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‘I Did It’
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Mathematics
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Revised Edition
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3
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Teacher’s Book
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9781009182911_p00i-073.indd 1
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University Printing House, Cambridge CB2 8BS, United Kingdom
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One Liberty Plaza, 20th Floor, New York, NY 10006, USA
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477 Williamstown Road, Port Melbourne, VIC 3207, Australia
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314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
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103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467

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Cambridge University Press is part of the University of Cambridge.

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It furthers the University’s mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.
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www.cambridge.org
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Information on this title: www.cambridge.org/9781009182911
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© Cambridge University Press 2007, 2009, 2013, 2016, 2019, 2022

This publication is in copyright. Subject to statutory exception
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and to the provisions of relevant collective licensing agreements,

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no reproduction of any part may take place without the written

permission of Cambridge University Press.
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First published 2007

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Second edition 2009

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Third edition 2013

Fourth edition 2016
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Fifth edition 2019

Sixth Edition 2022
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20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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Printed in India by
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ISBN 978-1-009-18291-1
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Cambridge University Press has no responsibility for the persistence or accuracy

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of URLs for external or third-party internet websites referred to in this publication,

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and does not guarantee that any content on such websites is, or will remain,
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accurate or appropriate. Information regarding prices, travel timetables, and other

factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
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thereafter.
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NOTICE TO TEACHERS
The photocopy masters in this publication may be photocopied or distributed
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[electronically] free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
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of Cambridge University Press, and such copies may not be distributed or used in
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any way outside the purchasing institution.

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Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
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acknowledgement in future editions of the book.

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Mathematics should be taught in a way that enables the students to apply the acquired
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concepts and skills to their day-to-day lives. In addition, teaching should also be oriented
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towards concept learning and should not be limited to computational skill and accuracy only.
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The process of mathematics teaching and learning should encourage active participation of
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the students providing them with plenty of opportunities to utilise their profound cognitive
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agencies. A teacher should provide guidance and encouragement to the students and help
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them understand the interconnection between different topics in mathematics as well as
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with their real-life. Since the students need examples based on which they can develop
abstract thinking, an effort should be made to walk with them rather than tell them the way.
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The learning of mathematics should not be treated merely as the study of a subject, but as
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something that lays the foundation for logical analysis and problem-solving.
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‘I Did It’ Mathematics assists the students to integrate various techniques of mathematics
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learnt into a problem-solving ability by presenting mathematics in a logical, step-by-step

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and comprehensive manner. This book has been prepared in conformity with the latest
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recommendation in the NCERT syllabus and the key principles such as Critical thinking,
Experiential learning and Integrated Pedagogy highlighted in the National Education
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Policy, 2020. In this book, effort has been made to present the content in a lucid and
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coherent manner so that students develop a keen interest in the subject.

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The Teacher’s Book is designed to help teachers make mathematics more meaningful
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and understandable for the students. The principal goal of teaching mathematics is
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the mathematisation of students’ thinking, thereby, enabling them to reach logical

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conclusions independently with a sense of success. A teacher should ensure that his/her
students find the beauty of mathematics and do not fear the subject. It is important for the
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teacher to understand where the student has made an error and how he/she has got there.
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While solving the problems of mathematics, students often make the following mistakes:
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• Conceptual mistake − This happens when a student does not understand the mathematical
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concept clearly and interprets the problem in a wrong way.

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• Computational mistake – The most common error in mathematics is wrong calculation.

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• Negligence − Sometimes, the student does not read the stated problem carefully and thus,
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copies incorrect data or uses a wrong formula while solving the problem.
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If students’ errors are discussed in the classroom, the students will be more careful and are
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more likely to perform better in the classroom as well as in real-life scenarios involving
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mathematics. Treating students’ errors as signs of their active thinking and steps towards
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learning will help the teacher to not only correct students’ misconceptions but also help
them to think logically.
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Contents
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1. Lesson Plans & Worksheets 1

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2. Solution Set 74
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3. STEAM Evaluation Sheets 150

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Hi! I am Hi! I am
Manjit. Hi! I am Azhar. Hi! I am
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Fabian. Revathi.
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Lesson Plans &

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Worksheets
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1 Numbers
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up to 10000
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Learning Objectives
To recognise and write numbers up to 10,000 in standard
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and expanded form.

To understand the place value and face value of numbers 1
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up to 10,000.
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● To represent numbers using an abacus.

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● To identify successor and predecessor of numbers up to 10,000.

● To compare and arrange numbers up to 10,000.
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● To recognise even and odd numbers.

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● To round off numbers to the nearest 10’s and 100’s.

Lesson
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Getting Started
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Prior Knowledge
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● Student knows about the concept of 3-digit numbers.

Warm-up Activity
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Let the students learn and revive oral counting up to

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999 using simple recitation or drum recitation or a

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smart board recitation.

● Write some 3-digit numbers on the board and write
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H, T and O above the digits to revive hundreds, tens

and ones used for 3-digit numbers.
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3
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Concept Building
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●Show students some single blocks to represent ones.

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●Make a pile of 10 single blocks to represent tens; a set of

10 piles of 10 blocks each to represent hundreds; and a group
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of 100 piles of 10 blocks each to represent thousands.

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●Read a single group as one thousand (1000). Read the two

groups as two thousand (2000), three groups as three thousand
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(3000) and nine such groups as nine thousand (9000).

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●Now, ask the students to build any 4-digit number using blocks.
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Lesson Plans & Worksheets
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Project Idea
Divide the class into groups of five students and ask them
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to represent different 4-digit numbers on abacus and talk

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about the face value and place value of their digits.
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Evidences
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Through Questions
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● Which is the greatest/smallest 4-digit number?

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● Write the number of hundreds, tens and ones in 1503.

● Are these numbers equal: 5450 and 5045?
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● Does the number that come after 1654 lesser than or greater than
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this number?
Plan ● Which number is obtained when you count 8 more than 829? Is it
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an odd or an even number?

6 Challenges
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The students may get confused in telling the smallest/greatest

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4-digit number (1000/9999) and total number of 4-digit numbers

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(9000). The concept should be made clear by telling the students

to leave the first nine hundred ninety-nine numbers from the
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greatest 4-digit number (9999 – 999 = 9000) as first nine hundred

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ninety-nine numbers are 1-, 2- and 3-digit numbers.

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● The students get confused in writing the place/face value and

number name of zero. The concept should be made clear that zero
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is not included while writing expanded forms or number names.

The students generally round off the number ending with 5 to the
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previous tens.
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Facts
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● Smallest 4-digit number is 1000 and greatest 4-digit number is 9999.

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● Two 4-digit numbers are compared by first comparing the thousands

place. If numbers at thousands place are equal, then compare hundreds
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4 place. If numbers at hundreds place are equal, then compare tens place.
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If numbers at tens place are equal, then compare ones place.

To make calculations easier and faster, we round off the numbers.
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●
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Terms
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Place value and face value, expanded and standard forms,

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●
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comparing numbers, ordering of numbers – ascending and

descending order, successor, predecessor, rounding off
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Activities

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Aim: formation of 4-digit numbers
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Material required: number cards from 0 to 9
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Procedure: Introduce the activity with the statement, “In this activity we will form
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different numbers using number cards.” Make number cards of digits from 0 to 9. Tell
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students to choose any four cards and arrange them to make a 4-digit number. Ask the
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students to read the digits and rearrange them differently to get a 4-digit number. Ask,
how many different numbers can be made from one 4-digit number. Students will take
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another four cards for a new number and continue with the activity.
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Questionnaire: What is the greatest number that can be formed from these digits?
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Skills applied: This activity will enhance their counting and representation skills.
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Aim: concept of standard and expanded forms

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Material required: abacus

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Procedure: Simple Abacus – Ask students to insert

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any number of beads in the four rods of abacus.

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Count the beads in each rod and write the number

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formed (say 3245). Also tell them to write the

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expanded form of the number, place value and face

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value of any digit (say 3) in their notebook. Use

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simple abacus to make students understand the Th H T O

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representation of numbers in standard and expanded

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forms.
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Questionnaire: What is the expanded form for the number 7834?

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Aim: comparing and ordering of numbers

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Material required: number cards from 0 to 9, 4 dice with different 1-digit numbers
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written on them
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Procedure: Four Dice Throw – Throw four dice together and read the number
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appearing on each dice. Form any five 4-digit numbers with the numbers that appear
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on the four dice. For example, the numbers appeared are 7, 6, 5 and 4, then 4-digit
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number formed with these numbers can be 7654, 4567, 5746, 6574, 6547, etc. Now
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encourage the students to compare the numbers and rearrange them in ascending or
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descending order.
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The same activity can be done with blocks too!

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Questionnaire: How can we know if a number is greater than or smaller than a given
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number?
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Skills applied: This activity will enhance their counting, comparison and ordering
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skills.
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Aim: finding predecessor and successor for a number

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Material required: pencils, blank paper cards

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Procedure: Ask students to sit in pairs. Each partner writes any five numbers, up to
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4-digits, on a card and exchanges it with his/her partner. The partner then writes the
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successor and predecessor for all the five numbers. The partner who first completes
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the task wins the challenge.

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Questionnaire: What is a predecessor?

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What is a successor?
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Fun Activity

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Match the halves of the cards. Compare and circle the greatest number.
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Project
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Encourage the students to collect information on the years of birth of some great
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personalities like Mahatma Gandhi, Queen Elizabeth, George Bush, Mughal Emperor
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Akbar, Dr Abdul Kalam, Albert Einstein and Rani Lakshmi Bai. Arrange these in the
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ascending order with < sign in between each and find the answer to the following
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questions:
1. Who is the eldest among these?
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2. Who is youngest among these?

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3. Name the personalities born just after Mahatma Gandhi.

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Worksheet
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1. Write the number names or numerals.

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a. 2647 − _________________________________________________
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b. _____ − Four thousand three hundred six

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c. 5009 − _________________________________________________
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d. _____ − Eight thousand sixty-nine

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2. Write the standard/expanded form of the following.
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a. 6204 − _________________________________________________
b. 1039 − _________________________________________________
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c. _____ − 4000 + 20 + 6
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d. _____ − 6000 + 400 + 20 + 6

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3. Compare the following numbers and put (<, >, =) sign.

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a. 4213 _____ 4312 b. 3278 _____ 3782

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c. 6712 _____ 6317 d. 2564 _____ 2564

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4. Arrange the following numbers in ascending order.

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2465, 6347, 264, 1785, 1212

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5. List down all odd numbers between 6013 and 6057.

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6. Complete the table.

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Predecessor Number Successor

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1236
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2199
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4700
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7. Complete the table.

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Number Round off to the nearest 10’s Round off to the nearest 100’s
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6239
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4143
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7125
3852
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2 Addition
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Learning Objectives
To add 3-digit numbers without and with regrouping.
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● To add three 3-digit numbers with 4-digit sums.

To add 4-digit numbers without and with regrouping. 1
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● To apply properties of addition.

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● To estimate sums.
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Lesson
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Getting Started
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Prior Knowledge
Student knows how to add 2-digit numbers, three 2-digit
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numbers, word problems involving 2-digit numbers, rounding

off numbers to the nearest 10’s.
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Warm-up Activity
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● Bring a beach ball for this activity and write numbers from
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1 to 10 all over it. Students can be taken to the ground to

perform this activity.
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● Ask students to arrange themselves in a circle and throw ball

towards each other. Whenever a student catches it, he/she has to
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look at the place where his/her thumbs landed and add those two
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numbers together before throwing the ball to the next student.

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3
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Concept Building
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●Using blocks, build any two 3-digit numbers (say 357 and 465)
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and ask the students to identify their H, T and O respectively.

Now, ask students to combine the two sets of blocks to find
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the sum.
Introduce the concept of regrouping in 3-digit addition by
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●
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reinforcing that 10 ones regroup into 1 ten; 10 tens regroup into

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1 hundred; and 10 hundreds regroup into 1 thousand.

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Project Idea
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● Divide the class in groups of three students each. Send each

group to at least four other classes of the school to find out the
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s total number of students in those classes, number of boys and

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to sum it up and share their results with the entire class.
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Evidences
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Through Questions
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● Is it true or false: 356 + 411 = 411 + 356?

Can 389 + 466 be regrouped as 790 + 65?
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Is it true that on adding 1 to a number we get its successor?

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Answer of an addition problem is called _____.

Plan
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● Adding 1 to any number gives the predecessor of the number. Is it

6 true or false?
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Challenges
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● The students sometimes forget to carry forward to the next

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column. It can give a wrong result. Encourage them to solve the

sums attentively.
The students may ask about the sums without regrouping. They
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●
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can ask about how to carry now. Guide them that sums may or
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may not involve regrouping (or carry forward).

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● While doing estimation, the students may get confused in

rounding off numbers to the nearest 10’s and the nearest 100’s.
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Facts
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● The numbers to be added are called addends and their total is called
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the sum.
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● To estimate a sum means to first round off the numbers and then add.
● When we add three or more numbers with different digits, we should
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arrange the digits one below the other in their correct places.
When 0 is added to any number, the sum is the number itself.
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When 1 is added to any number, the sum is the successor of that number.
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Terms
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Addition of 3-digit numbers, addition of three 3-digit numbers,

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word problems, properties of addition, estimating sums

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Activities

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Aim: addition of 3-digit numbers
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Procedure: Cards in the Bag – Divide the class into two teams. Make some cards for
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addition of two 3-digit numbers, as shown in the figure, and put them in a bag. One
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student from Team A will come and draw a card. The student will then calculate the
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sum written on the card and Team B will check the sum. If the sum is correct, the sum
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will be added to the score of the team; otherwise, no points will be added. Repeat this
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with Team B. Repeat the cycle 10 times. The team with a higher total wins the game.
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Questionnaire: What is the sum of 491 and 100?

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Skills applied: This activity will enhance their computing and problem-solving skills.
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Aim: concept of word problems based on addition

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Procedure: Word Problems and Partners – Encourage the students to play this game
with their seat partners. Tell them to decide a theme (animals, cartoons, vegetables,
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currency, birds, objects, etc.) among themselves and design word problems on the
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theme decided. Each student will design five word problems which are then solved by
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their seat partners. Let them check each other’s solutions.

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Questionnaire: Which terms indicate that it is an addition word problem?

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Skills applied: This activity will enhance their problem posing and problem-solving
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skills.
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Aim: concept of estimation of sums

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Material required: number cards, 3-digit addition cards
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Procedure: Estimated Total and Memory Game –
700 200 500
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Make nine squares on a chart and write 100, 200,

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300, 400, 500, 600, 700, 800 and 900 inside those
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squares randomly (not in sequence). Cover these

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squares with post-it pad slips. Show the position of 100 800 300
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each number once to the class by removing post-it

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slips from the squares and covering them later. Mark
400 600 900
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the positions of these with sequential numbers or

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letters by writing on post-it slips. Show the 3-digit

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addition cards to the students and tell them to calculate the estimated sum. Memory
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comes in play when students must tell the position of the estimated total in the chart.
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Questionnaire: How can we ensure that our estimation is correct?

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Skills applied: This activity will enhance their estimation and approximation skills.
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Aim: properties of addition

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Material required: play currency notes/coins of 2000, 500, 100, 10 and 5,

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chocolates/toffees
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Procedure: As a prequel to this activity, explain the properties of addition. Students

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will bring chocolates/toffees and will sell them to their friends in exchange of play
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money. Some of them can be sold at 1000 and 500, and the students should collect
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the money and add them to know how much they have earned on that day.
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Questionnaire: How can properties of addition help us to add faster?

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Skills applied: This activity will enhance their problem-solving, computing and
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application skills.
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Fun Activity

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Solve the sums and then colour the picture using the key given below.
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488 + 149
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148 + 259
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2436 + 5572
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274 + 133
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1000 666 714

+ 50 + 384 + 336
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274 + 350
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257 + 150
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407 637 1050 624 8008

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Project
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Let the students make spinners of 123 233 793 814 6

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7 23
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Spinner 1

addition and write 3-digit numbers 312 322

255 928

275 607 1
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on each spinner section. The students 342 162

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can use a paper clip and a straw as 245 400

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4 8
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a spinner. The students spin the first
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Students spin on
both circles and
number on Spinner 1 and the second
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634 531 then add the

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number on Spinner 2. They all have to
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together!
Spinner 2

810 230
add and solve the problems correctly.
37 84
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423 431
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An example figure is shown alongside.

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do anything creative on the same.
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Worksheet
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1. Add the following.

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a. H T O b. H T O c. Th H T O
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2 5 6 4 7 3 6 8 1
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+ 3 3 1 + 2 1 6 + 4 2 6
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d. H T O e. H T O f. H T O
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5 6 2 5 0 6 4 2 3
+ 3 4 9 2 1 7 3 1 8
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+ 1 2 8 + 2 2 1
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2. Add the following numbers.

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a. 263 + 426 b. 745 + 496

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c. 341 + 429 + 102 d. 252 + 357 + 179

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3. There were 459 tourists in a hotel. If 194 more tourists checked-in the hotel, then
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find the number of tourists in the hotel.

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4. In a fair, 706 people visited on day 1 and 480 people visited on day 2. How many
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people visited the fair in all?

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5. A shopkeeper has 196 orange-flavoured wafers, 412 chocolate-flavoured wafers

Pr

and 269 pineapple-flavoured wafers. How many wafers of all kinds does the
ty

shopkeeper have?
si

6. Fill in the blanks.

v er

a. 656 + _______ = 656 b. ______ + 1 = 420

ni
U

c. 128 + 745 = _______ + 128 d. 156 + 0 = ________

ge

7. Estimate the following sums by first rounding off the numbers to the nearest 10’s
id

and 100’s.
br

a. 456 and 321 b. 745 and 366

am

c. 212 and 274

C

s
es
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3 Subtraction
U
ge
id
br
am
C

s
es
Learning Objectives
To subtract 3-digit and 4-digit numbers with and
Pr

without regrouping.
To check subtraction with addition. 1
ity

● To add and subtract together.

rs

● To apply properties of subtraction.

ve

● To estimate differences.
ni
U

Lesson
ge

Getting Started
id

Prior Knowledge
br

● Student knows how to subtract 2-digit numbers, solve word

am

problems of 2-digit subtraction, rounding off the numbers to

the nearest 10’s.
C

Warm-up Activity
s

A brief introduction of subtraction can be given using the

es

following rhyme:
2
Pr

More on top?
No need to stop.
ty

More on the floor?

si

Go next door, Get ten more.

er

Numbers the same?

v

Zero’s the game.

ni

3
U
ge

Concept Building
id

●Show students some single blocks, some piles of 10 blocks

br

and some sets of 10 piles to represent ones, tens and hundreds

respectively.
am

●Show blocks representing 172 and ask, ‘How many ones, tens
and hundreds are there?’
C

●Subtract the number 121 from 172 to get the difference as 51.
es

●Similarly, take up the problem 820 – 632 and demonstrate

subtraction by regrouping.
Pr
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rs
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U
ge
id

Project Idea
br

● Divide students into six different groups. Allow each group

to take out 1 type of button from the box, count and paste
am

the same on A4 size sheet of paper and ask them to tell the
number of buttons left in the box.
C

s
7
es
Pr

Evidences
Through Questions
ity

● Is it true or false: 564 − 332 = 332 − 564?

rs

● ________ property does not hold for subtraction.

ve

● If we subtract 0 from any number, the answer we get is the number ___.
● We should always subtract a _______ (bigger/smaller) number
ni

from a ________ (bigger/smaller) number.

U

Challenges
Plan The students sometimes forget to borrow from the next column.
ge

6 It can give a wrong result. Encourage them to solve the problems

id

attentively.
br

● The students may ask about the subtraction without regrouping.

They can ask about how to take ‘borrow’ now. Guide them that
am

some subtraction problems may or may not involve regrouping

(or borrowing).
C

● They may get confused in word problems too. Guide them to read
es

and understand the problem carefully. Then, figure out the subtrahend
and minuend and then do the subtraction to find the difference.
Pr

● While doing estimation, the students may get confused in rounding

off numbers to the nearest 10’s and the nearest 100’s.
ty

5
si
er

Facts
Subtraction of 3-digit numbers can be done with regrouping (using
v

●
ni

borrowing) or without regrouping.

U

● To estimate the difference means rounding off the numbers first and
then subtracting them.
ge

● When 0 is subtracted from a number, the difference is the number itself.

When 1 is subtracted from a number, the difference is the predecessor
id

4 of the minuend.
br

● To check subtraction, add the difference and the subtrahend to get the
am

minuend.
C

Terms
es

● Subtrahend, minuend,
Pr

difference, estimating
difference, borrow
ity

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Activities

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Aim: subtraction of 3-digit numbers with or without regrouping
ni
Material required: spinning wheels (2 per group)
U
ge

Procedure: Spin Wheel Activity –

883 551 126 449
id

Two spin wheels can be made, having

br

581 673 329 338

larger 3-digit numbers on wheel 1 and
am

893 882 346

smaller 3-digit numbers on wheel 2. 227
C

772 964 457 218

Students can be asked to spin both the
s
es
wheels one by one and subtract the TOP BOTTOM
Pr

NUMBER NUMBER
numbers pointed on them.
ity

Questionnaire: How can you use addition to check subtraction?

rs
ve

Skills applied: This activity will enhance their computing and problem-solving skills.
ni
U
ge

Aim: subtraction of 4-digit numbers

id

Procedure: Finger Numbers –

br

Ask the students to write numbers 2 7

3 1 6
am

8
from 1 to 10 on their fingers and
4 9
C

on saying, “Start”, show any four

es

fingers. Then, note down the 5

Pr

0
digits shown on the fingers in their
ty

notebook and form the greatest or

si
er

the smallest number with the digits

v

shown on the fingers and then

ni
U

subtract the two numbers. This will

ge

make concept of subtraction with or without regrouping clearer.

id

Questionnaire: What strategy can be used to form the greatest and the smallest
br

number out of the given digits?

am

Skills applied: This activity will enhance their computing and problem-solving skills.
C

s
es
Pr
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es
Pr
ity
Aim: concept of estimation of difference

rs
ve
Material required: circular cards, 3-digit subtraction cards
ni
U
Procedure: Locating the Difference of Estimation –
ge

Make nine circles on a chart and write 100, 200, 300, 500 700 600
id

400, 500, 600, 700, 800 and 900 inside those circles
br

randomly (not in sequence). Cover these circles with

am

post-it pad slips. Show the position of each number 400 200 900
C

s
once to the class by removing post-it slips from the
es

circles and covering them later. Mark the positions

Pr

100 300 800

of these with sequential numbers (1, 2, …, 9) or
ity

letters (a, b, …, i) by writing on post-it slips. Show

rs
ve

the 3-digit subtraction cards to the students and tell them to calculate the estimated
ni

difference to the nearest 100’s. Memory comes in play when students tell the position
U

of the estimated difference in the chart.

ge

Questionnaire: How can we ensure that our estimation is correct?

id
br

Skills applied: This activity will enhance their estimation and approximation skills.
am
C

s
es

Aim: subtraction word problems

Pr

Procedure: Word Problems with the Partners – Tell the students to play this game
ty

with their seat partners. Tell them to decide a theme (animals, cartoons, vegetables,
si
er

currency, birds, objects, etc.) among themselves and design word problems on the
v
ni

theme decided. Each student will design five word problems which are then solved by
U

their seat partners. Let them check each other’s solution.

ge

Questionnaire: Which terms indicate that it is a subtraction word problem?

id
br

Skills applied: This activity will enhance their problem posing and problem-solving
am

skills.
C

s
es
Pr
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Fun Activity

rs
ve
Solve the crossword.
ni
U
516 124 640
ge
id
br

174 120 195

am
C

s 196 200
es
Pr

28 112 180 0
ity
rs

556 16
ve
ni
U

420 116 1193

ge
id

785 415
br
am
C

s
es
Pr
ty

Project
si
v er

Encourage the students to depict

ni

793 1 Greatest
subtraction properties and number number
U

= 792 formed
facts with a beautiful craft work. One is 973
ge

such paper craft work is shown in the 793 793 Smallest

number
figure alongside.
id

=0
formed
br

is 379
am

Estimated
to the nearest
793 0
793 100’s = 800
C

= 793
s
es
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ity

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rs
Worksheet
ve
ni
U
ge

1. Subtract the following.

id

a. H T O b. H T O c. H T O
br

6 2 3 7 9 6 8 5 4
am

– 4 1 1 – 2 6 1 – 2 4 3
C

s
es
d. H T O e. H T O f. H T O
Pr

4 2 9 5 0 6 4 2 5
– 3 6 4 – 3 4 9 – 2 6 7
ity
rs
ve

2. Subtract the following numbers.

ni

a. 836 – 748 b. 1459 – 1294

U
ge

c. 3981 – 2777 d. 643 – 487

id

3. In a book, there are 648 pages. If 289 pages have images, then how many pages
br

in the book do not have images?

am

4. There are 648 tourists in a hotel. If 439 tourists are foreigners, then how many
C

non-foreigner tourists are there in the hotel?

s
es

5. A library has 986 books on three subjects. Out of these, 289 are on Science, 194
Pr

are on Mathematics and the remaining books are on English. How many books
on English are there in the library?
ty
si

6. Fill in the blanks.

v er

a. 643 – _______ = 643 b. ______ – 1 = 800

ni
U

c. 529 – _______ = 0 d. 428 – 0 = ________

ge

7. Estimate the following differences by first rounding off the numbers to the
nearest 10’s and 100’s.
id
br

a. 296 and 212 b. 774 and 469

am

c. 547 and 274

C

s
es
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4 Multiplication
U
ge
id
br
am
C

s
Learning Objectives
es
● To learn multiplication tables of 7, 8 and 9.
Pr

To multiply a 2- and a 3-digit number by a 1- and

1
●

a 2-digit number without and with regrouping.

ity

● To multiply by 10, 100 and 1000.

To multiply by 20, 30, 40, ..., 90.
rs

● To apply properties of multiplication.

ve
ni
U

Lesson
ge
id

Getting Started
br

Prior Knowledge
2
am

● Student knows tables up to 5, repeated addition concept,

skip counting by 2s, 3s and 5s.
C

Warm-up Activity
es

● Let the students revive tables up to 5.

● Revision of skip counting of 2s, 3s and 5s can be done.
Pr
ty
si
v er
ni

3
U
ge

Concept Building
id

●Show students 21 single blocks that represent ones.

br

●Make seven sets of 3 blocks each from 21 blocks.

Read the set as 3 + 3 + 3 + 3 + 3 + 3 + 3, which means repeated
am

addition of the same number 3.

Tell the students that this can also be read as 7 times 3.
C

●
s

So, 3 + 3 + 3 + 3 + 3 + 3 + 3 = 7 times 3 = 7 × 3 = 21.

es

●Reiterate multiplication as repeated addition.

Pr
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rs
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ge
id
br

Project Idea
am

● Divide the class into five groups. Allow each group of the
class to prepare multiplication grid on A4 size sheet from 1
C

to 20. Give any two numbers to each group and instruct them
s
7
es
to find the product. In the end, ask the multiplication result of
randomly chosen two numbers from each group.
Pr
ity

Evidences
rs

Through Questions
Have you ever observed a shopkeeper doing total of say
ve

20 kg flour at the rate of 46 per kg? What does he do?

ni

● Is it true or false: 356 × 6 = 6 × 356?

Is it true that if we multiply 1 to any number, it gives the
U

Plan number itself?

ge

Is it true that whenever any number is multiplied by 10,

6
●

then, we just add a zero before the number?

id

Challenges
br

● Sometimes students may fail to apply the properties of

am

multiplication to ease the work.

● The students may get confused while writing groups of
C

numbers such as 8 × 3 is 8 times 3 or 3 + 3 + 3 + 3 + 3 +

s

3 + 3 + 3 = 24.
es

● The students may get confused while doing multiplication

Pr

with regrouping. They may get confused about carry over

or borrowing.
ty
si

Facts
er

5 The symbol for multiplication is ‘×’.

v

●
ni

● While multiplying any two numbers, the change in order of two

numbers does not change the product.
U

● When 0 is multiplied by any number, the product is always zero.

ge

● When any number is multiplied by 1, the product is the number itself.

