MATHEMATICS

CLASS - 2

2021-22

State Council of Educational Research & Training Chhattisgarh, Raipur

For Free Distribution

 © S.C.E.R.T. C. G., Raipur
Publication Year - 2021

Guidance :
Rohit Dhankar (Digantar, Jaipur)
Hridaykant Dewan (Vidya Bhawan, Udaipur)

Convener
Dr. Vidyawati Chandrakar

Editing:
R. K. Sengar, Dr. Sudhir Shrivastava
Writing:
R. K. Sengar, Sudhir Shrivastava, Manoj Majumdar, Madhu Gupta,
Sushil Jain, Neelesh Verma, Shankar Singh Rathore, Sachchidanand Patnayak,
Prem Prakash Shukla, Sanjay Dewangan, Dekeshwar Verma, Sadhuram Yadav, Dilip Tanwar,
Sanjay Bolya, Govind Singh, Rajani Dwivedi, Meena Kalra, Shagufta Anjum, Jyoti
Translation:
Jayshree Venkateshan
Layout, Designing
Anita Verma, Rajesh Sen, Moh. Ikram, Kisun Chandrakar
Cover page
Rekhraj Chouragadey

Published by
Chhattisgarh Text Book Corporation, Raipur (C.G.)
Printed by
 PREFACE
After the formation of the new state Chhattisgarh, it became
necessary that concerns of education should be determined again and
curriculum, syllabus and textbooks should be developed in new
perspective as per the needs of the state. Keeping the needs of the state
in view, development of new textbooks started in the state in the session
2003-04 as per the new planning. In the beginning, newly developed
textbooks were tried out in selected schools of 4 districts. On the basis
of the feedback received from children, teachers and educationists;
textbooks were corrected. In the session 2006-07, textbooks of classes
I, II, and VI were mainstreamed at the state level. Then, the target was to
translate these books for the students of English medium schools.
In the textbooks all the concepts have started with some
reference to what the children already know so that they can use it while
learning the concept and they start adding something new to their
experiences, use them in new situations and slowly start learning.
This process of learning is the basis of this book. We expect
that the child’s language / mother-tongue is used in the classroom so
that he can put together the concepts with the structure of the language.
While preparing this book, we got support and guidance from
teachers, teacher-educators and other people who are closely associated
with education. No creation is best or final. Continuous refinement is
necessary for making it better. So kindly send your valuable suggestions
to improve this book further.

Director
S. C.E. R. T.
Chhattisgarh, Raipur
 SUGGESTIONS FOR TEACHERS AND PARENTS

There have been continuous efforts to make teaching-learning processes interesting and effective.
There have been efforts to understand the objects of having different disciplines in the school syllabus and
to understand and explain nature of each subject. Yet in teachers and children a reflection on clarity and
good understanding does seem to be evident. This is particularly true about mathematics.

If you were to pose the question, “What is mathematics?”, the answers would range from counting
objects, displaying numbers, doing number operations, lines, making shapes and so on. A few answers
might differ from the ones cited above, but these would be largely the things mentioned.

Before we go ahead, let us try and understand what all happens when we are attempting to solve
a problem in mathematics. For example, “A bus travels a distance of 35 kilometers in 1 hour. How far will
it travel in 6 hours?”

Here, time is an abstract concept. We have defined an interval as the unit of this abstract concept
and expressed large time intervals in terms of these units. Similarly, for distance, we have defined a unit,
which then helps us quantify it.

In the next step we explore the relationship between these two units of time and distance. We have
stated, “ The bus travels a distance of 35 kilometres in 1 hour”. This defines a relationship, which we
translate in term of an operation-for instance, either addition or multiplication.

Let us consider another example. A kilogram of rice costs Rs. 16. How much will 54 kilograms of
rice cost?

In this example, we have again defined a unit for quantity of rice, and expressed the total quantity
in terms of the unit. The same can be observed while solving problems related to area, etc. It is clear from
these examples that mathematics is not just limited to counting or operations on numbers. In the same way,
mathematics of shapes and lines is about exploring and establishing the relationships between them. Further,
while we include the concept of measurement for use, the sorting, classification searching for and establishing
their properties, constitute important facets of mathematics.

When a child begins learning mathematics, in order to express abstract ideas understand operations
as well as simple problems faced in daily life, it becomes necessary to use concrete (real physical) objects.
However, this dependence on real objects progressively decreases as mathematical skills develop.

Children then begin to build arguments. Their ability to deal with abstractions increases. They
begin to abstract arguments from their daily life, and translate abstractions into reality. They also begin to
seek solutions to problems of their own accord using various methods. This whole process helps children
understand how and where available information can be used to solve problems.
 Therefore, it is imperative that in the teaching of mathematics children be allowed to have maximum
opportunity to think and work independently. This will only happen if children are not provided with ready-
made solutions, and are instead encouraged to think on their own, with guidance towards the right direction.
This might seem strange in the beginning, but it is difficult to teach mathematics without developing the
ability to think independently and take decisions on the basis of this thought. The development of this ability
will make the children self-confident and reduce the fear of mathematics that is widely prevalent.

The class 1 textbook has been developed keeping in mind that it could be used by teachers as a
guide and for self-learning by children. We have also tried to provide many opportunities for students
following this textbook to think and act independently.

Beginning mathematics using concrete objects and games generates interest amongst the children.
Therefore, we have also begun the book with games. The first section develops the ability to focus and
concentrate, develop, eye-hand coordination, learn to sort and classify objects, and make pairs. These are
through games and would help develop the abilities for sorting, classification, understanding one to one
correspondence and comparing quantities.

It is expected that children will be given sufficient time to use as concrete objects while working on
the materials given in the book. We have given some examples of the concrete objects that can be used for
this purpose but you have to think of some more. Some suggestions can also be seen from the teachers’
guide which is being published separately. The purpose of having children engaged with activities with
concrete objects and for creation of supplementary materials for games is to ensure that they work with
concrete objects while learning new concepts. They should work on their own, understand operations and
slowly move towards greater abstractions. In this period they should be given opportunities to use language
in the context of these concepts and operations. These occasions should be both in small groups and in
common situations along with teachers so that they can build their self confidence. If there is an opportunity
in each chapter to do this then many difficulties that arise in learning Mathematics would be destroyed from
the root. Children would develop different attitudes towards mathematics there is a need to pose for a
while and think about this point.

Children love stories. One sees children completely engrossed in a story being told to them, especially,
if it being related well. In order to understand mathematics because of its abstraction it is useful to have it
embedded in stories or contexts, understanding and enjoying stories is a prerequisite. Keeping this in mind,
some characters have been created in the textbook. Children can be encouraged to name these characters
imaginatively and a short story could be woven around them at the beginning of the lesson. Problems can
be posed through play, activities with concrete objects and stories, which would help children form their
own base for understanding mathematics better.

No lesson or activity is complete in itself. The materials in the text are just indicative. According to
the needs of your classroom and the interest of the children, develop and use new materials, new interesting
activities and new games. We have given some suggestions for this purpose. Wherever extra things can be
thought of symbols at the bottom of the page show what is possible according to use. The key to the
symbols is given at the beginning of the book. Children could be encouraged to interpret the symbols and
complete the activities on their own.

To summarise:-

 Children must be given the opportunity to flip through their books, look at the pictures given and
attempt to read in an independent manner

 Every page of the textbook contains interesting activities and practice exercises. Make more such
tasks, ask children to develop them and also to solve them.

 Children must be given sufficient time to understand and learn a new concept. Children develop
new techniques to understand concepts, and must be encouraged in these endeavors.

 The objective of solving problems is to understand the underlying mathematical concept. Solving a
select set of questions or rote learning of select solutions is not the correct way to teach mathematics.
Children must, therefore, be encouraged to solve problems as well as develop new problems.

 Mistakes are a natural process of learning while learning a concept or in solving problems. Children
must not be discouraged on mistakes. Instead, they should be encouraged to develop new methods
and ways to solve problems.

 Children learn from their peers, and therefore, must be encouraged to indulge in conversations and
group work, and then to present the work that was done in the group.

 If children have difficulty in solving a problem guidance can be provided in the form of pointed
questions that help students think along a certain direction.

 The materials mentioned in the book are indicative. Please develop and use new materials, innovative
games, exercises, and activities depending on the needs, interest and background of the children.
The use of symbols in the book indicates the areas where this is possible. Children should be
encouraged to understand the symbols independently and work according to the instructions given.

This book is an attempt to dialogue with the teachers/parents and children. All suggestions to improve
the book are invaluable and you must please send these to the SCERT.

Director
State Council of Educational Research and Training
Raipur (Chattisgarh)
 CONTENTS

S.No. Lesson Page No.

1. Revision 1-14

2. Numbers 15-35

3. Addition 36-53

4. Subtraction 54-72

5. Multiplication 73-87

6. Division 88-92

7. Length 93-97

8. Weight 98-101

9. Capacity 102-104

10. Time 105-106

11. Shapes 107-112

12. Money 113-115

13. Understanding Data 116-117

Devanagari Numerals 118-161

 IDENTIFY AND UNDERSTAND THESE

Do activities with concrete objects.

Do more exercises of this type.

Practice using cards.

Work in groups/discuss in groups/ form

question and give to each other

Use dice for activity

Create new questions

The symbols provided above will be seen spread across the book. Perform
the activities according to the suggestion that each symbol stands for. Group
discussions and making questions have been put together to imply that each
member should create questions. These questions could be then posed to the
other members of the group. Alternatively, questions could be created by
members of a group and posed for the other groups.
 Lesson 1 REVISION

Arrange pebbles on the dots, count and write.

7
2 Maths-2
Place one pebble on each petal of the flowers.
Tick ‘’ the flower with the largest number of petals.
Cross ‘X’ the flower with the smallest number of petals.
Revision 3
The back of each turtle has dots drawn on it.
Put a pebble on each of these dots.

Û Draw a line joining turtles with the same number of pebbles.

Û Colour the two turtles with the largest number of pebbles, red.
Û Colour the turtle with the least number of pebbles, green.
Û Colour the remaining turtles blue.
Û How many dots on the back of a red-coloured turtle?
Û How many dots on the back of a green-coloured turtle?
Û How many more dots on the back of the red turtle than
the green turtle?
4 Maths-2
Make bundles of 10 matchsticks each. Pictures of bundles
and matchsticks are given below.
Place bundles and matchsticks on each picture and match
their count with the correct number.

35
53

42
24

30
03

23
32

14
41

Make the numbers remaining with bundles and sticks and show
them to your teacher.
Revision 5
Fill the missing numbers in path.

46

35
39

26

14 18 22

10 7
3
1

Now answer the following:

1. Parrot is in which box?
2. Mouse is in which box?
3. Which are the numbers that the squirrel will pass through to reach
the parrot?
4. Who is closer to number 36,the rabbit or the monkey?
5. Which number between the elephant and the monkey has identical
digits?
6 Maths-2
In the pictures given below write the missing numbers
in serial order.

