CLASS 2 - TERM-1 PRIME YEARS

2. Count by 3's and complete the next three numbers. a. 46, 49, 52, ______, ______, ______ b. 120, 123, 126, ______, ______, ______ c. 723, 726, 729, ______, ______, ______ d. 110, 113, 116, ______, ______, ______ 3. Observe the pattern and complete the next 3 terms a. 220, 225, 230, ______, ______, ______ b. 155, 160, 165, ______, ______, ______ c. 110, 120, 130, ______, ______, ______ d. 100, 104, 108, ______, ______, ______ 51

Addition of 2 - digit numbers 1. 32 + 45 Add the ones: 5 + 2 = 7 Add the tens: 3 + 4 = 7 2. 34 + 26 Add the ones : 6 + 4 = 10 10 ones = 1 ten Carry 1 over to the tens place And the tens 2 + 3 + 1 = 6 3 2 + 4 5 7 7 TO 3 4 TO 2 6 6 0 1 Independent Add the following: 1. 45 + 37 2. 84 + 38 3. 57 + 64 4. 36 + 49 5. 96 + 87 52

Addition of 3–digit numbers without carrying 1. 3 2 4 + 1 4 3 Add the ones. 4 + 3 = 7 Add the tens 2 + 4 = 6 Add the hundreds 1 + 3 = 4 3 2 4 + 1 4 3 4 6 7 TO H Guided 1. 254 + 132 = 2. 112 + 26 + 342 = Independent 1. 114 + 32 + 12 = 2. 325 + 430 = 3. 124 + 201 + 314 = 4. 113 + 142 + 212 = 5. 102 + 240 + 314 = Addition of 3-digit numerals with carry over 1. 358 + 486 1. Add the ones: 8 + 6 = 14 Carry 1 over to tens Write 4 under ones 3 5 8 + 4 8 6 8 4 4 TO H 1 1 53

2. Add the tens: 8 + 5 + 1 = 14 Carry 1 over to hundreds and Write 4 under tens 3. Add the hundreds: 4 + 3 + 1 = 8 2. 153 + 86+ 234 1. Write the number under the correct place. 2. Add the ones: 4 + 6 + 3 (use fingers or strokes) = 13 Carry 1 over to tens 3. Add the tens: 3 + 8 + 5 + 1 (Use fingers or strokes) = 17 Carry 1 over to hundreds 4. Add the hundreds: 2 + 1 + 1 = 4 Write under hundreds. Add the following: 1. 234 + 296 = 2. 453 + 669 = 3. 258 + 163 = 4. 153 + 103 + 214 = Guided 54 1 5 3 + 8 6 + 2 3 4 T O H 1 1 + 4 7 3

Add the following: 1. 789 + 105 2. 477 + 465 3. 352 + 358 4. 567 + 375 5. 268 + 126 6. 316 + 128 + 80 7. 608 + 205 + 193 8. 133 + 266 + 103 9. 106 + 238 + 170 10. 231 + 159 + 320 Independent Word problems 1. There are 28 apples and 36 bananas in a basket. What is the total number of fruits in the basket? Solution: Apples = 28 Bananas = 36 Total number of fruits = 28 + 36 = 64 2 8 + 3 6 TO 6 4 1 56

1. Ravi has 25 chocolates while Chandu has 38. What is the total number of chocolates that the two have? 2. In a library, there are 180 English books and 325 Hindi books. How many books are there in the library? Guided Independent 1. In a garden, there are 56 mango trees and 75 coconut trees. Find the total number of trees in the garden. 2. A note book costs Rs. 25, a pen costs Rs. 20, and a sketch pen set costs Rs. 45. Find the total amount one needs to spend in order to buy all three. 3. A T-shirt costs Rs. 355 and a jeans costs Rs. 486. Find the total cost of the two. 1. Add the following a. 8 + 7 +3 b. 10 + 5 + 7 c. 25 + 32 d. 38 + 43 e. 123 + 304 f. 231 + 530 g. 444 + 304 56

2. Add the following a. 525 + 120 + 205 b. 555 + 366 c. 567 + 356 d. 608 + 120 + 35 e. 268 + 128 3. (a) In a school, there are 564 boys and 486 girls. What is the total number of students in the school? (b) In a furniture shop, there are 144 chairs, 128 tables, and 56 sofas. What is the total number of furniture pieces in the shop? 1. a. If 5 + 5 = 10, What is 15 + 5? What is 25 + 5? b. If 9 + 1 = 10, What is 19 + 1? What is 29 + 1? What is 39 + 1? Can you find 59 + 1 without computing? 2 6 4 8 5 = 15 = 15 = 15 2. If the sum of digits is the same across, down and diagonal, fill in the boxes with the correct digits. = 15 = 15 = 15 57

