Government of Karnataka

Department of School Education

Kalika Balavardhane

MATHEMATICS
(K-E-B)
(For Bilingual Sections)

2023-24
STUDENT ACTIVITY BOOK

2
SECOND STANDARD

Samagra Shikshana Karnataka

Nrupathunga Road, Bengaluru - 560001.

i
 Acknowledgement
Smt. B.B. Cauvery, I.A.S.
Commissioner, Department of School
Education and Literacy
Sri Maruthi M.R.
Director (Quality)
Samagra Shikshana Karnataka
Sri. Suryakanth Madane
Senior Programme Officer,
Samagra Shikshana Karnataka
Sri. Ramesh K.N. , I.A.S.
State Project Director
Samagra Shikshana Karnataka
Sri. K.G. Rangaiah
Joint Director (QA)
Samagra Shikshana Karnataka
Smt. Prameetha Adoni
Programme Officer,
Samagra Shikshana Karnataka

Programme Co-ordinator
Edwin Christopher M
Junior Programme Officer,
Samagra Shikshana Karnataka

Guidance
Smt. Namita Rao
Education Consultant UNICEF,
Samagra Shikshana Karnataka,
Bengaluru
Resource Team
Ms. Vidyavathi
Assistant teacher
Government Higher Primary School,
Yadravi, Saundatti Taluk,
Belagavi Dist.
Smt. Yvonne Anthony
Assistant teacher
Government Urdu Higher Primary School,
No. 5, Coullet, Hubballi Taluk,
Dharwada Dist.
Sri Ananda S.V.
Drawing Teacher
Girls Government High School,
Cheluru, Gubbi Taluk,
Tumakuru Dist.
Smt. Veena
Education Consultant UNICEF,
Samagra Shikshana Karnataka,
Bengaluru
Smt. Aruna G.S.
Assistant teacher
Government Higher Primary School,
Jarikatte, Davanagere South,
Davanagere Dist.
Smt. Bhanushree N.
Subject Matter Expert.
Caring With Colour-A
Manasi Kirloskar Initiative
Bengaluru
Sri Tharakesh
Drawing Teacher
Government High School,
Channaveeranahalli,
Doddaballapura Taluk,
Bengaluru Rural Dist.

Co-ordination with
DSERT APF UNICEF

ii
 ಶ

ೕಎ .ಮ ರಪ

“ ಣ ಮ ಷ ನ ೕಷ ಗ ೕಕನ ತ
ಪ ಣ ಯ ಕ ತ ” . ಎ ಷ ರವರ ಈ
ಗ ಣದ ಮಹತ ವ ಪ ಂ ತ . ಉತ ಮ ಕ ಭರವ ಯ
ೕ ಸಬಲ , ಕಲ ಯ ಳ ಸಬಲ ಮ ಕ ಯ ೕ ಯ
ಕಬಲ ಎ ವ ಕರ ಮಹತ ಜ ಕತ ವ ಗಳ
ಪ ತಪ ತ .

ಕ ಣ ಂದ ಜಗ ನ ಪ ವತ ಧ ದ ಂದ ಸ ರ
ಣ ನ ನ ೕ , 2019 ರ ೕ ಮ ಂದ ಮಕ ಳ
ಕ ಯ ಉಂ ದ ಅಂತರವ ೕ ಸ ಶತಪ ಯತ .

2023-24 ನ ’ಕ ಬಲವಧ ’ ಎಂಬ ಸ ನ ಗ

ಕ ಫಲಗ ತ, ಚ ವ ಆ ತ ದಕ ಭವಗಳ ಪ
“ ಗಳ ಚ ವ ಸ ಕದ ” ಪ ಯತ ಡ . ಗ ಸ -
ಅ ಭವ ಸ -ಪ
ಪ ಯತ ಂದ ಕ ಯ ಳಬ .

“ಕರ ಚ ವ ೕಶ” ದ ಕ ತಮ ೕಧ ಪ ಯ
ನ ಯ ಅಳವ ಳ ಅ ಲ ವತ ನದ ತರಗ
ಸ ಶ ಅನ ಯ ವ ಹಲ ಕ ನಗಳ ಪ ಚ ಸ .
ಕ ಈ ಎರ ತವ ಗ ಂ ಗ ತ ದ
ಕ ಭವವ ೕ ಅವರ ಸಮಗ ಅ ಪಯ ಎಂ
ೕ . ಣಮ ರ ಇ ಸಮಗ ಣಕ ಟಕ
ವ ಂದ ಲ ಂಡ ಚ ವ ಸ ಕಗಳ ರತ
ಘ ೕಯ . ಇ ಯ ಈ ಪ ಯತ ಯಶ ಗ ಂ ಆ ೕ .

ೕ ಎ .ಮ ರಪ ,
ಣಮ ರ ಇ ಸ ವ ,
ವ ಗ ಉ ಸ ವ ,
ಕ ಟಕ ಸ ರ.
ರ

iii
 ಆಶಯ

ೕ ಂ , .ಆ.

ಕ ಬದ ವ ಯಹ ರ,
ರ ಗಳ ಭ ಷ ವ ರ , ವತ ನದ
ಉಂ ವ ಬದ ವ ಗ ತ ತ ಂ ಳ ಕ ತಹ ಕ
ತ ಗ . ಣದ ಲಕ ಸ ಯದ ಹಲ ೕ ಗಳ ಈ ಸ ದರ
ಣದ ಉನ ತ ಗಳ ಸ ದ ಂದ ಇದ ಂ ತಹ ೕಧ
ಕ ಮವ ಕ ಳ . ಈ ನ ಬ ಆ ಮದ ತ ವ ಹ ಕ
ತನ ಸ ಅಗತ ಅ ಯ ಆ .

ಕ ಬ ವಎ ಮಕ ಳ ಕ,ಆ ಕ, ಂಸ ೃ ಕ,
ಕ ಂ ಕ ಯ
ಅಥ ಅವಶ ಕ.. ಮಕ ಳ ನ ಕ , ಮಕ ಳ ವತ ವ ಗ ಕ
ಮ ನ ಸವ ೕ ಖಅ ಯ ಪ ಮ ೕ ತ ಎಂಬ ಗ ಕ ಇರ .
ಗ 21 ಶತ ನದ ಶಲಗಳ ಕ ವ ಗಳ ಜನ ೕಲ ,
ಮ ತಕಆ ೕಚ , ಕ ಂತ , ಬ ವ ಯ ೕ ಂಬ ತಹ ತರಗ
ಸ ಶ ಣ ಗ . ಅದ ಕ ತಮ ಮಥ ವ ಸ ಶ ಅ ಣ
ಅ ಪ ಳ ಇಂ ನ ಅಗತ . ಕ ಯ ೕ ಕ ,
ಸಮಗ , ಂ ತ ಸ ಹಲ ನ ಕ ನಗಳ ಕ ತಮ ತರಗ
ಸ ಶ ರಕ ಅನ ಯ ಳ .

