Coral Gold Premium_G2_MATHS_TB_P1.pdf 1 8/10/2023 3:45:27 PM MATHEMATICS TEXTBOOK PART 1 Grade 2 Name: _________________________________________ Section: ________________ Roll No.: ______________ School: ________________________________________
TEXTBOOK FEATURES Art-Integrated Learning Collect 10 things from your home. Draw the outlines of their Lesson plans provided for art-integrated learning bases. Maths Lab Write the names of the objects. Also, write the names of the Activities that help students understand shapes of their bases. abstract concepts through concrete application Maths Munchies Student Reflection Aims at improving speed Captures student's perception of their of calculation and problem understanding of a lesson 9 solving with interesting facts, tips or tricks Write the numbers in the Drill Time place value chart. Additional practice a) 51 b) 90 c) 16 questions at the end of A number has 1 in the tens place and 4 in the ones place. What is the 8every concept number? Write the given digits in the place value chart as shown. T O So, the number is 14. I Apply I Explore 7 Connects the concept to real-life situations by enabling Encourages students to 6 students to apply what has extend the concept to been learned through practice questions advanced scenarios using higher order thinking skills Bantei has 44 toffees. He gave Anil has 8 stamps. He 11 toffees to his sister. Bantei gave 4 stamps to Rita and 2 stamps to Mahesh. wants to know how many How many stamps are left with Anil? patterns in shapes 2 toffees remain with him. How patterns in numbers do you think Bantei can find SKILL-BASED that? I Will Learn About I Think Indicates the learning Introduces the concept and 1outcomes to be covered in arouses curiosity among the chapter students Visa_G1_Maths_TB1_V1.indb 2 21-07-2023 12:53:49
EVS Fun Take your child to the shop when you go You have 28 milk teeth. If some of to buy groceries. Ask him or her to find them fall out, you can find the the amount you have to pay the remaining by subtraction. shopkeeper for the things you buy. Also, ask him or her to find the amount the Connect the Dots shopkeeper will return. This will improve his or her addition and subtraction skills. A multidisciplinary section to A Note to Parent 10connect the lesson theme with other subjects Ideas to engage parents in out-of-classroom learning of Write the number names of the following: 1 ten and 4 ones =______________ 11their child to reinforce the Train My Brain concepts Checks for the acquisition of Nina has these coins. How much money does she have in all? 5both skills and knowledge To. find the total money, we add all the money Nina has. through questions That is, ₹1 + ₹2 + ₹10 = ₹13 I Remember and Understand 4 Explains the fundamental aspects of the concept in detail, and in an age-appropriate and engaging manner Let us recall the concept of INQUIRY-BASED position. Choose the correct word to fill the blanks. Concepts organised using a question-answer approach to foster a mindset of inquiry and b) The ball is ___________________ the box. reasoning (outside/inside) Reflection Time! I Recall Thought-provoking questions to encourage Activates the pre-requisite reflection on the concept and on how it is related to the student's life, experiences and 3knowledge needed for the the world around concept covered previously Visa_G1_Maths_TB1_V1.indb 3 21-07-2023 12:53:51
CONTENTS 1) Shapes 1.1) Identify the Geometrical Features of Objects Art-Integrated Learning Skill-Based 01 13 2) Patterns Theme 2.1) Patterns Using Shapes Inquiry-Based Geometry Art-Integrated Learning and Patterns 3) Numbers 3.1) Count by Hundreds Skill-Based 19 27 3.2) Ordinal Numbers Skill-Based 32 3.3) Compare 3-digit Numbers Theme Art-Integrated Learning Skill-Based Numbers Ascend_G2_Maths_TB1_V1.indb 4 17/07/2023 6:11:00 PM
4) Addition 4.1) Add 2-digit 40 and 3-digit Numbers Skill-Based 47 5) Subtraction 53 Theme 5.1) Subtract 2-digit and 3-digit Numbers Number Art-Integrated Learning Skill-Based Operations 5.2) Subtract Two 1-digit Numbers Mentally Inquiry-Based Maths Lab 57 Student Reflection 58 Ascend_G2_Maths_TB1_V1.indb 5 17/07/2023 6:11:04 PM
