as per latest cbse curriculum€¦ · american math students. dr. kevin worked as math curriculum...

REVISED EDITION

BASED ON THE SINGAPORE BAR MODEL METHOD

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AS PER LATESTCBSE CURRICULUM

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First Published in 2018Revised Edition 2019Re-print Edition 2020

ISBN 978-81-932005-0-6

Published by

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99, DSIDC Complex, Okhla Industrial Area Phase–I, New Delhi-110019, India

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Yan Kow Cheong Yan Kow Cheong, based out of Singapore has been active on the Singapore’s mathematics educational scene for over two decades with teaching appointments at the ACS (Independent), NUS Extension, Institute of Technical Education, and Singapore Science Centre. He regularly conducts workshops and seminars for primary and secondary school students, teachers and parents.Kow-Cheong is the author of Singapore’s best-selling Mathematical Quickies & Trickies series and the co-author of the MOE-approved Additional Maths 360. Besides editing primary and secondary MOE-approved textbooks, co-writing Teachers’ Guides, and ghost-writing assessment titles, he has also written contests questions and on-line assessment tests, and provided contents for maths apps.A contributor to mathematics periodicals and journals, such as The Mathematics Educator, Mathematics Medley; he is also the author of The Stack Model Method: An Intuitive and Creative Approach to Solving Word Problems [Primary 3–4 & 5–6] and many other titles. His academic interests involve research in mathematics education, in particular, the psychology of learning and teaching mathematics, and creative problem solving.Kow-Cheong writes about the good, the bad and the not-so-ugly of Singapore’s maths education and of the local educational publishing industry. Read his two maths blogs at www.singaporemathplus.com and www.singaporemathplus.net. He can be reached at: [email protected]

Our Advisors

Dr. Kevin MahoneyDr. Kevin Mahoney, based out of America has been a teacher of mathematics since 1989. A "math war" veteran, he has worked on wide variety of mathematics pedagogy and curricular materials in both public and private schools. In 2012, he became the first American to investigate Singapore's elementary teaching methods at the doctoral level, publishing original academic research on the effects of Singaporean pedagogy on American math students.Dr. Kevin worked as Math Curriculum Coordinator at an independent school outside Boston, Massachusetts. He consults with large numbers of schools and teacher training institutes in U.S., Canada, Europe and India, training the faculty and helping schools effectively implement mathematics curriculum and instruction.

WOW MATHS based on the Singapore model is a series of eight textbooks specially designed to meet the mathematical needs and wants of primary and middle school students in India, by incorporating the proven problem solving strategies and heuristics commonly used in the Singapore maths curriculum.Besides promoting critical and creative thinking in mathematics, the WOW MATHS series introduces the Singapore Bar (or Model) Method-a powerful visualization and problem-solving heuristic used to solve word problems and to help students gain a better insight into mathematical concepts across all the eight grades.

ApproachThe series infuses the Concrete-Pictorial-Abstract (CPA) approach of learning and teaching interwoven with the bar model method. This blend makes the teaching of mathematical concepts much simple and easier. The simpler and effective strategies will not only motivate the students to learn a new topic, concept or skill, but will also make the learning of mathematics more meaningful and relevant to their everyday life.

Preface

Abstract

Concrete

Pictorial

They have 5 cars in all.

Venu has 3 cars. Siya has 2 cars.

Venu Siya

The WOW series has 15 unique features.

WOW KIDS

They are your Maths buddies. They stimulate interest, explain concepts and create involvement in learning.

Venu Siya Tina Irfan

Consolidated check of the concepts learnt in the previous class.

Show scaffolded introduction of concepts. Develop conceptual learning.

Topics Covered

Graded exercises assess understanding of mathematical concepts.

Exercise

Theme based checking of how much the children have learned about the concepts taught.

WorksheetAddition

Relates the concepts taught to every situations and shows how mathematical concepts are applied to everyday situations.

Everyday Maths

Think Smart

Helps students enhance their critical and creative thinking skills, and to arouse mathematical curiosity.

Trains children to perform mental calculations quickly.

Mental Maths

Mathematical facts about the topics.

Fact ZoneCautions/Alerts children of the common mistakes and errors.

Mind It

Includes suggestions/ideas for teacher and parents to make the learning of the topic comprehensive and complete.

TipTeaching

Consists of graded questions that test understanding and application of concepts taught with an integrated approach.

Hands on activities to further consolidate the concepts taught.

Maths Lab Activity

Quick recap of the concepts learnt in the previous class.

Warm UpEncourages active student participation and creates opportunity for interaction and discussion.

WOW MATHS based on the Singapore model is a series of eight textbooks specially designed to meet the mathematical needs and wants of primary and middle school students in India, by incorporating the proven problem solving strategies and heuristics commonly used in the Singapore maths curriculum.Besides promoting critical and creative thinking in mathematics, the WOW MATHS series introduces the Singapore Bar (or Model) Method-a powerful visualization and problem-solving heuristic used to solve word problems and to help students gain a better insight into mathematical concepts across all the eight grades.

ApproachThe series infuses the Concrete-Pictorial-Abstract (CPA) approach of learning and teaching interwoven with the bar model method. This blend makes the teaching of mathematical concepts much simple and easier. The simpler and effective strategies will not only motivate the students to learn a new topic, concept or skill, but will also make the learning of mathematics more meaningful and relevant to their everyday life.

Preface

Abstract

Concrete

Pictorial

They have 5 cars in all.

Venu has 3 cars. Siya has 2 cars.

Venu Siya

The WOW series has 15 unique features.

WOW KIDS

They are your Maths buddies. They stimulate interest, explain concepts and create involvement in learning.

Venu Siya Tina Irfan

Consolidated check of the concepts learnt in the previous class.

Show scaffolded introduction of concepts. Develop conceptual learning.

Topics Covered

Graded exercises assess understanding of mathematical concepts.

Exercise

Theme based checking of how much the children have learned about the concepts taught.

WorksheetAddition

Relates the concepts taught to every situations and shows how mathematical concepts are applied to everyday situations.

Everyday Maths

Think Smart

Helps students enhance their critical and creative thinking skills, and to arouse mathematical curiosity.

Trains children to perform mental calculations quickly.

Mental Maths

Mathematical facts about the topics.

Fact ZoneCautions/Alerts children of the common mistakes and errors.

Mind It

Includes suggestions/ideas for teacher and parents to make the learning of the topic comprehensive and complete.

TipTeaching

Consists of graded questions that test understanding and application of concepts taught with an integrated approach.

Hands on activities to further consolidate the concepts taught.

Maths Lab Activity

Quick recap of the concepts learnt in the previous class.

Warm UpEncourages active student participation and creates opportunity for interaction and discussion.

SINGAPORE BAR MODEL

Singapore Maths Curriculum is recognized around the world for its innovative and effective teaching and learning practices. Singapore uses heuristics (problem solving strategies) and Bar Model Method (an effective pedagogical strategy recognized in over 30 countries and ranked the highest in TIMSS).

Bar or the Model drawing is a powerful visualization problems solving heuristic that is used to solve both arithmetic and algebraic problems. The Model method enables word problems that we traditionally set at higher grades (using algebra) to be set at lower grades.

The Bar (or Model) method:• helps students to gain a better insight into mathematical concepts such as

fraction, ratio and percentage• helps students to plan for the solution steps for solving a maths problem• is comparable to, but is less abstract than, the algebraic method• empowers students to solve challenging problems

Venu spent 21 of his pocket money on a movie and 4

1 on a new pen. What fraction of his pocket money was left?

Let’s solve some problems by both the traditional and bar model methods.

Money spent on movie = 21

Money spent on pen = 41

Total money spent = 21

Money left = 1– 43

= 44 – 4

41 of his pocket money was left.

