Tulips Class 2 Term 1 Coursebook PDF

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Netion
i
Ed
An Integrated Term Course
Anitha Vasanth Bennett

R. Meenakshi Bhaskar
Sarah Jacob
Class 2
Term 1
3
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Illustrations by AnIdeaz Media International Pvt. Ltd.
Tulips Plus (New Edition)—An Integrated Term Course for Classes 1 to 5 comprises a set of 15 books
(three for each class and one per term) with the core subjects—English, Mathematics, EVS/Science,
Social Studies, and General Knowledge. This new edition incorporates the feedback from user schools.
The course, broadly based on the guidelines provided in the National Curriculum Framework for School
Education, 2005, attempts to meet the diverse needs of learners at the primary level. It is carefully
designed to help learners understand different concepts in a simple and child-friendly way.
The key features of the course have been designed primarily to make learning a joyful experience,
while providing opportunities for achieving the desired learning outcomes. The key features aim
to cultivate the ability to think and apply the concepts learnt in real-life situations through various
individual and group activities.
Learning objectives and learning outcomes: Well-defined learning objectives and outcomes
given in the subject content page for an effective teaching—learning process
Warm up: Cheerful and interesting activities to introduce the topics
On-page glossary/Key words: A ready reference for some difficult terms
Snippets/Fact file/This is interesting!: Fascinating facts related to the topics taught
In-text questions: Simple questions within the topics to assess comprehension skills
Recall: A chapter-end flow-chart for a quick recap in Mathematics, EVS/Science, and Social
Studies
Chapter-end exercises: A range of factual and inferential questions to reinforce learning
Activities: Interesting and easy-to-do activities to apply the concepts learnt
A value for life: Topic-linked, thought-provoking exercises to inculcate values
Life skills: Topic-linked, real-life based exercises/tips to develop the essential life skills
Fun time!: Fun-filled and colourful activities for joyful learning
Project: Integrated end-term project to apply the concepts learnt in different subjects
Worksheets: Simple exercises to aid in revision and assess learning
Let’s revise: Comprehensive end-term exercises to aid in revision and assess learning
Go further: Integrated exercises/contents to encourage learning beyond the textbook
Model question paper: Revision of topics learnt in terms 1, 2, and 3 (given in term 3)
Tulips Plus Wizard: An activity booklet for students with a range of worksheets for learning
and assessment
Teacher’s tip: Helpful tips for teachers
• A mixture of level-specific literary and • Carefully graded contents with mathematical
factual prose/plays and poems concepts introduced through solved
English
• Word Hunt encourages careful reading to examples followed by adequate practice

identify language item dealt in the unit exercises
• Reading, Vocabulary, Pronunciation, • Mathematical concepts are linked to real-
Grammar, Listening, Speaking, and Writing life situations, wherever possible, to make
exercises develop effective language skills learning easier
• Glossary along with Rhyming Words • Activities help to visualize the concepts
in Classes 1 and 2 and Antonyms in learnt and remove the phobia for
Classes 3–5 assist in language learning Mathematics
and vocabulary development with better • Remember simple recap of important
understanding points of the concepts for easy reference
• Let’s Look It Up (in Classes 3–5) inculcates • Hint helpful hints provided to solve problems
the habit of using dictionary • Quick Maths shortcuts for easier and
• Reading for Fun motivates reading quicker ways of computing
Mathematics
• Grammar Worksheets reinforce grammar • Let’s Define ready reference for some
learning difficult mathematical terms
• Mental Maths Worksheets simple
In Classes 1 and 2, Science and Social Studies are worksheets based on shortcuts to perform
integrated as EVS. quick mental calculations on selected topics
• Well-graded contents to introduce the
EVS
immediate surroundings, starting from • Introduces and develops concepts in Science

self and family and moving on further to through a combination of well-graded
neighbourhood, plants, and animals lessons, hands-on activities, and continuous
• Creates awareness about natural and social assessment
environment and the need to protect the • Actively engages the learner to develop a
natural resources scientific temper and an intellectual process
Science
of inquiry
• Carefully graded contents to introduce the • Virtual Lab (provided in the e-book) provides
Social Studies
basics of History, Geography, and Civics step-by-step animated experiments to explain

• Gives an insight into the world that we live concepts and processes
in and its history
• Helps to understand the geographical
• Well-packaged and graded contents ranging
features of the world, includes adequate
from mythology to the modern world
map work
• Introduces the knowledge about the diverse GK
• Creates awareness about the society and
world culture
encourages learners to become responsible
• Develops curiosity and quest for knowledge
citizens
beyond curriculum
Adult Supervision Group Activity
Individual Activity ASL Assessment of Speaking and Listening
VL
Virtual Lab Audio icon
In this new edition, all the tasks/exercises throughout the learning cycle have been classified into two main categories:
is at the base-level of transmission of concepts and ideas which are clearly stated and reinforced.
Exercises/tasks relate to the concepts learnt and are mostly inferential.
is at the next level of comprehension of the concepts and ideas learnt which relate to
application of concepts learnt. The exercises mainly cater to experiential learning and hone
life skills. The life skills (broadly classified as per UNESCO/WHO guidelines on Life Skills)
covered are the following:
It includes recognition of self,

It is the ability to imagine
our character, our strengths
what life is like for another
and weaknesses, desires and
person in any given situation.
dislikes. This is a primary skill
required to enhance all other skills.
It is the ability to analyze

information and experiences in It is a novel way of seeing or doing
an objective manner, recognize things that is characteristic of four
and assess the factors that components—fluency (generating new
influence attitudes and behaviour, such as ideas), flexibility (shifting perspective easily),
values, peer pressure, and the media. originality (conceiving of something new),
and elaboration (building on other ideas).
It helps us to deal constructively

with decisions about actions It helps us to deal constructively
in relation to assessment of with problems.
different options and the effects these
different decisions are likely to have.
It helps us to relate in positive

ways with the people we interact It is an integral part of our life.
with. We need to be aware of the
natural environment and make
correct choices in our lives.
1. Jack and the Beanstalk 9 1. Our Environment 126
English
2. Little Robin Redbreast (poem) 21 2. Plants and their Uses 135

3. King Bruce and the Spider 23 3. Animals Around Us 145
Worksheet 1 31 Worksheet 1 154
4. The Ox and the Frog 32 4. Cleanliness Around Us 155
5. Little Red (play) 40 5. Safety and First Aid 161
6. At the Zoo (poem) 48 Worksheet 2 169
EVS
Worksheet 2 50 Project 170
Grammar Worksheet 51 Let’s Revise 171
Project 53 Go Further… 172
Let’s Revise 54
Go Further… 57 1. Plants—Flowers 174
Listening Texts 58 2. Animals—Animals and their Young Ones 176
3. Sports—Popular Sports 178
GK
1. Numbers up to 1,000 60 4. People—Well-known Personalities 180
Mathematics
2. Place Value 80 5. Places—Famous Monuments 182

Worksheet 1 89
3. Addition 90
4. Subtraction 101
5. Money 111
Worksheet 2 119
Mental Maths Worksheet 120
Project 121
Let’s Revise 122
Let’s Define 124
Go Further… 124
CONTENTS
Chapter Page No. Learning Objectives Learning Outcomes
At the end of the lesson, students will be able to Through the course of the lesson
1. Jack and the Beanstalk 9 • read a fairy tale, comprehend its contents, and answer questions • students gain communicative skills, presentation skills, listening skills, writing skills,
• learn new vocabularies and improve pronunciation skills analytical skills, and life skills
• learn grammar concepts—common and proper nouns • students learn about magical elements in a fairy tale
• understand that these kind of fascinating fairy tales with unusual • students develop critical thinking skills and qualities such as ‘wisdom’, ‘honesty’, and
characters and magical elements can teach life lessons to human ‘caution’
beings • students discover the excitement and thrill in a fairy tale involving extraordinary
things/characters
2. Little Robin Redbreast 21 • read a poem, comprehend its contents, and answer questions • students gain recitation skills, listening skills, writing skills, drawing skills, and
(poem) • learn new vocabularies and their meanings analytical skills
• understand the cheerful, playful mood and tone of the poem • students learn to appreciate Nature, birds, and animals through a poem
• get introduced to the world of animals and birds • students discover the joy of reading a poem with catchy lines and colourful
• connect with Nature through the poem, and its interesting descriptions
portrayal of a bird and an animal • students develop the art and inclination to read more rhymes and poems, and
qualities such as ‘smartness’ and ‘alertness’
3. King Bruce and the 23 • read a historical prose, comprehend its contents, and answer • students gain communicative skills, presentation skills, listening skills, writing skills,
Spider questions analytical skills, and life skills
• pick up new vocabularies and learn about common nouns and its • students learn about the courageousness of King Bruce and the battles fought in
plural forms ancient times
• understand the historical setting and plot in the tale, and the roles • students develop critical thinking skills and values such as ‘perseverance’ and
played by the characters ‘determination’ to succeed
• gain knowledge about an important piece of world history and • students discover the keen determination to succeed
world leaders
Worksheet 1 31
4. The Ox and the Frog 32 • improve their comprehension, vocabulary and pronunciation skills • students gain communicative skills, presentation skills, listening skills, drawing skills,
• learn important grammar concept such as verbs and gain analytical skills, and drawing skills
knowledge about different kinds of animals and living beings • students learn to connect with the animal kingdom through this delightful prose
• students understand about animals and other living beings
• students develop values such as ‘acceptance of ourselves as we are,’ ‘appreciation of
our strengths’ and ‘uniqueness of each being’
• students discover the joy of reading a prose and a fun way to gain writing and
speaking skills
5. Little Red (play) 40 • improve their comprehension skills and vocabulary skills • students gain communicative skills, writing skills, presentation skills, listening skills,
• learn grammar concept—auxiliary verbs analytical skills, and life skills
• get an awareness and knowledge of road rules and the importance • students learn about road rules, traffic signs, zebra crossing and so on
of adhering to them • students develop values such as ‘affection and care’ for family members, ‘discipline’
and ‘adherence to road rules and safety’
• students discover the joy of reading a prose that gives information about road
discipline and safety
6. At the Zoo (poem) 48 • read a poem, comprehend its contents, and answer questions • students gain recitation skills, writing skills, listening skills, analytical skills, and life
• learn new vocabularies and get introduced to the world of animals skills
• learn to bond with Nature and animals through the poem’s • students learn to appreciate Nature and animals through a poem
interesting description • students understand about the physical appearances of animals, unique body parts,
and their mannerisms
• students develop critical thinking skills and an interest to learn more about animals
• students discover the joy of reading a poem with rhyming lines and descriptions
Worksheet 2 50
Grammar Worksheet 51
Project 53
Let’s Revise 54
Go Further… 57
Listening Texts 58
Project—I love my family
Anitha Vasanth Bennett

English
8
Detailed Contents
Unit Grammar Vocabulary Pronunciation Listening skills Speaking skills Reading skills Writing skills Additional skills
1. Jack and the Common Hidden words /a/, /ea/ sounds Listening to Expressing Reading a number Names of months
Beanstalk nouns and commands and satisfaction rhyme and seasons
Proper nouns instructions
2. Little Robin Activity—Making a

Redbreast picture book of birds
3. King Bruce Nouns— Antonyms /ing/, /in/ sounds Listening and Responding Reading simple Completing
and the Spider Singular and repeating words to simple questions sentences spellings (insects)
Plural with two sound
units
4. The Ox and Verbs Animal sounds /y/, /ew/ sounds Listening to a Reading sentences Reading a simple Sentence
the Frog rhyme poem sequencing
5. Little Red Using can/ Gender /e/, /oa/ sounds Listening and Asking for Reading tongue- Picture
cannot identifying permission twisters comprehension
different sounds
6. At the Zoo Activity—Dressing up

as different animals
Project— I love my family

1. Jack and the
Beanstalk
English
Colour this magic hat.
Guess who wears it.
Word Hunt
Look out for common names of people, places, animals, or things
in the story such as cow and house.
Jack and his mother live in an old cottage. They are poor and have no money
for food.
Rhyming words
live give
Jack! Sell our cow cold sold
and bring home the
money. We will buy
some food. Mom, it is the
month of December
and it is very cold
outside! But… I will
go, Mom.
GLOSSARY
cottage: a small
house
9
Jack unties his cow from the tree outside his house. He pulls the cow and walks
fast. He meets an old man on the way.
Hello, son! Let me

A magic bean! buy that cow from
Here it is, sir! you. I will give you a
The cow is magic bean for her.
yours.
English
Rhyming words
tree free
bed led
Jack’s mother is making some cauliflower soup.
Oh Jack! How foolish! I
thought we could buy
a lot of bread, meat, Mom! I got a
vegetables, and fruits. magic bean for
Now we will not have the cow!
anything to eat for
many days. Go to bed,
What was Jack’s
you silly boy!
mother cooking
when he came?
Mother throws the bean out. It falls near the rose bush. GLOSSARY
The next day, there is a huge beanstalk outside their home. beanstalk: stem
of a bean plant
Don’t do that, you

naughty boy! Come
here at once! Mom! Look at
this! I am going to
climb this magic
beanstalk. Bye! Bye!
10
Jack climbs the beanstalk and reaches the sky. He sees a castle there. He
enters the castle quietly. He sees a scary giant. He quickly hides and sees what
the giant is doing. The giant sits at his table counting his gold coins. A hen
and a harp are next to him.
Here is my gold, my Sixty, sixty-
hen, and my harp. one…, hundred…
two hundred…
English
thousand. Good!
Now, hen! Lay a
golden egg for
me. You, harp!
Play me a tune. I
want to sleep.
Where does
the giant live?
I must run away with

the gold coins, the hen,
and the harp before the
giant wakes up.
GLOSSARY
castle: a large building with
high walls and towers
harp: a musical instrument A giant is a very Rhyming words
with strings huge person. A
gold sold
tune: music that comes from dwarf is a very
an instrument small person. play clay
11
Hey! What is
With what did
that noise?
Jack cut the
A little boy beanstalk?
taking my
money, my
hen, and my Wow! A bag of gold
harp! I will… coins, a hen that
English
lays golden eggs,

and a harp that
plays music!
The giant starts chasing Jack. Jack runs and reaches the beanstalk.
He starts climbing down to his house. Jack asks his mother to quickly bring
him an axe. He chops the beanstalk. The beanstalk and the giant come
crashing down. The giant dies.
GLOSSARY
axe: a tool used for
chopping wood, typically
of iron with a steel edge
and wooden handle
Rhyming words
hen pen
harp sharp
12
O, Jack! I am
Look Mom!
so happy!
We are rich!
English
EXERCISES
Comprehension
1. Choose the correct answer and fill in the blanks.
(a) Jack and his mother lived in an old ............................. (hut/cottage/castle/
palace).
(b) Jack’s mother asked Jack to sell the ............................. (hens/beans/cow/
pigs).
(c) The old man gave Jack a magic .................................... (bean/seed/hat/
toy).
(d) When Jack climbed up the beanstalk, he saw a ........................... (princess/
beggar/castle/mother) there.
(e) The hen laid ..................... (golden/silver/plain/diamond) eggs.
2. Put a () if the sentence is correct or a () if it is wrong.