CLASSKLAP AND NCF Education plays a crucial role in shaping the future of our children and 251 empowering them to become well-rounded individuals. The latest National 4 3 Curriculum Framework (NCF), furthering the vision of the National Education Policy (NEP) 2020, focuses on fostering creativity, critical thinking, and problem-solving skills while also nurturing values of inclusivity, collaboration and democratic citizenship. The development of foundational literacy and numeracy is also a core goal of the NCF. ClassKlap by Eupheus partners with schools, supporting them through the steps of planning, teaching, learning, personal revision and assessment to equip students with the desired knowledge and skills relevant to the 21st century. The present series is a learning resource that not only meets the requirements of the NCF but also engages and captivates young minds. Here are some salient features of this series. NCF-aligned learning tool Description Skill-based lessons in textbook and workbook Lessons are structured as per Bloom’s Revised Taxonomy (Remember-Understand-Apply-Analyse-Evaluate-Create) and LSRW Inquiry-based lessons (Listening-Speaking-Reading-Writing) skills for English. in textbook and workbook Lessons are structured based on a Socratic approach using a question-answer format, aiming at discovery-based learning as per Highlight features NCF guidelines. Exploratory activities in the workbook facilitate holistic learning of the skills and concepts and foster a sense of curiosity and Practice Worksheets exploration among students. Features such as Poetry Appreciation, Maths Lab, Think Like a Scientist, Life Skills and others help learners engage in research, application-oriented learning and the development of scientific temper; Student Reflection sheets foster the skill of reflecting on one’s own learning progress. Practice Worksheets are aligned with the goals of sharpening critical thinking, evidence-based thinking and higher-order thinking skills, as per NCF guidelines. The books contain the following overarching features recommended in the NCF: a logical and spiralling progression of frameworks adopted for Grammar, Maths and EVS inclusive representation of gender and diversity for the heterogeneous Indian classroom learner-centred content, vibrant illustrations, diagrams and photographs along with age-appropriate language a variety of question types with scaffolded and independent practice to meet the needs of different students We are confident that this series will serve as a valuable tool to accomplish the aims of the NCF and help transform teaching-learning in classrooms. We sincerely hope that our young learners develop genuine curiosity and love for learning. Visa_G5_Maths_Book_TB_P2.indb 6 21-07-2023 19:35:28
1 Shapes I Will Learn lines, open figures and closed figures About drawing figures using lines basic flat and solid figures flat figures as outlines of the surfaces of solid figures 1.1: Identify the Geometrical Features of Objects I Think David drew shapes using objects like a can, a matchbox, a bangle and a cup. Do you know what these shapes are? 1 Ascend_G2_Maths_TB1_V1.indb 1 17/07/2023 6:11:12 PM
1.1 I Recall We know about the following plane shapes. Now, let us recall and learn more about them. If we observe our surroundings, we will find objects of different shapes. Square Rectangle Circle In your classroom, you find many objects of different shapes. For example, a book, a paper or a blackboard looks like a rectangle. Sometimes, we see different objects having the same shape. For example, a wall clock, a photo frame or a biscuit looks like a square. 2 Shapes Ascend_G2_Maths_TB1_V1.indb 2 17/07/2023 6:11:20 PM