41 of his pocket money was

Money left = 41

Traditional Method Model Method

Movie Pen

Money left

Number of stamps = x

Stamps given to one brother = 61 x

Remaining stamp collection = 65 x

Stamps given to other brother

= 52 × 6

5 x = 31 x

Remaining stamps = 12According to the question,

61 x + 3

1 x + 12 = x

62 72x x+ + = x

63 72x+ = x

3x + 72 = 6x 3x – 6x = – 72 –3x = – 72 x = 24

Sahil earned a profit of `20.00 by selling a pair of shoes for `300.00. What was the cost of the pair of shoes?

Bar modeling is also helpful in solving mathematical problems of higher grades.

Tanya has two brothers. She gave 61 of her stamp collection to one of them and

52 of the remainder to the other. In the end, she was left with 12 stamps. How many stamps did Tanya have at first?

3 units = 121 unit = 12 ÷ 3 = 46 units = 6 × 4 = 24Tanya had 24 stamps at first.Tanya had 24 stamps at first.

Total Stamps

Remainder Given to first

brother

Remainder12

First brother

Second brother

Selling price (S.P.) = `300.00Profit (P) = `20.00Cost price (C.P.) = ?

C.P. = S.P. – Profit

C.P. = `300.00 – `20.00C.P. = `280.00The cost price of the pair of shoes was `280.00.

Traditional Method

Model Method

`300.00

`20.00

C.P. =? Profit

SINGAPORE BAR MODEL

Singapore Maths Curriculum is recognized around the world for its innovative and effective teaching and learning practices. Singapore uses heuristics (problem solving strategies) and Bar Model Method (an effective pedagogical strategy recognized in over 30 countries and ranked the highest in TIMSS).

Bar or the Model drawing is a powerful visualization problems solving heuristic that is used to solve both arithmetic and algebraic problems. The Model method enables word problems that we traditionally set at higher grades (using algebra) to be set at lower grades.

The Bar (or Model) method:• helps students to gain a better insight into mathematical concepts such as

fraction, ratio and percentage• helps students to plan for the solution steps for solving a maths problem• is comparable to, but is less abstract than, the algebraic method• empowers students to solve challenging problems

Venu spent 21 of his pocket money on a movie and 4

1 on a new pen. What fraction of his pocket money was left?

Let’s solve some problems by both the traditional and bar model methods.

Money spent on movie = 21

Money spent on pen = 41

Total money spent = 21

Money left = 1– 43

= 44 – 4

41 of his pocket money was left.

41 of his pocket money was

Money left = 41

Traditional Method Model Method

Movie Pen

Money left

Number of stamps = x

Stamps given to one brother = 61 x

Remaining stamp collection = 65 x

Stamps given to other brother

= 52 × 6

5 x = 31 x

Remaining stamps = 12According to the question,

61 x + 3

1 x + 12 = x

62 72x x+ + = x

63 72x+ = x

3x + 72 = 6x 3x – 6x = – 72 –3x = – 72 x = 24

Sahil earned a profit of `20.00 by selling a pair of shoes for `300.00. What was the cost of the pair of shoes?

Bar modeling is also helpful in solving mathematical problems of higher grades.

Tanya has two brothers. She gave 61 of her stamp collection to one of them and

52 of the remainder to the other. In the end, she was left with 12 stamps. How many stamps did Tanya have at first?

3 units = 121 unit = 12 ÷ 3 = 46 units = 6 × 4 = 24Tanya had 24 stamps at first.Tanya had 24 stamps at first.

Total Stamps

Remainder Given to first

brother

Remainder12

First brother

Second brother

Selling price (S.P.) = `300.00Profit (P) = `20.00Cost price (C.P.) = ?

C.P. = S.P. – Profit

C.P. = `300.00 – `20.00C.P. = `280.00The cost price of the pair of shoes was `280.00.

Traditional Method

Model Method

`300.00

`20.00

C.P. =? Profit

• Workout the solution• Tryout di�erent

strategies

• Draw a model• Work backwards • Look for a pattern• Guess & Check • Simplify a problem

Polya's

4-step problem solving process

Step - 1

Step - 2

Step - 3

Step - 4

Understanding the problem

Devising a Plan

Checking

Polya’s four-step model, named a�er the Hungarian mathematician, George Polya (1887-1985), is commonly used in

mathematical problem solving.

WomenMen?60

90Total People

WomenMen3060

• Identify wanted, Given & Needed information• Restate the problem

• Check the solution 60 + 30 = 90 • Seek alternatives solutions, if required• Extend the method to other problems

solve the problem

explain your work

choose a strategy

READ, VISUALIZE & THINK

90Total People

Men People (Given)

1. Rewind 11 Think Smart, Everyday Maths

2. Number Bonds 27 Maths Fun, Maths Lab

3. Addition to 10 35 Mental Maths, Practice Sheet

4. Subtraction to 10 52 Think Smart, Maths Lab

5. Numbers 11 to 20 67 Everyday Maths, Maths Lab

6. Numbers 20 to 100 94 Practice Sheet, Maths Lab

7. Addition and Subtraction within 100 116 Mental Maths, Worksheet

8. Multiplication 134 Maths Fun, Worksheet, Maths Lab

9. Shapes and Patterns 149 Everyday Maths, Worksheet, Maths Lab

10. Measurement 164 Mental Maths, Maths Lab

11. Time 177 Maths Fun, Worksheet, Maths Lab

12. Money 185 Mental Maths, Maths Lab

13. Data Handling 191 Everyday Maths, Practice Sheet, Maths Lab

Contents

10 9 8 7 6 5 4 3 2 1 10987654321

strategies

Polya's

Step - 1

Step - 2

Step - 3

Step - 4

Devising a Plan

Checking

WomenMen?60

90Total People

WomenMen3060

solve the problem

explain your work

choose a strategy

90Total People

Men People (Given)

strategies

Polya's

Step - 1

Step - 2

Step - 3

Step - 4

Devising a Plan

Checking

WomenMen?60

90Total People

WomenMen3060

solve the problem

explain your work

choose a strategy

90Total People

Men People (Given)

1. Rewind 11 Think Smart, Everyday Maths

2. Number Bonds 27 Maths Fun, Maths Lab

3. Addition to 10 35 Mental Maths, Practice Sheet

4. Subtraction to 10 52 Think Smart, Maths Lab

5. Numbers 11 to 20 67 Everyday Maths, Maths Lab

6. Numbers 20 to 100 94 Practice Sheet, Maths Lab

7. Addition and Subtraction within 100 116 Mental Maths, Worksheet

8. Multiplication 134 Maths Fun, Worksheet, Maths Lab

9. Shapes and Patterns 149 Everyday Maths, Worksheet, Maths Lab

10. Measurement 164 Mental Maths, Maths Lab

11. Time 177 Maths Fun, Worksheet, Maths Lab

12. Money 185 Mental Maths, Maths Lab

13. Data Handling 191 Everyday Maths, Practice Sheet, Maths Lab

Contents

10 9 8 7 6 5 4 3 2 1 10987654321

strategies

Polya's

Step - 1

Step - 2

Step - 3

Step - 4

Devising a Plan

Checking

WomenMen?60

90Total People

WomenMen3060

solve the problem

explain your work

choose a strategy

90Total People

Men People (Given)

I have a glass of juice in my left hand.

I have an apple in my right hand.

Thicker Thinner Heavier Lighter

Longer

Shorter

Taller

Shorter

Bigger Smaller

Outside Inside

Bottom

Use real objects or pictures of various objects. Show these to children and ask them to guess the names. Ask the children to make comparison statements, such as “Which is bigger?, Which is smaller?, Which is heavier?, Which is lighter?”

Near Far

Teaching Tip

Observe as you read.

Rewind1

I have a glass of juice in my left hand.

I have an apple in my right hand.

Thicker Thinner Heavier Lighter

Longer

Shorter

Taller

Shorter

Bigger Smaller

Outside Inside

Bottom

Use real objects or pictures of various objects. Show these to children and ask them to guess the names. Ask the children to make comparison statements, such as “Which is bigger?, Which is smaller?, Which is heavier?, Which is lighter?”

Near Far

Teaching Tip

Observe as you read.

