1. education
2. teaching and classroom resources
3. lesson plans

`
Mathematics
CONTENTS
LESSON PLANS l WORKSHEETS l ANSWERS
1.MULTIPLICATION
Lesson plan
Worksheets
Answers
5.FRACTIONS
58
60
63
2.TIME AND MONEY
Lesson plan
Worksheets
Answers
65
67
70
A NOTE FOR THE TEACHER
For more exercises, see the
Lesson plan
Worksheets
Answers
91
92
95
7.NUMBERS 101 – 1000
71
74
77
Lesson plan
Worksheets
Answers
96
98
102
78
Check your understanding
Tasks for FA 4 – Answers
103
4.SHAPES AND PATTERNS
Lesson plan
Worksheets
Answers
85
87
90
6.DATA HANDLING
3.MEASUREMENT
Lesson plan
Worksheets
Answers
Check your understanding
Tasks for FA 3 – Answers
Lesson plan
Worksheets
Answers
79
81
84
CD.
Revision worksheet
for SA 2 – Answers103
TEST PAPER 104
Answers
106
1
Multiplication
TEACHING OBJECTIVES
The students
 develop an understanding of
equal-sized groups.
 develop an in-depth understanding of
repeated addition as multiplication.
 develop the multiplication tables of
1, 2, 3, 4, 5 and 10.
 memorise tables.
 learn to use multiplication
tables to multiply numbers.
 understand that numbers can be
multiplied in any order, the answer
remains the same.
 understand that the answer is
always zero on multiplying
numbers by zero.
TEACHING AIDS
Small objects such as beans, beads,
the same number repeatedly.
counters, etc. and number strips for skip
The teacher also puts up a number strip
counting. The teacher uses 4 ice trays and
(0–20) in class to help develop the table of 2
4 groups of 5 beans/beads/counters to explain
by skip counting.
multiplication by the method of adding
COMPANION – a complete resource for teachers
LESSON PLAN
58
 The teacher divides the class into equal 4 × 5 = 20
sized groups. For example, groups of 5 each. Other students are called and asked to make
She states the fact by explaining that each
8 groups of 2 seeds, 3 groups of 10 seeds,
group has the same number of students. The
and so on, each time writing the fact as
students count the number of groups and it is
repeated addition and multiplication.
written on the blackboard as an addition fact.
REINFORCEMENT
5 + 5 + 5 + 5 + 5 + 5 + 5 = 35
The teacher reinforces the concept that
7 groups of 5 students each = 35
addition of the same number again
The teacher now puts 4 ice trays on her table
and again is called multiplication.
and, calls 4 students to make 4 groups of 5
Multiplication is the quicker method of
beads by putting in the compartments of the
adding the same number repeatedly.
tray. Then they skip count or add repeatedly
The teacher instructs the students to work
to find the total number.
in their notebooks using colour pencils.
It is written on the blackboard as
She arranges the materials for ‘Maths
5 + 5 + 5 + 5 = 20
Lab Activity’ on page 85 in the class
4 times 5 is 20.
and moves around to support students
who need help in doing the activity. The
activity provides hands-on experience of
linking repeated addition to multiplication.
REINFORCEMENT
The students are instructed to complete
the exercise on page 77.
 The teacher helps the students to develop
the multiplication tables of 1 to 5 and 10
The teacher asks students to do the
using the pictures given on pages 78-83. One
exercises given on pages 74–76.
table is done at a time, till it is memorized
 The teacher puts up a number strip (0–20) in
thoroughly and the students are able to recall
class. She uses her finger to skip count by 2
the facts when asked in random order.
and the students say the numbers along with
REINFORCEMENT
her. For example, 2, 4, 6, 8. . . . and so on.
The teacher asks the students to do
|||||||||||||||||||||
exercises given on pages 79–83 answering
01234567891011121314151617
181920 questions related to the table learnt, before
She now asks 10 students to line up facing
moving to the next topic.
the class. They show their hands and the
 The teacher uses the examples given on
students skip count to calculate the number
page 84 to explain order in multiplication
of hands. For example, 2, 4, 6. . . and so on.
and multiplication by 0.
She takes up similar examples before asking
REINFORCEMENT
students to draw and develop the table of 2.
2
2 + 2 2 + 2 + 2 1×2=2
2×2=4
3×2=6
REINFORCEMENT
The students are instructed to solve
exercises given on page 84.
EXPECTED LEARNING OUTCOMES
 Forming equal-sized groups
 Learning repeated addition
 Doing repeated addition of 1, 2, 3, 4, 5 and
10 to build tables
 Developing multiplication facts
 Memorizing multiplication tables
 Expressing addition as multiplication
 Understanding the order property
 Understanding multiplication by zero
ACTIVITIES
1.How many minutes are there in an hour? Use 3. Dodging tables
the clock to develop the table (skip counting) Spend 5 minutes giving random
of 5.
multiplication facts. Students only write the
answer.
2. How many hands/feet in the class? This
For example, 2 × 5,
3 × 10,
4×2
helps them to develop the table of 2.
Students to write the answer, i.e. 10, 30 and 8.
COMPANION – a complete resource for teachers
SUGGESTED ACTIVITIES / PROJECTS
59
WORKSHEET
1
MULTIPLICATION
A. Tick (3) the correct answers.
1. 2 × 1 =
a. 1
b.2
c.3
c.1.
c.10
2. When we multiply a number by 0, we get
a. 0.
b. number
b.16
itself.
3. 8 × 2 =
a. 18
B.Write the multiplication fact for each.
1. 10 + 10 + 10 =
2.
4+4
=
3. 5 + 5 + 5 =
4.
3 + 3 + 3 + 3 =
5. 9 + 9 =
6.
6 + 6 + 6 + 6 =
1. 8 × 5 = 2.
7 × 2 = 3. 6 × 3 = 4.
5 × 4 = C. Multiply.
D.Solve these word problems.
COMPANION – a complete resource for teachers
1. How many shoes are there in 10 pairs?
60
2. There are 3 cakes on a tray. How many cakes will be there on 6 such trays?
Name:
Teacher’s signature:
Class:
Date:
WORKSHEET
2
MULTIPLICATION
A. Tick (3) the correct answers.
1. 0 × 5 is
a.0.
b.5.
c.1.
b.2.
c.3.
b.100
c.101
2. 2 + 2 + 2 is
a.6.
3. 10 × 10 =
a. 1000
B.Write the multiplication fact for each.
1. 2 + 2 + 2 + 2 =
2.
3 + 3 + 3 + 3 + 3 =
3. 5 + 5 + 5 + 5 + 5 =
4.
10 + 10 + 10 =
C.Write the following as repeated addition.
1. 6 × 3 =
+
+
+
+
2. 5 × 1 =
+
+
+
+
3. 4 × 2 =
+
+
+
4. 2 × 4 =
+
+
D. Multiply.
2.
5 × 5 = 3.
8 × 3 = 4.7 × 5 = E.Solve this word problem.
1. There are 5 eggs in one basket. How many eggs are there in 3 such baskets?
Name:
Teacher’s signature:
Class:
Date:
COMPANION – a complete resource for teachers
1. 6 × 2 = 61
3
WORKSHEET
MULTIPLICATION
A. Tick (3) the correct answers.
1. 5 + 5 + 5 =
a.18
b.25
c.15
2. There are 4 biscuits in a packet. How many biscuits will be there in 5 such packets?
a.9
b.20
c.10
B. Skip count in 3s and fill in the blanks.
3
21
C. Multiply.
1. 2 × 2 = 2.6 × 3 = 3.10 × 5 =
4. 8 × 3 = 5.6 × 4 = 6. 7 × 2 =
7. 3 × 3 = 8.5 × 5 = 9. 10 × 10 =
D.Solve these word problems.