(a) Jack was a rich boy.
(b) Jack sold the cow for a thousand gold coins.
(c) The giant gave Jack the harp and the hen.
(d) Jack cut down the beanstalk with an axe.
(e) The giant died in the end.
13
3. Match the following.
Column A Column B
(a) Jack (1) magic bean
(b) Jack’s mother (2) music
(c) old man (3) cauliflower soup
(d) giant (4) beanstalk
English
(e) harp (5) gold coins
4. Answer the following questions.

(a) Who gave Jack a magic bean?
(b) Why did Jack’s mother ask him to sell the cow?
(c) What was the ‘foolish’ thing that Jack did?
(d) What did Jack find when he climbed the beanstalk?
(e) What did Jack bring back from the giant’s castle?
Grammar (common nouns and proper nouns)
Nouns (naming words) can be of two types—common and proper.

Common nouns are common names given to any person, place, animal, or thing.
Boy, girl, cow, cottage, tree, house, and so on are all common nouns.
If the common noun is given a special name, then it is called a proper noun. Proper
nouns always begin with a capital letter.
Examples:
Jack sells his cow.
Kitty plays with the woollen ball.
In the first sentence, Jack is the name of a boy. So, it is a proper noun. But cow is a
common noun.
In the second sentence, Kitty is the name of a cat. So, it is a proper noun. But ball is
a common noun.
14
Underline the common nouns and circle the proper nouns in the following
sentences.
1. Akash likes to read books.
2. Neeta loves animals.
3. Little Mermaid swam in the sea.
4. Raju lost his pencil.
English
5. Nayan goes to school by bus. (Hint: There are two common nouns here.)
Vocabulary (hidden words)
Find out the hidden words in the following. One has been done for you.
1. BUTTERFLY BUTTER
.......................... FLY
..........................
2. LIGHTHOUSE .......................... ..........................
3. RAINBOW .......................... ..........................
4. SUNFLOWER .......................... ..........................
5. STRAWBERRY .......................... ..........................
6. TOOTHBRUSH .......................... ..........................
Pronunciation (a, ea)
1. Repeat the given words. These words rhyme with man.
fan can van ran
15
2. Repeat the given words. These words rhyme with bean.
lean mean jean clean
Listening Skills (listening to commands and instructions)
Jack’s mother says ‘Don’t do that! … Come here at once!’

English
This is a command.
Listen to some of the commands and instructions given to you by your
teacher. Follow the instructions.
Speaking Skills (expressing satisfaction)
When Jack returns from the giant’s castle with the riches, his mother says
‘O, Jack! I am so happy!’ What would you tell a friend who gives you a gift?
‘Thank you so much!’ These words show that you are happy.
1. Practise speaking the following with your friend.
(a)
It is so nice!
Teacher’s Tip
Listening Skills: Give more such commands to children and encourage them to follow the
commands.
16
(b)
Wonderful!
English
(c)
Good!
(d)
Thank you.
I like it.
17
2. Role-play with your friend. Imagine that both of you are giving gifts
to each other. Use words showing happiness as you receive the
imaginary gift from your friend.
Reading for Fun (reading a number rhyme)
The giant counts his gold coins up to one thousand!

English
Read the following number rhyme.

One, two, three, four, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten,
Then I let it go again.
Why did you let it go?
Because it bit my finger so.
Which finger did it bite?
This little finger on the right.
Writing Skills (names of months and seasons)
Did you spot the name of a month in the story ‘Jack and the Beanstalk’?
(Hint: Jack says it is cold during this month!)
1. Write the names of the months in the correct order in your notebook.
Remember: the names of the months always start with a capital letter.
18
May January October December
June August February April
November September March July
2. Look at the pictures and answer the questions given below.
(a) Which month is very hot? ............................. English

(b) During which month does it rain? .............................
(c) Which month is very cold? .............................
(d) When do flowers bloom? .............................
(e) When do leaves fall from trees? .............................
Teacher’s Tip
Writing Skills: Point out to the names of months on a calendar and encourage children to read
them.
19
A Value for Life
1. If you were Jack, would you sell the cow for a magic bean? Why?
2. Was it right of Jack to run away with the giant’s hen, harp, and gold coins? What
would you have done if you were in the castle?
English
Life Skills
1. Given below are pictures of some vegetables. Write the names of the vegetables
in the blanks provided.
............................. ............................. .............................
............................. ............................. .............................
2. The giant counted a thousand gold coins. What number comes before
thousand?
20
2. Little Robin Redbreast
English
Join the dots and identify the
beautiful bird! Write the name of
the bird in the space provided.
...........................................
Little Robin Redbreast sat upon a tree,

Up went Pussy Cat and down went he;
Down came Pussy, and away Robin ran;
Says little Robin Redbreast, ‘Catch me if you can’.
Little Robin Redbreast jumped upon a wall,
Pussy cat jumped after him and almost got a fall;
Little Robin chirped and sang, and what did Pussy say?
Pussy cat said, ‘Meow!’ and Robin jumped away.
GLOSSARY
To whom did little Rhyming words
chirp: a sweet, Robin Redbreast say, ‘
short sound went spent
Catch me if you can’?
made by a bird sang rang
21
EXERCISES
Comprehension
(a) Little Robin Redbreast sat on a .............................. (tree/wall/flower/chair).
English
(b) When Pussy cat went up, Robin .................................... (went up/came
down/stayed in his place/slept).
(c) Little Robin jumped on a .................................... (wall/tree/bush/chair) to
fly away from Pussy cat.
(d) Pussy cat said .................................... (chirp/meow/catch me if you can/
caw! caw!) when Robin jumped away.
(a) What does Robin say to Pussy cat when he flies down from the tree?
(b) What happens to Pussy cat when he jumps on the wall?
(c) What does Pussy cat say when Robin finally flies away? Was he able to catch
Robin?
(d) What is the colour used in the poem to describe the Robin?
Activity
1. Collect pictures of different kinds of birds and paste it in your scrapbook. Write
down the name of each bird below its picture. Draw a colourful outline for your
scrapbook and display the book in the class.
2. The cat says ‘Meow’. What do the following animals say?
dog cow crow goat elephant snake
22
3. King Bruce and
the Spider
English
Here is an incomplete spider’s web.
Help the spider complete it. The first
web has been drawn for you.
Word Hunt
Look out for words in the story that are opposite in meaning to
the following words.
foolish small thick lose
Once upon a time, there was a brave and wise king

named Robert Bruce. He was the King of Scotland.
One day, the King of England led a large army into
Scotland. ‘I must fight with King Bruce and drive
him out of Scotland,’ he said.
What are the
words used to
GLOSSARY describe King
brave: ready to face any danger Bruce?
wise: clever
army: a group of soldiers who
fight on land Rhyming words
king ring
drive strive
23
King Bruce had a small army. He fought the war bravely with
the King of England. He fought six times and lost all the six Where did
King Bruce
times. He could do nothing more than run and hide. He hid hide?
himself in a cave in the forest.
One rainy day, King
Bruce lay on a pile of
straw in the cave. He
English
felt very tired and sick.

He thought, ‘I do not
want to try again. All is
lost.’
As he lay thinking, he
saw a spider spinning
her web in the cave.
He watched her as she
worked hard with great
care. She was trying
to spin her thin thread from one end of the cave to the other. She kept falling
down. The thread was thin and short. But she kept trying.
A baby spider
King Bruce counted the number of times she tried and failed. is called a
‘Six times! How sad!’ he said. ‘You can never do it, you poor spiderling.
thing!’ said King Bruce aloud.
The spider did not give up. She
GLOSSARY succeeded the seventh time. This
war: an armed fight between two countries or groups time, she was able to spin her
pile: a number of things placed on top of each other thread to the other side of the
straw: stems of grain plants that have been cut and dried cave.
web: (here) a net of threads made by a spider
spin: (here) to make thread King Bruce was surprised. ‘Wow!’
surprised: the feeling you get when something
unexpected happens
How many Rhyming words
times did the six fix
spider try to
spin chin
spin her web?
24
he cried. ‘If a little spider like you can do it, I too can. I will fight the war a
seventh time and I will win!’ cried King Bruce.
King Bruce came out of his hiding place. He gathered all his soldiers and
marched to the battlefield.
He fought the King of England one more time. This time, he won the war.
King Bruce learnt a lesson from the little spider — ‘Try, try, try
again. You will win.’ Rhyming words
English
little brittle
fought bought
GLOSSARY
gathered: (here) brought
people in one place
marched: (here) the way a
soldier walks
win: to get what you want
EXERCISES
Comprehension
(a) ............................. (King Alexander/King Charles/King Bruce/King
Solomon) was a brave and wise king.
(b) King Bruce was the King of ............................. (Poland/England/Scotland/
Finland).
(c) King Bruce saw a ............................. (tiger/spider/ giant/lion) in the cave.
(d) The spider was spinning her ............................. (house/nest/web/wheel).
(e) The spider succeeded in spinning her net the ......................... (seventh/sixth/
third/first) time.
25
(a) The spider stopped spinning her web after the sixth time.
(b) King Bruce was tired and sick when he lost the war.
(c) King Bruce won the war the seventh time.
(d) King Bruce ran to his palace to hide.
(e) King Bruce was a brave and clever king.
English

Column A Column B
(a) Bruce (1) web
(b) large army (2) forest
(c) spider (3) King of England
(d) cave (4) thin and short
(e) thread (5) King of Scotland

(a) Who was the King of Scotland?
(b) Who fought the battle against King Bruce?
(c) Where did King Bruce hide?
(d) What did King Bruce do after coming out of the cave?
(e) What happened when the war was fought for the seventh time?
(f) What lesson can be learnt from the spider in the story?
Grammar (nouns—singular and plural)
Look at the following examples:

book—books house—houses pot—pots cat—cats
For more than one, we generally add s to the common noun or the naming word.
Remember that a common noun refers to any person, place, animal, or thing.
26
Write the plural form of the following nouns.
1.
boy ..................................
2.
English
car ..................................
3.
umbrella ..................................
4.
crow ..................................
Vocabulary (antonyms)
Words that are opposite in meaning to other words are called opposites or
antonyms.
Let us look at the opposites of some words.
Example: good × bad near × far come × go hot × cold
new × old big × small boy × girl right × wrong
Match the following with their opposites.
Column A Column B
1. tall (a) near
2. fast (b) thin
3. fat (c) short
4. far (d) empty
5. full (e) slow
27
Pronunciation (in, ing)
1. Repeat the given words. These words rhyme with king.
bring sing ring thing
2. Repeat the given words. These words rhyme with thin.
English
bin skin pin tin
Listening Skills (listening and repeating words with two sound units)
Say aloud the word, ‘spider’.

SPI-DER
As you say it, clap your hands.
SPI (clap once) DER (clap again)
Listen to the words called out by your teacher and repeat after her.
As you repeat, clap as above.
Speaking Skills (responding to simple questions)
Practise asking and answering the following questions orally with your friend.
1. What is your name? My name is ................................................… .
2. Who is your best friend? My best friend is ...............................................… .
3. What does your father do? My father is a ................................................… .
4. Where is your house? My house is in ................................................… .
5. When is your birthday? My birthday is on ................................................ .
Teacher’s Tip
Listening Skills: Say simple monosyllabic, disyllabic, and trisyllabic words aloud and check if the
children clap once, twice, or thrice.
28
Reading for Fun (reading simple sentences)
Read the following sentences aloud.
English
These are spiders. These are shells.
Those are cobwebs. Those are boats.
These are cows. These are flowers.

Those are trees. Those are ducks.
These are kittens. These are women.

Those are birds. Those are shops.
Teacher’s Tip
Reading for Fun: Students should be taught the usage of ‘these’ and ‘those’. They may then be
encouraged to read the sentences given under this section.
29
Writing Skills (completing spellings)
Name the insects with the help of the clues given.

1. It sucks our blood. 2. It spreads diseases by sitting on food.
M O H Y
3. It makes the garden beautiful. 4. It stings and makes honey.

English
B Y H E
5. It is found in drains and dark places.

C H
A Value for Life

1. The spider worked hard to spin its web. Although it failed six times, it succeeded
the seventh time. What will you do if you do not get good marks in an exam? Will
you give up or will you try harder?
2. We usually dust the cobwebs that we find in our homes. Why do you think we do
that?
Life Skills
1. Imagine you have to live in a cave for a week. Look at the picture and circle the
things that you will need.
2. Do you think King Bruce would have won the war if he had not seen the spider
30 spin the web? Why do you think so?
1
Worksheet
Language Convention
Identify the common nouns in the following sentences and give their plural
forms.
1. Seetha bought a new book. 2. This apple is tasty and delicious.
English
3. My cap is green colour. 4. We saw a monkey in the forest.
5. I have a dog as a pet.
Logical Reasoning
Match the objects that go together.
Column A Column B
1. elephant (a) petrol
2. bread (b) light
3. car (c) umbrella
4. sun (d) trunk
5. rain (e) zebra crossing
6. road (f) wheat
Critical Thinking
1. How did the beanstalk grow so tall overnight?
(a) Jack and his mother watered it all through the night.
(b) Jack planted a huge beanstalk in the first place.
(c) The bean was magical, so it grew tall and huge overnight.
2. She was trying to spin her thin thread from one end of the cave to the
other. She kept falling down. The thread was thin and short. But she
kept trying. What do you learn about the spider from these sentences?
(a) The spider was trying to spin many webs in the cave.
(b) The spider was hard-working and did not want to give up.
(c) The spider was trying to keep herself occupied with some work.
31
4. The Ox and the Frog
Colour the outline of a cow. Write down one important
English
use of a cow in the space given below.
.............................................................................
Word Hunt
Look out for the action words that appear in the story
such as squash and catch.
Once upon a time, there were two best friends—Mr and Mr .
Mr Frog wanted to be strong, big, and powerful like Mr Ox.

He said, ‘My friend, Mr Ox! Look at you—strong and big and
Rhyming words
powerful. I wish I was like you.’
big fig
never clever
Mr Ox said, ‘Why, Mr ? You may be small, but you are
very smart! I can never catch a fly with my the way you do!’
32
Mr said, ‘That’s nothing! I am sure you can squash a with
your huge and heavy ! How I wish I could be like you!’
Just then, Mr Rabbit passed by. He said, ‘Take a deep What are the
breath and hold it long enough, I am sure you will words used to
describe the ox?
become big and bloated!’
English
‘That does not sound like a good idea, Mr ’,
said Mr Ox. Rhyming word
‘I want to try! Please!’, begged Mr Frog. deep jeep
Mr and Mr watched Mr as
GLOSSARY
bloated: something
he took a deep breath. which appears swollen
or puffed up
Mr looked puffed up.
‘Maybe your plan is working, Mr Rabbit’, said Mr Ox.

What colour
did the frog
Mr seemed to look bigger now. But slowly, he turn into?
started turning .
‘Oh, no! He is holding his breath too long! He is turning blue’, cried Mr Ox.
Both Mr and Mr Ox shouted at Mr . ‘Stop! Stop!
Let out your breath or you will burst!’