33
40

22 16 41
23 17 42
24 43

77 35
78 36 59
79 37 60

Make more pictures of this kind and ask your friends to write the
missing numbers.
Revision 7

Join the dots serially. What picture is formed?

1 2
21
3
20
19
4
18

6 7
17 5 8
9

16 10
11

15
14 12
13

5 6
7
4
3 8
2 1

Do more such tasks to serially join numbers and make pictures.

8 Maths-2

Circle the alternate numbers.

1 2 3 4 5 6 7 8 9 10

Write the circled numbers in the boxes below.

Circle every third number.

1 2 3 4 5 6 7 8 9 10

Write the circled number in the boxes below.

Continue the number sequence.

1 3 5

2 4 6

3 6 9

5 10 15
Revision 9
Write in ascending order.

39 37 38

10 12 9

23 29 15

Write in descending order.

10 6 15

37 16 31

40 10 30

25 16 31
10 Maths-2

Number Pattern
Look at the patterns. FIll in the blank with proper
number following the pattern.

Look carefully and fill in the next boxes.

20 30 40

3 6 9

30 29 28

1 5 9
Revision 11
Take a few matchsticks. Put as many sticks in the box
as the number on it. Add and write the answer.

plus equals to
3 $ 2 ¾ 5

plus equals to
2 $ 1 ¾

plus equals to
4 $ 3 ¾

plus equals to
5 $ 4 ¾

plus equals to
4 $ 2 ¾

plus equals to
5 $ 1 ¾

plus equals to
7 $ 2 ¾
Take number cards from your teacher. Take two cards. Pick as many
matchsticks as the number mentioned on each card. Add together.
12 Maths-2
Take as many seeds as the number of dots in the pictures.
Remove as many seeds as the number of dots crossed
out. Write the remaining number of seeds in the space
given.

9&3¾ 6 8&2¾

7& ¾ 6& ¾

& ¾ & ¾

& ¾ & ¾

& ¾ & ¾

Play this game with your friends.

Revision 13
Add

4+3= 5+1=

3+5= 8+2=

5 4 6 4 6
 5  2  2  3  4

5 8 2
 1  1  2

Subtract

9&6 = 8&4 =
4&1 = 7&4 =

9 7 4 3 9 3
 3  2  2  1  4  1

Make more such questions and solve them.

14 Maths-2
Read the questions and write your answers in the box.
1. Ramu had 7 flowers.
He got 2 more flowers.
How many flowers does he have now?

2. Kamla had Rs. 5 .

Her mother gave her Rs. 3 more.
How much money does she have now?

3. Rajni’s garden has 8 rose and 11 marigold plants.

How many plants are there in all?

4. You had 10 pencils.

You gave 4 pencils to your brother.
How many pencils are left with you?

5. Our teacher had 10 books.

She distributed 5 books to the children.
How many books are left with her?

6. Mohan bought 15 balloons.

5 of them burst.
How many balloons are left?


 Lesson 2 NUMBERS

1. Who is where?

First Second Third

Fifth Fourth

Look at the pictures above, and answer the following.

1. Who is in the first place?
2. Who is in the third place?
3. What position is the lion in?
4. What position is the camel in?

Make groups of five. Make a queue in such a way that the

smallest child is infront and the child next in height just behind her
and so on.
16 Maths-2
Who is where?

Rakesh Meena Sanjay Ravi Geeta

1. Who is at the first place?
2. Who is second?
3. Which child is fifth in order?
Do the task with other objects as well. The task can be done
with the class divided into groups also.
Train carriages.

The carriage just after the engine is the first carriage.

Place a () on the third carriage.
Place a (X) on the eighth carriage.
Place a (O) on the fifth carriage.
Place a ( ) on the seventh carriage.
Numbers 17
Tara’s neighbours
Ramesh
Irfan
Sabeena
Tara

Ram

1 year 4 year 3 year 10 year 15 year

Arrange Tara’s neighbours in increasing order of ages,

start with the youngest and go on to the oldest at the end.
Name Age
First
Second
Third
Fourth
Fifth

Look at the table and answer the following-

1. Where is the oldest child placed?
2. Where is Irfan standing?
3. Who is at the fourth position?
Find out the names and ages of children around you. Write down
their names in ascending or descending order of age.
18 Maths-2
Who is first?

Follow the arrows and name the animals that meet

Gudiya on the way. Fill their names in order in the table
below.

First Second Third Fourth Fifth

Think of more such pictures and arrange them in order to do the

same exercise.
Numbers 19

Even and odd numbers

Take as many pebbles as the numbers
written in the circles below. Now make
pairs of pebbles. How many such pairs did
you make? And how many pebbles are
left? Write your answer as shown in the
example.
pairs Pebbles left
5 2 1
8

13

14

10

Write down the numbers where one pebble got left behind.

These are odd numbers .

Now write those numbers that did not leave any pebbles behind
when grouped into pairs.

These are even numbers .

You can take more numbers and identify odd and even numbers.
20 Maths-2
Were pebbles left behind?
Take as many pebbles as the number.
Make pairs of the pebbles.
Circle those numbers that do not leave behind a pebble when
pairs are formed.
8 =
8 9 15 14 7
3 10 18 13 20
28 21 12 17 5
30 35 22 19 32

Now list the numbers that you have circled in the places given
below- (even numbers)

List the numbers NOT circled in the spaces given below (odd
numbers)

Give your friends new numbers and ask them to identify even
and odd numbers.
Numbers 21
Read, think and do.
Which of the following numbers leave no remainder when distrib-
uted in groups of two?

Circle the numbers which display this.

2 4
8 10
46 7
19 3 28
15
35 24

For e.g.: Number 4 can be shown as two groups of two, leaving

no remainder.
Which numbers cannot be represented completely in
the form of pairs? Put a box around these numbers.
47
35 8 39
13
16 10 43
15 32
Write the even numbers in increasing order

2 4 6

24 26 28
22 Maths-2
Write odd numbers in increasing order

1 3 5

35 37 39
Identify the even numbers.
Circle ( ) the even numbers from 1 to 50 in the table below..
1 11 21 31 41
2 12 22 32 42
3 13 23 33 43
4 14 24 34 44
5 15 25 35 45
6 16 26 36 46
7 17 27 37 47
8 18 28 38 48
9 19 29 39 49
10 20 30 40 50

Bundles and matchsticks

Take matchsticks from your teacher. Take as many as the
number indicated in the box.

11 14 12
Numbers 23
Now make bundles of 10 with these matchsticks. How many
matchsticks are left?

11 14 12
How many bundles were made? And how many matchsticks
are left behind?
Take as many matchsticks as the number given below. Make
bundles of Ten. tell how many bundles were made and how many
matchsticks are left?

No. of bundles Remaining matchsticks

15
19
21
26
Take some more numbers, make bundles and count the remaining match-
sticks. You could use beads, seeds etc instead of matchsticks.
How many necklaces?
Take few beads from your teacher. String 10 beads together to
make a necklace. How many necklaces are made?
BEADS NECKLACES NO. OF NECKLACES

1
10

20
24 Maths-2
30

40

50

60

70

80

90

100
Do the same exercise with other numbers.
Moving forward.

+ Ten and one 10 + 1 = 11

+ Ten and two 10 + 2 =

+ Ten and four 10 + 4 =

+ Ten and six 10 + 6 =

Numbers 25

+ Ten and three + =

+ Ten and seven + =

+ Ten and nine + =

+ Ten and ten + =

Do this exercise with numbers from 20 to 50.

Some more exercises.

30 + 1 = 31

40 + 3 =

50 + =

+ =
26 Maths-2

+ =

+ =

Solve these.
See the bunches of grapes below and write the total number of
grapes.

Thus by counting bunches of ten grapes each we can find out

that:

5 bunches = 10 + 10 + 10 + 10 + 10 = 50
3 bunches = + + =
Numbers 27

2 bunches = + =
4 bunches = + + + =
Beads and necklaces

Let us practice some more:

23 = 20 + 3

34 = +

45 = +

56 = +

You have seen that for number 23, we get 2 necklaces of 10

beads each and 3 beads left behind, which can be written as :
23 = 2 necklaces + 3 beads = 2 tens + 3 ones
34 = 3 necklaces + 4 beads = 3 tens + 4 ones
45 = 4 necklaces + 5 beads = + 5 ones
56 = 5 necklaces + 6 beads = +
The bundle or necklace of 10 beads can be considered to be
tens, while the beads can be considered as ones.
10 ones make one tens.
28 Maths-2
Tens and ones

We have learnt that

34 = 3 ten s + 4 ones
15 = 1 ten + 5 ones
52 = 5 tens + 2 ones

Identify the tens and ones in the numbers given below.

Number Tens Ones

21 2 1
42 4 2
15 1
31
12 1 2
15 1 5
23
45
67
82
94
Play a game of identifying the tens and ones in numbers from
1 to 99
Numbers 29
What is the number?
Write the number.
1 ten and 4 ones = 14
4 tens and 3 ones =

2 tens and 6 ones =

Now write the number in the apples given below.

3 tens and 2 ones 5 tens and 5 ones

32

7 tens and 1 ones 4 tens and 8 ones

9 tens and 8 ones 8 tens and 4 ones

Make more numbers in this manner with your classmates.

30 Maths-2
Match the following.

3 tens and 2 ones 59

9 tens and 3 ones 83

7 tens and 8 ones 35

5 tens and 9 ones 93

8 tens and 3 ones 78

1 ten and 6 ones 68

4 tens and 7 ones 99

2 tens and 5 ones 16

6 tens and 8 ones 47

3 tens and 5 ones 25

9 tens and 9 ones 32

Numbers 31
How many tens and ones?
1 ten + 2 ones
12 = 10 ones + 2 ones
10 + 2

2 tens + 3 ones
23 = 20 ones + 3 ones
20 + 3
tens + ones
35 = ones + ones
+
Do as above without drawing pictures
tens + ones
42 = ones + ones
+
tens + ones
56 = ones + ones
+
tens + ones
83 = ones + ones
+
Look at the example and complete the following exercises
Write down the place value of the following numbers:
Place value of 5 at ones place is 5
15
Place value of 1 at tens place is 10
32 Maths-2

Place value of 7 at ones place is 7

27
Place value of 2 at tens place is 10
Place value of 5 at ones place is 5
36
Place value of 1 at tens place is 10
Place value of at tens place is 5
49 Place value of at once place is 10

Place value of 5 at ones place is 5

50 Place value of 1 at tens place is 10

Place value of at tens place is 5

84 Place value of at once place is 10

Similarly play this game with other numbers as well.

Tens and ones
Look at the example and solve the other sums.
28 35

2 tens 8 ones 3 tens 5 ones

20 8

46 57
Numbers 33

96 82

Play this game with other numbers as well.