1. Tanu’s mother bought 2 packets of toffees. Each packet has 10 toffees. How
COMPANION – a complete resource for teachers
many toffees are there in all?
62
2. The room has 4 flower pots. There are 5 flowers in each of the flower pots. How many flowers are
there in all?
Name:
Teacher’s signature:
Class:
Date:
ANSWERS
MAIN COURSEBOOK
Skip count in 2s. (Page 72)
Fill in the boxes. (Page 79)
6, 8, 10, 12, 14, 16, 18, 20
Col 1: 2, 8, 14, 20 Col 2: 4, 10, 16, 7
Skip count in 3s. (Page 72)
Col 3: 6, 12, 18, 9
9, 12, 15, 18, 21, 24, 27, 30
Fill in the boxes. (Page 80)
Skip count in 4s. (Page 72)
Col 1: 3, 6, 24, 10, 20, 6 12, 16, 20, 24, 28, 32, 36, 40
Col 2: 8, 21, 9, 4, 12, 30
Skip count in 5s. (Page 72)
Col 3: 15, 16, 2, 18, 12, 14
15, 20, 25, 30, 35, 40, 45, 50
Tick (3) the correct answers and cross (7) out
the wrong answers. Give the correct answer in
the circle. (Page 81)
Skip count in 10s. (Page 72)
30, 40, 50, 60, 70, 80, 90, 100
Carry out repeated additions. (Page 73)
Col 1: 12 Col 2: 8, 15
Write the following in multiplication form as
shown. (Page 74)
6 × 2, 4 × 5, 5 × 3, 3 × 7, 4 × 10, 5 × 6
Write the following as repeated addition.
(Page 75)
Col 1: 8 3, 36 7 6, 28 3, 18 3, 27 7 36, 10 7 21 Col 2: 5 7 6, 20 3, 25 7 24, 6 7 9, 15 7 12,
8 7 12 Col 3: 12 3, 18 7 16, 13 7 30, 10 3, 18 3, 15 3 Multiply. (Page 82)
Col 1: 12, 36, 8, 35, 5, 32, 6
Col 2: 16, 45, 3, 7, 16, 30, 14, 12
Col 3: 28, 25, 27, 24, 18, 20, 50, 40
1 + 1 + 1 + 1, 9 + 9 + 9
Multiply. (Page 83)
First add and then multiply. (Page 75)
Col 1: 8, 40, 50, 21, 80, 35, 60, 40
Col 1: 12, 16, 12 Col 2: 12, 15, 18
Col 2: 15, 36, 18, 20, 90, 20, 8, 30
Carry out the following multiplications.
(Page 76)
Col 3: 4, 32, 9, 100, 14, 10, 70, 10
Col 1: 6, 2 × 4 = 8, 4 × 4 = 16, 2 × 5 = 10
Col 1: 2 = 6, 7 = 35, 6 = 24
Col 2: 8 = 24, 7 = 7, 6 = 30
4×2=8
Multiply. (Page 84)
Col 2: 2 × 2 = 4, 3 × 5 = 15, 6 × 2 = 12
Read the stories and fill in the blanks. (Page 84)
5 × 3 = 15, 5 × 9 = 45, 2 × 9 = 18
3 × 4 = 12, 2 × 6 = 12
Look at the number lines and fill in the blanks.
(Page 77)
4 × 3 = 12, 10 × 2 = 20, 9 × 2 = 18,
4 × 4 = 16
A VALUE FOR ME
4×2=8
(Page 85)
COMPANION – a complete resource for teachers
4 + 4 + 4 + 4 + 4, 3 + 3, 2 + 2 + 2
63
WORKSHEETS
WORKSHEET 1
A. 1. b 2. a 3. b
B. 1. 3 × 10 2. 2 × 4 3. 3 × 5 4. 4 × 3 5. 2 × 9 6. 4 × 6
COMPANION – a complete resource for teachers
D. 1. 12 2. 25 3. 24 4. 35
C. 1.40 2. 14 3. 18 4. 20
E. 1. 15 eggs
D. 1. 20 shoes 2. 18 cakes
WORKSHEET 3
WORKSHEET 2
B. 3, 6, 9, 12, 15, 18, 21
A. 1.a 2. a 3. b
64
2. 1 + 1 + 1 + 1 + 1 3. 2 + 2 + 2 + 2
4. 4 + 4
B. 1. 4 × 2 2. 5 × 3 3. 5 × 5 4. 3 × 10
C. 1.4 2. 18 3. 50 4. 24 5. 24 6. 14 7.9 8. 25 9. 100
C. 1. 3 + 3 + 3 + 3 + 3 + 3 D. 1. 20 toffees 2. 20 flowers
2
Time and money
TEACHING OBJECTIVES
 learn the names of the months.
The students
 study and get to know a clock and
its components.
 become familiar with Indian coins
and notes.
 learn the names of the days of the
week.
 learn to handle money.
 identify the days of school
activities.
 recognize coins and add the
money.
TEACHING AIDS
Model of a clock with movable hands, currency notes and coins of different denominations
LESSON PLAN
The class has a discussion about what the
The teacher also teaches them to read the
students ate yesterday, today and would eat
clock to an hour (o’clock). Then she calls
tomorrow or the activities done yesterday and
upon the students to move the hands of the
today.
clock and show the time called out by the
teacher. She says 9 o’clock. The students
They also talk about activities done during
show small hand at 9 and big hand at 12.
the day, that is, in the morning, afternoon
The activity continues till the students are
and night before.
sure about the concept.
REINFORCEMENT
The students are instructed to do the
activity given on page 86.
REINFORCEMENT
The teacher asks students to do exercises
given on pages 87 and 88.
The teacher writes the date and day on the
blackboard and reads it out to the class. She
tells them that 7 days make a week. She puts
up the chart prepared with the names of the
days written on it. The class reads out the
names together. They name the day of the
weekly school holiday, that is, Sunday. They

COMPANION – a complete resource for teachers
The teacher brings a model of a clock to the
class. The students hold it, move its hands
to develop an understanding. The teacher
asks, ‘What they can see on the clock face?’
They talk about numbers 1 to 12, and the 2
hands of the clock. The teacher explains that
the small hand is the hour hand and moves
from 1 number to the next in an hour. The
long hand, the minute hand takes 1 complete
round of the clock in an hour.
The students are asked to make a cardboard
clock with movable hands at home with the
help of their parents.
65
also look at their school time table and discuss
the days that have Library, PT, Dance, Music,
Computer classes and so on.
REINFORCEMENT
The students are taught to get the imprint
of the coin by placing under a piece of
paper and shading over it.
REINFORCEMENT
The teacher asks students to do the
exercise given on page 89.
The students learn to count money by
starting with the highest value note or coin
and counting ahead.
The teacher talks about different seasons and
REINFORCEMENT
months. She displays a chart with the names
The teacher asks students to do exercises
of the 12 months. Once the students are able
given on pages 93–96. They could be asked
to read the names of the months, they are
to bring 5 coins of ` 1, 5 coins of ` 2 and
questioned about the order of the months. For
1 coin of ` 5 to school on a particular
example, ‘Which month comes after May?
day. A mock bazaar could be set up in the
Which month is the first month of the year?
class, whereby the students in small groups
Which month comes before April?’ and so on.
purchase suitably priced items with real
REINFORCEMENT
money.