1.1 I Remember and Understand We can draw shapes using straight lines or curved lines. Let us learn about straight lines. Point: A point is a dot. It has no shape or thickness. A point has no dimensions. A point is denoted by a capital letter of the English alphabet. For example, A, X, Y, P and M shown below are points. X Y A PM Line: Many points placed close to each other form a line. It has no thickness or breadth. A line only has length. So, it is called a one-dimensional figure. A straight line has no ends. It extends on both sides. AB We name two points A and B on a line and write it as AB . We read it as line AB. Line segment: A line segment is a part of a line. It has two points, a starting point and an end point. A line segment has an exact length. AB We write line segment AB as AB . We read it as segment AB. Ray: A ray is a part of a straight line, which has a starting point but no end point. It extends only on one side. A We write ray AB as AB . We read it as ray AB. B Straight lines are of three types. They are horizontal lines, vertical lines and slanting lines. Shapes 3 Ascend_G2_Maths_TB1_V1.indb 3 17/07/2023 6:11:21 PM
Horizontal lines: Sleeping lines drawn from left to right or from right to left are called horizontal lines. Vertical lines: Standing lines drawn from top to bottom are called vertical lines. Slanting lines: Lines that look like a slope and go up and down are called slanting lines. Note: We name a straight line by any two points on it. Curved lines: Lines that are not straight are called curved lines. A straight line or a curved line is a one-dimensional (1D) figure. Using straight lines, we can draw geometrical shapes such as a square, a rectangle or a triangle. We can draw a circle using a curved line. Example 1: Draw the following figures. a) A circle using a curved line b) A square using straight lines Solution: a) b) 4 Shapes Ascend_G2_Maths_TB1_V1.indb 4 17/07/2023 6:11:21 PM
Open figures: Figures which do not end at the point at which they begin are called open figures. Closed figures: Figures which end at the same point where they begin are called closed figures. Square, rectangle, triangle and circle are closed figures. Train My Brain Identify the ray, line and line segment from the following: a) X b) A B Y c) R Q 1.1 I Apply We can draw closed figures on a sheet of paper. These figures have both length and breadth. So, they are called two-dimensional figures or 2D figures or 2D shapes. Let us learn about them in detail. Shapes 5 Ascend_G2_Maths_TB1_V1.indb 5 17/07/2023 6:11:22 PM
Square 1) It has four sides which are straight lines. In the given figure, AB, BC, CD and DA are the sides. 2) All its sides are equal in length. DC 3) It has four corners. In the given figure, A, B, C and D are its A B corners. 4) We name a square using its corners. We name the given square as square ABCD. Rectangle D C 1) It has four sides which are straight lines. In the given figure, AB, BC, CD and DA are the sides. 2) Two pairs of opposite sides are equal in length. A B 3) It has four corners. In the given figure, A, B, C and D are its corners. 4) W e name a rectangle using its corners. We name the given rectangle as rectangle ABCD. Triangle 1) It has three sides which are straight lines. In the given figure, AB, BC and CA are the sides. A 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 given B C triangle as triangle ABC. Circle 1) It is a curved line. .O 2) It has no sides or corners. 3) We name a circle by its centre. We name the given circle as circle with centre ‘O’. 6 Shapes Ascend_G2_Maths_TB1_V1.indb 6 17/07/2023 6:11:22 PM
Example 2: Join the dots in order and name the shapes formed. G H QRQ F G PR SP E a) b) c) Solution: QR Q F 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 the outline of each object. One is done for you. Object Straight lines Curved lines Shapes 7 Ascend_G2_Maths_TB1_V1.indb 7 17/07/2023 6:11:25 PM
1.1 I Explore Some shapes have length, breadth and height. Such figures are called three- dimensional figures or 3D figures or solid shapes. The geometrical shapes of some solid objects are as follows: Solid object Geometrical shape Cube Cuboid Cylinder Sphere Cone Let us now see the geometrical features of these objects. Object Geometrical figure Geometrical feature Vertex Face • It has 6 square faces, 12 edges and 8 vertices. Edge Cube • All the edges of a cube are equal in length. Edge Face • It has 6 rectangular faces, 12 edges and 8 vertices. Vertex Cuboid • The opposite faces of a cuboid are of the same size. • The opposite edges of a cuboid are equal in length. 8 Shapes Ascend_G2_Maths_TB1_V1.indb 8 17/07/2023 6:11:29 PM
Object Geometrical figure Geometrical feature 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 Ascend_G2_Maths_TB1_V1.indb 9 17/07/2023 6:11:37 PM