ಈ ಯ ಚ ವ ಸಕ ಗ ಮ ಕರ ಚ ವ ೕಶ
ಕ ರ ಸ . ಈ ತ , ಗ ಕ ಫಲಗಳ ಸಮಗ ಅ ವ
ಪ ಕಲ ಗಳ ಕರ ದ ವ ಹಲ ಗ ದ ಅಂಶಗಳ ಒಳ ಂ . ಕ
ಫಲಗಳ ಕ , ತರಗ ಸ ಶದ ಅದರ ಅನ ಯವ ಹಲ ತರಗ ಪ ಗಳ ದ ಗ ಂ
ಚ ಸ . ಈ ಸ ಕಗ ಕ ತಮ ೕಧ ಕ ಮದ ನ ಯ ಳ
ಸಹ ಗ ಎಂ ನನ ಆಶಯ.
ಆಶಯ

ೕ ಂ , .ಆ. .
ಪ ನ ಯ ದ ಗ
ಣಮ ರ ಇ

iv
 ೕಮ . . , .ಆ. .

ಣ ವ ಯ ಳವ ಯ ಪ ಖ ತವ ವ ತ ಮ ನ ಳ
ಗ ೕಕರ ತ . ಅಂ ಒಂ ಶದ ಭ ಷ ಆ ಶ ಂಡ ಣ
ವವ ಯ ಅವ . ಜಗ ನ ಪ ಂ ಶ ತನ ಅ ಯ ಸ ಜದತ ನ ಯ
ಣವ ಪ ನ ೕತ ವ ಆ ಂ ತ .
“ ಣ ಆತ ಸವ ತ . ಆತ ಸ ಭರವ ಯ ತ .
ಭರವ ಂ ಯ ತ .” – ಕ ಯ ರವರ ಪ ದ ಣಮಟ ದ
ಣ ಂದ ಪ ಬಲ ದ, ಶ ದ ಂ ತ ದ ಶವ ಸಬ . ಈ ಎ
ರಣ ಂದ ಣ ೕತ ತನ ಆದ ಮಹತ ವ ಪ ಂ . ರ ಸ ಜವ ಕ
ಶದ ಣ ಮ ಕ ಸ ಯದ ಅತ ಂತ ಮಹತ ದ ಜ . ಕ ತರಗ ಯ
ವ ಪ ಂ ಚ ವ ಮಕ ಳ ಉಜ ಲ ಭ ಷ ದ ಣದ ಗ ಸ
ಧ ತ .
ಕ ಪ ತ ದ . ಷ ಣ ಯ ದ ಕರ ತ ಅ ಮಹತ ದ .
ಪ ಬ ಕ ತನ ಯ ಯ ರವ ಘನ ಯ ಡ . ೕವನದ
ಲ, ಶಲ , ನ, ಅ , ವ , ಆತ ಸ, ಪ ವ,, ಮ ವ, ಕ
ೕ ವ ಈ ಎ ಣಗಳ ಗಳ ಳ ವ ಶ ಕ ತ ಇ ತ . ಈ ಎ
ಣಗಳ ಗಳ ತ, ಸ ಢ ಸ ಜದ ಣದ ಪ ಬ ಕ
ೕ ಸ ಂ ಆ ೕ .
“ಮಕ ಳ ಬಲ ತ ಮ ಕ ೕರ ಂದ ಕ ಯ ತರ ೕಡ ಆದ ಅವರ
ಮನಸ ವ ಲಕ ಅವರ ಇದ ಂದ ಕ ಪ ಬ ಮ ನ ಪ ಯ
ಷ ದ ಯ ಖರ ಯ ಧ ತ . “ ತತ ೕ ೕರವರ ಈ
ಪ ಬ ಕ ತಮ ೕಧ ಪ ಯ ನ ಯ
ಅಳವ ಳ . ಠ ವ ಣವ , ಏ , ಎಂ ಪ ವ,
ಂ ವ, ಮ ವ ಮ ೕ ವ ಯ ತಹ ಣವ ೕಡ . ಈ
ಂದ 2023-24 ನ “ಕ ಬಲವಧ “ ಉಂ ಡ ಗ
’’ಚ ವ ಸ ಕ’’ ಕ ’’ಚ ವ ೕಶ ’’ ವ ೕಡ . ಈ ಸ ಕಗ
ಕ ಫಲಗ ತ ಚ ವ ಆ ತ ದ ಂದ ಂ ನ ನಗಳ ೕಧ
ಪ ಯ ನ ಯ ಅಳವ ಳ ಮಹತ ದ ತವ ವ ತ ಎಂಬ
ಆಶಯ ಂ ಗ ಕ ನ ೕನ ಪ ಯತ ದ ಸ ಪ ೕಗ ಪ ಯ ಎಂ
ೕ .

ೕಮ . . .ಆ. .
ಆ ಕ ,
ಣಇ .

v
                           
                            
                           

ೕ .ಎ .ರ , .ಆ.

“ ಣ ಜಗತ ಬದ ಸ ಬಳಸಬ ದ ಅತ ಂತ ಶ ಅಸ ” ಲ
ರವರ ಅ ಭವದ ಣದ ಮಹತ ವ ಪ ತ ಪ ತ . ಣದ ಬದ ವ
ಉಂ ದಂ ಜನರ ೕವನದ , ಶದ , ಜಗ ನ ಬದ ವ ಭ ತ . ಲ ಲ ಣದ
ಉಂ ವ ಬದ ವ ತಕ ಂ ನಮ ಣ ಪದ ಯ ಬದ ವ ಅತ ವಶ ಕ .
ಈ ನ ಯ 2022-23 ಕ ನ ೕ ಂದ ಉಂ ವ ಕ ಅಂತರವ
ಸ ಪ ಸ 2 ಂದ 9 ತರಗ ಯ ಗ ಂ ನ 2 ವಷ ಗಳ ಪ ಖ ಕ ಫಲಗ
ಂ ವ ವ ಕ ಫಲಗಳ ಮ ಪ ತ ವಷ ದ ಕ ಫಲಗಳ ಅಳವ ೕಧ ಯ
ಳ . ರ ನ ನ ಒತ ೕಡ . ಕ ಫಲ
ಚ ವ ಆ ತ ೕಧ ಂ ಗಳ ಸ -ಕ ಮ ೕ ವ . ಮಕ ಳ
ಉಂ ವ ಸ -ಕ ಮ ೕ ವ ತರ ಅ ಸವ ಂ ವ ಂ ೕಗ 2023-
24 ಕ 1 ಂದ 9 ತರಗ ಯ ಗ ತರಗ , ಷಯ , ಕ ಫಲ
ಚ ವ ಗ ಂದ ವ “ ಚ ವ ಸಕ “ ಕ ಚ ವ ಗಳ
ವ ವ ನ ಕ ಫಲ ಅ ಣ ನಚ ವ ಗಳ ಹ ಳ “ ಕರ
ಚ ವ ೕಶ”ದ ೕಡ .
ಗ ಕ ಫಲಗಳ ದ ಖ ತಪ ದರ ಲಕ ಮ ನ
ಕ ಯ ಣಮಟ ವ , ೕಧ –ಕ ರ ವ ಪಠ ಸ ಕದ ಕ ಫಲಗಳ
ಅಂತಗ ತ ಳ ಪಠ ಸಕ ರಕ ವ ೕ ಕ ಚ ವ ಗಳ ಲಕ
ಕ ಯ ಆಸ ಯಕ , NAS-2021 ರ ನ ತರಗ , ಷಯ ಕ ಫಲಗಳ
ಧ ಯ ಡಪ , ಸ ಗ,
ಗ ಸ ೕ ತ ಕ ಯ ಉ ೕ ದರ ಂತರ ಪ ಮ
ಕ ಪ ಯ ಆಸ ಯಕ ಆ ದ ಯಕ “ ಚ ವ ಸ ಕ“
‘’ ಕರ ಚ ವ ೕಶ ’’ದ
’’ ಖ ಉ ೕಶ .
1 ಂದ 9 ತರಗ ಯ ವ ನ ಸ ಗಳ ಕನ ಡ, ಇಂ ೕ , ಉ , ಮ , ತ ,
ಧ ಮದ ಎ ಗ ಪ ಥಮ , ೕಯ -ಇಂ ೕ , ೕಯ - ಂ , ಗ ತ, ಪ ಸರ
ಅಧ ಯನ/ ನ, ಸ ಜ ನ ಷಯಗಳ ಚ ವ ಸ ಕಗಳ ರ ೕಡ ,
ಗ ಸಕ , ಯರ ಂ ನ , ಕರ ಲಕರ ಸ ಯ ಂ ಚ ವ ಗಳ
ೕಷ ಂದ ’ಕ ಬಲವದ ’ ಳ ಪಯ ಸ .
1 ಂದ 9 ತರಗ ಯವ ಪ ವಷ ಪ ಳ ದಕ ಫಲಗಳ
ಂ ವ ಬ ಪ ಳ ಗಳ ಚ ವ ಸ ಕದ ಅವ ಶ , ಎ
ಗ ಕ ಚ ವ ೕಶದ ನ ಪ ಲಗಳ ಸ ಪ ೕಗ ಪ ಳ ಂ
ಆ ೕ . ಪ ತ ಕ, ಕಲ ತಕ ಲ ಪನದ ಂ ನ ವಷ ದ ಭದ
ಧ ಯ ಕ ಮದ ಸಮಯದ ಈ ಸ ಕಗಳ ಉಪ ೕಗ ಪ ಳಬ . ಣಮಟ ದ
ಣ ನಮ ಮಕ ಗ ಎಂ ೕ .

