MATH WORK-BOOK CLASS - 2BINAY BHUSHAN, yi irectorate of Education Director, Education & Sports’ = oneort of NCT of Delhi Room No. 12, Civil Lines Near Delhi Vidhan Sabha, Delhi-110054 tein rot no. PS/08 | 202/24 FOREWORD This Workbook was initially prepared in the year 2017 to meet the needs of the early learners of Sarvodaya Vidyalayas. Since then, the Workbook has acted as a helpful interface between the curriculum and the classroom as it offers a format that supports not just the teachers to lead the students towards excellence but also to provide them with methods of creative teaching. ‘As we all are aware, the acquisition of learning cannot be taken for granted. School attendance alone does not guarantee learning. Also, what is taught by the teachers requires further reinforcement. ‘Our decision to review the Workbook was based on the positive feedback received from schools and other stake holders that the Workbook provides the tools and resources for ‘educators to unlock children’s creativity and to foster literacy skills. ‘After completing all the Worksheets, if the children have a deeper understanding of the language, phonological awareness, print awareness as well as enriched literacy, the goal of the book stands achieved. | congratulate SCERT, DIET (Moti Bagh), and Teachers of DOE whose contribution has enabled lan enriched and upgraded version to reach our schools. will continue to be a useful aid for both the students and the I hope that the revised ver teachers alike. | wish them all the success. . Binay Bhishan (Director Education)Acknowledgement At the outset, we wish to thank our Hon'ble Deputy CM and Minister of Education, GNCT of Delhi Shri. Manish Sisodia ji and Ms. Punya Salila Srivastava, Principal Secretary (Education), Delhi for leading the department to focus its efforts on addressing the learning gaps and on enhancing the learning outcomes in the students. The Directorate of Education and SCERT/ DIETs (GNCT of Delhi) are making enduring efforts to bridge the learning gaps that exists to a large extent amongst the students. This practice workbook aims to provide a conducive, attractive and child friendly environment which has wide opportunity for the child to express him/herself freely with his own creativity during learning. Needs of the students and their age, academic level as well as learning outcomes have been kept in mind during the preparation of these worksheets. We are sure this will lead to an enrichment of knowledge and skills of the students at the same time empower the teachers with a line of direction to unfold their own creativeness ina variety of ways. This practice workbook is the culmination of hard work, dedication and guidance of Ms. Saumya Gupta, our worthy Director of Education, Dr. (Mrs.) Sunita S. Kaushik, Director SCERT, Ms. Anita Satia and Dr. Marcel Ekka, former Director (SCERT), Dr. Nahar Singh, Joint Director, SCERT and most importantly Ms. Meena Srivastava, Principal DIET Moti Bagh. Various Lecturers from DIETs and Teachers from the Directorate of Education, MCD and Kendriya Vidyalaya Sangathan have all contributed to the making of this practice workbook. They have all provided valuable insights and expertise that has greatly assisted in the making of each of these practice worksheets. We are sure this will help the teachers to build a happy environment in the class and within the school. We express our wholehearted thanks to the efforts made by all the Core Committee members, Sub-Committee members and vetting team for providing their expertise that has assisted in completion of this practice workbook. Our sincere thanks are also due to Dr. Pawan Kumar and Ms. Aparna, Coordinators, Dr. Rupa Jaiswal, Mr. Anand Kumar Singh and other faculty members who have been closely associated with rendering their services in various tasks involved in organizing the workshops, procuring materials and coordinating with the printers to give this a final shape. Last but not the least, the work of the entire Publication team, cover page designer and illustrator for their technical and creative support also require a special mention for providing their continuous and rigorous working. (Dr. Saroj Bala Sain) Additional D.E (School) )© SCERT Delhi 2017-18 No. of Copies: ISBN No. Publication officer Mr. Mukesh Yadav Publication Team Mr. Navin Kumar, Ms. Radha and Mr. Jai BhagwanWork-Book Committee Chief Advisor ‘Ms. Saumya Gupta (IAS) Director Education, Directorate of Education, Delhi Administration, Delhi Advisor Dr. Ms. Sunita S. Kaushik Director, SCERT, New Delhi Dr. Nahar Singh Joint Director, SCERT, New Delhi Chairperson Ms. Meena Srivastava Principal, DIET Moti Bagh Core Committee Members Ms. Meena Srivastava, Principal, DIET Moti Bagh Dr. Pawan Kumar, St. Lect. DIET Keshav Puram, Delhi Dr. M.M. Roy, Sr. Lect. DIET Ghuman Hera, Delhi Dr. Sangeeta Chaudhary, Sr. Lect. DIET Rajender Nagar, Delhi Dr. Ramkaran Dabas, Former Sr. Lect. SCERT, Delhi Ms. Abba