Make biggest and smallest number using the two numbers given.
Let's make a few numbers
1. If two numbers 5 and 2 are given the numbers which can be
formed using them will be 52 and 25.
2. Numbers formed by 3 and 7 will be 37 and 73
Now take number cards from 1 to 9. Pick up any two cards
from them. Arrange them in different ways in such a way that different
numbers are formed.
Similarly keep on picking up 2-2 cards and tell the numbers that
you get each time to your friends.
Learn by doing
Make numbers by using given digits.
(1) 7, 2, ---------------, ---------------
(2) 5, 8, ---------------, ---------------
(3) 3, 3, ---------------, ---------------
(4) 6, 4, ---------------, ---------------
(5) 7, 8, ---------------, ---------------
(6) 9, 9, ---------------, ---------------
34 Maths-2

Take two sets of cards of numbers 1-9. Pick up any two cards
from this set and write the numbers made with these digits.
Now tell greater and smaller two digit number.

Make groups.

Make groups of two.

How many flowers ?
How many groups ?
Remaining flowers ?
Make groups of three.
How many flowers ?
How many groups ?
Remaining flowers ?

Make groups of four.

How many flowers ?
How many groups ?
Remaining flowers ?

Make groups of five.

How many flowers ?
How many groups ?
Remaining flowers ?
Numbers 35
Make groups of ten.

How many flowers ?

How many groups ?
Remaining flowers ?

Make such new groups.

Write in words.

Number Words Number Words

1 One 11 Eleven
2 Two 12 Twelve
3 Three 13 Thirteen
4 Four 14 Fourteen
5 Five 15 Fifteen
6 Six 16 Sixteen
7 Seven 17 Seventeen
8 Eight 18 Eighteen
9 Nine 19 Nineteen
10 Ten 20 Twenty

Write the following numbers in words.

1 15 2
5 18 4
8 20 13
10 9 17
12 6 14


 Lesson 3 ADDITION

and add to

4 + 3 = 7

4 and 3 add to 7

5 + 4 =

5 and 4 add to 9

+ =

3 and 2 add to 5
37 Addition

+ =

---------------- and ---------------- add to ----------------

+ =

---------------- and ---------------- add to ----------------

Now Add these

3+2 = 6+2 = 8+1 =
2+3 = 2+6 = 1+8 =
5+2 = 4+4 = 7+2 =
2+5 = 5+3 = 2+7 =
4+3 = 7+1 = 5+4 =
3+4 = 3+5 = 4+5 =
Maths- 2 38

Read and understand.

Read and .
understand.

Sonu and Monu were playing with a pair of dice. They climbed as many
steps on the ladder as the number shown on the dice. Sonu got 3 and 2, so he
climbed 3 and then 2 steps. Monu got 5 and 1. Both began fighting Sonu said, “
We both are equal—one of your dice has a large number and one of my dice has a
larger number.” Monu said, “But, the sum of numbers on my dice is more than
yours”. He coloured the blocks. Monu coloured 5 blocks and then 1, and said to
Sonu, “ You would have only 5 coloured blocks, while I have 6”. Play this game
with your friends,colour the boxes and find out who gets highest total?

You can make more such boxes in your notebook and play the same.
 39 Addition
How many did each pick?

Make a group with four of your friends. Collect some pebbles from
out side. Each child should pick up pebbles from the heap of pebbles
with her eyes shut. Now count the number of pebbles each one has
picked up.
How many pebbles did the first child pick? =
How many pebbles did the second child pick? =
How many pebbles did the third child pick? =
How many pebbles did the fourth child pick? =
How many pebbles do the first and second child have altogether?
+ =
How many pebbles do the third and fourth child have in all?
+ =
How many pebbles do all four children have with them?
+ =

Put the pebbles back in the pile. Again pick pebbles from the
pile. count and fill the new table.
Maths- 2 40

How many with each person?

Divide the children in groups of 4. Count and write the number

of notebooks and textbooks you have. The number of textbooks and
notebooks belongs to a child is given below. Similarly write down the
number of textbooks and notebooks you have.

Name Notebooks Textbooks

Rakesh 7 9
Your Name
First Friend
Second Friend
Third Friend

How many notebooks and textbooks do you have in all? =

How many notebooks and textbooks does ________have? =
How many notebooks and textbooks does ________have? =
How many notebooks and textbooks does ________have? =

How many notebooks are there in the group in all? =

How many textbooks are there in the group in all? =
How many textbooks and notebooks are there in your
group in all? =

Do the same with other things as well.

 41 Addition
How do we solve this?

1. You have 4 flowers. Rashmi gives you 2 more flowers. How

many flowers do you have in all?
2. Rani had 12 garlands. Raja gave her 7 more garlands. How many
garlands does Rani have altogether?

3. A vase has 6 red flowers and 5 yellow flowers. How many flowers
are there in the vase?
4. Anita is wearing 8 bangles on one hand and 6 on the other hand.
How many bangles is Anita wearing in all?
5. Class two has 8 old mats, and 5 new mats. How many mats are
there in the class altogether?
6. Sumit had Rs. 4 and Saurabh had Rs. 6. Each of them got another
Rs. 3. How much money does each have now?
7. Meena had 5 toys and Surbhi had 3 toys. Each of them received
2 more toys. How many toys do the two have now?
Maths- 2 42

Addition on the number line.

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

2+3=5 3+2=5

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

5+4=9 4+5=9

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

7 + 4 = 11 4 + 7 = 11

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

5 + 8 = 13 8 + 5 = 13

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

+5=8 $ ¾

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

+ = $ ¾
43 Addition

Oh! nice. Total two bundles and five

22 matchsticks means twentyfive.
+
3

25

Now also
solving these.

+
3

+
Maths- 2 44

Solve these
Tens Ones
Add 46
and 3

Tens Ones Tens Ones

Add 72 Add62
and 26 and 7

Add 30 Tens Ones Add 23 Tens Ones Add 35 Tens Ones

and 20 and 6 and 3

Some more sums T-O-

57
T-O- T-O-
+31
Ones = O T-O- 32 40
40 +24
Tens = T +2 3
+1 0
T-O-
30
+28 T-
3 O
+2 2 -
4

64 20 53 71
+ 5 + 4 + 6 + 8

13 98
+ 3 + 1

Make more sums of this kind and solve them.

 45 Addition
Word problems
1. Lalita needs 25 seeds for her game. Sheila needs 22 seeds to
complete her picture. How many seeds do they need in all?
2. Tara gave12 pencils each to 2 children to distribute. How many
pencils in all she gave to distribute?
3. Rahul had 10 toys. His aunt gifted him 3 more toys. How many
toys does Rahul have now?
4. Kamla has 15 mango and 8 banana trees in her orchard. How
many trees are there in all?
5. Ghisa had 17 cows. He bought 13 more cows. How many cows
does he have in all now?
6. There are 8 roses on a rose plant. Another plant has 12 roses.
How many roses are there in all?
7. There were 45 students in a school. 12 more students were
admitted. How many children are enrolled in the school now?
8. Sethji had 12 kilos of sugar in his shop. He bought 17 kilos of
sugar more. How much sugar does he have in his shop now?
9. One fruit seller has 25 kilos of cheeku, 12 kilos of mango and 7
kilos of apples. How many kilos of fruits does the seller have
now?

Solve these problems as well.

1. 33 + 45 = 4. 35 5. 31 6. 20
2. 12 + 27 = + 42 + 40 + 13
3. 21 + 7 =

Make more questions of the same kind and solve them.

Maths- 2 46

Chatku and Matku

Chutku, I have I have nine berries,

fourteen berries, Matku.
ten placed in you can
a bag and four kept
separately keep them as well.

How many
will there be
altogether?

Let us think

We can make one

more bag of ten
berries from this
pile. Three berries
will remain.

This bag already has ten

berries. Beside these I
have four berries and
you have given me nine
berries.

Ten and ten make twenty, and

three more, which is twenty-
three. Fourteen and nine
together make twenty-three
berries.
47 Addition

Bundles and matchsticks

= 12

Make a bundle of 10 matchsticks.

= 10 + 2
1 bundle of 10 matchsticks = 1 ten
2 matchsticks = 2 ones
“ I will try
this as well”

" 3 bundles of 10 each,

and 6 single
matchsticks”

3 bundles = 3 tens = 30 Wow!!

36 matchsticks
6 ones = 6 ones = + 6
Maths- 2 48

Addition

I have
I have 36 match seventeen
sticks matchsticks

How many matchsticks would be there in all ?

+
We have 4 bundles and 13 matchsticks in all.

A bundle of 10 can be made from the 13 matchsticks.

Earlier we had four bundles, now we have another bundle we

can put it with four bundles. Now we have 5 bundles and 3 match-
sticks left behind.

This can also be written as follows:

(We know that a bundle refers to tens and loose sticks refers to ones.)
t.- o.
¼1½ 3 6 = 4 tens + 13 ones = 4 tens + 10 ones + 3 ones
+ 1 7 = 4 tens + 1 tens + 3 ones
4 ¼1½ 3 = 5 tens + 3 ones
5 3
49 Addition

Cheeku, can
you add 26
and 18?

T. O. T. O.
¼1½ 2 6 2 6
+ 1 8 + 1 8
3 ¼1½ 4 44
3 9
 2 0

5 5
 1 6

6 0
 2 8

3 5
 2 5

7 4
 1 8

4 5
 4 8
2 8 3 9
 2 4  4 7

5 8
 3 4
5 4
6 5
 3 6
 2 5
Maths- 2 50

5 4
 3 6
2 7 2 5
 3 7  6 5

6 8
 2 7 5 3
7 8  1 8
 1 3

3 7
 2 7 6 5
8 0
 2 5
 1 9

Make more such questions and solve them. Which question did
you find toughest?
Some more questions
1. Anil has 25 balls. Ramesh gave him
13 more balls. How many balls does
Anil have now?
2. Sanjay had 18 guava trees and 23
lemon trees in his garden. How many
trees are there in all?
3. There were 32 people seated in a bus. 10 more people join
them. How many people are seated in the bus now?
4. A flower bed has 26 plants, while another has 35 plants. How
many plants are there in the two beds together?
5. Ramu took 25 goats and 15 sheep for grazing. How many animals
did he take altogether?
 51 Addition
6. Sushila bought apples for Rs. 68 and bananas for Rs. 44. How
much money did he spend on buying fruits?
7. Rajiv bought a football for Rs. 20. He now has Rs. 10 left over.
How much money did he have to begin with?
8. Sudhir has 15 plates, while Rajendra has 20 plates. Each of
them received 10 each. How many plates does each have now?

Snakes and Ladders

100

Play the game of snakes and ladders and answer the questions
given below.
Maths- 2 52
1. If you are on number 5 and you want to move to 10, then
what number should you get on your dice?
2. If you are on number 3, and you get 5 on your dice, where
would you reach? And how many numbers do you gain as a
result of that?
3. You are on 44 and your dice shows 2. Where will you reach?
How many blocks behind would you reach?