The teacher asks students to do the
exercise given on page 91 and also
complete the ‘My Family’s Birthday
Chart’ at home.
The teacher organizes the ‘Maths Lab
Activity’ given on page 96. She instructs the
students to work in groups for the activity.

 The teacher brings coins and notes of different
denominations to class. She distributes the
coins to the students to handle, feel and read.
The coins and notes in use are discussed as
most students are familiar with money.
REINFORCEMENT
The teacher can also organize a game
‘Treasure Hunt’. The students work in
groups of 4 to hunt for coins and total the
amount they find.
EXPECTED LEARNING OUTCOMES
COMPANION – a complete resource for teachers
 Time related vocabulary
 Clock face, minute hand and hour hand
 Days of the week
 Months in a year
66
 Indian coins and notes
 Handling money
 Recognition of coins and addition of money
SUGGESTED ACTIVITIES / PROJECTS
ACTIVITIES
1.
What is the time?
2.
Set the time and ask students to read the
time on the clock.
Mock bazaar
Hold a mock bazaar with paper money where
students buy things.
PROJECT
Students can go to the market with their parents, and buy bread, vegetables, etc.
WORKSHEET
1
TIME AND MONEY
A.Tick (3) the correct answers.
1. How much money is one 5-rupee coin, one 2-rupee coin and two 1-rupee coins together?
a. 9
b.8
c.10
b.Thursday.
c.Saturday.
c.
2. Friday comes after
a. Wednesday.
3. How many months are there in a year?
a. 7
b.12
52 B.Write down the time shown by the clocks in two ways.
1.
2.
3.
C. Draw the clock hands to show the given time.
1.
2.
3.00 3.
7 o’clock 12.00
1. 1
1
1
1
1
=`
2.
10
10
10
10
3. 5
5
2
1
1
=`
4.
5
5
5
=`
10
Name:
Teacher’s signature:
Class:
Date:
=`
COMPANION – a complete resource for teachers
D.Count and write the total money.
67
WORKSHEET
2
TIME AND MONEY
A.Tick (3) the correct answers.
1. A clock tells
a. direction.
b.time.
c.speed.
c.
c.Thursday
2. Which day comes before Saturday?
a. Thursday
b.Monday
Friday 3. Which day comes between Friday and Sunday?
a. Tuesday
b.Saturday
B.Write down the time shown by the clocks in two ways.
1.
2.
3.
C.Count and write the total money.
1. 10
5
5
1 =`
2.
10
2
2
1
3. 2
2
2
10 = `
4.
10
10
10
10 = `
=`
D.Answer the following.
1.I have hands and face but no body. Who am I?
COMPANION – a complete resource for teachers
2.Which direction do the hands of a clock move? Colour the arrow showing the correct direction
68
red.
Name:
Teacher’s signature:
Class:
Date:
WORKSHEET
3
TIME AND MONEY
A. Fill in the blanks.
1. The long hand in a clock is the
2.
hand.
is the first day of the week.
3. There are
days in a year.
4. July comes between
5.
and August.
has either 28 or 29 days.
B.Complete the names of the months in a year.
January
July
December
C. Unscramble the letters to find the names of the days and the months.
1. M N O A D Y 2.
3. O T C O B R E 4.
5. J N A U R A Y 6.
D.
AG U S U T S D UAN Y ` 10
S T A U D R A Y
` 25
` 5
` 15
1. What costs the most?
COMPANION – a complete resource for teachers
2. What costs the least?
3. Which items cost less than ` 15?
,
Name:
Teacher’s signature:
Class:
Date:
69
ANSWERS
MAIN COURSEBOOK
The clocks show what Mala does at different
times of the day. Write the time in two ways.
(Page 87)
Col 1: 4 o’clock 4:00 Col 2: 7 o’clock 7:00, 8 o’clock 8:00
Col 3: 2 o’clock 2:00, 9 o’clock 9:00
Fill in the blanks. (Page 91)
* January, * November, * May, * December,
* August, * August
Name the month in which you will celebrate
(Page 91)
Col 1: January, September Col 2: December
Write the names of the following days of the
week. (Page 89)
Col 1: Monday, Tuesday, Wednesday, Thursday
Count the total money in each row. (Page 93)
4 × 2 = ` 8, 5 × 5 = ` 25, 6 × 10 = ` 60
Col 2: Friday, Saturday, Sunday
` 60
Fill in the blanks. Choose from the brackets.
(Page 89)
* Wednesday, * Saturday, * Monday,
* Tuesday, * Tuesday and Wednesday
How much will you pay for the following?
Fill in the blanks. (Page 95)
Col 1: 12, 28, 19, 55 Col 2: 18, 14, 58, 42
Fill in the blanks to complete the names of the
months. (Page 91)
Col 1: January, February, March, April, may,
June
Col 2: July, August, September, October,
November, December
HOTS
(Page 94)
Look at the prices of the following items and
answer the questions that follow. (Page 95)
* Balloon, * Umbrella, * Balloon,
* Umbrella, Book
A VALUE FOR ME
(Page 96)
Mahesh’s donation box
WORKSHEETS
C. 1. ` 21 2. ` 15 3. ` 16 4. ` 40
WORKSHEET 1
COMPANION – a complete resource for teachers
A. 1. a 2. b 3. b
70
B. 1. 5 o’ clock 5.00 2. 8 o’ clock 8.00 3. 4 o’ clock 4.00
C. 1.
2.
3.
D. 1. A clock 2. Right to left (clockwise)
WORKSHEET 3
A. 1. minute 2. Monday 3. 365 4. June 5. February
B.
D. 1. ` 5 2. ` 50 3. ` 14 4. ` 15
WORKSHEET 2
A. 1.b 2. c. 3. b
B. 1. 12 o’ clock 12.00 2. 4 o’ clock 4.00
3. 3 o’ clock 3.00
January
February
March
April
May
June
July
August
September
October
November
December
C. 1. Monday 2. Saturday 3. October
4. August 5. January 6. Sunday
D. 1. Bell 2. eraser 3. Pencil, eraser
3
Measurement
TEACHING OBJECTIVES
find the length of an object.
The students
 recall vocabulary related to
measurement.
 use appropriate vocabulary of
heavy and light objects.
 learn to compare lengths.
 learn to compare weight.
 learn to use non-standard
measuring tools/body parts to
measure length.
 understand that the bigger object is
not always the heavier object.
 use standard measuring tools to
 find out the capacity of different
containers.
TEACHING AIDS
A small weighing balance, weighing machine,
standard weights of 1 kg, 100 g, etc. ruler,
objects of daily use like mugs, bottles, jars,
lunch box and so on.
LESSON PLAN
 The teacher organizes the class into groups
of 5 and instructs them to find something in
the class or in their bag that is
a. heavier than a pencil box
b.longer than a pencil
c. bigger than a water bottle
d. lighter than the Maths notebook
e. smaller than the teacher
f.smaller than the chair
The students are asked to work on page 97.
 The teacher divides the class into groups
of 4. She distributes non-standard tools like
pen, pencil, eraser and sharpener to the
groups, asking them to measure the length of
their desks with these tools. She demonstrates
the use by measuring the blackboard with a
pencil.
