MATH-MAGIC

MATH-MAGIC
Book 3
Textbook in Mathematics for Class III

BOOK 3
0325
N.C.E.R.T.

ISBN 81-7450-510-5
 



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First Edition ISBN 81-7450-510-5
February 2006 Phalguna 1927
Reprinted ALL RIGHTS RESERVED

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 Foreword
The National Curriculum Framework (NCF), 2005, recommends that children’s life
at school must be linked to their life outside the school. This principle marks a
departure from the legacy of bookish learning which continues to shape our system
and causes a gap between the school, home and community. The syllabi and
textbooks developed on the basis of NCF signify an attempt to implement this basic
idea. They also attempt to discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these measures will take us
significantly further in the direction of a child-centred system of education outlined
in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and to
pursue imaginative activities and questions. We must recognise that given space,
time and freedom, children generate new knowledge by engaging with the information
passed on to them by adults. Treating the prescribed textbook as the sole basis of
examination is one of the key reasons why other resources and sites of learning are
ignored. Inculcating creativity and initiative is possible if we perceive and treat
children as participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table is as necessary as rigour in implementing the annual
calendar so that the required number of teaching days are actually devoted to teaching.
The methods used for teaching and evaluation will also determine how effective this
textbook proves for making children’s life at school a happy experience, rather than a
source of stress or boredom. Syllabus designers have tried to address the problem of
curricular burden by restructuring and reorienting knowledge at different stages
with greater consideration for child psychology and the time available for teaching.
The textbook attempts to enhance this endeavour by giving higher priority and space
to opportunities for contemplation and wondering, discussion in small groups, and
activities requiring hands-on experience.
National Council of Educational Research and Training (NCERT) appreciates
the hard work done by the Textbook Development Committee responsible for this
book. We wish to thank the Chairperson of the Advisory Committee, Professor Anita
Rampal and the Chief Advisor for this book, Professor Amitabha Mukherjee for
guiding the work of this committee. Several teachers contributed to the development
of this textbook; we are grateful to their principals for making this possible. We are
indebted to the institutions and organisations which have generously permitted us
to draw upon their resources, material and personnel. We are especially grateful to
the members of the National Monitoring Committee, appointed by the Department
of Secondary and Higher Education, Ministry of Human Resource Development under
the Chairpersonship of Professor Mrinal Miri and Professor G.P. Deshpande, for
their valuable time and contribution. As an organisation committed to the systemic
reform and continuous improvement in the quality of its products, NCERT welcomes
comments and suggestions which will enable us to undertake further revision and
refinement.

Director
New Delhi National Council of Educational
20 December 2005 Research and Training

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 Textbook Development Committee

CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS AT THE PRIMARY LEVEL

Anita Rampal, Professor, Department of Education, Delhi University, Delhi
CHIEF ADVISOR
Amitabha Mukherjee, Director, Centre for Science Education and Communication
(CSEC), Delhi University, Delhi
MEMBERS
Anita Rampal, Professor, Department of Education, Delhi University, Delhi
Asha Kala, Lecturer, DEE, Institute of Home Economics, New Delhi
Asmita Varma, Primary Teacher, Navyug School, Lodhi Road, New Delhi
Bhavna, Lecturer, DEE, Gargi College, New Delhi
Dharam Parkash, Reader, CIET, NCERT
Preeti Chaddha, Primary Teacher, Basic School, CIE, Delhi University, Delhi
Suneeta Mishra, Primary Teacher, Nagar Palika School, Bapudham, New Delhi

MEMBER-COORDINATOR
Surja Kumari, Professor, Department of Elementary Education, NCERT

Illustrations and Design Team

Srivi Kalyan, Chennai
Anita Varma, Delhi
Taposhi Ghoshal, New Delhi
Vandana Bist, New Delhi
Rajiv Gautam, Street Survivors,
Murshidabad, West Bengal
Raja Mohanty, Industrial Design Centre
IIT, Mumbai — Cover Design

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 Acknowledgements

National Council of Educational Research and Training (NCERT) thanks the following
persons and institutions for their contribution towards this textbook. Special thanks
are due to the Centre for Science Education and Communication (CSEC), Delhi
University, for providing academic support and hosting all the textbook development
workshops. The teams were fully supported by the staff and put in tremendous
effort through long working hours even on holidays.
The Council acknowledges the advisory support of Rohit Dhankar, Director,
Digantar, Jaipur and the contributions of K. Subramaniam, Homi Bhabha Centre
for Science Education, Mumbai and Indu Dogra, Primary Teacher, M.C.D. Model
School, Seva Nagar, New Delhi. This book has drawn upon ideas from existing
materials, such as, Numeracy Counts! (National Literacy Resource Centre, Mussoorie),
Mathematics For All (Homi Babha Centre for Science Education, Mumbai) and
Mathematics: A Textbook for Class III (SCERT, Delhi).
The Council also gratefully acknowledges the contributions of Sandeep
Mishra and Shashi Vij for their voluntary technical support and of Sadiq Saeed
and Subodh Kumar, DTP Operators and Inderjeet Jairath, Proof Reader in
shaping this book.

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 


  

  

  

  

  

  

  

  

    

  

  

  

  

  

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  
Our teacher told us to draw a picture of a
car. We all drew the car differently. Next
day, when we showed our pictures to each
other, we were very excited. But Anshul
started laughing. He was looking at
Dheeraj's drawing of a car.
Anshul said — it looks like a small box
kept in a bigger one. Then Anshul
showed his drawing to Dheeraj.
Both of them drew the picture of the same
car. But the drawings look different.
Dheeraj said he had looked at the car from the terrace. Do
you think his funny drawing is right?
Have you looked at things from different
sides?
Do they look the same or different?

Look at the pictures drawn here. How

does the table look from the side?
Which picture is from the top?
Some pictures are drawn below. Imagine how these things will
look if seen from the top.

Will they look like this?

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 
A. A cat is peeping into
a classroom.
Can you help her find out
where the teacher is?

B. Here are some pictures. Find out from where you have to
look to see the things this way.

Staircase Staircase Table

Chair Pencil Bus

C. Draw top views of a few things and ask your friends to guess
what they are.

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 



 
 
 



You can also try and use the dots given below to make patterns.
Two examples have been drawn here.

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   
1. Copy these shapes on the dot grid. Note that some lines in
the shapes are straight and some are not.

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2. Use the dot grid given below to draw your own designs and
shapes.

3. Complete these figures to make squares and rectangles.

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4. On the dot grid given below, draw the following:
a) a kite b) a leaf c) a flower
d) a boat e) a star f ) a pot

Note for teachers and parents: Free play with shapes on a dot grid can help develop
children's understanding of shapes and symmetries. The chapter begins with
activities to show how 2-dimensional pictures can represent 3-dimensional objects
as seen from different perspectives. This is related to symmetries, an important
aspect of shapes further developed in Chapter 5.

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 
One day Amina met a painter.

 
 
 


After a while the painter showed her the picture.

 
 



 
 



Amina gave him a hundred-rupee note.

 
 
 

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The painter had made many such pictures in which he drew
only one half of the things. Draw the other half of these pictures
and find out what these things are. Try doing it with a mirror.

Can we repeat the painter's trick, while drawing pictures of the

following?

If you ask the painter to draw things which cannot be divided

into two similar mirror halves, then he cannot play the trick.
Draw three more such things which do not have similar mirror
halves.

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 
Look at the pictures given below. Does the dotted line divide
each picture into two similar mirror halves?

Give some more examples.

In two rectangles above, the dotted line cuts each into identical halves, but note that they are not
mirror halves?

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Using a dotted line, can you divide the following pictures into
two similar halves?



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 


Using such letters we can also make words which have similar
halves.







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












 

 




 
 
 




You can make more such masks by taking help from the
following pictures.



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 2 Fun with Numbers

Radhika, Gauri, Vicky, Indra and Sunil were collecting Imli

(tamarind) seeds.
✤ collected the most seeds.
✤ Sunil will collect more seeds to be equal to Vicky.
✤ If Radhika gets 6 more seeds, she will have .
✤ How many children have more than 40 seeds?
✤ needs 3 more seeds to have 50.
✤ Sunil has 2 seeds less than 40 and has 2 seeds more
than 40.

13
13

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Dot Game
Guess the number of dots in the circle. Now count and check
your guess. Play this game with your friends by making circles.
See who can guess best.

Can you guess on me?

And
the number of
dots on me ?

Children need interesting exercises to help them with visual estimation of numbers – of things
arranged randomly and in symmetrical groups. Teachers could use other instances, such as
bundles of leaves sold in the market, the school assembly, designs on mats, etc. to make them
guess and estimate different numbers. In this book an ant has been used to show the child
that a guess or estimate has to be made.

14

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 Dhoni's Century
One-day match between India and South Africa in
Guwahati......., India batting first......

e
on is
n l y teh !
O e
pl this
....
9 6 . e com k at
on lh oo !
o ni ...wil nd l x
Dh ft.. ..... A us si
le .. o
ll ?. ll
ba tury arve
n m
ce ta
ha
W
Has he completed
his century?

Fill in the blanks:

Dhoni scored 96 + = runs.
How many runs do these players need to complete a century?

Runs scored Runs needed to

complete a century
Player 1 93

Player 2 97

Player 3 89

Player 4 99

Numbers are understood not by reciting them in order but by making associations in familiar
contexts. Here the idea of a "century" of runs is used. Teachers could add other examples from
children's lives to think about 3-digit numbers. Encourage them to speak about large numbers
even if they cannot read or write them.

15

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 e go
w ou
99 his e ey w
r S o
te et orr
Af n lik tom
o

99 100 101 102

Fill in the Blanks:

99-112 195-206

Number Number Number Number

(in figures) (in words) (in figures) (in words)

99 Ninety-nine 195 One hundred ninety-five

100 One hundred 196 One hundred ninety-six

101 One hundred one 197 One hundred ninety-seven

102 198 One hundred ninety-eight

103 One hundred three One hundred ninety-nine

104 One hundred four 200 Two hundred

One hundred five 201 Two hundred one

106 One hundred six

107 203 Two hundred three

One hundred eight Two hundred four

109 One hundred nine 205 Two hundred five

110 One hundred ten 206

111 One hundred eleven

Oh! 206! Guess how many more
One hundred twelve
to make a triple century?

16

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 Top Ten Scores in the Cricket World Cup

Player Score Player Score

A.P.J. 128 M.D. 178

A.S. 100 P.K. 105

C.K. 99 S.T. 141

D.M. 162 T.P.K. 112

K.S.P. 152 V.V.S. 127

✸ C.K. just missed his century. How many runs did he need to
make a century?
✸ and scored almost equal runs.
✸ scored a complete century, no less, no more.
✸ Most runs scored by any batsman are .
✸ and have a difference of just 1 run between
them.
✸ scored 2 more than one and a half century.

17

2018-19
 20 30 40 50 60
70
Counting in 10's
10 110 310 80

20 720

30 90
10

t
us

.
ns
!J
te
sy
in
Ea
ip
did

sk
t?
! How
o tha
you d
Wow

100
780

190 Finish

100 200 400

y
f ift
in y
o u n t jiff
C in a
Counting in 50's up
50

200 550

250

650

350 50

750
50

500 850
50
How far can you go like this?
What is the biggest number you can call out?

