1 MATHEMATICS TEXTBOOK PART-2 Name: ____________________________ Section: ________________ Roll No.: ______ School: ____________________________
Preface ClassKlap partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. ClassKlap presents the latest version of the VISA NEP series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for CBSE schools, the VISA NEP series endeavours to be faithful to the spirit of 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 books are split into two parts to manage the bag weight. The aim of the NCF 2005 regarding Mathematics teaching is to develop the abilities of a student to think and reason mathematically, pursue assumptions to their logical conclusion and handle abstraction. The VISA NEP Mathematics textbooks and workbooks for CBSE schools offer the following features: Structured as per Bloom’s taxonomy to help organise the learning process according to the different levels involved Student engagement through simple, age-appropriate language Supported learning through visually appealing images, especially for grades 1 and 2 Increasing rigour in sub-questions for every question in order to scaffold learning for students Word problems based on real-life scenarios, which help students to relate Mathematics to their everyday experiences Mental Maths to inculcate level-appropriate mental calculation skills Stepwise breakdown of solutions to provide an easier premise for learning of problem-solving skills Overall, the ClassKlap VISA NEP Mathematics textbooks, workbooks and teacher companion books aim to enhance logical reasoning and critical thinking skills that are at the heart of Mathematics teaching and learning. – The Authors
I Will Learn About I Recall Contains the list of learning Discusses the prerequisite objectives to be covered in the knowledge for the concept from chapter the previous academic year/chapter/concept/term I Think Introduces the concept and I Remember and Understand arouses curiosity among students Explains the elements in detail that form the basis of the concept Ensures Train My Brain that students are engaged in learning Checks for learning to gauge the throughout understanding level of students, testing both skill and knowledge Pin-up Note Contains key retention points concerning the concept I Apply I Explore (H.O.T.S.) Connects the concept to Encourages students to extend real-life situations by enabling the concept learnt to advanced students to apply what has been scenarios learnt through the practice questions Connect the Dots Maths Munchies A multidisciplinary section that Aims at improving speed of connects a particular topic to calculation and problem solving other subjects in order to enable with interesting facts, tips or tricks students to relate better to it Drill Time A Note to Parent Additional practice questions at Engages a parent in the the end of every chapter out-of-classroom learning of their child and conducting activities to reinforce the learnt concepts
Contents Class 1 5 Subtraction 5.1 Subtract 1-digit and 2-digit Numbers.............................................................. 1 6 Time 6.1 Earlier and Later............................................................................................... 12 0 +76.2 Long and Short................................................................................................. 18 7 Money 3 1 -7.1 Identify Common Currency Notes and Coins .............................................. 27 9456 x7.2 Put Together Small Amounts of Money ......................................................... 32 8 Measurements 8 28.1 Measure Short Lengths Using Non-Standard Units ....................................... 39 8.2 Compare Heavy and Light Objects .............................................................. 45 9 Data Handling 9.1 Collect, Represent and Interpret Data .......................................................... 57
Chapter Subtraction 5 I Will Learn About different methods of subtracting numbers. subtracting numbers up to without regrouping. Concept 5.1: Subtract 1-digit and 2-digit Numbers I Think Bantei has toffees. e gave 11 toffees to his sister. Bantei wants to know how many toffees remain with him. ow do you think Bantei can nd that 5.1 I Recall ook at the vegetables given. A few of the vegetables are cut in each question. Find the remaining number of vegetables. Vegetables Number a) 1
