51704982_BGM_181910047-Maple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt

We can draw figures using straight lines or curved lines. Open figures: Figures which do not end at the point where they begin from are called open figures. Closed figures: Figures which end at the point where they begin from are called closed figures. Square, rectangle, triangle and circle are closed figures. Application We can draw closed figures on a sheet of paper. These figures have both height and width. So, they are called two-dimensional figure or 2D figure or 2D shapes. Let us learn about them in detail. Square 1) It has four straight lines as sides. In the given figure, AB, BC, CD and DA are the sides. 2) All its sides are equal in length. D C 3) It has four corners. In the given figure, A, B, C and D are its corners. 4) We name a square using its corners. We name the given square as square ABCD. A B Shapes 5 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 51 2/16/2018 1:39:25 PM

Rectangle 1) It has four straight lines as sides. In the given figure, AB, BC, CD and DA are the sides. 2) Two pairs of opposite sides are equal in D C length. 3) It has four corners. In the given figure, A, B, C and D are its corners. 4) We name a rectangle using its corners. We A B name the given rectangle as rectangle ABCD. Triangle A 1) It has three straight lines as sides. In the given figure, AB, BC and CA are the sides. 2) It has three corners. In the given figure, A, B, and C are the corners. 3) We name a triangle using its corners. We name the B C triangle as triangle ABC. Circle .O 1) It is a curved line. 2) It has no sides or corners. 3) We name a circle by its centre ‘O’. Example 2: Join the dots in order and name the shapes formed. Q RQ G F R PS PE H a) b) c) 6 2/16/2018 1:39:25 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 52

Solution: QR Q F G E H P P RS a) Triangle PQR b) Square PQRS c) Rectangle EFGH Example 3: Observe the following pictures. Tick the type of lines used to form each object. One is done for you. Object Straight  lines Curved lines Higher Order Thinking Skills (H.O.T.S.) Some shapes have length, breadth and thickness. Such figures are called three-dimensional figures or 3D figures or solid shapes. The geometrical shapes of some solid objects are as follows: Shapes 7 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 53 2/16/2018 1:39:25 PM

Solid objects Geometrical shapes Cube Cuboid Cylinder Sphere Cone Let us now see the geometrical features of these objects. Object Geometrical figure Geometrical features Vertex Face • It has 6 square faces, Edge 12 edges and 8 vertices. • All the edges of a cube are equal in length. Cube Edge • It has 6 rectangular faces, Face 12 edges and 8 vertices. Vertex • The opposite faces of a Cuboid cuboid are of the same size. • The opposite edges of a cuboid are equal in length. 8 2/16/2018 1:39:25 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 54

Object Geometrical figure Geometrical features Edge • It has 2 circular flat faces Flat Face and 1 curved face. Curved face • It has 2 circular edges but Cylinder no corners. • The 2 flat faces are of the same size. Curved face • It has a curved face. Sphere • It has no edges and no Corner corners. Curved face • It has 1 flat circular face, 1 curved face and 1 corner. Flat Face Edge • It has a circular edge. Cone Let us find the geometrical shapes of a few solid objects. Example 4: Draw the geometrical shapes that form the base of these objects. Name the shapes that are formed. Shapes 9 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 55 2/16/2018 1:39:25 PM

Solution: The shapes formed are: Object Shape of the base Circle Rectangle Triangle Circle Square Drill Time Concept 1.1: Identify the Geometrical Features of Objects 1) Draw the following: a) Line b) Line segment c) Ray d) Horizontal lines e) Vertical lines 2) Identify whether the following figures are open or closed. a) b) c) d) e) 3) Name the sides of the following: a) Square PQRS b) Triangle XYZ c) Rectangle EFGH SR Z HG P QX E F 10 Y 2/16/2018 1:39:25 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 56

Chapter Patterns 2 Let Us Learn About • identifying basic shape(s) in a pattern. • creating patterns using objects, shapes and numbers. Concept 2.1: Patterns Using Shapes Think David made shapes using modelling clay and moulds. He arranged them as shown. Do you make such arrangements? Do you know what they are called? Recall We have already learnt about flat shapes and solid shapes. Let us revise them. 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 57 11 2/16/2018 1:39:25 PM

