SSC Class 3 Maths Sem2 TM em

MATHS MAGIC
Class - 3 (Semester - 2)
Text Book Development Committee
Editorial Board
Ms. Vetriselvi. K IAS
Special Officer, English Medium Project, CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed.

Director - SCERT, AP, Amaravati.
Sri. D. Madhusudhana Rao MA., B.Ed.

Director - Government Textbook Press, AP, Amaravati.
Editors
Prof. S.Venkateswaran M.Sc, M.Ed., Ph.D
Retd. Director, R.I.E, Bangalore.
Prof. D.S.N. Sastry M.Sc., M.Ed., Ph.D.

Retd. Principal A.J. College of Education, Machilipatnam.
Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)

Asst. Professor, Anna University, Chennai.
Dr. T. Swarupa Rani M.Sc., M.Ed., M.Phil., Ph.D.

Dean Faculty of Education, Acharya Nagarjuna University, Guntur.
Dr. P. Satyanarayana Sarma M.Sc., M.Ed., M.Phil., Ph.D.

Retd. Lecturer, Montessori Mahila College of Education, Vijayawada.
Dr. J. R. Priyadarshini M.Sc., M.Ed. M.Phil., Ph.D.

Sr. Lecturer, St. Joseph College of Education for women, Guntur.
Sri K. V. Suryanarayana M.Sc., M.Ed.

Lecturer, DIET, Bommuru.
Sri J. Kasi Rao B.Sc., B.Ed.

Retd. Headmaster, Kavali.
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
https://amaravathiteacher.com
© Government of Andhra Pradesh, Amaravati
First Published 2020
All rights reserved
No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
ii
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Text Books Coordinator, Dept. of C&T, SCERT, AP.
Sri B. Kishore Babu M.Sc., B.Ed.

Maths Text Books Coordinator, MPUPS, K. Kothapalem, Mopidevi(M), Krishna.
Sri C. Dhanunjaya Raju B.Sc., D.Ed.

Mpl.UPS, 1st ward (Girls), Kadiri, Ananthapuramu District
Authors
Sri C. Dhanunjaya Raju SGT Sri B. Kishore babu SGT
Mpl.UPS (Girls) Kadiri, Ananthapuramu District MPUPS, K.Kothapalem, Krishna District
Sri Bh. P. Sairaju SGT Sri B. Vijaya Kumar SGT

MPPS, Venkatapuram, West Godavari District MPPS, Y.P.G.Palli, Y.S.R.Kadapa District
Sri J. Santha Murthy SGT Sri Ch. Balakrishna SGT

MPPS, Remata, Kurnool District MPPS, Venkatakrishnapuram, Guntur District
Sri Ch. Ramesh SA(Maths) Sri N. Murali Krishna SGT

MPUPS, V.B.Palem, Guntur District MPUPS, Tungalavaripalem, Krishna District
Sri K. Rajendra Prasad SGT Sri Ch. S. N. Murthy SGT

MPPS, Ramasagaram, Ananthapuramu District MPUPS, Jayanthipuram, Krishna District
Sri O. V. Ramana Sharma SGT Sri S. Uma Gupta SGT

MPPS, Injaram, East Godavari District MPPS, Giriprasadnagar, Visakhapatnam District
Smt K. Malathi Devi SGT Sri S. Govardhana SGT

MPPS, Dibbagudem, West Godavari District MPPS, Kurugunta, Ananthapuramu District
Sri K. Ramakrishna SGT Sri J. Ajay Kumar SGT

MPPS, Kalujulamett, Nellore District MPPS, Tummaluru, Kurnool District
Artist
Uttam
DTP & Designing

Star Media Services, Hyderabad Stockassortment, Vijayawada
iii
Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by introducing
extensive curricular reforms from the academic year 2020-21. The Government has taken up curricular
reforms intending to enhance the learning outcomes of the children with focus on building solid foundational
learning and to build up an environment conducive for an effective teaching-learning process. To achieve
this objective, special care has been taken in designing the textbooks to achieve global standards.
As a part of the curricular reform, in order to support the designing of textbooks, with better
pedagogical strategies, handbooks are given to teachers with elaborate lesson plans. For the practice
of the students, workbooks are given which will reinforce the learning in the classroom. Parental
handbooks are prepared to impart awareness regarding the teaching-learning process to the parent
community. The textbooks are also designed in such a way that the initial two months will focus on the
school readiness of the children in order to create a learning environment in the school at the start of the
academic year.
Semester system is going to be implemented from this academic year for classes 1 to 5.
Mathematics textbooks have been developed in bilingual approach. In this textbook, concepts are
introduced through activities related to daily life incidents, situations, contexts and conversations. To
strengthen these concepts, whole class activity, group activity and individual activities are designed. The
lessons incorporated are also suitable for multigrade teaching. For additional information on the concepts,
QR codes are incorporated in each chapter to enable learning outside the classroom. Care has been
taken to ensure that the new textbook is calibrated with the learning requirement of the 21st century.
We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our
source of inspiration to carry out this extensive reform in the education department. We extend our
gratitude to Dr. Audimulapu Suresh, Honourable Minister of Education for striving towards qualitative
education. Our special thanks to Sri. Budithi Rajsekhar, IAS, Principal secretary, School Education,
Sri. Vadrevu Chinaveerabhadrudu, IAS, Commissioner, School Education, Ms. Vetriselvi.K, IAS,
Special Officer for their constant motivation and guidance.
We convey our thanks to the expert team who studied curriculum from Chicago to Singapore
and recommended best practices across the globe to reach global standards. Our sincere thanks to
SCERT of Kerala, Tamilnadu, Karnataka and Haryana in designing the textbooks. We also thank our
textbook writers, editors, artists and layout designers for their contribution in the development of this
textbook. We invite constructive feedback from the teachers and parents in the further refinement of the
textbook.
Dr. B. Pratap Reddy
Director
SCERT – Andhra Pradesh
iv
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Our National Anthem | C≤rj·T ^‘·+
Jana-gana-mana-adhinayaka jaya he »q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
Bharata-bhagya-vidhata uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
Panjaba-Sindhu-Gujarata-Maratha |ü+C≤ã, dæ+<ÛTä , >∑T»sê‘·, eTsêsƒê,
Dravida-Utkala-Banga Á<ë$&É, ñ‘·ÿfi¯, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<Û´ä , Væ≤e÷#·\, j·TeTTHê, >∑+>±!
uchchala-jaladhi-taranga ñ#·Ã\ »\~Û ‘·s+¡ >±!
Tava Subha name jage, ‘·e X¯óuÛHÑ êy˚T C≤π>!
tave subha asisa mage, ‘·e X¯óuÛÑ Ä•wü e÷"π>
gahe tava jaya-gatha. >±ùV≤ ‘·e »j·T>±<∏ë!
Jana-gana-mangala-dayaka jaya he »q>∑D eT+>∑fi<¯ ëj·Tø£ »j·TùV≤!
Bharata-bhagya-vidhata. uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
Jaya he, Jaya he, Jaya he, »j·TùV≤! »j·TùV≤! »j·TùV≤!
jaya jaya jaya jaya he. »j·T »j·T »j·T »j·TùV≤!!
- Rabindranath Tagore - s¡M+Á<äHê<∏é sƒê>∑÷sY
Pledge | Á|ü‹»„
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
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vi
Academic Standards-Learning Outcomes
Academic standards are clear statements about what students must know and be able to do.
The following are the specifications on the basis of which we lay down academic standards
Problem Solving
• Using concepts and procedures to solve mathematical problems.
Stages of problem solving
• Reads problems.
• Identifies all pieces of information.
• Separates relevant pieces of information.
• Understanding what concept is involved.
• Selection of procedure.
• Solving the problem.
Reasoning and Proof
• Reasoning between various steps.
• Understanding and making mathematical generalizations and conjectures.
• Understanding and justifying procedures.
• Examining logical arguments.
• Understanding the notion of proof.
• Using inductive and deductive logic.
• Testing mathematical conjectures.
Communication
• Writing and reading mathematical expressions.
• Creating mathematical expressions.
• Explaining mathematical ideas in his/her own words.
• Explaining mathematical procedure.
• Explaining mathematical logic.
Connections
• Connecting concepts within a mathematical domain.
• Making connections with daily life.
• Connecting mathematics to different subjects.
• Connecting concepts of different mathematical domains.
• Connecting concepts to multiple procedures.
Visualization and representation
• Interprets and reads data in tables, number line, pictograph, bar graph, 2D figures, 3D figures,
pictures.
• Making tables, number line, pictograph, bar graph, pictures.
vii
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5. <äèo´ø£sD¡ eT]j·TT ÁbÕ‹ì<Û´ä |üs#¡ &· +É :
• |ü{øºÏ ˝£ Àì düe÷#ês¡+, dü+U≤´πsK, |ü≥∫Á‘·+, ~eTà ∫Á‘·+, 2`D |ü{≤\T, 3`D |ü{≤\T eT]j·TT |ü{≤\qT #·<eä &É+.
• |ü{øºÏ \£ qT s¡÷bı+~+#·&+É , dü+U≤´πsKô|’ #·÷|ü&+É , |ü≥∫Á‘·+\T, ~eTà ∫Á‘·+\T, |ü{≤\qT ^j·T&É+.
viii
Maths Magic
>∑DÏ‘·+‘√ >∑eTà‘·TÔ
Class (‘·s>
¡ ‹∑ )
-3
Semester (ôd$TdüºsY) - 2
Lesson No. Name of the Unit Month Pages

bÕsƒ¡+ dü+K´ n<Ûë´j·T+ HÓ\ ù|J\T
4. Subtraction October 2-31

rdæy˚‘· nø√ºãs¡T
5. Multiplication November 32-67
>∑TDø±s¡+ qe+ãs¡T
6. Let's share December 68-95
|ü+#·T≈£î+<ë+ &çôd+ãs¡T
Teacher corner Student corner
CHAPTER
4 Subtraction
Mariyamma is a farmer. She

harvests different types of
vegetables everyday. One day,
Shameela and Jakeera visited
Mariyamma’s farm to collect
some details regarding their
project. Mariyamma gave the
details. Then they prepared a
table as per the information
given by Mariyamma.
Details
Name of the Number of Cost of each vegetable

Sl. No.
vegetable vegetables in `
1 Bottle gourd 68 15
2 Pumpkin 35 40
3 Green banana 54 6
4 Snake gourd 66 12
5 Coriander bundles 40 25
6 Celery (Thotakura) bundles 97 4
7 Roselle (Gongura) bundles 70 5
Now, answer the following questions from the above information.
1) What leafy vegetables Mariyamma collected more ? ________
2) Which leafy vegetable bundle costs more today ? ________
3) How many more bottle gourds are harvested than pumpkin today? ________
4) How many less green bananas are harvested than snake gourd? ________
5) If you want, one hundred bundles of Roselle, how many more bundles are required?
_________________
2 Class - 3 Maths Magic
n<Ûë´j·T+
4 rdæy˚‘·
eT]j· T eTà ˇø£ ¬ s ’ ‘ · T . ÄyÓ T s¡ ø £ s ¡ ø ±\
≈£Ls¡>±j·T\qT |ü+&çdTü +Ô ~. ˇø£ s√E wüMT\
eT]j·TT »ø°s¡ ≈£Ls¡>±j·T\ ‘√≥≈£î ÁbÕC…≈î£ º
|üì |üP]Ô#j
˚ T· &É+ ø√dü+ yÓfi≤fls¡T. eT]j·TeTà
yê]øÏ ø±e\dæ q dü e ÷#êsêìï Ç∫Ã+~.
eT]j·TeTà Ç∫Ãq düe÷#êsêìï yês¡T |ü{øºÏ ˝£ À
qyÓ÷<äT #˚XÊs¡T.
$es¡eTT\T
e.dü+K´ ≈£Ls¡>±j·T\ ù|s¡T ≈£Ls¡>±j·T\ dü+K´ Á|ü‹ ≈£Ls¡>±j·T <Ûsä ¡ ` ˝À¢
1 Äq|üø±j·T (kıs¡ø±j·T) 68 15
2 >∑TeTà&çø±j·T 35 40
3 ns¡{øÏ ±j·T 54 6
4 bı≥¢ø±j·T 66 12
5 ø=‹ÔMTs¡ ø£≥\º T 40 25
6 ‘√≥≈£Ls¡ ø£≥\º T 97 4
7 >√+>∑÷s¡ ø£≥\º T 70 5
ô|’ düe÷#ês¡+ Ä<Ûës¡+>± øÏ+~ Á|üXï¯ \≈£î düe÷<Ûëq+ sêj·T+&ç.
n) eT]j·TeTà @ s¡ø+£ Ä≈£î≈£Ls¡\T m≈£îÿe>± ùdø£]+∫+~?
Ä) @s¡ø+£ Ä≈£î ≈£Ls¡\ <Ûsä ¡ m≈£îÿe>± ñ+~?
Ç) >∑TeTà&ç ø±j·T\ø£Hêï Äq|üø±j·T\T mìï m≈£îÿe ùdø£]+∫+~?
á) bı≥¢ø±j·T\ ø£Hêï ns¡{Ï ø±j·T\T mìï ‘·≈î£ ÿe ùdø£]+∫+~?
ñ) ˙≈£î 100 >√+>∑÷s¡ ø£≥\º T ø±yê\+fÒ Ç+ø± mìï ø£≥\º T nedüs+¡ ne⁄‘êsTT?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 3
Subtraction of 1 - digit number from 3 - digit number :
Hand fan maker :
Danayya is a Palm leaf hand fan maker. He made 128 fans, from those his grandson
muthaian took 3 fans for his friends. How many hand fans remain with Danayya?
Total number of Palm leaf hand fans R 1 2 8

Number of fans Muthaiah took R ` 3
Number of hand fans remaining R
Step 1: Subtraction in Ones place

H T O
a) Subtract 3 from 8 1 2 8
b) 8 ones – 3 ones = 5 ones ` 3
c) Write the answer 5 in ones place. 5
Step 2: Subtraction in Tens and
Hundreds place
Write answer 2 in Tens place H T O
and 1 in Hundreds place as
1 2 8
` 3
there is no number to subtract. 1 2 5
Now Danayya has 125 hand fans to sell.
3 n+¬ø\ dü+K´ qT+∫ 1 n+¬ø dü+K´qT rdæyj
˚ T· ≥+:
$düqø£Ás¡\T ‘·j·÷s¡T#ù̊d e´øÏÔ:
<ëqj·T´ ‘ê{Ï Ä≈£î\‘√ $düqø£Ás¡\T ‘·j÷· s¡T #˚kÕÔ&TÉ . 128 $düqø£Ás¡\T ‘·j÷· s¡T#˚kÕ&ÉT. yê{Ï˝À qT+∫ n‘·ì eTqe&ÉT
eTT‘·j
Ô T· ´ 3 $düqø£Ás¡\qT ‘·q $TÁ‘·T\ ø√dü+ rdüT≈£îHêï&ÉT. Ç|ü⁄&ÉT <ëqj·T´ e<ä› mìï $düqø£Ás¡\T $T–* ñHêïsTT?
yÓTT‘·+Ô ‘ê{Ï Ä≈£î\ $düqø£Ás¡\ dü+K´ R 1 2 8
eTT‘·j Ô T· ´ rdüT≈£îqï $düqø£Ás¡\ dü+K´ R ` 3
$T–*q $düqø£Ás¡\ dü+K´ R
k˛bÕq+`1: ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·

e+ |ü ˇ
n) 8 qT+∫ 3 qT rdæyj ˚ T· +&ç 1 2 8
Ä) 8 ˇø£≥T¢ ` 3 ˇø£≥T¢ R 5 ˇø£≥T¢ ` 3
Ç) 5 qT ˇø£≥¢ kÕúq+˝À sêj·T+&ç. 5
k˛bÕq+` 2: |ü<Tä \T eT]j·TT e+<ä\ kÕúq+˝À
rdæy‘˚ · e+ |ü ˇ
|ü<Tä \T eT]j·TT e+<ä\ kÕúHê˝À¢ 1 2 8
@MT ˝Òe⁄ ø±ã{Ïº |ü<Tä \ kÕúq+˝À ` 3
2, e+<ä\ kÕúq+˝À 1 sêj·T+&ç. 1 2 5
Ç|ü⁄Œ&ÉT <ëqj·T´ e<ä› 125 ‘ê{ÏÄ≈£î\ $düq ø£Ás¡\T neTà{≤ìøÏ dæ<+∆ä >± ñHêïsTT.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 5
Do these:
a) H T O b) H T O c) H T O d) H T O
2 3 6 3 2 7 4 7 8 5 6 9
` 5 ` 4 ` 7 ` 6
Subtraction of 2 - digit number from

3 - digit number :
Danayya sells hand fans in the
villages by cycle. In a village,
Karimullah stopped Danayya to buy
a dozen fans to donate to an old age
home. After selling the dozen fans,
Danayya wants to count the number
of fans now with him.
Do you know:
(1 Dozen = 12 items)
H T O
Number of hand fans with Danayya = 1 2 5
Number of hand fans bought by Karimullah = ` 1 2
Number of hand fans remained =
Subtraction in Ones place :

Step 1:
H T O
1) Subtract 2 from 5 =
1 2 5
2) 5 Ones – 2 Ones = 3 Ones = ` 1 2
3) Write answer 3 in Ones place = 3
Ç$ #˚j·T+&ç:
n) e+ |ü ˇ Ä) e+ |ü ˇ Ç) e+ |ü ˇ á) e+ |ü ˇ
2 3 6 3 2 7 4 7 8 5 6 9
` 5 ` 4 ` 7 ` 6
3 n+¬ø\ dü+K´ qT+∫ 2 n+¬ø\ dü+K´qT rdæyj

˚ T· ≥+:
<ëqj·T´ ôdø’ ˝Ï Ÿ ô|’ düMT|ü Á>±e÷\≈£î yÓ[fl #˚‹
$düqø£sÁ¡ \T neTTà‘·T+{≤&ÉT. ˇø£ Á>±eT+˝À ø£ØeTT˝≤¢
<ëqj·T´qT Ä|æ eè<ë∆ÁX¯eTTìøÏ <ëq+ #˚jT· &ÜìøÏ ˇø£
&É»qT $düqø£Ás¡\T ø=Hêï&ÉT. &É»qT $düqø£Ás¡\T n$Tàq
‘·sê«‘· <ëqj·T´ ‘·q e<ä› ñqï $düqø£Ás¡\qT ˝…øÿ£ ô|≥Tºø√\ì
nqT≈£îHêï&ÉT.
˙≈£î ‘Ó\TkÕ:
(1 &É»qT R 12 edüTeÔ ⁄\T)
e+ |ü ˇ
<ëqj·T´ e<ä› ñqï $düqø£Ás¡\ dü+K´ R 1 2 5
ø£ØeTT˝≤¢ ø=qï $düqø£Ás¡\ dü+K´ R ` 1 2
$T–*q $düqø£Ás¡\ dü+K´ R
ˇø£≥¢ kÕúq+˝À rdæy˚‘·:

k˛bÕq+ ` 1: e+ |ü ˇ
1) 5 qT+&ç 2 qT rdæyj
˚ T· +&ç R 1 2 5
` 1 2
2) 5 ˇø£≥T¢ ` 2 ˇø£≥T¢ R 3 ˇø£≥T¢ R
3) ˇø£≥¢ kÕúq+˝À 3 sêj·T+&ç. R 3
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 7
Subtraction in Tens place
Step 2: H T O
b) 2 Tens – 1 Ten = 1 Ten ` 1 2
c) Write 1 in Tens place 1 3
Subtraction in Hundreds place

Step 3: H T O
Write ‘1’ in hundreds place as there is no 1 2 5
number to subtract. The answer is 113
` 1 2
1 1 3
After selling 1 dozen hand fans, the number of remaining fans is 113.
Example: If Karimullah buys 14 fans, how many hand fans remain?

H T O
Number of hand fans Danayya had = 1 2 5
Number of hand fans Karimullah bought = ` 1 4
Number of hand fans remaining =
Do these:
1. Do the following.
1 3 7 3 5 6 7 4 5 8 4 9
` 1 4 ` 2 4 ` 3 0 ` 4 2
2. There are 247 birds sitting on a tree. Out of them 42 flew away. How many birds
remained on the tree?
H T O
Number of birds sitting on the tree = 2 4 7
Number of birds flew away = ` 4 2
Number of birds remained on the tree =
|ü<Tä \ kÕúq+˝À rdæy‘˚ :·
k˛bÕq+ ` 2: e+ |ü ˇ
1) 2 qT+∫ 1 qT rdæyj ˚ T· +&ç 1 2 5
2) 2 |ü<Tä \T ` 1 |ü~ R 1 |ü~ ` 1 2
3) |ü<Tä \ kÕúq+˝À 1 sêj·T+&ç 1 3
e+<ä\ kÕúq+˝À rdæy‘˚ :·

e+ |ü ˇ
k˛bÕq+ ` 3:
1 2 5
e+<ä\ kÕúq+˝À rdæyj˚ T· T≥≈£î @ n+¬ø ˝Ò<Tä ` 1 2
ø±ã{Ïº e+<ä\ kÕúq+˝À 1 sêj·T+&ç. 1 1 3
»yêãT 113
1 &É»qT #˚‹ $düqø£Ás¡\qT n$Tàq ‘·sê«‘· $T–*q$ 113.
ñ<ëVü≤s¡D: ˇø£ y˚fi¯ ø£ØeTT˝≤¢ 14 $düqø£Ás¡\T ø=+fÒ mìï $T>∑T\T‘êsTT? e+ |ü ˇ
<ëqj·T´ e<ä› ñqï $düqø£Ás¡\ dü+K´ R 1 2 5
ø£ØeTT˝≤¢ ø=qï $düqø£Ás¡\ dü+K´ R ` 1 4
Ç$ #˚j·T+&ç:
1. ˇø£ s¡ã“s¡T yÓ\ ` 4 nsTTq ` 20 øÏ mìï s¡ã“s¡T¢ ekÕÔsTT?
1 3 7 3 5 6 7 4 5 8 4 9
` 1 4 ` 2 4 ` 3 0 ` 4 2
2. ˇø£ #Ó ≥ Tº ô |’ 247 |ü ≈ £ å î \T ≈£ L s¡ T ÃHêïsTT. yê{Ï ˝ À 42 m–]b˛j· ÷ sTT. Ç|ü ⁄ &É T #Ó ≥ Tº ô |’ mìï |ü ≈ £ å î \T

ñHêïsTT?
e+ |ü ˇ
#Ó≥Tºô|’ ≈£Ls¡TÃqï |ü≈îå£ \ dü+K´ R 2 4 7
m–] b˛sTTq |ü≈îå£ \ dü+K´ R ` 4 2
#Ó≥Tºô|’ $T–*q |ü≈îå£ \ dü+K´ R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 9
3. The cost of a shirt is ` 385. The price is reduced by ` 35 for a festive season. What is
the price of the shirt after reduction in price?
H T O
The cost of a shirt =
Price reduced =
Actual price of the shirt =
Subtraction of 3 - digit number from 3 - digit

number:
Now Danayya has 113 Palm leaf fans.

