, then
(i) ∆ +  +  + ∆ - = 3 + 4 + 5 + 3 – 4 = 15 – 4 = 11
(ii)  - ∆∆ = 44 – 33 = 11
The values of shapes are given in the above example. The teacher explains how to solve the sum
by substituting the given values suitably in an appropriate shapes.
II. The teacher classifies the complements of 10 with respect to addition after filling up the following
table:
+ 1 2 3 4 5 6 7 8 9
1 10
2 10
3 10
4 10
5 10
6 10
7 10
8 10
9 10
Here, we may know the complements of 10 are 1 + 9 =10, 2 + 8 = 10, 3 + 7 = 10, 4 + 6 = 10, 5 + 5 = 10,
6 + 4 = 10, 7 + 3 = 10, 8 + 2 = 10, 9 + 1 = 10. That is, 1 and 9 are complements of 10 with respect to
addition and vice versa.
Teacher explains that an Iterative process is a procedure that is repeated many times which gives
rise to a new form.

Teacher asks the students to observe the following sequences and to find the pattern involved.
The sequence is 1, 3, 5, 7,...
The pattern involved in this sequence is 1, 1 + 2 = 3, 3 + 2 = 5, 5 + 2 = 7, 7 + 2 = 9,...
The sequence is 2, 6, 12, 20, 30,... the pattern which generate
The pattern involved in this sequence is 1 × 2 = 2, 2 × 3 = 6, 3 × 4 = 12, 4 × 5 = 20, 5 × 6 = 30,...
Fibonacci Numbers
Teacher asks the students to observe the following sequences and to find the pattern involved.
The sequence is 1, 1, 2, 3, 5, 8, 13, 21, 34,... We find and guess the next numbers.
1 + 1 = 2, 1 + 2 = 3, 2 + 3 = 5, 3 + 5 = 8, 5 + 8 = 13, 8 + 13 = 21, 13 + 21 = 34 we get these Numbers.
These are said to be Fibonacci Numbers
Ask the students to sit separately and make them to know how the pattern 2, 4, 6, 8, 10 ...is formed.
Divide the students into 5 groups and discuss about Fibonacci numbers. And make the students
to find 12th term of Fibonacci series if 11th and 13th terms are 89 and 233 respectively.

1. The next term in the sequence 15, 17, 20, 22, 25,… is
a. 28 b. 29 c. 27 d. 26
2. What will be the 40th letter in the given pattern?
KLMNKKLLMMNNKKKLLLMMMNNN
a. M b. K c. L d. N
3. The difference between 9th term and 8th term in the Fibonacci sequence is
a. 10 b. 13 c. 11 d. 12
4. Each term in the Fibonacci sequence is called a _______
a. Fibonacci Number b. Composite Number c. Prime Number d.Integers
5. The action repeated many times which gives rise to a new form is_______
a. Fibonacci Method b. Lucas Method c. Iterative process method d. Euclid method

7 Maths EM (Refresher Course Module)

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Government of Tamil Nadu

REFRESHER COURSE MODULE

Department of School Education

7th_RCM_Maths_EM.indd 1 27-10-2021 14:55:03

7th_RCM_Maths_EM.indd 2 27-10-2021 14:55:03

4 Ratio and Proportion 43

13 Bill, Profit and Loss 71

18 Perimeter and Area 87

VII STANDARED | MATHEMATICS III

7th_RCM_Maths_EM.indd 3 27-10-2021 14:55:03

7th_RCM_Maths_EM.indd 4 27-10-2021 14:55:03

1. The number of flowers is = __

2. The number of students in your class is ___________

3. Your father's age is _________

VII STANDARED | MATHEMATICS 1

7th_RCM_Maths_EM.indd 1 27-10-2021 14:55:04

2 VII STANDARED | MATHEMATICS

7th_RCM_Maths_EM.indd 2 27-10-2021 14:55:04

1. The predecessor of 37 is = _______

2. The successor of 84 is ___________

3. Find in between number : 54 ____ 56

VII STANDARED | MATHEMATICS 3

7th_RCM_Maths_EM.indd 3 27-10-2021 14:55:04

4 VII STANDARED | MATHEMATICS

7th_RCM_Maths_EM.indd 4 27-10-2021 14:55:05

Step 1: Number of tens in 23 is 2

Step 2: Now 3 tens are greater than 2 tens.

Therefore 35 is bigger than 23 and 23 is less than 35.

Step 1: The number of tens in 42 is 4

The number of tens in 47 is 4.

Step 2: The number of ones in 42 is 2.

The number of ones in 47 in 7.

VII STANDARED | MATHEMATICS 5

7th_RCM_Maths_EM.indd 5 27-10-2021 14:55:05

1. Which is smaller than 45?

2. Which is greater than 68?

3. The number equal to 56 is_____

6 VII STANDARED | MATHEMATICS

7th_RCM_Maths_EM.indd 6 27-10-2021 14:55:05

1. Arrange in ascending order : 39, 18, 27, 44, 11

2. Arrange in descending order : 64, 84, 36, 72, 48

VII STANDARED | MATHEMATICS 7

7th_RCM_Maths_EM.indd 7 27-10-2021 14:55:05

Similarly he explains addition of numbers with carry over.

8 VII STANDARED | MATHEMATICS

7th_RCM_Maths_EM.indd 8 27-10-2021 14:55:05

Similarly he explains subtraction of numbers with borrowing.

VII STANDARED | MATHEMATICS 9

7th_RCM_Maths_EM.indd 9 27-10-2021 14:55:05

1.  By encircling twos, check whether the following is odd or

14, 21, 28, 33, 36

3. Circle the even number

32, 35, 47, 44, 56

10 VII STANDARED | MATHEMATICS

7th_RCM_Maths_EM.indd 10 27-10-2021 14:55:06

1. The number of leaves in the picture is _____

2. Some of the three digit numbers formed by using 3, 5, 7 are_____

VII STANDARED | MATHEMATICS 11

7th_RCM_Maths_EM.indd 11 27-10-2021 14:55:06

1. 415 + 237 = ___?

2. 562 + 437 = ___?

3. find the total

1. By encircling twos, check whether the following is odd or

1. The multiples of 5 are ___, _, _, _, _____

(–3) × 2 = -6 (6) (6)