9 2
2 3 3 +35 +11 =
13
+ 5 + 4 3  35  11 

6 1 3
1 0 2 1
4 12  23   2 0  3 5

2 2 1 5
3 3 3 0
 4 5 20  30  40   4 4
 53 Addition

I have 22
flowers
I have 14
flowers

I have 32
flowers

Continue playing this game. Make similar questions and solve them.

Add these as well.

How many flowers do these three have altogether?
14 flowers
22 flowers
+ 32 flowers
68 flowers
1. An orchard has 45 guava trees, 23 apple trees and 31 pomegranate
trees. How many trees exist in all?
2. A tailor sews 20 shirts, 31 trousers and 46 kurtas. How many clothes
does he stitch in all?
3. Raju bought toys for Rs. 30, books for Rs. 40 and toffees for Rs. 10.
How much money did he spend totally?
4. There were 24 men, 18 women and 11 children who were seated in
a garden. How many people were seated in the garden in all?
5. A basket has 51 red balls, 35 yellow balls and 22 blue balls. How
many balls are lying in the basket altogether?
6. Sunita solved 13 questions on the first day, 18 questions on the
second day and 21 questions on the third day. How many questions
did Sunita solve altogether in three days?

Maths- 2 54

Lesson 4 SUBTRACTION

How many remain?

6 - 2 = 4

from 6 take away 2, 4 are left

6 -2=4
six minus two is four

8 - 3 = 5
from 8 take away 3, 5 are left
8-3=5
eight minus three is five
55 Subtraction

5 - 2 = 3

from 5 take away 2, 3 are left

5-2=3
five minus two is three

- =

Make more questions like this and solve them.

Maths- 2 56
How many remain? Count and write.

9-6=
12 - 4 = 8 13 - 0 =

11 - 7 =
15 - 6 = 19 - 9 =

The ball went up five steps and This means, when we

came down two, stopping at remove two from five, we get
three three.

If the ball goes up eight steps and rolls down three, then where does it reach? If
the ball goes up 9 steps and comes down 7 steps, where does it reach?
 57 Subtraction
Subtract like this also.
2-1=1

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

This is the five

minus three leap.

5-3=2

1 2 3 4 5 6

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Maths- 2 58
Read the numbers on the number line and fill in the
blanks.

12 - 5 =

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

__ - __ = __

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

__ - __ = __

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

__ - __ = __

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

Make other such questions on the number line and ask your friends
to solve them.
 59 Subtraction
Bundle, matchsticks and subtraction.
There were 5 bundles and 8
matchsticks.
From these 3 bundles and 5
matchsticks were given away.
How many are left?

Sonu had four bunches with 10 grapes each and 5 more grapes. He ate
two bunches and 3 grapes. How many grapes remain with him?

7 necklaces and 4 beads

3 necklaces and 4 beads

are given away

Solve these:
From 8 bundles 5 sticks, 4 bundles 2 sticks are given away. How many left?
From 7 bundles 8 sticks, 3 bundles 5 sticks are given away. How many left?
From 9 necklaces and 4 beads 1 necklace and 3 beads are given away. How
many left?
From 6 necklaces and 3 beads 4 necklaces and 3 beads are given away. How
many left?
Make more such questions using both bundles- matchsticks and necklaces-
beads, also solve them. Make questions for others in your group as well.
Maths- 2 60
Subtract these as well.

16 - 4 = ?
tens ones
1 6
 4
1 2

33 - 10 = ?
tens ones
3 3
 1 0

58 - 44 = ?

tens ones
5 8
35 - 14 = ?  4 4

tens ones
3 5
 1 4

Solve these.
66 - 34 = 65 - 23 =
78 - 45 = 38 - 16 =
 61 Subtraction

WORD PROBLEM
1. There are 17 girls and 22 boys in class two. How many children
are there in this class altogether?
2. A shopkeeper has 32 red balls and 45 blue balls. How many
balls does the shopkeeper have in all?
3. Janaki planted 18 saplings of flowers in her garden. She took
out 12 saplings for planting in school. How many saplings are
left in Janaki’s garden?
4. Sarla bought copies for Rs. 16 and books for Rs. 60. How much
money did Sarla spend in all?
5. A milkman had 28 litres milk in his can, he sold 21 litres of milk.
How many litres of milk are left with him.
6. There are 26 children in class one and 15 children in class two.
How many more children are there in class one in comparison
to class two?
7. Rajneesh had Rs. 7 when he returned from the market. He had
spent Rs.12 on sweets. How many rupees did he go to the market
with.
8. There was a herd of 8 elephants in Jashpur. Another herd of 12
elephants from Semorsote came there. How many elephants
are now there in Jashpur forest altogether.
9. Grand mother gave Ramesh Rs. 15. He now has Rs. 27. how
much money did he have before?
10. Ameena took Rs.50 for purchasing things. She bought wheat
for Rs. 20 and gram for Rs. 10. How many rupees are left with
her.
Maths- 2 62
Try these also.

5 5 6 3
 2 3  4 2

4 9 7 7 8 6 9 8
 2 7  4 5  5 4  7 4

Find the difference

46 - 26 = 95 - 73 =
78 - 72 = 88 - 44 =
54 - 32 = 57 - 30 =
67 - 26 = 49 - 29 =

At last a bag had to be opened!

Please uncle! Give

There are only 3 Laddus outside each of us a Laddu.
and 4 children. What shall I do?
63 Subtraction
All right. I shall open a
bag.

Everybody has got a

Laddu. I am left with one
bag and 9 Laddus.

2 3 2 Tens + 3 Ones Discuss and write a story for this.

– 4 – 4 Ones Why did uncle have to open the bag?
1 13
1Tens + 13 Ones If there were 5 children, how many bags
2 3
– 4 Ones
– 4 would have remained close?
1 Tens + 9 Ones
1 9
If there were 5 children, how many Laddus
would have been left in the opened bag?

How did we solve?

1. Ramesh had a packet of 10 pencils and 2 more pencils. Ramesh
opened the packet. How many pencils does Ramesh have in
all?
Let us understand this

1 packet 2 pencils 12 pencils

Maths- 2 64

2. A farmer had 3 bundles of 10 sugarcanes each and 5 more

sugarcanes. He opened one bundle. How many bundles and
how many sugarcanes he has now?

3 Bundles and 5 sugarcanes 2 bundles and ______ sugarcanes.

Try these
1. Gangaram has 2 bundles with ten tooth-sticks each and 8 more
tooth-sticks. If he opens one bundle then how many bundles
and how many loose tooth-sticks would he have?
2. Somsai has 4 bundles of ten corals each and 6 more corals. If he
opens 2 bundles, then how many bundles and how many loose
corals would he have?
3. Kusum had 2 necklaces of 10 beads each and 3 more beads.
One necklace broke. How many necklaces and how many beads
does Kusum have now?

2 necklaces and 3 beads ----------- necklaces and ----------- beads

4. There are 3 garlands of ten flowers each and 7 more flowers.
All the flowers from one garland were taken and mixed with
the other flowers. How many garlands and how many flowers
will be there now?
 65 Subtraction
5. Rupsingh has 2 necklaces of ten gems each. He opened both
the necklaces and took out all the gems. How many gems does
he have?
6. Mangli has 3 ten rupees notes and 6 one rupee coins. As a
change for a ten rupee note she got 10 one rupee coin. How
many coins and how many notes does she have now?
7. Saagar had 4 bundles of ten sticks each and 7 loose sticks. 2
bundles were opened. How many bundles and how many loose
sticks does he have now?
You also frame more such questions and give each other to
solve. How many questions could you frame?
Convert tens into ones

Three tens and four ones Two tens and fourteen ones

Two tens and six ones One ten and -------- ones

=
Maths- 2 66
Two tens and .......ones ------tens and ------ ones

Two tens and ----- ones -----tens and ---- ones

Take tens and ones cards and do the exercise.
Make such sums for friends in your group.
Let’s understand these:

1 ten + 0 one = 0 ten + 10 ones

2 ten + 3 one = 1 ten + 13 ones
5 ten + 0 one = 4 ten + 10 ones
1 ten + 7 one = 0 ten + 17 ones
Fill in the Blanks

3 tens + 1 one = 2 tens + -----one

4 tens + 0 one = 3 tens + -----one
2 tens + 5 ones = ----ten + 15 ones
1 ten + ----one = 0 ten + 12 ones
5 tens + 4 ones = 4 tens + ----one
----tens + ----one = 1 ten + 17 ones
----tens + -----one = 2 tens + 13 ones

Look at these
4 tens + 5 ones = 3 tens + 15 ones
----------- + ---------- = 1 ten + 35 ones
67 Subtraction
Do these

5 tens + 3 ones = -------

3 tens + 7 ones = -------
6 tens + 8 ones = -------
Subtract 15 from 34

34 3 tens + 4 ones
- 15 1 ten + 5 ones

Convert one ten to ones

34 2 tens + 14 ones
- 15 1 ten + 5 ones

Subtract ones from ones.

34 2 tens + 14 ones
- 15 1 ten + 5 ones
-------- + 9 ones

Subtract tens from tens.

34 2 tens + 14 ones
- 15 1 tens + 5 ones
1 ten + 9 ones
Maths- 2 68
3 4
 1 5 2 14
So 1 9 3 4
 1 5
34 & 15 = 19
1 9
Understand the example and then solve.
Subtract 19 from 36
2 16 2 16
3 6 3 6 3 6
 1 9  1 9  1 9
1 7

36 - 19 = 17

Subtract 48 from 72
6 12 6 12
7 2 7 2 7 2
 4 8  4 8  4 8
2 4

72 - 48 = 24

Subtract 26 from 43 Subtract 28 from 55

3 13 4 15
4 3 5 5
 2 6  2 8
1 7 2 7

Subtract 18 from 40 Subtract 46 from 60

3 10 5 10
4 0 6 0
 1 8  4 6
2 2 1 4
69 Subtraction
Solve these
47 - 18 32 - 12
50 - 13 44 - 29
51 - 12 56 - 39
67 - 48 80 - 34
Let's practice.
2 5 2 0 2 3 3 28
 8  8  1 7  1 69

5 2 7 6 3 2 4 4
 3 4  2 9  1 6  2 6

8 3 6 5 4 4 9 6
 5 5  3 9  2 7  7 7

3 6 4 8 3 6 6 4
 1 8  2 6  2 9  5 8

8 6 7 5 6 6 3 8
 7 9  1 8  3 3  2 6

74 + 25 = ........ 75 - 28 = ........ 66 - 37 = ........