Mr Frog could not hold his breath anymore. He blew out and became small
again. He was very tired.
33
‘I am so sorry for this bad idea, Mr Frog’, said Mr Rabbit. ‘You are lovely as you
are. Please stay the same.’
‘Yes! Please do not change yourself into me!’ said Mr . ‘I may be big,
but I am not half as nimble as you. Do stay as you are. You are unique.’
English
Mr smiled at his friends. He realized his foolishness. He jumped away
with them happily into the forest—glad to be alive and glad to GLOSSARY
nimble: fast and light
in movement
be himself. Rhyming word
change strange
EXERCISES
Comprehension
(a) ............................. (Mr Frog, Mr Bull, Mr Rabbit, Mr Bee) and
............................. (Mr Elephant, Mr Cow, Mr Ox, Mr Sheep) were best
friends.
(b) Mr Frog wanted to become like ............................. (Mr Ox/Mr Elephant/
Mr Rabbit, Mr Cow).
(c) ............................. (Mr Ox/Mr Rabbit/Mr Bull/Mr Bee) gave Mr Frog an
idea.
(d) ............................. (Mr Frog/Mr Fox/Mr Rabbit/Mr Cow) bloated up and
turned blue.
(e) ............................. (Mr Ox/Mr Frog/Mr Rabbit/Mr Bull) realised his
foolishness at the end.
(a) Mr Ox wanted to become like Mr Rabbit.
(b) Mr Ox was big and powerful.
34
(c) Mr Frog could not catch a fly with his tongue.
(d) Mr Rabbit held his breath.
(e) Mr Frog was nimble and unique.
(a) Why was Mr Frog unhappy?
(b) What was Mr Rabbit’s idea?
(c) What happened when Mr Frog held his breath for long?
English
(d) Who said sorry to Mr Frog?
(e) Why was Mr Frog glad at the end?
Grammar (verbs)
Words used to describe an action are called action words or verbs.

The subject in the sentence does the action.
Example: The cat runs after the rat.
Here, the subject cat does the action—run.
Therefore, run is an action word or a verb.
Look at the given pictures and fill in the blanks with the correct verbs.
1. My mother ............................ (cooks/runs) my breakfast.
2. The dog ............................ (sleeps/runs) around the

house.
3. I ......................... (play/go) to school.
4. The girl ......................... (walks/swims) in the pool.
5. Mr Yadav ......................... (drives/washes) his car.
35
Vocabulary (animal sounds)
The following animals have lost their voice. Match and help them.
1. (a) meow
English
2. (b) bow wow
3. (c) moo
4. (d) neigh
5. (e) chirp, chirp
Pronunciation (y, ew)
1. Repeat the given words. These words rhyme with try.
fry fly sky why
36
2. Repeat the given words. These words rhyme with blew.
mew new flew chew
Listening Skills (listening to a rhyme)
Listen to the rhyme and repeat it.
English
Speaking Skills (reading sentences)
Look at the pictures. Now read aloud the sentences that follow. The
sentences tell a story.
Teacher’s Tip
Speaking Skills: Children can be asked to form pairs and do this exercise. One can read the
sentences aloud and the other can point to the correct picture. Emphasise on reading aloud
the sentences with correct pronunciation.
37
1. One day, Jim went to the market with his mother.
2. As they were buying vegetables, he saw a thief running away with his loot.
3. He was followed by two policemen.
4. Jim threw a banana peel on the robber’s way.
5. The robber slipped and fell down.
6. The policemen caught the thief.
English
Reading for Fun (reading a simple poem)
Read aloud the following poem. After reading the poem once, read only the
rhyming words aloud.
Teddy—Lost and Found
Teddy lost his coat
Teddy lost his hat
Teddy lost his sailing boat
Now what do you think of that!
Teddy found his coat
Teddy found his hat
Teddy found his sailing boat
That he’d left back on the mat!
Writing Skills (sentence sequencing)
The story of ‘The Ox and the Frog’ is given below. But the sentences are not
in correct order. Rewrite the sentences in the correct order.
1. Mr Ox and Mr Frog were friends.
2. Mr Rabbit heard the conversation.
3. Mr Frog wanted to be like Mr Ox.
4. Mr Frog started holding his breath.
38
5. Mr Frog realized his foolishness.
6. Mr Rabbit gave an idea to Mr Frog.
7. Mr Frog was about to burst.
A Value for Life
English
Mr Frog listened to Mr Rabbit without thinking if he was right or wrong. Do you
agree with everything that your friend says?
Life Skills
1. What would you do if there was an emergency in your house? Ask your teacher and
find out the list of emergency numbers in your area.
ambulance ..........................

police ..........................
fire brigade ..........................

childline ..........................
2. Do you think that there are animals stronger than the ox? Think of two such animals
and discuss in the class about those animals.
39
5. Little Red
English
Name five things that have the colours that you see
in the traffic light. One has been done for you.
1. apple — red
2. ................... — ...................
3. ................... — ...................
4. ................... — ...................
5. ................... — ...................
Word Hunt
Look out for things that you come across on a road such as
footpath and traffic lights in the play.
Scene 1
(It is a sunny morning. Little Red is ready to go to
her grandmother, Mrs Orange’s house.)
Little Red: Mother! Can I take a cake for
Grandma?
Mrs Green: Sure, Little Red! Here is a freshly
baked cake for your grandmother.
Little Red: See you
What did Little Rhyming words
soon mother! Red take for her
GLOSSARY
sure pure freshly: newly
grandmother? soon noon
40
Mrs Green: Be careful while you are on the road Little Red. There are big cars
and lorries that rush by fast.
Little Red: Don’t worry mother. I will follow all the road rules.
Scene 2
Which bird
(Little Red carefully walks down the footpath. A cuckoo bird calls out did Little Red
to her. Cars and buses zoom by.) hear?
English
Little Red: Coo…Coo..Cuckoo bird!
It is a nice day, isn’t it? But look at all
the cars. How will I cross the road? I
will wait for the cars and buses to slow
down and run across.
Scene 3
(Little Red looks to her left and to her right.
The vehicles still zoom by. Little Red begins to
cry. A traffic policeman sees her.)
Little Red: Oh no! I will be stuck here. I can never
GLOSSARY
cross the road. I can never go to Grandma’s house. footpath: a narrow way at the
side of a road for people to
Traffic policeman: Do you want to cross the road, walk on
little girl? zoom: to go fast
pedestrian: a person who
Little Red: Yes, please. Who helped walks on the road
Traffic policeman: Please come with Little Red?
me to the zebra crossing.

Little Red: Oh yes! That is where I
crossed the road when I came with my
mother last time. I forgot all about it.
Traffic policeman: You see, when the
traffic lights turn red
on both sides, the Rhyming words
pedestrian light turns road load
green. See the picture stuck luck
41
of a man? That is when we cross the road.
A place where people
Little Red: Oh, thank you sir! cross the road is called a
Traffic policeman: Come, let us cross the road zebra crossing. It is called
so because it has black
together. and white lines like a real
Little Red: I could not cross the road because of the zebra!
big cars, buses, and lorries.

English
Traffic policeman: Ha ha! No little girl! If you remember the road rules, no car
or bus can come near you.
Little Red: My grandma’s house is just around the corner. Good day, sir!
Rhyming words
thank blank
road load
EXERCISES
Comprehension
(a) Little Red wanted to take the cake to her ........................... (grandfather’s/
grandmother’s/uncle’s/aunty’s) house.
42
(b) Little Red walked on the ...................................... (road/footpath/street/
bridge).
(c) The ........................... (policeman/stranger/old woman/grandfather) helped
Little Red cross the road.
(d) Little Red crossed the road at the ................................................ (junction/
zebra crossing/traffic signal/pedestrian).
(e) Little Red promised to follow the road ........................... (rules/signs/light/
English
traffic).

(a) Little Red wanted to go to her grandmother’s house with her mother.
(b) When the pedestrian light turns green, we should cross the road.
(c) A crow sang, ‘Coo… coo…’ .
(d) Little Red followed the road rules.
(e) Little Red reached her grandmother’s house safely.

Column A Column B
(a) Little Red (1) helpful
(b) pedestrian (2) mother
(c) Grandmother (3) zebra crossing
(d) Mrs Green (4) walked to her grandmother’s home
(e) traffic policeman (5) cake

(a) What did Little Red’s mother bake?
(b) Why was Little Red afraid?
(c) Where did the policeman take her and what did he show her?
(d) What did Little Red forget?
(e) Where was Little Red’s grandmother’s house?
(f) How do you think of a zebra crossing is useful for us?
43
Grammar (using can/cannot)
When we are able to do some action, we use the word—can. When we are not able
to do some action, we use the word—cannot.
Answer the following questions using ‘Yes, I can’ or ‘No, I cannot’.
1. Can you swim? ................................................ .
English
2. Can you sing well? ................................................ .

3. Can you ride a bicycle? ................................................ .
4. Can you recite a long poem? ................................................ .
5. Can you skip? ................................................ .
Vocabulary (gender)
You must have seen that your mother is different from your father in the way she
looks, speaks, and walks. Your grandmother is different from your grandfather in
the way she looks, speaks, and walks. These differences are known as differences in
gender.
Gender is of two types — the masculine gender and the feminine gender.
Example: man (masculine)—woman (feminine)
king (masculine)—queen (feminine)
boy (masculine)—girl (feminine)
Fill in the blanks with the other gender.
Masculine Feminine
1. father ...................
2. .................. cow
3. cock ...................
4. .................. tigress
5. uncle ...................
44
Pronunciation (e, oa)
1. Repeat the given words. These words rhyme with red.
bread bed fed dead
2. Repeat the given words. These words rhyme with road.
English
broad load toad
Listening Skills (listening and identifying different sounds)
Listen carefully to some pairs of words. After each pair is read, circle
whether the two words in the pair are same or different.
(a) same/different (b) same/different (c) same/different
(d) same/different (e) same/different (f) same/different
Speaking Skills (asking for permission)
Little Red asked her mother, ‘Can I take a cake for Grandma?’
1. Work in pairs and take turns to speak out similar lines to each other.
Example: May I go to the birthday party?
May I come along with you?
Can I have an ice cream?
2. Imagine that your teacher is taking class. Speak out what you will say
when—
(a) You want to come into the classroom when the teacher is in.
(b) You want to drink some water.
(c) You want to turn on the fan.
(d) You want to help your teacher.
45
Reading for Fun (reading tongue-twisters)
Tongue-twisters are sentences that are made of words that sound very similar.
Read the following tongue-twisters. See if you are able to read them fast.
1. She sells sea shells by the sea shore.
2. The sixth sick sheikh’s sixth sheep’s sick.
English
3. The butter Betty Botter bought was a bit bitter.
Writing Skills (picture comprehension)
Look at the picture and fill in the blanks with the correct words from the
box.
five tea stall blue rainy
happy boats standing smiling
46
This is a picture of a ..................... day. There are ..................... people in the
picture. The man is wearing a ..................... colour coat. He is standing near a
.............................. . The little girl is sailing ............................ . She seems to be
very ............................... . Her mother is also ............................ near her. There is
also an old man who is ..................... and looking at the little girl.
English
A Value for Life
1. Little Red took a cake when she went to visit her grandmother. Do you take/
make something when you visit your grandparents? Why do you do it?
2. The traffic policeman comes forward to help Little Red when he sees her crying.
Do you think we should help people in need?
Life Skills
Look at the following road symbols. See if you know their meanings. Your teacher
will teach you their meanings.
47
CONTENTS
1. Numbers up to 60 • accurately read and write three-digit numbers and • students learn how to read and write ordinal and cardinal numbers
1,000 their number names • students gain an understanding of order of numbers
• identify missing numbers in a given order of numbers • students discover that even numbers can be put into pairs but odd
• understand the difference between an ordinal numbers cannot be put into pairs
number and a cardinal number
• understand that ordinal number tells the position
• find if a number is even or odd
2. Place Value 80 • understand that the digits of a three-digit number • students identify numbers and their place value
have the place value of hundreds, tens, and ones • students differentiate between place value and face value
• write numbers in their expanded form • students learn
• form numbers using the given digits – to write numbers in their expanded form
• identify greatest and smallest numbers and use – to identify the greatest and the smallest numbers
symbols <, > correctly
Worksheet 1 89
3. Addition 90 • add on the number line • students gain an understanding of properties of addition
• understand the commutative property of addition • students learn the role of zero in addition
• add two-digit numbers with and without regrouping • students practise addition of two-digit numbers with and without
regrouping
4. Subtraction 101 • recognise the symbol for subtraction • students gain an understanding of properties of subtraction
• understand properties of subtraction • students practise subtraction of two-digit numbers with and without
• subtract two single digit numbers from single and regrouping
double digits with and without regrouping • students practise problems involving addition and subtraction
• solve problems involving both addition and
subtraction
5. Money 111 • develop an understanding of value of money • students gain knowledge of coins and currency notes in usage
• understand exchange of money • students learn the conversion of rupees and paise
• add and subtract two different amounts • students understand combinations of money which enables
exchange of money
• students develop skills to perform simple addition and subtraction
of money
Worksheet 2 119
Mental Maths 120
Worksheet
Project 121
Let’s Revise 122
Let’s Define… 124
Go Further… 124
Project—Learning about cleanliness and money
R. Meenakshi Bhaskar
1. Numbers upto 1,000
Hi! I am Diya. Please
help me to count the
number of balls.
Mathematics
How many balls?
How many ones

make 1 ten?
10 ones make 1 ten.

10 ones 1 ten
10 tens make 1 hundred.

10 tens 1 hundred
60
1 hundred is written as 100.
The three-digit number ‘133’ can be represented in grids as follows.
+ + = 133

1 hundred 3 tens 3 ones
This can be written as

Remember
Hundreds Tens Ones
• 10 ones make 1 ten.
Mathematics
1 3 3 or 133 • 10 tens make 1 hundred.
EXERCISE 1.1
How many hundreds, tens, and ones are there in the following grids? Write in
the boxes given below each grid. One has been done for you.
1.
+ + = 215

2 hundreds 1 ten 5 ones
Hundreds Tens Ones

or 215
2 1 5
2.
+ + =

hundreds tens ones
61
Hundreds Tens Ones
or
3.

+ + =
Mathematics
hundreds tens ones
Hundreds Tens Ones

or
Three-digit Numbers on the Abacus

Three-digit numbers can be arranged in hundreds, tens, and ones using an abacus.
Examples:
1. H T O 2. H T O
four hundred six hundred and
and twenty-three eighty-eight

4 2 3 6 8 8
Remember
A three-digit number should not start
with 0, that is, the hundreds place
should not have the number 0.
62

EXERCISE 1.2
Write the number of hundreds, tens, and ones by counting the beads in the
abacus. Also, write their number names.
1. H T O 2. H T O
............................. .............................
............................. .............................
............................. .............................
3. H T O 4. H T O
Mathematics
............................. .............................
............................. .............................
............................. .............................
Numbers from 101 to 200

Fill in the missing numbers.
101 110
112 119
123 128
134 137 Look at the grid given
145 146 149 alongside and fill in the
blanks.
155 156 158 1. ………, ………, 137
164 167 2. ………, 163, ………
173 178 180

182
191 200
Teacher’s Tip
Give children more exercises on reading and representing numbers on the abacus.
63
EXERCISE 1.3
1. What comes after?
(a) 121 (b) 133 (c) 195
2. What comes before?
(a) 108 (b) 179 (c) 198
3. What comes in between?