18

2018-19
Colour the Numbers

744 810 45 401 54

555 374 171 261 159

656 140 179 891 16

195 155 410 159 685

454 136 60 74 699

800 445 642 202 943

Find these numbers in the above chart. Colour them.

Green Red Yellow

One hundred forty Fifty-four Four hundred forty-five

Two hundred two Sixty Sixteen

Two hundred sixty-one One hundred ninety-five One hundred fifty-nine

Eight hundred Five hundred fifty-five Six hundred eighty-five

300 + 70 + 4 600 + 40 + 2 600 + 90 + 9

600 + 50 + 6 100 + 70 + 9 70 + 4

5 + 50 + 100 800 + 10 1 + 90 + 80

19

2018-19
 Jumping Animals

Gabru Bunny

90
99
89 91 98

97
92 100

101 109 110

93 96 108

94 107
95
102

106 Tarru
103

105
Gabru, Bunny and 104
Tarru are jumping all
the way. Gabru jumps on every 7th box, Bunny on every 5th
box, Tarru on every 4th box.
Gabru starts jumping from number 90.
Bunny starts jumping from number 99.
Tarru starts jumping from number 106.

20

2018-19
 131 132
133

130
134
129

114 135
128
115
113 136
116 126 127
112 125 137
111 117 148
147 149
138

124 139 146

118
!
140 H ee
123 e!
119
145 He l this s
141 Al ing i .
p e
120 jum ing m
144 kl
122 tic
142 143
121

Bunny’s tenth jump is on number .

175
174
Tarru’s tenth jump is on number .
Gabru’s tenth jump will be on number .
Gabru and Bunny both jump on numbers 104, and .
Find out:
❖ Tarru and Bunny jump on numbers , ,
and .
❖ Is there any number where all three of them jump?
❖ Guess who will finish in the least jumps? In how
many jumps?

21

2018-19
Class, Jump!

g w ay to
Lo n
go!

Jump 2 steps forward:

104, 106, 108, , , , .
Jump 2 steps backward:
262, 260, 258, , , , .
Jump 10 steps forward:
110, 120, 130, , , , .
Jump 10 steps backward:
200, 190, 180, , , , .
Continue the pattern:
Join in!
550, 560, 570, , , , .
910, 920, 930, 940, , , , .
209, 207, 205, , , , .
401, 402, 403, , , , .

22

2018-19
Lazy Crazy Shop
This is the jungle shop. Lazy Crazy gives things only in packets
of tens, hundreds and loose items.

Find out how many packets of tens, hundreds and loose items
each animal will take. Fill in the blanks.

Packets Packets Loose

of 100 of 10 items

143

210

242

552

23

2018-19
Lazy Crazy also has a crazy way of taking money. He takes only

in notes, notes and coins. Now find

out how they will pay him for what they have taken.

Rs 420

Rs 143

Rs 242

Rs 55

Who am I? Match with the number.

a) I come between 40 and 50 and
there is a 5 in my name. 96
b) I have 9 in my name and am very close to 90. 150
c) If you hit a 4 after me, you score a century. 45
d) I am equal to ten notes of 10. 89
e) I am century + half century 87
f) I am exactly in between 77 and 97. 100

In this chapter several stories and exercises are used to help children understand the decimal
number system. The term 'place value', which often confuses children, has not been used at all.
Teachers could also find out about other locally used number systems, if any, especially while
working in tribal communities.

24

2018-19
How Many are these?

rupees

sticks

blocks

100 100
10

beads

rupees

Who am I?
There is no biggest number
Take any you can find
Add me to get the next one
To count, keep me in mind.

25

2018-19
 I am Chanda Mama. I have so many friends which twinkle in the
sky. Yes, you are right! My friends are stars. One day all of
them came to my home. I started counting to see how many
friends had come. But my friends were too many. So to
remember their numbers, I did something like this —

Hello
everybody!

Moon Mama Counts his Starry Friends

I counted one star and kept one card in my pocket.
for one star. for 2 stars.
for how many stars?
When I had 10 cards, I changed it with this card .

But my friends kept coming. So I had to count more stars. My

pockets were getting full. So when I had 10 cards like this I
changed it with a card.

But I have so many, many, friends that my pockets kept getting full.
Just see how many cards I had.

26

2018-19
 All right,
everybody in a
line. We'll play a game.

Yippee!

Which cards will I have in my pocket if I have counted up to...

a. 19

b. 21

c. 95

d. 201

e. 260

f. 300

g. 306

h. 344

i. 350

j. 400

27

2018-19
When I had cards in my pocket, I knew I had counted 20
stars. Now you tell me the number of stars counted in each case.
Write the answer in the blank space.

20

??

Nice new
patterns

Guess how many starry friends I have in all... !!!

28

2018-19
  
I am Kittu. This is my home. Isn't it huge? It has 100 rooms.
Help me in painting some of the rooms.

I start from room 2. I add 10 to 2 to reach room 12 and paint

it. To add 10 to 2, we can go all the way to the right to 10.
Then up to 11, and one step right to 12.
This is one way to go from 2 to 12.
Is there a shortcut? Of course! Follow me.
We can jump up one row.
A jump from 2 to 12 is like taking steps.



2018-19
 Now try one jump up from 14.
14 + 10 = 24 .
Colour this room.

How will I go from 22 to 41? Jump from

22 to 42.
Then one step left. We can write it like this.
22 + 20 = 42
42 – 1 = 41
How many steps did I go in all?

You could also go this way:

From 22 take one step left to 21.
Then two jumps up to 41.
22 – 1 = 21
21 + 20 = 41


Try these on Kittu's home:
Hey! I have something more interesting for you.
Ma told me, there are sweets to eat in some rooms.
Help me find that room. The answers from the next page will
help you find that room. Mark them in my home.

a) 10 less than 34 is .

b) 53 – 20 =

c) 11 more than 31 is .
The 10×10 number grid is a useful aid for adding and subtracting two-digit numbers. Children
should be encouraged to try these operations mentally using the grid as often as possible.



2018-19
d) 11 less than 66 is .

e) 62 + 13 =

f) 23 less than 89 is .

g) 10 and 40 more is .

h) 9 added to 28 gives .

i) The sum of 9 and 44 is .

j) Reducing 98 by 34 gives .

k) 4 and 37 more is .

l) Take 35 away from 83. We get .



2018-19
E.g., 47 = 37 + 10

37 + 9 = 


65 – 30 = 



= 46 + 21



= 87 – 30

66 – = 11 36 = + 9

45 + = 99 40 + = 76

+ 26 = 75 98 = + 50

– 21 = 35 57 – = 20



2018-19
  

Anisha bought apples for 37

rupees. Raja bought bananas
for 21 rupees. The woman
selling fruits said:

37 is 30 and 7

21 is 20 and 1

So 37 and 21 make 58.








Let us also try. Look at this sum.

 + 

 +  +  +  

 +  +  + 

 +  


The answer is 69.



2018-19
               

 Can you do it another way? Say how.


33 + 56 = 30 + 3 + 50 + 6


 = 80 + 3 + 6


= 80 + 9 = 89



See if you can do the same with these sums.

 37 + 22 = 30 + 7 + 20 + 2

 = + +


= + =



73 + 24 = + + +


 = + +


= + =


 




          




2018-19
           
 


56 + 21 = + + +


= + + 


= + =







 

 




Now work out the steps in your mind.
Write the answers directly in the boxes. 

33 + 42 = = 33 + 27 55 + 25 = 



19 + 61 = = 34 + 63 67 + 25 = 


= 48 + 42 = 53 + 64 72 + 56 =


 
            



2018-19
 
Once a baby lion lost his way in the jungle. He started crying
and called out for his mother. An old deer took pity on him. He
took him to his place. But the other deer got really scared. So
did their other friends — rabbits, squirrels and birds. A lion
among us! Oh, no! He will eat up our babies. The old deer
said — don't worry. I will warn him about this. In the morning
the baby lion thanked every one and started to leave. But a
rabbit said — wait, he cannot go like this! Let us count to see if
he has done any mischief. We should be 240 in all. Let's count.

    






In the chapter Fun with Numbers, children would have made token cards. The same token cards
should be used for exercises in addition before children do written sums.



2018-19
 Let's add and find out how many deer and rabbits were
there...

Number of

Number of

Putting all the s together,

we get fifteen s
Ten s make one and
we are left with five s

Now putting together all the s,

we get seven s

So total number of and = 75



2018-19
 Similarly we add the number of birds and number of
squirrels.
Putting all the s together
first and grouping them

Number of

Number of

Then putting together

the s and lastly the
s we get

So together birds and squirrels were 162,

and deer and rabbits were 75.
The old deer said — we were 240 in number, now how many are
we in all?





To find out, do the addition in the box below:

Number of and

Number of and



2018-19
  
1. A factory made 270 bulbs on the first day.
On the second day it made 123 bulbs.

How many bulbs did the factory make altogether?

First day - 270 bulbs 

Second day - 123 bulbs 





 


Solution:

Bulbs made
on first day
Bulbs made on
second day

Sum



2018-19
2. A shopkeeper Rafi had 153 candles. Paras gave him 237
more candles. How many candles does Rafi have now?






Solution:

Sum

Work out the following story problems in the same way.

Read each problem and say it in your words.
Guess the answer before writing it.

A. A train compartment is carrying 132 people. Another

compartment is carrying 129 people. In all, how many people
are there in both the compartments?



2018-19
B. Shanu found 138 pebbles.
Karim found 44 pebbles.
How many pebbles did they find
in all?

C. A teacher kept a note of which fruits students like in her

school. This is what she found:

Find out:
(a) How many students in the school like oranges?
(b) How many students in the school like mangoes?
(c) Altogether, how many students are there in the school?
(d) Is the number of girls more than 350 or less than 350?



2018-19
    

 

A. (i) 345 + 52 (iv) 643 + 345

(ii) 492 + 29 (v) 750 + 219
(iii) 245 + 93

B. 319 304 363

+ 323 + 406 + 456


427 684


+ 248 + 232


Puzzle
Addition is my best friend
We never have a fight
When I am done
Call out to him


And check if I am right










2018-19
   





Work out four different ways to write the numbers.







Can You Solve this Pu zzle?
Write the numbers 1, 2, 3,
4, 5, 6 in the circles, so that
the sum of the numbers on
each side of the figure is 12.

   



2018-19


Do all the sums mentally:

a) 75 + 20 = 95 g) 670 + 120 =

b) 90 + 60 = 150 h) 380 + 210 =

c) 25 + 30 + 3 = i) 205 + 650 =

d) 9 + 40 + 31 = j) 128 + 600 =

e) 500 + 200 = k) 150 + 69 =

f) 400 + 350 = l ) 37 + 46 + 3 =

Find Mithoo's bag

and check your
answers.

Draw a line
through the
numbers which
are answers
written in the
boxes above.



2018-19
 
One day Bubbly and Gopu were playing. Bubbly gave three
number cards to Gopu. He arranged the cards in two ways.




Bubbly arranged
them this way:

Isn't it interesting?

You can also play it. Here are the cards for you. Work out the
combination. Place the cards in the right boxes.

a)
50 70 20 50 20 70
_ =

_ =

b)
30 42 12 30 42 12
_ =

_ =



2018-19
24
 
23
22

Lali is selling things at her father's shop. A farmer comes to

21

buy rope.

20


19


18


17
16
15
14


13



12


11



10
9
8

So, the farmer measures his arm with

7

the rope and Lali gives him 7 times

6

that much rope.