Joshi, Former Consultant, SSA, Delhi Sub Committee Members Mr. M. S. Dahiya, Former Sr. Lect. DIET Pitam Pura, Delhi Ms. Rekha Chugh, SDMC, New Chaukhandi, Delhi Ms. Lakshmi, Kendriya Vidyalaya Keshav Puram, Delhi Ms. Neha Bedi, G.S.K.V. Inderlok, Delhi Vetting Experts Dr. Hukam Singh, Professor NCERT Sh. Ramesh Yadav, Lecturer, GBSSS Rajokari Coordinators Dr. Pawan Kumar, Sr. Lect. DIET Keshav Puram, Delhi Ms. Aparna, Lect. DIET Moti Bagh, Delhi Cover page design and illustration fr. Chandra Veer, Lect. PGT Painting H.M.D.A.V, Darya Ganj, DelhiLearning Outcomes for Class 2 * Reads and writes numbers up to 100. * Compares 2 digit numbers. * —— Creates/frames small and big numbers by using given digits. * Easily adds two digit numbers related to daily life activities. * Adds given denominations of currency to obtain desired amount of money. * Understands 2D and 3D shapes on the basis of their properties. * Identifies 3D shapes such as cube, cuboid, cylinder & sphere. * — Draws/represents 3D shapes using 2D lines. * Draws straight and curved lines and differentiates between them. * Confirms measurements by the estimation of different kind of measures (length, weight, volume) using non-standard units. * Identifies heavier/lighter by physical comparison. * Draws inferences from the collected data. * Identifies the days of the week and months of the year. * Sequences the events occurring according to their duration in terms of hours/days. For example, does a child remain in school for longer period than at home?S.No. Content Page No. PART1 1. | What is Long, What is Round? 1-3 2. Counting in Groups 4-15 3. How Much Can You Carry? 16-19 4. Pattern 20-25 5. Counting in Tens (1) 26-31 6. Footprints 32-42 7. Counting in Tens (11) 43-50 8. Lines and Lines 51-59 9. Jugs and mugs 60-66 10. My funday 67-74 11. Tens and Ones 75-86 12. The Longest Step 87-91 13. Count and Write 92-93 14. Add our Points 94-107 15. Birds Come, Birds Go 108-113 aus1. Important Instructions for Teachers This Workbook has been especially designed for children of Class 2 of our schools. These work- sheets can be freely used before, during or after the lesson/unit. Let the children enjoy working on these worksheets. Itis expected that usage of these worksheets will create a more child friendly learning environment. Every child looks forward to an appreciation from his/her teacher (i.e you) for his/her work done. On completing the worksheet you may do so by pasting a sticker after checking the work done by him/her. Keep these practice books/ sheets with you in your custody.What is Long? What is Round? Rolling-Sliding ‘@: Observe the objects given below. Write 'S' for those which slide and 'R' for those which roll. oe A at a ee 7 er es -< S ee TERS rn A aera SCeM CeCe RS Re ea eas et ST Say which can roll and sDraw a picture of an object that rolls - ® Draw a picture of an object that slides -Draw pictures of those objects which can roll and slide beth. 7Counting in Groups How many pieces? Count and write the number of pieces used for making each figure in the box. You can also colour the pictures the way you want.How many pieces? Count and write the number of pieces used for making each figure in the box. You can also colour the pictures the way you want. ZN “4More or Less Draw as many mangoes in the basket as you like - more or less, as written below the basket. More Less Less Less More More LessMore or Less How many more? Draw as many mangoes in the basket as you like - more or less, as written below the basket. Also write how many more mangoes are there in the 'more' basket. How many more? Less How many more?Complete 10 barfis in each plate (1) There are some barfis in the plate, will you make some more barfis to make it 10? arssse SOs ee ooo COO ———— ——— barfis in the plate barfis in the plate barfis drawn barfis drawn @) Es ece OI ee barfis in the plate barfis in the plate barfis drawn barfis drawn POON barfis in the plate barfis in the plate barfis drawn barfis drawn¢S91S0q 94} UO sr9quInu ay} SPAM NOK TIAA “SAITO ay} [Te UO W9}ILIM JJaM SJoquINU JI Puy 0} Asea Ard 099q DARBY P[NOM FI JV) JYSNo) BupyEs Jey) JV dey AJ94 3.10 UID) Jo [Te pue ApoqdsdAa YA SaoSueUur ay) poreys ayg “doy oy) uo uayLIM ,euLyes, aureU Jay YIM a1soq au0 UL yad & punoy ays Aypeury ‘sargoq ayy [ye ul saosueur 10; Suryoo, wojqoad Jo jo] & peYy ULES ‘ures oy) Woy poyeredos ud9q Apeorye oavy saigoq oy} yey) punoy Ady) UONes oY) poyoeor AYOW Jay pue vuryeg usya yng ‘aissoq YIg 94) UI Yad Ty upp, we doy sey ay Jey} JOY plo} OF] “Urey e UT MOUYDN’] Woy Joy 10y soosue Juos pey DunU oP] “soosueUI PoAoy BULALS Nad ly wpyComplete 10 barfis in each plate 2(A) There are some barfis in the plate, will you make some more barfis to make it 10? How many barfis did you draw?| How many barfis did you draw?| How many barfis did you draw?| How many barfis did you draw?|Complete 10 barfis in each plate 2(B) There are some barfis in the plate, will you make some more barfis to make it 10? How many barfis did you draw? How many barfis did you draw?