ೕ. ಎ
.ಎ .ರ , .ಆ.
ಜ ೕಜ ಶಕ
ಸಮಗ ಣಕ ಟಕ,
ಂಗ .

vi
 Note to the Teacher

The Learning Outcomes have to be achieved by the students keeping

away rote memorization. Students have to transact meaningfully in their
daily lives. The Learning Outcomes achieved should help them to lead this
meaningful transaction. This book is mainly prepared to strengthen the
learning outcomes achieved in the students. The Student Activity Book is
designed with a number of activities based on the learning outcomes.
The Teacher Resource Book is a bank of activities for every Learning
Outcome. The teachers are recommeded to go through all the Learning
Outcomes, both in the Textbook and the Teacher Resource Book. After
completing each chapter in the Text Book, the teacher will conduct the
activities of the Student Activity Book by selecting the corresponding
Learning Outcome. Later the teacher can strengthen learning by conducting
the activities that are there in the Teacher Resource Book.
The Teacher will ensure preparation prior to the scheduled transaction.
The teacher is expected to go through every activity, understand the
expected Learning Outcome/process of the activity/capacity of her/his
students and then plan the conduct of the activity. This will ensure effective
learning by the students. Please allow the students to go through the
activity, think and complete which will help in their experiential learning.
Care should be taken while using sharp materials and matches while
conducting the activities.
Many of these activities can be used to develop critical thinking,
creativity, scientific temper, social responsibility and problem solving
skills in students. So, the teachers are suggested to keep the classes
lively and interactive, rather than making the students fill in the answers.
Teachers are free to supplement with their own activities or modify the
given activities, if they feel that they have cater to the level of the students.
Teachers can select any activity or design their own activity to assess the
learning of the student using the assessment indicators already provided.
At the end of each Learning Outcome there is space for Self Assessment
for the student and space for the Teacher's Feed back. Teachers are
recommended to see that the Self Assessment of the students are genuine
and ensure that the Teacher's Feed back is positive. The aim is effective
achivement of Learning Outcomes by students.

vii
 We Are Going to Learn……..!
Sl. Page
No Themes / Learning Outcomes No
Count Numbers (Up to 20)
♦ Recognises, reads, writes number names and numerals up to 99
using place value concept.
1 ♦ Compares and forms the greatest and smallest two-digit 01
numbers (with and without repetition of given digits).
♦ Arranges numbers from a given set of numbers in ascending and
descending order.
Add and Tell
♦ Adds two numbers using place value concept (sum not exceeding
99) and applies them to solve simple daily life problems/ situations.
♦ Comprehends and solves simple word problems.
2 10
♦ Subtracts two numbers up to 99 using place value and applies
them to solve simple daily life problems/ situations.
♦ Identifies appropriate operation (addition or subtraction) to solve
problems in a familiar situation/context.
Curves, Lines and Shapes
♦ Identifies 3D shapes by their names (e.g., cuboid,
cylinder, cone and sphere) and describes their observable
characteristics
♦ Identifies 2D shapes by their names (e.g., square, rectangle,
3 17
triangle and circle) and describes their observable characteristics
♦ Distinguishes between straight and curved lines and draws/
represents straight lines in various orientations
♦ Traces 2D outlines of 3D objects.
♦ Identifies objects by observing their shadows.
What can I use? Hand-Span or a Pencil!
♦ Measures lengths & distances along short & long paths using
uniform (non-standard) units, extends to longer lengths.
♦ Estimates and measures length/ distances and capacities of
4 containers using uniform non-standard units like a rod/pencil, 28
cup/ spoon/ bucket.
♦ Compares weights of given objects using simple balance.
♦ Arranges in order containers as per their volumes based on
perception & verifies by pouring out.
Count numbers (Up to 99)
♦ Recognises, reads, writes number names and numerals up to 99
using place value concept.
5 ♦ Compares and forms the greatest and smallest two-digit numbers 37
(with and without repetition of given digits).
♦ Arranges numbers from a given set of numbers in ascending and
descending order.

viii
 I Can Print Patterns. Can You?
6 ♦ Describes the rule of patterns and applies this on abstract patterns 50
such as number, symbol, and analogic thinking patterns.
Put them together
♦ Adds two numbers using place value concept (sum not
exceeding 99) and applies them to solve simple daily life problems/
situations.
7 ♦ Comprehends and solves simple word problems. 53
♦ Subtracts two numbers up to 99 using place value and applies
them to solve simple daily life problems/ situations.
♦ Identifies appropriate operation (addition or subtraction) to solve
problems in a familiar situation/context.
Tick -Tick…. The Time goes on
8 ♦ Gets a feel for sequence of seasons (varying locally). 66
♦ Measures duration of time using standard units -days, hours
Money
9 71
♦ Adds up notes and coins to form amounts up to Rs. 100
How Many Times...?
10 75
♦ Uses repeated adding to solve simple multiplication problems up to 99.
Equal Grouping
11 ♦ Uses repeated subtraction to find out how many groups for solving 85
division problems.

ix
 1 : Count numbers
Learning Outcome: Recognises, reads, writes number names
and numerals upto 99 using place value concept.