Give the addition facts 1. 9 + 1 = 10 2. 8 + 2 = 10 3. + = 10 4. + = 10 5. + = 10 6. + = 10 7. + = 10 8. + = 10 9. + = 10 Subtractions Subtract the ones and tens seperately by counting backward or by cancelling the strokes 8 – 6 = 2 Take 8 fingers Fold 6. 2 fingers remain (or) Put 8 strokes and cancel 6 Put 4 strokes and cancel 2 4 8 TO - 2 6 2 2 1. 57 – 34 = 2. 63 – 21 = 3. 98 – 45 = Guided 58 = 2 = 2

Subtraction of 3-digit numbers 4 3 7 T O - 3 2 4 1 1 3 H 437 – 324 Subtract the ones, tens and hundreds separately by backward counting or cancelling the strokes Guided 1. 564 – 243 2. 975 – 433 3. 869 – 246 Subtraction with regrouping (borrowing) Subtract 43 – 26 6 cannot be subtracted from 3. Shift 1 ten from tens place to the ones place. It becomes 10 ones. Now, there are 13 ones: 13 – 6 = 7 In the tens, one ten is shifted. So, there are only 3 tens: 3 – 2 = 1 4 3 T O 2 6 1 7 59 13 3

1. 54 – 36 = 2. 72 – 45 = 3. 91 – 86 = Guided Independent 1. 90 – 36 = 2. 50 – 16 = 3. 35 – 28 = 4. 70 – 48 = 5. 84 – 39 = 1. Subtract: 432 – 216 1. Ones place: 2 – 6 is not possible Shift 1 ten to ones Now there are 12 ones: 12 – 6 = 6 2. In tens, now there are only 2 tens: 2 – 1 = 1 3. Hundreds: 4 – 2 = 2 2. Subtract: 513 – 267 1. Ones place: Need to shift 1 ten to ones 13 – 7 = 6 2. In the ten’s place, there is 0. Need to shift one hundred to tens 10 - 6 = 4 3. In the hundreds place, there is one less than 5 4 – 2 = 2 10 13 5 1 3 TO - 2 6 7 2 4 6 H 4 2 12 4 3 2 TO - 2 1 6 2 1 6 H 60

3. Subtract: 400 – 234 As tens and ones are left with zeros, shift 1 hundred from 4 to the tens place. From 10 tens, shift 1 ten to the ones place. In the tens place, only 9 tens are left. In one’s place: 10 – 4 = 6 In ten’s place: 9-3 = 6 In hundreds place: 3 – 2 = 1 10 10 4 0 0 TO - 2 3 4 1 6 6 H 3 9 Guided 1. 843 – 516 = 2. 712 – 467 = 3. 900 - 546 = Independent 1. 473 – 246 = 2. 542 – 384 = 3. 500 – 187 = 4. 600 – 586 = 5. 516 – 245 = 6. 705 – 422 = 7. 408 – 279 = 61

Word problems: 1. How much more is 472 than 346? 2. A chain costs Rs. 574. A table costs Rs. 916. How much more does the table cost? 3. Tom had 76 marbles and Jerry took 59 of them. How many marbles are left with Tom? 1. Subtract: a. 79 – 23 b. 68 – 54 c. 246 – 132 d. 584 – 242 e. 514 – 302 2. Subtract: a. 72 – 58 b. 63 – 45 c. 232 – 126 d. 518 – 246 e. 600 – 384 f. 908 – 754 g. 104 – 78 3. Sum of two numbers is 448. One of the numbers is 269. Find the other. 4. From Rs. 542, Rs. 258 was spent. How much money remains? 62

5. Fill in the boxes a. 4 b. 5 -2 6 -3 4 2 8 109 Fill in the missing numbers in the subtraction fact Example: 109 – 25 = 84 63 65 80 72 43 25 84

Place Values Place value of a digit is its value when it is at a given place. In 324, place value of 3 is 300 because it is in the hundred’s place. In 234, place value of 3 is 30, because it is in the ten’s place. In 423, place value of 3 is 3 because it is in the unit’s place. Consider the number 546: 546 = 5 hundreds + 4 tens + 6 units = 500 + 40 + 6 Place value of 5 = 500 Place value of 4 = 40 Place value of 6 = 6 Independent 1. Write the place value of each digit in the given numbers 1. 547 2. 209 3. 840 4. 347 5. 999 64