On the way Sharma stopped Danayya to
buy 116 Palm leaf fans for distributing in a
puja ceremony. How many fans are still
required?
H T O
Number of Palm leaf fans required = 1 1 6
Number of Palm leaf fans available = 1 1 3
Number of fans required more =
Step 1: Subtraction in Ones place H T O

b) 6 Ones – 3 Ones = 3 Ones `1 1 3
c) Write answer 3 in Ones place 3 3
Step 2: Subtraction in Tens place

H T O
a) Subtract 1 from 1
1 1 6
b) 1 Tens – 1 Tens = 0 Tens `1 1 3
c) Write answer 0 in Tens place 0 3
3. ˇø£ wüs¡Tº <Ûäs¡ ` 885. |ü+&É>∑ d”»Hé˝À <ëì <Ûsä ¡ ` 35 ‘·–+Z #ês¡T. ‘·–+Z ∫q ‘·sê«‘· wüsT¡ º <Ûsä ¡ m+‘·?
e+ |ü ˇ
wüsT¡ º <Ûsä ¡ R
‘·–+Z |ü⁄ <Ûsä ¡ R
Á|üdTü ‘Ô +· wüsT¡ º ndü\T <Ûäs¡ R
3 n+¬ø\ dü+K´ qT+∫ 3 n+¬ø\ dü+K´qT rdæyj

˚ T· ≥+:
Ç|ü⁄&ÉT <ëqj·T´ e<ä› 113 #˚‹ $düqø£Ás¡\T ñHêïsTT. <ë]˝À
X¯s¡à, <ëqj·T´qT Ä|æ ‘·q |üPC≤ ø±s¡´Áø£eT+˝À |ü+#·{≤ìøÏ 116
$düq ø£Ás¡\T ø=+{≤qT nHêï&ÉT. Ç|ü⁄&ÉT X¯sà¡ ø√dü+ Ç+ø± mìï
$düqø£Ás¡\T nedüs+¡ ?
e+ |ü ˇ
nedüsy¡ TÓ qÆ $düqø£Ás¡\ dü+K´ R 1 1 6
dæ<+∆ä >± ñqï $düqø£Ás¡\ dü+K´ R 1 1 3
Ç+ø± ø±e\dæq $düqø£Ás¡\ dü+K´ R
k˛bÕq+ ` 1: ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·

e+ |ü ˇ
n) 6 ˇø£≥¢ qT+∫ 3 ˇø£≥T¢ rdæyj
˚ T· +&ç.
1 1 6
Ä) 6 ˇø£≥T¢ ` 3 ˇø£≥T¢ R 3 ˇø£≥T¢.
`1 1 3
Ç) ˇø£≥¢ kÕúq+˝À 3 qT sêj·T+&ç. 3
k˛bÕq+ ` 2: |ü<Tä \ kÕúq+˝À rdæy‘˚ ·
n) 1 qT+∫ 1 qT rdæyj
˚ T· +&ç. e+ |ü ˇ
Ä) 1 |ü~ ` 1 |ü~ R 0 |ü<Tä \T. 1 1 6
`1 1 3
Ç) |ü<Tä \ kÕúq+˝À 0 qT sêj·T+&ç.
0 3
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 11
Subtraction in Hundreds place
Step -3: H T O
b) 1 Hundred – 1 Hundred `1 1 3
c) Write answer 0 in Hundreds place 0 0 3
Number of fans required is = 3
If Danayya has 3 more Palm leaf fans, he can fulfil Sharma’s need.
Example:
If Danayya has only 113 Palm leaf fans, and Sharma needs 226 Palm leaf fans, how
many more will be required? H T O
Number of Palm leaf fans required =

2 2 6
Number of Palm leaf fans available =

`1 1 3
Number of fans to be required =
EXERCISE - 1
a) 3 5 6 b) 4 7 8 c) 5 8 2 d) 8 7 6
(-) 4 (-) 2 (-) 3 (-) 4 2 3
e) 7 4 5 f) 2 6 7 g) 4 7 8 h) 6 7 9
(-) 1 3 2 (-) 1 3 2 (-) 1 1 4 (-) 4 3 1
2. Answer the following oral questions.

a) What is the difference between 300 and 200?
b) What will we get, if we subtract 125 from 175?
3. How many rupees are needed to make a sum of ` 425 to ` 679?
4. There are 385 students in a school. Mid Day Meal agency has 142 eggs with them.
How many more eggs are required to distribute each one an egg?
k˛bÕq+ ` 3: e+<ä\ kÕúq+˝À rdæy‘˚ · e+ |ü ˇ
n) 1 e+<ä qT+∫ 1 e+<ä qT rdæyj
˚ T· +&ç. 1 1 6
Ä) 1 e+<ä ` 1 e+<ä R 0 e+<ä\T. `1 1 3
Ç) e+<ä\ kÕúq+˝À 0 qT sêj·T≥+. 0 0 3
<ëqj·T´ e<ä› eTs√ 3 $düqø£Ás¡\T ñ+fÒ, X¯sà¡ ≈£î |üP]Ô>± Çe«>∑\&ÉT.
ñ<ëVü≤s¡D:
<ëqj·T´ e<ä› 113 $düqø£Ás¡\T ñ+&ç, X¯sà¡ ≈£î 226 $düqø£Ás¡\T ø±yê*‡eùd,Ô Ç+ø± mìï nedüs+¡ ne⁄‘êsTT?
e+ |ü ˇ
nedüsy¡ TÓ qÆ $düqø£Ás¡\ dü+K´ R 2 2 6
dæ<+∆ä >± ñqï $düqø£Ás¡\ dü+K´ R `1 1 3
Ç+ø± ø±e*‡q $düqø£Ás¡\ dü+K´ R
nuÛ≤´dü+ ` 1
1. Ç$ #˚jT· +&ç:
n) 3 5 6 Ä) 4 7 8 Ç) 5 8 2 á) 8 7 6
(-) 4 (-) 2 (-) 3 (-) 4 2 3
ñ) 7 4 5 }) 2 6 7 ãTT) 4 7 8 ãT÷) 6 7 9
(-) 1 3 2 (-) 1 3 2 (-) 1 1 4 (-) 4 3 1
2. øÏ+~ eTÚœø£ ˝…øÿ£ \≈£î »yêãT\T #Ó|Œü +&ç.

n) 300 eT]j·TT 200 eT<Û´ä uÛ<Ò +ä m+‘·?
Ä) 175 qT+∫ 125 rdæyù˚ dÔ eTq≈£î m+‘· edüT+Ô ~?
3. yÓTT‘·+Ô ` 679 sêe{≤ìøÏ ` 425 ≈£î m+‘· ø£\bÕ*?
4. ˇø£ bÕsƒX¡ Ê\˝À 385 eT+~ $<ë´s¡T\ú T ñHêïs¡T. eT<Ûë´Vü≤ï uÛÀ»q ìsê«Vü≤≈£î\ e<ä› 142 >∑T&ÉT¢ ñHêïsTT. ˇø√ÿ
$<ë´]∆øÏ ˇø√ÿ >∑T&ÉT¶ Çyê«\+fÒ Ç+ø± mìï >∑T&ÉT¢ nedüs+¡ ne⁄‘êsTT?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 13
Subtraction of 1 - digit number from a 3 - digit number with re-grouping
1) Bhimayya has ` 350. He wants to visit a medical camp.
He travelled by bus and paid ` 8 for ticket. How much
money is with him?
H T O
Total amount that Bhimayya has = 3 5 0
Fare paid for ticket = ` 8
Balance amount with Bhimayya =
Step 1: Subtraction at Ones place

1) We have to subtract 8 from 0 which is not possible.
H T O
2) Carry 1 Ten from Tens place to ones place. 4 10
3) 1 Ten from Tens place becomes 10 Ones in Ones place. 3 5 0
4) Subtract 10 Ones from 8 Ones = 2 Ones. ` 8
5) 10 Ones – 8 Ones = 2 Ones.
2
6) Write 2 in Ones place.
H T O
Step 2: Subtraction at Tens place
4 10
Now there remains 4 in Tens place.
3 5 0
1) There is no number in Tens place to subtract hence ` 8
write 4 in Tens place. 4 2
3 n+¬ø\ dü+K´ qT+∫ 1 n+¬ø dü+K´qT rdæy˚j·TT≥ (kÕúq e÷]Œ&ç‘√):
1) ;ÛeTj·T´ e<ä› ` 350 ñHêïsTT. n‘·qT yÓT&çø˝£ Ÿ ø±´+|t øÏ yÓfi≤›eTqT≈£îHêï&ÉT.
n‘·qT ãdüT‡˝À Á|üj÷· DÏ+∫ ` 8 {Ïø¬ ÿ{Ÿ ø√dü+ #Ó*+¢ #ê&ÉT. Ç|ü⁄&ÉT n‘·ì
e<ä› ñqï kıeTTà m+‘·?
e+ |ü ˇ
;ÛeTj·T´ e<ä› ñqï kıeTTà R 3 5 0
ãdüT‡ #ÛêØ® ø=s¡≈î£ #Ó*+¢ ∫q~ R ` 8
;ÛeTj·T´ e<ä› $T–* ñqï kıeTTà R
k˛bÕq+`1 : ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·

n) 0 qT+∫ 8 rdæyj ˚ ÷· *. ø±˙ kÕ<Û´ä |ü&<É Tä .
Ä) |ü<Tä \ kÕúq+ qT+∫ 1 |ü~ì ˇø£≥¢ kÕúq+˝ÀìøÏ rdüT≈£îs¡+&ç. e+ |ü ˇ
Ç) |ü<Tä \ kÕúq+˝Àì ˇø£ |ü~ ˇø£≥¢ kÕúq+˝ÀøÏ sê>±H˚ 10 ˇø£≥T¢>± 4 10
e÷s¡T‘·T+~. 3 5 0
` 8
á) 10 ˇø£≥T¢ qT+&ç 8 ˇø£≥T¢ rdæyj ˚ ÷· *.
2
ñ) 10 ˇø£≥T¢ ` 8 ˇø£≥T¢ R 2 ˇø£≥T¢
}) ˇø£≥¢ kÕúq+˝À 2 qT sêj·T+&ç.
e+ |ü ˇ
k˛bÕq+`2 :|ü<Tä \ kÕúq+˝À rdæy‘˚ · 4 10
|ü<Tä \ kÕúq+˝À 4 ñqï~. 3 5 0
rdæyj ˚ T· {≤ìøÏ |ü<Tä \ kÕúq+˝À @MT ˝Ò<Tä ø±ã{Ïº ` 8
|ü<Tä \ kÕúq+˝À 4 sêj·T+&ç. 4 2
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 15
Step 3: Subtraction at Hundreds place
There is no number in Hundreds place to subtract. H T O
Hence write 3 in a hundred place. 4 10
So, the balance amount with Bhimaiah is ` 342. 3 5 0
. ` 8
3 4 2
2) Now, Bhimayya has ` 342 with

him. Bhimayya drank a soda and
paid ` 5 rupees. What is the bal-
ance amount left with him?
H T O
The amount Bhimayya has = 3 4 2
Amount paid for soda = ` 5
Balance amount with Bhimayya =
Do these:
Do the following.
a) H T O b) H T O c) H T O
2 4 8 3 9 4 6 8 7
` 9 ` 7 ` 8
k˛bÕq+ ` 3: e+<ä\ kÕúq+˝À rdæy‘˚ ·
e+<ä\ kÕúq+˝À rdæyj ˚ T· {≤ìøÏ @MT ˝Ò<Tä e+ |ü ˇ
ø±ã{Ïº e+<ä\ kÕúq+˝À 3 qT sêj·T+&ç. 4 10
ø±e⁄q, ;ÛeTj·T´ e<ä› ` 342 $T–*HêsTT. 3 5 0
` 8
3 4 2
2) Ç|ü⁄&ÉT ;ÛeTj·T´ e<ä› ` 342 ñHêïsTT. ;ÛeTj·T´
k˛&Ü ‘ê– ` 5 #Ó*+¢ #ê&ÉT. Ç|ü⁄&ÉT n‘·ì e<ä›
m+‘· &ÉãT“ $T–* ñ+~?
e+ |ü ˇ
;ÛeTj·T´ e<ä› ñqï yÓTT‘·+Ô &ÉãT“ R 3 4 2
k˛&Ü ø=s¡≈î£ #Ó*+¢ ∫q &ÉãT“ R ` 5
;ÛeTj·T´ e<ä› $T–*q &ÉãT“ R
Ç$ #˚j·T+&ç:
øÏ+~ ˝…øÿ£ \T #˚jT· +&ç.
n) e+ |ü ˇ Ä) e+ |ü ˇ Ç) e+ |ü ˇ
2 4 8 3 9 4 6 8 7
` 9 ` 7 ` 8
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 17
Subtraction of 2 - digit number from a 3 - digit number with re-grouping
Now, Bhimayya has ` 337. He ate one masala dosa in a hotel and paid ` 48. How much
money does he has?
Total Amount Bhimayya have = `337
Amount paid for Dosa = ``48
Balance Amount = `
Step 1: Subtraction at Ones place
1) 8 is greater than 7, hence subtraction is not possible.
2) Carry 1 Ten from 3 Tens to ones place. H T O
3) 1 Ten from Tens places becomes 10 Ones in Ones place.
2 17
3 3 7
Now 10 + 7 = 17 Ones in ones place.
` 4 8
4) Subtract 8 from 17
17 Ones – 8 Ones = 9 Ones 9
5) Write 9 in Ones place
Step 2: Subtraction at Tens place
1) 4 is greater than 2, hence subtraction is not possible. H T O
2) Carry 1 Hundred from 3 hundreds in Hundreds place to Tens place.
2 12 17
3 3 7
3) 1 Hundred from Hundred place becomes 10 Tens in Tens
` 4 8
place. Now 10 Tens + 2 Tens = 12 Tens.
4) Subtract 4 Tens from 12 8 9
12Tens – 4 Tens = 8 Tens.
5) Write 8 in Tens place.
kÕúq e÷]Œ&ç <ë«s¡ 3 n+¬ø\ dü+K´ qT+&ç 1 n+¬ø dü+K´ rdæy˚j·TT≥.
Ç|ü⁄&ÉT ;ÛeTj·T´ e<ä› ` 337 ñHêïsTT. ˇø£ ¨≥˝Ÿ ≈£î yÓ[fl eTkÕ\ <√X¯ ‹ì, ` 48 #Ó*+¢ #ê&ÉT. Ç|ü&ÉT n‘·ì e<ä›
$T–*q &ÉãT“ m+‘·?
;ÛeTj·T´ e<ä› ñqï &ÉãT“ R `337
<√XË ø√dü+ #Ó*+¢ ∫q &ÉãT“ R ``48
$T–*q &ÉãT“ R `
k˛bÕq+ ` 1: ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·
n) 7 ø£Hêï 8 ô|<ä~› . ø±e⁄q 7 qT+&ç 8 rdæyj ˚ T· ˝Ò+.
e+ |ü ˇ
Ä) |ü<äT\ kÕúq+˝À 3 |ü<äT\ qT+&ç 1 |ü~ì ˇø£≥¢ kÕúq+˝ÀøÏ
rdüT≈£îs¡+&ç. 2 17
3 3 7
Ç) 1 |ü~ ˇø£≥¢ kÕúq+˝ÀøÏ eùdÔ 10 ˇø£≥T¢>± e÷s¡T‘·T+~.
17 ˇø£≥T¢ qT+&ç 8 ˇø£≥T¢ rdæyj ˚ T· +&ç. ` 4 8
á) 17 ˇø£≥T¢ ` 8 ˇø£≥T¢ R 9 ˇø£≥T¢ 9
ñ) ˇø£≥¢ kÕúq+˝À 9 sêj·T+&ç.
k˛bÕq+ ` 2: |ü<Tä \ kÕúq+˝À rdæy‘˚ ·
n) 2 ø£Hêï 4 ô|<ä~› . ø±e⁄q 2 qT+&ç 4 rdæyj ˚ T· T≥ nkÕ<Û´ä +. e+ |ü ˇ
Ä) e+<ä\ kÕúq+˝À 3 e+<ä\ qT+&ç 1 e+<äqT |ü<äT\ kÕúq+˝ÀøÏ 2 12 17
rdüT≈£îs¡+&ç. 3 3 7
Ç) 1 e+<ä |ü<Tä \ kÕúq+˝ÀøÏ eùdÔ 10 |ü<Tä \T>± e÷s¡T‘·T+~. ` 4 8
Ç|ü⁄&ÉT 10 |ü<Tä \T G 2 |ü<Tä \T R 12 |ü<Tä \T
á) 12 |ü<Tä \ qT+&ç 4 |ü<Tä \T rdæyj ˚ T· +&ç. 8 9
12 |ü<Tä \T ` 4 |ü<Tä \T R 8 |ü<Tä \T
ñ) |ü<Tä \ kÕúq+˝À 8 sêj·T+&ç.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 19
Step 3: Subtraction at Hundreds place
Now, there is 2 in hundreds place H T O
1) There is no number in Hundreds place to subtract
2 2 17
3 3 7
2) Write 2 in Hundreds place
` 4 8
The remaining amount with Bhimayya is ` 289.
2 8 9
Example: If, Bhimayya ate dosa for ` 69, how much amount is left with Bhimayya?
Total amount Bhimayya has = ` 337

Amount paid for dosa = `` 69
Balance with Bhimayya = `
Do these:
1) Do the following.
a) 4 2 5 b) 5 4 6 c) 6 3 5
(-) 3 7 (-) 6 9 (-) 7 7
2) Rajayya has 342 sheep. He sold 65 sheep. How many sheep are there now?
Subtraction of 3 digit number

from a 3 digit number with
regrouping
In Medical Camp the doctor

examined Bhimayya and gave a
prescription in the medical camp.
Bhimayya went to a private
medical shop. The shop owner
said that medicine costs
` 425.
k˛bÕq+ ` 3: e+<ä\ kÕúq+˝À rdæy‘˚ ·
Ç|ü⁄&ÉT e+<ä\ kÕúq+˝À 2 ñqï~ e+ |ü ˇ
n) e+<ä\ kÕúq+˝À rj·T{≤ìøÏ @MT˝Ò<Tä . 2 2 17
Ä) e+<ä\ kÕúq+˝À 2 qT sêj·T+&ç. 3 3 7
` 4 8
Ç|ü⁄&ÉT ;ÛeTj·T´ e<ä› ` 289 \T ñHêïsTT.
ñ<ëVü≤s¡D: 2 8 9
ˇø£yfi˚ ¯ ;ÛeTj·T´ <√X¯qT ` 69 \≈£î ‹+fÒ, ;ÛeTj·T´ e<ä› m+‘· &ÉãT“ $T>∑T\TqT?
;ÛeTj·T´ e<ä› ñqï &ÉãT“ R `337
<√X¯ ø√dü+ #Ó*+¢ ∫q &ÉãT“ R ` `69

;ÛeTj·T´ e<ä› $T–˝Ò &ÉãT“ R `
Ç$
Ç$#˚#˚jj·T·T+&ç
+&ç::
1) øÏ+~ ˝…øÿ£ \T #˚jT· +&ç.
n) 4 2 5 Ä) 5 4 6 Ç) 6 3 5
(-) 3 7 (-) 6 9 (-) 7 7
2) sê»j· T ´ e<ä › 342 >=Á¬ s \T ñHêïsTT. n‘· q T 65 >=Á¬ s \qT ne÷à&É T . nsTT‘˚ Ç|ü ⁄ &É T n‘· ì e<ä ›
ñqï >=Á¬s\T mìï?
kÕúq e÷]Œ&ç‘√ 3 n+¬ø\ dü+K´ qT+&ç 3 n+¬ø\
dü+K´qT rdæy‘˚ · .
yÓT&çø˝£ Ÿ ø±´+|ü⁄˝À ;ÛeTj·T´ &Üø£sº T¡
e<ä≈› î£ yÓ[fl, yÓ<’ ´ä |üØø£å #˚sTT+#·T≈£îHêï&ÉT.
&Üø£sº T¡ e<ä› eT+<äT\T sêsTT+#ê&ÉT. ;ÛeTj·T´
ˇø£ Á|üy≥
˚ T eT+<äT\ <äTø±D≤ìøÏ yÓfi≤fl&ÉT. Ä
<äTø±D j·÷»e÷ì eT+<äT\ <Ûsä ¡ ` 425 nì
#ÓbÕŒ&ÉT.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 21
Bhimayya purchased the medicine in a generic medical shop at a cost of `156 for the
same medicine. How much money did Bhimayya benefitted by choosing Generic medical
shop?
H T O
Cost of medicine in private medical shop = 4 2 5
Cost of the same medicine in generic medical shop = ` 1 5 6
Price difference = `
Step 1: Subtraction in Ones place