Each group is to say the length of their
REINFORCEMENT
The students are asked to do fill in
the blanks given on page 98. Later she
discusses the ‘HOTS’ question given on
page 98.
 The teacher informs the students that a
standard unit of length that is centimetre,
is used to measure short lengths. She asks
them to take out their scales and makes them
aware of how small a centimetre is. They
are also taught the correct way of measuring
things with a scale.
REINFORCEMENT
The teacher asks students to measure
COMPANION – a complete resource for teachers
REINFORCEMENT
desks in terms of the measuring tool used.
Then they are asked to use their body parts,
making them understand that the size of the
body part matters in measuring an object.
71
COMPANION – a complete resource for teachers
things like their Maths book, finger, pencil
and so on with the scale.
72
of how heavy a kilogram is. She tells the
students that these are standard weights.
 The teacher shows the students a metre scale
REINFORCEMENT
to make them aware of how long a metre is.
The teacher takes the students to the
She tells them that 100 centimetres make a
medical room to measure their weights.
metre. This is followed by a discussion on
They are asked to find out their weights.
the lengths that are measured in metre. For
 The students colour the containers which
example, height of tree, building, etc. and
hold more and less quantity. The students
length of playground, road and so on. She
explore the capacity of different containers
takes the students to the medical room to get
by pouring water in them. They also find the
their heights measured.
amount of water measured in glasses or cups
 The teacher brings some objects like a
held by their water bottles.
chocolate, orange, duster and so on for the
REINFORCEMENT
students to hold and feel how heavy/light an
The students are instructed to do exercises
object is. The teacher explains that heavy and
on page 103. They further do the ‘Maths
light are relative terms and these terms are
Lab Activity’ given on page 105.
used in comparison. She asks them to take
 The teacher brings a litre of juice (tetrapack)
out their Hindi, English and Maths books,
and small packets of juice with millilitre
hold them in their hand, one at a time and
written on them. She pours out the juice
say which of them feels to be the heaviest
from the big packet into a jug and from a
and lightest. As an hands-on activity, the
small packet into a glass. The students see
teacher also asks students to accompany their
how much a litre and millilitre is. They all
parents to the market and see them purchase
share the juice with the teacher. She asks
vegetables and fruits and listen to the terms
them, ‘Did each student have a litre of juice
related to weight.
or less? She tells them that litre and millilitre
REINFORCEMENT
are standard units of length.
The teacher discusses exercises on pages
REINFORCEMENT
100 and 101 with the students before
The teacher extends the activity to pouring
asking them to do in the notebook.
water into different sizes of containers
 The teacher takes the class to the playground
while the students say whether the amount
and asks 2 students to sit on a see-saw and
will be measured in mL or L.
shows them that the side of the see-saw with
 She divides the class into 2 teams with a
the heavier child remains lower.
member coming to the front, holding an
She extends this knowledge to explain how
object to say its approximate weight and
things are measured using a weighing scale.
the member of other team reading out the
She shows the weighing scale and weights
correct weight. In the case of capacity, they
of 1 kg, 100 g to the students. Each student
say whether the liquid in the given container
holds the weight in her/his hand to get a feel
would be measured in litres or millilitres.
EXPECTED LEARNING OUTCOMES
 Concepts of bigger/smaller, taller/shorter and
heavier/lighter
 Comparing height/length
 Using appropriate vocabulary for measuring
length
 Measuring weight
 Using appropriate vocabulary for measuring
weight
 Comparing weights
 Capacity of different containers
 Use of non-standard measuring tools
SUGGESTED ACTIVITIES / PROJECTS
ACTIVITIES
1. Weighing balance (Tarazu)
Maths book – English book
Get a weighing balance and weigh different
things to find out which is heavier ensuring
that students know the heavier pan goes
down.
Maths book – Maths copy
Suggested objects:
Pencil – Eraser
Later find out how many Maths copies
balance a Maths book.
2. Bring bottles (empty) of different shapes.
Let the students estimate which of these will
hold the most water. Pour water from a jug
and let the students see for themselves.
MATHS LAB ACTIVITY
Comparing length
You will need a ribbon cut to the length of one child’s arm.
Steps:
1. Use the ribbon piece to measure different things like height of the table, width of the chair,
etc. and find out if it is longer, shorter or equal to the piece.
2. Record your observation.
Compared to the arm
longer/shorter/equal to
longer/shorter/equal to
longer/shorter/equal to
longer/shorter/equal to
COMPANION – a complete resource for teachers
Article measured a.height of desk
b.length of Teacher’stable
c.width of the door
d.height of chair
73
WORKSHEET
1
MEASUREMENT
A. Tick (3) the correct answers.
1. Body parts are used to measure lengths.
a. Yes
2. 1 m =
a. 100
b. No
b. 1000
cm
3. Which is heavier – an elephant or a cat?
a.Elephant
b. Cat
B.Circle the lightest animal and tick (3) the heaviest animal.
C. Tick (3) the object that can hold more.
1.
2.
D. Tick (3) the object that will hold less.
COMPANION – a complete resource for teachers
1. 74
2.
Name:
Teacher’s signature:
Class:
Date:
2
WORKSHEET
MEASUREMENT
A. Tick (3) the correct answers.
1. Which of the following can hold more?
a.
b.
2.Which of the following is the lightest?
a.
b.
c.
B. Tick (3) the correct units of measurement.
1.
g
kg
3. g
kg 4.
m
cm
cm
m 6.
cm
m
5.
2.
kg
g C.Circle the lightest object and tick (3) the heaviest object.
D.Arrange in the order from the longest to the shortest.
A
B
C
D
HOTS
1. You are playing on a see-saw in the park with your friend. No side of the see-saw is going up or
down. Why?
Name:
Teacher’s signature:
Class:
Date:
COMPANION – a complete resource for teachers
75
WORKSHEET
3
MEASUREMENT
A.Circle the lighter object and tick (3) the heavier object.
2.
1.
3.
B.Circle the lightest object and tick (3) the heaviest object.
C.Arrange in order from the lightest to the heaviest.
A
B
C
D
D. Tick (3) the correct units of measurement.
COMPANION – a complete resource for teachers
1.
76
mL L 2.
3.
mL
L 4.
mL
L mL
Name:
Teacher’s signature:
Class:
Date:
L
ANSWERS
MAIN COURSEBOOK
GET, SET, GO!
(Page 97)
elephant, monkey, snake, rabbit, elephant, giraffe
HOTS
apples 1 kg
(Page 98)
Sushil has a bigger handspan because he is a
grown up man.
Write the correct units of length. (Page 99)
cm, m, cm, cm
HOTS
How much do these weigh? (Page 102)
watermelon 3 kg, sugar 1 kg,
(Page 101)
Tick (3) the correct units to weigh the
following. (Page 102)
Col 1: g, kg Col 2: kg Col 3: kg, g
Shilpa will be tired sooner as one watermelon is
heavier than 2 oranges.
Tick (3) the correct units of measurement.
(Page 104)
L, mL, L, L, L
How many blocks does each weigh? (Page 101)
Col 1: 1, 3 A VALUE FOR ME
Col 2: 4, 10
1.
(Page 105)
gm 2. mL 3. kg 4. L
WORKSHEETS
WORKSHEET 1
HOTS
A. 1.a 2. a 3. a
B. 1. Lightest = rat
1.