Measure your arm and your mother's
5

arm. What is the difference?

4

Children should be encouraged to look around and see how lengths of different things are measured
3

in different ways using local or non-standard units. For example, rope, garlands or cloth may be
sold by the cubit, handspan, fingers, etc. They also need to do activities of measuring lengths
2

(and distances) with their own body parts.

1


0

2018-19
 0
1
 

2
3
4
❋ In how many steps will

5
Dorji cross the road?

6
7
8
❋ How many cups can be

9
placed in a line on this

10
table?

11
12
13
❋ How many pots can be

14
placed to reach the tree

15
branch?

16
17
18

❋ How many shirts can be

hung on this wire?
19
20
21
22
23


24

2018-19
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8      

The matchstick is 4 centimetres long.

7

The die is 1 centimetre from every side.

6

The lizard is 13 centimetres long.

5

The leaf is centimetres long.

4

The wax colour is centimetres long.

3

Now, look at a scale that you find in a geometry box. How many
centimetres does it have?
2
1


0

2018-19
 0
The small scale that you mostly use in school is like this one.

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

8
9
Is it easier to start measuring from the 0 mark? Look at the

10
things drawn near the scale and find out their lengths.

11
❋ What are the little lines on the scale used for?

12
❋ Look for things that are
❋ About 10 centimetres long

13
❋ Between 10 and 20 centimetres long

14
❋ Less than 1 cm long. 

15
❋ Draw some of them here. 

16
17


18


19
20
21
22
23


24

2018-19
24
23
    
Measure the length of your
22

thumb and your little

finger. Use the scale on
21

this page.
20

Which is longer? Thumb or

19

little finger?
18

Bring a measuring-tape to
your class.
17

Guess the length of different parts of your body and check if

16

your guess is correct. You can use a scale, string, measuring-

15

tape etc.
14
13
12
11
10
9
8
7
6

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

 – How will you know the number of centimetres if

you measure with a rope, shoe-string, thread etc.?
3
2
1


0

2018-19
 0
1
My measurement My friend's
measurement

2
Nose centimetres centimetres

3
Around the wrist centimetres centimetres

4
Around the head centimetres centimetres

5
Ear centimetres centimetres

6
Hand (tip of middle centimetres centimetres

7
finger to wrist)

8
0
1

9
2
Compare your measurement

3
4
5
6
7

10
with your friends'.

8
9
10
11
12
13
✒ Who has the biggest head

11
14
15
and who has the smallest

12
head? ,

13
✒ Who has the longest hand

14
(from middle finger to wrist)?

15
✒ Which is longer? Your ear or
your nose? 16
17
✒ Is any of your nails more 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
18

than 1 centimetre long?

19
20
21
22
23


24

2018-19
24
   
23

Ant Gibli has to reach the grains. She is looking for the shortest
22

road. Can you tell her which is the shortest?

21
20
19
18
17
16
15
14
13
12
11
10
9
8

Can you draw a road shorter than these? What is the length of
7

that road?
6
5

It is more important for children to be able to get an estimate of a metre as related to known
things, such as, their own heights, rather than do tedious exercises of converting metres to
4

centimetres, etc. Children at this stage may not be able to perceive of bigger units such as a
kilometre. They must be encouraged to speak of a kilometre in the context of a story or narrative.
3

The Map of Agra is an exercise with a narrative involving children, with familiar images (icons) to
help the initial understanding of mapping in 2 dimensions.
2
1


0

2018-19
 0

     

1




2
A metre is equal to 100 centimetres

3
4
5
6



7




8
9
10
11
    

12
13
You must have seen shopkeepers measuring cloth with a
metre rod.

14
✒ Use a metre rod and a rope.

15
✒ Make a knot at one end of the rope.
✒ Keep the metre rod with the rope. 16
17

✒ Mark 1 metre on the rope and make

18

a knot there.
19

✒ Now the length between the two knots is 1 metre. This is

your metre-rope.
20

If you don't get a metre rod use a measuring-tape and mark 100
21

centimetres on the rope. 100 centimetres are equal to a metre,

22

so you get the metre-rope.

23


24

2018-19
24
23

  

22
21

Activity 1
20

❈ Find some things that look 1 metre long.

19

❈ Use your metre-rope to find which of these things are more or

18

less than 1 metre.

17

Name of the thing More than Less than

16

1 metre 1 metre
15

Length of table – –
14

Width of table – –
13

Width of door – –
12

Length of door – –

– –
11

– –
10

– –
9
8

Activity 2
7

Some Class III children

have marked a 1 metre
6

height on the wall of their

5

class.
4

You can also mark 1 metre

on your class wall.
3
2
1


0

2018-19
 0
Now make a chart of the heights of your friends.

1
To measure the centimetres, you can use your small scale.

2
3
Name Taller/Shorter/Equal How many centimetres more
to 1 metre or less than a metre

4
5
Shambhu Taller 4 centimetres

6
7
8
9
10
11
12




13



14
0
1
2
3
4
5

15
6
7
8
9
10
11
12

16
13
14
15

17
18
19
20
21
22
23


24

2018-19
24
23
  
Which of these will be in centimetres and which will be in
22

metres?
21

❈ Width of a computer screen

20

❈ Length of a Pagdi worn by Sikhs

19
18

❈ Height of a 1-year old child

17

❈ Length of a banana
16

❈ Waist of an elephant
15
14

❈ Height of a sugarcane
13

❈ Depth of a well
12

❈ Height of your mother

11
10

❈ Distance from classroom to school gate

9

❈ Length of your father's arm.

8
7

  

6

Marie and Baichung are going with their family to Agra. They
get down at Agra Cantt. Railway Station and take a rickshaw to
5

Taj Mahal. After 3 hours, they start for Agra Fort, again in a
4

rickshaw. In the afternoon they take a bus to go to Fatehpur

3

Sikri.
2
1


0

2018-19
 0
1
MAP OF AGRA

2
3
Babarpur Forest

4
Agra Fort

a
un

5
m
Ya
er
R iv

6
ri
r Sik
u Taj Mahal
To Fatehp

7
Taj
Forest

8
Agra Cantt

9
Railway Station

10
Now look at the distances between these places (for kilometres

11
we write km).

12
❖ Agra Cantt. Railway Station to Taj Mahal – 5 km

13
❖ Taj Mahal to Agra Fort – 2 km

14
❖ Agra Fort to Fatehpur Sikri – 40 km
Now find from the map

15
❖ Which is farther from Agra Cantt. Railway Station — Taj Mahal
or Fatehpur Sikri? 16
17

shows the railway line.

18

Which of these is nearer to the railway line:

19

❖ Babarpur forest or Taj forest?

20

❖ Agra Fort or Taj Mahal?

21

Which is closer to the river Yamuna:

22

❖ Taj Mahal or the Railway Station?

23


24

2018-19
24
23    
Draw lines to match each picture with how long it can be.
22
21
20
19

 2 kilometres

18
17
16
15

5 metres
14



13
12

10 centimetres
11


10


9
8

 1 centimetre

7
6

e School
om
5

H
4

27 1 metre

3

25

2
1


0

2018-19
 0


1
The animals in this picture had a

2
competition. The animal who had the
longest tail won a prize. Now who do

3
you think won the first prize and

4
who won the second....? Just guess

5
the length of the longest tail.

6
7
8
9
10
11
12
13
14
15
16
17


18
19
20
21
22
23


24

2018-19
  

  

1 2

3 4



2018-19
   
Colour the clown following the directions given below :

Triangles Red Squares Yellow

Rectangles Blue Circles Green



2018-19
How many triangles are there in the following figures?

Find the biggest rectangle

in the figures given below.



2018-19
  
Meeta and her 5 friends were playing a game. Tinku was
blindfolded and asked to keep clapping as long as he wished
while the others would move round a table. The moment Tinku
stopped clapping, everybody would stop wherever they were.
The child who was not at a corner would be out. Then she
would be blindfolded.

   

 

a) Looking at the picture given above, can you tell who is out?
b) Where is Guddu standing?
c) Can this game be played around a round table? Why?

Many things around us have straight edges. For example:


 


 



2018-19
Other things have curved edges. For example:





a) Look around you and identify things with straight and

curved edges.
b) Do the things with straight edges have corners?
c) Do the things with curved edges have corners?
d) Try to find things which have both straight and curved edges.

  
1. Take a rectangular sheet of paper.
2. Count its corners.
3. Now fold one of its corners.
a) How many corners does it have now?
b) How many corners will you get by folding
i) 2 corners
ii) 3 corners
iii) 4 corners
c) Can you fold this paper in such a way that it has only
three corners? You are allowed only two folds.
What shape will you get?
4. Repeat the activity with a square sheet of paper.



2018-19
5. Can you fold all the corners of the square sheet in such a
way that the number of corners remains unchanged?
Look at the following table and tick ( ) the names of things
that have corners. Also count the number of edges and corners
in each of them.

Name of Whether it has Number of Number of

thing corners edges corners

Die Yes 8

Ball

Eraser

Egg

Sheet of paper

In the following figures, tick ( ) those which have corners.

Do these figures have curved lines?

Using only straight lines, can you draw a figure which has
no corners?



2018-19

The tangram is an old Chinese puzzle. From the pieces of the
tangram, we can make many shapes of animals, people and
things.
At the back of the book you will find a
square like the one in this figure. Cut it 2
out carefully and cut the pieces. This 3
set of five pieces is called the 5-piece
1
tangram.
Use these five pieces to make the
4
5
following figures:



2018-19
1. How many triangles do you have in your set? Are all of them
equal in size? Find out.
2. Use the two small triangles in the tangram set to get the
following shapes:

(1) (2) (3)

3. Which two pieces of the tangram set are exactly same?

Find out.
4. Take pieces 4 and 5 from the set and find out on which side
of the triangle you can join the other piece.
5. Find matching sides among the following pairs of pieces.
a) Pieces 1 and 2
b) Pieces 2 and 4 (See figure on page 66)

c) Pieces 1 and 5
d) Pieces 2 and 5

  

1 5
Here is the picture of a seven–piece
tangram. 4
You can cut out these pieces and put 3 7
them together in different ways to make 2
some very interesting shapes.
6



2018-19
T ry making
these shapes.

Now try making the following shapes

using only the pieces written here:
i) Use only triangles

ii) Use pieces 1, 2, 3

and 5

iv) Use pieces 1, 2, 3,

iii) Use only two triangles 4 and 5



2018-19
 
Golu and Binu went to the market with their aunt. They saw
many rugs (durries).








❊ Which geometrical shapes can you identify in these borders?

Draw them in your notebook.
❊ Is any shape repeating in a particular pattern? Which ones?
❊ Are the shapes made of (i) Curved lines
(ii) Straight lines
(iii) Both curved and straight lines.
❊ Look at your clothes, your mother's saris/shawls, rugs and
mats. Can you identify some patterns? Draw them in your
notebook.



2018-19
 
Have you ever seen a floor which has designs?

Do you know how these designs are made? These designs are
made by covering the floor completely with small tiles that fit
into each other without any gaps.. For example look at the shape
of this tile and see how it fits.

Now look at this tile with six sides.

See how tiles of this shape can cover the floor completely without
any gaps.



2018-19
1. Among the following, can you match the tiles with the designs
that they will make on the floor? Draw lines to match.