47 - 38 = ......... 48 - 26 = ........ 45 + 18 = .......
Maths- 2 70
Read, comprehend and solve.
1 2 13 + 12 =25
 6
6

1. There are 21 students in class one and 25 in class two. what is

the number of children in both the classes together?
2. A garden has 18 Chikoo trees and 28 Orange trees. How many
trees are there in all?
3. There are 20 books of Hindi and 38 books of Maths in a library.
How many books of these subjects are there in the library
altogether?
4. A box has 35 chocolates and an another box has 56 chocolates
in it. How many chocolates are there in these two boxes
altogether?
5. There are 43 boys and 46 girls in a class. How many children
are there in all?
6. Meena stiched 36 shirts and 22 halfpants. How may clothes has
she stiched altogether.
7. Manglu has 7 cows at his home, he bought 4 more cows. How
many cows does he have now?
8. Yamini beaded 8 Rose and 7 Jasmine flowers in a garland. How
many flowers are there in the garland altogether.
 71 Subtraction
EXERCISE

1. There were 49 passengers in the bus. 34 passengers got down

at the station. How many passengers are left in the bus?
2. Rekha had Rs. 75. She bought bangles for Rs. 38. How many
Rs. are left with her?
3. Malti had 12 copies. She gave 5 copies to Juhi. How many
copies does she have now?
4. Madhuri bought 52 eggs. She gave 26 eggs to Girdhar. How
many eggs does she have now?
5. Daras took 16 pumpkins to the market. He came back with 4
pumpkins. How many pumpkins did he sell?
6. Sudhir had 7 books. He gave 2 books to Manoj. How many
books are left with him?
7. When I came here I had 5 chalks with me. Now I have 2 chalks.
How many chalks have I used?
Maths- 2 72

1. Rajni gave 4 laddus each to her son and her daughter. She has 2
laddus left with her. How many laddus did she have to begin with ?
2. Fatima bought 8 pencils from one shop and 6 pencils from the other.
She wants to distribute these pencils among her 12 friends. Will she
be able to give pencils to everybody? How many pencils would be
left after giving to everyone?
3. There were 8 passengers in the bus. 8 more passengers got on from
Durg and 10 passengers got down at Nandgaon. How many
passengers are there in the bus.
4. I bought 3 mangoes and 5 bananas from the market. I ate 4 fruits out
of these . How many fruits are left?
5. A nursery has 15 mango and 10 Jamun saplings. Mohini planted 12
saplings in her garden. How many saplings are left in the nursery?
6. Faraz had Rs. 7. He bought fruits for Rs. 4. Aman gave him another
Rs.6 on his birthday . How many rupees does Faraz have now?

 Lesson - 5 Multiplication

Take a few buttons or seeds from your teacher.

Draw nine circles on the floor. Place two buttons in each circle.
How many buttons are there in one circle?
· How many buttons are there in two circles altogether?
· How many buttons are there in three circles altogether.
· How many buttons are there in four circles? Similarly……………
· How many buttons are there in five circles, ……….., six circles
……… seven circles ……. and so on. Count and write for each.
In the same way now place three buttons in each circle.
How many buttons are there in two circles altogether?
How many buttons are there altogether with two buttons each in
three circles.

Now place buttons or any other objects in groups of three, four

or five. Show them to your friends and ask them how many things
are there in total each time.
74 Maths-2
Adding equally sized groups.

2 + 2

= 4

2 + 2 + 2 =

3 + 3 + 3

Take some more groups of different numbers and find out

how many objects are altogether each time.
Multiplication 75

Circle the
alternate
numbers,
Chunmun.

Write the circled numbers.

Write numbers from 1 to 50 on your slate. Encircle every

third, fourth and ninth numbers. Write the circled number.
76 Maths-2
Solve these:

2 2 2

How many are there flowers in a pot? = 2

How many pots are there ? = 3
How many flowers are there altogether? = 6

How many keys are there in a key ring? =

How many such key rings are there? =
How many keys are there altogether? =

How many mangoes are there in a bunch? =

How many such bunches are there? =
How many mangoes are there altogether? =
Make more sums of this kind.
Multiplication 77
Do these as well

How many objects are there in a group? =

How many groups are there? =
How many objects are there in all? ----+-----+----- =

How many objects are there in a group? =

How many groups are there? =
How many objects are there in all? --+--+--+--+-- =

How many objects are there in a group? =

How many groups are there? =
How many objects are there in all? --+--+--+--+-- =
Multiplication Symbol
78 Maths-2
How many umbrellas are there in a group? =
How many groups are there? =
How many umbrellas are there in all ? = 3+3 (Two groups of three
= 6) We also write it like this 3 × 2 = 6 (3 multiply by 2 = 6)

How many glasses are there in a group? =

How many groups are there? =
How many glasses are there in all ? = (2 multiply by 4 = 8)
4 groups of 2 =8
This can be written 2x4 = 8
Understand and solve these.

How many ploughs are there in a group? =

How many groups are there? =
How many ploughs are there in all ? =
Multiplication 79
How many flowers are there in a group? =
How many groups are there? =
How many flowers are there in all ? =
Make more sums of this kind and solve them.
Multiplication means repeated addition.
2+2+2 = 3+3+3+3 =
2×3 = 3×4 =
3+3 = 5+5+5 =
3×2 = ----- × 3 =
4+4 = 3+3+3+3+3 =
4 × ---- = 3 × ----- =
6+6 = 8+8+8+8 =
6 x ----- = ----- × ----- =
4×3 = 7+7+7 =
---+---+---= ---- × ----- =
Legs of bird
Tinu and Hamid were discussing whether 6 birds would have
more legs or 4 cats. Teenu started counting and said 6 birds will have
only 12 legs. Cats will have more legs. Hamid said o.k. Lets make a
table. Teenu agreed and they made a table for the legs of brids.
Legs of one bird 2
Legs of two birds 2+2=4
After doing a little bit they thought why should bird and all.
This can tell us about many other objects as well. They made this
table:
80 Maths-2
2 1  2  2 2 1  2 Two Ones are two

22  22  4 22  4 Two Twos are four

23  222  6 23  6 Two Threes are Six

24  2222  8 24  8 Two Fours are Eight

25  22222  10 25  10 Two Fives are Ten

26  222222  12 26  12 Two Sixes are Twelve

27  2222222  14 27  14 Two Sevens are Fourteen

28  22222222  16 28  16 Two Eights are Sixteen

29  222222222  18 29  18 Two Nines are Eighteen

2  10  2  2  2  2  2  2  2  2  2  2  20 2  10  20 Two Tens are Twenty

Now you make such table for cat’s legs.
Flowers and Petals
Look at this tree. Each of its flower has five petals and its leaves
grow in pairs.
Multiplication 81

Shabana observed this tree and wrote:

If there is 1 flower then how many petals 5 × 1 = 5
If there is 2 flowers then how many petals 5 × 2 = 10
If there is 3 flowers then how many petals
If there is 4 flowers then how many petals

She wrote till four and that was incomplete would you be able to
complete it? Do it. How many petals will be there in 9 flowers.

Sohan started counting leaves in pairs:

One pair has 2 leaves 2 × 1 = 2 leaves
One branch has 2 pairs of leaves means 2 × 2 = 4 leaves
Another branch has 3 pairs of leaves means ..................
One more branch has 4 pairs of leaves means ...................
Sohan says this is very easy task. Would you complete it? Do it
and if you need help then ask your friends.
Legs of Tripods?
Shahnaz and Ali’s mother ask them to place a piece of brick
beneath the legs of the tables and tripods. Shahnaz said, “I will do it
for Tripods, Ali said Okay I will place beneath the legs of the tables.”
82 Maths-2

Shahnaz made this table for herself:

One Tripod 3 legs 3×1=3
Two Tripods 3 + 3 legs 3×2=6
Three Tripods 3 + 3 + 3 legs 3×3=9

Shahnaz said I will count the tripods and will find out, how
many legs are there in all and then will bring that much pieces of
bricks. Complete the table that Shahnaz has left incomplete and tell
how many legs will there be in 8 tripods.
Make such table for Ali also.
Everything became zero
We have learnt multiplication of one digit numbers like 3  9, 4  2
..etc.
If we have to multiply a number with zero then what will we do?
Like 0 x 3 =\

3×3=3+3+3
Three groups of 3 9 objects in all
2×3=2+2 +2
Three groups of 2 6 objects in all
1×3=1+1+1
Three groups of 1 3 objects in all
0×3=0+0+0
Three groups of 0 No object at all
Therefore 0  3 = 0, now find out the value of 0  6, 0  8, 0
 10
look at 4  0 ……
4×3=4+4+4
Three groups of 4 12 objects in all
Multiplication 83

4×2=4+4
Two groups of 4 8 objects in all
4×1=4
One groups of 4 4 objects in all
4×0=0
Zero groups of 4 No objects at all
So 4 × 0 = 0
Similarly 5 × 0 = 0 6×0=0 3×0=0
Multiply zero by any number or multiply any number by zero we will get zero.

Count the circles and write the table

Radhika and Peter made a game. They took few twigs and
arranged them horizontally and vertically. Peter said I will make
table of two by counting circles . Radhika said, I will make table of
three.

Twenty Five
3 Twenty Six
Three Eights 6 Twenty Seven
2 are Twenty 9
4 four. Three 12
6 Nines are …
15
Total twenty 8 18
circles 10 21
12 24
14
16
18
20
84 Maths-2

Discuss among your friends what they have done and tell how
did they make table.
Do the same in group and make tables of 4, 5 and 10.
Lets Make Tables

Have written from

one to twenty
See, I have
also made the
table of three

Leave the
first line i.e. 1 2 1 2 3
1 to 19 3 4 4 5 6
5 6 7 8 9
And there 10 11 12
7 8 we have
9 10 13 14 15
11 12 16 17 18
13 14 19 20 21
15 16 22 23 24
17 18 25 26 27
19 20 28 29 30

How did Meena and Aaftab make the table?

Now you too write counting on your slate and make table of 4
with four friends.
1 2 3 4
5 6 - -
- - - -
In similar way make tables of 5 and 10.
Multiplication 85
Write tables from 1 to 10

1 2 3 4 5 6 7 8 9 10
2 4 6 8 10 12 14 16 18 20
3 6 9 12 15 18 21 24 27 30
4 8 12 16 20 24 28 32 36 40
5 10 15 20 25 30 35 40 45 50
6 12 18 24 30 36 42 48 54 60
7 14 21 28 35 42 49 56 63 70
8 16 24 32 40 48 56 64 72 80
9 18 27 36 45 54 63 72 81 90
10 20 30 40 50 60 70 80 90 100

Complete the tables.

2 6 10 14 20
12 21 27
12 20 32 40
5 10 20 35
18 30 42 54
7 14 28 42 56
24 40 56 72 80
9 18 36 54 72
20 50 70
86 Maths-2

Solve these.

1. Mohan got 4 notes of Rs. 5, how many rupees did he get in all?
2. A Tripod has 3 legs. How many legs will there be in 2 tripods?
3. One mustard flower has 4 petals. How many petals will there
be in 5 flowers?
4. Cost of a pencil is Rs. 2. What will be the cost of 4 pencils?
5. Shambhu bought 5 oranges. There are 10 flakes in each orange.
How many flakes are there in five oranges altogether?
6. Jyoti wants to sow seeds in beds. She has 7 beds and in each
bed she have to sow 6 seeds. How many seed will she need in
all?
7. Shekhar is collecting tamarind seeds. He got 6 tamarind beans
and there were 6 seeds in each bean. How many seeds did he
get in all?
8. Reeta has 3 chalks. Geeta, Ameena, Rahul and Aaftab has 2
chalks each. How many chalk do they have in all?
Multiplication 87
Select the card and say the table
Five Ones are
Three Ones are Five
Five Twos are
Three 3 Ten ----
Three Twos are
Six
Three ………
5
8
7 10 4 1
9
2 6
Play the game and say the table

28 42
56 35
70 14 49
21
63
7

Ask you friends.