Comparing numbers Put or > < 1. 84 38 2. 47 74 3. 24 42 4. 38 86 Guided Put or > < 36 38 < Here, digits in the ten’s place are same. So, look for digits in the units place. 8 is greater than 6 or 6 is less than 8 therefore 36 is less than 38 65 > > Put or 1. 32 54 see the digit in the ten’s place 5 is greater than 3. So, 54 is greater than 32, or 32 is less than 54 therefore 32 < 54 2. 75 49 Here, digitals in the tens place are 7 and 4 7 4 Therefore 75 49 > >

Put or < > 1. 25 28 2. 53 51 3. 64 63 4. 76 78 Guided Comparing 3-digit numerals Put or > < a. 124 < 238 : See digits in the hundreds place. 1 is less than 2 therefore, 124 is less than 238 b. 325 < 342 : Here, hundred’s digits are the same. Therefore, look at tens digits. 2 is less than 4 therefore, 325 is less than 342 c. 456 452 : > Here, hundreds and tens digits are same. Therefore, look at units digit. 6 is greater than 2 therefore, 456 is greater than 452 66

Put or > < 1. 192 129 2. 308 380 3. 425 508 4. 654 638 5. 729 708 6. 835 872 Independent 7. 135 138 8. 452 456 9. 526 522 10. 138 283 11. 834 843 12. 738 735 67 1. Circle the largest number 8, 28, 103 3 digit number is the largest 2. Circle the largest number 434, 213, 136, 358 The number with the largest digit in the hundreds place is the largest. Guided

68 Circle the largest number 1. 28, 32, 154, 106 2. 215, 230, 342, 356 3. 715, 380, 495, 506 4. 820, 806 702, 270 Circle the smallest number 1. 92, 106, 85, 317, 412 2. 230, 438, 153, 721 3. 153, 205, 106, 121 4. 406, 721, 513, 501 Independent Ascending means going up the ladder; Start from the smallest number and go to the highest number. Descending means coming down the ladder; Start with the highest number and come to the smallest number. Ascending order & descending order

Guided Write these numbers in ascending order 134, 284, 105, 225 The smallest number here is 105 Next is 134 Next is 225 The largest is 284 therefore, Ascending order: 105 134 225 284 < < < Descending order: 284 225 134 > > > 105 Note the symbol for ascending or descending order for ascending use ' ' < . For descending use ' ' > symbol. Independent 1. Write the given numbers in ascending and descending order a. 238, 154, 825, 725 b. 92, 234, 103, 256 c. 108, 192, 89, 147 69 1. Write the following in ascending and descending order a. 36, 182, 206, 98 b. 106, 801, 675, 504 c. 253, 247, 284, 205 d. 175, 741, 276, 184 105 134 225 284 105 134 225

1. Write the following numbers in expanded form and write the place value of each digit a. 745 b. 843 c. 926 2. Put > or < a. 153 351 b. 185 106 c. 256 152 d. 851 581 e. 125 152 f. 354 352 3. Write the following in ascending and descending order a. 453, 85, 106, 351, 706 b. 358, 324, 315, 306 c. 924, 908, 917, 987 70

1. Identify the number which has 3 in the tens place and circle it. a. 305 b. 530 c. 503 2. Which number has a digit whose place value is 500? a. 513 b. 351 c. 153 3. Which number has 6 in the hundred’s place and 3 in the units place? a. 306 b. 603 c. 635 d. 650 4. Which number has sum of the place values of its digits equal to 310? a. 305 b. 318 c. 301 d. 310 5. Write the numerals for the following a. Largest digit in the hundred’s place, smallest digit in the ten’s place, and 5 in the units place. b. Smallest digit in the unit’s place, 1 in the hundred’s place, and largest digit in the ten’s place. c. Write the number with place values of the digits 800, 40 and 7 71

Expanded form of Numbers 3 hundreds 4 tens 6 ones 3 hundreds + 4 tens + 6 ones = 346 This is called the expanded form of numbers. Activity 1: Divide yourself into groups. Your teacher will give you strips of paper Cut some strips into equal pieces and write numbers 100 to 900 on them, as shown. Cut some more strips of equal length, but shorter in length than the previous set of strips. Write numbers 10, 20…….90 on them, as shown. 1 0 0 2 0 0 3 0 0 1 0 2 0 3 0 72