Identify the following shapes. Write their names in the space given below. Flat shapes Names Solid shapes Names & Remembering and Understanding Repeating a shape or a group of shapes in a particular order gives rise to a pattern. For example, a) b) c) Same shapes of different colours can also be arranged to get a pattern. For example, a) b) 12 2/16/2018 1:39:25 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 58

c) To continue a given pattern, follow these steps. Step 1: Observe the first few shapes in the pattern to find a repetition. Step 2: Identify the order in which the shapes or group of shapes are repeated. Step 3: R epeat the same shape or group of shapes the required number of times. Observe the given patterns. A part of the pattern is repeated. The repeated parts of a pattern is called its basic shape(s). It is highlighted as shown. a) b) c) The basic shapes in the above patterns are: a) b) c) Let us now see a few examples. Example 1: Find the basic shapes in the given patterns. a) b) c) Solution: The groups of basic shapes in the patterns are: Patterns 13 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 59 2/16/2018 1:39:25 PM

a) b) c) Example 2: Draw and colour the missing shapes to complete the given patterns. One is done for you. a) b) c) Application Let us now look at some patterns that we see around us. Example 3: Identify the basic shape in each of the following patterns. a) b) c) Solution: The basic shapes in the given patterns are: 2/16/2018 1:39:25 PM a) b) c) 14 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 60

Example 4: Complete the given patterns by colouring. One is done for you. a) b) c) Example 5: Complete the following patterns. One is done for you. a) b) c) d) e) Higher Order Thinking Skills (H.O.T.S.) We can form patterns using numbers and letters too. Example 6: Fill in the missing letters or numbers in these patterns. One is done for you. Patterns 15 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 61 2/16/2018 1:39:26 PM

a) 1A 3B 5C 7D 9E 11F 13G b) 2 4 6 8 c) A C E G d) 1 4 7 10 e) 22 20 18 16 f) M9 L8 K7 J6 Drill Time Concept 2.1: Patterns Using Shapes 1) Identify the basic shapes or group of basic shapes in each of the following patterns. a) b) c) d) e) 2) Complete the patterns given below. a) b) c) d) e) 16 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 62

Chapter Numbers 3 Let Us Learn About • reading and writing numerals and number names up to 999. • place values, face values and expanded forms of numbers. • ordinal and cardinal numbers. • comparing two numbers. • forming the greatest and the smallest 3-digit numbers. Concept 3.1: Count by Hundreds Think David went to a toy store. He saw that ` 990 was `990 written on a toy. He could not read the number. Can you read it? Recall We know that 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are 1-digit numbers. Numbers from 10 to 99 are 2-digit numbers. 10 is the smallest 2-digit number. 99 is the largest 2-digit number. We can count 2-digit numbers by ones and tens. 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 63 17 2/16/2018 1:39:26 PM

Look at the following picture. Start from 1 and connect all the dots in order. You will find a friend smiling back at you. & Remembering and Understanding Suppose shows 1. Ten such boxes show a 10. So, = 10 ones 18 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 64

= 1 ten Similarly, 10 such strips show 10 tens or 1 hundred. = 10 tens = 1 hundred = 1 hundred = 100 = 2 hundreds = 200 = 3 hundreds = 300 = 4 hundreds = 400 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 65 Numbers 19 2/16/2018 1:39:26 PM

In the same way, we get 5 hundreds = 500, 6 hundreds = 600, 7 hundreds = 700, 8 hundreds = 800 and 9 hundreds = 900. The smallest 3-digit number is 100. The largest 3-digit number is 999. Let us understand this concept using a spike abacus. We have learnt how to show the number 99 on an abacus. To show the number 100, we remove all the green beads from the tens place. We also remove all the blue beads from the ones place. We then put 1 pink bead in the third spike (hundreds place). 1 = 1 unit in the ones spike 1 = 1 unit in the tens spike TO H TO 1 = 1 unit in the hundreds spike 99 100 Thus, to show 999, we put 9 pink beads in the hundreds spike, 9 green beads in the tens spike and 9 blue beads in the ones spike. H TO 999 In the same way, we can show the numbers 298 and 459 on the abacus. H TO H TO H TO 124 298 459 20 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 66

We can write the number names of these numbers as: 124 = One hundred and twenty-four 298 = Two hundred and ninety-eight 459 = Four hundred and fifty-nine Place value and face value Place Value: Every digit in a number has a place in the place value chart. Each digit gets its value from the place it occupies. This value is called its place value. Face Value: The value of a digit that remains the same at any place in a number is called its face value. Let us understand the place values of the digits in 3-digit numbers. Consider the 3-digit number 110. Its number name is one hundred and ten. 110 has 1 hundred, 1 ten and 0 ones. It is written in the place value chart as shown. Places Hundreds (H) Tens (T) Ones (O) Values 1 10 Example 1: Find the place values and the face values of the digits in 842. Solution: 842 2 ones 4 tens 8 hundreds Place Value Face Value 22 40 4 800 8 Numbers 21 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 67 2/16/2018 1:39:26 PM