Vegetables Number b) c) d) 5.1 I Remember and Understand There are 5 animals in a farm. of them went away. We now count the number of animals left in the farm. 2
This count gives the remaining number of animals in the farm. Counting the number of ob ects remaining or leftover is called subtraction. The answer we get on subtracting is called the difference. We use the symbol ’ (read as minus) for subtraction. Example 1: Count and write the correct number of people ob ects. ne is done for you. a) 5 32 b) Subtraction 3
c) Methods of subtraction: Subtract, left, 1) Subtraction using ngers 2) Subtraction using the number line remain and difference are ) ertical or column subtraction some words used et us understand these methods. in subtraction. 6XEWUDFWLRQXVLQJÀQJHUV We have already learnt to show numbers using our ngers. et us learn to subtract one number from the other using ngers. 4
Example 2: Subtract using ngers. Solution: a) 2 from b) from 5 c) from a) Subtracting 2 from pen ngers on the two hands. Close two ngers. Count the open ngers on the hands. They are in number. So, the difference of the given numbers is . That is, – 2 . b) 5 – pen 5 ngers. Close ngers. Count the open ngers. They are 2 in number. So, 5 – 2. c) – pen ngers on the two hands. Close ngers. Count the open ngers. So, – 2. Subtraction using the number line A line marked with numbers is called a number line. We can use the number line to subtract numbers. et us see an example. Example 3: Solve using the number line: a) 5 – b) – 1 c) – Solution: a) To nd 5 – using the number line, we start from 5. Subtraction 5
Draw an arrow from 0 to 5 as shown. This shows the rst number. 5 Then, move steps to the left. Draw arrows for each step as shown. 5 The number at which we end the steps is 2. So, 5 – 2. b) 6 6 So, – 1 5. 7 c) 7 So, – . 6
Vertical or column subtraction We can subtract by writing the smaller number below the bigger one. This is called vertical subtraction or column subtraction. et us see a few examples. Subtraction of 1-digit numbers Example 4: Subtract 5 from by writing the numbers in columns. Solution: Write the given numbers under the ones place, as shown. O 9 –5 Subtraction of 2-digit numbers Example 5: Subtract 2 from 5 by writing the numbers in columns. Solution: Follow the steps to subtract. Step 1: Subtract the ones Step 2: Subtract the tens T O T O –3 5 7 5 2 –3 2 3 4 3 TO Solve these TO 8 –2 3 –1 TO 8 –2 Subtraction 7
Train My Brain Subtract the following: a) – ( sing ngers) b) – ( sing number line) c) – 52 ( sing vertical subtraction) 5.1 I Apply We now know how to subtract numbers. et us see a few real-life examples of subtraction of numbers. Example 6: 1 parrots were sitting on a tree. of them ew away. ow many Solution: parrots were left on the tree T O Example 7: 1 8 Write the numbers one below the other. Subtract – 8 the numbers and write the difference as shown. So, 10 parrots were left on the tree. 10 Krish picked 12 sticks and San ay picked 22 sticks. ow many more sticks did San ay have than Krish Solution: Write the numbers one below the other. Subtract T O the numbers and write the difference as shown. 2 2 –1 2 So, San ay had 10 sticks more than Krish. 1 0 5.1 I Explore (H.O.T.S.) et us see another example. Example 8: Anil has stamps. e gave stamps to ita and 2 stamps to Mahesh. ow many stamps are left with Anil 8
Solution: O 8 – Stamps with Anil Stamps given to ita O Stamps remaining with Anil –2 Stamps remaining with Anil 2 Stamps given to Mahesh Stamps remaining with Anil So, 2 stamps are left with Anil. Maths Munchies To subtract 2-digit numbers quickly, follow these steps: 213 Subtract 20 from 2 . We subtract 2 tens from 2 tens. ones remain. This quick method uses regrouping. In the same way, 23 minus 20 a) 5 ones remain if we subtract (20 ) minus 20 0 from 5. (2 tens ones) minus (2 tens) b) ones remain if we subtract 0 from . Connect the Dots EVS Fun ou have 2 milk teeth. If some of them fall out, you can nd the remaining by subtraction. Subtraction 9