Solution: The shapes formed are: Object Shape of Rectangle Triangle Circle Square the base Name of the shape Circle Drill Time 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 f) Slanting lines 2) Identify whether the following figures are open or closed. a) b) c) d) e) f) 10 Shapes Ascend_G2_Maths_TB1_V1.indb 10 17/07/2023 6:11:42 PM
Drill Time 3) Name the sides of the following: a) Square PQRS R b) Triangle XYZ S Z P Q X Y c) Rectangle EFGH G H EF 4) Draw the following figures. a) A triangle using slanting lines and a straight line. b) A circle using a curved line. c) A rectangle using straight lines. Maths Munchies We cannot draw a complete line and a ray on paper. But we can draw a line segment on paper. Shapes 11 Ascend_G2_Maths_TB1_V1.indb 11 17/07/2023 6:11:43 PM
Connect the Dots EVS Fun What different shapes will you use while drawing the given human figure? English Fun Read the poem aloud. Solid shapes are fat, not flat, A cone is like a party hat, A sphere is a bouncy ball, A cuboid is a building tall, A cylinder is like a soda pop, A cube is like a die you drop. Solid shapes are here and there; solid shapes are everywhere. A Note to Parent Play the game ‘I-Spy with my eyes’ with your child, in which you spy common objects around the house and the child identifies the shape. For example, television, tiffin box, plate, flask, loaf of bread and so on. 12 Shapes Ascend_G2_Maths_TB1_V1.indb 12 17/07/2023 6:11:47 PM
2 Patterns I Will Learn identifying basic shape(s) in a pattern About creating patterns using objects and shapes 2.1: Patterns Using Shapes We have already learnt about flat and solid shapes. Can you name some flat and solid shapes? We can use these basic shapes to create patterns. What is a pattern? Repeating a shape or a group of shapes in a particular order makes a pattern. For example, a) b) Ascend_G2_Maths_TB1_V1.indb 13 13 17/07/2023 6:11:50 PM
The same basic shapes of different colours can also be arranged in a pattern. For example, a) b) How do we continue a pattern? To continue any pattern, follow these steps: Step 1: Observe the first few shapes in the pattern to find the basic shapes that are repeated. Step 2: Identify the order in which the shapes or groups of The repeated shapes are repeated. part of a pattern Step 3: Repeat the same shape or the group of shapes a is called its basic number of times to continue the pattern. shape. Look at the patterns given below. A part of the pattern is repeated. This repeated part is highlighted. a) b) c) The basic shapes in the given patterns are: a) b) c) Let us now learn to continue a pattern using a few examples. Can you try finding the basic shapes in the given pattern? 14 Patterns Ascend_G2_Maths_TB1_V1.indb 14 17/07/2023 6:11:58 PM
Can you draw and colour the missing shapes to complete the given patterns? One is done for you. a) b) c) Do you think you can identify the basic shape in each of the following patterns? a) b) c) Here are the basic shapes in the patterns above. Did you manage to find them? a) b) c) Remember that patterns can also be formed by repeating the same basic shape but using different colours. Are you ready to pick the right colours and complete the pattern given below by colouring the boxes? One is done for you. a) Patterns 15 Ascend_G2_Maths_TB1_V1.indb 15 17/07/2023 6:11:59 PM
b) Now, can you complete the following patterns by identifying the right colours and shapes? One is done for you. a) b) c) d) e) Reflection Time! 1) Look around your classroom. Can you see any patterns? Try to draw the patterns in your notebook. 2) Some popular patterns have names. For example, a pattern with repeating straight lines is called stripes. Can you name any other common patterns? Find at least two examples. 16 Patterns Ascend_G2_Maths_TB1_V1.indb 16 17/07/2023 6:12:00 PM
Drill Time 2.1: Patterns Using Shapes 1) Identify the basic shapes or groups of basic shapes in each of the following patterns. a) b) c) d) e) 2) Complete the patterns given below by drawing the next two figures. a) b) c) d) e) Maths Munchies 17 The patterns on our fingers and thumbs are called our fingerprints. No two people in this world have the same fingerprint pattern – not 17/07/2023 6:12:01 PM even identical twins. Patterns Ascend_G2_Maths_TB1_V1.indb 17