Expanded form of a 3-digit number Consider the number 425. We write 425 in the place value chart as shown. H TO Place values 425 5 ones = 5 2 tens = 20 4 hundreds = 400 We can write the place values of the digits of a given number with a ‘+’ sign between them. This gives the expanded form of the number. So, the expanded form of 425 is 400 + 20 + 5. The number name of 425 is four hundred and twenty-five. 425 is the standard form of the number. Consider the following examples to understand the concept better. Example 2: Write the standard forms of the following numbers. a) 9 hundreds + 4 tens + 6 ones b) 4 hundreds + 2 tens + 3 ones c) 3 hundreds + 0 tens + 8 ones Solution: To write the standard forms, write the numbers in the place value chart, as shown: HTO a) 9 4 6 b) 4 2 3 c) 3 0 8 So, the standard forms of the given numbers are: a) 946 b) 423 c) 308 22 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 68

Example 3: Count and write the following numbers in their expanded forms. Then, write their number names. a) b) c) Solution: To write the expanded forms, write the numbers in the place value chart as shown below. Number Place Value Expanded Forms Number Names Chart H TO a) 523 523 523 = Five hundred and 500 + 20 + 3 twenty-three b) 432 432 432 = Four hundred and 400 + 30 + 2 thirty-two c) 634 634 634 = Six hundred and thirty-four 600 + 30 + 4 Numbers 23 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 69 2/16/2018 1:39:26 PM

Application Let us see a few examples where we use 3-digit numbers. Example 4: Pooja collected two hundred and twenty-nine stamps. Reema collected six hundred and thirty-three stamps. Write the numerals for the number of stamps each of them collected. Solution: Stamps with Pooja = two hundred and twenty-nine = 229 Stamps with Reema = six hundred and thirty-three = 633 Example 5: Vinod has some amount with him: 1 note of ` 100, 1 note of ` 20 and 1 coin of ` 1. How much money does he have in all? Solution: 1 note of ` 100 = ` 100 1 note of ` 20 = ` 20 1 coin of ` 1 = ` 1 Total money = ` 100 + ` 20 + ` 1 = ` 121 So, Vinod has ` 121 (One hundred and twenty-one rupees). Higher Order Thinking Skills (H.O.T.S.) Let us learn to show 3-digit numbers on a spike abacus. Consider these examples. Example 6: Show the following numbers on the abacus: a) 434 b) 623 c) 476 Solution: To show 434, draw: 4 pink beads on the hundreds spike, 3 green beads on the tens spike and 4 blue beads on the ones spike. Similarly, we can show the other numbers as follows: 24 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 70

a) b) c) H TO H TO H TO 434 623 476 Concept 3.2: Ordinal Numbers Think David was confused when his teacher said, ‘All those sitting on the first, third and fifth benches, please stand up!’ He did not understand the words first, third and fifth. Have you ever heard these words? Do you know what they are? Recall Observe the given picture. It shows cars of different colours. The red car is before the The blue car is between the The black car is after blue car. red and the black cars. the blue car. Numbers 25 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 71 2/16/2018 1:39:26 PM

The words before, after and between give the positions of the cars. Let us recall the concept by filling the blanks. a) The ______________ is before the camel. b) T he camel is between the frog and the _____________________. c) The crocodile is ______________ the camel Frog Camel Crocodile & Remembering and Understanding Look at the chicks walking in a line. We can give each chick a position. First Second Third Fourth Fifth There are five chicks in a row. We start counting from the left. We number the chicks as first, second, third, fourth and fifth. These numbers which tell about the positions of objects are called ordinal numbers. The numbers one, two, three and so on are called cardinal numbers. The following table gives the ordinal numbers from 1 to 10 and their short forms. Number 1 2 345 Ordinal number First Second Third Fourth Fifth 1st 2nd 3rd 4th 5th Short form Number 6 7 8 9 10 Ordinal number Sixth Seventh Eighth Ninth Tenth 10th Short form 6th 7th 8th 9th 26 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 72

Example 7: Observe the toys on the shelves. Begin counting from the left and answer the questions given. a) O n which shelf is the rings toy? b) Which toy is on the fourth shelf? c) On which shelf is the ball? d) Which toy is on the second shelf? e) What is the position of the toy truck on the shelf? Rings toy Toy Car Ball Toy Duck Toy Truck Solution: a) T he rings toy is on the first shelf. b) The toy duck is on the fourth shelf. c) The ball is on the third shelf. d) The toy car is on the second shelf. e) The toy truck is on the fifth shelf. Application We use ordinal numbers to denote the position of things. Usually, the position is counted from the left to the right. For example, • to tell the winning positions in a competition. • to tell the periods in our timetable. Example 8: Look at the weekly activities of the students of Class 2. Answer the questions that follow. Numbers 27 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 73 2/16/2018 1:39:26 PM