Rewind1

1. For each item in column A, circle an item in column B that shows the opposite of it.

Exercise 1

Heavier

Lighter

Thicker

Taller

Bigger Smaller

Shorter

Thinner

2. Tick ( ) the picture that matches the description.

a) b) c)

d) e) f)

Taller building Heavier glass

Shorter snake Longer rope Lighter object

Shorter girl

instructions.A smaller rectanglea)

A longer linec)

A bigger squareb)

A shorter ribbond)

4. Circle the correct option. What isnear the ball?

inside the box?

b) far from the girl?

outside the house?

on the top of the cupboard? at the bottom of the stairs?

Think Smart

Look at the scene on the right. Discuss it with your classmates.Talk about the position of the animals and objects using the following words.

near far down in out longershorter up taller smaller bigger

1. For each item in column A, circle an item in column B that shows the opposite of it.

Exercise 1

Heavier

Lighter

Thicker

Taller

Bigger Smaller

Shorter

Thinner

2. Tick ( ) the picture that matches the description.

a) b) c)

d) e) f)

Taller building Heavier glass

Shorter snake Longer rope Lighter object

Shorter girl

instructions.A smaller rectanglea)

A longer linec)

A bigger squareb)

A shorter ribbond)

4. Circle the correct option. What isnear the ball?

inside the box?

b) far from the girl?

outside the house?

on the top of the cupboard? at the bottom of the stairs?

Think Smart

Look at the scene on the right. Discuss it with your classmates.Talk about the position of the animals and objects using the following words.

near far down in out longershorter up taller smaller bigger

3 Three

4 Four

5 Five

7 Seven

8 Eight

9 Nine

10 Ten

ZeroMy basket is empty. There are no objects

kept in it.

Counting

This means you have ‘zero’

objects in the basket.

In counting, zero (0)comes before 1.

Fact Zone

10 2 3 4 5

We always use plural to denote zero of something: zero cats, zero fruits. A common mistake is to associate the number zero with nothing. Zero is the absence of something.

Teaching Tip

1. How many are there in each group? Draw a line from each

2. Write the missing numbers on the number line.

Exercise 2

3. Count the circles on each balloon. Match it with the correct number.

1 2 3 4 5 6 7 8 9

3 Three

4 Four

5 Five

7 Seven

8 Eight

9 Nine

10 Ten

ZeroMy basket is empty. There are no objects

kept in it.

Counting

This means you have ‘zero’

objects in the basket.

In counting, zero (0)comes before 1.

Fact Zone

10 2 3 4 5

We always use plural to denote zero of something: zero cats, zero fruits. A common mistake is to associate the number zero with nothing. Zero is the absence of something.

Teaching Tip

1. How many are there in each group? Draw a line from each

2. Write the missing numbers on the number line.

Exercise 2

3. Count the circles on each balloon. Match it with the correct number.

1 2 3 4 5 6 7 8 9

4. Look at the picture given below. Count the objects and write their number in the given boxes.

5. Count and write.a) How many fish are there in the pond?

b) How many books are there on the desk?

c) How many objects are there on the table?

d) How many pens are there in the pen holder?

6. Count the objects. Write their numbers and number names.

7. Read the given numbers.

Complete the sequence.

8 9 5 2 1 4 7 3 6

1. Count the number of books you have in your school bag. Write the number of books. Write its number name. ____________________

2. Look around in your classroom. Count the given objects and write their number in the boxes.

Doors Display boards Charts Windows

Everyday Maths

4. Look at the picture given below. Count the objects and write their number in the given boxes.

5. Count and write.a) How many fish are there in the pond?

b) How many books are there on the desk?

c) How many objects are there on the table?

d) How many pens are there in the pen holder?

6. Count the objects. Write their numbers and number names.

7. Read the given numbers.

Complete the sequence.

8 9 5 2 1 4 7 3 6

1. Count the number of books you have in your school bag. Write the number of books. Write its number name. ____________________

2. Look around in your classroom. Count the given objects and write their number in the boxes.

Doors Display boards Charts Windows

Everyday Maths

Which set has more marbles?

Set B > Set A So, 6 > 4.

Set B has more marbles than Set A.Set B has 2 more marbles than Set A.So, 6 is greater than 4.

moreSet A

Which set has less balls?

Compare the beads in Set A and Set B.

Set B has less balls than Set A.Set B has 2 less balls than Set A.So, 5 is smaller than 7.

Set B < Set A So, 5 < 7.

Set Bless

Set A and Set B have equal beads.

Set A has as many beads as Set B.Set B has as many beads as Set A.So, 5 equals 5.

Set A = Set B So, 5 = 5.

Comparing Numbers

We use ‘>’ sign to represent

‘more’.

We use ‘<’ sign to represent

‘less’.

We use ‘=’ to represent

‘is equal to’.

Everyday Maths

How many wheels does each vehicle have?

Bicycle Bus Auto rickshaw Car

2. Read and draw. Count and then write ‘more’ or ‘less’.

1. Count and write the number of objects. Tick ( ) the set that has more objects.

5 rectangles

3 triangles 5 triangles

2 rectangles

Remember to count

correctly and draw neatly.

Set A has more kites than Set B.

So, is more than .

Exercise 3

Set A has less apples than Set B.

So, is less than .

Set A Set B

Which set has more marbles?

Set B > Set A So, 6 > 4.

Set B has more marbles than Set A.Set B has 2 more marbles than Set A.So, 6 is greater than 4.

moreSet A

Which set has less balls?

Compare the beads in Set A and Set B.

Set B has less balls than Set A.Set B has 2 less balls than Set A.So, 5 is smaller than 7.

Set B < Set A So, 5 < 7.

Set Bless

Set A and Set B have equal beads.

Set A has as many beads as Set B.Set B has as many beads as Set A.So, 5 equals 5.

Set A = Set B So, 5 = 5.

Comparing Numbers

We use ‘>’ sign to represent

‘more’.

We use ‘<’ sign to represent

‘less’.

We use ‘=’ to represent

‘is equal to’.

Everyday Maths

How many wheels does each vehicle have?

Bicycle Bus Auto rickshaw Car

2. Read and draw. Count and then write ‘more’ or ‘less’.

1. Count and write the number of objects. Tick ( ) the set that has more objects.

5 rectangles

3 triangles 5 triangles

2 rectangles

Remember to count

correctly and draw neatly.

Set A has more kites than Set B.

So, is more than .

Exercise 3

Set A has less apples than Set B.

So, is less than .

Set A Set B

4. Count the objects and write their number in the box. Circle the groups which have an equal number of objects.

5. Put the correct sign (>, < or =).

a) 3 5 b) 2 1 c) 6 3

d) 7 7 e) 1 0 f) 9 2

To get the number that comes just after 5, count 1 forward from 5. So, 6 comes just after 5.

What comes just before 5?

What comes just after 5?

To get the number that comes just before 5, count 1 backward from 5. So, 4 comes just before 5.

Before, After and Between

Jump 1 number backward from 5

1 2 3 4 5 6 7 8

Jump 1 number forward from 5

1 2 3 4 5 6 7 8

1 less

1 more

What comes in between?

4 comes before 5 and 6 comes after 5.

This means 5 is between 4 and 6.

Between

1. Which number comes just before and just after? Count on the number line.

comes just before 7.a)

comes just before 3.c)

comes just after 7.

comes just after 3.

2. For each middle number, write the numbers that come before and after it.

Exercise 4

3. Write the number that comes in between the two given numbers.

1 3 4 6

7 9 8 10

Guide the children to draw arrows on the number line to show a number just before and just after.

Teaching Tip

0 1 2 3 4 5 6 7 8 9

Before After

0 1 2 3 4 5 6 7 8 9 10

4. Count the objects and write their number in the box. Circle the groups which have an equal number of objects.

a) 3 5 b) 2 1 c) 6 3

d) 7 7 e) 1 0 f) 9 2

To get the number that comes just after 5, count 1 forward from 5. So, 6 comes just after 5.