Activity-1 Count the objects and circle the correct

number.

1 2 3
3 4 5
8 9 10
5 6 7
7 8 9
4 2 3
0 1 2
1
 Activity-2 Count the objects and circle the correct
number. One example is done for you.

10 11

12 12

15 15

10 10

12 12

15 15

10 10

12 16

17 15

Activity-3 Count 1 to 20 and write the missing numbers.

7 9
1 3 5

17 19
11 13 15

2
 Activity-4 Make a group of 10 objects and write
the numbers as Tens and Ones. One example is done
for you.

Tens Ones Tens Ones

11

Tens Ones Tens Ones

Activity-5 Read the place value charts and write the

numbers. One example is done for you.

Tens Ones

1 4 14
Tens Ones Tens Ones

1 7 1 8
Tens Ones Tens Ones

1 2 1 5
Tens Ones Tens Ones

1 6 1 3

3
 Activity-6 Read the number names.

One Two Three Four Five

Six Seven Eight Nine Ten

Eleven Twelve Thirteen Fourteen Fifteen

Sixteen Seventeen Eighteen Nineteen Twenty

Write the number names of the following numerals:

6 2

12 5

11 9

13 4

16 19

7 10

5 8

15 17

4
 Activity-7 What comes after? One is done for you.

9 10 11 13

18 16

Activity-8 What comes before? One is done for you.

9 10 11 16

13 20

Activity-9 What comes before and after? One is done

for you.

11 12 13 16 13

15 10 19

5
Learning Outcome: Compares and forms the greatest and
smallest two-digit numbers (with and without repetition of
given digits).

Activity-10 Circle the bigger number. One is done

for you.

11 14 17 7 12 15 18 19

10 8 20 10 9 19 13 18

10 14 12 11 16 6 13 17

Activity-11 Circle the smaller number. One is done

for you.

8 11 18 15 11 19

16 60 17 7 16 13

15 17 14 10 20 12

6
Learning Outcome: Arranges numbers from a given set of
numbers in ascending and descending order.

Activity-12 Arrange the given set of numbers in

ascending order.

Example: 18, 9, 15, 10, 17

9 10 15 17 18

4, 1, 3, 5, 7

8 5
1
6 2
10, 5, 6, 9, 3

20, 18, 19, 11, 17

4 7
3
9 0
10, 12, 15, 13, 18

7
Activity-13 Write the numbers in descending order.
One example is done for you.

5 9
4
11 15

15 11 9 5 4

7 10
15 12
9 18
17 19
11 11

9 17
14 15
8 14
6 12
11 19

8
 Activity-14 Colour the petal with the smallest
number in yellow.

7 11 15
3 10 13 17 20 18

2 6 15 19 19 13

Activity-15 Colour the petal with the greatest

number in pink.

5 8 5
2 16 6 10 11 18

15 12 12 14 20 10

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I can read the numbers from 1 to 99.
2 I can write the numbers from 1 to 99.
3 I can read the number names from 1 to 20.
4 I can recognise the smallest and greatest
number in a set of numbers.
5 I can recognise and write the set of numbers
in ascending and desending orders.

Teacher’s Feedback

Date : Teacher’s Sign

9
 2 : Add and tell
Learning Outcome: Performs addition and subtraction of
2 digit numbers fluently using flexible strategies of
composition and /decomposition.

Activity: 1 Count, add and circle the correct answer.

8
+ = 10
7

+ =
10
12

12

+ =
10
11

+ =
15
11

10
Activity: 2 Add,

Example: 11 + 5 = 16

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

1) 9+4=

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

2) 12 + 3 =

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

3) 10 + 7 =

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

4) 9+8=

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

5) 15 + 3 =

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

11
Activity: 3 Count the pictures and find the sum.

Flowers in one plant.

9

+ 7
Flowers in the other plant.
Flowers in all.

Marbles in the bag.

Marbles outside the bag.
Marbles in all. +

Sana has 9 books.

+
Her mother gave 5 more books.

Books altogether.

Rita has 7 Pens.

Monu has 8 Pens. +

Pens altogether.

12
Activity: 4 Read the problems and solve them. (Your teacher will
help in reading)

Raj had 15 pens. He added 2 more pens. How many pens does Raj

+ =
have now?

Sara had 6 apples. Her friend gave 12 apples. How many apples

+ =
does Sara have in all now?

Jaya has 8 books. She bought 7 more books. How many books does

+ =
Jaya have now?

Jaya has 6 limes and Sara has 8 limes and Maria has 4 limes. How

+ + =
many limes do they have in all?

13
 TAKE AWAY
Learning Outcome: Comprehends and solves simple word
problems.

Activity: 5 Subtract as given in the example.

9–3=6

8–4=

10 – 5 =

14 – 8 =

15 – 7 =

14
Activity: 6 Tick ‘’ for true and ‘’ for false.

14 – 4 = 10 16 – 9 =7

18 – 11 = 6
14 – 6 = 5

20 – 6 = 4 18 – 5 = 8

20 – 10 = 9 16 – 16 = 0
v

16 – 16 = 0 11 - 10 = 0

15
Activity: 7 Subtract:
Read the problems and solve them. (Your teacher will help you
in reading)
Raju’s father had brought 20 fruits. Raju ate 5 fruits. How many
fruits does Raju’s father have now?

– =
Meera had brought 16 drawing sheets. She used 7 sheets for
drawing. Now how many empty sheets does she have?

– =
Salma wants to send greeting cards to her friends. She has 18
friends. She has sent cards to 12 of her friends. How many friends
does she still have to send?

– =
Sundar had prepared 19 kites. He distributed 13 kites among his
friends. How many kites does he have now?

– =
MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I can add and find the sum of given numbers .
2 I can solve the problem sums of addition.
3 I can substract the given numbers
4 I can solve the problem sums of substraction.

Teacher’s Feedback
Date : Teacher’s Sign

16
 3 : Curves, Lines and Shapes
Learning Outcome: Identifies 3D shapes by their names (e.g.,
cuboid, cylinder, cone and sphere) and describes their observ-
able characteristics (e.g., a cube has six faces).

Activity: 1 Monu’s craft work.

Monu is playing Monu has prepared Do it yourself……
with blocks. He is a house using card- 1. Build a
building a house board. house using
using blocks. blocks.
2. Prepare a
house using
cardboard
and show
it to your
friends in the
class.
Activity: 2
Monu has two friends, Rinku and Dinku.

Rinku brought a few things for Monu. He has unpacked his box. Can

you name them? Can you guess the shape of these things?

17
Activity: 3

Monu is helping Dinku to understand the different

shapes. Guide Monu.

1. Draw a triangle around the things that are triangle in shape.

2. Draw a rectangle around the things that are rectangle in shape.

3. Draw a circle around the things that are circle in shape.

4. Draw a square around the things that are square in shape.

18
Activity: 4

Dinku is making pairs of objects that have similar shapes.