Day 1 Day 2 Day 3 Swimming Horse riding Cycling Day 4 Day 5 Day 6 Rock climbing Archery Fishing a) On which day do the students learn horse riding? b) What do the students learn on the fourth day? c) On which day do the students enjoy fishing? Solution: a) Students learn horse riding on the second day. b) Students learn rock climbing on the fourth day. c) Students enjoy fishing on the sixth day. Example 9: Suppose you live in Mumbai. a) H ow many letters are there in the name of your city? What are they? 28 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 74

b) What is the first letter of the name? c) What is the last letter of the name? d) Is any letter being repeated in the name of your city? Which letter is it? Solution: e) In which places in the name is the repeated letter/letters? a) There are 6 letters in it. They are M, u, m, b, a and i. b) The first letter is M. c) The last letter is i. d) Yes, the letter ‘M’ is repeated. e) The repeated letter is in the first and third place. Higher Order Thinking Skills (H.O.T.S.) Consider the following example. Example 10: The given image shows the marks of six students in a class test. Look at the image and answer the following questions. a) Who came first in the class? b) What is Riya’s rank? Solution: To find the positions of the students, Piyush Vaishnavi Riya arrange their marks in descending 89 94 78 order. 94 > 91 > 89 > 83 > 78 > 72 Vaishnavi’s marks > Pooja’s marks > Piyush’s marks > Shubhro’s marks > Riya’s marks > Swati’s marks a) Vaishnavi came first in the class. Shubhro Swati Pooja b) Riya gets the fifth rank. 83 72 91 Numbers 29 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 75 2/16/2018 1:39:26 PM

Concept 3.3: Compare 3-digit Numbers Think David has 504 colour pencils and his brother has 582 colour pencils. He wants to find out who has more colour pencils. How do you think David can find that out? Recall We have already learnt to compare numbers using the signs <, = or >. Let us recall the same. Count the number of objects in each image. Compare them using the proper sign <, > or = in the given boxes. a) 30 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 76

b) c) & Remembering and Understanding A 2-digit number is always smaller than a 3-digit number. Comparing two 3-digit numbers is similar to comparing two 2-digit numbers. We can compare two 3-digit numbers as shown in this example. Example 11: Compare: a) 723 and 456 b) 436 and 412 c) 623 and 628 Solution: Follow these steps to compare 3-digit numbers. Numbers 31 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 77 2/16/2018 1:39:26 PM

723 and 456 436 and 412 623 and 628 Step 1: Count the Step 1: Count the Step 1: Count the number number of digits number of digits of digits 723 456 436 412 623 628 Both have 3 digits. Both have 3 digits. Both have 3 digits. Step 2: Compare the Step 2: Compare the Step 2: Compare the hundreds hundreds hundreds 723 456 436 412 623 628 As 7 > 4, As 4 = 4, As 6 = 6, 723 > 456. compare the tens. compare the tens. Step 3: Compare the tens Step 3: Compare the tens 436 412 623 628 As 3 > 1, As 2 = 2, 436 > 412. compare the ones. Step 4: Compare the ones 623 628 As 3 < 8, 623 < 628. 32 2/16/2018 1:39:26 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 78

Application We can use the place value chart to compare 3-digit numbers. It helps us in: 1) writing numbers in ascending and descending orders. 2) forming the greatest and the smallest numbers from a given set of digits. Ascending and descending orders Example 12: Write the numbers a) 777, 717, 771, 177 in the ascending order. b) 932, 384, 515, 869 in the descending order. Solution: Let us follow these steps to arrange the numbers in ascending and descending orders. a) For ascending order: Step 1: Compare the digits in the hundreds place of each number. 1<7 A number having the smallest number in the hundreds place is the least or the smallest. So, 177 is the least. Step 2: Compare the digits in the tens place of each number. 1<7 So, 717 < 771, 777. Step 3: Compare the digits in the ones place of each number. 1<7 So, 771 < 777. Step 4: Write the numbers from the smallest to the largest. Ascending order: 177, 717, 771, 777 b) F or descending order: Step 1: Compare the digits in the hundreds place of each number. 9>8>5>3 Step 2: Write the numbers from the greatest to the smallest. Descending order: 932, 869, 515, 384 Numbers 33 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 79 2/16/2018 1:39:27 PM