What comes just before 5?

What comes just after 5?

To get the number that comes just before 5, count 1 backward from 5. So, 4 comes just before 5.

Before, After and Between

Jump 1 number backward from 5

1 2 3 4 5 6 7 8

Jump 1 number forward from 5

1 2 3 4 5 6 7 8

1 less

1 more

What comes in between?

4 comes before 5 and 6 comes after 5.

This means 5 is between 4 and 6.

Between

1. Which number comes just before and just after? Count on the number line.

comes just before 7.a)

comes just before 3.c)

comes just after 7.

comes just after 3.

2. For each middle number, write the numbers that come before and after it.

Exercise 4

3. Write the number that comes in between the two given numbers.

1 3 4 6

7 9 8 10

Guide the children to draw arrows on the number line to show a number just before and just after.

Teaching Tip

0 1 2 3 4 5 6 7 8 9

Before After

0 1 2 3 4 5 6 7 8 9 10

Moving from a smaller number to a greater number is known as increasing order.

Moving from a greater number to a smaller number is known as decreasing order.

In increasing order, numbers

go upward.

In decreasing order, numbers go downward.

Increasing and Decreasing Order

1. Write each set of numbers in increasing order. 6, 4, 5, 1 a) b) 8, 3, 9, 10

Go down

2. Write the given numbers in decreasing order. 1, 10, 5, 6a) b) 9, 2, 8, 0

Exercise 5

Call five children in front of the class. Ask their roll numbers and get them to arrange themselves in increasing or decreasing order.

Maths Fun

Increasin

g Decreasing

Go upGo up

Maths Fun

3. Write the numbers in increasing order.

Six 9 3 Two 7 Five

Smallest

Greatest

Four Two Zero Ten Nine Six

Smallest Greatest

An ordinal number is used to show the position or order of an object.

Take out any five books from your school bag.Arrange them in a stack and label the position.Rearrange the books for each round and complete the given table.

Position of the book

Book name

Round 1 ThirdRound 2 FifthRound 3 Second Round 4 FirstRound 5 Fourth

Ordinal Numbers

Teaching Tip

Encourage the children to notice that the numbers they have written in both the cases of question 3, are in increasing order.

Mind It

Forth Fourth Nineth Ninth

Eighth

Second

Seventh

Fourth

Moving from a smaller number to a greater number is known as increasing order.

Moving from a greater number to a smaller number is known as decreasing order.

In increasing order, numbers

go upward.

In decreasing order, numbers go downward.

Increasing and Decreasing Order

1. Write each set of numbers in increasing order. 6, 4, 5, 1 a) b) 8, 3, 9, 10

Go down

2. Write the given numbers in decreasing order. 1, 10, 5, 6a) b) 9, 2, 8, 0

Exercise 5

Call five children in front of the class. Ask their roll numbers and get them to arrange themselves in increasing or decreasing order.

Maths Fun

Increasin

g Decreasing

Go upGo up

Maths Fun

3. Write the numbers in increasing order.

Six 9 3 Two 7 Five

Smallest

Greatest

Four Two Zero Ten Nine Six

Smallest Greatest

An ordinal number is used to show the position or order of an object.

Take out any five books from your school bag.Arrange them in a stack and label the position.Rearrange the books for each round and complete the given table.

Position of the book

Book name

Round 1 ThirdRound 2 FifthRound 3 Second Round 4 FirstRound 5 Fourth

Ordinal Numbers

Teaching Tip

Encourage the children to notice that the numbers they have written in both the cases of question 3, are in increasing order.

Mind It

Forth Fourth Nineth Ninth

Eighth

Second

Seventh

Fourth

a) Fill in the blanks. The shirt is first from the left. The skirt is second from the left. The __________ is third from the left. The __________ is fourth from the left. The __________ is fifth from the left.b) What is second from the right? ______________c) What is fourth from the right? ______________d) What is fifth from the right? ______________

Left Right

a) Colour the last three boxes.

b) Circle first six leaves.

Colour the third box from the left.

Circle the sixth leaf from the left.

Exercise 6

1. Look at the picture given below.

2. Compare the numbers with ordinal numbers.

8 14 10

F I V E A P S

O C Y G T E I

U E I G H T X

R T H R E E S

T A V D O N E

1. Find and circle the number names of the given numbers.

2. Which number comes just before and after? Count and mark on the number line.

4. Look at the picture and answer the questions.

0 1 2 3 4 5 6 7 8 9 10

comes just before 9.a) b)

Name the animala) on the third step. _______________b) on the first step. _______________c) between the third and the fifth step. _______________

comes just after 7.

7 9 10 1

4 4 2 5

FirstSecond

ThirdFourth

a) Fill in the blanks. The shirt is first from the left. The skirt is second from the left. The __________ is third from the left. The __________ is fourth from the left. The __________ is fifth from the left.b) What is second from the right? ______________c) What is fourth from the right? ______________d) What is fifth from the right? ______________

Left Right

a) Colour the last three boxes.

b) Circle first six leaves.

Colour the third box from the left.

Circle the sixth leaf from the left.

Exercise 6

1. Look at the picture given below.

2. Compare the numbers with ordinal numbers.

8 14 10

F I V E A P S

O C Y G T E I

U E I G H T X

R T H R E E S

T A V D O N E

1. Find and circle the number names of the given numbers.

2. Which number comes just before and after? Count and mark on the number line.

4. Look at the picture and answer the questions.

0 1 2 3 4 5 6 7 8 9 10

comes just before 9.a) b)

Name the animala) on the third step. _______________b) on the first step. _______________c) between the third and the fifth step. _______________

comes just after 7.

7 9 10 1

4 4 2 5

FirstSecond

ThirdFourth

Aim: To recognise numbers from 1 to 10 and compare them.Requirements: 10 number cards, sketch pensSteps:1. Play this game in pairs.2. Take 10 cards and write 0 to 9 on them with

different coloured sketch pens. Give one set of cards to each pair.3. Lay the cards in a single line (upside down).4. Take turns and draw a card one by one.5. Compare the numbers on the cards.6. The child having a greater number will

keep both the cards.7. Write your numbers on the table. Use ‘>’

or ‘<’ for comparison.8. Repeat steps 4 to 7 until all the cards are

used.9. The child having more cards will win the game.

Teaching Tip

You can make the number cards using a cardboard or a paper.

MATHS LAB ACTIVITY

Maths Lab Activity

Record Table

Turn Number on my card

Number on my friend's card Compare

1 4 3 4 > 3

3 dogs are sitting.3 dogs are standing.There are 6 dogs.

2 flowers are red. 4 flowers are yellow.There are 6 flowers.

Warm Up

Number Bonds2

Aim: To recognise numbers from 1 to 10 and compare them.Requirements: 10 number cards, sketch pensSteps:1. Play this game in pairs.2. Take 10 cards and write 0 to 9 on them with

different coloured sketch pens. Give one set of cards to each pair.3. Lay the cards in a single line (upside down).4. Take turns and draw a card one by one.5. Compare the numbers on the cards.6. The child having a greater number will

keep both the cards.7. Write your numbers on the table. Use ‘>’

or ‘<’ for comparison.8. Repeat steps 4 to 7 until all the cards are

used.9. The child having more cards will win the game.

Teaching Tip

You can make the number cards using a cardboard or a paper.

MATHS LAB ACTIVITY

Maths Lab Activity

Record Table

Turn Number on my card

Number on my friend's card Compare

1 4 3 4 > 3

3 dogs are sitting.3 dogs are standing.There are 6 dogs.

2 flowers are red. 4 flowers are yellow.There are 6 flowers.

Warm Up

Number Bonds2

Put and together. Make a .

Making Number Bonds

How many are there in each part?

3 and 1 make 4.This is a number bond.

wholepart

We can make number bonds by breaking 4 into two numbers.

wholepart

Tell children to draw two circles on their desk with chalk. Give 4 cubes to each child. Ask them to keep these cubes in the first circle. Record the number combination. Then move one cube to the second circle. Record the new combination. Do this activity until all the cubes are in the second circle.