Both
Heaviest = Elephant
C. 1. Tanker 2. Cup D. 1. Cup 2. Glass
WORKSHEET 2
A. 1. a 2. a
C. Lightest = Bicycle Heaviest = Tanker
D. train, bus, car, bicycle
WORKSHEET 3
A. 1. Lighter = eraser, heavier = book
2. Lighter = Shuttlecock, heavier = racket
3. Lighter = key, heavier = lock
B. Lightest = Nail Heaviest = Suitcase
C. leaf, strawberry, orange, watermelon
D. 1.mL 2. L 3. L 4. L
COMPANION – a complete resource for teachers
B. 1.g 2. kg 3. g 4. cm 5. cm 6. cm
you and your friend have the same
weight.
77
ANSWERS
MAIN COURSEBOOK
CHECK YOUR UNDERSTANDING
TASKS FOR FORMATIVE ASSESSMENT 3
Write the following as repeated addition.
2 × 5 = 5 + 5
2×1=1+1
3 × 3 = 3 + 3 + 3
4×2=2+2+2+2
3 × 7 = 7 + 7 + 7
4×4=4+4+4+4
* 8 × 4 = 32 legs * 10 × 5 = 50 flowers
It is Binny Bunny’s birthday. She has invited
all the baby animals. The party starts at
6 o’clock in the evening.
COMPANION – a complete resource for teachers
78
` 30 + ` 12 = ` 42
` 20 + ` 10 = ` 30
Multiply.
*
Add or subtract. Then circle the objects you
pay the money for.
* Before * 2 hours * 3 *
` 99 – ` 14 = ` 85
` 93 – ` 11 = ` 82
` 88 – ` 73 = ` 15
` 40 + ` 35 = ` 75
4
Shapes and patterns
TEACHING OBJECTIVES
 learn to identify basic shapes.
 learn to identify and name solid
shapes.
 learn to differentiate between sides
and corners of basic shapes.
 learn to understand and follow a
pattern.
The students
TEACHING AIDS
Cardboard cut-outs of triangles, rectangles,
squares and circles, strings, objects like
notebooks, pencil box, ball and so on.
LESSON PLAN
 The teacher talks about the different basic
shapes that the students can see around them
in the classroom.
REINFORCEMENT
The teacher asks the students to look
at the picture on page 108 and identify
the shapes. She asks them to talk about
similar shapes seen in the picture. Later
she asks them to colour the picture as per
the colour key provided.
She continues to guide the students to know
the difference between the sides and corners.
The same process is repeated with the
other basic shapes, for example, square and
REINFORCEMENT
The teacher asks students to do exercises
given on pages 109-113.
 The teacher distributes A4 sheets to each
student and asks them to identify the shape,
that is, rectangle. Then she instructs them
to fold the sheet into 4 smaller same-sized
rectangles. She gives the instructions while
demonstrating the procedure.
The teacher demonstrates the ‘Maths Lab
Activity’, that is, making of ice lollies of
different sizes and shapes by freezing in the
school refrigerator.
REINFORCEMENT
The teacher instructs students to do
‘Maths Lab Activity’ given on page 117 at
home with the help of an adult.
 The students are taken on a round of the
school to familiarize them with the solid
COMPANION – a complete resource for teachers
 The teacher prepares cardboard cut-outs of
basic shapes or uses plastic basic shapes.
She distributes the shapes to the students.
She instructs them to pick up a triangle and
shows them the sides of the triangle. The
students hold the triangle and touch the
sides as demonstrated by the teacher. Then
she shows them the corners by touching the
points where the sides meet.
rectangle. The teacher asks them to show
the sides of the circle, thus concluding that
circle has no sides and corners.
79
shapes in their surroundings. For example,
ball, cupboard, tubelight, pencil box, eraser
and so on. The teacher explains that these
objects are solid shapes. Some of them
represent a sphere, for example, a ball
or some of them represent a cylinder, for
example, a tubelight and so on.
REINFORCEMENT
The teacher asks students to do exercises
given on pages 114 and 115 identifying
solid shapes.
 The teacher asks the students to describe the
pattern on her sari/dress. She also discusses
about the patterns of walls/floor tiles in the
class. She gives them leaves/ladyfinger cut
into half/sponge or string and paint to create
patterns on an art sheet.
REINFORCEMENT
The students are instructed to do the
exercises given on pages 115 and 116.
EXPECTED LEARNING OUTCOMES
 Basic shapes
Solid shapes
 Identification of shapes
 Understanding a pattern
 Identification of sides and corners
 Extending a pattern
SUGGESTED ACTIVITIES / PROJECTS
PROJECT
In the class dedicate a corner for a shape for a
week. For example, triangle for the first week.
Students to contribute triangular objects to the
corner during the week.
ext week you can have a ‘circle’ corner or a
N
‘square’ corner.
COMPANION – a complete resource for teachers
MATHS LAB ACTIVITY
80
Understanding shape
Steps:
You will need pencil box, book and water
bottle.
1. Students to place the eraser on a sheet
horizontally and draw around it.
Steps:
2. Then, place it vertically and draw around it.
1. Put the pencil box, book or water bottle on
a drawing paper. Draw around it.
3. Continue drawing the pattern. Colour the
pattern.
2. Identify the plane shape drawn.
Creating patterns
You will need an eraser (rectangular).
4. Direct them to develop their own pattern
with the eraser.
WORKSHEET
1
SHAPES AND PATTERNS
A.Tick (3) the correct answers.
1. How many corners are there in a circle?
a.
3
b. 4
c.
0
c.
3
c.
3
2. How many sides are there in a square?
a.
4
b. 5
3. How many circles are there in the given figure?
a. 1
b. 2
B.How many? Count and write.
=
=
=
C.Draw lines to match the objects with their shapes.
COMPANION – a complete resource for teachers
Name:
Teacher’s signature:
Class:
Date:
81
WORKSHEET
2
SHAPES AND PATTERNS
A.Identify the shapes of the following objects.
1.
2.
3.
4.
5.
6.
B.Unscramble the letters to get the names of the solid shapes.
1.U B C E 2.
P H E S E R 3.B C U I O D 4.
O N E C C.Draw the next three to complete each pattern.
1.
COMPANION – a complete resource for teachers
2.
82
3.
4.
Name:
Teacher’s signature:
Class:
Date:
WORKSHEET
3
SHAPES AND PATTERNS
A.Tick (3) the correct answers.
1. How many rectangles are there in the following figure?
a.1
b.2
c.3
b.square.
c.rectangle.
c.rectangle
2. Sun is a big
a.circle.
3. This is the shape of our national flag.
a.square
b.triangle
B.Identify the shapes of the following objects.
1.
4.
3.
5.
6.
Name:
Teacher’s signature:
Class:
Date:
COMPANION – a complete resource for teachers
2.
83
ANSWERS
MAIN COURSEBOOK
FUN TO DO
(Page 113)
Count and write the number of squares,
rectangles, circles and triangles in each figure.
Colour the pictures.
Col 1: rectangle 1, circle 1,
triangle 1
Col 2: square 1, rectangle 1,
circle 4, triangle 1
Write the shape of each object. (Page 115)
Col 1: cuboid, sphere, cone
Col 2: sphere, cube, cylinder
Col 3: cube, cuboid, cone
HOTS
1.
(Page 116)
2.
WORKSHEETS
WORKSHEET 1
2.
A. 1. c. 2. a. 3. c.
B. Circles = 4 Squares = 5 Rectangles = 8
3.
WORKSHEET 2
4.