Example 13: T here were 879 students in Class A and 880 in Class B. Which class had more number of students? Solution: Number of students in Class A = 879 Number of students in Class B = 880 Compare both the numbers using the place value chart. H T O H TO 879 880 The hundreds digit in both the 3-digit numbers is the same. So, compare the digits in the tens place. As, 8 > 7, 880 > 879. So, Class B had more number of students. Forming the greatest and the smallest 3-digit numbers Let us learn to form the greatest and the smallest 3-digit numbers. Consider the following examples. Example 14: Form the greatest numbers using the given digits, without repeating any of the digits. a) 1, 5, 1 b) 6, 1, 9 Solution: We can form the greatest numbers by following these steps. Step 1: Arrange the given digits in descending order. a) 5, 1, 1 b) 9, 6, 1 Step 2: Write the digits in the place value chart from left to right. a) H T O b) H T O 511 961 Example 15: Form the smallest numbers using the given digits, without repeating any of the digits. a) 3, 5, 7 b) 7, 9, 5 Solution: We can form the smallest numbers by following these steps. 34 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 80

Step 1: Arrange the given digits in the ascending order. Step 2: a) 3, 5, 7 b) 5, 7, 9 Write the digits in the place value chart from left to right. a) H T O b) H T O 357 579 Higher Order Thinking Skills (H.O.T.S.) Consider the following example. Example 16: Compare the numbers in each pair and write <, = or > between them. a) 10 + 9 + 200 _____ 8 + 20 + 200 b) 300 + 5 + 40 _____ 60 + 7 + 200 Solution: a) 1 0 + 9 + 200 = 219 and 8 + 20 + 200 = 228. As 219 is less than 228, we put the < symbol in the blank. So, 219 < 228. b) 3 00 + 5 + 40 = 345 and 60 + 7 + 200 = 267. As 345 is greater than 267, we put the > symbol in the blank. So, 345 > 267. Drill Time Concept 3.1: Count by Hundreds 1) Write the given numbers in the place value chart. a) 346 b) 123 c) 987 d) 459 e) 784 2) Write the expanded form of each of the following numbers. a) 298 b) 158 c) 490 d) 231 e) 847 3) Write the number name of each of the following numbers. a) 124 b) 967 c) 281 d) 100 e) 210 Numbers 35 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 81 2/16/2018 1:39:27 PM

4) Form numbers with: a) 3 in the hundreds place, 1 in the tens place and 0 in the ones place b) 7 in the hundreds place, 2 in the tens place and 9 in the ones place c) 4 in the hundreds place, 3 in the tens place and 1 in the ones place d) 8 in the hundreds place, 0 in the tens place and 4 in the ones place e) 2 in the hundreds place, 5 in the tens place and 7 in the ones place Concept 3.2: Ordinal Numbers 5) Write the ordinal numbers and short forms of the following: a) 9 b) 4 c) 8 d) 1 e) 6 Concept 3.3: Compare 3-digit Numbers 6) Compare the numbers in the given pairs: a) 234, 432 b) 234, 233 c) 222, 222 d) 243, 243 e) 100, 900 7) Arrange the numbers in ascending and descending orders. a) 333, 313, 331, 133 b) 879, 865, 890, 812 c) 980, 981, 982, 983 d) 562, 589, 521, 514 e) 100, 300, 400, 700 8) Form the greatest and the smallest 3-digit numbers (without repeating the digits). a) 4, 8, 1 b) 9, 1, 0 c) 1, 5, 2 d) 6, 3, 8 e) 9, 8, 7 36 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 82

Chapter Addition 4 Let Us Learn About • a dding 2-digit and 3-digit numbers. • properties of addition. Concept 4.1: Add 2-digit and 3-digit Numbers Think David had 306 stamps in one bag and 462 stamps in another bag. Meena had 12 stamps in one bag and 18 stamps in the other. David wants to find the total number of stamps with each of them. How do you think David can find that? 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 83 37 2/16/2018 1:39:27 PM

Recall We know how to add 2-digit numbers without regrouping. Let us recall the same. Write and add the number of objects in the boxes. a) b) c) d) 38 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 84

& Remembering and Understanding Let us learn to add 2-digit numbers with regrouping and 3-digit numbers without regrouping. Add 2-digit numbers with regrouping Adding 2-digit numbers is similar to adding 1-digit numbers. While adding two numbers, always begin from the ones place. In some cases, we need to regroup the 2-digit sum. We carry forward its tens digit to the next place. Consider an example. Example 1: Add: 27 + 55 Solution: Arrange the numbers vertically. Steps Solved Solve these Step 1: Add the ones, 7 + 5 = 12. TO T O We can write only the ones digit of 1 44 the sum in the ones place. 2 7 +38 +5 5 So, we regroup 12 as 10 + 2. 2 Write 2 in the ones place. Carry forward 1 to the tens place. Step 2: Add the tens, 2 + 5 = 7. T O TO Add the carry forward 1 from the 1 ones place to this sum. 2 7 36 7+1=8 +5 5 +49 Write this sum in the tens place. 2 So, 27 + 55 = 82. 8 Addition 39 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 85 2/16/2018 1:39:27 PM