1) 5 < 6 hence subtraction is not possible.
H T O
2) Borrow 1 Ten from 2 Tens in tens place.
1 15
3) Now in ones place 1 ten + 5 ones = 10 ones + 5 ones = 15 ones.
4 2 5
4) Subtract 6 ones from 15 ones.
`1 5 6
5) 15 ones - 6 ones = 9 ones.
6) Write 9 in ones place. 9
Step 2: Subtraction in Tens place

1) 1 < 5 hence subtraction is not possible. H T O
2) Borrow 1 hundred from 4 hundreds (1 hundred = 10 tens). 3 1 15
4 2 5
3) Now in tens place 10 tens + 1 tens = 11 tens.
4) Subtract 5 tens from 11 tens `1 5 6
5) 11 tens – 5 tens = 6 tens. 6 9
6) Write 6 in tens place.
Step 3: Subtraction in Hundreds place H T O

1) 3 > 1. 3 1 15
2) Subtract 1Hundred from 3 Hundred. 4 2 5
3) 3 Hundreds - 1 Hundreds = 2 Hundreds. `1 5 6
4) Write 2 in hundreds place. 2 6 9
So, the answer is ` 269
Bhimayya get benefitted ` 269 at generic medical shop instead of not purchasing at a
private medical shop.
;ÛeTj·T´ ny˚˚ eT+<äT\qT ˇø£ »q]ø˘ eT+<äT\ <äTø±D+˝À `156 \≈£î ø=Hêï&ÉT. nsTT‘˚ »q]ø˘ eT+<äT\qT ø=q≥+
<ë«sê ;ÛeTj·T´≈£î m+‘· &ÉãT“ $T–*q~?
e+ |ü ˇ
Áô|y’ ≥
˚ T eT+<äT\ <äTø±D+˝À eT+<äT\ <Ûsä ¡ R 4 2 5
»q]ø˘ eT+<äT\ <äTø±D+˝À eT+<äT\ <Ûsä ¡ R `1 5 6
<Ûäs¡\ uÛÒ<ä+ R `
k˛bÕq+`1: ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·
n) 5 < 6 ø±ã{Ïº 5 qT+∫ 6qT rj·T˝Ò+.
Ä) |ü<Tä \ kÕúq+˝À 2 |ü<Tä \ qT+∫ 1 |ü~ì ˇø£≥¢ kÕúHêìøÏ e+ |ü ˇ
rdüT≈£îs¡+&ç. 1 15
Ç) Ç|ü⁄&ÉT ˇø£≥¢ kÕúq+˝À 1 e~ G 5 ˇø£≥T¢ 4 2 5
R 10 ˇø£≥T¢ G 5 ˇø£≥T¢ R 15 ˇø£≥T¢. `1 5 6
á) 15 ˇø£≥T qT+&ç 6 ˇø£≥T¢ rdæyj ˚ T· +&ç
9
ñ) 15 ˇø£≥T¢ ` 6 ˇø£≥T¢ R 9 ˇø£≥T¢.
}) ˇø£≥¢ kÕúq+˝À 9 sêj·÷*.
k˛bÕq+`2: |ü<Tä \ kÕúq+˝À rdæy‘˚ ·
n) 1 < 5 ø±ã{Ïº rdæyj ˚ T· ˝Ò+. e+ |ü ˇ
Ä) e+<ä\ kÕúq+˝À 4 e+<ä\ qT+∫ 1 e+<äqT |ü<Tä \ 3 1 15
kÕúq+˝ÀøÏ rdüT≈£îs¡+&ç. (1 e+<ä R 10 |ü<Tä \T) 4 2 5
Ç) Ç|ü⁄&ÉT |ü<Tä \ kÕúq+˝À 10 |ü<Tä \T G 1 |ü~ R 11 |ü<Tä \T. `1 5 6
á) 11 |ü<Tä \ qT+&ç 5 |ü<Tä \T rdæyj ˚ T· +&ç. 6 9
ñ) 11 |ü<Tä \T ` 5 |ü<\ä T R 6 |ü<Tä \T
}) |ü<Tä \ kÕúq+˝À 6 sêj·T+&ç
k˛bÕq+`3: e+<ä\ kÕúq+˝À rdæy‘˚ · e+ |ü ˇ
n) 3 > 1 3 1 15
4 2 5
Ä) 3 e+<ä\ qT+∫ 1 e+<ä rdæyj
˚ T· +&ç. `1 5 6
Ç) 3 e+<ä\T ` 1 e+<ä R 2 e+<ä\T. 2 6 9
á) e+<ä\ kÕúq+˝À 2 sêj·T+&ç.
˚ T eT+<äT\ »yêãT ` 269 <äTø±D+˝À ø=q≈£î+&Ü, »q]ø˘ eT+<äT\ <äTø±D+˝À ø=q≥+
ø±e⁄q, ;ÛeTj·T´ Áô|y’ ≥
e\¢ ` 269 ˝≤uÛ+Ñ bı+<ë&ÉT.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 23
Example:
Neelu noted electricity meter reading in a month as follows.
Last month reading = 269 units
Present reading = 327 units
How many units of electricity did the family consumed in this month?
2 6 9
`3 2 7
5 8
Neelu’s family has
consumed 58 units
of electricity in this
month.
EXERCISE - 2
a) 612 b) 8 5 4 c) 941 d) 502 e) 609

– 67 –487 – 267 – 321 – 531
f) 786 g) 229 h) 421 i) 535 j) 957

– 117 – 137 – 269 –377 – 428
2. Balu has done some subtraction sums given below. Verify and correct the mis-
takes
a) 4 3 0 b) 3 0 9 c) 9 8 7 d) 7 0 0
(-) 2 1 8 (-) 1 2 7 (-) 4 5 6 (-) 4 5 3
2 2 8 2 2 2 5 3 1 3 5 3
3. If 235 hens are sold from 520 hens in a poultry, how many hens are remaining?
ñ<ëVü≤s¡D:
ø£s¬ +≥T MT≥s¡T Ø&ç+>∑TqT ˙\T øÏ+~ $<Û+ä >± qyÓ÷<äT #˚d+æ ~.
>∑‘· HÓ\ Ø&ç+>∑T R 327 j·T÷ì≥T¢
á HÓ\ Ø&ç+>∑T R 269 j·T÷ì≥T¢
nsTT‘˚ Ä ≈£î≥T+ã+ á HÓ\˝À mìï j·T÷ì≥T¢ ø£s¬ +≥T $ìjÓ÷–+∫+~?
2 6 9
`3 2 7
5 8
˙\T ≈£î≥T+ã+ á HÓ\˝À
58 j·T÷ì≥T¢ ø£s¬ +≥TqT
$ìjÓ÷–+∫+~.
nuÛ≤´dü+ ` 2
1. øÏ+~ ˝…øÿ£ \T #˚jT· +&ç:
n) 612 Ä) 8 5 4 Ç) 941 á) 502 ñ) 609
– 67 – 487 – 267 – 321 – 531
}) 786 ãTT) 2 2 9 ãT÷) 4 2 1 m) 535 @) 957

– 117 – 137 – 269 – 377 – 428
2. u≤\T ø=ìï rdæy‘˚ · düeTdü´\T #˚kÕ&ÉT. |ü]o*+∫ ‘·|ü \T+fÒ dü]~<ä+› &ç.
n) 4 3 0 Ä) 3 0 9 Ç) 9 8 7 á) 7 0 0
(-) 2 1 8 (-) 1 2 7 (-) 4 5 6 (-) 4 5 3
2 2 8 2 2 2 5 3 1 3 5 3
3. 520 ø√fi¯ófl ñqï ø√fi¯fl bòÕs¡+˝À 235 ø√fi¯ófl ne÷às¡T. Ç+ø± mìï ø√fi¯ófl $T–*ñ+{≤sTT?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 25
4. Match the following. One is done for you.
200 ` 112 218
415 ` 197 315
642 ` 327 88
941 ` 149 783
960 ` 177 792
5. There are 432 students in a school. Among them, 245 are girls. How many boys are
there?
6. The cost of a pair of Chappal is ` 250. If, Shiva has ` 195 with him, how much more
amount is required to buy the Chappals?
7. Naresh has ` 500 with him. Which of the following items can he buy?
1) Shirt = ` 200 2) Pant = ` 300 3) Shoes = ` 400 4) Bag = ` 300

5) Ball = ` 200 6) Water bottle = ` 100 7) Bat = ` 400
Example : Salman went to a rice store to buy a rice bag costs ` 850. He gave ` 900. How
much amount did he got back?
Think : I read the problem. I have to find the change he gets back. Data available is
amount paid and cost of rice bag. The process to solve is subtraction.
Solution: Amount paid by Salman = ` 900
Cost of the Rice bag = ` ` 850
Amount he gets back = ` 50
Salman gets back ` 50 only
Do these:
1) Age of Vahida is 44 years. Her daughter, Karima’s age is 21 years less than her age.
What is the age of Karima?
2) There are 650 eggs in a school. In which, 579 eggs are used to serve in lunch. How
many eggs remain?
3) I have some money. If you give ` 200 to me, my money will become ` 780. How much
money do I have already?
4. øÏ+~ yê{Ïì »‘·|sü Ã¡ +&ç. ˇø£{Ï MTø√dü+ #˚jT· ã&ç+~.
200 ` 112 218
415 ` 197 315
642 ` 327 88
941 ` 149 783
960 ` 177 792
5. ˇø£ bÕsƒX¡ Ê\˝À 432 eT+~ $<ë´s¡T\ú T ñHêïs¡T. yê]˝À 245 eT+~ u≤*ø£\T. Ä bÕsƒX¡ Ê\˝Àì u≤\Ts¡ dü+K´ m+‘·?
6. ˇø£ »‘· #Ó|ü \ <Ûsä ¡ ` 250. •e e<ä› ` 195 e÷Á‘·yT˚ ñ+fÒ, Ä #Ó|ü \T ø=q{≤ìøÏ Ç+ø± m+‘· &ÉãT“ ø±yê*?
7. qπswt <ä>∑Zs¡ ` 500 ñHêïsTT. Ä kıeTTà‘√ øÏ+~ Ç∫Ãq yê{Ï˝À @j˚T edüTeÔ ⁄\T ø=q>∑\T>∑T‘ê&ÉT?
1) #=ø±ÿ R ` 200 2) bÕ´+{Ÿ R ` 300 3) ã÷≥T¢ R ` 400 4) u≤´>¥ R ` 300

5) ã+‹ R ` 200 6) yê≥sY u≤{Ï˝Ÿ R ` 100 7) u≤´{Ÿ R ` 400
ñ<ëVü≤s¡D: kÕ\àHé _j·T´+ ãkÕÔ ø=q{≤ìøÏ yÓfiÔ‚ nø£ÿ&É _j·T´+ ãkÕÔ <Ûsä ¡ ` 850 ñ+~. n‘·qT ` 900 #Ó*+¢ #ê&ÉT. ‹]–
kÕ\àHé≈î£ e∫Ãq kıeTTà m+‘·?
Ä˝À∫+#·T: düeTdü´ #·~yêqT. kıeTTà ‹]– edüT+Ô <äì nqT≈£îHêïqT. Ç∫Ãq düeTdü´˝À ãkÕÔ <Ûsä ,¡ Ç∫Ãq kıeTTà ñHêïsTT.
düeTdü´ kÕ<Ûqä ø√dü+ rdæy‘˚ · ñ|üj÷Ó –+#ê*.
kÕ<Ûqä : kÕ\àHé #Ó*+¢ ∫q kıeTTà R ` 900
_j·T´+ ãkÕÔ <Ûsä ¡ R `` 850
kÕ\àHé≈î£ ‹]– e∫Ãq kıeTTà R ` 50
Ç$ #˚j·T+&ç:
1. eV”≤<ë ej·TdüT‡ 44 dü+ˆˆ. ≈£îe÷¬sÔ ø£Øe÷ ej·TdüT‡ ÄyÓT ej·TdüT‡ ø£Hêï 21 dü+ˆˆ ‘·≈î£ ÿe. ø£Øe÷ ej·TdüT‡ m+‘·?
2. ˇø£ bÕsƒX¡ Ê\˝À 650 >∑T&ÉT¢ ñHêïsTT. eT<Ûë´Vü≤ï uÛÀ»HêìøÏ 579 >∑T&ÉT¢ yê&Üs¡T. Ç+ø£q÷ $T–*q >∑T&ÉT¢ mìï?
3. Hê e<ä› ø=+‘· kıeTTà ñ+~. qTe⁄« Hê≈£î ` 200 Çùd,Ô yÓTT‘·+Ô ` 780 ne⁄‘·T+~. nsTT‘˚ eTT+<äT Hê e<ä¡› ñqï kıeTTà
m+‘·?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 27
Subtraction by Estimation
Observe the picture and answer the following. One is done for you.
100 150 200 250 300
1) 140 is nearer to 100 200 300

2) 255 is nearer to 100 200 300
3) 170 is nearer to 100 200 300
Estimate the difference:
Example: 375 - 215 100 200 300
375 is nearer to 400
215 is nearer to 200
The difference between 400 and 200 = 400 – 200 = 200.
So the difference of 375 and 215 is nearer to 200.
Do these:
Estimate the difference and circle to the nearer one.
a) 520 ` 180 300 400 500 600
b) 685 ` 210 500 600 700 400
Oral Subtractions:
1) Easy subtraction – 10 concept
(This is applicable only to 2 digits minued)
14 ` 6 12 ` 7 13 ` 9 15 ` 8
4 2 2 5 3 6 5 3
Step 1: Split Subtrahend into two parts, one must be as in unit’s place of minued.
Example: 6 = 4 + 2 (4 is ones place of 14).
n+#·Hê <ë«sê eéø£\q+:
∫Á‘êìï |ü]o*+#·+&ç. »yêãTqT sêj·T+&ç. ˇø£{Ï ˙ø√dü+ #˚jT· ã&ç+~.
100 150 200 250 300
1) 140 ≈£î <ä>sZ∑ >¡ ± ñqï dü+K´ 100 200 300

2) 255 ≈£î <ä>sZ∑ >¡ ± ñqï dü+K´ 100 200 300
3) 170 ≈£î <ä>sZ∑ >¡ ± ñqï dü+K´ 100 200 300
uÛ<Ò +ä qT n+#·Hêy˚jT· ≥+:
ñ<ëVü≤s¡D: 375 ` 215 100 200 300
375 ≈£î <ä>sZ∑ >¡ ± ñqï dü+K´ 400
215 ≈£î <ä>sZ∑ >¡ ± ñqï dü+K´ 200
400 eT]j·TT 200 \ uÛ<Ò +ä R 400 ` 200 R 200
ø±ã{Ïº 375, 215 \ uÛ<Ò ëìøÏ <ä>sZ∑ >¡ ± ñqï dü+K´ R 200.
Ç$ #˚j·T+&ç:
uÛ<Ò ëìï n+#·Hê y˚d,æ <ä>sZ∑ >¡ ± ñqï <ëìøÏ ªªdüTqïμμ #·T≥º+&ç.
n) 520 ` 180 300 400 500 600
Ä) 685 ` 210 500 600 700 400
eTÚœø£ rdæy˚‘·:
1) düT\TyÓq’ rdæy‘˚ · ` 10 uÛ≤eq (Ç~ 2 n+¬ø\ rdæy‘˚ ≈· î£ e÷Á‘·yT˚ e]ÔdTü +Ô ~.)
14 ` 6 12 ` 7 13 ` 9 15 ` 8
4 2 2 5 3 6 5 3
˚ T· e\dæq <ëìï s¬ +&ÉT uÛ≤>±\T>± $uÛõÑ +#·&+É . á s¬ +&ÉT uÛ≤>±˝À¢ ˇø£{Ï Ç∫Ãq dü+K´ ˇø£≥¢ kÕúHêìøÏ
k˛bÕq+ `1:rdæyj
dü]b˛yê*.
ñ<ë: 6 R 4 G 2 (4 nH˚~ 14 ˝Àì ˇø£≥¢ kÕúq+)
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 29
Step 2: Subtract, first split from minued.
Example: 14 - 4 = 10.
Step 3: Subtract second split from the result that is 10.
i.e. 10 - 2 = 8.
Therefore 14 - 6 = 8.
Do the remaining problem.
Shakunthala Devi (4-November 1929-21 April
2013) was an Indian writer and mental calculator.
She was popularly known as ''human
computer.'' Her talent was recorded in the
Guinness book of world records in 1982. She
multiplied 2 thirteen digits numbers in 28 seconds.
She answered this before the computer.
Project work:
Visit an Anganwadi centre in your village. Collect the information of eggs supplied to the
center and enter the details in the table given below.
Sl. No. Day Stock of Number of Remaining

eggs used eggs eggs
1 Monday
2 Tuesday
3 Wednesday
4 Thursday
5 Friday
6 Saturday
1. On which day eggs remained more?

2. On which day eggs remained less?
3. How many total eggs are used in the five days?
k˛bÕq+ ` 2: yÓTT<ä{Ï kÕ]>±, $&ÉBdæq yÓTT<ä{Ï uÛ≤>±ìï rdæyj
˚ ÷· *.
ñ<ë : 14 ` 4 R 10
k˛bÕq+ ` 3: á |ò*ü ‘·+˝À qT+∫ $&ÉBdæq s¬ +&Ée uÛ≤>±ìï rdæyj ˚ ÷· *.
10 ` 2 R 8.
∴ 14 ` 6 R 8.
$T>∑‘ê$ Ç˝≤π> #˚jT· +&ç.
X¯≈î£ +‘·˝≤ <˚$ (4 qe+ãs¡T 1929 ` 21 @Á|æ˝Ÿ 2013)
áyÓT ˇø£ uÛ≤s¡‘· ø£esTTÁ‹ eT]j·TT Ä˝À∫+∫ >∑Dq #˚ùd e÷qe
j·T+Á‘·+. ÄyÓT ªªe÷qe ø£+|üP´≥sYμμ>± |æ\eã&Ü¶sT¡ . 1982 ˝À
áyÓT Á|ü‹uÛÑ –˙ïdt |ü⁄düøÔ +£ ˝À qyÓ÷<äT nsTT+~. áyÓT s¬ +&ÉT 13
n+¬ø\ dü+K´\qT >∑TDÏ+∫ 28 ôdø£qT\˝À »yêãT #Ó|Œæ +~.
ø£+|üP´≥sY ø£+fÒ eTT+<äT>± á »yêãT #Ó|Œæ +~.
ÁbÕC…≈£îº |üì:
MT Á>±eT+˝À n+>∑Hyé ê&û øπ +Á<ëìï dü+<ä]Ù+#·+&ç. Ä øπ +Á<ëìøÏ yês¡+˝À n+<äCj
Ò T· ã&çq #˚dqæ >∑T&ÉT¢ eT]j·TT yê&ÉT‘·Tqï >∑T&É¢
dü+K´ øÏ+~ |ü{øºÏ ˝£ À qyÓ÷<äT #˚jT· +&ç.
e. dü+ s√E >∑T&É¢ ì\« yê&çq >∑T&ÉT¢ $T–*q >∑T&ÉT¢
1 k˛eTyês¡+
2 eT+>∑fiy¯ ês¡+
3 ãT<Ûyä ês¡+
4 >∑Ts¡Tyês¡+
5 X¯óÁø£yês¡+
6 X¯ìyês¡+
n) @ s√E m≈£îÿe dü+K´˝À >∑T&ÉT¢ $T–˝≤sTT?

Ä) @ s√E ‘·≈î£ ÿe dü+K´˝À >∑T&ÉT¢ $T–˝≤sTT?
Ç) 5 s√E˝À¢ yê&çq yÓTT‘·+Ô >∑T&ÉT¢ mìï?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 31
CHAPTER
5 M ultiplication
There are 4 rows
There are 10 plants

in each row
Iswarya and Dheeraj are good friends. Gardening is their

hobby. They do gardening in their school kitchen garden every In this example,
day, with the help of their class teacher. Observe their school Multiplicand = 4
Multiplier = 10
kitchen garden. Count the plants, which are in rows.
Product = 40
Number of plants = 10 + 10 + 10 + 10 = 40.
This can be written as 4 x 10 = 40.
In the multiplication 4 x 10 = 40, the number 4 is getting
multiplied by 10. Hence, 4 is called the ‘Multiplicand’.
10 is being multiplied with 4. Hence, 10 is called the ‘Multiplier’.
The result so obtained is 40 which is shown on the right side of
the symbol ‘=’. It is called equal to.
n<Ûë´j·T+
5 >∑TDø±s¡+
4 es¡Tdü\T ñHêïsTT.
Á|ü‹ es¡Tdü˝ÀqT 10 yÓTTø£ÿ\T

ñHêïsTT.
◊X¯«s¡´ eT]j·TT BÛs¡CŸ\T eT+∫ ùdïVæ≤‘·T\T. ‘√≥|üì yê] n_Ûs¡T∫ (Vü‰_).