Help him to circle them. Can you name the objects and their Shapes?

19
Activity: 5
Monu and Dinku are identifying the properties
of shapes. Help them to identify the corners and
sides by marking them. Circle the corners and
mark the sides. One example is given.
Corner Side
Corner

Side Side

Corner Corner Side

Shape Properties of the shapes

This is a

It has corners.

It has sides.

This is a

It has corners.

It has sides.

This is a

It has corners.

It has sides.

This is a

It has corners.

It has sides.

20
 Learning Outcome: Identifies 2D shapes by their names
(e.g., square, rectangle, triangle and circle) and describes their ob-
servable characteristics (e.g., the pages of a book are rectangular
and have 4 sides, 4 corners).

Activity: 6

Monu wants to find the corners and edges of the objects.

Help him. One example is done for you.

Corner

Face

This is a brick. This is a ball.

This is a hat. Edge
It has ____ corners. It has ___ corner.
It has 1 corner.
It has 1 edge. It has ____ edges. It has ____ edge.
It has 1 face. It has_____ faces. It has_____ face.

This is a can. This is a dice.

This is a candle.
It has ____ corners. It has ____ corners.
It has ____ corners.
It has ____ edges. It has ____ edges.
It has ____ edges.
It has_____ faces. It has_____ faces.
It has_____ faces.

21
Activity: 7

Monu wants to make shapes of different objects. Help

him by pasting match sticks and thread.

Learning Outcome: Distinguishes between straight and curved

lines and draws/ represents straight lines in various orientations
(e.g., vertical, horizontal, slant).

Activity: 8

Monu is folding and unfolding a sheet of paper. Every

time he gets different lines.

Help-Box

Vertical Horizontal Slant

line line line

22
 Now take a sheet of paper and fold it as shown below. Unfold them
and observe the lines made by the folding. Draw a line that you see.

Activity: 9

Rinku and Dinku are playing with a string. Observe the

lines it makes. Match the lines with pictures.

Join dots. What did you get?

Curved lines

Straight lines

23
Activity: 10
Classify the objects as standing, straight, curved and sleeping
lines. Match the pictures with the type of lines they look like.

STANDING SLEEPING SLANTING CURVED

24
Learning Outcome: Traces 2D outlines of 3D objects.

Activity: 11
Rinku and Dinku are drawing shapes by moving a
pencil along the edges of different objects.

Now take the objects given below and draw their shapes by
moving your pencil along their edges.

25
Learning Outcome: Identifies objects by observing their shadows.

Activity: 12
Rinku and Dinku are playing a game. They are identifying
shadows of objects. Circle the correct shadow of each of
object.

26
Activity: 13
Rinku and Dinku are making Rangoli designs using
curved and straight lines.

Now make your own rangoli designs.

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I know the different shapes - triangle, square,
rectangle, circle, cone, cylinder and cuboid.
2 I can recognise the different shapes in the
things around me.
3 I can draw the different shapes on the paper
4 I can recognise the different shapes that are
in one object.
5 I can prepare different shapes by solding the
paper.

Teacher’s Feedback

Date : Teacher’s Sign

27
 4 : What can I use? Hand-Span or a Pencil!
Learning Outcome: Measures lengths & distances along short
& long paths using uniform (non-standard) units, extends to
longer lengths.

Activity: 1

This is Rinku

She measures objects using her hand-span. Do you want to try?

Note: Use your hand-span to measure how long these objects
are. Write the measurement in the given boxes.

My bag is hand-spans. The table is hand-spans.

My book is hand-span. My pencil box is hand-spans

Activity: 2
Rinku measures objects using cubit..
Guess the length of Rinku’s measurement and write your
answers in the given columns.

Estimation of Actual length

S. No Objects length using after measuring
cubit with cubit
1 Width of table
2 Length of Blackboard
3 Length of classroom
4 Your friend’s height

28
 Learning Outcome: Estimates and measures length/ distances
and capacities of containers using uniform non-standard units
like a rod/pencil, cup/ spoon/ bucket.

Activity: 3
Guess the length or height of the objects shown below. Find
the length to check your answer.

Method used
S. No Objects to measure My Guess My result
length

_____ _____
1
Match-Stick Matchsticks Matchsticks

_______ _______
2
Handspans Handspans
Hand Span

_________ _________
3
Fingers Fingers
Fingers

______ ______
4
Handspans Handspans
Hand Span

______ ______
5
Match-Stick Matchsticks Matchsticks

_________ _________
6
Fingers Fingers
Fingers

29
Activity: 4
Guess the distance between two objects or plac-
es which are shown below. Use your foot steps
and find the distance to check your answer.

Places My Guess My Result

The distance from my classroom’s black board

to teacher’s table.

The distance between my house and the

nearest tree from the house.

The distance between one wall of my

classroom to its opposite wall.

The distance between my classroom and the

opposite classroom.

30
Activity: 5
Guess the length or height of the given objects. Use
your pencil to measure them and find the length to
check your answer.

S. No Objects My Guess My Result

1 My skipping rope is _______
pencils long.

2 My classroom window is _____

pencils long.

3 My water bottle is _______

pencils high.

4 My mathematic book is _____

pencils long.

Activity: 6
How much water does each vessel hold. Find out by
measuring.

How many of water do you think can be poured into a

? Estimate-

Now, find out the actual measure. Glasses.

31
How many of water can be poured into a ? Estimate-

. Now, find out the actual measure. Cups.

How many of water can be poured into a ?

Estimate- . Now, find out the actual measure. jugs.

How many of water can be poured into a ?

Estimate- . Now, find out the actual measure.

Spoons.

Learning Outcome: Compares weights of given objects using

simple balance.

Activity: 7

Tick the heavier objects.

Lighter
Heavier

32
Activity: 8
Guess the weight of two objects shown in each box. Put 
near the lighter object.

33
Colour the one which is lighter.

Colour the one which is heavier.

34
Activity: 9

Number the objects as 1, 2, 3, 4 in order of their increasing

weight. One example is given.

2 3 1 4

35
 Learning Outcome: Arranges in order containers as per their
volumes based on perception & verifies by pouring out.

Activity: 10
Draw a vessel which can hold lesser water than the vessel
shown below.

Activity: 11
Number the objects from 1 to 5 according to the quantity of
water they can hold from less to more.

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I can measure the length of the objects using
matchsitcks, handspans and fingers.
2 I can measure the distance using foot steps.
3 I can measure the volume of the water using
tumbler using, jug and bucket.
4 I can guess which object is heavier and which
is lighter.

Teacher’s Feedback
Date : Teacher’s Sign

36
 5 : Count numbers
Learning Outcome: Recognises, reads, writes number names
and numerals upto 99 using place value concept.

Activity: 1
Count the matchsticks that are bundled as tens and ones
and write the numbers they form. Two are done for you.

Tens
Tens Tens Ones Tens Ones
21 44
2 1 4 4

Write and say the numbers aloud

Tens Ones Tens Ones

Tens Ones Tens Ones

Tens Ones Tens Ones

Tens Ones Tens Ones

37
There are 56 blocks- 5 tens and 6 ones.

Tens Ones
5 6
T O

Activity: 2
Count the blocks and match them with the place value
shown in the abacus and the chart.