Add 3-digit numbers without regrouping Let us understand how to add 3-digit numbers through an example. Example 2: Add 343 and 125. Solution: Arrange the numbers vertically. Step 1: Step 2: Step 3: Add the hundreds Add the ones Add the tens HT O H T O H T O 34 3 +1 2 5 34 3 34 3 46 8 +1 2 5 +1 2 5 8 68 Solve these H TO H TO H TO H TO 634 144 122 108 +1 5 2 +3 3 4 +4 0 1 +2 0 1 Properties of addition Addition of numbers have some properties. Let us learn a few of them. 1) Zero property: When we add 0 to a number, the sum is the number itself. For example, 89 + 0 = 89; 12 + 0 = 12 and so on. 2) After numbers property: When we add 1 to a number, we get the number just after it. For example, 35 + 1 = 36; 77 + 1 = 78 and so on. 3) Commutative property: Changing the order in which we add two numbers does not change their sum. For example, 2 + 3 = 5 and 3 + 2 = 5; 15 + 14 = 29 and 14 + 15 = 29 and so on. 40 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 86

Application We apply the concept of addition in solving some real-life situations. Let us see a few examples. Example 3: There are 24 balls in a box and 18 balls in another box. How many Solution: balls are there in all? TO Number of balls in the first box = 24 1 Number of balls in the second box =18 24 Total number of balls = 24 + 18 = 42 +1 8 So, there are 42 balls in all. 42 Example 4: Mohan has 142 pencils and Sohan has 126 pencils. How many pencils do they have altogether? HTO Solution: Number of pencils with Mohan =142 142 Number of pencils with Sohan = 126 +1 2 6 Total number of pencils = 142 + 126 = 268 2 6 8 So, Mohan and Sohan together have 268 pencils. Higher Order Thinking Skills (H.O.T.S.) Framing story sums for some given numbers would be interesting. Example 5: Given 32 + 22 = 54, frame a story sum. Solution: Two numbers and their sum are given. We can use some situation to frame the story sum. Step 1: Think of a situation. Here, let us take the number of different fruits such as oranges and apples in a basket. Step 2: Write the story in your words. There were 32 oranges and 22 apples in a fruit basket. How many fruits were there in all? Addition 41 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 87 2/16/2018 1:39:27 PM

Drill Time Concept 4.1: Add 2-digit and 3-digit Numbers 1) Add 2-digit numbers with regrouping. a) 77 + 13 b) 26 + 35 c) 19 + 35 d) 49 + 12 e) 55 + 25 2) Add 3-digit numbers without regrouping. a) 166 + 111 b) 612 + 352 c) 181 + 315 d) 490 + 100 e) 812 + 121 3) Word problems a) Farah has 11 balloons and her friend has 29 balloons. How many balloons do they have in all? b) A khil had 120 pens in one box and 121 pens in another box. How many pens did he have in all? 42 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 88

Chapter Subtraction 5 Let Us Learn About • subtracting 2-digit and 3-digit numbers. • properties of subtraction. • m ental Maths techniques for subtraction. Concept 5.1: Subtract 2-digit and 3-digit Numbers Think David got 83 candies from his parents for his birthday. He gives 27 candies to his friend Neha. How can David find the number of candies left with him without counting? Recall In class 1, we have learnt to subtract using a number line and also by counting. We have also learnt subtraction using the place value chart. Let us solve the following to recall the concept of subtraction. 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 89 43 2/16/2018 1:39:27 PM

Count, write and subtract the numbers in the boxes. 2/16/2018 1:39:27 PM a) b) c) d) 44 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 90

& Remembering and Understanding Subtraction of 2-digit numbers with regrouping Place values of digits in 2-digit numbers are tens and ones. While subtracting, always start from the ones place. Sometimes, subtracting 2-digit numbers needs regrouping. Let us see some examples. Example 1: Subtract 48 from 56. Solution: To subtract, follow these steps: Steps Solved Solve these Step 1: Write the numbers according TO TO to their places. Subtract the digits in the ones place. But, we cannot 56 44 subtract 8 from 6. So, we have to –4 8 –3 8 regroup the tens. 5 tens = 4 tens + 1 ten. We know that 1 ten = 10 ones. Step 2: Add 1 ten to the ones place. TO TO So, it becomes 16 ones. Also, subtract 4 16 98 1 ten from the tens place (that is, 56 –3 9 5 – 1 = 4). Now, subtract 8 from 16. –4 8 That is, 16 – 8 = 8. Write the difference TO in the ones place. 8 86 –2 7 Step 3: Subtract the digits in the tens TO place. That is, 4 – 4 = 0. Write the 4 16 difference in the tens place. 56 –4 8 So, 56 – 48 = 8. 08 Subtraction 45 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 91 2/16/2018 1:39:27 PM