Á|ü‹s√E yê] ‘·s>¡ ‹∑ ñbÕ<Ûë´j·TTì düV‰ü j·T+‘√ bÕsƒX¡ Ê\ øÏ#HÓ é >±¬sH¶ ˝é À ‘√≥|üì #˚d÷ü Ô
á ñ<ëVü≤s¡D˝À
ñ+{≤s¡T. yê] bÕsƒX¡ Ê\ øÏ#HÓ é >±¬sH¶ é >∑eTì+#·+&ç. es¡Tdü\˝À ñqï yÓTTø£ÿ\qT ˝…øÿÏ +#·+&ç.
>∑TD´+ R4
yÓTTø£ÿ\ dü+K´ R 10 G 10 G 10 G 10 R 40 >∑TDø£+ R 10
Bìì á $<Û+ä >± sêj·Te#·TÃ. 4 × 10 R 40. \ã∆+ R 40
4 × 10 R 40 >∑TDø±s¡+˝À, 4 nH˚ dü+K´ 10 #˚ >∑TDÏ+#·ã&ÉT‘·T+~.
ø£qTø£, 4 qT ª>∑TD´+μ n+{≤s¡T.
10 nH˚ dü+K´ 4 qT >∑TDÏdTü +Ô ~. ø£qTø£, 10 ì ª>∑TDø£+μ n+{≤s¡T.
ª R μ >∑Ts¡T≈Ô î£ ≈£î&çy|’Ó ⁄ü bı+~q »yêãT 40.
Bìì ª\ã∆+μ n+{≤s¡T.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 33
In 16 x 3 = 48,
16 3 48
Multiplicand Multiplier Product
In 21 x 2 = 42,
Which one is multiplicand? Answer = _________ Do you know :
Which one is multiplier? Answer = _________ Multiplicand × Multiplier
Which one is product? Answer = _________ = Product
Do these:
Write multiplicand, multiplier and product in the following multiplications:

1. In, 8 x 2 = 16 Multiplicand = ________, multiplier ________, product ________
Multiplication of 2-digit number by 1-digit number :

A boy and a girl are counting some guava packets near the tree.
How many
There are In each packet guavas are there
13 packets there are in all packets?
5 guavas
16 × 3 R 48 ˝À
16 >∑TD´+ 3 >∑TDø£+ 48 \u∆+
21 × 2 R 42 ˝À,
>∑TD´+ @~? »yêãT R
>∑TDø£+ @~? »yêãT R ˙≈£î ‘Ó\TkÕ?
\ã∆+ @~? »yêãT R >∑TD´+ × >∑TDø£+ R \ã∆+
Ç$ #˚j·T+&ç:
øÏ+~ >∑TDø±sê\˝À >∑TD´+, >∑TDø£+, \u≤∆\qT sêj·T+&ç.
1. 8×2 R 16 ˝À >∑TD´+ R , >∑TDø£+ R , \ã∆+ R
2. 30 × 3 R 90 ˝À >∑TD´+ R , >∑TDø£+ R , \ã∆+ R
3. 91 × 1 R 91 ˝À >∑TD´+ R , >∑TDø£+ R , \ã∆+ R
¬s+&É+¬ø\ dü+K´qT 1 n+¬ø dü+K´‘√ >∑TDÏ+#·≥+ :

ˇø£ ne÷àsTT, ˇø£ nu≤“sTT #Ó≥Tºe<ä› ñqï C≤eTø±j·T\ dü+#·T\qT ˝…øÿÏ düTHÔ êïs¡T.
nìï dü+#·T\˝À ñqï
13 dü+#·T\T ˇø=ÿø£ÿ dü+∫˝À 5 yÓTT‘·+Ô C≤eTø±j·T\T
ñHêïsTT. C≤eTø±j·T\T mìï?
ñHêïsTT.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 35
Kapil did like this :
T O
Step 1:
1
Write the numbers in column form.
1 3
Multiply 3 ones with 5.
× 5
3 ones × 5 = 15 ones = 1 ten + 5 ones
5
Write 5 ones under ones column and carry over 1 to tens column.
Step 2 : T O
Multiply 1 ten with 5. 1
1 ten × 5 = 5 tens. 1 3
5 tens + 1 ten ( carried over) = 6 tens
× 5
Write 6 under tens column. 6 5
Thus, 13 × 5 = 65
Here, 65 is the product. Totally 65 guavas are there.
Example:
A packet contains 17 candles. How many candles are there in 4 such packets?
Candles in each packet = 17 T O
Number of packets =4 2
Total number of candles in all 4 packets = 17 × 4 1 7
= 68 × 4
6 8
Do these:
a) T O b) T O c) T O
1 4 1 2 1 3
× 3 × 5 × 4
2. Karthik had 4 packets. In each packet, there are 24 crackers.

How many crackers are there in all?
Crackers in each packet = 24
Number of packets = _____
Total number of crackers = 24 × ____ = ____
ø£|˝æ Ÿ á $<Û+ä >± #˚XÊ&ÉT: |ü ˇ
k˛bÕq+`1: dü+K´\qT ì\Te⁄ es¡Tdü Áø£eT+˝À sêj·T+&ç. 1
ˇø£≥¢ kÕúq+˝À e⁄qï 3 qT 5 #˚ >∑TDÏ+#·+&ç. 1 3
3 ˇø£≥T¢ × 5 R 15 ˇø£≥T¢ R 1 |ü~ G 5 ˇø£≥T¢ × 5
5 qT ˇø£≥¢ kÕúq+˝ÀqT sêj·T+&ç. 5
eT]j·TT 1 ì |ü<Tä \ kÕúq+˝Àì 1 ô|q’ sêj·T+&ç.
k˛bÕq+`2: 1 |ü~ ì 5 #˚ >∑TDÏ+#·+&ç. |ü ˇ
1 |ü~ × 5 R 5 |ü<Tä \T 1
5 |ü<Tä \T G 1 |ü~ (ô|q’ sêj·Tã&çq~) R 6 |ü<Tä \T 1 3
6 qT |ü<Tä \ kÕúq+˝À sêj·T+&ç. × 5
Ä $<Û+ä >±, 13 × 5 R 65 6 5
Çø£ÿ&É, 65 nH˚~ >∑TDø±s¡ |ò*ü ‘·+. yÓTT‘·+Ô 65 C≤eTø±j·T\T ñHêïsTT.
ñ<ëVü≤s¡D:
ˇø£ bÕ¬ø{Ÿ˝À 17 ø=y=«‘·T\Ô T ñHêïsTT. n˝≤+{Ï 4 bÕ¬ø≥¢˝À yÓTT‘·+Ô mìï ø=y=«‘·T\Ô T ñ+{≤sTT?
Á|ü‹ bÕ¬ø{Ÿ˝À ñqï ø=y=«‘·T\Ô T R 17 |ü ˇ
bÕ¬ø≥¢ dü+K´ R 4 2
yÓTT‘·+Ô bÕ¬ø{¢˝À ñqï ø=y=«‘·T\Ô dü+K´ R 17 × 4 1 7
× 4
R 68
6 8
Ç$ #˚j·T+&ç:
1. øÏ+~ ˝…øÿ£ \T #˚jT· +&ç.
n) |ü ˇ Ä) |ü ˇ Ç) |ü ˇ
1 4 1 2 1 3
× 3 × 5 × 4
2. ø±ØÔø˘ e<ä› yÓTT‘·+Ô 4 bÕ¬ø≥T¢ ñHêïsTT. ˇø=ÿø£ÿ bÕ¬ø{Ÿ q+<äT 24 ≥bÕø±j·T\T ñHêïsTT. nìï bÕ¬ø{¢˝À ø£*|æ yÓTT‘·+Ô
mìï ≥bÕø±j·T\T ñHêïsTT?
ˇø=ÿø£ÿ bÕ¬ø{Ÿ˝À ñqï ≥bÕø±j·T\T R 24
bÕ¬ø≥¢ dü+K´ R
yÓTT‘·+Ô ≥bÕø±j·T\ dü+K´ R 24 I R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 37
3. There are 12 bananas in a bag. Find the number of bananas in 5 such bags.
Number of bananas in each bag R
Number of bags R 5
Total number of bananas R I 5
R
Other process for multiplication:
There are 47 neem trees in a row. How many neem trees are there in 3 rows ?
Jaggubai did like this
H TO
4 7
× 3
1 4 1
Padmaja said we can do this in expanded form also:
47 × 3R (40 G 7) × 3
R (40 I 3) G (7 I 3)
R 120 G 21
R 141
Example:
There are 32 coconuts in a bag. How many coconuts are there in 4 such bags?
Number of coconuts in a bag R 32
Number of bags R
Total number of coconuts in all bags R
R ×
Do these:
a) 86 I 2 R b) 64 I 3 R
c) 45 I 5 R d) 58 I 4 R
3. ˇø£ dü+∫˝À 12 ns¡{|Ï +ü &ÉT¢ ñHêïsTT. n˝≤+{Ï 5 dü+#·T\˝À yÓTT‘·+Ô mìï ns¡{|Ï +ü &ÉT¢ ñ+{≤sTT? ˇø=ÿø£ ÿ dü + ∫˝À
ñqï ns¡{|Ï +ü &ÉT¢ R
dü+#·T\ dü+K´ R 5
yÓTT‘·+Ô ns¡{Ï |ü+&É¢ dü+K´ R I 5
R
>∑TDø±sêìøÏ eTs=ø£ |ü<ä∆‹:
es¡Tdü≈î£ 47 #=|ü⁄Œq 3 es¡Tdü\˝À y˚|#ü ≥
Ó T¢ ñHêïsTT. yÓTT‘·+Ô mìï y˚|#ü ≥
Ó T¢ ñHêïsTT?
»>∑TuZ ≤sTT á $<Û+ä >± #˚d+æ ~.
e+ |ü ˇ
4 7
× 3
1 4 1
Bìì á $<Û+ä >± $düsÔ D
¡ s¡÷|ü+˝À ≈£L&Ü #˚jT· e#·TÃ nì |ü<àä » #Ó|Œæ +~.
47 × 3R (40 G 7) × 3
R (40 I 3) G (7 I 3)
R 120 G 21
R 141
ñ<ëVü≤s¡D:
ˇø=ÿø£ÿ dü+∫˝À 32 ø=ã“]ø±j·T\T ñHêïsTT. n˝≤+{Ï 4 dü+#·T\˝À yÓTT‘·Ô+ mìï ø=ã“]ø±j·T\T
ñHêïsTT?
ˇø£ dü+∫˝À ñqï ø=ã“]ø±j·T\T R 32
dü+#·T\ dü+K´ R
nìï dü+#·T\˝À ñqï ø=ã“]ø±j·T\T R ×
Ç$ #˚j·T+&ç:
1. øÏ+~ yê{Ïì #˚jT· +&ç.
n) 86 I 2 R Ä) 64 I 3 R
Ç) 45 I 5 R á) 58 I 4 R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 39
2. There are 50 books in a box and there are 4 such boxes. Find the total number of books.
Number of boxes =
Number of books in each box =
Total number of books =
3. Cost of a pen is ` 4. What is the cost of 32 pens?
4. There are 63 sweets in a box. How many sweets are there in 3 such boxes?
5. 52 people can travel in a bus. How many people can travel in 4 such buses?
FORMATION OF TABLES:
1I6R6 6I1R6
2 I 6 R 12 6 I 2 R 12
3 I 6 R 18 6 I 3 R 18
4 I 6 R 24 6 I 4 R 24
5 I 6 R 30 6 I 5 R 30
6 I 6 R 36 6 I 6 R 36
7 I 6 R 42 6 I 7 R 42
8 I 6 R 48 6 I 8 R 48
9 I 6 R 54 6 I 9 R 54
10 I 6 R 60 6 I 10 R 60
2. ˇø=ÿø£ÿ ô|f…˝º À 50 |ü⁄düøÔ ±\ #=|ü⁄Œq 4 ô|f…\º T ñHêïsTT. yÓTT‘·+Ô |ü⁄düøÔ ±\T mìï?
ô|f…\º dü+K´ R
ˇø=ÿø£ÿ ô|f…˝º À ñqï |ü⁄düøÔ ±\ dü+K´ R
nìï ô|f…\º ˝À ñqï yÓTT‘·+Ô |ü⁄düøÔ ±\ dü+K´ R
3. ˇø£ ô|qTï KØ<äT ` 4 nsTTq, 32 ô|qTï\ KØ<äT m+‘·?
4. ˇø£ ô|f…˝º À 63 $TsƒêsTT\T ø£\e⁄. n˝≤+{Ï 3 ô|f…\º ˝À e⁄qï yÓTT‘·+Ô $TsƒêsTT\T mìï?
5. ˇø£ ãdüT‡˝À 52 eT+~ Á|üj÷· DÏ+#·>\∑ s¡T. n˝≤+{Ï 4 ãdt\˝À yÓTT‘·+Ô m+‘·eT+~ Á|üj÷· DÏ+#·>\∑ s¡T?
mø±ÿ\T @s¡Œs¡#·&É+:
1I6R6 6I1R6
2 I 6 R 12 6 I 2 R 12
3 I 6 R 18 6 I 3 R 18
4 I 6 R 24 6 I 4 R 24
5 I 6 R 30 6 I 5 R 30
6 I 6 R 36 6 I 6 R 36
7 I 6 R 42 6 I 7 R 42
8 I 6 R 48 6 I 8 R 48
9 I 6 R 54 6 I 9 R 54
10 I 6 R 60 6 I 10 R 60
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 41
Method 1: Add table 5 and table 1 for making table 6.
Table 5 5 10 15 20 25 30 35 40 45 50
Table 1 1 2 3 4 5 6 7 8 9 10
Table 6 6 12 18 24 30 36 42 48 54 60
1 × 6 read as 1 time 6 i.e. 6 × 1 = 6
When we multiply two
We can say that 1 × 6 = 6 × 1 = 6
numbers, the order in
2 × 6 read as 2 times 6 i.e. 6 × 2 = 12 which we multiply
We can say that 2 × 6 = 6 × 2 = 12 them does not matter.
3 × 6 read as _________ The product remains
the same.
We can say that 3 × 6 = _______ = 6 × 3 =________
Formation of Table 9 by counting leaves.
1I9R9 9I1R9
2 I 9 R 18 9 I 2 R 18
3 I 9 R 27 9 I 3 R 27
4 I 9 R 36 9 I 4 R 36
5 I 9 R 45 9 I 5 R 45
6 I 9 R 54 9 I 6 R 54
7 I 9 R 63 9 I 7 R 63
8 I 9 R 72 9 I 8 R 72
9 I 9 R 81 9 I 9 R 81
10 I 9 R 90 9 I 10 R 90
Method 2: Add table 6 and table 3 for making table 9.
Table 6 6 12 24 36 48 54 60
Table 3 3 6 9 15 21 27 30
Table 9 9 18 90
1e |ü<‹∆ä : 5 e bø±ÿìï, 1e mø±ÿìï ø£\|ü≥+ <ë«sê 6e mø±ÿìï @s¡Œs¡#&· +É .
5e mø£ÿ+ 5 10 15 20 25 30 35 40 45 50
1e mø£ÿ+ 1 2 3 4 5 6 7 8 9 10
6e mø£ÿ+ 6 12 18 24 30 36 42 48 54 60
1 × 6 ì, 6 ˇø£kÕ] nì #·<Tä e⁄‘ê+ nq>± 6 I 1 R 6.
1 × 6 R 6 × 1 R 6 nì eTq+ #Ó|Œü e#·TÃ. s¬ +&ÉT dü+K´\qT @ Áø£eT+˝ÀHÓH’ ê
2 × 6 ì, 6 øÏ s¬ +&ÉT s¬ ≥T¢ nì #·<Tä e⁄‘ê+ >∑TDÏ+#·e#·TÃ. Áø£e÷ìøÏ
ÁbÕ<Ûëq´‘· ˝Ò<Tä . @ Áø£eT+˝À
2 × 6 R 6 × 2 R 12 nì eTq+ #Ó|Œü e#·TÃ.
>∑TDÏ+∫Hê, |ò*ü ‘·+ ˇø£fÒ
3 × 6 ì, 6 øÏ eT÷&ÉT s¬ ≥T¢ nì #·<Tä e⁄‘ê+.
edüTÔ+~.
3×6R 6×3R nì eTq+ #Ó|Œü e#·TÃ.
Ä≈£î\qT ˝…øÏÿ+#·&É+ <ë«sê 9e mø£ÿ+ @s¡Œs¡#·&É+.
1I9R9 9I1R9
2 I 9 R 18 9 I 2 R 18
3 I 9 R 27 9 I 3 R 27
4 I 9 R 36 9 I 4 R 36
5 I 9 R 45 9 I 5 R 45
6 I 9 R 54 9 I 6 R 54
7 I 9 R 63 9 I 7 R 63
8 I 9 R 72 9 I 8 R 72
9 I 9 R 81 9 I 9 R 81
10 I 9 R 90 9 I 10 R 90
2e |ü<‹∆ä : 6 e bø±ÿìï, 3e mø±ÿìï ø£\|ü≥+ <ë«sê 9e mø±ÿìï @s¡Œs¡#&· +É .

6e mø£ÿ+ 6 12 24 36 48 54 60
3e mø£ÿ+ 3 6 9 15 21 27 30
9e mø£ÿ+ 9 18 90
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 43
Observe the pattern. All the digits in ones
1I9R9 (0 G 9 R 9) place are decreasing
and in tens place are
2 I 9 R 18 (1 G 8 R 9) increasing.
3 I 9 R 27 (2 G 7 R 9)
4 I 9 R 36 (3 G 6 R 9)
5 I 9 R 45 (4 G 5 R 9)
6 I 9 R 54 ( G R )
7 I 9 R 63 ( G R )
8 I 9 R 72 ( G R )
9 I 9 R 81 ( G R )
10 I 9 R 90 ( G R )
Observe these and express in your own words:

1. 9 × 5 R 45, 5 × 9 R 45 Hence 5 × 9 R 9 × 5 R 45
2. 4 × 30 R 120, 30 × 4 R 120 Hence 4 × 30 R 30 × 4 R 120
Do these:
1. Make table 7 by using Table 5 and Table 2.
2. Make table 9 by using Table 7 and Table 2.
3. Make table 8 by using any two relevant tables chosen by you.
Multiply by 10’s:
1. A colour pencil packet contains 10 pencils 1 × 10 = 10
2. How many pencils do 2 packets have? 2 × 10 = 20
øÏ+~ Áø£e÷ìï |ü]o*+#·+&ç. ˇø£≥¢ kÕúq+˝Àì nìï n+¬ø\T
1I9R9 (0 G 9 R 9) ‘·>T∑ ‘Z T· HêïsTT. eT]j·TT |ü<Tä \
kÕúq+˝Àì n+¬ø\T
2 I 9 R 18 (1 G 8 R 9)
ô|s¡T>∑T‘·THêïsTT.
3 I 9 R 27 (2 G 7 R 9)
4 I 9 R 36 (3 G 6 R 9)
5 I 9 R 45 (4 G 5 R 9)
6 I 9 R 54 ( G R )
7 I 9 R 63 ( G R )
8 I 9 R 72 ( G R )
9 I 9 R 81 ( G R )
10 I 9 R 90 ( G R )
M{Ïì |ü]o*+#·+&ç. kı+‘· e÷≥\˝À e´ø£|Ô sü #¡ +· &ç.

1. 9 × 5 R 45, 5 × 9 R 45 ø£qTø£ 5 × 9 R 9 × 5 R 45
2. 4 × 30 R 120, 30 × 4 R 120 ø£qTø£ 4 × 30 R 30 × 4 R 120
Ç$ #˚j·T+&ç:
1. 5e mø±ÿìï eT]j·TT 2e mø±ÿìï ñ|üj÷Ó –+∫, 7e mø±ÿìï ‘·j÷· s¡T#˚jT· +&ç.
2. 7e mø±ÿìï eT]j·TT 2e mø±ÿìï ñ|üj÷Ó –+∫, 9e mø±ÿìï ‘·j÷· s¡T#˚jT· +&ç.
3. @yÓH’ ê s¬ +&ÉT mø±ÿ\qT ‘·–q$<Û+ä >± ñ|üj÷Ó –+∫, 8e mø±ÿìï ‘·j÷· s¡T#˚jT· +&ç.
10 #˚ >∑TDø±s¡+:
1. ˇø£ s¡+>∑T\ ô|ì‡˝Ÿ‡ ô|f…˝º À 10 ô|ì‡˝Ÿ‡ ñHêïsTT. 1 × 10 R 10
2. n˝≤+{Ï 2 ô|f…\º ˝À yÓTT‘·+Ô mìï ô|ì‡˝Ÿ‡ ñ+{≤sTT? 2 × 10 R 20
3. 3 ô|f…\º ˝À yÓTT‘·+Ô mìï ô|ì‡˝Ÿ‡ ñ+{≤sTT? 3 × 10 R 30
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 45
7. How many pencils do 7 packets have? 7 x 10 = 70
When we multiply a number by 10,

the product comes out to be the
multiplicand followed by one zero.
How many pencils do 12 packets have?

12 × 10 R 120, 10 × 12 R 120
12 × 10 R 10 × 12 R 120
How many pencils do 14 packets have?

14 × 10 R 140, 10 × 14 R 140
Hence, 14 × 10 R 10 × 14 R 140
Do these:
1. 34 I 10 R 340 10 I 34 R 340
2. 80 I 10 R 800 10 I 80 R
3. 48 I 10 R I 10 R
4. 85 I 10 R I R
5. 10 I 90 R I R
@<ÓH’ ê ˇø£ dü+K´qT 10 #˚ >∑TDÏ+∫q|ü⁄&ÉT <ëì |ò*ü ‘·+,

Ä dü+K´ ‘·sT¡ yê‘· ª0μ (düTqï) #˚sT¡ Ã≥ <ë«sê edüT+Ô ~.
12 ô|f…\º ˝À yÓTT‘·+Ô mìï ô|ì‡˝Ÿ‡ ñ+{≤sTT?

12 × 10 R 120, 10 × 12 R 120
12 × 10 R 10 × 12 R 120
14 ô|f…\º ˝À yÓTT‘·+Ô mìï ô|ì‡˝Ÿ‡ ñ+{≤sTT?