Mathematics
(a) 106 108 (b) 113 115 (c) 136 138

203 208
212 215 216 219
221 224 227 230
233 238
Look at the grid given
244 247 alongside and fill in the
blanks.
255 256 1. ………, ………, 235
2. 296, ………, ………
264 267
271 273 278 280
282 289
293 294 295 296 297 298
64
EXERCISE 1.4
(a) 201 (b) 256 (c) 299
(a) 205 (b) 284 (c) 300
Mathematics
(a) 213 215 (b) 238 240 (c) 248 250

301 302 303 304 305 306 307 308 309 310
315 316
325 326
335 336

alongside and fill in the
355 356 blanks.
1. ………, 378, ………
365 366 2. 343, ………, ………
375 376
385 386
395 396
65
EXERCISE 1.5
(a) 301 (b) 369 (c) 394
(a) 309 (b) 385 (c) 391

Mathematics
(a) 306 308 (b) 313 315 (c) 381 383

401 410
411 412 420
421 423 430
431 434 440
441 445 450 Look at the grid given

451 456 460 blanks.
1. 429, ………, ………
461 467 470 2. ………, 475, ………
471 478 480
481 489 490
491 500
66
EXERCISE 1.6
(a) 404 (b) 459 (c) 499
(a) 410 (b) 477 (c) 485
Mathematics
(a) 408 410 (b) 428 430 (c) 454 456

501 510
512 519
523 528
534 537

555 556 blanks.
1. 555, ………, ………
564 567 2. 589, ………, ………
573 578
582 589
591 600
67
EXERCISE 1.7
(a) 521 (b) 532 (c) 595

(a) 508 (b) 566 (c) 598

(a) 518 520 (b) 511 513 (c) 581 583
Mathematics

605 606
614 617
623 628
632 639

651 660 blanks.
1. ………, 699, ………
662 669 2. ………, 666, ………
673 678
684 687
695 696
68
EXERCISE 1.8
(a) 601 (b) 656 (c) 699

(a) 605 (b) 682 (c) 700

(a) 613 615 (b) 638 640 (c) 692 694
Mathematics
701 710
712 719
723 728
734 737

755 blanks.
1. 787, ………, ………
764 2. ………, ………, 799
773
782
791
69
EXERCISE 1.9
(a) 701 (b) 728 (c) 777

(a) 709 (b) 785 (c) 796

(a) 705 707 (b) 725 727 (c) 791 793
Mathematics

801 802 803 804 805 806 807 808 809 810
819
828
837
846 Look at the grid given

855 blanks.
1. ………, 888, ………
864 2. ………, ………, 859
873
882
891 892 893 894 895 896 897 898 899 900
70
EXERCISE 1.10
(a) 804 (b) 859 (c) 899

(a) 810 (b) 876 (c) 885

(a) 818 820 (b) 828 830 (c) 894 896
Mathematics
Numbers from 901 to 1,000
901 902 909 910
911 913 918 920
921 924 927 930

931 935 936 940
941 950
Look at the grid given
951 960 alongside and fill in the
blanks.
961 970 1. ………, 999, ………
2. 909, ………, ………
971 980
981 990
991 1,000
Read as one thousand

71
EXERCISE 1.11
(a) 915 (b) 980 (c) 991

(a) 905 (b) 969 (c) 998

(a) 923 925 (b) 913 915 (c) 981 983
Mathematics
EXERCISE 1.12
1. Write the number names for the following numbers. One has been done
for you.
(a) 323 three hundred and twenty-three

(b) 818
(c) 926
(d) 597
(e) 800
(f) 998
(g) 736
(h) 285
2. Write the numbers for the following number names. One has been done
for you.
(a) four hundred and sixty-eight 468

(b) five hundred and ten
72
(c) seven hundred and eighteen
(d) eight hundred and ninety-four
(e) six hundred and thirty-six
(f) seven hundred and one
(g) nine hundred and ninety-nine
(h) two hundred and thirty-four
3. Fill in the missing numbers.
(a) 126 130 133
Mathematics
(b) 898 903 904
(c) 497 502
(d) 799 804 806
(e) 777 784
(f) 310 313 317
(g) 632 636
(h) 381 386
(i) 715 721
4. (a) What comes after?

(1) 733 (2) 528 (3) 199
(4) 945 (5) 99 (6) 286
(b) What comes before?

(1) 346 (2) 323 (3) 289
73
(4) 801
(5) 296
(6) 319
(c) What comes in between?

(1) 444 446 (2) 829 831 (3) 109 111
(4) 360 362 (5) 600 602 (6) 998 1,000
Activity
Forming three-digit numbers
Mathematics
Materials required: flash cards with numbers from 0 to 9

Method:
The class can be divided into groups of three. Each student in the group picks up a card.
Then, each group makes different three-digit numbers using the three cards that they
have picked up. They also write the number names for the numbers formed.
Ordinal Numbers and Cardinal Numbers

An ordinal number tells the position or order of an object.
A cardinal number tells the number of objects.
Example:
Ram, Rahul, and Rohan have taken part in a sack race.
3
2
1
74 1st place 2nd place 3rd place

How many boys are there in all? Three
What position is Ram in? 1st place or first place
What position is Rahul in? 2nd place or second place
What position is Rohan in? 3rd place or third place
First (1st), second (2nd), third (3rd), and so on are ordinal numbers.
Look at the shapes. Choose the correct answer.
Mathematics
1. How many shapes are there?
(a) five (b) four (c) three (d) six
2. What is the position of the triangle in the row?
(a) first (b) fifth (c) second (d) fourth
3. What is the position of the circle in the row?
(a) second (b) third (c) first (d) fourth
4. What is the position of the star in the row?
(a) fifth (b) first (c) second (d) third
Ordinal Numbers Cardinal Numbers

first 1st one 1
second 2nd two 2
third 3rd three 3
fourth 4th four 4
fifth 5th five 5
sixth 6th six 6
seventh 7th seven 7
eighth 8th eight 8
ninth 9th nine 9
tenth 10th ten 10
Teacher’s Tip
For a row of objects, the order is always taken from left to right, unless otherwise specified.
75
Odd and Even Numbers
Look at the following objects.
a pair of socks a pair of shoes
Objects that occur in twos form a pair.

Now, let us count and pair the stars in the table given below.
Number Stars Number of Stars Left
Over After Pairing
Mathematics
1 1
2 0
3 1
4 0
5 1
6 0
7 1
8 0
9 1
Even numbers are numbers that can be put into pairs.

Odd numbers are those that cannot be put into pairs.
We can see that 2, 4, 6, 8 are even numbers
and 1, 3, 5, 7, 9 are odd numbers. Remember
0 is an even number.
76
EXERCISE 1.13
1. Observe the balls given below, from left to right, and answer the following
questions.
(a) What is the position of the blue ball in the row?

(b) Which ball is the fifth in the row?
(c) Tick () the orange ball and write its ordinal number.
2. Look at the smiley faces below from left to right. Follow the directions
Mathematics
given below and colour the faces.
(a) Colour the fifth smiley in violet. (b) Colour the seventh smiley in pink.
(c) Colour the second smiley in green. (d) Colour the first smiley in blue.
(e) Colour the third smiley in yellow. (f) Colour the sixth smiley in orange.
3. Check whether the following numbers are odd or even by pairing.
(a) 11 (b) 10
Recall
Numbers
single-digit two-digit three-digit ordinal cardinal odd even

numbers numbers numbers numbers numbers numbers numbers
ones ones place ones place, position or number cannot can be

place and tens tens place, and order of an of be put put into
place hundreds place object objects into pairs pairs
77
A Value for Life
You should always wait for your turn, while standing in a queue.
Imagine you are taken to watch a Science exhibition from school. All the students
are asked to stand in a queue according to their roll numbers. Your roll number is
5. The roll numbers of other students are as given below. Arrange all the students in
the correct order in the queue.
Reena: 6
Raju: 3
Salman: 2
Rahul: 1
Mathematics
Michael: 9
Seema: 8
Meenu: 7
Rohit: 4
Leena: 10
Life Skills
A principal brought 1,000 gifts for all the students in his school. He has numbered
all the gifts starting from 1 to 1,000. He packed gifts from 1 to 200 in Sack A, 201 to
400 in Sack B, 401 to 600 in Sack C, 601 to 800 in Sack D, and 801 to 1,000 in Sack
E. Sona’s gift is numbered 251. In which sack should the principal search for Sona’s
gift?
Did you see how useful numbers are? The principal used numbers to arrange his
gifts, so that it is easy for him to hand out the gifts.
78
Fun Time!
Join the dots in the correct order and colour the picture. Start from 100.
160
150
140 170
130 180
120 190
110 200
100
210
590 580 570 220
Mathematics
230
560
240
550
540 250
530
260
520
510 270
500 280
490
480 470
460
290
450 300
440 310
330
320
430
340
400
420 350
390
410 360
380
370
79
2. Place Value
Draw the correct number of beads on the abacus given below.
Write the number name of the number.
T O
Mathematics
3 1
Number name: ...........................................
We use the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to form different numbers.

Look at the numbers formed by the digits 1 and 3.
The digits 1 and 3 can be used to make the numbers 13 and 31.
Using place value, 13 and 31 can be written as follows:
Tens Ones Tens Ones
13 = 1 3 31 = 3 1
3 ones 1 one
1 ten 3 tens
The value of the tens place is greater than the value of the ones place.
In the number 13, the value of 3 is less than the value of 1.
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In the number 31, the value of 3 is greater than the value of 1.
This is because of its place value.
T O Place value of 1 = 1 ten
1 3 Place value of 3 = 3 ones
T O Place value of 3 = 3 tens
3 1 Place value of 1 = 1 one
The place value of a digit is

the value of the digit because Tick () the correct answer.
of its place in a number.
Mathematics
1. 4 hundreds, 3 ones = ..........
(a) 430 (b) 403 (c) 433 (d) 344
Expanded Form 2. 9 hundreds, 8 tens, 5 ones = ..........
(a) 985 (b) 958 (c) 859 (d) 589
We can write the numbers 13 3. 756 = .......... hundreds, .......... tens, .......... ones
and 31 in expanded form (a) 6, 5, 7 (b) 7, 5, 6 (c) 5, 6, 5 (d) 6, 7, 5
as follows: 4. 125 = .......... hundreds, .......... tens, .......... ones
13 = 1 ten + 3 ones (a) 1, 2, 5 (b) 2, 1, 5 (c) 5, 1, 2 (d) 1, 5, 2
31 = 3 tens + 1 one
EXERCISE 2.1
1. Write the place value of the coloured digit in the following numbers. One
has been done for you.
Place value of the coloured digit
(a) T O
6 ones
3 6
(b) T O

3 6
(c) T O

6 3
81
(d) T O
6 3
2. Write the place value of all the digits in the following numbers. One has
been done for you.
(a) (b)
Tens Ones Tens Ones
3 8 Place value 2 2 Place value
8 ones
3 tens
(c) (d)
Tens Ones Tens Ones
Mathematics
3 9 Place value 5 2 Place value
Numbers on the abacus

The number ‘735’ can be shown on the abacus as follows.
Here, we have 7 hundreds, 3 tens, and 5 ones. H T O
= 700 + 30 + 5 = 735
We say, the place value of 7 in 735 is 7 hundreds,
the place value of 3 in 735 is 3 tens, and
the place value of 5 in 735 is 5 ones.
This can be shown on the place-value chart as follows:
Hundreds (H) Tens (T) Ones (O)
7 3 5
EXERCISE 2.2
Write the place value of the underlined digits. One for each place value has
been done for you.
1. 326 = 20 or 2 tens
82
2. 738 = 8 or 8 ones
3. 647 = 600 or 6 hundreds
4. 910 = or
5. 259 = or
6. 888 = or
Mathematics
Comparing Three-digit Numbers Remember
A three-digit number is always
We can compare two or more three-digit greater than a two-digit or a
numbers based on the place value of the digits. single-digit number.
Examples:
1. Which number is greater—648 or 259?
Tick () the correct answer.
In these numbers, compare the digits 1. 405 …….. 450 (a) > (b) < (c) =
in the hundreds place. 2. 210 …….. 102 (a) > (b) < (c) =
We see 6 hundreds > 2 hundreds 3. 85 ……… 850 (a) > (b) < (c) =
4. 560 ……… 5 (a) > (b) < (c) =
So, 648 > 259.
5. 7 …….. 45 (a) > (b) < (c) =
Steps:
1. Compare the digits in the hundreds place.
We see 8 hundreds = 8 hundreds.
2. Compare the digits in the tens place.
We see 9 tens > 6 tens.
So, 898 > 861.
5 3 2 6
The mouth of the fish opens towards the greater number.

83
Steps:
1. Compare the digits in the hundreds place.
We see 5 hundreds = 5 hundreds.
2. Compare the digits in the tens place. Remember
We see 7 tens = 7 tens. Any two numbers can be
compared based on the place
3. Compare the digits in the ones place. value of the digits.
We see 6 ones < 9 ones.
So, 579 > 576.
Mathematics
Forming numbers is fun!

Observe the two numbers 234 and 432.
Both the numbers have the digits 2, 3, and 4.
In 234, we have 2 hundreds, 3 tens, and 4 ones.
In 432, we have 4 hundreds, 3 tens, and 2 ones.
What do you observe? Yes, the place values of digits in these numbers are
different.
Put the correct symbol in the box (< or >): 234 432
Let us now make the greatest and smallest numbers using the digits 4, 6, and 8.
We have 468, 486, 648, 684, 846, and 864.
Greatest number = 864 Smallest number = 468
EXERCISE 2.3
1. Fill in the boxes with the correct symbol <, >, or =.
(a) 612 634 (b) 836 280 (c) 629 692
(d) 265 903 (e) 500 972 (f) 444 444
(g) 656 656 (h) 806 290 (i) 361 292

84
2. Make three-digit numbers using the given digits only once. Circle the smallest
number and underline the greatest number. One has been done for you.
(a) 1, 3, 2 132 123 321 312 213 231
(b)
2, 5, 9 ........ ........ ........ ........ ........ ........
(c)
3, 2, 6 ........ ........ ........ ........ ........ ........
(d)
2, 4, 8 ........ ........ ........ ........ ........ ........
(e)
9, 3, 4 ........ ........ ........ ........ ........ ........
3. Write the following numbers in expanded form. One has been done
for you.
Mathematics
(a) 486 = 400 + 80 + 6
(b) 721 = + +
(c) 869 = + +
(d) 345 = + +
(e) 906 = + +
4. Write the following numbers in short form. One has been done for you.
(a) 500 + 80 + 6 = 586 (b) 300 + 70 + 9 =
(c) 600 + 40 + 4 = (d) 100 + 90 + 8 =
(e) 800 + 70 + 3 = (f) 200 + 10 + 2 =
5. Circle the greatest number in each set.

(a) 642 624 246 264
(b) 666 333 222 111
(c) 518 640 115 919
(d) 372 473 474 373
(e) 192 199 191 141
85
(f) 222 356 675 444
(g) 855 110 923 710
(h) 777 666 555 232
(i) 526 231 317 495
6. Circle the smallest number in each set.

(a) 959 342 949 236
(b) 771 417 317 717
(c) 342 234 123 432
Mathematics
(d) 589 985 598 895

(e) 828 782 342 299
7. Arrange the following numbers in ascending order.
(a) 326 432 362 513 640

(b)
998 999 898 899 199

(c)
563 129 301 456 232

(d)
544 239 263 439 331

(e)
372 850 192 246 474
8. Arrange the following numbers in descending order.