Subtract 3-digit Numbers without regrouping Let us understand how to subtract 3-digit numbers through an example. Example 2: Subtract 141 from 943. Solution: To subtract the given numbers, follow these steps: Steps Solved Solve these Step 1: Arrange the numbers HTO HTO according to their place values. 943 784 –1 4 1 –3 3 2 HTO HTO 496 Step 2: Subtract the digits in the 943 –2 6 2 ones place. Write the difference in –1 4 1 the ones place. That is, 3 – 1 = 2. 2 HTO HTO 636 Step 3: Subtract the digits in the 943 –1 3 0 tens place. Write the difference in –1 4 1 the tens place. That is, 4 – 4 = 0. 02 Step 4: Subtract the digits in HTO HTO the hundreds place. Write the 943 846 difference in the hundreds place. –4 2 0 That is, 9 − 1= 8. –1 4 1 So, 943 – 141 = 802. 802 Properties of subtraction 1) Zero property: When we subtract 0 from a number, the difference is the number itself. For example, 12 – 0 = 12 46 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 92

2) Before numbers property: When we subtract 1 from a number, we get the number that is just before it. For example, 35 – 1 = 34 3) Subtracting a number from itself: When we subtract a number from itself, the difference is 0. For example, 35 – 35 = 0 Application We use the concept of subtraction to solve some real-life situations. Let us see a few examples. Example 3: A class of 390 students is divided in red and blue groups. Among them, 150 students are in the red group. How many students are in the blue group? Solution: Number of students in the class = 390 HTO Number of students in red group = 150 39 0 Number of students in blue group = 390 – 150 −15 0 So, there are 240 students in the blue group. 2 4 0 Example 4: There are 52 candies in a jar. Children ate up 37 of TO them. How many candies are left in the jar? Solution: Number of candies in a jar = 52 4 12 Number of candies eaten by children = 37 52 Number of candies left in the jar = 52 – 37 −3 7 So, there are 15 candies left in the jar. 15 Higher Order Thinking Skills (H.O.T.S.) Let us now learn to frame a story sum based on subtraction. Example 5: Given 163 −120 = 43, frame a story sum. Subtraction 47 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 93 2/16/2018 1:39:27 PM

Solution: Two numbers and their difference are given. We can use a situation to frame the story sum. Step 1: Think of a situation. For example, Shyam takes some chocolates to school on his birthday. Since it is subtraction, these chocolates should be given away. Step 2: Write the story in your words. Shyam takes 163 chocolates to school on his birthday. He shares 120 chocolates among his classmates. How many chocolates are left with him? Concept 5.2: Subtract Two 1-digit Numbers Mentally Think David had ` 9 with him. He gave ` 4 to his sister. How much amount was left with David? Can you find out without using pen and paper? Recall To subtract numbers mentally, we need to remember the correct order of numbers. Also we need to practise backward counting of numbers in the correct order. Let us recall how to write numbers backwards from 20 to 1. 20 1 48 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 94

& Remembering and Understanding Let us understand how to subtract two 1-digit numbers mentally, through this example. Example 6: Subtract mentally: 2 from 5 Solution: To subtract the given numbers mentally, follow these steps: Steps Solved Solve this 2 from 5 4 from 9 Step 1: Keep the bigger The bigger number is The bigger number is number in mind. If the two 5. So, keep 5 in mind. _____. So, keep _______ given numbers are the same, in mind. the answer is zero. Step 2: Keep as many fingers The smaller number is The smaller number is open as the smaller number. 2. So, keep 2 fingers _____. So, keep _______ open. fingers open. Step 3: Begin counting The number before The number before ___ backwards from the bigger 5 is 4. Count 2 fingers is ___. Count ___ fingers number. Fold as many fingers backwards as 4 backwards as ___, ___, as the smaller number. and 3. ___, and ____. Step 4: Write the number The difference of 5 The difference of 9 and obtained in step 3 as the and 2 is 5 – 2 = 3. 4 is 9 – 4 = ___. difference of the given numbers. Application We have seen how easy it is to subtract 1-digit numbers mentally. It is important to use mental subtraction of numbers in some real-life situations. Let us see a few examples. Example 7: Meena has 7 chocolates with her. She gave 3 of them to her sister. How many chocolates are left with Meena? Subtraction 49 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 95 2/16/2018 1:39:27 PM