14 × 10 R 140, 10 × 14 R 140
14 × 10 R 10 × 14 R 140
Ç$ #˚j·T+&ç:
1. 34 I 10 R 340 10 I 34 R 340
2. 80 I 10 R 800 10 I 80 R
3. 48 I 10 R I 10 R
4. 85 I 10 R I R
5. 10 I 90 R I R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 47
EXERCISE - 1
1. Write multiplicand, multiplier and product in the following multiplications.
a) 72 × 4 = 288; Multiplier = ______; multiplicand = ______; product = ______
b) 5 × 100 = 500; Multiplier = ______; multiplicand = ______; product = ______
c) 84 × 1 = 84; Multiplier = ______; multiplicand = ______; product = ______
d) 24 × 24 = 576; Multiplier = ______; multiplicand = ______; product = ______
2. Find the product.
a) 75 × 2 = b) 95 × 4 = c) 70 × 8 =
d) 93 × 9 = e) 64 × 8 = f) 96 × 10 =
g) 20 × 10 = h) 75 × 10 = i) 55 × 10 =
3. a) Prepare table for 5 using the tables 2 and 3.
b) Prepare table for 10 using the table 6 and 4.
c) Prepare table for 9 using the table 5 and 4.
4. Work out the following.
a) The cost of one pencil is ` 6. What is the cost of 72 such pencils ?
b) In an orchard, there are 10 rows of mango trees and each row contains 25 tress.
How many mango trees are there in total ?
nuÛ≤´dü+ ` 1
1. øÏ+~ Çe«ã&çq >∑TDø±sê\˝À >∑TD´+, >∑TDø£+, \u≤∆\T sêj·T+&ç.
n) 72 × 4 R 288 >∑TDø£+ R >∑TD´+ R \ã∆+ R
Ä) 5 × 100 R 500 >∑TDø£+ R >∑TD´+ R \ã∆+ R
Ç) 84 × 1 R 84 >∑TDø£+ R >∑TD´+ R \ã∆+ R
ñ) 24 × 24 R 576 >∑TDø£+ R >∑TD´+ R \ã∆+ R
2. \u≤∆ìï ø£qTø=ÿ+&ç.
n) 75 × 2 R Ä) 95 × 4 R Ç) 70 × 8 R
á) 93 × 9 R ñ) 64 × 8 R }) 96 × 10 R
m) 20 × 10 R @) 75 × 10 R ◊) 55 × 10 R
3. n) 2e mø£ÿ+ eT]j·TT 3e mø£ÿ+ ñ|üj÷Ó –+∫ 5e mø£ÿ+ ‘·j÷· s¡T#˚jT· +&ç.
Ä) 6e mø£ÿ+ eT]j·TT 4e mø£ÿ+ ñ|üj÷Ó –+∫ 10e mø£ÿ+ ‘·j÷· s¡T#˚jT· +&ç.
Ç) 5e mø£ÿ+ eT]j·TT 4e mø£ÿ+ ñ|üj÷Ó –+∫ 9e mø£ÿ+ ‘·j÷· s¡T#˚jT· +&ç.
4. øÏ+~ yê{Ïì kÕ~Û+#·+&ç.
n) ˇø£ ô|ì‡˝Ÿ KØ<äT ` 6. nsTT‘˚ 72 ô|ì‡fi¯fl KØ<äT m+‘·?
Ä) ˇø£ |ü+&É¢ ‘√≥˝À, ˇø=ÿø£ÿ es¡Tdü≈£î 25 #Ó≥¢ #=|ü⁄Œq10 es¡Tdü\˝À e÷$T&ç #Ó≥T¢ ø£\e⁄. Ä ‘√≥˝À
ñqï yÓTT‘·+Ô e÷$T&ç#≥
Ó T¢ mìï?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 49
Multiplication of 2-digit number by 2-digit number:
Ramayya and his grand daughter Harika went to a cement shop. There are so many
cement bags in a room. Harika is trying to count number of bags. Can you help her?
How many
rows are there?
How many
bags are there
in each row?
12 bags
13 rows
How many number of cement bags are there?

Harika did like this:
Multiply 13 by 12
H T O
Step 1: To multiply, first write the number in column form 1 3

× 1 2
Multiply 3 ones with 2 ones. 2 6
3 ones x 2 = 6 ones.
Write 6 in ones place.
Multiply 1 ten with 2 ones.
You get 1 ten x 2 = 2 tens.
Write 2 under tens column.
2 n+¬ø\ dü+K´qT eTs√ 2 n+¬ø\ dü+K´‘√ >∑TDÏ+#·T≥:
sêeTj·T´ eT]j·TT n‘·ì eTqeTsê\T Vü‰]ø£ ˇø£ dæyTÓ +{Ÿ cÕ|ü⁄≈£î yÓfi≤fls¡T. nø£ÿ&É ˇø£ >∑~˝À #ê˝≤ dæyTÓ +{Ÿ ãkÕÔ\T
ñHêïsTT. Vü‰]ø£ Ä dæyTÓ +{Ÿ ãkÕÔ\T ˝…øÿÏ +#·&ÜìøÏ Á|üjT· ‹ïdüTqÔ ï~. MTs¡T ÄyÓT≈£î düV‰ü j·T+ #˚kÕÔsê?
mìï es¡Tdü\T ñHêïsTT?
Á|ü‹ es¡Tdü˝À mìï

ãkÕÔ\T ñHêïsTT?
12 ãkÕÔ\T
13 es¡Tdü\T
yÓTT‘·+Ô mìï dæyTÓ +{Ÿ ãkÕÔ\T ñHêïsTT?

Vü‰]ø£ Ç˝≤ #˚d+æ ~.
13 qT 12 #˚ >∑TDÏ+#·+&ç.
e+ |ü ˇ
k˛bÕq+`1: >∑TDø±s¡+ #˚jT· &ÜìøÏ eTT+<äT>±, dü+K´\qT 1 3
× 1 2
ì\Te⁄ es¡TdüÁø£eT+˝À sêj·T+&ç.
2 6
3 ˇø£≥q¢ T 2 ˇø£≥¢ #˚ >∑TDÏs#·+&ç.
3 ˇø£≥T¢ × 2 R 6 ˇø£≥T¢
6 qT ˇø£≥¢ kÕúq+˝À sêj·T+&ç.
1 |ü~ì 2 ˇø£≥#¢ ˚ >∑TDÏ+#·+&ç.
1 |ü~ × 2 R 2 |ü<Tä \T
2 qT |ü<Tä \ kÕúq+˝À sêj·T+&ç.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 51
Step 2: Multiply 3 ones with tens place number 1 H T O
You get 3 × 1 tens = 3 tens = 30 1 3
30 = 3 tens + 0 ones × 1 2
2 6
Write 0 under ones place in the second row
3 0
And write 3 under tens place in the second row
Step 3: Multiply 1 tens with 1 tens place

H T O
1ten × 1 ten = 10 × 10 = 100 = 1 hundred 1 3
Write 1 under hundred places in second row × 1 2
Add 26, 130 2 6
I got 13 × 12 = 156. 1 3 0
Hence, There are 156 cement bags in the godown. 1 5 6
Example: 18 × 13 R ?
Lalitha did like this:
18 × 13 R (10 G 8) I (10 G 3)
10 G8 I
10 I 10 R 10 I 8 R
100 80 10
3 I 10 R 3I8R
30 24 3
18 × 13 R 100G80G30G24R234
Example: 34 × 25 R ?
34 × 25 R (30 G 4) I (20 G 5)
30 G 4
20 I 30 R 20 I 4 R
I 20
5 I 30 R 5I4R
I5
34 × 25 R G G R
k˛bÕq+` 2: |ü<Tä \ kÕúq+˝À ñqï 1ì, ˇø£≥¢ kÕúq+˝Àì 3 #˚ >∑TDÏ+#·+&ç. e+ |ü ˇ
3 × 1 |ü~ R 3 |ü<Tä \T R 30 1 3
30 R 3 |ü<Tä \T G 0 ˇø£≥T¢ × 1 2
ª0μ qT s¬ +&Ée es¡Tdü˝Àì ˇø£≥¢ kÕúq+˝À sêj·T+&ç. 2 6
3 qT s¬ +&Ée es¡Tdü˝Àì |ü<Tä \ kÕúq+˝À sêj·T+&ç. 3 0
k˛bÕq+` 3: |ü<Tä \ kÕúq+˝À ñqï 1 |ü~ì ô|’ es¡Tdü˝À |ü<Tä \ kÕúq+˝À

ñqï 1 |ü~ #˚ >∑TDÏ+#·+&ç. e+ |ü ˇ
1 |ü~ × 1 |ü~ R 10 × 10 R 100 R 1 e+<ä 1 3
s¬ +&Ée es¡Tdü˝Àì e+<ä\kÕúq+˝À 1 sêj·T+&ç. × 1 2
26 eT]j·TT 130 ì ≈£L&É+&ç. 2 6
13 × 12 R 156 e∫Ã+~. 1 3 0
ø£qTø£, >∑~˝À 156 dæyTÓ +{Ÿ ãkÕÔ\T ñHêïsTT. 1 5 6
ñ<ëVü≤s¡D: 18 × 13 R ?
\*‘· á $<Û+ä >± #˚d+æ ~.
18 × 13 R (10 G 8) I (10 G 3)
10 G8 I
10 I 10 R 10 I 8 R
100 80 10
3 I 10 R 3I8R
30 24 3
18 × 13 R 100G80G30G24R234
ñ<ëVü≤s¡D: 34 × 25 R ?
34 × 25 R (30 G 4) I (20 G 5)
30 G 4
20 I 30 R 20 I 4 R
I 20
5 I 30 R 5I4R
I5
34 × 25 R G G R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 53
Divya bought 21 orange packets. There are 13 oranges in each packet. H T O
How many oranges are there in all packets? 2 1
The number of orange packets R 21 × 1 3
The number of oranges in each packet R 13 6 3
The total number of oranges in all packets R I 2 1 0
R I 2 7 3
Do these:
2 0 8 1 6 3 3 2
× 1 4 × 1 1 × 1 2 × 1 3
2. There are 24 hours in a day. How many hours are there in 11 days?
3. Cost of Black gram per Kg. is ` 90. How much money has to be paid for 13 Kg?
Multiplication of 2-digit number by 2-digit number: (With regrouping)
How many rows of

bricks are there?
73 rows
How many bricks are 48 bricks

there in each row?
~e´ 21 Hê]+» ø±j·T\ dü+#·T\T ø=qï~. ˇø=ÿø£ÿ dü+∫˝À 13 Hê]+»ø±j·T\T ñHêïsTT. nìï
e+ |ü ˇ
dü+#·T\˝À ø£*|æ yÓTT‘·+Ô mìï Hê]+»ø±j·T\T ñHêïsTT? 2 1
Á|ü‹ dü+∫˝À >∑\ Hê]+»ø±j·T\T R 21 × 1 3
Hê]+»ø±j·T\ dü+#·T\ dü+K´ R 13 6 3
nìï dü+#·T\˝À ø£*|æ yÓTT‘·+Ô Hê]+»ø±j·T\T R I 2 1 0
R I 2 7 3
Ç$ #˚j·T+&ç:
1. øÏ+~ ˝…øÿ£ \T #˚jT· +&ç.
2 0 8 1 6 3 3 2
× 1 4 × 1 1 × 1 2 × 1 3
2. ˇø£ s√E≈£î 24 >∑+≥\T ñ+{≤sTT. 11 s√E\≈£î yÓTT‘·+Ô mìï >∑+≥\T ñ+{≤sTT?

3. ˇø£ øÏ.Á>±. $Tq|ü|ü⁄Œ <Ûäs¡ ` 90 nsTT‘˚ 13 øÏ.Á>±.\ <Ûsä ¡ m+‘·?
¬s+&É+¬ø\ dü+K´qT ¬s+&É+¬ø\ dü+K´#˚ >∑TDø±s¡+: (kÕúq e÷]Œ&ç >∑TDø±s¡+)
Ç≥Tø£ sêfi¯fl es¡Tdü\T mìï

ñHêïsTT?
73es¡Tdü\T
48 Ç≥Tø£
ˇø=ÿø£ÿ es¡Tdü≈î£ mìï sêfi¯ófl
Ç≥Tø£sêfi¯ófl ñHêïsTT?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 55
How many bricks are there in all?
Harika did like this:
Step 1: First write the numbers in column form Th H T O
Multiply 3 ones with 8 2
We get 3 ones x 8 = 24 ones
7 3
× 4 8
24 ones = 2 tens + 4 ones 4
Write 4 ones in ones place column and
Carry 2 to tens place column.
Th H T O
Step 2: Multiply 7 tens with 8 2
7 tens x 8 = 56 tens 7 3
× 4 8
56 tens + 2 tens = 58 tens = 5 hundreds + 8 tens
5 8 4
Write 8 in tens place and 5 in hundreds place
Step 3: Then, 4 tens x 3 = 12 tens = 120 Th H T O

2
120 = 1 hundred + 2 tens + 0 ones 7 3
Write 0 in ones place, 2 in tens place and × 4 8
Carry over 1 to hundreds place. 5 8 4
2 0
Step 4: Multiply 4 tens with 7 tens.

7 tens x 4 tens = 70 x 40 =2800 = 28 hundreds
Th H T O
Add carry over 1 hundred to 28 hundreds = 29 hundreds 1 2
29 hundreds = 2900 = 2 thousands + 9 hundreds 7 3
Write 9 in hundreds place and 2 in thousands place. × 4 8
5 8 4
Then, we have to add 584 with 2920.
2 9 2 0
584 + 2920 = 3504 3 5 0 4
There are 3504 bricks in all.
yÓTT‘·+Ô MT<ä mìï Ç≥Tø£sêfi¯ófl ñHêïsTT?
Vü‰]ø£ á $<Û+ä >± #˚d+æ ~:
k˛bÕq+`1: Çe«ã&çq dü+K´\qT ì\Te⁄ es¡Tdü Áøe£ T+˝À sêj·T+&ç.
y˚ e+ |ü ˇ
3 ˇø£≥q¢ T 8 ˇø£≥#¢ ˚ >∑TDÏ+#·+&ç.
2
3 ˇø£≥T¢ × 8 R 24 ˇ≈£≥T¢
7 3
24 ˇø£≥T¢ R 2 |ü<Tä \T G 4 ˇø£≥T¢ × 4 8
4 qT ˇø£≥¢ kÕúq+˝À sêj·T+&ç. 4
eT]j·TT 2 qT |ü<Tä \ kÕúq+˝Àì sêj·T+&ç.
k˛bÕq+` 2: 7 |ü<Tä \qT 8 #˚ >∑TDÏ+#·+&ç.
y˚ e+ |ü ˇ
7 |ü<Tä \T × 8 R 56 |ü<Tä \T
2
56 |ü<Tä \T G 2 |ü<Tä \T(ô|q’ sêj·Tã&çq~) 7 3
R 58 |ü<Tä \T R 5e+<ä\T G 8|ü<Tä \T × 4 8
5 8 4
8ì |ü<Tä \ kÕúq+˝ÀqT, 5qT e+<ä\ kÕúq+˝À sêj·T+&ç.
k˛bÕq+` 3:‘·sT¡ yê‘·, 4 |ü<Tä \T × 3 R 12 |ü<Tä \T R 120 y˚ e+ |ü ˇ

2
120 R 1 e+<ä G 2 |ü<Tä \T G 0 ˇø£≥T¢ 7 3
0 ì ˇø£≥¢ kÕúq+˝À, 2 ì |ü<Tä \ kÕúq+˝À sêj·T+&ç. × 4 8
eT]j·TT 1 ì ô|’ es¡Tdü˝À e+<ä\ kÕúq+˝À sêj·T+&ç. 5 8 4
2 0
k˛bÕq+` 4:4 |ü<Tä \qT 7 |ü<Tä \#˚ >∑TDÏ+#·+&ç.
7 |ü<Tä \T × 4 |ü<Tä \T R 70 × 40
y˚ e+ |ü ˇ
R 2800 R 28 e+<ä\T 1 2
ô|q’ sêj·Tã&çq 1 e+<äì 28 e+<ä\≈£î ø£\|ü+&ç.(28 G 1 R 29) 7 3
29 e+<ä\T R 2900 R 2 y˚\T G 9 e+<ä\T × 4 8
5 8 4
9 ì e+<ä\ kÕúq+˝À, 2 qT y˚\ kÕúq+˝À sêj·T+&ç. 2 9 2 0
584, 2920 \qT ø£\|ü+&ç. 3 5 0 4
584 G 2920 R 3504
yÓTT‘·+Ô 3504 Ç≥Tø£sêfi¯ófl ñHêïsTT.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 57
Example :
72 people can sit in one compartment of a train. How many people can sit in a train,
with 23 such compartments?
Th H T O
7 2
I 2 3
2 1 6
1 4 4 0
1 6 5 6
Capacity of compartment to sit R 72

Number of compartments R 23
Total number of people can sit in the 23 compartments
R I R
Do these:
a) Th H T O b) Th H T O c) Th H T O
7 1 4 5 9 5
I 2 4 I 3 8 I 4 2
2. 48 people can travel in a bus. How many people can

travel in 26 such buses?
3. In a library, there are 48 cupboards and in each

cupboard, there are 63 books. How many books are
there in the library?
ñ<ëVü≤s¡D:
ˇø£ s¬ \’ T uÀ^˝À 72 eT+~ Á|üj÷· D°≈î£ \T ≈£Ls√Ã>∑\s¡T. Ä s¬ \’ T≈£î 23 uÀ^\T ñqï#√ yÓTT‘·+Ô m+‘·eT+~ ≈£Ls√Ã>∑\s¡T?
y˚ e+ |ü ˇ
7 2
I 2 3
2 1 6
1 4 4 0
1 6 5 6
ˇø£ uÀ^˝À ≈£Ls=Ãq>∑\yês¡T R 72

uÀ^\ dü+K´ R 23
yÓTT‘·+Ô 23 uÀ^\˝À ≈£Ls√Ãq >∑\yê] dü+K´ R I R
Ç$ #˚j·T+&ç:
1. øÏ+~ yê{Ïì #˚jT· +&ç.
n) y˚ e+ |ü ˇ Ä) y˚ e+ |ü ˇ Ç) y˚ e+ |ü ˇ
7 1 4 5 9 5
I 2 4 I 3 8 I 4 2
2. ˇø£ ãdüT‡˝À 48 eT+~ Á|üj÷· DÏ+#·>\∑ s¡T. n˝≤+{Ï 26 ãdüT‡\˝À yÓTT‘·+Ô

m+‘·eT+~ Á|üj÷· DÏ+#·>\∑ s¡T?
3. ˇø£ Á>∑+<∏ë\j·T+˝À, ˇø£ ø£|ut ÀsY¶ q+<äT 63 |ü⁄døÔü ±\ #=|ü⁄Œq, 48 ø£|ut Às¡T\¶ T
ø£\e⁄. yÓTT‘·+Ô mìï |ü⁄düøÔ ±\T Ä Á>∑+<∏ë\j·T+˝À ø£\e⁄?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 59
Multiply by 100s:
1. A chocolate packet contains 100 chocolates 1 x 100 = 100
2. How many chocolates do 2 packets have? 2 x 100 = 200
When we multiply number by 100,

the product comes out to be the
multiplicand followed by two zeros.
Example-1 : 14 x 100 = 1400, 100 x 14 = 1400

14 x 100 = 100 x 14 = 1400
Example-2 : One bouquet contains 100 flowers.
How many flowers do 17 bouquets have?
17 x 100 = 1700 or 100 x 17 = 1700
Hence, 17 x 100 = 100 x 17 = 1700 flowers.
Do these:
Fill in the blanks.

a) 32 I 100 R 3200, 100 I 32 R 3200
b) 60 I 100 R 6000, 100 I 60 R
c) 84 I 100 R , I100 R
d) 56 I 100 R , I R
e) 100 I 76 R , I R
f) 100 I 90 R , I R
g) 100 I 99 R , I R
100 #˚ >∑TDø±s¡+:
1. ˇø£ #ê¬ø{¢ Ÿ bÕ¬ø{Ÿ q+<äT 100 #ê¬ø≥¢ T¢ ø£\e⁄. 1 × 100 R 100
2. 2 #ê¬ø{¢ Ÿ bÕ¬ø{Ÿ\˝À yÓTT‘·+Ô mìï #ê¬ø≥
¢ T¢ ñ+{≤sTT? 2 × 100 R 200
¢ T¢ ñ+{≤sTT? 3 × 100 R 300
¢ T¢ ñ+{≤sTT? 4 × 100 R 400
¢ T¢ ñ+{≤sTT? 5 × 100 R 500
¢ T¢ ñ+{≤sTT? 6 × 100 R 600
¢ T¢ ñ+{≤sTT? 7 × 100 R 700
¢ T¢ ñ+{≤sTT? 8 × 100 R 800
¢ T¢ ñ+{≤sTT? 9 × 100 R 900
10. 10 #ê¬ø{¢ Ÿ bÕ¬ø{Ÿ\˝À yÓTT‘·+Ô mìï #ê¬ø≥¢ T¢ ñ+{≤sTT? 10 × 100 R 1000
@<ÓH’ ê ˇø£ dü+K´qT 100 #˚ >∑TDÏ+∫q|ü⁄&ÉT, <ëì |ò*ü ‘·+,
Ä dü+K´ |üøÿ£ q ª00μ (¬s+&ÉT düTqï\T) #˚sT¡ Ã≥ <ë«sê edüT+Ô ~.
ñ<ëVü≤s¡D 1: 14 I 100 R 1400, 100 I 14 R 1400

14 I 100 R 100 I 14 R 1400
ñ<ëVü≤s¡D 2: ˇø£ |üP\>∑T‹Ô˝À 100 |üP\T ñHêïsTT.
n˝≤+{Ï 17 |üP\>∑T‘·T\Ô ˝À yÓTT‘·+Ô mìï |üP\T ñ+{≤sTT?
17 × 100 R 1700 ˝Ò<ë 100 × 17 R 1700
ø±e⁄q, 17 × 100 R 100 × 17 R 1700 |üP\T.
Ç$ #˚j·T+&ç:
U≤∞\qT |üP]+#·+&ç.
n) 32 I 100 R 3200, 100 I 32 R 3200
Ä) 60 I 100 R 6000, 100 I 60 R
Ç) 84 I 100 R , I100 R
á) 56 I 100 R , I R
ñ) 100 I 76 R , I R
}) 100 I 90 R , I R
m) 100 I 99 R , I R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 61
Multiplication of 3-digit number by 1-digit number:
Method 1: Multiply 132 with 3
H T O
Step 1: Write the numbers in the columns 1 3 2
Multiply 2 ones by 3 I 3
2 ones x 3 = 6 ones. Write 6 under ones column 6
Step 2: Multiply 3 tens by 3 H T O