English Fun There are 2 letters in the English alphabet. ut of these, 5 are vowels. The rest are consonants. To nd the number of consonants, we subtract 5 from 2 . We get the difference as 21. So, there are 21 consonants in the English alphabet. Drill Time Concept 5.1: Subtract 1-digit and 2-digit Numbers 1) Subtract the numbers using the number line. a) from b) from c) 1 from d) 2 from e) from 2) Subtract the numbers by vertical or column method. a) 2 from 5 b) from c) 1 from 2 d) 2 from e) 20 from 0 3) Word problems a) ercy had pencils. e lost of them. ow many pencils are left with him b) Sahil has marbles. ivek has 15 marbles. Who has fewer marbles and how many less 10
A Note to Parent Take your child to the shop when you go to buy groceries. Ask him or her to nd the amount you have to pay the shopkeeper for the things you buy. Also, ask him or her to nd the amount the shopkeeper will return. This will improve his or her addition and subtraction skills. Subtraction 11
Chapter Time 6 I Will Learn About the terms earlier’ and later’, shorter’. parts of the day. sequencing the events happening in a day. Concept 6.1: Earlier and Later I Think Bantei went to a wild safari with his parents. e told his classmates the names of the animals he saw from the beginning to the end of his visit. Can you also describe events in a sequence 6.1 I Recall We wake up when the sun rises. We get ready and go to school. We study and have lunch. After returning home, we play with our friends. After studying and completing homework, we have dinner and go to bed. 12
These are the series of events we do every day. et us recall identifying the time when a few events happen. Tick the correct word. a) The Sun rises in the (morning evening). b) We go to school in the (morning evening). c) We play in the (morning evening). d) The day is the hottest (in the morning at noon). e) We have our lunch in the (afternoon evening). f) When it is dark, it is (afternoon night). 6.1 I Remember and Understand Earlier’ or Later’ are words used for events We do different activities in a day. happening at different We wake up in the morning. Then, we brush our times. teeth. Time 13
So, waking up comes earlier and brushing teeth later. In the same way, we go to school and then study. So, going to school is done earlier and studying later. Example 1: Tick the activity which is done earlier in the given pairs of activities. ne is done for you. a) b) c) d) e) 14
Example 2: Write earlier’ and later’ for the given pairs of activities. ne is done for you. a) Earlier ater b) __________ __________ c) __________ __________ Parts of the day We know that the Sun rises only in the morning. It sets in the evening. It is right above our head at noon. et us understand these parts with the help of a timeline. A timeline is a number line on which time is shown. 12 Mid 12 Mid Night Night 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 12 hours Mid-day 12 ours Morning (Noon) Afternoon Evening The time between 12 midnight and 12 noon is called morning. The time at 12 noon is called mid-day. The time between noon and 12 midnight is called afternoon evening. Time 15
Train My Brain Arrange the following from what you do earlier to later in the day. a) sleeping, playing, going to school, brushing teeth b) wearing clothes, wearing shoes, wearing socks, waking up c) shower, sleeping, waking up, going to school 6.1 I Apply We have learnt the different parts of a day. The following table lists the activities done in a day. Activity Part of the day Waking up Early morning Brushing teeth Morning and at night Many activities with classmates Day (noon) Doing homework Evening Night oing to bed Complete this table of your activities: My activity Part of the day I take a bath and get dressed for school. I have my breakfast. I go to school. I have my lunch. I go to play with my friends. I have my dinner. We do our activities in a particular order or sequence. We wake up in the morning and brush our teeth. Then, take a shower, wear our clothes and then go to school. 16
Example 3: ut the pictures in sequence by numbering them. ne is done for you. a) 214 3 b) 6.1 I Explore (H.O.T.S.) ead the question. Find the part of the day when the activities happened. Example 4: Answer these questions. a) a u went to play after coming home from school. When did he go to play b) ow can we say whether it is morning or evening c) a u brushed his teeth and went to bed. When did he do this activity d) When do we have our breakfast Solution: a) in the evening b) by sunrise or sunset c) a u brushed his teeth in the night before going to bed. d) in the morning Time 17