Solution: Number of chocolates Meena has = 7 Number of chocolates Meena gave to her sister = 3 The bigger number is 7. The smaller number is 3. So, we keep the bigger number in the mind. We keep the smaller number on the fingers. That is, 7 in the mind, 3 on the fingers. But when we subtract we count backwards. Before 7, we count 3 fingers backwards as 6, 5 and 4. So, 4 chocolates are left with Meena. Example 8: Sameer is on an 8-day long vacation to Shimla with his family. He has spent 5 days there. How many days are left in his vacation? Solution: Number of days of vacation = 8 Number of days of the vacation spent = 5 The bigger number is 8 and the smaller number is 5. So, we keep the bigger number (8) in the mind. Keep the smaller number (5) on the fingers. But when we subtract, we count backwards. Before 8, we count 5 fingers as 7, 6, 5, 4 and 3. So, 3 days of Sameer’s vacation are left. Higher Order Thinking Skills (H.O.T.S.) Let us now see an example involving mental addition and subtraction together. Example 9: Priya had 6 pencils. She gave 2 pencils to her brother and 1 pencil to her sister. How many pencils did she give in all? How many pencils are left with Priya now? Solution: Total number of pencils with Priya = 6 Number of pencils she gave her brother = 2 50 2/16/2018 1:39:27 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 96

Number of pencils she gave her sister = 1 We need to find the total number of pencils Priya gave away. So, add the number of pencils she gave to her brother and to her sister. The bigger number is 2 and the smaller number is 1. So, keep 2 in mind and 1 on the fingers. After 2, count 1 finger ahead. So, Priya gave away 3 pencils. Now, we need to find the number of pencils left. So, for this, subtract the number of pencils given away from the total pencils. The bigger number is 6 and the smaller number is 3. So, keep 6 in mind and 3 on fingers. Counting 3 fingers backwards from 6 we get 3. So, 3 pencils are left with Priya. Drill Time Concept 5.1: Subtract 2-digit and 3-digit Numbers 1) Subtract 2-digit numbers with regrouping. a) 25 – 18 b) 37 – 29 c) 48 – 19 d) 56 – 27 e) 90 – 25 2) Subtract 3-digit numbers without regrouping. a) 356 – 256 b) 197 – 106 c) 786 – 122 d) 476 – 111 e) 854 – 221 3) Word problems a) V ivaan has 33 cups in a box. He removed 17 of them and placed on the table. How many cups are left in the box? b) Baiju has 142 marbles with him in a basket. Out of these, he removed 100. How many marbles are left in the basket? Subtraction 51 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 97 2/16/2018 1:39:27 PM

Concept 5.2: Subtract Two 1-digit Numbers Mentally 4) Subtract the following mentally: a) 3 from 9 b) 2 from 7 c) 2 from 4 d) 7 from 8 e) 1 from 2 5) Word problems a) S ana drew 8 balloons out of which she coloured 6 red and the rest blue. How many balloons were coloured blue? b) Rohan made a bunch of 5 flowers out of which 1 flower fell down from his hand. How many flowers are left in his hand? 52 2/16/2018 1:39:28 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 98

TERM 1 2/16/2018 1:39:28 PM 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 99

Preface IMAX partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. IMAX presents the latest version of the Maple series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for state board schools, the Maple series endeavours to be faithful to the spirit of the State Curriculum Framework and the National Curriculum Framework (NCF) 2005. Therefore, our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. The larger aim of the NCF 2005 regarding EVS teaching is to acknowledge and address the dynamic nature of EVS by focusing on the development of skills to acquire and process information scientifically. The Maple EVS textbooks and workbooks for state board schools offer the following features:  Interactive content that engages students through a range of open- ended questions that build curiosity and initiate scientific exploration  Opportunities for experimentation, analysis and synthesis of ideas and concepts  Exposure to locally relevant environmental problem solving  Effective use of visual elements to enable learning of structures, processes and phenomena  A focus on EVS specific vocabulary building  Integrated education of values and life skills  Promotion of participatory and contextualised learning through the engagement of all relevant stakeholders in the learning process Overall, the IMAX Maple EVS textbooks, workbooks and teacher companion books aim to enhance the development of scientific temper along with the inculcation of healthy habits, skills and values that promote environmentally sensitive and culturally responsive democratic citizenship among students. – The Authors 51704982_BGM_181910047-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 1_Txt.pdf 100 2/16/2018 1:39:28 PM