3 tens x 3 = 9 tens. Write 9 under tens column
1 3 2
I 3
9 6
Step 3: Multiply 1 hundred by 3
1 hundred x 3 = 3 hundreds.
H TO
Write 3 under hundreds column.
1 3 2
Thus 132 x 3 = 396 I 3
3 9 6
Method 2:
Example-1 : 234 I 2
200 G 30 G 4 I
200 I 2 30 I 2 4I2 2
R 400 R 60 R8
∴ 234 I 2 R 400 G 60 G 8 R 468

Method 3:
234 I 2 R (200 G 30 G 4) I 2
R (200 I 2) G (30 I 2) G (4 I 2)
R 400 G 60 G 8
R 468
3 n+¬ø\ dü+K´qT 1 n+¬ø dü+K´#˚ >∑TDÏ+#·T≥.
|ü<‹∆ä 1: 132 ì 3 #˚ >∑TDÏ+#·+&ç.
k˛bÕq+` 1: Çe«ã&çq dü+K´\qT ì\Te⁄ es¡Tdü Áø£eT+˝À sêj·T+&ç. e+ |ü ˇ
1 3 2
2 ˇø£≥q¢ T 3 #˚ >∑TDÏ+#·+&ç. I 3
2 ˇø£≥T¢ × 3 R 6 ˇø£≥T¢ 6
6 ì ˇø£≥¢ kÕúq+˝À sêj·T+&ç.
k˛bÕq+` 2: 3 |ü<Tä \qT 3 #˚ >∑TDÏ+#·+&ç. e+ |ü ˇ

1 3 2
3 |ü<Tä \T × 3 R 9 |ü<Tä \T
I 3
9 ì |ü<Tä \ kÕúq+˝À sêj·T+&ç. 9 6
k˛bÕq+` 3: 1 e+<äqT 3 #˚ >∑TDÏ+#·+&ç. e+ |ü ˇ

1 e+<ä × 3 R 3 e+<ä\T 1 3 2
I 3
3 qT e+<ä\ kÕúq+˝À sêj·T+&ç.
3 9 6
Ä $<Û+ä >± 132 × 3 R 396
|ü<‹∆ä 2:
ñ<ëVü≤s¡D ` 1: 234 I 2
200 G 30 G 4 I
200 I 2 30 I 2 4I2 2
R 400 R 60 R8
∴ 234 I 2 R 400 G 60 G 8 R 468

|ü<‹∆ä 3:
234 I 2 R (200 G 30 G 4) I 2
R (200 I 2) G (30 I 2) G (4 I 2)
R 400 G 60 G 8
R 468
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 63
Example- 2 :
A basket contains 120 mangoes. How many mangoes are there in 4 such baskets?
Number of mangoes in basket = 120
Number of baskets = 4
Total number of mangoes = 120 x 4 = 480
Do these:
1 2 2 1 4 0 2 2 1 1 1 1
I 4 I 2 I 3 I 9
2. A book contains 130 pages. Total how many pages are there in 3 such books?
3. A bag costs ` 300. How much money will be paid to buy 2 bags?
4. There are 2 boxes and in each box there are 142 balls. How many balls are there
in all?
How many times:
Charan’s mother brought ration from the store. After coming home, she gave the
ration card to Charan to observe. Charan noticed a table having the details of the family.
FAMILY MEMBER DETAIL
S.No. Name Relation UID No. Date of Birth Age

1 Seenayya ******* ******* 40
2 Lakshmamma Wife ******* ******* 36
3 Siri Daughter ******* ******* 12
4 Charan Son ******* ******* 6
(Just then Charan’s Mamayya Visits home)
Charan: Akka! I am 6 years old. If my age is multiplied with 2, it is your age. 6x2=12. It is
very surprising.
Siri : Yes. Let us observe more. If my age is multiplied with 3, it is Amma’s age.
12x3=36. Isn’t it?
ñ<ëVü≤s¡D 2 :
ˇø£ ãT≥º˝À 120 e÷$T&ç|+ü &ÉT¢ ñHêïsTT. nsTTq 4 ãT≥º˝À¢ yÓTT‘·+Ô mìï e÷$T&ç|+ü &ÉT¢ ñ+{≤sTT?
ãT≥º˝Àì e÷$T&ç|+ü &ÉT¢ R 120
ãT≥º˝ dü+K´ R4
yÓTT‘·+Ô e÷$T&ç|+ü &É¢ dü+K´ R ˇø£ ãT≥º˝Àì e÷$T&ç |ü+&É¢ dü+K´ × ãT≥º˝ dü+K´
R 120 I 4 R 480.
Ç$ #˚j·T+&ç:
1. øÏ+~ ˝…øÿ£ \T #˚jT· +&ç.
1 2 2 1 4 0 2 2 1 1 1 1
I 4 I 2 I 3 I 9
2. ˇø£ |ü⁄düøÔ +£ ˝À 130 ù|J\T ñHêïsTT. nsTTq 3 |ü⁄düøÔ ±\˝À yÓTT‘·+Ô mìï ù|J\T ñ+{≤sTT?
3. ˇø£ u≤´>¥ KØ<äT ` 300. n˝≤+{Ï 2 u≤´>¥\T ø=q&ÜìøÏ m+‘· &ÉãT“ #Ó*+¢ #ê*?
4. ˇø=ÿø£ÿ ô|f…˝º À 142 ã+‘·T\T #=|ü⁄q 2 ô|f…\º T ø£\e⁄. nìï ô|f…\º ˝À ø£*|æ yÓTT‘·+Ô mìï ã+‘·T\T ø£\e⁄?
mìïkÕs¡T¢:
#·sD
¡ Y yêfi¯fl neTà #Íø£<säÛ \¡ <äTø±D+ qT+&ç düsT¡ ≈£î\T ‘Ó∫Ã+~. Ç+{ÏøÏ e∫Ãq ‘·sê«‘· sπ wüHé ø±s¡Tq¶ T #·sD
¡ ≈Y î£ Ç∫Ã
>∑eTì+#·eT+~. #·sD ¡ Y ≈£î≥T+ã düuTÑÛ ´\ $esê\T ñqï |ü{øºÏ q£ T >∑eTì+#ê&ÉT.
≈£î≥T+ã düuTÑÛ ´\ $esê\T
e.dü+. ù|s¡T ã+<ÛTä ‘·«+ j·TT.◊.&ç.HÓ+. |ü⁄{qºÏ ‘˚~ ej·TdüT‡
1 oqj·T´ .......... .......... 40
2. \ø£àå eTà uÛ≤s¡´ .......... .......... 36
3. dæ] ≈£îe÷¬sÔ .......... .......... 12
4. #·sD¡ Y ≈£îe÷s¡T&ÉT .......... .......... 6
(n|ü⁄Œ&˚ #·sD
¡ Y yêfi¯fl e÷eTj·T´ e#êÃ&ÉT)
#·sD¡ :Y nø±ÿ! Hê ej·TdüT‡ 6 dü+e‘·‡sê\T. Hê ej·TdüT‡qT 2 #˚ >∑TDÏùd,Ô ˙ ej·TdüT‡ edüT+Ô ~. 6 × 2 R 12. uÛ˝Ñ Ò ÄX¯Ãs¡´+>±
ñ+~ ø£<÷ä !
dæ]: ne⁄qT. Ç+ø± >∑eTì<ë›+. Hê ej·TdüT‡qT 3 #˚ >∑TDÏùd,Ô n~ neTà ej·TdüT‡. 12 × 3 R 36. ne⁄Hê? ø±<ë?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 65
Mamayya : Hey kids! Nice of you. If you multiply Charan’s age with 2, you are getting
Siri’s age. It means Siri’s age is twice or two times to that of Charan.
Siri : Mamayya! Now I have understood that Amma’s age is 3 times to that of my
age. Am I right?
Mamayya : Yes. You are right Siri. Now tell me my age if it is 7 times to that of Charan.
Charan & Siri : It is 6x7=42. Your age is 42 Mamayya.
Mamayya : Very nice. Your answer is correct.
EXERCISE - 2
1. Multiply.
a) 24 × 3 = ______; 3 × 24 = _______; 24 × _____ = 3 × _____ = _____
b) 100 × 1 =______; 1×100 = _______; 100 × ____ = 1 × _____ = ____
c) In 53 × 27 = 1431; Multiplicand = ____ ; Multiplier = ______; Product = _____
d) In 321 × 3 = 963 ; Multiplicand = _____;Multiplier = ______; Product =_____
e) In 108 × 2 = 216 ; Multiplicand = _____; Multiplier = ______; Product =_____
2. Multiply.
a) b) c)
H T O H T O H T O
1 2 4 2 4 1 4
I 9 I 1 9 I 2
3. Fill in the blanks.

a) 67 × 5 = ________ b) 93 × 4 = ________ c) 123 × 3 = ________
4. There are 36 beads in a necklace. How many beads are there in 13 necklaces?
5. If there are 48 bottles in one carton, how many bottles are there in 16 cartons?
6. There are 54 grapes in one plate. If, there are 44 such plate, how many grapes are
there?
7. Cost of a dictionary is ` 120. How much money he has to pay for 4 dictionaries?
8. 5 students of a class collected ` 110 each for the Prime Minister’s relief fund. How
much money did they collect altogether?
e÷eTj·T´ : |æ\\¢ ÷! uÛ˝Ñ Ò #ÓbÕŒπs. #·sD
¡ Y ej·TdüT‡qT 2 #˚ >∑TDÏùdÔ dæ] ej·TdüT‡ edüT+Ô ~. n+fÒ dæ] ej·TdüT‡, #·sD
¡ Y
ej·TdüT‡≈£î s¬ +&ç+‘·\T ˝Ò<ë s¬ +&ÉT s¬ ≥T¢.
dæ] : e÷eTj·÷´! Hê ej·TdüT‡≈£î 3 s¬ ≥T¢, neTà ej·TdüT‡ nì Hêø£s+ú¡ nsTT´+~. H˚qT #Ó|Œæ +~ düs¬ q’ <˚Hê?
e÷eTj·T´ : ne⁄qT. qTe⁄« #Ó|Œæ +~ düs¬ q’ <˚ dæ]! #·sD
¡ Y ej·TdüT‡≈£î 7 s¬ ≥T¢ Hê ej·TdüT‡ nsTT‘˚ Hê ej·TdüT‡ m+‘√ #Ó|⁄ü Œ?
#·sD¡ ,Y dæ] : n+fÒ 6 × 7 R 42. ˙ ej·TdüT‡ 42 dü+e‘·‡sê\T e÷eTj·÷´!
e÷eTj·T´ : #ê˝≤ #·øÿ£ >± #ÓbÕŒs¡T. MTs¡T düs¬ q’ »yêãT #ÓbÕŒs¡T.
nuÛ≤´dü+ ` 2
1. >∑TDÏ+#·+&ç.
n) 24 I 3 R , 3 I 24 R , 24 I R ,R3I , R ,
Ä) 100 I 1 R , 1 I 100 R , 100 I R ,R1I , R ,
Ç) 53 × 27 R 1431 ˝À >∑TD´+ R , >∑TDø£+ R , \ã∆+ R
á) 321 × 3 R 963 ˝À >∑TD´+ R , >∑TDø£+ R , \ã∆+ R
ñ) 108 × 2 R 216 ˝À >∑TD´+ R , >∑TDø£+ R , \ã∆+ R
2. >∑TDÏ+#·+&ç.
e+ |ü ˇ e+ |ü ˇ e+ |ü ˇ
m) _) dæ)
1 2 4 2 4 1 4
I 9 I 1 9 I 2
3. U≤∞\T |üP]+#·+&ç.
n) 67 I 5 R Ä) 93 I 4 R Ç) 123 I 3 R
4. ˇø£ HÓø¬ d¢ ˝t À 36 |üPdü\T ñHêïsTT. 13 HÓø¬ d¢ \t ˝À mìï |üPdü\T ñ+{≤sTT?
5. ˇø£ n≥º ô|f…˝º À 48 d”kÕ\T ñHêïsTT. 16 n≥ºô|f…\º ˝À yÓTT‘·+Ô mìï d”kÕ\T ñ+{≤sTT?
6. ˇø£ |üfiflË +˝À 54 Á<ëø£\å T ñHêïsTT. 44 |üfiflË +˝À yÓTT‘·+Ô mìï Á<ëø£\å T ñ+{≤sTT?
7. ˇø£ &çøqå£ Ø (ì|òTü +≥Te⁄) KØ<äT ` 120. 4 &çøqå£ Ø\T ø=q&ÜìøÏ m+‘· &ÉãT“ #Ó*+¢ #ê*?
8. Á|ü<ëÛ qeT+Á‹ düV‰ü j·Tì~ÛøÏ |ü+|ü&ÜìøÏ ˇø=ÿø£ÿ $<ë´]ú ` 110 #=|ü⁄Œq 5 >∑Ts¡T $<ë´s¡T\ú T &ÉãT“ b˛>∑T#˚XÊs¡T. yês¡T
ùdø£]+∫q yÓTT‘·+Ô &ÉãT“ m+‘·?
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 67
CHAPTER
6 Let’s Share
Colourful bouquets:
Malli lives in a village. Her father Yadayya has a nursery. He gave her 18 roses and told
to make bouquets with 6 roses in each one. Malli started preparing bouquets.
How many bouquets can Malli make?
`230/-
1. How many roses are given to Malli to make bouquets? ____________.

2. How many roses should be used to make one bouquet ?____________.
3. How many number of bouquets can she make ? _____________
From 18 roses, with 6 roses in each bouquet, 3 bouquets can be made.
So, it can be written as '÷' is the symbol for the division

18 ÷ 6 = 3 and read as 'divided by'
n<Ûë´j·T+
6 |ü+#·T≈£î+<ë+
s¡+>∑T s¡+>∑T\ |üP\>∑T‘·TÔ\T
eT*¢ ˇø£ Á>±eT+˝À ìedædTü +Ô ~. ÄyÓT ‘·+Á&ç j·÷<äjT· ´≈£î ˇø£ qs¡‡Ø ñ+~. n‘·qT eT*¢øÏ 18 >∑T˝≤;\qT Ç∫Ã, 6
>∑T˝≤;\qT ˇø£ |üP\>∑T‹Ô>± ‘·j÷· s¡T#˚jT· eTì #ÓbÕŒ&ÉT. eT*¢ |üP\>∑T‘·T\Ô T ‘·j÷· s¡T#˚jT· &É+ ÁbÕs¡+_Û+∫+~. eT*¢ mìï
|üP\>∑T‘·T\Ô T ‘·j÷· s¡T#˚jT· >∑\<äT?
`230/-
1) eT*¢øÏ |üP\>∑T‘·T\Ô T ‘·j÷· s¡T#˚jT· &ÜìøÏ mìï >∑T˝≤;\T Ç#êÃs¡T?

2) ˇø£ |üP\ >∑T‹Ô #˚jT· &ÜìøÏ mìï >∑T˝≤;\T ñ|üj÷Ó –+#ê*?
3) ÄyÓT mìï |üP\>∑T‘·T\Ô T ‘·j÷· s¡T #˚jT· >∑\<äT?
18 >∑T˝≤;\ qT+&ç 6 >∑T˝≤;\T ˇø£ >∑T‹Ô>± ñ+∫‘˚ 3 |üP\>∑T‘·T\Ô T ‘·j÷· s¡Te⁄‘êsTT.
Bìì á $<Û+ä >± sêj·Te#·TÃ ª÷μ nH˚~ uÛ≤>∑V‰ü s¡ >∑Ts¡T.Ô

18 ÷ 6 R 3 Bìì ª&çyÓ’&Ó&é u…’μ nì #·<Tä e⁄‘ê+.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 69
Yadayya took 24 plants to
plant in the nursery. If he
wants to plant 6 plants in
each row, how many
rows will be formed?
Total number of plants = 24

Number of plants to be planted in each row = 6
To know the number of rows, we have to divide 24 by 6. = 24 ÷ 6
Dividend
Divisor 6) 24 (4 Quotient
24
0
Remainder
24 -Dividend (the number which is to be divided by another number).
6 - Divisor (the number which divides another number).
4 - Quotient (the result we get after the division).
0 - Remainder (the number which remains after division).
Thus, 24 plants are planted in 4 rows, if 6 plants are planted in each row.
If the remainder is ‘0’, then the dividend is exactly divisible by the divisor
Do these:
Do the following divisions and find out the dividend, divisor, quotient and remainder.
1. 30 ÷ 6, Dividend = _____ , Divisor = _____
Quotient = _____ , Remainder = _____
2. 30 ÷ 5, Dividend = _____ , Divisor = _____
Quotient = _____ , Remainder = _____
j·÷<äjT· ´ qs¡‡Ø˝À Hê≥&ÜìøÏ 24
yÓTTø£ÿ\qT rdüT≈£îHêï&ÉT. n‘·qT Á|ür
es¡Tdü˝À 6 yÓTTø£ÿ\T Hê{≤\qT≈£î+fÒ
mìï es¡Tdü\T @s¡Œ&É‘êsTT?
yÓTT‘·+Ô yÓTTø£ÿ\ dü+K´ R 24

Á|ü‹ es¡Tdü˝À Hê≥e\dæq yÓTTø£ÿ\ dü+K´ R 6
yÓTT‘·+Ô es¡Tdü\qT ‘Ó\TdüTø√qT≥≈£î, eTq+ 24 qT 6 #˚ uÛ≤–+#ê* R 24 ÷ 6
$uÛ≤»´+
uÛ≤»ø£+ 6) 24 (4 uÛ≤>∑|\üò +
24
0
X‚w+ü
24 ` $uÛ≤»´+ (uÛ≤–+#·ã&˚ dü+K´)
6 ` uÛ≤»ø£+ (uÛ≤–+#˚ dü+K´)
4 ` uÛ≤>∑|\üò + (uÛ≤–+#·>± e#˚Ã |ò*ü ‘·+)
0 ` X‚w+ü (uÛ≤–+#·>± $T–*q~)
24 yÓTTø£ÿ\qT es¡Tdü≈î£ 6 e+‘·Tq Hê{Ïq, 4 es¡Tdü\T @s¡Œ&É‘êsTT.
X‚w+ü ª0μ nsTT‘˚ $uÛ≤»´+ K∫Ã‘·+>± (ìX‚Ùwü+>±) uÛ≤»ø£+#˚ uÛ≤–+#·ã&ÉT‘·T+~.
Ç$ #˚j·T+&ç:
øÏ+~ uÛ≤>∑V‰ü s¡eTT\qT #˚dæ $uÛ≤»´+, uÛ≤»ø£+, uÛ≤>∑|\üò + eT]j·TT X‚w+ü ø£qT>=q+&ç.
1. 30 ÷ 6 $uÛ≤»´+ R , uÛ≤»ø£+ R
uÛ≤>∑|\üò + R , X‚w+ü R
2. 30 ÷ 5 $uÛ≤»´+ R , uÛ≤»ø£+ R
uÛ≤>∑|\üò + R , X‚w+ü R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 71
Relation between multiplication and division 30 ÷ 6 R 5
For a marriage decoration, workers in the nursery 30 ÷ 5 R 6
arranged flowers in the following way. So 5 × 6 R 30
Now observe the following
Multiplication Division - 1 Division - 2
Total number of flowers 12 ÷ 2 R 6 12÷6R2

6 I 2 R 12
Total number of stars 6÷3R2 6÷2R3

3I2 R6
Total number of candles 12 ÷ 3 R 4 12 ÷ 4 R 3

4 I 3 R 12
From the above table, we see that the multiplication fact has two division facts.
For each multiplication fact, there are 2 division facts.
>∑TDø±s¡+ eT]j·TT uÛ≤>∑Vü‰sê\ eT<Ûä´ dü+ã+<Ûä+ 30 ÷ 6 R 5
$yêVü≤ n\+ø£sD ¡ ø√dü+ qs¡‡Ø |üìyês¡T á øÏ+~ $<Û+ä >± 30 ÷ 5 R 6
|ü⁄e⁄«\T neTsêÃs¡T. nsTT‘˚ 5 × 6 R 30
øÏ+~ yê{Ïì >∑eTì+#·+&ç.
>∑TDø±s¡+ uÛ≤>∑V‰ü s¡+ ` 1 uÛ≤>∑V‰ü s¡+ ` 2
yÓTT‘·+Ô |üP\ dü+K´ 12 ÷ 2 R 6 12÷6R2

6 I 2 R 12
yÓTT‘·+Ô qø£Áå ‘ê\ dü+K´ 6÷3R2 6÷2R3

3I2 R6
yÓTT‘·+Ô ø=y=«‘·T\Ô dü+K´ 12 ÷ 3 R 4 12 ÷ 4 R 3

4 I 3 R 12
ô|’ |ü{øºÏ ˝£ À Á|ür >∑TDø±s¡ s¡÷|ü+ s¬ +&ÉT uÛ≤>∑V‰ü s¡ s¡÷bÕ\qT ø£*–ñ+&É≥+ #·÷kÕ+.
Á|ür >∑TDø±s¡ s¡÷|ü+, s¬ +&ÉT uÛ≤>∑V‰ü s¡ s¡÷bÕ\qT ø£*–ñ+≥T+~.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 73
18 ÷ 2 R 9
2 x 9 R 18
18 ÷ 9 R 2
18 ÷ 6 R 3
6 x 3 R 18
Do these:
1. Write the division facts for the following multiplication facts.
Multiplication fact Division form - 1 Division form - 2

8 I 4 R 32 32 ÷ 4 R 8 32 ÷ 8 R 4
6 I 5 R 30
7 I 6 R 42
12 I 8 R 96
20 I 1 R 20 20 ÷ 1 R 20 20 ÷ 20 R 1
35 I 1 R 35
73 I 1 R 73
From the above table, it can be noted as

When a number
is divided
When a number is
by itself,
divided by 1,
we get 1.
we get the same
number.
Maths Fun:
Try to construct atleast 3 division facts for each of times table of 6, 7 and 8.
18 ÷ 2 R 9
2 x 9 R 18
18 ÷ 9 R 2
18 ÷ 6 R 3
6 x 3 R 18
Ç$ #˚j·T+&ç:
1. øÏ+~ Çe«ã&çq >∑TDø±s¡ s¡÷bÕìøÏ, uÛ≤>∑V‰ü s¡ s¡÷bÕ\qT sêj·T+&ç.
>∑TDø±s¡+ uÛ≤>∑V‰ü s¡+ ` 1 uÛ≤>∑V‰ü s¡+ ` 2
8 I 4 R 32 32 ÷ 4 R 8 32 ÷ 8 R 4
6 I 5 R 30
7 I 6 R 42
12 I 8 R 96
20 I 1 R 20 20 ÷ 1 R 20 20 ÷ 20 R 1
35 I 1 R 35
73 I 1 R 73
ô|’ |ü{øºÏ £ qT+&ç øÏ+~ yêìì >∑T]Ô+#·e#·TÃ.