You can also make your own tiles and use them to make your
own tiling patterns. You will find some such tiles at the end of
the book that you can cut out, trace and colour.

2. Complete the following tiling pattern.



2018-19
3. Complete this pattern. Compare it with the pattern on page
70 which also uses six sided shapes. What is the difference
between the two?

4. Khushboo and Hariz live in Agra. One day they went to

see the Taj Mahal. The floor had the pattern shown below:

 
 
 

What do you think? Discuss with your friends.



2018-19
 
The patterns below are made from this tile.

In this pattern three colours By using two colours it

have been used to make it becomes a different pattern
look like steps. of blue and yellow flowers.

Use different colour combinations to make your own patterns.



Have you seen this shape in any
other design — on a wall, a dress,
on a basket, a mat etc.?



2018-19
 
Franke and Juhi's mummy has hidden a surprise gift for both
of them. But she wants them to find out through a treasure
hunt. She has written some instructions here. Can you help
Juhi and Franke in finding their gift?
a) Start from the tallest tree.
b) Go forward on the pathway.
c) From the sixth tile, turn left.
d) After moving a few steps again you will find a plant on your
right hand side.
e) Colour the dress of the child playing closest to this plant.
f) Start moving again from the plant.
g) On the fourth tile, turn left again.
h) On the way, you will find the corner of the fourth tile is
broken.
i) You will find a bat and a ball lying on the ground. Don't pick
them up, just circle them.
j) Move ahead and turn right.
k) You will find a mango tree. A few mangoes can be seen on
the tree. Colour 11 mangoes on the tree.
l) Also draw some grass near the mango tree and start moving
again on the pathway.
m) When you go straight, you will find a house.
n) Behind that house there is a bag. Open it and you will find
something sweet in it! Can you tell what their mother has
kept in the bag?



2018-19
Understanding of space will be facilitated if the treasure hunt worksheet is done in the class. This
task will enhance skills of children in identifying positions (up, down, front, behind), distance
(near, far), size (tall, small), corners and shapes. It will help if more such treasure hunts are given
to children as an activity.



2018-19
  

 
In a cricket match, Sri Lanka made 235
runs. 


India has made 123 runs. How many
more runs does India need to win? 

To win India must make 236 runs. 

Runs India needs to win:

236 – 123 = ?
















2018-19

Geeta had Rs 368 in her purse.
She bought a book for Rs 123.
How much money is left in her purse?
Money left in her purse is Rs 368 – Rs 123 = ?













The teacher should discuss with students which number is to be placed above and why.



2018-19
   
Nabeela's mother sent her to the market to buy some things.
She gave her Rs 245. Nabeela bought 1 kg ghee for Rs 127. The
shopkeeper gave her back Rs 98.
(Kilogram is written as kg.)

Did the shopkeeper give her

the right amount?

Let's find out.














2018-19
 



     



     





The shopkeeper had to give Nabeela Rs 118.

How much more money should the shopkeeper give Nabeela?



2018-19
 
1. Baby tortoise is 33 years old. Mummy tortoise is 150 years
old. How much younger is Baby tortoise than Mummy
tortoise?
Age of Mummy tortoise: 150 years
Age of Baby tortoise: 33 years

4 1
1 5 0

– 3 3

1 1 7

Baby tortoise is 117 years younger than Mummy tortoise.

2. Arvind has read 69 pages of a story book. Gouri has read 95

pages of that story book. Who has read more pages and how
many more?

9 5

– 6 9

Teachers should motivate students to decide which operation they have to use to solve a problem.
More such exercises can be given where students decide the appropriate operation.



2018-19
3. Reena noted the electricity meter readings of her house. Last
month's reading was 118 units. This month's reading is 193
units. How much electricity did she use in one month?
This month's reading
Last month's reading

1 9 3

1 1 8

She used units of electricity.

4. Khushboo bought a shirt for Rs 125 and trousers for Rs 165.

How much money did she spend altogether?
Bought a shirt for Rs
Bought trousers for Rs

1 6 5

1 2 5

She spent Rs
altogether.



2018-19
5. Solve the following:

1 7 1 4 3 9 1 2 8 6
– 3 + 3 –1 0 +2 4 –5 8

1 3 9 2 3 7 3 2 5 4 7 4
– 1 1 0 + 2 1 3 – 2 0 4 – 1 3 6

6 4 2 4 9 1 3 5
– 4 1 3 +2 0 + 1 4 6

6. Check your answers yourself:

2 3 6 1 2 2 3 4 0 3 1 2
–1 1 4 +1 1 4 – 2 8 + 2 8
1 2 2 2 3 6 3 1 2 3 4 0



2018-19
 Check Rashi's subtraction using addition. Give her a  for
every right answer.

3 8 4 1 4 1 4 6 8
– 2 4 3 + 2 4 3 – 1 3 9 +
1 4 1 3 8 4 2 2 1


3 5 6 4 6 8
– 2 4 7 + – 1 3 9 +
1 1 9 2 2 1

7. Fill in the missing numbers in the coloured boxes.

7 8 2 1 6 4 4
– 3 – 1 7 – 3 – 2 3 8
5 3 2 6 0 2





The teacher should encourage students to discuss and correct the wrong answers. Children love
to correct others' mistakes (for a change!) and also learn from this process.



2018-19

Postman Uncle is ill today. Let's deliver the letters for him.

481 482 483 484 485 486 487 488 489 490

471 472 473 474 475 476 477 478 479 480

461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

441 442 443 444 445 446 447 448 449 450

431 432 433 434 435 436 437 438 439 440

Write the correct room numbers on the letters. Then find the
rooms in the above building and circle them.
m
Roo
Make a circle on room 455.
430
445 Room
Room Room +15
+10 455 467
450 om
+11 Ro
–19
467
456 Room +22
436 480 Room om
–20 Ro
–9 om
8 Ro om
Ro
Room 49 3
430 –2 2 461
45 1 8
+20
+ +25
+13
m
oo
R

om
Ro
+ 1 29

410
+2 0

Room
4

426 6 Room
46 3
0

+38 +13
–3 +11

The teacher should encourage students to solve the problems mentally using the above chart.



2018-19

Look at the number patterns. Write the missing numbers.

a) 100, 200, 300, , , 600,

b)
     

c) 50, 100, 150, 200, , , ,

d)
   
 

e)
     

f ) 280, 260, 240, , , ,

g ) 125, 150, 175, 200, , 250, ,



2018-19
 



80
– =
A. 35
+ =

45 45







50 50
+ =
B.
–
75

110
– =
60
C. + =

50

+ =
D.
120
– =
0 320
32



2018-19
 

1. Indu's pencil is 15 cm long.

Jyoti's pencil is 8 cm long.
Whose pencil is longer?
How much longer?

2. Ask your Papa or Mummy

Price of 1 kilogram salt –
Price of 1 kilogram sugar –
Which one is more costly?
How much more does it cost?

3. Ajay cooked chapatis in 25

minutes. Then he made
daal in 15 minutes. How
much time did he take to
cook both things?

4. Chanchal sells school

sweaters. In 2 days she
sold some red, blue and
Red Blue Grey
grey coloured sweaters.
Sweaters sold on first day 38 66 74

Sweaters sold on second day 40 23 89

Look at the above and answer the following:

(a) How many grey sweaters did Chanchal sell in 2 days?
(b) Did she sell more red sweaters than blue sweaters in 2 days?



2018-19
(c) How many red and grey sweaters did she sell on the first
day — more than 120 or less than 120? Tick () the right
answer.

more than 120 less than 120

(d) How many sweaters in all did she sell on the second day —
more than 140 or less than 140? Tick () the right answer.

more than 140 less than 140

5. Is Sangeeta right?

Sangeeta went to the

market with her grandpa.

She looked at the prices and said to her grandpa —

(a) Ghee is Rs 102 rupees costlier than biscuits.

(b) Price of oil and ghee altogether is more than Rs 200.

(c) Price of ghee and 10 kg rice is less than Rs 300.

(d) Oil costs Rs 40 more than a pack of biscuits.

Is Sangeeta right? Mark () or ( × ) in the box.

Can you find this without using paper and pencil?



2018-19
 
Nisha and Sonu were making story problems. Nisha said —
13 boys and 14 girls in a class. Sonu, can you make a problem
on it?

Sonu wrote There are 13 boys and 14 girls in a class.

How many students are there altogether?

You can also make story problems with your friends. Look at
each picture and the words next to it. Write your problem
below it.
A. 36 men and 52 women
waiting for their turn



2018-19
B. We have our mid-day meal in 20 minutes and play for
15 minutes.

C. The post office is 1 kilometre from Shahid's home and 2

kilometres from his school.

D. Bunty has read 27 books and Babli has read 34 books.



2018-19
  
Dolma bought 4 dozen (48) bananas and gave one to each of
her friends. 13 bananas were left. How many friends got a
banana?
As you know, this can be found by counting forward from 13. It
is easier to count in jumps of 10. You can also use Kittu's home
shown on page 29 to solve these problems.
48 – 13

10 10 10 5
13 23 33 43 48
10 + 10 + 10 + 5 = 35
So 48 – 13 = 35

A. 56 – 37 = ? B. 60 – 45 = ?

10 10 5 10
37 47 56 57 45 50 60
5 + 10 =

10 + 10 – 1 = So 60 – 45 =

So 56 – 37 =

70 80 90

C. 80 – 59 D. 85 – 63 =

10 10 E. 84 – 69 =
1
59 60 70 80 F. 60 – 20 =
+ + =
G. 90 – 50 =
So 80 – 59 =



2018-19

Once there was a king who could count only up to 9. Up to
what number can you count?
The king loved horses. But he could never count all of them. He
kept them in such a way that he needed to count only up to 9
from each side.

  

 

  

How many horses in all did the king have?



2018-19
One day a visitor with 4 horses came there. It was getting dark
so he wanted to stay there at night. But the horse-keeper was
scared. If the king saw these extra horses he would be very
angry! The visitor said — do not worry. The king will never
know. So he arranged the horses like this:

  

 

  

How many horses are there now?

At night the king came to count the horses. Along each side he
counted 9 horses. Ah! That's fine – he said. Then he happily
went to sleep.



2018-19
In the morning the clever visitor tried another trick. He took
out his own 4 horses. But he also ran away with some of the
king's horses. He left the king's horses standing in this way.

  
The silly king did not find
any horse missing. Can you  
help him?
  

How many horses are now left?

How many of the king's horses were taken away?
(Based on a Tamil folk story from the book "Numeracy Counts!")

Pu zzle






2018-19
  
— 

 

       


 

         
 


 

 

 
 

 



2018-19
Wasn't that funny? You must have guessed that the coloured
words are wrong. Choose the correct word from the box given
below and write it next to the wrong word.
   
  

    

Have you seen someone knitting a sweater? Or someone weaving
a cloth? Do try to find out from a potter how
long it takes to make a pot. Also tell us if you
take hours or minutes to have your bath! (Is
it years since you last had a bath? Ha, ha!)
Think of many different things that can take
different times. Make your table as long as
you can.

Takes minutes Takes hours Takes days

a bath to stitch a shirt to knit a sweater

to boil milk to set curd to weave a sari

a school day for a banana to

become ripe



2018-19
Think of some other things, some faster and some slower. Make
a long list.