● When any number is multiplied by 10, then in the product, we just add
id

a zero after the number.

4
br

● To estimate a product means to round off the numbers first and then
multiply them.
am
C

Terms
es

● Multiplicand, multiplier,
Pr

product, estimation
ity

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Pr
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Activities

rs
ve
Aim: multiplication tables
ni
Material required: dice with numbers 0 to 9 (2 per group)
U
ge

Procedure: Dice Throw Activity – Throw two dice together and ask the students
id

to multiply digits appearing on each dice. This will help students to memorise
br

multiplication tables. The same activity can be done with blocks too.
am

Questionnaire: What is the product of 2 × 8?

C

s
es
Skills applied: This activity will enhance their computing and problem-solving skills.
Pr
ity

Aim: multiplication of 2- and 3-digit numbers with or without regrouping

rs
ve

Material required: bingo cards

ni
U

Procedure: Introduce the activity with

ge

the statement, “In this activity, we 80 396 120

id

will multiply a 2- or a 3-digit number

br

with another 1-digit number.” Print

am

out different bingo cards and distribute

72 55 36
C

them among students. Randomly say

es

multiplication of two numbers 75 148 100

Pr

(say 11 × 5 or 132 × 3). The students

ty
si

will then strike off the product (correct

er

answers) in their bingo cards. Continue until someone obtains a bingo.

v
ni

Questionnaire: How will you check that your product is correct?

U
ge

Skills applied: This activity will enhance their computing and problem-solving skills.
id
br
am
C

s
es
Pr
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Pr
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Aim: order property of multiplication

rs
ve
Material required: rectangular cards, punching
ni
machine
U
ge

Procedure: Punching the Facts – The students can be

id

asked to punch holes on rectangular sheets in such a

br

way that a pair of numbers has the same product and

am

can also be shown by changing their order. This will

C

s
clear the concept of order property of multiplication
es

among the students.

Pr
ity

Questionnaire: Is it true or false: 24 × 12 = 12 × 24?

3×4
rs

Skills applied: This activity will enhance their

ve

computing and problem-solving skills.

ni
U
ge

Aim: properties of multiplication

id
br

Procedure: Mulfact Sheet –

am

Students can make Multiplication

C

fact sheet by presenting them

es

efficiently on an A3 sheet. An
Pr

example sheet is shown for

ty

reference.
si
er

Questionnaire: How can

v
ni

properties of multiplication help us

U

to multiply faster?
ge
id

Skills applied: This activity will enhance their problem-solving, computing and
br

application skills.
am
C

s
es
Pr
ity

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Fun Activity

rs
ve
Using the following numbers, form multiplicand and multiplier pairs such that
ni
the product for both the pairs is same.
U
ge
id
br
am
C

s
es
Pr
ity
rs
ve
ni
U
ge
id
br
am
C

s
es

Project
Pr
ty

Let the students play the game of Kaboom Multiplication.

si

Encourage them to write some multiplication facts and

er

Kaboom! on the popsicle sticks with different coloured

v

marker pens. Put all the popsicle sticks facing downwards

ni

so that the students cannot see what is written on them.

U

The students sit in a circle and pass on the cup with sticks.
ge

Each student pulls out a popsicle stick and answers the

id

fact written on it. If the answer is correct, the student will

br

keep the popsicle stick with himself/herself. If the answer

is incorrect, the student will keep the stick back in the cup.
am

Any student who pulls a Kaboom! stick will place all the
C

popsicle sticks he/she has accumulated back into the cup,

s
es

leaving himself/herself with zero popsicle sticks.

Pr
ity

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Pr
ity
rs
Worksheet
ve
ni
U
ge

1. Write the following products.

id

a. 6 × 4 = _______ b. 3 × 5 = _______
br

c. 8 × 7 = _______ d. 9 × 6 = _______
am

e. 4 × 4 = _______ f. 3 × 9 = _______
C

s
es
g. 2 × 5 = _______ h. 5 × 8 = _______
Pr

2. Multiply the following.

ity

a. T O b. T O c. H T O
rs

3 2 1 4 7 8
ve

× 3 × 7 × 4
ni
U

d. H T O e. Th H T O f. Th H T O
ge

1 3 8 4 7 8 5 1 6
id

× 5 × 4 × 7
br
am

3. Multiply the following numbers.

C

s
es

a. 42 × 3 b. 59 × 8
Pr

c. 68 × 6 d. 84 × 9
ty

4. There are 36 benches in each classroom. How many benches will be there in
si

6 such classrooms?
er

5. There are 12 bananas in a dozen. How many bananas will be there in 8 dozens?
v
ni

6. A box has 48 chocolates. How many chocolates will be there in 9 such boxes?
U
ge

7. Fill in the blanks.

id

a. 62 × 1 = _______ b. ______ × 12 = 12 × 3
br

c. 25 × _______ = 0 d. 45 × ______ = 25 × 45
am

8. Find the product of 64 multiplied by 10, 100 and 1000.

C

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5 Division
U
ge
id
br
am
C

s
Learning Objectives
es
● To perform division using repeated subtraction and number
Pr

line.
● To demonstrate the relationship between multiplication and 1
ity

division.
To apply properties of division.
rs

● To perform division of 2-digit, 3-digit and 4-digit numbers by

ve

a 1-digit number.
To perform division by 10.
ni

●
U

Lesson
ge

Getting Started
id

Prior Knowledge
br

● Student knows equal sharing, repeated subtraction,

2
am

multiplication and division facts, and multiplication tables

up to 9.
C

Warm-up Activity
s

Students will play a simple game. Give 35 to 40 beads

es

and one muffin tin to every student. Now, ask the students
Pr

to equally divide the beads in the tin slots. Furthermore,

explain that the number of beads in one slot is called the
ty

quotient and the left over beads (if any) are called as the
si

remainder.
er

3
v
ni
U

Concept Building
Show students 12 beads. Tell them to distribute these 12 beads equally
ge

among 4 students.
id

●Call five students to the front and tell one of them to divide the 12 beads
equally among the remaining 4 students.
br

●Tell each student to count the number of beads they have got.
am

●Let us say that each student counted and found three beads in their
hands. Explain that the 12 beads are divided equally among 4 students.
C

Tell the students that this can also be written as 12 ÷ 4 = 3.

s

●
es

●Similarly, the concept can be explained as repeated subtraction of 4

from 12 till the time 0 beads are left.
Pr
ity

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es
Pr
ity
rs
ve
ni
U
ge
id
br

Project Idea
am

● Encourage the students to make cards and apply different

multiplication and division facts on post-it pad slips pasted
C

s on the sheets for their personal data such as their birth date
(say 46 ÷ 2), number of pets owned (18 ÷ 9), etc. Let them
7
es
exchange their sheet with their partner to solve the facts.
Pr
ity

Evidences
rs

Through Questions
ve

● Is it true or false: 56 ÷ 1 = 56?

ni

● Repeated _______ is called division.

U

Challenges
Plan ● The students may get confused with the difference between
ge

the number of groups and the number of items to be

6 distributed into each group. They need to be explained this
id

with clarity.
br

● While doing division by repeated subtraction, the students

am

stop subtracting before getting 0 as the answer. They need to

be reminded to continue subtraction till they get 0.
C

The understanding of relationship between multiplication

s

and division may take a little longer for the students to learn
es

but frequent examples and activities will make the concept

Pr

clearer to them. Exercises based on properties of division

will help students in remembering the properties throughout
ty

their life.
si
er

5
v

Facts
ni

Division is also known as repeated subtraction.

U

● The number that is being divided is called as the

ge

dividend, the number by which dividend is to be divided

is called as the divisor and the answer of the division is
id

4 called as the quotient. For example, 12 ÷ 4 = 3, here,

br

12 is the dividend, 4 is the divisor and 3 is the quotient.

am
C

Terms
es

● Equal sharing, repeated subtraction, check,

dividend, divisor, remainder, quotient
Pr
ity

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Pr
ity
Activities

rs
ve
Aim: relationship between multiplication and division
ni
Material required: flash cards
U
ge

Procedure: Flash card Activity – Make flash cards Represent these fact families
id
br

having different number combinations. Students 2 × 6 = 12

am

can be called to pick up any flash card and form 6 × 2 = 12

C

multiplication and the division facts using the

s
12 ÷ 2 = 6
es
numbers shown on the flash card.
Pr

12 ÷ 6 = 2
ity

Questionnaire: How will you check that the result

rs

of your division is correct?

ve
ni

Skills applied: This activity will enhance their computing and problem-solving skills.
U
ge
id

Aim: division of 2-digit number by a 1-digit number

br
am

Material required: pencils, paper

C

Procedure: Take students to the playground. Ask them to stand in a group and
es

pretend as different animals. Now, call out: “Rabbits in the groups of 7” and the
Pr

students will move around like rabbits to come together in groups of 7 rabbits each.
ty
si

The remaining students tell the quotient and the remainder for the division problem.
v er

Repeat the exercise for a few more division problems. You can encourage students to
ni
U

record the division sentence (as called by you) in their notebooks.

ge

Skills applied: This activity will enhance their computing and problem-solving skills.
id
br
am
C

s
es
Pr
ity

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Pr
ity
Aim: division of 2- or 3-digit numbers by 10

rs
ve
ni
Material required: bingo cards
U
ge

Procedure: Introduce the activity with the statement, “In this activity, we will divide
id

a 2- or a 3-digit number by 10.” Print out bingo cards and distribute them among
br
am

students. Randomly say division of two numbers say, 150 ÷ 10. The students have to
C

strike off the correct answers in their bingo cards. Continue the game until someone
s
es
obtains a bingo.
Pr
ity

Questionnaire: Divide 4532 by 10.

rs
ve

Skills applied: This activity will enhance their computing and problem-solving skills.
ni
U
ge
id

Aim: properties of division

br
am

Procedure: Divfact Sheet – Students can make division fact sheet by presenting them
C

efficiently on an A3 sheet. Students can depict different properties of division that

es

they have learnt throughout this chapter. Encourage them to make their fact sheets as
Pr

creative as possible. Encouraging them to also depict the properties pictorially will
ty
si

help in better understanding of the concept.

v er
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Questionnaire: How can properties of division help us to divide faster?

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Skills applied: This activity will enhance their problem-solving and application skills.
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Fun Activity

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Match the following by colouring the boxes alike.
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25 ÷ 1 1656 ÷ 9 167 4 147 735 ÷ 5

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1325
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32 ÷ 8 6625 ÷ 5 184 334 ÷ 2 25
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id
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Project
es
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Divide the class into two groups. Give each team a scrapbook, beads, glue and
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a marker. Allow every student to bring counted (say 72) beads. Now tell them
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to divide them into rows and columns in different ways. They should also do
er

the division on one side of the scrapbook. For example, 36 columns 2 rows
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(72 ÷ 2); 24 columns 3 rows (72 ÷ 3); 18 columns 4 rows (72 ÷ 4); 12 columns
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6 rows (72 ÷ 6); 9 columns 8 rows (72 ÷ 8); 8 columns 9 rows (72 ÷ 9). In the
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end, you can ask the different number of representations they have made.
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Worksheet
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1. Distribute 20 ducks equally among 4 boxes.

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2. Solve 56 ÷ 8 by repeated subtraction.

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3. Write the multiplication fact using 7, 63 and 9. Additionally, write its division
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facts.
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4. Divide the following.

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a. 64 ÷ 8 b. 42 ÷ 6 c. 36 ÷ 9
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d. 21 ÷ 3 e. 1163 ÷ 7 f. 2348 ÷ 8
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g. 172 ÷ 9 h. 130 ÷ 6 i. 445 ÷ 9

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5. Fill in the blanks.

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a. 24 ÷ 1 = _______
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b. 149 ÷ 149 = _______

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c. _______ ÷ 1 = 13
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d. _______ ÷ 5 = 0
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e. 54 ÷ 9 = 6 means _______ × _______ = _______

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f. 28 ÷ 7 = 4 means _______ × _______ = _______

g. 8 × 4 = 32 means _____ ÷ _____ = _____ and _____ ÷ _____ = ______
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h. 7 × 5 = 35 means _____ ÷ _____ = _____ and _____ ÷ _____ = ______

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6 Fractions
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Learning Objectives
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To represent fractions as part of the whole.

1
●

● To identify numerator and denominator of a fraction.

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● To represent fractions as a part of a collection or a group.

To find fractions.
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●
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Lesson
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Getting Started
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Prior Knowledge
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Student knows about numbers, four operations and

2
●
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shapes.
Warm-up Activity
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● Give an origami sheet to the students and ask them to

es

cut it into six equal parts. You can guide them wherever
required. Then, ask the students to make a flower using
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these cutouts as petals of a flower.

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si

3
v er
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Concept Building
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●Start with an anecdote of a child’s birthday. Tell students

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that the child’s mother ordered a pizza for herself and the
child. When the pizza arrived, it had 8 equal slices. Each of
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them ate equal amounts of pizza to finish it. Ask students,

br

1 4
“How many slices did each of them eat?” 2 or 8 .
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●Introduce the term ‘fractions’ with more such real-life

examples and how we represent fractions in the form of
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numerator and denominator.

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id
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Project Idea
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● Divide the class into four groups. Provide each group with
materials such as scissors, scrapbook, origami sheets and glue.
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Instruct the students to create fractions like 12 , 13 , 14 , 25

s ●
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etc., for figures such as square, triangle, pentagon, etc.,
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using different coloured origami sheets and paste them in

7 their scrapbooks.
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rs
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Evidences
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Through Questions
Have you ever observed that the pizza is cut into pieces
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Plan before it is served?

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Have you ever eaten a part of something and not been able
6
●

to finish it completely?
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● Have you ever imagined how much food of the whole is left
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(which you have not eaten)?

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Challenges
● The challenging concept of this chapter is to understand
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which figures we can divide in equal parts and which we

s

cannot. Students’ understanding can be made clearer about

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this concept by allowing them to draw different figures and

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divide them into fractions like 12 , 13 , 14 , 15 and so on.

5
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si
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Facts
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A fraction is a part of a whole or part of several units taken

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4 together as one group.

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● A denominator is the number of equal parts into which the whole

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is divided.
● A numerator is the number of parts chosen out of the total parts.
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Terms ● Two halves together make a whole.

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● Fraction, numerator, ● Four one-fourths make a whole.

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denominator, whole,
part of a whole
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Activities

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Aim: fractions as part of whole
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Material required: shape cutouts
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Procedure: Students can make their own cutouts using paper sheets. The cutouts
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for rectangle, triangle and circle are to be provided to students (at least two cutouts
br

each for every student). Guide students to represent them as 18 , 13 , 14 , 12 , 16 , 10

1
.
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Make students understand that these parts are possible in some figures, while in some
C

s
figures, we cannot represent a particular fraction. For example, we cannot divide a
es
triangle into seven equal parts.
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Questionnaire: Why should the parts be divided equally?

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Skills applied: This activity will enhance their visualisation and representation skills.
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ni
U

Aim: fractions as part of a group

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Material required: two-sided coloured counters

br
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Procedure: Begin the class by revising fractions as part of a collection/group. Ask

students to sit in pairs. One student picks out a random number of counters and lay
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s
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them out on the table with some counters facing the red side and some facing the blue
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side. The student then challenges his/her partner to represent this arrangement in the
form of a fraction. Similarly, repeat the exercise till each student gets a chance to lay
ty
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out as well as guess the fractional representation.

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Questionnaire: Represent the fraction 47 with the help of counters.

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ni
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Skills applied: This activity will enhance their problem-solving and representation
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skills.
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Aim: identification of numerator and denominator in a fraction

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Material required: fraction cards
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U
Procedure: Divide the class into three teams. Invite one student from each team,
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turn by turn, to the front of the class. Ask the student to pick out a card, from the
id

bowl, that represents a fraction. The student then draws the pictorial representation
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of that fraction on the board, and the remaining team members will identify the
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fraction (say 45 ) and indicate its numerator and denominator. Each correct answer
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s
leads to one point for the team. In case the home team is unable to answer, the
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next team gets an opportunity to give the answer and win a point. The team with
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maximum points wins the game.

ity

7
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Questionnaire: Identify the numerator for 12 .

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Skills applied: This activity will enhance their problem-solving and representation
ni
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skills.
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id
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Aim: finding fractions

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Procedure: Divide the students into pairs and let each student choose 12 counters
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and lay them out on their desk. As you call out half of a group, the students have to
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divide the group into two parts. The student's partner who does it first gets the point.
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Similarly, call out for finding 14 , 13 , 16 of the group of 12 counters. You can continue
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the game with different number of counter groups.

si
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Questionnaire: Is it possible to find 47 of 12 counters?

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Skills applied: This activity will enhance their problem-solving, computing and
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application skills.
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Fun Activity

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Colour the fractions.
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Project
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Encourage students to take help from their parents to learn to cook any dish of their
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choice. Ask them to create a recipe for the same, representing the ingredients used in
the form of fractions. Also, ask them to indicate the number of servings of the recipe.
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Worksheet
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1. Colour to represent the given fractions.

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a. b. c.
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2 3 6
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3 6 10
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2. Write the fraction for the shaded region.

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a. b.
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c. d.
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3. Write in fraction form.

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a. Six-eighths b. Two-fifths
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c. One-fourth d. Three-sevenths
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4. Divide the following into four groups to find 14 of the following.

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a. b.
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5. Meena has 17 pencils. She lost 11 out of them. What fraction of pencils is left
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with her?
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7 Shapes
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Learning Objectives
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To identify plane and solid shapes.

1
●

● To identify straight lines and curved lines.

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● To understand the concept of point, line, line

segment and ray.
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To understand the properties of plane shapes.

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●
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Lesson
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Getting Started
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Prior Knowledge
Students know about the straight and curved lines. They
2
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know about basic properties of plane and solid shapes.

Warm-up Activity
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● Let the students revise the concept of plane shapes and

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solid shapes.
Ask students to count and represent corners and sides of
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basic shapes.
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si

3
v er
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Concept Building
Draw and have a ready cutout of the following figures: Arrow,
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Curved line, Circle, Rectangle, Square, Line segment, Smiley,

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Triangle.
Students should be allowed to recognise and name the above
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figures and paste them in their notebooks. Furthermore, these

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2D shapes should be related to 3D shapes. Examples should

be shown to students to give a clear idea of solid shapes.
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For example, Cube – Dice, Cuboid – Sweets Box, Cylinder –

s

●
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Unsharpened pencil/Water bottles, Sphere – Cricket ball,

Cone – Ice cream cone, etc.
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Project Idea
Divide the class into five groups. Ask them to bring colourful
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s ●

A4 sheets with them. Instruct each group to cut out different

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kinds of shapes and create a scenery on the A4 size sheet.
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Now, ask the number of different types of shapes used by the

7 students to create the scenery.
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Evidences
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Through Questions
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Can you give examples from real world for the following
Plan
●

shapes – circle, square and triangle?

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6 ● Can you name some figures/shapes which you can see in

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this classroom?
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Challenges
One challenging aspect of this chapter will be drawing
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3D figures in notebooks (i.e., on 2D planes). This should

be taught to students by explaining the method to draw
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these figures.
es
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Facts
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A rectangle has four sides and four corners. The opposite sides of
5
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a rectangle are of equal lengths.

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● A square has four sides and four corners. All the sides of a square
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are of equal length.

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● A triangle is made up of three sides and three corners. It is

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formed by straight lines only.

A diagonal cannot be drawn in a triangle.
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4 ● A circle has a round shape and has zero corners or sides.

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Terms
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Horizontal, slanting and vertical lines, diagonal, radius,

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●
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diameter, circumference, solid, face, edge, corner

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Activities

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Aim: concept of plane shapes
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Material required: crayons, drawing sheet
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Procedure: Drawing with Shapes – Encourage the

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students to draw different animal illustrations in their

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notebooks using simple shapes. Some illustrations

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given alongside can be considered. Once all the

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groups have completed their projects, instruct each group to come to the front of the
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class, one at a time, and show their colourful creations.
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Questionnaire: Describe features common in all plane shapes.

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Skills applied: This activity will enhance their problem-solving and representation
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skills.
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Aim: concept of plane shapes

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Material required: coloured paper

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sheets, pencils, scissors, glue

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Procedure: Divide the students

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s
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into groups of four students each.

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Ask the students to cut circular,

triangular and rectangular shapes
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from different coloured papers.

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Draw the following figure, as per

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the dimensions given, and then

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paste it in their notebook.

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Questionnaire: Count the number of different types of shapes used in this figure.
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Skills applied: This activity will enhance their visualisation and representation skills.
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Aim: concept of solid shapes

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Material required: solid shapes, paper, glue
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U
Procedure: Show and Tell – 1 2 3
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Show the students objects of

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different solid shapes (dice,

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birthday cap, shoe box, etc.)

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4 5
in the classroom. Now, point
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out and count faces, edges

s
es
and corners of the classroom
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to avoid confusion on the

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topic. Ask the students to try making a paper cone to fill some dry eatables in it.
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Questionnaire: Which plane shapes can you see in a cylinder?

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Skills applied: This activity will enhance their problem-solving and application skills.
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ge
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Aim: identifying straight and curved lines

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Procedure: Names with Straight Lines: Tell the students to write their names using
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straight lines only. Guide them that even curved line letters can be written using
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straight lines. Now, ask students to try to write their name using only curved lines.
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ty
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v er
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Questionnaire: Describe shapes made up of straight and curved lines.

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Whose name has the maximum number of straight lines?

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Skills applied: This activity will enhance their problem-solving and representation
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skills.
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Fun Activity

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Count how many ovals (in figure 1), rectangles (in figure 2), circles (in figure 3),
ni
squares (in figure 4), triangles (in figures 5 and 6) are there.
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Project
id
br
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Encourage students to use different vegetables sliced into different shapes by an

adult and create a scenery using the technique of vegetable painting. Ask them to
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create a list of shapes that are used in that scenery.

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Worksheet
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1. Observe the hut drawn by Sahil in a village scene.

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Colour the hut and answer the questions that follow.

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a. Count and write the number of horizontal lines.

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b. Count and write the number of vertical lines.

C

s
c. Count and write the number of slanting lines.
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d. Count and write the number of triangles.

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e. Count and write the number of rectangles.

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f. Count and write the number of squares.

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g. Count and write the number of circles.

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2. Observe the figure and complete the missing facts.

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Q B D C
S
id

P
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A
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R C A B
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Figure _____________ Figure ______________ Figure ______________

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Centre ______________ Sides ______________ Sides _______________

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Radii ______________ Corners _____________ Corners _____________

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3. State true or false.

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a. In the given rectangle, AR, RC, BR and RD are the sides.

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b. The name of the rectangle is ABRDC.

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A B
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c. A and B are corners. R

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d. BC = AD
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e. AB = BC D C
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4. A water tank is an example of a ________________.

5. __________ is a shape that has no straight line.
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6. _____________ is a shape that has 2 faces, 1 edge and 1 corner.

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8 Patterns and
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Symmetry
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Learning Objectives
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● To develop understanding of patterns and symmetry.

To complete the sequence based on a particular pattern. 1
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● To identify and draw tiling patterns.

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Lesson
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Getting Started
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Prior Knowledge
Student knows about numbers, shape and
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geometrical patterns, skip counting, missing

2
am

numbers, addition and subtraction of numbers.

Warm-up Activity
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● Let the students revise numbers, shapes and

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geometrical patterns.
Let the students revive skip counting, missing
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numbers to complete number patterns.

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si

3
ver
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Concept Building
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●Patterns: Allow students to draw different types of shapes (for example, square,
rectangle, circle and triangle) using different coloured sheets. Now, allow them to paste
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them in a sequence so that the pattern they make should get repeated. With this activity,
id

students will understand that pattern is something which gets repeated.

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●Symmetry: Provide students with various cutouts of shapes like circle, square, triangle,
English alphabet, etc. Now, allow students to fold these cutouts in equal parts (you can
am

guide them how to fold the shape cutouts in two equal halves). Students will observe
that after folding these cutouts, some shapes will be same in both the halves (called as
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symmetrical shapes) while some will be different (called as non-symmetrical shapes).

es

This will develop their understanding of shapes (symmetrical and non-symmetrical).

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id
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Project Idea
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● Let the students make a simple abacus, using straws and beads,
to practice growing and reducing number patterns.
On an A4 size sheet, make different growing and reducing
C

s ●

patterns using bindis.

7
es
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Evidences
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Through Questions
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● Can we have different increasing or decreasing patterns?

● Are all the patterns in an increasing order?
ni

● Is tiling a kind of pattern?

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● Can you identify number patterns in multiplication tables?

Plan Challenges
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6 ● Students may get confused about growing pattern in geometric

id

shapes or in numbers.
br

● The students often get confused with the upper and the lower case
of alphabet as growing or reducing rather than checking increase
am

or decrease in their count. For example, aAaaAAaaaAAA can be

misunderstood as aAAaaaAAAAaaaaaAAAAAA. The students
C

need to be explained the difference between the two.

s
es

5
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Facts
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● Many naturally existing patterns can be seen on peacock feathers,

si

shells, turtles, petals of flowers, etc.

Every pattern repeats according to its unit.
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● Some patterns formed by shapes, numbers or letters grow and some

v

4 decrease.
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● Repeating patterns just repeats without growing or reducing.

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ge

Terms
id

Growing and reducing

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patterns, repeating
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patterns, tiling,
symmetry, repetition
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Activities

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Aim: patterns around us
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Procedure: Give some examples of natural and
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man-made patterns around us. For example, stripes
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on tiger and zebra, leaf pattern, etc. Ask the students

id
br

to give examples of different patterns seen around by

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them. Show students patterns made by the leaves in

the picture and discuss the increase in the number of
C

s
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leaves moving from centre to the outwards. Explain the
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concept that increasing or decreasing numbers can also

make patterns.
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rs

Questionnaire: What are patterns?

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Skills applied: This activity will enhance their visualisation and representation skills.
ni
U
ge

Aim: number patterns

id
br

Material required: number chart

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Procedure: Ask students to sit in pairs. Give each pair a number chart up to 100
C

and ask them to find as many number patterns as they can. Encourage them to share
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their findings. Additionally, students can be encouraged to create their own number
Pr

patterns.
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si

The same activity can be repeated with number chart up to 1000 as well.
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Questionnaire: Find patterns related to multiplication.

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What is the unit of repetition for this pattern?

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Skills applied: This activity will enhance their patterning skills.

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br
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C

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Aim: growing and reducing patterns

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Material required: beans, English alphabets, shapes
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Procedure: Beans Activity – Encourage the students to arrange
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beans in sets of 1, 2, 3, 4, 5, 6, etc. or by skip counting of 2s,
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3s, etc. Tell the students that the pattern so formed by beads is
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growing number pattern. Same pattern arranged vice versa is

br

reducing pattern.
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50 40 s30 20 10
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Explain that similar patterns can be formed by alphabets and shapes.

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Questionnaire: Can you create a pattern using any three or all the letters in your
ity

name?
rs
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Skills applied: This activity will enhance their problem-solving and application skills.
ni
U
ge

Aim: concept of tiling

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Procedure: Take the students to

br

such a room in school where wall

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tiles or flooring tiles are fixed. Tell

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them that these are forming a pattern

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without leaving any gaps in between

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the shapes or without any overlaps.