Concept 6.2: Long and Short I Think Bantei washed clothes in a washing machine daily. ne day, there was no power. e spent more time washing clothes by hand. e wondered why it took more time for the same work. 6.2 I Recall ecall that we do many activities during the day. We have learnt the concepts earlier’ and later’. et us revise this concept. Tick the activity that is done earlier in each of the following. a) showering brushing b) dinner going to bed c) going to school playing d) having breakfast having lunch e) getting ready for school waking up 6.2 I Remember and Understand We observe that different activities take different Different activities take amounts of time. For example, reading a page different times. takes less time than writing a page. Example 5: Tick the activity which takes less time in the given pairs of activities. ne is done for you. 18
a) b) c) d) Example 6: Which one from the following pairs of activities takes more time Solution: Circle the right one. a) eating drinking water b) combing hair showering c) drawing a house colouring a house a) eating drinking water b) combing hair showering c) drawing a house colouring a house Time 19
Train My Brain Which activity in each of the pairs will take longer time to nish. a) eating lunch or brushing teeth b) writing a page or reading a page c) walking to school or running to school 6.2 I Apply ead some examples to nd the time taken for different activities. Example 7: bserve the given pictures and ll in the blanks. ne is done for you. a) We do many activities during the day. (night day). b) I spend more time (watching T studying). c) I take more time while reading (a page a book). 20
d) Travelling by (aeroplane bus) takes less time. e) (Cooking Eating) food takes more time. Example 8: Write more less’ in the blank according to the time taken by the Solution: activities. a) Watching a movie – time Watching a T show – time b) Speaking – time Writing – time c) Wearing clothes – time Wearing shoes – time a) Watching a movie – more time Watching a T show – less time b) Speaking – less time Writing – more time c) Wearing clothes – more time Wearing shoes – less time 6.2 I Explore (H.O.T.S.) bserve the class timetable given below. Does it look like the timetable of your class Time 21
English ard Maths 1st ames E S English Story English writing ang Music E S ibrary 1st Dance 1st E S Music ES ang ang A Dance English ibrary and Maths A ecit Maths Writing ation PT Music Maths 1st A E S Maths Karate 1st ang ang Maths ames Swim 1st Swim 1st ES PT Draw ang ang Now answer the following questions by looking at your class timetable. Example 9: Write answers in the space given. a) Which period is more in number on a Wednesday b) ow many days do you go to school in a week Name them. c) Which day has more number of English periods d) ow many games periods are there in a week Solution: a) b) c) d) 22
Maths Munchies 213 We consider morning’ only until noon’. It is known as Ante Meridiem (a.m.). The time from noon’ to midnight’ is Post Meridiem (p.m.). Connect the Dots EVS Fun Morning, evening and night together make a day. Many such days make a month. Many such months make a season. We wear different clothes at different times of the day and year. We wear school dress in the morning, our playtime clothes in the evening and night dress at night. Depending on the season, we use clothes like sweaters in winter, rain coat during the rainy season and so on. English Fun Sequence the given pictures in the correct order of events. Time 23
Drill Time Concept 6.1: Earlier and Later 1) Tick the activity which comes later than the other in given pairs of activities. a) b) c) d) 24
Drill Time 2) Arrange the activities from morning to evening by giving numbers LQWKHER[HV8VHIRUWKHÀUVWDFWLYLW\\GRQHLQWKHPRUQLQJ. Concept 6. 2: Long and Short 3) Tick '’ the activity that takes more time and cross ‘ ’ the activity that takes less time. a) b) Time 25
Drill Time c) d) A Note to Parent While doing different activities, ask your child which activity took less time and which activity took more time. 26
Chapter Money 7 I Will Learn About different coins and notes of Indian currency. adding small amounts of money. guessing price of items. adding rupee and paise. Concept 7.1: Identify Common Currency Notes and Coins I Think Bantei saw different coins and notes in his mother’s purse. ave you also seen such coins and notes 7.1 I Recall We use notes and coins to buy things. In olden days, people did not use money. They bought things they needed by giving things that were more with them. But, the value of things exchanged was not the same. So, coins and notes 27