Maths Fun

Now, break into and .

There are 2 balls.

There are 4 leaves.

There are 5 teddy bears.

1 and 1 make 2.

2 and 2 make 4.

1 and 4 make 5.

2 and 3 make 5.

Making 2

Making 4

Making 5

There are 3 handkerchiefs.

2 and 1 make 3.

Making 3

Think Smart

What numbers make 1? Can you find all the possible ways?

Which other number combinations

can be used to make 5?

Put and together. Make a .

Making Number Bonds

How many are there in each part?

3 and 1 make 4.This is a number bond.

wholepart

We can make number bonds by breaking 4 into two numbers.

wholepart

Tell children to draw two circles on their desk with chalk. Give 4 cubes to each child. Ask them to keep these cubes in the first circle. Record the number combination. Then move one cube to the second circle. Record the new combination. Do this activity until all the cubes are in the second circle.

Maths Fun

Now, break into and .

There are 2 balls.

There are 4 leaves.

There are 5 teddy bears.

1 and 1 make 2.

2 and 2 make 4.

1 and 4 make 5.

2 and 3 make 5.

Making 2

Making 4

Making 5

There are 3 handkerchiefs.

2 and 1 make 3.

Making 3

Think Smart

What numbers make 1? Can you find all the possible ways?

Which other number combinations

can be used to make 5?

There are 6 mangoes.

There are 7 cubes.

2 and 4 make 6.

2 and 5 make 7.

Making 6

Making 7

There are 8 kites.

3 and 5 make 8.

Making 8

4 and 4 make 8.

There are 9 shirts.

4 and 5 make 9.

Making 9

How many number bonds

can you make for 7 and 8?

1. What are the missing numbers in each number bond?

Exercise

2. Fill in the missing numbers to complete the number bonds.

a) b) c)

d) e) f)

g) h) i)

3. What numbers make 10? Draw all the possible number bonds.

There are 6 mangoes.

There are 7 cubes.

2 and 4 make 6.

2 and 5 make 7.

Making 6

Making 7

There are 8 kites.

3 and 5 make 8.

Making 8

4 and 4 make 8.

There are 9 shirts.

4 and 5 make 9.

Making 9

How many number bonds

can you make for 7 and 8?

1. What are the missing numbers in each number bond?

Exercise

2. Fill in the missing numbers to complete the number bonds.

a) b) c)

d) e) f)

g) h) i)

3. What numbers make 10? Draw all the possible number bonds.

4. Look at each picture carefully. Fill in the missing numbers. The

5. Complete the number bonds for each of the following.

1. Complete the given number bonds.

2. Write the missing number in each number bond.

a) b) c)

d) e) f)

g) h) i)

4. Look at each picture carefully. Fill in the missing numbers. The

5. Complete the number bonds for each of the following.

1. Complete the given number bonds.

2. Write the missing number in each number bond.

a) b) c)

d) e) f)

g) h) i)

Aim: To make number bonds using a number balance.Requirement: Number balanceSteps:1. Work in pairs.2. Take a number balance.3. Put a on one side of the number balance on any number, say 8. 4. Now, take two or more and place it on the numbers on the other

side such that the parts together make 8.

5. Explore and find all possible ways to make number bonds of 8 using .

6. Repeat the activity for other numbers.

10 9 8 7 6 5 4 3 2 1 109876543215

10 9 8 7 6 5 4 3 2 1 10987654321

MATHS LAB ACTIVITY

Maths Lab Activity

1. Count and add.

2. Add the numbers.

1 2 3 4

1 2 3 4 5 6 7 8 9 10

Addition to 103

Remember + means to put

together or add.It is read as

Aim: To make number bonds using a number balance.Requirement: Number balanceSteps:1. Work in pairs.2. Take a number balance.3. Put a on one side of the number balance on any number, say 8. 4. Now, take two or more and place it on the numbers on the other

side such that the parts together make 8.

5. Explore and find all possible ways to make number bonds of 8 using .

6. Repeat the activity for other numbers.

10 9 8 7 6 5 4 3 2 1 109876543215

10 9 8 7 6 5 4 3 2 1 10987654321

MATHS LAB ACTIVITY

Maths Lab Activity

1. Count and add.

2. Add the numbers.

1 2 3 4

1 2 3 4 5 6 7 8 9 10

Addition to 103

Remember + means to put

together or add.It is read as

Warm Up

There are 7 boys in the

party.

There are 3 girls in the party.

How many children are

there in total?

How many girls are there in all?

There are .

How many are there in all?

There are 6 cubes in all.

4 + 2 = 6 is an addition sentence.

Four plus two equals six.

4 + 2 = 6

There are more.

There are 7 girls in all.

The number we get on adding two or more numbers is called the ‘sum’ or the ‘total’.

5 + 2 = 7

5 and 2 make 7.

2 more girls join the party.

Five plus two equals seven.

‘=’ means ‘equal to’

Addition using Number Bonds

‘+’ is called plus. It means to put together. ‘4 + 2’ is the

same as 6.

Addition means putting

together.

partwhole

girls5

Warm Up

There are 7 boys in the

party.

How many children are

there in total?

How many girls are there in all?

There are .

How many are there in all?

There are 6 cubes in all.

4 + 2 = 6 is an addition sentence.

Four plus two equals six.

4 + 2 = 6

There are more.

There are 7 girls in all.

The number we get on adding two or more numbers is called the ‘sum’ or the ‘total’.

5 + 2 = 7

5 and 2 make 7.

2 more girls join the party.

Five plus two equals seven.

‘=’ means ‘equal to’

Addition using Number Bonds

‘+’ is called plus. It means to put together. ‘4 + 2’ is the

same as 6.

Addition means putting

together.

partwhole

girls5

Exercise 1

1. Find the total.

2. Write the given number bonds as addition sentences.

4 + 1 =

4 + 2 =

3 + 4 =

2 + 2 =

5 + 4 =

6 + 3 =

3. Count the objects and write the addition sentence.

+Addition sentence

4. Look at each picture carefully. Complete the number bond and write the addition sentence.

+Addition sentence

Explain to the children that parts add up to give the whole (sum). These parts and wholes are written together as an addition sentence using ‘+’sign and ‘=’ sign.

TeachingTip

Maths FunPlay the game in pairs. Make two sets of number cards, from 0 to 9.Mix the cards and place them face down on the table.Take turns to flip over any two cards. Do they make up 8?If yes, keep the cards. If no, place them back facing down and let your partner play.Repeat. The child who gets the maximum cards, wins.

Exercise 1

1. Find the total.

2. Write the given number bonds as addition sentences.

4 + 1 =

4 + 2 =

3 + 4 =

2 + 2 =

5 + 4 =

6 + 3 =

3. Count the objects and write the addition sentence.

+Addition sentence

4. Look at each picture carefully. Complete the number bond and write the addition sentence.

+Addition sentence

Explain to the children that parts add up to give the whole (sum). These parts and wholes are written together as an addition sentence using ‘+’sign and ‘=’ sign.

TeachingTip

Maths FunPlay the game in pairs. Make two sets of number cards, from 0 to 9.Mix the cards and place them face down on the table.Take turns to flip over any two cards. Do they make up 8?If yes, keep the cards. If no, place them back facing down and let your partner play.Repeat. The child who gets the maximum cards, wins.

Addition on Number Line

Exercise 2

1. Add the numbers on the number line.

2. Use the number line to count on and add.

1 2 3 4 5 6 7 8 90

2 + 3 = a)

b) 4 + 2 =

0 1 2 3 4 5 6 7 8 9 10

8 + 1 = a) b) c)6 + 2 = 4 + 5 =

2 + 8 = d) e) f)5 + 1 = 3 + 7 =

Add 3 and 1.