Hence, these shapes/tiles are forming a
ty

tessellation or tiling pattern. The figure

si
er

alongside shows one example of tiling.

v
ni

Questionnaire: Describe the tiling

U

patterns you see around your school

ge

building?
id

Skills applied: This activity will enhance their problem-solving and representation
br

skills.
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Fun Activity

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Complete the other half of the picture.
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id
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Project
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Send student groups out and around the school (to places like reception, play hall,
id
br

garden, classrooms, etc.) and ask them to find and draw growing, reducing and
repeating patterns. Encourage them to come back and share their work with the
am

entire class.
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Worksheet
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ge

1. In each of the following, identify and write whether growing or reducing pattern.
id

Also, write the unit of repeat.

br

a.
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C

s
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b.
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c. 30, 33, 36, 39, 42

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d. 64, 62, 60, 58, 56

id
br

e. PPPPQPPPQPPQPQ
am

f. MWMMWWMMMWWWMMMMWWWW
2. Complete the pattern.
C

s
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a.
_______
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b.
ty

_______
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c. 15, 30, 45, 60, 75 _______

er

d. 77, 66, 55, 44, 33 _______

v
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e. ppppqqqqpppqqqppq _______
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f. _______
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3. Complete the following number patterns.

id

a. 36, 72, 108, 144, 180, _______, _______

br

b. 808, 707, 606, 505, 404, _______, _______

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c. 89, 86, 83, 80, 77, _______, _______

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d. 110, 330, 550, _______, _______

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4. Colour the given tiling pattern.

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9 Measurement
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To measure length, weight and capacity.

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To convert units of length, weight and capacity.

1
●

To perform addition and subtraction of units of

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length, weight and capacity.

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Lesson
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id

Getting Started
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Prior Knowledge
Student knows about the non-standard units of length (like
2
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cubit, handspan, etc.), weight and capacity.

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Warm-up Activity
s

Ask the students to look around and tell which things are
es

measured by length, weight or capacity?

Pr

● Let the students measure things around them using

handspan, cubit, etc.
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● Let the students try to lift some objects and identify which
objects they can lift and which objects they cannot lift.
si
ver

3
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Concept Building
id

●Divide students into three groups. Allow these groups to measure three
br

different types of objects/things. For example, group 1 will be measuring shape

cutouts, using ruler or inch tape, group 2 will be measuring rice, wheat, etc.
am

using beam balance and group 3 will be measuring liquid materials like water,
milk, etc. using measuring flask. Allow students to measure these quantities
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using different parameters like (kg, mg) or (l/ml) or (m/cm).

es
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ge

Project Idea
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Ask the students to measure the size of the door (both

br

length as well as breadth) of their room at home.

am

● Instruct them to seek the help of their family members.

● Tell the students to observe the way measurement is
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s taken and note that down in their notebook.

Now, ask them to share the measurements they have
es
7
●

taken with their friends.

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Evidences
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Through Questions
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● How do you ask shopkeepers for purchasing quantities like milk,

pulses and coloured sheets of a particular size?
ni

● How do you measure the distance you have travelled while going
U

somewhere?
Plan Have you ever observed what is written about the quantities on the
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6 bottles of syrups and juices?

id

Challenges
br

● Sometimes the students are not able to place the ruler or

measuring tape along the object properly.
am

● Students often get confused with the use of correct unit for length,
weight or capacity. For example, they may measure a liquid in
C

grams or kilograms instead of l or ml.

s
es

● The students may get confused between the larger and the smaller
units (km, m, cm, etc.) of measurement.
Pr
ty

Facts
5
si

The standard unit for measuring length is metre (m).

er

● The length of small objects is measured in centimetre (cm), the length

v

of big objects is measured in metre (m) and very long distances are
ni

measured in kilometre (km).

U

● The standard unit for measuring weight is gram (g).

● Lighter objects are weighed in gram (g). The unit to weigh heavier
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objects is kilogram (kg).

4 The standard unit for measuring capacity is litre (l).
id

● Larger quantities of liquids are measured in litres (l), while smaller

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quantities of liquids are measured in millilitres (ml).

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Terms
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Standard unit, capacity,

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●
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measurement, convert,
length, weight
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Activities

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Aim: measurement of length
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Material required: measuring tape, ruler
U
ge

Procedure: Foot and Shoe – Encourage the students to

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note the measurement of their foot and shoe separately.

br

Ask them to compare the two measurements and find the

am

difference between the two.

C

s
es
Questionnaire: What unit of measurement will you use to measure the length of your
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foot?
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Skills applied: This activity will enhance their comparison, computing and problem-
rs

solving skills.
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ni
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Aim: measurement of weight

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Material required: weighing scale, beam balance, everyday objects

br

Procedure: Ask the students to look at all the items that they plan to weigh. Ask
am

them to estimate on a piece of paper which item is the heaviest and which item is the
C

lightest. Write on the board, the most popular answer for the heaviest and the lightest
es

item. You may ask the students to write all the items from the heaviest to the lightest.
Pr

Then, start weighing the items. Make sure that everyone gets a turn at weighing the
ty
si

items. Alternatively, some of the students can read the scale and some of the students
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can put the weight on the board so that everyone gets a chance to participate. After all
v
ni

the items are weighed, ask the students to look at the weights and put them in order
U

from the least to the greatest weight.

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Questionnaire: What unit of measurement will you use to measure the weight of your
id
br

school bag?
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Skills applied: This activity will enhance their estimation and approximation skills.
C

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Aim: measurement of capacity

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Material required: liquid containers like hair oil, shampoo, ghee, juice, etc.
ni
U
Procedure: Read and Discover – Ask the students to look for quantities written
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on some liquid containers/bottles that are commonly used at home. Read and write
the quantity (in l, ml) of any five liquids (like hair oil, syrups, shampoo, refined oil,
id
br

ghee, juice, etc.) on a sheet of paper. This will help them understand that for lesser
am

quantities ml is used and for more quantities l is used as a unit of capacity.

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Questionnaire: What unit of measurement will you use to measure the capacity of
s
es
your water bottle?
Pr

Skills applied: This activity will enhance their problem-solving and application skills.
ity
rs
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Aim: concept of conversion of units

ni

Procedure: Rock, Paper, Scissors Game – Ask students to sit in pairs. Each student will
U

get a race board as shown in the figure. The students will place their counter on the start
ge

line and will play one match of the game of rock, paper and scissors. The winner of the
id

match gets to move his/her counter up by one level and solve the conversion problem
br
am

designated at that level. If the player is unable to solve the unit conversion problem, he/
she stays at the same level and wait for the next turn to solve the problem. Next, repeat
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the process till any one of the partners reaches the finish line.
es
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FINISH FINISH
______ cm = 1 km ______ cm = 6 km
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si

3 kg = ______ g 2 kg = ______ g
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1000 g = _______ kg 1020 g = _______ kg and ______ g

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ni

1325 ml = _____ l and ___ ml 2025 ml = _____ l and ___ ml

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_______ m = 3 km and 900 m _______ m = 1 km and 500 m

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START START
id

Player One Player Two

br
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Questionnaire: Convert 1000 g into kg.

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Skills applied: This activity will enhance their problem-solving and computing skills.
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Fun Activity

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Work with your partner to create a paper plane and make it fly across the room.
ni
For each flight, measure and record the length of distance travelled by the plane.
U
Find the total length of distance covered after three flights.
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Name:
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Metres Centimetres
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Flight 1
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Flight 2
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Flight 3
id
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Total distance covered

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Project
v
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Ask the students to create a collage with pictures of equipment/tools that can be used
U

to measure length, weight and capacity in metric units. For instance, they could take
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a picture of a ruler with centimetres or a metre stick, to indicate ways of measuring

id

length. For capacity, they could bring in pictures of a beaker or tanks measuring 5 to
1
br

500 litres and smaller droppers measuring 10 of a millilitre. For weight, students can
am

show different weights. Now, ask the students to explain potential applications of each
piece of equipment.
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Worksheet
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1. Name the unit you would use to measure these objects.

id
br
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Object Choice of unit Answer

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a.
s
Length of a pencil cm/m/km
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b. Weight of a pencil g/kg

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c. Capacity of a bucket ml/l

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d. Height of a school building cm/m/km

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e. Distance from school to home cm/m/km

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ge

f. Weight of 20 tomatoes g/kg

id
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g. Capacity of a paper cup ml/l

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h. Weight of a whiteboard marker/chalk g/kg

C

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i. Weight of a teddy bear g/kg

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j. Capacity of a water tank ml/l

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si

2. Fill in the blanks.

v er

a. 1 km = ___________ m
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b. 1 l = ___________ ml
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c. 1 m = ___________ cm
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d. 1 kg = ___________ g
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3. A jar has a capacity of 100 l 211 ml. Another jar has a capacity of 95 l. Find the
total capacity of the two jars.
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10 Time
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id
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Learning Objectives
To learn how to read quarter past and quarter to
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on a clock.
To tell time to 5 minutes correctness. 1
ity

● To learn to read calendar to find month, days of

rs

the week and date.

ve

● To create and interpret a timeline.

ni
U

Lesson
ge
id

Getting Started
br

Prior Knowledge
2
am

● Student knows about the hour hand, minute hand,

reading time like: 3 o’clock, 6 o’clock, etc.
C

● Students know about the number of days and

es

months in a year.
Pr

Warm-up Activity
● Discuss the importance of time with the students.
ty

● Help them revise about minute, hour and second

hand of the clock.
si
v er
ni

3
U
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Concept Building
id

●Tell the students that if we divide a clock into four equal parts, then each part is
br

a quarter. Drawing a pictorial representation of the clock on the board will help
students to better understand the concept of quarter to and quarter past.
am

●When the minute hand is at 3, the time is said to be ‘quarter past’.

When the minute hand is at 9, the time is said to be ‘quarter to’. We know that
C

●
s

1 hour = 60 minutes, so, when we divide 60 by 4, that is, 60 ÷ 4 = 15 minutes.

es

●Encourage the students to represent quarter past and quarter to on a clock and
write it in the digital format as well.
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id
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Project Idea
Divide students into groups. Ask each group to construct
C

s ●

their clock. Use cardboard strips to make the hands of

es
the clock. Once the clock is ready, ask the students to

7 display the current time on their clocks. Ask them to

Pr

show the time for assembly, recess and the end of school
on their clock.
ity
rs
ve

Evidences
ni

Through Questions
U

If the hour hand is between 10 and 11 and the minute hand is at 8,

Plan
●

what is the time in my clock?

ge

● What is the fifth month of the year?

id

● How many days are there in the month of January?

br

Challenges
The biggest challenge for students will be to write time in three
am

6
●

different ways. This can be simplified by sharing more and more

examples with them.
C

● Students may have confusion between quarter past and quarter to

es

time. The common mistake is interchanging the two. The students

need to be given practice on this.
Pr

● The hour and the minute hands are interchanged by the students
while drawing hour and minute hands on the face of a clock.
ty

The months having 30 and 31 days gets mixed up. The students
si

need to be given practice on the Knuckles method to find out the

er

5 answer.
v
ni
U

Facts
ge

● A clock consists of four parts, each of which is called a quarter.

A calendar helps us to keep track of date, days of the week, month and year.
4
id

A timeline helps us to represent important events in a chronological order

br

of their occurrence.
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C

Terms
s
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● Event, quarter to, quarter

past, calendar, timeline
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Activities

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Aim: telling time
ni
Material required: spinner board
U
ge

Procedure: Spin it to Win it – This activity will allow students to learn the basic parts
id

of a clock. Create a spinner board on a paper/cardboard with hour and minute hands
br

attached to it. Now, allow students to come and spin the wheel one by one. When the
am

spinner board stops, ask students to tell the time shown by the hour and minute hands.
C

s
Questionnaire: How do we differentiate between minute and hour hands?
es
Pr

Skills applied: This activity will enhance their problem-solving skills.

ity
rs

Aim: concept of time

ve
ni

Material required: clocks (as shown in the figure), worksheet

U

Procedure: Time Eggs Activity – Encourage the 12

ge

students to match top and bottom of plastic eggs 6 : 25 9 3

id
br

where same time is written in two different ways. 6

25 m in u t es 20 m inu te s
am

The students will have to find the matching top a ft e r 6 a ft e r 8

12 12 12
and bottom and then represent this time on the
C

9 3 9 3 9 3
es

analog clock by drawing minute and hour hands

6 6 6
Pr

of the clock. Extend the activity to represent a q u a rt e r half p ast

that same time digitally (as shown in the sample p a st 11 6:05 n oon
ty
si

worksheet) and write time in words.

er

Analog Digital In words

v
ni

_________________
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_________________
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_____ : _____
_________________
id
br

_________________
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_________________
_____ : _____
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_________________
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Questionnaire: If the minute hand is on 3 and the hour hand is on 3, what time is it?

rs
ve
Skills applied: This activity will enhance their comparison and application skills.
ni
U
ge
id

Aim: concept of calendar

br
am

Material required: calendar

C

s
Procedure: Divide the students into groups. Ask each group to go around writing
es
Pr

the date of birth of students (group 1), mothers (group 2), fathers (group 3), siblings
(group 4), etc. of any 10 of their classmates. Once all the groups have recorded this
ity
rs

data, ask them to map the data on a calendar to create a class birthday chart.
ve

Questionnaire: How will you represent the birth date of a person born in the year
ni
U

1997, month August and date 12?

ge

Skills applied: This activity will enhance their problem-solving and application
id
br

skills.
am
C

s
es

Aim: concept of timeline

Pr
ty

Material required: chart paper, sketch pens, colours, photos of events of one’s life
si
er

Procedure: Ask students to create a timeline for important events of their life. These
v
ni

events may include their first birthday, their first day to school, their first school
U

picnic and any of the most cherished moments/stages of their life. Encourage them to
ge

decorate it with supporting pictures and art work.

id
br

Questionnaire: Why do you think a timeline is important?

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Skills applied: This activity will enhance their problem-solving and representation
C

s
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skills.
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Fun Activity

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Match the digital clocks with the analog clocks showing the same time.
ni
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id
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C

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U
ge
id
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C

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Pr
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Project
v er
ni

Divide the class into four groups and instruct them to prepare a daily timetable using
U

wall clock diagrams. Each group will show wall clocks showing different timings for
ge

their daily timetable. Each group should prepare a chart in which each clock time will
id

indicate a daily activity associated with their day. Finally, ask all the groups to come
br

forward and share their timetables with other groups.

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Worksheet
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U
ge

1. Draw in the notebook.

id

a. Quarter to 6
br

b. 20 minutes to 10
am

c. Quarter past 12
C

s
d. 15 minutes past 3
es

2. Look at number line and answer the questions.

Pr
ity
rs

0 5
15 20 10
25 30 35 45
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1/4 hr 1/2 hr 3/4 hr

ni

a. How many total minutes does the number line show?

U

b. 15 minutes is what portion of 1 hour?

ge

c. 12 hour is how many minutes?

id

3. Draw minute and hour hands to show the given time in the clocks.
br

a. b. c.
am

12 1 12 1 12 1
11 11 11
10 2 10 2 10 2
C

9 3 9 3 9 3
es

8 4 8 4 8 4
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7 5 7 5 7 5
6 6 6
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si

5:45 6:35 9:05

er

d. e. f.
v

12 1 12 1 12 1
11 11 11
ni

10 2 10 2 10 2
U

9 3 9 3 9 3
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8 4 8 4 8 4
id

7 5 7 5 7 5
6 6 6
br
am

11:55 2:25 5:25

4. In which year does February has 29 days?
C

s
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5. Name all the months of a year that have 30 days. Count the number of such
months.
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11 Money
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id
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Learning Objectives
Pr

● To express money in words and figures.

● To convert rupees and paise.
1
ity

● To perform addition and subtraction of money.

● To perform multiplication and division of money.
rs

● To interpret and create bills and rate charts.

ve
ni
U

Getting Started
Lesson
ge

Prior Knowledge
Students recognise different denominations of notes and coins. 2
id

● Students are able to read, write, add and subtract money.

br

Warm-up Activity
am

● Allow students to bring their old toys, games or any usable items
for performing money transactions in their class. These objects
C

can be marked for less than 100. Then, some play currency
s

notes/coins can be created to perform money transactions. Then,

es

allow the students to sell their items to other students for the
Pr

amount mentioned on those items. The objective of students

in this activity should be to purchase best items from fellow
ty

students while having maximum savings.

si

3
v er
ni

Concept Building
U

●Ask the students to bring at least one bill and rate chart to the class. Divide
them in groups of four and ask them to compare the bills brought by each of the
ge

group members to identify the common elements in each of the bills. Students’
id

discussions may include elements like name and address of the shop, contact
number of the shop, date of purchase, GST number, bill number, signature of
br

the shopkeeper, etc.

am

●Similarly, conduct discussions around common elements of a rate card.

C

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ity
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U
ge
id
br
am

Project Idea
C

s ● Ask the students to find out the rate of their favourite

es
food items and create a rate card as they plan their own
restaurant.
7
Pr
ity
rs

Evidences
ve

Through Questions
ni

● Have you ever observed money transactions between shopkeepers

U

and your mother/father? Explain.

Plan Have you ever visited a bank?
ge

6 ● What do we do in a bank?
id

Challenges
br

● Challenging topics of this chapter will be addition, subtraction,

multiplication and division of money. You can assist/help students
am

to learn above-mentioned concepts using various examples from

real world. More and more questions given for practice will
C

further aid in their learning.

5
es
Pr

Facts
ty

● Rupee can be converted into paise and vice versa.

si

● A bill represents cost of items bought/sold along with the quantity of items,
date and shopkeeper’s signature.
er

4 ● RBI is responsible for managing and issuing currency in India.

v
ni
U
ge

Terms
Denomination, bills, rate
id

chart, rupees, paise

br
am
C

s
es
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Activities

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Aim: conversion of rupees and paise
ni
Material required: play money
U
ge

Procedure: Group students into pairs and give each pair a bag of play money. Tell
id

students that you will announce the amount of money and the student pairs will have
br

to use the play money that they have, to show ways to represent the amount called
am

by you.
C

s
Questionnaire: Represent 34.20 in words.
es
Pr

Why do you think do we need to convert money?

ity

Skills applied: This activity will enhance their problem-solving skills.

rs
ve
ni

Aim: addition and subtraction of money

U

Material required: play money, toy cash register, toy items for sale and purchase
ge
id

Procedure: Understanding the concept of money is an effective way to teach students

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some basic math skills, such as addition and subtraction. Display images of money
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in the classroom and provide students with ample opportunities to identify different
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bills and coins. Discuss how coins differ from one another and what the associated
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values are in terms of rupees and paise? Set up a stationery store in the classroom.
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Place a toy cash register on a desk or small table to use as a checkout counter. Arrange
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stationery items on a table for the students to purchase. For this, give each student the
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same amount of money and select items that they can buy. Price each item ensuring
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that the prices are both in the form of rupees and paise. Allow them to take turns being
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the consumer and the cashier.

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Questionnaire: You have 50 and the pencil box that you want to buy costs 14.35.
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How much money would you be left with?

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Skills applied: This activity will enhance their problem-solving and application skills.
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Aim: multiplication and division of money

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Material required: play money
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Procedure: Money Riddle – Ask students to sit in pairs and give each pair a wallet
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containing a set of index cards having money riddles written on each one of them.
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Tell students that in this activity each of the partners will get a chance to become the
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wallet owner and ask questions/riddles from his/her partner, i.e., the guesser. One
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riddle can be, ‘I hold 5 coins of equal denomination. They total out to be 25. What
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coins do I have?’ If the guesser answers the riddle successfully, he wins a point.
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Continue this game till each of the student gets the opportunity to become the wallet
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owner and the guesser. The player with maximum points at the end, wins the game.
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Questionnaire: Which operation did you use to find the answer to this riddle?
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Skills applied: This activity will enhance their problem-solving and application skills.
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Aim: concept of bills and rate charts

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Material required: chart paper, marker, sketch pens, play money, daily items for sale
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Procedure: Set up a shopping store in the classroom. Decide items that students
willingly want to part with. Discuss with students the price of each of the items on
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sale and put price tags on them. Encourage students to set up their own stalls and
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prepare a rate chart for the items on sale. In this activity, you may act as the customer
who goes to each counter buying items. Once an item is sold, ask each shopkeeper to
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generate a bill for the items purchased. You may also allow the students to take turns
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being the consumer and the cashier.

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Questionnaire: Describe the essential elements of a bill.

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Skills applied: This activity will enhance their problem-solving, representation and
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application skills.
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Fun Activity

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Solve the maze and count the money going into the piggy bank.
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Project
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Ask students to prepare a scrapbook to record monetary transactions for 1 week.

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Instruct the students to record at least one monetary transaction. For example:
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Mango
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Cost per kg. ____________

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Quantity bought ____________

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Total amount to be paid ____________

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Money given by you ____________

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Balance received ____________

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Students should carry out this activity on every Sunday for 4 weeks.
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Worksheet
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1. Write the given amount in words.

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a. 103.47
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b. 8,295.41
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c. 1004.00
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d. 586.45
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e. 856.56
f. 104
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g. 839.15
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h. 590.35
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i. 664.29
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j. 165.28
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2. Convert the following as instructed.

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a. 800 into p
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b. 6400 p into and p

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c. 4.83 into p
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d. 1650 p into
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e. 8650 into p
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f. 6586 into p
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g. 8650 p into and p

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3. Perform the following calculations as suggested.

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a. 83.63 × 10
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b. 41.75 ÷ 5
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c. 32 + 43.83
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d. 185.60 – 46.29
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e. 1096 ÷ 24.
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12 Data
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Handling
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Learning Objectives
● To interpret and construct pictographs. 1
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● To interpret and construct bar graphs.

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Lesson
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Getting Started
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Prior Knowledge
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Student knows how to collect and group data.

2
●
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Warm-up Activity
Make a group of four students and observe how many of
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●
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the items (like erasers, pencils, sharpeners) are there in their

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pencil boxes. Ask students to group the data collected.

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3
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Concept Building
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●You can make a table on the board and ask each student to
come and draw a smiley in front of their favourite fruit. This
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will help them to understand a pictograph. Questions related

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to the graph can also be asked. For example: Which is the

most favourite fruit of students in the class? Which is the least
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favourite fruit of students in the class?

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Project Idea
● Divide the class into four groups. Instruct each member of
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s every group to conduct a survey from at least 20 members

in their locality and collect the information of different
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types of newspapers read by those people. Based on the
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information received, they will prepare a pictograph.

7 Now, instruct all the groups to share their information
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with each other. Once the students are done, you can
have discussions on the most and least popular choice of
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newspapers amongst the readers.

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Evidences
Plan
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Through Questions
6 ● Can you show the strength of each section of class 3 using bar
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graph?
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Challenges
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● The students may get confused while counting the images in

a pictograph. Ask them to strike out while counting to avoid
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mistakes.
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While interpreting a pictograph, students may make the mistake

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of interchanging the information of different objects.

5
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Facts
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● Title or label explains the information depicted in the pictograph.

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Pictures and other symbols are used to represent the data in the
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●
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pictograph.
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Terms
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● Pictograph, intervals, symbols, key,

bar graph
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Activities

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Aim: interpretation of data
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Material required: dice
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Procedure: Allow each student to throw a dice for ten times and write down the
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number of occurrences of 1, 2, 3, 4, 5 and 6. Then, following questions can be asked.

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• Which number has appeared maximum/minimum number of times?

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• Is there any number which has appeared consecutively two times?
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• What is the sum of all the numbers that has come while rolling the dice ten times?
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Continue this exercise till all students have got the chance to either roll the dice or
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interpret the data.

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Questionnaire: How can we make sense of the data we collect?

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Skills applied: This activity will enhance their interpretive skills.

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Aim: concept of pictograph

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Material required: sheets, pencils, colours, graph paper

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Procedure: Ask the students to work in pairs and draw a pictograph to depict the
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number of books and notebooks their classmates carry in their bag on a particular day.
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Encourage the students to give a title and describe the key for the pictograph that they
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have created.
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Questionnaire: What interpretations can you draw from your pictograph?

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Skills applied: This activity will enhance their problem-solving, application and
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representational skills.
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Aim: concept of pictograph

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Material required: sheets, pencils, colours, graph paper
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Procedure: Grab and Collect – Instruct students to form groups of six and make a
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pictograph to depict the number of members in each student’s family. Instruct them to
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first share information about the number of members in their families and make a note
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of this data in their notebooks. Ask them to discuss, within their group, how they will
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go about making the graph. They should discuss in detail how they will choose the
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s
key, if required, and what title they will use for the graph, etc. Instruct each student to
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make his/her own graph on graph paper and paste it in his/her notebook. After each
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student in the group has completed the graph, instruct them to exchange notebooks
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within the group and check each other’s work.

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Questionnaire: Can the same data be represented through pictographs? Why or

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why not?
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Skills applied: This activity will enhance their problem-solving and representation
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skills.
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Aim: concept of bar graph

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Material required: sheets, pencils, colours, graph paper

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Procedure: Ask the students to work in pairs and conduct a study in their class and
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find out how many girls and boys of their class like junk food and how many of them
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like homemade food. Encourage them to represent the data using a bar graph.
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Questionnaire: Give a title to the bar graph.

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Describe the key used.

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Skills applied: This activity will enhance their problem-solving and application skills.
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Fun Activity

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Colour the flowers. Count each kind of flower and graph the data you collected.
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Project
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Ask the students to record the number of students in each section of grade 3 and
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represent the data either through a pictograph or a bar graph. Encourage students to
talk about the most suitable form of data representation.
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Worksheet
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1. The following pictograph shows the Months Number of buses manufactured
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number of buses manufactured by January

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a company in some months. Now,

read the pictograph and answer the February
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following questions. March

a. In which month were 6 buses April
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manufactured?
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May
b. In which month minimum buses
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were manufactured? June

July
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c. In which months were equal

number of buses manufactured? August
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d. How many buses were

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manufactured in March? Key: = 1 bus

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2. A group of students have following number of pencils. Prepare a pictograph for

the data, choosing a key of your choice.
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Name Ravi Mohan Ajay Suman Udit George

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Number of pencils 10 6 9 13 4 7
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3. The number of students in different dance groups are as follows.

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8, 9, 5, 8, 6, 5, 9, 8, 6, 4, 5, 7, 6, 9, 8, 7, 6, 5, 4, 8, 6, 9, 6, 9, 5, 7, 8, 6, 8, 9, 6, 7,
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9, 6, 5, 7
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Represent the given data using a bar graph.

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4. The following pictograph shows the

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Days Books Sold

number of books sold by a book store
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Monday
during a week. Now, read the pictograph
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and answer the following questions. Tuesday

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a. On which day, 6 books were sold? Wednesday

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b. On which day maximum number of Thursday

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books were sold?

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Friday
c. On which days, equal number of
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books were sold? Saturday

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d. How many books were sold on

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Key: = 1 book
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Saturday?
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Solution Set

12/15/21 4:56 PM
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Chapter 1 – Numbers up to 10000

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I Look Back
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1. a. 459 H T O b. 360 H T O
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4 5 9 3 6 0
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c. 504 H T O d. 999 H T O
5 0 4 9 9 9
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2. a. 534 = 5 hundreds + 3 tens + 4 ones = 500 + 30 +4

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b. 586 = 5 hundreds + 8 tens + 6 ones = 500 + 80 + 6

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c. 729 = 7 hundreds + 2 tens + 9 ones = 700 + 20 + 9

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d. 218 = 2 hundreds + 1 tens + 8 ones = 200 + 10 + 8

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e. 675 = 6 hundreds + 7 tens + 5 ones = 600 + 70 + 5

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f. 498 = 4 hundreds + 9 tens + 8 ones = 400 + 90 + 8

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My Practice Time 1
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1. a. 1365 = One thousand three hundred sixty-five

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b. 6795 = Six thousand seven hundred ninety-five

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c. 2105 = Two thousand one hundred five

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d. 9990 = Nine thousand nine hundred ninety

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e. 2151 = Two thousand one hundred fifty-one

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f. 7776 = Seven thousand seven hundred seventy-six

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g. 8796 = Eight thousand seven hundred ninety-six

h. 8112 = Eight thousand one hundred twelve
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2. a. 1310 b. 6094 c. 2445 d. 5613 e. 9467 f. 7150 g. 2499 h. 2612

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3. a. 1250, 1251 b. 8197, 8199, 8200 c. 1239, 1240

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d. 1561, 1563, 1564 e. 1789, 1790, 1792, 1793 f. 1899, 1901, 1902
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g. 4155, 4156 h. 3083, 3084, 3086

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4. a. 8997, 8998, 8999, 9000, 9001 b. 3486, 3487, 3488, 3489, 3490
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c. 1229, 1230, 1231, 1232, 1233 d. 1887, 1888, 1889, 1890, 1891
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5. a. 3186, 3185, 3184, 3183, 3182 b. 5166, 5165, 5164, 5163, 5162
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c. 6188, 6187, 6186, 6185, 6184 d. 7162, 7161, 7160, 7159, 7158
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My Practice Time 2
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1. a. 40 b. 100 c. 4 d. 3000 e. 0 f. 5000 g. 900 h. 0

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2. a. 8 b. 2 c. 6 d. 8
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Solution Set
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3. a. b. c. d.