@<ÓH’ ê dü+K´qT, n<˚
@<ÓH’ ê dü+K´qT ª1μ #˚ dü+K´#˚ uÛ≤–ùdÔ ª1μ
uÛ≤–ùd,Ô n<˚ dü+K´ uÛ≤>∑|\üò +>± edüT+Ô ~.
uÛ≤>∑|\üò +>± edüT+Ô ~.
>∑DÏ‘· $H√<ä+
6, 7 eT]j·TT 8 mø±ÿ\˝Àì Á|ü‹ mø£ÿeTTq≈£î ø£˙dü+ 3 uÛ≤>∑V‰ü s¡ s¡÷bÕ\qT sêj·T&ÜìøÏ Á|üjT· ‹ï+#·+&ç.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 75
Making word problems:
Example : 30 ÷ 6 = 5.
30 ÷ 5 = ?
If 30 laddoos are distributed to 5 persons
equally, how many laddoos will each
person get?
Observe the pictures and fill the blank.

1) 24 ÷ 4 = ?
If 24 ______________ are distributed
among ____________ persons equally.
how many ______________________
will each person get?
2) 12 ÷ 3 = ?
12 _________ are distributed
among ________ children
equally. How many _________
will each child get?
3) 2 0 ÷ 4 = ?
If an anganwadi teacher is
distributing 20 ___ to ___
mothers, how many ___ will
each get?
uÛ≤>∑Vü‰s¡ |ü<ädüeTdü´\T ‘·j·÷s¡T#˚j·TT≥
ñ<ëVü≤s¡D : 30 ÷ 6 R 5
30 ÷ 5 R ?
30 \&É÷\¶ qT 5 >∑T]øÏ düe÷q+>± |ü+∫‘˚
ˇø=ÿø£ÿ]øÏ mìï \&É÷\¶ T ekÕÔsTT?
∫Á‘ê\qT >∑eTìdü÷,Ô øÏ+~ U≤∞\T ì+|ü+&ç.
1) 24 ÷ 4 R ?
24 qT eT+~øÏ
düe÷q+>± |ü+∫‘˚, ˇø=ÿø£ÿ]øÏ
mìï ekÕÔsTT.
2) 12 ÷ 3 R ?
12 qT
eT+~øÏ düe÷q+>± |ü+∫‘˚, ˇø=ÿø£ÿ]øÏ
mìï ekÕÔsTT.
3) 20 ÷ 4 R ?
ˇø£ n+>∑Hyé ê&ç {°#s· Y 20 qT
eT+~øÏ düe÷q+>± |ü+∫‘˚,
ˇø=ÿø£ÿ]øÏ mìï ekÕÔsTT.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 77
4) Write your own problem for division fact 12 ÷ 4 = 3
Nursery:
Nursery workers wanted to make 4
bouquets with those 72 flowers. They
asked Malli to separate them into 4 equal
groups. Malli grouped in the following
way of doing long division.
Division of 2 digit number by 1 digit Number:

4I0R0 4 I 6 R 24
To make 72 flowers into four groups, she divides
72 by 4. 4I1R4 4 I 7 R 28
72 ÷ 4 4I2R8 4 I 8 R 32
Step - 1: Write 72 ÷ 4 as shown. 4) 72 ( 4 I 3 R 12 4 I 9 R 36
4 I 4 R 16 4 I 10 R 40
Step - 2: Start division from highest place value number.
4 I 5 R 20
Here it is ‘7’, so 7 ÷ 4
Observe 4th table till you get nearly 7
4) 72 (1
4 x 1 = 4, 4 x 2 = 8
`4
8 is bigger than ‘7’. So, we take 4 x 1 = 4 3
Now write 1 in quotient’s place and 4 under 7
Now subtract 4 from 7; we get 7 – 4 = 3.
Step - 3: Now bring down the digit ‘2’ in the ones place and write beside 3. It becomes 32.
Again from 4th table, 4 x 8 = 32 4) 72 (18
Now write 8 in the ones place of the quotient. `4 ↓
32 under 32 [dividend] and subtract it. 32
i.e. 32 – 32 = 0 ` 32
0
4) uÛ≤>∑V‰ü s¡s÷¡ |ü+ ªª12 ÷ 4 R 3μμ q≈£î MT kı+‘·>± sê‘· düeTdü´qT ‘·j÷· s¡T #˚jT· +&ç.
qs¡‡Ø :
qs¡‡Ø˝À |üìyês¡T ‘·eT e<ä› ñqï 72 |ü⁄e⁄«\‘√ 4
|üP\>∑T‘·TÔ\T ‘·j·÷s¡T#˚j·÷\qT≈£îHêïs¡T. yês¡T Ä
|üP\qT 4 düe÷q düeT÷Vü‰\T>± #˚jT· eTì eT*¢ì
n&ç>±s¡T. eT*¢ øÏ+~ $<Û+ä >± uÛ≤>∑V‰ü s¡+ #˚d,æ düe÷q
uÛ≤>±\T #˚d+æ ~.
2 n+¬ø\ dü+K´qT 1 n+¬ø dü+K´‘√ uÛ≤–+#·&É+(ìX‚Ùwü+>±) :

4I0R0 4 I 6 R 24
72 |ü⁄e⁄«\qT 4 düe÷q uÛ≤>±\T>± #˚jT· {≤ìøÏ, ÄyÓT 72 ì 4 #˚ uÛ≤–k˛Ô+~.
4I1R4 4 I 7 R 28
k˛bÕq+` 1: 72 ÷ 4 ì |üøÿ£ q #·÷|æq $<Û+ä >± sêj·÷*. 4) 72 (
4I2R8 4 I 8 R 32
k˛bÕq+` 2: uÛ≤>∑V‰ü s¡+ ô|<ä› kÕúq+ qT+&ç ÁbÕs¡+_Û+#ê*. Çø£ÿ&É
4 I 3 R 12 4 I 9 R 36
n~ 7. ø±e⁄q 7 ÷ 4.
4 I 4 R 16 4 I 10 R 40
4e mø£ÿeTTqT 7 <ä>sZ∑ >¡ ± e#·TÃ es¡≈î£ >∑eTì+#·TeTT.
4 I 5 R 20
4 I 1 R 4, 4 I 2 R 8.
7 ø£+fÒ 8 ô|<ä~› ø±e⁄q 4 I 1 R 4 rdüTø√yê*. 4) 72 (1
`4
Ç|ü&ÉT uÛ≤>∑|òü\ kÕ<Ûäq˝À ª1μ ì sêdæ 7 øÏ+<ä 4 sêj·÷*.
3
7 qT+&ç 4 rj·T>± 7 ` 4 R 3 edüT+Ô ~.
k˛bÕq+` 3: Ç|ü&ÉT $uÛ≤»´+˝Àì ˇø£≥¢ kÕúq+˝Àì ªª2μμ qT øÏ+~øÏ ~+∫ 3
|üøÿ£ q sêj·÷*. n|ü&ÉT 32 ne⁄‘·T+~. eTs¡˝≤ 4e mø£ÿ+ qT+&ç
4 I 8 R 32
Ç|ü&ÉT 8 ì uÛ≤>∑|\üò +˝À ˇø£≥¢ kÕúq+˝À sêj·÷*. 4) 72 (18
32ì 32 øÏ+<ä sêdæ, rdæyj
˚ ÷· *. 32 ` 32 R 0 `4 ↓
32
` 32
0
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 79
72 ÷ 4 = 18
Dividend = 72. Divisor =4 If 72 flowers are
Quotient = 18 Remainder = 0 made into 4
bouquets, we get
Example: 18 flowers in each
56 people were at a party. If 8 people bouquet.
could be accommodated on one bench, how
many benches were needed for them? How can we
Number of people in a party = 56 divide 56 by 8?
Number of people on a bench = 8
Number of benches needed = ?
8) 56 (07
8I0R0 8 I 6 R 48
`0
56 8I1R8 8 I 7 R 56
`56 8 I 2 R 16 8 I 8 R 64
0 Remainder
8 I 3 R 24 8 I 9 R 72
Dividend = 56 Divisor = 8 8 I 4 R 32 8 I 10 R 80
Quotient = 7 Remainder = 0 8 I 5 R 40
Activity Jumpy Animals
A frog jumps 2 steps a time
A squirrel jumps 3 steps
A rabbit jumps 5 steps
A horse jumps 15 steps
A kangaroo jumps 30 steps
72 ÷ 4 R 18
$uÛ≤»´+ R 72, uÛ≤»ø£+ R 4
uÛ≤>∑|\üò + R 18, X‚w+ü R 0 72 |ü⁄e⁄«\qT 4 |üP\
>∑T‘·T\Ô T>± ‘·j÷· s¡T #˚ùdÔ
ñ<ëVü≤s¡D : Á|ü‹ >∑T‹Ô˝À 18 |ü⁄e⁄«\T
ˇø£ $+<äT˝À 56 eT+~ ñHêïs¡T. ˇø£ ã\¢MT<ä 8 eT+~ ≈£Ls√Ã>∑*–‘˚ ñ+{≤sTT.
yê]øÏ mìï ã\¢\T nedüs+¡ ?
56qT 8#˚ @$<Û+ä >±
$+<äT˝À e´≈£î\Ô dü+K´ R 56
uÛ≤–+#ê*?
ˇø£ÿ ã\¢ô|’ ñqï e´≈£î\Ô dü+K´ R 8
ø±e\dæq ã\¢\ dü+K´ R ?
8) 56 (07
8I0R0 8 I 6 R 48
`0
56 8I1R8 8 I 7 R 56
` 56 8 I 2 R 16 8 I 8 R 64
0 X‚w+ü
8 I 3 R 24 8 I 9 R 72
$uÛ≤»´+ R 56, uÛ≤»ø£+ R 8
8 I 4 R 32 8 I 10 R 80
uÛ≤>∑|\üò + R 7, X‚w+ü R 0
8 I 5 R 40
ø£è‘·´+ <ä÷øπ »+‘·Te⁄\T

ˇø£ >¬ +‘·T˝À ø£|Œü 2 n&ÉT>∑T\T <ä÷≈£î‘·T+~
ñ&É‘· 3 n&ÉT>∑T\T <ä÷≈£î‘·T+~.

≈£î+<˚\T 5 n&ÉT>∑T\T <ä÷≈£î‘·T+~.
>∑TÁs¡+ 15 n&ÉT>∑T\T <ä÷≈£î‘·T+~.
ø£+>±s¡÷ 30 n&ÉT>∑T\T <ä÷≈£î‘·T+~.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 81
Use the path to find out:
1. In how many jumps will the frog reach 30?
30 ÷ 2 = __________
2. In how many jumps will the squirrel reach 27?
27 ÷ 3 = __________
3. Which number will the Kangaroo reach in two jumps?

4. Who all will meet at number 15?
________, ________, ________
5. Will the rabbit ever be at the number 18?
________
6. How many jumps of the rabbit are equal to one jump of the horse?
________
7. How many jumps of the horse are equal to two jumps of the kangaroo?
8. Which is the smallest number where the frog and the squirrel will meet?
Do these:
1. 55 ÷ 5 = ___________
Dividend = Divisor = _____ Quotient = _____ Remainder = _____
2. 84 tyres were put on cars. If each car needs 4 tyres, how many cars would be fitted
with tyres?
Number of tyres available =
Number of tyres needed for 1 car =
Number of cars fitted with tyres = _____ ÷ ______
=
Çe«ã&çq e÷sêZìï ñ|üj÷Ó –+∫ (düe÷<ÛëHê\T) ø£qT>=q+&ç:
1. ø£|Œü mìï >¬ +‘·T\˝À 30 øÏ #˚sT¡ ≈£î+≥T+~?
30 ÷ 2 R
2. ñ&ÉT‘· mìï >¬ +‘·T\˝À 27 øÏ #˚sT¡ ≈£î+≥T+~?
27 ÷ 3 R
3. ø£+>±s¡÷ s¬ +&ÉT >¬ +‘·T\˝À @ dü+K´≈£î #˚sT¡ ≈£î+≥T+~?

4. me¬ses¡T 15e dü+K´ e<ä› ø£\TkÕÔsT¡ ?
, ,
5. ≈£î+<˚\T m|ü&ÓH’ ê 18e dü+K´ e<ä› ñ+≥T+<ë?
6. ≈£î+<˚\T mìï >¬ +‘·T\T, >∑TÁs¡+ ˇø£ >¬ +‘·T≈£î düe÷q+?

7. >∑TÁs¡+ mìï >¬ +‘·T\T, ø£+>±s¡÷ ˇø£ >¬ +‘·T≈£î düe÷q+?
8. ø£|Œü eT]j·TT ñ&ÉT‘· ø£*ùd n‹ ∫qï dü+K´ @~?
Ç$ #˚j·T+&ç:
1. 55 ÷ 5 =
$uÛ≤»´+ R uÛ≤»ø£+ R , uÛ≤>∑|\üò + R , X‚w+ü R
2. 84 f…sÆ q¢¡ T ø±s¡≈¢ î£ neTs¡TÃ‘·THêïs¡T. Á|ür ø±s¡TøÏ neTs¡Ã&ÜìøÏ 4 f…sÆ T¡ ¢ nedüsy¡ TÓ ‘Æ ,˚ mìï ø±s¡T¢ f…sÆ ‘¢¡ √ neTs¡Ãã&É‘êsTT?
yÓTT‘·+Ô n+<äTu≤≥T˝À ñqï f…sÆ ¢¡ dü+K´ R
ˇø£ ø±s¡T≈£î nedüsy¡ TÓ qÆ f…sÆ ¢¡ dü+K´ R
f…sÆ ‘¢¡ √ neTs¡Ãã&çq ø±s¡¢ dü+K´ R ÷
R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 83
3. If ` 92 are distributed among 4 children, how much money does each child get?
4. 64 ÷ 8 = _____
Dividend = Divisor = _____ Quotient = _____ Remainder = _____
5. 63 children were standing in 9 rows equally. How many children were in each row?
Number of children = ______
Number of rows = _______
Children standing in each row = 63 ÷ 9
= ______________
Division of 2 digit number by a 1 digit number with remainder:
Yadayya has 76 flower plants. He wants to plant 3 flower plants in one pot. Then, how
many pots are needed to plant those plants?
If 76 is divided by 3, we get the needed pots and the remaining plants.
3I1R1 3 I 6 R 18
3I2R6 3 I 7 R 21
3I3R9 3 I 8 R 24
3 I 4 R 12 3 I 9 R 27
3 I 5 R 15 3 I 10 R 30
Step - 1: Start division from the

highest place value number,
that is 7 ÷ 3 = 2
76 ÷ 3 3) 7 6 (25
Remainder = 7 - 6 = 1
`6 ↓
Step - 2: Carry down 6 in ones place,
16
you have 16 ones
` 15
Now 16 ÷ 3 = 5
01
Remainder = 16 - 15 = 1
Dividend = 76 Divisor = 3 Quotient = 25 Remainder = 1

* Yadayya needs 25 pots, and 1 plant is unplanted.
3. ` 92 \qT q\T>∑Ts¡T |æ\\¢ ≈£î düe÷q+>± |ü+∫‘˚, ˇø=ÿø£ÿ]øÏ mìï s¡÷bÕj·T\T ekÕÔsTT?
4. 64 ÷ 8 R
$uÛ≤»´+ R uÛ≤»ø£+ R , uÛ≤>∑|\üò + R , X‚w+ü R
5. 63 eT+~ |æ\\¢ T 9 es¡Tdü\˝À düe÷q+>± ì\u&Ü¶sT¡ . Á|ü‹ es¡Tdü˝À m+‘· eT+~ |æ\\¢ T ñHêïs¡T?
yÓTT‘·+Ô |æ\\¢ dü+K´ R
es¡Tdü\ dü+K´ R
Á|ü‹ es¡Tdü˝Àì |æ\\¢ dü+K´ R 63 ÷ 9
R
X‚wü+ e#Ã̊ 2 n+¬ø\ dü+K´qT 1 n+¬ø dü+K´‘√ uÛ≤–+#·T≥.
j·÷<äjT· ´ e<ä› 76 |üP\ yÓTTø£ÿ\T ñHêïsTT. n‘·qT ˇø£ ≈£î+&û˝À 3 yÓTTø£ÿ\qT Hê{≤\qT≈£îHêï&ÉT. yÓTT‘·+Ô yÓTTø£ÿ\T
Hê≥&ÜìøÏ n‘·ìøÏ mìï ≈£î+&û\T nedüs+¡ ?
76 ì 3 #˚ uÛ≤–ùdÔ nedüse¡ Tj˚T´ ≈£î+&û\T eT]j·TT $T–*q yÓTTø£ÿ\ dü+K´ eTq≈£î ‘Ó\TkÕÔsTT.
3I1R1 3 I 6 R 18
3I2R6 3 I 7 R 21
3I3R9 3 I 8 R 24
3 I 4 R 12 3 I 9 R 27
3 I 5 R 15 3 I 10 R 30
k˛bÕq+`1: n‘·´~Ûø£ kÕúq+ qT+&ç uÛ≤–+#·&+É ÁbÕs¡+_Û+#ê*.

nq>± 7 ÷ 3 R 2
76 ÷ 3 3) 7 6 (25 X‚w+ü R 7 ` 6 R 1
`6 ↓
k˛bÕq+`2: 6 qT ˇø£≥¢ kÕ∆q+˝ÀøÏ ~+∫q, eTq≈£î 16
16
ˇø£≥T¢ ñ+{≤sTT. 16 qT 3 #˚ uÛ≤–+#ê*.
` 15
Ç|ü&ÉT 16 ÷ 3 R 5
01
X‚w+ü R 16 ` 15 R 1
$uÛ≤»´+ R 76, uÛ≤»ø£+ R 3, uÛ≤>∑|òü\+R 25, X‚wü+R 1

 j·÷<äjT· ´≈£î 25 ≈£î+&û\T nedüs+¡ . ˇø£ yÓTTø£ÿ Hê≥≈£î+&Ü $T–* b˛sTT+~.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 85
Do these:
1. Harish has 98 plants with him. He wants to distribute them equally among 6 schools,
how many plants does each school get? How many are left over?
Number of plants with Harish =
Number of schools =
Plants each school gets = 98 ÷ 6
Plants leftover =
2. Ramana distributed `.70 among 4 children. How much money does each child get?
How many rupees are leftover?
Amount to be distributed(in rupees) =
Number of children =
Each child gets = 70 ÷ 4
Number of rupees left over =
3. There are 65 students in a school. The teacher wants to make them stand in 8 rows.
Answer the following.
Total number of students = __________
Number of rows to be formed = __________
Number of rows formed = _____ ÷ _____ = _____
Number of students remained = __________
4. Fill the following blanks.
1) 3) 6 4 ( 2) 9) 7 5 ( 3) 9) 4 9 (
Dividend = Dividend = Dividend =

Divisor = Divisor = Divisor =
Quotient = Quotient = Quotient =
Remainder = Remainder = Remainder =
Ç$ #˚j·T+&ç:
1. Vü≤Øwt e<ä› 98 yÓTTø£ÿ\T ñHêïsTT. n‘·qT yê{Ïì 6 bÕsƒX¡ Ê\\≈£î düe÷q+>± |ü+|æD° #˚j÷· \qT≈£î+≥THêï&ÉT. Á|ü‹
bÕsƒX¡ Ê\≈£î mìï yÓTTø£ÿ\T \_ÛkÕÔsTT?
Vü≤Øwt e<ä› ñqï yÓTTø£ÿ\ dü+K´ R
bÕsƒX¡ Ê\\ dü+K´ R
Á|ür bÕsƒX¡ Ê\≈£î \_Û+#˚ yÓTTø£ÿ\T R 98 ÷ 6
$T–*q yÓTTø£ÿ\T R
2. s¡eTD ` 70 qT q\T>∑ T s¡ T |æ \ ¢ \ ≈£ î dü e ÷q+>± |ü + #ê&É T . Á|ü ‹ ˇø£ ÿ ]øÏ mìï s¡ ÷ bÕj· T \T ekÕÔ s TT?
mìï s¡÷bÕj·T\T $T–*ñHêïsTT?
|ü+#ê*‡q yÓTT‘·+Ô s¡÷bÕj·T\T R
|æ\\¢ dü+K´ R
Á|ü‹ |æ\¢ yêìøÏ e#˚Ã s¡÷bÕj·T\T R 70 ÷ 4
$T–*q s¡÷bÕj·T\T R
3. ˇø£ bÕsƒ ¡ X Ê\˝À 65 eT+~ $<ë´s¡ T ú \ T ñHêïs¡ T . ñbÕ<Û ë ´j· T T&É T yê]ì 8 es¡ T dü \ ˝À ì\u… { ≤º & É T .
øÏ+~ yê{ÏøÏ düe÷<ÛëHê\T sêj·T+&ç.
yÓTT‘·+Ô $<ë´s¡T\ú dü+K´ R __________
@s¡Œ&Ée\dæq es¡Tdü\T R __________
Á|ür es¡Tdü˝À $<ë´s¡T\ú dü+K´ R _______ + _______ = ________
$T–*q $<ë´s¡T\ú dü+K´ R __________
4. øÏ+~ U≤∞\qT |üP]+#·+&ç.