Start with the greater number 3. Move one

step: 3 4

Add 7 and 3. Start with the greater number 7. Count on 3 steps:

7 8 9 101 2 3

1 2 3 4 5 6 7 8 90 107 + 3 = 103 + 1 = 4

3 steps

Adding Two Numbers

Tina has 5 fish in her fish tank. She adds 0 fish to the tank. How many fish does she have in all?

Tina has 5 fish in all.

There are 3 birds sitting on a tree.

How many birds are now sitting on the tree?

This is same as

5 birds are now sitting on the tree.

2 more birds join in.

When zero is added to a number, the total remains the same.

Fact ZoneYou can add numbers in any order. The answer will be the same in all the cases.

Adding Zero

3 + 2 = 5

5 + 0 = 5

Addition on Number Line

Exercise 2

1. Add the numbers on the number line.

2. Use the number line to count on and add.

1 2 3 4 5 6 7 8 90

2 + 3 = a)

b) 4 + 2 =

0 1 2 3 4 5 6 7 8 9 10

8 + 1 = a) b) c)6 + 2 = 4 + 5 =

2 + 8 = d) e) f)5 + 1 = 3 + 7 =

Add 3 and 1.

Start with the greater number 3. Move one

step: 3 4

Add 7 and 3. Start with the greater number 7. Count on 3 steps:

7 8 9 101 2 3

1 2 3 4 5 6 7 8 90 107 + 3 = 103 + 1 = 4

3 steps

Adding Two Numbers

Tina has 5 fish in her fish tank. She adds 0 fish to the tank. How many fish does she have in all?

Tina has 5 fish in all.

There are 3 birds sitting on a tree.

How many birds are now sitting on the tree?

This is same as

5 birds are now sitting on the tree.

2 more birds join in.

When zero is added to a number, the total remains the same.

Fact ZoneYou can add numbers in any order. The answer will be the same in all the cases.

Adding Zero

3 + 2 = 5

5 + 0 = 5

a) b) c)

d) e) f)

Exercise 3

1. Add 0 and write the total in each box.

2. Add and write.

0 + 9 = 3 + 0 =

6 + 0 =

8 + 0 =

a) b) c) 4 + 0 = 3 + 1 = 2 + 5 =

d) e) f) 3 + 4 = 2 + 1 = 4 + 3 =

g) h) i) 5 + 1 = 4 + 4 = 5 + 3 =

j) k) l) 7 + 2 = 6 + 3 = 0 + 5 =

m) n) o) 2 + 6 = 8 + 1 = 1 + 9 =

0 + 1 = 7 + 0 =

a) b) c) d) e)

f) g) h) i) j)

3. Add the following.

Make students observe the fact that numbers can be added in any order by making them add with concrete objects like chalk pieces, pencils and other objects.

TeachingTip

Adding Three Numbers

There is 1 hen in a garden.

We write it as:

Now, there are 4 hens in the garden.

3 more hens join in.

2 more hens join them.

Now, there are 6 hens in the garden.2

There are 6 hens in all.

= hens

= 132+

Think Smart

Make two addition sentences with 1, 2, 5, 7, 8 and 9. Use each number once.

+ = + =

a) b) c)

d) e) f)

Exercise 3

1. Add 0 and write the total in each box.

2. Add and write.

0 + 9 = 3 + 0 =

6 + 0 =

8 + 0 =

a) b) c) 4 + 0 = 3 + 1 = 2 + 5 =

d) e) f) 3 + 4 = 2 + 1 = 4 + 3 =

g) h) i) 5 + 1 = 4 + 4 = 5 + 3 =

j) k) l) 7 + 2 = 6 + 3 = 0 + 5 =

m) n) o) 2 + 6 = 8 + 1 = 1 + 9 =

0 + 1 = 7 + 0 =

a) b) c) d) e)

f) g) h) i) j)

Make students observe the fact that numbers can be added in any order by making them add with concrete objects like chalk pieces, pencils and other objects.

TeachingTip

Adding Three Numbers

There is 1 hen in a garden.

We write it as:

Now, there are 4 hens in the garden.

3 more hens join in.

2 more hens join them.

Now, there are 6 hens in the garden.2

There are 6 hens in all.

= hens

= 132+

Think Smart

Make two addition sentences with 1, 2, 5, 7, 8 and 9. Use each number once.

+ = + =

= caps

= flowers

2. Add and write the answer in the boxes.

a) 3 + 1 + 2 = b) 1 + 1 + 1 =

c) 4 + 3 + 0 = d) 3 + 2 + 4 =

e) 6 + 2 + 1 = f) 7 + 1 + 2 =

g) 5 + 2 + 2 = h) 0 + 8 + 0 =

Exercise 4

1. Count each object and find the total.

= cars

3. Add the following.313+

4. Read and solve.

a) b) c) d) e)

Everyday Maths

Count the number of pencils you have in your pencil box.

Write the number of pencils.

Count the number of pencils your friend has in his/her pencil box.

How many pencils do both of you have altogether?

Gagan has 3 towels.a)

Meena has 2 towels.

Priya has 1 towel.

There are towels in all.

Lata ate 3 apples.b)

Varun ate 2 apples.

Jatin ate 2 apples.

3 2 2There are apples in all.

= caps

= flowers

2. Add and write the answer in the boxes.

a) 3 + 1 + 2 = b) 1 + 1 + 1 =

c) 4 + 3 + 0 = d) 3 + 2 + 4 =

e) 6 + 2 + 1 = f) 7 + 1 + 2 =

g) 5 + 2 + 2 = h) 0 + 8 + 0 =

Exercise 4

1. Count each object and find the total.

= cars

3. Add the following.313+

4. Read and solve.

a) b) c) d) e)

Everyday Maths

Count the number of pencils you have in your pencil box.

Count the number of pencils your friend has in his/her pencil box.

How many pencils do both of you have altogether?

Gagan has 3 towels.a)

Meena has 2 towels.

Priya has 1 towel.

There are towels in all.

Lata ate 3 apples.b)

Varun ate 2 apples.

Jatin ate 2 apples.

3 2 2There are apples in all.

Solving Word Problems

Irfan has 3 balloons.

Venu has 4 kites.

How many balloons do they have altogether?

How many kites does he have in all?

They have 7 balloons altogether.

Venu has 9 kites in all.

Venu has 4 balloons.

He buys 5 more kites.

Tina has 2 dolls.

She has dolls in all.

How many dolls does she have in all?

She buys 3 more dolls.

Exercise 5

Solve the given word problems.

Mental Maths

Venu now has pencils in all.

4. Venu has no pencil in his pencil box.

Irfan gives 3 pencils to Venu.

How many pencils does Venu now have?

Solve the following.

2 + 0 =

2 + 1 = 3 + 5 =

0 1 2 3 4 5 6 7Start end

Irfan has 3 cats.

Siya baked 6 cakes.

He has animals in all.

She baked cakes in all.

How many animals he has in all?

How many cakes did she bake in all?

He also has 2 rabbits.

She baked 3 more cakes.

Irfan has 3 balloons.

Venu has 4 kites.

How many balloons do they have altogether?

How many kites does he have in all?

They have 7 balloons altogether.

Venu has 9 kites in all.

Venu has 4 balloons.

He buys 5 more kites.

Tina has 2 dolls.

She has dolls in all.

How many dolls does she have in all?

She buys 3 more dolls.

Exercise 5

Solve the given word problems.

Mental Maths

Venu now has pencils in all.

4. Venu has no pencil in his pencil box.

Irfan gives 3 pencils to Venu.

How many pencils does Venu now have?

Solve the following.

2 + 0 =

2 + 1 = 3 + 5 =

0 1 2 3 4 5 6 7Start end

Irfan has 3 cats.

Siya baked 6 cakes.

He has animals in all.

She baked cakes in all.

How many animals he has in all?

How many cakes did she bake in all?

He also has 2 rabbits.

She baked 3 more cakes.

Making Addition Stories

There are 3 pink .There are 4 .How many are there in all?

There are 4 blue dots.There are 6 red dots.How many dots are there in total?