Takes seconds
to blink my eyes to snap my fingers to gulp my medicine

for fruit to fall from a tree

Takes months

to grow wheat (from seed

to big plant)

to change from summer

to winter
for a baby to come out of
its mother's stomach


   
 
   
  
 

 




2018-19
     
Play this game
Throw a stone into the air. Clap
once before you catch it.
Now try to clap 2 times before the
catch.
Try more claps. How many times
can you clap before you catch the
stone?
Ta Thai — Different Claps
Clap 2 times and say 1 2
Keep clapping 1 2, 1 2, 1 2, ........
or say Ta Thai, Ta Thai, Ta Thai, ........
Also stamp your feet Left Right, Left Right, Left Right,.....
Now clap with three beats 1 2 3, 1 2 3, 1 2 3, .......
Say: Ta Thai Tut, Ta Thai Tut, Ta Thai Tut, .......
Can you stamp your feet Left Right Left, Left Right Left, ......
How many of you can speak and stamp at the same time?

 
Have you heard people playing a tabla
or the drums? Find out a few different
beats they play. Also ask what 'bols'
they say for the beats they play.



2018-19
   

Puzzle
Irfan's mother is twice as old as him.
She is also 20 years older than him. 

Guess the ages of Irfan and his mother.





2018-19
 
Look at the birth certificate of Bincy.
Form Number 5

Government of Kerala
Birth Certificate
This is to certifiy that this information is taken from the original record of birth which is in the
register for the year of

Name

Sex

Date of birth:

Place of birth:
Name of Father:
Name of Mother:
Date of Registration:
Registration Number
Date 05.08.2002 Signature of issuing authority

(1) 2/5/2002 shows that Bincy was born on 2 ,

in the year 2002.
(2) How old will Bincy be on 2 May 2008?
(3) How old will she be in the year 2052?
(4) On what date will she be eight years old? Write in numbers.



2018-19
(5) How many months old was Bincy on 2 August
2002?
(6) How many years old is Bincy now?
(7) After how many months of her birth was the certificate
issued?
(8) What is the registration number of her certificate?

 
When were you born?
Write your date of birth in numbers.
Do you have a birth certificate? Ask your parents and make
one for yourself.

Form Number _____

______
Government of
Birth Certificate
This is to certifiy that this information is taken from the original record of birth which is in
the register for the year _______________ of _______________

Name

Sex

Date of birth:

Place of birth:

Name of Father:

Name of Mother:

Date of Registration:

Registration Number
Date Signature of issuing authority



2018-19
 

2018-19

Let us look at the calendar for the year 2018.
❊ How many months does a year have?
❊ List the months which have 30 days.

❊ List the months which have 31 days.

❊ How many days does the month of February have?

❊ How many days makes a week?

❊ How many weeks are there in July? Is it true for
all the months?
❊ In which month did you come to Class III?
❊ Make a circle on these dates in the calendar:
26th January
14th November
31st December.
Is there something special about these dates?
Fill in the blanks with the correct year:
2017 2020 2019 2016 2021 2022
1. Which year was it two years back?
2. In which year were you in Class II?
3. Which year will be the next year?
4. Which year will come after 3 years?
This chapter encourages children to look at different cultural contexts in which the idea of elapsed
time occurs in their lives. It is more important for them to be able to develop an intuitive estimate
of seconds, minutes, months etc. than to actually measure. The chapter also helps them to
understand the use of a clock and calendar through interesting exercises. Teachers could create
more such exercises related to number patterns and symmetries.



2018-19
   
Given below are some festivals we celebrate during the year.
Look at the calendar (2018) to find the days on which these fall.

Name of the festival Date Day

Diwali November 7
Pongal January 14
Raksha Bandhan August 26
Gandhi Jayanti October 2
Milad-Ul-Nabi November 21
Onam August 25
Guru Nanak's Birthday November 23
Guru Ravidas's Birthday January 31
Christmas Day December 25
Bihu April 15

✹ Arrange the festivals in the order in which they come in the

year.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

✹ Which festival comes in the beginning of the year?

✹ Which festival comes at the end of the year?



2018-19
 
Here is the calendar for the month of February 2019.
Let us mark a square on the calendar and see some magic.

February 
2019
S M T W T F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28

Which is the number in the centre of the

square?
Join three numbers by drawing a line. The 5 6 7
line must pass through the number at the
12 13 14
centre.
19 20 21
How many such lines can you draw?
Add the three numbers on each of these lines.
What do you notice?
5 + 13 + 21 =
6 + 13 + 20 =
19 + 13 + 7 =
12 + 13 + 14 =

❊ Now look at the calendar of 2006. Also look for the present
month and draw any similar square in your notebook. Does
the magic work for these?
❊ Is this magic possible on a 10 × 10 number chart? Go to the
chapter 'Fun with Numbers' and check.



2018-19
 

March
 
2019
S M T W T F S 
31 1 2 
3 4 5 6 7 8 9 
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30









 



See if this magic works for other lines which have five numbers.
What about five numbers on a slanting line? Try this trick with
your family and friends.
Can you find other magic patterns in the calendar?



2018-19
  
  

1 3

7
18
24

Colour all the Sundays in red.

On which day does this month end?
Write the number of days in this month.
What day is it on 13th August?
What is the date on the second Saturday?
Is the 21st a Sunday?
What is the day on the 29th? What will be the date on the same
day next week?
How many Thursdays are there in this month?

 
Which months in the calendar (2018) have 5
Sundays?
Is there any other day in any month which
comes 5 times?
Can there be 6 Sundays in a month? Why?

Ask such questions for the current month and also other months. Encourage students to discover
more patterns through a calendar.



2018-19



            























2018-19
Some things that happened in her life are given below. Mark
these on her time line. For example, when she was 5 years old
Pedki broke her foot. A is marked at 5 on the time line.
A. Broke her foot
B. Lost one goat
C. Got married
D. Had her fourth child
E. First saw a police station
F. Learnt to read and write
G. Eldest daughter got married

5 10 20 30 40 50

Age in years

❊ Mark on the time line when she was born.

❊ In the blank box draw a picture of Pedki as a new born baby.
❊ Make your own time line. Ask people around you and mark
at least one thing that happened in each year of your life.

1 2 3 4 5 6 7 8 9 10
Age in years

❊ Make time lines of people you admire. These can be from

among your family, friends, teachers, etc.



2018-19
      
Let's see what Kusum does every day.
Write down the time for each picture.
For some pictures the time is already written and you must
draw the hands on the clock. In others you have to write the
time shown by the clock.

















2018-19
 h
Mat ic
Mag

























2018-19
Now prepare a chart showing your own daily routine.
Time of the day
In words On the clock What do you do at this time?



2018-19
  
   
Shabnam loved to eat jaggery (gur) and groundnuts.
One day she bought 1 kg of jaggery and 1 kg of groundnuts.
(You know that kilogram is also written as kg.)




❊ Are the groundnuts really more than the jaggery (gur) in weight
or do they just look more?




(1) 1 kg popcorn or 1 kg sugar?

(2) 1 kg peas or 1 kg potatoes?
Go to the market and check if your guess is right.



2018-19
   
This is the playground where tomatoes come to play every day.
They love playing on the see-saw. One day a big pumpkin comes
and sits on one side of the see-saw. When he does not get up
for a long time, the tomatoes decide to sit on the other side and
lift the pumpkin up so that he falls off.
The little tomatoes start climbing on to the other side...1, 2, 3,
4, 5 ....... 25. Huh! The pumpkin is still sitting and laughing.
So, the big tomatoes decide to help. The little ones get down

and make way for the fat ones. 1, 2, 3, 4 ..... 20.

Yeah! The pumpkin is up in the air. It shouts — Bring me down,
bring me down please!

!
R AY
H UR

'Panga' is a colloquial word which gives the sense of a problem or a quarrel. It has been used
deliberately because children can find it amusing.



2018-19
 ❊ How many small tomatoes do you
think could lift the pumpkin up?

- Ten
- Twenty
- Forty

❊ How many big mangoes

can balance the pumpkin?



❊ How many pumpkins can

balance you on the see-saw?

❊ Name some of your classmates who you think weigh

(a) Almost the same as you

(b) More than you

(c) Less than you

❊ How many books can you lift on one hand keeping your arm
straight?



2018-19
  
Kunjamma's parents have a different way of celebrating
Independence Day because Kunjamma was born that day. They
buy sweets double of Kunjamma's weight and distribute them
among poor people.

When Kunjamma was born, she was 3 kg. Today is Independence

Day and Kunjamma is 5 years old. She is 28 kg now.
❊ Now guess her weight and the amount of sweets her parents
distribute every Independence Day.

Kunjamma's age Kunjamma's weight Amount of sweets

At birth 3 kg 3 + 3 = 6 kg

1 year old 9 kg

2 years old 13 +13 = 26 kg

3 years old 17 kg

4 years old

5 years old 28 kg

You can ask your parents 

how much a 2-year old or
4-year old child could
weigh.



2018-19
 
Shugoto heard about a new dish on the radio. He wants to try
making it. When he notes down how to make it, he gets confused.
This is what he notes down —
(1) Pour 2 spoons of water in the pot
(2) Boil the water and add
- 1 pinch of daal
- half kg red chilli powder
- 1 bowl salt
(3) Now put a spoon of rice
(4) Add 2 peas and 8 glasses of mustard seeds
(5) Finally add 1 kg of onions
Mix everything and boil for 15 minutes.
But Shugoto feels there is something VERY wrong in the
amounts of everything!!!
❊ Help him match the things with their right amounts.
1 kg rice
half kg daal
peas
water
onions
salt
mustard seeds
red chilli powder



2018-19
 
A. Make a list of things bought at your home. Find out how
much of each thing is bought at one time. These things can
be rice, oil, chilli powder, sugar, milk, onions, ginger, etc.

Name of thing How much bought



2018-19
B. Guess their weights and
match.

10 kg 400 kg
Less than 1 kg
More than 1000 kg

80 kg 2 kg

C. 



i) Your school bag

ii) Geometry box

iii) A brick

iv) A big pumpkin

v) Your pair of slippers/shoes

Bring a balance and a 1 kg weight to class. Check if your guess

was right.



2018-19
D. Use your balance to find which of the following is heavier —
i) A water bottle or a cricket ball

ii) Your shoe or your pencil box

iii) Your Maths book or Hindi book

iv) Your bag or your friend's bag

E. Weigh 1 kg of mud or sand. Divide it equally into 2 bags. Use

the balance to check if both the bags have equal weight.

Each bag of mud is your half-kg weight. Use it to weigh some

other things around you.
❊ Make a list of
i) Things weighing less than half kg.
ii) Things weighing more than half kg.
Different activities will help children to guess and estimate weights of familiar things they see at
home, at the grocery shop, etc. Guessing the weights of animals is an enjoyable exercise and
helps them get a feel of larger weights. Teachers must bring a balance to class and give them a
chance to weigh things themselves.



2018-19
    
Make a trip to your nearest junk dealer, vegetable shop and
grocery shop. Have a look at the weights they use. Find out:
i) Who uses the biggest weight?
ii) Who uses the smallest weight?

Have you seen any of these balances?

In which shop would you find the following types of weights?

Discuss with your friends.



2018-19
  

 
There are 5 goats.
How many legs altogether?
4 + 4 + 4 + 4 + 4 = 20
or 5 times 4 is 20
or 5 × 4 = 20

How many spiders?

One spider has legs.
In all, spider legs are 3 times
or + + =
or 3 × =

Do you know this leggy fellow?