Tens Ones

TO 4 9

Tens Ones
2 5
TO

Tens Ones
3 4
TO

38
Activity: 3
Count backward from 50 to 1 and complete the number
chart.

50 49 41

40 35

28 21

14

6 1

Activity: 4
Count 51 to 100 aloud and write the missing numbers.

51 52 55 60

61 66 70

72 74 79

83 86

91 100

39
Activity: 5
Write the numbers of the given number-names.

Twenty-one Thirty-one

Twenty-two Thirty-two

Twenty-three Thirty-three

Twenty-four Thirty-four

Twenty-five Thirty-five

Twenty-six Thirty-six

Twenty-seven Thirty-seven

Twenty-eight Thirty-eight

Twenty-nine Thirty-nine

Thirty Forty

Circle the correct answer.

1. The number-name of 32 is:
a) Thirty-three b) Thirty-two c) Thirty-six

2. The number-name of 22:

a) Thirty-two b) Twelve c) Twenty-two

3. The number name of 41:

a) Forty-one b) Forty-two c) Forty-three

40
Activity: 6
Write number-names of the numbers.

51 61

52 62

53 63

54 64

55 65

56 66

57 67

58 68

59 69

60 70

81 91

82 92

83 93

84 94

85 95

86 96

87 97

88 98

89 99

90 100

41
Activity: 7
Kamala Chachi prepares necklaces of beads. She puts ten beads
in a necklace. Pinki and her friends want to help Kamala Chachi
in preparing necklaces. Kamala Chachi has given a few beads to
each one of them. Now help Kamala Chachi count the necklaces
prepared by them. Count and draw the complete necklaces and
the left-over single beads.

Name Number of beads String of tens Single beads

Suma
21

Raju 33

Lilly 56

Salim 60

Bhanu 83

Ashok 44

42
 Before- After

75 76 77

Activity: 8
What comes after?

22 51

36 66

Activity: 9 What comes before?

26 30

89 45

Activity: 10 What comes before and after?

33 65 98

44 56 20

43
Activity: 11
What comes after? What comes before?

31 18

43 87

54 59

77 35

82 78
Activity: 12
What comes before and after?

15 56

28 62

30 74

47 83

44
 Smallest- Greatest
Learning Outcome: Compares and forms the greatest and
smallest two-digit numbers (with and without repetition of
given digits).
Activity: 13
Do as directed.

Circle the smallest number. Circle the greatest number.

1) 30 60 20 50 1) 30 40 50 40

2) 45 43 48 39 2) 45 55 35 65

3) 22 33 44 11 3) 89 88 87 86

4) 67 76 89 98 4) 11 22 99 66

5) 91 19 90 99 5) 91 92 90 99

Activity: 14
Colour the balloon of the smallest number in sky-blue.

95 83 70 90 28 89
67 80 10 60 82 98
78 80 30

45
Activity: 15
Colour the balloon of the greatest number in light green.

95 83 70 90 28 89
67 80 10 60 82 98
78 80 30

Activity: 16
Hi friends! I am a rat. Right now, I am feeling hungry. In
the chart below, join the numbers from 1 to 100 in the
proper order to help me to find food.

12 11 8 7 44 45
13 10 9 6 42 43 46
14 15 16 5 41 40 47
21 20 17 4 1 36 37 38 39 48
22 19 18 3 2 35 58 57 50 49
23 30 31 32 33 34 59 56 51 52
24 29 28 87 86 85 60 55 54 53
25 26 27 88 83 84 61 62 65 66
94 93 90 89 82 81 80 63 64 67
95 92 91 79 78 77 68
96 99 100 74 75 76 69
97 98 73 72 71 70

46
Learning Outcome: Arranges numbers from a given set of
numbers in ascending and descending orders.

Activity: 17
Arrange these numbers in ascending order.

Example:

79, 38, 83, 64, 24 24, 38, 64, 79, 83

45, 26, 28, 34, 54

56, 46, 36, 76, 66

90, 80, 40, 70, 60

89, 43, 54, 45, 85

47
Activity: 18
Arrange these numbers is descending order.

Example:

92, 32, 88, 43, 56 92, 88, 56, 43, 32

28, 54, 43, 65, 71

55, 76, 22, 27, 67

65, 75, 35, 85, 25

82, 48, 86, 80, 78

82, 63, 46, 78, 92

48
Activity: 19
Vimala aunty prepares and sells garlands. She puts
10 flowers in each garland. She hangs the
garlands on sticks. Count the garlands and help her
to know how many flowers are there in each stick.

Garlands Number of Total

garlands flowers

2 10 + 10 = 20

MY PROGRESS
Sl.
Statements
No
I have learnt I am lear
1 I can count numbers in tens and ones
2 I can count objects in tens and ones
3 I can recognise the numbers in ascending and
desending orders from 1 to 100
4 I can write number names from 21 to 100

Teacher’s Feedback

Date : Teacher’s Sign

49
 6 : I Can Print Patterns. Can You?
Learning Outcome: Describes the rule of patterns and applies this
on abstract patterns such as number, symbol, and analogic thinking
patterns. (e.g., using colours in pattern while drawing and painting.
Using symbols or dots of same quantity into different patterns.

Activity-1

This is Pinky. She is colouring the given patterns. Help her to

complete the colouring.

Activity-2

Pinky is playing with blocks. She wants to arrange them in a

pattern. Observe the pattern and help her to complete it by
drawing and colouring them.

_________ _________ _______

50
Activity-3

Pinky visits her grandma. Her grandma is making

designs on her Dupatta. Observe the design and help Pinky to

complete the design by drawing and colouring pictures.

Activity-4
Pinky likes to make different patterns. She has started making
some patterns. Help her to complete them.
A)

B)

C)

D) 20 30 40 60 100

51
E)
5a 10b 15c 20d

F)

AB CD EF GH

G) a b d e g h

Activity-5
I Can make my own pattern………
Note: Make your own patterns by drawing shapes, pictures, numbers
in the given boxes.

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I can recognise the pattern in the gives set of
objects.
2 I know to write a set of pattern.

Teacher’s Feedback

Date : Teacher’s Sign

52
 7 : Put them together
Learning Outcome: Adds two numbers using place value
concept (sum not exceeding 99) and applies them to solve
simple daily life problems/situations.

Activity-1
Count and add.

+ =
+ =

+ = + =

+ = + =

+ =
+ =

53
Activity-2
How many letters does each post box have? Add the numbers
on the post box and find out.

55 30 12
+24 +35 +16

61 81 64
+34 +13 +30

53 42 52
+25 +45 +24

36
+63

54
Activity-3
How many in all?

T O
T O
2 4
3 3
5 7
+ +

T O T O

+ +

T O T O

+ +

55
Activity-4
Add

T O T O T O

3 4 5 6 2 6

+ 2 6 + 2 5 + 3 7

6 0

T O T O T O

4 9 2 8 7 4

+ 2 4 + 3 7 + 1 8

T O T O T O

5 8 7 8 6 3

+ 2 5 + 1 9 + 1 8

56
Learning Outcome: Comprehends and solves simple word problems.

Activity-5
Read the Problems and solve them. (Your teacher will help you in reading)

a) Pinky has 45 red balloons and 28 blue

balloons in her room. How many balloons T O
does Pinky have altogether?