(a) 192 199 191 141
(b) 589 985 598 895
(c) 372 850 192 246
(d) 729 273 791 910
(e) 815 326 666 555
Teacher’s Tip
Ask the children to arrange the numbers in ascending and descending order by observing the
place value.
86
Activity
Place value of three-digit numbers up to 500
Materials required: square-lined paper, a pair of scissors, glue, cardboard sheets, and
flash cards for digits from 0 to 9
Method:
Cut the square-lined paper into strips of sizes—10 × 10 (5 strips);
10 × 1 (9 strips); and 1 × 1 (9 strips).
The class is to be divided into two groups. Flash cards to be given to Group A and
strips of hundreds, tens, and ones grid to Group B.
One child from Group A shows a three-digit number, say 123, using the flash cards.
One child from Group B should then place on a table strips of the correct size to
Mathematics
represent this number. One child from Group B should record the activity on the
blackboard as follows: 123 = 1 hundred + 2 tens + 3 ones
123 = + +
Repeat the activity for the following numbers: 325, 189, and 276.
Next, Group B must show the flash cards for the numbers 236, 176, 500, and 499 and
Group A must represent the numbers using correct strips of paper.
Recall
Comparison of Numbers
same different the number with

number of digits
more digits is
compare the digits of the place values in greater
order—hundreds, tens, and ones
Teacher’s Tip
(For activity): To avoid tearing of strips during the course of the activity, please paste these
strips on to cardboard sheets of appropriate size. Also, explain to the children what each strip
represents before starting the activity.
87
A Value for Life
Atul scored 87 marks out of 100 in Mathematics in Test 1. For Test 2, he did not
study well and hence got only 30 marks out of 100. He realized his mistake and
worked hard for Test 3 and got 97 out of 100 in the final term examination.
Given below are the marks obtained by Atul in each test. Put the correct symbol
(< or >) and fill in the boxes.
Test 1 Test 2
87 30
Test 2 Test 3
Mathematics
30 97
Test 3 Test 1
97 87
Life Skills
Given alongside are 3 library books with the serial numbers
mentioned on them. Help Pallavi to arrange the books in
ascending order on the bookshelf.
Is it a good practice to keep things neatly arranged? Do you
help to keep the things in your house neat and tidy?
Arranging things neatly helps you to locate things easily
whenever you need them.
Fun Time!
Arrange and write the given numbers in the correct boxes. Two of the boxes
are already filled.
579 654 257 864 359 398
257 ........ ........ ........ ........ 864
88
1
Worksheet
Choose the correct answer.
1. What comes after 597? ……………..
(a) 599 (b) 598 (c) 600 (d) 596
2. A ........................ number tells the number of objects.
(a) odd (b) cardinal (c) ordinal (d) even
3. An ........................ number tells the position or order of an object.
(a) odd (b) cardinal (c) ordinal (d) even
Mathematics
4. The place value of 2 in 246 is 2 ........................ .
(a) tens (b) hundreds (c) ones (d) thousands
5. ........................ ones makes 1 ten and 10 ........................ makes 1 hundred.
(a) 5, ones (b)10, fives (c)10, tens (d) 10, hundreds
6. Name the place value of the underlined digit. 677
(a) 7 hundreds (b) 7 ones (c) 7 tens (d) 7 thousands
7. In addition, the numbers that are added are called ........................ and the
answer is called ........................ .
(a) addends, sum (b) sum, addends (c) sum, subtrahends (d) sum, answer
8. While adding a two-digit number, first add the ........................ and then the
........................ .
(a) tens, ones (b) ones, again ones (c) ones, tens (d) tens, hundreds
9. When we add ........................ to any number, we get the same number as the
sum.
(a) ten (b) zero (c) one (d) hundred
10. There are 89 apples in orchard A and 52 apples in orchard B. How many
apples are there altogether?
(a) 141 (b) 144 (c) 152 (d) 190
89
3. Addition
1. Number of apples = .........

Mathematics
2. Number of oranges = .........

3. Number of bananas = .........
4. Total number of fruits = .........
We know that addition means putting together. We use a ‘+’ symbol to denote
addition.
In a garden, there are 3 coconut trees and 5 papaya trees. How many trees are
there altogether?

Remember
We say, 3 plus 5 is 8. In addition, the numbers that
are added are called addends and
We write, 3 + 5 = 8. So, there are 8 trees in the answer is called sum.
the garden altogether. Example: 12 + 3 = 15
Here, ‘8’ is the sum. addend addend sum
90
EXERCISE 3.1
1. Add and write the correct number of figures in the boxes. One has been
done for you.
(a)

3 + 2 = 5
(b)

Mathematics
+ =
(c)
+ =
(d)
+ =
2. Add the following numbers (horizontal addition).

(a) 6 + 5 = (b) 4 + 7 = (c) 2 + 6 =
(d) 9 + 3 = (e) 8 + 4 = (f) 7 + 6 =
3. Add the following numbers (vertical addition).

4
(a) (b) (c) 5 1 (d) 2
+ 3 + 3 + 4 + 5
6 6 6 6
7
(e) (f) 9
(g) (h)7 3
+ 5 + 4 + 2 + 6
6 6 6 6
91
Addition on the Number Line
Using the number line, add 4 and 3.
0 1 2 3 4 5 6 7 8 9 10
To add 4 and 3, the frog starts from 4 and jumps three numbers forward.
Where does he reach? Yes, he reaches 7!
So, 4 + 3 = 7.
Mathematics
Use the number line and add the following.

1. 5 + 6 = .........
0 1 2 3 4 5 6 7 8 9 10 11
2. 6 + 2 = .........
0 1 2 3 4 5 6 7 8 9 10
Properties of Addition
Look at the following examples.
2 and 3
+ 3 + 2
5 5
92
What do you observe? 2 + 3 = 3 + 2 = 5
Both 2 + 3 and 3 + 2 give the same answer, though there is a change in order of
numbers. The order in which two or more numbers are added does not change
the sum. This is known as the commutative property of addition.
EXERCISE 3.2
Fill in the boxes.

1. 8 + 6 = 6 + 2. 5 + 2 = =2+5
Mathematics
3. 4 + 15 = 15 + 4. 3 + 6 = =6+
5. 2 + 9 = + 2 6. 2 + 4 = = +2
7. 1 + 11 = + 1 8. 1 + 7 = = +1
9. 25 + 16 = + 25 10. + 4 = =4+3
Role of Zero in Addition Tick () the correct answer.

1. 7 + 8 = ......... + 7
When we add zero to any number, we get (a) 0 (b) 8 (c) 9 (d) 1
the same number as the answer. 2. 50 + 0 = .........
(a) 0 (b) 50 (c) 1 (d) 52
Examples:
1.
2 + 0 = 2
2.
0 + 4 = 4
93
EXERCISE 3.3
Fill in the boxes.
1. 16 + 0 = 2. 0 + 5 = 3. 4 + 0 =
4. 0 + 13 = 5. 0 + 10 = 6. 15 + 0 =
7. 12 + 0 = 8. 20 + 0 = 9. 0 + 9 =
Adding Two-digit Numbers (without Regrouping)

Mathematics
Example:
Add 36 and 52.
Steps:
1. Place the digits 2. Add the digits in 3. Add the digits in
into tens and ones the ones place. the tens place.
columns as shown.
T O T O T O
3 6 3 6 3 6
+ 5 2 + 5 2 + 5 2
8 8 8
Ans. 36 + 52 = 88
EXERCISE 3.4
Add the following.
1. T O 2. T O 3. T O 4. T O 5. T O
6 1 2 7 1 6 4 3 3 7
+ 2 8 + 2 2 + 3 2 + 5 4 + 2 1
Teacher’s Tip
The processes of ‘carry over’ in addition and ‘borrowing’ in subtraction are also called as
‘regrouping’ since we ‘regroup’ the ones and tens to proceed with the sum.
94
6. T O 7. T O 8. T O 9. 10.
T O T O
4 1 5 1 7 2 1 5 6 2
+ 3 8 + 2 8 + 2 4 + 3 4 + 2 7
Adding Two-digit Numbers Remember

(with Regrouping) First add the ones, and then the
tens.
Examples:
Mathematics
1. Add 22 and 19.
T O Steps:
carry over 1 1. Place the digits in tens and ones columns as
2 2 shown.
+ 1 9 2. Add the digits in the ones place:
4 1 2 + 9 = 11 ones = 1 ten + 1 one
3. Write 1 in the ones place and take 1 ten to
the tens place.
4. Add all the digits in the tens place:
1 ten (carry over) + 2 tens + 1 ten = 4 tens
Ans. 22 + 19 = 41
1. 38 + 47 = ……
2. Add 29 and 46.
(a) 85 (b) 94 (c) 93 (d) 87
T O Steps:
2. 20 + 80 = …….
1 1. Place the
carry over 2 9 (a) 100 (b) 90 (c) 82 (d) 802
digits in
+ 4 6 tens and ones columns as shown.
7 5
2. Add the digits in the ones place:
9 + 6 = 15 ones = 1 ten + 5 ones
3. Write 5 in the ones place and take 1 ten to
the tens place.
4. Add all the digits in the tens place:
Ans. 29 + 46 = 75
1 ten (carry over) + 2 tens + 4 tens = 7 tens
95
EXERCISE 3.5
1. Add the following.
T O (b) (c) (d) (e)
(a) T O T O T O T O
3 7 3 5 6 4 8 2 5 7

+ 5 + 2 8 + 7 + 8 + 3
(f) T O (g) T O (h) T O (i) T O (j) T O
5 5 2 9 7 8 5 3 6 4

+ 3 7 + 2 4 + 1 7 + 3 9 + 2 7
Mathematics
2. Add the following. One has been done for you.

(a) T O (b) (c) (d) (e)
T O T O T O T O
2
4 8 3 6 1 2 6 0 4 3
2 7 4 8 2 3 1 9 3 2
+ 1 6 + 1 1 + 5 6 + 1 1 + 1 5
9 1
(f) T O (g) T O (h) T O (i) T O (j) T O
2 6 1 2 2 8 4 5 2 6
5 2 4 0 3 8 3 3 1 6
+ 1 3 + 3 9 + 2 8 + 1 2 + 3 6
Addition of two-digit numbers

Example:
Add 76 and 22.
70 + 6
Add the following using the given method.
20 + 2
90 + 8 = 98 1. 22 + 56 2. 27 + 62 3. 36 + 60
Ans. 76 + 22 = 98 4. 23 + 21 5. 11 + 28 6. 33 + 44
Teacher’s Tip
Care should be taken while doing the regrouping additions. Encourage the children to count
without drawing lines.
96
Word Problems—Addition
Example:
There are 28 and 16 T O
in a garden. Find the total 1
number of fruits in the Number of apples = 2 8
garden. Number of oranges = + 1 6
Total number of fruits = 4 4
Ans. 44 fruits
EXERCISE 3.6
Mathematics
1. There are 27 and 52 in a town. T O
Find the total number of people in Number of men =
the town. Number of women = +
Ans. people Total number of people =
T O
2. A balloon-seller has 15 and 26 .
Number of orange balloons =
Find the total number of balloons.
Number of red balloons = +
Ans. balloons Total number of balloons =
T O
3. Rahim has 36 , 12 , and 13 .
Number of yellow erasers =
How many erasers does he have
Number of green erasers =
altogether?
Number of red erasers = +
Ans. erasers Total number of erasers =
Activity
Adding numbers (with or without regrouping)
Materials required: dice, erasers, and sheets of paper
Method: The class is divided into groups of two children each.
97
1. Each child in a group gets to roll a dice once. Each child must note down his/her
group’s numbers in the order they appear. Once all groups have rolled the dice
twice, they should find their group total as given in the table.
2. A total of at least four rounds to be played. Each child should be asked to record
the activity and find his/her group’s grand total. The group with the maximum
grand total is the winner.
Sample for table
Tens Ones
Round
Child 1 Child 2
1 3 2
2
Mathematics
Total (1)
3
4
Total (2)
Grand total: Total (1) + Total (2) =
Study the pattern and fill in the blanks.

4+3=7 3+5=8 6+3=9
14 + 3 = 17 13 + 5 = .... 16 + 3 = ....
24 + 3 = 27 23 + 5 = .... 26 + 3 = ....
34 + 3 = 37 33 + 5 = .... 36 + 3 = ....
44 + 3 = .... 43 + 5 = .... 46 + 3 = ....
54 + 3 = .... 53 + 5 = .... 56 + 3 = ....
64 + 3 = .... 63 + 5 = .... 66 + 3 = ....
Now, make similar sums for the following:

1. 2 + 6 = 8 2. 3 + 4 = 7
Teacher’s Tip
(For activity): Children have learnt addition up to two-digit numbers in this class. In case any
group gets stuck with a three-digit sum, give them a chance to roll the dice again so that they
get a two-digit sum as the answer.
98
Recall
Addition
addend + commutative role of 0: addition addition

addend property: number + 0 without with
= sum changing the = number regrouping regrouping
order of the Example:
addends will not 5+0=5 10 ones = 1 ten
change the sum
Mathematics
A Value for Life
We must make our environment green and clean.
On Earth Day, students of Classes 1, 2, and 3 planted saplings in and around
the school campus, with the help of their teachers. At the end of the day, Class 1
planted 38 saplings around the playground, Class 2 planted 40 saplings near the
front gate, and Class 3 planted 67 saplings near the library. Find out how many new
saplings were planted in the campus that day.
Life Skills
Asha has come to a bookshop to buy gifts for 4 of her friends. If she wants to gift 6
books to each of her friends, how many books should she buy?
99
Fun Time!
1. I am an insect. I can walk, jump, and fly!
Who am I?
To know who I am, find the sums in the following table, then substitute a letter
for each number using the given letter code.
Letter code:
5 → p 14 → h 7 → r 16 → e
10 → s 18 → g 12 → a 23 → o
Add 9 4 5 8 6 10 16 2 3 3 2
+9 +3 +7 +2 +4 +4 +7 +3 +2 + 13 +5
Sum
Mathematics
Letter
I am a .................................... !
2. Make a path through the number grid so that the sum of the numbers is
equal to the answer given. Two have been done for you.
3 4 1 4 6 5 1 4 8
2 7 6 2 3 8 3 5 2
14 17 11
6 2 3 4 1 6 5 7 8
1 7 5 2 3 7 1 6 2
16 18 22
3. While travelling by road, look at the numbers on the number plates of cars
and other vehicles. Try adding the 4 digits mentally!
100
4. Subtraction
There are 10 biscuits in a packet. Ali ate 6 biscuits in the morning.

How many biscuits are left in the packet?
...........................
Mathematics
You know that subtraction means taking
away. We use the ‘−’ (minus) symbol to
denote subtraction.
8 toffees
Suppose there are 8 toffees and we eat 5
toffees. How many toffees are left?
From the picture, we observe that three
toffees are left. we eat 5 toffees
We say, 8 minus 5 is 3.
We write, 8 − 5 = 3. So, 3 toffees are left.
Here, 3 is the difference.
Remember
In subtraction, the number that is subtracted is called the subtrahend, and the number from
which it is subtracted is called the minuend. The answer is the difference.
Example: 9 – 3 = 6
minuend subtrahend difference
101
Example:
There are 5 eggs in an egg tray.
3 eggs are cracked.
How many whole eggs are left in the tray?
5−3=2
So, 2 whole eggs are left.
EXERCISE 4.1
Mathematics
Subtract and draw the correct number of figures. One has been done for you.
1.
9 − 4 = 5
2.