Thirty Nine
five eights are
Five
Sevens are

Seventy
two

Play these games among your friends.


 Lesson - 6 Division

Wow! Two
flower vases let
me put flowers
in these.

Have put two

flowers in each
vase, still two
remain.

Have put them too.

3 flowers in each vases.
Nothing is left with me.

Distributed equally

Think more examples of this kind, where you need to divide

equally.
 89 Division

How to Distribute Equally

Meena has 8 marbles. She wants to distribute the marbles to
Chunnu and Gudia equally.

Will you help Meena?

Take 8 marbles.
Make two circles one for Chunnu and one for Gudia.
Distribute the marbles equally and -

How many did Chunnu get?

How many did Gudia get?

Similarly;
Take 10 marbles and distribute them into 3 circles.
Take 12 marbles and distribute them into 4 circles.
Now take as many marbles as you wish. Make some circles and
put equal number of marbles in each of them.
Distribution of Books

8
Maths- 2 90

8&2=

6&2=

4&2=

2&2=

There were 8 books. It was possible to take out two-two books, four
times.
Collect objects in different numbers with your friends. Take
out two objects from them repeatedly. In how many times were you
able to take two things out?. Have some objects remained?
Write those numbers that leave no remainder when two things
were taken out repeatedly.
Distribution of Seeds

Take seven seeds from a heap of seeds.

From these seeds take out two seeds repeatedly and keep them
separately.
91 Division
Now find out
How many pairs of seeds were taken out from the 7 seeds?
How many seeds remained?
Now take twelve seeds.

Take out sets of two seeds and keep them separately.

How many times were you able to take two seeds out?
How many seeds remain?
How many baskets were filled put three in
each basket

Take some buttons from your teachers.

Place one button on each fruit of the tree.
Now treat these buttons as your fruits.
Pluck three fruits, place them in a basket.
Again pluck three fruits, place them in another basket.
In the same way, keep placing three fruits in each basket.

Answer these
How many fruits were there on the tree?
In how many baskets were three fruits placed?
How many times can we subtract three from the number of fruits?
How many baskets were left empty?
Now look at this tree.
Pluck three fruits from this tree also and place them in baskets .
Maths- 2 92
How many baskets were filled?
How many fruits were left?
Out of ................ fruits,................equal
groups of three were formed and .........fruits
remained. Write these using the division (÷)
symbol.
Try to work these out also.
1. There is a bunch of 5 mangoes on each branch
of a mango tree. How many mangoes will be
there on 4 such branches ?
2. There are 5 petals on each sadabahar flower. How many petals will be
there in 6 flowers ?
3. Ramu takes 3 tablets each day. If he has to take the tablets for a week,
then how many tablets would he require ?
4. 6 cycles are placed in front of a house. How many wheels the cycles
have in all ?
5. Sona goes to a shop with a 20 rupee note. How many 5 rupee notes will
the shopkeeper give in exchange for the twenty rupee note.
6. Each room in Hamid’s house is fitted with 3 windows. If there were 21
windows in his house, then how many rooms will they be fitted in?
7. There are 35 laddus in Ramesh’s house. He wishes to distribute them
equally among his 5 friends. How many laddus will each get?
8. Shyama has a 100 rupees note. How many 20 rupees note will the
shopkeeper give him as change?
9. If we can place 8 pencils in a box, then how many boxes were needed to
place 40 pencils?
10. If 25 rupees is to be distributed equally among 5 children, how many
rupees will each child get?
11. 6 chairs have to be placed in a room then how many rooms can 36 chairs
be placed in ?
12. Shameem brought 4 oranges. There are 10 flakes in each orange. After
peeling the oranges, the flakes were distributed equally among 5 children.
How many flakes did each child get?

 Lesson - 7 Length

Which is longer
Collect some objects inside the classroom, like newspaper,
duster, copy, book, pencil etc. Arrange them in order from shortest
to longest.

Look at the objects in the classroom and answer whether-

The door is longer or the window?
Blackboard is broader or the door?
You are taller or the door?
Ventilator is longer or the window?
Also compare household things. Write their names in order from
longest to shortest. (Some things which you can take- table, cot,
broom, cupboard, pillow, etc.)
Which finger is longer
94 Maths -2
1- Spread your hand on a paper. Move your pencil around each
finger, one by one and draw the shape of your hand on the
paper.

Which is the longest finger?

Which finger is the shortest?
Number the fingers from longest to shortest.
Is there any finger shorter than the thumb?

2- Go outside and bring 10-12 twigs. Arrange these twigs in order

from longest to shortest.

Do such an exercise with other objects as well.

Which leaf is longer

Go outside and bring leaves from different trees and plants. Which
leaf is the longest?
Length 95
How did you find out?

Now place all the leaves together and observe which leaf is the
shortest?

Arrange the leaves from shortest to longest.

Find out
Which is the tallest tree in your surroundings?
Which is the tallest building?
Who is tallest in the class?

Which line is longer

Look at the lines below. Can you tell which is the longest one?
How will you find out?

Place on each line a thread, equal to its length which line needs
the longest thread?
Take twigs equal to the length of each line. To ensure that the
twigs length is correct, take the twigs length equal to the length of the
thread each time.
96 Maths -2
Arrange the twigs from longest to shortest.

Number the lines from longest to shortest as 1, 2, ....................

Search for the longest class
Let us find out, which is the longest class of the school? We will
measure all. We shall measure the class rooms with footsteps. We
will measure the verandah also.
We will do this in groups of four. Walk from one wall to another
and count the number of footsteps.
Room No. Length (footsteps) Breadth (footsteps)

Which room is the longest? -----------

The length of which room is the shortest? -----------
Length 97
You can measure the rooms
and the verandah of your house
with footsteps and also the school
ground.
How long is the table

Measure the length and

breadth of Bag with your duster,
pencil or pen. Also measure the length
and breadth of your bag.
Measure the length of the rooms of
your house and verandah with your foot-
steps. Measure the school ground also.
Write the measurement in the table
below.
Object Length Breadth How much longer

Table

Bag

Windows

Chart

Calendar
----------------

Measure other objects as well and write their measures in a

table.

98 Maths -2
Lesson - 8 Weight

Which is heavier?
Look at the picture and answer the questions.
What is drawn in the picture?
Is there any object on its pan?
Are both the pans equal?

What is placed on one pan?

Which pan weight more?

Empty pan the pan with apple

Which pan is lower?

Empty pan the pan with apple

Are both the pans equal now?

Which pan is heavier?

Pan with 2 apples pan with 3 apples

Are both the pans equal?

Why?
Weight 99
What is Heavy?
There are some objects given in the table compare their weights
using a balance.

Objects Light Heavy

2 seeds and 1 pen --------------------- ----------------------

1 pencil and 1 duster --------------------- ----------------------

2 chalks and 1 pencil --------------------- ---------------------

1 book and 1 copy --------------------- ----------------------

We can measure the weight of any object by using certain things

like cube, marble, nail, seed etc.
Measure the weight of the objects given in the table and write
them.
Objects With marble With seed
Duster -------------------- --------------------
2 pencil -------------------- --------------------
2 chalk -------------------- --------------------
Pen -------------------- --------------------
Rubber -------------------- --------------------
100 Maths -2

Measure the objects given below, with the help of marbles.

Objects Number of marbles used to measure

Chalk ------------------------

Pencil ------------------------

Match box ------------------------

Duster ------------------------

Estimate the weight of the objects given in the table and then
weigh them .

Objects Estimated weight Weight after measurement

Duster ------------- marbles ------------------ marbles
Chalk ------------- marbles ------------- marbles

Pencil ------------------ nails ------------------ nails

Rubber ------------------ nails ------------------ nails

Scale ------------- marbles ------------- marbles

Weight 101

Find out
How does nurse take your weight in the hospital?
Have you seen any other method of weighting?
Which methods have you seen?


102 Maths -2
Lesson - 9 Capacity

How much can these hold.

Look at the utensils given below and mention their use.

These are used to fill and measure milk, oil, water etc.

Do and tell

The bucket can hold--------- mugs of water.

The jug can hold------------ cups of water.

The bowl can hold----- glasses of water.

Capacity 103
A vessel which can hold more water has more capacity and a
vessel that can hold less water has less capacity.

Complete your table. First estimate and then measure and write
S.No. Vessel Estimation Measured difference
1 Lota ……..Bowl ……..Bowl …………..
2. Bottle ……..Cup ……....Cup …………..
3. bucket ……..Cup …........Cup …………..
4. jug …... glasses …….. glasses …………..
5. mug ……. Bowl ….…. Bowl …………..

Fold a post card and make round, square and triangular boxes
from it.

First Box

Second Box

Third Box
104 Maths -2
To measure, fill a match box with sand and pour it in the
container again and again
Find out which box can hold more sand.

Shape How many match boxes of sand needed

& Instead of post card you can use any other card.
& Instead of match box you can use a bottle lid or any other small
box.
& Instead of sand you can put saw dust.

 Lesson - 10 Time

We have learnt that a week consists of seven days. Every day of the
week has different name too, like Monday, Tuesday]
Wednesday,Thursday, Friday, Saturday,Sunday.
Now Tell
1. Which day do you like the most? Why?
2. Which day is today?
3. Which day was yesterday?
4. Which day will be tomorrow?
5. On which day there is market in your village?
6. On which day sweets/sweetmeat is given in midday meal?
7. Which day is a holiday in your school?
Read and understand
January
December 31days
February
31 days
28 or 29days

12 1
November 2 March
30 days 31 days
11 3
Gregorian
October April
10 4
31 days year 30 days
9 5
September
May
30 days 8 6
7 31 days

August June
31 days July 30 days
31 days
106 Maths- 2
How many days are there in a year or twelve months? How will you
find out? Write the names of months and the no. of days in the table
given below: Name of the month No. Of Days

Total days

Look at the chart and answer.

1. How many months are there in a year? .......................
2. Which month comes between January and March. .......................
3. Which month comes after August. .......................
4. Which is the Eighth month of the year. .......................
5. The month of May comes after which month? .......................
6. Which month comes immediately before July. .......................
7. Which is third month of the year. .......................
8. In which month do we celebrate Independence day. .......................
9. Which is the last month of the year. .......................
10. Which month comes before December. .......................
11. Your birthday lies in which month. .......................
12. Children’s day comes in which month? .......................