____________________________________________________________________________________

3 + 4 = 7

4 + 6 = 10

Exercise 6

Look at the pictures below and write an addition story for each.

____________________________________________________________________________________

flowers, pink, yellow, in all

red, blue,dots, total

red, green, balls, total

sharpeners, red, yellow, in all

____________________________________________________________________________________

Think Smart

Look at the picture given below. Write an addition story, using the given words. a) Red and yellow flowers b) Brown and yellow birdsc) Yellow and blue balloons d) Boys, girls and children

apples, bananas, fruits, altogether

red, yellow, flowers, in all

Making Addition Stories

There are 3 pink .There are 4 .How many are there in all?

There are 4 blue dots.There are 6 red dots.How many dots are there in total?

____________________________________________________________________________________

3 + 4 = 7

4 + 6 = 10

Exercise 6

Look at the pictures below and write an addition story for each.

____________________________________________________________________________________

flowers, pink, yellow, in all

red, blue,dots, total

red, green, balls, total

sharpeners, red, yellow, in all

____________________________________________________________________________________

Think Smart

Look at the picture given below. Write an addition story, using the given words. a) Red and yellow flowers b) Brown and yellow birdsc) Yellow and blue balloons d) Boys, girls and children

apples, bananas, fruits, altogether

red, yellow, flowers, in all

1. Complete the number bonds. Write the addition sentence.

2. Add on the number line and write the sum.

4. Read the story and add.

1 2 3 4 5 6 7 8 9 100

a) b) c) d) e)

2 + 2 = 4 + 3 =

7 + 0 = 8 + 1 =

Siya has no apples on her plate.

Siya has apples now.

How many apples does Siya now have?

Tina puts 6 apples on Siya’s plate.

Aim: To add different numbers and find their sum.Requirements: 1 dice, 2 sets of number cards (1 to 4)

Record Table

Number on my dice Number on the card Sum

Steps:1. Arrange the children in pairs.2. From the pair, one child rolls the dice and the

other picks a card.3. Next, they note down the numbers on the dice

and the card in the table given below and find the sum.

4. Reverse the roles and repeat steps 2 to 4.5. Continue the activity until the table gets filled.

1 2 3 4

MATHS LAB ACTIVITY

Maths Lab Activity

1. Complete the number bonds. Write the addition sentence.

2. Add on the number line and write the sum.

4. Read the story and add.

1 2 3 4 5 6 7 8 9 100

a) b) c) d) e)

2 + 2 = 4 + 3 =

7 + 0 = 8 + 1 =

Siya has no apples on her plate.

Siya has apples now.

How many apples does Siya now have?

Tina puts 6 apples on Siya’s plate.

Aim: To add different numbers and find their sum.Requirements: 1 dice, 2 sets of number cards (1 to 4)

Record Table

Number on my dice Number on the card Sum

Steps:1. Arrange the children in pairs.2. From the pair, one child rolls the dice and the

other picks a card.3. Next, they note down the numbers on the dice

and the card in the table given below and find the sum.

4. Reverse the roles and repeat steps 2 to 4.5. Continue the activity until the table gets filled.

1 2 3 4

MATHS LAB ACTIVITY

Maths Lab Activity

Fill in the blanks. One has been done for you.

Subtraction to 104Remember – means

to take away.It is read as minus.

Warm Up

How many ducks are left in

the pond?

There were 5 ducks in the pond. 3 came

Fill in the blanks. One has been done for you.

Subtraction to 104Remember – means

to take away.It is read as minus.

Warm Up

How many ducks are left in

the pond?

There were 5 ducks in the pond. 3 came

Subtraction using Number Bonds

There are 7 birds.

Emphasise the use of words like ‘out’, ‘away’ (take away, gave away, run away, go away, fly away), ‘left’, ‘subtraction’, ‘minus’, ‘less than’ to build the concept of subtraction.

TeachingTip

4 birds are left.

Seven minus three equals four.7 – 3 = 4 is a subtraction sentence.

7 – 3 = 4

There are .

How many are left?

Take away .

‘–’ is called minus.It means take away.

‘5 – 2’ is the same as 3.

partwhole

3 cubes are left.

5 – 2 = 3 is a subtraction sentence.

Five minus two equals three.

3 birds fly away.

How many birds are left?7

Exercise 1

1. Subtract using number bonds.

2. Write each number bond as a subtraction sentence.

3. Look at the pictures. Complete the number bond for each. Then, write the subtraction sentence.

5 – 3 = 6 – 2 = 8 – 7 =

9 – 5 = 4

Subtraction using Number Bonds

There are 7 birds.

Emphasise the use of words like ‘out’, ‘away’ (take away, gave away, run away, go away, fly away), ‘left’, ‘subtraction’, ‘minus’, ‘less than’ to build the concept of subtraction.

TeachingTip

4 birds are left.

Seven minus three equals four.7 – 3 = 4 is a subtraction sentence.

7 – 3 = 4

There are .

How many are left?

Take away .

‘–’ is called minus.It means take away.

‘5 – 2’ is the same as 3.

partwhole

3 cubes are left.

5 – 2 = 3 is a subtraction sentence.

Five minus two equals three.

3 birds fly away.

How many birds are left?7

Exercise 1

1. Subtract using number bonds.

2. Write each number bond as a subtraction sentence.

3. Look at the pictures. Complete the number bond for each. Then, write the subtraction sentence.

5 – 3 = 6 – 2 = 8 – 7 =

9 – 5 = 4

1. Subtract the numbers on the number line.

2. Use the number line to count back and subtract.

1 2 3 4 5 6 7 8 90 10

6 – 3 =

7 – 6 =

4 – 1 = 9 – 3 = 3 – 3 =

8 – 2 = 6 – 4 = 5 – 4 =

Subtraction on a Number Line

a) b) c)

d) e) f)

Exercise 2

Subtract 2 from 8. Start with 8 and count

2 steps backwards.

Subtract 4 from 9. Start with 9 and count backwards, 4 steps. 5 6 7 8 9

1 2 3 4 5 6 7 8 90 10

9 – 4 = 51234

1 2 3 4 5 6 7 8 90 10

1. Subtract by crossing out the boxes.

2. Subtract the following. Draw blocks and cross out.

6 – 1 =

9 – 5 =

5 – 2 = a) b)

7 – 4 = c) d)

8 – 2 = e) f)

3 – 2 = a) b)

7 – 2 = c) d)

5 – 4 = e) f)

7 – 1 = g) h)

6 – 4 = i) j) 8 – 4 =

4 – 3 =

Subtraction by Crossing Out

There are 6 apples. 4 apples are eaten. How many apples are left?

2 apples are left.

Cross out the number of

apples eaten.6

Exercise 3

7 – 5 =

4 – 1 =

5 – 3 =

6 – 6 =

26 – 4 = 2

1. Subtract the numbers on the number line.

2. Use the number line to count back and subtract.

1 2 3 4 5 6 7 8 90 10

6 – 3 =

7 – 6 =

4 – 1 = 9 – 3 = 3 – 3 =

8 – 2 = 6 – 4 = 5 – 4 =

Subtraction on a Number Line

a) b) c)

d) e) f)

Exercise 2

Subtract 2 from 8. Start with 8 and count

2 steps backwards.

Subtract 4 from 9. Start with 9 and count backwards, 4 steps. 5 6 7 8 9

1 2 3 4 5 6 7 8 90 10

9 – 4 = 51234

1 2 3 4 5 6 7 8 90 10

1. Subtract by crossing out the boxes.

2. Subtract the following. Draw blocks and cross out.

6 – 1 =

9 – 5 =

5 – 2 = a) b)

7 – 4 = c) d)

8 – 2 = e) f)

3 – 2 = a) b)

7 – 2 = c) d)

5 – 4 = e) f)

7 – 1 = g) h)

6 – 4 = i) j) 8 – 4 =

4 – 3 =

Subtraction by Crossing Out

There are 6 apples. 4 apples are eaten. How many apples are left?

2 apples are left.