Cut a few more strips of still shorter length, and write digits 1 to 9 on them, as shown. 1 2 3 4 5 6 7 8 9 With these strips, you can make any number. Example: 435 Take the 400 strip, 30 strip and strip. 5 Keep one over the other. You get the number 435 . Separate the strips & keep: This is the expanded form of 435. The expanded form also gives the place value of the digits Place value of 4 in 435 is 400. Place value 3 is 30. Place value of 5 is 5. Extended activity: Using strips, make the following numbers: 1. 384 2. 508 3. 630 4. 999 5. 759 6. 284 4 0 0 3 0 5 73 4 3 5

Activity 2: Make all the possible numbers with digits 4, 6, 3 using strips. None of the digits should be repeated. 1. 2 Numbers with 4 hundreds Example: 463 is one number 400 60 3 436 is the other number 400 30 6 2. Similarly, 2 numbers can be formed with 3 in the hundreds place. 3. And, 2 numbers can be formed with 6 in the hundreds place. How many 3-digit numbers can be formed? _________ Which is the smallest number? _______________ Which is the largest number? ________________ Extended activity: 1. With strips, make all the numbers with the digits given below. a. 7, 9, 6 b. 2, 1, 7 c. 1, 9, 3 2. Make these numerals with strips a. Place value of 3 is 300, Place value of 2 is 20 and place value of 8 is 8 b. Sum of the place values is 989 c. A number which has 5 hundreds and 5 tens 74

1. Write the following in expanded form, as shown: 236 = 2 hundreds + 3 tens + 6 ones = 200 + 30 + 6 a. 825 - ___________________________________________ b. 734 - ___________________________________________ c. 128 - ____________________________________________ d. 526 - ___________________________________________ e. 734 - ___________________________________________ 2. Fill in the boxes a. 815 = hundreds + tens + ones = + + b. 726 = hundreds + tens + ones = + + c. 608 = hundreds + tens + ones = + + 3. Write the numbers given in expanded form a. 6 hundreds + 3 tens + 5 ones = _______ b. 7 hundreds + 6 ones = _______ c. 8 hundreds + 2 tens = _______ d. 5 hundreds + 9 tens = _______ e. 3 hundreds + 8 ones = _______ 75

f. 400 + 30 = _______ g. 500 + 10 + 9 = _______ h. 200 + 50 + 5 = _______ i. 300 + 9 = _______ j. 600 + 80 + 5 = _______ Make all 3-digit numerals possible with the given groups of digits without repeating any digit. a. 1, 9, 7 b. 2, 8, 4 c. 4, 0, 2 d. 8, 0, 1 e. 3, 0, 5 f. How many 3-digit numerals can you make with digits 6, 0 ? (Repetition of the digits allowed). 4. Write the number that comes before and after the following 100 101 102 Before After a. 200 b. 300 c. 510 d. 699 76

Is it possible to make a 3-digit numeral with only one digit? Make a 3-digit numeral with the following. Only one digit is given. a. 3 b. 6 c. 9 d. 1 77

Abacus A number of activities can be done on an abacus Activity 1: Each student needs an abacus. It can be made as follows: 1. Take a cardboard tube used to pack tooth paste or antiseptic creams. 2. Fill it with sand or clay, and seal both its ends. 3. Make three holes at equal distance on any one of its sides using a nail or compass. 4. Insert broom sticks into the holes. Label the holes as units, tens and hundreds. Your abacus is ready. 5. Now you need beads to insert in the broomsticks’ spikes. 6. Instead of beads, you can also use Polo, or other peppermints with holes. Thermocol beads also can be used. Students can bring material and make the abacus in the class. 78

Activity 2: Make 2 digit numbers on the abacus. You will need beads of 2 different colours. Fix one colour for units, and the other for tens place. The length of the broom stick must be enough to hold 9 beads. 1. Put beads in the ones place- 1,2,3…..9 beads of one colour, say red. The 10 bead will have to go to the next spike th 2. Remove the 9 red beads. Put 1 blue bead in the ten’s spike This is 10. 1 in the ten’s and nothing in the ones is 10. 3. One blue bead in the tens and one red bead in the units makes 11. 4. Keeping 1 blue bead in the tens, increase the red beads by 1, 2,3,4….8. You will get numbers 12, 13, 14……….19 5. Put 1 more blue bead in the tens, and remove the red beads. You get 2 tens, or 20. 11 10 9 79