 Lesson - 11 Shapes

Stick Ball Pencil Football Cap Wheel Chalk box

Bottle Bangle Book Box Match box Necklace Flower

Kite Water melon Chakari Buntings Dice Flute Bindi Apple

Brick Laddu Button Belan Rupee Home Box Door

See and write- one things can be written at two places.

like a bindi like a matchbox like a ball like a belan like a buntings others

Make pictures of things around you and write them in such table
if you wish you can also add few more categories in the table and can
clarify these objects according to the categories you have made.
108 Maths- 2
Colour the picture
Green in

Red in

Yellow in

Blue in
Shapes 109
Fill colour
¾ Blue
¾ Red
¾ Green

Draw these

Three sided called triangle

Four sided called quadrilateral

Round called circle

110 Maths- 2

Name the various shapes in the picture? & & & &

This picture is formed by using following shapes.

Name the followings

Which are the shapes in the picture & & & & &

This picture is formed using the following shapes &

Which shapes are there in the picture, draw here

Draw more pictures of this kind using the shapes given in the
box. Colour the picture. You can take two or more shapes in each
picture.
Shapes 111
Run your pencil on the shapes given below and then
draw such shapes yourself.

Continue the pattern of shapes .

......................................

......................................

......................................
112 Maths- 2
Fold the paper and make shapes as shown below:

Fold and cut the paper on the dotted line and then make
using this paper.


 Lesson - 12 Money

Biscuit Packet - 1 Rupee

Chocolate - 2 Rupees
Copy - 5 Rupees
Milk bottle - 10 Rupees
Cold drink - 5 Rupees
Book - 5 Rupees
Pencil - 1 Rupee
Rubber - 50 Paise
Box - 12 Rupees
Slate - 8 Rupees
114 Maths- 2

Lets do shopping
Play the game in groups of two. Some children handle the shop
and others play the role of buyer. Make coins and notes from paper.
Every buyer can have 5 notes of Rs. 10, 4 notes of Rs. 5, 3 notes of Rs.
2 and 4 notes of Re. 1. Also 5 coins of Rs. 5, 3 coin of Rs. 2, 4 coins of
Re. 1 and 6 coins of 50 paisa each.
Currency 115

Buy things as per the price tags. Make purchasing according to

the price list of the articles in the shop.

Exercise
1. Hamid has two notes of Rs. 2 and two notes of Rs. 5. How many
rupees does he have?
2. Abhishek wants to give you 70 rupees. He only has 10 Rs.
notes.How many notes will he give you ?
3. Shreya bought an umbrella of Rs. 95. She gave ten notes of Rs.
10 to shopkeeper. How many rupees will the shopkeeper return?
4. Palash had 25 rupees. He gave Rs. 10 to Sanjana and Rs. 6 to
Manjari. How many rupees are left with Palash?
5. Nandini bought mangoes for Rs. 10 and bananas for Rs. 8. If she
gave 20 rupees to the shopkeeper than what is the money will she
receive as the balance?
6. Shivani had 70 paisa. She bought a balloon for 50 paisa. What
much amount is left with her?
7. Vivek has 50 rupees and Madhu has 25 rupees. How many rupees
both have altogether?

Make more sums of this kind and give your friends to solve them.
 116 Maths- 2

Lesson - 13 Understanding Data

Let's find out how many glasses of water do your friends drink
in a day

How many glasses of water Name of friends Number of friends

Now tell -
What is the number of friends who drink one glass of water?
What is the number of friends who drink three glasses of water?
What is the number of friends who drink five glasses of water?
Number of friends drinking three glasses of water is …………
than the number of friends drinking two glasses of water. (more
or less).
Understanding Data 117
Your favourite colour
Let's find out from the colours given in theWhich colour is
liked by maximum friends?
Favourite colour name of friends number of
friends

Now tell-
Which colour is liked by minimum friends?
How many friends like yellow colour?
table, which colour
is your friend's favourite colour.
OUR
Devanagari Numerals
Introduction and Exercises

11 12
13 14
678 67
12 8 9
3 4 10
1 2 3 9 10 5
45

118
 Maths-2

Our Numerals
Introduction
Numbers are also written
on this calender.
January 2018
Sun Mon Tue Wed Thus Fri Sut
These numbers are written
differently from your textbook. 1 2 3 4 5 6
The numerals used in this
calender are numerals of 7 8 9 10 11 12 13

L e t u s i d e n t i f y t h e s e 14 15 16 17 18 19 20
Devanagari.

Number one is written as 1 21 22 23 24 25 26 27

Devanagari numerals.

in international numeral and

as 1 in Devanagari numerals.
28 29 30 31
Like this 2 is written as 2 in Devanagari numerals.

3, 4 and 5 are written as 3]4 and 5 in Devanagari numerals.

In the given table numbers from 1 to 10 written in international
numerals and Devnagiri numerals. See it carefully and understand.

Number One Two Three Four Five Six Seven Eight Nine Ten
International
1 2 3 4 5 6 7 8 9 10
numerals
Devnagiri
1 2 3 4 5 6 7 8 9 10
numerals

119
Maths -2
1
Write and count from to 9
1 ,d

1
2 nks

2
3 rhu
3
4 pkj
4
120
 Maths -2

5 ik¡p
5
6 N%

6
7 lkr
7
8 vkB
8
9 ukS
9
121
Maths -2
Count the pictures and write the numbers

Picture Number Picture Number

122
 Maths -2

See and understand

9
1 To 1 23
456
78
9
Complete the following

9
To
1

123
Maths -2

In The pictures given below join the numbers in serial

order

1 2
21 3
19 20
4
18

5 6 7 8
17 9

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

124
 Maths -2

Write in ascending order

3] 4] 1] 2 1 2 3 4
6] 2] 5] 3
7] 4] 2] 9
2] 5] 9] 3
Write in descending order

2] 4] 1] 5 5 4 2 1
4] 8] 6] 3
5] 7] 4] 2
1] 8] 9] 6
125
Maths -2

Write in ascending order.

39 37 38

10 12 9

23 29 15

Write in descending order.

10 6 15

37 16 31

40 10 30

25 16 31

126
 Maths -2
Even and odd numbers.
Take as many pebbles as the numbers written in
the circles below. Now make pairs of pebbles.
How many such pairs did you make? And how
many pebbles are left? Write your answer as shown in the example.
pairs Pebbles left

5
12
31
26
23
38
17
Write down the numbers where one pebble got left behind.
These are odd number.
Now write those numbers that did not leave any pebbles behind when
grouped into pairs.

These are even numbers.

You can take more numbers and identify odd and even numbers.

127
Maths -2
Write the even numbers in increasing order.
2 4 6
24 26 28
Write the odd numbers in increasing order.
1 3 5
35 37 38
Identify the even numbers .
Circle the even numbers from 1 to 50

1 11 21 31 41
2 12 22 32 42
3 13 23 33 43
4 14 24 34 44
5 15 25 35 45
6 16 26 36 46
7 17 27 37 47
8 18 28 38 48
9 19 29 39 49
10 20 30 40 50
128
 Maths -2
Add on the number line.
0
1- 1$4¾5 0 1 2 3 4 5 6 7 8

0
2- 2 $ 5 ¾ 0 1 2 3 4 5 6 7 8

3- 7 $ 2 ¾ 0
0 1 2 3 4 5 6 7 8 9

0
4- 0 1 2 3 4 5 6 7 8 9 10 11 12 13
$ ¾

5- 0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
$ ¾

6- 0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
$ ¾

7- 0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
$ ¾
129
Maths -2

Beads and necklaces

Let us practice some more:

23 ¾ 20 $ 3

34 ¾ $

45 ¾ $

56 ¾ $

You have seen that for number 23, we get 2 necklaces of 10 beads each and
3 beads left behind, which can be written as :

23 ¾ 2 necklaces $ 3 beads ¾ 2 tens $ 3 ones

34 ¾ 3 necklaces $ 4 beads ¾ 3 tens $ 4 ones

45 ¾ 4 necklaces $ 5 beads ¾ $ 5 ones

56 ¾ 5 necklaces $ 6 beads ¾ $

The bundle or necklace of 10 beads can be considered to be tens, while

the beads can be considered ones.
10 ones make one ten.
130
 Maths -2

Match the following.

3 tens + 2 ones 59

9 tens + 3 ones 83

7 tens + 8 ones 35

5 tens + 9 ones 93

8 tens + 3 ones 78

1 tens + 6 ones 68

4 tens + 7 ones 99

2 tens + 5 ones 16

6 tens + 8 ones 47

3 tens + 5 ones 25

9 tens + 9 ones 32

131
Maths -2

Tens and Ones

Tens Ones
1- 15 1 5

2- 21

3- 43

4- 35

5- 52

6- 67 7

132
 Maths -2

2 1 5 6 6 2

Tens $ Ones Tens $ Ones Tens $ Ones

Write only Ones.

56 94

38 73

133
Maths -2

Write only tens.

81 93

36 45

25 23

134
 Maths -2

Understand and write the number.

1 3

See and Write.

4 3 1 4 3 2

4 Tens $ 3 Ones Tens $ Ones Tens $ Ones

135
Maths -2

Look at the example and complete the following exercises.

Write down the place value of the following numbers:

Place value of 5 at ones place is. 5

15
Place value of 1 at tens place is. 10

Place value of 7 at ones place is.

27
Place value of 2 at tens place is.

Place value of at ones place is.

36
Place value of at tens place is.

Place value of at ones place is.

49
Place value of at tens place is.

Place value of at ones place is.

50
Place value of at tens place is.

Place value of at ones place is.

84
Place value of at tens place is.

Similarly play this game with other numbers as well.

136
 Maths -2

Make biggest and smallest number using the two numbers given.
Let's make a few numbers
1. If two numbers 5 and 2 are given the numbers which can be formed
using them will be 52 and 25.
2. Numbers formed by 3 and 7 will be 37 and 73
Now take number cards from 1 to 9. Pick up any two cards from them.
Arrange them in different ways in such a way that different numbers
are formed.
Similarly keep on picking up 2&2 cards and tell the numbers that you
get each time to your friends.
Learn by doing
Make numbers by using given digits.
¼1½ 7] 2] ---------------] ---------------
¼2½ 5] 8] ---------------] ---------------
¼3½ 3] 3] ---------------] ---------------
¼4½ 6] 4] ---------------] ---------------
¼5½ 7] 8] ---------------] ---------------
¼6½ 9] 9] ---------------] ---------------
Take two sets of cards of numbers 1&9. Pick up any two cards from
this set and write the numbers made with these digits. Now tell
greater and smaller two digit number.

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Maths -2
Make groups.
Make groups of two.
How many owers ?
How many groups ?
Remaining owers ?

Make groups of three.

How many owers ?
How many groups ?
Remaining owers ?

Make groups of four.

How many owers ?
How many groups ?
Remaining owers ?

Make groups of ve.

How many owers ?
How many groups ?
Remaining owers ?

Make groups of ten.

How many owers ?

How many groups ?
Remaining owers ?

Make such new groups.