This is an octopus.
It lives in the sea.
It also has 8 legs.

So how many legs altogether do 5 octopuses have?

+ + + + =
or 5 times =
or 5 × =
Give me your hand, hand, hand, .............!



2018-19
    
How many flowers in a flower bed?
It has 4 columns. Each column has 6
flowers. So altogether the flower bed
has 4 times 6 flowers,
6 + 6 + 6 + 6 = 24 or
4 × 6 = 24

Let's try another way. The flower

bed has 6 rows. Each row has 4
flowers. Altogether the flower bed
has 6 times 4 flowers,
4 + 4 + 4 + 4 + 4 + 4 = 24
or 6 × 4 = 24

In the same way, how

many bottles are these?

times = bottles

How many eggs?

times = eggs



2018-19
 
A. Rewrite using the + sign.

2 × 5 is 2 times 5 or 5+5

4 × 18 is 4 times or + + +

3 × 20 is times or + +

8 × 9 is times or + + +

+ + + +

B. Tell how many times!

9+9+9+9+9+9 =6×9 = 54
4+4+4+4+4 =5×4 = 20
8+8+8 = × 8 =

3+3+3+3+3 = 5 × =

30 + 30 + 30 = × =

7+7+7+7+7+7 = × =

12 + 12 + 12 + 12 = × 12 =

6+6+6 = × =

10 + 10 + 10 + 10 = × =

2+2+2+2+2 = × =

6+6+6+6+6+6+6 = × =



2018-19
C. Ramu bought 4 packets of biscuits.
Each packet has 4 biscuits. How many
biscuits did Ramu buy?

D. There are 12 desks in a classroom.

Each desk has 4 legs. What is the total
number of legs of the desks?

E. Sabiha brought home 3 bunches of

flowers. Each bunch has 4 flowers.
How many flowers were there?

F. One rail coach has 8 wheels. How

many wheels in all in 6 coaches?

After children attempt word problems, there should be a discussion on how they arrived at their
answers. This will help children develop a conceptual understanding of multiplication.



2018-19
    

1 time 2 is 2 or 1 × 2 =2

2 times 2 is 4 or 2 × 2 =4

3 times 2 is 6 or 3 × 2 =6

4 times 2 is or 4 × 2 =

5 times 2 is or 5 × 2 =

6 times 2 is or 6 × 2 =

times 2 is or ×2 =

times is or 8 × 2 =

times is or 9 × 2 =

times is or 10 × 2 =



2018-19
   

Tarru Frog jumps

3 steps each time.
Which numbers will
Tarru touch?

1×3

2×3
3×3
4×3
5×3

6×3
7×3
8×3
9×3

10 × 3
11 × 3
12 × 3

13 × 3
14 × 3
15 × 3



2018-19
Show jumps with 4 steps
2×4
1×4 3×4

4×4
5×4

6×4 7×4

8×4 9×4

10 × 4 11 × 4 12 × 4

13 × 4

14 × 4 15 × 4



2018-19
Try jumps with seven steps

1×7

2×7

3×7

4×7

5×7

6×7 7×7 8×7 9×7

10 × 7 11 × 7 12 × 7 13 × 7 14 × 7 15 × 7



2018-19
 
Mithu had some sticks. She
arranged them like this:
1 time 5= 5
2 times 5 = 10
3 times 5 = 15
4 times 5 = 20
Then she counted how many
times the sticks were crossing each other. She found that
4 times 5 = 4 × 5 = 20
Let's try making a 2 times table with sticks:

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

Children can be given 16 and 24 sticks to arrange and encouraged to try different arrangements
like 4 × 4, 2 × 8, 8 × 2 for 16 sticks and 12 × 2, 8 × 3, 4 × 6, 6 × 4, 3 × 8, 2 × 12 for 24 sticks.



2018-19
 Now draw sticks to make the
multiplication table of 6:

  

How much do these things cost?

4 toffees cost rupees.

[Hint: 4 × 2]

3 pencil boxes cost rupees.

10 pencil boxes cost rupees.

9 balloons cost rupees.



2018-19
5 toys cost rupees.

7 face masks cost rupees.

 
A. Complete the following:
2×7 = 3×9 =
4×9 = 5×2 =
5×8 = 3 × 10 =
10 × 6 = 2×8 =
5×9 = 10 × 8 =
B. Look at the patterns and complete them.
3, 6, 9, , , .
2, 4, 6, , , .
10, 20, 30, , , .
4, 8, 12, , , .
5, 10, 15, , , .
30, 60, 90, , , .



2018-19
C. Complete the multiplication tree



 

 




2018-19
D. How many in all?
 The almirah has 4 shelves.
There are 5 books in each shelf.
How many books are in the
almirah?
4 × 5 = 20 books

 A shirt has 5 buttons.

How many buttons would
3 shirts have?

 There are four fans. Each fan

has 3 blades. What is the total
number of blades in all?

 A box contains 6 apples. How many

apples in all will seven boxes have?

 How many corners would 4 triangles have?

E. Some multiplication facts:

 8 ×3 =  5 × = 35

 3 × =  ×6 = 36

 × = 42  10 × =

 5 × = 40  ×9 = 36

 × = 54  ×7 = 28



2018-19
   
one time one is 1 × 1= 1
two times one is 2 × 1= 2
three times one is 3 × =
four times one is × =
times one is × =
times one is × =
times one is × =
times one is × =

  

A. Two toffees were given to each student in the class. If there
were 34 students, how many toffees were given in all?
Total students present = 34
Each student gets 2 toffees.
So total number of toffees given is 34 × 2.










2018-19
 




Bharti wrote

 30 4
 2



Next Bharti wrote

30 4
2 × 30 2×4
2
60 8



















2018-19
B. In a picnic 4 fruits were given to every student. The number
of students was 23. Find out the total number of fruits given.
Number of students in the picnic = 23
Fruits given to each student = 4
Total number of fruits = 23 × 4







Let us try if we can do this by Bharti's method.

20 3
20 × 4 3 × 4
4
80 12

Adding 80 and 12 gives 80

+ 12
92
So 23 times 4 is 92.

The activities given in this chapter are designed to develop children's conceptual understanding
of multiplication. The standard method for multiplying larger numbers may be efficient, but teaching
it too early may actually hinder learning. The method given here builds on children's growing
sense of two-digit and three-digit numbers. Children should also be encouraged to estimate the
result of the operation.



2018-19
 
A. Multiply:

 22 × 3 = 
 43 × 2 =

 21 × 4 = 
 24 × 2 =

 11 × 5 = 
 30 × 5 =

 20 × 4 = 
 23 × 9 =

 26 × 4 = 
 38 × 2 =

 25 × 3 = 
 24 × 5 =

 35 × 3 = 
 48 × 4 =

 32 × 5 = 
 58 × 2 =

B. First guess the answer and then

calculate:
 A flower has five petals. A bunch of flowers
has 13 flowers. How many petals are there
in the bunch?

 A book has 64 pages. What will be the

total number of pages in 8 such books?

 Students stand in rows in the

assembly. There are six rows of
students. Each row has 17
students. How many students
are there?



2018-19
 A design has 3 flowers in it. A piece of cloth has 17 such
designs. How many flowers will be on the cloth?

    

Many things are sold by the dozen. For example, bangles and
bananas are often sold by the dozen.

1 dozen bananas means 

12 bananas. 

So 23 dozen bananas is
23 × 12 bananas.






Bharti wrote
20 3

 10



2018-19
Next Bharti wrote
20 3
20 × 10 3 × 10
10 200 30
20 × 2 3×2
2
40 6


And Bharti wrote 200

40 
30 
+ 6
276




So 23 dozen bananas is 276 bananas.




43 is 40 and 3
13 is 10 and 3

40 3
We write the numbers
40 × 10 3 × 10
in the boxes as shown. 10
400 30
40 × 3 3×3
3
120 9



2018-19
Add the numbers in the boxes:
400
120
30
+ 9
559
So 43 × 13 = 559
 
First guess the answer and then check it by calculating :

42 × 23 = 73 × 11 =

51 × 13 = 54 × 12 =

25 × 36 = 12 × 14 =

 
A. 9 × 1 = 9
9 × 2 = 18 1 + 8 = 9
9 × 3 = 27 2 + 7 = 9
9 × 4 = 36 3 + 6 = 9
9 × 5 = 45 4 + 5 = 9
9 × = + =
9 × = + =
9 × 8 = + =

Did you see the pattern in the 9 times table? What numbers are
adding up to 9?

Observing patterns in multiplication tables deepens the understanding of the number system.



2018-19
B. Complete the grid by multiplying the numbers

× 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4
5
6
7
8
9
10

Look at the cross in your grid.

3
4 6 8

Add the numbers together from top to bottom.

3 + 6 + 9 = 18
Add the numbers together from left to right.
4 + 6 + 8 = 18
The total is the same.
Look for other such crosses and copy them in your
notebook.mplete the grid



2018-19
C.  Mark the numbers 1–10 in the same grid in one colour.
 Mark the numbers 12–20 in another colour.
 Similarly mark 21–30 in a third colour.
Do you see any colour pattern?







2018-19
  

  
In everyday life, we see many patterns.
For example, we see:

Barbed wire

Grills of a window

A snake

Look around you and list three things in which you find some
pattern.
Draw some patterns which you have found around yourself.

144


2018-19
 







You will see that these designs have been made by using the
same block in different ways.
Can you see a pattern in the way each block is repeated?




2018-19
  












 
◆ Given below are some patterns.
Figure out the rule for each and continue the pattern.

a)

b)
AABAAB
146


2018-19
c)

d)

e)

f ) Morning, afternoon, evening, night, morning, ........

 












Can you see the rule and continue the pattern?

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2018-19
Try these also.

  

◆ Here is your space to make your own patterns:

i)

ii)

iii)

iv)

◆ Ask your friends to continue the patterns made by you.

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 
We have made some patterns with pictures. We can make
patterns with numbers too. Like 21, 41, 61, 81, 101, ...........

You know the next number, don't you?

This is a growing pattern. It can go on and on.

21, 41, 61, 81, 101, 121, 141, 161, ...........

A. Look for the rules and continue these growing patterns:

a) 51, 56, 61, 66, , ..........

b) 7, , 21, 28, 35, , ..........

c) 2, 4, 8, 16, 32, , ,

d) 12A, 13B, 14C, , .

B. Look at these growing patterns. Find out what to add to

each number to get the next one:

a) 1, 3, 6, 10, , , , ,

b) 0, 2, 6, 12, , , , ,

c) 1, 3, 7, 13, , , , ,

d) 2, 3, 6, 11, 18, , , , ,

This chapter helps children observe and understand patterns around them. They can be given
more examples of repeating or growing patterns to recognise the motif or basic unit which
generates the patterns. Making secret messages or codes also helps pattern recognition. As
their algebraic thinking develops, they will realise that the pattern created by the rule boy boy
girl is the same as A A B or ↑↑↓
↑↑↓. Some interesting and important number patterns that relate
to mathematical operations are given.



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 
Amrita and Paritosh are writing secret messages.

3W3H3E3R3E 3I3N 3T3H3E

3A3R3E 3Y3O3U 3C3A3N3T3E3E3N

Can you tell what they are trying to say?

These are two secret messages. Look for the patterns and find
the hidden sentences.

1I2L3O4V5E6Y7O8U

ATBHCIDS EBFOGOHK IIJS KFLUMN

Now you also make your own secret messages.