Connect the Dots EVS Fun Living things such as flowers, birds and animals also have different patterns. For example, orchids, peacock feathers and so on. English Fun Complete the following patterns using letters. a) P, R, _______, _______, ________ b) Z, Y, X, _______, V, ___________ A Note to Parent Give your child patterns of missing shapes, numbers or letters to complete. Let them complete those and come up with different patterns from those patterns. 18 Patterns Ascend_G2_Maths_TB1_V1.indb 18 17/07/2023 6:12:03 PM
3 Numbers I Will Learn reading and writing numerals and number names About up to 999 p lace values, face values and expanded forms of numbers ordinal and cardinal numbers comparing two numbers forming the greatest and the smallest 3-digit numbers 3.1: Count by Hundreds David went to a toy store. He saw that `990 was written on I Think a toy. `990 He could not read the number. Can you read it? 3.1 I 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. 19 Ascend_G2_Maths_TB1_V1.indb 19 17/07/2023 6:12:07 PM
We can count 2-digit numbers by ones and tens. Look at the following picture. Start from 1 and connect all the dots in order. You will find a friend smiling back at you. 3.1 I Remember and Understand Suppose shows 1. Ten such boxes show a 10. So, = 10 ones 20 Numbers Ascend_G2_Maths_TB1_V1.indb 20 17/07/2023 6:12:13 PM
= 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 Numbers 21 Ascend_G2_Maths_TB1_V1.indb 21 17/07/2023 6:12:20 PM
In the same way, 5 hundreds = 500, 6 hundreds = 600, 7 hundreds = 700, 8 hundreds = 800 and 9 hundreds = 900. Let us understand this concept using a spike abacus. 1 = 1 unit in the ones We have learnt how to show the number 99 on spike an abacus. To show the number 100, we remove all the 1 = 1 unit in the green beads from the tens place. We also tens spike remove all the blue beads from the ones place. TO We then put 1 pink bead in the third spike 99 (hundreds place). 1 = 1 unit in the hundreds spike The smallest 3-digit Thus, to show 999, we put 9 pink number is 100. beads in the hundreds spike, The largest 3-digit 9 green beads in the tens spike and number is 999. 9 blue beads in the ones spike. Let us show the number 124 using a spike abacus. We put 1 pink bead in the hundreds spike. We then put TO H TO 2 green beads in the tens spike and 99 100 4 blue beads in the ones spike. In the same way, we can show the numbers 298 and 459 on the abacus. H TO 999 H TO H TO HT O 124 298 459 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 22 Numbers Ascend_G2_Maths_TB1_V1.indb 22 17/07/2023 6:12:21 PM
Place value and face value Place value: Every digit in a number has a place in the place value chart. The position or place of a digit in the number is called its place value. Face value: The face value of a digit in a number is the digit itself. Let us understand the place value 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. Place Hundreds (H) Tens (T) Ones (O) Value 1 10 Example 1: Find the place value and the face value of the digits in 842. Solution: 2 84 2 ones Place Value Face Value 4 tens 22 40 4 8 hundreds 800 8 Expanded form of a 3-digit number Consider the number 425. We write 425 in the place value chart as shown. H TO Place value 425 5 ones = 5 2 tens = 20 4 hundreds = 400 We can write the place value 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. Numbers 23 Ascend_G2_Maths_TB1_V1.indb 23 17/07/2023 6:12:21 PM
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 Example 3: Count and write the following numbers in their expanded forms. Then, write their number names. a) b) c) 24 Numbers Ascend_G2_Maths_TB1_V1.indb 24 17/07/2023 6:12:31 PM
Solution: To write the expanded forms, write the numbers in the place value chart as shown below. Number Place value Expanded form Number name chart H TO a) 523 523 523 = Five hundred and 500 + 20 + 3 twenty-three b) 432 432 432 = Four hundred and c) 634 634 400 + 30 + 2 thirty-two 634 = Six hundred and thirty-four 600 + 30 + 4 Train My Brain c) 991 Say the number names for: a) 358 b) 409 3.1 I Apply 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). Numbers 25 Ascend_G2_Maths_TB1_V1.indb 25 17/07/2023 6:12:32 PM