Red

Pinky has ________ balloons. Blue +

Altogether

b) Papa bought 26 apples and 48 bananas.

How many fruits did he buy in all? T O

Apple

Papa bought _________ fruits in all Banana +

In all

c) There are 52 boys and 48 girls in school. How

many children are in school altogether? T O

Boys

There are _______ children altogether Girls +

altogether

57
Activity-6
Read the Problems and solve them. (Your teacher will help you in reading)

Sarala made designs on a floor using stones. She

used 34 big stones and 15 small stones. How Tens Ones
many stones did she use altogether?

Chinna made a garland. He used 46 red roses

and 37 yellow roses to make the garland. How Tens Ones
many roses did he use altogether?

Tanvi and her friends decided to plant sapplings.

Tanvi planted 28 sapplings. Her friend planted Tens Ones
22 sapplings. How many sapplings did they plant
altogether?

Somu was a farmer. He grew tomatoes in his

farm. He put 45 tomatoes in a basket and 27 in Tens Ones
another basket. How many tomatoes were there
in both the baskets put together?

58
 How many are left?
Learning Outcome: Subtracts two numbers upto 99 using
place value and applies them to solve simple daily life prob-
lems/ situations.

Activity-7
Take away:

30
-4
26

50
-6

56
-8

52
-5

64
-7

59
Activity-8
Find the difference.
Example :

14 – 7 = 7

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

Solve these sums

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

18 – 6 =

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

16 – 8 =

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

17 – 9 =

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

13 – 4 =

60
Activity-9
Count and Subtract:

38 46 76
-26 -14 - 34
12

64 57 58
-22 -45 -42

37 88 99
-24 -46 -53

61
Activity-10
Subtract:

57 32 43 65
–27 –18 –15 –37

88 51 92 73
–29 –17 –46 –58

99 55 96 41
–33 –55 –49 –17

72 63 90 36
–46 –58 –33 –29

62
 Learning Outcome: Comprehends and solves simple word problems.

Activity-11
Read the Problems and solve them. (Your teacher will help you in reading)

a) The store house has 58 sacks of rice and

wheat grains. 26 of them are rice sacks. T O
How many are wheat sacks?

Total sacks of grains

Rice –
There are ________ wheat sacks. Wheat

b) Adi has 81 coins. He used 36 coins to buy

books. How many coins are left with him? T O

Total Coins

Spent on books –
Left
Adi is left with __________ coins

c) There are 72 snails in a pit, 26 snails walked

away. How many are left in the pit? T O

Total No. of snails

Walked away –
___________snails left in the pit Left

63
Activity-12
Read the Problems and solve them. (Your teacher will help
you in reading)
A milkman had 98 litres of milk. He sold 65 litres
of milk. Tens Ones

How many litres of milk is left with him?

Riya had 83 balloons in her hand. Tens Ones

42 ballons burst. How many
balloons remained in her hand?

Shalu had 70 rupees in her piggy bank. She

Tens Ones

bought a toy car for Rs. 50.

How much money is left with her?

Tens Ones

Somu had found 78 butterflies in

his backyard. When he clapped his hands, 54
butterflies flew away. How many butterflies
remained in his backyard?

64
 Learning Outcome: Identifies appropriate operation (addition
or subtraction) to solve problems in a familiar situation/
context.
Activity-13 : Read the Problems and solve them. (Your teacher
will help you in reading)
Rina bought 25 red balloons and Rina had 38 balloons. She gave 13
13 blue balloons. How many balloons to her friend. How many
balloons did she have? balloons does Rina have now?
Tens Ones Tens Ones

+ –

There were 35 butterflies in a garden. There were 57 butterflies in a

22 more joined them. How many garden. 22 flew away from the
butterflies are there altogether? garden. Now how many are left?

Tens Ones Tens Ones

+ –

MY PROGRESS
Sl.
Statements
No
I have learnt I am lear
1 I know what is place vlue.
2 I can add numbers using plase value.
3 I can solve problem sums using place value.
4 I can substract numbers using place value.
5 I can solve problem sums using place value.

Teacher’s Feedback

Date : Teacher’s Sign

65
 8 : Tick -Tick…. The Time goes on
Learning Outcome:
1. Gets a feel for sequence of seasons (varying locally).
2. Measures duration of time using standard units - days,
hours (e.g., 7 days a week and 24 hours in a day)

There are four seasons in a year. They are:

Summer Monsoon Winter Spring

Activity-1
Read the questions with help of elders and colour the correct
answer box.

1. What comes after Winter?

Summer Monsoon Winter Spring

2. What comes before Monsoon?

Summer Monsoon Winter Spring

3. What comes after Summer?

Summer Monsoon Winter Spring

4. What comes before Spring?

Summer Monsoon Winter Spring

66
Activity-2
Match the picture with the appropriate time.

Sanika wakes up at- 5 O’clock

Sanika has lunch at- 9 O’clock

Sanika plays at-

6 O’clock

Sanika sleeps at- 1 O’clock

67
Activity-3
Write the time on the clock:

o' clock o' clock o' clock

o' clock o' clock o' clock

Activity-4
Draw the hands of the clock to show the given time:

10 o' clock 8 o' clock 3 o' clock

68
 Days of the Week
Activity-5
There are seven days in a week. Do you know all of them?
Put them in the correct order.

1 Friday

2. Tuesday

3. Wednesday

4. Saturday

5. Monday

6. Sunday

7. Thursday

69
Activity-6
What comes next?

Monday Tuesday

Friday Saturday

Sunday Monday

Wednesday Thursday

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I know about different seasons.
2 I know to read the clock.
3 I know the days of the week.

Teacher’s Feedback

Date : Teacher’s Sign

70
 9 : Money
Learning Outcome : Adds up notes and coins to form amounts
up to Rs. 100.

Activity-1
Identify the note and write their amount in the given boxes.

Rupees Rupees

Rupees Rupees

Rupees Rupees

71
Activity-2
Colour the correct answer box.
1. The new symbol of rupees is____________.

Rs Rupee `

2. What can I buy?
I am Roma. I have a 10 rupee note. What can I buy with the
money? Circle the things I can buy.

Rs. 5 Rs. 2 Rs. 5

I am Salim. I have a 10 rupee note and a 5 rupee coin. What can

I buy with the money? Circle the things I can buy.

Rs. 10 Rs. 12
Rs. 5

If you have 20 rupees what are the things would you like to buy.
Circle them.

Rs. 12
Rs. 5 Rs. 10

Rs. 5 Rs. 2 Rs. 5

72
Activity-3
Observe the materials in a shop.

`5
`5
` 20

`5
` 10 ` 10

This is Vani. She buys a pack

of crayons, an eraser and a
This is Arun. He buys a sharpener from the shop. How
book, a pen and a ruler from the much should Vani pay?
shop. How much should Arun
pay?