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    

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

Half these numbers are in yellow. What patterns do you

see in these numbers? Continue the same pattern and fill in
the blanks:
96, 98, , 102, , , , ,
How far can you continue this pattern?
These numbers have a special name. They are called even
numbers.
Do any of these even numbers end with 3 or 5?
What do even numbers end with?
Look at the pattern of numbers in blue. Continue the pattern
and fill in the blanks:
99, 101, , 105, 107, , ,
What do the numbers in blue end with?

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All numbers that end with 1, 3, 5, 7 or 9 are called odd numbers.
Write all odd numbers between 400 and 410.

Write all even numbers between 155 and 165.

If we add 1 to any odd number we get an

(even/odd) number.
If we add 1 to any even number we get an
(even/odd) number.
What do you get if you add an even number to an odd number?

   

Adil has to arrange this list so that the names starting with A
come first and then come those with B, C, D and so on. Number
these names in the order in which they will come.

Sharada Mahadevan Tsering Adil

Gurinder Baichung Harsha Raja

Narayan Kavita Warsha Elvis Jalaj

Jalaj is proud to have a special name. He says if you read it

backwards it is still the same.
Which of the following names have the same pattern? Mark .
Harsh, Anna, Kanak, Munna, Ongbi

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  


There is a wedding in Bunny's family,
a family of rabbits. Many guests are
invited — deer, monkeys, elephants,
cats, dogs, mice, foxes, camels,
mongoose etc. A special drink is
served to all the guests — one glass
each. Everyone finds the drink very
tasty but some small guests like
, cannot finish a full
glass. But is
able to finish his glass.

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2018-19
Some others like , , ask for
more than one glass.
Now the trouble begins !!!
There are some big guests who go on gulping down glass after
glass...!
Bunny wants to guess who drank how much.
Help him fill the table. Have fun!

Drank how much Name of guest

Less than 1 glass ,

Between 1-5 glasses ,

Between 5-10 glasses ,

More than 10 glasses ,

  
 
  
 
 
  
   
  
  
 
Have you ever thought   

like Laddu?
About how many glasses
of water do you drink in a
day?

Summer day : glasses

Winter day : glasses
Can you guess how much water goes out of you?

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   
Get a 1 litre bottle (can be
an empty bottle of water,
oil etc.). Now collect some
bottles and a mug, jug,
glass, bowl, etc. at your
house. Use the 1 litre
bottle to check which of
these holds more than 1
litre and which one holds
less than 1 litre. Make a
small drawing if you like.
Less than 1 litre More than 1 litre

bowl big cooking pot

- Now look at the buckets in your house.

- Guess how many litres of water they can hold.
- Use a 1 litre bottle and check if your guess is right for all the
buckets.
Bucket My guess My measure
Bucket 1
Bucket 2

Bucket 3

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


About 12 litres

(to measure milk)

Less than ½ litre

(water tank)

About 5 litres

(bucket)

1000 litres
(eye drops bottle)

½ litre

(water suraahi)



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
What are Naima and Jeetu doing?
If Naima pours one glass of water in her jug, it looks like this:

Naima thinks she will have to pour around 3 glasses of water to

fill the jug. What do you think?
If Jeetu pours one glass of water in his jug, it looks like this:

Whose jug holds more water?

How many glasses of water do you think Jeetu should pour
to fill his jug?
If Jeetu pours one more glass of water his jug will be around
full.

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
Naseem and Abdul had to fill their pots each with water. Both
pots were equally big and heavy. So they went to the tap again
and again, filled their own bottles and poured water into the
pots.

Naseem had to fill her bottle 16 times from the tap. But Abdul
had to fill his bottle only 8 times.
❈ Why did Naseem go more times than Abdul?
❈ Naseem's bottle can hold (twice/half/three
times) as much water as Abdul's bottle.
  

A B

Pot B holds 11 glassfuls of water. Pot A holds twice as much

water as pot B. How many glasses of water are needed to fill
pot A?
In class, children need to speak about their own daily experiences of measuring liquids and
comparing the sizes of different containers. They must get many opportunities to use words like
'glassful', 'bucketful' etc. They will also get familiar with ideas such as 'half', 'twice', 'four times' the
amount of water, and a sense of roughly how much one litre is.

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 
This is a small town near Kohima. There are some potholes in
the road. Before the rains come, children want to fill the holes
with pebbles. They bring pebbles in mugs of the same size.
Hole A gets filled with 9 mugs of pebbles.
Hole B gets filled with 18 mugs of pebbles.
Hole C gets filled with 12 mugs of pebbles.

Mark A, B, C on the right hole in the picture.

Which is the biggest pothole?
If jugs are used, hole A gets filled with 5 jugs. How many jugs
of pebbles are needed to fill hole B?

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 12 Can We Share?
How Many in Each Group?

u There are 10 butterflies.

They are in 2 groups.
There are 5 butterflies in each group.

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u There are caterpillars.
They are in groups.
There are caterpillars in each group.

u There are laddoos.

They are in groups.
There are laddoos in each group.

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u Draw 18 stars.
Put them into 2 equal groups.

There are stars in each group.

u Draw 18 beads.
Put them into 3 equal groups.

There are beads in each group.

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Share the Grains

Mummy bird brings 12 grains.

How to distribute equally?
Mummy bird starts by giving 1 grain to each baby.

Then Mummy bird gives one more grain to each baby.

Each baby has got 2 grains now. How many grains are
left?
She puts one more grain in each baby’s mouth.
All the grains are finished.

12 grains have been divided among 4 baby birds.

Each baby has got 3 grains.
12 ÷ 4 = 3

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Try These Now.......
u Gopu has 3 plates of jalebis.
Each plate has a different number of jalebis.

Plate A Plate B Plate C

Now draw the jalebis on the plates below, so that each

plate has the same number of jalebis.

Plate A Plate B Plate C

How many jalebis are there altogether?

How many jalebis are there in each plate?
Discuss in the class how you found the answer.

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Sharing them Equally
u Here are six bananas.

Here are three monkeys.

If they share the bananas equally, each monkey will get
two bananas.
6 bananas divided into 3 equal parts = 2 bananas each

6÷3=2

If there are six bananas

and two monkeys,

each monkey will get three bananas.
Six bananas ÷ 2 = 3 bananas each

6÷2=3

Give children the experience of sharing things equally and writing corresponding division statements.

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 If there are 60 bananas and
What if there are
two monkeys, how many will
600 bananas and
each monkey get?
two monkeys?
bananas.

u Five friends found 10

five-rupee coins on the
ground.
They shared them equally.
Each friend got ten rupees.
50 ÷ 5 = 10
If there are 16 ten-rupee notes and four friends to share, then
16 ÷ 4 = and 4 × 10 = 40
so each friend gets rupees.

Five friends found Rs 100. If they

share it equally, how much will
each get?

u Hari Prashad has 30 metres of rope.

He distributes it equally among his three
children.
Each child gets metres of rope.
If there is 36 metres of rope, how much
of rope will each child get?

And if there is 60 metres of rope,

how much will each child get?

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How Many Shelves?
I have 20 books. I can keep 5 books in one
shelf, so how many shelves do I need in
my almirah?

Five books in the first shelf.

15 books are left.

5 more books in the second shelf.

10 books are left.

5 more books in the third shelf.

5 books are left.

5 more books in the fourth shelf.

20 books have filled up 4 shelves
of the almirah.
20 books put into equal groups
of 5 each take 4 shelves.

On this and the following page, division is done by making equal groups. For instance, here
equal groups of 5 books each have been made. This process is different from sharing them
equally (by distributing them into 4 shelves).

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u Now let us try this.
Here are 28 buttons.

A tailor puts 4 buttons on one shirt.

So now there are 7 shirts with buttons.

28 ÷ 4 = 7
If there are 28 buttons, and the tailor puts 7 buttons on
each shirt, there will be shirts with buttons.
28 ÷ 7 =

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Practice Time
1. Minku puts her 15 laddoos equally into 5 boxes.

(i) How many laddoos will there be in each box?

There will be laddoos in each box.
15 ÷ 5 =
(ii) If she uses only 3 boxes, how many laddoos
will there be in each box?
There will be laddoos in each box.
÷3=
2. Share 25 bananas among 5 monkeys. How many bananas
for each monkey?

÷5=
Each monkey has bananas.

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3. Share 12 balloons among 3 boys. How many balloons for
each boy?

÷ =
Each boy has balloons.
4. There are 21 candles. Put them equally in 3 boxes. How
many candles are there in each box?

÷ =

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5. There are 18 socks.
How many girls can wear these socks?

6. Raj has 36 minutes to make

rotis. One roti takes 3
minutes. How many rotis
can he make in this time?
He can make rotis.

7. These are 24 footmarks of goats.

So how many goats were there?

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8. Some girls are playing a game with both their hands.
The girls who are playing have 60 fingers altogether.
How many girls are playing this game?

9. Lakshmi has 27 kg potatoes to sell.

Three men came and bought equal amounts of potatoes.
Each man bought kg of potatoes.

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Jumpy Animals

A frog jumps 2 steps at a time.

A squirrel jumps 3 steps.

A rabbit jumps 5 steps.

A horse jumps 15 steps.

A kangaroo jumps
30 steps.

Use the path on the next page to find out:

1. In how many jumps will the frog reach 30?
30 ÷ 2 =
2. In how many jumps will the squirrel reach 27?
27 ÷ 3 =

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 0
1
2
3
4

5
16
15

14
17 6
13
18
12

7
11
19

8
10
9
20
21
3. Which number will the kangaroo
22 reach in two jumps?

23 4. Who all will meet at the number 15?

, ,
24
5. Will the rabbit ever be at the number
25 18?
26 6. How many jumps of the rabbit equal
one jump of the horse?
27
7. How many jumps of the horse equals
28 two jumps of the kangaroo?

29 8. Which is the smallest number where

the frog and the squirrel will meet?
30

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How Quick Are You?
u Divide into groups of 2 using 2 times table.
Hint:
18 ÷ 2 = 9 2 × 9 = 18
18 ÷ 9 = 2
16 ÷ 2 =
20 ÷ 2 =

÷2 = 7

÷ 2 = 10
8 ÷ = 4

÷2 = 5

u Divide into groups of 5 u Divide into groups of 10

using 5 times table. using 10 times table.
Hint:
10 ÷ 5 = 20 ÷ 10 =
5×2= ?
20 ÷ = 4 30 ÷ 10 =

15 ÷ 5 = 40 ÷ 10 =
40 ÷ = 8 50 ÷ 10 =

20 ÷ 5 = 40 ÷ = 4
÷ 5 = 6 ÷ 10 = 8

25 ÷ 5 = ÷ 10 = 5
÷ 5 = 3 ÷ 10 = 3

35 ÷ 5 = ÷ 10 = 2
÷ 5 = 2 60 ÷ = 6

Encourage children to explore the use of multiplication facts for division through mental computation.

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u Try these.

4 ÷ = 2 9 ÷ 3 =

14 ÷ 7 = 18 ÷ 9 =

6 ÷ 3 = ÷2 = 5
÷ 2 = 7 20 ÷ 5 =

÷ 2 = 3 12 ÷ 4 =
15 ÷ 3 = 20 ÷ 4 =

8 ÷ 4 = 12 ÷ = 2
15 ÷ 5 =

8 ÷ = 4
÷ 2 = 8

Pu zzle

Divide the clock face

into three parts so
that the sum of the
numbers in each part
is the same.