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Th H T O Th H T O Th H T O Th H T O
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6709 9761 8002 6547

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My Practice Time 3
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1. a. 4000 + 600 + 80 b. 3000 + 100 + 20 + 6 c. 6000 + 700 + 90

d. 2000 + 100 + 60 + 7 e. 6000 + 500 + 70 + 8 f. 9000 + 80
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2. a. 7087 b. 2653 c. 1302 d. 7320 e. 1834 f. 9602
3. a. 9316 b. 4370 c. 1673 d. 1235 e. 1403 f. 1880
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4. a. 1460 b. 2794 c. 1318 d. 1299 e. 1801 f. 999

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My Practice Time 4
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1. a. 1319, 1391, 1426, 1462 b. 1002, 1020, 7562, 7652 c. 4196, 4619, 4691, 9169
d. 3002, 3020, 3200, 3202 e. 3289, 5193, 5194, 6106 f. 4139, 4193, 6428, 8172
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2. a. 1854, 1759, 1638, 1010 b. 1856, 1771, 1595, 1431 c. 2624, 2462, 2446, 2264
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d. 5695, 5565, 5438, 5196 e. 1919, 1911, 1199, 1191 f. 7634, 7436, 6734, 6473
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3. a. 2156, 1168 b. 2056, 5150 c. 2526, 8060, 3136 d. 5156, 2778

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4. a. 8579, 9879, 8065 b. 5649, 2001 c. 6075 d. 3431, 2485

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My Practice Time 5
1. a. 130 b. 460 c. 3130 d. 1860 e. 2180
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2. a. 500 b. 3900 c. 4200 d. 1400 e. 3200

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3. a. iii. 430 b. ii. 4900 c. i. 1010

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My Fun Time
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si

Odd numbers between 1052 and 1083 are 1053, 1055, 1057, 1059, 1061, 1063, 1065, 1067, 1069, 1071,
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1073, 1075, 1077, 1079, 1081; Colour the light GREEN as there are 15 odd numbers.
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Worksheet
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1. a. i. 6 b. iii. Tens c. iii. 0

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2. a. iv. b. v. c. i. d. ii. e. iii.

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3. a. Five thousand eighty-four b. Four thousand two hundred twenty-six

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c. One thousand nine hundred eighty-nine d. One thousand five hundred ninety-one
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e. Two thousand six hundred thirty-four

4. a. 5083 b. 5460 c. 9761 d. 2347
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5. a. 4000 + 600 + 70 + 5 b. 3000 + 400 + 50 + 2 c. 9000 + 300 + 70 + 4 d. 7000 + 300 + 50 + 6

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6. a. 4464 b. 1506 c. 1396 d. 7111

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Solution Set
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7. My ones digit number is an even number greater than 6, i.e., 8

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My tens digit is smallest odd number, i.e., 1

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My hundred digit is 3 more than tens digit, i.e., 1 + 3 = 4
ni
The sum of all digits is 15, i.e., thousands digit + hundreds digit + tens digit + ones digit = 15,
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i.e., thousands digit = 15 – 8 – 1 – 4 = 15 – 13 = 2
Hence, the number is 2418.
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Chapter 2 – Addition
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I Look Back
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1. a.
sb. c. d.
H T O H T O H T O H T O
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2 2 1 1 1 1 1 1 1
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+ 5 5 6 1 0 9 7 2 1 3 5 6
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7 7 7 + 7 9 9 + 1 9 9 + 2 7 8
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9 0 8 9 2 0 6 3 4
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2. a. 0 b. 126 c. 105 d. 0
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My Practice Time 1
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1. a. H T O b. H T O c. H T O d. H T O
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4 7 8 5 1 0 2 3 6 2 5 9
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+ 2 1 + 8 3 + 2 5 2 + 5 3 0
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4 9 9 5 9 3 4 8 8 7 8 9
e. H T O f. H T O g. H T O h. H T O
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2 2 6 7 2 3 3 1 2 1 9 6
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+ 4 0 1 + 1 0 4 + 2 1 0 + 5 0 2
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6 2 7 8 2 7 5 2 2 6 9 8
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2. a. Th H T O b. Th H T O c. Th H T O
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1 9 8 2 6 5 8 6 5
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+ 9 2 0 + 8 7 3 + 7 6 3
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1 1 1 8 1 1 3 8 1 6 2 8
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d. Th H T O e. Th H T O f. Th H T O
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6 6 2 8 2 3 7 4 2
+ 5 5 5 + 9 6 5 + 6 3 9
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1 2 1 7 1 7 8 8 1 3 8 1
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g. Th H T O h. Th H T O i. Th H T O
7 2 3 7 5 4 2 9 8
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+ 6 5 9 + 6 5 2 + 8 3 6
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1 3 8 2 1 4 0 6 1 1 3 4
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My Practice Time 2

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1. a. b. c.

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Th H T O Th H T O Th H T O
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1 6 2 2 1 2 1 1 2
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+ 9 3 5 + 6 6 2 + 6 1 3
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1 4 0 8 1 2 8 8 1 4 3 8
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d. e. f.
Th H T O Th H T O Th H T O
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6 1 6
s 3 1 6 2 3 1
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4 1 2 5 5 1 6 2 5
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+ 3 1 1 + 4 3 0 + 2 4 3
1 3 3 9 1 2 9 7 1 0 9 9
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rs

2. a. b. c.
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Th H T O Th H T O Th H T O
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2 5 6 5 1 2 3 1 4
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4 7 2 3 1 4 8 4 1
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+ 3 9 6 + 8 2 6 + 7 6
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1 1 2 4 1 6 5 2 1 2 3 1
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d.
Th H T O
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4 1 9
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3 3 0
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+ 4 1 1
1 1 6 0
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My Fun Time (Page 21)

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a. 941 added to 264 b. Sum of 332, 343 and 463

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1651 1205 1516 1137 1138 1188

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c. Total of 631, 125 and 451 d. 655 added to 423

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1307 1217 1207 1058 1053 1078

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Solution Set
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My Practice Time 3

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1. a. Th H T O b. Th H T O c. Th H T O

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7 4 1 8 1 5 6 9 1 3 2 1
ni + 4 3 1 + 3 0 + 3 4 5
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7 8 4 9 1 5 9 9 1 6 6 6
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d. Th H T O e. Th H T O f. Th H T O
id

6 4 5 6 5 2 1 6 2 6 3 4
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+ 1 2 + 3 2 5 2 + 3 1 2 5
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6 4 6 8 8 4 6 8 5 7 5 9
2. a. Th H T O b. Th H T O c. Th H T O
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2 1 0
s 5 7 1 2 6 2 1 2 4
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+ 1 0 7 3 + 2 2 4 3 3 1 4 0
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3 1 7 8 9 3 6 9 + 2 1 4
5 4 7 8
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d. Th H T O e. Th H T O f. Th H T O
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4 1 4 5 4 6 2 1 5 1 7 0
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2 1 3 2 3 1 2 1 3 0 0 2
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+ 3 1 1 2 + 1 1 5 1 + 1 0 0 2
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9 3 8 9 8 8 9 3 9 1 7 4
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3. a. 5 thousands 6 hundreds 2 tens 2 ones = 5000 + 600 + 20 + 2 = 5622

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2 thousands 3 hundreds 4 tens 6 ones = 2000 + 300 + 40 + 6 = 2346

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Th H T O
am

5 6 2 2
+ 2 3 4 6
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7 9 6 8
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b. 1 thousand 3 hundreds 3 tens 2 ones = 1000 + 300 + 30 + 2 = 1332

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3 thousands 4 hundreds 2 tens 6 ones = 3000 + 400 + 20 + 6 = 3426

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Th H T O
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1 3 3 2
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+ 3 4 2 6
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4 7 5 8
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HOTS
a. b. c.
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Th H T O Th H T O Th H T O
4 1 3 5 5 6 1 3 1 6 2 5
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+ 2 6 5 2 + 2 2 7 2 + 7 3 6 2
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6 7 8 7 7 8 8 5 8 9 8 7
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d. Th H T O e. Th H T O f. Th H T O
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2 1 5 3 5 3
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3 1 3 4 3 5
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+ 7 3 7 4 + 4 2 6 6 + 2 0 5 1
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9 6 8 9 7 7 7 9 5 4 8 6
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My Practice Time 4

rs
1. a. Th H T O b. Th H T O c. Th H T O

ve
ni 7 5 6 2 2 1 3 4 4 5 6 8
+ 8 + 5 7 + 3 1 9
U
7 5 7 0 2 1 9 1 4 8 8 7
ge

d. Th H T O e. Th H T O f. Th H T O
id

4 5 1 6 6 2 5 9 4 3 8 9
br

+ 8 4 + 1 5 5 + 2 4 3
am

4 6 0 0 6 4 1 4 4 6 3 2
C

g. h. i.
Th H T
s
O Th H T O Th H T O
es
4 6 7 8 3 9 3 2 1 0 2 2
Pr

+ 3 5 2 2 + 1 7 7 9 + 2 9 9 9
8 2 0 0 5 7 1 1 4 0 2 1
ity

2. a. 4352 + 2679 = 7031 ✓ b. 6147 + 1986 = 8133 ✓

rs
ve

c. 6377 + 2856 = 9233 ✓ d. 5163 + 2602 = 7765

ni

3. a. Th H T O b. Th H T O c. Th H T O
U

2 2 1 6 6 1 4 3 3 2 3 4
ge

+ 3 1 2 5 + 1 3 1 7 + 1 3 2 9
id

5 3 4 1 7 4 6 0 4 5 6 3
br

d. Th H T O e. Th H T O f. Th H T O
am

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

2 6 1 1 5 9 2 1 4 8 2 1
es

g. h. i.
Pr

Th H T O Th H T O Th H T O
5 1 4 6 5 1 7 1 1 9 7 5
ty

+ 2 3 6 3 + 2 4 9 9 + 3 2 5 9
si

7 5 0 9 7 6 7 0 5 2 3 4
er

j. Th H T O
v
ni

5 0 5 6
U

+ 4 3 6 8
ge

9 4 2 4
id

4. a. 2 thousands 4 hundreds 5 tens 7 ones = 2000 + 400 + 50 + 7 = 2457

br

3 thousands 2 hundreds 3 tens 8 ones = 3000 + 200 + 30 + 8 = 3238

am

Add Th H T O
2 4 5 7
C

+ 3 2 3 8
es

5 6 9 5
Pr
ity

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b. 5 thousands 1 hundred 6 tens 5 ones = 5000 + 100 + 60 + 5 = 5165

rs
2 thousands 5 hundreds 2 tens 9 ones = 2000 + 500 + 20 + 9 = 2529

ve
Add Th H T O
ni 5 1 6 5
U
+ 2 5 2 9
7 6 9 4
ge
id

c. 8 thousands 6 hundreds 2 tens 6 ones = 8000 + 600 + 20 + 2 = 8626

br

1 thousand 2 hundreds 5 tens 4 ones = 1000 + 200 + 50 + 4 = 1254

am

Add Th H T O
8 6 2 6
C

+ 1 2
s
5 4
es
9 8 8 0
Pr

d. 2 thousands 2 hundreds 3 tens 6 ones = 2000 + 200 + 30 + 6 = 2236

ity

3 thousands 4 hundreds 5 tens 9 ones = 3000 + 400 + 50 + 9 = 3459

Add
rs

Th H T O
ve

2 2 3 6
+ 3 4 5 9
ni

5 6 9 5
U

e. 4 thousands 8 hundreds 3 tens 4 ones = 4000 + 800 + 30 + 4 = 4834

ge

3 thousands 4 hundreds 9 tens 4 ones = 3000 + 400 + 90 + 4 = 3494

id

Add Th H T O
br

4 8 3 4
am

+ 3 4 9 4
C

8 3 2 8
s
es

5. a. 1629 + 3165 + 4153 = 4794 + 4153 = 8947

Pr

b. 3829 + 1065 + 1072 = 4894 + 1072 = 5966

c. 3254 + 1364 + 1258 = 4618 + 1258 = 5876
ty

d. 1163 + 2058 + 4379 = 3221 + 4379 = 7600

si
er

e. 3496 + 1733 + 4164 = 5229 + 4164 = 9393

v

f. 3244 + 2879 + 1179 = 6123 + 1179 = 7302

ni
U

My Fun Time (Page 25)

ge

a. b.
1 15 14 4 4 14 15 1
id
br

12 6 7 9 9 7 6 12
am

8 10 11 5 5 11 10 8
C

13 3 2 16 16 2 3 13
s
es
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ity

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My Practice Time 5

rs
1. a. 0 b. 1266 c. 1002 d. 1577 e. 4275 f. 1257

ve ✓
2. a. 3314 + 0 = 3313
ni b. 1230 + 1 = 1231
U
c. 2553 + 1 = 2552 d. 6229 + 0 = 6230
ge
id

Maths Trick (Page 26)

br

a. 4000 + 2000 = 6000 b. 2000 + 1000 = 3000

am

500 + 300 = 800 500 + 400 = 900

20 + 50 = 70 60 + 30 = 90
C

s
3+1=4 3 + 7 = 10
es
Thus, 6000 + 800 + 70 + 4 = 6874 Thus, 3000 + 900 + 90 + 10 = 4000
Pr

c. 3000 + 2000 = 5000 d. 5000 + 2000 = 7000

ity

600 + 400 = 1000 200 + 300 = 500

rs

20 + 30 = 50 40 + 10 = 50
ve

5 + 5 = 10 2 + 8 = 10
ni

Thus, 5000 + 1000 + 50 + 10 = 6060 Thus, 7000 + 500 + 50 + 10 = 7560

U
ge

My Practice Time 6
id

1. Number of students in year 2013 = 454 2. Number of mango trees = 534

br

189 more students come next year Number of jackfruit trees = 645
am

Total number of students = 454 + 189 = 643 Thus, total number of trees in the orchard
Thus, total strength in 2014 is 643. = 534 + 645 = 1179.
C

s
es

H T O Th H T O
4 5 4 5 3 4
Pr

+ 1 8 9 + 6 4 5
ty

6 4 3 1 1 7 9
si
er

3. Number of apples = 462

v

Number of mangoes = 206

ni

Number of bananas = 411

U

Thus, total number of fruits = 462 + 206 + 411 = 1079 fruits.

ge

Th H T O
id

4 6 2
br

2 0 6
am

+ 4 1 1
1 0 7 9
C

s
es
Pr
ity

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Pr
ity
4. Number of boys = 618

rs
Number of girls = 719

ve
Number of teachers = 44
ni
Thus, total number of people in the school are = 618 + 719 + 44 = 1381.
U
Th H T O
ge

6 1 8
7 1 9
id

+ 4 4
br

1 3 8 1
am

5. Number of girls = 4530

C

Number of boys = 3428

s
es
Thus, total number of students = 4530 + 3428 = 7958 students.
Pr

Th H T O
ity

4 5 3 0
+ 3 4 2 8
rs

7 9 5 8
ve
ni

6. Number of people in 2012 = 6987

U

Number of people added in 2013 = 1289

ge

Thus, total number of people in 2013 = 6987 + 1289 = 8276 people.

Th H T O
id

6 9 8 7
br

+ 1 2 8 9
am

8 2 7 6
C

7. Number of soldiers posted at border = 4670

es

Number of soldiers sent to join them = 4800

Pr

Thus, total number of soldiers at border = 4670 + 4800 = 9470 soldiers.

ty

Th H T O
si

4 6 7 0
er

+ 4 8 0 0
v

9 4 7 0
ni
U

8. Runs scored in ODIs = 1029

ge

Runs scored in tests = 1754

Thus, total runs scored by batsman = 1029 + 1754 = 2783 runs.
id
br

Th H T O
am

1 0 2 9
+ 1 7 5 4
C

2 7 8 3
s
es
Pr
ity

83
Solution Set
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Pr
ity
9. Number of men = 3221

rs
Number of women = 2571

ve
Number of children = 565
ni
Thus, total number of people = 3221 + 2571 + 565 = 6357 people.
U
Th H T O
ge

3 2 2 1
2 5 7 1
id

+ 5 6 5
br

6 3 5 7
am

10. Number of men = 4213

C

Number of women = 2050

s
es
Number of children = 1636
Pr

Total number of people = 4213 + 2050 + 1636 = 7899 people.

ity

Th H T O
4 2 1 3
rs

2 0 5 0
ve

+ 1 6 3 6
ni

7 8 9 9
U

11. Number of bicycles manufactured in first month = 2173

ge

Number of bicycles manufactured in second month = 1753

id

Number of bicycles manufactured in third month = 2068

br

Thus, total number of bicycles manufactured in three months = 2173 + 1753 + 2068 = 5994 bicycles.
am

Th H T O
2 1 7 3
C

1 7 5 3
es

+ 2 0 6 8
Pr

5 9 9 4
ty

My Practice Time 7
si
er

1. a. 523 is round off to 520 and 154 is round off to 150, 520 + 150 = 670
v

b. 516 is round off to 520 and 916 is round off to 920, 520 + 920 = 1440
ni

c. 284 is round off to 280 and 782 is round off to 780, 280 + 780 = 1060
U

d. 219 is round off to 220 and 108 is round off to 110, 220 + 110 = 330
ge

e. 1242 is round off to 1240 and 1002 is round off to 1000, 1240 + 1000 = 2240
id

f. 1296 is round off to 1300 and 3395 is round off to 3400, 1300 + 3400 = 4700
br

g. 2653 is round off to 2650 and 1265 is round off to 1270, 2650 + 1270 + 3920
am

h. 2959 is round off to 2960 and 1269 is round off to 1270, 2960 + 1270 = 4230
C

i. 2436 is round off to 2440 and 5572 is round off to 5570, 2440 + 5570 = 8010
s
es
Pr
ity

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2. a. 624 is round off to 600 and 317 is round off to 300, 600 + 300 = 900

rs
b. 513 is round off to 500 and 283 is round off to 300, 500 + 300 = 800

ve
c. 424 is round off to 400 and 139 is round off to 100, 400 + 100 = 500
ni
d. 348 is round off to 300 and 472 is round off to 500, 300 + 500 = 800
U
e. 2651 is round off to 2700 and 1279 is round off to 1300, 2700 + 1300 = 4000
ge

f. 1295 is round off to 1300 and 2365 is round off to 2400, 1300 + 2400 = 3700
g. 1005 is round off to 1000 and 2654 is round off to 2700, 1000 + 2700 = 3700
id
br

h. 1257 is round off to 1300 and 2683 is round off to 2700, 1300 + 2700 = 4000
am

i. 5726 is round off to 5700 and 3459 is round off to 3500, 5700 + 3500 = 9200
3. Number of apples sold in the morning = 153
C

s
Number of apples sold in the evening = 216
es
Rounding off to nearest 10’s we see that, 153 = 150 and 216 = 220, thus, total apples = 150 + 220 = 370.
Pr

4. Number of boys = 1319

Number of girls = 1283
ity

Rounding off to 100’s, 1319 = 1300 and 1283 = 1300 and estimated total strength = 1300 + 1300 = 2600.
rs
ve

Worksheet
ni

1. a. 5013 + 4131 = 9144 ✓ b. 152 + 703 + 103 = 958 ✓

U

c. 3486 + 3774 = 7260 ✓ d. 2152 + 4625 + 3012 = 9789 ✓

ge

e. 3172 + 2152 + 1708 = 6685

id

2. a. Th H T O b. Th H T O c. Th H T O
br

3 4 2 1 7 2 6 8 1 2 3
am

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

s
es

3. a. Nearest tens: 345 = 350 and 695 = 700 and 350 + 700 = 1050.
Nearest hundreds: 345 = 300 and 695 = 700 and 300 + 700 = 1000.
Pr

b. Nearest tens: 1278 = 1280 and 2673 = 2670 and 1280 + 2670 = 3950.
ty

Nearest hundreds: 1278 = 1300 and 2673 = 2700 and 1300 + 2700 = 4000.
si

c. Nearest tens: 2475 = 2480 and 3712 = 3710 and 2480 + 3710 = 6190.
er

Nearest hundreds: 2475 = 2500 and 3712 = 3700 and 2500 + 3700 = 6200.
v
ni

4. Neha has 116 photographs.

U

Number of photographs Deepak gave her = 54

ge

Number of photographs Udoy gave her = 9

Number of photographs she has = 116 + 54 + 9 = 179.
id
br

Th H T O
1 1 6
am

5 4
C

+ 9
s
es

1 7 9
Pr
ity

85
Solution Set
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Pr
ity
5. Number of apples = 647

rs
Number of oranges = 590

ve
Total number of fruits = 647 + 590 = 1237.
ni Th H T O
U
6 4 7
ge

+ 5 9 0
1 2 3 7
id
br

6. Number of Maths books = 2146

am

Number of Science books = 2107

Number of Hindi books = 4116
C

s
Total number of books = 2146 + 2107 + 4116 = 8369.
es
Th H T O
Pr

2 1 4 6
2 1 0 7
ity

+ 4 1 1 6
rs

8 3 6 9
ve

7. Number of toys manufactured in first year = 2174

ni

Number of toys manufactured in second year = 3197

U

Total number of toys manufactured = 2174 + 3197 = 5371.

ge

Th H T O
id

2 1 7 4
br

+ 3 1 9 7
am

5 3 7 1
C

8. Scores in the game = 392 and 214

s
es

Rounding off to nearest tens: 392 = 390 and 214 = 210 and 390 + 210 = 600, and Roshni also
estimated 600 after rounding off to the nearest 10’s. Hence, she estimated the score right.
Pr
ty

Chapter 3 – Subtraction
si
v er

I Look Back
ni
U

15 44 21 59 77 40
ge

10 36 35 56 45 67
id

46 90 69 17 80 81
br
am

71 66 72 89 53 73

25 58 54 33 37 29
C

s
es

47 27 90 63 26 39
Pr
ity

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Solution Set
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a. 42 – 5 = 37 b. 24 – 9 = 15 c. 89 – 20 = 69

rs
d. 55 – 16 = 39 e. 92 – 57 = 35 f. 40 – 23 = 17

ve
g. 88 – 35 = 53 h. 90 – 46 = 44 i. 38 – 9 = 29
ni
U
j. 97 – 8 = 89 k. 78 – 42 = 36
ge

My Practice Time 1
id
br

1. a. H T O b. H T O c. H T O d. H T O
am

4 5 6 4 5 9 6 9 8 5 5 5
– 3 – 8 – 5 2 – 4 4
C

4 5 3
s 4 5 1 6 4 6 5 1 1
es
Pr

e. H T O f. H T O g. H T O h. H T O
ity

6 5 1 4 5 9 6 9 8 8 5 5
– 4 5 0 – 2 3 8 – 2 5 2 – 4 3 2
rs

2 0 1 2 2 1 4 4 6 4 2 3
ve
ni

2. a. b. c. d.
U

H T O H T O H T O H T O
7 7 8 6 4 3 4 5 1 8 4 5
ge

– 9 – 6 – 3 9 – 1 8
id

7 6 9 6 3 7 4 1 2 8 2 7
br
am

e. H T O f. H T O g. H T O h. H T O
C

9 9 3 7 8 2 7 0 2 2 0 0
s
es

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

3. a. H T O b. H T O c. H T O d. H T O
si
er

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

1 0 1 5 0 0 1 2 2 4 5
U
ge

e. H T O f. H T O
id

6 4 9 9 0 0
br

– 3 6 8 – 7 6 9
am

2 8 1 1 3 1
C

4. a. 428 b. 316 c. 347 d. 515

es
Pr
ity

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Pr
ity
Maths Trick (Page 34)

rs
a. 345 can be round off to 350 by adding 5.

ve
And 189 + 5 = 194
350 – 194 = 156
ni
So, 345 – 189 = 156
U
b. 567 can be round off to 570 by adding 3.
ge

And, 293 + 3 = 296

id

570 – 296 = 274

br

So, 567 – 293 = 274

am

c. 634 can be round off to 640 by adding 6.

And, 390 + 6 = 396
C

640 – 396 = 244

s
es
So, 634 – 390 = 244
Pr

d. 783 can be round off to 790 by adding 7.

And, 488 + 7 = 495
ity

790 – 495 = 295

rs

So, 783 – 488 = 295

ve

Maths Trick (Page 36)

ni

a. 7000 – 1 = 6999 and 1299 1 = 1298

U

So, 6999 – 1298 = 5701

ge

Thus, 7000 – 1299 = 5701

b. 5000 – 1 = 4999 and 679 – 1 = 678
id

So, 4999 – 678 = 4321

br

Thus, 5000 – 679 = 4321

am

c. 8000 – 1 = 7999 and 245 – 1 = 244

So, 7999 – 244 = 7755
C

Thus, 8000 – 245 = 7755.

es

My Practice Time 2
Pr

1. a. Th H T O b. Th H T O c. Th H T O
ty

3 8 7 4 8 3 2 7 9 6 2 8
si

– 2 – 2 6 – 3 1 7
er

3 8 7 2 8 3 0 1 9 3 1 1
v
ni

d. e. f.
U

Th H T O Th H T O Th H T O
8 5 9 0 5 9 7 9 7 7 8 6
ge

– 6 3 7 0 – 2 7 4 1 – 5 6 4 5
id

2 2 2 0 3 2 3 8 2 1 4 1
br
am

2. a. Th H T O b. Th H T O c. Th H T O
5 7 4 2 5 7 9 1 8 4 2 6
C

– 5 4 – 8 5 7 – 7 5 8
es

5 6 8 8 4 9 3 4 7 6 6 8
Pr
ity

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Solution Set
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Pr
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d. Th H T O e. Th H T O f. Th H T O

rs
7 2 4 1 8 4 1 6 6 7 2 0

ve
– 6 4 7 2 – 3 7 4 8 – 5 6 1 3
ni 7 6 9 4 6 6 8 1 1 0 7
U
3. a. 5500 b. 1703 c. 9130 d. 2847
ge
id

My Fun Time (Pages 36)

br
am

5 1 5 4 9 9 9 1 7 9 6
C

– 4 3 7 4
s – 2 2 2 – 1 7 8 7
es
7 8 0 7 7 7 9
Pr
ity
rs

6 5 4 4 4 8 7 3 6 1 8 9
ve

– 6 5 2 4 – 4 4 0 6 – 6 1 8 2
ni
U

2 0 4 6 7 7
ge

Maths Trick (Page 37)

id

a. 1989 can be round off to 2000 by adding 11.

br

And, 4545 + 11 = 4556

am

So, 4556 – 2000 = 2556

Thus, 4545 – 1989 = 2556
C

s
es

b. 2993 can be round off to 3000 by adding 7.