were made. The early coins were made of metals such as bron e and silver. 7.1 I Remember and Understand The money used in a country is called its currency. Different types of coins were used in the olden days as shown. The Indian currency is Rupee (`). We write 1 rupee as ` 1. The number on the coin or note is its value. The following are the different coins and notes we use. Coins ` 1 ` 2 ` 5 ` 10 Notes ` 10 ` 20 ` 50 ` 100 ` 200 ` 500 ` 2000 et us see a few examples of writing the value of a coin or a note. 28
Example 1: Write the value of the given coin in gures and words. Solution: Example 2: ` 5 upees ve Write the value of the given note in Solution: gures. ` 500 Train My Brain ow are the following written in gures a) 1 rupee b) 50 rupees c) 2 rupees 7.1 I Apply We use money to buy the things we need. The value of the goods is called their ‘Rate’ or Price’. et us see some examples where we use money. Example 3: uess the price of these items and tick it. ne is done for you. `5 ` 50 ` 3 ` 30 a) a pot b) a sharpener `1 ` 10 ` 2 ` 20 c) a chocolate bar d) a ball Money 29
Example 4: bserve the rate of each kind of fruit given beside it. Grapes Watermelon ` 60 ` 60 Bananas ` 40 Apple Pear ` 40 ` 25 Orange Blueberries Strawberry ` 40 ` 90 ` 10 Fill in the blanks with the rates of the fruits given. ne is done for you. ` 40 30
7.1 I Explore (H.O.T.S.) Sometimes, we guess the money needed to buy the things we need. et us see a few examples. Example 5: Mona has a note of ` 100 and a note of ` 50. She also has a note of ` 20. The box shows some ob ects with their rates. Write the names of the ob ects that Mona can buy for: a) ` 50 b) ` 20 c) ` 100 Item Price Item Price A pair of ` 20 A pair of ` 50 socks slippers A frock ` 80 A big colouring book ` 100 Money 31
Solution: Things that Mona could buy for a) ` 50: A pair of slippers b) ` 20: A pair of socks c) ` 100:A big colouring book Concept 7.2: Put Together Small Amounts of Money I Think Bantei likes a sticker of Batman. e wants to buy it. It costs ` . ow can Bantei pay for the sticker using different coins 7.2 I Recall We have learnt about coins and currency notes. Identify the coins and notes. Write them in gures. a) b) c) d) e) 32
7.2 I Remember and Understand Money is written in rupees and paise, We can take smaller amounts together to make a larger separated by a amount. ust as we add two numbers, we can add dot. money too. et us see some examples. Example 6: Nina has these coins. Solution: ow much money does she have in all Example 7: To nd the total money, we add all the money Nina has. Solution: That is, ` 1 ` 2 ` 10 ` 1 Ashok has three notes of ` 10 and 2 coins of ` 10. ow much money does he have in all Ashok has the following amount: ` 10 ` 10 ` 10 ` 10 ` 10 ` 50 So, Ashok has ` 50. Train My Brain a) Bani has a coin of one rupee and ten rupees. She also has two coins of ` 2. What is the total money with her b) iya has ve notes of ` 10. She also has one coin of ` 1. ow much money does she have in all c) Mohan has two coins ` 2 and four notes of ` 10. ow much money does he have in total Money 33
7.2 I Apply et us see a few examples involving addition of money. Example 8: Circle the coins used to buy the given things. ne is done for you. Item Rate a) ` 15 b) ` 10 c) ` 25 d) `0 34
e) ` 50 Example 9: Arun and Beena have money as shown below. ow much money does each of them have Solution : Money Arun has ` 1 ` 2 ` 5 ` 10 (` 1 ` 2 ` 5) ` 10 ` ` 10 ` 1 Money Beena has ` 5 ` 1 ` 2 ` 50 (` 5 ` 1 ` 2 ` 50) `5 Money 35
7.2 I Explore (H.O.T.S.) We sometimes guess the money needed to buy things. It helps us to know whether we have enough money. et us see an example. Example 10: ita wants to buy a pencil for ` and an eraser for ` . ow much money should she have Solution: Cost of a pencil ` Cost of an eraser ` Total money ita should have to spend is ` ` ` Therefore, ita should have at least ` . Maths Munchies 213 enny, nickel, dime and cent are parts of a dollar. Dollar is the currency of The nited States of America. Connect the Dots EVS Fun Family members work to earn money. Which family member spends money to buy toys for you 36