−
=
3.

− =
Subtraction on the Number Line

Using the number line, subtract 2 from 6.
Frog starts at 6 and jumps two numbers backward. Where does he reach? Yes,
he reaches 4! So, 6 − 2 = 4.
102
Use the number line and subtract the following.
1. 8 – 3 = .........
2. 7 – 2 = .........
Mathematics
Properties of Subtraction
1. If a number is subtracted from the same number, then the difference is zero.

3
− 3 = 0
2. If 0 is subtracted from a given number, then the difference will be the given
number.

3 − 0 = 3
103
EXERCISE 4.2
Subtract the following numbers.

1. 10 − 10 = 2. 3 − 3 =
3. 21 − 21 = 4. 0 − 0 =
5. 1 − 1 = 6. 18 − 0 =
7. 1 − 0 = 8. 3 − 0 =
Mathematics
Subtraction of a Single-digit Number from a Two-digit

Number (without Regrouping)
Example:
Subtract 3 from 14. Steps:
T O 1. Subtract the digit in the 1. 19 – 7 = ........
1 4 ones place: 4 – 3 = 1 one (a) 12 (b) 10 (c) 18 (d) 11
– 3
2. Subtract the digit in the 2. 14 – 4 = ........
1 1
tens place: 1 – 0 = 1 ten (a) 10 (b) 12 (c) 4 (d) 8
Ans. 14 – 3 = 11
EXERCISE 4.3
Subtract the following.

1. T O 2. T O 3. T O 4. T O 5. T O
1 5 2 7 3 8 4 6 2 4
– 3 – 4 – 2 – 3 – 3
Teacher’s Tip
While subtracting, children should be taught to use reverse counting instead of using
lines to count.
104
6. T O 7. T O 8. T O T O
9. 10. T O
1 9 3 2 3 4 2 9 3 2
– 8 – 2 – 3 – 6 – 1
11. 12.
T O T O 13. T O 14. 15.
T O T O
2 8 7 6 2 3 3 8 7 2
– 4 – 5 – 1 – 3 – 1
Subtraction of a Single-digit Number from a Two-digit

Number (with Regrouping)
Mathematics
Example:
T O 1. Place the digits in tens and ones columns as shown.
1 15
2 5 2. Subtract the ones: In the ones place, 5 < 7.
– 0 7 So, we need to regroup 2 tens and 5 ones as 1 ten and
1 8 15 ones, that is, we borrow 1 ten from the tens column.
Now, we have 15 ones.
15 ones – 7 ones = 8 ones
1. 31 – 7 = ........
3. Subtract the tens: We have
Ans. 25 – 7 = 18 (a) 21 (b) 24 (c) 28 (d) 23
1 ten in the tens place. 2. 62 – 5 = ........
1 ten – 0 = 1 ten (a) 57 (b) 47 (c) 53 (d) 54
EXERCISE 4.4

1. T O 2. T O 3. T O 4. T O 5. T O
1 3 2 0 1 4 2 3 5 2
– 8 – 5 – 5 – 4 – 7
Teacher’s Tip
The processes of ‘carry over’ in addition and ‘borrowing’ in subtraction are also called as
‘regrouping’ since we ‘regroup’ the ones and tens to proceed with the sum.
105
6. T O 7. T O 8. T O 9. 10.
T O T O
5 3 4 4 4 2 8 5 9 1
– 6 – 5 – 8 – 9 – 7
Subtraction of a Two-digit Number from a Two-digit

Number (with Regrouping)
Example:
1. Place the digits in tens and ones columns as shown.
T O
8 17
9 7
2. Subtract the ones: In the ones place, 7 < 8.
So, we need to regroup 9 tens and 7 ones as 8 tens
Mathematics
– 1 8
7 9 and 17 ones, that is, we borrow 1 ten from the tens
column. Now, we have 17 ones.
17 ones – 8 ones = 9 ones
3. Subtract the tens: We Tick () the correct answer.
have 8 tens remaining 1. 84 – 27 = ……….
Ans. 97 – 18 = 79 (a) 57 (b) 37 (c) 50 (d) 30
in the tens place.
2. 93 – 41 = ……
8 tens – 1 ten = 7 tens
(a) 52 (b) 22 (c) 53 (d) 45
EXERCISE 4.5

1. T O 2. T O 3. T O 4. T O 5. T O
8 8 4 7 4 8 8 4 3 4
– 2 9 – 1 8 – 2 8 – 3 6 – 2 3
6. T O 7. T O 8. T O 9. 10.
T O T O
9 1 9 4 7 2 8 7 2 8
– 6 2 – 4 6 – 1 9 – 3 8 – 1 4
11. 12.
T O T O 13. T O 14. 15.
T O T O
3 6 3 6 5 2 5 0 9 1
– 2 3 – 2 7 – 1 4 – 2 7 – 7 2
106
Study the pattern and fill in the blanks.
15 − 10 = 5 21 − 10 = 11 34 − 10 = 24 43 − 10 = 33
18 − 10 = 8 28 − 10 = 18 32 − 10 = 22 46 − 10 = 36
12 − 10 = 2 25 − 10 = .... 37 − 10 = .... 41 − 10 = ....
19 − 10 = .... 22 − 10 = .... 31 − 10 = .... 42 − 10 = ....
17 − 10 = .... 29 − 10 = .... 35 − 10 = .... 47 − 10 = ....
Now make similar pattern sums for the following in your notebook.
1. 52 − 10 = 42 2. 86 − 10 = 76
Word Problems—Addition and Subtraction
Mathematics
EXERCISE 4.6
1. Sheena had 25 . T O

She gave 12 to her friend Number of toffees with Sheena = 2 5
Minu. How many toffees Number of toffees given to Minu = – 1 2
does Sheena have now? Number of toffees Sheena has now = 1 3
Ans. 13 toffees
2. A school has 41 in the T O

auditorium. If 31 are Number of chairs in the auditorium =
added in the auditorium, Number of chairs added = +
how many chairs are there Total number of chairs =
altogether?
Ans. chairs
3. There are 84 in a farm. T O

15 more are brought to Number of cows in the farm =
the farm. How many cows Number of cows brought in = +
are there altogether? Total number of cows =
Ans. cows
107
4. M
rs Ali had 73 . T O
Out of these, 8 were rotten. Number of apples =
How many good apples are Number of rotten apples = –
there? Number of good apples =
Ans. good apples
5. Mona had 12 . Devi gave T O

her 5 more . How many Number of biscuits with Mona =
biscuits does Mona have now? Number of biscuits given by Devi = +
Ans. biscuits Number of biscuits Mona has now =
Mathematics
Activity
To demonstrate regrouping in subtraction
Materials required: 3 bundles of 10 sticks each and 7 single sticks
Method:
3 bundles of 10 sticks each and 7 single sticks to be arranged on a table to make the
number 37. One student should be asked to remove 4 ones from the loosely arranged
sticks. Teacher should ask: How many sticks are left? Once the student gives the answer
(33), the teacher should ask the student to remove 7 ones from what is left. Since 7
cannot be taken away from what is left (3 ones), the teacher should explain to the class
that this subtraction can be done by regrouping one bundle of 10. The teacher should
then regroup one bundle of 10 and open it to make 10 ones + 3 ones = 13 ones.
37 − 4 = 33 → 20 + 13
The student should now be asked to remove 7 ones from 13 ones.
33 − 7 = 26
The above activity could be repeated for different sets of numbers (43 – 8, 65 – 7,
and so on)
108
Recall
Subtraction
minuend – role of 0: If a number subtraction subtraction

subtrahend number – 0 is subtracted without with
= difference = number from the same regrouping regrouping
Example: number, the
5–0=5 answer is 0. 1 ten = 10 ones
Example:
7–7=0
Mathematics
A Value for Life
We must always help the poor.
On her birthday, Shifa got 12 toys, 7 dresses, and 50 chocolates as gifts. Out of
these, she distributed 7 toys, 3 dresses, and all the chocolates to poor children near
her home. How many toys, dresses, and chocolates does Shifa have now?
Life Skills
Renu is reading a storybook of 87 pages. She has finished reading 39 pages. How
many more pages are left to be read in the book?
Fun Time!
Subtract the numbers in the boxes on the spinosaurus picture and then
colour it according to the given colour code.
0 → red; 1 → green; 2 → blue; 3 → violet; 4 → yellow; 5 → black; 6 → purple;
7 → orange; 8 → pink; 9 → magenta; 10 → white
109
43 – 33
10 – 0 13 – 3
14 –10
5–4
97 – 90
55 – 55
100 – 90
10 – 6 65 – 65
10 – 9
Mathematics
10 – 3 54 – 49
43 – 40
127 – 120
7–5
66 – 60
110
CONTENTS
1. Our Environment 126 • identify the characteristics of natural and man- • Students gain an understanding of the conceptions of natural
made things and man-made; living and non-living
• distinguish between natural and man-made things • Students learn skills of differentiation and life skills
• identify the characteristics of living and non-living • Students discover how living things breathe, grow, move, feel,
things give birth, grow old, and die
• distinguish between living and non-living things • Students develop an understanding of their environment
2. Plants and their Uses 135 • identify the different parts of a plant • Students gain knowledge about various plant parts through
• learn about the various uses of plants visual aids
• Students learn the variety of uses of the different plant parts and
life skills
• Students discover skills of conceptual understanding
• Students develop communication skills and conscience building
skills
3. Animals Around Us 145 • understand what domestic animals are and how • Students gain a basic understanding of animal types; their uses;
they are cared for and reared and their homes
• learn about wild animals and their features • Students learn social skills and life skills
• comprehend the significance of the usefulness of • Students discover skills of comparison and co-relation
animals in our lives • Students develop analytical skills
• become familiar with the different types of homes
of animals
Worksheet 1 154
4. Cleanliness Around 155 • understand the importance of keeping the homes • Students gain an understanding of the things they need to be
Us clean alert about in keeping their environment, which includes their
• realize the need to take responsibility for the home, school, and public spaces, clean
cleanliness of their surroundings, including public • Students learn to empathize
property, public places and their classroom • Students discover collaborative skills
• Students develop social skills
5. Safety and First Aid 161 • understand the importance of following safety • Students gain an understanding of the dos and don’ts of safety
rules at home, in school, while playing, and while by learning safety rules to be followed in different scenarios
on the road • Students learn skills of classification and life skills
• understand the concept of first aid and learn how • Students discover a sense of responsibility
to administer first aid if the need arises • Students develop cognitive understanding through visual
instruction
Worksheet 2 169
Project 170
Let’s Revise 171
Go Further… 172
Project—A visit to the market
Sarah Jacob
1. Our Environment
Take a walk around your school playground. Observe the things that
you see around you. Did you see the following?
EVS
Put a tick () if you think they breathe, eat food, and grow.
Put a cross () if they do not breathe, eat food, and grow.
All the things around us form our environment. Our environment consists
of air, water, soil, plants, birds, people, animals, the sun, mountains, roads,
buildings, and many other things around us.
Natural Things and Man-made Things

Some of the things in our environment such as mountains, the sun, plants,
stones, and rivers occur in nature. They are not made by human beings. Things
that occur in nature are called natural things.
126
mountain river stones sun
natural things
Some of the things in our environment, such as the roads, buildings, boats,
ships, tables, pens, and pencils are made by human beings. Such things are
called man-made things.

1. All the things around us form
our (environment/home/school/
cities).
2. Things that occur in nature are
table chair pencil called (natural/man-made/new/
man-made things artificial) things.
Living and Non-living Things
EVS
Things around us are either living or non-living. In the pictures given at the
beginning of this chapter, the tree and the boy are living things. The sun and
stones are non-living things.
Living things
Animals, birds, plants, and human beings are all
living things.
All living things breathe, grow, eat food, move,
respond to changes around them, give birth to
young ones, and grow old and die.
living things
Teacher’s Tip
Show the children a moving battery-operated toy car and ask them whether it is living or non-
living. Help them to arrive at the answer by asking more questions—does the car eat, grow,
and do the other things that a living thing does?
127
Non-living things
Non-living things do not have life.
Examples of non-living things are a ball, air, water, sun, non-living things
soil, a bus, a pencil, a book, and so on.
Differences between living things and non-living things
We will now see how living and non-living things differ.
Living things breathe.
holes in leaves
gills
Human beings and Plants breathe Fish breathe

animals breathe through small holes through their gills.
EVS
through their nose. in their leaves.

Non-living things do not breathe.
GLOSSARY
gills: the openings used
Tick () the correct answer. by fish for breathing,
found on the side of a
(Non-living/Living/Lifeless/Inanimate) things can breathe.
fish’s head
ACTIVITY
Place one hand close to your nose and feel the air coming out. Place the
other hand on your chest and feel it expand when you breathe. Make
the following observations:
1. Run fast for a few minutes and observe your breathing. Do you
breathe faster?
2. Do you notice this in non-living things?
128
Living things grow.
A baby girl grows into a little girl, a A puppy grows into a dog.
young woman and then an old woman.
Have you seen your bat or doll grow in size?
This is interesting!
Do you know why? The giraffe is the tallest
animal in the world.

Non-living things do not grow.
Living things eat food.
EVS
Plants prepare their own food with Animals get their food from
the help of air, water, and sunlight. plants or other animals.
Human beings eat both plants and the flesh of animals.
Do chairs and tables eat food?
Non-living things do not eat food. Tick () the correct answer.
Plants prepare their food with the help
of (sunlight/moonlight/flower pots/wood).
Living things move.
Animals move in their own ways. Plants and their parts also show movement.
Teacher’s Tip
The heights of children may be noted in the beginning and at the end of the term to show
them that they have grown.
129
fins
Human beings walk. Birds fly Fish use A potted plant grows
with wings. their fins. towards the direction
of sunlight.
Do pencils and pens move on their own?
Non-living things cannot move on their own.
Living things can feel.
We feel hot when we touch a hot object. We feel pain when we hurt ourselves.
EVS
Living things can feel. Leaves of a touch-me-not plant will close

when it is touched.
Pinch your doll or football. Does it cry or make any other sounds or
movements?
Non-living things do not feel. GLOSSARY
fins: thin, flat parts that
stick out from the body of
Tick () the correct answer. a fish, used for swimming
and keeping balance
1. Birds fly with (fins/wings/gills/feet).
2. Living things (can/cannot/will not/do not) feel.
Teacher’s Tip
Children may be asked to hold ice cubes in their palms and explain how they feel.
130
Living things give birth to young ones.
Birds, insects, and snakes give
birth by laying eggs.
Animals such as cows, dogs,
and cats give birth to young
ones, just like human beings.
Plants have seeds. Most new
plants grow from seeds.
Non-living things do not give
birth to young ones.
Living things give birth.
Living things grow old and die.
Non-living things do not grow old and die.
Recall
EVS
Our Environment
natural things man-made things living things non-living things
mountains, table, chair, • breathe • do not breathe

rivers, stones, pencil, • grow • do not grow
the sun, and so on • eat food • do not eat food
and so on • move • do not move
• feel • do not feel
• give birth to • do not give birth
young ones to young ones
• grow old and die • do not grow old
and die
Teacher’s Tip
Children may be encouraged to donate clothes to needy children. They would have outgrown
clothes in the last one year or two. They will realize how much they have grown when they see
their own old clothes.
131
EXERCISES

Column A Column B
(a) (1) man-made thing
(b) (2) wings

EVS
(c) (3) prepare their own food
(d) (4) breathe through nose
(e) (5) fins
132
2. T ick () the correct answer.
(a) A (spoon/monkey/car/doll) is an example of a living thing.
(b) A (stone/aeroplane/hill/river) is a non-living thing which is made by human
beings.
(c) A (cow/dog/goat/bird) is a living thing that gives birth by laying eggs.
(d) Plants prepare their food with the help of (human beings/animals/sunlight/a
cook).
(e) Fish breathe through (a nose/gills/eyes/fins).