And, 5367 + 7 = 5374
Pr

So, 5374 – 3000 = 2374

ty

Thus, 5367 – 2993 = 2374

si

c. 3990 can be round off to 4000 by adding 10.

er

And, 6234 + 10 = 6244

v

So, 6244 – 4000 = 2244

ni

Thus, 6234 – 3990 = 2244

U

d. 4988 can be round off to 350 by adding 12.

ge

And, 7583 + 12 = 7595

id

So, 7595 – 5000 = 2595

br

Thus, 7583 – 4988 = 2595

am

My Practice Time 3
C

1. a. 133 b. 6 c. 72 d. 603 e. 466 f. 1618 g. 1371 h. 424 i. 5162

es

2. a. 317 b. 192 c. 780 d. 0 e. 7510 f. 1199 g. 5126 h. 2175 i. 1 j. 0

Pr
ity

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Solution Set
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My Practice Time 4

rs
1. a. 394 + 683 – 472 = 1077 – 472 = 605

ve
b. 6642 + 1729 – 3675 = 8371 – 3875 = 4496
ni
U
c. 1594 + 2061 – 1998 = 3655 – 1998 = 1657
ge

d. 3157 – 2642 + 2624 = 515 + 2624 = 3139

id

2. 3724 + 5173 = 8897 and subtract 4029 from 8897 = 8897 – 4029 = 4868
br

3. a. 5279 + 287 – 4172 = 5566 – 4172 = 1394

am

b. 6242 + 419 – 3089 = 6661 – 3089 = 3572

C

s
c. 1109 + 648 – 540 = 1757 – 540 = 1217
es
d. 4164 + 350 – 2173 = 4514 – 2173 = 2341
Pr

My Fun Time (Page 39)

ity

6516 712 100 2333 69 881 18 9

rs
ve

6174 – 3841 9749 – 9680

ni
U

5679 – 4967 7880 – 6999

ge

2099 – 1999 1171 – 1153

id
br

9576 – 3060 9876 – 9867

am

8470 – 2169 4196 – 4099

C

s
es

5897 – 5789 3154 – 2856

Pr

3154 – 1065 3794 – 3094

ty

6060 – 3030 6164 – 6160

si
v er

6301 108 2089 3030 4 700 298 97

ni
U

My Practice Time 5
ge

1. We have to subtract 3162 from 5090, i.e., 5090 – 3162 = 1928

id

Thus, 1928 should be added to 3162 to get 5090.

br

2. a. The highest peak is D = 1850 m and the lowest peak is A = 1650 m, and the difference is
am

1850 – 1650 = 200 m

b. Subtract 1721 m from 1850 m = 1850 – 1721 = 129
C

Thus, peak D is 129 m taller than peak C.

es

c. Subtract 1827 m from 1650 m = 1827 – 1650 = 177

Pr

Thus, peak A is 177 m shorter than peak B.

ity

90
Solution Set
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es
Pr
ity
3. Box can hold 670 buttons

rs
It has 478 buttons.

ve
Number of more buttons it can hold = 670 – 478 = 192
ni
4. Sum of two numbers = 598
U
One number = 347
Other number = 598 – 347 = 251
ge

5. Capacity of the jar = 620 toffees

id

Number of toffees the jar contains = 213

br

More toffees the jar can have = 620 – 213 = 407

am

6. Number of apples supplied to market A = 5689

C

Number of apples supplied to market B = 3379

s
es
Market A has more apples than market B
Pr

Market A – Market B = 5689 – 3379 = 2310

Thus, market A has 2310 apples more than market B.
ity

7. Number of passengers at New Delhi railway station = 2679

rs

Number of passengers boarded the train = 1606

ve

Number of passengers waiting at railway station = 2679 – 1606 = 1073

ni

8. Number of cars exported in the year 2013 = 9069

U

Number of cars exported in the year 2014 = 7923

ge

9069 – 7923 = 1146

id

Thus, car export decreased by 1146 in the year 2014.

br

9. Number of people, the caterer has to serve dinner to = 5067

am

Number of plates with the caterer = 3276

5067 – 3276 = 1791
C

Thus, 1791 plates more are needed to serve all the people.
es

10. Number of tourists at base camp = 5742

Pr

Number of tourists who went for trekking = 2687

ty

Number of tourists left at base camp = 5742 – 2687 = 3055

si

11. Number of balloons in the bag = 143

er

Number of balloons Deepak added = 43

v

Number of balloons given away to Smita = 20

ni

Number of balloons left in the bag = 143 + 43 – 20 = 186 – 20 = 166

U

12. Total number of plants in the botanical garden = 4345

ge

Number of medicinal plants added = 273

id

Total number of medicinal plants = 2847

br

Total number of other plants = 4345 + 273 – 2847 = 1771

am

My Practice Time 6
C

1. a. 325 is round off to 330 and 124 is round off to 120

es

330 – 120 = 210

Pr
ity

91
Solution Set
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ve
ni

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es
Pr
ity
b. 269 is round off to 270 and 133 is round off to 130

rs
270 – 130 = 140

ve
c. 2435 is round off to 2440 and 1225 is round off to 1230
ni
2440 – 1230 = 1210
U
d. 1269 is round off to 1270 and 754 is round off to 750
ge

1270 – 750 = 520

e. 8265 is round off to 8270 and 3267 is round off to 3270
id
br

8270 – 3270 = 5000

am

f. 6212 is round off to 6210 and 3263 is round off to 3260

6210 – 3260 = 2950
C

s
2. a. 769 is round off to 800 and 323 is round off to 300
es
800 – 300 = 500
Pr

b. 179 is round off to 200 and 163 is round off to 200

200 – 200 = 0
ity

c. 5214 is round off to 5200 and 3254 is round off to 3300

rs

5200 – 3300 = 1900

ve

d. 3215 is round off to 3200 and 1225 is round off to 1200

ni

3200 – 1200 = 2000

U

e. 8654 is round off to 8700 and 6215 is round off to 6200

ge

8700 – 6200 = 2500

id

f. 7763 is round off to 7800 and 4273 is round off to 4300

br

7800 – 4300 = 3500

am

Maths in My Life
C

a. Candies distributed to the children in the orphanage = 500 – 240 = 260

es

HOTS
Pr

1. Number of balls manufactured in the month of July = 4976

ty

Number of balls sold = 2769

si

Number of balls lost during transportation = 169

er

Number of balls rejected due to defects = 571

v

Number of balls left = 4976 – (2769 + 169 + 571) = 4976 – 3509 = 1467
ni

2. Smallest 4-digit number from 5,6,1,3 digits = 1356

U

Greatest 4-digit number from 5,6,1,3 digits = 6531

ge

Difference = 6531 – 1356 = 5175.

id

3. a. 3 thousands 7 hundreds = 3000 + 700 = 3700 + 3 tens = 3700 + 30 = 3730

br

3 thousands 7 tens = 3000 + 70 = 3070 – 8 ones = 3070 – 8 = 3062.

am

3730 > 3062.

b. 8 thousands 7 hundreds = 8000 + 700 = 8700 + 1 thousand 5 tens = 8700 + 1000 + 50 = 8700 +
C

1050 = 9750.
es

8 thousands 5 hundreds = 8000 + 500 = 8500 – 7 tens 4 ones = 8500 – (70 + 4) = 8500 – 74 = 8426.
Pr

9750 > 8426.

ity

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Worksheet

rs
1. a. iv. Number of pages Nisha read = 355 pages

ve
Number of pages Amina read = 278 pages
ni Thus, Nisha read 355 – 278 = 77 more pages than Amina
U
b. iv. Number of candles the shopkeeper has = 2973
ge

Number of more candles ordered = 729

Number of candles sold next day = 1173
id

Number of candles left in the shop = 2973 + 729 – 1173 = 3702 – 1173 = 2529
br

c. ii. Total number of students = 1460

am

Number of girls = 658

C

Thus, number of boys = 1460 – 658 = 802

s
es
d. iii. Number of flash cards with Monica and Neha = 1643
Number of flash cards Neha takes back = 879
Pr

Number of flash cards left with Monica = 1643 – 879 = 764

ity

2. a. 5142 b. 1 c. 3179 d. 0 e. 1737 f. 2634 g. 707 h. 20

rs

3. Number of Science books and Mathematics book= 6742

ve

Number of Mathematics book = 4379

ni

Number of Science books = 6742 – 4379 = 2363

U

4. 6069 – 4909 = 1160 is the actual difference.

ge

Rounding off to 10’s, 6069 = 6070 and 4909 = 4910 and 6070 – 4910 = 1160
id

Rounding off to 100’s, 6069 = 6100 and 4909 = 4900 and 6100 – 4900 = 1200
br

5. a. 2873 – 1204 = 1669 b. 5194 – 2283 = 2911

am

c. 8070 – 5124 = 2946 d. 2648 – 1191 = 1457

6. Number of stamps Neesha has = 413
C

Number of stamps received from brother = 73

es

Number of stamps Neesha gave to her friend = 52

Pr

Number of stamps Neesha is left with = 413 + 73 – 52 = 486 – 52 = 434

7. Rounding off to 100’s, 6549 = 6500 and 4469 = 4500 and estimated difference = 6500 – 4500 = 2000
ty
si
er

Chapter 4 – Multiplication
v
ni

I Look Back
U
ge

1. a. 26 × 9 i. 60
b. 15 × 4 ii. 28
id

c. 61 × 3 iii. 90
br

d. 4×7 iv. 234

am

e. 30 × 3 v. 183
C

2. a. 13 × 6 = 68 88 78 74
es
Pr

b. 18 × 4 = 64 78 82 72
ity

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c. 26 × 4 = 101 114 103 104

rs
ve
d. 30 × 5 = 140 145 150 160
ni
U
My Practice Time 1
ge

1. a. 48 b. 42 c. 81 d. 70 e. 49 f. 40 g. 54 h. 72
id

2. a. 7 b. 8 c. 36 d. 8 e. 7 f. 8 g. 10 h. 9
br

3. a. False b. True c. False d. True

am

My Fun Time
C

s
es
Pr

6 0 1 5 3 4 9 4 36 7
3 1 5 5 25 2 0 1 5 2
ity

18 2 0 2 3 4 2 3 3 9
rs

0 6 2 7 2 14 4 2 0 1
ve

1 5 1 2 1 0 2 10 5 50
ni

4 30 2 3 2 4 3 4 3 8
U

3 3 3 6 3 7 7 3 1 2
ge

12 2 6 8 6 8 6 4 0 5
id

2 7 5 48 2 3 42 6 3 4
br

4 5 20 0 1 2 0 7 7 49
am
C

s
es

My Practice Time 2
Pr

1. a. T O b. T O c. T O d. T O
ty

3 4 5 3 2 1 2 3
si

× 2 × 1 × 4 × 3
er

6 8 5 3 8 4 6 9
v
ni
U

e. H T O f. H T O g. H T O h. H T O
ge

8 4 2 4 2 6 3 5
id

× 2 × 5 × 7 × 8
br

1 6 8 1 2 0 1 8 2 2 8 0
am

2. a. 14 × 9 = 74 b. 15 × 6 = 90 ✓
C

s
es

c. 24 × 7 = 158 d. 15 × 4 = 60 ✓
Pr
ity

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Solution Set
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3. a. 45 × 3 i. 180

rs
b. 30 × 6 ii. 45

ve
c. 10 × 5 iii. 50
ni
d. 15 × 3 iv. 135
U
My Practice Time 3
ge
id

1. a. H T O b. H T O c. H T O
br

2 3 1 2 1 4 3 2 3
am

× 2 × 2 × 3
4 6 2 4 2 8 9 6 9
C

s
es
d. H T O e. H T O f. H T O
Pr

2 2 4 2 2 3 1 1 3
× 3 × 4 × 6
ity

6 7 2 8 9 2 6 7 8
rs

g. h. i.
ve

Th H T O Th H T O Th H T O
8 6 9 5 3 5 6 2 8
ni

× 7 × 4 × 5
U

6 0 8 3 2 1 4 0 3 1 4 0
ge

2. a. b. c.
id

Th H T O Th H T O Th H T O
br

7 5 3 2 5 6 5 1 6
am

× 8 × 9 × 3
6 0 2 4 2 3 0 4 1 5 4 8
C

d. e. f.
es

Th H T O Th H T O Th H T O
2 9 4 2 0 4 9 9 6
Pr

× 8 × 7 × 8
ty

2 3 5 2 1 4 2 8 7 9 6 8
si
er

g. Th H T O h. Th H T O
v

2 0 0 6 3 9
ni

× 7 × 5
U

1 4 0 0 3 1 9 5
ge
id

Maths Trick (Page 55)

br
am

a. 4216 b. 3021 c. 9025 d. 7224

C

s
es
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Solution Set
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My Practice Time 4

rs
1. a. H T O b. H T O c. H T O

ve
ni 3 5 2 9 6 4
× 1 4 × 1 3 × 1 5
U
1 4 0 8 7 3 2 0
ge

+ 3 5 0 + 2 9 0 + 6 4 0
id

4 9 0 3 7 7 9 6 0
br

d. Th H T O e. Th H T O f. Th H T O
am

6 1 0 5 1 4 4 6 9
C

× 1 1
s × 1 6 × 1 2
es
6 1 0 3 0 8 4 9 3 8
+ 6 1 0 0 + 5 1 4 0 + 4 6 9 0
Pr

6 7 1 0 8 2 2 4 5 6 2 8
ity

2. a. b. c.
rs

H T O H T O Th H T O
2 7 3 5 4 6 9
ve

× 2 6 × 1 6 × 1 2
ni

1 6 2 2 1 0 9 3 8
U

+ 5 4 0 + 3 5 0 + 4 6 9 0
ge

7 0 2 5 6 0 5 6 2 8
id
br

d. H T O e. Th H T O f. H T O
am

3 0 5 3 6 6 7
× 1 2 × 1 5 × 1 3
C

6 0 2 6 8 0 2 0 1
es

+ 3 0 0 + 5 3 6 0 + 6 7 0
Pr

3 6 0 8 0 4 0 8 7 1
ty

3. a. H T O b. H T O c. Th H T O
si

4 2 5 6 2 8 3
er

× 1 3 × 1 4 × 2 6
v
ni

1 2 6 2 2 4 1 6 9 8
U

+ 4 2 0 + 5 6 0 + 5 6 6 0
ge

5 4 6 7 8 4 7 3 5 8
id

d. Th H T O e. Th H T O f. H T O
br

5 1 4 4 3 0 2 0
am

× 1 2 × 1 2 × 1 1
C

1 0 2 8 8 6 0 2 0
s
es

+ 5 1 4 0 + 4 3 0 0 + 2 0 0
6 1 6 8 5 1 6 0 2 2 0
Pr
ity

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g. Th H T O h. Th H T O

rs
1 0 6 6 0 1

ve
× 2 7 × 1 4
ni 7 4 2 2 4 0 4
U
+ 2 1 2 0 + 6 0 1 0
ge

2 8 6 2 8 4 1 4
id
br

Maths Trick (Page 57)

am

a. 432 b. 210 c. 357 d. 325

C

My Practice Time 5
s
es
1. a. 120 b. 340 c. 4000 d. 5000 e. 6900 f. 4500
Pr

2. a. 800 b. 8 c. 3 d. 200 e. 6500 f. 10

ity

3. a. 2 × 40 i. 630
b. 8 × 60 ii. 320
rs

c. 16 × 20 iii.80
ve

d. 7 × 90 iv. 650
ni

e. 13 × 50 v. 480
U

My Practice Time 6
ge
id

1. a. 0 b. 1 c. 853 d. 40 e. 0 f. 1 g. 65 h. 0 i. 16
br

Word Problems (Page 59)

am

1. Number of students in one row = 12

C

Thus, number of students in 4 rows = 12 × 4 = 48

s
es

2. Gita has 2 packets of candies.

Pr

Each packet has 23 candies.

Thus, total number of candies Gita has = 23 × 2 = 46
ty

3. Number of teachers = 8
si
er

Number of flowers each bouquet has = 43

v

Thus, total number of flowers = 43 × 8 = 344

ni

4. Total number of sections = 5

U

Number of students in each section = 32

ge

Thus, total number of students = 32 × 5 = 160

id

5. Total classes = 8
br

Number of balloons given to each class = 35

am

Thus, total number of balloons = 35 × 8 = 280

6. Total number of classes = 8
C

Number of benches each class has = 22

es

Thus, total number of benches in 8 classes = 22 × 8 = 176

Pr
ity

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7. Number of puzzles Sita brought = 6

rs
Number of pieces each puzzle has = 123

ve
Thus, total number of pieces = 123 × 6 = 738
ni
8. Total rows = 23
U
Total chairs each row has = 13
ge

Thus, total number of chairs = 23 × 13 = 299

9. Total buses = 16
id
br

Number of children that can be seated in a bus = 35

am

Thus, total number of children that can be seated = 35 × 16 = 560

10. Total number of books = 125
C

Number of pages each book has = 76

s
es
Thus, total number of pages = 125 × 76 = 9500
Pr

Maths in My Life
ity

1. 126 packets of snacks

rs

HOTS
ve
ni

1. Number of cookie packets made by the bakery in a day = 75

U

Number of cookies each packet contains = 6

ge

Number of cookies made in a day = 75 × 6 = 450

Number of cookies made in July = 450 × 31 = 13950
id

2. Number of copies printed in an hour by the printing press = 43

br

Total breaks of 30 minutes = 2 breaks = 2 × 30 minutes = 1 hour

am

Number of hours in a day = 24 hours but because of 1 hour break printing press works for 23 hours.
C

Thus, total copies printed in a day = 23 × 43 = 989

s
es

Maths Trick (Page 60)

Pr

a. 1 3 5 = 3510 b. 4 8 9 = 5868
ty

0 0 1 0 0 0
2 1
si

2 6 0 4 8 9
er

0 1 3 0 1 1
v

3 6 5 2
ni

6 8 0 8 6 8
U

5 1 0 8 6 8
ge

c. 3 9 6 = 6732 d. 1 2 5 = 2000
id

0 0 0 0 0 0
br

1 1
3 9 6 1 2 5
am

2 6 4 0 1 3
6 7 2 6
C

1 3 2 6 2 0
s
es

7 3 2 0 0 0
Pr
ity

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Solution Set
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Worksheet

rs
1. a. 625 b. 3675 c. 4888 d. 1 e. 10 f. 4300 g. 9552 h. 5850

ve
2. a. False b. True c. False d. True e. True
3. a.
ni H T O b. H T O c. Th H T O d. Th H T O
U
9 1 1 2 9 3 1 4 4 5
ge

× 8 × 4 × 1 4 × 2 3
id

7 2 8 5 1 6 1 2 5 6 1 3 5
br

3 1 4 0 9 0 0
am

4 3 9 6 1 0 3 5
C

4. Total number of rows = 17

s
es
Number of seats each row has = 122
Pr

Thus, total number of seats = 122 × 17 = 2074

5. Numbers of days in the month of February in a leap year = 29
ity

Number of cars manufactured by the company in a day = 324

rs

Thus, total number of cars manufactured = 324 × 29 = 9396

ve

6. Traffic signboards are placed at a distance of = 3 km

ni

Number of signboards counted by Aakash = 42

U

Hence, distance he drove = 42 × 3 = 126 km

ge

Chapter 5 – Division
id
br

I Look Back
am

1.
C

s
es

Total objects = 36
Pr

groups of 6 = 36 ÷ 6 = 6
ty
si
er

2. a. 1 b. 1 c. 316 d. 211
v

3. a. 21 ÷ 7 =3 b. 18 ÷ 9 = 2 c. 24 ÷ 6 = 4 d. 42 ÷ 7 = 6
ni
U

My Practice Time 1
ge

1. a. 15 ÷ 5 = 3
id

15 – 5 = 10 ; 10 – 5 = 5 ;5–5=0
br
am

b. 36 ÷ 6 = 6
C

36 – 6 = 30 ; 30 –6= 24 ; 24 –6= 18 ; 18 –6= 12 ;

es

12 –6= 6 ; 6 –6=0
Pr
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c. 40 ÷ 8 = 5

rs
ve
40 – 8 = 32; 32 – 8 = 24; 24 – 8 = 16; 16 – 8 = 8; 8 – 8 =0
ni
2. a. 16 ÷ 4 = 4 → 16 – 4 = 12; 12 – 4 = 8; 8 – 4 = 4; 4 – 4 = 0.
U
b. 25 ÷ 5 = 5 → 25 – 5 = 20; 20 – 5 = 15; 15 – 5 = 10; 10 – 5 = 5; 5 – 5 = 0.
ge

c. 20 ÷ 4 = 5 → 20 – 4 = 16; 16 – 4 = 12; 12 – 4 = 8; 8 – 4 = 4; 4 – 4 = 0.
id

d. 24 ÷ 6 = 4 → 24 – 6 = 18; 18 – 6 = 12; 12 – 6 = 6; 6 – 6 = 0.
br

e. 81 ÷ 9 = 9 → 81 – 9 = 72; 72 – 9 = 63; 63 – 9 = 54; 54 – 9 = 45; 45 – 9 = 36; 36 – 9 = 27;

am

27 – 9 = 18; 18 – 9 = 9; 9 – 9 = 0.
f. 35 ÷ 5 = 7 → 35 – 5 = 30; 30 – 5 = 25; 25 – 5 = 20; 20 – 5 = 15; 15 – 5 = 10; 10 – 5 = 5; 5 – 5 = 0.
C

3. a. 15 ÷ 5 = 3
s
es
Pr

1 2 3
ity

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
rs

b. 18 ÷ 6 =
ve

3
ni

1 2 3
U
ge

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
id

c. 24 ÷ 6 = 4
br
am

1 2 3 4
C

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
es

d. 24 ÷ 8 =
Pr

3
ty

1 2 3
si
er

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
v
ni

e. 21 ÷ 7 = 3
U
ge

1 2 3
id

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
br
am

f. 15 ÷ 3 = 5
C

1 2 3 4 5
es
Pr

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
ity

100
Solution Set
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My Practice Time 2

rs
1. a. 20 ÷ 4 = 5 b. 12 ÷ 3 = 4

ve
ni i. 5 × 4 = 20 i. 4 × 3 = 12
U
ii. 4 × 5 = 20 ii. 3 × 4 = 12
ge

c. 24 ÷ 6 = 4 d. 35 ÷ 5 = 7
id

i. × = 24 i. × = 35
br

4 6 7 5
am

ii. 6 × 4 = 24 ii. 5 × 7 = 35
C

s
es
2. a. 6 × 4 = 24 ,4×6= 24 ; 24 ÷ 4 = 6 , 24 ÷ 6 = 4
Pr

b. 3 × 4 = 12 ,4×3= 12 ; 12 ÷ 4 = 3 , 12 ÷ 3 = 4
ity

c. 5 × 6 = 30 ,6×5= 30 ; 30 ÷ 5 = 6 , 30 ÷ 6 = 5
rs
ve

d. 4 × 5 = 20 ,5×4= 20 ; 20 ÷ 4 = 5 , 20 ÷ 5 = 4
ni
U

e. 7 × 9 = 63 ,9×7= 63 ; 63 ÷ 7 = 9 , 63 ÷ 9 = 7
ge

f. 8 × 4 = 32 ,4×8= 32 ; 32 ÷ 8 = 4 , 32 ÷ 4 = 8
id
br

3. a. 1 b. 125 c. 725 d. 30 e. 0 f. 0
am

4. a. False b. True c. False d. False

C

My Practice Time 3
es

1. a. 6 b. 6 c. 8 d. 5 e. 5 f. 8
Pr

g. 9 h. 6 i. 6 j. 9 k. 7 l. 9
ty

2. a. 1 4 b. 2 1 c. 1 1 d. 2 1 e. 1 3 f. 1 2
si

4 5 6 3 6 3 5 5 5 2 4 2 3 3 9 4 4 8
er

– 4 ↓ – 6 ↓ – 5 ↓ – 4 ↓ – 3 ↓ – 4 ↓
1 6 0 3 0 5 0 2 0 9 0 8
v

– 1 6 – 3 – 5 – 2 – 9 – 8
ni

0 0 0 0 0 0
U
ge

g. 2 4 h. 1 1 i. 1 5 j. 1 2 k. 2 4 l. 1 0
id

2 4 8 8 8 8 3 4 5 6 7 2 3 7 2 4 4 0
– 4 ↓ – 8 ↓ – 3 ↓ – 6 ↓ – 6 ↓ – 4 ↓
br

0 8 0 8 1 5 1 2 1 2 0 0
am

– 8 – 8 – 1 5 – 1 2 – 1 2 – 0
0 0 0 0 0 0
C

s
es
Pr
ity

101
Solution Set
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3. a. 1 2 b. 3 2 c. 2 1 d. 3 1

rs
3 3 8 2 6 5 4 8 5 3 9 4
– 3 ↓ – 6 ↓ – 8 ↓ – 9 ↓

ve
0 8 0 5 0 5 0 4
ni – 6 – 4 – 4 – 3
2 1 1 1
U
Quotient = 12 Quotient = 32 Quotient = 21 Quotient = 31
ge

Remainder = 2 Remainder = 1 Remainder = 1 Remainder = 1

id

e. 1 5 f. 2 1 g. 1 9 h. 1 2
br

5 7 6 3 6 5 5 9 7 6 7 4
am

– 5 ↓ – 6 ↓ – 5 ↓ – 6 ↓
2 6 0 5 4 7 1 4
– 2 5 – 3 – 4 5 – 1 2
C

1
s 2 2 2
es
Quotient = 15 Quotient = 21 Quotient = 19 Quotient = 12
Pr

Remainder = 1 Remainder = 2 Remainder = 2 Remainder = 2

i. 2 4 j. 1 2 k. 1 6 l. 3
ity

3 7 4 5 6 2 3 5 0 9 3 2
rs

– 6 ↓ – 5 ↓ – 3 ↓ – 2 7
ve

1 4 1 2 2 0 5
– 1 2 – 1 0 – 1 8
ni

2 2 2
U

Quotient = 24 Quotient = 12 Quotient = 16 Quotient = 3

ge

Remainder = 2 Remainder = 2 Remainder = 2 Remainder = 5

4. a. 28 ÷ 3 → quotient = 9; remainder = 1 b. 46 ÷ 6 → quotient = 7; remainder = 4
id

75 ÷ 5 → quotient = 15; remainder = 0 75 ÷ 3 → quotient = 25; remainder = 0

br

c. d.
55 ÷ 4 → quotient = 13; remainder = 3 82 ÷ 4 → quotient = 20; remainder = 2
am

e. f.
g. 96 ÷ 9 → quotient = 10; remainder = 6 h. 39 ÷ 4 → quotient = 9; remainder = 3
C

29 ÷ 5 → quotient = 5; remainder = 4 40 ÷ 6 → quotient = 6; remainder = 4

s

i. j.
es

k. 80 ÷ 7 → quotient = 11; remainder = 3 l. 92 ÷ 6 → quotient = 15; remainder = 2

Pr

HOTS
ty

1. Fabian has less than 20 books.

si

When counted in fours, remainder left is 3. Thus, possibilities = 7, 11, 15, 19

er

When counted in fives, remainder left is 4. Thus, possibilities = 9, 14, 19

v

Hence, number of books = 19

ni
U

Maths Trick (Page 71)

ge

a. 346 = 300 + 40 + 6 b. 276 = 200 + 70 + 6

300 , Q = 75, R = 0 200 , Q = 33, R = 2
id

4 6
br

40 , Q = 10, R = 0 70 , Q = 11, R = 4
4 6
am

6 , Q = 1, R = 2 6 , Q = 1, R = 0
4 6
C

So, Q = 33 + 11 + 1 = 45
s

So, Q = 75 + 10 + 1 = 86
es

R=0+0+2=2 R = 2 + 4 + 0 = 6, 6 Q = 1
6
Thus, 276 gives Q = 45 + 1 = 46
Pr

Thus, 346 gives Q = 86, R = 2. 6

4
R = 0.
ity

102
Solution Set
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My Practice Time 4

rs
1. a. 213 b. 412 c. 211 d. 214

ve
e. 180 f. 53 g. 74 h. 111
2. a.
ni 12 1 b. 11 1 c. 11 4 d. 42 8
U
3 36 5 5 55 7 4 45 9 2 85 7
– 3↓ – 5↓ – 4↓ – 8↓
ge

06 05 05 05
id

– 6 – 5 – 4 – 4
0 5 0 7 1 9 1 7
br

– 3 – 5 – 1 6 – 1 6
am

2 2 3 1
C

e. 31 1 s f. 14 4 g. 22 3 h. 22 2
3 93 4 6 86 7 2 44 7 3 66 8
es
– 9↓ – 6↓ – 4↓ – 6↓
Pr