COMPANION – a complete resource for teachers
A. 1.Rectangle 2. Triangle 3. Cuboid 4.Sphere 5. Cube 6. Cylinder
84
WORKSHEET 3
B. 1.Cube 2. Sphere 3. Cuboid 4. Cone
A. 1. c 2. a 3. c
C. 1.
B. 1. Square 2. Circle 3. Cylinder 4. Sphere 5. Cone 6. Sphere
5
Fractions
TEACHING OBJECTIVES
 learn about a whole.
 learn that one part out of 2 equal
parts means one-half.
 understand that a whole is written
as 1.
 understand that two halves together
make a whole.
 develop an understanding of equal
parts.
 learn that 4 equal parts of a whole
make 4 one-fourths or 4 quarters.
 develop the understanding that
equal parts of a whole are called
fractions.
 understand that four quarters
together make a whole.
The students
TEACHING AIDS
Objects like leaf, duster, notebook and so on to show 1 whole. Chocolates that can be divided into
halves, quarters and cut-outs of different shapes.
LESSON PLAN
parts. She assists the students who are
unable to do so.
 The teacher brings chocolates or apples to
the class. She shows 1 chocolate stating that
it is 1 whole. She further continues to show
1 chocolate asking students to say what it
REINFORCEMENT
The teacher asks students to do the exercise
given on page 120.
 The teacher takes a A4 sheet and
demonstrates to fold it into 4 equal parts.
She tells the students that each part is called
COMPANION – a complete resource for teachers
 The teacher helps the students to understand
was (expected answer 1 whole chocolate).
the concept of a whole by showing objects in She divides it into 2 equal parts. She tells
and around the class like 1 notebook, 1 book,
the students that each part is called one-half.
1 duster and 1 leaf. She explains that the
One part out of 2 equal parts means one-half.
whole will be depicted by 1.
She calls two students to her table at a time
She further takes an A4 sheet asking students
and asks them to divide a chocolate into
to identify it using the new term ‘WHOLE’
2 equal parts. She gives each of them onelearnt. She folds it by joining the two edges,
half to eat. Each student says ‘I am eating
stressing on equal parts being made.
half of the chocolate.’
 The teacher writes ‘half as 1 ’ on the
REINFORCEMENT
2
blackboard informing the students that ‘ 1 ’ is
The teacher distributes A4 sheets to the
2
read as half.
students asking them to fold into equal
85
one-fourth or one-quarter. She writes ‘oneShe places it on the A4 sheet on the display
1
fourth as ’ on the blackboard telling the
board demonstrating that 2 halves make 1
4
students that it means one part out of 4 equal
whole.
parts.
Similarly, she folds and cuts a A4-size red
sheet into 4 equal parts placing them on the
REINFORCEMENT
A4 sheet on the display board showing that 4
The teacher asks students to do exercises
quarters make 1 whole.
given on pages 121 and 122.
 The teacher takes a A4 sheet and places
it on the display board. She takes A4-size
green sheet folds and cuts into 2 equal parts.
REINFORCEMENT
The teacher asks students to do the ‘Maths
Lab Activity’ given on page 123.
EXPECTED LEARNING OUTCOMES
 Concepts of whole, half and quarter
2 halves make 1 whole
 Understand that one full thing is called a
whole
 One-fourth means 1 part out of the 4 equal
parts
 One half means 1 part out of the 2 equal
parts
 4 quarters make 1 whole
SUGGESTED ACTIVITIES / PROJECTS
ACTIVITIES
1. Paper Folding
sheet into 4 equal parts in different ways.
The students fold cut-outs of rectangle,
square and circle into equal parts. They use
two different colours to colour each half.
2. Quarters
The teacher demonstrates folding of a A4
The students work in groups of 3 to fold
the paper into quarters and colour using 4
different colours.
COMPANION – a complete resource for teachers
MATHS LAB ACTIVITY
86
You will need
different shapes cut into 2 equal parts or
2 unequal parts. Each to be put into an
envelope.
Steps:
1. Divide the class into 2 teams.
2. Each team picks up an envelope, opens it.
If it contains 2 halves they bring it to the
teachers table, puts them to make a whole.
The team which makes maximum number of
wholes using 2 halves wins.
WORKSHEET
1
FRACTIONS
A.Tick (3) the correct answers.
1. Half means 1 part out of
a.
1
equal parts.
b. 2
c.
c.
c.
4
2. Which of the following figure is shaded half?
a.
b.
b. 2
3. 1 + 1 =
2
2
a.
1
B.Write fraction for shaded part.
1.
2.
3.
4.
5.
4
6.
C.Shade ¼ of each shape.
COMPANION – a complete resource for teachers
Name:
Teacher’s signature:
Class:
Date:
87
WORKSHEET
2
FRACTIONS
A.Tick (3) the correct answers.
1. A whole chocolate has 4
a.
whole. b.halves.
c.
quarters. b.wrong
c.
cannot say
b.
c.
2
1
3.
2. 1 + 1 + 1 + 1 = 1
2
a.
2
2
right 2
3. Half is written as
a.
1
2
1
4
B. Circle the figures with equal parts.
1.
4.
2.
5.
6.
C.Tick (3) the figures that show ½ of the shapes.
1.
2.
3.
4.
COMPANION – a complete resource for teachers
88
Name:
Teacher’s signature:
Class:
Date:
3
WORKSHEET
FRACTIONS
A.Tick (3) the correct answers.
1. 1 is read as
4
a.
whole.
b. half.
b.2
c.
quarter. c.1
c.whole.
2. 1 + 1 + 1 + 1 =
4
a.
4
4
4
4
3. One part out of 2 equal parts means
a.
one-half.
b.one-fourth.
B. Shade ½ of each shape.
C.Shade the fractions as given.
1
4
1
2
1
2
1
4
COMPANION – a complete resource for teachers
Name:
Teacher’s signature:
Class:
Date:
89
ANSWERS
MAIN COURSEBOOK
HOTS
1
2
Row 1: 1 , 1 , 1 (Page 122)
Write the fraction for the shaded part of each
figure. (Page 122)
2 4 4
Row 2: 1 , 1 , 1 , 1
2 4 2 2
A VALUE FOR ME
1
4
(Page 123)
WORKSHEETS
WORKSHEET 1
A. 1. b 2. c 3. a
B. 1. 1 2. 1 3. 1 4. 1 5. 1 6. 1
2
2
4
4
2
2
WORKSHEET 2
A. 1. c 2. b 3. a
B. 3, 4, 6 C. 2, 4
WORKSHEET 3
COMPANION – a complete resource for teachers
A. 1. c 2. c 3. a
90
6
Data handling
TEACHING OBJECTIVES
 analyse the information.
The students
 learn to collect information.
LESSON PLAN
The teacher discusses the pictures given on
page 125. The students are then asked to
note down the observations. Now the teacher
explains the meaning of words like least and
most.
REINFORCEMENT
The teacher asks the students to do the
exercises given on pages 124, 125 and 126.
transportation used to come to school as
shown in the activity given on page 127.
The students are taught to interpret the
information collected to answer the
questions.
REINFORCEMENT
The students are asked to do ‘Maths Lab
Activity’ given on page 127.
 The teacher asks students the mode of
EXPECTED LEARNING OUTCOMES
 Collecting and analysing information
COMPANION – a complete resource for teachers
91
WORKSHEET
1
DATA HANDLING
A. Count and fill in the box.
Number of
Number of
COMPANION – a complete resource for teachers
Number of
1.How many
Name:
Teacher’s signature:
92
Class:
Date:
and
flowers together?