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 Maths -2

Write in words.

Number Words Number Words

1 ,d 11 X;kjg
2 nks 12 ckjg
3 rhu 13 rsjg
4 pkj 14 pkSng
5 ik¡p 15 ianzg
6 N% 16 lksyg
7 lkr 17 lrjg
8 vkB 18 vBkjg
9 ukS 19 mUuhl
10 nl 20 chl

Write the following numbers in words.

1 15 2
5 18 4
8 20 13
10 9 17
12 6 14

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Some more sums. T. O.
57
T. O. $ +3 1 T. O.
T. O. 32 40
40 $ +2 4 $ +2 3
$+1 0
T. O.
30
$2 8 T. O.
32
$ +2 4

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Chiku can you Yes, I can
add 26 and 18 Appu Dada

T. O. T. O.
¼1 1
2 6 2 6
$ +1 8 $ +1 8
¼1½ 4 4 4

Add these.
39
$2 0

55
$1 6

60
$2 8

35
$2 5

74
$1 8

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1. At Ranjeeta's house16 jamun tree and 24 custard apple trees are

there . Tell the total number of trees at Ranjeeta house.

2. Hema buys gulabjamun of 78 rupees and jalebi of 45 rupees. Tell

the total amount from which she buy sweets.

3. In a eld there are 29 bringle plants and 33 peas plants. Tell the
total number of plants in the eld.

4. Priya has 16 books and Sameer has 20 books. Each of them get 10
more books. Now tell total number of books they have.

5. Dinesh has 25 goats . He buys 16 more goats. Now tell the total
number of goats.

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Snakes and Ladders.

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

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Maths -2

How many remain? Count and write.

9&6¾
13 & 0 ¾
12 & 4 ¾ 8

11&7 ¾
15 & 6 ¾ 19 & 9 ¾

This means, when we

The ball went up ve steps remove two from ve,
and came down two, we get three
stopping at three

If the ball goes up eight steps and rolls down three, then where does it reach?
If the ball goes up 9 steps and comes down 7 steps, where does it reach?

144
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Read the numbers on the number line and ll in the blanks.

12 & 5 ¾
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1617 18 19 20
& ¾

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1617 18 19 20

& ¾

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1617 18 19 20
& ¾

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1617 18 19 20

Make other such questions on the number line and ask your friends
to solve them

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Maths -2

Subtract these as well.

16 & 4 ¾ \
tens ones
1 6
& 4
1 2

33 &10 ¾\
tens ones
3 3
&1 0

58 & 44 ¾\
tens ones
5 8
&4 4

35 &14 ¾\
tens ones
3 5
&1 4

Solve these.
66 & 34 ¾ 65 & 23 ¾
78 & 45 ¾ 38 & 16 ¾
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At last a bag had to be opened! Please uncle!
There are only 3 Laddus outside Give each of us a Laddu.
and 4 children. What shall I do?

All right. I shall open a bag.

Every body has got a

Laddu. I am left with
one bag and 9 Laddu.

Discuss and write a story for this.

Why did uncle have to open the bag?
If there were 5 children, how many bags would have
remained close.
If these were 5 children, how many Laddus would have
been left in the opened bag?

147
Maths -2
Understand the example and then solve.
Subtract 19 from 36 2 16 2 16
3 6 3 6 3 6
1 9 1 9 1 9
1 7
36 & 19 ¾ 17

Subtract 48 from 72 6 12 6 12
7 2 7 2 7 2
4 8 4 8 4 8
2 4
72 & 48 ¾ 24

Subtract 26 from 43 Subtract 28 from 55

3 13 4 15
4 3 5 5
2 6 2 8
1 7 2 7
Subtract 18 from 40 Subtract 46 from 60

3 10 5 10
4 0 6 0
1 8 4 6
2 2 1 4

Solve these.
47 & 18 32 & 12
50 & 13 44 & 29
51 & 12 56 & 39
67 & 48 80 & 34
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Solve these.
1. Rashmi has 46 ducks. He sold 24 ducks . How many ducks she has

now?

2. Tanu took 74 rupees and went to bazaar. She brought some copies
of worth 52 rupees. How many rupees does she have now?

3. Chandani has 24 cups of icecream in her fridge. she distributes 17

cups among her friends. How many cups of icecream she has now?

4. Rinki’s chachaji gave Rinki 17 rupees. Now she has 25 rupees.

How many rupees she had with her ?

5. When Abhay returned from mela he had 6 rupees. In the mela, he

bought a car of 13 rupees. Tell how much money he took to the

mela?

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Some more question.

1. Vivek and Abhay together collected 56 ber and gave 33 ber to
Ankit. How many ber are left with them?

2. Ishan planted 53 plants of guava out of which 16 plant died in

summer. How many plants will be remaining in his backyard.

3. Anil takes 94 jackfruit to the market 42 jackfruits are sold. How

many jackfruits are left with them.

4. Deepak has 23 books in his library. He buys 28 more books. How

many total books are there in library.

4. Reena and Rita are making garland. Reena puts 33 mogra owers
in the garland and Reeta puts 27 owers. Now tell how many
mogra owers they put in together.

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 Maths -2

Circle the alternate

numbers, Chumun.
1 2 3 4 5 6 7
8
9
10
11 11
12
14 11
15 11
11
13

11 18
16 17
11 11 11 11
20
19
11
21
11
22
11 11
23
11
25 24
11
26

Write the circled numbers.

2
4
6

Write numbers from 1 to 50 on your slate. Encircle every third,

fourth and ninth numbers. Write the circled number.

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Maths -2

Do these as well

How many objects are there in a group? ¾

How many groups are there? ¾

How many objects are there in all?-------$-------$--------¾

How many objects are there in a group? ¾

How many groups are there? ¾

How many objects are there in all? ----$----$----$----$---¾

How many objects are there in a group? ¾

How many groups are there? ¾

How many objects are there in all? ----$----$----$----$----¾

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Multiplication Symbol

How many umbrellas are there in a group? ¾

How many groups are there? ¾

How many umbrellas are there in all ? ¾ 3$3 (Two groups of three) = 6
We also write it like this 3 × 2 = 6 (3 multiply by 2 ) =6

How many glasses are there in a group? =

How many groups are there? =

How many glasses are there in all ? = (2 multiply by 4 ) =8

4 groups of 2 = 8

This can be written 2 × 4 = 8

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Maths -2

Multiplication means repeated addition.

2$2$2 ¾ 3$3$3$3 ¾
2×3 ¾ 3×4 ¾

3$3 ¾ 5$5$5 ¾
3 ×2 ¾ ----- &&&×3 ¾

4$4 ¾ 3$3$3$3$3 ¾
4×---- ¾ 3 ×----- ¾

6$6 ¾ 8$8$8$8 ¾
6× ----- ¾ ----- × ----- ¾

4×3 ¾ 7$7$7 ¾
--$--$--- ¾ ---- × ----- ¾

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Legs of Tripods?
Shahnaz and Ali’s mother ask them to place a piece of brick beneath
the legs of the tables and tripods. Shahnaz said, “I will do it for Tripods, Ali
said Okay I will place beneath the legs of the tables.”

Shahnaz made this table for herself:

One Tripod 3 legs 3×1¾3
Two Tripods 3 $ 3 legs 3 ×2 ¾ 6
Three Tripods 3 $ 3 $ 3 legs 3 ×3 ¾ 9

Shahnaz said I will count the tripods and will nd out, how many legs
are there in all and then will bring that much pieces of bricks. Complete
the table that Shahnaz has left incomplete and tell how many legs will
there be in 8 tripods.
Make such table for Ali also.

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Maths -2
Everything became zero
We have learnt multiplication of one digit numbers like 3 ×9] 4 ×2 . etc.
If we have to multiply a number with zero then what will we do? Like
0×3¾\
3 × 3 ¾ 3$3$3
Three groups of 3 9 objects in all
2×3 ¾ 2$2$2
Three groups of 2 6 objects in all
1×3 ¾ 1$1$1
Three groups of 1 3 objects in all
0×3 ¾ 0$0$0
Three groups of 0 No object at all

Therefore 0×3 ¾ 0, now nd out the value of 0×6] 0×8] 0×10
look at 4 × 0 ……
4×3 ¾ 4$4$4
Three groups of 4 12 objects in all
4×2 ¾ 4$4
Two groups of 4 8 objects in all
4×1 ¾ 4
One group of 4 4 objects in all
4×0 ¾ 0

So, 4×0 ¾ 0
Similarly 5×0 ¾ 0 6×0 ¾ 0 3×0 ¾ 0

Multiply zero by any number or multiply any number by zero we will get zero.

156
 Maths -2

Write 1 to 10 multiplication table

2 5 10
10
15
20
5 10 15 20 25 30 35 40 45 50
30
35
40
45
10 50 90

Ask you friends. Thirty

ve Nine eights
are
Five Sevens
are

Seventy
two

Play these games among your friends.

157
Maths -2

Solve these.
1. Two slippers are there in 1 pair . So how many slippers are there in 3 pairs.

2. Tulesh have 5 gardens. Each garden has 6 mango trees. Tell the total
numbers of mango trees in Tulesh garden.

3. Mahi collected seeds of peanut. She has 8 peanut. Each peanut has 3 seeds.
Tell the total number of seeds Mahi have.

4. Preeti wants to plant seeds of Arahar. She has 10 small eld In each small
eld she has to plant 5 seeds. How many seeds she needed.

5. One bed had four legs, so tell the total number of legs in 7 beds.

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 Maths -2
How to Distribute Equally.
Meena has 8 marbles. She wants to distribute the marbles to Chunnu and
Gudia equally.

Will you help Meena?

Take 8 marbles.
Make two circles one for Chunnu and one for Gudia.
Distribute the marbles equally.

How many did Chunnu get ?

How many did Gudia get ?

Similarly;
Take 10 marbles and distribute them into 3 circles.
Take 12 marbles and distribute them into 4 circles.
Now take as many marbles as you wish. Make some circles and put
equal number of marbles in each of them.

159
Maths -2

Distribution of Books.
8

8&2¾

6&2¾
4&2¾
2&2¾
There were 8 books. It was possible to take out two books, four times.
Collect objects in different numbers with your friends. Take out two objects
from them repeatedly. In how many times were you able to take two things
out?. Have some objects remained?
Write those numbers that leave no remainder when two things were taken
out repeatedly.
160
 Maths -2

Solve these.

1. Mahesh planted 10 Neem trees and 21 Mango trees which school garden.

How many trees Mahesh planted in all ?

2. Naveen has 40 kg rice in his home. 14 kg rice is used at his home. Tell how
much rice left in the sack.

3. Vimla has to eat 3 pills in a day. How many pills she needed in 7 days.

4. Lata has one 500 rupees note. She goes to the shop to take its change.
Shopkeeper gives her 20 rupees notes.So how many 20 rupees notes she
gets from the shopkeeper.

5. 6 beds have to place in one room. So how many rooms are needed for 36

beds.

161