03 26 04 06
– 3 – 24 – 4 – 6
ity

0 4 2 7 0 7 0 8
– 3 – 2 4 – 6 – 6
rs

1 3 1 2
ve

3. a. True b. True c. True d. False

ni

My Practice Time 5
U
ge

a. 16 1 b. 11 0 c. 101 d. 201
5 80 5 6 66 0 5 505 4 804
id

– 5↓ – 6↓ – 5↓ – 8↓
br

30 06 00 00
– 30 – 6 – 0 – 0
am

0 5 0 0 5 4
– 5 – 0 – 5 – 4
C

0 0 0 0
es

e. 11 0 f. 10 5 g. 10 2 h. 10 9
Pr

4 44 0 7 73 5 6 61 2 3 32 7
– 4↓ – 7↓ – 6↓ – 3↓
ty

04 03 01 02
si

– 4 – 0 – 0 – 0
er

0 0 3 5 1 2 2 7
– 0 – 3 5 – 1 2 – 2 7
v
ni

0 0 0 0
U

i. 10 3 j. 21 0 k. 10 6 l. 10 6
ge

8 82 4 4 84 0 5 53 0 8 84 8
– 8↓ – 8↓ – 5↓ – 8↓
id

02 04 03 04
br

– 0 – 4 – 0 – 0
am

2 4 0 0 3 0 4 8
– 2 4 – 0 – 3 0 – 4 8
0 0 0 0
C

s
es
Pr
ity

103
Solution Set
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My Practice Time 6

rs
1. a. 15 36 b. 61 7 c. 96 1 d. 78 3

ve
6 92 21 5 308 7 3 288 5 7 548 2
ni – 6↓ – 30↓ – 27↓ – 49↓
32 08 18 58
U
– 30 – 5 – 18 – 56
ge

2 2 3 7 0 5 2 2
– 1 8 – 3 5 – 3 – 2 1
id

41 2 2 1
– 36
br

5
am

e. 76 2 f. 1000 g. 11 79 h. 15 06
C

7 533 7
s 9 9008 8 94 37 5 75 32
es
– 49↓ – 9 – 8↓ – 5↓
43 0008 14 25
Pr

– 42 – 0 – 8 – 25
1 7 8 6 3 0 3
ity

– 1 4 – 5 6 – 0
rs

3 77 32
– 72 – 30
ve

5 2
ni
U

i. 21 14 j. 46 0 k. 12 6 l. 74 9
3 63 44 6 276 4 8 101 4 9 674 4
ge

– 6↓ – 24↓ – 8↓ – 63↓
03 36 21 44
id

– 3 – 36 – 16 – 36
br

0 4 0 4 5 4 8 4
– 3 – 0 – 4 8 – 8 1
am

14 4 6 3
– 12
C

2
es
Pr

2. Division Quotient Remainder

a. 4193 ÷ 8 524 1
ty

b. 5579 ÷ 4 1394 3
si

c. 6045 ÷ 6 1007 3
er

d. 9977 ÷ 8 1247 1
v
ni

e. 4019 ÷ 8 502 3
U

f. 2973 ÷ 4 743 1
ge

g. 8641 ÷ 6 1440 1
id

My Practice Time 7
br

1. a. False b. True c. False d. True

am

2. a. 2658 b. 40 c. 0
C

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Word Problems (Page 77)

rs
1. Number of sweets in the packet = 96

ve
Number of friends = 8
ni
Number of sweets each friend will get = 96 ÷ 8 = 12
U
2. Number of apples = 340
ge

Number of rows = 5
Number of apples in each row = 340 ÷ 5 = 68
id

3. Number of toffees = 180

br

Number of friends = 9
am

Number of toffees each friend will get = 180 ÷ 9 = 20

C

4. Number of toffees = 125 s

es
Number of children = 5
Number of toffees each child will get = 125 ÷ 5 = 25
Pr

5. Number of pencils = 555

ity

Number of pencils each child gets = 5

rs

Number of children = 555 ÷ 5 = 111

ve

6. Number of mangoes = 135

Number of baskets = 3
ni

Number of mangoes each basket will have = 135 ÷ 3 = 45

U

7. Number of oranges = 242

ge

Number of baskets = 3
id

Number of oranges each basket will have = 242 ÷ 3 = 80

br

Yes, there will be 2 oranges left.

am

8. Number of candies Ramu sells in one day = 1256

Total number of boxes = 8
C

Number of candies carried by each box = 1256 ÷ 8 = 157

es

9. Number of flowers = 3656

Pr

Number of garlands = 8
Number of flowers each garland will have = 3656 ÷ 8 = 457
ty
si

Maths Trick (Page 79)

er

a. Q = 515, R = 3 b. Q = 1791, R = 1 c. Q = 1569, R = 0 d. Q = 1891, R = 1

v
ni

Maths in My Life
U

Number of people = 4
ge

Total cost of juice = 128

id

a. Cost of each glass of juice = 128 ÷ 4 = 32

br
am

Mixed Bag (Page 80)

1. Number of soldiers at border = 4670
C

s
es

Number of more soldiers sent = 4900

Total soldiers at border = 4670 + 4900 = 9570
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2. Number of men = 3213

rs
Number of women = 1050

ve
Number of children = 1736
ni
Number of people = 3213 + 1050 + 1736 = 5999
U
3. Number of soldiers at base camp = 3742
ge

Number of soldiers who left for higher camps = 1687

Number of soldiers left at base camp = 3742 – 1687 = 2055
id
br

4. Total number of plants = 3345

am

Number of medicinal plants introduced = 173

Total number of medicinal plants = 1847
C

s
Number of other plants = 3345 + 173 – 1847 = 1671
es
5. Each bouquet has 53 flowers
Pr

Number of teachers = 9
Number of flowers = 53 × 9 = 477
ity

6. Number of chairs in a row = 23

rs

Number of rows = 43
ve

Total chairs = 23 × 43 = 989

ni

7. Number of pencils = 655

U

Number of pencil each child got = 5

ge

Number of children = 655 ÷ 5 = 131

id

8. Number of flowers = 1656

br

Number of garlands = 9
am

Number of flowers each garland has = 1656 ÷ 9 = 184

Worksheet
C

s
es

1. a. True b. False c. True d. True

Pr

2. a. ii. 5 b. i. 3 c. i. 2 d. iii. 1
3. a. 208 ÷ 4 i. 0
ty

b. 650 ÷ 10 ii. 333

si

c. 0 ÷ 7562 iii.115
er

d. 999 ÷ 3 iv. 65
v
ni

e. 1035 ÷ 9 v. 52
U

4. Division Quotient Remainder

ge

a. 320 ÷ 10 32 0
id

b. 560 ÷ 7 80 0
br

c. 909 ÷ 3 303 0
am

d. 1394 ÷ 6 232 2
5. Number of letters = 5248
C

Number of groups = 8
es

Number of letters each group has = 5248 ÷ 8 = 656

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6. Number of cartons = 4548

rs
Number of trucks = 4

ve
Number of cartons each truck has = 4548 ÷ 4 = 1137
ni
U
Story Time 1 (Joel’s Class Picnic)
ge

People and Picnic

id

1. Number of boys = 557

br

Number of girls = 463

am

Number of teachers = 30
C

Total number of people = 557 + 463 + 30 = 1050

s
es
2. Total students = 557 + 463 = 1020 = one thousand twenty
3. Total number of students = 1020
Pr

Number before 1020 = 1019

ity

Number after 1020 = 1021

4. Fare per student = 1250
rs
ve
ni
U
ge

Th H T O
id
br

5. Total students = 1020

am

Students in each boat ride = 5

Total boat rides = 1020 ÷ 5 = 204
C

6. Amount collected from each student = 1250

es

Predecessor of 1250 = 1249

Pr

Successor of 1250 = 1251

ty

7. Number of students = 1020

si

Number of teachers = 30
er

Each teacher is assigned to = 1020 ÷ 30 = 34 students

v
ni

8. Total pebbles = 366

U

Number of students = 6
ge

Number of pebbles each student collects = 366 ÷ 6 = 61

id
br

Vehicles on the Way

am

1. Number of bicycles = 289

C

Place value of 9 = 9
s
es

Face value of 9 = 9
Pr

Face value of 9 + Place value of 9 = 9 + 9 = 18

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2. Number of bicycles = 289

rs
Number of motor cycles = 299

ve
Number of cars = 350
ni
Number of buses = 102
U
Total number of vehicles = 289 + 299 + 350 + 102 = 1040
ge

3. More cars than bicycles = number of cars – number of bicycles = 350 – 289 = 61
4. Difference between the number of motor cycles and buses = 299 – 102 = 197
id
br

5. Expanded form of the total number of vehicles = 1040 = 1000 + 40

am

6. Vehicles in ascending order = 102, 289, 299, 350

7. Number of buses = 102
C

s
Number of wheels each bus has = 6
es
Total wheels = 102 × 6 = 612 wheels
Pr

8. a. 289 = odd number b. 350 = even number c. 102 = even number d. 299 = odd number
ity

Food Fun
rs

1. If the pooris are distributed only among the students, then,

ve

Number of students = 1020

ni

Number of pooris each student gets = 3

U

Total number of pooris = 1020 × 3 = 3060

ge

If the pooris are distributed among students and teachers, then,

id

Number of students and teachers = 1050

br

Number of pooris each person gets = 3

am

Total number of pooris = 1050 × 3 = 3150

2. Each student get = 2 ladoos
C

Total ladoos = 1020 × 2 = 2040 ladoos

es

3. Potato chips shared by 3 students = 150 g

Pr

Each students gets = 150 ÷ 3 = 50 g

ty

4. Number of candies bought by Joel = 24

si

Total friends = 6
er

Number of candies each friend got = 24 ÷ 6 = 4

v
ni
U

Chapter 6 – Fractions
ge
id

My Practice Time 1
br

1. a. 2 b. 1 c. 3 d. 3 e. 3 = 1 f. 4
am

5 2 5 4 6 2 5
2. a. b. c.
C

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3. Option a, c and f

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4. a. 3 b. 5 c. 8

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8 12 16
ni
U
5. a. 1 One-third b. 5 Five-eighths c. 4 Four-sixths d. 4 Four-ninths
3 8 6 9
ge
id

e. 7 Seven-tenths f. 2 Two-fifths g. 1 One-seventh h. 9 Nine-tenths

10 5 7 10
br
am

i. 6 Six-ninths j. 4 Four-twelfths
9 12
C

s
es
6. Fraction Numerator Denominator
Pr

a. 8
8 12
12
ity

b.
rs

5
5 7
7
ve

c. 3
ni

3 6
6
U

d. 5
ge

5 10
10
id

e. 7
br

7 9
9
am

f. 9
9 10
10
C

s
es

g.
6
6 8
Pr

8
h. 4
ty

4 11
11
si
v er

My Fun Time
ni
U
ge
id
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My Practice Time 2

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1. a. b.

ve
ni
U
ge
id

1 of 5 = 1 of 6 =
br

1 3
5 2
am

c. d.
C

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rs

1 of 10 = 1 of 6 = 2
5
3
ve

2
ni

2. a. b.
U
ge
id
br
am
C

3.
s

1 one-fourth
es

3
Pr

1 one-third
5
ty
si

1 one-sixth
er

4
v
ni

1 one-tenth
6
U
ge

1 one-fifth
10
id
br

1
4. a. of 8 = 2 b. 1 of 9 = 3 c. 1 of 12 = 6 d. 1 of 10 = 2 e. 1 of 20 = 10
am

4 3 2 5 2
C

f. 1 of 16 = 4 g. 1 of 36 = 6 h. 1 of 14 = 7 i. 1 of 18 = 6 j. 1 of 28 = 4
s
es

4 6 2 3 7
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My Practice Time 3

rs
1. Number of candies Sonam had = 8

ve
Number of candies she ate = 3
ni
U
Number of candies she is left with = 5
ge

So, fraction of candies left = 5

8
id

2. Number of cream rolls Revathi bought = 7

br

Number of cream rolls she gave to Azhar = 4

am

Number of cream rolls she is left with = 3

C

s
Fraction of cream rolls left = 3
es
7
Pr

3. Number of packets Alisha bought = 8

Number of packets she ate = 3
ity

Number of packets she is left with = 5

rs

Fraction of packets left = 5

ve

8
ni

4. Number of ping-pong balls = 15

U

Number of ping-pongs lost = 6

ge

Fraction of ping-pong balls lost = 6

id

15
br

5. Number of pages = 25
am

Number of pages she read = 10

C

Number of pages left to be read = 15

s
es

Fraction of pages left to be read = 15

25
Pr

6. Number of marbles = 40
ty

Number of marbles lost = 16

si
er

Number of marbles left = 24

v

Fraction of marbles left = 24

ni

40
U

HOTS
ge
id

Parts already shaded = 5

br

Parts to shade = 11
am

So, more parts that need to be shaded = 11 – 5 = 6 parts

C

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Worksheet

rs
1. a. b. c.

ve
ni
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ge
id

3 2 5
br

8 4 6
am

d. e. f.
C

s
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rs

2 1 3
ve

4 2 4
ni

2. a. iv. 6 b. iii. 4 c. i. 6 d. i. 5
U

8 10
ge

Computational Club 2
id
br
am

Question Zone
Question 1 Question 2
C

s
es
Pr
ty
si

3
er

5 2
4
v

8 4
ni

2
U

6
ge
id
br
am

1 4
C

2 6
es

3 and 2 are fractions with same denominator.

Pr

4 4
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Unit Test Paper 1

rs
ve
1. a. Digits given are 2, 6, 8, 0
ni
Greatest 4-digit number is 8620, i.e., Eight thousand six hundred twenty
U
Smallest 4-digit number is 2068, i.e., Two thousand sixty-eight
ge

b. 8620 = 8000 + 600 + 20

id

2068 = 2000 + 60 + 8
br

c. 8620 → place value of 8 is 8000 and face value is 8

am

2068 → place value of 8 is 8 and face value is 8

2. a. > b. < c. > d. =
C

s
3. a. 8972, 8792, 6654, 5040, 4987 b. 4818, 4181, 3906, 3096, 2057
es

4. a. b. c.
Pr

Th H T O Th H T O Th H T O
4 9 7 1 5 8 3 4 5 3 2
ity

+ 9 7 3 + 7 6 8 5 + 4 1 7 8
rs

1 4 7 0 9 2 6 8 8 7 1 0
ve

5. a. b. c.
ni

Th H T O Th H T O Th H T O
U

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

2 7 7 3 7 6 6 5 3 0 5
id
br

6. a. Th H T O b. Th H T O c. Th H T O
am

8 2 3 2 7 3 9 7 8 2 1
+ 7 2 4 + 1 0 3 2 + 1 8 9 2
C

1 5 4 7 3 7 7 1 9 7 1 3
es
Pr

d. Th H T O e. Th H T O f. Th H T O
ty

3 1 2 1 2 7 8 1 0 0 3
si

4 5 2 2 7 8 3 2 7 8 8
er

+ 6 7 3 + 2 4 3 2 + 4 8 9 2
v

1 4 3 7 6 4 9 3 8 6 8 3
ni

7. a. b. c.
U

Th H T O Th H T O Th H T O
7 9 2 8 9 1 2 7 1 9 0
ge

– 5 6 7 – 4 3 5 6 – 3 4 9 8
id

2 2 5 4 5 5 6 3 6 9 2
br
am

d. Th H T O e. Th H T O f. Th H T O
6 9 2 1 7 8 0 0 9 2 1 5
C

– 5 8 7 3 – 4 5 7 2 – 7 3 2 1
es

1 0 4 8 3 2 2 8 1 8 9 4
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8. a. H T O b. H T O c. H T O

rs
2 3 2 7 5 4

ve
× 6 × 9 × 1 2
ni 1 3 8 2 4 3 1 0 8
U
+ 5 4 0
ge

6 4 8
id

d. Th H T O e. Th H T O f. Th H T O
br

6 2 3 2 1 7 8 2
am

× 2 3 × 5 × 4
C

1 8 s 6 1 6 0 5 3 1 2 8
es
+ 1 2 4 0
1 4 2 6
Pr
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g. Th H T O h. Th H T O i. Th H T O
rs

2 6 4 3 8 9 5 3 4
ve

× 1 3 × 1 9 × 1 6
ni

7 9 2 3 5 0 1 3 2 0 4
U

+ 2 6 4 0 + 3 8 9 1 + 5 3 4 0
ge

3 4 3 2 7 3 9 1 8 5 4 4
id

9. a. 1 1 b. 67 c. 87 d. 84 e. 22 1
br

8 9 2 7 472 5 436 9 756 4 88 5

am

– 8 ↓ – 42↓ – 40↓ – 72↓ – 8↓

1 2 52 36 36 08
C

– 8 – 49 – 35 – 36 – 8
s

4
es

3 1 00 0 5
– 4
Pr

1
ty

f. 52 6 g. 806 h. 605 i. 406

si

5 263 1 9 7256 7 4235 9 3657

er

– 25↓ – 72↓↓ – 42↓↓ – 36↓↓

v

13 056 035 057

ni

– 10 – 54 – 35 – 54
U

3 1 2 00 3
– 3 0
ge

1
id

10. a. b. c.
br
am

1 2 5
2 3 16
C

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11.
Fraction Numerator Denominator

rs
ve
2
a. 2 7
ni 7
U
4
b. 4 9
9
ge

12
id

c. 12 15
15
br

6
am

d. 6 10
10
C

s
es
12. a. b.
Pr
ity
rs
ve
ni

1 1
of 12 = 3 of 15 = 5
U

4 3
ge

1 1 1 1
id

13. a. of 20 = 10 b. of 16 = 4 c. of 42 = 7 d. of 35 = 7
2 4 6 5
br

14. a. Rounding off to 10’s → 127 = 130 and 376 = 380, thus, 127 + 376 = 130 + 380 = 510
am

Rounding off to 100’s → 127 = 100 and 376 = 400, thus, 127 + 376 = 100 + 400 = 500
C

b. Rounding off to 10’s → 2178 = 2180 and 4672 = 4670, thus, 2178 + 4672 = 2180 + 4670 = 6850
es

Rounding off to 100’s → 2178 = 2200 and 4672 = 4700, thus, 2178 + 4672 = 2200 + 4700 = 6900
Pr

c. Rounding off to 10’s → 794 = 790 and 148 = 150, thus, 794 – 148 = 790 – 150 = 640
ty

Rounding off to 100’s → 794 = 800 and 148 = 100, thus, 794 – 148 = 800 – 100 = 700
si

d. Rounding off to 10’s → 2964 = 2960 and 1829 = 1830, thus, 2964 – 1829 = 2960 – 1830 = 1130
er

Rounding off to 100’s → 2964 = 3000 and 1829 = 1800, thus, 2964 – 1829 = 3000 – 1800 = 1200
v
ni

e. Rounding off to 10’s → 3985 = 3990 and 2809 =2810, thus, 3985 – 2809 = 3990 – 2810 = 1180
U

Rounding off to 100’s → 3985 = 4000 and 2809 = 2800, thus, 3985 – 2809 = 4000 – 2800 = 1200
ge

f. Rounding off to 10’s → 3165 = 3170 and 2122 = 2120, thus, 3165 + 2122 = 3170 + 2120 = 5290
id

Rounding off to 100’s → 3165 = 3200 and 2122 = 2100, thus, 3165 + 2122 = 3200 + 2100 = 5300
br

15. Number of toys sold on first day = 2145

am

Number of toys sold on second day = 1349

C

a. Total toys = 2145 + 1349 = 3494

es

b. Number of toys sold less on second day by = 2145 – 1349 = 796

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16. Number of benches for each class = 216

rs
Total classes = 12

ve
Total number of benches for school = 216 × 12 = 2592
ni
17. Number of golf balls = 4480
U
Number of cartons = 8
ge

Number of balls each carton has = 4480 ÷ 8 = 560

id

18. Total number of cookies = 13

br

Number of cookies Manjit ate = 6

am

Number of cookies left = 13 – 6 = 7

C

s
Fraction is 7
es
13
Pr

Chapter 7 – Shapes
ity

I Look Back
rs
ve

Triangles = 6 Squares = 7 Circles = 8 Rectangles = 8

ni

My Practice Time 1
U

1. a. cube and cuboid b. Cylinder

ge

c. cone d. 6 faces, 12 edges and 8 corners

id

e. 3 faces and 2 edges f. edges g. edge

br

2. a. Sphere b. Cylinder c. Cuboid d. Cone e. Cuboid f. Cube g. Cone h. Cylinder

am

3. a. True b. False c. False d. True e. False

C

My Practice Time 2
es

1. a. True b. False c. True

Pr

2. a. Line b. Point c. Ray d. Line segment

ty

My Practice Time 3
si
er

1. a. sides = 4 and corners = 4 b. sides = 5 and corners = 5 c. sides = 7 and corners = 7

v

d. sides = 12 and corners = 12 e. sides = 10 and corners = 10 f. sides = 8 and corners = 8

ni
U

2. Sample answers: a. moon b. geometry box c. pyramid d. dice

ge

3. Sample answer:
id
br

D
am

F
C

A
E
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C
Pr

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4. a. Radius b. square c. Plane d. curved

rs
Worksheet

ve
1. a. cuboid
ni b. square c. 6, 8 and 12 d. triangle
U
2. a. False b. False c. True d. False
ge

3. a. Circle i.
id
br
am

b. Cone ii. A B
C

c. Sphere
s iii.
es
Pr

d. Cuboid iv. Round object, 1 face, 0 corner and 0 edges

ity

e. Cube v. 2 faces, 1 edge and 1 corner

rs

f. Ray vi. 0 side, 0 corner

ve

4. a. iii. 4 b. iv. 12 c. ii. radius d. i. rectangle

ni
U

Chapter 8 – Patterns and Symmetry

ge
id
br

I Look Back
am
C

A C
s
es
Pr

B E
ty

C F
si
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D A
v
ni
U

E D
ge
id

F B
br
am
C

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HOTS

rs
5H5O5W = HOW, 5A5R5E = ARE and 5Y5O5U = YOU

ve
Thus, the hidden message is HOW ARE YOU.
ni
U
My Practice Time 1
ge

1.
id
br
am
C

s
es
Pr
ity
rs

2. a.
ve
ni
U

b.
ge
id
br

c.
am
C

3. a.
es
Pr

b.
ty
si
v er
ni
U

c.
ge
id
br

d.
am
C

s
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ity

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e.

rs
ve
ni
U
4. a. 55, 50, 45 b. 30, 42, 56 c. 21, 28, 36 d. 30, 35, 40
ge

e. 72, 63, 54 f. 45, 54, 63 g. 33, 45, 59

id

5. a. MP, QT b. N7, P9 c. D60, E75 d. 22G, 25I

br
am

My Practice Time 2
1. a. b.
C

s
es
Pr
ity

2. Sample answers:
rs

a. b.
ve
ni
U
ge
id

3. Sample answers:
br

a. b.
am
C

s
es
Pr
ty

My Practice Time 3
si

1. a. b. c.
v er
ni
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id
br

d. e. f.
am
C

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2. Option b and d

rs
3. a.
U
ni C
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b.
A c.
X d.
E e.
M
Worksheet
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1.
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a.
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b. s
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Pr
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2. a.
ve
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U

b.
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3. a. D17 b. 37 c. ABD
4. a. 23, 31 b. 175, 210 c. 118, 95 d. 480, 410
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5.
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C

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Chapter 9 – Measurement
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I Look Back
v er

a. cm, m, km b. g, kg, g c. ml, ml, l

ni
U

My Practice Time 1
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1. a. 1 m = 100 cm
id

2 m = 2 × 100 cm = 200 cm
br

b. 4 m = 4 × 100 cm = 400 cm
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c. 90 m = 90 × 100 cm = 9000 cm
C

d. 70 m 25 cm = 70 × 100 cm + 25 cm = 7000 + 25 = 7025 cm

es

e. 15 m 20 cm = 15 × 100 cm + 20 cm = 1500 + 20 = 1520 cm

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f. 6 m 50 cm = 6 × 100 cm + 50 cm = 600 + 50 = 650 cm

rs
g. 12 m 9 cm = 12 × 100 cm + 9 cm = 1200 + 9 = 1209 cm

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h. 8 m 50 cm = 8 × 100 cm + 50 cm = 800 + 50 = 850 cm
ni
2. a. 400 cm,
U
We know that, 100 cm = 1 m
ge

400 cm = 4 m
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br

b. 306 cm,
am

We know that, 100 cm = 1 m

C

300 cm = 3 m and 306 cm = 3 m 6 cm

s
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c. 129 cm,
Pr

We know that, 100 cm = 1 m

ity

and 129 cm = 1 m 29 cm
rs

d. 256 cm,
ve

We know that, 100 cm = 1 m

ni

200 cm = 2 m and 256 cm = 2 m 56 cm

U

e. 781 cm,
ge

We know that, 100 cm = 1 m

id

700 cm = 7 m and 781 cm = 7 m 81 cm

br
am

f. 244 cm
We know that, 100 cm = 1 m
C

200 cm = 2 m and 244 cm = 2 m 44 cm

es

g. 888 cm
Pr

We know that, 100 cm =1 m

ty

800 cm = 8 m and 888 cm = 8 m 88 cm

si
er

h. 413 cm
v
ni

We know that, 100 cm = 1 m

U

400 cm = 4 m and 413 cm = 4 m 13 cm

ge

3. We know that, 1 m = 100 cm

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a. 18 cm more b. 43 cm more c. 91 cm more d. 16 cm more e. 77 cm more f. 51 cm more

br
am

My Practice Time 2
1. a. We know that, 1 km = 1000 m,
C

3 km = 3 × 1000 m = 3000 m
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Solution Set
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b. We know that, 1 km = 1000 m,

rs
5 km = 5 × 1000 m = 5000 m

ve
c. We know that, 1 km = 1000 m,
ni
7 km = 7 × 1000 m = 7000 m
U
d. We know that, 1 km = 1000 m,
ge

9 km = 9 × 1000 m = 9000 m
id
br

e. We know that, 1 km = 1000 m,

am

2 km = 2 × 1000 = 2000 m
C

2 km 345 m = 2000 + 345 = 2345 m

s
es
f. We know that, 1 km = 1000 m,
Pr

5 km = 5 × 1000 m = 5000 m
ity

5 km 300 m = 5000 + 300 = 5300 m

rs

g. We know that, 1 km = 1000 m,

ve

8 km = 8 × 1000 m = 8000 m
ni

8 km 550 m = 8000 + 550 = 8550 m

U

h. We know that, 1 km = 1000 m,

ge

3 km = 3 × 1000 m = 3000 m
id

3 km 169 m = 3000 + 169 = 3169 m

br

2. a. We know that, 1 km = 1000 m,

am

6000 m = 6 × 1000 m = 6 km
C

b. We know that, 1 km = 1000 m,

es

9000 m = 9 × 1000 m = 9 km
Pr

c. We know that, 1 km = 1000 m,

ty

9087 m = 9000 m + 87 m = 9 × 1000 m + 87 m = 9 km 87 m

si

d. We know that, 1 km = 1000 m,

er

7754 m = 7000 m + 754 m = 7 × 1000 m + 754 m = 7 km 754 m

v
ni

e. We know that, 1 km = 1000 m,

U

5037 m = 5000 m + 37 m = 5 × 1000 m + 37 m = 5 km 37 m

ge

f. We know that, 1 km = 1000 m,

id

5005 m = 5000 m + 5 m = 5 × 1000 m + 5 m = 5 km 5 m

br

g. We know that, 1 km = 1000 m,

am

3959 m = 3000 m + 959 m = 3 × 1000 m + 959 m = 3 km 959 m

C

h. We know that, 1 km = 1000 m,

es

9190 m = 9000 m + 190 m = 9 × 1000 m + 190 m = 9 km 190 m

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Solution Set
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3. a. 4214 m i. 4000 m

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b. 5424 m ii. 8 km 147 m

ve
c. 8147 m iii. 7604 m
d.ni 4 km iv. 4 km 214 m
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e. 7 km 604 m v. 5 km 424 m
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4. a. long b. 6000 c. multiply d. 2 × 1000 m = 2 × 1 km = 2 km