n) 3) 6 4 ( Ä) 9) 7 5 ( Ç) 9) 4 9 (
$uÛ≤»´+ R $uÛ≤»´+ R $uÛ≤»´+ R

uÛ≤»ø£+ R uÛ≤»ø£+ R uÛ≤»ø£+ R
uÛ≤>∑|\üò + R uÛ≤>∑|\üò + R uÛ≤>∑|\üò + R
X‚w+ü R X‚w+ü R X‚w+ü R
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 87
Division of 3-digit number by one digit number:
Yadamma plucked 5kg of Rose flowers from her garden and sold them in the market. She
got ` 960. She calculated how much she got for each kg of flowers in the following way.
Amount for 5 kg of Rose flowers = ` 960
Amount for 1kg of Rose flowers = ` 960 ÷ 5
5) 960 (192 Step - 1: Start division from the highest place value
`5← 5 I 1 R 5 number, that is 9 ÷ 5 = 1
46 Remainder = 9 - 5 = 4
` 45 ← 5 I 9 R 45 Step - 2: Carry down 6 in tens place, you have 46 tens
10 Now 46 ÷ 5 = 9
` 10 ← 5 I 2 R 10 Remainder = 46 - 45 = 1
00 ← Remainder Step - 3: Carry down 0 in ones place. Now have 10 ones
Now 10 ÷ 5 = 2
Remainder = 10 - 10 = 0
Dividend = 960 Divisor = 5 Quotient = 192 Remainder = 0

Cost of 1 kg of Rose flowers = ` 192
Observe and understand (Dividend with zeros):

Example: 560 ÷ 7
7) 560 (080
`0
56
` 56
00 Note: In 080, as the initial
` 00 zero has no value. So, the
00 answer is 80
3 n+¬ø\ dü+K´qT 1 n+¬ø dü+K´‘√ uÛ≤–+#·&É+:
j·÷<äeTà ‘·q ‘√≥ qT+&ç 5 øÏ˝À\ >∑T˝≤_ |ü⁄e⁄«\qT ø√dæ dü+‘·˝À n$Tà+~. <ëì ì$T‘·+Ô ÄyÓT≈£î ` 960 e∫Ã+~. Á|ü‹
øÏ˝ÀøÏ ÄyÓT≈£î m+‘· yÓTT‘·+Ô e∫Ã+<√ øÏ+~ $<Û+ä >± ˝…øÿÏ +∫+~.
5 øÏ˝À\ >∑T˝≤_ |ü⁄e⁄«\ <Ûsä ¡ R ` 960
1 øÏ˝À >∑T˝≤_ |ü⁄e⁄«\ <Ûsä ¡ R ` 960 ÷ 5
R ?
5) 960 (192 k˛bÕq+`1: n‘·´~Ûø£ kÕúqeTT qT+&ç uÛ≤–+#·T≥ yÓTT<ä\T ô|{≤º*.

`5 ← 5 I 1 R 5
n+fÒ 9 ÷ 5 R 1, X‚w+ü R 9 ` 5 R 4
46
` 45 ← 5 I 9 R 45 k˛bÕq+`2: ª6μ ì |ü<äT\ kÕúq+˝À ~+#·+&ç. MT≈£î 46 |ü<äT\T
ñHêïsTT. Ç|ü&ÉT 46 qT 5 #˚ uÛ≤–+#ê*.
10
` 10 ← 5 I 2 R 10 46 ÷ 5 R 9, X‚w+ü R 46 ` 45 R 1
00 ← X‚w+ü k˛bÕq+`3: ª0μ ì ˇø£≥¢ kÕúq+˝À ~+#·+&ç. MT≈£î 10 ˇø£≥T¢
ñHêïsTT. Ç|ü&ÉT 10 ÷ 5 R 2,
X‚w+ü R 10 ` 10 R 0
$uÛ≤»´+ R 960 uÛ≤»ø£+ R 5 uÛ≤>∑|òü\+ R 192 X‚w+ü R 0

1 øÏ˝À >∑T˝≤_ |ü⁄e⁄«\ <Ûsä ¡ R ` 192
|ü]o*+#·+&ç. ne>±Vü≤q #˚düTø√+&ç:
ñ<ëVü≤s¡D: 560 ÷ 7
7) 560 (080
`0
56
` 56
00
` 00 >∑eTìø£: 080˝À yÓTT<ä{Ï düTHêï≈£î $\Te
00 ˝Ò<Tä ø±e⁄q »yêãT 80.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 89
Do these:
1. 380 ÷ 3 = 2. 306 ÷ 6 =
3. The strength of a school is 695. If 5 students can sit on one bench, how many
benches are required ?
Strength of the school = _________

Number of students sit on one bench = _________
Number of benches required = 695 ÷ 5 = _________
4. 9 oranges can be packed in a box. How many boxes will be needed to pack 738
oranges?
5. 700 students are divided into 6 groups. How many students are there in each group?
How many are left over?
Even numbers and Odd numbers:
I. Observe the following division:
2) 2 (1 2) 4 (2 2) 6 (3 2) 8 (4 2) 10 (5
` 2 ` 4 ` 6 ` 8 ` 10
0 0 0 0 00
* What is the remainder in all the above divisions?________

* It means that 2, 4, 6, 8 and 10 are exactly divisible by _____
* Such numbers are called EVEN numbers
Any number that can be divided exactly by 2 is called an even number.
2) 1 (0 2) 3 (1 2) 5 (2 2) 7 (3 2) 9 (4
` 0 ` 2 ` 4 ` 6 ` 8
1 1 1 1 1
Ç$ #˚j·T+&ç:
1. 380 ÷ 3 R 2. 306 ÷ 6 R
3. ˇø£ bÕsƒX¡ Ê\˝À 695 eT+~ $<ë´s¡T\ú T ñHêïs¡T. ˇø£ u…+N˝À 5 >∑Ts¡T $<ë´s¡T\ú T ≈£Ls√Ã>∑*–‘˚, mìï u…+N\T nedüs+¡ ?
bÕsƒX¡ Ê\˝Àì $<ë´s¡T\ú dü+K´ R
ˇø£ u…+∫ô|’ ≈£Ls√Ã>∑\ $<ë´s¡T\ú dü+K´ R
nedüse¡ Tj˚T´ u…+N\T = 695 ÷ 5 R
4. ˇø£ ô|f…˝º À 9 Hê]+»\qT düse›¡ #·TÃ. 738 Hê]+»\qT düs&›¡ ÜìøÏ mìï ô|f…\º T nedüs+¡ ?
5. 700 eT+~ $<ë´s¡T\ú qT 6 düe÷q Á>∑÷|ü⁄\T>± $uÛõÑ +#ês¡T. Á|ür Á>∑÷|ü⁄˝À m+‘· eT+~ $<ë´s¡T\ú T ñHêïs¡T?
m+‘·eT+~ $T–* ñHêïs¡T?
dü] dü+K´\T eT]j·TT uÒdæ dü+K´\T:

1. øÏ+~ uÛ≤>∑V‰ü sê*ï |ü]o*+#·+&ç.
2) 2 (1 2) 4 (2 2) 6 (3 2) 8 (4 2) 10 (5
` 2 ` 4 ` 6 ` 8 ` 10
0 0 0 0 00
 ô|’ nìï uÛ≤>∑Vü‰sê\˝À X‚wü+ m+‘·?

 n+fÒ 2, 4, 6, 8 eT]j·TT 10 yÓTT<ä\>∑Tq$ ìX‚Ùwü+>± #˚ uÛ≤–+#·ã&É‘êsTT.
 M{Ïì dü] dü+K´\T n+{≤s¡T.
@ dü+K´ nsTTHê 2 #˚ ìX‚Ùwü+>± uÛ≤–+#·ã&ç‘,˚ Ä dü+K´qT dü]dü+K´ n+{≤s¡T.
2) 1 (0 2) 3 (1 2) 5 (2 2) 7 (3 2) 9 (4
` 0 ` 2 ` 4 ` 6 ` 8
1 1 1 1 1
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 91
* What is the remainder in all the above divisions?
* It means that 1, 3, 5, 7, 9 are not exactly divisible by ______
* Such numbers are called ODD numbers
Any number that can not be divided exactly by 2 is called an odd number.
Activity
1 to 30 numbers are given below. Circle the even numbers.
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
* Write circled numbers _________________________________________

* Write un circled numbers _______________________________________
* Write digits in ones place of even numbers (circled) ___________________
* Write digits in ones place of odd numbers (uncircled) __________________
* What do you observe ?
* Odd numbers have 1, 3, 5, 7 or 9 in their ones place
* Even numbers have 0, 2, 4, 6, or 8 in their ones place
Try these:
a) Write the next even number.
1) 38, _____________ 2) 46, ____________ 3) 84, _____________
b) Write the next odd number.
1) 135,____________ 2) 847, ____________ 3) 965, ____________
c) Which of the following are even numbers? Why?
1) 784 2) 835 3) 963
d) Which of the following are odd numbers? Why?
1) 645 2) 237 3) 840
 ô|’ nìï uÛ≤>∑V‰ü sê\˝À X‚w+ü m+‘·?
 n+fÒ 1, 3, 5, 7, 9 yÓTT<ä\>∑T #˚ ìX‚Ùwü+>± uÛ≤–+#·ã&Ée⁄.
 M{Ïì uÒdæ dü+K´\T n+{≤s¡T.
@<ÓH’ ê dü+K´ ª2μ #˚ ìX‚Ùwü+>± uÛ≤–+#·ã&Éøb£ ˛‘˚, Ä dü+K´qT uÒdæ dü+K´ n+{≤s¡T.
ø£è‘·´+
øÏ+<ä 1 qT+&ç 30 es¡≈î£ dü+K´\T Çe«ã&çq$. yêì˝À dü] dü+K´\≈£î düTqï #·T≥º+&ç.
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
 düTqï #·T≥ºã&çq dü+K´\qT sêj·T+&ç.

 düTqï #·T≥ºã&Éì dü+K´\qT sêj·T+&ç.
 dü] dü+K´\˝À (düTqï #·T≥ºã&çq dü+K´\˝À) ˇø£≥¢ kÕúq+˝À >∑\ n+¬ø\T
 uÒdæ dü+K´\˝À (düTqï #·T≥ºã&Éì dü+K´\˝À) ˇø£≥¢ kÕúq+˝À >∑\ n+¬ø\T.
 ˙e⁄ @$T >∑eTì+#êe⁄?
 uÒdæ dü+K´\ ˇø£≥¢ kÕúq+˝À 1, 3, 5, 7 ˝Ò<ë 9 ñqï$ @$?
 dü] dü+K´\ ˇø£≥¢ kÕúq+˝À 0, 2, 4, 6 ˝Ò<ë 8 ñqï$ @$?
|
Á j
ü T· ‹ï+#·+&ç:
n) Ç∫Ãq dü+K´≈£î ‘·sT¡ yê‘· e#˚Ã dü] dü+K´qT sêj·T+&ç.
1) 38, 2) 46, 3) 84,
Ä) Ç∫Ãq dü+K´≈£î ‘·sT¡ yê‘· e#˚Ã uÒdæ dü+K´qT sêj·T+&ç.
1) 135, 2) 847, 3) 965,
Ç) øÏ+~ yêì˝À @~ dü]dü+K´? m+<äT≈£î?
1) 784 2) 835 3) 963
á) øÏ+~ yêì˝À @~ uÒdæ dü+K´? m+<äT≈£î?
1) 646 2) 237 3) 840
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 93
EXERCISE - 2
1. Fill the blanks

a) 55 ÷ 55 = _____ b) 175 ÷ 5 = ______
c) 12 x 13 = 156 so _____ ÷ _____ = _____ and _____ ÷ _____ = _____
d) 25 x 20 = 500 so _____ ÷ _____ = _____ and _____ ÷ _____ = _____
2. Divide and write dividend, divisor, quotient and remainder
a) 60 ÷ 5 b) 79 ÷ 8 c) 150 ÷ 6 d) 220 ÷ 4
e) 496 ÷ 7 f) 589 ÷ 9 g) 380 ÷ 3 h) 940 ÷ 2
3. One jug of water can fill 7 tumblers. How many jugs of water are needed to fill 84
tumblers ?
4. There are 7 days in a week and 365 days in a year. How many weeks are there in a
year? How many extra days are there?
5. Write all the even numbers between 760 to 800.
6. Write all the odd numbers between 860 to 900.
7. Classify the following as even and odd numbers.
a) 396 b) 495 c) 893 d) 747 e) 898
8. For 240 ÷ 8, create a word problem.
9. There are 54 gulab jamuns in a vessel. These are to be distributed equally among 9
girls, how many gulab jamuns should each girl get?
10. The cost of 9 mangoes is ` 45. Find the cost of one mango?
11. 4 students can sit on one bench. On how many benches can 36 boys sit?
12. If we cut 40 metre ribbon into 9 pieces, what is the length of each piece?
13. How many tri cycles can be made using 72 wheels?
14. The product of two numbers is 168. If one of them is 4, find the other number?
15. 225 school children are to be divided into 5 groups. How many children are there in
each group?
16. 640Kg of rice is shared equally among 6 persons. Find how many Kgs of rice will
each one get and how many Kgs of rice will be left.
nuÛ≤´dü+ ` 2
1. øÏ+~ U≤∞\T |üP]+#·+&ç.
n) 55 ÷ 55 R Ä) 175 ÷ 5 R
Ç) 12 I 13 R 156 nsTT‘˚ ÷ eT]j·TT ÷ R
á) 25 I 20 R 500 nsTT‘˚ ÷ eT]j·TT ÷ R
2. uÛ≤>∑V‰ü s¡+ #˚dæ $uÛ≤»´+, uÛ≤»ø£+, uÛ≤>∑|\üò +, X‚cÕ\qT sêj·T+&ç.
n) 60 ÷ 5 Ä) 79 ÷ 8 Ç) 150 ÷ 6 á) 220 ÷ 4
ñ) 496 ÷ 7 }) 589 ÷ 9 ãTT) 380 ÷ 3 ãT÷) 940 ÷ 2
3. ˇø£ »>∑T˝Z Àì ˙s¡T 7 >±¢dTü \qT ì+|ü>\∑ <äT. 84 >±¢dTü \qT ì+|ü⁄≥≈£î mìï »>∑T\Z ˙s¡T ø±yê*?
4. ˇø£ yês¡+˝À 7 s√E\T, dü+e‘·‡s¡+˝À 365 s√E\T ø£\e⁄. nsTT‘˚ dü+e‘·‡s¡+˝À mìï yêsê\T ø£\e⁄? mìï n<äq|ü⁄
s√E\T ñHêïsTT?
5. 760 qT+&ç 800 es¡≈î£ >∑\ nìï dü] dü+K´\T sêj·T+&ç.
6. 860 qT+&ç 900 es¡≈î£ >∑\ nìï uÒdæ dü+K´\T sêj·T+&ç.
7. øÏ+~ yêì˝À @$ dü]dü+K´˝À, @$ uÒdæ dü+K´˝À ‘Ó\|ü+&ç.
n) 396 Ä) 495 Ç) 893 á) 747 ñ) 898
8. 240 ÷ 8 øÏ, ˇø£ |ü<dä eü Tdü´qT sêj·T+&ç.
9. ˇø£ bÕÁ‘·˝À 54 >∑T˝≤uŸ C≤yéT\T ñHêïsTT. M{Ïì 9 eT+~ ne÷àsTT\≈£î düe÷q+>± |ü+∫q, ˇø=ÿø£ÿ]øÏ mìï >∑T˝≤uŸ
C≤yéT\T ekÕÔsTT?
10. 9 e÷$T&ç |ü+&É¢ <Ûsä ¡ ` 45. ˇø£ e÷$T&ç |ü+&ÉT <Ûsä ¡ m+‘·?
11. 4 >∑Ts¡T $<ë´s¡T\ú T ˇø£ u…+∫ MT<ä ≈£Ls√Ã>∑\s¡T. 36 eT+~ $<ë´s¡T\ú T mìï u…+N\ MT<ä ≈£Ls√Ã>∑\s¡T?
12. 40 MT≥s¡¢ ]ã“HéqT 9 eTTø£ÿ\T>± ø£‹]Ô ùd,Ô Á|ür eTTø£ÿ bı&Ée⁄ m+‘·?
13. 72 #·Áø±\qT $ìjÓ÷–+∫ mìï ]øå±\T ‘·j÷· s¡T#˚jT· e#·TÃ?
14. s¬ +&ÉT dü+K´\ \ã∆+ 168. yê{Ï˝À ˇø£{Ï 4 nsTT‘˚ s¬ +&Ée dü+K´qT ø£qT>=q+&ç.
15. 225 eT+~ bÕsƒX¡ Ê\ $<ë´s¡T\ú qT 5 »≥T¢>± $uÛõÑ +∫‘˚, Á|ür»≥Tº˝À m+‘· eT+~ $<ë´s¡T\ú T ñ+{≤s¡T?
16. 640 øÏ.Á>±. _j·T´+ 6 >∑T]øÏ |ü+#ês¡T. Á|ür ˇø£ÿ]øÏ mìï øÏ.Á>±. \ _j·T´+ edüT+Ô <√ ø£qT>=q+&ç. mìï øÏ.Á>±. _j·T´+
$T–*b˛‘·T+<√ ‘Ó\|ü+&ç.
‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 95

SSC Class 3 Maths Sem2 TM em

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MATHS MAGIC

Dr. B. Pratap Reddy MA., B.Ed.

Sri. D. Madhusudhana Rao MA., B.Ed.

Prof. D.S.N. Sastry M.Sc., M.Ed., Ph.D.

Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)

Dr. T. Swarupa Rani M.Sc., M.Ed., M.Phil., Ph.D.

Dr. P. Satyanarayana Sarma M.Sc., M.Ed., M.Phil., Ph.D.

Dr. J. R. Priyadarshini M.Sc., M.Ed. M.Phil., Ph.D.

Sri K. V. Suryanarayana M.Sc., M.Ed.

Sri J. Kasi Rao B.Sc., B.Ed.

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

First Published 2020

All rights reserved

No part of this publication may be

This book has been printed on 70 G.S.M. SS Maplitho

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Sri B. Kishore Babu M.Sc., B.Ed.

Sri C. Dhanunjaya Raju B.Sc., D.Ed.

Sri Bh. P. Sairaju SGT Sri B. Vijaya Kumar SGT

Sri J. Santha Murthy SGT Sri Ch. Balakrishna SGT

Sri Ch. Ramesh SA(Maths) Sri N. Murali Krishna SGT

Sri K. Rajendra Prasad SGT Sri Ch. S. N. Murthy SGT

Sri O. V. Ramana Sharma SGT Sri S. Uma Gupta SGT

Smt K. Malathi Devi SGT Sri S. Govardhana SGT

Sri K. Ramakrishna SGT Sri J. Ajay Kumar SGT

DTP & Designing

&Ü. _. Á|ü‘ê|ts¬ &ç¶

Lesson No. Name of the Unit Month Pages

4. Subtraction October 2-31

Teacher corner Student corner

Mariyamma is a farmer. She

Name of the Number of Cost of each vegetable

2 Class - 3 Maths Magic

‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 3

Total number of Palm leaf hand fans R 1 2 8

Step 1: Subtraction in Ones place

4 Class - 3 Maths Magic

k˛bÕq+`1: ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·

‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 5

Subtraction of 2 - digit number from

Subtraction in Ones place :

6 Class - 3 Maths Magic

3 n+¬ø\ dü+K´ qT+∫ 2 n+¬ø\ dü+K´qT rdæyj

ˇø£≥¢ kÕúq+˝À rdæy˚‘·:

‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 7

Subtraction in Hundreds place

Example: If Karimullah buys 14 fans, how many hand fans remain?

Number of hand fans remaining =

8 Class - 3 Maths Magic

e+<ä\ kÕúq+˝À rdæy‘˚ :·

2. ˇø£ #Ó ≥ Tº ô |’ 247 |ü ≈ £ å î \T ≈£ L s¡ T ÃHêïsTT. yê{Ï ˝ À 42 m–]b˛j· ÷ sTT. Ç|ü ⁄ &É T #Ó ≥ Tº ô |’ mìï |ü ≈ £ å î \T

‘·s¡>∑‹ ` 3 >∑DÏ‘·+‘√ >∑eTà‘·TÔ 9

Actual price of the shirt =

Subtraction of 3 - digit number from 3 - digit

Now Danayya has 113 Palm leaf fans.

Number of fans required more =

Step 1: Subtraction in Ones place H T O

Step 2: Subtraction in Tens place

10 Class - 3 Maths Magic

Á|üdTü ‘Ô +· wüsT¡ º ndü\T <Ûäs¡ R

3 n+¬ø\ dü+K´ qT+∫ 3 n+¬ø\ dü+K´qT rdæyj

Ç+ø± ø±e\dæq $düqø£Ás¡\ dü+K´ R

k˛bÕq+ ` 1: ˇø£≥¢ kÕúq+˝À rdæy‘˚ ·