Things Cost (Rs) Things Cost (Rs)

Book 20
Pen 5
Ruler 10
Total Amount Total Amount

73
Activity-4
Vegetable shop:

` 20/kg ` 14/kg ` 12/kg

` 13/kg ` 10/kg ` 20/kg

1. Somu bought 1 kg carrot, 1 kg tomato, and 1 kg onion. How

much did he pay?

2. Veda bought 1 kg brinjal, 1 kg cucumber and 1 kg Potato. How

much did she pay?

MY PROGRESS
Sl.
Statements
No
I have learnt I am lear
1 I can recognise the value of the currency coins
and notes.
2 I know the symbol of Rupee.
3 I can guess the value of objects.
4 I can add the prices of objects.

Teacher’s Feedback
Date : Teacher’s Sign

74
 Theme-10 : How Many Times…….?
Learning Outcome: Uses repeated adding to solve simple mul-
tiplication problems up to 99.

Activity-1

This is Sonu. Sonu goes to a garden. There are 5 mango trees.

Each mango tree has 2 mangoes. Sonu wants to count them.
Help him to count.

There are 5 mango trees. There are 2 mangoes on each tree.

Their total is 2 + 2 + 2 + 2 + 2 = 10
It means adding 2, five times.

1 tree
- 2

2 trees - 2 + 2 = 4

3 trees -
2 + 2 + 2 =6

4 trees -
2 + 2 + 2 + 2=8

5 trees -
2 + 2 + 2 + 2 + 2 = 10

Adding a number again and again is called repeated addition.

Multiplication is repeated addition.

75
Activity-2

Sonu wants to do repeated addition. Let’s do repeated addition

with him. Colour and count.

76
Activity-3

Sonu’s uncle has an electrical shop. There are many fans in

his uncle’s shop. Sonu wants to count the wings of fans.
Let’s help him count repeatedly.
Look at the pictures of fans. Count the wings. Say how many are
there?

1 fan has 3 wings. 2 fans have = 3 + 3 = 6 wings.

1×3=3 2×3=6

3 fans have = 3 + 3 + 3 = 9 wings.

3×3=9

4 fans have =
+ + + = wings.

× =

5 fans have =
Multiplication:
+ + + + = 1×3=3
wings.
2×3=6
× = 3×3=9
4×3=
5×3=

77
Activity-4

Sonu wants to do repeated addition. Let’s help him.

One example is done for you.

3+3+3=9
+ + =
3×3=9
_____ × _____ = _______

+ + + =
+ =
_____ × _____ = _______
_____ × _____ = _______

+ =
+ + + =
_____ × _____ = _______
_____ × _____ = _______

78
Activity-5

Sonu and his friends played the star game.

Observe the given table and find how many stars did each
get?

Names Stars Number of stars

Sonu
2×2=4

Rani 5×2=

Siri

Pinky

Salma

John

Who is the winner?

79
Complete the Multiplication Tables
0 × 0 = 0 0 × 3 = 0 0 × 4 = 0
1 × 1 = 1
2 × 1 = 2
3 × 1 = 3
4 × 1 = 4
5 × 1 = 5 5 × 3 = 15
6 × 1 = 6
7 × 1 = 7
8 × 1 = 8 8 × 4 = 32
9 × 1 = 9
10 × 1 = 10 10 × 3 = 10 × 4 =

0 × 5 = 0 0 × 6 = 0 0 × 7 = 0

3 × 5 = 15
4 × 7 = 28

9 × 6 = 54
10 × 5 = 10 × 7 =

0 × 8 = 0 0 × 9 = 0 0 × 10 = 0
1 × 10 = 10
2 × 10 = 20
3 × 10 = 30
4 × 10 = 40
5 × 10 = 50
6 × 10 = 60
7 × 8 = 56 7 × 10 = 70
8 × 10 = 80
9 × 10 = 90
10 × 9 = 90 10 × 10 = 100

80
Activity-7

Sonu jumps and counts numbers. Jump as directed and fill

the gaps.

Count in 1s as you jump.

1 2 5 7

Count in 2s as you jump.

2 4 10 16

Count in 3s as you jump.

3 6 18 27

Count in 5s as you jump.

5 10 25 35 45

Count in 4s as you jump.

4 12 32

81
Activity-8

Sonu’s father gave him some problems of multiplication. Help

him to complete.

4×2
6×4
24
3×9
5×8
3×6
2×8
2×3
4×9
0×3

7×4 9 × 10
6×6
3×2

2 × 10
4 × 10

3 × 10

82
Activity-9

Solve these sums.

3×4 8×2 5×5 6×7

4×6 0×4 5×9 6×6

Activity-10

Multiply the numbers in the first chart by 4 and those in the

second chart by 5 and write the products in the blank boxes.

10 1 2 10 1 2
9 3 9 3
×4 ×5
8 4 8 4
7 7
6 5 6 5

83
Activity-11

Complete the Multiplication Grid by writing the correct

number in each blank box.

× 1 2 3 4 5 6 7 8 9 10

1 1

2 4

3 9 30

4 16

5 25

6 36 60

7 49

8 64

9 81

10 30 60 100

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I know how to multiply numbers.
2 I know the multiplication tables from 1 to 10

Teacher’s Feedback

Date : Teacher’s Sign

84
 11 : Equal Grouping
Learning Outcome: Uses repeated subtraction to find out how
many groups for solving division problems.

Division As Equal Grouping.

Let us distribute 6 Laddus between 2 friends.

3 laddus 3 laddus

Each friend gets 3 laddus.

Here we divide 6 laddus into equal parts.
We write as: 6 ÷ 2 =3
‘÷’ is the symbol of division.
Activity-1
Make equal groups by drawing boxes and solve the sums:
6 kites
Group of 3 each

6÷3=2
2 groups

10 dolls
Group of 2 each
10 ÷ 2 =
groups
12 flowers
Group of 4 each
12 ÷ 4 =
groups

85
Activity-2
Fill in the blanks. One example is done for you.

1. Divide 9 biscuits among 3 2. Divide 15 crayons among 5

kittens equally. children equally.
9 – 3 = 6 1 time – = 1 time

6 – 3 = 3 2 times – = 2 times

– 3 times – 3 times
3 3 = 0 =
9 ÷ 3 = 3 ÷ =
Therefore, each kitten gets 3 Therefore, each child gets
biscuits. crayons.

3. Divide 16 bananas among 4 4. Divide 25 ribbons among 5

monkeys. girls.
– = 1 time – = 1 time

– = 2 times – = 2 times

– = 3 times – = 3 times

– = 4 times – = 4 times

– 5 times
÷ = =
Therefore, each monkey gets ÷
bananas.
=
Therefore, each girl gets
ribbons.

86
Activity-3
Repeated subtraction on the number line:

Example: 12 ÷ 4.
3 time 2 time 1 time

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

So, 12 ÷ 4 = 3

a) 8 ÷2.
0 1 2 3 4 5 6 7 8 9

So,

b) 15 ÷ 3.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

So,

MY PROGRESS

Sl.
Statements
No
I have learnt I am lear
1 I can make groups of numbers by division.
2 I can make groups of objects by division.

Teacher’s Feedback

Date : Teacher’s Sign

87