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Try These!
br

1. We know that, 1 km = 1000 m,

am

19 km = 19 × 1000 m = 19,000 m
C

2. We know that, 1 m = 100 cm

s
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5 m = 5 × 100 cm = 500 cm
Pr

500 cm is more than 480 cm

ity

3. We know that, 1 m = 100 cm

rs

13 m = 13 × 100 cm = 1300 cm
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4. Length of strip = 64 cm
ni

Divide into 4 equal strips, i.e., 64 ÷ 4 = 16 cm

U
ge

My Practice Time 3
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1. a. km m b. km m c. km m d. km m
br

4 240 5 612 4 810 8 420

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+ 3 299 + 7 307 + 2 150 + 1 113

C

7 539 12 919 6 960 9 533

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e. km m f. km m g. km m h. km m
Pr

2 325 3 765 2 111 1 303

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+ 6 610 + 5 232 + 5 241 + 7 684

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8 935 8 997 7 352 8 987

v er

i. m cm j. m cm k. m cm l. m cm
ni

4 28 6 21 1 10 7 21
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+ 3 61 + 3 50 + 5 45 + 2 13
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7 89 9 71 6 55 9 34
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br

m. m cm n. m cm o. m cm p. m cm
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5 52 6 23 4 23 5 78
C

+ 2 10 + 2 66 + 4 70 + 3 21
s
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7 62 8 89 8 93 8 99
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Solution Set
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2. a. km m b. km m c. km m d. km m

rs
5 523 9 216 9 887 3 278

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ni – 1 413 – 2 114 – 8 084 – 1 004
4 110 7 102 1 803 2 274
U
ge

e. km m f. km m g. km m h. km m
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7 825 3 674 4 533 6 988

br

– 6 664 – 2 374 – 3 420 – 3 237

am

1 161 1 300 1 113 3 751

C

i. m cm j.
s m cm k. m cm l. m cm
es
4 29 8 99 8 78 9 42
Pr

– 2 25 – 4 95 – 5 55 – 7 31
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2 04 4 04 3 23 2 11
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m. m cm n. m cm o. m cm p. m cm
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7 26 9 89 7 83 7 86
ni

– 5 03 – 3 55 – 4 10 – 4 34
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2 23 6 34 3 73 3 52
ge
id

3. a. 4 km 412 m + 3 km 110 m + 2 km 247 m = 4 km + 3 km + 2 km + 412 m + 110 m + 247 m = 9 km

br

769 m
am

b. 7 m 64 cm – 2 m 59 cm = 7 m – 2 m + (64 cm – 59 cm) = 5 m 5 cm
c. 3 m 15 cm + 4 m 20 cm + 2 m 40 cm = 3 m + 4 m + 2 m + 15 cm + 20 cm + 40 cm = 9 m 75 cm
C

d. 3 km 149 m + 5 km 387 m = 3 km + 5 km + 149 m + 387 m = 8 km 536 m

es

e. 8 km 410 m – 5 km 238 m = 8 km – 5 km + (410 m – 238 m) = 3 km 172 m

Pr

f. 13 m 55 cm – 6 m 22 cm = 13 m – 6 m + (55 cm – 22 cm) = 7 m 33 cm
ty

g. 52 km 755 m – 19 km 489 m = 52 km – 19 km + (755 m – 489 m) = 33 km 266 m

si

h. 13 m 97 cm – 9 m 67 cm = 13 m – 9 m + (97 cm – 67 cm) = 4 m 30 cm
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My Practice Time 4
v
ni

1. a. We know that, 1 kg = 1000 g,

U

2 kg = 2 × 1000 g = 2000 g
ge

b. We know that, 1 kg = 1000 g,

id

6 kg = 6 × 1000 g = 6000 g
br

c. We know that, 1 kg = 1000 g,

am

7 kg = 7 × 1000 g = 7000 g
d. We know that, 1 kg = 1000 g,
C

8 kg 500 g = 8 × 1000 g + 500 g = 8000 + 500 = 8500 g

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Solution Set
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e. We know that, 1 kg = 1000 g,

rs
7 kg 962 g = 7 × 1000 g + 962 g = 7000 + 962 g = 7962 g

ve
f. We know that, 1 kg = 1000 g,
ni
5 kg 300 g = 5 × 1000 g + 300 g = 5000 + 300 = 5300 g
U
g. We know that, 1 kg = 1000 g,
ge

7 kg 302 g = 7 × 1000 g + 302 g = 7000 + 302 = 7302 g

h. We know that, 1 kg = 1000 g,
id
br

6 kg 250 g = 6 × 1000 g + 250 g = 6000 + 250 = 6250 g

am

2. a. We know that, 1 kg = 1000 g,

9000 g = 9 × 1000 g = 9 × 1 kg = 9 kg
C

s
b. We know that, 1 kg = 1000 g,
es
4000 g = 4 × 1000 g = 4 × 1 kg = 4 kg
Pr

c. We know that, 1 kg = 1000 g,

2451 g = 2000 g + 451 g = 2 × 1 kg + 451 g = 2 kg 451 g
ity

d. We know that, 1 kg = 1000 g,

rs

7810 g = 7000 g + 810 g = 7 × 1 kg + 810 g = 7 kg 810 g

ve

e. We know that, 1 kg = 1000 g,

ni

7009 g = 7000 g + 9 g = 7 × 1 kg + 9 g = 7 kg 9 g
U

f. We know that, 1 kg = 1000 g,

ge

7190 g = 7000 g + 190 g = 7 × 1 kg + 190 g = 7 kg 190 g

id

g. We know that, 1 kg = 1000 g,

br

4550 g = 4000 g + 550 g = 4 × 1 kg + 550 g = 4 kg 550 g

am

h. We know that, 1 kg = 1000 g,

2436 g = 2000 g + 436 g = 2 × 1 kg + 436 g = 2 kg 436 g
C

3. a. 8045 g i. 6453 g
es

b. 3975 g ii. 8 kg 45 g
Pr

c. 4 kg 300 g iii. 3 kg 975 g

ty

d. 6 kg 453 g iv. 4300 g

si
er

My Practice Time 5
v

1. a. kg g b. kg g c. kg g d. kg g
ni
U

5 351 5 490 4 344 4 987

ge

+ 2 230 + 3 109 + 2 543 + 5 012

7 581 8 599 6 887 9 999
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br

e. kg g f. kg g g. kg g h. kg g
am

1 743 2 327 5 555 2 124

C

+ 6 152 + 4 410 + 4 444 + 1 654

s
es

7 895 6 737 9 999 3 778

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Solution Set
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2. a. kg g b. kg g c. kg g d. kg g

rs
4 635 6 994 7 998 9 778

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ni – 1 320 – 4 923 – 2 987 – 8 578
3 315 2 071 5 011 1 200
U
ge

e. kg g f. kg g g. kg g h. kg g
id

7 341 3 782 4 558 7 658

br

– 3 130 – 1 432 – 1 557 – 6 534

am

4 211 2 350 3 001 1 124

C

3. a. 4 kg 213 g + 1 kg 753 g
s i. 4 kg 10 g
es
b. 9 kg 700 g – 5 kg 690 g ii. 9 kg 994 g
Pr

c. 5 kg 444 g + 4 kg 550 g iii. 3 kg 473 g

d. 7 kg 856 g – 4 kg 383 g iv. 5 kg 966 g
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rs

My Practice Time 6
ve

1. a. We know that, 1 l = 1000 ml,

ni

7 l = 7 × 1000 ml = 7000 ml
U

b. We know that, 1 l = 1000 ml,

ge

9 l = 9 × 1000 ml = 9000 ml
id

c. We know that, 1 l = 1000 ml,

br

3 l 640 ml = 3 × 1000 ml + 640 ml = 3000 + 640 = 3640 ml

am

d. We know that, 1 l = 1000 ml,

2 l 460 ml = 2 × 1000 ml + 460 ml = 2000 + 460 = 2460 ml
C

e. We know that, 1 l = 1000 ml,

es

8 l 299 ml = 8 × 1000 ml + 299 ml = 8000 + 299 = 8299 ml

Pr

f. We know that, 1 l = 1000 ml,

ty

9 l 909 ml = 9 × 1000 ml + 909 ml = 9000 + 909 = 9909 ml

si

g. We know that, 1 l = 1000 ml,

er

3 l 501 ml = 3 × 1000 ml + 501 ml = 3000 + 501 = 3501 ml

v

h. We know that, 1 l = 1000 ml,

ni

6 l 660 ml = 6 × 1000 ml + 660 ml = 6000 + 660 = 6660 ml

U

2. a. We know that, 1 l = 1000 ml,

ge

8000 ml = 8 × 1000 ml = 8 × 1 l = 8 l
id

b. We know that, 1 l = 1000 ml,

br

8064 ml = 8000 ml + 64 ml = 8 × 1 l + 64 ml = 8 l 64 ml
am

c. We know that, 1 l = 1000 ml,

C

3197 ml = 3000 ml + 197 ml = 3 × 1 l + 197 ml = 3 l 197 ml

s
es

d. We know that, 1 l = 1000 ml,

1600 ml = 1000 ml + 600 ml = 1 l 600 ml
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Solution Set
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e. We know that, 1 l = 1000 ml,

rs
2025 ml = 2000 ml + 25 ml = 2 × 1 l + 25 ml = 2 l 25 ml

ve
f. We know that, 1 l = 1000 ml,
ni
4999 ml = 4000 ml + 999 ml = 4 × 1 l + 999 ml = 4 l 999 ml
U
g. We know that, 1 l = 1000 ml,
ge

5298 ml = 5000 ml + 298 ml = 5 × 1 l + 298 ml = 5 l 298 ml

h. We know that, 1 l = 1000 ml,
id
br

6339 ml = 6000 ml + 339 ml = 6 × 1 l + 339 ml = 6 l 339 ml

l ml l ml l ml l ml
am

3. a. b. c. d.
4 354 6 119 4 115 3 745
C

+ 5 135
s + 2 610 + 5 642 + 2 133
es
9 489 8 729 9 757 5 878
Pr

e. l ml f. l ml g. l ml h. l ml
ity

6 625 3 734 8 762 7 456

rs
ve

+ 2 300 + 4 231 + 1 135 + 2 312

8 925 7 965 9 897 9 768
ni
U

4. a. l ml b. l ml c. l ml d. l ml
ge

6 579 4 998 3 655 7 469

id

– 2 219 – 1 788 – 2 567 – 6 328

br

4 360 3 210 1 088 1 141

am

e. l ml f. l ml g. l ml h. l ml
C

8 764 5 799 9 672 6 748

es

– 3 652 – 4 354 – 6 262 – 4 345

Pr

5 112 1 445 3 410 2 403

ty
si

5. a. 16 l – 8 l i. 4255 ml
er

b. 4000 ml + 255 ml ii. 910 ml

v

c. 6496 ml – 5310 ml iii. 8 l

ni

d. 345 ml + 565 ml iv. 1186 ml

U

Word Problems (Page 142)

ge

1. Weight of cow = 300 kg

id

Weight of calf = 75 kg
br

Total weight = 300 kg + 75 kg = 375 kg

am

2. Length of Ramu’s rope = 36 cm

C

Length of sister’s rope = 100 cm

s
es

Rope of his sister is longer by 100 cm – 36 cm = 64 cm.

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Solution Set
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3. Weight of wheat = 2 kg 500 g

rs
Weight of rice = 1 kg 300 g

ve
Total weight = 2 kg 500 g + 1 kg 300 g = 2 kg + 1 kg + 500 g + 300 g = 3 kg 800 g
4. Height of ladder = 3 m 50 cm
ni
Height climbed by Paul = 2 m 35 cm
U
Height of ladder left to climb = 3 m 50 cm – 2 m 35 cm = 3 m – 2 m + (50 cm – 35cm) = 1 m 15 cm
ge

5. Quantity of oil Preethi needs = 5 l 750 ml

Quantity of oil she had = 3 l 156 ml
id

Quantity of oil she needs more = 5 l 750 ml – 3 l 156 ml = 5 l – 3 l + (750 ml – 156 ml) = 2 l 594 ml
br

6. Quantity of milk on first day = 4 l 345 ml

am

Quantity of milk on second day = 3 l 245 ml

Milk was more on first day and by = 4 l 345 ml – 3 l 245 ml = 4 l – 3 l + (345 ml – 245 ml) = 1 l 100 ml.
C

s
7. Height of cliff = 6 m 70 cm
es
Height he climbed = 3 m 50 cm
Pr

Height that was left to climb = 6 m 70 cm – 3 m 50 cm = 6 m – 3 m + (70 cm – 50 cm) = 3 m 20 cm

8. Length of road to lay = 7 km 500 m
ity

Length of road completed = 3 km 456 m

rs

Length of road left to be completed = 7 km 500 m – 3 km 456 m = 7 km – 3 km + (500 m – 456 m)

ve

= 4 km 44 m
9. Height of a building = 2 m 45 cm
ni

Height of another building = 5 m 36 cm

U

Thus, second building is taller.

ge

First building is 5 m 36 cm – 2 m 45 cm = 2 m 91 cm shorter than second building.

id

10. Weight of potatoes = 4 kg 300 g

br

Weight of onions = 2 kg 250 g

am

Total weight of vegetables = 4 kg 300 g + 2 kg 250 g = 4 kg + 2 kg + 300 g + 250 g = 6 kg 550 g

Worksheet
C

s
es

1. a. False b. True c. False d. True

2. a. We know that, 1 kg = 1000 g,
Pr

3 kg = 3 × 1000 g = 3000 g
ty

b. We know that, 1000 m = 1 km,

si

4395 m = 4000 m + 395 m = 4 × 1 km + 395 m = 4 km 395 m

er

c. We know that, 1 l = 1000 ml,

v
ni

2 l = 2 × 1000 ml = 2000 ml
U

d. We know that, 1000 g = 1 kg,

ge

1325 g = 1000 g + 325 g = 1 kg 325 g

e. We know that, 1 km = 1000 m,
id
br

3 km 495 m = 3 × 1000 m + 495 m = 3000 m + 495 m = 3495 m

am

f. We know that, 1 l = 1000 ml,

6 l 560 ml = 6 × 1000 ml + 560 ml = 6000 ml + 560 ml = 6560 ml
C

g. We know that, 1 m = 100 cm,

es

2 m 56 cm = 2 × 100 cm + 56 cm = 200 cm + 56 cm = 256 cm

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Solution Set
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h. We know that, 1000 ml = 1 l,

rs
3856 ml = 3000 ml + 856 ml = 3 × 1 l + 856 ml = 3 l 856 ml

ve
3. a. 1979 g i. 4 kg 779 g
ni
b. 2 kg 630 g + 2 kg 149 g ii. 385 cm
U
c. 2 l + 500 ml iii. 3 km 900 m
ge

d. 300 cm + 85 cm iv. 2500 ml

e. 2 km 856 m + 1 km 44 m v. 1 kg 979 g
id

4. a. m cm b. km m c. l ml d. kg g
br

42 26 13 500 23 604 13 260

am

+ 13 32 + 12 348 + 15 172 + 14 321

C

55 58 s 25 848 38 776 27 581

es
5. a. km m b. l ml c. kg g d. km m
Pr

54 264 23 565 32 937 45 384

– 13 150 – 12 453 – 11 525 – 22 160
ity

41 114 11 112 21 412 23 224

rs
ve

6. Distance travelled through car = 53 km 435 m

ni

Distance travelled through bus = 17 km 147 m

U

Total distance travelled by Amit = 53 km 435 m + 17 km 147 m = 53 km + 17 km + 435 m + 147 m =

ge

70 km 582 m
id
br

Computational Club 3
am

Lines Number of Number of Matching

C

Shapes
s

(Straight/ Curved) Sides Corners Object

es
Pr

Sample Answers
Straight 3 3
Birthday Cap
ty
si
er

Curved 0 0 Football
v
ni
U
ge

Straight 4 4 Shoe Box

id
br
am

Curved 0 0 Egg
C

s
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Straight 4 4 Dice
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Chapter 10 – Time

rs
I Look Back
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ni
U
2.
12 12 12
ge

11 1 11 1 11 1
10 2 10 2 10 2
id

9 3 9 3 9 3
br

8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
am

6:30 2:00 11:30

C

s
es
My Practice Time 1
Pr

1. a.
12 1
11
10 2
ity

9 3 1:15 Quarter past 1 45 minutes to 2

rs

8 4
ve

7 5
6
ni
U

b. 12
11 1
ge

10 2

9 3 10:45 Quarter to 11 15 minutes to 11

id

8 4
br

7 5
6
am

c.
C

12 1
11
es

10 2

9 3 3:45 Quarter to 4 15 minutes to 4

Pr

8 4
7 5
6
ty
si
er

d.
12 1
v

11
10 2
ni

9 3 3:15 Quarter past 3 15 minutes past 3

U

8 4
ge

7 5
6
id
br

e. 12
am

11 1
10 2

9 3 5:45 Quarter to 6 15 minutes to 6

C

8 4
es

7 5
6
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2. a. 12
b. 12
c. 12
d. 12
11 1 11 1 11 1 11 1

rs
10 2 10 2 10 2 10 2

ve
9 3 9 3 9 3 9 3
ni 8
7 5
4 8
7 5
4 8
7 5
4 8
7 5
4
U
6 6 6 6
ge

Quarter to 6 Quarter past 4 Quarter to 9 Quarter past 11

id
br

My Practice Time 2
am

1. a. b. c. d.
12 1 12 1 12 1 12 1
11 11 11 11
C

10
s
2 10 2 10 2 10 2
es
9 3 9 3 9 3 9 3
Pr

8 4 8 4 8 4 8 4
7 5 7 5 7 5 7 5
6 6 6 6
ity

3:35 5:40 6:20 12:10

rs

25 minutes to 4 20 minutes to 6 20 minutes past 6 10 minutes past 12

ve
ni

e. 12
f. g. 12
h.
1 12 1 1 12 1
11 11 11
U

11
10 2 10 2 10 2 10 2
ge

9 3 9 3 9 3 9 3

8 4 8 4 8 4 8 4
id

7 5 7 5 7 5 7 5
6 6 6 6
br
am

4:20 5:55 2:55 6:05

20 minutes past 4 5 minutes to 6 5 minutes to 3 5 minutes past 6
C

s
es

2. a. 12
b. 12
c. 12
d. 12
11 1 11 1 11 1 11 1
Pr

10 2 10 2 10 2 10 2

9 3 9 3 9 3 9 3
ty

8 4 8 4 8 4 8 4
si

7 5 7 5 7 5 7 5
6 6 6 6
v er
ni

4:20 10 minutes to 9 25 minutes past 11 6:05

U

e. f. g. h.
ge

12 1 12 1 12 1 12 1
11 11 11 11
10 2 10 2 10 2 10 2
id

9 3 9 3 9 3 9 3
br

8 4 8 4 8 4 8 4
am

7 5 7 5 7 5 7 5
6 6 6 6
C

20 minutes to 8 5:35 20 minutes to 11 5 minutes past 3

s
es

3. a. i. 20 minutes b. iv. 5 minutes c. iii. 12 d. ii. minute

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My Practice Time 3

rs
1. a. 7 days b. 5th September c. Saturday d. 13th September

ve
2. a. 12 months b. 3 months c. 7 months d. 4 months
ni
U
Timeline (Page 149)
ge

Correct order of events : f, b, a, d, e, c

id

My Learning Beyond (Page 154)

br

1. a.m. 2. p.m. 3. a.m. 4. a.m. 5. p.m 6. a.m.

am

Worksheet
C

1.
s
es
12 1 12 1 12 1 12 1
11 11 11 11
10 2 10 2 10 2 10 2
Pr

9 3 9 3 9 3 9 3
ity

8 4 8 4 8 4 8 4
7 5 7 5 7 5 7 5
6 6 6 6
rs
ve

Quarter to 8 20 minutes past 6 10 minutes to 12 Quarter past 4

ni

2. a. It is the last Sunday of this month.

U

b. Three full weeks c. 23rd d. 4

ge

1
3. a. 60 minutes b. minute hand c. d. 30 minutes
4
id
br

Chapter 11 – Money
am

I Look Back
C

1. a. 8.50 b. 8 c. 15
es

2.
Pr

1 2 5 50 p
a. 3 1 1 × ×
ty

b. 8.50 1 1 1 1
si
er

c. 4.50 × 2 × 1
v
ni

My Practice Time 1
U

1. a. 39 b. 52.32 c. 32.97 d. 87.29

ge

e. 27.31 f. 64.64 g. 438

id

2. a. Forty-five rupees five paise b. Thirty-four rupees twenty paise

br

c. Eighty-six rupees ten paise d. Fifty-three rupees eighty-seven paise

am

e. Forty-three rupees six paise f. Eighty-one rupees ninety-six paise

g. Three hundred sixteen rupees twenty-five paise h. Two hundred nine rupees eleven paise
C

s
es
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My Practice Time 2

rs
1. a. We know that, 1 = 100 p

ve
So, 4 = 4 × 100 p = 400 p
ni
b. We know that, 1 = 100 p
U
So, 7.50 = 7 × 100 + 50 p = 750 p
ge

c. We know that, 1 = 100 p

id

So, 5.25 = 5 × 100 + 25 p = 525 p

br

d. We know that, 1 = 100 p

am

So, 8.75 = 8 × 100 + 75 p = 875 p

e. We know that, 1 = 100 p
C

s
So, 9.50 = 9 × 100 + 50 p = 950 p
es
f. We know that, 1 = 100 p
Pr

So, 5.75 = 5 × 100 + 75 p = 575 p

ity

2. a. We know that, 1 = 100 p

rs

So, 200 p = 200 ÷ 100 = 2

ve

b. We know that, 1 = 100 p

So, 310 p = 300 ÷ 100 + 10 p = 3 and 10 p = 3.10
ni
U

c. We know that, 1 = 100 p

So, 320 p = 300 ÷ 100 + 20 p = 3 and 20 p = 3.20
ge

d. We know that, 1 = 100 p

id

So, 950 p = 900 ÷ 100 + 50 p = 9 and 50 p = 9.50

br

e. We know that, 1 = 100 p

am

So, 520 p = 500 ÷ 100 + 20 p = 5 and 20 p = 5.20

C

f. We know that, 1 = 100 p

s
es

So, 650 p = 600 ÷ 100 + 50 p = 6 and 50 p = 6.50

Pr

3. a. = b. = c. < d. = e. >
ty

My Practice Time 3
si

1.
er

a. p b. p c. p d. p
v

25 75 18 25 26 00 62 20
ni
U

+ 41 00 + 10 25 + 42 50 + 14 50
66 75 28 50 68 50
ge

76 70
id
br

e. p f. p g. p h. p
am

12 50 5 95 12 75 92 60
C

+ 30 75 + 6 15 + 25 57 + 32 75
s
es

43 25 12 10 38 32 125 35
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2.

rs
a. p b. p c. p d. p

ve
9 50 18 50 25 75 13 92
ni – 7 25 – 6 50 – 18 25 – 10 27
U
2 25 12 00 7 50 3 65
ge
id

e. p f. p g. p h. p
br

31 00 56 00 35 25 88 00
am

– 21 50 – 45 50 – 12 50 – 47 50
C

9 50 s 10 50 22 75 40 50
es

3. a. < b. < c. > d. >

Pr

My Practice Time 4
ity

1. a. 16 b. 38. 96 c. 14 d. 22.6 e. 3.08

rs

× 4 × 4 4 56 × 3 3 9.24
ve

–4↓ –9↓
64 155.84 67.80 02
16
ni

–1 6 – 0
U

0 24
– 24
ge

0
f. 15 g. 4.20 h. 6.95 i. 21.60
id

× 7 4 16.80 8 55.60 3 64.80

br

– 16 ↓↓ – 48 ↓ – 6↓
105 0 80 76 04
am

– 80 – 72 – 3
00 40 1 80
C

– 40 – 1 80
es

0 0
Pr

2. a. 16.29 × 3 i. 111.76
b. 86.55 ÷ 3 ii. 11.04
ty

c. 27.94 × 4 iii. 63.65

si
er

d. 66.24 ÷ 6 iv. 28.85

v

e. 318.25 ÷ 5 v. 48.87
ni

Word Problems (Page 164)

U

1. Cost of mirror = 28.25

ge

Cost of comb = 2.45

id

Total amount paid = 28.25 + 2.45 = 30.70

br

2. Cost of chocolate = 18.50

am

Cost of toothbrush = 23.50

Toothbrush is costlier by = 23.50 – 18.50 = 5
C

3. Cost of Hindi storybook = 43.50

es

Cost of English storybook = 36.50

Pr

Total amount = 43.50 + 36.50 = 80

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4. Amount for pen = 12

rs
Amount for notebook = 8

ve
Amount Radha paid = 100
Amount she gets back = 100 – 12 – 8 = 80
ni
U
5. Amount of pen = 4.50
Amount of crayon box = 8
ge

Total amount = 4.50 + 8 = 12.50

id

Thus, 10 is not enough. He required more money, i.e., 12.50 – 10 = 2.50.

br

6. Money that Dheeraj has = 82.50

am

Arun has 19.75 less than Dheeraj

Money that Arun has = 82.50 – 19.75 = 62.75
C

s
7. Sunanda pays 112.50 for each toy
es
Amount of 4 toys = 112.50 × 4 = 450
Pr

8. Amount of 1 banana = 3.50, total bananas = 12 thus, total amount = 12 × 3.50 = 42

Amount of 1 apple = 8.25 and total apples = 8 thus, total amount = 8 × 8.25 = 66
ity

a. As 66 is more than 42, Ramu pays more for apples.

rs

b. Difference of cost between apples and bananas = 66 – 42 = 24

ve

9. Each packet costs = 2

ni

Amount Neha has = 40

U

Number of packets Neha can buy = 40 ÷ 2 = 20

ge

10. Total amount paid = 2214.25

Number of dictionaries = 17
id
br

Amount that each dictionary costs = 2214.25 ÷ 17 = 130.25

am

Try These!
C

1.3 × 2 + 5 × 1 = 6 + 5 = 11
s
es

2.11 times 50 paise makes 5.50, i.e., 11 × 50 paise = 550 paise = 5.50.
3.4 × 1 rupee = 4 and 7 × 50 p = 350 p = 3.50 thus, 4 > 3.50.
Pr

4.Cost of book = 18
ty

Money that Sakshi gave to shopkeeper = 50

si

Money that Sakshi gets back = 50 – 18 = 32

er

5. 7.50 ÷ 50 p = 15 coins of 50 paise

v
ni

HOTS
U

1. Amount of oil paint box = 216.40

ge

Amount Deepak gave to shopkeeper = 500

id

Amount that the shopkeeper gave back = 5 × 50 = 250

br

Amount that Deepak should get back = 500 – 216.40 = 283.6

am

So, Deepak should get back 283.60 – 250 = 33.60 more from the shopkeeper.
C

2. Amount of cricket bat = 785.40

es

Amount of pads = 479.20

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a. Total amount = 785.40 + 479.20 = 1264.60

rs
Amount Sandeep gave to shopkeeper = 1500

ve
Amount he should get back = 1500 – 1264.60 = 235.4
ni
b. Four other friends bought the same items. This makes five sets of same items being bought.
U
Hence, 5 × 1264.60 = 6323
ge