(a) Plants do not grow.
(b) Living things give birth to young ones.
(c) Non-living things need food and water.
(d) A pencil is a non-living thing.
(e) Birds give birth by laying eggs.
EVS
(a) Name any two things we find in our environment.
(b) Give any two examples of man-made things.
(c) Name any two living things.
(d) Name any two non-living things.
(e) Name the plant that closes its leaves when it is touched.
Activity
Divide the class into two groups. One group can collect pictures of living things. The
other group can collect pictures of non-living things. Make a chart with pictures of
living things and another chart with pictures of non-living things. Display them in
the class.
A Value for Life

All living things feel pain when they are hurt. Hence, we should not hurt other
human beings, plants, or animals.
133
On the way from school, you see a boy throwing stones at a kitten. Do you think
this is a correct way to treat animals?
Life Skills
1. All living things breathe, grow, need food, and can feel.
Rekha has been gifted a puppy on her birthday. Write three ways in which she
should take care of the puppy. One has been done for you.
(a) Feed the puppy with proper food every day.
(b) ........................................................................................................... .
(c) ........................................................................................................... .
(Hint: Pets have to be kept clean, given proper exercise and care.)
2. You can see clouds moving or a kite flying. Are they living? Why or why not?
(Hint: Do clouds and a kite show other features of living things such as breathing,
EVS
growth, need for food, and so on?)
Fun Time!
Do you have a garden in your home, or near
your house? What all plants can you identify?
Observe any one plant every day for a month.
Do you see any growth?
134
2. Plants and their Uses
Trace over the dotted lines to

find the missing parts.
Colour the plant. Try to name
these parts. Think of one use
for each part.
EVS
You have already read about the different kinds of plants in the previous class.
If you look closely at a plant, you will notice that the plant has many different
parts. The plants are also useful to us in many ways.
Parts of a Plant
The main parts of a plant are its root, stem, leaf, flower, and fruit.
Root
The part of the plant below the soil is called the root.
The root helps the plant by The roots of some plants
can be eaten, for example,
fixing it to the soil carrot and radish.
absorbing water from the soil
135
flower
Stem
The stem is a part of the plant that grows
above the soil.
fruit
The stem helps the plant by leaf
holding the branches, flowers, leaves,
and fruits
carrying water to the leaves stem
carrying food made by the leaves to the
other parts of the plant root
parts of a plant
Leaf
The leaves of most plants are green in colour.
EVS
Leaves prepare food for

the plant. Tick () the correct answer.
1. (Stem/Root/Road/Soil) is a part of
the plant that grows above the soil.
leaves prepare food
2. The (leaves/fruits/stems/roots)
prepare food for the plant.
Flower
Some plants bear flowers. Such plants are called flowering plants.
Examples: rose, jasmine, sunflower, and hibiscus
sunflower jasmine rose
136
Flowers come in many colours.
They attract bees and butterflies.
Flowers attract bees and butterflies.
Fruit
Some flowers become fruits.
Example: Flowers of the mango tree,
flowers of pomegranate turning into fruit guava tree, and pomegranate tree
become fruits.
Seed
Seeds are found inside most fruits. Most new plants grow from a seed.
EVS
mango apple papaya
Some fruits such as Some fruits such as Some fruits such as

mangoes have only apples and grapes papayas and watermelons
one seed. have a few seeds. have many seeds.
Tick () the correct answer. GLOSSARY

1. Some (flowers/leaves/seeds/branches) become fruits. fruit: the part of a plant that
2. Most new plants grow from a (flower/seed/root/leaf). consists of one or more seeds
seed: the small, hard part
3. A watermelon has (one/many/two/a hundred) seeds.
produced by a plant, from
which a new plant can grow
Teacher’s Tip
Prepare a fruit salad or sprout salad in class. Assign the children the task of bringing the
ingredients and demonstrate how a salad is prepared.
137
ACTIVITY
Plant a seed in a pot filled with soil. Place the pot inside your classroom.
Make sure that it gets enough sunlight. Take turns in watering the
pot. Watch the seed sprout and grow into a new plant. Record your
observations.
Uses of Plants
GLOSSARY
We get food from plants. pulses: seeds of some
plants that are cooked
and eaten
We get fruits, vegetables, sugar, pulses, and cereals cereals: grains that
from plants. can be eaten
vegetables
fruits
EVS
sugarcane
of cereals
types pulses
Bees collect nectar from flowers to make honey.
Honey is the only food
that does not spoil.
We get wood from plants.

GLOSSARY
Wood is obtained from the trunk and branches nectar: sweet liquid that
of big trees. bees collect from flowers
to make honey
Wood is used for furniture: objects such as
chairs, tables, and desks
making furniture,
houses, and pencils.
table pencil
138
We get cotton and jute fibre from plants.
Clothes, threads, bags, and stuffed toys are made from cotton.
Bags, sacks, ropes, and mats are made from jute fibre.
Fact File!
Nowadays, jute is also used
for making dress materials.
cotton dress jute bag, sack, rope, and mat
We get rubber, paper, and gum from plants. GLOSSARY

pulp: a soft substance
made by crushing
We get rubber and gum from the juices of trees. wood and then used
Paper is made from the pulp of wood. to make paper
EVS
gum tree gum rubber tree rubber bands sheet of paper
We get medicines from plants. Tick () the correct answer.

Some plants have medicinal value. 1. (Ants/Bees/Sparrows/Flies) collect
nectar from flowers to make honey.
The leaves of the tulsi plant and 2. (Paper/Plastic/Gold/Silver) is made
eucalyptus tree are good for cough from the pulp of wood.
and cold.
tulsi mint eucalyptus aloe vera
Teacher’s Tip
Each child can be assigned to bring one product we get from plants, to class.
139
We get tea, coffee, and cocoa from plants.
We get tea from the leaves of the tea plant.
Coffee is made from the seeds of the coffee plant.
Chocolate is made from cocoa beans.
coffee cocoa beans tea
We get oil and perfume from plants.

We get oil for cooking from the seeds of some plants.
We also use oil for our hair.
EVS
sunflower oil olive oil groundnut oil
The flowers of many plants and wood such as sandalwood are used in the
making of perfumes.
perfume rose jasmine sandalwood tree

1. Aloe vera and tulsi are examples of (fruits/medicinal plants/nuts/flowers).
2. Chocolate is made from (coffee/cocoa/mud/honey).
3. Rose and jasmine are used in making (cooking oil/perfumes/milk/cereal).
140
Plants give us spices.
We use spices in cooking and, sometimes, for medicinal purposes also.
cardamom clove cinnamon pepper
We get beautiful flowers from plants.

Beautiful flowers and leaves from plants are
used for decoration and religious purposes.
Girls and women in many parts of India wear
flowers in their hair.
bouquet garland
Traditionally, we offer garlands
or bouquets to welcome guests.
EVS
Other uses of plants.
Plants give oxygen, which all
living things need to breathe.
Plants give shade and shelter to
many birds and animals.
Plants give shade and shelter to birds and animals.

1. (Cocoa/Olive/Jasmine/Cardamom) is a spice.
2. Plants give us (oxygen/water/plastic/wool).
3. Girls in many parts of India wear (garlands/bouquets/flowers/spices) in their hair.
141
Recall
Plants and their Uses
parts uses
root
• food
stem • wood, rubber, paper,
and gum
leaf • cotton and jute fibre
• medicines, oil, and spices
flower • tea, coffee, cocoa
• flowers and perfumes
fruit • oxygen to breathe
• shade and shelter for
animals and birds
EVS
EXERCISES

(a) The (roots/stems/flowers/fruits) carry water to the leaves.
(b) The stem holds the flowers, (soil/branches/roots/insects), leaves, and fruits.
(c) (Leaves/Flowers/Honey/Roots) attract(s) bees and butterflies.
(d) (Coconut/Cardamom/Caramel/Cucumber) is a spice.
(e) Tea is made from the (seeds/leaves/roots/flowers) of the tea plant.
142
Column A Column B
(a) (1) bees
(b) (2) one seed
(c) (3) medicine
(d) (4) made from wood
EVS
(e) (5) spice
3. Put a () if the sentence is correct or a () if it wrong.

(a) Sacks are made from honey.
(b) Tulsi is a medicinal plant.
(c) The part of the plant above the soil is the root.
(d) We get coffee from the stem of the coffee plant.
(e) Roots fix the plant to the soil.
(a) Name any two parts of the plant.
(b) Name any two fibres we get from plants.
(c) Name any two flowering plants.
(d) What do flowers attract?
(e) Name any two flowers from which we get perfumes. 143
Activity
The teacher may organize a trip to a sawmill or a place where trees are being cut
down. Observe the logs of wood being cut and shaped into different useful items
such as chairs, windows, tables, and so on. Also note the number of rings on the cut
portion of the wood. The number of rings tells you how old the tree is.
A Value for Life

Trees are very essential for life. Trees, as you now know, provide shelter to birds.
Also, a lot of animals live in and around trees—rabbits make burrows, ants make
anthills at the tree base, and so on.
What happens to these creatures when we cut trees? Is it right to cut trees down?
Life Skills
EVS
1. Try growing a vegetable garden in a small patch of ground at school or home.

How you can use the vegetables/fruits that are grown there? You can think of
participating in competitions or selling them at a lower price to needy people.
2. How do plants such as the cactus make food? Which part of the cactus plant helps
in preparing food?
Fun Time!
Match the leaves that are the same. You may also colour the leaves using
green and yellow.
Row A 1. 2. 3. 4.
Row B (a) (b) (c) (d)
144
3. Animals Around Us
Colour the boxes below the domestic animals in green and the
wild animals in red.
1. 2.
EVS
3. 4.
There are many kinds of animals and birds on our planet Earth. We will learn
about these wonderful living things.
Domestic Animals
Animals which can be trained to live with human beings are called domestic
animals.
145
They include both pet animals and farm animals.
Domestic animals such as dogs, cats, parrots, GLOSSARY
pet: an animal that people keep as a
and rabbits can be kept as pets. friend at home
farm: a piece of land used for growing
crops or raising animals
hygienic: clean and free from bacteria
and therefore unlikely to spread disease
rear: to take care of
dog cat rabbit
We should take care of pet animals by giving them good food, clean water, and
a hygienic place to stay.
Animals such as cows, buffaloes, hens, ducks, goats, sheep, and horses can be
reared on farms. Such animals are called farm animals. Fish can be reared in
ponds or tanks at farms.
EVS
fish hen
buffalo
horse cow
ACTIVITY
Do you love animals? Which is your favourite animal? Why? Discuss.
Teacher’s Tip
Organize a visit to the zoo or a farm.
146
Wild Animals
Animals that live in forests are called wild animals. Wild animals hunt for food
and move about freely in the forest. They can be dangerous if they are disturbed
or if they do not get enough food to eat in the forest.
tiger bear hippopotamus

1. A (rabbit/cheetah/frog/lizard) is an example of a domestic animal.
2. A (lion/fox/horse/bear) is a farm animal.
3. Animals which live in (farms/forests/houses/streets) are called wild animals.
EVS
Uses of Animals
Animals are useful to us in many ways.
Cows and buffaloes give us milk. From milk we make ice cream, curd, butter,
ghee, cheese, milk sweets, and cottage cheese (paneer).
milk ice cream curd cheese ghee
Hens and ducks give us eggs and meat.
chicken egg
147
We get milk and meat from goats too.
Some of us also eat fish.
meat
We get wool from sheep.
sheep
Oxen are used to plough the field.

oxen ploughing field
Camels, horses, bulls, elephants, and donkeys are used for carrying loads.
EVS
horse cart elephant carrying a load bullock cart donkey carrying a load
Camel is called the
The skin of some animals is used as leather to
‘ship of the desert’.
make shoes, bags, purses, and jackets.
bag belt shoes jacket
GLOSSARY
We get silk from silkworms. leather: animal skin that has been
specially treated and used in making
silkworm clothes, shoes, furniture, and so on.
Teacher’s Tip
Have an exhibition of milk and milk products in your class.

148
1. Hens and ducks give us (milk/eggs/wool/soil).
2. We get (jute/wool/cotton/flax) from sheep.
3. The (flesh/skin/tails/tusks) of some animals are used to make leather.
Homes of Animals
Like human beings, animals also need a home to take rest, protect themselves
from heat, cold, rain, and enemies. Different animals have different kinds of
homes.
Domestic animals mostly live in homes made by human beings.
EVS
A dog lives in a kennel. A hen lives in a coop.
A horse lives in a stable. A cow lives in a shed.
149
Wild animals usually live in forests.
GLOSSARY Fact File!

den: a cave or
• Lion is called the
hollow place in
the forest used as
‘king of the jungle’.
shelter by some • Cheetah is the
wild animals fastest land animal.
A lion lives in a den.

Homes of other animals.
Birds build Rabbits and rats Ants make an anthill.