3.1 I Explore 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: a) b) c) H TO H TO H TO 434 623 476 Drill Time 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 26 Numbers Ascend_G2_Maths_TB1_V1.indb 26 17/07/2023 6:12:33 PM
Drill Time 4) Form numbers with the following. 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. 3.2: Ordinal Numbers I 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? 3.2 I 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 27 Ascend_G2_Maths_TB1_V1.indb 27 17/07/2023 6:12:40 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) The camel is between the frog and the _____________________. c) The crocodile is ______________ the camel. Camel Crocodile Frog 3.2 I Remember and Understand Look at the chicks walking in a line. We can give each chick a position. The numbers one, two, three and so on are called cardinal numbers. 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 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 Example 7: Observe the toys on the shelves. Begin counting from the left and answer the questions given. a) On which shelf is the rings toy? 28 Numbers Ascend_G2_Maths_TB1_V1.indb 28 17/07/2023 6:12:42 PM
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. Train My Brain This is a list of the top four students in a class. Write the ordinal numbers of their positions. a) Megha – Rank 2 – _______________________ b) Razia – Rank 3 – _______________________ c) Harsh – Rank 1 – _______________________ d) Shubhro – Rank 4 – _______________________ 3.2 I Apply 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. Numbers 29 Ascend_G2_Maths_TB1_V1.indb 29 17/07/2023 6:12:43 PM
Example 8: Look at the weekly activities of the students of Class 2. Answer the questions that follow. 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. 30 Numbers Ascend_G2_Maths_TB1_V1.indb 30 17/07/2023 6:12:46 PM
Example 9: Suppose you live in Mumbai. a) H ow many letters are there in the name of your city? What are they? 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? e) In which places in the name is the repeated letter/letters? Solution: 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. 3.2 I Explore 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, arrange their marks in descending order. 94 > 91 > 89 > 83 > 78 > 72 Piyush Vaishnavi Riya Vaishnavi’s marks > Pooja’s marks > 89 94 78 Piyush’s marks > Shubhro’s marks > Riya’s marks > Swati’s marks a) Vaishnavi came first in the class. b) Riya got the fifth rank. Drill Time Shubhro Swati Pooja 83 72 91 3.2: Ordinal Numbers 1) Write the ordinal numbers and short forms of the following. a) 9 b) 4 c) 8 d) 1 e) 6 Numbers 31 Ascend_G2_Maths_TB1_V1.indb 31 17/07/2023 6:12:48 PM
3.3: Compare 3-digit Numbers I 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? 3.3 I Recall We have already learnt to compare numbers using the signs <, = or >. Let us recall the same. Count the number of animals and objects in each image. Compare them using the proper sign <, > or = in the given boxes. a) 32 Numbers Ascend_G2_Maths_TB1_V1.indb 32 17/07/2023 6:12:51 PM
b) c) 3.3 I Remember and Understand Comparing two 3-digit numbers is similar to comparing two 2-digit numbers. We can compare two 3-digit numbers as shown in the A 2-digit number is example given below. always smaller than a 3-digit number. 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 33 Ascend_G2_Maths_TB1_V1.indb 33 17/07/2023 6:12:53 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. 34 Numbers Ascend_G2_Maths_TB1_V1.indb 34 17/07/2023 6:12:54 PM
Train My Brain Find the greater number in each of the following pairs. a) 222 and 212 b) 555 and 545 c) 444 and 443 3.3 I Apply 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 the remaining numbers. 1<7 So, 717 < 771 and 777. So, 717 is the next smallest number. Step 3: Compare the digits in the ones place of the numbers having same hundreds and tens digit. 1<7 So, 771 < 777. Step 4: Write the numbers from the smallest to the largest. Ascending order: 177, 717, 771, 777 Numbers 35 Ascend_G2_Maths_TB1_V1.indb 35 17/07/2023 6:12:54 PM