Bills and Rate Charts (Pages 165-166)

id

a. 175 b. 155 c. notebooks d. 11 items

br

My Practice Time 5
am

1. XYZ Toy Shop

C

S.No. Item Rate per item Quantity p

s
es
1 Cars 15.00 2 30 00
2 Stickers 10.50 3 31 50
Pr

3 Doll 55.00 1 55 00
ity

4 Balls 3.00 3 9 00
Total 125 50
rs
ve

2. Rahul’s Stationery Shop,

Bill no. 1101 Date : 21/9/2015
12, Gaur Ganga, Maharashtra
ni
U

S.No. Item Rate per item Quantity p

ge

1 Pencil box 14.50 2 29 00

id

2 Colour box 18.00 3 54 00

br

3 Dictionary 55.50 4 222 00

am

4 Craft book 42.00 1 42 00

C

Total 347 00
es
Pr

3. Galaxy Stationers
S.No. Item Rate per item Quantity p
ty

1 Notebooks 15.65 3 46 95
si
er

2 Pencil box 32.50 2 65 00

3 Colour box 56.25 1 56 25
v
ni

Total 168 20
U

Worksheet
ge

1. a. ✗ b. ✗ c. ✗ d. ✓
id

2. a. Fifty-six rupees forty-seven paise b. Eighty-six rupees twenty-five paise

br

c. Thirty-six rupees forty paise d. Thirty-six rupees ninety-two paise

am

3. a. 2 = 2 × 100 paise = 200 paise

C

b. 2.75 = 2 × 100 + 75 paise = 200 + 75 = 275 paise

s
es

c. 300 paise = 3 × 100 paise = 3 × 1 = 3

Pr

d. 3375 paise = 3300 + 75 = 33 × 100 + 75 = 33.75

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4. a. 135.60 – 43.85 i. 122.22

rs
b. 29.33 × 6 ii. 6.05

ve
c. 69.85 + 52.37 iii. 33.62
d.
ni 48.40 ÷ 8 iv. 12.25
U
e. 56.47 – 22.85 v. 175.98
ge

f. 53.26 × 5 vi. 91.75

g. 61.25 ÷ 5 vii. 266.3
id
br

5. S.No. Item Rate per item Quantity p

am

1 Colour box 7 2 14 00
C

2 Dozen pencils
s 12 1 12 00
es
3 Sharpeners 1.5 4 6 00
4 Erasers 1 3 3 00
Pr

Total 35 00
ity

6. Cost of a chair = 250.25

rs

Number of chairs = 6
ve

Total amount = 6 × 250.25 = 1501.50

ni
U

Chapter 12 – Data Handling

ge

I Look Back
id
br
am

Animal
C

s
es
Pr

Number 5 7 4 6
ty

1. 22 2. sheep 3. cow 4. 2
si
er

My Practice Time 1
v

1. a. Class 5
ni

b. Class 3
U

c. Total keys = 32 and each key = 5 students so, total students = 32 × 5 = 160
ge

d. Class 1 and class 4

id

e. Two more keys in class 2 than class 3. So, 2 keys = 2 × 5 = 10 students more in class 2 than class 3.
br

2. a. There are 6 full keys for marigold flowers and 1 key equals 4 flowers and hence, total marigold
am

flowers = 4 × 6 = 24
b. Number of keys for rose flowers = 4 full and 1 half = 4 × 4 + 1 × 2 = 18
C

Number of keys for tulip flowers = 3 full and 1 half = 3 × 4 + 1 × 2 = 14

es

Total rose and tulip flowers = 18 + 14 = 32

Pr
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c. Number of keys for sunflower = 2 full = 2 × 4 = 8

rs
Number of rose flowers = 18

ve
Number of more roses = 18 – 8 = 10
ni So, rose flowers are 10 more than sunflowers.
U
d. There are 15 full keys = 4 × 15 = 60
There are 2 half keys = 2 × 2 = 4
ge

Total flowers = 60 + 4 = 64
id

3.
br

Types of books in a library

am

Subjects Number of books

Science
C

Maths
s
es
English
Pr

GK
ity

Key: = 10 books
rs

4. Different animals in a zoo

ve

Animals Number
ni

Zebra
U

Tiger
ge

Deer
id
br

Elephant
am

Giraffe
C

Key: = 2 animals and = 1 animal

es

My Practice Time 2
Pr

1. a. 4 Students
ty

b. School bus
si

c. On foot and car modes

er

d. Number of students coming by school bus = 6

v

Number of students coming by car = 2

ni

6–2=4
U

So, 4 more students come by school bus than by car.

ge

e. Number of students coming on foot = 2

id

Number of students coming by school bus = 6

br

Number of students coming by car = 2

am

Number of students coming by bicycle = 4

Total number of students = 2 + 6 + 2 + 4 = 14
C

2. a. Arts
es

b. 10 students
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c. Number of students who like arts = 10

rs
Number of students who like sports = 5

ve
10 – 5 = 5
ni So, 5 more students like arts than sports.
U
3. Favourite sports of students
ge

Scale: 1 unit = 1 student

id

15
br

14
13
am

Number of students

12
11
C

10
s
es
9
8
Pr

7
6
ity

5
4
rs

3
ve

2
1
ni

0
Table Tennis Hockey Swimming Cricket
U

Sports
ge
id

4. Sale of stationery items on a particular day

Scale: 1 unit = 1 student
br

24
am

23
22
C

21
s

20
es

19
Pr

18
17
UNumber of items

16
ity

15
rs

14
13
ve

12
ni

11
10
9
ge

8
7
id

6
br

5
4
am

3
2
C

1
s
es

0
Pen Eraser Notebook Colour box
Stationery items
Pr
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My Fun Time

rs
ve
Weather conditions in August
ni Scale: 1 unit = 1 day
U
10
9
ge Number of days

8
7
id

6
br

5
am

4
3
2
C

1
s
es
0
Rainy Windy Cloudy Hot
Pr

Weather conditions
ity

Worksheet
rs

1. a. One key = 5 students

ve

25 keys = 25 × 5 = 125 students

ni

b. Class 1 has the highest students, it has 7 keys, i.e., 7 × 5 = 35 students

U

c. Class 2 has the least number of students

ge

d. There are 6 keys in class 5 and 3 keys in class 2, i.e., 3 more keys in class 5, i.e., = 3 × 5 = 15 more
students in class 5 than in class 2.
id

2. a. Swati
br

b. Sarita and Pooja

am

c. Number of books = 3 + 4 + 2 + 3 + 5 = 17
C

d. Ritu has 5 storybooks.

es

3. Bar Graph
Pr

Fruits liked by students of class 3

Scale: 1 unit = 1 student
ty
si

15
er

14
13
v
Number of students

12
ni

11
U

10
9
ge

8
7
id

6
br

5
am

4
3
2
C

1
es

0
Apple Cherry Mango Banana Guava
Pr

Fruits
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Pictograph

rs
Fruits liked by students of class 3

ve
ni Fruits Number of students
U
Apple
ge
id

Cherry
br
am

Mango
C

s
es
Banana
Pr
ity

Guava
rs
ve

Key: = 4 fruits and = 2 fruits

ni
U

Story Time 2 (Mike and Susan's Kitchen Sale)

ge
id

Preparing for the Sale

br

S.No.
1. bill Item Rate per item Quantity p
am

1 Lemons 6 15 90 00
C

2 Sugar 48 2 kg 96 00
es

3 Mineral water 25 ÷ 5 = 5 15 l 75 00
Pr

Total 261 00
ty
si

2. Sugar = 2 kg and we know 1 kg = 1000 g. So, 2 kg = 2 × 1000 g = 2000 g

v er

3. We know that, 1 kg = 1000 g and 1000 g ÷ 250 g = 4. So, four 250 g are needed to make 1 kg.
ni

4. 20 minutes, 25 minutes
U
ge

5. a. b.
id
br
am
C

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es
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6. The shape is triangle, its edges = 3 and vertices = 3

rs
7. The shape is cylindrical, its faces = 3, vertices = 0 and edges = 2

ve
ni
The Sale is Here
U
1. Total number of sandwiches = 32 and each sandwich costs 8
ge

Total sale = 8 × 32 = 256

id
br

2. Cost of each cookie = 5

am

Total cookies = 100

C

Total money earned = 5 × 100 = 500

s
es
3. Number of glasses of lemonade = 100 and cost of 1 lemonade = 10
Pr

So, money earned from lemonade = 100 × 10 = 1000

ity

Total money earned from all items = 256 + 500 + 1000 = 1756
rs

4. Money for 5 lemonades = 5 × 10 = 50

ve

Money for 2 sandwiches = 2 × 8 = 16

ni
U

Money for 4 cookies = 4 × 5 = 20

ge

Total money = 50 + 16 + 20 = 86
id

Currency note that was given to Mike by the person = 500

br

Money that the person will get back = 500 – 86 = 414

am

5. Clocks
C

s
es

12 1 12 1
11 11
10 2 10 2
Pr

9 3 9 3
ty

8 4 8 4
7 5 7 5
si

6 6
er

Starting Time End Time

v
ni
U

8
6. Fraction of the lemonade sold = and 8 l = 8000 ml
ge

15
id
br

7
am

7. 8 litres of 15 litres sold midway. So, 15 – 8 = 7 litres left, i.e.,

15
C

s
es
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9. Favourite food item of people at the sale

rs
Items Number of people

ve
ni Lemonade
U
Sandwich
ge
id

Cookie
br
am

Key: = 5 people
C

The Football Match s

es
1. 15 minutes to 10 or Quarter to 10
Pr

2. Distance travelled by car = 12 km 250 m and we know that, 1 km = 1000 m.

ity

So, 12 km = 12 × 1000 m = 12,000 m

rs

Hence, 12 km 250 m = 12,000 + 250 = 12,250 m

ve
ni

Computational Club 4
U
ge

Fruits Number of children Tally Marks

id
br

Pineapple
am
C

s
es

Watermelon
Pr
ty

Grapes
si
v er
ni

Strawberry
U
ge

QUESTION ZONE
id

1. Total number of children who like to eat fruits = 11 + 8 + 13 + 10 = 42

br

2. Number of students who like to eat pineapple = 11

am

Number of students who like to eat grapes = 13

Total = 11 + 13 = 24
C

3. Most liked fruit is Grapes by 13 students and least liked fruit is watermelon by 8 students
es

Difference = 13 – 8 = 5
Pr

Ascending Order: 5, 24, 42

ity

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Unit Test Paper 2

rs
ve
1. a. We know that, 1 l = 1000 ml
ni
7 l 540 ml = 7 × 1000 ml + 540 ml = 7000 + 540 = 7540 ml
U
b. We know that, 1000 m = 1 km
ge

8460 m = 8000 m + 460 m = 8 × 1 km + 460 m = 8 km 460 m

id
br

c. We know that, 1000 g = 1 kg

am

5984 g = 5000 g + 984 g = 5 × 1 kg + 984 g = 5 kg 984 g

C

d. We know that, 1 = 100 p

s
es
5064 p = 5000 p + 64 p = 50 × 1 + 64 p = 50.64
Pr

e. We know that, 1000 ml = 1 l

ity

9170 ml = 9000 ml + 170 ml = 9 × 1 l + 170 ml = 9 l 170 ml

rs

f. We know that, 1 = 100 p

ve

60.37 = 60.37 × 100 = 6037 p

ni
U

2. a. Quarter past 4 b. Quarter to 12 c. 5 minutes past 6 d. 20 minutes to 8

ge

3. a. Faces = 6, Edges = 12 and Vertices = 8

id

b. Faces = 3, Edges = 2 and Vertices = 0

br

c. Faces = 2, Edge = 1 and Vertex = 1

am

4. a. 42.75 b. 36.50 c. 45.75 d. 5.71

C

+ 26.39 – 15.75 × 3 5 28.55

s

– 25 ↓
es

69.14 20.75 137.25

35
Pr

– 35
05
ty

– 05
0
si
er

5. a. km m b. kg g c. l ml d. m cm
v

3 250 4 375 7 650 7 65

ni
U

+ 7 350 + 5 295 – 2 350 – 4 35

10 600 9 670 5 300 3 30
ge
id

6. a. O b. BE c. OA, OB and OE
br

7. a. Line segment b. Point c. Ray

am

8.
C

s
es

a. , , , , , ,
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b. , , , ,
U
ge

c. 5, 10, 15, 20, 25, 30 , 35

id

240 225
br

d. 315, 300, 285, 270, 255, ,

am

9. Weight of Neetu = 53 kg 650 g

Weight of Puja = 55 kg 250 g
C

s
es
Total weight = 53 kg 650 g + 55 kg 250 g = 53 kg + 55 kg + 650 g + 250 g = 108 kg 900 g
Pr

10. Height of cliff = 64 m 50 cm

Height climbed by Pankaj = 38 m 29 cm
ity

Height left to climb = 64 m 50 cm – 38 m 29 cm = 26 m 21 cm

rs
ve

11. Amount of apples = 65.50

ni

Amount of bananas = 40.25

U

Amount of strawberries = 150.25

ge

Total amount = 65.50 + 40.25 + 150.25 = 256

id

Mrs. Kapoor gave 500 note to shopkeeper.

br

So, money she gets back = 500 – 256 = 244

am

12. a. b. Not Possible c.

C

s
es
Pr
ty
si
v er
ni
U

13. a. Number of children liking guava = 6

ge

Number of children liking apple = 4

id

6–4=2
br

So, 2 children like guava more than apple.

am

b. Number of children liking mangoes = 8

C

Number of children liking apple = 4

s
es

Total number of children liking mangoes and apples = 8 + 4 = 12

Pr
ity

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14. a. August 2010

rs
d. September 2011

ve
e. March 2012
ni
b. May 2013
U
c. January 2015
ge

f. February 2016
id
br

15. a. 12 students like painting. b. Dancing c. There are 58 students in the class.
am
C

MENTAL MATHS
s
es
Pr

Chapter 1
ity

1.1. 8575
rs

1.2. a. iv b. ii c. i d. iii
ve

1.3. Sample Answers for a & b (Answers may vary)

ni

a. 4972 b. 9202 c. 2545

U

1.4. a. 2367 b. 4058 c. 1678 d. 4556 e. 4078

ge

1.5. Largest 4-digit number: 9999

id

Smallest 4-digit number: 1000

br

1.6. 4 numbers: 345, 435, 453, 543

am

1.7. Red – 6263, 4238, 8232, 5287, 2473, 5387, 4269

Green – 2893, 7918, 4554
C

s
es

Chapters 2 & 3
Pr

2.1. a. iv b. I c. ii d. iii
ty

2.2. Total leaves shed altogether = 1290 + 2059 – 3349 leaves

si

2.3. a. Estimated total number of words Ali read to the nearest 10s = 4530 + 2800 = 7330 words
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b. Estimated total number of words Amrita read to the nearest 10s = 1770 + 3040 = 4810 words
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3.1. a. ii b. i c. iii
ni
U

3.2. Total cashews in both the bags = 4890 + 3027 = 7917

Pieces of cashews sold = 7500
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Pieces of cashews left = 7917 – 7500 = 417 cashews

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3.3. a. 2840 b. 5240 c. 60

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Chapter 4
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4.1. a. True b. False c. False d. True

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4.2. a. 240 b. 210 c. 360 d. 400

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4.3. Cookies baked on Day 1 = 406 × 18 = 7308 cookies

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Cookies baked on Day 2 = 74 × 129 = 9546 cookies

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Cookies baked on Day 3 = 241 × 38 = 9158 cookies
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4.4. 80, 800, 8000; 7, 70, 7000; 6, 60, 600; 50, 500, 5000
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Chapter 5
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5.1. a. Q = 9, R = 3 b. Q = 46, R = 3 c. Q = 8, R = 5
br

d. Q = 321, R = 7 e. Q = 73, R = 1
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Treasure code 33571

5.2. Length of string = 56 cm
C

s
Length of each piece = 7 cm
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Number of pieces cut = 56 = 8 pieces
7
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5.3. 2× 3 = 6, 3 × 2 = 6, 6 ÷ 3 = 2, 6 ÷ 2 = 3
2 × 6 = 12, 6 × 2 = 12, 12 ÷ 6 = 2, 12 ÷ 2 = 6
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3 × 4 = 12, 4 × 3 = 12, 12 ÷ 4 = 3, 12 ÷ 3 = 4
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5.4. a. False b. False c. True d. False

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5.5. Total Bananas = 136

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Number of bags = 8
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Each bag contains = 136 = 17 bananas

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8
No, they will not have any leftover banana.
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5.6. Total number of sheets = 1444

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Number of bags = 8
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Number of sheets in each bag = 1444 gives Q = 180, R = 4

8
So, each bag will have 180 art sheets.
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s
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Yes, 4 sheets left.

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Chapter 6
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6.1. 1 ; 2 ; 2 ; 5
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4 5 3 8
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6.2. 3 ; 6 ; 4 ; 3
4 9 5 7
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6.3. a. 2 = 1 b. 4 c. 2 d. 5
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6 3 9 7 9
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Chapter 7
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7.1. 7, 3, 8
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7.2. a. Sphere b. Rectangle c. 3 d. Circumference e. Straight

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7.3. Sphere, 1, 0, 0; Cone, 2, 1, 1; Cube, 6, 8, 12; Cylinder, 3, 0, 2

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7.4. a. Cube or Cuboid b. Cylinder c. Cone

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Chapter 8

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8.1. a. BBABBA b. BAACCCBAACC c. CCAACCAA d. AACBBAACBB

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8.2. a. 40, 30, 20 b. 18, 12, 6 c. 300, 250, 200
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8.4. a. Yes b. Yes c. No d. Yes
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a. b. c. d.
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id
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Chapter 9
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9.1. a. True b. False

s c. False d. False
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9.2. b. 4 km c. 9 km d. 3 km e. 8 km
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9.3. a. 6 kg 700 g b. 8 kg 900 g c. 9 kg 500 g d. 7 kg 100 g

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e. 6 kg f. 4 kg 200 g
Difference = 9 kg 500 g – 4 kg 200 g = 5300 g = 5 kg 300 g
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9.4. a. 39 m 34 cm b. 2 kg 953 g
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9.5. a. Length of line drawn = 78 cm

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Length of line erased = 54 cm

U

Remaining length of line = 78 – 54 = 24 cm

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b. Distance covered by Jack = 745 m

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Distance covered by Judy = 840 m

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Distance covered altogether = 745 + 840 = 1585 m

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c. Total juice in the can = 900 ml

C

Juice drank by Jack = 300 ml

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Juice drank by Judy = 400 ml

Remaining Juice = 900 – (300 + 400) = 900 – 700 = 200 ml
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Chapters 10 & 11
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10.1.
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12 1 12 1 12 1
11 11 11
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10 2 10 2 10 2
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9 3 9 3 9 3
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8 4 8 4 8 4
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7 5 7 5 7 5
6 6 6
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5 : 15 9 : 30 3 : 50
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It's quarter past five. It's half past nine. It's ten minutes to four.
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10.2. a. Leap year b. 52 weeks c. Minute hand d. Independence Day

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11.1. a. 235.00 b. 12.50 c. 116.78 d. 24.16

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11.2. Apples (3) 37.28 = 111.84

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Mango (8) 57.95 = 463.6

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Strawberries (6) 58.03 = 348.18

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Oranges (7) 25.34 = 177.38
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Pear (6) 44.28 = 265.68
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11.3. Number of trees that bear fruit in an orchard = 15 – 7 = 8
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Fruits bear by a tree = 12 fruits

Number of fruits bear by 8 trees = 12 × 8 = 96 fruits
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Sale price of 1 fruit = 1.25

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Sale Price of 96 fruits = 96 × 1.25 = 120

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Chapter 12
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12.1. a. Grade 3 b. Grade 5 c. By Car d. No
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12.2. a. 9 zebras b. Bears c. Bears d. 18 animals e. Tigers

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12.3.
Favourite sports
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Scale: 1 unit = 1 student

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14
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12
U Number of students

10
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8
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6
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2
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0
Sports
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Cricket Tennis Hockey Badminton Basketball

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Evaluation Sheet 1
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TASK: Individual assessment
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ge

SKILLS: Imagination, Creativity, Self-direction, Planning, Problem solving, Oral and written
communication, Scientific method
id

Assessment should be based on

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the following:
3 marks for building the model
OBJECTIVE: To enable the students
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3 marks for representing the

• to build an abacus using thermocol sheet, wooden sticks and beads numbers and solving the
problems
C

s
• to foster imagination and creativity 2 marks for correctly checking
es
the result on the notebook
• to show how to represent 4-digit numbers on abacus 1 mark for neatness.
Pr

1 mark for overall presentation

• to enhance their knowledge through extended learning Total marks: 10
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• to develop innovative thinking

rs
ve

WHAT TO DO:
• Students should colour and make their model neatly.
ni
U

• Students should count and put the exact number of beads to show a number in the model.
ge

• Students should get their addition or subtraction answers checked by their parents.
id

REMEDIAL MEASURES:
br

• Parents may help in finding different objects available at home for the activity.
am

• Students may need help while building the model.

C

• Students may need help while doing the activity and reworking on it, if required.
es
Pr
ty

ANSWER KEY:
si

RESEARCH:
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Parents can help students in visualising the abacus model and show them its working
v
ni

using any internet source.

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50 beads (10 beads of 5 different colours preferably) are used in an abacus model.
ge
id

SCHEME FOR DOING:

br

Ideate: Materials required: A thermocol sheet, 5 wooden sticks of equal size, bold marker,
am

10 beads of each of 5 different colours, etc.

C

For the numbers: It may vary for each student.

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Sketch: Students will draw the model according to their wish.

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PROJECT EXTENSION/CASE STUDY:
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Plan: Steps to make the abacus model:
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1. Take a thermocol sheet and place it on a surface.

id

2. Using a bold marker, write the following place values at equal intervals on one end of
br

the sheet in the following order and the colour of bead you have chosen for each: Ones,
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Tens, Hundreds, Thousands, Ten Thousand

3. Now, fix the wooden sticks above each place value.
C

s
4. Put the beads in the model 8 times according to the numbers
es
Pr

Create: Students will build their model with the help of their parents.
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Test: After building the model, ask parent/teacher to form 4 pairs from the numbers. Solve
the problems and show the result to your parent.
rs
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Improve: If you do not get the correct answer, ask your parent to help in finding the
ni

correct answer.
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C

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Evaluation Sheet 2
1
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TASK: Group assessment
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U
SKILLS: Imagination, Creativity, Self-direction, Planning, Problem solving, Oral and written
ge

communication, Scientific method

Assessment should be based on
id

OBJECTIVE: To enable the students the following:

br

• to build the multiplication ladder 3 marks for building the ladder

am

3 marks for writing the steps to

• to broaden observation skills create the ladder
2 marks for correctly performing
• to collect, organise and display the information
C

s the testing steps.

• to enhance knowledge through extended learning
es
1 mark for neatness.
1 mark for overall presentation
• to develop information collection skills
Pr

Total marks: 10
WHAT TO DO:
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• Students should collect as many blocks as they can.

rs

• Students should equally divide the blocks among themselves.

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• Students should write the algorithm for creating the ladder and build its model.
ni

REMEDIAL MEASURES:
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• Parents may need help in finding blocks for the activity.

ge

• Students may need help in watching time in stop watch.

id

• Students may need help while doing the activity and reworking on it, if required.
br
am

ANSWER KEY:
C

RESEARCH:
es

Parents can help student in describing them how to arrange wooden blocks to make a
Pr

ladder. They can also help the students in exploring new ways of playing with blocks.
ty

SCHEME FOR DOING:

si
er

Ideate: Students may work in pairs and collect equal sized blocks. Then, they can divide
the blocks among themselves and write how much did they get.
v
ni
U

Sketch: Students will select a number and draw the block in the space provided.
ge

PROJECT EXTENSION/CASE STUDY:

id

Plan: Steps to make the multiplication ladder:

br

1. Collect the blocks and divide them equally into 2 groups.

am

2. Select a number between 6 to 9 and write the same number on each block.
3. Ask an adult to start the time in the stop watch and start the competition with your
C

friend.
es

4. Start creating the ladder.

Pr

5. Now, answer the questions and declare the winner.

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Create: Students will build their ladder in presence of an adult so that a winner can be
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announced.
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Test: After building the ladder, students will answer the questions. An adult can then check
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the answer and declare the winner.

br
am

Improve: Here, the answer could be yes or no. If no, students will seek help from adults in
re-doing it.
C

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Evaluation Sheet 3
1
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TASK: Individual assessment
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SKILLS: Problem-solving, Analysis, Creativity, Self-direction, Planning, Oral and written
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communication, Scientific method

Assessment should be based on
id

OBJECTIVE: To enable the students the following:

br

• to build a sailboat using different plane and solid shapes 4 marks for listing correct
properties of shapes.
am

• to broaden observation skills 3 marks for building the model

• to collect, organize, and display the information and testing the hypothesis.
C

1 mark for correct interpretation.

s
• to enhance knowledge through extended learning 1 mark for neatness.
es
• to develop information collection skills 1 mark for timely submission
Pr

Total marks: 10
• to enhance knowledge while building the boat and testing it.
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WHAT TO DO:
• Students should list out the various plane and solid shapes used while building a sailboat.
rs

• Students would note down the properties in their notebooks.

ve

• Students should write the algorithm for creating the sailboat and build its model.
ni

• Students would try to float their sailboat in a tub and then test the same.
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REMEDIAL MEASURES:
ge

• Students may need help in finding information using search engines such as Google,
id

Safari, etc.
br

• Students may need help while drawing a rough sketch and building it.
am

• Students may need help while redesigning the sailboat after testing the model.
C

ANSWER KEY:
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SCHEME FOR DOING:

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Ideate: Students will make drawings/sketches of their sailboats. The drawings

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would look like the sample given alongside.

si

Sketch: Every student may draw different drawing depending upon their wish.
v er

PROJECT EXTENSION/CASE STUDY:

ni

Plan: Steps to create a sailboat:

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1. Take a rectangular box and colour it to form the base of the sailboat.
ge

2. Take different coloured papers and draw 2 triangles and 1 rectangle out of it.
id

3. With the same measurement, cut similar shapes from a cardboard.

br

4. Paste the coloured papers onto the cardboard cutouts.

am

5. Join all the pieces using fevicol.

C

Create: Students will build their sailboats.

s
es

Test: When I put my sailboat in water, it floated!

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Improve: Yes, my sailboat floats in water. I am very happy that I was able to make a
working sailboat.
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Evaluation Sheet 4
1
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TASK: Individual assessment
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SKILLS: Imagination, Creativity, Self-direction, Planning, Problem solving, Oral and written
ge

communication, Scientific method

Assessment should be based on
id

the following:
OBJECTIVE: To enable the students
br

3 marks for sorting correctly

• to learn how to make smaller compartments in a big box 3 marks for correctly writing the
am

steps to do the activity.

• to foster imagination and creativity 2 marks for correctly checking
C

the result on the notebook

s
• to learn that same coloured things can be different also
es
1 mark for neatness.
• to enhance their knowledge through extended learning 1 mark for overall presentation
Pr

Total marks: 10
• to develop innovative thinking
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WHAT TO DO:
rs

• Students should be able to make smaller boxes in the bigger box.

ve

• Students should count and put the fruit or vegetable in its box.
ni

• Students should get result checked by their parent.

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REMEDIAL MEASURES:
ge

• Parents may help in arranging basket for the activity.

id

• Students may need help while writing the name of the fruit or vegetable.
br

• Students may need help while doing the activity and reworking on it, if required.
am
C

ANSWER KEY:
s
es

RESEARCH:
Pr

Parents can help student understanding what is data handling using internet sources such
as Google.
ty

They can also tell them about different methods in which data can be handled.
si
er

SCHEME FOR DOING:

v
ni

Ideate: Student will write the name of the fruits and vegetables they have in their basket.
U

Sketch: Every student may draw any 1 fruit and 1 vegetable they have in their basket.
ge

PROJECT EXTENSION/CASE STUDY:

id
br

Plan: Steps to do the activity:

am

1. Carefully observe the basket and write the names of different fruits and vegetables
present in it.
C

2. Make smaller compartments in the bigger box depending upon the number of fruits
s
es

and vegetables they have in their basket.

Pr

3. Place the placard of name of each fruit or vegetable in it.

4. Now, put each fruit or vegetable in its respective compartment.
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Create: Students will do the sorting activity under the supervision of their parent.
ni
U
Test: After sorting, student can write the name and number of each fruit or vegetable in
ge

the table given in the worksheet. They will also write how much time did they take to do
id

the activity.
br

Improve: Here the student can either answer yes or no. If the answer is no, then they will
am

write the problems they faced while doing it.

C

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