2.How many
and
flowers together?
WORKSHEET
2
DATA HANDLING
A.Marks scored by a child are shown below.
Subject
English
Maths
Hindi
Science
Marks
20
18
15
10
1.In which subject the child scored the most?
2.In which subject the child scored the least?
3.How much marks the child scored in Maths?
4.How many marks did the child score in English and Hindi together?
5.How many marks did the child score in Science and English together?
COMPANION – a complete resource for teachers
Name:
Teacher’s signature:
Class:
Date:
93
WORKSHEET
3
DATA HANDLING
A.Count how many animals are there?
Animals
Number
1.How many mice are there?
2.How many cats are there?
COMPANION – a complete resource for teachers
3.Name the animal with the least number.
94
4.Name the animal with the most number.
5.How many cats and butterflies are there?
6.Write the total number of animals.
Name:
Teacher’s signature:
Class:
Date:
ANSWERS
MAIN COURSEBOOK
GET, SET, GO!
(Page 124)
3, 5, 7, 6 Orange, Yellow, 11
2, 1, 5, 2, 3
(Page 125)
1. Red bags are more 2. They are more by 2 bags.
HOTS
It is summer holidays! Soma and Ali are
visiting the beach. Look at this picture and
answer the following questions. (Page 124)
2, 5, 3
Mr Sen is counting the number of balls in his
shop. Help him to count and write how many
balls of each type are there. (Page 125)
Look at the picture and answer the questions
below. (Page 126)
2, 3, 4, 2, 3, Blue shirts, Women
(Page 128)
1. banana 2. 3 3. 2 4. fruits, 1
A VALUE FOR ME
WORKSHEETS
WORKSHEET 1
WORKSHEET 3
A. 1. 13 2. 14
A. 1.4 2. 5 3. Mouse 4. Butterfly 5. 12 6. 22
WORKSHEET 2
A. 1. English 2. Science 3. 18 marks 4. 35 marks 5. 30 marks
COMPANION – a complete resource for teachers
95
7
Numbers 101 - 1000
TEACHING OBJECTIVES
The students
 revise numbers up to 100.
 develop an understanding of
numbers till 1000.
 learn to count till 1000.
 understand reading and writing of
3-digit numbers.
 strengthen their knowledge of
reading and writing 3-digit
numbers.
TEACHING AIDS
Spike abacus to understand and build 3-digit numbers
LESSON PLAN
 The teacher quizzes the students on the
blackboard. When she puts 10 grids together
concepts of numbers till 100; numeral,
she tells them that 10 hundreds is one
number name, before, after, between,
thousand. She writes the numeral ‘1000’ on
greater than and less than. She may use a
the blackboard.
PowerPoint presentation or the blackboard to  The class skip counts in hundreds 100, 200
write the questions.
. . . . 1000, both forward and backward.
REINFORCEMENT
COMPANION – a complete resource for teachers
The teacher asks students to do some
revision questions in their notebooks.
96
 The teacher cuts out a 10 × 10 grid of
square paper from an old Maths copy and
shows the students 100 small squares. She
uses similar 10 × 10 grids comprising 100
small squares each to teach numbers from
100 to 1000.
REINFORCEMENT
The students recognise and call out the
numeral 100, 200, . . . , 1000 as the teacher
writes them on the blackboard. Later the
students write numbers 100, 200 . . . , 1000
in their notebook.
 The teacher introduces numbers 101, 102
. . . using an abacus. First she makes a 100
by putting a red bead in the hundreds spike.
She holds out a grid and asks the students
Then she tells the students that the abacus
‘How many small squares are there?’ The
shows 100 (one hundred). She writes ‘100’
students say, ‘one hundred’. Then she puts
on the blackboard. Now she puts a green
one more grid asking, ‘How many small
bead in the ones spike and asks ‘What is the
squares are there now?’ The students answer,
number?’ The students say one hundred one
‘two hundred’. Similarly she teaches 300,
and teacher writes 101 on the blackboard.
400, 500 . . . . 900 by adding one more grid
She continues to make numbers from 100 to
at a time, writing each numeral on the
200 asking students to name the number and
then writing it on the blackboard. Once the
The numbers till 1000 are dealt with in
students understand the concept she asks one
a similar way but moving ahead to the
row of students to stand and count from 110
next hundred only after the students have
and the next row from 130. She continues till
mastered the previous hundreds.
all students have had a chance.
REINFORCEMENT
REINFORCEMENT
The teacher asks students to do the
exercise given on page 131.
 The teacher moves on to numbers 201–300
in the same manner as numbers 101–200
were done.
The teacher instructs students to do
exercises given on pages 133–139 as
they progress from one hundreds to two
hundreds and so on.
EXPECTED LEARNING OUTCOMES
 Learn to count numbers till 1000
associate them with their names
 Develop the skill to identify numerals and
 Reading and writing of 3-digit numbers
SUGGESTED ACTIVITIES / PROJECTS
ACTIVITIES
1. Number Dictation
Call out 5 numbers slowly giving time to
students to write the numeral.
Then the students write the number name of
each number written.
Call students to use these to make 3-digit
numbers.
Possible numbers – 116, 611, 161.
3. Number Race
Divide the class into 4 teams. Have 2 abacus
on the table. Call out a number, 1 member
2. Dice Game
from each team to come and show the called
Roll the dice 3 times. Write the numbers
number on the abacus. The team with most
rolled on the board, e.g. the numbers face up
correct answers is declared the winner.
on the dice are 6, 1, 1.
You will need number cards from 0 to 9.
4. Write the 2 numbers on the chalkboard.
Steps:
5. Continue taking out 3 cards and asking
students to make the greatest and smallest
numbers till you have 3 greatest numbers and
3 smallest numbers.
1. Take out 3 cards.
2. Ask a child to make the greatest number
with the digits of the cards.
3. Ask another child to make the smallest
number with the same digits.
6. Ask the students to arrange these 6 numbers
in increasing/decreasing order.
COMPANION – a complete resource for teachers
MATHS LAB ACTIVITY
97
WORKSHEET
1
NUMBERS 101-1000
A.Tick (3) the correct answers.
1. The number for one hundred eleven is
a.
101. b. 111.
c.
10011. b. 301.
c.
200. c.
505 2. The number 300 comes after
a.
299. 3. Which number comes between 502 and 504?
a. 501
b. 503
B.Draw coloured beads on the abacus to show the numbers.
1.
HTO 2.
HTO 409
599
HTO
3.
700
C.Fill in the missing numbers.
1.
2.
COMPANION – a complete resource for teachers
3.
98
633 635
799 801805
901 904 907
Name:
Teacher’s signature:
Class:
Date:
2
WORKSHEET
NUMBERS 101-1000
A.Tick (3) the correct answers.
1. The number 999 comes before
a.
998. c.
998. c.
202. c.
620. b. 1000.
2. The number 201 comes after
a.
200. b. 199.
3. The number for six hundred twenty is
a. 206.
b. 602.
B.Complete the number grid.
401
410
411
420
421
429
431
440
441
450
C.Fill in the blanks.
220
699
221
706
D.Write the number names for the given numbers.
1. 390
2.344
3. 699
4.222
5. 192
6.553
Name:
Teacher’s signature:
Class:
Date:
COMPANION – a complete resource for teachers
99
WORKSHEET
3
NUMBERS 101-1000
A.Draw lines to match the numbers with the number names.