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 Example 13: There 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. So, 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 36 Numbers Ascend_G2_Maths_TB1_V1.indb 36 17/07/2023 6:12:54 PM
Example 15: Form the smallest numbers using the given digits, without repeating any of the digits. a) 3, 5, 0 b) 7, 9, 5 Solution: We can form the smallest numbers by following these steps. Step 1: Arrange the given digits in the ascending order. When one of the digits is 0, remember that we place 0 in the tens place to make the smallest number (305). We cannot place 0 in the hundreds place as that would make a 2-digit number (035 = 35). a) 3, 0, 5 b) 5, 7, 9 Step 2: Write the digits in the place value chart from left to right. a) H T O b) H T O 305 579 3.3 I Explore 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. Numbers 37 Ascend_G2_Maths_TB1_V1.indb 37 17/07/2023 6:12:55 PM
Drill Time 3.3: Compare 3-digit Numbers 1) Compare the numbers in the given pairs. a) 234, 432 b) 234, 233 c) 222, 222 d) 243, 243 e) 100, 900 f) 461, 614 2) Find the smaller number in each of the following pairs a) 363 and 636 b) 565 and 555 c) 721 and 712 d) 648 and 684 3) 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 f) 435, 635, 335, 735 4) 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 f) 6, 0, 3 Maths Munchies We can write the ordinal numbers for the numbers 11 to 20 as: 11th – Eleventh 12th – Twelfth 13th – Thirteenth 14th – Fourteenth 15th – Fifteenth 16th – Sixteenth 17th – Seventeenth 18th – Eighteenth 19th – Nineteenth 20th – Twentieth 38 Numbers Ascend_G2_Maths_TB1_V1.indb 38 17/07/2023 6:12:56 PM
Connect the Dots EVS Fun There are 206 bones in an adult human body. Write the place value of each digit of the number. English Fun Let us read a poem about numbers. Ones, tens, hundreds too, I face place value, What to do? Put all digits, In their places, Ones, tens, hundreds, In their spaces! A Note to Parent After shopping, give your child the remaining notes of 100s and 10s and coins of 5s, 2s and 1s. Ask them to count the notes and tell you the amount of money that you have. Numbers 39 Ascend_G2_Maths_TB1_V1.indb 39 17/07/2023 6:12:58 PM
4 Addition I Will Learn adding 2-digit and 3-digit numbers About properties of addition 4.1: Add 2-digit and 3-digit Numbers I Think David has 306 stamps in one bag and 462 stamps in another bag. Meena has 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? 40 17/07/2023 6:13:01 PM Ascend_G2_Maths_TB1_V1.indb 40
4.1 I Recall We know how to add 2-digit numbers without regrouping. Let us recall the same. Write and add the number of animals and children shown, in the boxes. a) b) c) d) 41 Addition 17/07/2023 6:13:23 PM Ascend_G2_Maths_TB1_V1.indb 41
4.1 I Remember and Understand 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. In some cases, we need to regroup the 2-digit sum. We While adding two carry forward its tens digit to the next place. Consider an numbers, always example. begin from the ones place. 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 Add 3-digit numbers without regrouping Let us understand how to add 3-digit numbers through an example. 42 Addition Ascend_G2_Maths_TB1_V1.indb 42 17/07/2023 6:13:24 PM
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 Let us learn the properties of addition of numbers. 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) Commutative property: Changing the A fter numbers property: order in which we add two numbers When we add 1 to a does not change their sum. number, we get the number For example, 2 + 3 = 5 and 3 + 2 = 5; just after it. 15 + 14 = 29 and 14 + 15 = 29 and so on. For example, 35 + 1 = 36; 77 + 1 = 78 and so on. Addition 43 Ascend_G2_Maths_TB1_V1.indb 43 17/07/2023 6:13:24 PM
Train My Brain Answer the following: a) What is the sum of 22 and 1? b) What is the sum of 90 and 0? c) G iven 17 + 18 = 35 and 18 + 17 = 35. Which property of addition do the numbers 17 and 18 show? 4.1 I Apply 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. 4.1 I Explore Framing story sums for some given numbers would be interesting. Example 5: Given 32 + 22 = 54, frame a story sum. 44 Addition Ascend_G2_Maths_TB1_V1.indb 44 17/07/2023 6:13:25 PM
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