| How many barfis did you draw? How many barfis did you draw?| How many barfis did you draw? How many barfis did you draw?| “Flower bed of roses and marigolds 7 saplings in each flower bed we plant. As many roses, as many marigolds as you want. 4 marigolds and 3 roses marigolds and roses marigolds and roses “Flower bed of roses and marigolds 7 saplings in each flower bed we plant. As many roses, as many marigolds as you want. olds and 3 roses _____ marigolds and roses marigolds and. roses _—_— marigolds and. roses 9 saplings in each flower bed we plant. As many roses, as many marigolds as you want. Ids and. roses marigolds and. roses | marigolds and roses Ids and. roses marigolds and. roses marigolds and. roses marigolds and. roses marigolds and_More or Less - How many More? Draw as many mangoes in the basket as you like - more or less, as written below the basket. Also write how many more mangoes are there in the more basket. Less MoreCan you guess - More or Less? Seeds of a lemon Seeds of a melon Seeds of a chikku Seeds of an apple Seeds of a watermelon More than 15 Less than 15 More than 25 Less than 25 More than 15 Less than 15 More than 10 Less than 10How much can you carry? Which is heavier? Circle the heavier object from the pair. (a)Colour the lighter object %® Colour the lighter object (a) UHeavy and Light (1) Kindly observe the beam balance and write the name of the object which is heavier in the given box.Heavy and Light (II) Some things are given below. Can you draw another object that is heavier or lighter than it? Heavier Lighter Heavier Lighter HeavierLet’s decorate the house! We all decorate our houses during festivals. ‘We want to decorate this house with toran, bulbs, candles and clay lamps (diya). Can you help us in decorating the house by completing the pattern of Toran, Bulbs, Candles and Clay Lamps? Can you also colour them?We want to print a pattern on a kurta using only this pattern <> block. Can you tell which of the given patterns will not be possible? OOOO Dee e> a” O a ‘e 4 Tay V pal De ded eK OVO’ Soo 3# Make jewellery for Sanchi and Sakhi by using these shapes O 5 MI%& Make different patterns using your thumb. 4 Make different patterns using leaves.“Make various patterns using the given shapes - Olwoado Meech arn a cs Crom crates oeExtending Pattern # Colour the box according to the given pattern. ‘Note:- Teachers will motivate children to make patterns of sounds ice Nes pe Name Date Class | Seetion! Roll No.®& Complete the pattern - 1) -1,3,5, Le, 2) 24,6, ee 3) 1098, —, Oo, 4) 10,2030, _ , — , __ 5) 5,115, 8, _, __ 6) 14,2836, ne , 7) 3,69, 2, oy 8) 10,3050, _ , _ , __ 9) 20,1816, — , - , 10) 50,4030, 3, - , __ 11) 102, 9Y, 8X, ,Counting in Tens (1) Count and Tell How many butterflies? How many pieces? Bg ze _ Beem eg 22 Cle 8. D Buttert a a aComplete the barfis in each plate + Complete the barfis in each plate according to the number mentioned in the box below each plate? 15 Barfis e 28 .Complete the barfis in each plate ‘# Complete the barfis in each plate according to the number mentioned in the box below each plate? DSP 7 Barfis 7 Barfis 12 Barfis 12 BarfisTwo coloured flowers Make flowers in the pots. Red flowers in the red pot and yellow flowers in the yellow pot 5 flowers in total How many red? How many yellow? 7 flowers in total How many red? 4 flowers in total How many red? How many yellow? 6 flowers in total How many red? How many yellow?Two coloured flowers Make flowers in the pots. Red flowers in the red pot and yellow flowers in the yellow pot. Total 5 flowers in both the pots Total 8 flowers in both the pots How many red? How many red? How many yellow? How many yellow? Total 7 flowers in both the pots Total 10 flowers in both the pots How many red? How many red? How many yellow? How many yellow?Hg eK Footprints of Cat Footprints of Dog Footprints of Sparrow Footprints of = minis” Man Y .® Match the animals with their footprints.® Collect various leaves and trace them. Write the names of the trees to which the leaves belong.& ©Take a pencil and trace it. A) From the top B) From the bottom C) In the laying position4 Can you trace the objects mentioned below in different ways - from the top, from the bottom and in the laying position? ° Eraser * Pencil * Bottle's capLet's complete the rangoli 4 Can you complete the pattern of this rangoli and fill colours in it?4% Make a sketch of your friend by using these shaps(_) L\n0Count and Write ve -~@ > £at + Count and write the number of shapes in the above picture.Match the similar shapes & If these objects are traced then which figure would be obtained?3% Join the dots to make different pictures/designs.Assessment Sheet +# Look at the pictures and write how many squares, rectangles, circles and triangles are there in the pictures. How many? How many? O Colour the above pictures according to the instructions given below. BOA _.