6. In this manner, you can make numbers from 21 to 29, from 31 to 39 etc. up to 99. 7. Put one green bead in the hundreds spike and leave the other two empty. You get number 100 8. Using the 3 spikes, you can make any combinations to make numbers from 100-999. Activity 3: Make the following numerals on the abacus. 1. 111 2. 121 3. 139 4. 250 5. 259 6. 750 7. 800 8. 909 9. 999 10. 358 Activity 4: Make all 3-digit numbers that can be made using the digits 5, 4, 3 on the abacus. Write the number name of each. Write the smallest and biggest 3- digit numerals that can be formed with the above digits. Example: Two are shown here. Make the remaining 345 – Three hundred and fortyfive 354 – Three hundred fiftyfour 3 4 5 3 5 4 80

Extended activity: 1. Make all the 3-digit numerals possible with digits 7, 3 , 0 2. Make all the 3-digit numerals possible with digits 6, 2, 8. (No digit should be repeated) Addition using abacus 1. 8 + 5 Take out the beads from the second abacus and put them on the first abacus. When one more is added to 8, there are 9 beads on the first and 4 on the second. Remove one more from the second. It is now left with 3. However, the 10 bead cannot go to the ones place. th Thus, remove all the beads from ones place & put one blue bead on tens place. First abacus now has 1 ten, and second abacus has 3 ones. Shift the 3 ones to the first abacus, and you get 13. 81 Activity 5: For addition, we need two abacuses. Students will have to work in pairs.

2. 12 + 23 Bring the ones together. Shift the 3 beads from the second. to the first abacus. This will give you 5 beads. Shift 2 beads from the tens place of the second to the tens of the first. Now, there will be 3 blue beads on the tens place of the first abacus. The number on the first abacus now is 35. 1 2 2 3 3 5 82

Subtraction with abacus Activity 6: 1. 28 – 12 Remove 2 from ones place and 1 from tens place. Now, you get number 16. 28 - 12 = 16 Do the following subtractions using abacus. 1. 48 – 34 2. 52 – 31 3. 245 – 134 4. 428 – 316 5. 534 – 314 6. 400 – 126 83 Extended activity: Add using abacus 1. 15 + 23 2. 21 + 34 3. 100 + 54 4. 112 + 234 5. 405 + 121 2 8 1 6

84 1. Present the following numbers on the abacus: a. 305 b. 869 c. 909 d. 819 2. Write the numbers shown on the abacus here. 3. Add the following using abacus a. 12+ 24 b. 81 + 17 c. 112 + 206 d. 134 + 148 4. Subtract the following using abacus a. 36 – 13 b. 29 – 18 c. 148 – 126 d. 305 – 142 e. 500 – 156 (a) (b) (c)

Contents 1. Our Body...................................... 86 2. Sensory Organs ........................... 91 3. Classification of Plants ................ 97 4. Parts of Plants ........................... 104 5. Uses of Plants ........................... 109 6. Animal World ............................. 113 7. Homes of Animals...................... 122 Class 2 Term 1

Our Body Label the parts in the picture. Do you remember the sense Organs? 86

Do you know how each of these bodyparts help us? The neck connects the trunk with the head. Hands help us to do work. Our legs help us to walk. Write the work done in each case given below. 87

88 Look at the pictures. Which part of the body is used in each work ? Write.

Write 5 things that we do with our hands 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ 4. _______________________________________________ 5. _______________________________________________ Write 5 things that we do with our legs. 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ 4. _______________________________________________ 5. _______________________________________________ Hands and legs are called limbs. The chest and abdomen together is called the trunk. How is the human body different from the body of other animals? Write 3 differences between the human body & bodies of other animals. Human beings Animals 89

1. How do these parts help us? a. Head - __________________ b. Neck - __________________ c. Limbs - __________________ d. Sense organs - __________________ 2. Name the sense organs of our body and their functions. 3. Name the organ: a. This does all the thinking __________________ b. These help to see __________________ c. These help us to hold things __________________ d. These help us to walk around __________________ e. This helps us to taste food __________________ 1. Sense organs : organs that help us to hear, smell, see, touch, and taste. 2. Limbs : hands and legs 3. Trunk : The part of the body to which the limbs are attached 90

Sensory Organs Sensory organs help us to see, hear, smell, taste and touch. Sensory organs work on the orders of the brain, which is inside the head. There are five Sensory Organs in our body. They are eyes, ears, nose, tongue and skin. 91