EVS
nests. live in burrows.
Spiders spin webs. Bees make a beehive. Monkeys live on trees.
GLOSSARY
nest: a home built by birds using straw, hay,
1. Rabbits and rats live in (furrows/burrows/ and sticks to lay their eggs
kennels/dens). burrow: a hole in the ground that an animal
2. (Birds/Insects/Frogs/Rabbits) build nests. (such as a rabbit) makes to live in or for safety
3. A dog lives in a (coop/kennel/den/farm). anthill: a pile of earth formed by ants
150
Recall
Animals Around Us
kinds of animals uses of animals homes of animals
• give us milk, meat, • dog—kennel

domestic wild egg, wool • hen—coop
animals animals • help in ploughing, • horse—stable
carrying loads • cow—shed
• used in making • lion—den
pet farm leather, silk • bird—nest
animals animals • rabbit—burrow
• ant—anthill
• spider—web
• bee—beehive
• monkey—tree
EVS
EXERCISES
(a) (Wild/Domestic/Hunting/Forest) animals can be kept as pets at homes or in
farms.
(b) (Tigers/Hens/Squirrels/Dogs) and cats are common pet animals.
(c) The animal that helps in ploughing a field is the (ox/tiger/donkey/goat).
(d) Rabbits live in a (burrow/den/stable/kennel).
(e) Ants make (nests/anthills/burrows/holes).
2. Put a () if the sentence is correct or a () if it wrong.
(a) A tiger is a domestic animal.
(b) A lion lives in a forest.
(c) A horse lives in a stable.
(d) Domestic animals cannot be tamed.
(e) Birds build kennels.
151
Column A Column B
(a) (1) farm animal
(b) (2) pet animal
(c) (3) lives in a coop

EVS
(d) (4) wild animal
(e) (5) leather

(a) Name any two domestic animals kept at home as pets.
(b) Name any two farm animals.
(c) Name any two wild animals.
(d) Where do we get silk from?
(e) Name any two animals that live in a burrow.
152
Activity
The teacher may take the children for a nature walk or on a field trip to a nearby
farm to show them birds’ nests, beehives, anthills, burrows, spiders’ webs, kennels,
stables, and cowsheds. Caution students not to go too near the animals.
A Value for Life

We should always care for our pet animals. Dogs get extremely frightened of the
noise they hear when we burst crackers. They hide under vehicles or a covered place.
Should we not show some concern towards them? A naughty boy climbs up a tree to
destroy a bird’s nest. Is he doing the right thing?
Life Skills
1. Visit a zoo. You can see the different types of animals that you have studied in this
chapter. Observe the animals. Find out if the cages are similar to the natural homes
EVS
of the animals. Do you think it is correct to keep wild animals in small cages?
2. This is not a pet animal, but its home is in the dusty corners of our houses,
particularly near the corners of the ceiling. Who is this?
Fun Time!
Join the dots and colour the picture you get.
153
1
Worksheet
Choose the correct answer from the following.
1. Fish breathe through ....................... .
(a) nose (b) gills (c) eyes (d) tails
2. A .......................... has only one seed.
(a) mango (b) papaya (c) cucumber (d) watermelon
3. Plants give us .......................... to breathe.
(a) oxygen (b) hydrogen (c) carbon dioxide (d) nitrogen
4. A horse lives in a ..................... .
(a) den (b) stable (c) burrow (d) flat
EVS
5. We get silk from ........................... .

(a) earthworms (b) caterpillars (c) silkworms (d) spiders
6. We get oil for cooking from the ................... of some plants.
(a) roots (b) seeds (c) stem (d) fruits
7. ................. lay eggs.
(a) Birds (b) Dogs (c) Goats (d) Cows
8. ..................... is made of milk.
(a) Soya (b) Honey (c) Cheese (d) Oil
154
CONTENTS
Chapter Page No.
1. Plants—Flowers 174
2. Animals—Animals and their Young Ones 176
3. Sports—Popular Sports 178
4. People—Well-known Personalities 180
5. Places—Famous Monuments 182

1. Plants—Flowers
There are flowers of different colours and shapes all around us,
adding beauty to our surroundings. We admire their beauty and
fragrances and use them for decorations. Come, let us learn
more about the different flowers.
Carnations are year-round flowers that come in a wide Fact File!

variety of colours. They make perfect mother’s day gifts! Gladioli are
sometimes called
Sword Lilies.
The flowers of a honeysuckle plant attract

hummingbirds, bees and butterflies.
Pansies, which are fragrant and edible, are

often thought to have a ‘face’ because of the
pattern on their petals.
GK
1. Carnations come in a single

colour only. (True/False)
Fact File!
2. Pansies have patterns on
Broccoli is a their petals. (True/False)
flower as well as
a vegetable.
174
1. Let us test your knowledge about different flowers.
(a) Which flower, out of the following, attracts bees and hummingbirds?
(1) laurel (2) violet (3) honeysuckle
(b) Iris is a flower named after the Greek goddess of the rainbow.
(1) True (2) False
(c) Which flower was poisoned by the Wicked Witch in the Wizard of Oz?
(1) poppy (2) iris (3) tulip
(d) Look at the picture on your right. Name the flower.
(1) rose
(2) carnation
(3) lily
(e) Broccoli is a flower.
(1) True (2) False
2. Look at the pictures and name the flowers:

(a) (b) (c)
............................. ............................. .............................
3. Quiz Time!
(a) Red in colour, sweet to smell, everybody knows me, such is my fame! Name
this four-lettered flower. .......................................
(b) You see me in the lakes, pink in colour I am. I am the national flower of
India. Which flower am I? .......................................
(c) I am Afghanistan’s national flower. Who am I? .......................................
(1) tulips (2) rose (3) jasmine
GK
(d) Jasmine oil is used to make cosmetics. (True/False)

(e) African and French are the two types of which flower?
(1) daffodil (2) marigold (3) jasmine
Web Links
http://easyscienceforkids.com/plants/
175
2. Animals—Animals
and their Young Ones
Animals give birth to their young ones and take care of them. They
provide food for their babies and protect them. Come, let us take a
look at some animals and their young ones.
Baby deer are born without a scent. This saves them from being eaten by
predators who often smell their prey.
Fact File!
• A baby alligator is called a
hatchling.
Fact File!
• Tiger cubs cannot hunt on
A giraffe calf can stand up and their own until they are about
walk within an hour of its birth. one and a half years old.
A baby alligator is called

a ........................... .
(owling/hatchling/
duckling)
GK
1. Let us test your knowledge about animals and their young ones.
(a) What is a baby bear called?
(1) pup (2) cub (3) calf
(b) What is a baby deer called?
(1) doe (2) buck (3) fawn
176
(c) A duck’s baby is called a duckling.
(1) True (2) False
(d) I am called a tadpole, when I am a baby. Who am I?
(1) cow (2) dog (3) frog
(e) A baby goat is called a kid.
(1) True (2) False
2. Match the animals with their young ones.

Column A Column B
(a) cow (1) joey
(b) kangaroo (2) calf
(c) dog (3) kitten
(d) cat (4) pup
(e) sheep (5) lamb
3. Quiz Time!
(a) Look at the picture. Name the animal. What is its young one called?
Name of the animal.
...................................
Its young one is called
................................... .
(b) The young one of a horse is called a .............................. .

(1) baby (2) colt (3) kid
(c) A fawn is the young one of a .............................. .
(1) deer (2) cow (3) fox
(d) A baby hen is called a .............................. .
GK
(1) henling (2) chick (3) duckling

(e) The young one of a giraffe is called a .............................. .
(1) cub (2) doe (3) calf
Web Links
http://kids.nationalgeographic.com/
177
3. Sports—Popular
Sports
Sports not only help us to stay fit but are also a fun way to spend
time with our friends. There are a lot of games that we not only
enjoy playing but also like to watch being played. Let us take a look
at some of the most played and most watched sports in the world.
Swimming started in the 1st century. It

strengthens the heart and the lungs.
Swimming has been a part of the Olympics
since 1896.
Before 1986, the tennis balls used at
Wimbledon were not yellow. The colour was added to
Fact File!
allow people to see the ball better while in play. Arthur Ashe was
the first African
American to win the
1. Swimming is not an Olympics Fact File! U.S. Open.
sport. (True/False) Badminton is the
2. Balls used in Wimbledon are fastest racquet
black in colour. (True/False) sport.
GK
1. Let us test your knowledge about about some popular sports.

(a) Volleyball is not a part of the Olympic Games.
(1) True (2) False
(b) How many players are there in a cricket team?
(1) one (2) eleven (3) nine
178
(c) This game is played on a rectangular field with a goal post at each end. It is
played in over 200 countries and is considered to be the most popular sport
in the world. The association called FIFA is closely related to it. Name the
sport. ...........................
(d) Which game is also known as ‘ping-pong’?
(1) chess (2) badminton (3) table tennis
(e) A pitcher can be found in which sport?
(1) cricket (2) baseball (3) football
2. Match the terms with the sports.

Column A Column B
(a) Grand Slam (1) boxing
(b) dribble (2) swimming
(c) stroke (3) football
(d) stumped (4) tennis
(e) knock-out (5) cricket
3. Quiz Time!
(a) Tennis can be played individually against one opponent
or between two teams of two players each.
(1) True (2) False
(b) Water polo is a team sport.
(1) True (2) False
(c) Which sport does Tiger Woods play?
(1) tennis (2) cricket (3) golf
(d) Cassius Marcellus Clay was a …………………………
(1) golfer (2) footballer (3) boxer
(e) The players of ice hockey play wearing ice-skates.
(1) True (2) False
GK
Web Links
http://didyouknow.org/fastfacts/sports/
179
4. People—Well-known
Personalities
There are many famous personalities who have become very
popular for their achievements in their respective fields of work.
Some are politicians, some are authors, some are painters and
some are inventors. Let us learn about some of them.
Leonardo da Vinci wasn’t just an incredible artist, he was Fact File!

an inventor, scientist, mathematician, engineer, writer, Neil Armstrong
was the first man
musician, and much more. Leonardo da Vinci could write to step on the
with one hand and draw with the other at the same time. moon.
Martin Luther King Jr. was an important leader and

activist. He became the youngest man to receive the
Nobel Peace Prize.
Fact File!
Abraham Lincoln,
Leonardo da Vinci the 16th President
could write with one of America, was
hand only. (True/False) also a wrestler.
1. Let us test your knowledge about well-known personalities.

(a) Who invented the telephone?
GK
(1) Thomas Edison (2) Alexander Graham Bell

(3) Isaac Newton
(b) Pandit Jawaharlal Nehru is also known as Chacha Nehru.
(1) True (2) False
(c) Martin Luther King Jr. was a non-violent civil rights leader of America.
(1) True (2) False
180
(d) Who was known as ‘Lady with the Lamp’?
(1) Florence Nightingale (2) Deepika Padukone (3) Mother Teresa
(e) Who is called the ‘Flying Sikh’?
(1) P. T. Usha (2) Harbhajan Singh (3) Milkha Singh
2. Match the personalities with their field of work.

Column A Column B
(a) Charlie Chaplin (1) boxer
(b) Leonardo da Vinci (2) actor
(c) Christopher Columbus (3) astronaut
(d) Kalpana Chawla (4) explorer
(e) Muhammad Ali (5) artist
3. Quiz Time!
(a) Who created Mickey Mouse?
(1) Walt Disney
(2) Charlie Chaplin
(3) Donald Duck
(b) Christopher Columbus discovered America.
(1) True (2) False
(c) Steffi Graf, the legendary tennis player, is the only person
to win the Golden Slam.
(1) True (2) False
(d) Lata Mangeshkar is a famous .................................... .
(1) dancer (2) singer (3) actress
(e) Who is also known as the ‘birdman of India’?
(1) Salim Ali (2) Salim Khan (3) Salim Sultan
GK
Web Links
http://www.mapsofindia.com/who-is-who/
181
5. Places—Famous
Monuments
Monuments are built to celebrate events as well as achievements
of people. There are many famous monuments all over the world
that have been built to mark happy as well as sad events. Come,
let us a learn about some famous monuments from various parts
of the world.
The Statue of Liberty is a sculpture of Libertas,

Roman Goddess of Freedom. It is situated in the
United States of America. The statue designed by
Frederic Bartholdi, was a gift from the people of
France to the USA.
The Stonehenge is an amazing structure built of
standing stones in a circular form. It is one of the
most ancient structures of the world, believed to
be built before 2000 bc.
GK
Stonehenge is a structure
built of standing
bamboos. (True/False)
182
Eiffel Tower, which was built in 1889, was named
after its designer and engineer Gustave Eiffel. It is
located in Paris.
Fact File!
Taj Mahal means the ‘crown of palaces’.
1. Let us test your knowledge about some famous monuments.

(a) The Statue of Liberty was a gift to America by which country?
(1) England (2) Germany (3) France
(b) The Big Ben is the third-tallest, free-standing clock tower in the world. Which
city is it located in?
(1) Glasgow (2) London (3) Manchester
(c) The Stonehenge is a prehistoric monument located in England. It is a ring of
standing stones.
(1) True (2) False
(d) Where is the famous statue of Christ the Redeemer located?
(1) Rio de Janeiro (2) London (3) Vatican
(e) The Empire State Building is located in ....................................... .
(1) New York (2) London (3) Washington
GK
2. Match the monuments with their places.

Column A Column B
(a) Leaning Tower (1) Kolkata
(b) Taj Mahal (2) Cambodia
(c) Angkor Wat (3) Konark
(d) Sun Temple (4) Agra
(e) Victoria Memorial (5) Pisa
183
3. Quiz Time!
(a) The ..................................... is the
longest man-made monument.
(1) Great Wall of China
(2) Leaning Tower
(3) Eiffel Tower
(b) ...................................... is a very famous
temple in Greece in honor of the Greek
goddess of wisdom.
(1) The Parthenon
(2) The Vatican
(3) The Colosseum
(c) What is the London Eye?
(1) Big Ben
(2) Eiffel Tower
(3) Ferris wheel
(d) In which city would you find the Notre Dame
Cathedral?
(1) Paris
(2) New York
(3) London
(e) The Taj Mahal was built by emperor Shah Jahan
in the memory of his wife, Mumtaz Mahal.
GK
(1) True
(2) False
Web Links
http://www.wonderslist.com/10-most-famous-cultural-monuments-around-the-world/
184

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w

An Integrated Term Course

Anitha Vasanth Bennett

© Oxford University Press 2012, 2015, 2019

The moral rights of the author/s have been asserted.

First Edition published in 2012

All rights reserved. No part of this publication may be reproduced, stored in

You must not circulate this work in any other form

Typeset in ITC Legacy Sans Std

• Word Hunt encourages careful reading to examples followed by adequate practice

immediate surroundings, starting from • Introduces and develops concepts in Science

basics of History, Geography, and Civics step-by-step animated experiments to explain

Adult Supervision Group Activity

Individual Activity ASL Assessment of Speaking and Listening

It includes recognition of self,

It is the ability to analyze

It helps us to deal constructively

It helps us to relate in positive

2. Little Robin Redbreast (poem) 21 2. Plants and their Uses 135

2. Place Value 80 5. Places—Famous Monuments 182

Anitha Vasanth Bennett

2. Little Robin Activity—Making a

6. At the Zoo Activity—Dressing up

Project— I love my family

Hello, son! Let me

Don’t do that, you

I must run away with

lays golden eggs,

2. Put a () if the sentence is correct or a () if it is wrong.

(e) harp (5) gold coins

4. Answer the following questions.

Grammar (common nouns and proper nouns)

Nouns (naming words) can be of two types—common and proper.

Vocabulary (hidden words)

2. LIGHTHOUSE .......................... ..........................

3. RAINBOW .......................... ..........................

4. SUNFLOWER .......................... ..........................

5. STRAWBERRY .......................... ..........................

6. TOOTHBRUSH .......................... ..........................

Pronunciation (a, ea)

1. Repeat the given words. These words rhyme with man.

Listening Skills (listening to commands and instructions)

Jack’s mother says ‘Don’t do that! … Come here at once!’

Speaking Skills (expressing satisfaction)

Reading for Fun (reading a number rhyme)

The giant counts his gold coins up to one thousand!

Read the following number rhyme.

Writing Skills (names of months and seasons)

2. Look at the pictures and answer the questions given below.

(a) Which month is very hot? ............................. English

Little Robin Redbreast sat upon a tree,

Once upon a time, there was a brave and wise king

felt very tired and sick.

3. Match the following.

4. Answer the following questions.

Grammar (nouns—singular and plural)

Look at the following examples:

1. Repeat the given words. These words rhyme with king.

Say aloud the word, ‘spider’.

Speaking Skills (responding to simple questions)

Read the following sentences aloud.

These are cows. These are flowers.

These are kittens. These are women.

2. Little Robin Activity—Making a

6. At the Zoo Activity—Dressing up