English Fun ecite this poem on money Penny, penny, easy spent, Copper brown and worth one cent. Nickel, nickel, thick and fat, You’re worth 5. I know that. Dime, dime, little and thin, I remember—you’re worth 10. Quarter, quarter, big and bold, You’re worth 25, I am told. Half a dollar, half a dollar, Giant size. 50 cents to buy some fries. Dollar, dollar, green and long, With 100 cents you can’t go wrong. Drill Time Concept 7.1: Identify Common Currency Notes and Coins +RZDUHWKHIROORZLQJFXUUHQFLHVZULWWHQLQÀJXUHV\" a) 500 rupees b) 10 rupees c) 2000 rupees d) e) Money 37
Drill Time Concept 7.2: Put Together Small Amounts of Money :KDWLVWKHWRWDODPRXQWLQHDFKRIWKHIROORZLQJ\" a) ` 1 ` 2 ` 5 ` 10 b) ` 2 ` 10 ` 20 ` 50 c) d) e) ` 10 ` 50 ` 1 3) Word problem a) ayal wants to buy a notebook for ` 5 and a pencil for ` . ow much money should she have A Note to Parent Take your child along with you for shopping. et him or her check the price of a few items and understand the importance and usage of money. 38
Chapter Measurements 8 I Will Learn About measuring short lengths using hand span, cubit, foot and pace. identifying heavier and lighter ob ects. comparing weights using scale. Concept 8.1: Measure Short Lengths Using Non-Standard Units I Think Bantei collected paper ribbons from his school. e placed them one above the other. But he did not know which ribbon was the smallest. Do you know to arrange ribbons in the order of their lengths 8.1 I Recall short distances between ob ects. heavy and light ob ects. We have learnt to compare the: lengths of ob ects. heights of ob ects. 39
et us recall them. Short Tick as directed. ne is done for you. Low Tall High Near Far 40
Thin Thick Marker Heavy Light 8.1 I Remember and Understand In olden days, people measured lengths and distances using: Hand span Cubit Foot Pace To measure length, we use one of these methods Hand span, cubit, foot and pace are called ead a few examples of measurement of length. non-standard units of measurement. Example 1: Measure the following ob ects with the given hand span. Note down your answer. ne is done for you. Measurements 41
Object Measuring the length of the Number of object hand spans 3 Example 2: Measure these ob ects with the given cubit. Write down your answer. ne is done for you. Object Measuring the length Number of cubits 3 42
Object Measuring the length Number of cubits Train My Brain Name an ob ect each, whose length is equal to your: a) hand span b) cubit c) foot 8.1 I Apply ead a few real-life examples which involve measuring the lengths of some ob ects. Example 3: Measure the lengths of the ob ects as directed. Write the values in the table after measuring. Measurements 43
Object Measure a) ength of a textbook Measured using ength of a T stand hand span ength of a window b) ength of a table Measured using eight of a table cubit Edge of a chair ength of a rack Measured using c) ength of a mat a foot Width of a mat ength of a blanket Measured using Width of a blanket pace d) ength of your classroom Width of your classroom 8.1 I Explore (H.O.T.S.) Estimation of lengths and distances Sometimes, we need not know the exact length of an ob ect. A value closer to the actual value will be enough. In such cases, we guess the lengths and distances. To guess the values is called estimation. 44
et us now understand estimation of lengths. Example 4: Estimate the lengths using your hands and feet. Write the values in a table. Check if your guess is close to the actual measure. Object Estimate Actual length Maths textbook unch box Water bottle Desk Duster Friend’s height Distance between the door of my classroom to the door of the next classroom ength of the school corridor Concept 8.2: Compare Heavy and Light Objects I Think Bantei went to the supermarket with his father. is father bought some fruits and vegetables. e gave Bantei two small packets to hold. Bantei felt that holding one of the packets was easier than the other. Why was it so 8.2 I Recall We can compare heavy ob ects with the light ones. et us recall the same through some examples. Measurements 45
Tick as directed. a) ightest: b) eavier: c) eaviest: d) ighter: 8.2 I Remember and Understand b ects that weigh more are heavier and those We can guess the weight of ob ects and which weigh less are compare them. et us understand through some lighter. examples. 46
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