Taking care of sensory organs Sensory organs are very precious. We must take good care of our sensory organs. 1. Don’t rub eyes when dust or tiny insects go in your eyes. Wash the eyes in running water instead. 2. Don’t poke your ears with hard objects. 3. Don’t sit very close to the TV while watching. 4. Don’t read while travelling in a car or bus. 5. Cover your ears with scarf or cotton while going out in the cold. 6. While swimming, wear a swimming cap to cover the ears. 7. Don’t poke your nose with fingers. 8. Take bath every day to keep your skin clean. 9. Wear clean clothes to keep the skin free of infections. 92

93 Activity 1: There are some objects kept in a closed box. Students should not know what are the things inside. Blindfold one student. Give him one object from the box. Ask him to identify the object by touch. If he is able to do it, give him another object. Ask him to identify it by smell. If he is not able to do it, call another student. Repeat the activity with a few more students, asking each to identify objects by smell, touch, hearing, and taste. Activity 2: Teacher needs to have things with different smells one in each bottle. No one should be able to see what is inside the bottle. Call students at random and ask them to smell the bottles. Hint: Ginger paste, onion, garlic, rose water, perfume, juice, shampoo, etc. can be kept in the bottle. Check whether they are able to identify the smell correctly. Shampoo Rose water Perfume Let us do some activities to understand the working of sense organs.

94 Activity 3: Have a few objects in a closed box. Make a hole in the box big enough so you can insert your hand in it. Call students at random and ask them to identify the object inside the box by touching it. They have to tell whether the object is: a) Round or flat b) Rough or smooth c) Hard or soft d) Heavy or light Activity 4: Let the students sit in a circle. Apply a drop of a paste or juice on the tip of their tongue by means of a small spoon. Else, let them take it with their fingers and apply it on to their tongue. Let them identify the taste. (lime extract, bittergourd, neem paste, sugar, salt, pepper powder, etc.) Activity 5: Call a student. Prick his hand gently with a pencil. Does he feel the pain? Skin makes us feel the pain, and helps us feel hot or cold when hot or cold objects are touched.

1. How does a blind person identify things? 2. How does nose help us to identify things? 3. Can you identify things by the sound they produce? 4. Name two things which have smell. 5. Name two things that can be identified by taste. 1. Why do we withdraw our hands when we touch a hot object? 2. What makes us feel pain? 95 1. Brain : The organ that controls all other parts of the body. 2. Blindfold : Tying a cloth over the eyes.

Make a book on sense organs. Follow these guidelines. • One page for one organ • Each page has painting of the organ and a write-up about its functions. • Give it an attractive cover • The book can be in any shape – egg shaped, leaf shaped, or any other shape of your liking. 96 Join the dots and colour the hand.

We see plants all around us. Are they all the same? We see different types of plants. The big plants have thick and hard trunks. These plants are called trees. 97 Coconut Tree Guava Tree Mango Tree Papaya Tree Pomegranate Tree Orange Tree Banana Plant Classification of Plants

Coconut, mango, neem, gulmohar, banyan, and peepal are some common trees. Shrubs: Smaller plants with thin, hard stems are called shrubs. All the stems originate from the base of the plant. Rose, hibiscus, jasmine and oleander are examples of shrubs. Herbs : Very small plants with tender stems are called herbs. Herbs live only for a short time. Tulsi, coriander, mint, spinach, and grass are examples of herbs. 98 Hibiscus Rose Sunflower Coriander Spinach Mint Tulsi

Climbers: There are some plants that cannot stand up on their own. Their stems are weak and need support to climb up. They are called climbers. 99 Money Plant Bottle Gourd Pumpkin Watermelon Money plant, bitter gourd, snake guard, pea plant, money plant, betel, pepper, etc. are examples of climbers. Creepers There are some other plants which do not climb up, but rather spread on the ground. They are called creepers. Watermelon, cucumber, pumpkin, sweet potato, and bottle gourd are examples of creepers.

100 Water Lily Water Lotus Cactus Aloevera Hydrilla Other than the ones above, there are some other classes of plants too. Water plants: These plants grow in water. Some water plants have their root fixed under water, with leaves and flowers floating above the water. Lotus and Water Lily are examples of such plants. There are other water plants which fully float on water. Water hyacinth, water cabbage and spirogyra are examples of such water plants. There are still other water plants that live completely under water. Vallisneria and hydrilla are examples of such water plants. Cactus: Another type of plants is the cactus. They grow in deserts. Their leaves are like thorns, and their stems look like leaves. Prickly pear and Aloevera are examples of cacti.