Cross out the number of

apples eaten.6

Exercise 3

7 – 5 =

4 – 1 =

5 – 3 =

6 – 6 =

26 – 4 = 2

Think Smart

3. Fill in the boxes. Subtract by crossing out.

glasses are empty. – =

There are 9 glasses. 5 are full of water. How many glasses are empty?

bees were left around the hive.

b) There were 8 bees around the hive. 3 bees flew away. How many bees were left?

Complete the subtraction wheel. Fill in the missing numbers.

Subtracting Zero

9 – 0 = a) b) c)2 – 0 = 3 – 0 =

4 – 0 = d) e) f)5 – 0 = 6 – 0 =

1. Subtract the following.

2. Subtract.

Exercise 4

Reinforce that we always subtract a smaller number from a greater number. When we subtract 0 from any number, the answer is the number itself.

TeachingTip

Subtracting Numbers

There are 7 butterflies.

How many are left?

3 fly away.

4 butterflies are left.

7 – 3 = 4

4 cars are left.

There are 4 cars.

How many are left?

None goes away.

44 – 0 = 4

Think Smart

3. Fill in the boxes. Subtract by crossing out.

glasses are empty. – =

There are 9 glasses. 5 are full of water. How many glasses are empty?

bees were left around the hive.

b) There were 8 bees around the hive. 3 bees flew away. How many bees were left?

Complete the subtraction wheel. Fill in the missing numbers.

Subtracting Zero

9 – 0 = a) b) c)2 – 0 = 3 – 0 =

4 – 0 = d) e) f)5 – 0 = 6 – 0 =

2. Subtract.

Exercise 4

Reinforce that we always subtract a smaller number from a greater number. When we subtract 0 from any number, the answer is the number itself.

TeachingTip

Subtracting Numbers

There are 7 butterflies.

How many are left?

3 fly away.

4 butterflies are left.

7 – 3 = 4

4 cars are left.

There are 4 cars.

How many are left?

None goes away.

44 – 0 = 4

Subtracting from 10

cross out.

Exercise 5

10 – 1 = 1. 2. 10 – 2 =

10 – 3 = 3. 4. 10 – 4 =

10 – 5 = 5. 6. 10 – 6 =

10 – 7 = 7. 8. 10 – 0 =

10 ants are standing in a row. 1 ant goes away.1

How many ants are left?

9 ants are left.

10 – 1 = 9

There are 10 leaves on a branch of a tree.

How many leaves are left?

4 are blown away.

6 leaves are left on the branch of the tree.

10 – 4 = 6

frogs are left in the pond. – =

1. There were 7 frogs in the pond. 2 frogs came out. How many frogs are left in the pond?

Exercise 6

When we subtract 1 from a number, the answer is the

number just ‘before’.

Fact Zone

There are 6 gift boxes. 1 box is taken away. How many gift boxes are left?

6 – 1 = 5

5 boxes are left.

There are 5 children. 3 of them are boys. How many girls are there?

5 – 3 = 2

There are 2 girls.

Subtracting from 10

cross out.

Exercise 5

10 – 1 = 1. 2. 10 – 2 =

10 – 3 = 3. 4. 10 – 4 =

10 – 5 = 5. 6. 10 – 6 =

10 – 7 = 7. 8. 10 – 0 =

10 ants are standing in a row. 1 ant goes away.1

How many ants are left?

9 ants are left.

10 – 1 = 9

There are 10 leaves on a branch of a tree.

How many leaves are left?

4 are blown away.

6 leaves are left on the branch of the tree.

10 – 4 = 6

frogs are left in the pond. – =

1. There were 7 frogs in the pond. 2 frogs came out. How many frogs are left in the pond?

Exercise 6

When we subtract 1 from a number, the answer is the

number just ‘before’.

Fact Zone

There are 6 gift boxes. 1 box is taken away. How many gift boxes are left?

6 – 1 = 5

5 boxes are left.

There are 5 children. 3 of them are boys. How many girls are there?

5 – 3 = 2

There are 2 girls.

2. Siya has 7 books. She opens 5 books. How many books are closed ?

books are closed.

3. Irfan has 10 pencils. 2 pencils break. How many pencils are left with Irfan?

4. There are 5 candles. 3 candles are used. How many candles are not used?

candles are not used.

Think SmartCan we subtract the greater number from the smaller number?

Explain why we always subtract the smaller number from the greater number.

TeachingTip

pencils are left with Irfan.

Making Subtraction Stories

Ask the children to make subtraction stories from everyday situations around the classroom and home.

TeachingTip

Look at the pictures and complete the number bond family.

+ = 8 8 – =

Mental Maths

There are 7 .3 are pink.How many are yellow?

4 flowers are yellow.

7 – 3 = 4

flowers, pink, yellow

6 lollipops are left.

There are 10 lollipops.4 lollipops are eaten.How many lollipops are left?

10 – 4 = 6

lollipops, eaten, left

2. Siya has 7 books. She opens 5 books. How many books are closed ?

books are closed.

3. Irfan has 10 pencils. 2 pencils break. How many pencils are left with Irfan?

4. There are 5 candles. 3 candles are used. How many candles are not used?

candles are not used.

Think SmartCan we subtract the greater number from the smaller number?

Explain why we always subtract the smaller number from the greater number.

TeachingTip

pencils are left with Irfan.

Making Subtraction Stories

Ask the children to make subtraction stories from everyday situations around the classroom and home.

TeachingTip

Look at the pictures and complete the number bond family.

+ = 8 8 – =

Mental Maths

There are 7 .3 are pink.How many are yellow?

4 flowers are yellow.

7 – 3 = 4

flowers, pink, yellow

6 lollipops are left.

There are 10 lollipops.4 lollipops are eaten.How many lollipops are left?

10 – 4 = 6

lollipops, eaten, left

Observe the pictures below and write a subtraction story for each.

Exercise 7

Give playing cards, numbered from 1 to 9, to the children. Ask them to draw two cards from the pile. Subtract the smaller number from the greater number. Write the subtraction sentence. Repeat the same activity again.

Maths Fun

Subtraction Story________________________________________________________________________________________________________________

bananas, eaten, left

mangoes, fall, left, tree

1. Complete the number bond. Write the subtraction sentence.

a) b) c) d) e)81–

4. Read the story and subtract.

There were 10 eggs in the basket. 3 eggs broke. How many eggs are left unbroken?

eggs are left unbroken.

1 2 3 4 5 6 7 8 9 100

9 – 3 = a) b) 6 – 1 =

8 – 0 = c) d) 4 – 2 =

Observe the pictures below and write a subtraction story for each.

Exercise 7

Give playing cards, numbered from 1 to 9, to the children. Ask them to draw two cards from the pile. Subtract the smaller number from the greater number. Write the subtraction sentence. Repeat the same activity again.

Maths Fun

bananas, eaten, left

mangoes, fall, left, tree

1. Complete the number bond. Write the subtraction sentence.

a) b) c) d) e)81–

4. Read the story and subtract.

There were 10 eggs in the basket. 3 eggs broke. How many eggs are left unbroken?

eggs are left unbroken.

1 2 3 4 5 6 7 8 9 100

9 – 3 = a) b) 6 – 1 =

8 – 0 = c) d) 4 – 2 =

Aim: To subtract numbers and find the difference.Requirement: 1 dice for each child.

Record Table

Greater number Smaller number Difference

6 2 6 – 2 = 4

Steps:

1. Arrange children in pairs.

2. Each child rolls a dice and writes the number shown on both the dice in the table given below.

3. Subtract the smaller number from the greater number to get the difference. Repeat the game until the given table is filled.

MATHS LAB ACTIVITY

Maths Lab Activity

1. Count the circle and write the number in the boxes. Draw lines to match the identical numbers.

2. Fill in the missing numbers from 1 to 20.

3. Find the missing numbers in the pattern.

8 10 12 14 16

Numbers 11 to 205

as per latest cbse curriculum€¦ · american math students. dr. kevin worked as math curriculum...

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