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 13 Smart Charts!

Flowers of Different Colours

Have you been to a park?
What coloured flowers did you see?
Were most of the flowers yellow
in colour?
Look at the different flowers in the
picture. Complete the table:
Colour Number
of flowers of flowers
Blue
Red

Orange

Purple

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Draw the right flower. Write how many there are.
a) are the most in number. How many? .
b) are the least in number. How many? .
c) are more than
d) are more than

What do We See on the Road?

Look at the traffic scene in the picture and fill in the table.

This chapter is an early introduction to data handling, an important area of mathematics. By the
end of primary school, children need to be able to collect and record data, to present it in the form
of bar charts and tables, to recognise patterns in the data and to draw inferences.Teachers can
take several interesting and even funny examples from chilldren's own experiences. Pictures
given here could also be used for different classification exercises, such as the number of petals
of flowers.

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 t Way of Travel How many
h or se withou
Can a me in t
his
e r c o
a rid hart?
Walking (people)
smart c
Bicycles
Scooters

Answer the following questions.

a) In the picture which way of travel do you see the most?

b) Which way of travel (vehicle) do you see the least?

c) The number of people walking is more than the number of

d) The number of buses is less than the number of

How Many Times do You Get 6?

Have you
played any
games with
dice?

How many dots

are there on the
different faces
of a die?

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k Throw a die.
k Look at the number of dots you get on the face of your die.
k For each throw draw a mark / in front of that number in
the table.
k Throw the die 30 times and mark in the table each time.

For example, Rabia threw her die 30 times. She got five
times. In her table she marked: /////

Now fill in the table:

Face of the die Number of times

( / for each throw)

a) Which face of the die did you get the most number of times?

b) How many times did come up? times

c) came up more number of times than

d) Compare your table with that of the student sitting next to

you. Do you find any difference in the two tables?

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Find out from People Around You
1. Talk to people around you about their favourite sweets.
Fill in the table:

Favourite Number
sweet of
people
Jalebi

From the above table answer the following:

a) Most favourite sweet

b) Least favourite sweet

c) is liked more than
(Name of the sweet) (Name of the sweet)

d) is liked more than

e) is liked more than
f) is liked more than

Also find out from

animals around you!

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2. Ask your friends about the number of people living in their
homes. Fill in the table.

Should I make a smart Number of people How many

chart about smart living together families
horses living together? 1 alone
2 people
3 people
4 people
5 people
6 people
7 people
8 people
..............

a) Most families have people living in their homes.

b) The smallest number of people living in a home is
c) The number of families having 4 people is

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3. What have your classmates brought for lunch today? Find
out and note down.

Number of
Food item
students

a) Food item brought for lunch by the biggest number

of students
b) Food item brought by the smallest number of students

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Getting Smart with Charts
Attendance Board
Date 8/2/2007

Class Number of Students Students

students present absent

Class I 27 25 2

Class II 23 22 1

Class III 24 21 3

Class IV 22 18 4

Class V 25 23 2

Total

This board shows the number of students in each class. It also

shows the number of students present and absent.
k How many children in all are there in the school?
k How many children in all are absent on that day?
Absent Students' Chart
Class Absent students

Class I

Class II

Class III

Class IV

Class V

This is a chart to show the number of absent students. Each

absent student is shown by .
k In the chart show the absent students of Class V.

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Now look at the chart and fill in the blanks:
a) The class with the highest number of absent students is
.
b) The class with the least number of absent students is
.
c) The class with 3 students absent is .
d) The number of students absent in Class IV and Class V are
and .

How Long is Your Hand?

k Make a group of 4 friends.
k Cut strips from waste paper. The strips should be of the
same width.
k Measure the length of each student's hand with the paper
strip. Cut the strip and write the name of the student.

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Rohan, Jacob and Geeta also measured their hands. They stuck
their strips as shown.

Length of hand

Jacob 10 cm
Rohan 8 cm

Geeta 9 cm
Rohan Geeta Jacob

Look at the picture and fill in the blanks:

a) The length of Jacob's hand is (more/less) than
Geeta's hand.
b) The length of Geeta's hand is (more/less) than
Rohan's hand.
c) has the longest hand.
d) has the shortest hand.
In the chart below stick the strips of all the friends in your
group. Keep some space between the strips.
Length of hand

Names of students

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Children coming to School

Look at the picture and fill in the table.

Way of
coming Tractor
Number of 3
students

3 students are coming by a tractor. We write 3 in the table. We

also draw 3 faces on top of 'tractor' in the chart. Draw faces in
the chart to show how many children come by bus, bicycle, etc.

How many in your

class have never
had a ride on me?
Number of students

bus tractor bicycle rickshaw on foot

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Fill in the blanks:
a) The most students come to school by .
b) The number of students walking to school is
(more/less) than the students coming on bicycle.
c) The least students come to school by .

So, isn't this a smart chart! By simply looking at it we can know

so much. Let us make more such charts.

Practice Time
Make your own smart charts about things around you.
Like —

k Which bird has the most

colours?

k Which is the animal which is liked

most as a pet?

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A Vegetable You do not Like!

Which vegetable is most disliked? Ask your friends and complete

the table.

Vegetable disliked Number of students

Use this table to draw faces in the chart below. Draw for
each child on top of the vegetable disliked.
k The most disliked vegetable is .
k The vegetable disliked by very few children is .
Number of students

Vegetable disliked

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  
  
 








❉ Take a sheet of paper and

make a fold at the centre.

❉ Fold the two corners 'A' A B

and 'B' to meet at the
dotted line.

❉ Now the sheet will look

like this

❉ Fold the top part of the sheet

backwards so that the back
of the sheet looks like this
and the front looks like this

C E
❉ Place the front side of the sheet
up and fold the edges CD and EF
to meet at the dotted line.
D F

Now it will look like this:

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❉ Fold down the top along the dotted line so that the figure
now looks like this:

❉ Fold the back flap down and the money purse is ready!

   

✤ Collect different coins.
✤ Keep a coin on a flat table. Place a
thin paper on it.
✤ With one hand hold the paper
tight. Rub the tip of the pencil over
the paper softly to trace the coin.
✤ Slowly the face of the coin will appear.
✤ Cut out the traced coins and keep
them in your purse.

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Now make notes by cutting paper and writing the value of the
note on each.

 
★ Use notes and coins to show the following amounts of money
(you can also keep some money in the purse you had made).

– Twenty-six rupees

– 4 rupees 75 paise
– 78 rupees
– 130 rupees
– 8 rupees 75 paise
– 53 rupees

Write the amounts of money

shown by the notes and coins.

One hundre one rupees

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

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Shopping

You can visit this self-service

store.
A.Without using a pencil or
paper, find out the cost of:
❋ One ball and one toy car
Rs
❋ One notebook and two pencils
Rs
❋ Two bananas and a glass of
milk
Rs
❋ One doll and a ball
Rs
❋ One glass of lemon juice and a
packet of biscuits
Rs

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B. Find out the total cost of:
❋ One toy giraffe, one copy and a glass of lemon juice Rs
❋ One glass of milk, one packet of biscuits and a banana
Rs
❋ One notebook, two pencils and two erasers
❋ Two tops, three toffees and two bananas
C. What can you buy if you have a twenty-rupee note?
❋ 1 toy car, 1 lemon juice, 1 banana

❋ , ,

❋ , ,

❋ , ,

❋ , ,

Cash Memo

Self Service Store

Rate
Item Rs Paise
per Item

Total

D. You need to make a cash memo for the things you bought.
Before adding, first guess how much money will be needed.
Then find the total and check your guess.

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Monu prepared the following cash memos:
Check the cash memos and correct them if you find a mistake.
Cash Memo Cash Memo Cash Memo

Self Service Store Self Service Store Self Service Store

Rate Rate Rate
Item Rs Paise Item Paise Item Rs Paise
per Item per Item Rs per Item

1 Ball 7 7 00 1 Toy car 15 00 1 Toy car 6.50 6 50

3 Pencils 2.50 7 50
3 Pencils 2.50 7 50 3 Glass milk 3.50 10 00

7 Toffees .50 3 50
5 Toffees 2 50 4 Notebooks 5 20 50
1 Biscuit 4.50 4 50

Total 17 00 Total 45 00 Total 21 50

❋ Add the following:

a) Rs 12.50 b) Rs 55.50 c) Rs 30.00
+ Rs 13.00 + Rs 14.00 + Rs 31.50

❋ Subtract the following:

a) Rs 25.50 b) Rs 103.50 c) Rs 19.50

– Rs 11.50 – Rs 62.00 – Rs 7.00

E. You have 30 rupees with you. Find out how much

money will be left after buying the following items:
❋ One ball, one doll and one toy giraffe
Total cost . Money left .
❋ Two bananas, one pack of biscuits and two
glasses of lemon juice.
Total cost . Money left .

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 ❋ Three notebooks, two pencils and two erasers.
Total cost . Money left .

 
A. Three friends wanted to buy a
cricket bat and ball.
Bina had Rs 48.50, Raman
had Rs 55.50 and Venu had
Rs 38.00. How much money
did they have in all?

B. Hari booked a railway ticket for

Rs 62.50. He gave a 100-rupee
note. How much money will he
get back with the ticket?

C. Gita and her friends went shopping. She bought things for
Rs 58, Rs 37 and Rs 22. Gita had a hundred-rupee note.
How much money should she borrow from her friends to pay
the bill?

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D.  
Children Freed from Factory
10 young children working in a
bangle factory were set free today.
A news reporter and the police
found them in a sad condition. The
factory made the children work
very hard. It paid them only Rs 80
a day.
The children are happy to go back
to their homes in their village. They
will go to a special school so that
they can learn to study like other
children their age. By making children work, the factory tries to
save money. The police will now take action.

Let us see how much money the factory tries to save.

Money 1 older worker should get = Rs 513 a day
Money 1 child is paid = Rs 80 a day
On 1 person the factory saves Rs 513 – _____ = Rs 433 a day
On 10 persons the factory saves
Rs 433 × 10 = Rs _____ a day


In your area are there shops or factories
where young children are made to work?
Talk to some of these children.
How much are they paid there?

Understanding of 'money' need not only be about buying or selling. Teachers can talk
about children's experiences of related issues, such as, wage and work etc.

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 
This train goes from New Jalpaiguri
to Guwahati. On its way, it stops at
New Mal, Alipurduar and Goalpara
stations.
The cost of a rail ticket to different
stations is given in the table.

Distance from Station Fare

New Jalpaiguri (in Rs)
(in km)
57 New Mal 12.50

175 Alipurduar 28.00

366 Goalpara 49.50

495 Guwahati 62.50

495 km
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Find the distance:
a) From New Mal to Guwahati
b) Between New Mal and Goalpara
c) From Alipurduar to Guwahati
d) Between New Mal and Alipurduar
e) From Goalpara to Guwahati
Find the cost of tickets:
a) Bhupen is going from New Jalpaiguri to Alipurduar.
What is the cost of his ticket?
b) Indira has to go from New Jalpaiguri to Goalpara.
How much does she pay for the ticket?
c) Debu, Shoma and Gobind are going from New Jalpaiguri to
New Mal. What amount will they pay for three tickets?
They give a Rs 50 note for the tickets. How much money will
they get back?

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

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