Four hundred ninety-nine
302
667
Two hundred twenty-one
Three hundred two
499
221
Six hundred sixty-seven
B.Complete the table.
Number
HUNDREDS
TENS
ONES
333
Number name
3
929
9
465
9
6
C.Draw beads on the abacus to show the given numbers.
COMPANION – a complete resource for teachers
TensOnes
100
666
TensOnes
293
TensOnes
484
Name:
Teacher’s signature:
Class:
Date:
WORKSHEET
4
NUMBERS 101-1000
A.Tick (3) the correct answers.
1. The number for three hundred thirty is
a.
303. b. 330.
c.
30030. b. 998.
c.
1000. 2. The number 999 comes after
a.
997. 3. Which number comes between 770 and 772?
a. 773
b. 769
c.
771 b. 668
c.
669 4. The number 667 comes before
a. 666
B.Draw coloured beads on the abacus to show the numbers.
1.
HTO 2.
HTO 906
300
HTO
3.
786
C.Fill in the missing numbers.
1.
2.
321
299
606
Name:
Teacher’s signature:
Class:
Date:
COMPANION – a complete resource for teachers
3.
101
ANSWERS
MAIN COURSEBOOK
GET, SET, GO!
408, 409, 410, 411, 412, 413, 414
(Page 129)
73 Seventy three, 99 Ninety nine
585, 586, 587, 588, 589, 590, 591
Complete the table. Read the number names
aloud. (Page 131)
Fill in the blanks. (Page 137)
Row 2: 1, 7, one hundred seventy-nine
405, 406, 407, 408, 409, 410, 411, 412, 413, 414
Row 3: 1, 8 Row 4: 8, one hundred eighty-eight
597, 598, 599, 600, 601, 602, 603, 604, 605, 606
Row 5: 0
LIFE SKILLS
Complete the table. Read the number names
aloud. (Page 133)
Row 2: 2, 7, two hundred seventy-nine
Row 3: 3, 2 Row 4: 4, three hundred fifty-four
Row 5: 1, three hundred fifteen
MENTAL MATHS
(Page 135)
301, 302, 303, 304, 305, 306, 307, 308, 309, 310
(Page 138)
FOUR HUNDRED TWELVE
SEVEN HUNDRED FOUR
EIGHT HUNDRED THIRTY
Write the numbers for the given number
names. (Page 139)
Col 1: 680, 509, 110, 222
549, 550, 551, 552, 553, 554, 555
Col 2: 530, 601, 221, 400, 882
WORKSHEETS
WORKSHEET 1
A.1. b 2. a 3. b
C. 1. 633, 634, 635, 636, 637, 638, 639
2. 799, 800, 801, 802, 803, 804, 805
3. 901, 902, 903, 904, 905, 906, 907
WORKSHEET 2
COMPANION – a complete resource for teachers
A. 1. b 2. a 3. c
102
WORKSHEET 3
A. 1. 302
2. 499
3. 667
4. 221
–
–
–
–
Three hundred two
F
our hundred ninety-nine
Six hundred sixty-seven
Two hundred twenty-one
B.
333
3
3
3
Three hundred thirty-three
929
9
2
9
Nine hundred twenty-nine
465
4
6
5
Four hundred sixty-five
WORKSHEET 4
A. 1. b 2. b 3. c 4. b
C. 1. 321, 322, 323, 324, 325, 326, 327
2. 299, 300, 301, 302, 303, 304, 305
3. 606, 607, 608, 609, 610, 611, 612
ANSWERS
MAIN COURSEBOOK
CHECK YOUR UNDERSTANDING
TASKS FOR FORMATIVE ASSESSMENT 4
Write T for True or F for False.
T, F, F, F, T
* Who has the most toys?
Look at the table. Answer the questions that
follow.
156, 157, 158, 159, 160, 161, 162
Fill in the missing numbers.
* Who has more toys – Raja or Mary? Mary
* Who has the least toys?
Mary
Salma
325, 326, 327, 328, 329, 330, 331
290, 291, 292, 293, 294, 295, 296
444, 445, 446, 447, 448, 449, 450
REVISION WORKSHEET
FOR SUMMATIVE ASSESSMENT 2
Multiply.
6 × 3 = 18 3 × 3 = 9 4 × 4 = 16
7 × 5 = 35 8 × 4 = 32 5 × 1 = 5
9 × 4 = 36 7 × 3 = 21 2 × 2 = 4
6 × 5 = 30 3 × 5 = 15 4 × 5 = 20
* How many more apples did Miko eat than Ali?
1
January, February, March, April
Complete the table.
Look at the table. Answer the questions that
follow.
* Who has eaten the most apples? Venkat
* Who has eaten the least apples? Ali
Number H
T
O
Number name
135
1
3
5
one hundred thirty-five
220
2
2
0
two hundred twenty
336
3
3
6
three hundred thirty-six
COMPANION – a complete resource for teachers
Write the names of the first four months of the
year.
103
TEST PAPER
A. Tick (3) the correct answers.
1. You will measure the length of your pencil box with a
a.scale.
b.balance.
2. When you multiply a number by
a.2
b.1
3.A
a.triangle
weighing machine.
, you get the same number.
c. 0
has 4 equal sides and 4 corners.
b.square
4. Ten tens together make
a.100.
c.
b.200.
5. Four quarters together make a
a.half.
b.whole.
.Match the columns.
B
1.3 × 3
a.January
2.1 m
b.Noon
3.31 days
c.
4.12 o’clock
d.9
5.dice
e. 100
6.one-fourth
f.cube
c.
circle
c.
300.
c.
quarter.
1
4
cm
C.Draw coloured beads on the abacus to show the numbers.
H
T
O
H
T
O
COMPANION – a complete resource for teachers
104
305
200
D.Write the week days or dates when you would be
1.celebrating Independence Day.
2.going to school after the week-end.
3.having holiday after a long week.
4.celebrating Christmas.
5.going to see the Republic Day Parade.
E.Solve these word problems.
1. There are 5 idlis in a box. How many idlis will be there in 4 such boxes?
2. Tom’s school had a children’s fair on November 14. Tom spent ` 50 on two joy rides and ` 30
on eating snacks. How much money did he spend in all?
3. A farmer began working in the field at 6 o’clock in the morning. He worked for 4 hours.
When did he stop?
F. Match the amount of money with the cost of the items.
a.
2.` 5 + ` 5
b.
3.` 30
c.
4.` 2 + ` 3
d.
5.` 1 + ` 2
e.
`3
PENCILS
1.` 5 + ` 15
` 30
` 20
` 10
`5
G.See the picture and answer the questions.
1.How many children do you see in the picture?
2.How many children have completed their drawing?
3.How many drawings are pinned on the Activity Board?
4.How many girls do you see in the picture?
1.
4 o’clock
2.
6 o’clock
COMPANION – a complete resource for teachers
H.Show the time on the clock.
105
TEST PAPER – ANSWERS
A. 1. a 2. b 3. b 4. a 5. b E. 1. 20 idlis
B. 1. d 2. e 3. a 4. b 5. f 6. c
2. ` 80
C. H
T
O
H
T
O
3. 10 o’ clock.
F. 1. c 2. d 3. b 4. e 5. a
G. 1. 4 2. 1 3. 4 4. 2
H. 1.
COMPANION – a complete resource for teachers
D. 1. 15 August 2. Monday 3. Sunday 4. 25 December 5. 26 January
106
2.